...FOUNDATION INC. Bitas,Cabanatuan City NARRATIVE REPORT A partial fullfilment of the requirements in Bachelor of Science in Customs Administration Prepared by: Ms.Christine L. Dela Cruz CA-7B1 Prepared to: LCB Jayson G. Juan Adviser ACKNOWLEDGEMENT I would like to express my deepest gratitude and sincerest appreciation to the following; LCB Jayson G. Juan,our adviser and motivator,for his untiring support,guidance throughout the on the job training,enabling me to complete this narrative report. MIDWAY MARITIME FOUNDATION INC.,my institution for giving me a chance and all the knowledge to become an effective Customs Broker someday. MS.ROMANA O. GALINDO AND MR.CONSTANTINO L. CALICA,my superiors and my Kuya’s in the company Kuya Chris,Darwin and Hassan during my training,for their kindness,trust,tips,guidance,support on my training; MS.ANICETA R. PASCUAL,who gave me an opportunity to have my internship,for her love,support and guidance and who had been my companion before going to office and going home to apartment during my training. To my classmates and friends,who had been there as my companion on apartment during our stay,in bad times and good times,whom I share my daily experiences in our training. MR.DANILO and LORENA DELA CRUZ,my loving parents,for their love,encouragement,moral and financial support all the time. And above all to OUR LORD,who gave me all the knowledge and strength to complete this narrative report,and for all the things that he...
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...08:43 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. . American Association of Teachers of Italian is collaborating with JSTOR to digitize, preserve and extend access to Italica. http://www.jstor.org This content downloaded from 149.150.51.237 on Sun, 22 Sep 2013 08:43:40 AM All use subject to JSTOR Terms and Conditions Blasetti's the Interpreting Risorgimento: 1860 and the Legacy MotherlyLove of Alessandro Blasetti's1860has recentlybeen the focus of literaryand film criticism,which analyzedvariousaspectsof the film, including the didactic and ideologicalnatureof the director'sintelpretationof the For Risorgimento.1 his reading of this memorableItalian past, Blasetti used both domestic and foreign sources of artistic inspiration. Critics have traced, for example, the origin of his cinematicnarrativeto Soviet realistfilms and to Macchiaioli painters(DalleVacche105;Landy184;Hill An "TheArt of History"). additionaldomesticsourceof influencemay be found in the Risorgimento femaleiconographyproducedby...
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...BECOMING ZIMBABWE TEACHING HISTORY IN CONTEXT IN ZIMBABWE Miles Tendi Published by the Institute for Justice and Reconcilation Wynberg Mews, Ground Floor, House Vincent, 10 Brodie Road, Wynberg 7800, South Africa www.ijr.org.za © 2009 Institute for Justice and Reconciliation First Published 2009 All rights reserved. ISBN 978-1-920219-18-5 Produced by Compress.dsl www.compressdsl.com CONTENTS EXECUTIVE SUMMARY 1 CHAPTER 1: Using history 5 The uses of liberation history in Zimbabwean politics • Historical context • ZANU PF’s ‘Patriotic History’ • Patriotic History’s detractors • What is Patriotic History? • The opposition’s use of history 5 5 6 6 8 CHAPTER 2: History in secondary and higher education 11 History curriculum development in Zimbabwe’s secondary schools and higher education institutions, and the implications for reconciliation, national healing and transitional justice • The growth in education since independence • History in secondary schools • History in higher education • A review of the NASS syllabus 11 11 14 17 CHAPTER 3: Teaching history 23 Challenges of teaching history in Zimbabwe, points of contention and consensus, and future prospects • Repression in tertiary institutions • Decline in secondary schools • National youth training service centres • Reasons for optimism 23 25 25 26 CHAPTER 4: Supporting history teaching 29 Supporting secondary and higher educators, and proposals towards learning sessions, modules and activities for history...
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...On August 19, 2009, Tommy Davis, the chief spokesperson for the Church of Scientology International, received a letter from the film director and screenwriter Paul Haggis. “For ten months now I have been writing to ask you to make a public statement denouncing the actions of the Church of Scientology of San Diego,” Haggis wrote. Before the 2008 elections, a staff member at Scientology’s San Diego church had signed its name to an online petition supporting Proposition 8, which asserted that the State of California should sanction marriage only “between a man and a woman.” The proposition passed. As Haggis saw it, the San Diego church’s “public sponsorship of Proposition 8, which succeeded in taking away the civil rights of gay and lesbian citizens of California—rights that were granted them by the Supreme Court of our state—is a stain on the integrity of our organization and a stain on us personally. Our public association with that hate-filled legislation shames us.” Haggis wrote, “Silence is consent, Tommy. I refuse to consent.” He concluded, “I hereby resign my membership in the Church of Scientology.” Haggis was prominent in both Scientology and Hollywood, two communities that often converge. Although he is less famous than certain other Scientologists, such as Tom Cruise and John Travolta, he had been in the organization for nearly thirty-five years. Haggis wrote the screenplay for “Million Dollar Baby,” which won the Oscar for Best Picture in 2004, and he wrote and directed...
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...Thesis is brought to you for free and open access by the Graduate School at Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact trace@utk.edu. To the Graduate Council: I am submitting herewith a thesis written by Leah Rang entitled "Bharati Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Master of Arts, with a major in English. Urmila Seshagiri, Major Professor We have read this thesis and recommend its acceptance: Lisi Schoenbach, Bill Hardwig Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official student records.) To the Graduate Council: I am submitting herewith a thesis written by Leah Rang entitled ―Bharati Mukherjee and the American Immigrant: Reimagining the Nation in a Global Context.‖ I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Master of Arts, with a major in English. Urmila Seshagiri, Major...
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...The Social Studies (2011) 102, 175–179 Copyright C Taylor & Francis Group, LLC ISSN: 0037-7996 print / 2152-405X online DOI: 10.1080/00377996.2011.585551 9/11 in the Curriculum: A Retrospective DIANA HESS1 and JEREMY STODDARD2 1 2 Curriculum and Instruction, University of Wisconsin-Madison, Madison, Wisconsin, USA School of Education, The College of William & Mary, Williamsburg, Virginia, USA This article uses a curricular analysis study to examine how the events of 9/11 and their aftermath are presented to secondary students in supplemental curriculum and social studies textbooks published from 2002–2010. Shortly after 9/11, many political leaders and social studies educators advocated teaching about 9/11 and its aftermath because these events provided a unique “teachable moment,” even though there was often bitter disagreement about what ideological messages related to 9/11 should be promoted in the schools. Within one year, many non-profit organizations and even the United States Department of State developed materials on 9/11 that were disseminated to secondary schools. As the first editions of post-9/11 textbooks came out, it was also evident that content about 9/11 and what happened in its wake would be given special attention. To investigate what was being communicated to young people about 9/11 and its aftermath to students, we analyzed nine curricula from the non-profits and the government in the first few years after 9/11, a sample of nine of history and government...
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...Specimen Papers and Mark Schemes for English Literature For first AS Examination in 2009 For first A2 Examination in 2010 Subject Code: 5110 Contents Specimen Papers Assessment Unit AS 2 Assessment Unit A2 1 Resource Booklet Assessment Unit A2 2 1 3 9 15 25 Mark Schemes Assessment Unit AS 2 Assessment Unit A2 1 Assessment Unit A2 2 29 31 61 95 Subject Code QAN QAN 5110 500/2493/0 500/2421/8 A CCEA Publication © 2007 Further copies of this publication may be downloaded from www.ccea.org.uk Specimen Papers 1 2 ADVANCED SUBSIDIARY (AS) General Certificate of Education 2009 English Literature Assessment Unit AS 2 assessing The Study of Poetry Written after 1800 and the Study of Prose 1800-1945 SPECIMEN PAPER TIME 2 hours INSTRUCTIONS TO CANDIDATES Write your Centre number and Candidate Number on the Answer Booklet provided. Answer two questions. Answer one question from Section A and one question from Section B. Section A is open book. INFORMATION FOR CANDIDATES The total mark for this paper is 120. All questions carry equal marks, ie 60 marks for each question. Quality of written communication will be assessed in all questions. 3 Section A: The Study of Poetry Written after 1800 Answer one question on your chosen pairing of poets. Heaney: Opened Ground Montague: New Selected Poems 1 John Montague and Seamus Heaney both write about the Irish past. Compare and contrast the two poets’...
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...SECRET LANGUAGE of • HOW LEADERS INSPIRE ACTION THROUGH NARRATIVE The LEADERSHIP STEPHEN DENNING John Wiley & Sons, Inc. More Praise for The Secret Language of Leadership “Out of the morass of strategies leaders are given to transform organizations, Denning plucks a powerful one—storytelling— and shows how and why it works.” —Dorothy Leonard, William J. Abernathy Professor of Business, Emerita, Harvard Business School, and author, Deep Smarts: How to Cultivate and Transfer Enduring Business Wisdom “The Secret Language of Leadership shows why narrative intelligence is central to transformational leadership and how to harness its power.” —Carol Pearson, director, James MacGregor Burns Academy of Leadership, University of Maryland, and coauthor, The Hero and the Outlaw “The Secret Language of Leadership is not only the best analysis I have seen of how and why leaders succeed or fail, it’s highly readable, as well as downright practical. It should be mandatory reading for anyone interested in engaging a company with big ideas who understands that leaders live and die by the quality of what they say.” —Richard Stone, story analytics master, i.d.e.a.s “A primary role of leaders is to create and maintain meaning for their organizations. Denning clearly demonstrates that meaningmaking comes from stories well told.” —Thomas Davenport, President’s Distinguished Professor of I.T. and Management, Babson College, and author, The Attention Economy “Steve...
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...Cellular Technology and Society Today , Political & Economic ., Health, Psychological & Sociological , Cellular Technology & History , Moral & Sociological DeVry University LAS432 Society, Ethics, and Technology Abstract The following paper will discuss the psychological and sociological impact of cellular technology. Cellular technology has seen rapid growth in technology and in personal use. Texting has now become the dominant means of communication and actual conversation skills are diminishing. Exposure to electromagnetic radiation emitted from cellular devices has become a concern and is being studied from many various angles to determine actual health risks from cell phone use. Whether it is for personal or business use, the cell phone has become a permanent fixture in our lives, could have potential health risks, and can become an addiction if necessary steps are not taken to control use and dependency. Cellular Technology and Society Today At any store they are visible. They have their hand plastered to their ear or they are seemingly talking to no one. These are the cellphone users. Hayley Tsukayama, a writer for the Washington post asserts that according to the Pew Internet and Life Project only seventeen percent of Americans still have a land line and ninety percent own a cellphone. (Tsukayama, 2014) The largest contributor to this trend is convenience. Most cellular devices are small and easily portable, allowing the user to move around freely...
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...Biography of Nick Joaquín (1917-2004) Posted on September 15, 2010 by Pepe Nicomedes "Nick" Joaquín This is the best biography of Nick that I’ve encountered so far… The 1996 Ramón Magsaysay Award for Journalism, Literature and Creative Communication Arts BIOGRAPHY of Nick Joaquín Resil B. Mojares He was the greatest Filipino writer of his generation. Over six decades and a half, he produced a body of work unmatched in richness and range by any of his contemporaries. Living a life wholly devoted to the craft of conjuring a world through words, he was the writer’s writer. In the passion with which he embraced his country’s manifold being, he was his people’s writer as well. Nick Joaquín was born in the old district of Pacò in Manila, Philippines, on September 15, 1917, the feast day of Saint Nicomedes, a protomartyr of Rome, after whom he took his baptismal name. He was born to a home deeply Catholic, educated, and prosperous. His father, Leocadio Joaquín, was a person of some prominence. Leocadio was a procurador (attorney) in the Court of First Instance of Laguna, where he met and married his first wife, at the time of the Philippine Revolution. He shortly joined the insurrection, had the rank of colonel, and was wounded in action. When the hostilities ceased and the country came under American rule, he built a successful practice in law. Around 1906, after the death of his first wife, he married Salomé Márquez, Nick’s mother. A friend of General Emilio Aguinaldo, Leocadio...
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...A Tale of Two Cities Charles Dickens This eBook is designed and published by Planet PDF. For more free eBooks visit our Web site at http://www.planetpdf.com A Tale of Two Cities Book the First—Recalled to Life 2 of 670 eBook brought to you by A Tale of Two Cities Create, view, and edit PDF. Download the free trial version. I The Period It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way—in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only. There were a king with a large jaw and a queen with a plain face, on the throne of England; there were a king with a large jaw and a queen with a fair face, on the throne of France. In both countries it was clearer than crystal to the lords of the State preserves of loaves and fishes, that things in general were settled for ever. It was the year of Our Lord one thousand seven hundred and seventy-five. Spiritual revelations were conceded to England at that favoured period, as at this. 3 of 670 A Tale of Two Cities ...
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...7 ANALYZING THE AUTHOR’S PURPOSE AND TECHNIQUE he writer’s overall purpose determines the techniques he or she uses. The writer’s reason for writing a particular article or book may be manipulative, as in propaganda or advertising, or may be more straightforward, as in informative writing. In either case, understanding the writer’s underlying purpose will help you interpret the context of the writing. It will also help you see why writers make the decisions they do—from the largest decisions about what information to present to the smallest details of what words to use. The chapter concludes with instructions on how to write an analysis of purpose and technique. This kind of rhetorical analysis will provide the perspective required to keep you from being pushed by words in directions you don’t want to go. T 103 104 Part 1 Writing About Reading The Writer's Purpose Insofar as people know what they are doing, they plan their actions to achieve their purposes. Someone who selects the purpose of being rich will design and carry out a set of actions, legal or illegal, to gain the desired wealth. A person who wants to gain great wisdom will design an entirely different life course. Writers, whether they want most to be wealthy or wise, have specific purposes they hope to achieve by any piece of work. If they are skilled writers—that is, in control of what they write—they design each aspect of what they are writing to achieve their purpose. Being aware of the writer's...
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...Кухаренко В.А. Практикум з стилістики англійської мови: Підручник. – Вінниця. «Нова книга», 2000 - 160 с. CONTENTS FOREWORD...............................................................................…………………………………………... 2 PRELIMINARY REMARKS.....................................................………………………………………….. 3 CHAPTER I. PHONO-GRAPHICAL LEVEL. MORPHOLOGICAL LEVEL…............................... 13 Sound Instrumenting. Craphon. Graphical Means…………………………………………………………...6 Morphemic Repetition. Extension of Morphemic Valency………………………………………………….11 CHAPTER II. LEXICAL LEVEL..............................................……………………………………….…14 Word and its Semantic Structure…………………………………………………………………………….14 Connotational Meanings of a Word………………………………………………………………………….14 The Role of the Context in the Actualization of Meaning…………………………………………………….14 Stylistic Differentiation of the Vocabulary…………………………………………………………………..16 Literary Stratum of Words. Colloquial Words…..…………………………………………………………..16 Lexical Stylistic Devices…………………………………………………………………………………….23 Metaphor. Metonymy. Synecdoche. Play on Words. Irony. Epithet…………………………………………23 Hyperbole. Understatement. Oxymoron. ……………………………………………………………………23 CHAPTER III. SYNTACTICAL LEVEL..................................…………………………………………38 Main Characteristics of the Sentence. Syntactical SDs. Sentence Length…………………………………..38 One-Word Sentences. Sentence Structure. Punctuation. Arrangement...
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...Кухаренко В. А. Практикум з стилістики англійської мови: Підручник. — Вінниця: Нова книга, 2000. — 160 с. Кухаренко Валерия Андреевна, д.ф.н., проф., кафедра лексикологии и стилистики английского языка факультетеа РГФ ОНУ им. И. И. Мечникова CONTENTS FOREWORD...............................................................................…………………………………………... 2 PRELIMINARY REMARKS.....................................................………………………………………….. 3 CHAPTER I. PHONO-GRAPHICAL LEVEL. MORPHOLOGICAL LEVEL…............................... 13 Sound Instrumenting. Graphon. Graphical Means…………………………………………………………...6 Morphemic Repetition. Extension of Morphemic Valency………………………………………………….11 CHAPTER II. LEXICAL LEVEL..............................................……………………………………….…14 Word and its Semantic Structure…………………………………………………………………………….14 Connotational Meanings of a Word………………………………………………………………………….14 The Role of the Context in the Actualization of Meaning…………………………………………………….14 Stylistic Differentiation of the Vocabulary…………………………………………………………………..16 Literary Stratum of Words. Colloquial Words…..…………………………………………………………..16 Lexical Stylistic Devices…………………………………………………………………………………….23 Metaphor. Metonymy. Synecdoche. Play on Words. Irony. Epithet…………………………………………23 Hyperbole. Understatement. Oxymoron. ……………………………………………………………………23 CHAPTER III. SYNTACTICAL LEVEL..................................…………………………………………38 Main Characteristics...
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...The Cosmopolitan Society and its Enemies Ulrich Beck I N THIS article I want to discuss three questions: (1) What is a cosmopolitan sociology? (2) What is a cosmopolitan society? (3) Who are the enemies of cosmopolitan societies? What is a Cosmopolitan Sociology? Let me start by attempting to nail a pudding to the wall, that is, defining the key terms ‘globalization’ and ‘cosmopolitanization’. At the beginning of the 21st century the conditio humana cannot be understood nationally or locally but only globally. ‘Globalization’ is a non-linear, dialectic process in which the global and the local do not exist as cultural polarities but as combined and mutually implicating principles. These processes involve not only interconnections across boundaries, but transform the quality of the social and the political inside nation-state societies. This is what I define as ‘cosmopolitanization’: cosmopolitanization means internal globalization, globalization from within the national societies. This transforms everyday consciousness and identities significantly. Issues of global concern are becoming part of the everyday local experiences and the ‘moral life-worlds’ of the people. They introduce significant conflicts all over the world. To treat these profound ontological changes simply as myth relies on a superficial and unhistorical understanding of ‘globalization’, the misunderstandings of neoliberal globalism. The study of globalization and globality, cosmopolitanization and cosmopolitanism...
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