A lot of young adults take some remarkable things Essays

A lot of young adults take some remarkable things in their lives for granted. Many kids my age do not have to worry about paying for school on their own, not having a good support system at home, being diagnosed with a mental illness and being completely unequipped to handle it, et cetera. On top of that, many of the kids that do experience things like this do not necessarily see their lives drastically change overnight, do n o t usually have to find ways to cope with them alone. Ultimately, I have lived a life full of many of these twists and turns, and the things I have experienced have contributed to my personal growth in some very marked and dramatic ways. I am proud to say that I feel I have come out of it as a stronger, self-aware, empathetic, and driven person who sincerely wants to make the best of myself, and any given situation. When I was 10 years old, my parents divorced. At the time, I really was not able to comprehend the dramatic way my life was about to be uprooted. By age 13, I had moved five times around the tri-state area. During those years, I was constantly navigating new schools, new friends, and new family dynamics. In addition to that, all the while my parents were having a particularly vitriolic custody battle over my sister and me. My sister and I witnessed our parents constantly saying horrible things about each other, using whatever they could against each other in court, and ultimately trying to turn the two of us against the other parent. In the custody battle, my father spent both mine and my sister's college funds, to pay the legal fees, ultimately winning full custody of the two of us. After this, for a long period of time I was angry with my mother, because I believed all the horrible things my father would tell me she was doing or had done. Eventually, I let go of m y anger for my mother, and then became angry at my father for a similar lengthy period. Where many children had a stable, loving home life, I consistently felt uprooted, out of place, and alienated from both my parents. Looking back, I feel like I never had stability in my childhood. As with many children of divorce, problems of insecurity and feeling a general lack of stability are far from uncommon. Even after the dust settled from the custody battle, still not everything was at peace. Some years later my father remarried, a nd they would remain so for several years during my late teens. Unfortunately, my relationship with my step-mother proved to be tenuous . Eventually, tensions became so high that I moved out of my father's house when I was 18, after a particularly heated argument that escalated. This put even more strain on my relationship with my father, and I can sincerely say that at this point in my life I felt lost. I felt as if my life would never go anywhere, at the time I lacked a proper support system to put myself through college, and I struggled with my own mental health. I felt as if I was uprooting my whole life, yet again. This was a parti cularly low point in my life, and I felt as if I had no one to turn to, and that I would have no future to speak of. All of my friends were beginning college, and meanwhile I was working 40 hours a week, wondering where I would be living. I retreated internally within myself, and felt isolated from my frien ds and family for a long time. A few years ago, I was diagnosed with Anxiety and Obsessive-Compulsive Disorder, or OCD. Admittedly, even acknowledging the fact that I had a disorder such as O CD was incredibly scary , but in retrospect, this was really the turning point in my life. I realized that if I was go ing to improve myself , I couldn't define myself by mental illness, or by the troubled childhood that I had had. I took a good hard look at myself, and resolved to do

Prepositions for the Perplexed

Prepositions for the Perplexed Prepositions for the Perplexed Prepositions for the Perplexed By Maeve Maddox Judging by the comments on the When to use on and when to use in post, I wasnt the only one to get out of school with less than a complete grasp of what a preposition is or does. When I was in high school, I never could pick out prepositional phrases. Oh, I memorized the lists of prepositions like in, on, up, with, to, and from. I just couldnt figure out how they worked in a sentence. After all, some of the words in the list could also be used as adverbs: I went to the river and jumped in. A word isnt anything until it is used in a sentence. It wasnt until I started teaching English that I finally got prepositions. Prepositions are joining words. They join something to a noun (or pronoun). George V was King of England. The preposition of joins the noun King to the noun England. The joining adds information to the noun King. The boy played in the water. The preposition in joins the verb played to the noun water. The joining conveys where the playing took place. The boy in the water is my brother. Here the preposition in joins the noun boy to the noun water. This joining identifies a particular boy, distinguishing him from a possible boy on the beach or boy in the boat. Prepositions are said to govern nouns (or pronouns). The usual position of a preposition is in front of the noun it governs. A prepositional phrase is the preposition and its noun, plus all the words that come between. Sometimes a prepositional phrase consists of just the preposition and the noun (or pronoun) that it governs: This book is by Tolstoy. (preposition by, noun Tolstoy) Sometimes the phrase has several words between the preposition and the noun governed: We went to the new outlet mall. (preposition to, noun mall) Prepositional phrases function as parts of speech. The boy in the water is my brother. (in the water tells more about boy.' The phrase functions as an adjective describing boy. Hes the in-the-water boy.) The dog is swimming in the water. (in the water tells where the swimming is taking place. The phrase functions as an adverb modifying swimming.) Although the preposition usually comes before the noun it governs, English permits us to place the preposition at the end of a sentence. (Purists abhor this construction, but it is very natural in English.) Ex. Whose house do you want to meet at? (The prepositional phrase is at whose house.) By the way, it is this practice that is contributing to the decline of whom as the object form of who. The ear recognizes the need for whom when to precedes it, but not when the to is far removed: Who do you want to speak to? as opposed to To whom do you wish to speak? As for wanting rules that will explain every prepositional expression such as in the army, on the team, at the hour, or in a monthsave your energy. They dont exist. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Addressing A Letter to Two PeopleEmail Etiquette20 Clipped Forms and Their Place (If Any) in Formal Writing

Performance Management Paper Essay Example | Topics and Well Written Essays - 1000 words

Performance Management Paper - Essay Example The self-assessment process allows the organization to discern clearly its strengths and areas in which improvements can be made and culminates in planned improvement actions that are monitored for progress" (Bohigas and Heaton, 2000). EFQM Excellence Model aims to select and award a confirmation of high quality health care provision to institutions or services which achieved excellence. To apply for the EFQM, a health care service provides data of activities derived from its self-assessment according to EFQM's nine award assessment criteria. These nine award assessment criteria are as follows: "leadership, people, policy and strategy, partnership and resources, processes, people results, customer results, society results, and key performance results" (http://www.proveandimprove.org/new/tools/index.php). The use of the Model could be facilitated in small groups and even possible for one individual. Good rapport among the stakeholders will ease the process as each will be involved in some ways with the Model. To be effective, management and organization heads needs to be actively involved. As the staff becomes familiar with the system of the model, self-assessment against the Model can be completed very quickly - within days for a very basic assessment. It can also be used as a "diagnostic tool" because areas for action are given emphasis. With tWith the models varying approaches: "questionnaire, matrix chart, workshop, pro-forma, and quality award simulation", an organization can set up their own assessment to fit specific structure of the organization. For emphasis, the following statements from http://www.proveandimprove.org/new/tools/index.php will be cited. "A lot of the success of the model is in changing the way people think, looking for links between

The Chilli restaurant in Florida Essay Example | Topics and Well Written Essays - 750 words

The Chilli restaurant in Florida - Essay Example In the process of coming up with areas for improvement, there is a higher chance wherein this particular hotel can create competitive advantage as compared to its close The restaurant is among the top performing restaurants in Florida following the wide range of services offered to the customers upon their own requests and wishes. The hotel is flexible enough to adjust to any request the customer requires without fear or favor. There are the addresses for the restaurant and the operational times of the restaurant: Address: 7021 International Dr., Orlando, FL 32819 Phone Number: 407-352-7618 Location: United States - Florida (FL) -Central Florida Open Hours: Sunday 11:00 am - 11:00 pm Monday 11:00 am - 11:00 pm Tuesday 11:00 am - 11:00 pm Wednesday 11:00 am - 11:00 pm Thursday 11:00 am - 11:00 pm Friday 11:00 am - 12:00 am Saturday 11:00 am - 12:00 am Average Prices: USD 0 - 20 Bookings at the restaurant do not need to incorporate the above amusements or excitement, it are adaptable with what the customer might want to hang around, for instance the event that the client might want to contract the accommodation without food, and bring his or her own sustenance rather, this can be organized also.

Designing lesson plan Essay Example for Free

Designing lesson plan Essay Introduction A. Background To achieve the Content Standard (Standar Isi) in the curriculum which covers the Competency Standard (Standar Kompetensi (SK)) and the Basic Competency (Kompetensi Dasar(KD)), students should go through the teaching and learning process. Educational Ministry Regulation number 41, the year of 2007 about the Process Standard states that every school teacher should make Lesson Plans (Rencana Pelaksanaan Pembelajaran(RPP)) to foster the teaching and learning process to be interactive, inspirative, joyful, challenging, motivating the students to participate actively, and giving enough opportunities to them to be innovative, creative and self reliance according to their talents, motivations, and physical as well as psychological development. Through out this module, the important elements of a lesson plan will be discussed. You are supposed to be able to implement your knowledge concerning language teaching and learning such as language competency, methodology and approaches to foreign language learning, media and learning resources, and language assessment in developing lesson plans. By completing of every parts presented in this module you will be able to design lesson plans which can fulfill the required process standard mentioned above. B. Objective Through the elaborations and the discussions of important factors and elements in lesson planning, you will be prepared to be able to carry out the teaching and learning process as requested by the new curriculum (KTSP) C. Indicators After completing this module you are supposed to be able to : 1. state the important elements of lesson planning. 2. determine the indicators of achieving the basic competencies 3. formulate the objectives of the teaching and learning 4. select relevant learning materials 5. plan the stages of teaching and learning activities 6. assess the students achievements DESIGNING LESSON PLAN A. The Concept of Lesson Plan Activity 1 Instructions : Think about these three questions Discuss them; how they relate to the lesson planning A lesson plan is a teachers detailed description of the course of instruction for an individual lesson. (Wikipedia, accessed on the 6th of September 2009). The government regulation No. 19, the year of 2005 states that the planning for instructional process covers the sylabus and the lesson plan containing the purpose, learning materials, methodology, the learning resources and the evaluation. Those are the components of a lesson plan. But by the discussion you have just done, we may conclude that those components could be summarized into three important aspects; the purpose of the instruction (question 1), the learning activity (question2), and the feedback or evaluation (question3). Based on the ministry regulation, number 41, year 2007, the process standard, it was explained that a Lesson plan is the elaboration of syllabus which illustrates the teaching and learning activities to achieve the goals of the basic competency. Every teacher who uses school curriculum, should design a plan completely and systematically to make the teaching and learning interactive, inspirative, joyful, challenging, and be able to motivate students to be active, creative, and self reliance, in line with their talent, motivation, their physical and psychological development. This statement is mostly about the teaching and learning activities. Every stage of the lesson should be planned to fulfill the above requirements and make certain that the instructional objectives could be achieved. B. The components of a Lesson Plan Activity 2 Instructions : Share your experiences with your friends for the lesson plans you have ever made. Which components do you think is the most difficult to write? A Lesson plan is designed to meet the basic competencies, which can be carried out in one meeting or more. Things that should be written in the lesson plan are as follows: 1. Identity of the subject matter which consists of; a. Title of the lesson b. Class/ Semester c. Program (especially for Senior High) d. Theme e. Time allotment 2. Competency Standard Competency Standard is the qualification of the students’ minimal ability, which illustrates the mastery of knowledge, attitude, and skill obtained through each class or semester for every subject. 3. Basic Competency Basic competency is a sum of students’ ability for certain subjects as the reference for determining the indicators for competency achievement in a subject. 4. Indicator for competency achievement The measurable or observable behavior, which shows the achievement of specific basic competency as the reference for the subject evaluation. The indicators for competency achievement are formulated with operational verbs that can be measured which cover the knowledge, attitude, and skills. 5. The Instructional goal Instructional goal illustrates the process and the learning outcome achieved by the students in accordance to the basic competency 6. Instructional material It includes the fact, concept, principle, and the relevant procedure, and written as suitable items in relation to the indicators for competency achievement. 7. Time allotment Time is allocated as much as needed to achieve the Basic competency and the learning load. 8. Methodology Methods are used by teachers to create the teaching and learning process to enable the students to achieve the basic competency or a set of specified indicators. The choice of methods should consider the students’ situation and condition as well as the characteristics of every indicators and the competency which will be achieved in every subjects. 9. Learning activities a) Pre- activity This activity is done at the beginning of the lesson and meant for arousing the students’ motivation and to focuss the students’ attention as well, so that they can particà ­pate actively during the lesson. b) Whilst activity This is the main learning process and aimed at achieving the basic competency. This activity is conducted interactively, inspiratively, joyfully, chalenging, motivating the students to participate actively, and giving opportunities to the students to have innovation, creativity, and selfreliance in accordance to their talent, motivation, physical and psychological development. This activity is conducted systematically through exploration, elaboration, and conformation processes. c) Post activity This activity is done to end the lesson which can be in the form of summarizing, evaluation, reflection, feedback , and follow up activities. Stages of Learning Activity : 10. Evaluation The procedure and the instruments for assessment should be based on the indicators for competency achievement and refer to the evaluation standard 11. Learning Resource Selecting the learning resource should concider the competency standard and the basic competency, as well as the learning material, the teaching and learning activities and also the indicators for competency achievement. C. The Principles of Designing Lesson Plan Activity 3 Instructions : Take any English lesson plan you have had. Try to make a judgment for this (excellent, good, or poor) What criteria do you take for consideration? a. Individual differences Consider the individual differences concerning students’ level of mastery, interest, motivation, potential, emotion, learning style, special need, learning speed, socio cultural background, values, and living environment. b. Fostering students’ participation The lesson should be students-focus and fostering, crea ­tivity, initiative, inspiration, self reliance, and learning motivation. c. Developing students’ reading and writing habits Teaching and learning should develop students’ reading habits on various resources and their ability to express feelings and opinions in different forms of writing. d. Giving feedback and follow up A lesson plan should include activities which can give positive feedback, reinforcement, enrichment, and remedial. e. Link and Unity Lesson plan is designed considering the links and the unity among the competency standard, basic competency, learning material, instructional activities, and indicators for competency achievement, evaluation, and learning resources. Lesson plan should accommodate the thematic instructions, links with other subjects, across the learning aspects, and cultural diversity. f. Employing the information and communication technology Lesson plan is written to foster the use of information and communication technology, integrated, systematic, and effective depending on the situation and condition. D. The Stages of Developing a Lesson Plan A well developed lesson plan reflects interests and needs of students. It incorporates best practices for the educational field. (Skowron, Janice.2006). In Indonesian schooling, the Curriculum of School Level (KTSP) has already been set up by the content standard (SK) and the graduation standard (SKL). Therefore students should be able to achieve what so called the minimum requirements which have been stated in those two documents. The students’ interest relates to the learning materials and depends on how the learning activity is conducted. Therefore you must employ various kinds of methods and approaches. The use of teaching aids and media may also be inspiring and increasing the students’ motivation. According to the process standard (Educational Ministry Regulation no.41, the year of 2007) a lesson plan is a unit plan which covers one basic competency and the time span may be more than one meeting. But the English curriculum and syllabus developed in the content standard are directed to follow the two cycles (oral and written), and the four stages (building  knowledge of the field, model of the text, joint construction, and independent construction). Therefore, English lesson plans should be integrated units which may cover more than one single basic competency; listening and speaking for the oral cycle, reading and writing for the written cycle. Integrating all the four basic skills will also be possible. Here are the stages of designing an English Lesson Plan : Mapping the Competency Standard and the Basic Competency Determining the indicators for basic competency achievement Setting up the Purpose Selecting the Learning Material Structuring the stages of instruction Preparing the assessment The flow of a lesson development : 1. Mapping the Competency Standard and the Basic Competency This stage is ideally done when designing the syllabus. The Competency Standard and the Basic Competency which can directly picked up from the documents are to be analyzed and put into units. English or language in general has special characteristics which might be different from other subjects. The competency based curriculum developed in the content standard is prepared to teach students the communicative competency which covers the actional competence, linguistic competence, socio cultural competence, and strategic competence. The competencies are interrelated to each other and the core of those four competencies is the discourse competence. (Kurikulum Berbasis Kompetensi, Bahasa Inggris, 2004) Diagram 5: Model Kompetensi Komunikatif (Celce-Murcia et al. 1995:10) In general, there four Competency Standards; Listening, Speaking, Reading, and Writing which are states in the documents of content standard (SI), attachment for English subject. Your task is to select the basic competencies which can be combined into unit plans considering the suggested aproach in designing the stages of instruction (four stages in two cycles). Here is examples of mapping the basic competencies : Class VII/ Semester 1 SK 1 dan 3. KD Listening 1.1 dan KD Speaking 3.1 3.2 Merespon makna , melakukan : Tindak tutur : Menyapa orang yang belum/sudah dikenal Memperkenalkan diri sendiri/orang lain Memerintah atau melarang Class IX/ Semester 1 SK 5 dan 6 KD Reading 5.3 dan KD Writing 6.2 Merespon makna dan langkah retorika dan Mengungkapkan makna dan langkah retorika: monolog descriptive dan recount 2. Determining the indicators for basic competency achievement. Indicators reflect measurable or observable behavior to show the achievement for the basic competency which will be used as the reference of the assessment. Indicators for achievement should be written by using operational verbs covering the knowledge, attitude, and skills. i.e. : knowledge : mentioning, interpreting, defining, completing, summarizing, explaining, developing, etc. attitude : participating, adjusting, helping, proposing, serving, inspiring, etc. skill : expressing, practicing, fixing, arranging, demonstrating, etc. 3. Setting up the Purpose Educational Ministry Regulation No. 41, about the Process Standard states that the Purpose of Instruction describes the process and the learning outcome expected to be achieved by the students referring to the basic competency. (Tujuan pembelajaran menggambarkan proses dan ha ­sil belajar yang diharapkan dicapai oleh peserta didik sesuai dengan kompetensi dasar). The two aspects you have to include in setting up the purpose are : a.The process It reflects the expected students activities during the lesson. The activities should student centered. The more students involved through out the lesson would be the better. Consider the students’ motivation, interest, challenge, and creativity. i.e. Listening : minimal pair, sound identificatifying, gap-filling, predicting, comprehending etc. Speaking : interactive communication activities, role playing, scenario, speech, debating, interviewing, dialogue, etc. Reading : scanning, skimming, reading intensively, predicting, classifying, etc. Writing : co-operative writing, drafting, analyzing, guided writing, programming, listing, revising, reviewing, giving comments, summarizing, etc. b.The learning outcome It refers to the achievement of the basic competencies covering the knowledge, attitude, and skills. i.e. : responding meaning to different kinds of text type. expressing meaning for different kinds of purposes pronouncing, reading aloud etc. 4. Selecting Learning Material The learning materials prepared for the lesson plan should be based on the students’ literacy level; performative, functional, or informative. The latest is meant for high school. In performative level, students are taught how to use English to accompany actions, participate in classroom and school interactions, and recognize simple written English. While in the functional level students are supposed to learn to use English to get things done, for  survival purposes (buying and selling, asking and giving permission, making and canceling appointments, read and write simple texts, read popular science, etc.) You have to remember that our English curriculum is text based. Therefore we have to select the material according to the suggested text type. For junior high school are descriptive, procedure, recount, narrative, and report. While news item, discussion, explanation, exposition, and review are for senior high school. There are various resources where we can get the learning materials. Any learning material will be applicable as long as they can meet the curriculum requirement of teaching the students for communicative purposes. They might be presented in all types of communication, transactional conversation, Interpersonal conversation, Informational texts (spoken and written) in the daily life context. For example : Transactional conversation : giving directions in various contexts (kitchen, street etc.) Interpersonal conversation : talking about how to do things casually for the sake of maintaining conversation 5. Structuring the stages of instruction The lesson is carried out through three phases; Pre-activity, Whilst-activity, and Post-activity. a. Pre- activity  This activity is done at the beginning of the lesson and meant for arousing the students’ motivation and to focus the students’ attention as well, so that they can participate actively during the lesson. b. Whilst activity This is the main learning process and aimed at achieving the basic competency. This is suggested to follow the two-cycle approach (oral and written) and the four stages of lesson development; Building Knowledge of the Field (BKOF), Modeling of the Text (MOT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT). This approach is in line with the flow of a lesson mentioned in the process standard;  exploration, elaboration, and confirmation. Exploration = BKOF Elaboration = MOT Confirmation = JCOT, and ICOT c. Post activity This activity is done to end the lesson which can be in the form of summarizing, evaluation, reflection, feedback, and follow up activities. 5. Preparing the assessment Assessment is a method of evaluating student performance and attainment, Microsoft ® Encarta ® 2009. This stage focuses on ensuring that your students have arrived at their intended destination and has been formulated as the indicators for competency achievement. For this, you will need to gather some evidence that they have done. You usually can do by gathering students work and assessing this work using some kind of grading rubric that is based on the indicators. You could also give test to the students on various domains as well. Here are what we have to assess : Communication that happens in texts Students’ ability to create and respond to texts In listening, speaking, reading, and writing The texts that we may use : Spoken : Informational texts -Transactional and interpersonal dialogues Monologues in the target genres Written : Informational texts Essays in the target genres Test items should not measure the students’ knowledge on the rules of the language. Instead they should be focus on meanings. The meanings tested are : Ideational meaning (isi berita) Interpersonal meaning (tujuan text, tindak tutur) -Textual meaning (termasuk punctuation) Logical meaning (hubungan logis antar gagasan) 6. An Example of a Lesson Plan Engish Version : SMP/MTs: †¦. Subject : English language Class/Semester : VII (Seven) / 1 Text types : Transactional / Interpersonal Theme : Personal Life Skill : Listening Time allotment : 2 x 40 minutes Competency Standard : 1. To understand the meaning of transactional and interpersonal dialogues to interact with the closest environment. Basic Competencies : 1.1. To response the meaning in the transactional ( to get things done) and interpersonal dialogue which is used in the simple oral communication accurately, fluently, understandable to interact with the closest environment that involves: greeting people/ friends, self introduction, others, ordering and forbidding somebody. To ask and to forbid. Greeting strangers / familiar people Introducing selves and other people Ordering / forbidding Indicators for Achievement : The students are able to: a. response the expression of hello from the strangers b. response the expression of self introduction. c. response the expressions of other people’s introductions. d. response the comment expression. e. response forbid expression. f. response the expression of hello from the familiar people Purpose : Through modeling and interactive activities, students can conduct simple communication in the transactional and interpersonal dialogues. Learning Materials: Dialogues that uses the following expressions : 1. A : Good morning. How are you ? B : Good morning. Fine thank you. 2. A : Hello, I’m Nina. Nice to meet you B : Hello, I’m Renny. Nice to meet you, too 3. A : Don’t do that ! B : No, I won’t. Don’t worry 4. A : Stop it ! B : Ok Vocabularies related to text-type and theme, e.g : name, live, address, etc. Verbs : live, meet, do, stop, have To be : is, am, are Personal Pronouns : I, you, we, they, he, she, it Standard expression : Good morning Don’t worry Thanks Nice to meet you OK How are you ? a. Teaching method/ Strategy : Three-phase technique A. Pre- activities Question and answer about things related to students’ life Students answer the questions of personnal identity B. Whilst activities 1. To discuss new vocabulary of the texts 2. To listen some sentences of teachers models 3. To guess the meaning and function of sentences produced by teachers 4. To immitate some sentences of teachers’ pornounciation 5. To listen to the dialogue of introductions 6. To answer the question of the content of the dialogue. 7. To response to the expressions of greeting, introduction, command, and prohibition. 8. To act out the teacher’s commands. C. Post-activities 1. To ask the students’ difficulties in learning activities. 2. To summarize the learning materials. 3. To give students some tasks of using expressions in the real situation Learning Resources The relevant text book : ( title, author, publisher, year, page ) Script of dialogues or dialogue recording The relevant pictures Evaluation Technique: Responding to the expressions / questions orally and written . Forms : oral questions Test Items : Part I : Listen to the expressions and give your response orally Good morning. How are you? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Hi, I’m Reno and you are? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Are you Anisa? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Hello, it’s nice to meet you †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Who is that girl? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Part II : Listen to the expressions and choose the best response, a, b, c or d. 1. A: Hello, how are you ? B : †¦ a. Fine, thanks b. I’m Renny c. Thank you d. Don’t worry 2. A: Is that your sister, Anna ? B : †¦ a. Yes, it is b. No, she’s not here c. I don’t know d. Very well, thanks. 3. A: Budi, this is my friend, Susan. B : Hi, Susan †¦ a. Fine, thanks. b. It’s Ok c. Nice to see you d. I’m alright 4. A: Open the door ! B : †¦ a. OK b. Fine b. Fine c. Good d. Really 5. A: Don’t be late to school. B : †¦ a. Yes, Sir b. No, Sir c. Ok, Sir d. Fine, Sir Scoring guide: 1. For part I, each correct item is scored 3 2. For part II, each correct item is scored 2 3. Total Score Part I : 5 x 3 = 15 Part II : 5 x 2 = 10 TOTAL : 25 4. Maximal score = 10 5. Students’ score = Rubrics for Part I: No. Uraian Skor I Content and grammar are correct The content is correct, grammar is wrong Content and grammar are not correct No answer 3 2 1 0 II For every correct answer For every wrong answer/ no answera 2 0 Approved by : School Principal English Teacher . RESOURCES FOR LESSON PLAN IDEAS ON THE INTERNET PBS TeacherSource A large collection of lesson plans, teacher guides, and online student activities correlated to 90 sets of state and national curriculum standards. http://www.pbs.org/teachersource/ Best of Education World ® 2002 http://www.education-world.com/best_of/2002/ Education World ® Lesson Planning Center http://www.education-world.com/a_lesson/ Education World ® National Standards http://www.education-world.com/standards/national/index.s

Bugs Moran :: essays research papers

George â€Å"Bugs† Moran: The Gangster   Ã‚  Ã‚  Ã‚  Ã‚  George â€Å"Bugs† Moran was not born in Chicago as thought by many people. He was born to Polish and Irish immigrant parents in 1893. Although, he was shortly moved to Chicago where it all started. Moran joined many different gangs throughout his childhood and teen years. He committed more than 20 known robberies and was imprisoned three times before he was just 21 years of age. He was soon very important to a man’s gang that called themselves the Dion O'Banion's North Siders. Moran eventually became the head man of the North Siders when both of his predecessors were shot by Al Capone’s hit men. While he was still involved in this gang, he was the gun-man that tried to knock off Johnny Torrio. Moran was also in the lead car in the famous car cavalcade that drove past Al Capone's Cicero headquarters, The Hawthorn Inn, firing over 1000 shots into the building. The gangs’ war ended with the St. Valentines Day massacre.   Ã‚  Ã‚  Ã‚  Ã‚  The St. Valentines Day massacre was an event that ended the whole war between the two gangs of Johnny Torrio and Moran’s North Siders. This event is probably the most well known mobster event in history. The North Side gangs was really getting on Al Capone’s nerves, so he sent his best hit men, â€Å"Machine Gun† Jack McGurn and others to make a new murder history. The men stole a police car, and drove to the place they were about to attack. There were seven men that belonged to the North Side gang. The hit team had all seven men stand up and face the wall. The seven complied, expecting a pat down search for weapons and identification. Then two of Capone's men opened up with Thompson submachine guns, peppering each victim with numerous rounds from the .45 caliber weapon. They acted as if they were police men arresting themselves as they walked outside and drove away. It was the perfect crime except that the main target, Bugs Moran was not ther e, and was still alive.   Ã‚  Ã‚  Ã‚  Ã‚  The war between the gangs ended in a draw. Capone came closest to Moran in the Saint Valentines Day Massacre caper but Moran was late arriving that day and lucked out. Through the 1930's, Moran's power began to wane even though his nemesis, Capone, was now in jail. Moran’s crimes after this never amounted to much.

Is Gay Parenting Bad for the Kids?

â€Å"Is Gay Parenting Bad for the Kids? † In the society we live in today, many people believe that being raised by a homosexual or lesbian couple isn’t a good thing for the children. Based on the article â€Å"Is Gay Parenting Bad for the Kids? † it seems to me that Charles C. W. Cooke (the author) and Dr. Mark Regenerus also believe that gay parenting is a bad thing. In the article, Cooke says that gay parenting is a bad thing because, â€Å"the child(ren) will end up different† or â€Å"the children are going to be missing at least one of their biological parents and they might experience some instability.Even though this article is defending the fact that gay parenting is bad for children, there are a few key points that challenge this statement because I believe that homosexual and lesbian couples are just as good as heterosexual couples when it comes to raising children. The first key point is that the article states that, â€Å"two women parents better on average than a woman and man, or at least than a woman and man with a traditional division of family labor. † This statement is basically saying that two women (on average) are better when it comes to staying in a relationship when it comes to raising children.Most heterosexual couples divorce even though they have family together, but lesbian couples continue to work things out in spite of their kids. That is a point that makes a comparison between lesbian and heterosexual couples. The next point is that, â€Å"children raised by homosexual or lesbian parents are as likely as children raised by heterosexual parents to be healthy, successful, and well-adjusted. † This means that no matter what sexual orientation the parents are, the child is not going to become a failure in life. They are still going to go to school, graduate, and become something in life.Just because the parents didn’t graduate doesn’t mean the child won’t graduate. Just because the parent didn’t become something in life doesn’t mean the child won’t. The last reason is that â€Å"marriage between gay partners will enhance the family’s stability and therefore be good for the children. † This also proves that there is nothing wrong with homosexual or lesbian couples being parents. I feel as long as the family is stable, then it shouldn’t matter if the parents are homosexual, lesbian, or heterosexual. In my opinion, I think that it has nothing to do with the children. I think that it is just a stereotypical issue.Many people feel that because in most states gay marriage is not legal (yet) that homosexuals and lesbians shouldn’t be parents. This article challenges and defends whether or not gay parenting is bad for the children. Even though majority of the article is against gay parenting, the challenging points stand out more than any of the other evidence. In conclusion, I do not think that gay parentin g is bad for children. When the children start to understand what is going on, they have their own choices to make on whether to be stable and become something in life or worry about missing a biological parent and becoming unstable.