Philippines free essay sample

The Department of Education recently unveils the enhanced K+12: Basic Education Program. The program involves the reinforcement of kindergarten, six years of elementary education, four years in Junior High School (Grades 7-10) and two years of Senior High School (Grades 11-12). Curriculum also allows specialization in science and technology, music and arts, agriculture and fisheries, sports, business and entrepreneurship. Thus, the Department of Education plans to implement the new education cycle in phases, beginning in 2012. In addition, Education Secretary Bro. Armin Luistro ensure that the Department will work closely with the Commission on Higher Education (CHED) and Technical Education and Skills Development Authority (TESDA) to align the new basic education program with the existing programs of both concerned institutions (Caballero, ANC, 2010). The Department of Education believes that enhancing the quality of Education will allow the system to build flexibility in the curriculum to expand coverage and content. Along this line, students are presumed to have developed sufficient higher order thinking skills, analytic tools, and knowledge to enter either college or the world of work. We will write a custom essay sample on Philippines or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Basically, the country should also adopt this program to comply with the global standard for basic education (Manila Bulletin, October 8, 2010). Moreover, the K+12 program is highly promoted considering the fact that generally our graduates are not mature enough to handle higher education disciplines. Extracted from this problem the main aim of the program, which is to provide the basic learning competencies and emotional maturity that one needs and must possess in the workforce (GMANews. TV, October 6, 2010). Therefore, the Department of Education urged its critics to view the Enhanced K+12: Basic Education Program not as a burden, but as an investment. A. STRONG REASONS SUPPORTING THE ENHACED K+12: BASIC EDUCATION PROGRAM While most parents, teachers and students continue to oppose the plan of the Department of Education to implement the Enhanced K+12 Program, educators and other stakeholders expressed their support to turn the 10-year Basic Education Cycle to 12 years. The individuals and groups supporting the K+12 Program include the Philippine Business for Education (PBED), a group of top businessmen, Senate Juan PoncemEnrile, Coalition for Better Education (CBE), and Peter P. Laurel who is the President for Philippine Association of Colleges and Universities. They welcomed governments strong resolve to finally put in place a decades-old proposal for a K+12 Basic Education Cycle since they equally pushed for Education Reforms. Their famous line We are finally moving forward is associated with their confident belief that the proposed program will provide more benefits to the education system. They reiterated that the additional years in basic education cannot be separated from the issue of poor quality of the Education System. Over and above the poor quality and lack of teachers, textbooks and workbooks, and facilities, continues to make learning a growing challenge for more and more of the students. The K+12 Program gives to the masses the extra years of schooling that for many years has only been available in private elite educational institutions. Every additional year of schooling improves income potential of students as they enter the world of work (Danao, et al. , October 7, 2010). The Group was able to conduct a survey regarding the Enhanced K+12: Basic Education Program proposed by the Department of Education. Questionnaires were distributed to 45 respondents consist of teachers, students, and parents. The result shows that the reasons expressing support to the K+12: Basic Education Program are: It will mature the minds and emotions of students before attending the world of work. It will strengthen the students academic background. It will serve as a preparatory stage for students to realize and determine what profession they will take as they enter the tertiary level. Ideal to make Filipino students to become globally competitive in the world of employment. Philippine Education will attain same level of educational set-up with the other countries. This will definitely lead the tertiary level of education to concentrate more on the enhancement and development of skills and abilities of students to their respective specializations. To enrich and totally acquire all the learning competencies necessary to build the progress of students. To gain more knowledge. It will provide more areas in training the various skills of students considering that the focus should be on hands-on activities or experiential learning. This will open the gate of opportunity for Filipino students to pursue higher education in other countries. Learning takes time B. STRONG REASONS OPPOSING THE ENHANCED K+12: BASIC EDUCATION PROGRAM The K+12: Basic Education Program has received much flak from various groups for its alleged wrong priorities saying that the additional 2 years will not address the main problem about the deteriorating quality of education in the country. Senate Majority Floor Leader Vicente Sotto III, Cebu City Vice Mayor Joy Young, Rep. Antonio Tinio of the Alliance of Concerned Teachers Party List, Kabataan Party List, and League of Filipino Students National Chairman Terry Ridon are among the first to criticize the proposal. They voice out their concerns that the Enhanced K+12 Program would burden parents even more. They doubted whether the government could provide enough funds for the additional two years considering that the national budget is unable to fund the number of years in the basic education system at present. The program is impractical, given that the DepEd has not been able to address the problems in the 10-year basic education cycle (Musico, PNA, October 7, 2010). The move to add two years to basic education will not answer the growing number of out of school youth, nor will it lift the countrys employment rate. Instead, they suggest that government must focus on measures aimed at increasing state spending on education, stopping unjust tuition and other fee increases in all levels, promoting nationalist curriculum, upholding democratic rights of students, improving teachers welfare and improving science, research and technology development. The government should primarily address the shortage on classrooms, teachers and textbooks (Ronda, Philippine Star, October 8, 2010). Therefore, compiling all these dilemmas, they believe that implementation of the Enhanced K+12: Basic Education Program will only yield more problems. Base from the survey conducted by the group, the result presents reasons expressing disagreement to the K+12: Basic Education Program. Majority of the respondents believe that: It entails adjustments to all students, parents, and teachers. A high probability that students will tend to become lazy to acquire education. The Philippine government must address first the problem on poor school facilities and lack of educational institutions especially in rural areas. Several problems on lack of textbooks, low wages for teachers, etc. , are not yet addressed and solved by the government. The willingness of students to study at present is limited. Additional workload on the part of the teachers especially if the needed instructional materials are not totally and essentially provided by the educational institutions. Government is experiencing financial constraints at present. The focus should be on the proper training of teachers. Top-notcher or highly qualified teachers should be prioritized in the Teaching Profession. It will hinder the students of experiencing fun or time for leisure since their time will really be dedicated to schooling. The budget to be allotted to this program should be distributed to other important concerns of the masses such as medicine, food, and housing projects. Higher chance of losing interest for students to pursue their tertiary level. Considering the economic status of our country, theres the continuous increase in the price of goods and other services resulting to financial instability. It will be an additional financial burden especially on the part of parents. Filipinos are brilliant†¦ C. THE GROUPS FINAL STAND YES TO ENHANCED K+12: BASIC EDUCATION PROGRAM! LET US INVEST OUR MONEY TO WHERE OUR EDUCATION IS. We have now entered an age where the 10-year education program is becoming outdated. As a nation that is hoping to stand as a noticeable competitor in the global market, we need to furnish our graduates with a quality of education that will bring respect and pride to our country. We need to recognize and embrace the changes that need to be made in the educational program of the Philippines. It is true that simply adding two more years in the education of students does not guaranty that the students will master skills that are at par or superior than the students from other countries; most of which it will be a financial burden to everybody BUT the benefits of these changes will be very evident on the quality of graduates that the Philippine schools would be introducing to the world job market. We believe that its time to make a difference. The group likely recommends that the Department of Education should primarily address the infrastructure and supra-infrastructure requirements needed for efficient and effective implementation of the program. Foremost, the Department of Education must design a curriculum that is based on internationally approved standards. II. THE DIFFERENT TEACHING AND LEARNING STYLES A growing challenge to the Teaching Profession If teachers were taught to respond to global students processing styles and environmental preferences, and if only could be taught to be collegial or authoritative with those youngsters who require one or other teaching style, fewer students would experience frustration and the inability to succeed in academic classes. -Henry S. Tenedero Teachers need to identify the perceptual strengths of every student. Young students tend to be tactual or kinesthetic, thus teachers should introduce new words, concepts or skills initially with manipulative. It is a must that students need to be introduced through their primary perceptual preference, reinforced through their secondary or tertiary preference, and then required to use the new information in a creative way by making something original. A. TEACHING STYLES Teaching styles are the awareness of teachers on their preferences in creating and delivering instruction. TYPES OF TEACHING STYLES 1. CONTRACT ACTIVITY PACKAGE (CAP) It is an instructional style which guides a student through an independent learning experience. A series of objectives are presented which the students’ masters by completing activities selected. CAPs include many pictures and drawings to attract students attention. 2. PROGRESSIVE TEACHING STYLE This is based on the belief that learning should be experiential and should be integrated with all the other subjects. A method that highly promotes the concept of creativity learning through playing, learning through experiments, etc. 3. CONTENT ORIENTED STYLE A style exemplified by teachers which is determined by logical operations of the classroom, with heavy attention to content and lessons. Teachers do the strategy of lecturing. A method also termed as Explanatory Style and Informative Type of Teaching. 4. AUTHORITARIAN TEACHING STYLE A restrictive style of instruction in which the teacher makes absolute demands and threats or force to ensure that students comply. The teacher expects children to obey the rules and regulations and has little management abilities beyond constant yelling at the students. 5. PERMISSIVE TEACHING STYLE A type of instruction in which the teacher makes few demands of students and provides little or no active guidance. The teacher is one who really just wants to be friends with her students. No firm discipline plan is in place. 6. SOCRATIC STYLE The image is wise, somewhat crusty teacher who purposely gets into arguments with students over the subject matter through artful questioning. 7. TOWN-MEETING STYLE Teachers who adapt this style use a great deal of discussion and play a moderator role that enables students to work out answers to problems by themselves. 8. INTERACTIVE or INDIRECT TEACHING STYLE Through dialogue and questioning, the teacher facilitates the development of students ideas. This form of teaching also allows the socialization skills of students to takes place. 9. INDUCTIVE TEACHING STYLE Teaching style that considers topics by moving from the specific to the general. 10. DEDUCTIVE TEACHING STYLE Teaching style that considers topics by discussing the concepts to understands the details. 11. AUTHRITATIVE TEACHING STYLE A controlling style of instruction in which the teacher makes many demands but also allows some autonomy and individual expression as long as students are staying within the guidelines the teacher has set. The authoritative teacher is one who has an orderly classroom, a strong discipline plan, and is caring and supportive. Students respect and know that they can go to her with problems of any kind no matter how big or small. B. LEARNING STYLES Learning styles are various approaches or ways of learning. They involve educating methods, particular to an individual that are presumed to allow that individual to learn best. It is commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. TYPES OF LEARNING STYLES 1. ANALYTIC LEARNING STYLE Learning is sequentially. Building of details is necessary into an understanding and often preferring quite, bright light, a formal seating arrangement and to continue their task until it has been completed. 2. GLOBAL LEARNING STYLE Learning takes holistically. There is the need to understand the concept first and then are able to concentrate on details. Prefer learning together with what teachers describe as distracters (music, conversation, snacks, lots of mobility, etc. It is described as Interest-Oriented Learning. 3. SENSING THINKING STYLE Mastery Learner. Students are sensitive to acts, details, physical actions, and steps. They are inclined to skills such as remembering, describing, manipulating, and ordering. 4. INTUITIVE FEELING STYLE Self-Expressive Learner and Visual Learners. Learners are sensitive to hunches, images, possibilities, and inspiration. They are inclined to skills including practicing, speculating, imagining, generating ideas, and developing insights. This form of learning style is also described as Pragmatist type of learning. 5. INTUITIVE THINKING STYLE Understanding Learner and Converger Learner. Learners are sensitive to gaps/flaws, questions, patterns and ideas. They are inclined to skills such as analyzing, testing/proving, examining and connecting. This style is also referred as Dynamic Learning Style, Problem-Oriented and Theorist Type of Learning. 6. SENSING FEELING STYLE Interpersonal Learner and Accommodator Learner. Learners are sensitive to feelings, people, gut reactions and experiences. They are inclined to skills including supporting, personalizing, expressing emotions and learning from experiences. This type is described as Reflector Learning Style. 7. FIELD INDEPENDENT LEARNING STYLE Learners are intrinsically motivated, and prefer to work alone or independently. Teachers merely serve as guide. 8. ACTIVIST LEARNING STYLE The students thrive on novelty and will give anything a try. They like to immerse themselves in a wide range of experiences and like to work in groups so that ideas can be shared and tested. 9. POLYTECHNIC LEARNING STYLE The students learn when they are in a community service. C. WHAT TEACHING STYLE COULD BE APPLIED TO EACH LEARNING STYLES? Exposed to too much technology and other stimulants, the modern child is sure to bring out the creativity out of his teacher. Angelo Garcia Contract Activity Package = Intuitive Feeling Style = Field Independent Learning Style Progressive Teaching Style = Sensing Thinking Style Content Oriented Style = Intuitive Thinking Style Socratic Style = Intuitive Feeling Style Town Meeting Style = Field Independent Learning Style Interactive Style = Activist Learning Style = Sensing Feeling Style = Polytechnic Learning Style Inductive Style = Analytic Learning Style Deductive Style = Global Learning Style Authoritarian, Permissive and Authoritative Teaching Styles possibly favor or applicable to all the different learning styles of students. Authoritarian Permissive Authoritative LEGEND: Teaching Styles = Three types of Teaching Styles that possibly favor and applicable to all the different Learning Styles. . Learning Styles = CONCLUSION: Students receive and process information in different ways. As they say every learner is unique. Teachers should be aware that no two learners benefit in the same amount of learning from a given situation. The environment in which one learns best is as important as the preparedness of the teacher to teach. Thus, if the students learning styles are compatible with the teaching style of their teachers, they tend to retain more information, effectively apply it, and have a better attitude towards a particular subject. However, if teachers cannot justify changes in their own teaching styles, they should help their students understand how some learning styles can be adapted to their own teaching styles. In addition, intensive researches have proven that schools should deal with the different type of instruction to cater the needs and individual differences of students. They must be creative in executing their teaching strategies. It is also necessary for teachers to determine the strengths and weaknesses of the students to be able to identify the appropriate teaching method to be utilize considering the learners respective level and capacity. Foremost, teachers must not over exaggerate the use of instructional material, rather it should only serve its main purpose which is to facilitate learning and attract learners (Peterson and Reinert, 1992). Three essential personal qualities of teachers would suit any learning styles of students as shared by Taush, 1986. These are Empathetic Listening, Respect and Concern, and Genuine Transparency. A teacher possessing these three personal qualities will surely improved Intellectual Quotient, interest, higher order thinking skills, attitude, etc. , of students.

Resonating with your reader

Resonating with your reader Resonating with your reader Resonating with your reader By Michael Some writers seem to think their job is to put their ideas into someone elses head. But thats not how it works. Unless youre a brain surgeon, its pretty difficult to get inside someone elses head neatly. Only in science fiction can you actually transport your meanings into another person. How easy it would be if I could perform a Vulcan mind meld on my readers to make them instantly understand everything Im trying to say. But I am not Spock, and neither are you. You cant pack your message into a freight box and be confident that it will absolutely, positively reach your readers heart. What you can do is to use words that you think might evoke the same feelings and thoughts in your reader. In school, I realized that communicating is less like two freight terminals and more like two tuning forks. Strike one fork and the other fork will resonate, if it has the same pitch. You can look at a tuning fork and read the pitch (C# or E or A flat) engraved in the handle. The problem is that, since we cant read other peoples minds, we dont always know what will resonate with them. Im actually terrible at interpersonal communication, so I usually state my ideas in several different ways, hoping I will hit upon something that will help my listener to understand me, before he or she gets impatient with me. But the tuning fork analogy breaks down in real life, with real people. The human mind is not a small set of tuning forks, each set to a precise pitch. Every person has a different life experience. Weve all read different books, which means that different words have different connotations. To one person, the will of the people reminds them of a reality TV show. To another person, it reminds them of their youth in Stalinist Russia. If I have tuning forks in my mind, I have millions of them, and most of them are set to pitches you never heard at the symphony. As a copywriter, you learn what arguments and appeals tend to convince your target market to buy your product. Each target market may respond to a different set of appeals. Some people drink a certain soft drink because they believe that everybody else does. Some people drink it because they believe that nobody else do. As a writer, the best you can do is to try to understand your readers well enough to know what effect certain words will have on them. If you pick the right illustration or analogy, their hearts will ring with yours. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:Homograph ExamplesDoes "Mr" Take a Period?Words That Begin with Q

Best Time Scheduling The Easy Way To Get More Engagement

Best Time Scheduling The Easy Way To Get More Engagement We all know there’s a science to scheduling social messages, yet decoding that formula takes time. Social etiquette, best practices, and data crunching rule the world of social strategy. Some nerds have the bandwidth to figure this out (like us), but a lot of you might not have the time to dive into it. Well, at least, not until today that is :) Best time scheduling is our newest social media automation feature to launch this Spring. It will take the guesswork out of posting your social media messages, so you can get the most engagement from your social messages every time,  Ã‚  without the manual busywork. Take the guesswork out of #socialmedia posting with Best Time Scheduling. has done its due diligence by compiling best practices from hundreds of the world’s best marketers, analyzing the rules/strategies of every social platform, rehashing our methods, and testing out the â€Å"perfect† times. Reap the awesome benefits of high engagement, increased traffic, and more followers with best time scheduling. Its that easy! Best Time Scheduling is out in the world now! #socialmedia #blogging #socialmediamanagementHow Does Best Time Scheduling Work? Theres no need to guess anymore when  it comes to scheduling your social media. Use best time scheduling to share your messages at the best times for each network  every time you post. You can rest assured that your social media messages will be sent at great times and that theyll be seen by the right people. Simply create your messages and choose the â€Å"Best Time† option which is located in your social queue dropdown and also in the Chrome extension. From there, will schedule your messages at the best traffic times for each network  ensuring that you get the most engagement every time you post. Want to have a little more control? Best time scheduling has four time ranges to choose from:  morning (8-11 a.m.), midday (11-3 p.m.), afternoon (3-7 p.m.), and evening (7-11 p.m.). Recommended Reading: How To Quadruple Your Traffic With A Social Media Editorial Calendar will now schedule out your messages at the highest traffic times for each network.Engage with more of your audience! Best time scheduling lets you focus on writing quality messages that increase clickthroughs  while we share them at the best times. The better the content the more engagement youll get! Optimize your hard work and let best time scheduling determine the best time for your messages to go out. We’ll make sure your messages don’t go to waste and that the right people see your content! Recommended Reading: 21 Social Media Engagement Tactics That Will Grow Your Audience Also, with so much competition, it’s tough to cut through the noise. Best time scheduling spaces your messages out for maximum coverage, getting you the most social engagement for every single message you schedule. Recommended Reading: What Is The Best Placement For Successful Social Media Buttons Collision proof your messages! Best time scheduling takes into account the whole day and everything you already have scheduled. If you need to reschedule a piece of content, simply drag it to a  new day. will take care of the rest. It’s constantly re-working the schedule so your messages don’t feel spammy or get sent out too close to one another. Organic messages are best! We want your users to get the sense they’re forming a relationship with a real person and not a robot. In order, to help with that weve added a layer of intelligence so your posts don’t go  out at the same times. Recommended Reading:  8 Social Media Best Practices That Will Save You 25.5 Hours In A 2-Week Sprint Organic messages are best! #socialmediaNo More Busy Work Or Manual Scheduling! When you use best time scheduling youll be able to focus on writing quality social messages and publishing exceptional content. Let worry about getting your messages out at the best time! With best time scheduling, you can schedule with confidence. Your messages will be sent at the best time possible according to research and best practices. Are you ready to increase your traffic, engagement, and followers? If so, youll love best time scheduling!

The Human Side of Organisations Essay Example | Topics and Well Written Essays - 2000 words

The Human Side of Organisations - Essay Example These targets were specific, measurable, attainable, realistic and time bound. Following the future development targets was an extensive action plan that would help in achieving these targets. 1) Evidence 1.1 Self-Analysis A critical analysis of the personality inventory test taken for the purpose of this assignment made me understand my personality type along with my strengths and weaknesses. According to test results, my personality type is ENTJ which stands for extraverted, intuitive, thinking and judging. Further consideration of these results made me understand that I am capable of looking at a broader picture underlying a situation instead of its specifics (Sharp, 1987). Furthermore, I thrive in situations that allow more cognitive application and social interaction. Research performed to understand my test results indicated that this personality type is known as extraverted thinking (Furnham, Moutafi, and Paltiel, 2005). I like to socialize in practically every situation from academics to family life and community events, intuition acts as my major strength while handling any task or situation at hand. As a result my responses are usually robust; contain holistic view of the situation. Although some of the decisions are made unconsciously however my past experiences provide me with expertise and self-awareness act as a ground for such decisions. Further analysis with the help of course literature provided during the semester about intuition indicated that my intuitive intelligence is an amalgam of creative, social and expert intuition. As a result the decisions made are based on assessment of feelings of people involved in the decisions, my own experiences and understanding along with gut feelings leading to creative ideas. 1.2 Strengths and Weaknesses In the light of the analysis performed above, I was able to identify my personal strengths and weaknesses. Being an extrovert and intuitive persona, I am able to identify other people’s emotions and also read between the lines. Where I have undertaken quite a few projects in leadership roles, these traits helped me in interacting well with my team by understanding their personal emotional needs. My second strength can be effective time management. Since I perform judgment and thorough thinking about tasks before taking them and plan them well after they are assigned to me, therefore I try to keep a track of my performance through effective time management, prioritization and utilization of resources play a key role in this area. My third strength can be strategic thinking. Before making a decision, I try to analyze the situations, possible causes behind the problem and identify most appropriate solutions that will have long term positive results rather than short term success. Along with these strengths, I have several weaknesses which sometimes hinder my efficiency and effectiveness in certain situations. My first weakness can be difficulty in keeping balance between differen t tasks. Although I like multitasking, however it gets difficult to prioritize them and give them due share of time. I plan my tasks before time and keep a track of their

Racist Crimes in the United States Essay Example | Topics and Well Written Essays - 2500 words

Racist Crimes in the United States - Essay Example There are kids out there getting physically hurt and killed everyday simply because of the color of their skin, or their hair is not right, or they speak a foreign language, etc. Basically only one criminological theory is required here to investigate what this research is trying to present but it is planned by the author to implement two since it will give a better understanding and perception into how criminology utilizes theories to decipher why crime occurs. This literature will look at the Socialist theory, include hints into the General Dynamic Theory and also include the Lombroso's Theory and Individualistic Choice theories more than others because they are both implicitly intertwined in explaining this specific issue of youth crime relative to racial hate crimes. The extent to which life circumstances have an effect on adolescents and the percentage of criminal activity has been debated for decades now. Criminologists have applied various theories to the common occurrences of youth race crimes and other juvenile crimes to try and deter the adverse behaviors of young people. Theoretically, criminologists are actually searching for a logical explanation as to whether or not the social environment of which disadvantaged youths are growing up in really does play a significant role in the amount of juvenile crime that is evident in this current century. "The extent to which a common explanation of crime applies to all members of the offending population is a contentious issue within criminological circles" ( Piquero, et,al; 2000). There are a multitude of scholars in the criminology field that claim it is a undeniable fact that the social aspects of young teens environments, such as in areas of: family, school, employment, and social circles, all have a tremendous influence on the life experiences that juveniles will endure. Those from lower class neighborhoods, where poverty, lack of employment, lack of education, domestic violence, and other negative activities are transpiring, have a psychological effect on the youth and how they perceive their quality of life. Two criminology experts, 'Sampson' and 'Laubs' claim that although there is always a reason behind any act of crime, the events that take place in life carry the strongest dynamics in characterizations of delinquent activities and race crimes committed by the youth. The theory that they utilize is the General Dynamic view point. One of the theorizations that this particular theory focuses on is one that takes into consideration the variables of time and how individuals perceive time and change in regards to committing acts of racist crime and other criminal acts. Theorists that studied this criminological idea are focused on whether or not the individual criminal behavior of adolescents deviates over time, as they develop (Piquero, et,al; 2000). This is especially emphasized in the study of youth crime due to the fact that adolescents who are exposed to racial hatred and other adverse life elements, over a period of time, during the developmental years, often mimic the lifestyle habits that they have grown up around. For instance, there is a large percentage of below poverty level Hispanic neighborhoods in New York City who are involved in hate crimes within gang related

Studio Production Essay Example for Free

Studio Production Essay With academic reference, research and analyse what your studio role involves both technically and creatively from pre production to production of a studio programme. And with reference to your team’s studio programme, discuss your role and how you contributed. Introduction The purpose of the â€Å"Studio Production† module was to produce a live studio programme in a team, starting from the pre-production stages right through to the live studio broadcast. Each member of the team was assigned a studio role that they would carry out throughout the course. The different roles available will be discussed in more detail later. Television studios supply the appropriate environment and coordination for making live studio programmes. Everything that goes on within a studio can be properly controlled and gives you the opportunity to get the best use out of the equipment; such as cameras, lighting and sound etc. Television studios are convenient and spacious enough to create sets and hold an audience. The audience are often there to interact; either by asking questions, or simply to laugh in the right places and give the presenter(s) someone to bounce off. Live studio programmes generally come as daytime or late night chat shows or discussion programmes. Research Daytime television has programmes such as: Ready, Steady, Cook, Paul O’Grady, This Morning and Loose Women. The media is the biggest cause for stereotyping, and daytime television is usually directed more towards women, who stereotypically are the ones at home in the day, whilst the man is at work. They are also for students and OAP’s who are also thought to be at home watching television. As these programmes are intended for the daytime, the content of these programmes must be suitable to be shown before the watershed. Late night television programmes are on after the watershed, so are allowed to be more risque. These programmes usually consist of a presenter, guests and some debates for factual or entertainment value. Friday Night With Jonathan Ross, Match of the Day, Parkinson and the Friday Night Project are all examples of late night shows. Discussion shows like Jeremy Kyle, Trisha Goddard and Question Time are often on during the day too, again its target audience being women, students and pensioners. There is usually a presenter who raises three or four different news or topical issues that are discussed, or problems are solved. There are many different roles that need to be undertaken in order to make a live studio programme: †¢Producer – they create the show and are responsible for the studio equipment and crew, as well as the content and timing of the programme. †¢Director – it is their visual input that makes the programme what you see. They are responsible for the overall flow of the programme, the shots, what cameras and graphics are to be used and to direct the crew. Vision Mixer – they are responsible for the output of the live programme. The director instructs what shots and graphics are needed and when and how they are transitioned, whilst the vision mixer gets it done. †¢Presenter – the one who delivers it all to the audience, reading from the autocue and adlibbing. †¢Scriptwriters – they write the programme script , so often the producer, presenter and prompt operator will be involved in the scriptwriting process. †¢VT Graphics – Graphics, titles and Astons are all designed and created for the programme. The VT’s are the videos used as cutaways in the programme to essentially give the presenter a break and to possibly change the scenery/area. Both work closely with the vision mixer. †¢Lighting – lights up the set, presenters and guests accordingly. †¢Sound – testing sound and responsible for the audio set-up. There are usually two sound engineers working on one programme. †¢Camera Operator – operates the camera. The director tells them what shot they want and the camera operator generates it, quickly framing and focusing on the person/object. A basic studio programme would have at least three or four cameras. †¢Floor Manager – manages the studio floor and making sure everyone is where they are supposed to be, controls the audience and passes on instructions to the presenter and guests on the programme. †¢Prompt Operator – inputs the script into the autocue, runs the autocue for the presenter to read. A daytrip to London’s Leicester Square Studio to watch TRL was organised, in order to get a feel of a live studio programme in transmission. Vision Mixing Vision mixing is similar to editing, only in real-time, as you are editing for a live studio programme, so you only have one chance to get it right. Once a moment has passed you cannot get it back, so timing and initiative are extremely important qualities to ensure for being a vision mixer. Like post-production editing, the cuts between takes want to look seamless and subtle, not clunky and obvious. The aim of the vision mixer is to follow the action. Viewers do not want to look at a shot of an inanimate person whilst someone else talks, they want to see who it is doing the talking. The vision mixer listens to what shots the director wants and how they want the cuts to look, and it is their job to bring the directors instructions to life. There are two main screens the vision mixer needs to be aware of: the â€Å"preview screen† and the â€Å"programme screen†. The preview screen shows what will need to go live next. Such as if camera 2 or a VT needs fading in, then it should be displayed ready to fade in on the preview screen. The programme screen shows what is currently being broadcast. A For-A VPS-700 Ginga Video Production System was used as the video switcher for the studio programme. It is a 12 input switcher, allowing for: 3 camera channels, 2 VT playback channels, a graphics fill key, an internal still store and also internal matte generators. Along the bottom of the switcher are two rows of thirteen numbered buttons (numbered 1-12, for the twelve inputs). These numbers represent a channel input that is being used for recording. For example, Camera 1 will generally be fed through button 1. Camera 2 is on 2, Camera 3 is on button 3 etc. The very first button on the row is â€Å"Black† which brings up an empty black screen. This is used to begin and end a programme: â€Å"fade to black†. The top row of buttons represents the ‘live’ buttons and when in use, will be lit in red. Red means â€Å"Live†. Whatever button is on here will be being shown on the programme screen. The bottom set of buttons will be what is displayed on the preview screen, and the buttons will light up in yellow, meaning they are ready to go live. There were six screens in the gallery that were assigned to channels on the switcher, so the first six channel inputs (the most used ones) were easy to view, without needing to set them up on the preview screen: 1. Camera 1 2. Camera 2 3. Camera 3 4. VT 1 5. VT 2 6. Graphics The transitions that could be used to edit between shots are cuts, mixes or fades. There are also many effects that the For-A VPS-700 Ginga could do. The come under wipes, digital video effects and downstream keys. Wipes do not manipulate the video source and are used by an inbuilt key. They can be used for graphic transitions, but are not ideal for live television productions as look quite juvenile. Digital video effects (DVE’s) can make picture-in-picture effects and change the position of the frame. Downstream keys (DSK’s) are used for Astons, logos and for rolling credits. â€Å"Back to the Movies† The chosen type of live studio programme that Group 3 chose to make was a quiz show. This was chosen because the majority of programmes being made by the other groups were late night chat shows, so a quiz show would stand out more from the others, as well as also providing more of a challenge to make. Quiz shows need to be spontaneous and can be unpredictable when it comes to people answering questions and what will be said. A good deal of the content is scripted, but the guests cannot be given scripted answers, as this would make the idea of the quiz fake. This meant that guests on the programme would not be able to rehearse all of the rounds or hear the questions that they would be answering in advance, so that they would not know them during the live broadcast. This means that cameras would not know which people to frame and focus in advance, nor would the director or vision mixer know who would need to be shown on the programme, until the guest buzzed in. This makes for harder work than a fully scripted programme, as well as impulsive shots to be taken by the camera operators and vision mixer. Being on a film course, the quiz show was decided to be based upon film questions, and separated into four rounds: †¢Ã¢â‚¬Å"Quick-fire† round – random film questions, teams buzz in to answer. †¢Ã¢â‚¬Å"Guess the Odd One Out† round – each team is shown four images of film celebrities. They need to guess who is the odd one out and why. â€Å"Guess What Happens Next† round – each team is each shown two film clips. Using their imagination instead of knowledge, they need to guess what happens next. †¢Ã¢â‚¬Å"Movie Tagline† round – Each team is given different taglines from films, they need to guess what the film is. The director instructed that as a contestant spoke, the vision mixer would select the appropriate camera set up to capture the action. This involved a lot of quick switchin g, because during the quick-fire rounds, any of the four contestants could be answering. This meant that for this round, one of the three cameras needed to be on Team 1, another on Team 2, and the other camera on the Presenter at all times, because any of the teams could be answering the questions, and depending on the length of their answer, the action may switch back to the presenter. The presenter sits in the middle of the set, with a team of two guests to either side of him. The presenter has two buzzers to himself; one with the noise signalling a wrong answer, and the other making a noise to signify that the answer to the question is right. To make things easier for knowing who to switch to, the teams each had a separate buzzer noise, so that the director, cameras and vision mixer would realise who was about to speak, before they began. â€Å"Back to the Movies† starts with a fade from black to the opening 30 second VT on channel 4. The last ten seconds of the VT are counted down, and the establishing shot of the set is set up ready on the preview screen, through channel 2. The title graphics naming the show are faded onto the screen at this point, using the downstream key. They are faded back out, and a direct cut is made to show a shot of the audience clapping. Another direct cut is made to show the presenter, whilst his name is faded on and off screen, followed by direct cuts to introduce the teams, and again the graphics are faded in to show their team names. Direct cuts are used mostly throughout the show, as the cuts need to be quick and often you do not know in advance who will be the next to speak. The only fades used are for the graphics, VT’s and at the start and end of the show, when the programme is faded to black. Conclusion The idea of a quiz show was different to the more expected late night chat show that seemed to be a favourite among most students. It also provided more of a challenge because of its unpredictable nature that kept the crew on their toes at all times, and helped things to be less tedious. New guests each time helped to keep the atmosphere fresh during rehearsals. The only hindrance with â€Å"Back to the Movies† was the lack of cameras within the studio, as there were some shots that were just not doable with only three cameras and five people on set.

Star Wars Vs. Star Trek :: Compare Contrast Wars Trek Star Essays

Star Wars vs. Star Trek   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Throughout the past two decades, two science fiction cult classics have rivaled each other. Both have strong followings of loyal fans that live and breathe these classic tales. Lunch boxes, t-shirts, masks, bed sheets, and figurines are only some of the merchandising offspring of these two epic films. Star Wars and Star Trek certainly share many similarities being the benchmarks for the genre of science fiction movies. While the similarities are not difficult to see, especially when many people confuse their names to be the same thing, differences account for he greatness of each movie. If one were to place a Trekie (Star Trek fan) and a Star Wars maniac fan in the same room, surely only one would get out alive. This is because Star Wars and Star Trek are very arguably different. Although Star Wars and Star Trek are both stunning examples of modern science fiction, they are not the same. Star Trek and Star Wars each posses similar and different general concepts, themes, and motives.   Ã‚  Ã‚  Ã‚  Ã‚  First of all, the technology of Star Trek and Star Wars hold some similarities, but mostly differences. Star Wars has the superior weaponry. Star Wars has lightsabers (highly dignified glowing swords that slice titanium doors like nuclear powered chainsaws), laser blasters, planet destroying canons, and mystical energy called â€Å"the force.† In Star Wars, most ships are capable of light speed, which can move their ships to different galaxies in seconds. Radically shaped battle ships and battle stations also add to the weapon arsenal. All in all Star Wars has stunning fictional technology which really creates the right atmosphere for the dialogue.   Ã‚  Ã‚  Ã‚  Ã‚  Star Trek, however, seems to have a more realistic approach to technology. Star Trek has pathetic tasers which look like garage door openers, but can be set to stun to preserve life instead of vaporizing it. The Star Trek vessels also posses photon torpedoes,which seem to always be deflected by the enemies shields. Star Trek ships posses warp speed, which is a common caracteristic with Star Wars’ lightspeed. The starships are very attractive and streamlined, but hold a more realistic and practical appearance. Star Trek’s technology resembles the most likely future of technology, which adds to the realism of Star Trek.   Ã‚  Ã‚  Ã‚  Ã‚  Next, Star Wars and Star Trek have similarities and differences in characters. Star Wars tends to have very primitive alien life, for example the wookies and ewoks. Droids are nearly human with minor programming restrictions, but they do resemble tin cans and gold foil mannequins. The leaders are headstrong rebels who are very young,

Safeguarding: Childhood and Young People

Portfolio Evidence 10 Safeguarding Describe how legislation, policies and procedures regarding safeguarding impact on own role in the workplace As a youth worker I have the obligation in my role to know policies and procedures that are in place for safeguarding. Taking into consideration the five outcomes identified by Every Child Matters 1. Protection from harm and neglect (to stay safe) 2. Physical and mental health and emotional well-being (to be healthy) 3.Education training and recreation (to enjoy and achieve) 4. Social and economic well being (to achieve economic well being) 5. The contribution made by them to society (to make a positive contribution) It is vital that every person who works with children and young people should be able to recognise and know how to respond should they be concerned or be aware that a child is, or may be, at risk of significant harm. The policy highlights key issues and recommends actions when dealing with an allegation.These key issues include r ecruitment policies for those working with children and young people, their induction and training, how to respond to disclosures, how to make a referral, suspicions or allegations of abuse. These policies and procedures are there to protect me and colleague’s as well young people. Describe the issues which may arise in implementing safeguarding procedures * I could have a too good relationship or not have a good relationship with the young person. * I might not have enough knowledge about the situation * People being reported are close to me. Safeguarding: Childhood and Young People Portfolio Evidence 10 Safeguarding Describe how legislation, policies and procedures regarding safeguarding impact on own role in the workplace As a youth worker I have the obligation in my role to know policies and procedures that are in place for safeguarding. Taking into consideration the five outcomes identified by Every Child Matters 1. Protection from harm and neglect (to stay safe) 2. Physical and mental health and emotional well-being (to be healthy) 3.Education training and recreation (to enjoy and achieve) 4. Social and economic well being (to achieve economic well being) 5. The contribution made by them to society (to make a positive contribution) It is vital that every person who works with children and young people should be able to recognise and know how to respond should they be concerned or be aware that a child is, or may be, at risk of significant harm. The policy highlights key issues and recommends actions when dealing with an allegation.These key issues include r ecruitment policies for those working with children and young people, their induction and training, how to respond to disclosures, how to make a referral, suspicions or allegations of abuse. These policies and procedures are there to protect me and colleague’s as well young people. Describe the issues which may arise in implementing safeguarding procedures * I could have a too good relationship or not have a good relationship with the young person. * I might not have enough knowledge about the situation * People being reported are close to me.

Women Hobbies

Hobbies Preferred By The Women Can you imagine the women walking into each shop in the megamall and try every shoes, clothes, and handbags for 8 hours straight without even feeling tired? Even Haile Gebrselassie, world’s best long-distance runner can’t do that! According to the research done by a group of students from the University of Melbourne, women love to go shopping, grooming, go for a massage or spa, reading, singing, cooking, art &craft and so on. Despite being so passionate about their hobbies, not every woman shares the same hobbies.Although it is regarded as the most favorite’s hobbies, shopping is just one of many hobbies preferred by the women. Shopping is one of the hobbies preferred by the women and is very synonym with women. When I want to talk about shopping, the first thing that will pop out in my head is woman buying things. Although it does sound simple and considered as a light activity, shopping can and will eventually suck out every ounce of your stamina over time and making your legs begging for a massage. However, these creatures from Venus seem not affected by this at all.Most women are so passionate with this hobby till the point where they can eliminate the fatigue just like that even after spending more than 4 hours walking and shopping. Another common hobby shared by most of the women around the world is cooking. Cooking is a wonderful womanly hobby and art that they can enjoy with their loved ones. Women cook for various reasons. Some people just love the taste of good food or they enjoy the time spent cooking together with their love one. While for some women, cooking food has been more than just about feeding one’s body.It is their way to nourish a soul, a relationship, especially with their family members or their loved ones. A hearty meal with family and friends, give them a sense of happiness and appreciation. Sometimes when their family members get into trouble, they will cook, and things someho w seem a little brighter. Most women enjoy reading novels, magazines, newspapers, and also blogs. According to a research made by the popular English newspaper website, www. guardian. co. uk, women enjoy reading as they know how to read properly and with enthusiasm.The new research shows that nearly half of women are avid readers who cannot put a book down once they begin it and who reliably get through a long list of titles in an average year. Women enjoy reading, especially romance novels. It excites them to read the love stories with the unlimited possibilities of what might happen next in the stories. It also gives them a sense of tranquility, a feeling of relaxation when they read. Women also feel that by reading, they are becoming smarter as it helps them in critical thinking skills and the increasing amount of vocabularies.In conclusion, most women usually prefer simple hobbies that are fun and relaxing. Hobbies like shopping, cooking, and reading are widely practiced and enj oyed by many woman although some prefer tougher and more challenging hobbies like mountain climbing, horse-riding, and bungee jumping. Every hobby have their own benefits and it is up to the women to experiment and choose wisely on what they would love to do in order to fill up their time with useful and fun activities.

History of Roman Government

History of Roman Government The Romans have had almost every type of government there is.They've had a kingdom, a republic, a dictatorship, and an empire.Their democracy would be the basis for most modern democracies. Thepeople have always been involved with and loved their government, nomatter what kind it was. They loved being involved in the government,and making decisions concerning everyone. In general, the Romans werevery power-hungry. This might be explained by the myth that they aredescended from Romulus, who's father was Mars, the god of war. Theirgovernment loving tendencies have caused many, many civil wars. Afterany type of government, the change has been made with a civil war.There have also been many civil wars between rulers. But it all boilsdown to wanting to be involved in government.When the Greeks finally entered Troy after ten long years ofsiege, a man named Aeneas escaped the city with his father, Anchises,and his son, Ascanius.Aeneas, whom the Romans believed Romulus and Remus...They went to Mt. Ida, where they were to meetAeneas' wife, Creusa, but she never showed up. Saddened, Aeneasacquired a boat and sailed around the Mediterranean. He bounced aroundfrom Asia Minor to Greece to Crete looking for a place to found a newTroy, but he couldn't find a satisfactory place. As told by Homer inthe Aeneid, Aeneas was cared for by the gods. Venus, in particular,was very worried about him. She asked Jupiter, king of the gods abouthim, and he said this:"Since you are so consumed with anxiety for Aeneas,I shall turn forward farThe hidden pages of fate and speak of the future.He shall conduct a great campaign for youAnd conquer all Italy and its haughty peoples.He shall impose laws on his own peopleAnd build...

English Verb Tense Resources

English Verb Tense Resources Learning verb tenses is one of the most important tasks in any language learning. There are a number of resources at the site that will help you learn tense rules, practice using verbs in different tenses, read sample sentences in a variety of tenses, teach tenses in class, and more. For an overview of conjugation of all these tenses, use the tense tables or the visual guide to tenses for reference. Teachers can use theses guides on how to teach tenses for further activities and lesson plans in class Tense Use Rules and Explanations These explanation resources provide the rules for each tense, as well as examples of proper tense use. Use the time expression commonly used with the tense, as well as the example sentences to help you get started. Present Simple Every day - When do you get up? / Tom usually eats lunch at home.Present Continuous Now - Shes watching TV at the moment. / Im not working, Im reading a newspaper.Past Simple Yesterday - They went on vacation last July. / Where did you meet Tim?Past Continuous Yesterday, at X oclock They were watching TV at 5 oclock yesterday. / What were you doing when he came home?Present Perfect Since / For - Ive lived here a long time. / Have you ever seen that film?Past Simple vs. Present Perfect Ive lived here for many years. vs. I lived there before I moved to New York.Present Perfect Continuous Since / For Time - Weve been working since 8 this morning. / What has she been doing recently?Past Perfect Already - They had already eaten when she arrived. / Had you finished the report by the time he asked for it?Future with Will Tomorrow, Next week - Well get together next week. / Will you be able to come tomorrow?Future with Going to Tomorrow, Next year, semester, etc. - Theyre goi ng to study Russian next semester. / Where are you going to stay?Future Perfect By, By the time - Ill have finished by the time he arrives. / Will you have done the work by six?Future Continuous At X oclock, This time next year, month, week / What will you be doing this time next year? - Shell be working tomorrow at 10 oclock.Conditional Forms If questions - What would you do if you had enough time? / If she is in town, shell come to the meeting.Alternate Conditional FormsModal Forms Asking Permission, Giving Advice, etc. - May I help you? / He should see a doctor.Modal Verbs of Probability Stating guesses - He must have stayed at home today. / She might be downstairs. Tense Use Rules For Beginners These tense explanations cover basic tenses and are especially for beginners. They include easier English as well as example dialogues of tense use. Present SimplePast SimplePresent PerfectFuture with WillFuture with Going toModal Form Basics Tense Quizzes Once you understand the tense use, these quizzes will help you test your knowledge. The more you practice, the more confident you will feel using various tenses. Past Tenses ReviewSimple Past or Present PerfectPresent Perfect or Present Perfect ContinuousAdvanced Tense IdentificationConditional FormsPassive Forms Quiz Tense Review If you have a good understanding of tense use, these pages will help you review tenses as they relate to each other. The resources include a tense timeline, and a special section focusing on auxiliary verbs - the key to verb conjugation. English Tenses TimelinePresent Tense Auxiliary VerbsPast Tense Auxiliary VerbsFuture Tense Auxiliary VerbsSimple vs. Progressive VerbsExample Sentences in All Tenses Tense Use Lessons These lesson plans can be used in your classes. Each lesson plan includes an introduction, a step by step guideline to teaching tense use, and class exercises to be used during the lesson. A Difficult Situation: Using Modal Verbs of Probability in the PastA VIP - Present Perfect Simple and Continuous Lesson PlanConditional StatementsIntegrating Past ContinuousPassive VoiceTense ReviewTime Expressions and Simple Past or Present PerfectReported Speech: Developing Production SkillsTense Review for Advanced Levels

Personal statement (fasion industry) Essay Example | Topics and Well Written Essays - 750 words

Personal statement (fasion industry) - Essay Example My first degree was in Fashion design which had a very strong component of management and economics. I enjoyed every subject but I understood very early that fashion is not just creating new clothes; it is extremely large and money-enriched business. Moreover, it is significantly evolving and increasingly becoming a global industry; therefore, I need to be more apprised of the factors that influence significant changes and be able to apply analytical and market research tools in the business that I plan to open. From past courses, such as fashion styling, buying and merchandising, I realized the strong interrelated connections with management courses. I believe that functions in management include planning, organizing, directing and controlling various facets of an organization’s operations; either in marketing, human resources, accounting and finance, and administration. By according me with a more comprehensive discussion of ways to become more competitive and to develop my core competencies, I would be able to effectively design strategies that would assist in achieving my professional goals. Ultimately, I would not only become a successful fashion designer and merchandiser; but I would have evolved into a duly accomplished entrepreneur. After finishing my studies, I worked in retail business with various France companies across Georgia. I was recently actively involved as a buyer and merchandiser for Minelli, Kookai and NafNaf Kids. My responsibilities included reviewing, selecting and buying clothing and accessory collections from various high profile brands including NafNaf, NafNaf & Chavignon Kids, Kookai, and Minelli for several Georgian stores. Likewise, I was proactively contributing to and overseeing numerous PR and advertising campaigns, including the use of billboards and VPN communications in order to promote the collections and generate sales and revenue. I found it necessary therefore, to complete a master’s degree in business mana gement to develop managerial skills, including leadership, decision-making skills, problem-solving and conflict-resolutions skills, among others. I was project manager and in that capacity, my responsibilities included negotiating with several stakeholders and brands managers so they became official partners of the GIG group. Concurrently, I was planning the fashion seasons which covered negotiations that include buying, merchandising, developing pricing strategies and organizing sales periods. In 2010, I started working in an advertising company, also as project manager where among the tasks required branding and conducting market research for our customers to effectively recommend a comprehensive compendium of advertisement strategies. I am currently enrolled in a pre-master program in King’s College. The pre-master’s program is actually designed for international students who have already completed an undergraduate degree; in my case, Fashion Design. The objective o f the program is to effectively prepare students who aim to pursue postgraduate degree programs from other UK universities and therefore, language and academic skills are further enhanced. Despite the more than five years’