Indian tribe`s inherent sovereign authority Essay

INTRODUCTION: U.S Chief Justice John Marshall, in his milestone trilogy of   his decisions on Indian law in 1] Cherokee Nation v.Georgia 2] Johnson v.Mclntosh and 3] Worcester v. Georgia framed the foundation for Indian law viz. Indian tribes are under the trust protection of the federal government which stands good even today. As such, many tribes are enjoying the quasi-sovereignty status and have organized their own governments together with functional legislative, executive and judicial branches. Indian tribal courts function more or less in their Anglo-American colleagues and offer an intra-tribal tool for dispute resolution. The Supreme Court held in â€Å"Oliphant v.Suquanmish Indian Tribe â€Å"that for want of congressional action, tribes lacks inherent jurisdiction to punish outsiders.   Congress yet to legislatively recognize the Oliphant by extending jurisdiction to tribal courts to try criminally any non-Indians for the felony committed in the Indian regions This research paper will divulge how this jurisdictional predicament causes a practicable problem in United States Judiciary and possible ways and means to address the issue. INDIAN SOVEREIGN AUTHORITY TO EXERCISE CRIMINAL JURISDICTION OVER NON-INDIANS- AN ANALYSIS: Crimes against native Indians are unleashed by non-Indians on daily basis. Crimes committed by non-Indians are cognizable offence that can be prosecuted only by federal district court by federal prosecutors. Unfortunately, many federal prosecutors have abandoned their duty to pursue crimes in Indian country committed by non-Indians due to overburden. The emergence of the Indian courts owed its origin to the tribal justice systems that predate the European settlement of America. On the basis of the age old convention, Congress has recognized the sovereign authority of tribes to maintain their own courts. But, Congress has limited that sovereignty as tribal courts have little jurisdiction over non-Indians .This is mainly intended to ensure that Indians are guaranteed the same constitutional rights as other Americans. As a result, tribal courts over the last two decades have lost their elite authority to try cases involving grave felonies and to enforce criminal penalties on non-Indians. In the year 1990, Supreme Court stripped Indian tribal courts of the power to hear cases involving Indians of a different tribe. But the Senate Select Committee on Indian Affairs later voted to reinstate that right to tribes for the next two years. [1992 to 1994]. In 1968, Congress established the Indian Civil Rights Act to offer on tribes requirements akin to those found in the Bill of Rights. There are about 147 tribal courts that exercise jurisdiction over nearly two million Indians in the United States in the year 1992. Tribal courts have exclusive jurisdiction over civil cases that arise between Indians on the reservations. But, if the plaintiff or defendant is other than Indian, state courts may have a simultaneous or even exclusive exercise rights to hear the case. In, â€Å"Oliphant v.Suquamish Indian Tribe† , 435 U.S, 55 L.Ed , 2d , 98 S.Ct, 48 U.S.L.W .4210 it was held that no inherent rights is ascribed to any Indian tribal courts to prosecute and punish non-Indians for offenses committed on Indian lands. It was the contention of the Indian tribes that jurisdiction is automatically conferred on them for trying any offenses of criminal nature on non-Indians in tribal lands as Supreme court made an opinion describing Indian tribes as â€Å" quasi –sovereign entities’. However, Supreme Court has observed in the present case that whenever efforts have been exercised in the past, it has been observed that there exists no jurisdiction. The tribal is having no authority to try non-Indians as it was established by earlier judicial opinions and also according to the general view of the executive authorities. But Judge Marshall, joined by the Chief justice dissented in the above case by taking the view that the power of preserve order on the reservation was a sine quo non of sovereignty that the Suquamish originally possessed. He further noted that in the absence of positive extraction of such rights by any treaty or statue ,the tribal enjoy as a necessary aspect of their sovereignty the right to try and punish all persons who commit offenses against tribal law within the reservation. In the past years, several Supreme Court rulings have drastically delineated the power of American Indians to govern their territories. The High Court ruled in 1978 that tribal courts cannot prosecute whites or other non-Indians for some felonies committed on tribal land. In one case, the justice held that a tribal court has no jurisdiction over crimes committed on that tribe’s land by members of another tribe. There are certain rulings that restricted Indian authority in taxation and zoning. Tribal leaders argue that U.S government apparent move away from recognizing ‘inherent sovereignty â€Å"of the Indian nations, which predate the arrival of whites to this continent makes them to worry. Though, the tribal leaders were not asking to overturn the Supreme Court’s ruling in Oliphant v. Squamish Indian Tribe but they were demanding to overturn the High Court rulings in Duro V. Reina, which prohibited the Salt River Prima-Maricopa Indian Community in Arizona from prosecuting on a misdemeanor of weapons charge by an Indian man who lived in Salt River but was a member of a tribe in California. Thus, the rulings left a judicial void in states that do not assume jurisdiction over such misdemeanors and Congress temporarily restored jurisdiction to the tribes during 1990. 2.1 CRIMINAL JURISDICTION TO TRY NON –INDIANS TO COMBAT TERRORIST THREAT: In their effort to revive an amendment to the Homeland Security Act that would offer criminal jurisdiction over non-Indians to combat terrorist threats on Indian lands. But opponents were of the view that it will topple a 25-years –old Supreme Court decision â€Å" limiting and defining Indian sovereignty â€Å" and could lead to tribal power grabs which may affect of millions of non-Indians. Further, there is a proposal to reclassify the tribal governments as â€Å"states â€Å"under HSA law which facilitate tribes to receive sufficient federal funding and technical expertise to play a meaningful role in fighting terrorism. During 2003, the Senate Indian Affairs committee tried to add some amendments to homeland security bill but it was not successful as some group hit the panic button claiming that amendment would authorise control over all people for all purposes. The vested group fears that there would be other jurisdictional grabs by the tribal governments and tribes could exert authority over non-Indians by ignoring the fact that non-Indians cannot vote in tribal elections. The proposed amendment which has been officially designated as S.578 and the department itself has supported the first 12 sections of the amendment or those that would authorise the reclassification of tribal governments as states [not local government] in dealing with terrorism. But as per Heffelfinger, who is also chairman of the Attorney General Advisory Committee’s Native American issues subcommittee commented that the departments itself is not supporting section 13 , which would offer tribes the power to â€Å" enforce and adjudicate violations of civil , criminal and regulatory laws committed by any person on land under the jurisdiction of an Indian tribal government. But, as per 2000 census, non –Indians account for more than 48% of reservation residents who live on or near Indian reservations from discrimination â€Å"by state, federal or tribal government or their policies. Some critics view the proposed amendment to the Homeland Security Act violates the 1978 â€Å"Oliphant v.Suquamish Indian Tribe† rulings where Supreme Court observed that tribes do not have criminal jurisdiction to try and punish non-Indians. In real situation, the state or federal government is toothed with the power to arrest and try criminal offenders who are not Indians on Indian lands.   In other words, there is no need to arm the tribal government to initiate criminal proceedings on non-Indians on tribal lands as the state or federal government has adequate power to execute the same. [1] 2.2 OVERBURDENS OF FEDERAL COURTS: One the problem faced by tribal is that some of the felonies committed by non-Indians on tribal have been let off due to overburden of cases in federal courts and Supreme Court judgment which   had declared that non-Indians can not be prosecuted by the tribal courts. For instance, military courts do not have jurisdiction to prosecute the civilians who have infringed military’s interest. In such cases, â€Å"special assistant United States attorneys† [SAUSA’s] have the authority to prosecute such violators who have committed crimes against military personnel and property. The same strategy can be followed in the tribal cases also. Thus, the department should authorize Indian prosecutors to sue in the federal courts for the crimes committed by the non-Indians within Indian country.   2.3 USE OF MEHTAMPHETAMINE: Another issue encountered by the American tribes and tribal groups is their relentless fight against use of methamphetamine which they regard an epidemic on tribal lands. Lummi Nation of Washington, an American tribe is waging war with meth by imposing rigorous punishment to offenders. Some tribes are addressing the issue through new drug courts. Methamphetamine production and trafficking on tribal reservation with huge geographic areas or tribes adjacent to the U.S. –Mexico border is rampant. As the tribal states enjoy sovereign status, criminals are generally not subject to state jurisdiction in most of the cases. As the local law enforcement authorities have no jurisdiction in Indian country and tribal law enforcement agencies take the responsibility to enforce the relevant law enforcement functions. To combat the use of meth in tribal areas, Indian Tribes Methamphetamine Act of 2007 and Indian Tribes Methamphetamine Reduction Grants Act of 2007 were introduced in January 2007.   The legislation would permit Indian tribes to be eligible for funding through the department of Justice to exterminate the scourge of meth production, sale and usage in Native American communities. Enough safeguard measures are built in to avoid any potential misrepresentation of the above legislations. It has been clearly stated in section 2 [a] [4] of the bill , the Department of Justice’s Bureau of Justice Assistance is toothed with power to award grant funds to a state ,territory or Indian tribe to â€Å" explore ,detain and indict individuals â€Å"   involved in illegal meth activities. Further, it does not authorize a grantee state, Indian tribe or state to pursue law enforcement activities that it otherwise has short of jurisdictional authority to pursue. 2.4 PUBLIC LAW 280 Normally, states do not have jurisdiction over the internal legal of the sovereign tribal governments. Under certain circumstances, Congress has extended special exceptions this general principle. Under Public Law 280, six states were given exclusive jurisdiction over the Indian country within the state borders. Thus, states like New York, Kansas have the exclusive right over to prosecute the crime committed within the Indian country as the federal government has ceded its jurisdiction. Federal government ceded their prosecuting authority to states in these states. But it has created unfavorable situations as most states are reluctant and intransigence to cognize crime on Indian reservations seriously. Many state district attorneys are reluctant to exercise their limited resources on Indian crime. Thus, Public Law 280 has resulted in lawlessness in almost all Indian reservations. Ceding the federal authority over Indian territories to states has ended in a lacuna. It is painful to note that even if a state government has inherent authority in a particular Indian region, it sometimes lacks institutional strength to exercise authority in that region. Further, there exists always simmering tension between Indians and state governments. It is to be observed that since Worcester v.Georgia, states have no authority or very little authority over Indian country. The real reason for tension between tribal and state government is the criticism of action of state police department as they always rubbing on the wrong side of the tribal cultural practices. A study conducted by Carole Goldberg Ambrose[2] revealed that relationships between state and tribal are often got off to potholed and sometime unfeasible. Frequently, California tribal members complained that when state police tried to solve the tribal problems, they often failed as they were disrespectful to tribal sovereignty, lacked cultural compassion and always deployed excessive force. Further, if the alleged offence is a violation of generally applicable federal statutes like sedition and mail theft, the federal government is alone having exclusive jurisdiction to try the offence and natives are not exempted from such offence 2.5 OLIPHANT V. SUQUAMISH INDIAN TRIBE’- AN ANALYSIS: In, ‘Oliphant v. Suquamish Indian Tribe’ case, Supreme Court held   that as the tribal court lacks inherent jurisdiction to prosecute non-Indians for the felonies committed on Indian jurisdiction and recommended that it is the Congress to decide whether Indians tribes should finally be authorized to try non-Indians . Thus, Supreme Court decision may not be final and binding since Congress retains authority in exercise of its plenary power. Oliphant case centered around the incidents that happened on the Suquamish Reservation located near Port Madison, Washington. Indian tribes had waived all of their land claims in Washington state under the Treaty of Point Elliott which was signed in 1855 and accepted to settle on a 7300 –acre reservation located near Seattle. The tribes adopted a criminal code in 1973 and any infringement of tribal’s criminal code is prosecuted in the Suquamish Indian provisional Court. It is the claim of the tribes that they have jurisdiction to try non-Indians for any violation or infringement in their land. In support of their claim, they have displayed billboards in prominent places at the entrances to the Port Madison Reservation warning the public that entry onto the Reservation would be deemed implied consent to the criminal jurisdiction of the Suquamish tribal court and one may hilarious to note that Suquamish tribal specifically excluded non-Indians from serving on tribal court as juries. Supreme Court had placed the burden of proof on the tribe to substantiate its contention of jurisdiction. The tribe argued that its jurisdiction over non-Indians emerged involuntarily from the Tribe’s retained innate powers of government over the Port Madison Indian Reservation. Tribe has argued that flow of criminal jurisdiction is automatic over all persons on a reservation –Indian or non-Indian and is arising out of a ‘sine qua non ‘of tribal sovereignty. Supreme Court has rejected the argument of tribal claiming inherent jurisdiction on multiple grounds. Supreme Court concluded that Congress had positively expressed its intention not to grant Indian tribes the power to punish non-Indian after thoroughly examining the opinions of attorney generals, history of treaties, legislative history and district court decisions. Supreme Court once again asserted that Congress which is being law making authority is having sole discretion to decide whether the tribal can prosecute non-Indians for felonies in their land. In the Oliphant’s case, Justice Marshall joined by Chief Justice Burger took the opposite view as the Marshall believed that tribes processed the innate jurisdiction over non-Indians and that congressional action was necessary to strip off Indians of that jurisdiction. Oliphant decision was a major set back to Indian community claim of sovereignty in the following respect: It publicized that Indians were toothless to dissuade non-Indians from committing crimes against them. Tribes viewed that Supreme Court decision had indeed handcuffed their law enforcement activities. Tribes viewed the decision as a major blow on their powers to safeguard their own people. Decision culminated to an awkward situation to tribes by restricting their power to judge, prosecute or punish with tribal law and tribal courts, the non-Indians who commit felonies on tribal land. 2.6 DURO V.REINA- AN ANALYSIS: Duro v.Reina is a subsequent case after Oliphant. This case has further minimized the power of the tribal court to punish â€Å"outsiders â€Å", people who are not members of the tribe. Albert Duro was the member of one sect of Indian tribe namely Torres-Maritinez Band of Cahuilla Mission Indians. It was alleged that Duro killed a boy on the Salt River Indian reservation. Salt River Indian tribes attempted to prosecute Duro in their tribal court. The federal district court restrained the Salt River Prima –Maricopa Indian Tribe to prosecute Duro who belongs to Torres tribe. Thus, Supreme Court also concurred the federal district court view and held that Indian tribes did not have jurisdiction over Indians who were members of other Indian tribes. This made the Congress to exercise its plenary power and Supreme Court decision was amended or altered by the Congress through amendment U.S.C 1301 to authorize the tribal courts to exercise â€Å"criminal jurisdiction over all Indian and not just member of Indians. Critic’s view that Supreme Court had crushed the Indian rights is a bit of hypocritical as the Congress can always make use of its plenary power –a-type of legislative veto –to correct the intrinsic relationship as articulated by the Court. 2.7 ANALYSIS OF SURVEY OF U.S. JUSTICE DEPARTMENT: According to survey conducted by Justice Department of U.S., American Indians suffer from certain violent crimes like robbery, rape at a rate twice the national average. About 30,000 crimes of violence are committed against Indians each year. Native Indians complained that their attackers were under the influence of alcohol or meth at a greater than the national average. It is alarming to note that Indians were fatalities of interracial violence at a startling rate of 72% and 91% of sexual assaults against the tribal members. Further, offenders against Indian tribes were about 70% It is to be noted that a crime committed against an Indian by non-Indian which occurs outside of Indian country is subject to state jurisdiction and therefore is not reported in the above statistics. Thus, the above statistics reveal a disturbing picture of crimes against Indians and Indians face a disproportionately higher rate of violent crimes than any other races in U.S.A. For instance, Indian victims are reporting about 30,000 possible violent crimes to police each year and out of this, police could not solve more than 28,000 incidents or about 94% of the crimes reported remain uninvestigated or go unpunished. Further, Indians are also affected by the property crimes and victimless crimes committed by the non-Indians and these were not included in the above statistics since these were of civil nature.   The main reason for such alarming rates of criminal reports are being uninvestigated is mainly due to great distance between federal courts and tribes and overburdened law enforcing department. One of the allegations against Indian judiciary is that Indian courts do not bestow equal justice to non-Indians. For example, in Oliphant case, the Court took note of the fact that non-Indians were excluded from occupying juries’ role in Suquamish.   Thus, a doubt arises whether non-Indian constitutional right to be tried by an Indian jury could deliver unquestionable justice to the accused. The Indian Civil Rights Act of 1968 ensures basic due process protections to Indians who are tried in tribal courts and to ensure non-Indians offenders rights, the same process of protection can be extended to non-Indians. As such, non-Indians allegation that tribal courts are iniquitous may not hold good. 2.8 POSSIBLE SUGGESTIONS FOR AVOIDING OLIPHANT TYPE OF INCIDENTS IN FUTURE: Federal court is already overburdened with cases like violations under a]Patriotic Act , b]Money Laundering Act 3] RICO 4] Narcotic Offenses 5] Interstate Crimes 6] National Security Offenses 7] Stock Exchange Commission 8] Other type of Crimes .Whereas , offenses committed by non-Indian in tribal areas are of nature of minor offences like 1] reckless or speed driving 2] drunk driving 3] petty assault 4] petty theft 5] Vandalism 6] Littering   7] Parking Violations . Naturally federal prosecutors do not give more importance to these offenses and hence lion’s share of these offenses went unpunished. To instill confidence on tribal community, Congress should seriously think of creating exclusive federal courts which may be designated as â€Å"special courts â€Å" for prosecuting offenses committed on tribal by non-Indians in tribal areas.   For instance , in the District of North Dakota , Chief Judge Rodney Webb to address the problem faced   by Indians against felonies committed by non-Indians held meetings with the officials for their prosecution As per ICRA [Indian Civil Rights Act], Indian tribes may not impose any penalty or punishment which is longer than for a term of one year and a fine of $ 5000 or both. This clearly demonstrate that tribal courts have limited authority to try minor offenses like less serious felonies or misdemeanors there by leaving serious crimes to the federal government . Further, there is a misconception among non-Indians that tribal courts are not like Anglo-American tribunals. It is pertinent to note the remarks made by Justice Rehnquist in Oliphant that â€Å"some Indian trial court systems have become progressively much classy and resemble in many ways their state counter parts†. Hence, non-Indians should be properly educated and Congress should see that they are convinced by drafting a new legislation extending tribal courts power to prosecute non-Indians within the parameters designed by the Congress in this regard. One another remedy is to depute special law enforcement officer to investigate or prosecute the crime. A â€Å"special assistant district attorney â€Å"may be appointed to represent the district attorney for a particular case or a special investigating officer may be deputed to execute restricted law enforcement functions. Thus, the power to deputize is also known as a statutory grant. A statutory grant is having inherent power to specially deputize any higher officials. The deputization will be more advantageous as it would satisfy the interest of the all concerned including tribal and non-Indian offenders though the offenders will be punished under federal or state laws not under the tribal laws. CONCLUSION: De-facto immunity is being used as scapegoat by non-Indian offenders against Indians. It is really a shame that American judicial system is dissuading Indians to punish the non-Indian offenders who have committed felony in their lands under tribal criminal laws. It is real predicament that majority of the crimes against Indians by non-Indians escape punishment. The Oliphant v Suquamish Indian Tribe case is a severe blow to the Indian legitimate rights which Congress should come forward to redress. Congress should exercise its plenary power as it had done in Supreme Court decision in Duro v.Reina which was later amended or altered by the Congress through amendment U.S.C 1301 to authorize the tribal courts to exercise â€Å"criminal jurisdiction over all Indian and not just member of Indians. Further , to instill confidence on tribal community, Congress should seriously think of creating exclusive federal courts which may be designated as â€Å"special courts â€Å" for prosecuting offenses committed on tribal by non-Indians in tribal areas. One another remedy is to depute special law enforcement officer to investigate or prosecute the crime. The deputization will be more advantageous as it would satisfy the interest of the all concerned including tribal and non-Indian offenders though the offenders will be punished under federal or state laws not under the tribal laws. Deputization will assimilate all law enforcement agencies together to work unitedly.   Deputization is the need of the hour as it will bring all the parties involved under a single umbrella within the current jurisdictional. Further, as in the case of military courts which do not have jurisdiction to prosecute the civilians who have infringed military’s interest and in such cases, â€Å"special assistant United States attorneys† [SAUSA’s] have the authority to prosecute such violators who have committed crimes against military personnel and property. The same strategy can be followed in the tribal cases also. Thus, the department should authorize Indian prosecutors to sue in the federal courts for the crimes committed by the non-Indians within Indian country. BIBILIOGRAPHY Chiu, Elaine M. â€Å"Culture as Justification, Not Excuse.† American Criminal Law Review 43, no. 4 (2006): 1317+. Christofferson, Carla. â€Å"Tribal Courts’ Failure to Protect Native American Women: A Reevaluation of the Indian Civil Rights Act.† Yale Law Journal 101, no. 1 (1991): 169-185. Dutton, Bertha P. American Indians of the Southwest. Revised ed. Albuquerque: University of New Mexico Press, 1983. French, Laurence Armand. Addictions and Native Americans. Westport, CT: Praeger Publishers, 2000. Griffiths, Curt Taylor. â€Å"Natives and Criminal Justice Policy: the Case of Native Policing.† Canadian Journal of Criminology 26, no. 2 (1984): 147-160. Henderson, Dwight F. Congress, Courts, and Criminals: The Development of Federal Criminal Law, 1801-1829. Westport, CT: Greenwood Press, 1985. Johansen, Bruce Elliott, ed. The Encyclopedia of Native American Legal Tradition. Westport, CT: Greenwood Press, 1998. La Prairie, Carol. â€Å"Aboriginal Over-Representation in the Criminal Justice System: A Tale of Nine Cities.† Canadian Journal of Criminology 44, no. 2 (2002): 181+. Lawson, Paul E. â€Å"When States’ Attorneys General Write Books on Native American Law: A Case Study of Spaeth’s American Indian Law Desk book.† American Indian Quarterly 19, no. 2 (1995): 229-236. Nielsen, Marianne O. and Robert A. Silverman, eds. Native Americans, Crime, and Justice. Boulder, CO: Westview Press, 1996 Nourse, V.F. â€Å"Reconceptualizing Criminal Law Defenses.† University of Pennsylvania Law Review 151, no. 5 (2003): 1691+. Parman, Donald Lee. Indians and the American West in the Twentieth Century. Bloomington, IN: Indiana University Press, 1994. Pevar, Stephen L. The Rights of Indians and Tribes: The Basic ACLU Guide to Indian and Tribal Rights. 2nd ed. Carbondale, IL: Southern Illinois University Press, 1992. Prucha, Francis Paul. The Great Father: The United States Government and the American Indians. Lincoln, NE: University of Nebraska Press, 1984. Ramirez, Deborah A. â€Å"A Brief Historical Overview of the Use of the Mixed Jury.† American Criminal Law Review 31, no. 4 (1994): 1213-1224. [1] â€Å"Indian Wants Jurisdiction to Combat Terrorism Threat â€Å", Washington Times, Jan 26, 2004. [2] Carole Goldberg –Ambrose, â€Å"Public Law 280 and the problem of Lawlessness in California Indian Country, 44 UCLA L.Rev. 1405 [1997].

The Immortal Life of Henrietta Lacks

In Rebecca Skloot’s novel The Immortal Life of Henrietta Lacks many ethical questions are raised regarding the practices used to collect and distribute Henrietta’s cells. These practices led to emotional challenges faced by each of Henrietta’s family members and close friends. These ethical issues combined with the struggles faced such as poverty, trust and the lack of education by the Lacks’ family contribute to the overall theme of the novel. Once Henrietta was diagnosed with cervical cancer, she was forced to undergo harsh radiation treatments in the hopes to battle the disease, which ultimately led to her demise.Her family and friends watched her suffer without any knowledge of her cells being taken or continuing to live after her body had departed. The Lacks family, including Henrietta, trusted the doctors at Hopkins and never thought to question anything tests they needed to run or surgeries they asked to preform. The family was also very uneducated. When told her mother’s cells were immortal and still living, Deborah as well as other Lacks began to think there were millions of Henriettas roaming the world.The question of ethics, which reoccurs throughout the novel, was that of whether the doctors at John Hopkins should have asked for permission before collecting Henrietta’s cells. Another question raised was whether the HeLa cells fame, should have been explained to the remaining Lacks’ and whether or not the family was entitled to a portion of the profits. When Slook came in touch with the family, she began to teach them about their mother and her cells; they were finally beginning to understand the nature of their mother’s cells. The theme that had the largest impact on my reading of the novel was that of ethics.The use of human cells without the knowledge of the patient is unethical especially when the education level and social class of that patient is used to the doctors advantage. There were s everal decisions made throughout the novel in which the family had no say, therefor they were made to the advantage of the decision maker. The initial sample taken from Henrietta’s tumor is one of many examples. Henrietta thought that she was simply going in to have her cancer removed, when in fact her cells were removed and currently are still thriving.The question of ethics did not come into play when the outcome benefited someone other than the patient. The nature in which Henrietta and her family were treated is very unethical. They were virtually left in the dark and the fame that Henrietta’s cells received was never shared with the family. There are many different views on people’s cells once they have been removed from the body. Whether or not I agree with these views would be enough for a paper itself. The novel written by Skloot gave Henrietta, her family, and her cells the proper place in history to which they deserve.

English 3rd Year High School Curriculum Essay

COURSE DESCRIPTION: This course focuses on one’s understanding of the English and American Literature from old to contemporary. It assists one in honing skills and creativity through the different performance tasks- short story writing, drama presentation, poetry slam, and persuasive essay writing as well as enhancing their fundamental language skills as integrated in each lesson to help learners become fully equipped with essential understanding of both language and literature in this level. RATIONALE: This course aims to engage students the opportunity to explore literary texts written in Old English which will provide them with new understanding of the different cultures or history of the author and the place where the literary work was originated. Aside from that, they will be directed to strengthen their previous knowledge of English in both language and literature thus develop and/or enhance skills in creative writing and critical reading through deep analysis and evaluation of these texts. It also provides varied and meaningful learning experiences that are value-oriented. REQUIREMENTS: A. ENTRY The third year students are assumed to have learned some lessons and rules in grammar and all the other things covered in the English 1 and 2 including the literatures of the Philippines and that of other Asian countries and Africa, their genres, elements and features. Thus, they are expected to enhance their knowledge on these things through consistent attention and active participation during class hours, and develop the skills that are yet to be discovered. They are also expected to come up with generative ideas through interpreting English and American short stories, drama, poems and essays and through participating in performance task s or culminating activities prepared per unit. The students in this level should submit their assignments and projects on time (written outputs or creative artworks), interact with literary texts and their characters and perform the required tasks with eagerness which would in time help them understand their own culture, appreciate and experience God’s greatness. B. EXIT: At the end of the school year, the students are expected to show confidence on their knowledge and understanding of the literary pieces with emphasis on Anglo-American literature, show their love of reading and writing in a creative and critical manner, and apply these things, most especially the core values highlighted in most of the lessons, at present and in the near future. Lastly, they are likely to show expertise not just in communicating but also in composition writing using well-constructed sentences and paragraphs and all the more, in creating stories, poems and even song lyrics considering appropriate mechanics. GENERAL OBJECTIVES: The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries. FIRST GRADING (NARRATIVE)| Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 12meetings| 1. Discuss the distinct elements of American and British short story. 2. Identify the elements of the short story and differentiate each. 3. Explain how each element of the short story create a meaningful short story. 4. Make meaning out of the language features of a narrative. 5. Use appropriate coordinators, prepositions and subordinators to highlight feelings, thoughts, actions and observations. 6. Write an essay analyzing the important elements and literary devices used in a short story. 7. Make connection within and among American-British short stories to real life experiences. 8. Discuss and interpret British-American narratives highlighting their culture, beliefs and societies. | Elements and Literary Devices Used in a Short StoryThe Last Leaf by O. HenryThe Pardoner’s Tale by Geoffrey ChaucerLanguage Focus:CoordinatorsPrepositions| Essay writing on analys is of the short story elementsComparing and contrasting of the different elements of the short storyInterpreting a short story based on its themeOrganizing short story elements using story mapsReporting of the different short story elements using the story readConstructing sentences using appropriate coordinators, subordinators and prepositions | ConnectedValues:John 15:13 Self-sacrifice (â€Å"The Last Leaf† where self-sacrifice is shown when the old man died after he painted his masterpiece despite the cold weather which in turn gave hope to a dying friend.)ConnectedValues:1 Timothy 6:10(â€Å"Pardoner’s Tale† -Money planted greed in their hearts thus, led them to their fate, death.) ConnectedSocial Studies:Highlighting the beliefs and culture of England and America through their narratives| Discussion of the Elements and Literary Devices used in Short Stories, Coordinators, and PrepositionsReporting of the Elements and Literary Devices used in Short StoriesStory mapping (using the story taken up and the unraveling of the short story elements) Exercises on coordinators and prepositionsReading sessionGroup Activities| Essay WritingStory MappingQuizzes (Elements and Literary Devices Used in Short Stories; Coordinators, and Prepositions| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 7 days| 1. Analyze the distinct qualities of the 20t h century British-American short stories. 2. Explain why and how the themes in narratives are still prevalent in the literature of all cultures and important to people of today. 3. Express emotional reaction to what was presented in the short story read. 4. Read, comprehend, discuss and interpret British- American short stories highlighting their culture, beliefs and societies. 5. Write expressively using original ideas, reflections and observations. 6. Clarify meaning to reflect understanding, interpretation, application and evaluation of content, processes and experiences. 7. Analyze the correct forms and functions of relative pronouns and relative clauses. 8. Write an extended dialogue or additional action for a short story.| Culture and Values of the 20th Century American- British Short StoriesThe Doll’s House by Katherine MansfieldThe Gift of the Magi by O. HenryLanguage Focus:Relative Pronouns and ClausesSubordinators Other stories:The TroutQualityLocomotiveThe Hack Dri ver| Analysis of the distinct qualities of the 20th century British-American short storiesWriting a dialogueInterpreting a short story in accordance with the thoughts and message of the author Comparing and contrasting| ConnectedValues:Students are encouraged to count their blessings and share what they have. ConnectedBible:James 1:9(â€Å"The Doll’s House†- The story shows social discrimination. But through this verse, students will learn and be reminded of treating people equally whether they are of the higher or lower class.) ConnectedBible:Acts 20:35In all things I have shown you that by working hard in this way we must help the weak and remember the words of the Lord Jesus, how he himself said, ‘It is more blessed to give than to receive.’† (Students will learn the importance of giving, thus, when they give, it should be heartily.)| Discussion of the Relative Pronouns/ClausesQ&A (Students are encouraged to ask a question related to the short story read and the teacher or students can answer) Reading sessionsResearch on the background of the short storiesExercises on relative pronouns/clausesExchanging Gifts (students exchange small gifts to practice blessing in generosity)| Writing a dialogueComposition WritingJournals/ ReflectionsVenn Diagramming to show comparisons and contrasts of the characteristics of short stories of the old and the 20th century short stories| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days| 1. Write a short story with a well-developed organizational structure, sequence of events and details. 2. Trace changes in a character and describe how these affect the plot. 3. Make meaning of the main incidents of a plot, their causes, how they influence future actions and how they are resolved. 4. Make meaning of the literary devices and techniques to be employed in one’s short story. 5. Use technology in the preparation and writing of a short story. 6. Use appropriate tenses of verbs in highlighting actions and observations. 7. Use correct tenses effectively in a short story. 8. Use a variety of cohesive devices to make the flow of thought smooth and effortless in a short story. 9. Analyze, critique and construct meaning of a short story. 10. Evaluate own and others’ short story. | WRITING A SHORT STORY USING THE NARRATIVE ELEMENTS AND DEVICESLanguage Focus:Simple Past vs. Past Perfect tensePresent Perfect tense Future Perfect TenseDirect DiscourseThe Cask of Amonti llado by Edgar Allan Poe| Short Story writingCreating a logical order of events in writing a short storyUsing sensory details and figurative language in writing a short storyNarrative writingInterpreting and critiquing a short story in accordance with the thoughts and message of the author Constructing sentences with the correct use of tensesAssessing own and others’ work using set of rubrics| ConnectedBible:Romans 12:19(The cask of Amontillado includes a character who plans to take revenge on another character and eventually put him to death. This verse will help and encourage students to know that the vengeance is the Lord’s only.)ConnectedComputer:The use of technology in the preparation and writing of a short story| Discussion on the Perfect Tenses and Figurative LanguageReading SessionExercises on the Perfect TensesWriting one’s adventurous experienceIdentifying the narrative elements of the short story read| Writing a Short StoryShort Story Presentation (P roject)Quiz on the Perfect Tenses and Direct Discourse| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| SECOND GRADING (DRAMA)| Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 8 days| 1. Explain the different features, elements and historical development of British-American drama. 2. Examine the features, elements of and historical development of British-American drama. 3. Express feelings and traits about a play through varied activities. 4. Exhibit competencies in doing technical research writing. 5. Compare and contrast features and elements of British and American dramas. 6. Identify and assess the elements, features and historical development of British-American drama using appropriate modals. 7. Infer character traits through a film showing. 8. Relate drama themes to real life experiences. 9. Reflect on the moods and tones of the character| ELEMENTS, FEATURES, AND HISTORICAL DEVELOPMENT OF BRITISH AND AMERICAN DRAMASSteps in Technical Research WritingLanguage Focus:ModalsRomeo & Juliet by William Shakespeare| Researching on the origin of dramaResearch writing about dramaRole-playing on the assigned dramaComparing and Contrasting features and elements of dramaInferring character traits| ConnectedHistory:Highlighting the origin/ the historical development of British and American DramasConnectedBible:1 Corinthians 13(The story contains a theme about love which ended tragically. On the other hand, students will be reminded of the real meaning of love through this verse. Thus, prevent them from doing the wrong things for love. ConnectedTechnology:The use of internet as a source for the research report and for printing it out in an MS Word format| Discussion on the steps of mak ing a research report and modalsReporting on the basic elements of dramaExercises on modalsRole-playing on the assigned drama| A Research Report on a Drama chosenQuizzes (Modals, Types of Discourse) Role PlayCompare and Contrast features and elements of drama| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days| 1. Make meaning of the dialogues used in the British-American drama. 2. Describe dialogues and other distinctive features of British- American drama. 3. Demonstrate a clear distinction among dominant themes and story lines in British-American drama 4. Make a clear and interesting explanation about British and American people and their literary heritage. 5. Exhibit knowledge in performing an aside. 6. Assess own performance of an aside. 7. Examine the feelings conveyed by the dialogue 8. Empathize with the roles performed in the play. 9. Recognize the value of dialogue and other distinctive features of the British-American drama. | DIALOGUE AND OTHER DISTINCTIVE FEATURES OF BRITISH- AMERICAN DRAMAThe Nature of DialoguesStyle used by Playwrights in Writing DialoguesOther Distinctive Features of British-American DramaHamlet by William ShakespeareLanguage Focus:Words and Phrasal Modifiers| Writing DialoguesMaking-meaning of the dialogues as used in British-American DramaAssessing own and others’ performance| ConnectedValues:Students will learn the value of forgiveness after they read the story â€Å"Hamlet†; They will also learn the value of one’s life.| Discussion on the steps of doing an ASIDERole-playing on the assigned dramaExercises about ASIDE, soliloquy, and monologue| Oral RecitationsQuiz on Phrasal ModifiersOutput: ASIDE PerformancePeer Evaluation on the ASIDE performed| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 6 days| 1. Explain how characterization, plot structure, and lines are enhanced by dramatic conventions. 2. Describe how various dramatic conventions such as masks, chants, indigenous music, and authentic materials enliven the performance of a dramatic monologue. 3. Critic drama conventions and stage directions drills. 4. Translate drama themes and character description to conventions and delivery of lines. 5. Use subordinators and clause modifiers correctly. 6. Recognize the value of conventions and stage directions in enriching the content of British-American drama.| DRAMATIC CONVENTIONS AND MECHANICS OF STAGE DIRECTIONS OF BRITISH-AMERICAN DRAMAThe Merchant of Venice by William ShakespeareLanguage Focus:SubordinationClause Modifiers| Writing an original scriptWriting sentences using appropriate subordinators and clause modifiersActing/ role-playing | ConnectedArts:Students apply skills and creativity in stage design (e.g. backdrops, lighting, props, costume) | Exercises on Clause Modifier sDiscussion on the steps on writing a script, the components of stage directionsReporting on the steps of writing a script and the components of stage direction, famous playwrights and their stylesRole-playing on the assigned dramaDrama Viewing| Quiz on Subordinators and Clause modifiersOral RecitationScript writingPeer Evaluation on the ScriptOutput: Critical Analysis of a Stage Play| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 3 days| 1. Perform a drama presentation highlighting its mechanics. 2. Explain relevance of drama and culture. 3. Exhibit one’s skills in acting through role play presentations. 4. Share personal experiences relating to the play’s theme.| THE BRITISH-AMERICAN DRAMAShakespearean Plays| Recognizing errors and flaws through drama rehearsalsSharing personal experiences relating to the theme of the play| ConnectedSocial Studies:The relevance of drama and culture (Describe the culture from which the play was originated.)| Sharing of insights on British and American DramaDrama RehearsalsFinal Drama Presentation| Oral RecitationOutput: Drama Presentation | English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. The Holy Bible| THIRD GRADING (POETRY)| Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 8 days| 1. Acquire functional knowledge on the elements and features of British-American poetry 2. Identify features and elements of British-American poetry which are regarded as universal 3. Take note of the unique culture, belief and society highlighted in British-American poetry 4. Relate well with the significant human experiences reflected in British-American poems 5. Draw out similarities and differences between British- American and Philippine poetry 6. Use literary devices in writing poems 7. Make use of adjectives and adjective clauses in poetry 8. Exhibit proficient use of adjectives and adjective clauses in writing an analysis of an epic 9. Produce a well-written analysis of an epic| STRUCTURE AND FORM OF ANGLO – SAXON EPICUnique Culture, Belief and Society Highlighted in British-American PoetryDifferences between British-American and Philippine Poetic PiecesLiter ary Devices Used in British-American Lyric PoetryAnalysis of an Epic:The Story of BeowulfLanguage Focus:Adjective and Adjective Clauses| Reporting on the Elements of Poetry, Characteristics of EpicDifferentiating British-American and Philippine Poetic piecesAnalyzing an EpicInterpreting or analyzing an epic through identifying its elementsWriting sentences with appropriate adjectives and adjective clauses| ConnectedHistory:The study of the culture, belief and society which are highlighted in British-American PoetryConnectedValues:Students will be reminded of the qualities of a good leader after reading the story of Beowulf who led his men and saved them from the hands of the enemy| Reporting on the Elements of Poetry, Characteristics of EpicInterpreting or analyzing an epic through identifying its elementsInteractive discussion on Adjectives and Adjective ClausesReading, then sharing of thoughts, lessons and ideas learned from the story’s themeExercises on Adjectives and Adje ctive Clauses| Analysis of an Epic Poem (Output)Quiz on Adjective and Adjective clausesWriting Activity using appropriate adjective clauses| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013) Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days| 1. Single out dominant themes and features in British-American Poetry 2. Determine the impact of figurative language on evaluating ideas, information and experiences contained in lyric poems. 3. Distinguish Shakespearean from Spenserian sonnet 4. Gather sufficient details on the role of imagery, rhythm, and literary devices in the development of British – American Poetry 5. Relate well with the significant human experiences covered in various lyric poems 6. Recognize language features in Lyric Poetry 7. Use transitional devices highlighting comparison and contrast in writing lyric poems and in the production of the lyric poem analysis 8. Exhibit proficient use of comparison and contrast transitional markers in writing poems 9. Produce a well-written analysis of a lyric poem.| MEANINGFUL PERCEPTIONS IN BRITISH- AMERICAN LYRIC POETRYThemes and FeaturesFigurative LanguageShakespearean and Spenserian SonnetsRole of Imagery, Rhythm, and Literary Devices in British-American PoetryAn alysis of a Lyric Poem: A Song to Celia by Ben JonsonLanguage Focus:Transitional Devices Highlighting Comparison and Contrast| Interpreting Shakespearean and Spenserian SonnetsRecognizing the roles of the elements and features of a lyric poetryComparing and contrasting using transitional devicesAnalyzing a Lyric Poem| ConnectedMusic:Singing out the lyrics of a song while bearing in mind the meaning and content of the songConnectedValues:Through the poems, learners will be able to learn different values and lessons highlighted.| Reading of Lyric PoemsDiscussion on Transitional DevicesSharing of insights on a Lyric Poem| Quiz on Figurative Languages/ transitional devicesWriting a Lyric Poem (a song)Output: Analysis of a Lyric Poem | English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days| 1. Expound on the interdependence of the elements and features of British-American poetry 2. Consider the dominant themes and emotional appeal of most British-American poems 3. Deepen and transfer significant human experiences reflected in various English-American poems 4. Enrich poem’s quality through the use of shape words and unique syntax 5. Produce a poem for Poetry slam 6. Follow the correct placement of modifiers to capture the images in poems 7. Conform with and execute well the instructions in performing a poetry slam 8. Record the quality of performance during the presentation of poetry slam| ELEMENTS AND FEATURES OF POETRY/ POETRY SLAMThemes & Varieties of Emotions in British-American PoetryLiterary Devices Considered by British-American PoetsPoetry SlamSample Poems:Little Lamb/ The Tiger by William BlakeLullaby by Louisa May AlcottOne Morning by Paul Kekal Manansala (Filipino)How Do I Love Thee? By Elizabeth Barrett BrowningPoems by Emily DickinsonLanguage Focus:Mi splaced and Dangling Modifiers| Performing a poetry slamCreating a rap rendition of a poemInterpreting a poem through narrowing down its elementsCorrecting misplaced and dangling modifiers in sentencesProducing own poem to be used for the poetry slam| ConnectedMusic:The use of rhythm and beat in delivering a rap/ performing a poetry slamConnectedValues:(Values highlighted in each poem will be discussed and/or identified)| Discussion on Slam Poetry and Misplaced and Dangling ModifiersReading SessionOral Reading of PoemsExercises on Misplaced and Dangling Modifiers| Poetry WritingQuiz on Misplaced and Dangling Modifiers Output: Slam PoetryPeer Evaluation on Poetry Slam| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Educatio n)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| FOURTH GRADING (ESSAY)| Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 5 days| 1. Explain the different forms, structure, language, appeal, functions and standards of advertisements. 2. Examine the different forms, structure, language, appeal, functions and standards of advertisements. 3. Express feelings towards advertisements through varied activities 4. Exhibit competencies in creating a convincing and quality advertisement. 5. Compare and contrast forms and structure of advertisements. 6. Relate advertisements to real life experiences.| BASIC FORMS AND STRUCTURE OF ADVERTISEMENTSForms, Structure, Language, Appeal, Functions and Standards of AdvertisementsLanguage Focus:Logical Fallacies Through S-V Agreement (Indefinite Pronouns as Subjects)Sample: Love is a Fallacy by Max Shulman| Comparing and contrasting forms and structures of advertisementsIdentifying errors through subject-verb agreementCreating a convincing and quality advertisement| Connec tedLogic:Learning about logical fallacies through S-V agreementConnectedBible:â€Å"Love† 1Cor 13:4(Learners will bear in mind the real meaning of love, not the fake one.)| Discussion on Subject and Verb Agreement, Techniques in Making AdvertisementsBrainstorming for Producing an AdvertisementExercises on Subject and Verb AgreementReading Session| Quiz on Subject and Verb AgreementProduce an advertisementAdvertisement Presentation (Project)Peer Evaluation on the Advertisement made| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 5 days| 1. Explain the distinct form, content, parts, tone and style of an open letter 2. Express feelings and traits about a an open letter through varied activities 3. Exhibit competencies in writing an open letter. 4. Compare and contrast features and elements of an open letter to other forms of essays. 5. Identify and assess connectors for cause-effect /problem-solution relationship 6. Use transitional markers in writing an open letter.| BASIC FORMS AND STYLES OF OPEN LETTERDistinct Form, Content, Parts, Tone and Style of an Open LetterLanguage Focus:Connectors for Cause-Effect/ Problem-Solution RelationshipTransitional markers Samples:Open Letter from Sami Yusuf to Yvonne RidleyOpen Letter to Pope Benedict XVI, etc.| Comparing and Contrasting features and elements of an open letter to other forms of essaysAssessing and/or identifying connectors for cause-effect relationshipWriting an Open LetterProofreading own and peer’s workWriting a reflection based on the results of a survey| ConnectedSocial Studies:Social issues like politics, etc. are being focused in the reading and making of the open letterNestedTechnology/ Internet:The use of a social networking site to gather answers for a short survey question about the importance of making oneself competent| Discussion on Open Letter, Transitional MarkersExercises on Transition MarkersReading SessionMaking a short survey on the question: â€Å"How important is making yourself competent in persuading others about your thoughts and feelings?† using an account in any social networking siteGroup Discussion on Current Issues| Writing an Open LetterPresentation of the Open Letter (Project)Quiz on Transition MarkersPeer Evaluation on the Open Letter| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teach ing Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 5 days| 1. Write a persuasive essay. 2. Use parallel and balanced sentence structures in oral and written communication. 3. Explain argument made in persuasive essay. 4. Evaluate critically the facts and reasons to be included in the presentation of a persuasive essay.| THE BASICS OF WRITING A PERSUASIVE ESSAYLanguage Focus:Sentence StructuresDirect and Indirect SpeechSamples Essays:Of Studies by Francis BaconSelf-Reliance by Ralph Waldo Emerson| Writing a Persuasive EssayGiving examples of direct and indirect discourseIdentifying sentence structures correctly| ConnectedValues:The value of studies as highlighted in the essayConnectedBible:â€Å"Trusting Oneself†If God be for us, who can be against us. -Romans 8:31/Trust in the LORD with all your heart and lean not on your own understanding; in all your ways acknowledge him, and he will make your paths straight. Proverbs 4:5(These are just some of the verses which would relate much to the essay â€Å"Self-reliance†. | Discussion on writing a Persuasive Essay, Sentence Structures, and Direct and Indirect SpeechGroup Brainstorming and Discussion on Current IssuesExercises on Sentence Structures and Direct and Indirect SpeechNews Reporting, Argument, and Discussion of Opinions| Quiz on Sentence Structures and Direct and Indirect SpeechWriting a Persuasive EssayOutput: Presentation on Persuasive Essay Peer Evaluation on Persuasive Essay| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Co mposition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| First Grading Period Time Frame| Specific Objectives| Content Topic| Skills | Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Use appropriately coordinators and prepositions in writing. 2. Identify the elements of the short story and differentiate each. 3. Explain how each element of the short story creates a meaningful short story. 4. Write an essay analyzing the elements of a story and the literary devices employed by the author.| Elements (and Literary Devices used) of Short StoryCoordinatorsPrepositionsThe Pardoner’s Tale by Geoffrey Chaucer| Essay writing on analysis of the short story elementsComparing and contrasting of the different elements of the short storyInterpreting a short story in accordance with the thoughts and message of the author | Bible: Students are encouraged to learn the importance of money in their lives. 1 Timothy 6:10History: Historical background of the author and the story of The Pardoner’s TaleSocial Studies: Highlighting of th e beliefs, culture, and societies on the literature read| Discussion of the Elements and Literary Devices used in Short Stories, Coordinators, and PrepositionsReporting of the Elements and Literary Devices used in Short StoriesInnovative Strategy: Story map (using the story taken up and the unraveling of the short story elements) Exercises on coordinators and prepositionsReading session| Essay writingQuiz on the Elements and Literary Devices used in Short Stories, Coordinators, and Prepositions| | | 1. Analyze the distinct qualities of the 20th century British-American short stories. 2. Write an extended dialogue or additional action for a short story. 3. Analyze the correct forms and functions of relative pronouns and relative clauses.| The Culture and Values of the 20th British & American Short StoriesRelative Pronouns/ClausesThe Doll’s House by Katherine MansfieldThe Gift of the Magi by O. Henry| Analysis of the distinct qualities of the 20th century British-American short storiesWriting a dialogueInterpreting a short story in accordance with the thoughts and message of the author Comparing and contrasting| Bible: Students are encouraged to share what they have. Technology: The dialogue must be written in MS Word format.History: Facts on Magi will be discussed and the background of the authors.| Discussion of the Relative Pronouns/ClausesQ&A (Students are encouraged to ask a question related to the short story read and the teacher or students can answer) Reading sessio nsResearch on the background of the short storiesExercises on relative pronouns/clausesInnovative Strategy: Exchanging Gifts (students exchange small gifts to practice blessing in generosity)| Writing a dialogueComparing and Contrasting characteristics of the short stories of the old and the 20th century short storiesPeer editing of the dialogue| | | 1. Write a rich, creative, and insightful short story based on personal reflections, observations, and experiences. 2. Write a short story with a well-developed organizational structure, sequence of events and details. 3. Elaborate ideas through the use of sensory details, vivid words, and figurative language to help readers clearly visualize events in the story. 4. Use appropriate tenses in narrating events.| Narrative Elements Used in Writing a Short StoryThe Present Perfect TenseThe Past Perfect TenseThe Future Perfect TenseThe Cask of Amontillado by Edgar Allan Poe| Short story writingCreating a logical order of events in writing a short storyUsing sensory details and figurative language in writing a short storyNarrative writingInterpreting a short story in accordance with the thoughts and message of the author | Technology: The short story must be written in MS Word format.Bible: Students are encouraged to know that the vengeance is the Lord’s only. Romans 12:19Arts/Techn ology: They will view images and describe them using figurative language.History: Background of the author Edgar Allan Poe and his work| Discussion on the Perfect Tenses and Figurative LanguageReading SessionExercises on the Perfect TensesWriting one’s adventurous experienceIdentifying the narrative elements of the short story readInnovative Strategy: Dramatic Reporting (aside from discussing perfect tenses, students are to act out examples of perfect tenses for better understanding)| Writing a Short StoryShort Story Presentation (Project)Quiz on the Perfect Tenses| | Second Grading Period Time Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Research on the historical background of a certain drama. 2. Create a research report on a certain drama. 3. Use modals correctly in writing sentences.| Elements, Features, and Historical Development of British and American DramasModalsTypes of DiscourseRomeo & Juliet by William Shakespeare| Researching on the origin of dramaResearch writing about dramaRole-playing on the assigned drama| Bible: Students are encouraged to value true love. 1 Corinthians 13History: Background information of William Shakespeare and his works/history of dramaTechnology: The research report must be written in MS Word Format| Discussion on the steps of making a research report and modalsReporting on the basic elements of dramaExercises on modalsRole-playing on the assigned drama| Research ReportPeer Evaluation on the Research ReportQuiz on ModalsPresentation of Research Re ports| | | 1. Perform an ASIDE. 2. Analyze the importance of the ASDIE, soliloquy, and monologues on the play.| Dialogue and other Distinctive Features of British-American DramaWord and Phrase ModifiersHamlet by William Shakespeare| | | Discussion on the steps of doing an ASIDERole-playing on the assigned dramaExercises about ASIDE, soliloquy, and monologue| ASIDE PerformancePeer Evaluation on the ASIDE performed| | | 1. Write a script for the stage. 2. Apply the conventions of stage direction. 3. Analyze the devices and dramatic conventions used in a play.| Dramatic Conventions and Mechanics of Stage Direction of British-American DramaThe Merchant of Venice by William Shakespeare| | | Discussion on the steps on writing a script, the components of stage directionsReporting on the steps of writing a script and the components of stage direction, famous playwrights and their stylesRole-playing on the assigned dramaDrama Viewing| Script writingPeer Evaluation on the ScriptCritical Analysis of a Stage Play| | | 5. Perform a drama presentation. 6. Explain relevance of drama and culture.| The British-American Drama| | | Sharing of insights on British and American DramaRehearsal for Drama| Drama Presentation (Project)| | Third Grading Period Time Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/ Techniques| Evaluation| References| | 1. Write an analysis for an epic poem. 2. Explain the characteristics of an epic poem. 3. Write a narrative or epic poem using the learned features and elements. 4. Use appropriate adjectives and adjective clauses in writing a poem or in oral and written communication.| Structure and Form of an Anglo-Saxon EpicAdjectivesThe Story of Beowulf| | | Reporting on the Elements of Poetry, Characteristics of EpicDiscussion on the Elements of Poetry, Characteristics of Epic, and Adjectives and Adjective ClausesReading SessionSharing of thoughts and lessons learned from The Story of BeowulfExercises on Adjectives and Adjective Clauses| Analysis of an Epic Poem (Project)Writing a Narrative or Epic PoemQuiz on Adjectives and Adjective Clauses| | | 1. Write an analysis for a lyric poem. 2. Write a lyric poem. 3. Use transitional devices in writing a lyric poem or in oral and written communication.| Literary Devices Used in a Lyric PoemTransitional devicesA Song to Celia by Ben Jonson | | | Reading of Lyric PoemsDiscussion on Transitional DevicesSharing of insights on a Lyric Poem| Analysis of a Lyric Poem (Project)Writing a Lyric Poem| | | 1. Perform slam poetry in a group. 2. Use and place correctly modifiers in writing a poem or in oral and written communication. 3. Write an original poem.| Elements and other Features of PoetryMisplaced and Dangling ModifiersRichard Cory by Edward Arlington RobinsonThe Lamb/The Tyger by William BlakeHow Do I Love Thee? by Elizabeth Barrett BrowningO Captain! My Captain! by Walt WhitmanPoems of Emily DickinsonStopping by Woods on a Snowy Evening by Robert Frost| | | Discussion on Slam Poetry and Misplaced and Dangling ModifiersReading SessionOral Reading of PoemsExercises on Misplaced and Dangling Modifiers| Slam Poetry (Project) Poetry WritingPeer Evaluation on Poetry SlamQuiz on Misplaced and Dangling Modifiers| | Fourth Grading Period Time Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Use subject and verb agreement appropriately in oral and written communication. 2. Create an advertisement. 3. Explain one’s value and purpose of the advertisement made.| Form, Structure, and Functions of a Quality AdvertisementAgreement between Subject and VerbOf Studies by Francis Bacon| | | Discussion on Subject and Verb Agreement, Techniques in Making AdvertisementsBrainstorming for Producing an AdvertisementExercises on Subject and Verb AgreementReading Session| Produce an advertisementAdvertisement Presentation (Project)Peer Evaluation on the Advertisement madeQuiz on Subject and Verb Agreement| | | 1. Write an open letter. 2. Use appropriate transitional markers in writing an open letter or in oral and written communication to deliver the correct message to the audience. 3. Evaluate evidences and reasons critically to prepare a fair open letter.| Form, Style, and Parts of an Open LetterTransition markersSelf-Reliance by Ralph Waldo Emerson| | | Discussion on Open Letter, Transitional MarkersExercises on Transition MarkersReading SessionGroup Discussion on Current Issues| Writing an Open LetterPresentation of the Open Letter (Project)Quiz on Transition MarkersPeer Evaluation on the Open Letter| | | 5. Write a persuasive essay. 6. Use parallel and balanced sentence structures in oral and written communication. 7. Explain argument made in persuasive essay. 8. Evaluate critically the facts and reasons to be included in the presentation of a persuasive essay.| The Basics of Writing a Persuasive EssaySentence StructuresDirect and Indirect Speech| | | Discussion on writing a Persuasiv e Essay, Sentence Structures, and Direct and Indirect SpeechGroup Brainstorming and Discussion on Current IssuesExercises on Sentence Structures and Direct and Indirect SpeechNews Reporting, Argument, and Discussion of Opinions| Writing a Persuasive EssayQuiz on Sentence Structures and Direct and Indirect SpeechPresentation on Persuasive Essay (Project)Peer Evaluation on Persuasive Essay| |

Using Mental Force of The Employees Thesis Example | Topics and Well Written Essays - 8000 words

Using Mental Force of The Employees - Thesis Example People pursue good health and will do anything new that will help them to live a better life. Corporates too do the same by pursuing strategies of improvements and breakthroughs that create new products and new markets. This is a continuous exercise and any let up, in health or corporate endeavours will invite a decline. Innovations are the engine that persuaded the corporates to innovate. The source of innovation is usually the entrepreneur. These are individuals that come up with new ideas of what the market is likely to want or desire. These people have usually gathered this knowledge through interaction with consumers. Sometimes it is the imaginative impulsive desire on their part to offer something new or different, at other times it is an improvement on previous knowledge. However in a corporate or large organisation environment it is often the employees who come up with innovative ideas because of their close contacts with consumers of the product or service of the company. They are very close to the ground realities and can be a great source of finding out the consumer desires or preferences. Although they are employees, they have the entrepreneurial spirit to meet the expectations. This gives them the same satisfaction an entrepreneur would feel on the success and acceptance of his innovative idea. Despite the fact that the urge to innovate exists equally in the entrepreneur and an employee, the larger companies usually ignore the employee contribution. There are not many companies that rely on their employees to contribute towards innovations. Some companies are seen to make a half hearted effort by offering reward for new or innovative ideas to their employees but there is no regulated or organised effort in this direction. There can be some results through rewards but these are few and far in between and just an improvement of the existing product or service and do not fall into the class of an innovation. It has been understood for very

PLMC Models Coursework Example | Topics and Well Written Essays - 500 words

PLMC Models - Coursework Example However unlike linear approach the incremental method allows for change in scope (Westland, 2007). It also solves problems by releasing solutions in parts. This approach is suitable for construction management projects as it facilitates its delivery in an incremental manner. With Iterative model, solutions are delivered at every iteration phase. This approach is also based on the Agile Project Management approach (Westland, 2007). In iterative approach the solutions are not defined in advance and hence solutions become visible through client participation such as feedbacks that may help in delivering the solutions needed. In other words in depends on the clients input to offer solution that refines the design process. Unlike the Iterative model, with adaptive approach the solution hardly exists as well as the methodology to provide the solution. The adaptive approach has been mostly adapted in software development (Wysocki, 2011). This process is suitable for projects that are complicated or projects that unique in nature. Because of its approach, it is most adoptable in projects that are highly uncertain in solution delivery in regards to the project goals at hand. The extreme model is suitable for research and development based projects. With the extreme approach, client participation is highly recommended. Furthermore, whereas other approaches have a hint of the solution, with extreme approach it only applies to projects that have no known solutions and are highly risky can adopt this type of approach (Schwalbe, 2010). It is therefore used for projects that present so many unknowns. Personally, I would recommend an iterative approach as it involves client t participation as well as the fact that it demands a strict timeline and accountability which guarantees project delivery within the expected time frame with respect to a client’s specifications (Wysocki,

Ethics Case Essay Example | Topics and Well Written Essays - 500 words - 1

Ethics Case - Essay Example Yet, employees might find it even more difficult to report unethical transactions or behaviors directly to their superiors, which makes hotline accessibility a better practice. Employee hotline would be helpful to report other issues such as harassment and breach of employee rights. Bringing to light all wrong doings in an organization is also a type of control mechanism to adhere to expected standards of ethical conduct; and, whistle blowing is certainly one of them, which makes it an ethical practice. Besides job responsibilities, employees hold the moral and ethical responsibility of protecting the company’s image and reputation, which can be accomplished by implementing ethical conduct and strong control mechanisms. The external vendors and suppliers form relationship with the company for business purposes and not with employees though employees are only a medium for communication and transaction. Whistle blowing with respect to transactions between the purchasing agents and vendors will not only set the right example for others but also warn the vendors and suppliers of their position and relationship with the organization. In order to safeguard their relationship and business interests, vendors will ensure ethical and legal transactions with the co mpany eventually, lest they can be replaced by others from the market. Hence, whistle-blowing should be regarded as ethical and employees must be encouraged to highlight any unethical instances in the business. These ethical practices in the long run will also help the company in achieving better outcomes, sustainability and better reputation in the market, which will help the company in its future growth. In order to encourage usage and increase the effectiveness of hotline in a smaller organization, it would be better to partner with external hotline facility service providers, like the EPS Employee Hotline Program. After establishing a hotline service, the management has

Militarism and Perpetual Peace Research Paper Example | Topics and Well Written Essays - 3000 words - 5

Militarism and Perpetual Peace - Research Paper Example Militarism implies the allergic missions or many revolutions. It has the important and early manifestations of the life of most social orders. Class considerations would be necessary. Armament plays an important role in social struggles. Poor socio-economic status does not prevent a nation from securing arms. Economic evolution runs parallel with the development of arms (Liebeknecht, 2007). The expenditure on the making of the arms is growing higher due to the sophistication of weapons used. When the production of arms is universal, the manufacture of the guns has been accordingly changed. History has shown the significance in the power of the Greeks, Romans where the hierarchy was completely military. The influence of the external political situation on militarism was especially evident in the German Wars of Liberation (Liebeknecht, 2007). Militarism has been recognized as a significant factor in policy making since the nineteenth century (Meszaros, 2007). The evolution of modern imperialism was becoming evident on a global scale. The British and the French were having vast empires at that period of time and the United States were beginning invasions in Latin America. The Philippines was also involved in a liberations process assisted by the Americans. The First and the Second World Wars were caused by the ambitious Bismarck and Hitler who were running after more than what they could handle. The calamities were caused by the selfish intentions of two individuals and the techniques of using militarism for political solutions. What could have been solved by the deep-seated thinking without resorting to militarism was mishandled by the militaristic Viewpoints (Meszaros, 2007). The scale of issues became wide and the discussion was based on the militaristic power rather than the actual issues. There were horrific wars in the 12th century and the pattern continued into the form of the World Wars.  Ã‚  

Short essay philosophy Example | Topics and Well Written Essays - 250 words

Short philosophy - Essay Example He believed in the ability of man to do good. His philosophy entailed the inability of man to be evil. Socrates held that all the evil that occurred in the world did so because of the ignorance of man. The exact dates of the birth of the Buddha have been a subject of debate among historians; however, he lived in India during the fifth century B.C. his philosophy is similar to that of Hinduism. He emphasized on the importance of gaining freedom from desire. This he believed, would grant man freedom from the cycle of life and death to which one was confined otherwise. Man’s salvation lay in a detachment from worldly affairs. seventeenth century. He believed in the rational nature of being and attempted to arrive at something that he would be able to label as the truth. He believed that thought was the one feature that was unique to man and defined him. The thoughts of a man were what made him what he was. Elizabeth of Bohemia was a contemporary and regular correspondent of Descartes. Her work in philosophy concerns the relationship between the mind and the body. This is related to the work that was produced by Descartes, who worked on the relationship between man and the thoughts that originate in his mind. She however, is critical of the divorce that Descartes effects between the body and the mind and places great emphasis on the effect that both have on each other. The philosophers that have been discussed here belong to different ages and nationalities. Their contributions to the field of philosophy, however, are great. Contemporary researchers and philosophers have been able to see the connections between these different ideologies and in them, man’s eternal quest to understand his own nature and position within the

TEXT ANALYZE Essay Example | Topics and Well Written Essays - 1000 words

TEXT ANALYZE - Essay Example se of the logical argument they present, against Bastedo and Vedder’s argument that presents an ethical argument (ethos) on the weaknesses of the rating system. Thesis statement: The government should grade rate colleges because its bases are not clear. Bastedo’s argument is most effective among the four authors because it touches on quality of education against the rating policy. Joseph B. Moore advances his credibility by thrusting an ethically correct argument. According to Moore, higher learning institutes have different rates of graduation and graduation success. After pointing this fact out, Moore fails to question this difference. This question is crucial for an administration attempting to rate colleges and universities and connected them to federal aid (Moore 2014). Richard Vedder says the Obama administration does not deserve the people’s attention since graduation and performance outcomes of higher learning institutes are problems caused by Obamacare. However, this is an unethical approach to the problem since Vedder implies state governments should determine rating systems of colleges and universities. Vedder does not consider the fact that state authorities have no experience in handling rating systems for the education sector (Vedder 2014). Michael Bastedo argues for the exchange of student assessment for government assessment. One finds that the ethics of this approach are not new. The government tried this approach nearly a decade ago and the quality of education dropped. Afterwards, the government institutionalizes this deteriorated nature of education slowly because of the implementation of Bastedo’s argument (Bastedo 2014). Lastly, Jose L. Cruz points out the heterogeneous nature of higher learning and skills grasped by alumni in a given discipline. There is poor understanding by accrediting powers that led to higher learning institutes releasing immense numbers of students unqualified for high-grossing jobs (Cruz 2014). Cruz uses the

The British Royal Marine Corps' Influence on The United States Marine Research Paper - 1

The British Royal Marine Corps' Influence on The United States Marine Corps - Research Paper Example However, in recent times there have outliers to this assumption. Cases of colonialism are still evident in this modern period. Logic dictates that this practice should have been abandoned alongside other practises like slavery. It is expected that the natives should not be all too willing to undergo colonization. As such, in this respect this paper is dedicated to the study of Indian attitudes and reactions to the presence of the British Empire in their land. When the British gained control of India, they resulted to treating the Indians akin to slaves. Stating that the British treated Indians cruelly would be an understatement. This was bound to evoke feelings of reprisal in the Indian community. In order to understand the complexities of the reactions of the Indians towards the British, it is imperative to first analyse the manner in which the British authority treated the Indians. The facts that have been publicized concerning the British rule in India give a glimpse of the sad realties that faced the Indian population at that time. With respect to the British population in India at the time, the Indians did not have any rights. An example of the treatment they faced is best exemplified by the fact that they were not allowed to walk on the sidewalks next to the British. Failure to adhere to this and any other baseless law resulted in the incarceration of the Indian outlaw. It is right to refer to wrong doers as such, since they basically received treatment akin to outlaws. While inside the jails and prisons, the Indians were severely beaten and abused by the commanding British police officers. The treatment of the Indians at that time is akin to the treatment of the black population by the Americans in the nineteenth century. It is however imperative to note that this had not always been the status quo. In fact, at the beginning of the British presence in India, the relationship between the British and Indians was quite

Hybrid electric vehicle Essay Example for Free

Hybrid electric vehicle Essay 1) Who is the target market for each of the following cars? What do you think motivates them to purchase these cars? A)Toyota Prius B)Toyota Prado The Toyota Prius is a hybrid electric car which is one of the first of its kind to be mass produced and marketed. The unique feature of the Prius is its Hybrid Synergy Drive which makes use of both the traditional petrol driven engine and an electric motor. This electric motor allows the Prius to switch off its petrol engine when stationary; and recharge the electric motor using the kinetic energy produced when braking. This not only conserves a lot of energy and petrol, and also allows for a smoother drive in the city areas which tend to have greater road congestion. Toyota’s largest target market would be educated working adults in developed urbanised countries especially in the West where there is a subculture of environmental concerns and issues which are relatively more active compared with the rest of the world. Thus the educated working class in these countries would be attracted to the Prius’ energy and fuel savings, and automatic battery recharging which would not only be a lot more environmentally friendly, but would ensure a more smoothly-powered ride to work in a congested city morning. Furthermore, the affordability of the Prius as compared to other Toyota vehicles coupled with even greater cost savings on fuel – cuts fuel consumption by 40% is an added incentive for these environmentally conscious consumers as they might worry that specially designed green technology might be expensive One of the factors that could motivate these consumers to purchase the Prius is lifestyle. These consumers would be largely influenced by social needs which would in turn shape their own beliefs and attitudes. With the constant reminders of depleting energy resources and global warming in society today, people’s attitudes are changing as they become more willing to adopt new approaches to conserve energy – an environmentally friendly car for the purpose of travelling. Furthermore, as the target market’s lifestyle patterns would be to get to work efficiently and economically, they would want a car that is affordable. Hence these are the factors motivating them to purchase the Toyota Prius. 1b) The Toyota Prado is one of Toyota’s newest SUVs with a four wheel drive and a powerful engine that aims to give its driver an edge above the usual car. The main strengths of the Prado aside from its power is the spaciousness inside and also the stability of the vehicle. The main target market of the Prado would be the sports and outdoors inclined consumers. These buyers will be looking for a car that has enough space and gadgets to transport large sports equipment like bicycles, scuba-gear, surfing†¦ among others. Lifestyle is an influential factor in the buyer’s choice of car. An upper/middle working class executive might choose the Prius for its sleekness and elegance, whereas a buyer who spends much of his time in the outdoors would choose the Prado. The 4 wheel drive that is powered by a strong engine is a significant advantage for buyers who frequently travel on rough terrain. Also the enhanced control and traction that the Prado provides would allow for a smoother ride for the buyer on such ground. Another factor that could motivate these buyers is their own personalities or self-concepts. While some buyers might not be that involved in the outdoors or be so sports-inclined, they might want to portray a more rugged and masculine side of themselves. An example would be in Singapore where there is hardly any road conditions that require the all-terrain drive of a 4 wheel drive vehicle; however, SUVs are a common sight. These could be the manifestations of a psychological need of some buyers who feel a connection with the ‘tough’ and sporty image that a Prado would give. In conclusion, I can see how Toyota has successfully chosen its target markets and analysed their motivations to help them develop different types of cars to cater to each market. This would allow them to appeal to a greater share of the consumer pie, and hence might allow them to gain greater market share.

LA Ministers to Promote Digital-to-Analog TV Conversion Essay Example for Free

LA Ministers to Promote Digital-to-Analog TV Conversion Essay Olivarez-Giles, Nathan. â€Å"L. A. Ministers Asked to Spread the Word about Digital TV. † Los Angeles Times. 10 Feb 2009. 10 Feb 2009. http://www. latimes. com/business/la-fi-digitaltv10-2009feb10,0,7978127. story. Summary On June 12, all television viewers of Los Angeles – the largest group of television viewers in the country – must have digital-to-anolog converters to be able to watch TV, unless they are customers of satellite or cable television. The Federal Communications Commissioner has asked church ministers of Los Angeles to convey this information to church members, adding that there is no difference between converter boxes sold for $40 and the expensive ones for . Response I found Nathan Olivarez-Giles’ article â€Å"L. A. Ministers Asked to Spread the Word about Digital TV† enjoyable to read because it is humorous. The author refers to the Federal Communication Commission asking â€Å"for divine assistance† with digital-to-analog television conversion. But, the fact that the Commission has chosen churches as its medium of communication with the public is based on practical reason. Churches are responsible for leading groups of people. Then again, if churches are expected by federal regulators to convey this kind of information to the public, they may be asked in future to act as television news channels to boot. All kinds of news may be conveyed through the church. In that case, there would be no difference left between the church and local media. It is for this reason that the author has written a humorous article about the news. He mentions spreading â€Å"the word† with the awareness that churches were initially established to spread the word of God. Because it is illogical for federal regulators to expect the church to spread all kinds of information to its members, in order for this news not to sound as funny as it does – it would be best for federal regulators to spread the word about converter boxes through local media, that is, newspapers, television channels and radio. Churches have their own responsibilities that should not be made a mockery of. Therefore, I completely disagree with the Commissioner’s request.

Narrative Analysis of Depression Case Study

Narrative Analysis of Depression Case Study A Route Through Depression Loredana Lenghel Introduction Illness is a prevalent issue in today’s society. It encompasses a wide array of problems and it refers to â€Å"the subjective response of the patient to being unwell; how he, and those around him, perceive the origin and significance of this event; how it affects his behaviour or relationships with other people; and the steps he takes to remedy this situation† (Helman, 1981, p.1). Illness is distinct from disease which refers to the medical labels put on pathological entities with specific properties and identity (i.e diabetes). Illness includes not only a person’s experience with the ill-health, but also the meaning given to that experience. This essay will attempt to present one such experience with depressive symptoms. Presenting someone’s experience through an illness narrative provides the patient with the opportunity to expose a more nuanced aspect of their illness. Greenhalgh and Hurwitz (1999) stated that â€Å"narrative provides meaning, context, and perspective for the patient’s predicament†. It also provides the opportunity to create an empathic bond between the sharer that the listener (Wear and Varley 2008). This essay will utilise a narrative style framework in an attempt to make sense of someone’s experience. Distinct narrative types will be identified based on how the patient recollects their experience. In a restitution narrative, one can identify as a primary goal the motivation to get better, to overcome the illness, which is seen as a roadblock or a detour in someone’s life journey. In a chaos narrative, a person does not seem to see a â€Å"light at the end of the tunnel†, they see the illness as a permanent, rather than temporary, state (Weingarten, 2001). Stable, progressive and regressive narratives have also been identified. Respectively, they refer to stories in which an individual’s path is constant – the illness does not get better or worse; a story in which a clear path towards improvement can be identified; and one in which the person seems to be on a downwards spiral – getting worse and not seeing any possibilities of improvemen t (Weingarten, 2001). This paper will, therefore, discuss Cicero[1]’s experience with depressive symptoms and analyse it through the lenses of a narrative framework. It will try to portray Cicero’s subjective feelings throughout his journey, the effect of the social environment, and its negative or potentially positive aspects. Life journey Cicero, a nineteen year old boy, engaged in a recollection of his experience with illness. The narrative started with his present, moment in which he seemed quite detached from the past illness – viewing his depression as an â€Å"endemic part† of his life, as something he just had to â€Å"deal with† at the time. His story started by explaining how that episode is now compartmentalised, it is not something that has a serious effect on his current life, as he chose to ignore it, to forget it. These feelings, however, seemed different when Cicero started to reconstruct the memories of the illness’ emergence. Symptoms first began when he was 13 years old. Pinpointing the exact moment of occurrence seemed difficult, as his symptoms accumulated in time, not due to a succinct occurrence. The domestic environment was what led to their appearance, as parental misunderstandings, which ultimately led to their divorce, catalysed the negative experience of Cicero. The parental issues had started five years before the divorce, when Cicero was still in secondary school. During this time, there were no indications of maladjustment or ill-health. Cicero saw himself as a lively boy; other children liked him, he partook in football matches, he was a sociable child. But this ended around the time he began high-school. He was around 10 years old when his domestic environment seemed to worsen as parental misunderstandings were increasing in frequency and intensity. Cicero recalled how his younger self became more reserved as time passed. The initial symptoms of withdrawal were followed by negative results in academics and less social involvement. Cicero was trying to explain these symptoms to himself and first attributed them to the beginning of puberty, and not to what was occurri ng at home. The narrative then fast-forwards to age thirteen, as Cicero put it, it was â€Å"the moment when us, the kids, reached an age when it was possible to divorce – the parents reached an agreement to end it, to exit the marriage†. His parents got a divorce that year, which marked the moment when Cicero’s symptoms got noticeably worse. He recalled how he reached full social isolation, sometimes actively looking for someone to just â€Å"hang out with†. His grades were getting progressively worse. He met no deadlines which resulted in him needing to retake a year of high-school. He then recalled how he got tired of the lonely lunches, of the friendless days and found some comfort in joining a subculture, a group of gothic kids that would gather in a town park. Even though Cicero was not particularly interested in the subculture’s ideas, these people â€Å"would immediately like you even if you only knew one person in the group†¦ and then you’d feel you have all those thirty people around you as friends†. Cicero did not seem to believe that this group accepted him for himself, his views were negative in the sense that he saw himself as just another pawn filling a space in a certain group. Even if his social life seemed to be improving, his school situation enabled his parents’ suggestion to see a psychologist. Cicero gladly accepted the proposition, being motivated by his desire to perform better in school and saw this as an opportunity to regain his academic excellence. At the same time, however, he had no real expectations to get better. Maybe this constitutes the reason why his subsequent experience with the therapeutic setting was â€Å"awful†. Individual sessions consisted primarily of endless psychometric tests, while the group therapy he was undergoing did not really elicit any genuine responses. In group therapy, he never felt as if he answered questions truthfully, resorting to giving â€Å"empty, satisfactory† responses in order to avoid further inquiry. He felt as if the others could not understand him and based these thoughts on the seemingly trivial complaints the other children had. He spent three months in group therapy, and then wa s when his â€Å"memory got hazy†. He felt that â€Å"my mind was going; my mind was fading away†. This seemed to be the lower peak of his experience with the illness, as it seemed like he was losing himself. Cicero compared that period with how he used to be before the illness developed. He recalled he was very organised, he seemed to remember everything and this had then gone away. It was striking how his narration style seemed to mirror the recalled experience. A hint of uncertainty was noticeable in the manner he was reconstructing his memories. He himself then stated that he felt as though he had lived those three months for two years. The tests and group therapy eventually ended. The Psychologist suggested a diagnosis which was not accepted by him or his parents. Initially, the therapist told them Cicero’s symptoms fell in the autistic spectrum – news which had a large impact on both his family and him. No one was willing to accept this diagnosis and were convinced it was wrong. Cicero felt as if his world had shattered, he felt he was not sick, he was â€Å"not lying in bed with cancer†; he was not getting treated for autism. This opinion was shared by his father, who also took a negative stance on the diagnosis. The mother agreed it was questionable, and with more experience in the matter, eventually suggested two possibilities. She proposed that the autistic symptoms could be there and related to depressive symptoms; or that everything could be just a phase which will eventually pass. At this point, Cicero recalled feeling overwhelmed, prepared to accept any explanation. The mother’s stance on the matter, however, prevented that. Cicero stated that what essentially got him through was his mother’s proposition that everything could be â€Å"just a phase†. This led to him regarding the experience as something temporary, as something caused by external circumstances. He believed it would either fade away or he would find a way to conceal it until it would not peak through to the surface. Cicero pinpointed a specific moment which he regarded as highly significant in his improvement. The decision to buy bright coloured polo shirts instead of the old black clothing was the moment when he recalls making a big decision. He figured that â€Å"if he was going to pretend to be normal, he might as well look normal†. This was a big step, as the new clothing got him compliments at school which slowly led to him extending his social boundaries and eventually to his recovery. Narration analysis Distinct types of narratives can be identified when analysing this story. It can be seen how a change in narrative style was indicative of Cicero getting better. At first, the narrative was not clear, as the recollection of certain events led to him remembering earlier ones, indicating the haziness and compactness of the experience. A chaos narrative can be identified in this situation, as his experience was overwhelming him, preventing him to think clearly, making him feel like his mind was fading away. The uncertainty and lack of awareness of the chronological timing of events further indicates a chaotic experience. A change from a chaotic to a restitution narrative establishes the moment when he took the decision to overcome his illness. He began to see the illness as a phase, as something that could be overcome and wanted to be normal again. Moreover, a progressive narrative style could also be identified. After the initial regressive narration, a movement towards an incremental improvement characterised Cicero’s story as his social circle and academic performance started increasing. Cicero’s narrative was also coherent, as his feelings were attuned to the domestic situation. His progressively more negative affect paralleled the deteriorating domestic environment. The parental response was also synchronized with the development of events. They offered support when the situation seemed to worsen, and were alarmed when hearing the suggested diagnosis. A clear narrative closure cannot be identified, as the symptoms seem to have just tapered off. Even Cicero stated â€Å"I don’t know if I’m okay now, maybe I just know how to hide it. I guess I’m over it but I will never know how it actually feels to be normal. What is feeling normal, anyway?†. Support Cicero did not seem to lack social support. Both parents, regardless of their relationship, managed to put aside their misunderstandings and offered combined support to Cicero. Both were involved in the whole process, and both did their best to guide the young boy through that difficult period. Other sources of support were his group of gothic friends, who were always expressing how important therapy was. An older girl, who Cicero liked at the time, seemed to have also provided him with positive feedback on starting therapy and receiving treatment. Reflection Thinking back on his experience, Cicero does not see it in a completely negative light. The worst aspect seemed to be the feeling of having an empty mind. Suddenly not recognising yourself and your thoughts were frightening. Doing well in school was also amongst his priorities, and feeling like he was disappointing himself only worsened his feelings. At the same time, however, he mentioned a positive aspect of his experience. Cicero values the opportunity to learn how it feels to have an empty mind. In his view, it is the only way to appreciate â€Å"how good it feels when you can think again†. Conclusion In conclusion, this essay attempted to portray Cicero’s experience with mental illness. His story was analysed using a narrative style framework in order to gain a deeper understanding of what this life period meant to the boy. It can be seen how such an illness has a significant impact on someone’s daily functioning and well-being. References Greenhalgh, T., Hurwitz, B. (1999). Narrative based medicine: Why study narrative?. BMJ, 318(7175), 48-50. doi:10.1136/bmj.318.7175.48 Helman, C. (1981). Disease versus illness in generl practice. Journal Of The Royal College Of General Practitioners, 31, 548=552. Wear, D., Varley, J. (2008). Rituals of verification: The role of simulation in developing and evaluating empathic communication. Patient Education And Counseling, 71(2), 153-156. doi:10.1016/j.pec.2008.01.005 Weingarten, K. (2001). Making sense of illness narratives: Braiding theory, practice and the embodied life (1st ed.). Dulwich Centre Publications. Retrieved from http://www.dulwichcentre.com.au/illness-narratives.html [1] The name of the patient has been changed in order to maintain confidentiality.