...Narrative Report on Educational Tour September 2-7, 2012 PAG-ASA SEAMEO-INNOTECH HYTEC Power GMA Studio Fujitsu 10 TOEI Animation EXECUTIVE SUMMARY I. Introduction As part of the curriculum, the 3rd year Information Technology and 4th year Information System students are expected to initiate an Educational tour on a specified destination and be out of school for almost a week. We the third year IT students and few IS students were out of town and been in Manila for 4 days and a day in Laguna. We headed to Manila last September 2nd, 2012, and arrived there the 3rd of September in Paco Manila. We were accommodated by the Garden Plaza Hotel and Suite. On the same day, we had our first visit in PAG-ASA Main Office in Quezon City, we manage to know and see the instruments and devices that the department is utilizing for gathering data. We had our lunch in Carinderia Buffet by mid noon then headed to SEAMEO-INNOTECH in Quezon City. We had discussions there about iFlex Learning Solution and tour on the facilities. We used the leisure time in TriNoma Ayala malls to do some shopping then back to accommodation. September 4th 2012 we departed to Fairview Quezon City to visit HYTEC Power, we saw robots and other IT stuffs. Lunch is Sir Boy’s Food Republique in Tomas Morato Quezon City. We had head our way next to GMA Network Studio in Timog Avenue, Quezon City. Then a side went back to the accommodation and again used our free time in the Robinson’s Ermita...
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...Roen−Glau−Maid: The McGraw−Hill Guide: Writing for College, Writing for Life, 2/e II. Using What You’ve Learned to Share Information The McGraw-Hill Guide: Writing for College, Writing for Life, Second Edition 4. Writing to Share Experience © The McGraw−Hill Companies, 2011 13 Reading, Inquiry, and Research ■ PART 2 | Using What You Have Learned to Share Information 57 TANYA BARRIENTOS Se Habla Español MEMOIR he man on the other end of the phone line is 1 Tanya Maria telling me the classes I’ve called about are firstBarrientos has rate: native speakers in charge, no more than six stuwritten for the dents per group. Philadelphia “Conbersaychunal,” he says, allowing the fat vow- 2 Inquirer for more than els of his accented English to collide with the sawedtwenty years. off consonants. I tell him that will be fi ne, that I’m familiar with 3 Barrientos was born in Guatethe conversational setup, and yes, I’ve studied a bit mala and raised of Spanish in the past. He asks for my name and I in El Paso, Texas. Her first novel, Frontera Street, was supply it, rolling the double r in Barrientos like a pro. published in 2002, and her second, That’s when I hear the silent snag, the momentary Family Resemblance, was pubhesitation I’ve come to expect at this part of the exlished in 2003. Her column “Unchange. Should I go into it again? Should I explain, conventional Wisdom” runs every the way I have to half a dozen others, that I am Guaweek in the Inquirer...
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...was designed to develop the skills required to improve students’ comprehension of narrative text through the use of the Question Answer Relationships (QAR) comprehension strategy. The focus was primarily on assessing students’ improvement in Reading Comprehension after learning a comprehension strategy and also to determine students’ willingness to apply the/a newly learnt strategy for comprehension tasks in a grade five classroom. As a result, the researcher will include the aforementioned strategy for all comprehension lessons that will be taught during the six week period which has been allotted. The researcher will keep track of all events during this period by way of journal entries for the purpose of reflection, record keeping and referral for follow-up lessons. An end of term exam will be designed accordingly and administered to students. Looking at the results of the post-test, even the weakest students showed a remarkable improvement in reading comprehension. Throughout the investigation students seem to be enjoying the activities and fully participating in all tasks. In conclusion the use of Question Answer Relationship comprehension strategy is a reliable asset for improving students’ reading comprehension of narrative text. Schools and teachers specifically should seek to include such a strategy in their reading comprehension lessons to assist students’ understanding of narrative texts. Acknowledgments I would like to thank the many persons who rallied around...
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...Mid year In service Training for teachers Narrative Report Day 1 Tha First Day of the 3-day In service training held at tha MNHS Gymnasiun started with an energizer led by Mr. Archie Trinidad of the Mapeh Department. The Opening Prayer was led by Miss Nel Secan. It was followed by the singing of the National Anthem and Muntinlupa March conducted by Mrs Sony Alibin of the Social Studies Department. The checking of Attendance was done by Mrs Eden Binaday- Head teacher III – Math Department-ASTP for Supervision. The Welcome Remarks was given by Mrs Marlyn B. Latina – Head Teacher V – Social Studies Department. Our beloved Principal Estrella C. Aseron Ed D. delivere the Students “ Amazing Work of Love “ . She started her talk with question and answer portion about the Dep Ed Logo. Participants from each Department were asked about the meaning of each colors an symbols in the logo. The winners were given rewards too.. The following important informations must be remembered by each teacher participants in the Inset. The Red color represent the Desire to learn; Blue- peace; open book and lighted torch- Quest for Knowledge. the Two sea lion represent Leadership and Excellence ; the shield supporting the two sea Lion- Dep Ed as a Caring and Nurturing Institution. She read an article about “ Oregami” an art of paper folding. In the article, the students were compared to a clean and plain bond paper and to an old newspaper.. The plain...
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...The Evaluation of Third Grade Writing Development at Sugar Grove Elementary School I. Introduction and Philosophy Sugar Grove Elementary School has a current enrollment of 766 students, with 76 of those qualifying for free or reduced lunch. Currently, 6% of the student population has been identified as eligible for special education services (K-6), and 19% receive Title One reading assistance (K-3). There are 529 Sugar Grove families living in single-family homes, 27 of which live in mobile homes. Of the 766 students, 48 of them live outside of the Sugar Grove district having been given the option of attending Sugar Grove, if parents provide transportation. This school community believes that learning is a lifetime quest for academic excellence, personal achievement, and responsibility to the community and the world. They value the unique learning style of every child and the unique path each will pursue to become successful learners and responsible citizens. The staff and parents work to build a safe and caring environment for all members of our school community to engage in meaningful learning. To create the feeling of smaller communities within a large school, six teams have been organized, three teams of five to six classrooms at the 1st – 3rd grade levels and three teams at the 4th – 6th grade levels. All teams are in close physical proximity to each other. This structure offers several advantages. It allows common planning time for teachers...
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... Both parents worked long hours, Tammy's father is a pie and cookie chef at the locate bread factory, he leaves for work at 5:00 a.m. and gets home by 3:00 in the evening. Her mother works at the mall as a sales manager at one of the clothing stores. Tammy's mom sees all the children off to school before she has to be at work, she works 10:00 a.m. until 9:00 p.m. at night. She is usually home to say good-night to the children. There are five children in the family: Richard is 6 years old and in the first grade, Barbara is 9 years old and in the fourth grade, Allen is16 years old and a 10th grader, Diana is a 14 year old 8th grader who has a learning-disability. A disorder in the basic psychological processes involving understanding or the use of language, which the disorder may reveal itself in an imperfect ability to listen, think, speak, read, write, spell, or do Mathematics, (Heward, 2009, p 173) caused by a brain injury when she was 3 years old. Diana has always been in the special needs classroom. This is the first year of school in which Diana will be mainstream within a general classroom of 8th graders in the middle school. Researchers have consistently found a higher-than-usual...
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...WR 115 Assignment Essay One—Literacy Narrative 600-1000 Words Basic Prompt As you begin this essay writing process, reflect on your experiences and attitudes about reading and writing. Regardless of our backgrounds, our ideas of literacy often become deeply engrained as good or bad without much thought about to how these views have come to be. As a result, many of us have definitions of literacy–of reading and writing–that could benefit from a thoughtful and honest close self-examination. Choose a Topic: Please draw from the following as you develop your essay focus: • Narrate an early memory about writing or reading that you recall vividly. Then explain why this event is significant to you now. • Describe someone who taught you to read or write and explain this person’s significance in your life. • Identify a book or other text and explain its significance for you in your reading and writing. • Narrate an experience with a writing or reading task that you found (or still find) difficult or challenging. • Describe a memento and explain how it represents an important moment in your reading/writing development. Then Create a Narrative: Use sound writing and story-telling skills to organize and articulate your story. Make sure to stay focused on your one, main idea. Key Elements • Create a well told story. Bring your narrative to life by using concrete and vivid details. • Develop your main idea. (make sure you only have one main idea) • Develop the significance or affect of your...
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...WR 115 Assignment Essay One—Literacy Narrative 600-1000 Words Basic Prompt As you begin this essay writing process, reflect on your experiences and attitudes about reading and writing. Regardless of our backgrounds, our ideas of literacy often become deeply engrained as good or bad without much thought about to how these views have come to be. As a result, many of us have definitions of literacy–of reading and writing–that could benefit from a thoughtful and honest close self-examination. Choose a Topic: Please draw from the following as you develop your essay focus: • Narrate an early memory about writing or reading that you recall vividly. Then explain why this event is significant to you now. • Describe someone who taught you to read or write and explain this person’s significance in your life. • Identify a book or other text and explain its significance for you in your reading and writing. • Narrate an experience with a writing or reading task that you found (or still find) difficult or challenging. • Describe a memento and explain how it represents an important moment in your reading/writing development. Then Create a Narrative: Use sound writing and story-telling skills to organize and articulate your story. Make sure to stay focused on your one, main idea. Key Elements • Create a well told story. Bring your narrative to life by using concrete and vivid details. • Develop your main idea. (make sure you only have one main idea) • Develop the significance or affect of your...
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...Mrs. Sen’s The process of assimilation if very difficult for Mrs. Sen. Unlike the narrator of The Third and Final Continent or even Lilia’s parents, Mrs. Sen finds it impossible to integrate into her new country. Her refusal to learn how to drive is the culmination of her distress. Her frustration is voiced loudly only to Eliot, who is dealing with his own distress. There is a childish, tantrum-like angle to Mrs. Sen’s complaints. She even remarks to Eliot that he is much wise than she was at that age; she never thought for a moment that she would be separated from her family. While the reader sympathizes with her plight, her stubbornness seems greater than it need be. Her husband tries to accommodate her, the policeman does not arrest or fine her for the accident, and the workers at the fishmarket put product on hold for her. In the end, it is Mrs. Sen’s responsibility to make an effort. Unlike Mala in The Third and Final Continent – who was equally distraught about leaving her family – Mrs. Sen does not try to adjust. She is trapped in a cage of her own making. As in Sexy, the main characters have mirror images within the story. Here, Eliot and Mrs. Sen are quite similar. He is trapped in his life as well. The loneliness and distress that Mrs. Sen expresses are familiar emotions. He has front row seats for his mother’s sadness. Unlike Mrs. Sen, Eliot is unable to tell anyone about his plight because, again unlike Mrs. Sen, he is truly powerless. The sympathy one has for Eliot...
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...Instructional Setting and Content Area Apison Elementary School is a K-5 school located in Chattanooga, TN. Approximately 600 students attend Apison from kindergarten to 5th grade. As a rural community, students come from a variety of socioeconomic backgrounds. The school is flanked by two large, primarily wealthy neighborhoods that account for a large number of Apison students. However, according to the National Center for Education statistics [NCESC] (2014), almost 40% of students qualify for free or reduced lunch. Many of the families with lower income own small farms in this rural community. Even with the diversity of students’ socioeconomic backgrounds, Apison consistently does well on standardized state tests. 72% of their students scored...
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...support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each student’s strengths, needs, and prior experiences. Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning by meeting the following standards: • The teacher uses information about the learning/teaching context and student individual differences to set learning goals and objectives, plan instruction, and assess learning. • The teacher sets significant, challenging, varied, and appropriate learning goals and objectives. • The teacher uses multiple assessment modes and approaches aligned with learning goals and objectives to assess student learning before, during, and after instruction. • The teacher designs instruction for specific learning goals and objectives, student characteristics and needs, and learning contexts. • The teacher uses on-going analysis of student learning to make instructional decisions. • The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. • The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice. Your Assignment You are required to teach a comprehensive unit. Your instructional goals and objectives should be based on your state or district content standards....
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...Narrative of Adolescence Years Abstract This paper is a narrative of my adolescent years from twelve to eighteen. I label these years of awkwardness and pain off a hit show from the early nineties called, “The Growing Pains.” Similar to the characters in the show I struggled creating a personal identity and had difficulty blending in with societal norms. As a result I suffered from much insecurity, false conceptions of beauty, and depression. Up until writing this paper I felt these ideologies and feelings were better left in the past. However, I now understand these experiences shape my current beliefs and will affect my identity as a counselor. Therefore I must address these experiences and deal with them emotionally. As I relive these moments I will correlate my development with the research of the following theorist: Piaget, Erikson, and Seltzer. By showing correlation of my development with their theories I will prove many of experiences as an adolescence were typical of an American teenager. Looking into the mirror I was frustrated. Why isn’t my hair pretty? Other girls wear their hair straight. Why did mine always have to be braided? Why couldn’t I have a relaxer to smooth out my curls? I shook my head in frustration and began to look for the hot comb. On my first day of middle school I was going to look pretty like everyone else. I was going to have my hair straight and laid to the side. My mother usually kept the hot comb under the kitchen sink...
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...How Computers Change the Way We Think By SHERRY TURKLE The tools we use to think change the ways in which we think. The invention of written language brought about a radical shift in how we process, organize, store, and transmit representations of the world. Although writing remains our primary information technology, today when we think about the impact of technology on our habits of mind, we think primarily of the computer. My first encounters with how computers change the way we think came soon after I joined the faculty at the Massachusetts Institute of Technology in the late 1970s, at the end of the era of the slide rule and the beginning of the era of the personal computer. At a lunch for new faculty members, several senior professors in engineering complained that the transition from slide rules to calculators had affected their students' ability to deal with issues of scale. When students used slide rules, they had to insert decimal points themselves. The professors insisted that that required students to maintain a mental sense of scale, whereas those who relied on calculators made frequent errors in orders of magnitude. Additionally, the students with calculators had lost their ability to do "back of the envelope" calculations, and with that, an intuitive feel for the material. That same semester, I taught a course in the history of psychology. There, I experienced the impact of computational objects on students' ideas about their emotional lives. My class...
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...Personal Narrative My senior year of High School, I had my mind set on where I was going to college: The Art Institute in Dallas to be a fashion designer. Everyone told me not to go, that I wouldn’t make it a month and wouldn’t be long before I was back home. I was determined to prove my family wrong. My parents and I took a trip to Dallas for a campus tour. I loved every minute of the tour, but on the way home my mom told me that if I wanted to go to school there, I would have to raise the money on my own. After I graduated, I decided to take some side courses like Art and Photography while working to raise the money. Because I was unsure of which career path I wanted to study in school, after two years of working for my family company, they decided it was time for me to look for a job and stop pursing school. At the age of 20 I started working for Cato’s a women’s clothing company, about a year into working there I was named first assistant and no longer thought about going to school or raising the money to go. Just being stuck in a dead end job for the rest of my life. I started drinking and not caring about anything or anyone. This attitude went on for about a year and half, until one Sunday morning my pastor was talking about starting your life over no matter how deep you were. In the middle of the service I realized what I was doing and that I was not only hurting myself, but everyone around me and that I need to stop. I ran out of the service crying. Jenni the pastor’s...
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...Exchange Doctoral Dissertations Graduate School 12-2009 Peeking Out: A Textual Analysis of Heteronormative Images in Prime-Time Television D. Renee Smith University of Tennessee - Knoxville, drsmith@utk.edu Recommended Citation Smith, D. Renee, "Peeking Out: A Textual Analysis of Heteronormative Images in Prime-Time Television. " PhD diss., University of Tennessee, 2009. http://trace.tennessee.edu/utk_graddiss/10 This Dissertation 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 Doctoral Dissertations 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 dissertation written by D. Renee Smith entitled "Peeking Out: A Textual Analysis of Heteronormative Images in Prime-Time Television." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, with a major in Communication and Information. Catherine A. Luther, Major Professor We have read this dissertation and recommend its acceptance: Michelle T. Violanti, Suzanne Kurth, Benjamin J. Bates Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official...
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