5 Cases of Awkward Appositives

5 Cases of Awkward Appositives 5 Cases of Awkward Appositives 5 Cases of Awkward Appositives By Mark Nichol In each of the sentences below, a writer has referenced a person, place, or thing with an appositive, a word or phrase equivalent to another word or phrase, but erroneous punctuation or syntax introduces a flaw in sentence construction. The discussion following each example explains the problem, and a revision illustrates its resolution. 1. A dome-shaped structure made of ice or snow, or igloo, is a form of temporary shelter. When a term is defined, the definition should follow the term- the focus of the sentence- rather than serve as an introduction to the concept followed by the term: â€Å"An igloo, or dome-shaped structure made of ice or snow, is a form of temporary shelter.† 2. The first of two main strategies when building application security is the top-down or proactive approach. The strategy is not called â€Å"the top-down or proactive approach†; it is called â€Å"the top-down approach† or â€Å"the proactive approach.† To clarify that these names are alternatives to each other, rather than elements of a compound name, the second adjective should be treated as a parenthetical: â€Å"The first of two main strategies when building application security is the proactive, or top-down, approach.† 3. FBI Criminal Investigation Division Deputy Assistant Director John Smith discussed the report.   Technically, this sentence begins with a job title- a cumbersome one, at that- rather than an appositive, which is similar in function but not in form. With some reconstruction of elements, the title is easily converted to an appositive, but note that when a title is treated this way, it is no longer capitalized (though the associated proper nouns are): â€Å"John Smith, deputy assistant director of the FBI’s Criminal Investigation Division, discussed the report.†Ã‚   4. The group, OurMine, took responsibility for the hacks after the tweets were deleted. Assuming that no previous reference has been made to the organization in question (whether identified by the word group or a synonym), its name is an essential component of the sentence and should not be set off as a discretionary parenthetical: â€Å"The group OurMine took responsibility for the hacks after the tweets were deleted.† (If it had been previously mentioned, then group would be an appositive of â€Å"OurMine,† and the original sentence would be correct.) 5. The outcome depends on the quality of the plans developed during the previous, inspection phase. Here, two aspects are being ascribed to the phase- it is previous to another phase, and it involves inspection. However, the two aspects are not equivalent, so they should not be treated as coordinate adjectives: â€Å"The outcome depends on the quality of the plans developed during the previous phase, inspection.† (Or â€Å"The outcome depends on the quality of the plans developed during inspection, the previous phase.†) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:36 Adjectives Describing Light30 Baseball IdiomsRunning Errands and Doing Chores

buy custom Health Effects of Obesity essay

buy custom Health Effects of Obesity essay On the other hand, people are less concerned with the rising issues with regard to health as a result of being politically correct. Statistics indicate that the rate of obesity in America has remained an all time high, and as a result, no state had recorded less than 20 percent prevalence of the disease (MedTV). But why are people not addressing this issue properly? Many believe that people are concerned with other urgent issues like politics and the state of economy, leading to a smaller percentage owning up to the case as being serious. Causes of Obesity in America As the world experiences evolution, little people consider the diet they take and regular exercise as paramount. The main cause of obesity in America is believed to be the diet as well as lack of exercise. Statistics further illustrate that several Americans are known to eat poorly. Poor eating is as a result of people depending largely on fast food as a way of living. On the other hand, fast food have been characterized with a fast moving life that tends to see both members of the family, father and mother working and have little tim to prepare food. It is worth noting that fast foods in America are not prepared as they should be and as a result; do not provide the necessary nutrients needed to keep the body fit and healthy. There are no right proportions in food preparations within the several food outlets in America. For instance, different menus tend to be more nutritious than others while others are in high proportions of calories which is a lead factor to overweight on consumers. Eating proper food in America is not the norm, and one is likely to witness several Americans ignoring fruits and vegetables. It is then possible to conclude that the main cause of obesity in America is the great imbalance of calories that are daily consumed. The daily routine where people have to rush to work and attend to their daily business in a fast changing world is also a great concern that leads to the growth of obesity in America. It might not sound an alarm when people eat foods that are nutritious but in large quantity (Bailey 40). This is also a sign that obesity can be the resulting condition of this type of food consumption. It is not health for a person to eat hiigh amount of nutritional foods for it is likely to have health impacts. Effects of Obesity in America There are several effects that are associated with obesity and this includes an increased risk to several problems like fatty liver disease, stroke, high blood pressure and diabetes. Statistics indicate that up to 300,000 premature deaths are caused by obesity. Furthermore, Osteoarthritis, metabolic syndrome and joint pain are the results of obesity. Obesity is also known to cause mental health disorders. In the event that a person has severe case of obesity, then he or she is likely to witness low self esteem. Those who suffer from obesity tend to shy off from relationships and they might be affected in any type of relationship that they form. Those who have obesity tend to suffer from discrimination and can be rejected in several institutions of learning. Early onset hypertension is usually recorded in the event that a child suffers from obesity. Furthermore children who suffer from obesity are likely to record higher risk of contacting heart diseases and even stroke and diabetes. Buy custom Health Effects of Obesity essay

The UK Corporate Governance Code Coursework Example | Topics and Well Written Essays - 2750 words

The UK Corporate Governance Code - Coursework Example From the research it can be comprehended that corporate governance is the system by which companies are directed and controlled. Boards of directors are responsible for the governance of their companies. The shareholders’ role in governance is to appoint the directors and the auditors and to satisfy themselves that an appropriate governance structure is in place. The responsibilities of the board include setting the company’s strategic aims, providing the leadership to put them into effect, supervising the management of the business and reporting to shareholders on their stewardship. The board’s actions are subject to laws, regulations and the shareholders in general meeting. The Code guides the board towards more effective practice. Its underlying principles are all those of good governance, they include accountability, transparency, probity and focus on the steady success of an entity over long term. The code is continuously changing to incorporate the alterati ons in the socio-economic environment. It has been reviewed in 2005, 2007 and 2010 in the recent past. The new code applies to the accounting periods beginning on or after 29 June 2010 and is applied to all the companies whether they are incorporated in UK or not. The approach that is followed since the beginning of the Code is to comply with it or explain why it is not being followed. It is referred to as â€Å"Comply or Explain†. ... According to the latest report on UK Corporate Governance Code by the FRC, the main principles for The Code are: Leadership. The board should be led by an effectively. The responsibility of heading the board by the Non-executive directors and the responsibility of heading the company’s operations by the executive directors should be equally divided. The Chairman is the head of the board as a whole whereas the executive directors are also led by the Chief Executive Officer (CEO) of the Company. The Chairman is responsible for the effective functionality of the board. He is responsible for ensuring the clear and efficient flow of information between the shareholders and the board. As per new reforms passed in 2011, female directors will also be introduced into the board structure (FRC, Consultation Document 2011). The board of directors has the power to hire fire and compensate senior management. Their purpose is to resolve the issues, specially relating to conflicts of interest s, between the decision makers and the risk bearers. Their control resolves the issue of high agency costs and facilitates the existence of an open corporation. Recent economic theory implies that the balanced structure of the board of directors is a crucial part of good governance (Baysinger, Butler, 1985). According to agency theory, shareholders interests are better protected if there is segregation between the duties of CEO and the Chairman. Where as, stewardship theory argues that the shareholders interests are maximized if both the roles are entitled to the same person. According to the author, a few test results show that stewardship theory is supported more than the agent theory (Donaldson, Davis 1991).

Discussions W1-3 Assignment Example | Topics and Well Written Essays - 1000 words

Discussions W1-3 - Assignment Example This include: independence, integrity, objectivity and being transparent. The body hopes that its independence from undue pressure will not have an influence in its decision-making processes. The board has to be ethical, honest and forthright in all its relationships. It also has to be impartial in its decisions so that it can encourage open public participation. FASB on the other hand, is responsible for improving the financial accounting and reporting by non-governmental agencies. The boards has to ensure that such institutions provide financial information that is accurate and useful to investors and other end users. The board encourages broad participation of all stakeholders view in an effort to come up with better financial reporting standards. There are some differences in accounting for profits and nonprofit financial reporting. The standards of reporting for the two accounting boards are very different especially when it comes to accounting for profit. In recognition of prof its for instance, GABS does not necessarily recognize profits because it is a non-profit making venture and instead it may be called surplus. FASB on the other hand, does recognize profits in its financial reporting and is one of the most important information for decision makers. Therefore, profit is always recognized and has to be reported in the financial statements of profit making institutions. Government reporting is often a challenge especially when one has to consider that the government has to take into consideration different aspects. For instance, government reporting is different for counties and that of the city because of different reasons. First, the counties are usually under the local authorities and the cities are usually under a municipality and thus the difference. The reporting also has to take into consideration the number of residents or the population of the inhabitants. This is especially crucial in knowing what the resources will be allocated to each county and city. As is the case, some counties are larger than cities and some cities are bigger than counties. Therefore, there has to be some consistency in reporting of financial statements for the two. GABS reporting on financial statements of non-profit making institutions has to take into consideration three main characteristics. First, the information shared has to be useful to the end users. The main use of information is to influence decision-making, therefore the information has to be useful to people who are not looking for profits but rather how resources or services have been provided effectively. Secondly, GABS has to take into consideration the fact that most users are not familiar with accounting standards for governmental organizations. Therefore, the board has to educate and guide the end users in interpreting financial reporting for non-profit organizations. Finally, the decision makers are the most important and integral part of reporting. The government should not alt er any information on financial statements to influence the minds of the decision makers (gasb.org, 2012). There are similarities and contrasts in the way financial reporting is conducted under the International financial reporting standards and the U.S GAAP especially when it comes to leases. Both accounting reporting are similar in that they recognize the three types of leases. They recognize the existence of a capital lease, a financial lease and an operating lease. Secondly, the two

Facilitating Group Interaction6 Essay Example | Topics and Well Written Essays - 750 words

Facilitating Group Interaction6 - Essay Example My main weakness would be my desire for perfection. In a group, it is difficult for each team member to produce equal results and even more difficult to make sure that each team member completes tasks on time. Since, I strive to achieve excellent results in a timely fashion the pressure can be overwhelming and unintentionally hinder relationships with other team members. The main conflict resolution skill utilized by this group is integration, which is a result of shared responsibility and having each group member openly express their concerns over existing problems. Each individual team member does not try to dominate another but listens to suggested changes carefully and finds methods in which these ideas can used to benefit the group, "Collaborative listening takes those attending and discerning skills one-step further. It recognizes that in listening each person has a job that supports the work of the other" (Lynch, 2004). One idea is not perceived as superior over another but is examined for is qualities to benefit the group and produce better quality results. In order to prevent conflict before it occurs the team ensures that each member is clear on their responsibilities so there is no confusion over duties. Each team member acknowledged that each task carries equal responsibility and worth thus each member shares credit for each successful task. By ensuring that each group member is aware of their value and assigning them tasks which they are able to complete and produce results that they are proud of, the whole group benefits. The group does try to change each member but respects each member's unique, individual skills that strengthen the whole team. This group is composed of many different personalities that bring their own strengths and weakness to the table. The best method of conflict management is being open to others ideas rather than dominating. The group worked best when each member was free the express their own ideas and see that these ideas were somehow integrated into the project rather than dismissed. Decision making within a group is a very challenging but rewarding task. When tackling a large problem a consensus was reached before putting a plan into action. Whenever a problem arose, the team leader notified group members. The leader of the group set up a group meeting time and encouraged team members to think of ideas before the meeting so it would produce more effective results rather than being time consuming, "Proper brainstorming should involve first an individual, then a group, followed by an individual brainstorming session" (Meade, 2007). Each team member was expected to contribute in these meetings, no exceptions. Group meetings, which involved creative brainstorming sessions, were held as a method of solving problems. Each team member shared his or her ideas on how a particular problem could be solved. The group believes that a creative approach to problem solving is effective because it generate many ideas and inspires each group member to think of better solutions to existing problems. Each idea was taken into consideration and assessed for its feasibility. Group members were free to voice their feelings towards a particular solution and were not judged if they did not agree with another

Strategic Development of Starbucks

Strategic Development of Starbucks STARBUCKS INTRODUCTION The Starbucks coffee company was founded in the year 1971. The starbucks headquarter is situated in Seattle, Washington (USA) Starbucks operates a chain of branded coffee shops in around more than 35 countries of the world. The outlets offer hot and cold coffee drinks and few food items such as beans, coffee accessories and teas. The Starbucks owns 7100 of outlets which located more than 10 countries but most of the stores situated in USA. The major process of enlargement of starbucks started from 1982 when Howard Schultz joined the company in order to see the marketing and the retailing activities. Since then Starbucks has evolved from a modest $0.5 million business to a whopping $6.4 billion of turnover. In this assignment the time frame of 5-25 years and analyze development of Starbucks along with strategies applied and the present scenario of the organization with the help of Porters five competitive forces, SWOT analysis and value chain analysis. The future recommendations to Starbucks would also be included in this assignment. 1 ANALYSIS OF THE PAST THE STRATEGIC DEVELOPMENT OF THE STARBUCKS In 1971 Starbucks was settle in Seattle (USA) In 1984 Mr. Howard Schultz join Starbucks to boost up marketing and retailing Starbucks acquire 5 stores in San Franciscos peet coffee and Tea chain in 1984 In 1985 Starbucks start the espresso bar concept in their store In 1986 Schultz left Starbucks In 1987 Starbucks expands in the American market by starting its outlets in British Columbia and Chicago In 1992 Starbucks get listed with its first public stock offering with 165 business comprise outlets In 1996 Starbucks open its branch in Tokyo (JAPAN) In 2003 Starbucks continues to open branches all over the world and reached 6400 0utlets worldwide In 2008 the global recession hits Starbucks badly, due loss in business Starbucks shuts 600 outlets all over the world In 2009 Starbucks released a public long-term growth strategy that included meeting customer need for quality and value as key goal 1.2 THE STRATEGIES APPLIED BY STARBUCKS Integrate horizontally Starbucks has gone for acquisition of a large number of companies in abroad market, and expanded their outlets whole over the world. This strategy gave Starbucks a chance to reach customers whole over the world. For instance Starbucks acquired Seattles Best, Torrefazione Italia and Coffee People. Penetrate the market To increase the market share, Starbucks has differentiated itself in providing a unique experience to its customers by giving specific themes in stores. The product mix consists of different beverages to suit peoples needs. Starbucks have also tied up boost up company profitability with other beverage companies such as Pepsi co and Kraft food. Developing the market Starbucks has developed the market for specialty coffee industry for America. In this context, Starbucks has created brand awareness and demand for coffee stores amongst American population. This is enabled by better market penetration through apt store locations and standardized services offered all through the world. Diversification strategy To gain higher market share, Starbucks has provided a diversified product mix. To move forward starbucks produced new product linked with beverage business. This strategy helps Starbucks to grow both on the base of the operations and overall proportion of services. They have developed unique products and at the same time acquired companies like Ethos water. The product differentiation has been its core competence all through since its inception. Alliances strategy The Starbucks also applied alliance strategy to became player in the leisure and service industry, and not only a specialty restaurant business, Starbucks has tied up with companies like i-Tunes to create the Hear Music campaign and XM Studios to offer customized music services for Starbucks customer, which has helped Starbucks to attain a level of niche over a period of time where even the nations where its presence is still at a nascent stage. CSR strategy Starbucks have also applied the CSR strategy to enhance the brand image and they also funded non-governmental organization to improve the level of literacy amongst the educationally backward communities. Starbucks also run the Green Store campaign to reduce the usage of paper cups. A 10% discount was given to customers who brought their own mugs to the store. Its latest campaign of Fair- trade coffee has spread on a subtle yet widespread manner. 1.3 CRITICAL SUCCESS FACTORS FOR STARBUCKS The important factors that helped Starbucks to associate with success in the initial years of its operations are as follows: Market Research The factor market research helps Starbucks to apply the strategy to move forward their business through expansion. In year 1980 Starbucks expanded to Chicago. This helped management to learn how to expand business over the country. In the years 1991 Starbucks moved to California. This was a major strategic decision that came in after a lot of market research. Employee Motivation and Rewards One of the major success factors of Starbucks has been its employee motivation and giving time to time performance base incentives. One of the major steps taken by Starbucks to retain their employees was to increase the health and safety benefits for employees who worked more than twenty hours in a week. The top management to select the right employee for the right job in the store in order to reduce employee turnover ratio. First Movers Advantage In the year 1987 under the supervision of Howard Schultz Starbucks open 150 store in the first 5 years. Being the only player in the market Starbucks profits were huge enough to allow them invest in their expansion plans all over the world. Catalogue Retailing In the early years of the companys operations, Starbucks started the process of catalogue retailing. This played a major role in determining the location of stores for Starbucks. Starbucks had a catalogue which comprised of a range of packed coffee beans with their prices. Consumers from along the world ordered them and looking at the zonal preferences the store locations were decided. 2. ANALYSIS OF THE CURRENT SCENARIO AS starbucks is a popular coffee company so we look at a scenario of the period around 2008 and 2009. In this section we will look at the strategies of Starbucks through SWOT analysis, Porters 5 forces analysis 2.1 SWOT ANALYSIS STRENGTHS Strong Brand Image Starbucks has been ranked amongst the top 100 brands in the world consistently over the last ten years. Innovative marketing strategies and its cost effective campaigns Starbucks have created brand awareness among the American population. High visibility of store in the market helps Starbucks to attract more customers and make company more profitable. Starbucks has maintained a high level of service through which it has achieved a consistent level of customer satisfaction with strong relationship with its supplier. The global presence of the Starbucks with quality based services of food and beverage, at the same time entertained their customer with music and internet in their stores. Starbucks is applying the innovative strategy to provide unique themes in their store to make their customer loyal to brand. One of the strong strength of Starbuck is his CEO Mr. Howard Schultz. Due to efficient HRM strategy to motivate and time to time performance based incentive and giving proper training to staff according to job specification. WEAKNESSES The one of the weakness of Starbucks is lack of internal focus and too much think to expand their business. Increasing number of the competitor in the growing market such as Dunkin Donuts, Nestle and Tim Horton (Bramhall). The dependency of Starbucks in US market, Starbucks company earn its more than 70% of revenue only from the US market however they have presence more 35 country in the world and market cannibalization. The weak financial position in the market due to the recent global recession in the 2008. Starbucks has loss in the share price and they have shut more than 600 stores. OPPORTUNITIES The continuously expand their store globally with expansion into the retail market and advancement of technology by using different kind of coffee machine in their store. Emerging international market specially BRIC nation Brazil, Russia India and China to plan to expand in these countries. Starbucks also continue to expand in the rural area of US and also segment the high populated area of the city. Brand expansion through selling T- shirt and coffee mug to their customer in their store on discounted rates. THREATS Competition in the market (restaurant, street cart, supermarket, other competitor such as McDonalds and Dunkin Donuts. The chain such as Dunkin Donuts and McDonalds do not serve coffee is a core product but they give food as well to their customer in cheap prices than Starbucks. US market saturation and coffee prices volatility in developing coffee producing country such as Brazil, India etc. US consumer trends towards more health ways and away from caffeine. The current economic recession is a major threat for Starbucks since they had to close down a large number of stores around 600 stores leading to declining profits and large level of unemployment. Large size of the Starbucks Corporation cause in decrease in quality of customer services. 2.2 STARBUCKS VALUE CHAIN ANALYSIS All firms consists of activities that links together to develop the value of business, Starbuck main activity includes in the value chain human resource management, marketing and retailing operations. In this section of assignment the value chain can be used to analyze the different competencies of Starbucks and then competencies will be discussed in later section. The core competencies of the Starbucks lie in its human resource management, marketing and retailing activities. Infrastructure In this activity includes planning of store locations, controlling such as financing, accounting and corporate strategy etc (lynch 2003). Human Resource Management Due to the global expansion the Starbucks faces a lot of problems in the management human resources. Starbucks have faced the problem of high level of employee turnover, but deploying right human resource still remains one of their key competencies. The company still believes that employees are its biggest assets. Starbucks continues to maintain a high level of corporate culture due to above industry standard employee benefit plans and employee stock exchange and ownership plans. Procurement The procurement relates to purchasing the material that is necessary for Starbucks. Efficient procurement of the starbucks is about buying highest quality coffee on lowest prices form developing countries. Marketing Marketing of Starbucks play a vital role to boost up profitability globally as Starbucks is strong coffee brand. Most of the advertising campaigns include, online advertising and store advertising. Retail Sales Starbucks is mainly focus on store retailing around 80% Starbucks sales come from store sales. Consistent upgradation of service levels by hiring the right people for right job in store through efficient HRM practices. 2.3 ANALYSIS OF THE STARBUCKS USING PORTERS FIVE FORCES MODEL COMPETITIVE RIVALRY The Starbuck faces strong competition from small domestic coffee players and large competitors in the market. The high price factor leads to decrease in sales compared to other coffee player all over the world. BARGAINING POWER OF SUPPLIERS The overcrowded market of the US is the main cause of to increase the barraging power of supplier because most of the farmers growing coffee beans are now united together to sell coffee beans. They started certified coffee beans through the fair trade policy in the US. BARGAINING POWER OF CUSTOMER High pricing is the main reason for decrease in sales. The low switching cost in the industry plays a negative factor to the companys growth by increasing the bargaining power of buyer. THREAT OF NEW ENTRANTS The specialty coffee industry does not put a high premium on economies of scale. Most players in the specialty coffee industry have developed their own distribution channels in their own countries, thereby gaining greater economies of scale and reducing cost. The low cost imposes an entry barrier for new players who want to set up an international chain, thus reducing their threat. The high differentiation within the specialty coffee industry made possible to establish brand that could act as barrier to entry. The specialty coffee retail store may switch high cost to new player, cost such as ambience and skilled employee in the store giving complimentary drink or any food to make customer loyalty. Therefore it may become difficult for new player to set business in the specialty coffee. So threats from the new entrants relatively low. THREAT OF SUBSTITUTE PRODUCTS The primary substitutes to the specialty coffee company such as Starbucks from the beverage companies make caffeinated soft drinks such as Pepsi and Coca Cola, which has the caffeine inherent in the specialty coffee; at significantly lower prices.(Quelch 2006) The tea is also a substitutes in some country such as UK, the English people like different kind of tea instead of coffee 2.4 FINANCIAL PERFORMANCE OF STARBUCKS In year 2008 Starbucks hit by the loss in share prices because of world economic recession and net income down by 70% and the figure 1.4 show that how badly Starbucks affected in the world economic recession hence the chairmen announce the report of decline share prices to $ 9.33 of Starbucks Corporation. Starbucks is well positioned company to challenge any economic recession with strong cash flow and solid balance sheet. The year 2008 strongly hurt Starbucks with shutting down 600 store, loss of 6700 job and $ 500mn operating cost saving for 2009. Mr. Schultz cut in their salary $1.2mn to $ 10000. Here in the figure 2.5 show that clearly result operation with the information of net revenue, balance sheet of between 2004-08 and also shown that the stores information in the percentage and store opened in the between 2004-08. 2.5 ORGANIZATION STRUCTURE OF STARBUCKS CORPORATION Finance Marketing CEO Howard Schultz HOW Deputy Legal Compliance CFO Administrator Board of Directors Global Coffee Procurement Legal Global Logistic Supply Chain Operation Partner Resource (Hr) Us Retail, Human Resource Development Greater China Public Affairs International Development Consumer Food Services Consumer insight Support US development Global beverages Global Development Marketing Seattle Best Coffee France International EMEA Retail Japan China Starbucks Coffee Us Asia pacific CIO And Digital Ventures North East/Atlantic North West / Mountain South East/ plain Western Pacific 3. FUTURE RECOMMENDATIONS Strategic future recommendation to overcome from the declining profits of the Starbucks would be mentioned below. 3.1 EXPAND INTERNATIONALLY Expand internationally is one of major strategy starbucks has applied to become most profitable specialty coffee company. The one of the major problem Starbucks face continuous declined in the sale of in stores. The main reason for this is Starbucks is self cannibalizing its own business in the United States. Cannibalization is the negative impact of a companys new product on the sales performance ofÂÂ  its existing related products. Therefore Starbucks should focus more on opening stores in growing economies such as BRICK nation where the product purchase power is high among the people of India and the Middle Eastern countries, Brazil and Russia rather than on just concentrating on US market. Starbucks should have to think about international expansion primarily for two reasons. The first reason being that because many developing economies lack the penetration of specialty coffee chains. For many countries Starbucks can adopt the Market Development strategy to strengthen their brand, gain more market share and minimize their risks. Second reason for international expansion is that, migrating to different countries would give Starbucks a chance for product innovation. For example Tazo tea was first tested and tried in the Japanese market and then it was introduced in US market. 3.2 FRANCHISING Starbucks should have concentrate on the franchising model like McDonalds is doing in to expand whole over the world. Most of the Starbucks stores are company owned company operated stores. This strategy is good but not good to survive long term profitability this increases the cost of control, it he case of franchising they can minimize control and concentrate more on building up their quality and maintain their high brand image, something similar to what McDonalds, pizza hut and Dominos have done over the years in US market and globally. The practice of expansion through franchising would also help Starbucks in entering potential markets such as India and speared in the Middle East country. In India, the foreign direct investment (FDI) restrictions allow only 49% investment of paid up capital by any foreign retailer. This restriction is playing a major role in Starbucks entry to the country. Franchising would allow Starbucks overcome such problems. 3.3 INTRODUCE LOYALTY CARDS To make any company profitable the loyalty of customer may plays a vital for the Starbucks. It has been observe Howard Schultz has envisioned selling coffee at a lower price in order to attract new customers. According to my view the overall price cut would tarnish Starbucks brand image in the eyes of the loyal customers, who have been committed with the company due to strong brand image. However the price cutting policy should not be left away completely. It should be practice at certain places where the demographic income is low, in other places discount should be introduced customer loyalty card and point reward system for instance retail companies Tesco, Sainsbury, and Mark Spencer. With every purchase made at a Starbucks store points will be added to the customers loyalty cards. The customers will have schemes to redeem these points at specific time to get price discounts or extra quantity of product. 3.4 CORPORATE THEME STORES Starbucks can come up with a new theme of stores which is the corporate theme stores specially to keep in mind corporate people. In this theme, Starbucks should remodel store to keep in mind the interest of corporate people. Starbucks store should have to be situated in the commercial business places such as Westminster, Holborn in London and if look at the US Manhattan in New York. The facility should include free Wi-Fi internet, corporate business Magazine and financial times Newspaper availability in the morning. There should be any specific area in stores for corporate meeting to make extra revenue for the company. 3.5 LEISURE THEME STORES Starbucks should also have stores with leisure theme that should have a comfortable and lively ambience that encourages people to come to the stores for a peaceful time. These stores should have facilities such as soft music, instant digital photography for taking snaps and arranging get-togethers like parties and official meetings. Many pubs and bars have pictures of their regular customers and special events. Similarly, Starbucks can also have a wall dedicated to pictures of local customers or memorable events in the store. This will help Starbucks to maintain a close relationship with its customers and will attract potential customers. 3.6 CONTINUOUS IMPROVEMENT OF THEIR PROCESSES A recent survey conducted in the year 2008 showed that people prefer more of McDonalds coffee than Starbucks. Starbucks recently has failed to deliver newer exotic range of flavours. Variety is missing in their menu. Hence from time to time the company must review its coffee making process and consider renovating their equipments and technology from time to time. 3.7 EMPLOYEE TRAINING AND MOTIVATION The most important asset for any company is their employees, as Starbucks is expand already in more 35 countries in whole over the world with strong brand name; with the closure of large number of stores and lay off of over 6000 staffs, Starbucks have lost a considerable amount of its employees. So to keep in mind the starbucks should have review on their recruitment processes and give them proper training regarding to their work area. For the job satisfaction and to motivate team member company should have give performance based incentive and paid holidays. It should hence now identify new leaders for the future, from the existing sales team members. The company should have give the chance of cross training in other department of the company and according to the performance company should have to give internal job promotion. 3.8 CORPORATE SOCIAL RESPONSIBILITY (CSR) For food and beverage company should also have to keep in mind environmental issue and minimize wait. Now days all service company are using Corporate Social Responsibility (CSR) as strategy and its work for brand awareness among domestic people. Starbucks should also invest more in developing products and services that are more eco friendly and would also enhance the companys brand image. For instance they should use porcelain and glass mugs in the stores rather than paper cups. This would minimize the usage of paper. Also they should encourage customers to use recycle bins in stores that would allow recycling of food waste. REFERENCES Larson.C.Ryan; 17/4/2008; Starbucks a Strategic Analysis Anders, George, Starbucks brews a new strategy; Fast Company; July 2001; Issue 49:144. Datamonitor Report Starbucks Corporation, May 2006; www.datamonitor.com Adamy, J. (2007, November 15), At Starbucks, Too Many, Too Quick, Wall Street Journal. 2008, January 7 McDonalds takes on Starbucks; http://online.wsj.com/article/sb119967000012871311.html 2008, February 22; Starbucks Cuts 600 positions, http://online.wsj.com/article/sb120362397558983703.html http://www.starbucks.com

The Role of Social Class and Society Essay -- Literary Analysis

Since the beginning of time, social class and race have been paramount in society. Back in the time of caveman, roles and traditions were passed down based on gender. The man was responsible for protection and collecting food while women were responsible for cooking and keeping house. That belief has traversed time and slowly changes with each era. But throughout history, men and women have lived with preconceived notions of their duties to their families. These notions have been passed down generations and have affected how people live within their society. In the novel â€Å"Like Water for Chocolate†, social class is revered in the story of the De la Garza family. As we see through the personal journey of Tita, the main character, these distinctions are evident. Set in the time of the Mexican Revolutionary War, the De la Garza family consisted of Mama Elena and her three daughters. â€Å"The most significant, life-changing activities women carried out in the Revolution at the outset were related to their families† (Monk). The oldest daughter was Rosaura, followed by Gertrudis and then the youngest, Tita. Tita’s father had died shortly after Tita’s birth. They lived on a self-serving farm where all members were expected to help. Each female had chores that were to be completed without complaint. Even though the fictional story revolves around recipes, other gender based ideals are revealed. â€Å"These activities were no longer carried out inside four walls, causing family survival to become essential† (Monk). The first tradition mentioned in â€Å"Like Water for Chocolate† was the role of the youngest daughter as pertains to her future. These women were not allowed to marry. Their duty in their life was to care for the mother as ... ...mentsin 1776." Map of General Washington's Battle Engagements in 1776. Web. 21 Apr. 2012. . Guidotti-Hernà ¡ndez, Nicole M. "National Appropriations: Yaqui Autonomu, The Centennial Of The Mexican Revolution And The Bicentennial Of The Mexican Nation." Latin Americanist 55.1 (2011): 69-92. Academic Search Complete. Web. 18 Apr. 2012. "In the Garden of Eden | Pathways." Pathways. Web. 14 Apr. 2012. . Monk, Heather Dashner. "Notes On Mexican Women Then And Now Reflections On A Revolution." Against The Current 25.4 (2010): 20-24. Academic Search Complete. Web. 14 Apr. 2012 "Nibbles - Family Stress." University of Illinois Extension-Urban Programs Resource Network. Web. 3 Apr. 2012. . The Role of Social Class and Society Essay -- Literary Analysis Since the beginning of time, social class and race have been paramount in society. Back in the time of caveman, roles and traditions were passed down based on gender. The man was responsible for protection and collecting food while women were responsible for cooking and keeping house. That belief has traversed time and slowly changes with each era. But throughout history, men and women have lived with preconceived notions of their duties to their families. These notions have been passed down generations and have affected how people live within their society. In the novel â€Å"Like Water for Chocolate†, social class is revered in the story of the De la Garza family. As we see through the personal journey of Tita, the main character, these distinctions are evident. Set in the time of the Mexican Revolutionary War, the De la Garza family consisted of Mama Elena and her three daughters. â€Å"The most significant, life-changing activities women carried out in the Revolution at the outset were related to their families† (Monk). The oldest daughter was Rosaura, followed by Gertrudis and then the youngest, Tita. Tita’s father had died shortly after Tita’s birth. They lived on a self-serving farm where all members were expected to help. Each female had chores that were to be completed without complaint. Even though the fictional story revolves around recipes, other gender based ideals are revealed. â€Å"These activities were no longer carried out inside four walls, causing family survival to become essential† (Monk). The first tradition mentioned in â€Å"Like Water for Chocolate† was the role of the youngest daughter as pertains to her future. These women were not allowed to marry. Their duty in their life was to care for the mother as ... ...mentsin 1776." Map of General Washington's Battle Engagements in 1776. Web. 21 Apr. 2012. . Guidotti-Hernà ¡ndez, Nicole M. "National Appropriations: Yaqui Autonomu, The Centennial Of The Mexican Revolution And The Bicentennial Of The Mexican Nation." Latin Americanist 55.1 (2011): 69-92. Academic Search Complete. Web. 18 Apr. 2012. "In the Garden of Eden | Pathways." Pathways. Web. 14 Apr. 2012. . Monk, Heather Dashner. "Notes On Mexican Women Then And Now Reflections On A Revolution." Against The Current 25.4 (2010): 20-24. Academic Search Complete. Web. 14 Apr. 2012 "Nibbles - Family Stress." University of Illinois Extension-Urban Programs Resource Network. Web. 3 Apr. 2012. .

Individual human identity Essay

It also means that importance of social class decreasing, but instead of class the role of status increased rapidly. For instance to show status people buy expensive cars and exclusive clothes. Differences in social classes could influence personal identity, because identity related to social groups to which the identity belongs, for example nationality, culture, ethnicity, sexuality, gender and class. First of all identity is â€Å"a sense of self that develops as the child differentiates from parents and family and take a place in society† (Jary and Jary, 1991:p665). Identity also formed through some combinations of individual choice and structured group membership (for example in Arab countries Muslim women can`t drive the car). In additional, people could express their aspects of identity in a different way. For example clothing, which clothes choose to wear to show gender, post – modernism or class; language, which words to use when people speak with fiends to show class, educational background and gender. It is goes without saying that even though ‘class’ no longer exists, but we could easily identify person`s class, status and possessions from their clothing and way of behaving. The principle of the identity is closely linked to the idea of culture. As I have already mentioned identities could also be formed through the cultures to which people belong to. â€Å"Culture is the language, beliefs, values and norms, customs, dress, diet, roles, knowledge and skills which make up ‘the way of life’ of an individual society â€Å"(Ralph Linton, 1945). For example norms and diet, in the UK at 17 o`clock most people have their couple of tea. Culture includes teaching and learning such process like socialization. We gain our identity through â€Å"socialisation†. Socialisation is the process by which we, as individuals, become members of our society or culture. We are also active participants in this process – we decide what to accept or reject. Process of learning culture or socialization includes family, school, peer, media and religion. For example: family, your parents give you name, first beliefs and tastes; school, teaches person rules and gives knowledge; religion, teach people to appreciate some values; peers, teach person how to socialize; media, gives people ideas about gender, status and class. Modern sociologists also think that being of a different class may involve differences in culture, economic circumstances, educational status, dietary preferences, housing conditions, property ownership and power. For example, differences in culture, people who are from middle and upper – middle class in free time visit museums and theatres, whereas working class visits pubs. One of the important factors in people’s culture and identity is social mobility, the ability to move from one class to another. For example, moving from the working to the middle class. Nowadays class, gender, sex, race and kinship have less influence on human identity. It is becoming more important human`s talent, knowledge, ambition and hard – working abilities for achieving a good position in the class system. World sociology has changed greatly, beginning of the XXI centuries gave to the UK a lot of new. New national socio – economic classifying statistics (NS – SEC), which replaced Registrar Generals classification. New sociologists have another view on dividing society into social classes. For instance class has been defined consisted of eight major classes. The first four is middle class, which include higher managerial and professional occupations, lower, intermediate occupations, small employers and own account workers. The other four is manual workers, including lower supervisory and technical, semi – routine occupations, routine occupations and never worked people. A big and new tendency had happened in modern Britain: the number of manual workers declines year by year. If for example in 1911 a percentage of manual workers was about 81%, in the year 2000 this percentage twice declined and become about 40% of total workforce. This become possible first of all because of developing new technologies: technique makes most manual work. Secondly because of changing of economical situation such as increasing life standards and education system. Traditionally social classes have been the main concept for understanding society, its behaviour or social conflicts, and predict the main movements of social behavior. Today`s sociologists in developed countries see classes like a historical phenomenon. The same view on social classes has Pakulski and Waters. They thought that class is no longer important factor in a human identity. According to Pakulski, we could pick out four main features such as cultuaralism, fragmentation, autonomization and resignification. For instance autonomization, which means that today`s people are not told what to do, they do what makes sense to them. For example, British working class is less likely to vote for the British Labour Party than it once was. To sum up, in this essay we discussed the different aspects of inequalities; we have seen that the UK is one of the most unequal societies. Inequalities of wealth, which means that one tenth of the UK population owns more than seventy percent of total wealth. Inequalities of income are significant, but welfare policy of the government such as taxation does have a huge effect in reducing the incomes between rich and poor. Finally, because of the government policy and developing new technologies, class has lost its power in the collective sense, however class would still remain fundamental to culture and human.

Kindergarten Curriculum Essay Essay Example

Kindergarten Curriculum Essay Essay Example Kindergarten Curriculum Essay Essay Kindergarten Curriculum Essay Essay Essay Topic: Tao Te Ching I. INTRODUCTION â€Å"The first old ages of life are of import because what happens in early childhood can count in a life-time. † ( Harvard. 2009 ) The Department of Education ( DepEd ) holding been a strong advocator of early childhood instruction has implemented assorted plans for kindergartners for decennaries now. The Department farther strengthens this through the inclusion of kindergarten in the K to 12 basic instruction course of study in the state. DepEd believes Kindergarten is a passage phase between informal literacy and formal literacy ( grade 1-12 ) . This is the period of greatest growing and development. when the encephalon develops most quickly. about at its fullest. It is a period when walking. speaking. self- regard. vision of the universe and moral foundations are established. Children at this phase should be immersed with activities. games. and plays to of course get the skills/competencies appropriate for their holistic development as emergent literates and be ready for formal school. Harmonizing to National Association for the Education of Young Children ( NAEYC ) kindergarten is a critical twelvemonth where children’s experiences nurture positive attacks to larning and fix kids for the more strict academic outlooks of the primary classs ( NAEYC. 2009 ) . Therefore. kindergarten instructors should steer the scholars utilizing an engaging and originative course of study that is developmentally appropriate. Republic ACT 10157 besides known as the Kindergarten Education Act which was signed into jurisprudence by President Benigno Aquino III on Jan. 20 makes kindergarten â€Å"the first phase of compulsory and compulsory formal instruction. † For public schools. the kindergarten instruction plan will be free of tuition and other school fees. With the Kindergarten Education Act. the kindergarten instruction plan will be comprised of one twelvemonth of preschool instruction for kids aged five and supra. The act besides pushes for the conceptualisation and development of a regular preparation plan for kindergarten instructors to guarantee that learning manners. methodological analysiss and attacks are ever in line with modern tendencies in and issues on instruction. K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 1 K TO 12 – KINDERGARTEN II. FRAMEWORK The Kindergarten Curriculum Framework draws from the rules and ends of the K to 12 Philippine Basic Education Curriculum Framework. It is similarly aligned with National Early Learning Framework ( NELF ) . It clearly depicts the developmental undertakings and mileposts of 5 to 6 year-olds and how pedagogues can steer them to develop holistically. Figure 1. The Kindergarten Curriculum Framework K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 2 K TO 12 – KINDERGARTEN The model is composed of two parts. The rectangular figures show the teaching-learning theoretical bases. get downing with the comprehensive Developmentally Appropriate Practices ( DAP ) . so traveling up to the rules and taking to the attacks. The circle consists of three chief constituents. ( 1 ) Developmental Domains. ( 2 ) Learning Areas. and the ( 3 ) Curricular Themes. At the centre is the Filipino kid who is envisioned to be functionally literate and holistically developed. A. PRINCIPLES A developmentally appropriate course of study is one that is age-appropriate. separately appropriate and socio-culturally appropriate ( NAEYC. 2009 ) This Kindergarten model considers the developmental benchmarks of Filipino five-year-olds. recommends the usage of schemes that address demands and involvements of the scholars. and uses the female parent lingua as medium of direction. Preschoolers are invariably developing in the different spheres ( cognitive. linguistic communication. physical. originative and aesthetic. socio-emotional. and values and character ) . The National Early Learning Framework ( NELF ) . formulated by the Early Childhood Care and Development Council. views the Filipino Child as the most of import plus of the state. NELF furthers its position of the Filipino Child as†¦ †¦as a human being who loves God. parents. and state ; is proud to be a Filipino ; honors the imposts. traditions and good values of the people. knows his/her basic rights ; respects other civilizations and is able to populate in peace and harmoniousness with all. Therefore get downing at an early age the kid must be cared for and given all the chances to turn to current developmental demands and fix him/her for womb-to-tomb acquisition. Kindergarten schoolrooms. hence. should multi-level because preschoolers will differ in their development in each sphere. The following are state of affairss that a kindergarten instructor should set to mind. 1. 2. 3. 4. 5. 6. every schoolroom is a multi-level schoolroom every instructor is a multi-level facilitator every scholar is alone every scholar has peculiar intelligence or intelligences every scholar has his/her ain acquisition manners every scholar has his/her ain peculiar demands a. cognitive b. physical c. socio-emotional 3 K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012. K TO 12 – KINDERGARTEN 7. every scholar has his/her ain specific wants and involvements 8. every acquisition has a right to develop unambiguously from the others This model upholds the 16 ( 16 ) general rules of the NELF as ushers on ( 1 ) kid growing and development ( 2 ) larning plan development and ( 3 ) larning assessment development: 1. ON CHILD GROWTH AND DEVELOPMENT The followers are the general guiding rules on kid growing and development: 1. Every kid is alone. Growth and development varies from kid to kid of which the first six old ages of life are most critical. He/she has an innate desire to larn and is best done through meaningful and existent experiences. 2. Every facet of growing and development is interrelated and mutualist. The kid needs to be nurtured in a good and caring environment that enhances healthy and reliable relationships with other kids and most important grownups. 3. The acquisition and development of every kid involves a series of complex and dynamic procedures that are best attended to in a more positive and antiphonal mode. 4. The kid must be encouraged to draw a bead on beyond one’s ain degree of accomplishments and to pattern freshly acquired competences. 5. Every kid is a thought. traveling. feeling and synergistic homo being able to actively take part in the acquisition and development of ego in the context of one’s household and community including cultural and spiritual beliefs. 2. ON LEARNING PROGRAM DEVELOPMENT The followers are the general guiding rules on larning plan development: 6. The learning plan is child centered. It promotes the holistic manner by which immature kids turn and develop ; and recognizes the function of households and communities to back up the kid through assorted phases of growing and development. K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 4 K TO 12 – KINDERGARTEN 7. The learning plan is appropriate for developing the spheres of development identified in the NELF ; and must prolong involvement in active acquisition of all immature kids including those with particular abilities. are marginalized and/or at hazard. 8. The learning plan is implemented by manner of diverse acquisition activities that may be enhanced with engineerings such as synergistic wireless and audio/video cartridge holders for larning countries. 9. The usage of larning stuffs and other resources that are locally developed and/or locally available is encouraged. 10. The female parent lingua shall be used as the child’s linguistic communication of larning in the early old ages and shall be recognized as a span linguistic communication of larning. 3. ON LEARNING ASSESSMENT The followers are the general guiding rules on larning assessment development: 11. Appraisal is done to supervise larning. cognize where the kid and inform parents of the child’s advancement. 12. Appraisal is indispensable to placing the child’s entire developmental demands and does non find academic accomplishment. 13. Appraisal is best conducted on a regular footing so that a timely response may be made to better larning countries. 14. The consequences of the appraisal of acquisition of a kid shall be kept purely confidential 15. Evaluations should be qualitative/descriptive and non merely numerical. 16. The household and community may be informed of the general results of larning in the early old ages so as to promote farther cooperation and partnerships The model espouses teaching-learning attacks that are constructivist. integrative. thematic. collaborative. one n Q U I r Y – b a s vitamin E vitamin D and reflective. in order to be aligned with Developmentally Appropriate Practices. NELF and K to 12 Framework. K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 5 K TO 12 – KINDERGARTEN B. Component 1: The Developmental Domains and Benchmarks/Expectations Component 1: shows the developmental spheres represented by the six interlocked eclipsiss. They are arranged to organize a flower in order to stress Erikson’s epigenetic rule. This rule states that development happens through a gradual flowering. The kid is seen as being in the procedure of blooming. a small like a rose bud. that should non be hurried. lest it loses its opportunity to to the full develop. These spheres are the developmental undertakings or mileposts that preschoolers are expected to achieve. These includes: ( 1 ) Physical Health. Well-being and Motor Development. ( 2 ) Social-Emotional Development. ( 3 ) Fictional character and Values Development ( 4 ) Cognitive/ Intellectual Development ( 5 ) Language Development. and ( 6 ) Creative and Aesthetic Development. The following are the six spheres. 1. Physical Health. Well-being and Motor Development refers to a child’s physical growing. wellness and safety. and the development of accomplishments related to the usage of big and little musculus groups. Sphere 1: Physical HEALTH. Wellbeing AND MOTOR DEVELOPMENT Sub-domain Physical Health Benchmarks/expectation from 5 to 6 year-olds The kid demonstrates equal growing ( weight. caput perimeter ) The kid has equal centripetal systems to take part in day-to-day activities. The kid has equal staying powers to take part in day-to-day activities. The kid shows control and coordination of organic structure motions affecting big musculus groups. The kid can command and organize manus and finger motions. O Copies a simple form of different basic forms o Draws a human figure ( caput. eyes. oral cavity. bole. weaponries. legs. etc. ) without prompts o Draws a house without prompts utilizing geometric signifiers o Colorss with shots remaining within the lines The kid participates in basic personal attention modus operandis o Feeds self-using fingers without spillage O Prepares ain nutrient O Dresses without aid. including buttoning and binding o Wipes/Cleans him/herself after a intestine motion 6 Gross Motor Skills Development Fine Motor Skills Development Personal Care and Hygiene K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 K TO 12 – KINDERGARTEN o o Brushes dentitions after repasts without holding to be told Washes and prohibitionists face independently without holding to be told 2. Social – Emotional Development refers to the child’s ability to cognize one’s ego. express and understand feelings. and associate to others. Domain 2: SOCIAL AND EMOTIONAL DEVELOPMENT Sub-domain Emotional Expression Benchmarks/expectation from 5 to 6 year-olds The kid expresses different basic emotions. The kid demonstrates ability to self –regulate feelings/emotions and follows agendas every bit good as regulations and ordinances. The kid comprehends and shows self-appraisal emotions ( shame. pride. guilt ) . The kid is receptive to the different emotions of other people and shows empathy. The kid expresses cognition of ego and basic functions of people in his/her immediate environment. The kid forms healthy fond regards to primary health professionals and other important grownups and kids in his/her life. The kid dramas and has positive interactions with other kids. The kid has positive dealingss and interactions with grownups. The kid takes societal cues from the environment and adjusts his behavior consequently. The kid recognizes and respects similarities and differences in people. linguistic communication. civilization. Emotional ( Receptivity to Other’s Emotions ) Social ( Emerging Sense of Self ) Social ( Forming Attachments ) ( Interactions with Other Children ) Social ( Interactions with Adults ) Social ( Sensitivity ) Social ( Appreciating Diversity ) 3. Character and Values Development refers to a developing apprehension of justness and equity. right and incorrect. love and regard for different spheres of the child’s life. Domain 3: Fictional character AND VALUES DEVELOPMENT Sub-domain Personal Values ( Honesty ) Benchmarks/expectation from 5 to 6 year-olds The kid demonstrates honesty in words and in actions. 7 K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 K TO 12 – KINDERGARTEN Personal Values ( Responsibility ) Interpersonal Values ( Love of Family ) The kid takes on duty and accomplishes these as best he/she can. O Does his/her portion of work in the schoolroom O Does and coatings assigned undertakings without motivating The kid loves. respects and feels he/she belongs to a household unit. Interpersonal Values ( Pakikipagkapwa ) Nationalism ( Love of Community ) Nationalism ( Love of Country ) The kid shows regard for others. kids. and grownups likewise. The kid demonstrates concern for others. The kid opts for concerted. non-aggressive agencies for accomplishing ends and deciding struggle. O Works good with others The kid demonstrates cognition and love for his/her community or vicinity. The kid shows regard and love for the Philippines. o Knows he/she is Filipino o Keeps during flag ceremonial O Knows name of state The kid shows involvement in and inquire at nature. The kid demonstrates a caring attitude towards nature’s animals and its resources. The kid shows regard and love for the Creator. Spiritual ( Appreciation of Nature ) Spiritual ( Care for Nature and Its Resources ) Spiritual ( Love for the Creator ) 4. Cognitive/Intellectual Development refers to a child’s ability to abstract. understand constructs and their logical dealingss. and to pull strings them to get at new thoughts or decisions. Sphere 4: COGNITIVE DEVELOPMENT Sub-domain Attention and Activity Level Benchmarks/expectation from 5 to 6 year-olds The kid is able to prolong attending and modulate his activity at age-expected degrees. 8 K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 K TO 12 – KINDERGARTEN o Sustains attending and concentration on a tabletop activity for 15-20 proceedingss o Can work on a school assignment with minimum supervising O Can work on a school assignment independently The kid develops basic constructs refering to object stability. infinite. clip. measure. seriation. etc. and uses these as the footing for understanding how stuffs are categorized in his/ her environment. O Can Tell which is the left and right people confronting him/her O Knows the difference between yesterday. today. and tomorrow O Understands the construct of number-quantity dealingss for 1-10 O Demonstrates construct of add-on utilizing finger or objects o Demonstrates construct of minus utilizing fingers or objects The kid is able to understand the cause –effect relationships. The kid is able to remember people he has met. events. and topographic points he has been to. The kid is able to hive away verbal information in short and long –term memory. O Can declaim the yearss of the hebdomad with some mistakes o Remembers lessons learned in school even after several yearss have passed Os Can declaim the yearss of the hebdomad with no mistakes o Can declaim the months of the twelvemonth with some mistakes The kid is able to follow the logic of events ( i. e. . grounds why these go on ) and draw accurate decision by measuring the facts presented to him. O Knows that certain elements remain the same even if their places alterations o Able to foretell what will go on next in a narrative O Can foretell how a narrative will stop half-way through The kid is able to be after and form a simple. familiar activity. Os Can be after how he/she will transport out an activity without grownup counsel The kid is able to bring forth new thoughts or constructs. or new associations between bing thoughts or constructs. O Can pull things or scenes from experience but with no existent theoretical account or mention O Can draw or pigment things that do non be in existent life The kid is able to switch to more adaptative cognitive processing schemes in order to efficaciously cover with new and unexpected conditions in his/her environment. including job state of affairss. Higher-Ordered Mental Abilities ( Concept Formation ) Higher-Ordered Mental Abilities ( Cause-Effect Relationships ) Memory ( Memory for Experiences: Episodic Memory ) Memory ( Memory for Concept-Based Knowledge: Semantic Memory Higher-Ordered Mental Abilities ( Logical Reasoning ) Higher-Ordered Mental Abilities ( Planning and Organizing ) Higher-Ordered Mental Abilities ( Creative Thoughts ) Higher-Ordered Mental Abilities ( Cognitive Flexibility ) K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 9 K TO 12 – KINDERGARTEN 5. Language Development refers to a child’s ability to understand and utilize linguistic communication to pass on thoughts. learn to get linguistic communication accomplishments in readying for reading. authorship and numeration. Domain 5: Language. PRE-READING AND PRE-MATH Sub-domain Receptive Skills Development Expressive Skills Development Pre-Reading and Pre-Math ( Matching ) Pre-Reading and Pre-Math ( Rote Sequencing ) Benchmarks/expectation from 5 to 6 year-olds The kid is able to understand both verbal and non-verbal signifiers of communicating. The kid is able to utilize words and gestures to show his ideas and feelings. o Draw and tells a narrative about his pulling The kid is able to fit indistinguishable objects. colourss. forms. symbols. Pre-Reading and Pre-Math ( Copying Letterss and Numbers ) The kid is able to declaim the alphabet and Numberss in sequence. o Sings the alphabet vocal absolutely o Names more than 5 letters o Associates 2 letters with their sounds o Counts from 1 to 10 absolutely o Associates more than 5 letters with their sounds The kid is able to copy letters and Numberss. o Prints complete name without theoretical account O Prints upper instance letters with a theoretical account with no reversals o Prints lower instance letters with a theoretical account with some reversals o Prints Numberss 1-5 with a theoretical account with some reversals o Prints upper instance letters without a theoretical account and with no reversals o Prints lower instance letters without a theoretical account and with no reversals o Prints Numberss 1-5 without a theoretical account and with no reversals 6. Creative and Aesthetic Development refers to the child’s consciousness of and development of their unconditioned endowment and originative accomplishments. The sphere includes music. ocular humanistic disciplines. play. dance and originative motions. This sphere is a recent add-on because it is recognized as every bit of import as the other five spheres in the development of the immature scholar. Therefore. the benchmarks and outlooks particular to this sphere are yet to be finalized. K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 10 K TO 12 – KINDERGARTEN C. Component 3: The Curricular Themes Component 3 provides the curricular subjects for incorporating the five ( 5 ) larning countries to develop the six ( 6 ) spheres for the holistic and functional development of the preschooler. These curricular subjects adheres to Brofenbenner’s Bio-ecological Theory. that defines â€Å"layers of environment. each holding an consequence on a child’s environment. † 1. Myself – constructs and thoughts that help the scholars understand himself/herself better so that he/she will develop as an person. 2. My Family – constructs. thoughts. patterns that guides the kid to be responsible and proud of himself and his household. 3. My School – constructs. thoughts. patterns. and state of affairss that help the kid understand how to be an single and socialise with other scholars. instructors. school forces and other members of the school. 4. My Community– constructs. thoughts. patterns. state of affairss. and duties that the scholar should get and understand so that he/she will go functional and antiphonal member of the community. 5. More Thingss Around Me – all other constructs. thoughts. patterns. state of affairss. and responsibilities non covered by subjects 1 to 4 but which may be relevant to the community. civilization. and involvement of the leaner. Figure 2 The Curricular Themes K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 11 K TO 12 – KINDERGARTEN III. OVERALL GOAL AND OUTCOMES A. Overall Goal: Five-year old Filipino kids will be prepared for life. B. Outcomes: By the terminal of the KINDERGARTEN twelvemonth. we will hold kids who are: effectual communicators in their female parent linguas ; healthy and physically active ; respectful. honest. God-loving ; proud of themselves. their household. civilization. heritage and state ; originative and appreciative of the humanistic disciplines. and lovingness of the environment ; speculative. enthusiastic and occupied scholars. K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 12 K TO 12 – KINDERGARTEN TRANSITION FROM KINDERGARTEN TO GRADE 1 Figure 3. Kindergarten-Grade 1 Passage Paradigm Passage Paradigm Kindergarten Education by and large addresses the different developmental spheres of the 5-year olds. But. as mentioned earlier. the spheres are formless or do non hold form ; hence acquisition countries are identified. The larning countries transition the domain-based course of study of kindergarten to the content-based course of study of class 1 to 12. This design allows for a smooth passage from Kindergarten to rate 1 thereby doing it seamless. IV. CONTENT AND PERFORMANCE STANDARDS Domains: Fictional character AND VALUES DEVELOPMENT Strand Content Standards Social –Emotional Development Ang Bata ay †¦ ? Kagandahang Asal? ? ? Nagkakaroon ng kaalaman sa pagpapahalaga SA sarili Nagkakaroon ng kaalaman ukol pakikipagkapwa Nagkakaroon ng kamalayan sa konsepto ng disiplina Nagkakaroon ng pagpapahalaga sa Panginoon Nagkakaroon ng kamalayan SA pananagutang panlipunan ( tungkuling pantahanan at pampaaralan Nagkakaroon ng kaalaman sa sariling damdamin Performance Standards Ang bata ay inaasahang†¦ nakapagpapakita nanogram paggalang SA sarili sa lahat ng pagkakataon nakapagpapakita ng katapatan SA kanyang ginagawa nakapagpapakita nanogram pagmamahal at paggalang SA mga kasapi ng maganak nakapagpapakita ng pagmamahal at paggalang SA kapwa nakatatanggap at naisasagawa Air National Guard mga itinakdang tungkulin nakapagpapakita ng pagmamalasakit SA kalinisan at kaayusan ng kapaligiran nakapagpapakita nanogram pagmamahal SA Panginoon nakikisali nang may sigla SA mga pangkatang Gawain nakakatulong sa mga gawaing tahanan at paaralan sa kanyang gawin? ? ? Pagpapaunlad sa kakayahang sosyo-emosyunal? ? Nakikilala at natatanggap Air National Guard nakapagpapahayag ng iba’t ibang damdamin SA tamang paraan nakapagpapahayag nanogram kakayahang mapigil Air National Guard mga damdamin at emosyon at nakasusunod sa mga pang-araw-araw na gawain/tuntunin nakauunawa at nakapagpapakita nanogram sariling emosyon nakapagpapakita ng pagtanggap at pag-unawa ng emosyon nanogram ibang Taoist K TO 12 – KINDERGARTEN emosyon ng ibang Taoist ? Nagkakaroon ng mabuting pakikipag-ugnayan SA kapwa at nakatatanda ? Nagkakaroon ng kamalayan ukol SA pagkakaiba ng Taoist at nakapagpapahiwatig ng pagdamay SA damdamin ng iba ( empathy ) naipahihiwatig ang akma at katanggap-tangap na reaksiyon SA damdamin ng iba naisasaalang-alang and damdamin nanogram iba at nakikisali SA kasiyahan / Nakikiramay SA kalungkutan nanogram iba nakapagsisimula ng laro naipadadama at naipakikita Air National Guard pagmamahal SA mga nakatatanda at mga Bata nakikisalamuha SA mga kilalang nakatatanda sa pamamagitan pakikipag-usap at pakikipaglaro nakikilala at natatanggap Air National Guard pagkakaiba ng Taoist O wika o kasuotan O kagamitan O kakayahan o kulay nakikilala Air National Guard mga kasapi ng pamilya nailalarawan ang iba’t-ibang bahagi nanogram bahay natutukoy Air National Guard mga Taoist SA paaralan natutukoy Air National Guard mga lugar SA paaralan natutukoy Air National Guard mga katulong SA pamayanan ( community assistants ) Natutukoy ang mga lugar SA pamayanan naipapakita Air National Guard paggalang SA pambansang watawat at pambansang awit Pamilya Paaralan Pamayanan Bansa? Pagkilala SA sarili bilang kabahagi ng pamilya? Pagkilala sa sarili bilang kabahagi nanogram paaralan? Pagkilala sa sarili bilang kabahagi nanogram pamayanan? Pagkilala sa sarili bilang kabahagi ng bansa Domains: Health. Wellbeing AND MOTOR DEVELOPMENT Strand Content Standards Physical Education and Health The learner†¦ Health? acquires and pattern sound wellness wonts? acquires attitudes. cognition. and accomplishments about physical activity for keeping physically fit life styles Safety? identifies and patterns appropriate K to 12 Curriculum Guide Science – version as of January 31. 2012 Performance Standards The learner†¦ demonstrates wellness wonts that keep their organic structures clean and healthful. shows sufficient energy to take part in day-to-day activities ( Physical Fitness ) demonstrate safety patterns at place. in school. at the resort area and 15 K TO 12 – KINDERGARTEN safety processs? demonstrates cardinal gross motor accomplishments decently ? Demonstrates competency in assorted all right motor accomplishments? demonstrates centripetal perceptual accomplishments the vicinity. demonstrates locomotive accomplishments such as walking. running. jumping. leaping mounting right demonstrates non-locomotor accomplishments such as forcing. drawing. turning. rocking. flexing right. demonstrates receptive and projective ( manipulative ) accomplishments such throwing. catching. kicking right demonstrates all right motor accomplishments such as cutting. composing. pulling. utilizing spoon and fork right demonstrates consciousness of the place and motion of one’s organic structure. ( Body awareness ) demonstrates ocular favoritism accomplishments like. placing same and different. losing parts. which does non belong ( Visual Discrimination ) creates representations like forms. letters. images ( Form perceptual experience representations ) Physical Education Sensory-perceptual Spheres: CREATIVE AND AESTHETIC DEVELOPMENT Strand Discovery Content Standards The learner†¦ ? appreciates the beauty of nature Exposure? appreciates the different art signifiers ( music. dance. play and ocular humanistic disciplines ) ? evaluates music. dance. play and ocular humanistic disciplines? uses a assortment of stuffs. tools. techniques and procedures in the humanistic disciplines ( music. dance. play and ocular art ) Performance Standards The learner†¦ observes things and happenings in nature shows involvement in analyzing assorted things found in nature identifies the assorted art signifiers demonstrates involvement and enjoyment in sing. and listening to artistic public presentations and plants of art chooses music. dance. play and ocular art that they prefer describes the features of music. dance. play and ocular art that they prefer participates in the creative activity of music. dance. play and ocular art creates ocular humanistic disciplines utilizing different stuffs creates rhythm responds to different round. pitch. tune. kineticss. pacing. temper. kineticss utilizing originative motion function plays a narrative. Evaluation Production K to 12 Curriculum Guide Science – version as of January 31. 2012 16 K TO 12 – KINDERGARTEN Domains: LANGUAGES DEVELOPMENT Strand Listening and Viewing Content Standards The learner†¦ ? ? ? ? ? ? ? ? ? discriminates sounds listens for waies listens to narratives expresses oneself asks and replies inquiries portions information tells narratives gives waies analyzes intending sounds ( Phonemic Awareness ) Performance Standards The learner†¦ distinguishes different types of sounds follows simple waies comprehends simple and familiar narratives increases his/her vocabulary for depicting things and showing 1s feelings replies and responds to inquiries consequently increases his/her vocabulary in sharing information narrates simple and familiar narratives gives simple waies Identifies and distinguishes sounds distinguishes vowel and harmonic sounds blends and sections words blends and sections words lucifers letters to their sounds ( and frailty versa ) recognizes and names all capital and small letter letters of the alphabet. Decodes basic sight words identifies common words understands that printed stuffs provide information reads utilizing right directivity reads utilizing proper modulation analyzes and comprehends simple narrative analyzes and comprehends simple information/factual texts writes words and phrases utilizing a mix of invented and conventional spelling writes words and phrases utilizing manuscript signifier composes ain narratives with a clear beginning. center and terminal composes ain narratives utilizing images composes informational/factual texts utilizing ain words composes information/factual texts utilizing illustrations Talking Reading? decodes words? Demonstrates book cognition and print consciousness? comprehends simple texts Writing? writes utilizing the correct mechanics? writes narrative and informational/ factual texts K to 12 Curriculum Guide Science – version as of January 31. 2012 17 K TO 12 – KINDERGARTEN Domains: COGNITIVE / INTELLECTUAL DEVELOPMENT Strand MATHEMATICS Number Sense of Whole Numbers Content Standards The learner†¦ ? begins to understand the relationship between Numberss and quantities up to 10. ? Begins to understand. to depict simple add-on and minus. and to utilize them to work out jobs. The learner†¦ recognizes sets of objects up to 10 comparisons two or more sets of objects up to 10 recognizes. represents. lucifers. names. reads. counts. and writes whole Numberss up to 10 comparisons and orders whole Numberss up to 10 uses the words â€Å"put together. † attention deficit disorder to. † and â€Å"plus† to understand the construct of add-on uses the words â€Å"take away† and â€Å"minus† to understand the construct of minus uses manipulative to research the constructs of add-on and minus with amounts or differences between 0 to 10 utilizations concrete objects to find replies to add-on and minus jobs divides a whole into two or four equal parts. explores the environment to detect. place. describe. and compare 2- to 3- dimensional objects compares forms. sizes. and places of 2- to three-dimensional objects utilizations manipulative to make 2- to three-dimensional objects observes dawn and sunset to state the clip of the twenty-four hours ( forenoon. noontime. flushing ) tells the figure of yearss in a hebdomad and the months in a twelvemonth steps and compares the length. mass. and capacity of familiar objects utilizing non-standard units participates actively in garnering information about objects or events in their environment. makes a graph or chart based on the information gathered reply inquiries about the graph or chart Performance Standards Operations of Whole Numbers Number Sense of Fractions Geometry Measurement? understands the construct of spliting wholes into equal parts. ? begins to place the common 2- to 3dimensional objects in the environment and depict their forms. sizes. and places. ? understands the construct of clip. length. mass and capacity and the nonstandard units to? Measures them. ? starts to do a graph or chart based on the information gathered about objects or events in their environment. Statisticss K to 12 Curriculum Guide Science – version as of January 31. 2012 18 K TO 12 – KINDERGARTEN Strand SCIENCE Content Standards The learner†¦ The learner†¦ Performance Standards Scientific Thinking and Practice understands the procedures of scientific probes uses observation and oppugning accomplishments in the scientific discipline enquiry asks and replies inquiries about milieus and portion findings with schoolmates records observations and informations with images. Numberss and/or symbols Peoples. Animals and Plants. Knows the similarities and differences of populating things knows that populating things are made up of parts that have specific maps knows the alterations in life things over clip Earth ( Weather ) knows that conditions alterations and that it affects people People identifies the similarities and differences of people identifies the organic structure parts of life things and its specific maps identifies the five senses and how they are used uses the senses to detect milieus and sorting objects observed.

How to Start Paying Students for Good Grades Effectively

How to Start Paying Students for Good Grades Effectively SAT / ACT Prep Online Guides and Tips Paying students for good grades is a controversial practice, and many would argue that it cheapens the learning experience (pun intended). However, it appears that sometimes monetary incentives can be a positive motivation for struggling students if they are applied wisely. I'll go through some scientific findings onthe success of incentive programs in schools and then give you ideas for how you can responsibly implement a reward policy for your student. Cash Incentives for Students: Who Pays? Parents or Schools? Some schools have experimented with payment programs (as I’ll discuss in the next couple of sections), and the results from these studies can helpparents decide if and how to use monetary incentives for good grades.Since it is unlikely that your high school is or will be a part of these types of studies, in the last section of this article I will discuss how parents can implement payment systems to reward students for good grades. Small incentives are likely within the reach of most parents. Fun low-cost experiences can also be substituted for money!In considering the successes and failures of experimental school-based payment plans, we can make inferences about how parents can successfully use monetary rewards to help students get better grades. The studies I describe in the next section will provideinformation that can be applied to the more specific circumstances surrounding you and your family. What Do Studies Say About Paying Studentsfor Good Grades? There have been a few studies over the years that have experimented with paying students for attending and doing well in school. At Chelsea High School in Chelsea, MA, students were given $25 if they had a perfect attendancerecord during a school term. This study ran from 2004-2008 but didn't seem to yield any improvements in academic performance or attendance at the school. Schools have also experimented with giving students prizes for attendance. In Georgia, at Stone Creek Elementary School, students were given incentives for attendance including video game consoles, ice cream, and other prizes. The rate of students missing 15 or more days of school during the year dropped by 10 percent. This study may have had more success than the one in Chelsea because the embodiment of incentives in the form of something like an Xbox is more exciting to kids than the prospect of earning $25 at the end of a semester. Seems like kind of a counterproductive reward, but whatever. The most wide-ranging studyon monetary incentives for good grades was organized by Harvard economist and founder of Harvard’s Education Innovation Laboratory, Roland Fryer, in the cities of Dallas, New York City, Chicago, and Washington, D.C. Over 38,000 students were given paychecks for performing well in school. Each city had a different incentive system to test the merits of various methods of paying students for good grades. The experimental group in Dallas was comprised of 3,718 second-grade students at21 different public schools in the Dallas Independent School District. These students were paid $2 every time they read a book, with a limit of 20 books per semester. To earn the reward, students had to take an AR (Accelerated Reader) quiz on the book and score at least an 80 percent. The average student received $13.81 in incentive payments, with a total of $42,800 distributed. In New York City, 63 schools were included in the experimental group with a total of 15,883 fourth and seventh-grade students. Incentives were given out based on students' performance on six computerized exams (three in reading and three in math) and four pencil and paper predictive assessments. Fourth graders earned $5 for completing a test and $25 for a perfect score. Incentives for seventh graders were set at double this amount, so they earned $10 for completing a test and $50 for a perfect score. In this case, the average fourth-grader earned $139.43, and the average seventh-grader earned $231.55. The portion of the study in Chicago was conducted in 20 low-performing public schools with 7,655 ninth-graders. In this case, students were simply given incentives for their grades in five core courses: English, math, science, social science, and gym. Students would earn $50 for each A, $35 for each B, $20 for each C, and no money for lower grades. The average student earned $695.61. In Washington, D.C., 17 schools were included in the experimental group. Sixth, seventh, and eighth-grade students were given incentives based on attendance, behavior, and three other inputs chosen by each school individually. These mostly included things like wearing a school uniform and completing homework and classwork. Students were given one point for each of the five metrics they satisfied on a given school day. This meant that students could earn a maximum of 50 points during each two-week pay period. Each point was rewarded with a $2 monetary incentive. The average student earned about $40 every two weeks. Give kids the gift that keeps on giving: cold hard cash. From the data collected after these studies, there is very limited evidence to suggest that monetary incentives improve student performance. In Chicago, GPA and credits earned on average increased by a very small amount, but there were no changes in standardized test scores. In New York, no significant positive changes were noted in terms of either test scores or GPA. The portion of the study conducted in Dallas showed some potential. Reading achievement increased significantly on standardized English tests taken by the second graders after the study. The middle school students in Washington, D.C. schools also demonstrated improvement in reading and, to a lesser degree, math scores. In the next section, I'll go over what these results might mean in regards to the effectivenessof paying students for good grades. What Can We Learn From This Information? The success of these policies depended heavily on how and for what reasonthe money wasdistributed.Students were more likely to improve if they were given monetary rewards for concrete tasks like reading books (Dallas) or completing classwork (D.C.) rather than something more abstractlike earning a certain grade.If students don’t have an understanding of the tools and strategies they need to implement in order to improve, they won’t be able to change their grades or test scores. More specific directives help kids who may have never learned how to study properly get on the right track. Improvements in grades and scores may come later as a result. In general, the studies show that giving money to students for good grades only works if you also give them the strategies they need to get there and provide incentives for smaller milestones that are less intimidating.Inputs, rather than outputs, should be rewarded first. It's impossible to reach your destination if you don't have directions. Also, whoever took this picture should probably stop lying in the middle of roads for the sake of mediocre artsy photography. The Pros and Cons of Paying Kids for Good Grades If you’re thinking about rewarding your child with cash for good grades, you should take the arguments for and against itinto account.Some would say that, even if a child improves his or her grades as a result of a monetary incentive, it’s sending the wrong message.When you set up money as a motivator, it may cause a student to lose any appreciation for the intrinsic value of learning.If their only motivation is money, they may lose interest in the actual subjects and could suffer later on when rewards are less forthcoming.This won't happen with every kid, but it’s a risk that comes with the territory. However, if you have a student who’s very unmotivated and just feels like there’s no point to trying in school, money could be a good motivator.Even for students who don’t plan on going to college, it’s important to get a high school degree.Paying students who plan on going to trade schools or professions rather than a four-year college may be a productive strategy.Students who feel like they’re â€Å"not cut out for school† may respond well to concrete incentives for good academic performance. The privilegeof being able to wear a hideous hat is only one of the many perks of graduating from high school. What's the Most Effective Method ofPaying Your Child for Good Grades? If you’re hoping to see actual improvement, you should challenge your child to meet specific short-term goals first. Avoid saying something like â€Å"I’ll give you $100 if you get an A in this class.† If your child isdoing poorly in a class, shemight not know where to begin in terms of improving herperformance to an A level. Instead, you can try something like â€Å"If you finish every problem set you’re assigned in Algebra 2/read all the chapters you were assigned for English/work on your history project for three hours this week, I’ll give you $10.† These are concrete goals that any student can achieve with some persistence.You can still plan on giving your child a bonus if and when she reaches a certain letter grade, but in the meantime, taking baby steps towards that grade with short-term goals is important. To make it a little more fun, you could set up a system where, if a studentcompletes a certain number of small milestones, he or she earns a monetary reward.This might work if your child is struggling in more than one class and needs to do a significant amount of work in different areas to catch up. Another idea that could be even better than a cash reward is to reward your child with a fun experience for diligent study habits.This could be as simple as going out to a favorite restaurant or taking a day trip. It all depends on the temperament of your child and the types of incentives you think he or she will appreciate the most. There are also many other ways to encourage your child to do better in school without monetary incentives. Some kids need more structure than others, so setting up a homework schedule might help keep them on track. You may also be able to work with the school to organize low-cost tutoring from more advanced peers and extra help from teachers. These methods can yield more significant positive results than payment plans if they're implemented effectively, but it will take time and effort on the part of both you and your student. Gold stars might not work as actual incentives for high school students, but their symbolic value still stands. What's Next? If you're looking for tips on how to get good grades in high school, read this article to learn about academic strategies that can lead to major improvements. Unsure of where you stand with your current grades? Check out this article on what constitutes a good or bad GPA for college applications. If you're still in the process of planning out a high school schedule, take a look at our expert guide to which classes you should take in high school. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Visiting the Museum of Modern Art Term Paper Example | Topics and Well Written Essays - 1000 words

Visiting the Museum of Modern Art - Term Paper Example The paper "Visiting the Museum of Modern Art" gives a detailed information about visiting MoMA. One particularly famous museum in the Unites States is the Museum of Modern Art (MoMA) in New York City. This location is fascinating for the depth of paintings, sculptures, drawings, and recent digital work. It is truly a living and breathing museum. What follows is a brief synopsis of this student’s recent visit to the museum. While many pieces in the museum captivated my attention, I would like to draw the reader’s attention to two in particular. The first is an oil painting by the French artist Odilon Redon. The painting itself, at first glance, is simple enough. The title says it all ‘Rock on the Beach’. Upon further examination, however, I was drawn to this painting because of the detail of the formation. It is so unique to other renditions of the ocean, because Redon puts his focus on the rocks, as opposed to the water. You have to wonder why this is. This is certainly an impressionistic piece of art. The effect of light on the rocks and the overall landscape is evident and a strong draw. As I pondered the lighting, I noticed a lack of intensity. It is daytime, yet the picture appears dark and gloomy. This communicates a feeling of isolation and desolation. As we have studied in class, impressionists focused a great deal on nature. They examined, through their art, their own impressions of the natural world. Paintings are usually spontaneous and they attempt to capture a moment in life. that can only be truly felt through the painting. ‘Rocks on a Beach’ is effective to this end. Getting close to the picture, I could see the rough brush strokes that captured the humanity, if you will, of this large rock formation in the middle of a beach. It seems as if this location had a special meaning to Redon and he wanted to portray the feelings he had as he witness this spectacle. We can envision that he was struck by the lack of clarity in this scene and, perhaps, it reflected his mood at that period in his life. I ended up reading the brief biography of this painter while I was at the museum and discovered that around the time of this particular painting he lost a child. The dark and gloomy nature of this impressionist piece of art could very well be reflective of that traumatic event. The final painting I want to discuss is a work by Pablo Picasso. I know he is one of the most famous painters in modern history, but I was struck by the privilege of seeing one of his pieces up close and personal. We are used to seeing the works of Picasso in detail in almost any art book. Perhaps we feel we understand his work already and simply move on. My experience at MoMA, however, helped me to realize that nothing replaces a real-life piece of art. The piece by Picasso that I looked at was his painting ‘Guitar’. This was oil painting on canvas paper. The first thing I noticed about this particular painting was the detail of the brush stroke. It is so refined that it looks as if a photograph was taken. I could barely decipher the difference. That is the brilliance of Picasso. The interesting thing about this picture is that the painting is not really reflective of a guitar at all, leading one to wonder about the title that Picasso gave this particular work of his. That is, I suppose, a topic for another time, but it is certainly worth noting. This particular piece of art appears to be a