Who Has Had the Biggest Influence on You and Why Essay - 2

Who Has Had the Biggest Influence on You and Why - Essay Example My mother influences my life greatly. She holds a job that compels her to spend long hours at her workplace, thus gets home late in the night. However, she ensures that she spends quality time with her family. She wakes up when we wake up in the morning, regardless of the short time she gets to sleep. She prepares the entire family for their day, which makes her get quality time with her family in the morning. During this time, she enquires of any problems we could be facing, and she gives advice accordingly. Therefore, she gets to maintain close bonds with her family, despite her tight schedule. This motivates me to engage in as many activities as I can, so long as I manage my time wisely.  One of my friends was hospitalized at the end of last year. I organized a number of friends and we went to visit him at the hospital. He had been involved in a car accident that injured his head. I also took the opportunity to find out the state of the medical bill. Given a large amount of mone y involved, I proposed a scheme to raise money for the friend. The plan allowed us to seek help from friends and relatives, thus helping us to support our friend financially.  This happens many times when we meet with my friends to discuss various assignments that we have to complete to fulfill academic requirements. We form a group, and then give our various contributions to the issue in question. We use the available literature to help us manage the assignment, as well as the internet. Such groups make it easy to excel in school as the discussions enable an individual to complete their assignment accordingly.  I believe in the success of a consultancy business because it is not affected adversely by, such factors as economic downturns. Such a business involves giving advice to people in the various ways they can use to approach problems in their organizations, businesses, or even daily life.

Developing Information Essay Example for Free

Developing Information Essay I chose to put a very limited amount of information on my front page because I wanted to attract the readers attention simply. I placed Oxfams logo on the front page, because I knew that as soon as people saw the logo they would know which charity my leaflet was for. I spread out my chart all over one page because I thought the statistics needed a lot of space to be seen clearly. My text is fairly well spread out. I dont want to put too much text on one page because I am aiming my leaflet at teenagers and if there is too much text on one page they will lose interest and not bother to read my leaflet. My page orientation was landscape because that is how leaflets are usually set out and I wanted my leaflet to be just like any other leaflet about a charity. My paragraphs are short with a fairly large font because I was afraid that if I put too much text in a small font my target audience would not bother to read it. My centre columns in the middle are 10mm apart. This will allow enough room when I fold my leaflet in half and it will make the text in the leaflet seem more logically spaced out, and not bunched up at the sides. I put in sub heading to make it easier for people to find what they are looking for in my leaflet. I also changed the colour of my subheadings to green so that it stands out from the body text and matches the colour of the Oxfam logo. All of my margins are 20mm. This is a good number because I know that the printer wont print any of my work if it is in a 15mm margin or less. I chose an image of a short poem about poverty. The late Mother Teresa wrote it and it really made me think about the poor people in the world and what we can do to help them. Hopefully this image will have the same effect on my target audience. I chose an image of smiling children to show people what the poor children could look like with their help. I think that my leaflet will be suitable to my target audience because I have used only a small amount of text, but it gets straight to the point. So even if my target audience does have an incredibly short attention span, they should be able to read my leaflet with ease. The images are bright and eye catching. I was quite pleased with the outcome of my end leaflet but then thought of ways to change to so this is what I did: Leaflet 2: I think my second leaflet is better than the first because I broke up the text a bit more to make it look more appealing and to make it easier to read. I also changed the font to a more attractive font. I enlarged the picture because I thought the picture had true meaning to what the charity was all about. I also enlarged the contact numbers and addresses on the back page because it will hopefully entice people to contact the charity and find out any extra information they need to know about donating or any queries they may have. I reduced the size of my statistics chart to make more room to move around my text. The chart is still easy to read. So it still fulfils its purpose in making the audience realise just how many people are living in poverty in our world today. I did not see the need to change the page orientation because my leaflet is supposed to be produced landscape. I didnt change the size of my centre columns or margins, because I thought that the present ones were suitable. I left my subheadings in the same green colour because I thought it was good idea to make them stand out. I left the image of the smiling children on the back page because I thought it was a pleasant way to end the leaflet. Leaflet 3: I decided that I didnt have enough information on my leaflet so I changed it again. I left my front page and back page because I thought they were suitable for my target audience. I entered another paragraph of derived text from my paper-based resource. I added more subheadings so that my audience would know what they were reading about and to make the leaflet more consistent. I had to change the font size from 14 to 13 and I changed my text to normal instead of italic. I think this leaflet looks the most appealing and has the most information so I am going to choose it for my final idea. I also decided to change the front page of my leaflet because I thought it looked a little plain and might not entice my audience to pick it up and read it. I added another image to make the front cover look more interesting and to attract my audiences attention. Leaflet choice: I am going to choose leaflet 3 because I think it has the most information and the most relevant size font and graphics. It is the most suited to my target audience and I think it looks the most appealing.

The impact of SATs

The impact of SATs Special Study: What impact do Standard Attainment Tests (SATs) have on the education of primary school children in the final year of each Key Stage? Standard Attainment Tests (SATs) have been an integral part of summative assessment in primary education since their introduction in the 1990s. These tests, occurring at the end of each of the first two Key Stages, usually take place in May, when Year Two children sit tests in English and Maths, and Year Six children are tested in English, Maths and Science. The rationale for these tests was that the results should, first, genuinely give information about how children were doing in the National Curriculum (Sainsbury and Sizmur, 1996). Secondly, these assessments should provide an authentic reflection of the kinds of work children have to do in following the curriculum (Sainsbury and Sizmur, 1996). However, from the outset, SATs have attracted considerable criticism in the media, not only from teachers and parents, but also from education researchers and government officials (Yarker, 2003). This criticism stems from the notion that these groups do not believe that either part of the above rationale is being ideologically or practically adhered to. In the first instance, they argue that the most important reason for collating the test results is not to determine individual childrens attainment levels, but instead to compare the overall attainment of one school with others. In the second instance, they argue that the tests, and their implem entation, do not accurately reflect the range of educational tasks undertaken by children in school: by posing a series of predominantly closed questions under strict, timed test conditions, all the test results indicate is a level of the childrens competence at taking tests, and not their ability in the subject in question. According to Wintle and Harrison (1999), these test results are the most significant performance indicator used by teachers, inspectors, parents and other professionals. However, one major component group is missing from this statement: the children taking the tests. It is crucial to examine the issues surrounding the impact that SATs have on these children, so that an overall view of the situation can be established. These issues can be split into three broad categories. Firstly, it is important to consider how and why childrens learning is affected by SATs. Secondly, childrens attitudes, both towards this aspect of their schooling and likewise to the test itself, need to be discussed and analysed. Finally, it is vital to examine the emotional effects SATs have on children, and the causes and consequences of these effects. One of the principal effects on childrens learning, according to research by Connors et al (2009), is the issue of children being taught to the test in the months and weeks preceding the eventual sitting of the SATs. This involves classroom activities such as children learning how to answer typical SATs questions and the taking of practice tests, in addition to the delivery of the National Curriculum in the relevant subjects. In some respects, this can be beneficial to children. For example, they should be well prepared for the type of questions that will be posed in the SATs; it might be concluded from this that they will gain higher marks. Moreover, it may positively impact on childrens behaviour, as argued by Hall et al (2004), where the taking of practice tests improves childrens concentration and greatly reduces classroom disruption, as they regularly need to display these attributes under test conditions. There are, however, other respects in which the methodical approach of teaching to the test may be disadvantageous to childrens learning. For instance, due to the importance of SATs for summative assessment purposes, teachers feel personally accountable for their pupils results (Connors et al, 2009). This is for two main reasons: firstly, they are responsible for the academic progress of the children in their class, and therefore feel that whatever marks these children achieve in their SATs reflect their competence as practitioners. Secondly, on a broader scale, they also feel pressurised into teaching to the test in order to maintain or improve the schools position in the SATs league tables, and also to meet national targets. This can have a negative impact on childrens learning as, during these heavily SATs-focused lessons, children are taught examination technique rather than developing the knowledge and skills the test is designed to assess (Hall et al, 2004). This limits a holis tic approach to their education, as this teaching method revolves around memory and repetition, rather than skills and application. Furthermore, because teachers are limited as to how far they can deviate from the curriculum, the scope for creativity in these lessons is greatly reduced. Another way in which SATs impact upon childrens learning concerns the fact that an increasing percentage of the school timetable is being dedicated to the teaching of the SATs subjects, according to research by Webb (2006). Although English, Maths and Science, due to their long-established importance across all Key Stages, have always featured prominently in the school schedule, the danger exists that a disproportionate amount of the school week will be spent on the teaching and learning of these subjects, primarily caused by the teachers feeling of personal accountability (Connors et al, 2009). Consequently, the rest of the primary curriculum subjects, especially art, music and physical education (Webb, 2006) may not have as much time devoted to them. This would adversely affect the childrens right to receiving a broad and well-balanced primary school curriculum. Taking this potential curricular imbalance a stage further, some schools organise weekend and after-school SATs clubs, an d some parents enlist private tutors for extra SATs coaching sessions (Byrne and McGavin, 2004). On a positive note, these courses of action may help to increase childrens confidence and competence in the target subjects. However, these constant levels of coaching, both during and after school hours, may change childrens attitudes towards SATs-orientated teaching and learning, and their eventual participation in the tests themselves. According to research by Connors et al (2009), some children, especially those taking the Key Stage Two SATs, regard both the prior preparation and the test itself to be ways of challenging themselves at school. This sense of challenge can increase childrens motivation and application levels in the classroom (Drummond, 2003), as children try to meet the demands of an increasing, more intense academic workload, and acquire new knowledge and skills. What is unclear, however, is whether these increased motivation and application levels are mirrored in non-SATs subjects. Another positive aspect of the challenge of SATs is that many children associate hard work with higher marks (Webb, 2006), which can be an additional motivational factor. Although it could be argued that aptitude, rather than attitude, contributes to higher levels of achievement, it is nevertheless important to encourage this positive thinking. This idea is extended on a social level by Byrne and McGavin (2004), who argu e that the achievement of higher marks can add a competitive element to educational proceedings, as children try to achieve more highly than their peers do. However, it is important to note that this has the potential to cause emotional distress to the child who does not perform as well as others, even if the competition is meant to be friendly and light-hearted. In contrast, many children have a much more negative attitude towards SATs and the teaching and learning associated with it. Referring back to the challenge of SATs, according to research by Hall et al (2004), some children, rather than viewing them as a challenge to be overcome, regard them instead as either a bridge too far or, even worse, a complete waste of time. In the case of these children, these negative attitudes may be caused by a variety of factors. For example, they may be lower achievers who find the increased intensity of, and the amount of time devoted to, SATs preparation difficult to cope with. This can cause them to become disillusioned about the SATs, which, in turn, can have an adverse affect on their behaviour and motivation levels. At Key Stage Two level, many schools place children into ability groups in the SATs subjects (Webb, 2006); this can alleviate this problem to a certain extent, as their individual learning needs can be more appropriately catered for. Nevertheless, it could be argued that, although the level and pace of such learning would be more appropriate for lower achieving children, this solution does not directly address these childrens possible concerns about the amount of time allocated to the SATs subjects. A further concern for lower achieving children, according to Yarker (2003), is that, if they do not achieve what they consider to be good marks in the tests themselves, they will be labelled as failures. It is, however, important to clarify that these children are never labelled in this way by teachers, but by the children themselves, who are concerned about the effect that SATs results will have on their future, both academically and motivationally. Another factor that may cause children to have a negative attitude towards the SATs is highlighted by Wintle and Harrison (1999), who argue that the concentration on SATs preparation is linear and regimented to such an extent that children no longer have any ownership of it. This can have a distinct attitudinal effect on the children. They may become disillusioned by the fact that, because of the focus on SATs work, they are simply undertaking activities and tasks for the sake of knowing how to do them for SATs purposes, rather than for the benefit of their own learning. Cullingford (2006) echoes this view, stating that, with regard to SATs preparation, children perceive their task in school as not so much to think as to guess what it is that the teachers want. Moreover, further research conducted by Cullingford (2006) suggests that many children, particularly those at Key Stage Two level, are surprisingly aware of the importance of SATs and even the significance of league tables. It can therefore be argued that they consider SATs to be one of the most, if not the most crucial aspect of their schooling during the final year of each Key Stage. This attitude can have a positive or adverse effect on their commitment to the SATs and the preparation for them; again, this depends on the attitude and aptitude of individual children. This surprisingly common awareness of the importance of both the SATs and the results they achieve in them is one way in which children can become not only attitudinally affected, but also emotionally affected by them. In this instance, because of the strong focus on preparing for the tests, children may feel pressurised, and in many cases excessively so, for two main reasons. Firstly, according to a study by Connors et al (2009), some children put themselves under pressure to perform well because they have worrisome thoughts and concerns about the consequences of failure if they do not. It could be argued that this level of worry should have no place in the mind of a child of primary school age, although it does further illustrate the importance the children place on SATs. Secondly, many children realise that SATs results are important to their teachers; consequently, the children also perceive them as important (Webb, 2006). This realisation, generally speaking, is a subconscious o ne: the children are not told outright by the teacher that the SATs are important. Instead, the curricular focus on the preparation for the SATs signifies their importance in the childrens minds. Furthermore, if the children respect their teacher (the way they should in an ideal situation), then they may feel under pressure to perform well in the SATs to attempt to prove that their teacher has taught them well, thus enhancing their reputation. One final important point about this kind of pressure is that it may not necessarily have a negative effect on all children; conversely, some children may thrive on it, and work harder and achieve higher as a consequence. It can be argued that any increase in pressure will increase the likelihood of stress and anxiety, particularly in the case of children, who will not have had the experience of coping with such pressure increases at this stage of their lives. According to Yarker (2003), children, particularly at Key Stage One level, become stressed through constant teaching to the test and test practice, due to both its intensity, and its implementation to the apparent exclusion of the rest of the curriculum. However, Byrne and McGavin (2004), whilst acknowledging the stress that this may cause to children, argue that it is the thought of, and the participation in, the tests themselves that cause the highest levels of stress and anxiety in children. In certain severe cases, research has even discovered a direct link between these SATs related stress levels that can be detrimental to the childs health and their life outside school, such as loss of sleep (Yarker, 2003), loss of appetite (Hall et al, 20 04) and headaches (Connors et al, 2009). With regard to childrens emotions about the prospect of being formally tested, some children were excited and were looking forward to taking the tests, according to a survey by Connors et al (2009). A possible reason for this could be the fact that they may regard the tests as the culmination of their hard work, and they offer them the chance to put their newly acquired skills and knowledge into practice. They can prove to themselves and to their teachers that they have learnt what the tests require them to learn. In contrast, other children can display signs of nervousness and apprehension during the period immediately prior to taking the tests (Connors et al, 2009). Reasons for this could include the fear of getting a poor result, which may not only adversely affect their self-esteem, but may also make the child think that their teacher (and possibly their parents and their peers) will think less of them as a result. They may also worry that they have not worked hard enough, or not achieved enough in the target subjects to obtain the level that they want to achieve. Furthermore, children can often have problems during the taking of the test itself (Byrne and McGavin, 2004), not only for the aforementioned reasons, but also due to other factors. For instance, many children, particularly at Key Stage One level, may find it difficult to formulate answers and recall previous learning and knowledge under the pressure of timed test conditions. Furthermore, if the child is not in a prepared, focused frame of mind before the test starts, this can affect their performance on the day, which could lead to a lower, potentially misleading test result. In conclusion, it is clear from the evidence that primary schools take the process of preparing children for the SATs tests very seriously. However, the way in which this issue is approached depends on the individual school concerned, and the ways in which they implement their teaching and classroom procedures. One thing remains constant, though. Regardless of the methods used, and the reasoning behind them, SATs will have an academic, attitudinal and emotional impact on childrens education in the final year of each Key Stage. Although the evidence available has predominantly shown a bias towards SATs having a negative impact in these respects, they can have a positive impact under the right physical and mental conditions. In the same way that the approach to SATs depends on the individual school, the level and the inclination of the impact depends on the individual child, and their individual level of aptitude, dedication, self-belief and resolve. Reference List / Bibliography Byrne, K. McGavin, H. (2004) A parents guide to primary school. London: Continuum Connors, L. et al (2009) Causes and consequences of test anxiety in Key Stage 2 pupils: the mediational role of emotional resilience. In: British Educational Research Association Annual Conference. University of Manchester, 2-5 September 2009. Cullingford, C. (2006) Pupils views of the school experience. In Webb, R. (ed) Changing teaching and learning in the primary school. Maidenhead: Open University Press Drummond, M. J. (2003) Assessing childrens learning. London: David Fulton Fielding, S. et al (1999) The (mis)use of SATs to examine gender and achievement at Key Stage 2. Curriculum Journal, 10 (2), pp. 169-187 Gipps, C. V. (2002) Beyond testing: towards a theory of educational assessment. London: Routledge Falmer Green, C. et al (2001) Children put the national tests to the test. Education 3-13, 29 (3), pp. 39-42 Hall, K. et al (2004) SATurated models of pupildom: assessment and inclusion/exclusion. British Educational Research Journal, 30 (6), pp. 801-817 Headington, R. (2003) Monitoring, assessment, recording, reporting and accountability: meeting the standards. London: David Fulton Sainsbury, M. Sizmur, S. (1996) Curriculum-based assessment and the search for authenticity. In Sainsbury, M. (ed) SATs the inside story: the development of the first national assessments for seven-year-olds, 1989-1995. Slough: NFER Tennent, W. et al (2008) Assessing reading at Key Stage 2: SATs as measures of childrens inferential abilities. British Educational Research Journal, 34 (4), pp.431-446 Webb, R. (2006) Teachers perspectives on teaching and learning in a performativity centre. In Webb, R. (ed) Changing teaching and learning in the primary school. Maidenhead: Open University Press Whetton, C. (2009) A brief history of a testing time: national curriculum assessment in England 1989-2008. Education Research, 51 (2), pp. 137-159 Wintle, M. Harrison, M. (1999) Coordinating assessment practice across the primary school. London: Falmer Press Yarker, P. (2003) The hours of folly: settling accounts with SATs. Forum, 45 (3), pp. 98-101

Womens Role in Chronicle of a Death Foretold Essay -- Gabriel Garcia

In Latin America, women are treated differently from men and children. They do lots of work for unexplainable reasons. Others for religious reasons and family orders and others because of the men involved. Women are like objects to men and have to obey their orders to either be rich or to live. Some have sex to get the men’s approval, others marry a rich man that they don’t even know very well, and become slaves. An important book called Chronicles of a Death Foretold is an example of how these women are treated. Purisima del Carmen, Angela Vicario's mother, has raised Angela and her sisters to be good wives. The girls do not marry until late in life, rarely socializing beyond the outsides of their own home. They spend their time sewing, weaving, washing and ironing. Other occupations include arranging flowers, cleaning up the house, and writing engagement letters to other men. They also keep the old traditions alive, such as helping the sick, comforting the dying, and covering the dead. While their mother believes they are perfect, men view them as too tied to their women's traditions. The men are afraid that the women would pay more attention to their job more than the men. Throughout the book, the women receive the respect they deserve from the men and others around them. â€Å"Any man will be happy with them because they have been raised to suffer† (pg 31, Marquez) This quote talks about how the daughters are taught embroidery, machine sewing, lace weaving, helping the unfortunate, and serving just to cope with the society. Most married women get engaged at the age of 14. The man may be 17 or 18. Not saying that if a female is a hard worker but looks ugly that she wouldn’t get a forced marriage. Many Latin American women would li... ...es one forgot she existed.† The daughters she raises are â€Å"perfect†¦ any man will be happy with them because they’ve been raised to suffer.† As for marriage, they must do as their family says, not out of love. This means they can’t pick anyone they want to marry, the family does. Most Latin American families want their lady to marry a wealthy man. They know that wealthy man is aggressive, so Angela or her sisters would be perfect since they are raised to deal with harsh situations. So when Angela Vicario is told by her parents that she must marry Bayardo San Romà ¡n, a wealthy and somewhat mysterious stranger who knows from the instant he sees Angela, that she is the woman he must have. She has no choice but to consent, particularly since her family is of modest means. Bibliography: Marquez, Gabriel Garcia. Chronicles of a Death Foretold, 2008, Vintage.

Literature

REGION XIII : CARAGA REGION GEOGRAPHICAL LOCATION Region XIII or the Caraga Administrative Region is the newest region created under Republic Act No. 7901 approved on February 23,1995. It consists of the provinces of Agusan del Norte, Agusan del Sur, Surigao del Norte and Surigao del Sur. Its cities are Surigao and Butuan. It has a land area of 18,847 sq. kms. Butuan Bay and Surigao Strait surrounds it on the north, and the Philippine Sea on the east. On the South are the Davao provinces and Misamis Oriental and Bukidnon on the west.Its proximity to other growth areas such as the Cagayan – Iligan corridor and the Davao Gulf Economic Zone is an advantage. POPULATION In 2000, its population was 2,076,000 with an increase of 6. 42% from its population of 1,942,687. In 1990, there were 947,199 (51%) and 912,982 females. CULTURAL GROUPS Majority of the inhabitants of the region are of Visayan lineage. The ethnic residents include the Manobo, the Mamanwa and other tribes. It is repo rted that during the early years of the Caraga region, its inhabitants came from mainland Asia, followed by Malayans, Arabs, Chinese, Japanese, Spanish and Americans.Migrants from the Visayan and Luzon provinces later settled in the area. Most of its inhabitants speak the Cebuano dialect and reside in the rural areas. CLIMATE The region in general has no definite dry season. Rainfall occurs throughout the year with heavy rains from November to January. Storms might occur on the northern and eastern portions facing the Pacific Ocean. The rest of the region are relatively typhoon-free. NATURAL RESOURCES Rich in natural resources, the region has large tracts of land available for development.The region is noted for its wood based economy, its extensive water resources and its rich mineral deposits such as iron, gold, silver, nickel, chromite, manganese and copper. Its leading crops are palay, banana and coconut. It has excellent tourism potentials because of its unspoiled and beautiful beaches, abundant and fresh seafood, ancient and historical landmarks, hot and cold springs, evergreen forests and balmy weather. FACILITIES The entire region is connected by roads from and to the major commercial, trading and processing centers of Cagayan de Oro and Davao.Butuan City is being developed as the regional center with modern facilities. There are secondary seaports and airports in the region. History The â€Å"Kalagans†, called â€Å"Caragans† by the Spaniards, occupied the district composed of the two provinces of Surigao, the northern part of Davao Oriental and eastern Misamis Oriental. The two Agusan provinces were later organized under the administrative jurisdiction of Surigao and became the independent Agusan province in 1914. In 1960, Surigao was divided into Norte and Sur, and in June 1967, Agusan followed suit.While Butuan then was just a town of Agusan, the logging boom in the 1950s drew business to the area. On August 2, 1950, by virtue of Repu blic Act 523, the City Charter of Butuan was approved. It is reported[by whom? ] that during the early years of the Caraga region, its inhabitants came from mainland Asia, followed by Malayans, Arabs, Chinese, Japanese, Spanish and Americans. Migrants from the Visayan and Luzon provinces later settled in the area. Most of its inhabitants speak Cebuano and reside in the rural areas. LanguageSurigaonon is the primary language that is inherent to the region, is spoken by 33. 21% of the households, followed by Butuanon by 15%; Kamayo, by 7. 06%, and Manobo, by 4. 73%. Cebuano is widely spoken by 33. 79% of the households in the region. The rest speak Boholanon, by 5. 87%; Hiligayon, by 2. 87%; and other dialects by 7. 20%. Surigaonon is a local Philippine language spoken in the provinces of Surigao del Norte and Surigao del Sur and some portion of Agusan del Norte especially in towns near Mainit Lake. ReligionThe 1995 census revealed that the dominant religion in the region was Roman Ca tholic, with the population of 1,397,343 or 79% of the total household population in Caraga. and the 1,000,000,000,000,000,000,000% is the population of germs & bacteria. Land Classification and Major land uses Of the total land area, 71. 22% is forestland and 28. 78% is alienable and disposable land. Major land uses include forestland comprising 31. 36% and 23. 98% of agricultural and open spaces. Forest cover is decreasing due to encroachment/poaching. Topography The region is characterized by mountainous areas, flat and rolling lands.Mountain ranges divide Agusan and Surigao provinces and sub-ranges separate most of the lowlands along the Pacific Coast. The most productive agricultural area of the region lies along the Agusan River Basin. The famous Agusan Marsh sits in the middle of Agusan del Sur. Among the lakes in the region, Lake Mainit is the widest. It traverses eight municipalities: Alegria, Tubod, Mainit and Sison in the Province of Surigao del Norte and Tubay, Santiago, Jabango and Kitcharao in Agusan del Norte Location and size Caraga Region, situated in the northeast section of Mindanao, is between 8 00’ to 10 30’ N. atitude and 125 15’ to 126 30’ E. longitude. It is bounded on the north by the Bohol Sea; on the south by the provinces of Davao, Compostela Valley and Davao Oriental of Region XI; on the west by Bukidnon and Misamis Oriental of Region X; and on the east by the Philippine Sea and the Pacific Ocean. The region has a total land area of 18,846. 97 km?. This represents 6. 3% of the country’s total land area and 18. 5% of the island of Mindanao. 47. 6% of the total land area of the region belongs to the province of Agusan del Sur. Political Map of Caraga [pic] | | | | | |Province/City |Capital |Population |Area(km? ) |Pop. Density | | | | | |(per km? ) | |Agusan del Norte |Cabadbaran City |285,570 |1,773. 2 |161. | |Agusan del Sur |Prosperidad |559,294 |8,966. 0 |62. 4 | |Dinagat Islands |San Jose |530, 281 |3,009. 27 |176. 22 | |Surigao del Norte |Surigao City |481,416 |1,936. 9 |175. 8 | |Surigao del Sur |Tandag City |501,808 |4,552. 2 |110. 2 |Tulalang Summary In this story Tulalang was kind and their livelihood was really poor that’s why an old person help him one day while he was in the forest. After that Tulalang together with his family become rich and powerful. Although they become rich they are still kind. All of their people respect them. There are many enemies wanted to defeat them but no one can conquer them because of Tulalang’s magical ring and his magical sword. Aside from that both Tulalang and his brother was brave and they are trained enough to fight their enemy. They are both skilled and brilliant in terms of battle.Until the end they will never be defeated and they become more strong and powerful. About the Author Eugene Evasco is a member of the faculty of the Filipino Department of the College of Arts and Letters, UP Diliman, where he was once As sistant Chair. He teaches Araling Pilipino (Filipino Studies) and Panitikang Pambata (Children’s Literature). He also serves as the editor of Lagda, a refereed journal published by the Filipino Department of UP. He obtained his PhD in Creative Writing from the same University. Evasco has written award-winning stories for children and adults, poetry, and essays in Filipino.In 2005, he was recognized as the National Fellow for Children’s Fiction by the Likhaan: UP Institute of Creative Writing for his brilliant contribution in children’s literature. The Story Update In English & Filipino with a summary in Hiligaynon! This story tells about the adventures of Tulalang, epic hero of the Ilianen Manobo in North Cotabato, and his marriage to the daughter of the sun and the moon. This book is recommended for lessons on the literature of the lumad of Mindanao, for Values Education and Civics and Culture. It is a Manobo story. Manobo† or â€Å"Manuvu† means à ¢â‚¬Å"person† or â€Å"people†; it may also have been originally â€Å"Mansuba† from man (person or people) and suba (river), hence meaning â€Å"river people. † A third derivation is from â€Å"Banobo,† the name of a creek that presently flows to Pulangi River about 2 km below Cotabato City. A fourth is from â€Å"man† meaning â€Å"first, aboriginal† and â€Å"tuvu† meaning â€Å"grow, growth. † Manobo † is the hispanized form. The Manobo Belong to the original stock of proto-Philippine or proto-Austronesian people who came from South China thousands of years ago, earlier than the Ifugao and other terrace-building peoples of the northern Luzon.Ethnolinguist Richard Elkins(1966)coined the term â€Å"Proto-Manobo† to designate this stock of aboriginal non-Negritoid people of Mindanao. The first Manobo settlers lived in northern Mindanao: Camiguin, Cagayan, and some areas of Bukidnon and Misamis Oriental. Subg roups are: Agusan-Surigao, Ata, Bagobo, Banwaon, Blit, Bukidnon, Cotabato(which include the Arumanen, Kirintekan, and Livunganen), Dibabawon, Higaonon, Ilianon, Kulamanen, Manuvu, Matigsalug, Rajah Kabungsuan, Sarangani, Tboli, Tagabawa, Tigwa, Ubo, Umayamnon, and western Bukidnon.Manobo languages representative of these groups are Agusanon, Banwaon, Binukid of Mindanao, Cagayano of Cagayancillo Island, Cotabato Manobo, Dibabawon Manobo, Eatern Davao Manobo, Ilianon Manobo, Kidapawan, Kinamigin of Camiguin Island, Livunganen, Magahat, Sarangani Manobo, Southern Cotabato and Davao Manobo, Tasaday, Tagabawa, Tigwa Manobo,, Ubo of the Mt Apo region in Davao, western Bukidnon Manobo, and western Cotabato Manobo (Elkins 1966; Olson 1967). About the Story The story of Tulalang's adventures is a way to keep the Manobo culture alive.The stories help to revive and maintain the values system and traditions of the Manobos. Tulalang's life story, particularly how he married the daughter of the sun and the moon, contains many magical elements. Because it is a Manobo custom for the young man to pay formal respect to the parents of the young woman, the newly-weds plan an unusual journey to visit the bride's parents and ask for their blessing and guidance. This marks the beginning of Tulalang's legendary life. Tungkol sa EpikoSi Tulalang ang bayani ng epiko ng mga Ilianen Manobo sa Hilagang Cotabato. Kilala rin siya ng mga Bagobo bilang Tuwaang. Batay ito sa pagsasalaysay ni Pengenda Mengsenggilid noong Agosto 19, 1977 at pananaliksik ni Hazel J. Wrigglesworht. Ang pagsasalaysay ng pakikipagsapalaran ni Tulalang ay paraan para mapanatiling buhay ang lipunang Manobo. Kasama na rito ang pagpili ng mga salaysay na may tungkulin sa pagpapalaganap ng kanilang mga halagahan at tradisyon. Masalamangka ang buhay ni Tulalang ukol sa kung paano niya napangasawa ang anak ng araw at buwan.Dahil tradisyon sa mga Manobo ang pamamanhikan at paggalang sa magulang ng babae, nagplano ang bagon g kasal ng kakaibang paglalakbay para humingi ng basbas at patnubay. Simula pa lamang ito ng maalamat na buhay ni Tulalang. Rekomendado ang aklat na ito sa pag-aaral ng panitikan ng mga Lumad sa Mindanao, sa Values Education, at sa Sibika at Kultura. About the Epic Tulalang is the folk hero of the epic of the Ilianen Monobo in North Cotabato. He is also known as Tuwaang by the Bogobos. This retold story based on the narrative version of Pengenda Mengsenggilid, dated August 19, 1977, and on the research of Hazel J.Wrigglesworth. The story of Tulalang's adventures is a way to keep the Monobo culture alive. The stories help revive and maintain the values system and traditions of the Manobos. Tulalang's life story, particularly how he married the daughter of the sun and the moon, contains magical elements. Because it is a Manobo custom for the young man to pay formal respect to the parents of the young woman, the newly-weds plan an unusual journey to visit the bride's parents and ask fo r their blessing and guidance. This marks the beginning of Tulalang's legendary life.This book is recommended for lessons on the literature of the Lumads of Mindanao, for Values Education, and Civic and Culture. History The â€Å"Kalagans†, called â€Å"Caragans† by the Spaniards, occupied the district composed of the two provinces of Surigao, the northern part of Davao Oriental and eastern Misamis Oriental. The two Agusan provinces were later organized under the administrative jurisdiction of Surigao and became the independent Agusan province in 1914. In 1960, Surigao was divided into Norte and Sur, and in June 1967, Agusan followed suit.While Butuan then was just a town of Agusan, the logging boom in the 1950s drew business to the area. On August 2, 1950, by virtue of Republic Act 523, the City Charter of Butuan was approved. It is reported[by whom? ] that during the early years of the Caraga region, its inhabitants came from mainland Asia, followed by Malayans, Arab s, Chinese, Japanese, Spanish and Americans. Migrants from the Visayan and Luzon provinces later settled in the area. Most of its inhabitants speak Cebuano and reside in the rural areas. InterpretationIn this story we can see that Tulalang is a lucky boy because he becomes rich and powerful person. In reality there’s a people also who are very lucky but even if you become rich you should still become humble because if you’re not humble this will because you trouble. Every life of a people may encounter trials but don’t worry about it because God don’t give us trials that we can’t survive. Trials make us strong and from it we can learn our lesson just like Tulalang even if there’s a lot of enemy want to defeat him he survive because of his determination, and he face his enemy.We should face our trials in order for us to become strong and a real person. God is always in our heart we should trust him. We shouldn’t depend in miracle alway s because were not like Tulalang that he had magical things and an old person who help him to become rich we should work hard by our self so that we become succeed in pursuing our dreams. We can be like Tulalang for having strong determination and a strong personality but we can’t like him for having a magical thing that helps us to fight and face for our trials. Literature REGION XIII : CARAGA REGION GEOGRAPHICAL LOCATION Region XIII or the Caraga Administrative Region is the newest region created under Republic Act No. 7901 approved on February 23,1995. It consists of the provinces of Agusan del Norte, Agusan del Sur, Surigao del Norte and Surigao del Sur. Its cities are Surigao and Butuan. It has a land area of 18,847 sq. kms. Butuan Bay and Surigao Strait surrounds it on the north, and the Philippine Sea on the east. On the South are the Davao provinces and Misamis Oriental and Bukidnon on the west.Its proximity to other growth areas such as the Cagayan – Iligan corridor and the Davao Gulf Economic Zone is an advantage. POPULATION In 2000, its population was 2,076,000 with an increase of 6. 42% from its population of 1,942,687. In 1990, there were 947,199 (51%) and 912,982 females. CULTURAL GROUPS Majority of the inhabitants of the region are of Visayan lineage. The ethnic residents include the Manobo, the Mamanwa and other tribes. It is repo rted that during the early years of the Caraga region, its inhabitants came from mainland Asia, followed by Malayans, Arabs, Chinese, Japanese, Spanish and Americans.Migrants from the Visayan and Luzon provinces later settled in the area. Most of its inhabitants speak the Cebuano dialect and reside in the rural areas. CLIMATE The region in general has no definite dry season. Rainfall occurs throughout the year with heavy rains from November to January. Storms might occur on the northern and eastern portions facing the Pacific Ocean. The rest of the region are relatively typhoon-free. NATURAL RESOURCES Rich in natural resources, the region has large tracts of land available for development.The region is noted for its wood based economy, its extensive water resources and its rich mineral deposits such as iron, gold, silver, nickel, chromite, manganese and copper. Its leading crops are palay, banana and coconut. It has excellent tourism potentials because of its unspoiled and beautiful beaches, abundant and fresh seafood, ancient and historical landmarks, hot and cold springs, evergreen forests and balmy weather. FACILITIES The entire region is connected by roads from and to the major commercial, trading and processing centers of Cagayan de Oro and Davao.Butuan City is being developed as the regional center with modern facilities. There are secondary seaports and airports in the region. History The â€Å"Kalagans†, called â€Å"Caragans† by the Spaniards, occupied the district composed of the two provinces of Surigao, the northern part of Davao Oriental and eastern Misamis Oriental. The two Agusan provinces were later organized under the administrative jurisdiction of Surigao and became the independent Agusan province in 1914. In 1960, Surigao was divided into Norte and Sur, and in June 1967, Agusan followed suit.While Butuan then was just a town of Agusan, the logging boom in the 1950s drew business to the area. On August 2, 1950, by virtue of Repu blic Act 523, the City Charter of Butuan was approved. It is reported[by whom? ] that during the early years of the Caraga region, its inhabitants came from mainland Asia, followed by Malayans, Arabs, Chinese, Japanese, Spanish and Americans. Migrants from the Visayan and Luzon provinces later settled in the area. Most of its inhabitants speak Cebuano and reside in the rural areas. LanguageSurigaonon is the primary language that is inherent to the region, is spoken by 33. 21% of the households, followed by Butuanon by 15%; Kamayo, by 7. 06%, and Manobo, by 4. 73%. Cebuano is widely spoken by 33. 79% of the households in the region. The rest speak Boholanon, by 5. 87%; Hiligayon, by 2. 87%; and other dialects by 7. 20%. Surigaonon is a local Philippine language spoken in the provinces of Surigao del Norte and Surigao del Sur and some portion of Agusan del Norte especially in towns near Mainit Lake. ReligionThe 1995 census revealed that the dominant religion in the region was Roman Ca tholic, with the population of 1,397,343 or 79% of the total household population in Caraga. and the 1,000,000,000,000,000,000,000% is the population of germs & bacteria. Land Classification and Major land uses Of the total land area, 71. 22% is forestland and 28. 78% is alienable and disposable land. Major land uses include forestland comprising 31. 36% and 23. 98% of agricultural and open spaces. Forest cover is decreasing due to encroachment/poaching. Topography The region is characterized by mountainous areas, flat and rolling lands.Mountain ranges divide Agusan and Surigao provinces and sub-ranges separate most of the lowlands along the Pacific Coast. The most productive agricultural area of the region lies along the Agusan River Basin. The famous Agusan Marsh sits in the middle of Agusan del Sur. Among the lakes in the region, Lake Mainit is the widest. It traverses eight municipalities: Alegria, Tubod, Mainit and Sison in the Province of Surigao del Norte and Tubay, Santiago, Jabango and Kitcharao in Agusan del Norte Location and size Caraga Region, situated in the northeast section of Mindanao, is between 8 00’ to 10 30’ N. atitude and 125 15’ to 126 30’ E. longitude. It is bounded on the north by the Bohol Sea; on the south by the provinces of Davao, Compostela Valley and Davao Oriental of Region XI; on the west by Bukidnon and Misamis Oriental of Region X; and on the east by the Philippine Sea and the Pacific Ocean. The region has a total land area of 18,846. 97 km?. This represents 6. 3% of the country’s total land area and 18. 5% of the island of Mindanao. 47. 6% of the total land area of the region belongs to the province of Agusan del Sur. Political Map of Caraga [pic] | | | | | |Province/City |Capital |Population |Area(km? ) |Pop. Density | | | | | |(per km? ) | |Agusan del Norte |Cabadbaran City |285,570 |1,773. 2 |161. | |Agusan del Sur |Prosperidad |559,294 |8,966. 0 |62. 4 | |Dinagat Islands |San Jose |530, 281 |3,009. 27 |176. 22 | |Surigao del Norte |Surigao City |481,416 |1,936. 9 |175. 8 | |Surigao del Sur |Tandag City |501,808 |4,552. 2 |110. 2 |Tulalang Summary In this story Tulalang was kind and their livelihood was really poor that’s why an old person help him one day while he was in the forest. After that Tulalang together with his family become rich and powerful. Although they become rich they are still kind. All of their people respect them. There are many enemies wanted to defeat them but no one can conquer them because of Tulalang’s magical ring and his magical sword. Aside from that both Tulalang and his brother was brave and they are trained enough to fight their enemy. They are both skilled and brilliant in terms of battle.Until the end they will never be defeated and they become more strong and powerful. About the Author Eugene Evasco is a member of the faculty of the Filipino Department of the College of Arts and Letters, UP Diliman, where he was once As sistant Chair. He teaches Araling Pilipino (Filipino Studies) and Panitikang Pambata (Children’s Literature). He also serves as the editor of Lagda, a refereed journal published by the Filipino Department of UP. He obtained his PhD in Creative Writing from the same University. Evasco has written award-winning stories for children and adults, poetry, and essays in Filipino.In 2005, he was recognized as the National Fellow for Children’s Fiction by the Likhaan: UP Institute of Creative Writing for his brilliant contribution in children’s literature. The Story Update In English & Filipino with a summary in Hiligaynon! This story tells about the adventures of Tulalang, epic hero of the Ilianen Manobo in North Cotabato, and his marriage to the daughter of the sun and the moon. This book is recommended for lessons on the literature of the lumad of Mindanao, for Values Education and Civics and Culture. It is a Manobo story. Manobo† or â€Å"Manuvu† means à ¢â‚¬Å"person† or â€Å"people†; it may also have been originally â€Å"Mansuba† from man (person or people) and suba (river), hence meaning â€Å"river people. † A third derivation is from â€Å"Banobo,† the name of a creek that presently flows to Pulangi River about 2 km below Cotabato City. A fourth is from â€Å"man† meaning â€Å"first, aboriginal† and â€Å"tuvu† meaning â€Å"grow, growth. † Manobo † is the hispanized form. The Manobo Belong to the original stock of proto-Philippine or proto-Austronesian people who came from South China thousands of years ago, earlier than the Ifugao and other terrace-building peoples of the northern Luzon.Ethnolinguist Richard Elkins(1966)coined the term â€Å"Proto-Manobo† to designate this stock of aboriginal non-Negritoid people of Mindanao. The first Manobo settlers lived in northern Mindanao: Camiguin, Cagayan, and some areas of Bukidnon and Misamis Oriental. Subg roups are: Agusan-Surigao, Ata, Bagobo, Banwaon, Blit, Bukidnon, Cotabato(which include the Arumanen, Kirintekan, and Livunganen), Dibabawon, Higaonon, Ilianon, Kulamanen, Manuvu, Matigsalug, Rajah Kabungsuan, Sarangani, Tboli, Tagabawa, Tigwa, Ubo, Umayamnon, and western Bukidnon.Manobo languages representative of these groups are Agusanon, Banwaon, Binukid of Mindanao, Cagayano of Cagayancillo Island, Cotabato Manobo, Dibabawon Manobo, Eatern Davao Manobo, Ilianon Manobo, Kidapawan, Kinamigin of Camiguin Island, Livunganen, Magahat, Sarangani Manobo, Southern Cotabato and Davao Manobo, Tasaday, Tagabawa, Tigwa Manobo,, Ubo of the Mt Apo region in Davao, western Bukidnon Manobo, and western Cotabato Manobo (Elkins 1966; Olson 1967). About the Story The story of Tulalang's adventures is a way to keep the Manobo culture alive.The stories help to revive and maintain the values system and traditions of the Manobos. Tulalang's life story, particularly how he married the daughter of the sun and the moon, contains many magical elements. Because it is a Manobo custom for the young man to pay formal respect to the parents of the young woman, the newly-weds plan an unusual journey to visit the bride's parents and ask for their blessing and guidance. This marks the beginning of Tulalang's legendary life. Tungkol sa EpikoSi Tulalang ang bayani ng epiko ng mga Ilianen Manobo sa Hilagang Cotabato. Kilala rin siya ng mga Bagobo bilang Tuwaang. Batay ito sa pagsasalaysay ni Pengenda Mengsenggilid noong Agosto 19, 1977 at pananaliksik ni Hazel J. Wrigglesworht. Ang pagsasalaysay ng pakikipagsapalaran ni Tulalang ay paraan para mapanatiling buhay ang lipunang Manobo. Kasama na rito ang pagpili ng mga salaysay na may tungkulin sa pagpapalaganap ng kanilang mga halagahan at tradisyon. Masalamangka ang buhay ni Tulalang ukol sa kung paano niya napangasawa ang anak ng araw at buwan.Dahil tradisyon sa mga Manobo ang pamamanhikan at paggalang sa magulang ng babae, nagplano ang bagon g kasal ng kakaibang paglalakbay para humingi ng basbas at patnubay. Simula pa lamang ito ng maalamat na buhay ni Tulalang. Rekomendado ang aklat na ito sa pag-aaral ng panitikan ng mga Lumad sa Mindanao, sa Values Education, at sa Sibika at Kultura. About the Epic Tulalang is the folk hero of the epic of the Ilianen Monobo in North Cotabato. He is also known as Tuwaang by the Bogobos. This retold story based on the narrative version of Pengenda Mengsenggilid, dated August 19, 1977, and on the research of Hazel J.Wrigglesworth. The story of Tulalang's adventures is a way to keep the Monobo culture alive. The stories help revive and maintain the values system and traditions of the Manobos. Tulalang's life story, particularly how he married the daughter of the sun and the moon, contains magical elements. Because it is a Manobo custom for the young man to pay formal respect to the parents of the young woman, the newly-weds plan an unusual journey to visit the bride's parents and ask fo r their blessing and guidance. This marks the beginning of Tulalang's legendary life.This book is recommended for lessons on the literature of the Lumads of Mindanao, for Values Education, and Civic and Culture. History The â€Å"Kalagans†, called â€Å"Caragans† by the Spaniards, occupied the district composed of the two provinces of Surigao, the northern part of Davao Oriental and eastern Misamis Oriental. The two Agusan provinces were later organized under the administrative jurisdiction of Surigao and became the independent Agusan province in 1914. In 1960, Surigao was divided into Norte and Sur, and in June 1967, Agusan followed suit.While Butuan then was just a town of Agusan, the logging boom in the 1950s drew business to the area. On August 2, 1950, by virtue of Republic Act 523, the City Charter of Butuan was approved. It is reported[by whom? ] that during the early years of the Caraga region, its inhabitants came from mainland Asia, followed by Malayans, Arab s, Chinese, Japanese, Spanish and Americans. Migrants from the Visayan and Luzon provinces later settled in the area. Most of its inhabitants speak Cebuano and reside in the rural areas. InterpretationIn this story we can see that Tulalang is a lucky boy because he becomes rich and powerful person. In reality there’s a people also who are very lucky but even if you become rich you should still become humble because if you’re not humble this will because you trouble. Every life of a people may encounter trials but don’t worry about it because God don’t give us trials that we can’t survive. Trials make us strong and from it we can learn our lesson just like Tulalang even if there’s a lot of enemy want to defeat him he survive because of his determination, and he face his enemy.We should face our trials in order for us to become strong and a real person. God is always in our heart we should trust him. We shouldn’t depend in miracle alway s because were not like Tulalang that he had magical things and an old person who help him to become rich we should work hard by our self so that we become succeed in pursuing our dreams. We can be like Tulalang for having strong determination and a strong personality but we can’t like him for having a magical thing that helps us to fight and face for our trials. Literature 1)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"The Story of an Hour† A)   Plot : The married Mrs. Louise Mallard is told her husband has died in a train accident.   She has a heart condition and experiences deep grief over her husband’s death.   Slowly the grief fades and she begins to feel a sense of relief.   Realizing now she does not have to live for anyone else but herself.   She can do what she wants when she wants.   Just as she is overcome with joy about her new and limitless future, her husband walks through the door.   There was a mistake and he was not even near the crash, Mrs. Mallard dies from her heart condition. B) Narrative Point of View : Omniscient point of view narrates the story.   The narrator knows everything that is happening and what everyone is thinking in the story. C)   Characters : Mrs. & Mr. Mallard are the main characters.   Josephine and Richard are the couple’s friends. D)   Style : She makes interesting use of the Omniscient point of view.   Most stories featuring this particular narrative style become boring and predictable.   However, in this particular short story the omniscient narrator has a bit of a sense of humor and timing, keeping the most important information (that Mr. Mallard did not die in the accident) well hidden until the end of the story.   There is also a bit of irony that Mrs. Mallard dreams of freedom end in her death which is another form of freedom.   It is important to point out that Mrs. Mallard does not die from joy but from sadness having to go back to living and submitting to her husband again. E) Setting : The bulk of the story takes place physically in the Mallard house, and Mrs. Mallard’s room.   Much of the text of the novel actually takes place in Mrs. Mallard’s mind and thoughts. F)   Imagery : This story is fairly light on imagery, however the train could remind the reader about the forward motion of life. G) Themes : Everyone should have the freedom to live life as they want too, it can be a source of great joy, but   the removal of the joy (however brief) can be deadly. 1)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"A Clean Well-Lighted Place† A)   Plot : An old   man sits in a cafà ©, it is almost closing time.   Two waiters are serving him, and are anxious to go home.   The younger waiter wants to go home to his wife and warm bed.   The older waiter has nothing to go home too.   The old waiter will probably end up a bar himself after work.   The old man discusses his discontentment with life, attempted suicide, and his loneliness.  Ã‚   The story continues and we see that the old waiter has much of the same feelings of depression and struggles against them each night.   The old waiter has lost faith in god and he fears what will happen after death. B)   Narrative Point of View : The point of view of this story is third person.   The narrator does not participate in the action of the story. C) Characters : An old waiter, the main character, and the young waiter. D)   Style :   Hemmingway makes good use of the foil systems.   Both waiters act as foils to the main character. E)   Setting : This short story is primarily set in cafà © in late evening.   Two waiters serve their last customers and hope to leave soon. F) Imagery :   The use of light and dark in the story is interesting to look at   The cafe is clean and well light, the bar however is dirty and dark.   The old waiter believes that there is nothing after death so the human race is left in the dark.   Light represents what men use to distract himself from the darkness or the thought of death.   This is typical of Hemmingway’s nihilistic view of the world with no hope and no escape except for what man creates for himself. G)   Themes : The theme of the story is the same thing that run through his other stories – there is no god, no meaning in the world, and man must find things to distract him from the horrible truth. 2)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"To an Athlete Dying Young,† AE Housman A)   Speaker / Situation :   The speaker of the poem is someone who knows the athlete, perhaps a member of his community who was able to watch the athlete’s accomplishments.   The poem reads like a speech read at a funeral, though it is never clear if that is the intended purpose.   The speaker directly addresses the dead athlete.   The situation of the poem is a young vibrant athlete has passed away and the speaker in the poem is telling the audience that is better to die in the prime of your life then to peak and decline in your â€Å"older† years.   It is clear from the lines of the poem that the speaker must have had his fair share of glorious moments but no longer can achieve them. B)   Word Choice :   In stanza one the speaker talks about the athlete was revered and well loved, and how the town cheered for his victories.   The dictation of the first stanza sounds like a cheerleading cheer with a AABB rhyme scheme : race, place and by, high. C)   Figurative Language : The author uses euphemisms for death in the poem : â€Å"the road all runners come,† â€Å"threshold,† â€Å"shady night,† and â€Å"shade† instead of directly addressing death. D)   Imagery – N/A E)   Symbols: N/A F)   Other :   The poem carries a certain amount of irony while the poem is about a young man dying, it is supposed to be sad but the speaker speaks about how great it is to die in the prime of your life. G)   Structure : The poem has a very monotonous tone with rhymed couplets.   This particular structure creates music for the poem much like a death march. H) Theme : The briefness of life and fame.   Housman compares the two and shows are each is brief and should be valued while they last. 2)   â€Å"Mending Wall,† Robert Frost A)   Speaker / Situation : The speaker of the poem is one of two neighbors who are having a conflict over the building of a wall between their properties. B) Figurative Language : C)   Word Choice : Frost uses casual language and a friendly tone to convey the feeling of poem.   The speaker seems very friendly and honest, and immediately the reader feels like he is an old friend. D)   Imagery :   Frost breathes life into the cold New England landscape which offers a great backdrop to this poem. E)   Symbols : Frost uses the metaphor of stones to represent anything that comes between two people.   Whether it is emotion or inanimate objects.   The wall embodies this separation and invades every interaction   they with each other.   The wall represents control and limitation. F)   Other :   N/A G)   Structure : N/A H)   Theme : One of the major themes in The Mending Wall is the cycles of the seasons.   Many phrases refer to the seasons , in cyclic way – â€Å"spring mending-time,† â€Å"frozen ground-swell,† â€Å"once again,† â€Å"spring is the mischief in me.†Ã‚   Isolation is another theme.   The poem comments on the nature of society , how we interact with each, and how society functions as a whole.   Often in society we do not realize that we build walls between us, â€Å"No one has seen them made or heard them made.† 2)   â€Å"The Tyger,† William Blake A)   Speaker / Situation : This poem is about the nature of creation, unlike his other poems this one takes on the depiction of the dark side of creation.   It has some pretty intense religious overtones. B)   Word Choice : Each line ends in a perfect rhyme. C)   Figurative Language :   N/A D)   Imagery : N/A E)   Symbols :   The Tyger is the representation creation, the process of creation, and the creator.   He is fierce, strong, cunning, and if he wants to be deadly.   Comparing this to God, the creator of the universe. F)   Other : There are several contrasting words â€Å"burning bright – night† shows the visual impact of the tyger, â€Å"hand – eye† contrast practical skill and art, â€Å"deeps – skies† contrasts the depths of the universe and the good and evil within that universe. G)   Structure :   Six four line stanzas or six quartrains in rhymed couplets.   Most of the lines contain seven syllables.   There i H)   Theme   : Man-made phenomena (inventions), their purposes and unwanted effects, e.g. technical progress, nuclear power etc. Reflect on religious aspects; is there an almighty God? Does he renounce the control of nature, its creatures and man-made evils? 3) Definitions: Reversal : unexpected series of events which causes the action in a narrative to switch direction Recognition : when a character realizes the error of his ways and attempted to make it right Tragic Flaw : a personality flaw of the hero, which causes the character to make choices which seals their fate Exposition : background information before the action of the story begins Rising Action : general introduction of characters and setup for the climax Crisis : when the main character decides what she/he will do and commits to it. Climax : is the turning point of the story Resolution : when loose ends are tied up and characters reflect on what happened and what they learned 3)   Antigone Exposition :   Ã‚  Ã‚   Polyneices and Eteocles are two brother who fight on the opposite sides of a war.   They have both died in battle.   The new leader of Creon commands that Eteocles will be honored but Polyneices will not be. Rising Action : Polyneices will not be given a holy burial, and the animals will eat him.   Antigone and Ismene are the sisters of the dead brothers.   Antigone plots with Ismere to buy Polyneices.   Ismene refuses to   help because if they are caught disobeying they will be put to death. Crisis : Antigone becomes this tragedy’s hero and is going to bury Polyneices himself.   Creon finds out the body has been buried and orders the sentry to seek out the person who buried him.   He soon locates Antigone.   She does not deny what she did.   Soon her sister is also taken.   The sisters are locked up temporarily.   Haemon who is Creon’s son, and the Antigone’s fiance promises his father his alliance. Haemon tries to talk his father out of killing Antigone but when he refuses, Haemon fights with his father.   Creon imprisons Antigone in a cave.   Teiresias, the prophet warns that the gods will be unhappy with Creon if he continues to hold Antigone.   The prophet tells Creon that he will lose his children, Greece will dispie him, and the offerings made by Thebes will not be accepted gy the gods. Climax : Creon decides to free Antigone and bury Polyneices.   However he is too late, he gets notice that Haemon and Antigone have both killed themselves.   Upon hearing the news, Creon’s wife Eurydice kills herself. Resolution : Creon realizes that everything that has happened to him he causes himself.   He knows his actions were wrong and the Gods did not approve. Reversal and Recognition :   Antigone and Creon fight over whether or not it is morally right to bury Polyneices properly.   Reversal occurs when Creon is told that his children will die, and he will loose the respect of Greece.   Recognition comes when Creon takes the adivce of counsel and attempts to make things right by letting Antigone go and burying Polyneices. Tragic Flaw :   Antigone’s tragic flaw is her own arrogance.   She insists she is right and must bury Polneices, and even after she is caught she continues to plead her case Creon by telling him he wrong and she is right. Tragedy Themes and Structure : Antigone chooses to bury Polynecies and in doing so has accepted her punished and fate of being buried alive.   Creon chooses to not bury Polyneices and chooses to cave up Antigone in doing so, even though he is counseled not to he seals his fate of loosing everything he values in the world. 3) Hamlet Rising Action : Hamlet is the son of Denmark who has recently been died.   Hamlet’s uncle (Claudius)   then marries Hamlet’s mother (Gertrude).   Hamlet thinks that Claudius might have killed his father to become the kind of Denmark.   Hamlet’s father’s ghost appears to two officers and eventually Hamlet himself.   The ghost tells Hamlet that Claudius did kill his father. Crisis : Hamlet then begins to plot to avenge his father’s death.   Hamlet begins to act like a madman, and it isn’t entirely clear if he is truly insane or just pretending.   Rosencrantz and Guildenstern, friends of Hamlet, are sent to spy on him by Gertrude.   Claudius sends Hamlet to England, and tells Ophelia (who may be in a relationship with Hamlet)   not to associate with Hamlet any longer. Climax : Before leaving Hamlet puts on a play re-enacting the King’s death in hopes of getting Claudius to admit to the murder.   Instead he becomes enraged. Resolution : Hamlet’s mother tries to reason with Hamlet.   Polonius, Ophelia’s father, spies on them, and Hamlet kills him.   Claudius does send Hamlet to England with secret orders to have Hamlet killed.   But Hamlet finds out and is not killed.   Ophelia ends up going man and killing herself.   Hamlet is captured by pirates and is returned to Claudius.   Claudius arranges a sword fight between Hamlet and Laertes.   Hoping Laertes will kill Hamlet with a poison sword tip. The victory cup is also poisoned just in case Laertes is not successful.   .   During the fight the poison drink is offered to Hamlet, who declines and the Queen ends up drinking it, and dies.   Hamlet switches swords with Laertes, who then dies.   As he dies he admits Claudius did murder the King of Denmark.   Laertes dies, Hamlet stabs and kills Claudius and Hamlet dies. Recognition and Reversal : When Hamlet re-enacts his father’s death in the play preformed in front of Claudius and Gertrude is the unexpected event that cause Claudius to realize that Hamlet does know that he is responsible for his father’s murder.   Claudius recognizes that he must get rid of Hamlet if he wants to continue to be the King of Denmark. Tragic   Flaw : Hamlet’s tragic flaw is that he is loyal and is consumed with avenging his father’s murder. Tragedy Themes and Structure : When Hamlet decides to avenge his father’s death he is also accepting his fate of a similar end.   He knows he must murder, and also die to make right the wrongs that were committed against his father, the King of Denmark.   When Clauidius and Gertrude choose to betray the king and murder him, they choose their fate to die just like the King.   They do not realize their fate until after Hamlet performs his play. 4) Biographical Critical Theory – Understanding the history of an author is extremely important in understanding the reasons why he wrote, the way he wrote, and what he was trying to communicate in his writing.   Biographical information can be very expansive covering the life and times of an author and his / her views on multiple topics.   It can also be very specific and center only on key plot points in the text.   For example understanding Hemmingway’s life – he was an alcoholic, he was in World War II, and womanizer certainly can shed light on his short story â€Å"A Clean Well-Lighted Place.†Ã‚   Without that biographical information the story makes very little sense. 4) Deconstructive Critical Theory – Deconstruction is a movement in literary criticism that questions traditional assumptions of identity, truth, and certainty.   Critics using this method believe that text contains no meaning.   Meaning only exists in the minds of the reader.   This is extremely interesting approach and explains while two students reading the same piece of text can have different views about what the poem is about and what the author was trying to convey to the reader. The reader’s past experience greatly effects the meaning he may draw from a piece of literature.   The poem â€Å"To an Athlete Dying Young† by AE Housman, can be interpreted in many different ways.   Some people believe that the poem is an actual eulogy, a father’s thoughts about the lost of his son, a   man speaking to himself as a young man, etc.   The views aren’t based on the text but on the meaning that the reader draws from that text.   Without deconstructive critical theory we would have to accept the traditional view that this poem is a eulogy. 5)   I think Historical Critical Theory is the most limited.   I do think it is important to understand the historical context a piece of literature is written in.   It is also important to have a general information about the details of specific historical events of that given time period.   However, I think that the reader often gets bogs down in history and misses parts of the prose that are really important like dictation, metaphor, rhyme, irony, and most importantly personal experience. For example in Chopin’s The Story of an Hour, the reader could research the historic events that occurred in the late 19th century.   We could take note of the relationship between men and women this time, and write a whole paper about relationships and the dominance of women in the time period.   In doing that the reader misses the humor, the sharp ironic edge, the wit, and the social satire Chopin so skillfully employs. Literature REGION XIII : CARAGA REGION GEOGRAPHICAL LOCATION Region XIII or the Caraga Administrative Region is the newest region created under Republic Act No. 7901 approved on February 23,1995. It consists of the provinces of Agusan del Norte, Agusan del Sur, Surigao del Norte and Surigao del Sur. Its cities are Surigao and Butuan. It has a land area of 18,847 sq. kms. Butuan Bay and Surigao Strait surrounds it on the north, and the Philippine Sea on the east. On the South are the Davao provinces and Misamis Oriental and Bukidnon on the west.Its proximity to other growth areas such as the Cagayan – Iligan corridor and the Davao Gulf Economic Zone is an advantage. POPULATION In 2000, its population was 2,076,000 with an increase of 6. 42% from its population of 1,942,687. In 1990, there were 947,199 (51%) and 912,982 females. CULTURAL GROUPS Majority of the inhabitants of the region are of Visayan lineage. The ethnic residents include the Manobo, the Mamanwa and other tribes. It is repo rted that during the early years of the Caraga region, its inhabitants came from mainland Asia, followed by Malayans, Arabs, Chinese, Japanese, Spanish and Americans.Migrants from the Visayan and Luzon provinces later settled in the area. Most of its inhabitants speak the Cebuano dialect and reside in the rural areas. CLIMATE The region in general has no definite dry season. Rainfall occurs throughout the year with heavy rains from November to January. Storms might occur on the northern and eastern portions facing the Pacific Ocean. The rest of the region are relatively typhoon-free. NATURAL RESOURCES Rich in natural resources, the region has large tracts of land available for development.The region is noted for its wood based economy, its extensive water resources and its rich mineral deposits such as iron, gold, silver, nickel, chromite, manganese and copper. Its leading crops are palay, banana and coconut. It has excellent tourism potentials because of its unspoiled and beautiful beaches, abundant and fresh seafood, ancient and historical landmarks, hot and cold springs, evergreen forests and balmy weather. FACILITIES The entire region is connected by roads from and to the major commercial, trading and processing centers of Cagayan de Oro and Davao.Butuan City is being developed as the regional center with modern facilities. There are secondary seaports and airports in the region. History The â€Å"Kalagans†, called â€Å"Caragans† by the Spaniards, occupied the district composed of the two provinces of Surigao, the northern part of Davao Oriental and eastern Misamis Oriental. The two Agusan provinces were later organized under the administrative jurisdiction of Surigao and became the independent Agusan province in 1914. In 1960, Surigao was divided into Norte and Sur, and in June 1967, Agusan followed suit.While Butuan then was just a town of Agusan, the logging boom in the 1950s drew business to the area. On August 2, 1950, by virtue of Repu blic Act 523, the City Charter of Butuan was approved. It is reported[by whom? ] that during the early years of the Caraga region, its inhabitants came from mainland Asia, followed by Malayans, Arabs, Chinese, Japanese, Spanish and Americans. Migrants from the Visayan and Luzon provinces later settled in the area. Most of its inhabitants speak Cebuano and reside in the rural areas. LanguageSurigaonon is the primary language that is inherent to the region, is spoken by 33. 21% of the households, followed by Butuanon by 15%; Kamayo, by 7. 06%, and Manobo, by 4. 73%. Cebuano is widely spoken by 33. 79% of the households in the region. The rest speak Boholanon, by 5. 87%; Hiligayon, by 2. 87%; and other dialects by 7. 20%. Surigaonon is a local Philippine language spoken in the provinces of Surigao del Norte and Surigao del Sur and some portion of Agusan del Norte especially in towns near Mainit Lake. ReligionThe 1995 census revealed that the dominant religion in the region was Roman Ca tholic, with the population of 1,397,343 or 79% of the total household population in Caraga. and the 1,000,000,000,000,000,000,000% is the population of germs & bacteria. Land Classification and Major land uses Of the total land area, 71. 22% is forestland and 28. 78% is alienable and disposable land. Major land uses include forestland comprising 31. 36% and 23. 98% of agricultural and open spaces. Forest cover is decreasing due to encroachment/poaching. Topography The region is characterized by mountainous areas, flat and rolling lands.Mountain ranges divide Agusan and Surigao provinces and sub-ranges separate most of the lowlands along the Pacific Coast. The most productive agricultural area of the region lies along the Agusan River Basin. The famous Agusan Marsh sits in the middle of Agusan del Sur. Among the lakes in the region, Lake Mainit is the widest. It traverses eight municipalities: Alegria, Tubod, Mainit and Sison in the Province of Surigao del Norte and Tubay, Santiago, Jabango and Kitcharao in Agusan del Norte Location and size Caraga Region, situated in the northeast section of Mindanao, is between 8 00’ to 10 30’ N. atitude and 125 15’ to 126 30’ E. longitude. It is bounded on the north by the Bohol Sea; on the south by the provinces of Davao, Compostela Valley and Davao Oriental of Region XI; on the west by Bukidnon and Misamis Oriental of Region X; and on the east by the Philippine Sea and the Pacific Ocean. The region has a total land area of 18,846. 97 km?. This represents 6. 3% of the country’s total land area and 18. 5% of the island of Mindanao. 47. 6% of the total land area of the region belongs to the province of Agusan del Sur. Political Map of Caraga [pic] | | | | | |Province/City |Capital |Population |Area(km? ) |Pop. Density | | | | | |(per km? ) | |Agusan del Norte |Cabadbaran City |285,570 |1,773. 2 |161. | |Agusan del Sur |Prosperidad |559,294 |8,966. 0 |62. 4 | |Dinagat Islands |San Jose |530, 281 |3,009. 27 |176. 22 | |Surigao del Norte |Surigao City |481,416 |1,936. 9 |175. 8 | |Surigao del Sur |Tandag City |501,808 |4,552. 2 |110. 2 |Tulalang Summary In this story Tulalang was kind and their livelihood was really poor that’s why an old person help him one day while he was in the forest. After that Tulalang together with his family become rich and powerful. Although they become rich they are still kind. All of their people respect them. There are many enemies wanted to defeat them but no one can conquer them because of Tulalang’s magical ring and his magical sword. Aside from that both Tulalang and his brother was brave and they are trained enough to fight their enemy. They are both skilled and brilliant in terms of battle.Until the end they will never be defeated and they become more strong and powerful. About the Author Eugene Evasco is a member of the faculty of the Filipino Department of the College of Arts and Letters, UP Diliman, where he was once As sistant Chair. He teaches Araling Pilipino (Filipino Studies) and Panitikang Pambata (Children’s Literature). He also serves as the editor of Lagda, a refereed journal published by the Filipino Department of UP. He obtained his PhD in Creative Writing from the same University. Evasco has written award-winning stories for children and adults, poetry, and essays in Filipino.In 2005, he was recognized as the National Fellow for Children’s Fiction by the Likhaan: UP Institute of Creative Writing for his brilliant contribution in children’s literature. The Story Update In English & Filipino with a summary in Hiligaynon! This story tells about the adventures of Tulalang, epic hero of the Ilianen Manobo in North Cotabato, and his marriage to the daughter of the sun and the moon. This book is recommended for lessons on the literature of the lumad of Mindanao, for Values Education and Civics and Culture. It is a Manobo story. Manobo† or â€Å"Manuvu† means à ¢â‚¬Å"person† or â€Å"people†; it may also have been originally â€Å"Mansuba† from man (person or people) and suba (river), hence meaning â€Å"river people. † A third derivation is from â€Å"Banobo,† the name of a creek that presently flows to Pulangi River about 2 km below Cotabato City. A fourth is from â€Å"man† meaning â€Å"first, aboriginal† and â€Å"tuvu† meaning â€Å"grow, growth. † Manobo † is the hispanized form. The Manobo Belong to the original stock of proto-Philippine or proto-Austronesian people who came from South China thousands of years ago, earlier than the Ifugao and other terrace-building peoples of the northern Luzon.Ethnolinguist Richard Elkins(1966)coined the term â€Å"Proto-Manobo† to designate this stock of aboriginal non-Negritoid people of Mindanao. The first Manobo settlers lived in northern Mindanao: Camiguin, Cagayan, and some areas of Bukidnon and Misamis Oriental. Subg roups are: Agusan-Surigao, Ata, Bagobo, Banwaon, Blit, Bukidnon, Cotabato(which include the Arumanen, Kirintekan, and Livunganen), Dibabawon, Higaonon, Ilianon, Kulamanen, Manuvu, Matigsalug, Rajah Kabungsuan, Sarangani, Tboli, Tagabawa, Tigwa, Ubo, Umayamnon, and western Bukidnon.Manobo languages representative of these groups are Agusanon, Banwaon, Binukid of Mindanao, Cagayano of Cagayancillo Island, Cotabato Manobo, Dibabawon Manobo, Eatern Davao Manobo, Ilianon Manobo, Kidapawan, Kinamigin of Camiguin Island, Livunganen, Magahat, Sarangani Manobo, Southern Cotabato and Davao Manobo, Tasaday, Tagabawa, Tigwa Manobo,, Ubo of the Mt Apo region in Davao, western Bukidnon Manobo, and western Cotabato Manobo (Elkins 1966; Olson 1967). About the Story The story of Tulalang's adventures is a way to keep the Manobo culture alive.The stories help to revive and maintain the values system and traditions of the Manobos. Tulalang's life story, particularly how he married the daughter of the sun and the moon, contains many magical elements. Because it is a Manobo custom for the young man to pay formal respect to the parents of the young woman, the newly-weds plan an unusual journey to visit the bride's parents and ask for their blessing and guidance. This marks the beginning of Tulalang's legendary life. Tungkol sa EpikoSi Tulalang ang bayani ng epiko ng mga Ilianen Manobo sa Hilagang Cotabato. Kilala rin siya ng mga Bagobo bilang Tuwaang. Batay ito sa pagsasalaysay ni Pengenda Mengsenggilid noong Agosto 19, 1977 at pananaliksik ni Hazel J. Wrigglesworht. Ang pagsasalaysay ng pakikipagsapalaran ni Tulalang ay paraan para mapanatiling buhay ang lipunang Manobo. Kasama na rito ang pagpili ng mga salaysay na may tungkulin sa pagpapalaganap ng kanilang mga halagahan at tradisyon. Masalamangka ang buhay ni Tulalang ukol sa kung paano niya napangasawa ang anak ng araw at buwan.Dahil tradisyon sa mga Manobo ang pamamanhikan at paggalang sa magulang ng babae, nagplano ang bagon g kasal ng kakaibang paglalakbay para humingi ng basbas at patnubay. Simula pa lamang ito ng maalamat na buhay ni Tulalang. Rekomendado ang aklat na ito sa pag-aaral ng panitikan ng mga Lumad sa Mindanao, sa Values Education, at sa Sibika at Kultura. About the Epic Tulalang is the folk hero of the epic of the Ilianen Monobo in North Cotabato. He is also known as Tuwaang by the Bogobos. This retold story based on the narrative version of Pengenda Mengsenggilid, dated August 19, 1977, and on the research of Hazel J.Wrigglesworth. The story of Tulalang's adventures is a way to keep the Monobo culture alive. The stories help revive and maintain the values system and traditions of the Manobos. Tulalang's life story, particularly how he married the daughter of the sun and the moon, contains magical elements. Because it is a Manobo custom for the young man to pay formal respect to the parents of the young woman, the newly-weds plan an unusual journey to visit the bride's parents and ask fo r their blessing and guidance. This marks the beginning of Tulalang's legendary life.This book is recommended for lessons on the literature of the Lumads of Mindanao, for Values Education, and Civic and Culture. History The â€Å"Kalagans†, called â€Å"Caragans† by the Spaniards, occupied the district composed of the two provinces of Surigao, the northern part of Davao Oriental and eastern Misamis Oriental. The two Agusan provinces were later organized under the administrative jurisdiction of Surigao and became the independent Agusan province in 1914. In 1960, Surigao was divided into Norte and Sur, and in June 1967, Agusan followed suit.While Butuan then was just a town of Agusan, the logging boom in the 1950s drew business to the area. On August 2, 1950, by virtue of Republic Act 523, the City Charter of Butuan was approved. It is reported[by whom? ] that during the early years of the Caraga region, its inhabitants came from mainland Asia, followed by Malayans, Arab s, Chinese, Japanese, Spanish and Americans. Migrants from the Visayan and Luzon provinces later settled in the area. Most of its inhabitants speak Cebuano and reside in the rural areas. InterpretationIn this story we can see that Tulalang is a lucky boy because he becomes rich and powerful person. In reality there’s a people also who are very lucky but even if you become rich you should still become humble because if you’re not humble this will because you trouble. Every life of a people may encounter trials but don’t worry about it because God don’t give us trials that we can’t survive. Trials make us strong and from it we can learn our lesson just like Tulalang even if there’s a lot of enemy want to defeat him he survive because of his determination, and he face his enemy.We should face our trials in order for us to become strong and a real person. God is always in our heart we should trust him. We shouldn’t depend in miracle alway s because were not like Tulalang that he had magical things and an old person who help him to become rich we should work hard by our self so that we become succeed in pursuing our dreams. We can be like Tulalang for having strong determination and a strong personality but we can’t like him for having a magical thing that helps us to fight and face for our trials.

An Old Woman.

The poem is highly symbolic and very common placed in it's subject matter. The poet was impressed by the temple of Kandoba at Jajori and the poem is thus against this setting. â€Å"An Old Woman† is a graphic picture of a beggar woman. Having lost the promises of her past, she is reduced to her present state. As the speaker views her squarely, he, in a sort of ‘revelation', becomes aware of the decay which has set in her person and which is extended to the decaying tradition symbolized by the hills and the temples. Without using many words, the old woman forces the narrator to look at her from closed quarters.It is then that he realizes the hypocrisy of society and the decadence of the social system that has ruined the old woman to a beggar. he finds that the social fabric is destroyed, architectural features go into ruins. Human values are forgotten. The old woman's condition reduces the narrator to a small status when he feels as insignificant as that small coin in her hand. This poem humbles us to remember our responsibility to society. It reveals the callousness, a failure on our part to take care of the elderly, protect our heritage and preserve our values.In the rush of materialism and the desire to achieve, one takes all that one can from society, but giving the same back is largely forgotten. So the cracking hills, crumbling temples, crumbling of social order is directly a result of our negligence, our failure to act responsibly. Somewhere, the materialistic world has made man selfish, trapping him in a race to accumulate. When society has to face this onslaught, cracks appear, but selfish man forgets to repair the cracks, forgets to salvage lost values, thereby creating a dilapidated social fabric†¦.

How to Use Abbreviations (6 Top Tips) - Get Proofed!

How to Use Abbreviations (6 Top Tips) - Get Proofed! How to Use Abbreviations (6 Top Tips) Abbreviations can be tricky, so it’s important to use them correctly. That’s why we’ve created this list of top tips about using abbreviations in your written work! 1. When to Abbreviate You don’t need to abbreviate every long word. It’s best to save abbreviations for terms you use repeatedly, especially long words or complicated phrases. Keep in mind that using too many abbreviations can make a document hard to read. This is known as ‘alphabet soup’. My alphabet soup just says ooooooooooo 2. Acronyms and Initialisms We’ve discussed acronyms and initialisms previously elsewhere, but here’s a quick reminder: Acronyms and initialisms are abbreviations made up of the first letters in a phrase (e.g., CIA = Central Intelligence Agency; NBC = National Broadcasting Company) All acronyms and initialisms should be defined on their first use by giving the full terminology followed by the abbreviated version in brackets Once defined, the shortened version should be used in place of the full term Stick to these basic rules and you should be fine! 3. Contractions Contractions are created by combining two words. This usually involves omitting some letters, as indicated by an apostrophe: Who will → Who’ll Cannot → Can’t I am → I’m These words are common in many types of writing, but you shouldn’t use them in formal documents. 4. Latin Abbreviations Quite a few common abbreviations are based on Latin terms. The most famous are: E.g. (exempli gratia) = Used when giving an example I.e. (id est) = Used when explaining something Etc. (et cetera) = Used to show that a list is incomplete You’ll find even more Latin abbreviations in academic writing, especially when referencing sources. 5. Punctuation When shortening a word, we usually add a period afterwards: Mister → Mr. Doctor → Dr. September → Sept. The main exceptions here are measurements, which are written without extra punctuation (e.g., â€Å"cm† for centimeter). The exception to this exception, however, is â€Å"in.,† which is short for â€Å"inches.† We add the extra period in this case so that the abbreviation isn’t confused for the word â€Å"in†. With acronyms and initialisms, meanwhile, there’s usually no need to add periods between each letter. However, some people prefer to include periods, especially with â€Å"U.S.† and â€Å"U.S.A.† Its patriotic either way. 6. Create a List of Abbreviations Finally, you may want to create a list of abbreviations at the start of your document. You can use this to define any abbreviations you use, giving the reader an easy point of reference. A good tip is to make a list as you go, as then you don’t miss anything.

How Many Times Can You Take the ACT

How Many Times Can You Take the ACT SAT / ACT Prep Online Guides and Tips If you keep improving every time you take the ACT, should you take it as many times as you canto get the highest score?Even though you can take the ACT up to 12 times, that doesn't necessarily mean that you should. Let's look at when you should retake the test, and when it's time to pack up and call it a day. How Many Times Can You Take the ACT? You are allowed to take the ACT up to 12 times. Of course you're limited by time and test dates, so actually taking the ACT 12 times would involve multiple retests every year. The ACT is administered seven times a yearin September, October, December, February, April, June, and July. Most of you reading this are probably wondering, "Why on earth would I take the ACT 12 times?!" I agree that this would be a bit excessive, but there are definitely good reasons to take the ACT at least more than once. Why You Should Take the ACT More Than Once The fact of the matter is, students almost always improve when they retake the ACT.But why? For one, sitting for the real test is valuable experience. Doing this helps you gauge your level and identify your areas of weakness so you'll know exactly what you need to study in order to do well. The real test also gives you experience with handling test-day pressures, fromwhat you need to bringto managingyour time on each ACT section. If you get stressed out about the test, you can use your experience to figure out ways to calm your nerves and stay focused. If you end up scoringmuch lower than expected on the ACT, you might have had a fluke test day. Maybe you were tired or ill that day, or got unlucky with the reading passages or essay question. If this happens, you should register to take the test again on the next available test date. Since the ACT lets you choose which score reports you send to colleges, you generally don't have to worry about your colleges seeing fluke test scores or how many times you sat for the test. You can just send the scores from your best sitting. Some colleges superscore the ACT if you send score reports from multiple sittings, meaning they'll take your highest scores by section and recombine them to make a new, highest composite score. Schools that do this include Tufts, MIT, Boston College, and Amherst College. If your schools have a superscoring policy, you might want to build up your score by focusing on one or two sections at a time. You could really focus in on Math and Science on one test date, and then do most of your prep in English and Reading for the next date. That said,you shouldn't completely dismiss the other sections,as large score fluctuations could raise red flags. Another reason to be wary of neglecting a section is that some schools, even those that superscore, request to see all your scores. Only a small number of schools want you to send all your scores from every time you took the ACT and trust that you'll abide by this expectation. These schools include the following: Yale Boston University Pomona Stanford Columbia Brown Cornell Washington University Hamilton College Research your school's standardized testing policy to find out exactly what they want to see. If they want you to send all your ACT scores, you might think twice about taking the ACT more than six or so times, as this might send the message that you're not taking the test seriously or are really struggling to improve your scores. Besides how it might look to schools with "send all scores" policies, what are some other reasons to be cautiouswhen you answer the question, "How many times can I take the ACT?" How to Avoid Taking the ACT Too Many Times For most students, I would say that taking the ACT more than six times might be taking it too many times. If you find yourself registering to test again and again, pause to reflect on your approach. Are you dissatisfied with your scores? Are you not taking itseriously? Instead of taking the ACT again and again, here are some tips for what you can do instead. #1: Focus On Effective Test-Prep Methods If you continue to be unhappy with your ACT scores after repeated attempts, reevaluate your approach to test prep. While taking the ACT is a valuable experience, it is not going to take you far if you don't couple with it with purposeful, efficient studying. Start bycustomizing your studying so that you're identifying your weaknesses and filling in any gaps in knowledge. Rather than studying everything at once, zero in on the concepts and practices that are most significant to you and most relevant for improving your scores. Are you weak in geometry? Doyou have trouble writingtimed essays? Do you often run out of time in Reading because the passages take too long to get through? The key here is to identify your areas of growth and the concepts or strategies you must learn in order to get better. #2: Follow an ACT Study Plan As you use effective test-prep methods, you'll also want to have a long-term ACT study plan to help you stay on track. Building a study plan has many benefits and allows you to do the following: Familiarize yourself with all aspects of the ACT,from itsquestion types to its structure Spread out your practice tests so that you're not taking them too often or not enough Spend time prepping for each section, with a slightly bigger focus on your weaknesses Pace yourself in your prep so that you're not wearing yourself out too quickly Essentially, by using a well-thought-out plan, you can rest assured that you are studying everything you need to know for the ACT, and are studying it as effectively as possible.In turn, this will likely reduce the number of times you take the test. #3: Treat Every ACT Sitting Seriously Besides taking control of your test prep, make sure you're taking every opportunity to test seriously. In other words, don't treat any ACT sitting as a "throwaway" test! Every test is an opportunity to achieve strongscores for your college applications,and if you are applying to a "send all scores" college, admissions officers might not look highly on the fact that it took you six or more tries to hit your target scores. If you're really afraid of a school seeing one of your poorer score reports, you might want to considercanceling those scores. On a similar note, multiple sittings and large score fluctuations could raise red flags for ACT scorers, and your scores could even be withheld if ACT, Inc.,suspects possible cheating. To avoid this worst case scenario, approach every test with the intention of doing your best in all sections. #4: Devote Energy to Other Admission Factors, Too Along with taking the test seriously,make sure you're devoting energy to your other pursuits, all of whichmake up your college application in important ways. While test scores are an important part of your applications, so are your grades, your activities (such as clubs, sports, and community service projects),and your relationships with your teachers and counselor who might eventually write you letters of recommendation. All in all, don't drop everything in pursuit of the bestACT score. You don't want to stress yourself out too much by throwing things out of balance. #5: Take a Deep Breath Takingthe ACT is a nerve-wracking experience for most, if not all, students. Taking the ACT several times can be a great opportunity to learn how to calm your anxiety, clear your head, and focus on the test. However, you probably don't want to put yourself through the experience too many times! Thus, by prepping effectively and taking every test seriously, you'll conserve mental and emotional energy, not to mention bothtime and money! #6: Be Strategic About Your Score Reports Unlike the SAT, the ACT doesn't send a summary report of all your scores to your colleges. Instead, you have to send individual score reports from each test sitting (that you choose to send). It costs $13 per test date per report. If you took the ACT upwards of 10 times, thiscould add up to well over $100 to send all your test scores to a single school! Given all these considerations, you want to approach the ACT with a plan,both in terms of your test prep and your testing schedule. Read on for my recommendations for how to schedule your time and design a study and testing plan for the ACT. Quick Guide to Your ACT Testing Timeline This timeline works well for a lot of students. It gives you multiple test dates to retake the ACT but avoids excessive test-taking and lets you spread out your studying over the course of a year. This guide answers the question of how many times can you take the ACT while still leaving time and energy for all your other interests and responsibilities. Prep for the ACT the summer before junior year. You can draw on a variety of resources, including online courses, ACT Questions of the Day, official practice tests, prep websites, and ACT prep books. Register and take the ACT in the fall of junior year (September or October). September might be preferable, as your summer studying will be fresh in your mind and you won't be too busy with schoolwork yet. Depending on your scores, you can register to take the test again in the spring. Prep in the winter of junior year, and take the ACT again in the spring. The spring of junior year is the most popular time for students to take the ACT. If you aren't satisfied with these scores either, you can prep throughout the summer before senior year and take the ACT a third time in September or October, depending on your college application deadlines. If you still feel you've fallen short of your target scores or were unlucky and had a fluke test, you might be able to takeone more crack at itin December. Before registering and taking this test, though, check with the admissions officers at your colleges to make sure they will accept these test scores. Assuming you put in the effort to prep before the previous test administrations, hopefully you'll be able to focus on completing and submitting the other parts of your college applications in December of your senior year and won't find yourself retaking the ACT during this busy time. With this plan in place, you should be able to achieve your target scores within four tests. If you're ambitious and feel you have the skills to achieve your target scores earlier, you could move this schedule up a year and take the ACT as a sophomore. This way you'll be all set with your test scores and can focus on everything else going on in your life and with your college applications. Taking the ACT is valuable trainingexperience that can help you build up your scores, so try to leave yourself enough test dates to retake it if you wish. Just make sure you find balance between taking the ACT, crafting your college application, and making the most of your high school experience! What's Next? Has your test date snuck up on you, and you need to get in some last-minute studying? Check out our guide forraising your ACT score by 7 points with just 10 days of prep. Are you taking the ACT as a freshman? What about as a sophomore? Learnabout good ACT scores for 9th and 10th graders, and how these scores can predict your final scores. What's a good score on the ACT? A bad score? This article will help you figure out exactly what scores you should be aiming for in each section, and what you need to do to achieve them. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today: