The Darkness Out There written by Penelope Lively Essay Example For Students

The Darkness Out There written by Penelope Lively Essay The Darkness Out There written by Penelope Lively is a twentieth century story about a girl called Sandra who over a trip to an old ladys house realises that appearances can be deceiving and learns not to be so prejudge mental to people. She learns to be more mature and less naÃÆ' ¯ve. Old Mrs Chundle is a pre-twentieth century tale about a curate who through an encounter with an old woman realises that he did not live up to the good person he had always imagined he had been, and also he feels guilty as a result of his wrong actions. We will write a custom essay on The Darkness Out There written by Penelope Lively specifically for you for only $16.38 $13.9/page Order now The beginning of The Darkness Out There is a contrast to the title with descriptions of the country and also of the old woman Mrs Rutter. Brushing through the grass, polleny summer grass that glinted in the sun. This is your first impression of the surroundings Sandra travels through and an example of the contrasting descriptions compared to the gloomy title. Sandra has a strong pre-conception of old people being innocent and sweet who deserve to be treated well. They were really sweet, the old people. Her pre-conceptions are down to her innocence of being young and of her naivety too. Sandras natural assumption is that she assumes she is doing a good job giving up her time for the old people who deserved to be assisted. However as soon as Sandra gets a glimpse of Packers End the author changes the feeling of the story to dark and gloomy descriptions of the area, It was a rank place for example. This idea of the area given to the readers creates the impression that the darkness out there in this story is Packers End and gives a false illusion or pre-conception that the story is morally and fully based around it. The transition from the pleasant descriptions of the countryside to the of Packers End is quite blunt with one significant quote the light suddenly shutting off the bare wide sky of the field. Packers End. This quote is effective because it shows the change in mood and description. It also shows that Packers End is the darkness out there in Sandras mind too. You get the impression of Sandras fear by the comments made like she wouldnt go in there for a thousand pounds, which shows you the extent that she would go to in order to avoid approaching it. There are also many descriptions describing Sandras impressions of fear of the area like the greyness you couldnt quite see into the clotted shifting depths of the place. This quote not only shows Sandras fears but also describes the darkness out there as if until you look closer you cannot tell what it is. This relates back to the pre-judgemental attitude Sandra has towards Mrs Rutter and Kerry at the start of the story. Sandra is scared of Packers End because of all the tales that people had told her as a child like the ghostly presence of German aircrew, and recently the story of the girl that was raped and attacked there. Note that after many of the stories are told they end with people said. This suggests that Sandra does not really have an entire mind of her own and that people are influential in her thinking, which is probably why she is still afraid of Packers End. As a child she was, and still is, afraid of the ghostly place with wolves. But going into her teens it was mainly the Nazi plane and the rape that daunts her because they were more realistic things. Others again influence her on the supposed rape incident too. There was this girl, people at school saidà ¢Ã¢â€š ¬Ã‚ ¦ This quote gives evidence of her listening to what people told her and she appears to be very gullible, which makes her more naÃÆ' ¯ve of the real life and Packers End Sandra has an idyllic life as her dream for the future for example travelling to perfect places you can get. She would go to places like on travel brochures and run into a blue sea. As this shows she with other younger people dream of not the real world with financial problems and divorce but a flawless lifestyle where nothing could go wrong. Sandra also dreams of having a perfect home and location and a handsome husband. Two children, a boy and a girl. Children with fair and shiny hair like hers and there would be this manà ¢Ã¢â€š ¬Ã‚ ¦ This quote portrays the lifestyle that she would like and shows her assumption that it will happen. However Sandra overlooks any possibility that some of her ideas could become flawed. But on the other hand she does seem to take her future seriously however naÃÆ' ¯ve she may be. Compared to Kerry Stevens realistic plan for life hers is like a dream because Kerry seems to have his feet firmly on the ground. The writer uses Sandras ideas of her storybook future to further give evidence of he naivety, and by using comparisons to Kerrys future further shows how much her head appears to be up in the clouds. Kerry Stevens does not make a good impression on Sandra in terms of appearance because he was not the best looking person and the writer shows Sandras judgemental attitude by her initial opinions of Kerry at a first glance. Some people you only have to look at to know theyre not up to much. This quote shows her opinions of not Kerry but also of the way she views other people as well. The way the writer has shown Sandras judgemental side is to also show a contrast in the story to give evidence of change in her character later on in the story. Sandra has a good view of Mrs Rutter mainly because of the portrayal of the woman being really sweet, lots of the old people. This is her pre-conception before she even sees the old lady. This gives us a good understanding of not only her judging character towards appearances of people but also portrays judgement of personality for the first time also. Sandra thinks that Mrs Rutter is a very nice lady because of her friendly initial welcome to her, which is understandable because not only does the writer make Sandra think this but the reader also, perhaps to deceive us about Mrs Rutters personality and to make ourselves pre- conceive her character too. A creamy smiling pool of a face in which her eyes snapped and darted. This quote gives the impression of a plump, harmless old woman, which the writer purposely wants us the reader and Sandra to think for the deception that occurs later on in the tale. The writer encourages us, Sandra and Kerry also to feel sympathy towards her because of the fact that she is alone and her husbands death in the war was very tragic. He was in one of the first campaigns in Belgium, and he never came back. The way that Mrs Rutter describes his death creates sympathy naturally and the fact she has been alone for years makes you feel sorry for her further. The writer also creates more sympathy when we learn that she was childless and regrets it because she feels it a loss not to have had any. It is more shocking to learn about what Mrs Rutter did because of the circumstances that her husband died in. You would have thought that considering he was gunned down in the same way as the German that she would have had more sympathy towards the man. However instead of giving him a chance to live, Mrs Rutters coldness and nastiness allowed him to suffer. At this point we see a change in the story where we the reader, Sandra and Kerry see her in a different perspective to what we initially thought of her apart from Kerry, who had a slight suspicion about of her to begin with. .u02f72ce99f2aa798403a6051c7cc9686 , .u02f72ce99f2aa798403a6051c7cc9686 .postImageUrl , .u02f72ce99f2aa798403a6051c7cc9686 .centered-text-area { min-height: 80px; position: relative; } .u02f72ce99f2aa798403a6051c7cc9686 , .u02f72ce99f2aa798403a6051c7cc9686:hover , .u02f72ce99f2aa798403a6051c7cc9686:visited , .u02f72ce99f2aa798403a6051c7cc9686:active { border:0!important; } .u02f72ce99f2aa798403a6051c7cc9686 .clearfix:after { content: ""; display: table; clear: both; } .u02f72ce99f2aa798403a6051c7cc9686 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u02f72ce99f2aa798403a6051c7cc9686:active , .u02f72ce99f2aa798403a6051c7cc9686:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u02f72ce99f2aa798403a6051c7cc9686 .centered-text-area { width: 100%; position: relative ; } .u02f72ce99f2aa798403a6051c7cc9686 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u02f72ce99f2aa798403a6051c7cc9686 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u02f72ce99f2aa798403a6051c7cc9686 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u02f72ce99f2aa798403a6051c7cc9686:hover .ctaButton { background-color: #34495E!important; } .u02f72ce99f2aa798403a6051c7cc9686 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u02f72ce99f2aa798403a6051c7cc9686 .u02f72ce99f2aa798403a6051c7cc9686-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u02f72ce99f2aa798403a6051c7cc9686:after { content: ""; display: block; clear: both; } READ: Brooke's poem EssayYou can at this point refer to another novel, which sends out a particular message about people. In Lord of the Flies written by William Golding the main concept and moral to the story is that whoever we are there is the potential for evil within us all. Dot said he wasnt going to last long, good job too, three of them thatll be. This quote shows how unconcerned they were about an injured man that they could save from death. The writer shows Mrs Rutters coldness by the way that the old woman narrates her story. Mrs Rutter tells the story in a manner- of- fact way and is not bothered or affected by the events. This makes us disgusted because she does not see how inhumane it was to have done such a thing. Tit for tat I said. This quote gives evidence of Mrs Rutter seeing what they did as revenge or out of bitterness for the Germans killing her husband, which may be the motive for her horrific actions. This quote shows us that Mrs Rutter has no feeling of guilt or remorse and by showing us this, the writer makes us feel more horrified of what she and her sister did. The boys spoon clattered to the floor; he did not move. This quote gives evidence to us of Kerrys stunned reaction to Mrs Rutter in the way that he was so shocked he could not move. He is also sickened by the fact that that Mrs Rutter thinks that it is something normal for a person to do. You had this coming to you mate, theres a war on. It was what everyone said in those days. These quotes show that she thought it was humane and acceptable for anyone to do. She used this expression that people had said to justify her actions, but even though people said this would they have left a helpless man to die? To show that Sandra has changed the writer illustrates the better points of Packers End to make her realise that it is not a bad place or most importantly the darkness out there. Birds sang. There were not, as the girl the girl realised wolves, witches or tigers. This shows us her realisation that there is nothing to be scared of as she first thought. The writer also by her new view of Packers End shows that she is less naÃÆ' ¯ve of the place and that she has opened her eyes to reality more. Sandra has also grown up in other ways by learning not to pre-judge people as she did with Mrs Rutter and Kerry. She has realised that it is not appearances that matter but what is inside also, with Mrs Rutter perceived as being a sweet woman but revealing to be a cruel hearted and bitter woman. You could get people all wrong, she realised with alarm. This quote gives evidence of her realising how wrong her pre-conceptions have been, and her concern of this shows also that she has grown up because of her recognition of this. The writer also emphasises her changes in character by her recognition also of Kerry Stevens not seeming as bad as he looks. He had grown; he had got older and larger. His anger eclipsed his acneà ¢Ã¢â€š ¬Ã‚ ¦ This quote shows Sandra looking at Kerry from a different perspective to the scruffy, dodgy type that she previously thought he was. Sandra overall has discovered that the darkness out there is not Packers End but the cold-heartedness and evil that is present within some people. Referring back to William Goldings point that the potential for evil is within us all; the evil was within the innocent looking Mrs Rutter. As a result of these events and changes in character she has become less naÃÆ' ¯ve about things unlike before, which may change her overall attitudes to life and become more wary of the real world. In Old Mrs Chundle our first real impression of the woman is that she is quite stubborn and a grumpy old lady, and when approached by the Curate she quite unwelcoming. A sour look crossed her face. This quote gives evidence of our initial opinion of her and the writer shows her character to be like this through her actions and expressions rather than through her looks in the Darkness out there. I tell ee tis two pence and no more! This is an example of this where she seems rude and stubborn through her actions here when talking to the Curate. Old Mrs Chundle is a pre-19th century text and is reflected in the language used and the actions of the characters. I suppose tis the wrong sort, and that ye would sooner have bread and cheese? This quote shows the different style of language used in the story with ye instead of you and tis used instead of it is. Also the actions of the characters in the story reflect the older period when it was written. The lunch hour drew on, and he felt hungry. Quite near him was a stone à ¢Ã¢â€š ¬Ã¢â‚¬Å"built old cottage of respectable and substantial build, he entered and was received by an old woman. This quote gives evidence of an out of character action in todays society hence showing that this was written pre-19th century. No one today would do that and would instead go to a fast food restaurant or to their own homes for example. There is a contrast in our first impressions that we get of the two old ladies in both stories. Mrs Rutter appears to be a nice, old woman, whilst Mrs Chundle seems to us rather rude. Thomas Hardy has done the same as Penelope Lively in creating a sort of perception for us of a character and then deceives us later in terms of who turns out to be the changed persona and who we pre-conceive. In this case the changed persona is the Curate and our pre-conception is of Mrs Chundle. The Curate seems very shocked at how Mrs Chundle could lie to him and pre-judges her motives for doing this. Wicked old woman. What can she think of herself for such deception? But despite this he still tries to get her to church as a challenge and because its his sort of responsibility. I think it was a culpable, unkind thing of you. This shows the determination of the Curate by confronting her on the matter. Mrs Chundle agrees to attend church firstly because of the trouble that the curate is willing to, with the ear trumpet for her to attend church. After the trumpet failing he comes up with a sound tube system to again enable her to hear the sermon. The writer makes us feel that the Curate is a good man by illustrating the trouble that he went to for Mrs Chundle to attend church. At great trouble to himself. The way that the Curate tries everything to help her, the writer shows that he is quite devoted to helping the woman when no one else has ever attempted to. .uf209fec4d9f192f6d4986d0efdb58cc9 , .uf209fec4d9f192f6d4986d0efdb58cc9 .postImageUrl , .uf209fec4d9f192f6d4986d0efdb58cc9 .centered-text-area { min-height: 80px; position: relative; } .uf209fec4d9f192f6d4986d0efdb58cc9 , .uf209fec4d9f192f6d4986d0efdb58cc9:hover , .uf209fec4d9f192f6d4986d0efdb58cc9:visited , .uf209fec4d9f192f6d4986d0efdb58cc9:active { border:0!important; } .uf209fec4d9f192f6d4986d0efdb58cc9 .clearfix:after { content: ""; display: table; clear: both; } .uf209fec4d9f192f6d4986d0efdb58cc9 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf209fec4d9f192f6d4986d0efdb58cc9:active , .uf209fec4d9f192f6d4986d0efdb58cc9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf209fec4d9f192f6d4986d0efdb58cc9 .centered-text-area { width: 100%; position: relative ; } .uf209fec4d9f192f6d4986d0efdb58cc9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf209fec4d9f192f6d4986d0efdb58cc9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf209fec4d9f192f6d4986d0efdb58cc9 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf209fec4d9f192f6d4986d0efdb58cc9:hover .ctaButton { background-color: #34495E!important; } .uf209fec4d9f192f6d4986d0efdb58cc9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf209fec4d9f192f6d4986d0efdb58cc9 .uf209fec4d9f192f6d4986d0efdb58cc9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf209fec4d9f192f6d4986d0efdb58cc9:after { content: ""; display: block; clear: both; } READ: In what ways could the hound of the baskervilles be described as a gothic novel? EssayThe writer shows the change in the Curates character by his ignorance of the old lady in the sermon. He blocks up the tube after her bad smell lingers up the tube towards him. Desperately thrusting his thumb into the hole. This quote shows that the Curate is being very intolerant and has at this point no concern about the old woman, only himself. The Curate is also shown to be self conscious about himself because he has blocked up the pipe probably to avoid further embarrassment towards himself in church. To the Curates total dismay Mrs Chundle is very overjoyed by her ability to hear cle arly. I shall come every Sunday morning reglar, now, please God. This shows her new enthusiasm about church, and the writer illustrates this by using strong words in her dialogue for example Please God. After Mrs Chundle attends church regularly the writer shows a transition in the Curates character. I cannot stand this I shall tell her not to come. This quote shows how rude and inconsiderate he is becoming after his encounters with Mrs Chundle. We also see the Curate setting out to reverse what he had been doing just to stop Mrs Chundle bothering him. He becomes very selfish because he is only considering the consequences of removing the pipe on his part and not hers. For example he simply thinks of no embarrassment at his sermons and no bother, not that the old woman would be unhappy, lonely and not be able to attend something that she enjoys. Ive promised to go and read to her but I shant go. The writer also illustrates the Curate to be a very angry man by showing how he puts off a simple task of going to see Mrs Chundle and again does not consider how rude it is towards the old woman. He was described as being vexed about the matter viewing it as an ordeal for himself. He is shown once again by his actions in this story to being a very selfish man and inconsiderate of other peoples feelings. The writer builds up the guilt the Curate should feel after Mrs Chundles death by putting the emphasis on Mrs Chundles circumstances of death. She became ill partly because perhaps she did not want to let the Curate down after all the trouble that he had went to for her. She harried overmuch, and runned up the hill. It upset her heart. This quote shows the trouble that Mrs Chundle had gone to, to get to church on time so she did not miss the Curates sermon. The writer also creates the guilt by the way that Mrs Chundle did not assume that he did not come for bad reasons as she said that he was so loyal to her. This creates guilt by the fact that Mrs Chundle thought so well of him. You were so staunch and faithful in wishing to do her good. This quote emphasises how well she thought of him and how loyal she considered the Curate to be, and it also shows that she had no doubt at all that he was being unkind towards her in any way. The writer finally emphasises the point of guilt concerning the will by the words that Mrs Chundle said to the woman as she handed over the will to give to the Curate. Hes a man in a thousand. Hes not ashamed of an old womanà ¢Ã¢â€š ¬Ã‚ ¦ This quote gives evidence that Mrs Chundle considers him very considerate and kind, when told this the Curate must have felt not only guilt but also moved too. This is because of the way that she thought of him so highly. Also the amount of possessions that Mrs Chundle had left the Curate shows a lot. Firstly it made him realise that he was the only friend that she had and did not have much in her life at all. It also shows that he must have meant a lot to her for her to leave him with everything that she owned. On opening it he found it to be what she called her will, in which shed left him herà ¢Ã¢â€š ¬Ã‚ ¦ This quote shows the extent at which she had given him in return for the good ways she had thought that the Curate treated her. The way that Mrs Chundle died and the will for example, are used by the writer to make us assume that the Curate will be guilty, shocked and upset over her death. This is also because of the way that he treated her. However judging by the ending the Curate does not seem very flustered by everything and is very calm apart from a tear in his eye. The writer uses like Peter to compare what the Curate has done with Peter before the death of Christ. The correlation is that they both betrayed Mrs Chundle and Christ, which is effective because Hardy shows the extent of the Curates unkindness further. And as he went his eyes were wetà ¢Ã¢â€š ¬Ã‚ ¦ This quote shows to us that the Curate is moved in some way by what has happened. Although he prays we assume for forgiveness and Mrs Chundle, will he change for the future or does he consider that a prayer of repentance will be good enough and he will no longer feel any more guilt? He rose brushed the knees of his trousers, and walked on. This quote at the end does suggest that now he has prayed for his sins that he can carry on normally, and that the Curate has not really learnt his lesson. At this point we as the reader are expected to be and are very sympathetic towards Mrs Chundle and only contempt towards the Curate. Therefore you can clearly see that again the writer has created a reversal in character feeling, because we liked the Curate at first as he went to all the trouble for Mrs Chundle. However he reversed in to a rude and inconsiderate man. Whereas we initially thought Mrs Chundle was rude but she turned out to be a kind and thoughtful woman. In The Darkness Out There and Old Mrs Chundle, both writers have created a good effect of deception where the Sandra and we the reader are surprised in the change in character of Mrs Rutter, Mrs Chundle and the Curate. As a result of the encounters with these two old women, both of the main characters have changed in different ways. During the story the curate changed from being a kind-hearted man to being rude, selfish and ignorant towards Mrs Chundle. The Curate like Sandra was also naÃÆ' ¯ve himself because he could not realise how his bad actions were affecting the old woman. He does change a little because he realises what his duties are as a Curate and in future how far he should take them, like not interfering so much with others. Sandra has changed her view on life by being more realistic about things rather than having her head up in the clouds so much. She is also less naÃÆ' ¯ve about people and has learned not to be so pre-judgemental about people and that looks can be deceiving. The writer shows Sandras change in character by comparing her views of Packers End before and after she has changed in attitude to emphasise the fact that she has grown up more.

Co-ownership on Family Home Essay Example

Co Co-ownership on Family Home Essay Co-ownership on Family Home Essay in Baumgartner v Baumgartner30, the court held that the foundation for the imposition of a constructive trust was that a refusal to recognise the existence of the equitable interest amounts to unconscionable conduct and that the trust is imposed as a remedy to circumvent that. The majority of the judges here considered the determination of the terms of a constructive trust in such cases. The Baumgartner 31principles, if properly applied, may achieve a reasonable degree of justice and equity in the determination of de facto property issues. However, there lacked clear guidance and reasonable predictability, and hence a difficulty to advise clients. The non-recognition of non-financial contributions means that, to succeed, a party must establish a Baumgartner 32type constructive trust or other equitable device. While the current position is a significant advance on the common law regime for resolving property issues between cohabitants on relationship breakdown, it remains imperfect and fragmented. In Canada, the Supreme Court of Canada in Pettkus v Becker33 used the constructive trust to award a woman an equal share in property acquired by her partner during a nineteen-year relationship, in which both were working together on a farm, concluding that he would be unjustly enriched if her contribution to the acquisition of this property was not recognised. The constructive trust in Canada has evolved into a broad equitable remedy for giving property based recognition for domestic contributions at the end of a non-marital relationship. This is seen in Peter v Beblow34, whereby, MacLachlin J made it clear that this constructive trust claim could be based on purely domestic contributions and in Nowell v Town Estate35 where the Court invoked the related doctrine of unjust enrichment to award a woman $300,000 after the end of a 30-year quasi-spousal relation-ship, despite the fact that the man continued to maintain his primary residence with his wife throughout the relationship. It is clear that the corpus is made up of English thinking with the traditional analysis, Australian bringing about quasi-marital property division with a constructive trust but on the basis of unconscionability, and in Canada good conscience as well as unjust enrichment. However, it remains unclear how receptive the courts are to the notions of unconscionability and unjust enrichment being the underlying principles of estoppel. This willingness does not appear to be obvious across the board and the approach of the English courts has become too rule-orientated. One of the significant shortcomings in the English law is that the courts may have become too rule-orientated, in searching for legal clarity, as reflected by the rigid interpretation of Rosset36 and, in particular, the requirement for direct financial contributions. Once the courts recognise that the common intention approach need not be dictated solely by the rigid rule, it allows greater flexibility for the courts to take into consideration a wider range of contributions, direct and indirect. The courts assessment should include consideration of the whole course of conduct between the parties, as well as the effects of sexual division of labour in the relationship and how that may impact on the claimants resources in terms of making contributions, whether direct or indirect, towards the relationship. Refocusing on these issues may cover the way for a principled basis of deciding family property disputes which is less gender biased. No doubt, it would be an easier approach to protect the cohabitants through the passing of legislation similar to those that protect married couples and civil partners and this seems to be the case today after the suggested reforms seen in Cohabitation: The Financial Consequences of Relationship Breakdown37 and Sharing Homes38 by the Law Commission. The vital importance throughout common law history of the trust creators intent has left instead a shifting sand of theory of what it is that constitutes a trust. All the adjectives express, implied, resulting, and constructive merely had us chasing the peripheral. Hence, it is undeniable that a better change is needed to mend the imperfection identified above.

Restriction of alcohol Research Paper Example | Topics and Well Written Essays - 1250 words

Restriction of alcohol - Research Paper Example Heavy consumption of alcohol for the purpose of getting intoxicated is, in modern terms, called binge drinking which is actually the consumption of five or more drinks in a row in a week. There are many reasons behind why people want to binge drink. The most important is peer pressure. People, including students, see others around doing it and they want to do it too because they are curious and because the media, bars and companies make heavy drinking sound like a fun activity. Youngsters binge drink because they want to feel grown up; elders binge drink for several other reasons which include de-stressing oneself, removing boredom, socializing, trying to stand out in crowd (hedonistic or macho drinkers), or removing depression. Whatever the reason may be, heavy consumption of alcohol is hazardous in nature. Some disastrous effects include affected brain activity, memory and concentration; increased emotional mood swings; inability to perceive the direction of sound; dysfunctional re productive system; increased risk of breast cancer (Doheny); affected driving leading to accidents; and, family violence. I predicted that although people might binge drink to de-stress themselves, but there are so many adverse effects related to it that people will support my hypothesis that heavy alcohol consumption must be restricted by law, and for every age. Although there is much research done in the past regarding this issue, still there are research gaps that need to be filled in. Most of the researchers have focused on student binge drinking. Wechsler et al. conducted research on 17592 college students and found that students who binge drink suffer from serious health issues and behavioral problems that bother others at the institute. Researchers (Wechsler et al.; Chaloupka and Wechsler) support the fact that legal interventions are required to stop binge drinking in college students. Pridemore studied how binge drinking leads to

Health policy briefing Assignment Example | Topics and Well Written Essays - 1000 words - 1

Health policy briefing - Assignment Example The need for paying employees in such cases is also recognized by the labor law which states that the employees should be paid for the time when they fall sick and take a leave. Such rights given to the employees are neither unqualified nor unlimited. The Employment Act of 1955 states the minimum sick leave that should be provided to the employees that fall within its scope (Malaysian Employment Act 1955 - a brief, 2013). The duration of the sick leave may sometimes also depend upon the contract of employment signed by the employees. According to the Employment Act of 1955, the employer is entitled to grant leaves for 14 to 22 days, depending on the duration the employee has been working with the company. When hospitalization is involved the sick leave can be extended to 60 days. The entitlement to the sick paid leave may also be based on the medical certificate provided by the medical practitioner, or any doctor employed by the State or Federal government (Payment for sick leave, 2013). It is certain that paid sick leaves provide the employees more consistency and protection. Many employees are granted limited benefits by their employers. Where one firm allows its employees to enjoy a substantial sick leave allowance, the other one might receive no allowance at all. A law can be used for redressing this imbalance existing between organizations. It is included in the Act that the employees must be paid while they are on their sick leave, as it is their basic employment right and such type of legislation also contributes in improving the working life conditions. When the employers do not pay to the sick employees for their time off then this certainly indicates that the employees have to return back to their job in order to meet their financial commitment. If the employees are ill and they are still working then they would certainly spread the illness in the work environment. This would impose an overall dramatic influence on rest of the employees.

Attachment, Cognitive and Language Development Influences

Attachment, Cognitive and Language Development Influences Introduction In this paper we will discuss the Case Study of Hannah G. We will look at different theories to Attachment, Cognitive and Language development. We will look at how parenting styles and influence in the marital system can influence a child. We will look at how genetics and environmental factors influence development, as well as a child temperament. Attachment theory Bowlby believes that attachment isn’t present at birth, it develops after the first nurture, comfort and protection the mother or the primary caregiver provides (Louw,Louw, Van Ede, 2012). Relationships with primary caregivers that involve emotional and affective engagement, has an impact on how a person perceive themselves, others, and the world (Reuther, 2013). Psychologist Harry Harlow also concluded through an experiment with mokeys and surrogate mothers that comfort and security plays an important role in the development of attachment. In the experiment, Harlow uses two surrogate mothers. Both mothers were made out of wire. Both mothers were equipped with feeding equipment. Only one of the mothers was covered in a soft cloth. The monkeys showed more interest in the clothed mother, they would go to the wire mother to suck on the bottle for food, and return to the clothed mother (Louw et al, 2012). Freud believes that â€Å"early experiences can have a long-term effect on personality development† (Shaffer, 1994,p.43). If we take Freud psychosexual stages we see that the oral stage may have an impact in the attachment between infant and mother or primary caregiver. During the first year the infant are spitting, chewing, sucking, and biting objects. Freud suggested that the sex instinct seek pleasure through the mouth. A baby’s basic pleasures, food, are pleasured through sucking on the mothers’ breast. When a baby is weaned off the mothers’ breast to early the person may later in life be over dependant on others (Shaffer, 1994). Erikson agrees with Freud that the mothers feeding process has an impact on the development of the child’s personality. However, Erikson believes that the mothers’ responsiveness to the infant is just as important as the feeding process. The child learns to trust trough the caregiver or mother who provided food, comfort, affection, and safety. If these needs are not met, the child learns that other people are not to be trusted. This takes place from birth to one year. Erikson calls it the Basic trust versus mistrust stage (Shaffer, 1994). Even though Erikson, Freud, Bowlby and Harlow has different views on the topic on attachment. They all have the same conclusion. For attachment to take place the infant needs has to be met by the mother or the caregiver. If there is an interruption in the attachment process, there may be long-term effects. Cognitive and language development Piaget described cognitive development as â€Å"an individual’s interaction with the environment† (Louw et al, 2012). Piaget argues that development perceives learning how we interpret the world through mental schemas allowing us to make sense of our environment. Learning happens when facing situations that our schema cannot process leading to disequilibrium. To equalise itself the mind simulates new information or adapt to using new skills. Piaget calls this the process of assimilating new information and skills into our pre-developed schema. Piaget believed that thought determines language. He believed that once children were able to think in a certain way they developed the language to the describe their thought (Louw et al, 2012). Vygotsky agrees with Piaget that learning happens by interacting with the environment. Vygotsky argued that learning proceeds development. He holds that our present stage of development is enhanced when confronted with new tasks, just out of reach of our present abilities. Vygotsky believed that language and thoughts are independent but they converge through development. He believed that children developed language through social interaction with adult who already know the language. Through that action they can connect these thoughts and the language they have learned (Louw et al, 2012). Bronfenbrenners Ecological theory suggest that a child’s development is determind by what they experience in their environments they spend time in. (Friedman Wachs, 1999)(Check pligarism). Emotional development Babies are able to â€Å"read† others emotions from a young age. Being able to distinguish others emotions is important for a baby’s social and emotional development, it has an impact on attachment bonds. As babies grow older the constantly seek approval or disapproval from people they trust. If a Mothers or primary caregivers are emotionally unavailable or only irregularly responsive to the infant or childs needs may result in an insecure attachment ( Zilberstein, 2013). Ethologists believe that an infant who were neglected, or parent who are inattentive will not develop a strong emotional attachment with their caregiver. This may lead the child to be shy and emotionally unresponsive to other people (Shaffer, 1994). Parenting Styles Marital system Uninvolved parents is parents who have rejected their children or who has their own personal issues to attend to than to attend to the child every need other that their basic needs, food and cloths (Kip Shaffer, 2009). Children of uninvolved parents may show signs of impulsiveness, antisocial, and have relational problems with others ( Louw et al, 2012). They might also be aggressive and have external behaviours such as temper tantrums (Kip Skaffer, 2009). Children become angrier and distress when parents cannot stop arguing. A child’s distress increases when the arguing between parents increases. â€Å"Children who observe intense and destructive conflicts between their parents suffered from emotional insecurity, depression, anxiety, behavior problems, relationship difficulties, and poor regulations, even years later† (Clarke-Sewart Parke, 2011, p. 190).. Parents who can resolve their problems in a respectful manner can teach the child to how to resolve conflict in a positive and respectful manner. â€Å"Children were most likely to have problems if their parents expressed anger frequently, intensely, physically, and without resolution†(Clarke-Stewart Parke, 2011, p. 190). Parents amicable marriages parenting style can be angry and instructive, children will in return act aggressively when interacting with the parent. They might even act aggressively towards other children (Clarke-Stewart Parke, 2011). Children’s social interaction develops by observing their parents.(Clarke-Stewart Parke, 2011). Bandura believes that observational learning is the most important learning method (Shaffer, 1994). Children simulate what they have observed. In the experiment with the Bobo dolls, children observed and learned the aggressive response adult shown towards the doll and they simulated the same aggression towards the doll. Not only do they learn to simulate this behaviour but children become emotionally aroused when watching people fight (Shaffer, 1994). Bandura suggested that aggressive behaviours that are maintained become habitual (Shaffer, 1994). Urie Bronfenbrenners Bioecological model refers to the effect the child has on the environment and the environment on the child, this includes reciprocal interactions between the developing child and other people, objects, and symbols in their immediate environment (Cockcroft et al, 1999). Being an only child and temperament Only children always wants to be the centre of attention. They tend to be possessive over their belongings and everything must go their way. Because they are the only sibling, they spend more time in adults’ company. Because they spend so many time in adult companies they tend to find it hard to socialise with their peer, they prefer socialising with adults (Rosemond, 2011). Only children have low tolerance for discomfort that caused by frustration, disappointments, boredom, and by being denied what that want. This is may result in tantrums of verbal of physical abuse. They lack empathy towards others; they are unable or are unwillingly to see that their behaviour affects others. They struggle to adapt to demands that are set by situations outside their immediate family. For example a school setting where are establishes social structures and recognised authority figures. They have a poor self-esteem and are chronically miserable, angry, and anxious (Mamen, 2006). A difficult child is a child who does not easily adapt to into daily routines or new environments. They cry a lot and has temper tantrums and is difficult to comfort. Deviant behaviour is a result of children who grows up in a home were marital problems persist. This happens when a child behaviour and environment influences compliments each other (Louw et al, 2012). Role of the media Bandura believies television violence enhances aggressive behaviour in children (Shaffer, 1994). Rowel Huesmann suggested that not only does television violence predict aggressiveness in children and adults but also their involvement in criminal activities (Shaffer, 1994, p. 495). We can see that conflict and aggression is a norm for Hannah. Hannah has learned and observed that the world is a violent place ant that interpersonal problems can be solved aggressively (Shaffer, 1994). Drabman and Thomas suggested that television violence may detach the viewers emotional reactions to aggressive episodes. This may lead to a person to lack strong empathic distress for the victims of aggression (Shaffer, 1994). Case Study Hanna Hannah has difficulty expressing herself and her feelings. This could be an indication that maybe there are an interruption in the development of her schemas of emotions. We learned that Hannah’s mother was unavailable for some time with depression, and this could have had an impact on how she developed socially. This could also imply that Hannah’s Schema of emotions aren’t developed well. The fact that her parents are uninvolved parent could also have an impact, as well as the parents’ marital problems. She was emotionally detached from her mother from birth and she grew up in a home were she was constantly exposed to aggression. This aggression is from the conflict between her parents and the aggression of television violence. The fact that Hannah finds it hard to make friend and bits or hits other children can be explained by many reasons, it can be because she has attachment issues, being away from her mother could have caused her to develop mistrust i n the world and other people. She might be trying to solve a problem in an aggressive as she had learned through her parents conflict and the television violence is that it is the only way to resolve conflict, as she hits and bits them. She might also find it hard to make friends because as we discussed she does not know how to connect with them in a social way because she exposed to adult company most of the time. Her parents marital problems has an impact on her having an antisocial behaviour. Hannah interact aggressively toward her parents, this could be either their uninvolved parenting styles or their marital conflict or it could be both. We see that Hannah has a difficult child temperament that is why they find it difficult to manage her. If we consider the bioecological model of Bronfenbrenner we can conclude that most of Hannah’s deviant behaviour is based on nurture. Nurture refers to the influences the environment has on a person’s characteristics. Conclusion We can conclude that there are many factors that can explain Hannah’s behaviour. The fact that she does not have a bond with her mother. The learned behaviours from her parents, as well as the television. Nurture plays a big role in Hannah’s development. We cannot just rely on one theory to explain a person’s development but rather consider all. Reference List Louw, A.E., Louw, D.A., Ven Ede, D.M (2012) Human Development (2nd ed.) Cape Town, South Africa. Kagiso Tertiary Clarke-Stewart,A., Parke, R,D.(2011) Social Development. Hoboken, NJ. John Wiley Sons Inc. Kip, K. Shaffer, D.R (2009) Developmental Psychology Adolenscence: Uninvolved Parenting (8th ed.) Beltmont USA. Cencage Learning Maman, M (2006) The pampered child syndrome: how to recognize it, how to manage it, and how to avoid it : A guide for parents and professionals. London, England. Maggie Mamen Reuther, B.T (2013) On our everyday being: Heidegger and attachment theory. E-Journal retrieved from: http://web.b.ebscohost.com/ehost/detail/detail?vid=4sid=6cc19ba4-d428-43b6-8a4f-f5d613962a5c%40sessionmgr115hid=125bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=pdhAN=2013-26844-001 Rosemond, J (2001) John Rosemonds: New Parent Power. USA. John Rosemond Shaffer, D.R (1994) Social and personality development (3rd ed.) Belmont Califonrnia. Wadsworth, Inc. Zilberstein, K (2013) The use of limitations of attachment theory in child psychotherapy/ practice view. E-Journal retrieved from http://web.b.ebscohost.com/ehost/detail/detail?vid=4sid=1876914d-d464-4c5e-919d-bbd00f71e893%40sessionmgr198hid=125bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=pdhAN=2013-03963-001

Community Service Essay

Before actually partaking in community service, I always thought of it as a means of overworking students for the employers to save money, but after actually getting myself involved in it†¦I realized that doing community service is actually a privilege for us the volunteers. It gives us an opportunity to gain experience, widen our skills and get a better understanding of the hard labour and it is a process that essentially goes into the outcome of a product or service. Community service has literally made me realized how little I contribute to my country, how little I know about my country and has brought to my attention and conscience that I should try my best to assist more—free of wage—in the continuous growth of my economy. Doing my service at St. Rose Nursery, has opened my eyes to the not so easy process of growing flowers, plants and trees; for example how important fertilizers are and what a big difference the right fertilisers make—and also the diff erent types of fertilizers and their functions . Before I never really understood the beauty of them nor did I realize how much work went into nurturing and harvesting them, but now I am more aware and more concerned about the health of trees and how they are treated and even situated in a pot or the ground. On my first day at St. Rose Nursery, I was given a tour of the compound and while getting the tour, I could not help but feel relaxed and free. The ambience of the nursery changed my mood and thought completely; it had me wondering why do we stress out ourselves? Also it made me realize that I should take time to get in touch with nature and myself. After being introduced to the employees, I felt intimidated because I was the only female surrounded by five males so I saw that as a challenge in terms of them underestimating me and my abilities but after talking to them for a little I felt right at home and was able to be myself and even challenge myself by learning to pot plants, fertilize them and water them all in one day. They were all so helpful and very explanatory and took the time to show me exactly what to do before I did it, at the end of the day I excelled and  accomplished far more than they expected; the good energy at the nursery led me to spend longer hours there than I actually expected to spend per day. Throughout my time at St. Rose nursery, I would like to believe that I have brought a youthful and eager emotion to the compound; despite the fact that we worked in separate areas. I believe that I have shown them that a woman can be productive in the nursery field and can also keep up with their speed and even surpass them; I stared of potting only 1 plant per 2 minutes and by the end of the day, I was able to plant 2 plants per minute—it was fun and we turned it into a game—I observed the workers fertilizing the plants and heard the headman tell him that he was applying too much so I made an attempt to fertilize the next batch of plants and was told that I had done a good job! Not too much and not too little; I felt pleased and proud of myself—I had done better than someone who had much more experience in that field than me. It is funny how one can assume that plant nurturing to be a simple and senseless skill, well I learned the hard yet interesting way that it is far from simple and a lot of thought and precision goes into the whole process, from the pot the plant goes into, the climate & atmosphere and type of soil that it is planted in. I have learned from this experience that it is possible to push myself a bit further when trying to accomplish a certain task in a given amount of time, I have learned that I am far more patient than I thought and most importantly I have learned that I personally stress myself over minor issues instead of taking time to breathe, relax and find a solution for it; through this I have come to the conclusion that I should find more time to clear my mind and possibly do something that I find interesting, productive and selfless to release my stresses of life. I have learned that even though I am an introvert, working with people is not that bad after all it just takes gett ing used to them and knowing how to work to suit all their different personalities. I also learned that working with other people really helps to get more work done faster. I honestly can say that I enjoyed the interaction with people who were not of my norm; I enjoyed the whole learning about new trees and their fruits,  smells, blooming and reproduction time. I enjoyed planting and reposting plants and most importantly I enjoyed the view of the surroundings. This endeavour was a challenging one in terms of patience and precision but in the end it all paid off, because I was blessed with the opportunity to enhance my gardening skills and was given the opportunity to be social with people who I would normally be afraid to talk to or even be around. Before transposing myself into the real life community service equation, I thought to myself and made an oath to myself that my main aim was to simple complete my thirty hours of community service as fast and as soon as possible, but after starting and observing the nursery, I realized that it would provide me with far more knowledge and far more fun and experience than I expected and I realized that it would be in my best interest to use it to my advantage to gain a greater skill. I believe that service to others is important because it is a good way to give back to the community and also to increase one’s level of experience and variation. I believe in my distant future I would once again volunteer my time to another estate to expand my comprehension and also to help improve my community and help improve myself as a person. The people at the St. Rose Nursery are very hospital and down to earth, to the point where I can honestly say that there is nothing I would change about their mannerism. To potential volunteers, I would like to advice them to go into the experience open minded and willing to learn. I would also suggest that they find something that is within their comfort zone or something at that they at least have a strong interest in learning or have a passion for, simply because if one does something that they do not like or will not like, then they will not enjoy the experience to the fullest and similarly if one does something that seemed interesting to them before they actually partook in it, then they would draw from that experience that it is simply not something they would like to do in the future and would have learned a valuable lesson.

Lesson plan

Comparison/Contrast Is used to show similarities and differences. It uses examples and comparing. It Is Important to organize your thoughts and information before you do so. Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to compare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they get the most for their money.They also need to compare and contrast information from various sources when making decisions about their lifestyles, diet, nutrition, etc. Key questions: What two things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins wi th a capital letter and ends with the correct punctuation. An adjective describes a person place or thing.The topic sentence of a paragraph states the main idea and attracts the reader's interest. A complete sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letters are used at the beginning of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topic): Teacher will begin by holding up various objects and asking students to compare them. For example, teacher will hold up a male and a female shoe; two books that are different size and two different types of food.Student's response will be written on he board. Teacher will ask students to predict today's topic. Teacher will inform students that in today's class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techn iques Students' Activities Adaptations for Exceptional Learners Using a chart, discuss the terms compare and contrast. Students will read the definition from the chart then discuss things that they have Show a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog.Students will work along with teacher to brainstorm the animal's similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling readers. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and Contrast Guide, explain to students that they are going to compare and contrast items in cooperative groups.In cooperative groups, each student will be given a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast using an assortment of items in small groups. Peer tutoring: Allow struggling reader to work with a student is reading at grade level to help with pronunciation and word fluency.Direct students to write a paragraph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, supporting details and clincher. Individual assignment: students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence Gi ve direct instruction after giving whole group instructions, work individually with each struggling readers. Lesson plan Comparison/Contrast Is used to show similarities and differences. It uses examples and comparing. It Is Important to organize your thoughts and information before you do so. Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to compare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they get the most for their money.They also need to compare and contrast information from various sources when making decisions about their lifestyles, diet, nutrition, etc. Key questions: What two things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins wi th a capital letter and ends with the correct punctuation. An adjective describes a person place or thing.The topic sentence of a paragraph states the main idea and attracts the reader's interest. A complete sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letters are used at the beginning of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topic): Teacher will begin by holding up various objects and asking students to compare them. For example, teacher will hold up a male and a female shoe; two books that are different size and two different types of food.Student's response will be written on he board. Teacher will ask students to predict today's topic. Teacher will inform students that in today's class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techn iques Students' Activities Adaptations for Exceptional Learners Using a chart, discuss the terms compare and contrast. Students will read the definition from the chart then discuss things that they have Show a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog.Students will work along with teacher to brainstorm the animal's similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling readers. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and Contrast Guide, explain to students that they are going to compare and contrast items in cooperative groups.In cooperative groups, each student will be given a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast using an assortment of items in small groups. Peer tutoring: Allow struggling reader to work with a student is reading at grade level to help with pronunciation and word fluency.Direct students to write a paragraph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, supporting details and clincher. Individual assignment: students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence Gi ve direct instruction after giving whole group instructions, work individually with each struggling readers. Lesson Plan SEMI-DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES; At the end of the lesson, the students should be able to; a. Define coordinating conjunctions b. Give examples of coordinating conjunctions c. Use coordinating conjunctions in a sentence II. SUBJECT MATTER Topic Coordinating conjunctions Reference Grade 7 learning Package Materials chalkboard III. PROCEDURE A. MOTIVATION I am pretty sure that you have already discussed coordinating conjunctions in your elementary days and this is just a review about coordinating conjunctions. B. PRESENTATION Present the topic about coordinating conjunctions. C. Discussion a.Ask students what are coordinating conjunctions b. Allow students to give examples of coordinating conjunctions c. Allow students to use the examples of coordinating conjunction in a sentence. D. GENERALIZATION E. APPLICATION Ask students to match the sentence in column A with column B to form meaningful sentences. Use and, or, but, and for in coordinating the sentences. COLUMN A COLUMN B 1. Monkeys can be angry anywhere a. they peel it first. from just a few centimeters tall. b. they use them to communicate. . Monkeys never it a banana as it is. c. some pieces can grow more than a 3. When the monkey yawns it is tired. meter tall. 4. Monkey makes different voices, d. it is angry at something. facial expressions and body movements. IV. EVALUATION Allow students to supply the blanks with and, or and but to complete its thought. â€Å"Animals In Mythology† (an adaptation) page 53 V. ASSIGNMENT; Make a composition with the use of conjunctions. You can make your own titles. DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES At the end of the lesson, the students should be able to; . Differentiate active voice from passive voice b. Identify the voice of verbs in the sentence c. Change the sentences from passive to active voice d. Appreciate the lessons by showing active participation of students towards the lesson. II. SUBJECT MATTER Topic verb (active voic e and passive voice) Materials cartolina (strips of cartolina) Reference internet souces III. PROCEDURE TEACHER’S ACTIVITY STUDENTS’ ACTIVITY A. MOTIVATION Class I want you to listen to a short scenario â€Å"John saw a pretty girl. He went to talk to her. His wife arrived.The wife hit john right on the nose 1. What did the wife do? (active voice is used in answering) (answers may vary) 2. What happened to John? (Passive voice is used in answering) (answers may vary) B. PRESENTATION VOICE is the quality of verb That shows wether the subject is the doer of the action or the receiver of thE action. C. DISCUSSION Active voice- is used to indicate That the subject of the sentence is the doer of the action. Passive voice- is created when the subject is the receiver of the action (the teacher gives sets of example about ctive and passive voice) D. APPLICATION Change the sentence below to the active voice 1. The bridge was built by the engineers. 2. The patient was examined by the doctors. 3. The decision was made by my boss. 4. The shell was collected by James. 5. Ninoy Aquino was admired by many people. IV. EVALUATION Identify the voice of the verb in the sentence. ___________1. Raul presented an interesting report ___________2. Baseball was played by Joseph. ___________3. Martin removed the old paint. ___________4. The national congress was approved. ___________5. She cooked the breakfast. ___________6. She submitted the a Lesson plan Comparison/Contrast Is used to show similarities and differences. It uses examples and comparing. It Is Important to organize your thoughts and information before you do so. Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to compare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they get the most for their money.They also need to compare and contrast information from various sources when making decisions about their lifestyles, diet, nutrition, etc. Key questions: What two things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins wi th a capital letter and ends with the correct punctuation. An adjective describes a person place or thing.The topic sentence of a paragraph states the main idea and attracts the reader's interest. A complete sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letters are used at the beginning of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topic): Teacher will begin by holding up various objects and asking students to compare them. For example, teacher will hold up a male and a female shoe; two books that are different size and two different types of food.Student's response will be written on he board. Teacher will ask students to predict today's topic. Teacher will inform students that in today's class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techn iques Students' Activities Adaptations for Exceptional Learners Using a chart, discuss the terms compare and contrast. Students will read the definition from the chart then discuss things that they have Show a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog.Students will work along with teacher to brainstorm the animal's similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling readers. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and Contrast Guide, explain to students that they are going to compare and contrast items in cooperative groups.In cooperative groups, each student will be given a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast using an assortment of items in small groups. Peer tutoring: Allow struggling reader to work with a student is reading at grade level to help with pronunciation and word fluency.Direct students to write a paragraph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, supporting details and clincher. Individual assignment: students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence Gi ve direct instruction after giving whole group instructions, work individually with each struggling readers. Lesson Plan SEMI-DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES; At the end of the lesson, the students should be able to; a. Define coordinating conjunctions b. Give examples of coordinating conjunctions c. Use coordinating conjunctions in a sentence II. SUBJECT MATTER Topic Coordinating conjunctions Reference Grade 7 learning Package Materials chalkboard III. PROCEDURE A. MOTIVATION I am pretty sure that you have already discussed coordinating conjunctions in your elementary days and this is just a review about coordinating conjunctions. B. PRESENTATION Present the topic about coordinating conjunctions. C. Discussion a.Ask students what are coordinating conjunctions b. Allow students to give examples of coordinating conjunctions c. Allow students to use the examples of coordinating conjunction in a sentence. D. GENERALIZATION E. APPLICATION Ask students to match the sentence in column A with column B to form meaningful sentences. Use and, or, but, and for in coordinating the sentences. COLUMN A COLUMN B 1. Monkeys can be angry anywhere a. they peel it first. from just a few centimeters tall. b. they use them to communicate. . Monkeys never it a banana as it is. c. some pieces can grow more than a 3. When the monkey yawns it is tired. meter tall. 4. Monkey makes different voices, d. it is angry at something. facial expressions and body movements. IV. EVALUATION Allow students to supply the blanks with and, or and but to complete its thought. â€Å"Animals In Mythology† (an adaptation) page 53 V. ASSIGNMENT; Make a composition with the use of conjunctions. You can make your own titles. DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES At the end of the lesson, the students should be able to; . Differentiate active voice from passive voice b. Identify the voice of verbs in the sentence c. Change the sentences from passive to active voice d. Appreciate the lessons by showing active participation of students towards the lesson. II. SUBJECT MATTER Topic verb (active voic e and passive voice) Materials cartolina (strips of cartolina) Reference internet souces III. PROCEDURE TEACHER’S ACTIVITY STUDENTS’ ACTIVITY A. MOTIVATION Class I want you to listen to a short scenario â€Å"John saw a pretty girl. He went to talk to her. His wife arrived.The wife hit john right on the nose 1. What did the wife do? (active voice is used in answering) (answers may vary) 2. What happened to John? (Passive voice is used in answering) (answers may vary) B. PRESENTATION VOICE is the quality of verb That shows wether the subject is the doer of the action or the receiver of thE action. C. DISCUSSION Active voice- is used to indicate That the subject of the sentence is the doer of the action. Passive voice- is created when the subject is the receiver of the action (the teacher gives sets of example about ctive and passive voice) D. APPLICATION Change the sentence below to the active voice 1. The bridge was built by the engineers. 2. The patient was examined by the doctors. 3. The decision was made by my boss. 4. The shell was collected by James. 5. Ninoy Aquino was admired by many people. IV. EVALUATION Identify the voice of the verb in the sentence. ___________1. Raul presented an interesting report ___________2. Baseball was played by Joseph. ___________3. Martin removed the old paint. ___________4. The national congress was approved. ___________5. She cooked the breakfast. ___________6. She submitted the a