Political Philosophy US Declaration of Independence

Introduction Legitimate political authority is that which is derived from the consent given by the people to be governed. This is based on Locke’s explanation in which he applies the social contract technique. The authority may, however, be withdrawn when a state interferes with or reduces the freedom to be enjoyed by subjects (Mukherjee Ramaswamy 2001).Advertising We will write a custom essay sample on Political Philosophy: US Declaration of Independence specifically for you for only $16.05 $11/page Learn More In the assumption of legitimate political power, a state has the right to develop laws and measures to be used for the purpose of controlling and conserving individual or public property. In certain instances, the state may use the community to ensure that stipulated laws are well respected and adhered to for the sake of every person. Typically, legitimate political power is controlled by trust and the entire community is expected to play a big role in stipulating the intentions. Freedom and Nature of Political Authority Generally, the legitimacy of any state has to do with the right the state has to control its subjects (Corbett 2009, p. 45). This right and its correlative obligations constitute a special moral relationship between the state and each individual who consents. In Lockean’s view, the justification of a state ultimately gives us moral reasons to refrain from undermining it. Ordinarily, it gives subjects moral reasons to positively support the state or perhaps promote the existence of similar states. Seemingly, justice and happiness of others look like ends that may require positive promotion by all moral agents. However, the justification of a state in this manner cannot form the basis of any special moral relationship between it and its subjects. Ordinarily, no single individual can be made to succumb to another without his or her own consent (Simmons 2001, p. 129). Ostensibly, the legitimacy of political power springs from the morals that often exist in societies. Subjects, therefore, have a moral duty to obey. However, Locke also offers a different and quite general argument for the moral and prudential preferences of states ruled by the limited governments to life in the state of nature (Jahanbegloo 2004, p. 32). This argument is plainly addressed to those who maintain that the state in any form is morally or prudentially inferior to life without the state.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More As a result, state legitimacy is the logical correlation of various obligations, including the subjects’ political obligations. A state’s legitimacy right is in part a right held specifically against the subjects bound by any state imposed duties arising from morally significant relations (Rawls 2009, p. 23). It follows, therefore, that state legitimacy may be comp lete or partial, depending on whether such relations hold with all or only with some of those against whom the state enforces the duties it imposes. By and large, governments can presumably be illegitimate even where the states they govern are not. According to Estlund (2012, p. 35), however, state and legitimacy seem not to be independent of one another, since an illegitimate state could not have a legitimate government. Arguably, states earn their legitimacy by virtue of the consent of their members. This consent empowers a central authority to create a viable political society for the benefit of everyone. The fact that a state is legitimate with respect to a subject typically results in the subject having feelings, beliefs, or attitudes that generate allegiance and support. It is important to note that a state may actually be legitimate with respect to its subjects without receiving much or any support from the subjects. This is, however, pegged on the fact that subjects may be s ufficiently immoral, deceived, stupid, overwhelmed, weak-willed, or manipulated. As noted by Simmons (2001, p. 134), it is correct and perfectly natural to say that a state is legitimate, but unstable, unpopular, or unsupported. When people fail to uphold a state due to their own shortcomings rather than to its lack of moral authority, this cannot reasonably be described as a reduction of its legitimacy. It is a mistake, then, to focus in an account of state legitimacy on the attitudes of subjects or on the capacity of a state to produce or sustain these attitudes. This is insofar as it is the positive attitudes and beliefs of subjects that reliably produce their compliance with and support for states or regimes, instead of the nature of those actual relations with the state that obligate them to support it and give it the right to rule them.Advertising We will write a custom essay sample on Political Philosophy: US Declaration of Independence specifically for you for only $16.05 $11/page Learn More In order to explain the origin of political power, Locke began with a description of the state of nature (Nyquist 2013, p. 51). Without being compelled by anyone or getting pressure from any external source, individuals became political subjects by choice. Despite the existence of a political society, individuals were still allowed the right to privacy. This dichotomy between the state and society, and between the private and public, was fundamental to Locke’s theorizing. Since then, it has become an integral part of the Western intellectual tradition. Locke rejected Filmer’s biblical account of the origins of political power without abandoning religious foundations. His theory rested on a firm and explicit moral relationship between the human being and God. Locke saw this shared duty to God to preserve one’s self as part of God’s creation as the basic moral law of nature, which existed in the pre-political order or the state of nature. He tried to show that political power could be understood only if it was derived from a state in which all individuals were perfectly free to do, with regard to their person and possessions, what they thought fit within the bounds of the laws of nature. Locke was quite categorical that God had made everything for subsistence and not for waste (Mukherjee Ramaswamy 2001). Locke further argued that an individual’s life was not his own, but was given by God as a trust, meaning that human being have no right to destroy or kill themselves. They are not permitted to destroy, kill, rob, or enslave other beings who are considered equal in the presence of God. In Locke’s arguments, political authority, like all moral claims, is ultimately based on religious obligations, which are the source of all morality. Although his arguments are politically radical, they are quite far from being secular. Unlike Hobbes who argued for an unlimited right of natur e that each individual can claim, Locke stresses on a natural duty of self preservation owed to God for having created us (Hobbes et al. 1999). Certainly, this duty rules out conflict, for not only do we need to preserve ourselves, but we also need to perceive the fact that we are all equal before God. As such, the state of nature is moral. For Locke, political authority is not mere power, but power with right.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More This right can only be derived from an already existing right, and because individuals have no right to give away their duty to preserve themselves, they cannot morally or logically grant rightful power to an absolute authority. Locke considers any form of supreme power as being illegitimate, and sees the various arguments presented by Filmer’s as wrong and wicked. Generally, Locke’s description of the state of nature is not as gloomy and pessimistic as Hobbes’. The state of nature is not of license, for though the individual is free from any superior power, he or she is still subject to the laws of nature. The laws of nature are known to human beings through the power of reason, which directs them towards their proper interests. Besides natural rights, human beings also have natural duties to discharge. Liberty, for Locke, is not the freedom to do what one chooses, but to act within the bounds of the laws of nature. Freedom presupposes order and is possible onl y within a framework of law. To a very extent, law helps to keep individuals from being subject to the arbitrary will of others. Natural rights act as constraining factors on the powers of the state, once these are established through a contract between individuals. In Locke’s view, personal independence and freedom are fundamental human rights. No one has a right to coerce or dominate another person in the state of nature (Locke 1996, p. 26). Everyone has an equal right to his or her natural freedom without being subjected to the will or authority of any other individual. In his clarification, Locke argues that the laws of nature are those that are dictated by reason. Since rights and duties are derived from the laws of nature, the most important of these is the right to hold others responsible for a breach of law and to punish them accordingly. Although Locke categorically rejects the right of a person to kill one’s self, he grants the right to inflict penalties, inc luding death penalty, on those who violate the laws in general. Locke explicitly rejects the right of the individual to commit suicide and murder. As noted by Ward (2010, p. 105), the compulsion to constitute a civil society is to protect and preserve freedom and to enlarge it. The state of nature is one of liberty and equality, but it is also one where peace is not secure, being constantly upset by the corruption and viciousness of degenerate men. Apparently, it lacks three important wants. First, there is the want of an established, settled, known law. There is also the want of a known and indifferent judge, and finally, the want of an executive power to enforce just decisions. Through the state of nature, Locke tries to explain the meaning and importance of authority, namely that human beings came together to ensure the observance of the laws of nature, to guarantee the greater possibility of impartiality in the implementation and execution of rules that govern common life, and t hereby increase the chance of peace that impartiality entails. Locke brings out the perils of human partiality, and how absolute power makes partiality potentially dangerous (Grant 2010, p. 63). Flattery and servility only makes it worse. He recognized the tremendous potentiality of power for making human life better, but fears that it has to be entrusted only to those who are responsible towards those on whom it is exercised. Ostensibly, most societies are based on force rather than right (Mack 2009, p. 16). Political authority is a trust, and if the terms of the trust are violated, the community has the right to take remedial measures in order to preserve itself. It is on these grounds that he objects Hobbes’ argument that only total order can provide for commodious living. It does not seem credible that people who do not trust one another can entrust an all powerful sovereign to safeguard their interests. He found it objectionable that there are no safety measures against potential violence and oppression of absolute authority. Through a contract, individuals consent to submit to the majority rule and organize themselves as a community or civil society. They surrender their powers partially, namely the three specific rights and constitute the natural right to enforce the laws of nature. Once a civil society is established, the individuals establish a government to act as a judge in the nature of a fiduciary power for promoting certain ends. Conclusion As can be deduced from the preceding discussion, Locke advocates for a limited sovereign state. Certainly, reason and experience have taught him that political absolutism is untenable. Describing the characteristics of a good state, Locke says that it exists for those who form it, and not the vice versa. It has to be based on the consent of the people subject to the constitution and the rule of law. It is limited in two ways. First, its powers are derived from the people and are held in trust and, secon dly, it is subject to natural laws and individual rights. Reference List Corbett, RJ 2009, The Lockean Commonwealth, State University of New York, Albany. Estlund, D 2012, The Oxford Handbook of Political Philosophy, Oxford University Press, New York. Grant, RW 2010, John Locke’s Liberalism, University of Chicago Press, Chicago. Hobbes, T, John, B, Vere, C 1999, Hobbes and Bramhall on Liberty and Necessity, Cambridge University Press, New York, NY. Jahanbegloo, R 2004, Iran: Between Tradition and Modernity, Lexington Books, Oxford, UK. Locke, J 1996, Some Thoughts Concerning Education: And, Of the Conduct of the Understanding, Hackett Publishing, Indianapolis, Indiana. Mack, E 2009, John Locke, Continuum International Publishing Group, New York, NY. Mukherjee, S Ramaswamy, S 2004, History Of Political Thought A: Plato To Marx, PHI Learning Pvt. Ltd., New Delhi, India. Nyquist, M 2013, Arbitrary Rule: Slavery, Tyranny, and the Power of Life and Death, University of Chicago P ress, Chicago. Rawls, J 2009, Lectures on the History of Political Philosophy, Harvard University Press, Cambridge, MA. Simmons, AJ 2001, Justification and Legitimacy: Essays on Rights and Obligations, Cambridge University Press, New York, NY. Ward, L 2010, John Locke and Modern Life, Cambridge University Press, New York, NY. This essay on Political Philosophy: US Declaration of Independence was written and submitted by user Paige Key to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The eNotes Blog I Spy Ten of the Best Works AboutEspionage

I Spy Ten of the Best Works AboutEspionage Today, of course, we all learned of the death of Osama bin Laden by Navy SEALS, the culmination of years and years of military intelligence and super sleuthing. The world of espionage is undeniably fascinating and thousands of works, both fiction and nonfiction, have been written on the topic. If you cannot get enough spy stories, but have been burned by some stinkers, here is a list of the ten best out there, as recommended by loyal Official Blog readers. 1.   Body of Secrets: Anatomy of the Ultra-Secret National Security Agency by James Bamford From the Publishers Weekly review: With remarkable access to highly sensitive documents and information, Bamford takes the reader from the beginnings of NSA during the early cold war, through its roles in such watershed events as the Cuban Missile Crisis and the Vietnam War, to the amazingly sophisticated developments in information technology taking place within NSA today. What Bamford discovers is at times surprising, often quite troubling but always fascinating. In his conclusion, he is at once awed and deeply disturbed by what NSA can now do: ever more sophisticated surveillance techniques can mean ever greater assaults on the basic right of individual privacy. In a computer system that can store five trillion pages of text, anyone and everyone can be monitored. Writing with a flair and clarity that rivals those of the best spy novelists, Bamford has created a masterpiece of investigative reporting. 2.   Spy: The Inside Story of How the FBIS Robert Hanssen Betrayed America by David Wise From the Library Journal review: Journalist Wiseinterviewed Hanssens case psychiatrist and thus provides considerable informed discussion about motive. Was it for the money to support his big family, the thrill of playing a dangerous game, or to get back at a never-satisfied father? Hanssen apparently walked right into a Soviet office in 1979, which leads to the question whether the CIA and FBI were watching this office-and if not, why not? 3.   The Armies of the Night by Norman Mailer From Alfred Kazins 1968 review in the New York Times: The book cracks open the hard nut of American authority at the center, the uncertainty of our powerand, above all, the bad conscience that now afflicts so many Americans. Armies of the Night is a peculiarly appropriate and timely contribution to this moment of the national dramas, and among other things, it shows Mailer relieved of his vexing dualities, able to bring all his interests, concerns and actually quite traditional loyalties to equal focus. The form of this diary-essay-tract-sermon grew out of the many simultaneous happenings in Washington that weekend, out of the self-confidence which for writers is style, out of his fascination with power in American and his fear of it, out of his American self-dramatizing and his honest fear for his country. 4.   The Cuckoos Egg: Tracking a Spy Through the Maze of Computer Espionage by Cliff Stoll From the Publishers Weekly review: A 75-cent discrepancy in billing for computer time led Stoll, an astrophysicist working as a systems manager at a California laboratory, on a quest that reads with the tension and excitement of a fictional thriller. Painstakingly he tracked down a hacker who was attempting to access American computer networks, in particular those involved with national security, and actually reached into an estimated 30 of the 450 systems he attacked. Initially Stroll waged a lone battle, his employers begrudging him the time spent on his search and several government agencies refused to cooperate. But his diligence paid off and in due course it was learned that the hacker, 25-year-old Markus Hess of Hanover, Germany, was involved with a spy ring. Eight members were arrested by the West German authorities but all but one were eventually released. Although the book will be best appreciated by the computer literate, even illiterates should be able to follow the technical complexities with little diffic ulty. 5.   Tinker, Tailor, Solider, Spy by John Le Carre A favorite among many responders, Le Carres novel Tinker, Tailor, Soldier, Spy first appeared in 1974, is arguably Le Carrà ©s masterpiece and is surely one of the great spy novels of the 20th century. Loosely inspired by the career of Kim Philby, a Russian double agent who worked his way into the upper reaches of the British Secret Service, Tinker, Tailor, Soldier, Spy tells the story of donnish, unprepossessing master spy George Smiley and his quest to identify the mole the deep-penetration agent who has turned Britains Intelligence Service (commonly known as the Circus) inside out. (From the Barnes and Noble review). 6.   Invitation to an Inquest: Reopening the Rosenberg Case by Walter and Miriam Schneir From the New York Review of Books: There have been several books on the Rosenberg case, none of them very satisfactory and at least two (taking diametric views of the case) quite appallingly bad. Invitation to an Inquest is in another category altogether. Mr. and Mrs. Schneir have not only examined the record with care but, going beyond the record and exhibiting the most admirable tenacity, have uncovered significant facts not previously brought to light. The net effect of their researches is to cast considerable doubt on the veracity of Harry Gold and David Greenglass, the principal witnesses against the Rosenbergs, and on that of Max Elitcher, who supplied the only testimony directly linking Morton Sobell to the alleged Rosenberg spy ring. If the information now brought forward by Mr. and Mrs. Schneir had been used by the defense at the time of the trial, the result might have been different. 7.   The Bourne Trilogy by Robert Ludlum Almost everyone who suggests Spy Favorites mentioned Ludlums Bourne Trilogy.   I havent read any of them, but my friends enthusiasm for the works have put the set on my summer reading list. If, like me, you are one of the few who does know what the books are about, here ya go: THE BOURNE IDENTITY: He has no past. And he may have no future. His memory is blank. He only knows that he was fished out of the Mediterranean Sea, his body riddled with bullets. There are a few clues: evidence that plastic surgery has altered his face, a Swiss bank account containing four million dollars, and a name: Jason Bourne. But he is marked for death, racing for survival through the layers of his buried past into a world of murderous conspirators led by the worlds most dangerous assassin, Carlos. And no one can help Bourne but the woman who once wanted to escape him. THE BOURNE SUPREMACY: In a Kowloon Cabaret, scrawled in a pool of blood, is a name the world wanted to forget: Jason Bourne. The Chinese vice-premier has been slain by a legendary assassin. World leaders ask the same fearful questions: Why has Jason Bourne come back? Who is the next to die? But US officials know the truth: there is no Jason Bourne. The name was created as cover for David Webb on his search for t he notorious killer Carlos. Someone else has taken the Bourne identity and unless he is stopped, the world will pay a devastating price. So Jason Bourne must live again. THE BOURNE ULTIMATUM: The worlds two deadliest spies in the ultimate showdown.Two men, each mysteriously summoned by telegram, witness a bizarre killing. The telegrams are signed Jason Bourne. Only they know Bournes true identity and understand the telegram is really a message from Bournes mortal enemy, Carlos, the worlds deadliest and most elusive terrorist. And they also know that he wants a final confrontation with Bourne. Now David Webb must do what he hoped he would never have to do again assume the terrible identity of Jason Bourne. 8.   The Hunt for Red October by Tom Clancy No list of best spy works would be complete without a nod to the master of the spy novel, Tom Clancy. In this popular work, which launced the authors career, The Hunt for Red October is   a deadly game of hide-and-seek played out in 18 days over 4000 miles of ocean. Red October is the Soviet Navys newest ballistic missile submarine. When the whole crew decides to defect, the Soviet fleet sets out to destroy it, while the US and British fleets attempt to prevent them. 9.   Eye of the Needle by Ken Follett There were several hearty recommendations for this novel from commentors. Eye of the Needle is about one enemy spy [who]  knows the secret of the Allies greatest deception, a brilliant aristocrat and ruthless assassin- code name: The Needle- who holds the key to the ultimate Nazi victory. Only one person stands in his way: a lonely Englishwoman on an isolated island, who is coming to love the killer who has mysteriously entered her life.    Written in 1978, Eye continues to enthrall readers. 10.   From Russia With Love by Ian Fleming Finally last, but certainly not least what list of best spy writing would be complete without an showing from Sir Ian Fleming, whose hero, James Bond 007, set the standard for the spy novel genre? In this classic tale from 1957, our hero has gotten himself into another fine mess as   Russias lethal SMERSH organization has targeted him for elimination. SMERSH has the perfect bait in the irresistible Tatiana Romanova, who lures 007 to Istanbul promising the top-secret Spektor cipher machine. But when Bond walks willingly into the trap, a game of cross and double-cross ensues, with Bond both the stakes and the prize.

The history of marijuana

The history of marijuana Historical records indicate that marijuana was used as legal tender in several spots in America since it was a valuable and rare economic resource. Before 1937, it was legal to distribute marijuana for non-medical reasons (Holland 142). After this date, the marijuana Tax Act was put in place.Advertising We will write a custom research paper sample on The history of marijuana specifically for you for only $16.05 $11/page Learn More The new law prohibited marijuana distribution. By the beginning of 1951, a minimum sentence for illegal distribution of marijuana was established by the Boggs Act (Fatout 345). This law has remained in force until this date. Besides, the Operation Intercept was implemented by President Richard Nixon as an anti- drug policy in 1969 (Baum 124). Since the hemp plant was completely legal, even the United States’ Presidents like Thomas Jefferson and George Washington grew it in their own farms. According to other personalities li ke Stephen King, â€Å"marijuana should not only be legal†¦it should be a cottage industry† (Stoned 187). This essay explores the controversies surrounding the legalization of marijuana. Although marijuana was widely accepted by several governments and individuals, it should be noted that most of it was used to manufacture clothing materials (Holland 64). Besides, quite a large volume of the harvests were turned into medical uses. According to the new set of legislation, it was considered illegal to be found in possession of 25 grams of marijuana. If arrested, the offender could be fined from as low as one hundred to 250 dollars (Fatout 164). The option of being jailed for a specific period was also provided depending on the severity of the offense. Jimmy Carter once noted that â€Å"I now have absolute proof that smoking even one marijuana cigarette is equal in brain damage to being on Bikini Island during an H-bomb blast† (Holland 135). In 1988, marijuana was de clared as one of the safest natural herbs by Francis Young (Baum 89). He was the DEA judge in Washington He noted that marijuana could be used as a therapeutic substance especially in its natural form. Since then, the laws governing the control of marijuana and its consumption have been tightened to make it cumbersome for users to use and distribute it freely (Baum 173). On the same note, there are several agencies and nongovernmental organizations that have been set up to ensure that the prohibition of marijuana remains in force. For instance, DEA is one of the agencies that have been on the forefront against any attempts to legalize marijuana (Stoned 132).Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More The DEA agency has always refuted any attempts to legalize marijuana (Baum 182). In 1994, an anti-legalization forum was held in Virginia for two consecutive days. Te forum brought together representatives from both the private and public sector. Some of the dominant issues that were discussed in the forum included the following: Who will cater for the medical expenses incurred in rehabilitation of the drug addicts? Who will give backing to the habit of the addicts? Who will cater for the costs of legalizing marijuana such as the criminal and social burdens? (Baum 375) It was also noted that the proponents of legalization of marijuana were making use of the print and audio-visual media in order to pass their ideas across. The same chance was seemingly being denied those against legalization. The voters in California managed to pass Proposition 215 in 1996. This new proposal made it legal to possess certain minimum amounts of marijuana although the federal government has never supported these legislations (Baum 340). In 2007, the attempt to legalize marijuana was downplayed by the entry of Gordon Brown who took over as the prime minister of Britain a fter the exit of Tony Blair. Gordon mentioned his intention to classify marijuana into category B (Fatout 174). Proponents of legalization have been positing over the years that the drug should be legalized since it is not addictive like those that are processed. Proponents who advocate for legalization observe that even the past generation made use of marijuana in a safe and healthy way. Mark Twain once noted that â€Å"what I contend is that my body is my own, at least I have always so regarded it. If I do harm through my experimenting with it, it is I who suffers, not the state (Fatout 386). As a result, advocates of legalization of marijuana used this quote several times to convince the state authorities that it was upon the users of marijuana to decide whether to smoke it or not because the state wouldn’t go at any loss. Credentials of authors Baum has written several books such as the Citizen Coors: An American Dynasty (Morrow/HarperCollins, 2000) and Smoke and Mirror s: The War on Drugs and the Politics of Failure (Little, Brown 1996). He has also written for the New York magazine as a staff writer. Fatout has been an English tutor at Purdue University. Some of his productions include Mark Twains First Lecture: A Parallel (His Miscellanea), and Mr. Lincoln Goes to Washington. He died in 1982 and Mark Twain in Virginia City, Mark Twain on the Lecture Circuit, Meadow Lake: Gold Town. Holland has been a specialist in psychopharmacology for long and also a teaching professor in the field of psychology. She has written several literary works in this field.Advertising We will write a custom research paper sample on The history of marijuana specifically for you for only $16.05 $11/page Learn More When anti marijuana legislation was enacted, some sections of the political class were vehemently opposed to the idea (Holland 76). For instance, Dan Quayle who was a US representative pointed out that the â€Å"congress should defi nitely consider decriminalizing possession of marijuanaWe should concentrate on prosecuting the rapists and burglars who are a menace to society (Baum 356). The latter was similar to a sentiment that was echoed by Abraham Lincoln on the illegalization of marijuana that â€Å"a prohibition law strikes a blow at the very principles upon which our government was founded.† According to the Gallup poll that was conducted in October 2011, the legalization of marijuana was supported by 50% of the population while another 46% noted that it should be prohibited (Holland 61). The National Drug Control Policy office in the US pointed out that it did not support the legalization of marijuana. This took place immediately after the 2012 presidential elections (Stoned 76). Baum, Dan. Smoke and Mirrors: The War on Drugs and the Politics of Failure. Boston: little Brown, 1996. Print. Fatout, Paul (ed.). Mark Twain Speaking. Lowa: University of Lowa Press, 1776. Print. Holland, Julie (ed.). T he Pot Book: A Complete Guide to Cannabis. Rochester: Park Street Press, 2010. Print. Lincoln, Abraham.U.S. President Speech to Illinois House of Representatives.Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More n.d. Web. Jan. 16 2013. Stoned, Michael. Weed: 420 Things You Didnt Know (or Remember) about Cannabis. Avon: Adams Media, 2009. Print. Baum has written several books such as the Citizen Coors: An American Dynasty (Morrow/HarperCollins, 2000) and Smoke and Mirrors: The War on Drugs and the Politics of Failure (Little, Brown 1996). He has also written for the New York magazine as a staff writer. Fatout has been an English tutor at Purdue University. Some of his productions include Mark Twains First Lecture: A Parallel (His Miscellanea), and Mr. Lincoln Goes to Washington. He died in 1982 and Mark Twain in Virginia City, Mark Twain on the Lecture Circuit, Meadow Lake: Gold Town. Holland has been a specialist in psychopharmacology for long and also a teaching professor in the field of psychology. She has written several literary works in this field.

Explanation of Noun Clauses in English

Explanation of Noun Clauses in English Noun clauses are clauses that function as nouns. Remember that clauses can be either dependent or independent. Noun clauses, like nouns, can be used as either subjects or objects. Noun clauses are therefore dependent clauses and as subject or object cannot stand alone as a sentence. Nouns Are Subjects or Objects Baseball is an interesting sport. Noun: Baseball subjectTom would like to buy that book. Noun: Book object Noun Clauses Are Subjects or Objects I like what he said. Noun clause: ... what he said objectWhat he bought was awful: Noun clause: What he bought ... subject Noun Clauses Can Also Be an Object of a Preposition Im not looking for what he likes. Noun clause: ... what he likes object of preposition forWe decided to look into how much it costs. Noun clause: ... how much it costs objects of preposition into Noun Clauses as Complements Noun clauses can play the role of a subject complement. Subject complements provide a further description,\ or clarification of a subject. Harrys problem was that he couldnt make a decision.Noun clause: ... that he couldnt make a decision. subject complement of problem describing what the problem was The uncertainty is whether he will attend or not.Noun clause: ... whether he will attend or not. subject complement of uncertainty describing what is uncertain Noun clauses can play the role of an adjective complement. Adjective complements often provide a reason why someone or something is a certain way. In other words, adjective compliments provide additional clarification to an adjective. I was upset that she couldnt come.Noun clause: ... that she couldnt come adjective complement explaining why I was upset Jennifer seemed angry that he refused to help her.Noun clause: ... that he refused to help her. adjective complement explaining why Jennifer seemed angry Noun Clause Markers Markers are what introduce noun clauses. These markers include: that if, whether (for yes / no questions) Question words (how, what, when, where, which, who, whom, whose, why) Ever words beginning with wh(however, whatever, whenever, wherever, whichever, whoever, whomever) Examples: I didnt know that he was coming to the party. Could you tell me whether she can help us. The question is how to finish on time. Im sure I will enjoy whatever you cook for dinner. Noun Clauses Used with Common Phrases Noun clauses beginning with question words or if/whether are often used with common phrases such as: I dont know ... I cant remember ... Please tell me ... Do you know ... This use of noun clauses is also known as indirect questions. In indirect questions, we use a phrase to introduce a question with a short phrase and turn the question into a noun clause in statement order. When will he return? Noun clause / indirect question: I dont know when he will return. Where are we going? Noun clause / indirect question: I cant remember where we are going. What time is it? Noun clause / indirect question: Please tell me what time it is. When does the plan arrive? Noun clause / indirect question: Do you know when the plane arrives? Yes / No Questions Yes / no questions can be expressed as noun clauses using if/whether: Are you coming to the party? Noun clause / indirect question: I dont know if you are coming to the party. Is it expensive? Noun clause / indirect question: Please tell me whether it is expensive. Have they lived there long? Noun clause / indirect question: Im not sure if they have lived there long. Special Case of That The noun marker that which introduces noun clauses is the only marker that can be dropped. This is only true if that is used to introduce a noun clause in the middle or at the end of the sentence. Tim didnt know that she was available. OR Tim didnt know she was available.

Impact Of Be True To Your School On Different Persons Essay

Impact Of Be True To Your School On Different Persons - Essay Example The narrative included Greene and his peers getting summer jobs, drinking liquor, finding the latest hits of the day and earning marks for their teams, among others. These events were faithfully chronicled in a daily diary, which for its frequency could tend to become tedious at times. But this is quite rare and to be expected since the diary involved every single day of the entire year. What Greene has accomplished in this particular narrative, however, is the transformation of the seemingly banal and ordinary American teen life into something compelling, entertaining and memorable. Grown-ups would find it easy to forget what transpired in their youth, having more serious concerns and real-life troubles to occupy their minds. Greene will teach them to look back and marvel at those days when everything was simple when the most challenging events include getting at least a score of B and pursuing a romantic interest. These things - within the context of Greene's narrative - assume an entirely new utility: they serve as a reminder. For some, it would be a reminder of what shaped them into what they are now. For others, it would about the things that made them happy or the time when the seeds of their dreams began germinating. Greene articulated this best when he, at the beginning of the story, wrote: â€Å"When I look at the diary after years had passed, I realized that what I had here was something money could not buy: time preserved† (vii). Perhaps this was the reason why Lindy met Greene several years later when he flew to where she lived in Ohio. She met him for dinner and went as far as going up with Greene to his room (46).

Psychology of Personality Research Paper Example | Topics and Well Written Essays - 1250 words

Psychology of Personality - Research Paper Example This paper compares and contrasts the theories of two psychologists who have developed theories in the subject area. Finally this paper discusses the major differences between Intrapsychic and Interpsychic processes followed by empirical applications. Albert Ellis and Carl Rogers both agreed on utilizing the psychoanalytical approach to diagnosing and describing individual personalities and emotional intelligence. The primary difference between the two is the method through which they deployed the psychoanalytical process to solve any diagnosed problems (Curtis, 2003). Specifically, Ellis believed that rational analysis and cognitive reconstruction allowed individuals to understand their self destructive attitudes by bringing their irrational beliefs to conscious evaluation. On the other hand, Rogers was more focused on the development of the concept of the self. He observed that conditional and unconditional positive regard for the self is key to productive lifestyles that solve per sonality disorders (Curtis, 2003). These conditions of worth affect the individuals’ capacity to achieve self actualization. ... The purpose of the approach is to help clients overcome self-defeating beliefs and behaviors by demonstrating how irrational, destructive, and unhealthy they are. The fundamental principle of the theory is the fact that a person is rarely affected (emotionally) by external factors. Instead, individuals are impacted by their perceptions, attitudes, and internal monologues about the external activity (Curtis, 2003). Rational Therapy provides 3 overarching Insights (Ellis, 2003). The first is that there are activating events that precede emotional disturbances. But the activating events are evaluated within a perspective that is dysfunctional or based on irrational beliefs. The second is that the timeline that individuals acquire self defeating beliefs does not affect the individuals’ propensity to change it. Activating events can occur in a series and reaffirm the irrational beliefs (Ellis, 2003). The final insight is that patients will feel better when the feel as if they know how they became disturbed. But the acceptance of insights 1 and 2 is the internal link to the patient getting better (Ellis, 2003). Carl Rogers’ theory of the self is categorized as both a humanistic and phenomenological approach. Rogers’ articulation of his theory is both extensive and nuanced. In his attempts to empirically evaluate psychotherapy, he conducted a scientific approach out of a need to be compatible with the status quo at all times (Rogers, 1959). Rogers focuses on the development of the personality where he discusses the realization of principles instead of reaching stages. Specifically he focuses on the development of a self concept and the

Advanced consumer behaviour Essay Example | Topics and Well Written Essays - 2500 words

Advanced consumer behaviour - Essay Example This market situation is evident in every industry on a global basis and apparently is under great research in order to conclude upon the fundamentals of the consumer behavior. Consumer behavior as defined by Luna and Gupta (2001) is the ongoing study that explores the reasoning behind the buying decision process. In more details, consumer behavior is a systematic approach that attempts to identify patterns that analyze the following questions: what consumers buy, why they buy the specific product, when they buy and how they buy. (Foxall, 1993) It is more than clear that the essence that underlines the issue in account lies in explaining and eventually predicting the purchase actions of individuals within specific markets and given products or services. Therefore, consumer behavior is directly associated with the overall buying decision processes that people exhibit. Although academic background on the exact definition of private label products does not explicitly state a single or widely accepted term, for simplicity reasons and convenience building we provide a rather general description, which indicates that Private label goods are product brands that carry or suggest the retailer’s name (Sheinin and Wagner, 2003). In other words, as defined by Hernstein and Tifferet (2007), retail brands are indeed consumer products produced by or on behalf of, distributors and eventually sold under the distributor’s own name or trademark through its own outlet. A third proximity approach to providing an accurate and full description in just few words is the one given by Sethuraman and Cole (1999), describing them as general brands owned, controlled and sold exclusively by retail outlets. All three contextual terms highlight the key issues in retail brand development; the process, the product range and the unique product availability (Burt, 200 0). Today, private label goods have

Characteristic of the U.S. health care delivery system Essay

Characteristic of the U.S. health care delivery system - Essay Example 9). These characteristics hinder the delivery of healthcare in the US because they pose problems of delays and legal complications. These characteristics reflect that the US healthcare system is highly fragmented and has immense political, economic, and cultural influences. People belonging to certain ethnicities and age groups e.g. older African Americans receive poor access to effective healthcare treatment. In the researches controlling for insurance of health, the older African Americans have been found to have gotten lesser eye examinations, screening for breast cancer, and various other kinds of treatments (Yeo, 2009, p. 1279).The US healthcare system also reflects lack of a central governing agency in the US. The current system of US healthcare poses many emotional, cultural, and political challenges for the health care administrators. However, support for the model of universal health coverage in the US has increased in the recent years and this is seemingly the best way to make the healthcare system unbiased, cost effective, and of high quality (Pushman and Chung,

Should US continue trade with China Essay Example | Topics and Well Written Essays - 1750 words

Should US continue trade with China - Essay Example In my opinion, United States should continue to trade with China. Many challenges that the U.S economy faces are usually domestic in nature, however, it is still important for investment to take place and the two states to continue trading. Thesis Statement: While the trade relationship between China and United States is not smooth, the benefits reaped are far much worth. History of U.S and China Trade relationship Lovett, William, Alfred Eckes, and Richard Brinkman. U.S. Trade Policy: History, Theory and the Wto. New York: M.E. Sharpe, 2004. According to Lovett, William, Eckes and Brinkman, former British Colonies were the giants when it came to international trade. As the authors stated earlier America, was only one of the states which participated in trade. At that time, the economy of the American British colonies was only considered to be extractive. Most of the commodities such as fish, lumber among other commodities were only traded within the empire. Different types of trade and manufacturing were all prohibited in the British Empire; hence, people were required to purchase goods from Asia via the England route, rather than participating in direct trade with Asians. There was colonial unrest because most of the Americans were excluded from what most termed as successful China Trade. On page 36 of the book, the authors assert that the demand for goods from China grew even after the Revolution. The authors state that in 1850s, trade between Britain and its international partners from Asia grew. By 1890s, as the authors assert, Britain already owned more than half of all the trade exports. When the Americans saw that the Great Britain made so much profit from trade, the Americans became more than interested in trade and wanted to make such profits on their own. The Americans started trading directly with China, and with the volume being comparatively small, China was viewed as a crucial player in this trade. Chai, Joseph. An Economic History of Modern Chin a. New York: Edward Elgar Publishing, 2011. Print. According to Chai, trade between China and other trading partners like the Americans declined in 1850s. Chai argues that the international environment only became favorable for the economy growth for a state like China in the year 1979 to 2009. The author points out on page 239 that the U.S and China trade troubles did not begin recently but years ago. Chain points out that the growing conflicts between China and states like the U.S grew because the foreign exchange from China’s reserve was growing due to trade. As a result of this, China also became a trade giant when it overtook the U.S and other European states and became one of the largest exporters. Chai affirms on page 239 that despite China making great profits from the booming trade, Europe was still a leader because it offered different states a market that was more receptive for goods from America. The U.S foreign trade grew enormously, but China’s trade only remained at a favorable but constant level. According to Chai, China is there today because it maintained an exchange rate that was fixed. This is the exchange rate that has led to the emerging symptoms of currency undervaluation. In the year 2008-2009, China accounted for about 39% of the total trade gap with the U.S. This issue, according to Chain was one of the contributors of China being

Adoption of new technology systems Essay Example for Free

Adoption of new technology systems Essay Health can be described as the state of physical or emotional well-being without necessarily the absence of a disease or any given ailments. Electronic Health Record, thereby, covers a wide scope in ensuring the electronic procedures through which the factors that lead to the health of individuals are ensured. This indicates that this practice involves the incorporation of technology such as the use of computers to ensure its implementation.                  In this research paper, therefore, one ought to undertake the role of a head nurse, and carry out the programs that will ensure the use of electronic health records system is incorporated in a facility. In addition, one ought to put his or her base of discussion in line with the Rodgers qualities that lead to the adoption of new technologies, especially in an organizational set up. This can, therefore, be discussed as follows:                  How to approach the present the Electronic Health Records to the nurses to win their approval            Nurses often play a greater role in ensuring the health care delivery to the patients, who in most cases seek medical attention. This owes to the fact that they put into consideration the patients’ issues from the moment they are registered to undertake treatment in a given facility. Furthermore, they are the individuals who make sure that the patients get proper and adequate treatment up to when they are discharged from the hospital.               Therefore, one way of presenting the Electronic Health Records system to them is by critically defining the roles they are to carry out. These run from the registration of the patients, admission procedures as in the case of patients’ illnesses, writing down of the nursing procedures. Other functions of the nurses include drug admission, dosage and their storage, carrying out of the minor surgeries and dressing of wounds.                As the Head Nurse in charge, I would clearly outline to the nurses their roles, and how the incorporation of the new electronic health record system would improve their daily activities in the delivery of healthcare. However, despite the advantages that are associated with the new technology, several cases of resistance can be noticed among the nurses. These can be in the whereby they mention that they lack the knowledge and the skills to use the methods and that it may consume their time, and lead t earlier retirement or even retrenchment of their jobs.               In such a given case, as a head nurse, I will ensure that they have adequate training on the use of the newly adopted system, and assure them that the only time they would be retrenched or dismissed from their duties would be on attainment of the retirement age. Moreover, I will ensure that new goals and objectives are set forth with the introduction of the systems to ensure a quality health delivery service. Furthermore, I would also provide some room for negotiation so that we come up with a system that will be favorable to all.               Applications as per Rodger’s theory, in the health facility setup.               The theory looks into the modes via which individuals can choose to adapt into a new system of technology, basing on the qualities that they possess. These include relative advantage/the benefits, compatibility with the current practices and the values, simplicity, trialability, and the results that are observed (the observable results). The relative advantage               In order to prepare the nurses for the implementation that is upcoming, I would ensure that the system will lay several benefits that will facilitate in the improvement of the existing one. An explanation that can be given to this is that, initially, the storage of the health records were done in a manual manner. Therefore, a lot of time would be taken to retrieve the information about the patients from the filing area, thereby leading to subsequent delays, and infectivity in the delivery of health care. Moreover, the loss of the files would be easier owing to their inadequate storage and management.               However, by the incorporation of the new technology, time taken to retrieve the information about the patients would be reduced due to their accessibility and efficient storage. This would in turn lead to faster and efficient treatment. These would also ensure that they are properly diagnosed with the diseases that they suffer from and reduce the excess costs incurred for example in the purchasing of their files. Compatibility with the existing values and practices               In the health setup, proper values need to be ensured so that the rights of the patients are not infringed on. These can be in line with the Nightingale Promises or laws, as in this case, for the nurses. Practices such as laboratory experiments and the observational routines, for example, recording of temperature, blood pressure tests, post natal and antenatal care too should be considered. As a result, in order for the nurses to adapt to the new systems, they need to understand how the technologies would be implemented as per the values and the practices. Simplicity               In the facility, several forms of resistance may arise due to the difficulty of the nurses to use the new methods as most of them may be computer illiterate. Therefore, there is need to use the simple models that they can be easily trained on and understand. An example of these may include the data entry forms like the use of Microsoft Office (Word and Excel) basically, before getting to the more complex ones. Others may include the measurements of the temperature and pressure of the patients using equipment that can easily detect the variables from one patient to the next.                TrialabilityThese can be carried out as part of the training procedures that are given to the nurses. Therefore, they can be granted some extra time to familiarize themselves with the machines, make several trials and mistakes, and eventually come to terms with the proper modes of handlement. Observable results                  In most cases, these will be evident from the institutions that have successfully installed and used the systems in place, and the progresses that they have made in relation to the admission of an adequate healthcare. Thus, these can be the referral and the national hospitals from where a variety of diseases are handled. The role of nurses as change agents in facilitating the adoption of a new technology                Nurses aid in the adoption of the new forms of technology by ensuring digitalization in the admission of healthcare. These can be in the form of the mobile clinics that reach far and wide, within and outside the country. Moreover, it gives them a wider scope to classify diseases according to the signs and symptoms thus they can relate to patients through mediums such as webcam or even Skype for those who may not be able to get to the facilities in good time.                      These can therefore help to reduce the costs that can be incurred as in the case of distant travels by the patients who are critically ill, for example the aircraft ambulatory modes, and reduce more damages that would be caused to the patients by the use of roads. Additionally, several modes of treatment too can be sought out for by the nurses in line with the researches that they carry out through the internet, thereby improving the lives of individuals. References Archer, N., Cocosila, M. (2011). A Comparison of Physician Pre-Adoption and Adoption Views on Electronic Health Records in Canadian Medical Practices. Journal of Medical Internet Research, 13(3), 65.Devkota, B., Devkota, A. (2014). Electronic health records: advantages of use and barriers to adoption. Health Renaissance, 11(3), 78.Mihalko, M. (2011). Cognitive Informatics and Nursing: Considerations for Increasing Electronic Health Records Adoption Rates. Journal of Pediatric Nursing, 26(3), 264-266. Peden, A. H. (2009). Factors affecting adoption of electronic health record (EHR) systems in United States Hospitals. New York: Mac Millan. Rogers, E. M. (1983). Diffusion of innovations (3rd ed.). New York: Free Press ;. Source document

Watawala Plantations Plc Is A Pioneer Tea Plantation Marketing Essay

Watawala Plantations Plc Is A Pioneer Tea Plantation Marketing Essay The proper application and implementation of a strategic marketing plan is essential to the success of any business. A company can have a perfect product, but without proper placement, identifying an audience and a marketing plan appropriate activity would not be able to market its products to consumers. Watawala Plantations PLC was able to convert an activity performed in the home of commercial success through the implementation and respect of its strategic intentions. The company was able to convince consumers that the store offers more than just tea, but rather a rich experience they should have on a recurring basis. The company was able to translate this consumer experience of its products for an extremely lucrative. This strategic marketing plan will discuss the marketing strategy implemented by Watawala Plantations PLC, and evaluate the plan of the company in the current marketing strategies including market segmentation, targeting strategies, positioning, the competitive environment, and various other factors that affect its marketing strategy including external macro environmental forces. 1.0 Introduction Today in the rapidly changing corporate arena one of the frequently spoken subject is becoming the Strategic Market Planning and many expensive reference materials can be commonly seen in bookstores, libraries and via online sources. But what exactly is Strategic Marketing Plan, how to assess the external macro environment? What are the impacts of political, economic, socio-cultural and technological factors have on developing Strategic Marketing Plan? These are some of the common questions to be answered. Without a clear strategy the organization is like a ship without a rudder, going around in circles. This strategic marketing plan prepared to Watawala Plantations PLC is essential for the newcomer Oolong tea to the market. Oolong Tea is an innovative product that is close to the tea and black tea, and this product can be a cleaner body. This strategic marketing plan will discuss the marketing strategy implemented by Watawala Plantations PLC. It is very much evident, that the strategic marketing plan for Watawala Plantations PLC has been successfully completed after gaining a substantial understanding from the various reliable sources where the information have been gathered. I strongly feel that the information that I have provided in this strategic marketing plan will definitely satisfy the assessment criteria. Last but not the least I wish to mention that, at the best of my knowledge, Ive acknowledged all the sources which I did refer to complete this strategic marketing plan. 2.0 Watawala Plantations An Overview 2.1 Company Background Watawala Plantations PLC is a pioneer tea plantation and marketing company in Sri Lanka. This is a listed company is a joint venture with the legendary Tata Group, which owns the No. 1 tea brand in Britain Tetley. Today Watawala plantations PLC has undertaken the management of selected 18 prime tea estates in all elevations of low-rise, medium-and high-grown along with a pair of rubber plantations, and the Sri Lankas only palm oil factory and employs over 15,000 people. With the joint venture in Tata Tea India, Watawala Plantations PLC has accepted the challenge of converting trade and productivity in to competition. The unique advantage of three diversified namely crops, tea, rubber and Palm has made the company to move in different directions in terms of involvement with the daily life of people in Sri Lanka. Total area of plantations is divided region 12,442.13 hectares, of which 41% is the tea, rubber is 18% and 8% less for the cultivation of oil palm. About 7% is separate for firewood and the rest is uncultivated and remains as the areas of conservation, forestry, spices, vegetable cultivation, jungle, buildings, roads, etc. 2.2 Mission, Vision Corporate Values 2.2.1Mission Statement According to David (1995, p.88) a business mission can be classified as the foundation for priorities, strategies, plans, and work assignment. In other words it can be said as the starting point for the design of managerial jobs and, above all, for the design of managerial structures. A mission statement which focuses on a businesss current activities reveals the long-term vision of an organization in terms of what it wants to be and whom it wants to serve. The Mission Statement of Watawala Plantations PLCà ¢Ã¢â€š ¬Ã‚ ¦ By the year 2015 we will get closer to our end user locally and internationally by: Adding value to our products (tea, rubber, palm oil) Being committed to producing quality products Using our own brand Fully utilize the technological advancements and land resources in an eco-friendly manner To respect and understand the community in which we do business Celebrate the diversity and the power of our people While continuing toà ¢Ã¢â€š ¬Ã‚ ¦, Be the preferred supplier in tea, rubber, palm oil globally Enhance return to our shareholders 2.2.2 Vision A strategic vision concerns a firms future business path that is where we are going. Companys vision defines the desired or intended future state of an organization or company in respect of its basic objectives. Vision is a long-term; sometimes describing how the organization wants the world must stay where it operates. The primary role of a companys vision is to establish a dream to all its employees and stake holders to achieve the companys corporate goals. The Vision Statement of Watawala Plantations PLCà ¢Ã¢â€š ¬Ã‚ ¦ We will take a path no one has walked before and many will want to follow 2.2.3 Core Values Watawala Plantations willà ¢Ã¢â€š ¬Ã‚ ¦ Ensure that our business is always customer focused and that we continuously strive to meet their demands with the highest level of service. Be committed to offering the highest quality products at all times to our customers globally. Recognize and motivate our employees who are the live wire of the organization, to achieve their fullest potential and provide equal opportunities regardless of gender, religion, race or colour to excel in their work. Value transparency and honesty in everything we do. Contribute positively to the long term sustainability and development of the external community and the environment we operate in. Be innovative and strive for continuous improvement in whatever we do. Recognize that our shareholders are of utmost importance to us and ensure the best possible returns to them. 3.0 Product Description Oolong Tea There are hundreds of different varieties of tea made from tea plant, Camellia Sinensis, but almost all of them is divided into three broader categories which are respectively black teas, which are fully oxidized before drying a careful fermentation process, green tea is dried quickly, while non-oxidized oolong, which is somewhere in the middle and combine the best features of both. Oolong is partially fermented (semi-fermented) tea, which is known for its rich taste and pleasant lasting aftertaste. Oolong is classified as black or dark green tea which is baked longer than Green Oolongs. Green Oolong is usually smells stronger as Dark Oolong is usually has a stronger aftertaste. Special oven baked Oolong is only an intermediate dark green. 4.0 Construction of SWOT A Situational Analysis According to David (2004, pp.156-158) no organization is equally strong or weak in all its functional areas. Objectives and strategies are established with the intention of capitalizing upon internal strengths and overcoming weaknesses. The overall evaluation of a companys strength, weaknesses, opportunities, and threats are called as the SWOT analysis. A SWOT analysis is used as a framework to help the firm to develop its overall corporate, marketing, or product strategies. Strengths and Weaknesses are internal factors, which are controllable by the company. Whereas, Opportunities threats are external factors tend to be uncontrollable by the organization. The SWOT analysis of the Watawala Plantations PLC can be illustrated as follows: Strengths Uniqueness of the product Benefits of product are outstanding and not offered by any other product/company. Brand awareness High quality tea High quality service Expertise on the tea business Entrepreneurial spirit and commitment Complete and broad trained staff Opportunities Can open new lines of business Mass market tea prices will stabilize Consumers are living a more healthy lifestyle Consumers prefer quality products that offer true value Modern technology in the tea industry will be able to increase productivity Growth in tea market due to promotional efforts of healthy attributes of tea Threats Seasonal demand Misperception of tea consumption Competition from coffee shops Limited number of raw materials Unstable tea supply of high quality tea High quality tea prices will increase moderately Tea market is very competitive and relative elastic where strong local competitors such as Lipton, Bogawanthalaweà ¢Ã¢â€š ¬Ã‚ ¦etc. SWOT ANALYSIS Weaknesses Budget deficits Less access to modern technologies with to Oolong tea manufacturing process 5.0 Marketing Objectives All businesses, as a rule, need to set objectives on their own, for the products or services they intend to launch. Setting objectives are important; because they focus on specific aims over a period of time and can motivate the staff additionally to meet the set objectives. The marketing intention Watawala Plantations PLC is to grab a 10% market share and to achieve a sales volume worth of SLR 2,500,000 during the current year 2011. 6.0 Market Segmentation, Target Market and Positioning 6.1 Market Segmentation An organization cannot satisfy the needs and wants of all consumers. To do so, may result in a massive drain in company resources. Segmentation is simply the process of dividing a particular market for a good or service into sections, which display similar characteristics or behavior. There are a number of segmentation variables that allow an organization to divide their market into homogenous groups. There is no single way to segment a market. A good marketer has to try different segmentation methods, either alone or in combination, in order to view the market structure clearly. Segmentation can be categorized in to four major variables. They are geographic, demographic, psychographic and behavioral variables. It has to be clearly understood that Watawala Plantations PLC has utilized the demographic segmentation variable to divide the market. In demographic segmentation, the market can be divided in to groups such as age, gender, income, family size, family life cycle, occupation, education, race, religion, generation, nationality and social class. But here Watawala Plantations PLC going to consider only the first three groups from the demographic variables as described above. It is very much evident that in particular, the demographic segmentation variables have been chosen because of two reasons. One is that, customer wants, preferences, and usage rates are often associated with demographic variables and the other is that the demographic variables are easier to measure. 6.2 Target Market Target Market is the specific group of customers that a company aims to capture. They have been identified as the people with needs or wants that can be met with the products or services from the company. When evaluating the market segments, Watawala Plantations PLC must look at three major factors. They are segment size growth, segment structural attractiveness, and companys growth. Considering these aspects Watawala Plantations PLC has decided its target group as anybody who is interested in good quality tea. Mass market is the strategy of the company aiming to sell their product to broad market in Spain. 6.3 Positioning After an organization has selected its target market, the next stage is to decide how it wants to position itself within that chosen segment. A products position is the complex set of perceptions, impressions, and feelings that consumers hold for the particular product compared with the competing products in the market. As marketers, Watawala Plantations PLC not only plan positions that gives our products the greatest advantage in selected target markets, but also we design marketing mixes to create these planned positions. Therefore Watawala Plantations PLC is going market its Oolong Tea under its renowned positioning theme THE ART OF TEA 7.0 Macro Environmental Analysis PEST Factors According to David (2004, p.114) the purpose of an external audit is to develop a predetermined list of opportunities that could benefit the firm and threats that should be avoided. The Relationship between Key External Forces and an organization can be illustrated as follows: Therefore while formulating business strategies, Watawala Plantations PLC should be able to respond towards the external macro environmental factors in order to take the maximum advantage of external opportunities or that minimize the impact of potential threats. PEST analysis is a framework used to scan the external macro-environment, in which a firm operates. It is an important aspect to a company, in order to begin the marketing process. The following gird represents the analysis of the political, economic, socio-cultural and technological factors Watawala Plantations PLC has to consider before deciding either Germany or Australia would be potential market to expand the fruity malt loaf product. The grid below examines the political, economic, socio-cultural and technological factors with regard to the potential impact and its relative importance towards Watawala Plantations PLC. PEST Analysis Factors Potential Impact Relative Importance Political Factors Strict trading policies Medium Important Funding grants Medium Unimportant Local pressure groups High Unimportant Government policies High Important Political influence High Important Economic Factors Economic structure Command Economy prices are determined by the government Important Taxation issues Total tax rate is 64% on Profit Critical Interest rates 3.0% Important Inflation rates 9.4% Important Socio-cultural Factors Consumer attitudes High Critical Consumer opinions High Critical Media views High Important Brand image High Important Buying access and trends High Critical Health consciousness High Critical Religious factors Medium Important Technological Factors Technology development High Important Research funding Medium Important Recycling systems Medium Important 8.0 The Marketing Mix 4Ps To achieve the marketing objectives, the company has to use the marketing controllable elements (4Ps) effectively. A company might adopt one or more marketing strategies when introducing a product newly. It can set a high or low-level trend for each of its marketing variables, such as price, promotion, distribution, and product quality. Therefore, the key elements of the marketing mix namely product, price, place (distribution) and promotion have to be utilized Watawala Plantations PLC as follows: 8.1 Product A good Oolong tea is refreshing and delicious; the Oolong spectrum has a range of aromas and tastes quite different from what you get with green or black tea. It is difficult to obtain reliable figures on the caffeine content, but its probably not entirely wrong to say that the cup of Oolong average, well mixed, has about half as much caffeine as a cup of black tea and about half again as much as a cup of green tea. The difference mainly comes from the brewing temperature, not the composition of the tea itself. Although Oolong has the characteristics of black and green tea, the taste has little in common. If not overcooked, most Oolong seems almost no trace of bitterness, and generally a stronger aroma than any black or green tea. Like other tea, Oolong is rich in antioxidants called polyphenols. These help prevent cancer, keep your heart healthy and aid general well-being. 8.2 Price Price can be simply defined as the amount of money charged for a product or a service provided. A companys pricing decisions are affected either by internal factors relating to the company or external environmental factors or both. The major external environmental factor, which is going to affect the pricing decision, of Watawala Plantations PLC depends on the competitors costs, prices and their possible reactions in relation to the price fixing modes of Watawala Plantations PLC. A consumer when deciding to purchase our Watawala Plantations PLCs Oolong Tea, at the first instance evaluate the price and value of other products, which compete with Watawala Plantations PLCs products. Considering these pricing factors Watawala Plantations PLC should to apply the market penetration pricing strategy, meaning, to fix a low initial price at the introduction stage, in order to penetrate the market successfully at the outset. This is due to the fact that, it is an ideal pricing strategy which can be applied with success at the introductory stage itself, to attract a large number of buyers quickly and effectively so as to win a large market share, in a short period of time. Upon successful launch of Oolong tea, Watawala Plantations PLC can adapt skimming strategy. 8.3 Place (distribution) The distribution modes will cover all areas and all consumers coming under the target group. This is certain as the popularity grows with the demand. A competent distribution strategy will enhance the chances of attaining the goal with easy reach. Through maintaining proper contacts and application of the experience and specialization in the trade and through insuring a steady supply of goods without shortages the reach is assured with satisfactory results. Over the appointment of distributors and agents for the purpose of popularizing the product, requirements and competence in promotion, experience, market familiarity in relation to the productsà ¢Ã¢â€š ¬Ã‚ ¦etc. In addition to the distributors, a careful consideration will be given towards selecting the distribution strategy. In this case an intensive distribution strategy will be utilized where it is expected to bring in quick and satisfactory results. 8.4 Promotion Promotion is one of the key elements in the marketing mix. The intention now is to inform, persuade and to familiarize Oolong tea to the market and to popularize it. In this regard sales promotion and pre publicity are two areas, which are related to public relations. To target the group, pre publicity is essential via the media namely the electronic and the print. It is through proper and efficient advertising methods, the target group mainly the consumers would be reached easily which we intend to employ. The channels, which we hope to utilize both in TV and Radio in addition to the press, will be chosen based on their popularity and result-oriented methods adopted. In this regard a careful consideration would be given to economize the expenditure for the promotion purpose. In addition to the above method e-marketing strategy will also be utilized via social media networks such as Twitter, Facebook. YouTubeà ¢Ã¢â€š ¬Ã‚ ¦etc. 9.0 Proposed Marketing Budget A financial plan will be carried out since the initiation of the strategic marketing plan in order to determine the total amount of capital needed for each marketing related activity and to be completed within stipulated investment limit, which allows the marketing manager to measure the past with the forecasts actually spent during the project. Figure A illustrates the proposed marketing budget for Watawala Plantations PLC. Figure A Description Amount (SLR) Amount (SLR) Estimated Sales 10,000,000 (-) Estimated Expenses Raw Materials 500,000 Sales Distribution 400,000 Financial Expenses 200,000 HR Administrative Expenses 150,000 Production Cost 1,450,000 Promotional Expenses (posters, banners, advertisementsà ¢Ã¢â€š ¬Ã‚ ¦etc.) 4,500,000 Transportation 300,000 Estimated total expenses (7,500,000) Estimated profit 2,500,000 10.0 Evaluation and Control When involving in introducing a new product into the market, it becomes necessary to plan the overall operation in advance, in addition to budgetary provision to carry forward the objective. The controlling and monitoring aspects are two areas, which need constant attention. Any deviation will tend to upset a proper implementation of this strategic marketing plan. Therefore the following action plan can be utilized by Watawala Plantations PLC in order to evaluate and control the strategic marketing activities. Marketing Strategy Action Responsibility Control and Evaluation Methodology Marketing Communication Campaign Advertisement on TV, internet, radio, newspapers, ad campaigns on the streets Marketing Managers, Marketing Executives Monthly Sales Figures Marketing Promotion Campaign Set Up Special Stand for Personal Selling Marketing Managers, Sales managers, Counter staff Supervisors Count Customers and Monitor Sales per Month Organize Promotional Event Major Cities Marketing Managers, Supervisors, Hostesses Count Participants Promotional offers e.g. free gifts with purchase Marketing Managers, Production Managers Produced Output Figures Distribution of Free Samples to Customers At cash point Marketing Managers, Cashiers, Supervisors Count Customers

A Couple Of Yahoos :: essays research papers

David Filo was born in Wisconsin 1966 to Jerry, an architect, and Carol, an accountant, but he was raised in Moss Bluff, Louisiana. There they live in what is called an alternative community. They live semi-communally with six other families, sharing gardening duties and a kitchen. Filo attended Tulane University in New Orleans, Louisiana, receiving a bachelor’s degree in computer engineering. He continued his education at Stanford University in Palo Alto, California.   Ã‚  Ã‚  Ã‚  Ã‚  Jerry Yang was born Chih-Yuan Yang in Taiwan in 1968, and was raised by his mother, Lily, an English and drama teacher, after his father died when he was only two. He immigrated to the United States when he was ten years old with his mother, grandmother, and younger brother, Ken, settling in the Berryessa suburb of San Jose. Yang spoke Mandarin Chinese and hardly any English, but soon learned it and became a strait-A student. He was admitted to Stanford University, where he obtained his bachelor’s and master’s degree in electrical engineering in 1990. It was there that he met David Filo.   Ã‚  Ã‚  Ã‚  Ã‚  Filo and Yang were doctoral students in computer engineering. As one of their assignments they were working on the computer-aided design of computer chip circuitry. For this project they were set up in an â€Å"office† which was really a trailer that was filled with computers and equipment. â€Å" I was terribly bored,† Filo stated, â€Å"And with our faculty advisor out of town we started to fool around on the World Wide Web.† They soon became very frustrated with the World Wide Web. It seriously lacked any type of organization. The only was to access a page was to know the URL, or the address to the website. At the time there were books being published with lists of different sites and their addresses, however, this proved to not be very useful as website addresses change quite frequently, so that the books were outdated before they even hit the press. Filo and Yang came up with the idea to provide a kind of roadmap for online users. They designed some software that organized web pages into topics and that could be used immediately to â€Å"link†, or go to those pages. In early 1994, â€Å"Jerry’s Guide to the World Wide Web† was born, and the name was later revised to â€Å"Jerry and David’s Guide to the World Wide Web.† The two provided the service free to all Stanford users.

The Never Ending Israel-Palestine Peace Talks Essay -- International C

The news of people dying and suffering, killings of women and children, and bombings by terrorists and militaries, has undoubtedly grabbed the world’s attention towards the Israel-Palestine conflict. While Palestinian children scream for their dead parents, the world’s leaders and academics initiated a frantic debate, trying hard to point out the real cause and viable solutions for the current situation. This has led to many peace initiatives by the international community that were unfortunately a devastating failure. This deadlock had left leaders and supporters of both sides blaming each other for their stubbornness, in some cases elevating the unrest in Israel and Palestine (Reynolds). In this difficult condition, it is hard for us to determine what actually caused the failure of the peace talks without being biased towards one side. Therefore, my goal in this essay is to examine the cause of the peace talks’ failure objectively by observing the history of pa st peace talks, the reasons for disagreement that are given by Palestine and Israel and the key issues discussed in peace talks. Finally, I will conclude my research by developing my stand on the causes based on the research I have conducted. Before we move on to discussing the cause of peace talks’ failures, it is crucial that we understand the peace initiatives that had occurred between Israel and Palestine. The starting point for the peace talks was UN’s Security Council Resolution 1967 which occurred after the 1967 war (Reynolds). This resolution stressed on â€Å"withdrawal of Israel armed forces from territories occupied in the recent conflict† and â€Å". . . respect for and acknowledgment . . . of every State in the area and their right to live in peace within secure and re... ...tinue the Peace Process?: No, It's Heading for Disaster." Middle East Quarterly September 1995: 23-28. Reynolds, Paul. History of Mid-East peace talks. 27 August 2010. 1 April 2012 . Saad, Lynda and Steve Crabtree. Opinion Briefing: Israeli-Palestinian Conflict. 30 March 2012. 2 April 2012 . Sabbagh, Karl. Palestine History of a Lost Nation. New Yourk: Grove Press, 2006. The Telegraph. "Middle East peace talks: key issues between Israel and Palestinians." The Telegraph 14 September 2010. Tibi, Ahmad. Pressing Netanyahu is the key to success in Mideast peace talks. 3 September 2010. 1 April 2012 . United Nations Security Council. Resolution 242 (1967). Official Record. New York: United Nations, 1967. —. Resolution 252 (1968). Official Record. New York: United Nations, 1968. The Never Ending Israel-Palestine Peace Talks Essay -- International C The news of people dying and suffering, killings of women and children, and bombings by terrorists and militaries, has undoubtedly grabbed the world’s attention towards the Israel-Palestine conflict. While Palestinian children scream for their dead parents, the world’s leaders and academics initiated a frantic debate, trying hard to point out the real cause and viable solutions for the current situation. This has led to many peace initiatives by the international community that were unfortunately a devastating failure. This deadlock had left leaders and supporters of both sides blaming each other for their stubbornness, in some cases elevating the unrest in Israel and Palestine (Reynolds). In this difficult condition, it is hard for us to determine what actually caused the failure of the peace talks without being biased towards one side. Therefore, my goal in this essay is to examine the cause of the peace talks’ failure objectively by observing the history of pa st peace talks, the reasons for disagreement that are given by Palestine and Israel and the key issues discussed in peace talks. Finally, I will conclude my research by developing my stand on the causes based on the research I have conducted. Before we move on to discussing the cause of peace talks’ failures, it is crucial that we understand the peace initiatives that had occurred between Israel and Palestine. The starting point for the peace talks was UN’s Security Council Resolution 1967 which occurred after the 1967 war (Reynolds). This resolution stressed on â€Å"withdrawal of Israel armed forces from territories occupied in the recent conflict† and â€Å". . . respect for and acknowledgment . . . of every State in the area and their right to live in peace within secure and re... ...tinue the Peace Process?: No, It's Heading for Disaster." Middle East Quarterly September 1995: 23-28. Reynolds, Paul. History of Mid-East peace talks. 27 August 2010. 1 April 2012 . Saad, Lynda and Steve Crabtree. Opinion Briefing: Israeli-Palestinian Conflict. 30 March 2012. 2 April 2012 . Sabbagh, Karl. Palestine History of a Lost Nation. New Yourk: Grove Press, 2006. The Telegraph. "Middle East peace talks: key issues between Israel and Palestinians." The Telegraph 14 September 2010. Tibi, Ahmad. Pressing Netanyahu is the key to success in Mideast peace talks. 3 September 2010. 1 April 2012 . United Nations Security Council. Resolution 242 (1967). Official Record. New York: United Nations, 1967. —. Resolution 252 (1968). Official Record. New York: United Nations, 1968.

Self-Access Learning

Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/P&P/SAL/index. html3/31/2005 12:04:49 AM Introduction to Self-Access Learning INTRODUCTION Self-Access Learning (SAL) was first introduced and piloted in SRK Sri Kelana, Selangor Darul Ehsan in 1990. Since then it has been extended to 150 schools in Malaysia. It was initiated by the Curriculum Development Centre, Ministry of Education, Malaysia.The contents of the book focus on an Overview of SAL, Setting up a Self- Access Centre, Learning Materials and Equipment, Learners Training and SAL in Operation. Sample materials to give teachers and insight into SAL are also included. Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (1 of 4)3/31/2005 12:04:56 AM Int roduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (2 of 4)3/31/2005 12:04:56 AMIntroduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (3 of 4)3/31/2005 12:04:56 AM Introduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (4 of 4)3/31/2005 12:04:56 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 1 Self-Access | Self-Access Learning (SAL) | Objectives | Main Features file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1a. htm3/31/2005 12:05:06 AMSelf-Access Learning – Chapter 1 Chapter 1 Self-Access OVERVIEW Self- access is a system which allows pupils learn at their own pace and time using organized learning materials and equipment. Self-Access Learning (SAL) Self -access learning (SAL) at the primary school level refers to independent learning through the use of learning materials. It is linked to the prescribed curriculum. Pupils are given opportunity to their own activities, correct and evaluate their own work as well as monitor their own progress. Philosophy of SAL file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1. tml (1 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 The concept of SAL is based on the following:q q q q q q every pupil is an individual with different needs, interest, attitudes and aptitudes. every pupil learns in different ways and at varied rates. every pupil is responsible for his or her own learning. every pupil is given the opportunity to learn how to learn. the teacher caters for all individual needs of the pupils. the teacher creates a conducive, tension – free learning environment. file:///Volumes/GA NPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1. html (2 of 12)3/31/2005 12:05:21 AMSelf-Access Learning – Chapter 1 Objectives of SAL q q q q to provide opportunities for pupils to learn how to learn. to cater for the pupils' individual needs and learning styles. to allow pupils to evaluate and assess their own learning. to complement classroom teaching and learning. Main Features of SAL file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (3 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p/sal/chapter1. html (4 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Chapter 2 Introduction SETTING UP A SELF- ACCESS CENTRE A self- Access Centre (SAC) is a resource where organized learning materials and equ ipment are made available and accessible for pupils. In the SAC, materials and equipment such as journals, worksheets, cassette tapes, video tapes, computer assisted language learning (CALL) file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (5 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 rogrammes, games, radio cassette recorders sets and video recorders are placed and organized systematically. Functions of the SAC ? Provides conducive learning environment ? Provides opportunities for pupils to carry out learning activities. ? Houses learning materials and equipment. ? Displays information charts and pupils work. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (6 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Factors to be considered when setting up a SAC Location The SAC can be a room by itself, a corner in classroom or in the school resource centre.It should also be easily accessible. In schools with limited rooms or space, teachers can arrange the materials in boxes which can be mobilized to the classroom whenever necessary. Design The design should be conducive to individual learning styles as well as small group interaction. It should be attractive and appealing to the pupils. Layout The layout is the arrangement of furniture, materials and equipment in the SAC. They should be placed in such a way where the pupils can move easily. The SAC would include the following: q q q Reading corner Computer Assisted Language Learning corner Carrels for listening ile:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (7 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 q q q q Video viewing corner Games corner Working area Display area A SAMPLE PLAN OF A SAC IN A SRC SAMPLE PLAN OF A SAC file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal /chapter1. html (8 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Books and print materials To ensure that the materials last, worksheets may be mounted onto cards and laminated o sealed in plastic.Each item is then arranged in separate boxes which are colour-coded for the language proficiency level. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (9 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Equipment Cassette recorders are the most necessary equipment. They are used for practising listening and speaking skills. The activity cards accompanying the tapes are labelled, colour-coded and placed on shelves. Computers are excellent aids to SAL. Television sets and video recorders enable pupils to listen and watch English programmes.Time Teachers need time to set up the SAC and to prepare pupils to learn independently. It may take between 3 or 6 months before the SAC can be setup and be functio nal. Funds Setting up SAC needs time and money. If there is limited fund, teachers have to set priority and seek for assistance or sponsorship. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (10 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (11 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1A SAC SK Seri Perlis, Perlis A SAC corner in a resource centre SRK Tengku Abdul Halim, Alor Star, Kedah A SAL corner in a resource centre. SK Kampung Baru Keningau, Sabah Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (12 of 12)3/31/2005 12:05:21 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 2 Introd uction to Chapter 2 | Functions of the SAC | Factors to be considered when setting up a SAC ile:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter2a. htm3/31/2005 12:05:32 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 3 Introduction to Chapter 3 | Types of SAL worksheets Type of Self Access Language Learning Materials | Classification code for Worksheet Guidelines for writing worksheets | Procedures for writing worksheets | Checklist for evaluation Self-Access Classification Code for English at Primary School Level file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. pm. my/p/sal/chapter3aa. htm3/31/2005 12:05:44 AM Self-Access Learning – Chapter 3 Chapter 3 SELF-ACCESS LANGUAGE LEARNING MATERIALS AND EQUIPMENT Self-access language learning materials are self instructional materials written or adapted by teachers. They are made available and accessible to the pupils to work individually, in pairs or in groups with or without direct supervision from the teacher. The materials should cater for the pupils learning styles, abilities and interests. The materials written or adapted are based on the language skills, thinking skills, grammar and vocabulary.They may be learning materials, practice materials or test materials. Types of SAL worksheets Type of Self Access Language Learning Materials | Classification code for Worksheet Guidelines for writing worksheets | Procedures for writing worksheets | Checklist for evaluation Self-Access Classification Code for English at Primary School Level file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (1 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Types of SAL Worksheets Practice worksheet | Test worksheet | Back to Chapter 3 Main Page | Home 1.Learning worksheet Learning worksheets are those which contain information and explanation for the pu pils to read, understand and apply them. Example of a learning worksheet: Yr. 6/Ep3/Blue/(07)/( ) Instructions: i. Read the sentences carefully. ii. Study the diagram below. We use ‘a' when the noun begins with a consonant, but if the noun begins with a vowel sound, ‘an' is used. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (2 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Task: Fill in the blanks with ‘a' or ‘an'. Example: I have †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. en. I have a pen 1. Pulau Gaya is †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. island off Sabah. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (3 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. Malaysia has †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. hot and wet climate. 3. Draw †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. line across this circle. 4. My brother Abu is †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ kite maker. 5. My sister often takes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. apple to school. 6. Mary's mother bought her †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. new umbrella. 7. You cannot make †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. omelette without breaking eggs. 8.Puan Farida has †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. very pretty white cat. Yr 6/EP 3/Blue/(07)/( ) Answer Key 1. an 3. a 5. an 7. an 2. a 4. a 6. a 8. a file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (4 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. Practice worksheets Practice worksheets give pupils the opportunity to reinforce the skills learnt in the classroom. The exercises include: * problem solving * games and puzzles Example of a practice worksheet: Yr4/R2. 1/Red/(03)/( ) Instructions: 1. Look at the pictures for the clues. 2. Copy the puzzle into your SAL book. . Complete the puzzle. 4. Check your answers with the answer key. Task: Rearrange the letters to find out the names of the things in the picture below. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (5 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Yr4/R2. 1/Red/(03)/( ) file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (6 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Answer key 1. 3. 5. 7. 9. TREES TRACTOR CLOUD PATH BRIDGE 2. 4. 6. 8. FIELD MOUNTAIN HEDGE GATE 10.RIVER 12. FENCE 11. TIN Example of practice worksheet Yr4/R4. 7/RED/05/( ) Instructions: 1. Look at the picture. 2. Read the questions. 3. Write your answers in your SAL Book. 4. Check your answers with your teacher. Task: Poh Quan is going to do something. What is she going to do? Why? file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/ self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (7 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 3. Test Worksheets file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (8 of 18)3/31/2005 12:05:54 AMSelf-Access Learning – Chapter 3 Test worksheet contain exercises given to pupils to test how much they have understood and learnt. Example of a test worksheet. Yr. 6/EP 3/(Blue)/(08)/( ) Instructions: 1. Do this exercise in your SAL book 2. Read the sentences carefully. 4. Check your answers with the answer key. Task: Fill in the blanks with ‘a' or ‘an'. Did you see †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (1) old lady with †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (2) umbrella walking here about †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (3) hours ago? She was wearing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (4) apron and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (5) unusual hat. She had †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6) animal with her that had yellow feathers. Was the animal †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. (7) elephant? Was it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (8) anteater? Was it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (9) ostrich? Could it be †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (10) yellow bird? Yr. /EP3/(Blue)/(08)/( ) Answer key 1. an 6. an file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (9 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. an 3. an 4. an 5. BRIDGE 7. 8. 9. an an an 10. a TYPES OF SELF ACCESS LANGUAGE LEARNING MATERIALS file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. y/p&p/sal/chapter3. html (10 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Worksheets are essential in SAL. They are self-instructional and written or adapted based on the English Language KBSR syllabus 1982. The pupils who use these worksheets are learning from them with the teacher as a facilitator. Therefore teachers have to be precise, clear and appropriate when writing instructions. The format of a SAL worksheet is given below. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (11 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 ile:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (12 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 a. Classification code enables the pupils to find the worksheets they need. It is written on the top right hand corner. It gives the following information: Year: Year 4 (Yr4) Year 5 (Yr. 5) Year 6 (Yr. 6) Skills: R L W EP – Reading – Listening – Writing – Examination practice Sub-skills: R1 – Recognise and Read file:///Volumes/GANPD/P& P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (13 of 18)3/31/2005 12:05:54 AMSelf-Access Learning – Chapter 3 R2 R3 R4 R5 – Read and Match – Read and Group – Read and Comprehend – Dictionary skills Level: The worksheets are graded to 3 levels of language proficiency: Green – elementary Red Blue – intermediate – advance Activity type Each piece of worksheet has a number which indicates the type of activity for the pupils to work on. The following are examples of activities for reading. 01 Read & Match 02 Read & Draw 03 Read & Arrange 04 Read & Sequence 05 Read & Solve 06 Read & Group 07 Read & Answer file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. tml (14 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 08 Read & Complete 09 Read & Join 10 Read & Choose 11 Read & Follow 12 Read & Correct errors Note: Teachers may add more activiti es using their own numbers. Copy number: This number indicates which copy the worksheet is. First copy – (1) Second copy – (2) Third copy – (3) e. g. b. Instruction c. Task d. Answer key These are instruction for the pupils to follow. This is the actual exercise. Answer provided at the back of the worksheets for the pupils to check and correct. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. tml (15 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Guidelines for writing worksheets * * * The worksheets should be attractive. The variety of tasks, exercises and activities should be motivating an challenging. The worksheets should be graded according to the pupils' level of language proficiency. Procedure for writing worksheets file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (16 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 * * * * Identity the classification code (The classification code is given on page 22) Give clear and precise instructions.Set the task and plan the activities. Provide an answer key. Checklist for evaluation The following questions need to be asked and answer when one is evaluation SAL worksheet. a. Does the activity give a clear picture of the skills it is focusing? b. Does the activity give a clear picture of the language item or skill to be learnt or reinforced c. Does the worksheet fit in the following category: file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (17 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 * learning? * practice? * test? d.Does the feedback take the following form: * an answer key? * a discussion with the teacher? * a discussion with a friend? * a model made by the pupil? e. Does the activity encourage creative and critical thinking? Writing SAL worksheets is a very challenging task. If we re flect on how our pupils will benefit from SAL we will work at it for â€Å"Tomorrow's comfort requires today's hardwork. † Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (18 of 18)3/31/2005 12:05:54 AM Self-Access LearningSELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 4 What is Learner Training | Why Learner Training | Aims | Teacher's Role Implementation of Learner Training Activities | Bridging The Gap Activities Learner Independence Activities | Language Awareness Activities Preparation of Pupils for SAL | Learner Orientation | Sample Questionaire 1 Sample Questionaire 2 | Sample Questionaire 3 | Placement Test for Year 4 | SAL Booklet file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4a. htm3/31/2005 12:06:10 AM Self-Access Learning – Chapter 4 Chapte r 4 LEARNER TRAININGWhat is Learner Training? Learner Training refers to a process of training the pupils to become more effective active learners during SAL period. It also means preparing pupils to learn how to learn; to work independently with or without teacher supervision. In learner training pupils must be trained to learn how to use self-access materials such as worksheets, books and equipment such as cassette recorders, video recorders and computers. Learner Training also trains pupils in self-assessment. Why Learner Training? The rationale for Learner Training is: file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p&p/sal/chapter4. htm (1 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 to train pupils to learn how to learn. to familiarise pupils with the use of the Self-Access Centre. to make pupils aware of the various materials and equipment found in the SAC. to create readiness in pupils to learn the English Language indepen dently. Aims To help pupils become effective learners and be responsible for their own learning. To help pupils focus their attention on how to learn rather than what to learn. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. tm (2 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 The Teacher's role in Learning Training Encourages group interaction among pupils in the classroom. Helps pupils to be aware of the wide range of strategies for language learning. Creates a learning environment where pupils feel they can experiment with their own language learning. Counsels and guide pupils when possible. Prepares the pupils to learn on their own. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (3 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Implementation of Training ActivitiesLearner training activities are not introduced separately but they are integr ated in the daily English Language lesson. These activities are elements woven into the â€Å"fabric† of a daily English Language lesson and have been introduced to the pupils even before SAL was introduced in the school. Components of learner training activities for SAL at the primary school level are: Bridging the gap activities Preparation of pupils for SAL Pupil Orientation of the SAC file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (4 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4Bridging the gap activities These are activities that prepare pupils for independent learning. They are: Activities which Develop Social Skills in Pupils The pupils working in the SAC will have to share the materials and take turns to use the equipment. Teachers need to plan activities which train and develop the pupil's awareness of oneself as well as the needs of sharing materials ability to choose the kind of materials and e quipment to use and what to do should someone else chooses to use them at the same time; and responsibility for their actions. Some activities which develop pupils' social skills, are: making them group eaders when doing work giving them duties to do after practical work organising competitions to see which area is the cleanest after pupils do practical work file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (5 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Learner Independence Activities Such activities develop skills in the pupils to learn to take turns; to decide upon the role of leaders; to switch roles. These activities train the pupils to be independent and responsible and can be found in their textbooks.Many examples of a learner independence activity for Year 6 can be found in Exercise A Page 19 of Farida J. Ibrahim & Beatrice Thiyagarajah â€Å"Moving On With English KBSR Year 6. † D. B. P. file:///Vo lumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (6 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Language Awareness Activities These activities help pupils to think and understand the language. They are carried out during the English lessons. The following examples are taken from page 42 and 43 of Farida J. Ibrahim & Beatrice Thiyagarajah â€Å"Moving On With English Year 6,† D.B. P. Example 1 Guess where these people are going. Then make sentences about what they wear. Example: Hashim is going to the mosque. He wears a baju Melayu a sarung and a songkok when he goes to the mosque. Example 2 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (7 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 The policeman is trying to catch the thief. He talks to four men. What are their answers? file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm . my/p/sal/chapter4. htm (8 of 15)3/31/2005 12:06:20 AMSelf-Access Learning – Chapter 4 Preparation of pupils for SAL Preparing the pupils to work independently or with minimal teacher supervision would include training them to: read and understand instructional language read and follow instructions plan their own learning programmes make them aware of their learning strategies monitor their own learning â€Å"If you give a man a fish, you feed him for a day. If you teach a man to fish, you feed him for a lifetimes. † Confucius (551-471 BC) file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. tm (9 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Learner Orientation Pupils need to be familiar with the SAC and SAL materials and equipment; so they are taken to the SAC and given a guided tour of the place. During the tour these pupils are given a short quiz to familiarise themselves with the self-access learning s ystem of the school. An information sheet listing what is available and where to find it can be given to the pupils. Pupils will be given a learner's file or a SAL booklet on the first day they go to the SAC. They are asked to use that booklet till they leave the school.In this way the pupils are able to record their progress and also the change in their learning attitude. It is important to realise that learner training is a systematic and gradual process. Teachers need to give their pupils time to develop and become effective independent learners. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (10 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 SAMPLE QUESTIONNAIRE 1 Getting to know your SAC Instruction: Answer the following questions. 1. Look around you. Can you name 5 things in the SAC? __________________________________________________________ 2. Where would you go to get a green level worksheet? ________ _____________________________________________ 3. What are the colour codes found in the worksheet? _____________________________________________________ 4. If you want to look up the meaning of words, what book would you take? Where can I get it? ___________________________________________________________________________ 5. Label the plan of your SAC. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (11 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4SAMPLE QUESTIONNAIRE 2 Tell me about your SAC Instruction: Answer the following questions. 1. Is your SAC different from your classroom? ___________________________________________________________ 2. Are there any reading cards in your SAC? _____________________________________________________ 3. Where can you find them? _____________________________________________________ 4. Name three corners in the SAC? _____________________________________________________ 5. Whi ch corner do you like best? Why? _____________________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p&p/sal/chapter4. htm (12 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 SAMPLE QUESTIONNAIRE 3 What you can do in during the Self-Access Learning Period 1. Do you already know about the self-access learning room / corner in your school? _________________________________________________________________________ 2. What kind of materials can you find in your SAL corner / room? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ile:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (13 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 3. Can you do the following activities or use the following mat erials at the self-access learning corner / room in your school? What is their code? predicting outcomes learn more about universal truths get the meaning of words from the text itself read and solve puzzles listen to a story listen to music Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Code No. Code No. Code No. Code No. Code No. Code No. 4.Can you get help when you are working at the SAL corner / room? Who will help you? __________________________________________________________________ 5. When do you take a book during the SAL period? __________________________________________________________________ Do you play games during the SAL period? Can you list the games you can play in pairs and in groups during the SAL periods? __________________________________________________________________ __________________________________________________________________ 6. Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet ile:///Volum es/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (14 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (15 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Placement Test PLACEMENT TEST FOR FORM 4 Name Year : _____________________________________ : _____________________________________ Placement Test Before the pupils begin to use the SAL materials and equipment in the SAC, they are given a placement test to determine their English Language proficiency level.The marks they score in the test will enable them to work on the SAL materials according to the colour code. Questions are based on the skills taught that particular year. Suggested marking scheme according to SAL colour code. 0 39 marks 69 marks (Green) (Red) (Blue) 40 – 70 – 100 marks An example of Placement Test for Year 4 Questions 1 – 5 A. Name the objects below. Use the words in the box. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (1 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 1. __________________ 2. __________________ 3. _________________ 4. __________________ 5. __________________ Questions 6-10 B. Read the sentences below. Write them correctly beside each picture. She waters the flowers at 5 o'clock in the evening. She leaves the school at 1 o'clock in the afternoon. She reads her books at 8 o'clock at night. Rina gets up at 6 o'clock in the morning. She goes to bed at 10 o'clock at night file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (2 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 6. _______________________________ 7. _______________________________ . _______________________________ 9. _______________________________ 10. _________________ ______________ Questions 11-15 C. Give the opposites of the words below. Choose the answers from the circles. 11. bad 12. happy 13. thin – __________ __________ __________ 14. good 15. clear – ___________ ___________ file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (3 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test Questions 11-15 D. Fill in the blanks with the correct words. Rubber tapper butcher postman carpenter nurse 16. 17. 18. 19. 20.Pak Aman is a _________________. He sells meat at the market. My brother is a _________________. He delivers letters and parcels. Zaniah's sister is a ________________. She works in a hospital. En Hashim is a __________________. He makes furniture. My neighbour is a _________________. He works in a rubber estate. Questions 21 – 25 E. Match A and B. Write the sentences in the space provided. ___________________________________________________________ __ _____________________________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. tm (4 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Questions 26 – 30 F. Arrange the sentences below to form a story Every evening he practises in his school field. First he runs around the field. Then he practises high jump. When it gets late, he goes home. Sham is taking part in the 100 metres race and the high jump. 26. _________________________________________________________________________ 27. ________________________________________________________________________ 28. _________________________________________________________________________ 29. ___________________________________________________ ______________________ 30. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (5 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test _________________________________________________________________________ Questions 31 – 35 G. Look at the picture. Fill in the blanks with the following words. out on in near at Samad has a canary.He keeps it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (31) the cage. He puts the cage †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (32) the cupboard. His cat sitting †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (33) the table is looking †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (34) the bird. The cat is trying to catch the bird. Samad comes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (35) from his room and chases the cat away. Questions 36 – 40 H. Arrange the words below to make meaningful statements. 36. __________________________________________________________ file:/// Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (6 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 37. __________________________________________________________ 38. _________________________________________________________ 39. __________________________________________________________ 40. __________________________________________________________ Questions 41 – 45 A. Read and circle the correct answers. Ali's Diary SUNDAY Isa and I went to Tanjung Malim. Very hot day. Storm at night. The roof leaked. Woke up and had to move my bed. Ashiah's birthday. She had a party. A man came to look at the roof. Late for school because the bus broke down. Some men repaired the roof. Some dead birds in the roof. Dad went to Penang for two days. Helicopter crashed in Singapore.Had stomach ache in the morning. Better in the afternoon. MONDAY TUESDAY WEDNESDAY file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20 lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (7 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test THURSDAY Dad returned. Uncle came. Letter from Zainal in Australia. Broke my bicycle pump. 41. Where did Isa go on Sunday? A. Pulau Pinang B. Tanjung Malim C. Singapore D. Australia 42. Which of the following statements is TRUE? A. Ashiah's birthday was on Sunday. B. Ali's father repaired the roof on Monday. C. Ali had stomach ache in the morning. D.Ali's uncle came from Australia. 43. What did Ali break during the week? A. His bed B. The bus C. His bicycle pump D. The roof 44. Why did Ali move his bed on Sunday night? A. It was a stormy night. B. It was very hot. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (8 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test C. There were dead birds in the roof. D. The roof leaked. 45. The word returned in the diary means †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. A. came back B. went C. gave D. arrived Questions 46 – 50 B. Read the passage and answer the questions that follow.Ahmad lived in a village. He had fifty sheep. He liked to play tricks on people. One day Ahmad took his sheep to the hill. He rested under a big tree. Suddenly he had an idea. He decided to trick the villagers. He shouted that a tiger was attacking his sheep. The villagers rushed out to help him. They did not see any tiger. They knew that Ahmad had tricked them. They were angry. One afternoon, a tiger really attacked Ahmad's sheep. He shouted for help but †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 46. How many sheep did Ahmad have? He had __________________________________________________ 47. How did he trick the villagers?He tricked them by __________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (9 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 48. The villagers were angry because ______________________________ ________________________________________________________ 49. Choose the best ending to the story. A. the villagers came to help him B. the villagers caught the tiger C. the villagers did not come to help him D. the villagers tricked him 50. From the story we know that Ahmad was †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. A. naughty boy. B. A hardworking boy C. A cheerful boy D. A lazy boy file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (10 of 10)3/31/2005 12:06:50 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools SAL BOOKLET Contents | Plan of my SAC | My learning contract | My study plan | My activity plan My evaluation sheet | My record sheet (Sample 1) | My record sheet (Sample 2) My record sheet for reading (Sample 1) | My record sheet for reading (Sample 2) Rules on the care of SAL materials and equipment ile:///V olumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/booklet. htm3/31/2005 12:07:05 AM Self-Access Learning – SALBooklet SAL BOOKLET – Contents file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/sal_booklet2. htm (1 of 13)3/31/2005 12:07:13 AM Self-Access Learning – SALBooklet PLAN OF MY SAC file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/sal_booklet2. htm (2 of 13)3/31/2005 12:07:13 AM Self-Access Learning – SALBooklet