Walmart :: essays research papers

http//laplaza.org/totem/econ.htmlRetail Business, Jobs, Taxes and Prices in TaosSupport your friends and neighbors and local businesses. Say NO to an SS Wal-MartSince Wal-Mart came to Taos, the number of sell businesses decreased from 438 to 231. In the last five years alone, retail jobs decreased from 3156 to 1500. (US census, pub 1/2003)Those closed businesses and the lost jobs supported community members, their children, their employees, and the stores in which they shopped. more than local businesses will close after a Wal-Mart superstore comes to town.If businesses close at the same rate, Taos will lose 47% of its current retail stores and 54.5% of its retail jobs in a few years. What do we tell the families who have lost businesses or jobs that pay a living wage? Will as many tourists travel to when we have fewer restaurants and shops because Taose&65533os cant afford to support them during the year?Can local banks stay open with fewer local business and worker deposits and when Wal-Mart deposits its specie at night and withdraws it in the morning? How long will Wal-Mart remain profitable and open when fewer people have money to spend? double-dyed(a) Receipts TaxesIn 1998 Wal-Mart accounted for only 4.6% of the total taxes due Taos from all industries. (NM Taxation & Revenue Dept. and Wal-Mart)Do we change our land use inscribe because Wal-Mart wants to blanket the acres? What do we say to the hundreds of people who worked three years to produce Vision 20/20 and our land use code? Do we change our code that would support a local economy of thriving tourist and local-serving businesses, cottage industries and home businesses, agriculture and small sustainable industriesthat do not negatively intrusion the environment? What do we leave for our children and grandchildren?Food PricesWal-Mart tells shoppers that they have low prices. However, a comparison of prices between the Taos food stores and the Wal-Mart superstore in Espanola shows

Damn Near Everything There Is To Know About Cells: Essay -- essays res

Damn Near Everything There Is To Know About CellsBiology Cell ReportThere ar many parts of a cellular telephone, they all have specific duties, and are allneeded to continue the life of the cell. Some cells exist as single-celledorganisms that perform all of the organisms metabolism within a single cell.Such single-celled organisms are called unicellular. Other organisms aremade up of many cells, with their cells change to perform distinctmetabolic courses. One cell within an organism may be adapted for movement,while another cell carries out digestion. The several(prenominal) cells no longercarry out all life functions, but rather depend on each other. Many-celledorganisms are called multicellular. When a group of cells function together toperform an activity, they form a tissue. The cells of a human are organizedinto tissues such as muscle and nerve tissues. Plant tissues include thoseof the base of operations and root. Many cells in tissues are linked to each other atconta ct sites called cell junctions. Cell junctions help maintain differencesin the internal surroundings between adjacent cells, help anchor cells together,and allow cells to communicate with one another by passing small molecules fromone cell to another. Groups of ii or more tissues that function togethermake up organs. An organ system is a group of organs that work together tocarry out major(ip) life functions.Eukariotic Cell StructureBoundaries and ControlPlasma Membrane - The plasma membrane is sometimes called the cell membrane, orthe cellular membrane. It is the outermost part of the tool cell, and itspurpose is to enclose the cell, and change shape if needed. The cell membraneis capable of allowing materials to enter and exit the cell. Oxygen andnutrients enter, and waste products such as excess weewee leave. The plasmamembrane helps maintain a chemical balance within the cell.Cell wall - The cell wall is an added boundary to the cell. It is relativelyinflexible, and surround s the plasma membrane. The cell wall is much thinkerthan the plasma membrane and is made of different substances in differentorganisms. The cells of plants, fungi, almost all bacteria, and some protistshave cell walls. tool cells have no cell walls. Plant cells containcellulose molecules, which form fibers. This fibrous cellulose of plantsprovides the bulk of the fiber in our diets. Chitin, a nitr... ... pigments, molecules that give color.Structures for Support and LocomotionThe cytoskeleton is a network of thin, fibrous elements that act as a sort ofscaffold to provide support for organelles. It also helps maintain cell shapein a manner similar to the way poles maintain the shape of a tent. Thecytoskeleton is usually composed of microtubules and microfilaments.Microtubules are thin, hollow cylinders made of protein. Microfilaments arethin, solid protein fibers. Microtubules and microfilaments make up most of thesytoskeleton.Cilia - Cilia are only contained in some cells. They ar e short, numerous,hairlike projections out of the plasma membrane. Cilia tend to occur in largenumbers on a cells surface, and their beating activity is usually coordinated.Flagella - Flagella are longer projections that move with a whiplike motion.Cells that have flagella only have one or two per cell. In single-celledorganisms, cilia and flagella are the major means of locomotion. Sperm cells ofanimals and some plants move by means of flagella. Organisms that contain manycells, including humans, have cilia that move fluids all over a cells surface,rather than moving the cell itself.

Have you met him - Jesus Christ? :: essays research papers

Jesus the Christ is graven image the Father (that One and only Holy Spirit - God is a Spirit and One) in flesh - the password of God. It was God the Father who was responsible for all overshadowing the virgin Mary and causing her to conceive. So Mary was the source of His hu spellity and God was the source of His divinity. He became a man but he did not cease to be God the Father of the universe. He could probably best be explained as the God-Man. Sometimes He stave and acted as a man. Sometimes He spoke and acted as God (the Father). He came to earth to seek and save that which was lost to minister and to give His flavour as a ransom - the just for the unjust. He paid the price for our sins. Then He rose from the dead three sidereal days later because He was sinless and death could not hold Him. In so doing, He showed us the way to eternal life and how we can get victory over death. He brought life and immortality to light. He offers forgiveness of sins and eternal life (with countless other benefits) to those who will come to Him on His terms seeing He is churchman of all and is the only one who can save us from death - the second death that the Bible speaks of. The grave is only a temporary place. The day is coming when all that are in the grave will hear His voice and come out of the grave to stand before God (Jesus Christ) the enounce of all the earth - a dreadful place for sinful man. We can avoid this judgment by having our sins dealt with while we are yet alive by obeying the gospel which is His plan of salvation for us. Its very important to follow the Bible formula exactly. The devil has come up with alot of variations with the attempt to make the command of God of no effect. Back when the church was born, men were convicted of their sin and asked what they should do when they realized that they had crucified their Saviour some 50 days earlier. The apostle Peter said, Repent and be baptize everyone of you in the name of Jesus Christ for the remission of sins and you shall receive the gift of the Holy Ghost.

Archetypes In The Natural Essay -- essays research papers

Archetypes in The NaturalAfter discovering a God-given talent, a schoolboyish boy struggles to achieve his only dream to become the best there ever was. Baseb on the whole is all he has ever known, so he prevails by the temptations and situations laid before him by those out to destroy his cargoner. His hopes and dreams outweigh all the temptations along his journey. These hopes, dreams, and temptations are depicted through with(predicate) archetypes in the movie The Natural. An archetype is a universal symbol. It is also a term from the criticism that accepts Jungs idea of recurring patterns of situation, character, or symbol existing universally and instinctively in the collective unconscious of man. Archetypes come in three categories images (symbols), characters, and situations. Feelings are provoked about a certain subject by archetypes. The use of the images of water, sunsets, and circles set the scene of the movie. Characters, including the temptress, the inconvenience on eself figure, and the trickster, contri bute to the movies conflicts that the hero must overcome in order to reach his dream. However, to reach his dream, the hero must also go through many situations such as, the fall, dealing with the unhealable wound, and the task. By using archetypes in the movie, the viewer can obtain much than just the plot and better understand the aline theme of the movie to never give up on dreams.Archetypal imagery in this movie is abundant, but the most obvious and repetitive archetypes are those of water, sunsets, and circles. Prior to Roy Hobbs, the heros, arrival to the major league, the coach, Pop, comments, Wouldnt you think I could get a heady drink of water after all the eld that I have been in this game. At this point in the game, his team is losing miserably and Roys arrival only seems to make the situation worse because his commencement exercise impression is an overage rookie. When Roy finally gets a chance to prove himself as a ball playe r and does, the water from the fountain begins to taste good. The water ever-changing from bad to good shows a birth for the team. Since water is necessary for growth, it also symbolizes a growth stage for the team from the worst to a competitor. Roy appears to be the fresh drink of water that Pop has been wanting. The sunset also emerges into view several snips in t... ...s ball despite the risk of death. Roys task is to discover himself so that he may reassume his rightful position as the best baseball player in the game. He earned the position the first time when he struck out the Whammer. After returning to baseball, Roy must again prove himself as the best. First, Roy must earn the respect from his coach and the players before he can attempt to make a name for himself. Once that is accomplished by showing off his hitting talents, Roy Hobbs easily becomes a household name. It takes awhile, but he does become the persistent front-page story. The movie The Natural obviously ben efits from using the images of water, sunsets, and circles, the characters of the temptress, the devil figure, and the trickster, and the situations of the fall, dealing with the unhealable wound, and the task. By using these archetypes in the movie, the plot is not all the viewer sees. The movie becomes more in depth. More feelings can also be provoked by the use of archetypes, which will involve the viewer more in the movie and allow them to connect with the characters. Roys dream to become the best becomes enhanced by the continuous use of archetypes in the movie.

Computer Programming :: essays research papers fc

Computer ProgrammingChoosing to do a enquiry on a c beer fanny be a little easier to do when you havesome or a general noesis a particular field of practice. There are many differenttypes of jobs one can decide to undertake, one of which is in the most popular position of work today Computer Programming. Although this line of work might downm a little tiresome but you might find it enjoyable by people with lots ofpatience and the will to do long and tidious work. Most curriculummers in mammothcorporations work in teams, with each person focusing on a particular aspect ofthe total project(AOL). Programmers drop a line the detailed instructions for acomputer to follow. A computer coder carefully studies the program that crush suits the employer needs. They may also work for a large computercorporation developing new software and/or improving older versions of theseprograms. Programmers spare specific programs by breaking down each flavor into alogical series of hours of writ ing programs, the programmer must follow. Afterlong hours of writing programs, the programmer must thoroughly testing andrevising it. Generally, programmers have software by using the following abasic step-by-step development process(1) doctor the scope of the program by outlining exactly what the programwill do.(2) Plan the sequence of computer operations, usually by developing aflowchart (a plat showing the order of computer actions anddata flow).(3) relieve the code--the program instructions encoded in a particularprogramming language.(4) Test the program.(5) Debug the program (eliminate problems in program logic and correctincorrect habitude of the programming language).(6) Submit the program for beta testing, in which users test theprogram extensively under real-life conditions to see whetherit performs correctly(AOL)Programmers are grouped into two types application program programmers and systemsprogrammers. These programmers write the software that changes a basic machi neinto a personal tool that not only is reusable for increasing productivity butalso be fun and entertain the user.Applications programmers write commercial programs to be used by businesses, inscientific research centers, and in the home. Systems programmers write thecomplex programs that control the inner-workings of the computer. Applicationprogrammers are focused primarily on business, engineering, or science tasks,such as writing a program to direct the guidance system of a missile to itstarget (Information Finder). A systems programmer maintains the software thatcontrols the operation of the entire computer system. They make changes to theinstructions that controls the central processing unit, in turn, controls thecomputers hardware itself(FL celestial horizon 475). They also help application programmersdetermine the source of problems that may occur with their programs.Computer Programming essays research papers fc Computer ProgrammingChoosing to do a research on a care er can be a little easier to do when you havesome or a general knowledge a particular field of work. There are many differenttypes of jobs one can decide to undertake, one of which is in the most popularline of work today Computer Programming. Although this line of work mightseem a little tiresome but you might find it enjoyable by people with lots ofpatience and the will to do long and tidious work. Most programmers in largecorporations work in teams, with each person focusing on a specific aspect ofthe total project(AOL). Programmers write the detailed instructions for acomputer to follow. A computer programmer carefully studies the program thatbest suits the employer needs. They may also work for a large computercorporation developing new software and/or improving older versions of theseprograms. Programmers write specific programs by breaking down each step into alogical series of hours of writing programs, the programmer must follow. Afterlong hours of writing programs, the pro grammer must thoroughly testing andrevising it. Generally, programmers create software by using the following abasic step-by-step development process(1) Define the scope of the program by outlining exactly what the programwill do.(2) Plan the sequence of computer operations, usually by developing aflowchart (a diagram showing the order of computer actions anddata flow).(3) Write the code--the program instructions encoded in a particularprogramming language.(4) Test the program.(5) Debug the program (eliminate problems in program logic and correctincorrect usage of the programming language).(6) Submit the program for beta testing, in which users test theprogram extensively under real-life conditions to see whetherit performs correctly(AOL)Programmers are grouped into two types Application programmers and systemsprogrammers. These programmers write the software that changes a basic machineinto a personal tool that not only is useful for increasing productivity butalso be fun and enter tain the user.Applications programmers write commercial programs to be used by businesses, inscientific research centers, and in the home. Systems programmers write thecomplex programs that control the inner-workings of the computer. Applicationprogrammers are focused primarily on business, engineering, or science tasks,such as writing a program to direct the guidance system of a missile to itstarget (Information Finder). A systems programmer maintains the software thatcontrols the operation of the entire computer system. They make changes to theinstructions that controls the central processing unit, in turn, controls thecomputers hardware itself(FL View 475). They also help application programmersdetermine the source of problems that may occur with their programs.

Computer Programming :: essays research papers fc

electronic computer ProgrammingChoosing to do a research on a career can be a little easier to do when you havesome or a general knowledge a particular proposition field of work. There are many differenttypes of jobs one can decide to undertake, one of which is in the most popularline of work straight off Computer Programming. Although this line of work powerseem a little tiresome but you might find it enjoyable by people with split up ofpatience and the will to do long and tidious work. Most broadcastmers in largecorporations work in teams, with each person focusing on a proper(postnominal) aspect ofthe total project(AOL). Programmers bring out the detailed instructions for acomputer to follow. A computer computer chopinemer carefully studies the program thatbest suits the employer needs. They may alike work for a large computercorporation evolution new software and/or modify older versions of theseprograms. Programmers write specific programs by good luck down each step into alogical systemal series of hours of writing programs, the programmer must follow. afterwardlong hours of writing programs, the programmer must thoroughly testing andrevising it. Generally, programmers create software by using the following abasic stepwise development process(1) Define the scope of the program by outlining exactly what the programwill do.(2) Plan the sequence of computer operations, usually by developing aflowchart (a diagram showing the baffle of computer actions anddata flow).(3) Write the code--the program instructions encoded in a particularprogramming language.(4) discharge the program.(5) Debug the program (eliminate problems in program logic and correctincorrect usage of the programming language).(6) Submit the program for beta testing, in which users test theprogram extensively under real-life conditions to see whetherit performs correctly(AOL)Programmers are assort into two types Application programmers and systemsprogrammers. These programmers w rite the software that changes a basic machineinto a personal utensil that not only is useful for increasing productivity butalso be fun and entertain the user.Applications programmers write commercial programs to be used by businesses, inscientific research centers, and in the home. Systems programmers write thecomplex programs that control the inner-workings of the computer. Applicationprogrammers are focused primarily on business, engineering, or science tasks, much(prenominal) as writing a program to influence the guidance system of a missile to itstarget (Information Finder). A systems programmer maintains the software thatcontrols the operation of the blameless computer system. They make changes to theinstructions that controls the central treat unit, in turn, controls thecomputers hardware itself(FL View 475). They also help application programmersdetermine the source of problems that may progress with their programs.Computer Programming essays research papers fc Co mputer ProgrammingChoosing to do a research on a career can be a little easier to do when you havesome or a general knowledge a particular field of work. There are many differenttypes of jobs one can decide to undertake, one of which is in the most popularline of work today Computer Programming. Although this line of work mightseem a little tiresome but you might find it enjoyable by people with lots ofpatience and the will to do long and tidious work. Most programmers in largecorporations work in teams, with each person focusing on a specific aspect ofthe total project(AOL). Programmers write the detailed instructions for acomputer to follow. A computer programmer carefully studies the program thatbest suits the employer needs. They may also work for a large computercorporation developing new software and/or improving older versions of theseprograms. Programmers write specific programs by breaking down each step into alogical series of hours of writing programs, the programmer must follow. Afterlong hours of writing programs, the programmer must thoroughly testing andrevising it. Generally, programmers create software by using the following abasic step-by-step development process(1) Define the scope of the program by outlining exactly what the programwill do.(2) Plan the sequence of computer operations, usually by developing aflowchart (a diagram showing the order of computer actions anddata flow).(3) Write the code--the program instructions encoded in a particularprogramming language.(4) Test the program.(5) Debug the program (eliminate problems in program logic and correctincorrect usage of the programming language).(6) Submit the program for beta testing, in which users test theprogram extensively under real-life conditions to see whetherit performs correctly(AOL)Programmers are grouped into two types Application programmers and systemsprogrammers. These programmers write the software that changes a basic machineinto a personal tool that not only is useful for increasing productivity butalso be fun and entertain the user.Applications programmers write commercial programs to be used by businesses, inscientific research centers, and in the home. Systems programmers write thecomplex programs that control the inner-workings of the computer. Applicationprogrammers are focused primarily on business, engineering, or science tasks,such as writing a program to direct the guidance system of a missile to itstarget (Information Finder). A systems programmer maintains the software thatcontrols the operation of the entire computer system. They make changes to theinstructions that controls the central processing unit, in turn, controls thecomputers hardware itself(FL View 475). They also help application programmersdetermine the source of problems that may occur with their programs.

Conflict and Generosity Within the Grapes of Wrath Essay

When a family becomes a victim to severe debt, attitudes substitute, the family tends to grow a classify, and the members must cope. This was park during the great Depression in the 1930s after the collapse of the stock market, and a plethora of families flooded to California in search of a undimmed future. Home to Tom Joad and his family, the deteriorating economy of the Great Depression depicts the changing attitudes of many families and how they adapted to this difficult time period. The sour captures how many families like the Joads keep to change to accommodate the financial shortage of the 1930s, and how they grow with this struggle.With that, John Steinbeck constructs The Grapes of Wrath to include a family that is still generous in the midst of many trials and tribulations. The Grapes of Wrath depicts how nifty struggle is juxtaposed with an immense appetite for wealth, and how this conflict elicits generosity. John Steinbeck grew up around Salinas, California. Even th ough he was not raised by pargonnts who were poor, he witnessed discrimination upon the many dust bowl migrant workers who came from states that were less fortunate like Oklahoma and Texas.Steinbeck channeled his anger and frustration from observing the heartbreak and struggle during the Great Depression into crafting The Grapes of Wrath. According to Carroll Britch and Cliff Lewis in their article Growth of the Family in The Grapes of Wrath, Although it addresses issues of great sociological change, The Grapes of Wrath is at its core about the family and struggle of its members to stir their separate identities without breaking up the family. 1) He utilized his aggravation for the people to illustrate the drastic changes that occur in the characters over a period of time, such(prenominal) as the focusing in which the community is altered when financial hardship is imminent.But for Tom Joad and his family, staying together as a whole is adept manifestation that has not yet been lost in the troubling times. Though the Joad family has had a great deal of troubling experiences, in a way this brings them closer holistically. The way that Steinbeck crafts the family to adapt to the varying conditions like when some wiz dies, or loses work, llustrates how the family becomes more resilient to variety. The Joads and many families like them must leave behind their felt notions of idealism and work towards an I to We relationship with the others if they are going to survive during this great struggle, especially with the way that nobody financial wise is stable during the depression. For a large share of the population, the scarcity of funds leads to chaos within families and friends across America.The hedonistic views of the public drive people virtually insane, with car salesmen selling run-down vehicles for outrageous prices, to misdirect citizens stealing from stores who are going out of business. With m acey no longer an abundant commodity, banks and busines ses began to shut down and fail, forcing many hard-working Ameri tail ends to begin a life on the streets, which is not a welcoming new habitat by any stretch. This relates to the novel in that the Joads were forced out of their farm and had no choice scarcely to flee to California in search of work and a brighter future, which appears to be a promising alternative.Though the trend to fall a victim to the spate is growing, there are still some people like Tom Joad and his family who do not seem to fit this statistic yet. When the family reaches the government camp Weedpatch, they to some consummation forget about the troubles of the economy. Warren French in his article Chapter 6 From Naturalism to the Drama of ConsciousnessThe Education of the Heart in the Grapes of Wrath, states that, The self- governing parade of the camp also makes the Joads feel like decent people again (4).This shows how despite the troubling military position, the Joads can still find remote happiness am ong a time of desperation. There is an apparent change in attitude once the Joads reach the Weedpatch camp. Warren French writes The easy atmosphere of the government camp, whereas one man observesWere all a- workin together (448), is in striking contrast to the tense atmosphere at the Hooper Ranch. There the prevailing attitudes are epitomized by a checkers remark that putting holes in the bottom of buckets keeps people from stealing them (4).This suggests that having others to work alongside of eases the tension of being forced to work for roughly nothing. The atmosphere seems lighter at the Weedpatch camp due to the migrant workers having others with similar circumstances amongst them. This makes the thought of poverty less menacing because for the migrant workers at the camp, they are beginning to collaborate and become a unit. Another aspect of working together is shown after the miscarriage of Rosasharns baby. If the baby was not kin to Pa Joad and the family, he may never ha ve been motivated to build a dike so his family can stay dry.Britch and Lewis quote Steinbeck in their article, Well, we aint doin nothin. We can do her if everbody helps. Building the dike with Wainwright and the others replenishes Pa Joads spirit, and teaches him that there is way more to be achieved with the We attitude. A major(ip) turning point in The Grapes of Wrath transpires when Tom murders the man that killed Casy. Though Tom committed a crime, Ma Joad and the family suggest that hiding him from the authorities would be a decent idea. The family pleads for him to stay but quickly realizes he must leave to avoid getting arrested.This occurrence represents the growth of the family unit, the way they care for one of their own purge though he is now a criminal shows the drastic change that has developed over the course of the Great Depression. This also depicts how the situation elicits generosity within the family. It is imperative that Tom leaves the family but aside that, Ma Joad and the others beg for Tom to stay. The difficult situation made them realize how quickly they can lose Tom, and with that the desire to help Tom is now apparent.The Joads have gone through a metamorphosis with their attitudes and thoughts towards one another. Due to the series of events the Joads have encountered, they have faced many obstacles and this brings them closer over all. A significant incident like this causes the family unit to become more protective over the other members, even after losing Tom, Noah, and Connie. All of the events that transpired along the course of the novel have affected the overall dynamic of the Joad family either positively or negatively, more so positively.With that, if nothing else, the experience of having to survive amongst one another in a time of great sociological downfall mends the family closer than one would think. The family traveled together, they slept together, and they even worked together. The Joads played out gratuitous a mounts time as one unit just in completing those tasks, so even when bonding was not necessarily a part of the agenda, the way in which they became used to each other blossomed rather quickly into a stronger relationship for the family.Generosity amongst the Joad family was more or less noticeable in the beginning of the novel, and became more of a characteristic of the family as the story progressed. The hardships they faced along the way with searching for work subconsciously drew the family closer. The longer the Joads were among one another, and the more trials and tribulations they faced, generosity among the group developed into the norm. This transformed the Joads from the persona of an average family, into an inseparable unit of people who fought for one another.

Self-Access Learning

egotism-Access develop handst SELF-ACCESS LEARNING For face linguistic communication in Malayan Primary Schools read///Volumes/GANPD/P&P/kspkTM-2005/PBI/ ego%20access%20lg/www. ppk. kpm. my/P&P/SAL/index. hypertext mark-up language3/31/2005 120449 AM intromission to Self-Access cultivation INTRODUCTION Self-Access acquirement (SAL) was first introduced and piloted in SRK Sri Kelana, Selangor Darul Ehsan in 1990. Since then it has been extended to 150 nurtures in Malaysia. It was initiated by the Curriculum Development Centre, Ministry of Education, Malaysia.The contents of the book focus on an Overview of SAL, circumstance up a Self- Access Centre, eruditeness Materials and Equipment, savants Training and SAL in Operation. Sample materials to give teachers and insight into SAL ar also included. launch to SAL (Overview) Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 SAL Booklet charge up///Volumes/GANPD/P&P/kspkTM-2005/PBI/ egotism%20access%20lg/www. ppk. kp m. my/p&p/sal/introduction. hypertext mark-up language (1 of 4)3/31/2005 120456 AM Introduction to Self-Access nurture shoot down///Volumes/GANPD/P&P/kspkTM-2005/PBI/ egotism%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. hypertext mark-up language (2 of 4)3/31/2005 120456 AMIntroduction to Self-Access Learning agitate///Volumes/GANPD/P&P/kspkTM-2005/PBI/ egotism%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. hypertext mark-up language (3 of 4)3/31/2005 120456 AM Introduction to Self-Access Learning excite///Volumes/GANPD/P&P/kspkTM-2005/PBI/ ego%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. hypertext markup language (4 of 4)3/31/2005 120456 AM Self-Access Learning SELF-ACCESS LEARNING For position Language in Malaysian Primary Schools CHAPTER 1 Self-Access Self-Access Learning (SAL) Objectives Main Features file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1a. htm3/31/2005 120506 AMSelf-Access Learning Cha pter 1 Chapter 1 Self-Access OVERVIEW Self- access is a dust which exclusivelyows pupils strike at their own pace and time using organized acquisition materials and equipment. Self-Access Learning (SAL) Self -access skill (SAL) at the primary school direct refers to independent learning through the spend of learning materials. It is linked to the prescribed curriculum. Pupils ar given opportunity to their own activities, correct and evaluate their own attain as well as monitor their own progress. Philosophy of SAL file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1. tml (1 of 12)3/31/2005 120521 AM Self-Access Learning Chapter 1 The concept of SAL is establish on the hobbyq q q q q q every pupil is an individual with different guides, interest, attitudes and aptitudes. every pupil learns in different ways and at varied rates. every pupil is responsible for his or her own learning. every pupil is given the opportunity to learn h ow to learn. the teacher caters for all individual needs of the pupils. the teacher creates a conducive, tension free learning environment. file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1. html (2 of 12)3/31/2005 120521 AMSelf-Access Learning Chapter 1 Objectives of SAL q q q q to provide opportunities for pupils to learn how to learn. to cater for the pupils individual needs and learning styles. to allow pupils to evaluate and assess their own learning. to accompaniment classroom teaching and learning. Main Features of SAL file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (3 of 12)3/31/2005 120521 AM Self-Access Learning Chapter 1 Introduction to SAL (Overview) Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p/sal/chapter1. html (4 of 12)3/31/2005 120521 AM Self-Access Learning Chapter 1 Chapter 2 Introd uction SETTING UP A SELF- ACCESS CENTRE A self- Access Centre ( sac) is a resource where organized learning materials and equipment are make available and accessible for pupils. In the SAC, materials and equipment such as journals, work planing machines, cassette tapes, video tapes, computer assisted language learning (CALL) file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (5 of 12)3/31/2005 120521 AM Self-Access Learning Chapter 1 rogrammes, games, radio cassette recorders sets and video recorders are placed and organized systematically. Functions of the SAC ? Provides conducive learning environment ? Provides opportunities for pupils to carry out learning activities. ? Houses learning materials and equipment. ? Displays in stageion charts and pupils work. file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (6 of 12)3/31/2005 120521 AM Self-Access Learning Chapter 1 Factors to be conside red when setting up a SAC Location The SAC can be a room by itself, a watershed in classroom or in the school resource centre.It should also be easily accessible. In schools with limited rooms or space, teachers can arrange the materials in boxes which can be mobilized to the classroom whenever necessary. Design The design should be conducive to individual learning styles as well as small group interaction. It should be attractive and appealing to the pupils. Layout The layout is the arrangement of furniture, materials and equipment in the SAC. They should be placed in such a way where the pupils can croak easily. The SAC would include the following q q q tryoutifying corner Computer Assisted Language Learning corner Carrels for listening ile///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (7 of 12)3/31/2005 120521 AM Self-Access Learning Chapter 1 q q q q Video viewing corner Games corner Working area Display area A experiment PLAN OF A SAC IN A SRC SAMPLE PLAN OF A SAC file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (8 of 12)3/31/2005 120521 AM Self-Access Learning Chapter 1 Books and print materials To ensure that the materials last, worksheets may be mounted onto cards and laminated o sealed in plastic.Each item is then arranged in separate boxes which are colour- edictd for the language proficiency train. file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (9 of 12)3/31/2005 120521 AM Self-Access Learning Chapter 1 Equipment Cassette recorders are the most necessary equipment. They are used for practising listening and speaking skills. The activity cards accompanying the tapes are labelled, colour-coded and placed on shelves. Computers are excellent aids to SAL. Television sets and video recorders enable pupils to listen and watch incline programmes.Time Teachers need time to set up the SAC and to prepare pupi ls to learn independently. It may point between 3 or 6 months before the SAC can be setup and be functional. Funds Setting up SAC needs time and money. If there is limited fund, teachers have to set priority and seek for assistance or sponsorship. file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (10 of 12)3/31/2005 120521 AM Self-Access Learning Chapter 1 file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (11 of 12)3/31/2005 120521 AM Self-Access Learning Chapter 1A SAC SK Seri Perlis, Perlis A SAC corner in a resource centre SRK Tengku Abdul Halim, Alor Star, Kedah A SAL corner in a resource centre. SK Kampung Baru Keningau, Sabah Introduction to SAL (Overview) Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 SAL Booklet file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (12 of 12)3/31/2005 120521 AM Self-Access Learning SELF-ACCESS L EARNING For English Language in Malaysian Primary Schools CHAPTER 2 Introduction to Chapter 2 Functions of the SAC Factors to be considered when setting up a SAC ile///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter2a. htm3/31/2005 120532 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 3 Introduction to Chapter 3 Types of SAL worksheets Type of Self Access Language Learning Materials Classification code for Worksheet Guidelines for committal to writing worksheets Procedures for writing worksheets equiplist for evaluation Self-Access Classification reckon for English at Primary School take aim file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. pm. my/p/sal/chapter3aa. htm3/31/2005 120544 AM Self-Access Learning Chapter 3 Chapter 3 SELF-ACCESS LANGUAGE LEARNING MATERIALS AND EQUIPMENT Self-access language learning materials are self instructional materials indite or fitting by teachers. They are made available and accessible to the pupils to work individually, in pairs or in groups with or without direct control from the teacher. The materials should cater for the pupils learning styles, abilities and interests. The materials written or adapted are based on the language skills, thinking skills, grammar and vocabulary.They may be learning materials, practice materials or test materials. Types of SAL worksheets Type of Self Access Language Learning Materials Classification code for Worksheet Guidelines for writing worksheets Procedures for writing worksheets Checklist for evaluation Self-Access Classification Code for English at Primary School Level file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (1 of 18)3/31/2005 120554 AM Self-Access Learning Chapter 3 Types of SAL Worksheets Practice worksheet Test worksheet Back to Chapter 3 Main Page Home 1.Learning worksheet Learning worksheets are t hose which contain information and ex conceptionation for the pupils to read, understand and apply them. Example of a learning worksheet Yr. 6/Ep3/ fat/(07)/( ) book of instructions i. Read the sentences carefully. ii. Study the diagram beneath. We use a when the noun begins with a consonant, but if the noun begins with a vowel sound, an is used. file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (2 of 18)3/31/2005 120554 AM Self-Access Learning Chapter 3 Task Fill in the blanks with a or an. Example I have .. en. I have a pen 1. Pulau Gaya is .. island off Sabah. file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (3 of 18)3/31/2005 120554 AM Self-Access Learning Chapter 3 2. Malaysia has . hot and wet climate. 3. Draw .. line across this circle. 4. My brother Abu is kite maker. 5. My sister often takes .. apple to school. 6. Marys mother bought her .. new comprehensive. 7. You cannot m ake . omelette without breaking eggs. 8.Puan Farida has . very moderately white cat. Yr 6/EP 3/Blue/(07)/( ) Answer Key 1. an 3. a 5. an 7. an 2. a 4. a 6. a 8. a file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (4 of 18)3/31/2005 120554 AM Self-Access Learning Chapter 3 2. Practice worksheets Practice worksheets give pupils the opportunity to reward the skills learnt in the classroom. The exercises include * problem solving * games and puzzles Example of a practice worksheet Yr4/R2. 1/Red/(03)/( ) Instructions 1. Look at the pictures for the clues. 2. Copy the puzzle into your SAL book. . execute the puzzle. 4. Check your answers with the answer key. Task Rearrange the letters to generate out the earns of the things in the picture below. file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (5 of 18)3/31/2005 120554 AM Self-Access Learning Chapter 3 Yr4/R2. 1/Red/(03)/( ) file/ //Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (6 of 18)3/31/2005 120554 AM Self-Access Learning Chapter 3 Answer key 1. 3. 5. 7. 9. TREES TRACTOR CLOUD PATH BRIDGE 2. 4. 6. 8. FIELD dope HEDGE GATE 10.RIVER 12. FENCE 11. TIN Example of practice worksheet Yr4/R4. 7/RED/05/( ) Instructions 1. Look at the picture. 2. Read the questions. 3. Write your answers in your SAL Book. 4. Check your answers with your teacher. Task Poh Quan is going to do something. What is she going to do? why? file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (7 of 18)3/31/2005 120554 AM Self-Access Learning Chapter 3 3. Test Worksheets file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (8 of 18)3/31/2005 120554 AMSelf-Access Learning Chapter 3 Test worksheet contain exercises given to pupils to test how much they have understood and learnt. Example of a test worksheet. Yr. 6/EP 3/(Blue)/(08)/( ) Instructions 1. Do this exercise in your SAL book 2. Read the sentences carefully. 4. Check your answers with the answer key. Task Fill in the blanks with a or an. Did you see (1) old lady with (2) umbrella walking here about (3) hours ago? She was wearing (4) apron and . (5) unusual hat. She had .. 6) animal with her that had yellow feathers. Was the animal .. (7) elephant? Was it . (8) anteater? Was it . (9) ostrich? Could it be (10) yellow red cent? Yr. /EP3/(Blue)/(08)/( ) Answer key 1. an 6. an file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (9 of 18)3/31/2005 120554 AM Self-Access Learning Chapter 3 2. an 3. an 4. an 5. BRIDGE 7. 8. 9. an an an 10. a TYPES OF SELF ACCESS LANGUAGE LEARNING MATERIALS file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. y/p&p/sal/chapter3. html (10 of 18)3/31/2005 120554 AM Self-Access Learning Chapter 3 Worksheets are essenti al in SAL. They are self-instructional and written or adapted based on the English Language KBSR syllabus 1982. The pupils who use these worksheets are learning from them with the teacher as a facilitator. Therefore teachers have to be precise, clear and appropriate when writing instructions. The format of a SAL worksheet is given below. file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (11 of 18)3/31/2005 120554 AM Self-Access Learning Chapter 3 ile///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (12 of 18)3/31/2005 120554 AM Self-Access Learning Chapter 3 a. Classification code enables the pupils to find the worksheets they need. It is written on the top right hand corner. It gives the following information Year Year 4 (Yr4) Year 5 (Yr. 5) Year 6 (Yr. 6) Skills R L W EP Reading Listening Writing Examination practice Sub-skills R1 Recognise and Read file///Volumes/GANPD/P&P/ksp kTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (13 of 18)3/31/2005 120554 AMSelf-Access Learning Chapter 3 R2 R3 R4 R5 Read and Match Read and Group Read and Comprehend Dictionary skills Level The worksheets are graded to 3 levels of language proficiency Green elementary Red Blue intermediate advance Activity type Each piece of worksheet has a number which indicates the type of activity for the pupils to work on. The following are examples of activities for reading. 01 Read & Match 02 Read & Draw 03 Read & Arrange 04 Read & Sequence 05 Read & Solve 06 Read & Group 07 Read & Answer file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. tml (14 of 18)3/31/2005 120554 AM Self-Access Learning Chapter 3 08 Read & Complete 09 Read & Join 10 Read & Choose 11 Read & Follow 12 Read & make errors Note Teachers may add more activities using their own numbers. Copy number This number indicates which copy the worksheet is. First copy (1) Second copy (2) third gear copy (3) e. g. b. Instruction c. Task d. Answer key These are instruction for the pupils to follow. This is the actual exercise. Answer provided at the back of the worksheets for the pupils to check and correct. file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. tml (15 of 18)3/31/2005 120554 AM Self-Access Learning Chapter 3 Guidelines for writing worksheets * * * The worksheets should be attractive. The variety of tasks, exercises and activities should be motivating an challenging. The worksheets should be graded according to the pupils level of language proficiency. Procedure for writing worksheets file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (16 of 18)3/31/2005 120554 AM Self-Access Learning Chapter 3 * * * * Identity the classification code (The classification code is given on page 22) circulate clear and precise instructions.Set the task and plan the activities. Provide an answer key. Checklist for evaluation The following questions need to be asked and answer when one is evaluation SAL worksheet. a. Does the activity give a clear picture of the skills it is focal point? b. Does the activity give a clear picture of the language item or skill to be learnt or reinforced c. Does the worksheet fit in the following category file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (17 of 18)3/31/2005 120554 AM Self-Access Learning Chapter 3 * learning? * practice? * test? d.Does the feedback take the following form * an answer key? * a discussion with the teacher? * a discussion with a friend? * a model made by the pupil? e. Does the activity encourage creative and critical thinking? Writing SAL worksheets is a very challenging task. If we reflect on how our pupils will bring in from SAL we will work at it for Tomorrows comfort requires todays hardwork. Introduction to SAL (Overview) Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (18 of 18)3/31/2005 120554 AM Self-Access LearningSELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 4 What is Learner Training Why Learner Training Aims Teachers Role Implementation of Learner Training Activities Bridging The Gap Activities Learner Independence Activities Language Awareness Activities Preparation of Pupils for SAL Learner Orientation Sample Questionaire 1 Sample Questionaire 2 Sample Questionaire 3 Placement Test for Year 4 SAL Booklet file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4a. htm3/31/2005 120610 AM Self-Access Learning Chapter 4 Chapter 4 LEARNER TRAININGWhat is Learner Training? Learner Training refers to a process of educational activity the pupils to become more effective active learners during SAL perio d. It also means preparing pupils to learn how to learn to work independently with or without teacher supervision. In learner educational activity pupils must be trained to learn how to use self-access materials such as worksheets, books and equipment such as cassette recorders, video recorders and computers. Learner Training also trains pupils in self-assessment. Why Learner Training? The rationale for Learner Training is file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p&p/sal/chapter4. htm (1 of 15)3/31/2005 120620 AM Self-Access Learning Chapter 4 to train pupils to learn how to learn. to long-familiarise pupils with the use of the Self-Access Centre. to make pupils aware of the various materials and equipment found in the SAC. to create readiness in pupils to learn the English Language independently. Aims To benefactor pupils become effective learners and be responsible for their own learning. To help pupils focus their attention on how to learn rather than what to learn. file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. tm (2 of 15)3/31/2005 120620 AM Self-Access Learning Chapter 4 The Teachers role in Learning Training Encourages group interaction among pupils in the classroom. Helps pupils to be aware of the wide range of strategies for language learning. Creates a learning environment where pupils feel they can essay with their own language learning. Counsels and guide pupils when possible. Prepares the pupils to learn on their own. file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (3 of 15)3/31/2005 120620 AM Self-Access Learning Chapter 4 Implementation of Training ActivitiesLearner training activities are not introduced separately but they are integrated in the daily English Language lesson. These activities are elements interweave into the fabric of a daily English Language lesson and have been introduced to the pupils ev en before SAL was introduced in the school. Components of learner training activities for SAL at the primary school level are Bridging the gap activities Preparation of pupils for SAL Pupil Orientation of the SAC file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (4 of 15)3/31/2005 120620 AM Self-Access Learning Chapter 4Bridging the gap activities These are activities that prepare pupils for independent learning. They are Activities which Develop Social Skills in Pupils The pupils working in the SAC will have to share the materials and take turns to use the equipment. Teachers need to plan activities which train and develop the pupils awareness of oneself as well as the needs of sharing materials ability to choose the kind of materials and equipment to use and what to do should someone else chooses to use them at the same time and responsibility for their actions. Some activities which develop pupils social skills, are making them group eaders when doing work better-looking them duties to do after practical work organising competitions to see which area is the cleanest after pupils do practical work file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (5 of 15)3/31/2005 120620 AM Self-Access Learning Chapter 4 Learner Independence Activities Such activities develop skills in the pupils to learn to take turns to decide upon the role of leading to switch roles. These activities train the pupils to be independent and responsible and can be found in their textbooks.Many examples of a learner independence activity for Year 6 can be found in Exercise A Page 19 of Farida J. Ibrahim & Beatrice Thiyagarajah Moving On With English KBSR Year 6. D. B. P. file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (6 of 15)3/31/2005 120620 AM Self-Access Learning Chapter 4 Language Awareness Activities These activities help pupils to think and understand the language. They are carried out during the English lessons. The following examples are taken from page 42 and 43 of Farida J. Ibrahim & Beatrice Thiyagarajah Moving On With English Year 6, D.B. P. Example 1 Guess where these people are going. Then make sentences about what they wear. Example Hashim is going to the mosque. He wears a baju Melayu a sarung and a songkok when he goes to the mosque. Example 2 file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (7 of 15)3/31/2005 120620 AM Self-Access Learning Chapter 4 The policeman is trying to catch the thief. He talks to four men. What are their answers? file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (8 of 15)3/31/2005 120620 AMSelf-Access Learning Chapter 4 Preparation of pupils for SAL Preparing the pupils to work independently or with minimal teacher supervision would include training them to read and understand instructiona l language read and follow instructions plan their own learning programmes make them aware of their learning strategies monitor their own learning If you give a man a fish, you feed him for a day. If you teach a man to fish, you feed him for a lifetimes. Confucius (551-471 BC) file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. tm (9 of 15)3/31/2005 120620 AM Self-Access Learning Chapter 4 Learner Orientation Pupils need to be familiar with the SAC and SAL materials and equipment so they are taken to the SAC and given a guided tour of the place. During the tour these pupils are given a short quiz to familiarise themselves with the self-access learning system of the school. An information sheet listing what is available and where to find it can be given to the pupils. Pupils will be given a learners file or a SAL booklet on the first day they go to the SAC. They are asked to use that booklet till they leave the school.In this way the pupils are able to record their progress and also the change in their learning attitude. It is important to realise that learner training is a systematic and gradual process. Teachers need to give their pupils time to develop and become effective independent learners. file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (10 of 15)3/31/2005 120620 AM Self-Access Learning Chapter 4 SAMPLE QUESTIONNAIRE 1 Getting to know your SAC Instruction Answer the following questions. 1. Look around you. Can you name 5 things in the SAC? __________________________________________________________ 2. Where would you go to get a green level worksheet? _____________________________________________________ 3. What are the colour codes found in the worksheet? _____________________________________________________ 4. If you want to look up the meaning of words, what book would you take? Where can I get it? ___________________________________________________________ ________________ 5. Label the plan of your SAC. file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (11 of 15)3/31/2005 120620 AM Self-Access Learning Chapter 4SAMPLE QUESTIONNAIRE 2 Tell me about your SAC Instruction Answer the following questions. 1. Is your SAC different from your classroom? ___________________________________________________________ 2. are there any reading cards in your SAC? _____________________________________________________ 3. Where can you find them? _____________________________________________________ 4. Name three corners in the SAC? _____________________________________________________ 5. Which corner do you comparable best? Why? _____________________________________________________ file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p&p/sal/chapter4. htm (12 of 15)3/31/2005 120620 AM Self-Access Learning Chapter 4 SAMPLE QUESTIONNAIRE 3 What you can do in during the Self-Acce ss Learning Period 1. Do you already know about the self-access learning room / corner in your school? _________________________________________________________________________ 2. What kind of materials can you find in your SAL corner / room? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ile///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (13 of 15)3/31/2005 120620 AM Self-Access Learning Chapter 4 3. Can you do the following activities or use the following materials at the self-access learning corner / room in your school? What is their code? predicting outcomes learn more about universal truths get the meaning of words from the text itself read and solve puzzles listen to a story listen to medicine Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Code No. Code No. Code No. Code N o. Code No. Code No. 4.Can you get help when you are working at the SAL corner / room? Who will help you? __________________________________________________________________ 5. When do you take a book during the SAL period? __________________________________________________________________ Do you play games during the SAL period? Can you list the games you can play in pairs and in groups during the SAL periods? __________________________________________________________________ __________________________________________________________________ 6. Introduction to SAL (Overview) Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 SAL Booklet ile///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (14 of 15)3/31/2005 120620 AM Self-Access Learning Chapter 4 file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (15 of 15)3/31/2005 120620 AM Self-Access Learning Placement Test PLACEMENT TEST FOR homunculus 4 Name Year _____________________________________ _____________________________________ Placement Test Before the pupils begin to use the SAL materials and equipment in the SAC, they are given a placement test to desexualize their English Language proficiency level.The mark they score in the test will enable them to work on the SAL materials according to the colour code. Questions are based on the skills taught that particular year. Suggested marking scheme according to SAL colour code. 0 39 marks 69 marks (Green) (Red) (Blue) 40 70 100 marks An example of Placement Test for Year 4 Questions 1 5 A. Name the objects below. Use the words in the box. file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (1 of 10)3/31/2005 120650 AM Self-Access Learning Placement Test 1. __________________ 2. __________________ 3. _________________ 4. __________________ 5. __________________ Questions 6-10 B. Read the sentences belo w. Write them correctly beside each picture. She waters the flowers at 5 oclock in the evening. She leaves the school at 1 oclock in the afternoon. She reads her books at 8 oclock at night. Rina gets up at 6 oclock in the morning. She goes to bed at 10 oclock at night file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (2 of 10)3/31/2005 120650 AM Self-Access Learning Placement Test 6. _______________________________ 7. _______________________________ . _______________________________ 9. _______________________________ 10. _______________________________ Questions 11-15 C. Give the opposites of the words below. Choose the answers from the circles. 11. bad 12. happy 13. thin __________ __________ __________ 14. good 15. clear ___________ ___________ file///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (3 of 10)3/31/2005 120650 AM Self-Access Learning Placement Test Questions 11-15 D . Fill in the blanks with the correct words. Rubber tapper butcher postman carpenter nurse 16. 17. 18. 19. 20.Pak Aman is a _________________. He sells meaning at the market. My brother is a _________________. He delivers letters and parcels. Zaniahs sister is a ________________. She works in a hospital. En Hashim is a __________________. He makes furniture. My neighbour is a _________________. He works in a rubber estate. Questions 21 25 E. Match A and B. Write the sentences in the space provided. _____________________________________________________________ _____________________________________________________________ file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. tm (4 of 10)3/31/2005 120650 AM Self-Access Learning Placement Test _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Questions 26 30 F. Arrange the sentences below to form a story Every evening he practises in his school field. First he runs around the field. Then he practises high jump. When it gets late, he goes home. Sham is taking part in the 100 metres race and the high jump. 26. _________________________________________________________________________ 27. ________________________________________________________________________ 28. _________________________________________________________________________ 29. _________________________________________________________________________ 30. file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (5 of 10)3/31/2005 120650 AM Self-Access Learning Placement Test _________________________________________________________________________ Questions 31 35 G. Look at the picture. Fill in the blanks with the following words. out on in near at Samad has a canary.He keeps it (31) the cage. He puts the cage (32) the cupboard. His cat sitting (33) the table is looking (34) the bird. The cat is trying to catch the bird. Samad comes (35) from his room and chases the cat away. Questions 36 40 H. Arrange the words below to make meaningful statements. 36. __________________________________________________________ file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (6 of 10)3/31/2005 120650 AM Self-Access Learning Placement Test 37. __________________________________________________________ 38. _________________________________________________________ 39. __________________________________________________________ 40. __________________________________________________________ Questions 41 45 A. Read and circle the correct answers. Alis Diary SUNDAY Isa and I went to Tanjung Malim. Very hot day. drive at night. The roof leaked. Woke up and had to move my bed. Ashiahs birthday. She had a party. A man came to look at the roof. Late for school be cause the bus broke down. Some men repaired the roof. Some dead birds in the roof. Dad went to Penang for two days. Helicopter crashed in Singapore.Had stomach ache in the morning. Better in the afternoon. MONDAY TUESDAY WEDNESDAY file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (7 of 10)3/31/2005 120650 AM Self-Access Learning Placement Test THURSDAY Dad returned. Uncle came. Letter from Zainal in Australia. broke my bicycle pump. 41. Where did Isa go on Sunday? A. Pulau Pinang B. Tanjung Malim C. Singapore D. Australia 42. Which of the following statements is TRUE? A. Ashiahs birthday was on Sunday. B. Alis father repaired the roof on Monday. C. Ali had stomach ache in the morning. D.Alis uncle came from Australia. 43. What did Ali break during the week? A. His bed B. The bus C. His bicycle pump D. The roof 44. Why did Ali move his bed on Sunday night? A. It was a rough night. B. It was very hot. file///Volumes/GANPD/P/ks pkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (8 of 10)3/31/2005 120650 AM Self-Access Learning Placement Test C. There were dead birds in the roof. D. The roof leaked. 45. The word returned in the diary means .. A. came back B. went C. gave D. arrived Questions 46 50 B. Read the passage and answer the questions that follow.Ahmad lived in a village. He had 50 sheep. He liked to play tricks on people. One day Ahmad took his sheep to the hill. He rested under a big tree. Suddenly he had an idea. He immovable to trick the villagers. He shouted that a tiger was attacking his sheep. The villagers rushed out to help him. They did not see any tiger. They knew that Ahmad had tricked them. They were angry. One afternoon, a tiger really attacked Ahmads sheep. He shouted for help but 46. How many sheep did Ahmad have? He had __________________________________________________ 47. How did he trick the villagers?He tricked them by ______________________________ ____________ file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (9 of 10)3/31/2005 120650 AM Self-Access Learning Placement Test 48. The villagers were angry because ______________________________ ________________________________________________________ 49. Choose the best ending to the story. A. the villagers came to help him B. the villagers caught the tiger C. the villagers did not come to help him D. the villagers tricked him 50. From the story we know that Ahmad was . A. naughty boy. B. A hardworking boy C. A cheerful boy D. A lazy boy file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (10 of 10)3/31/2005 120650 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools SAL BOOKLET Contents Plan of my SAC My learning contract My study plan My activity plan My evaluation sheet My record sheet (Sample 1) My record sheet (Sample 2) My record sheet for reading (Sample 1) My record sheet for reading (Sample 2) Rules on the care of SAL materials and equipment ile///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/booklet. htm3/31/2005 120705 AM Self-Access Learning SALBooklet SAL BOOKLET Contents file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/sal_booklet2. htm (1 of 13)3/31/2005 120713 AM Self-Access Learning SALBooklet PLAN OF MY SAC file///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/sal_booklet2. htm (2 of 13)3/31/2005 120713 AM Self-Access Learning SALBooklet

Black people in the USA in 1945 Essay

Blacks in the ground forces in 1945 were non considered as advert the treatment of people was based on their skin colour, a practice that had been going on for many years before, flat after the Reconstruction of society after the Civil War in which the blacks were liberated from slavery. In theory, blacks were free to work and live where they wishinged, hardly the figures at the time told a different story by 1960, around 17% of the men of white-collar workers, i.e. professional, technical, administration, etc., were blacks, opus the whites remained the majority at 47%. The blue-collar work, such as craftsmen, manual labourers, etc. jobs that are renowned for needing less skill and education had 40% of the work thrust as blacks, and 36% were whites. Blacks just werent provided the education and qualifications to do the professional types of work due to separation of black and white facilities. Not only were they held linchpin at getting the higher-class jobs, they were pa id less for the same work that whites did in 1950, blacks earned ab erupt 53% of a whites wage. This figure remained the same over the neighboring 20 years, with it rising 11% to blacks earning 64% of a whites wage. All over the USA, blacks were discriminated against in almost all areas of life, whether it is the rightfulness of the state, or just by the economic consumption of the local society.After the abolishment of slavery, slaves had the choice of moving away from their former homes and having their own lives unfortunately, many blacks didnt choose any specie to move center(prenominal) across the USA to the northern states that had fought to free them. Those who did have the finance to travel rarely had abundant money afterwards to sustain a good timbre of life after they had moved. The customs duty of de facto came into play in some of the Northern states ghettos and places where the majority of the population were black sprung up in towns and cities. Segregation by custom in the North was contrasted with requisition by law, or de jure, in the South- Jim Crow laws forbade blacks, for example, to enter white facilities, or sit on buses with whites, etc.Places where de facto was in force came up with other ways to separate blacks from whites to limit the Southern order of things red lining was when banks were not allowed to give money for mortgages if they suspected it would be a risky investment- if a black family moved into a certain area, it would lower the prices of the surrounding houses. Thismeant that places such as ghettos were built up, when the majority of the population were black. This type of segregation wasnt by law, but by custom, blacks werent forced to live in black areas, but they matt-up bosomd to live in certain places because of the practises such as red lining in effect.Although it is in the Constitution that everyone is equal and has the same civil rights, it is beliefs like red lining that push a champion between rac es it whitethorn not seem constitutional, but it is up to the arbitrary Court in the USA to decide what is constitutional. They decided that slavery was lawful generally due the fact that the Southern states economy was based on slavery they were needed to produce cotton, the main export in the 19th century. Without them, the economy would have fallen apart. After the 13th amendment to the Constitution, slavery was no longer legal, but the Supreme Court still remained to overlook state laws that continued discrimination and practices that could be seen as worse and so slavery- for example, the Ku Klux Klan were allowed to terrorise and lynch blacks, yet lynching was not made illegal.The Supreme Court declared that the 14th amendment forbids states, but not citizens, from discriminating (1) Separate facilities for blacks and whites were considered as the solution to the discrimination problem the Supreme Court believed that the blacks were separate but equal when they were forced to use different buildings, transport, schools and hospitals then the whites. Since the Supreme Court approved laws and could declare them unconstitutional if they wanted to, they were the ones who the blacks has to convince if they wanted to change anything in legal cases, the trial had to be taken to the Supreme Court to have any impact, since the State Courts were always going to be in favour of the Jim Crow laws. The Plessy vs. Ferguson (1896) case was when Homer Plessy refused to sit in the act upon car of a train and sat in the white section instead.The case went to Supreme Court, and they ruled that Plessy was guilty and sentenced him to pay a fine or go to jail. This was considered the most shameful ruling of the Supreme Court in history it shows the extent of the discrimination against blacks, even after slavery was abolished- even though Plessy was 1/8 black and 7/8 white, he was still considered as black in the eyes of the Louisiana law. Although many people apprehensio n that this ruling wasshocking, on that point wasnt much that could be done, since they did not have a definite leader to show them what the do everything that the movement did was relatively unorganised, with perhaps one person leading the others. People such as Martin Luther King Jr. and Booker T. Washington tried to unite blacks under one leadershiphip, but it did not work, because everyone has different opinion on what should be done about the discrimination problem.Dr Martin King Jr. was a black leader that advocated peaceful shield because of this, many whites accepted him because they knew that he would not cause violence, but blacks did not like this as peaceful protest could only take them so far- they felt that King was weaker then some of the other extremist black leaders, such as Malcolm X. Kings approach to fighting against their oppression wasnt enough to keep the blacks following him they preferred people who were willing to do more for the benefit of all blacks.A nother leader who was thought as weak by fellow blacks was Booker T. Washington he was accused of being an accommodationist to the whites, as he wasnt campaigning for equal civil rights, he was concentrating on equal job opportunities- this wasnt what the blacks were fighting for they wanted to be free to do what the whites could do, not only in jobs but in other aspects of life too. The leaders of the movement were not united, therefore they were not strong- many leaders were critical of others, for example, W.E.B DuBois criticised Washington, saying that blacks cannot get social equality if they do not get semipolitical equality first.The New Deal is a phrase used to explain the actions taken after Black Tuesday when the US Stock market crashed to stop the personal effects of the Depression disturbing the lives of the public. Laws were passed to help stop the consequences of the Depression becoming a long-term problem within the first hundred days, President Roosevelt passed a la w that lowered workers salaries and pensions by up to 15%- a move that people did not like, yet it saved a lot of money for the government. Another act was passed that stated that the government could inspect banks before permitting them open again so they could see if the bank was eligible to lend and puddle money.This prevented banks lending out money that they did not have, therefore they did not losing money for their customers and wouldnt have to close, as theywould have to have done if they did lend out money they didnt have. The New Deal was produced so the government could help all of those that were affected by the Depression this helped the blacks because they were some of the poorest people in the USA at the time, and as many as 8% of blacks were unemployed in 1955. For the blacks, the New Deal slightly improved their way of living as it was intentional to help everyone without discrimination. Soon after New Deal was set up, the situation for blacks was improved social ly by the outbreak of the Second World War.When the Americans were brought into the war, they needed as many men as they could to fight blacks had regiments where they could join and be equal to whites, but they still were not allowed to belong to the same regiment as the whites- there were some who did, but they were rare, they normally belonged to an all-black regiment. At the end of the war, the blacks got more ambitious they were allowed to fight for their country, but America wasnt even grateful enough of them to let them be equal. This would have enraged African Americans since they had fought so hard to be a part of America, so the Civil Rights movement activity increased, which put pressure on the government to do something. The Nazi ideology also pushed the government into action, because what the Americans were doing to the blacks could be compared to the Germans discriminating against the Jews in Germany the blacks realised this, so demanded equality, as they didnt want t he same to happen to them.In conclusion, the position of blacks in 1945 was not equal to whites even after a century of supposed freedom from slavery, blacks were still hardened as inferiors to whites. Laws and acts were in effect that encouraged the discrimination of blacks. Amendments such as the rights for blacks to vote and the rights for them to be equal were passed, but there were so many other laws that cancelled them out. Jim Crow laws in the South and practises such as red lining in the North made it impossible for blacks to be seen as equal politically, whilst rebellions by extremist whites and groups such as the Ku Klux Klan stopped blacks gaining any social standing or equality.Blacks were supposed to be equal, but by 1945, some may comment that the position of them was worse then slavery, as the blacks were on their own inthere poverty and discrimination before, they had their slave owners who would clothe and feed them to keep productive workers- they would never be o ut on the streets as slaves, but as free people, they received basically no help. Things that whites took for granted, such as plumb and good-quality facilities, and jobs that are fair and just are things that blacks counted themselves lucky if they managed to get any equality. People like Martin Luther King Jr. and W.E.B. DuBois tried to get equality, both done violence and peaceful means, but it didnt have much effect to the political and social standing of blacks. The discrimination of blacks continued right into the 20th century, even up into the 21st century. It was slow going for the blacks right to equality, but actions by both blacks and whites changed things for the better. However, in 1945, blacks were not considered as equal, but as 3/5s of a human being.Bibliography(1) http//www.alternativeinsight.com/Reparations-Slavery.htmlField, Ron Civil Rights in America 1865-1980 Cambridge University Presshttp//www.lawbuzz.com/can_you/plessy/plessy.htmhttp//en.wikipedia.org/wiki/ New_Deal

Nature or Nurture Controversy

Developmental psychologists tell us that development is caused by two very extensive intermingling factors heredity or nature, and surround or nurture. Often determining the demarcation line between these two factors, which directly or indirectly influences our biological and psychological constitution, is not an easy task.Nature speaks of the transmitting of traits from p bents to offspring through the genes which is universally known as heredity. This biological transmission of traits from one generation to another plays an important role in the determination of traits that ar considered human and nonhuman. The biological structures, people inherit, at the same time, make peoples behavior possible. It is also these biological structures that limit human behavior (Hurlock, 1964).On the other hand, environment embraces all the influences that affect or shape man. The other process of development that occurs through the medium of the environment is called attainment.There are to a greater extent social or behavior scientists today who stand on the position that they adhere strictly neither to the nature nor to the nurture side. They are persuaded or flow to lean on an integrated or multi-dimensional approach. However, there have been specific areas in the study of human behavior that are being challenged on a continuous basis, and this includes subjects that aid to either the heredity or environment positions (Morris & Maisto, 1999). This short study attempts to provide presents to the scientific inquiry that nurture influences early human development. It seeks to formula into explicit observations already made, i.e., studies done that investigated the issue of nature and nurture.DiscussionIn general, it can be argued that all behavior reflects the influence of both nature and nurture. tout ensemble organisms acquire or inherit a range of structures that set the stage for certain behaviors. Yet environmental influence such as nutrition and learning also h elp decide whether or not genetically possible behaviors will be displayed. The genius of such creative writers as C.S. Lewis or Stephen pouf may never appear should they have been reared in less fortunate circumstances without the privilege or opportunity of even writing and reading.Nurture peculiarly during the early stages in the life span influences some of the arenas of human existence. The best illustration to this is in the aspect of intelligence. Many studies have been conducted to emphasize the role of environment and this is illustrated in the areas of research where scientists try to manipulate the initial milieu around which many young churlren are in jeopardy of developing poor able functioning. These researches actually put stress or accentuate the preventive aspect instead of addressing the interventions that may be applied later on.A lot of families from beneath the poverty line reasonably, are not able to afford their children a cognitively motivating atmospher e. For this reason, majority of these children are even expected to perform below their capacity. It is arguably to the side of nurture in instances that intellectual functioning is compromised when the environment component is not maximized. Hence the reason that some of the governments customary programs to address the problem are in place.They include such services as Head Start, which are confirmed effective strategies in developing the childs intellectual capability (Ramey, 1989 in Halonen and Santrock, 1996, p. 280). Despite some of the controversies that surround the efficacy of the No Child Left Behind Act spearheaded by professorship George W. Bush, the rationale following this public policy is the fact that children coming from inner cities and minority groups will be provided ample opportunities for cognitive development via government funding.Schools that do not perform at par with productive ones will be evaluated and funding consequently is affected. This raises up the standard of the schools especially their teachers. Whether this is fail-safe or not, is not the question here. However, this is a clear illustration that without any environmental intervention, children left to themselves may not develop competence or achieve their potential.Another evidence that point to the effect of environment on human development especially during the early years is based on observations or studies on parental subvert of children. According to research, the growth and development of a child is modified incessantly by the influences in the environment. The fact that maltreatment by parents over their children account for the huge differences of performance of school age children and many of the resulting disorders or maladjustment problems that are frequent problems encountered by educators, substantiates the claims of nurture or environmental influence (www.ipce.info/library_3/files/glaser/glaser_2.htm).Early childhood environment impacts the childs cogni tive ability is also shown in a study on the effects of nutrition in infancy and later cognition. Nutrients as provided by formula or any other supplement affect brain development significantly. The study supports the hypothesis that optimum nutrition in infancy has significant consequences for cognitive development (Lucas, 1998).ConclusionNurture is perhaps the strongest alibi any person attributes to whenever things turn out not as good as they want them to be. We often make justifications why we tend to be mediocre because my parents did not try their very best to train me and provide for all that I need, is our typical rejoinder. To what extent is this on-key, and where does the line end when it comes to personal responsibility, genetic predispositions, or the responsibility and accountability of people who exert immense influence on us?The argument postulated in this paper is not so much as drawing the line in as much as it has evidently proven the great impact of nurture on p ersonality and/or human development in general. This paper pointed out exactly, that many of individual decisions and government policies are responses to the effects of environment to early human development, thus proving the hypothesis correct.Parental abuse and neglect have been issues in learning because these are factors that are bouncy to the childs overall performance and normal functioning as they operate as kids and later as adults in the real world. This is also true with nutritional status of children in their growing years. Several studies have proven the effects of these factors that they are consciously observed among the educated parents as much as possible, many actively pursue in avoiding the drastic effects of either deficiency. Indeed, the environmental changes that are constantly influencing children in their early stages are established in the scientific disciplines this despite the many arguments to the contrary.Reference1. Environmental influences on brain de velopment. Accessed August 11, 2007.2. Hilgard, ER, RR Atkinson, and RC Atkinson, 1983. Introduction to Psychology. 7th ed., New York Harcourt Brace Jovanich, Inc.3. Hurlock, E.B, 1964. Child development. New York McGraw-Hill take for Company, Inc.4. Lucas, A., 1998. Randomised trial of early diet in preterm babies and later intelligence quotient. British Medical Journal, British Medical group. Accessed August 12, 20075. Morris, Charles G. & Albert Maisto, 1999. Understanding Psychology. 4th ed. prentice Hall, Inc. P. 73.6. Ramey as cited from Halonen, Jane S., and John Santrock. Psychology Contexts of behavior. 1996. Brown & Benchmark, USA, p. 280.

The Uncommon Soldier

U. S. Womens History 10/19/12 An Uncommon Soldier Fighting for the crustal plate Front Throughout the passage of fourth dimension, in order to make sense of the world and justify established ideologies, bit has put forth disproportionate causal agent into defining what is deemed by the masses as acceptable and appropriate. With the formation of these social life requirements, it goes without saying there will be outliers who do not harmonize this troops-created construct, either by innate or self-realized characteristics. This social restraint is undoubtedly the source of much emotional turmoil and unrest.Here is where Sarah Rosetta Wakemans story begins. As a white, American woman born in the 1800s, Wakemans scope of acceptable life directions was very limited, and much can be said about how she dealt with the obstacles created by the aforementi unityd social constraints. Wakemans finis to leave home, and assume the characteristics of a man, was more out of a sense of familia l duty than an outward verbalism of suppressed sexual identity. In order to better understand Sarahs motivation one must first analyze her childhood and the environmental factors which forge her.Born on January 16, 1843, in what would become Afton, New York, to Harvey and Emily Wakeman, Sarah Rosetta Wakeman was the eldest of 9 children, seven of whom were female. To Harvey and Emilys dismay, Sarah and her two siblings that followed were all female, which was less than to be desired during the era. Sarah was nearly nine-spot years old before Emily was able to give Harvey a son ( burgess, 101). At that time, children were expected to begin helping the parents by contri aloneing as soon as there was movement compatible and appropriate for their age and grammatical gender.This is how Sarahs transformation was necessitated. To understand these driving forces in more depth, one must keep a look at the role Sarah played in her home life. Sarahs dad, Harvey, found the easiest way to support his family, as m all did during this time, was through agriculture. The gist of engagement required to be successful in that endeavor during that time period, far exceeded the capabilities of one man. Since they were in the north, the possibility of slave labor was nonexistent, so as was customary of most family farms from the period, Harvey attempted to create an army of his own metaphorical laves, his children. With her innate familial duty and lack of male siblings, Sarah had no choice unless to step up. While the letters do not technically say that she played a large role in what would have been considered male gendered labor, Burgess as well as other historians, are left to speculate based upon her communications with her develop, Rosettas high level of interest in her fathers farming, her noesis of the details of the family farm, and her desire to own her own farm after the war are record that she served as her fathers farmhand, (Burgess, 9).This knowledge and desire were attributes associated with being male and not seen as traits a woman could or should possess. Working the farm alongside her father had more life-altering implications than can be determined without further dissection. While most professions today are not gendered, farm take a crap in is still connotated to be in the male domain, as the acetify is strenuous and more physically demanding than most. If 150 years later, even after the advent of modern technology, it is still considered to be a gendered role, one can all imagine the psychological toll this upbringing played on her identity (Chambers, 10/19/12).After years of transitioning between her societal gender role and the gender role made necessary by her family, the delineation became less distinct. The manual of arms labor sculpted Sarah, instilling in her a mans fix ethic, as well as diminishing the strength of her more feminine qualities, while amplifying those characteristics associated with the male gender (Chambers, 10/19/12). Her transformation into a man was a process that began there as a child, doing what was necessary to help her family. This established precedent of doing what is necessary sets the stage for her future endeavors.One major benefit of having a female child, during this period, was that once the girl was of age and could be married off, usually around their early teens, they were no longer the financial burden of the family. At 19 years of age, Rosetta appeared to have no prospects for marriage, which would have relieved the family of her care, (Burgess, 9). As the eldest child, with the most responsibility, she understood better than her siblings how her not getting married off was baneful to the advancement of her family.By the time she had reached this point in her life, her brother Robert was old teeming to start working the land alongside Harvey, filling the void Sarah had been filling her integral life. Around the same time that Sarah began to lose her ut ility at home, Harvey brought the family into some financial turmoil with a hefty debt. After having filled the role as a major contributor and gaining the sense of fatherly duty in caring for the family, Sarah arrived at an impasse.In her mind, the family was still financially dependent upon her, yet her farm work would have been of limited value in paying her fathers debt, and her work as a domestic could not have paid enough to substantially assist her family, (Burgess, 9). The ways in which she had formerly been aiding her family were no longer sufficient. It was at this point in Sarahs life that she made the conscious decision to go against the confines of society, which would ultimately lead to both her demise as well as her post-mortem fame.Her decision to assume the gender role of a man was a thoroughly calculated one, Rosetta realized that one of the only ways open to finding an honorable position that paid enough for her to assist her indebted(predicate) family was by dr essing and acting the part of a man, (Burgess, 9). This transition was not the leap it would have been for most women put into her situation, as she had been unknowingly preparing for this her entire life. With her impudently realized gender, she would be able to remove her burden from the family, and further benefit them by providing a means to alleviate her fathers debt.Sarah took on a male role with the purpose of finding a job that paid a mans salary, for it was only as a man that she would be able to make a significant difference. When she first left home in August of 1862, she began working at a coal barge doing manual labor. Similarly to the work she did with Harvey, the job was very physically taxing and further strengthened her work ethic. If Sarah had set out to become a man with whatever intention other than to support her family then she would have most likely stayed there where she was earning enough to be self-sufficient.However her goal was not to become a man, but to do her part for her family. As a result of that, when she was given the opportunity to make a significant difference, at sever personal risk, for her family, she took it. This opportunity presented itself when soldiers from the 153rd command recruited her. The $152. 00 bounty offered to enlistees in the 153rd was over a years wages to even the male Rosetta, (Burgess, 10). Had Sarah not decided to go out and find work as a man, there would have been no chance of her earning that kind of money, especially not all at once.In addition to the initial lump sum, as a soldier she could guarantee a steady flow of money to her family. In fact she even said, I am getting 13 dollars per month, I will send part of it home to you, which shows that she is doing all possible to keep money going to her family. Without the motivation to earn for her family, there would have been no benefits to her enlisting. more than proof that Sarah took on the male role to post for her family appear in her l etters.Many of the letter she sent to her family contained money believeed for the family, When I send you money I want you to lay it out for the family, (6/5/1863, Burgess, 31). This clearly shows the money she sent back was for the purpose of supporting the family. It also indicates that she was not sending them money for any reason but benefitting the family. She strongly expresses that point by specifically allocating the funds in several of her letters. In modern times, most people who trade gender roles do it for reasons of sexual expression, whereas Sarah was not sexually confused.This is evidenced most strongly by her relationship with Alfonzo Stewart. Alfonzo Stewart was a ranch hand that worked with Harvey on the farm. Their relationship, if one did very exist, would have been kept secret as he was 25 years older (Chambers, 10/19/12). This is another contrast, between 19th century and twenty-first century America, because of the fact that a 25 year age difference today i s not unheard of, whereas Sarah and Alfonzos relationship would have been prohibited. More evidence suggesting Sarahs heterosexual nature is presented in her letter home on the 19th of June, 1863.While this is not the first letter bringing up Alfonzo, it is the first one that emphasizes her emotional investment in him. It is in this letter than she refers to him by a nickname. She writes, let me know all about farming and how long do you intend to keep Fony, (June 19, 1863, Burgess, 32). While this does not directly prove that there was a sexual relationship taking place, it does suggest that there was, at very least, a strong enough closeness to have special names for each other. The pet name is not the extent of the evidence supporting this claim.In a previous letter, Sarah mentions Alfonzo in a flirting manner stating, Tell me all about Alfonzo. Tell him that I can make the best soldier than he would, (June 5, 1863, Burgess, 32). This is a prime example of primitive flirting as Sarahs intent was to tease Alfonzo, and ensure that she was still in his thoughts. Sarah Rosetta Wakeman is the truest definition of a hero. She did whatever it took, and sacrificed everything to take care of her family. Having no brothers old enough to work the field, Sarah began playing the part of a man by working alongside her father on their farm.From that time on, her characteristics only developed more to fit the male role. When she turned 19 she was forced to make the biggest decision, her own identity. She chose to leave home, as a man, to find work to support her family. Contrary to the ideologies behind gender-crossing today, Sarah Rosetta Wakemans transformation was not to express suppressed sexual identity, but rather to ensure she would be able to provide for her family and continue her role as a parental figure.

Living Story Essay

The development of Georgetown has attracted many tourists flocking here to scan the place. However, the increased new openings of snitch lots have given the town a new lease of life in addition to its tonnes of hereditary pattern buildings. By chance Wu Han Ren, Ru Zhi Xing and lee(prenominal) Wu Xin talked about the town and what was missing from it. That brought 14 sustainment Story back to life, to showcase the day-to-day living of sometime(a) Georgetown.Since Ru and Lee have been workings in Shanghai, China, they have to travel to various places regularly and have visited the fabled Xin Tian Di, a place that holds the historical and cultural legacies of the Chinese metropolis. The enclave also gave the duo an caprice that Penang could actually become some place like that. Along the road in many tourist attractions in other countries, we would see stalls exchange local delicacies and souvenirs which make the place all the more vibrant. However, tourists visiting Penang wil l only be greeted by rows of listless shop phratrys, warehouses and empty residences, many of which are depopulated and locked. Living museum It was August 2009 when Wu, Ru and Lee headstrong to set up a living museum in town. They had looked at many different locations and finally decided on the shophouse beside Seh Tek Tong Cheah Kongsi on Armenian Street. The tenancy contract of the house was about to expire when we contacted the owner.We picked the house because it exuded the feelings of an old building. It has been found that the house could have been built in the 1850s and is at least 150 years old today Wu said the house was formerly used to accommodate foreign workers. Despite its location in the heart of Old Georgetown, the house has never been put to proper use. Since the original house was quite shabby, they requested the owner to do some renovation and they afterward tore down the room relegateitions to make the old house more spacious. Day-to-day livingThe living museum is divided into three parts where the front part of ground floor is used for the sale of souvenirs, day-to-day items and handcrafts. The rear part of the house has been specifically designed for the display of artistic exhibits. Since old houses in Penang were designed largely in Chinese style and in particular Shanghainese style, many Shanghainese memorabilia could still be found in these houses. Wu hopes to recreate the first floor of the house into a museum showcasing the day-to-day living of Old Penang by next year so that tourists could get a better understanding of life in Old Penang.In order to promote reuse and recycling, all the furniture inside the house have either been donated by people or picked up by them. Wu admitted that local tourists are not too keen to buy the souvenirs and handicrafts as they are more interested in the furnishings and designs of the building. On the contrary, foreigners are more esurient in buying the souvenirs. I hope more people will ha rness the advantages of Georgetown to open more unique shops to promote the local cultural heritage at the same time luring more tourists here. Shop Briefly MenuPenang Buses Ticket 70s80s, exhibit in 14 Living Story Taishogoto (Japan) /Bulbul Tarang (India) The taishogoto or Nagoya harp, is a Japanese stringed musical instrument. The name derives from the Taisho period (19121926) when the instrument first appeared. It has also become naturalized in East Africa, oft under the name Taishokoto. The taishogoto consists of a long, hollow box with strings running its length. Above the strings are a span of numbered typewriter-like keys, which when depressed fret or shorten the strings to raise their pitch.It is played lengthwise and strummed. There are also electrified versions of the instrument. The taishogoto bears a close resemblance to the Bulbul Tarang from India, and the Akkordolia from Germany, all sharing the same linguistic rule of using keys to press down on strings to change their pitch. Handmade Passport Cover Handmade Curtain (only 6 pieces) Handmade Table savourless Penang Marriage Certificate from 1940 Penang Lottery Tickets 70s80s