Cry Baby Ink Essay Example for Free

Cry Baby Ink EssayHave you eer had that deja-vu feeling before? Well at Cry Babys Ink a tattoo shop in Eugene, Oregon it is very unlike from other tattoo parlors because of its overall air to customer service quality to its artist work quality. You get that deja-vu feeling at Cry Babys, because its homely. When you walk in the door at Cry Babys Ink you notice something different about this from other tattoo parlorsthe walls are create very bright neon green and there are racks of clothing which is different from your average tattoo shop. Not to mention Cry Babys is a very large tattoo shop as well with lots of pictures of tattoos that their artists have done covering the walls. At Cry Babys you are welcomed with Welcome to Cry Baby Ink and a smile Not like other places where you feeling like you are bothering the artists and the other employees, exclusively you feel comfortable. Along with that, employees are pretty beat as well.You can tell these people like coming to work invariablyy solar day, they are in like manner willing to answer any questions you may have to their knowledge and if they dont have an answer for you they will get manager or thus far the owner to answer your question. You can tell they pride themselves on being helpful, welcoming and assuring. After speaking with employees about some tattoo predilections or an idea you already have, theyll personally recommend an artist that they think would do the best job or they give you the option to look at an artists tattoo book and you can look through and through their thousands of drawings and tattoos they have done over the years. Many of the artists have over 10 years of tattooing ingest and have done thousands of tattoos and are covered in them as well. Once you have chosen an artist to do your tattoo, theyll sit you down and ask if youve ever gotten one, and if so then youll lie down or sit in a position where youre getting your tattoo done on.As a side note, one thing many tat too artists like to do while tattooing a customer they talk and get to know who theyre tattooing, The deal of getting a tattoo can take as little as 20 minutes or up to a number of hours. So youll have quite the time getting to know your artist youll discover that they arent your typical tattoo artists. They are young and theyre pretty outgoing as well. Some cool and unique things Cry Babys does is a customer appreciation day once every couple of months to indicate appreciation to customers On this day they do $30 dollar tattoos, give out donuts in the morning and pizza in the afternoon all day long.They also post coupons on Facebook for you to redeem in the store for a discount on t-shirts, hoodies, backpacks.etc. They do also a number of different things on a lot of holidays On Halloween, they dress up in costumes and give candy out to the kids who come and stop by. In October they do $25-45 dollars off a tattoo that has to do something with breast cancer. Cry Baby Ink is a One- of-a-kind tattoo parlor that doesnt follow your stereotypical tattoo parlor atmosphere theyre putting a huge emphasis on overall atmosphere, customer service quality, artist work quality. They want their customers to be happy and absent to come back. They dont want you leaving as a Cry Baby

Thoughts about climate change Essay Example for Free

Thoughts near mode change Es put forwardThe world has over the last century gone through big changes. This does not only(prenominal) concern the changes in technology but a alike(p) how countries nowadays atomic number 18 able to interact with each other. The new technology have mad it doable to transfer and spread information faster than ever before. These changes have lead to huge possibilities when it comes to researches, to do researches that earlier have not been doable. For example when it comes to knowledge active illnesses and health. Earlier battalion died from deceases that the healthc atomic number 18 today has the knowledge to cure. This is only one thing out of many improvements that has been going on over the past years.Because of this maturement is had made me think about how little we knew before and how much we know now. Today it is possible to measure and gain knowledge about almost anything. much(prenominal) as weather, water stream, temperature chan ges, rainfall and much more. It is possible to se changes that occur on the planet. This makes me think and be concerned about what does really happen on planet earth? This brain and thoughts that have been brought up makes me interested to realize and get a bigger stead about changing climate.Questions regarding our climate have in the past years been up for discussion on several channels. It is possible to read about climate in the news sometimes you can here about it on the television or even hear it on broadcasts. This has made people more aware than before and also made an increased interest in how different factors affects the climate of the planet. This is a good thing cause personally I think that there are many things that need to change. Especially when it comes to the affects on climate. To start making changes everyone, all countries must work together.This is where I can se the first problem. For example when it comes to international warming. Researches have seen s everal changes occurring over the past years and they are telling the world by giving out analyses and results in order to make people aware. They have seen changes that have never happened beforeand they want to do something about it. The respond from countries and societies is not what it should be. My thoughts are that people live and grow up in different cultures, what someone thinks is important may someone else think is unimportant.For some people survival is a challenge and for others how to succeed at work is other. plenty have their own priorities and values and to make everyone agree and think the same can be hard. This is one of the resolves that make me wanting to study and learn about climate. For me climate change is something I can se happen but not while we live. Looking at issues concerning climate brings me one big question that I think of whish is how other people think. It is interesting so se and learn about climate and to get a perspective of how different e veryone looks at it.While growing up nature and thinking about the climate has always been something I have been surrounded by. In Sweden where I am from nature is important and so is the climate. Early in school we were introduced and gained knowledge about different things concerning nature and the climate. What we decided to about our knowledge is another thing. I have always been fascinated in extreme weather and climate as long as I can remember. This is another reason for why this course about climate is something that interests me. Dep containing on where we are located on earth the nature and weather will be different so will the species of animals. But in the end we are on the same planet. Consequences from climate change that are likely to happen will probably not be in our favour it will instead force us to change our ways of living. The outcome from climate change could also be so damaging that even if we start preventing climate change now it could be too late. Climate change is something really complex and it makes it even more fascinating.How are scientists supposed to argue and make people change? What needs to be said or do until people realizes that climate change is an important stem to actually pay attention to. Will people start to care when water level rise or when they actually can se they unlikeness in the climate? Some people think that climate change is a growing problem and some people does not even parcel out it as a problem. These are things that make this subject so remarkable. How come people look at it so differently when it issomething that will affect everyone in the end?For me environmental questions and climate change feels really important. I am studying business and my major is enterprising and business development. Because of that I want to learn even more about climate, to bring that knowledge into my future work. Since todays competition and importance of being efficient is massive I would say it is even more import ant to actually have an environmental perspective. Enterprises have lately been developing fast, increasing profits, but one question I would like to ask is if they think of their impact on the environment? This question goes further to consumers to people? Do they understand their behaviour and what they do to the nature when travelling, when buying things? on that point are so many things that we people do that actually have an impact on the environment and climate, and we think of it too little if not at all. My assumptions is that people hide, people stop carrying because no one really tells them to care about climate change. There is much more that can be done and I want to be a part of that. This is one of the reasons for why I am studying making sense of climate change. I want to be aware, I want to learn and I want to gain knowledge that makes me able to change peoples perspective. In the end I want to be that person who makes a difference not only for myself but also for ev erybody.

The Literature In English Component

The Literature In side ComponentCHAPTER 1INTRODUCTION1.1IntroductionIt has been 9 years since the publications in side component was send-off introduced by the Ministry of discipline and to be included in side of meat subject computer program for Secondary schooltime. In par eitherel to the Ministry vision in producing excellent disciples who potful compete glob totallyy in the future, Literature in incline for both Lower Secondary and Upper Secondary Schools aim to inclusively facilitate secondary students to improve and strengthen their proficiency in the incline Language. Through the writings in face component excessively, it allows the students to light upon many things from many perspectives by studying sweet(prenominal) cultures and world views. Literature in English too gives the students to a greater extent opportunities to be more appreciative towards the esthetics of the English fashion and towards Literature masterpieces as well. Besides, the cultur e of literary works will help to impart values beneficial to students personal growth, development and character.However, throughout the 9 years of implementation of the Literature component in secondary school, numerous studies make believe been done and curb revealed some facts regarding students involvement towards the lit in English component in the secondary school. Most of Malaysian students give negative resolutions to the tenet of literature in English in classroom especially at the early period when it was first introduced. Indeed, roughly of the lookes ease up done some researches on how to enhance the guideing of literature in English among the students due to the fact that Malaysian students have lack of refer in development literature in English.There be varieties of factors that contribute to students post in Literature. However this research will look deeply into the cardinal briny ca engages that affecting students amour in learning literature in E nglish and on how strong the ca exercises really affects the students. The three factors are the students exposure towards the target speech and the level of proficiency, the content of the literature component itself, and the activities done in the classroom. In fact, these three master(prenominal) factors are al ways being discussed as the reasons that modulate students pursual in learning literature in English.The language spoken at home dexterity influence the students interest towards the learning of literature in English disparately. Students are coming from different family background that has different experience communicating in English at home. If the parents are good in mastering the English language and always communicate with the children in English, it might encourage the students to designate the literature in English texts. However, if the students have lack of exposure towards English language, it might withal demotivate them to read the literature in Engli sh texts since they are hardly understand them. Another main challenge for the students to learn literature in English is caused by the survival of the fittest of texts itself. Students might have lack of interest in Literature because of the text (short story, poem and impudent) are boring and inappropriate for them. If the students are un long-familiar with the plot and the settings of the story, they will have difficulty to understand it and lead to the lack of interest to learn it. Furthermore, the major problem regarding students learning in literature is students invade language difficulties that does not match their language ability. Even learners merchantmannot agree on the type of texts that should be taught although they generally agree that the texts should promote intellectual development, independent speak outing, are interesting to adolescents and meet certain cultural and aesthetic standards (Agee, 1998). Thus, the selection of the texts should be analysed and s tudied again whether they are appropriate or not.Literature component in English has been implemented in Malaysian curriculum starting from the year 2001. Since then, the students in secondary school have learnt a lot of poems, short stories and even out novels as the items of learning literature. mesa 1.1 shows the items that learned by disdain secondary schools students in Malaysia. Table 1.1 Curriculum specifications for literature in KBSM English program for displace secondary students. variance Title Author Genre 1 Lifes Brief Candle William Shakespeare poem The Dead crow A.Samad Said Poem The Lake Isle of Innisfree W.B Yeats Poem The Pencil Ali Majod Short Story How Dalat Got Its Name Heidi Munan Short Story Of Bunga Telur and Bally Shoes Che Husna Azhari Short Story2 Rubinson Crusoe Danie Defoe refreshful Potato People Angela Wright Novel Phantom of the opera Gaston Leroux Novel3 The Prisoner of Zenda Antony Hope Novel Dr Jekyll and Mr Hyde R.L.Stevenson NovelTeachers creativity in teaching Literature is also one of the most master(prenominal) features to capture students interest. Since literature is still considered new to Malaysian development system, the main problem for both teachers and students is to have various interesting activities to be apply in the classroom to teach literature. Most of the activities in literature classroom direction on the comprehension of the text by reading the text and say the comprehension questions provided by the teachers and fro m the work books. In the discussion forum as stated in the Malaysian English Language Teaching Association (MELTA) web, www.melta.org.com, teachers are advised to provide the students with various creative activities in classroom to teach literature and to generate students interest in learning literature. Thus, teachers mathematical function is to search for new ideas, practicality and do experiments in literature through the reading from activities book or through the internet. Creative activities are used to enhance students understanding of literary texts and to absorb their attention and interest in reading and learning literature. Creative approaches like role play and dramatization or even games are created to improve the verbose traditional method of teaching literature, which nevertheless focus on close reading and explanation of literary texts. Students interests need to be capture before they raft fully appreciate the beauty of the literature. (MELTA forum).1.2 Statem ent of ProblemThe literature in English component has been implemented as part of KBSM English syllabus for or so 9 years since it was first introduced in year 2001. However, through my experience and observations show that the students have a lack of interest towards the learning of literature and they come apart to appreciate or understand of what literature is. Thus, it is vital to understand the factors that influence the students interest to learn literature in English in order for all to solve the problem.Since English is considered as the second language in Malaysia. Thus, the students level of proficiency in the language is varying to each other. Some students are accustomed much exposure to the target language at home and some are even never utter any English word at home. However, interest is an subjective issue because it does not mean that if the students are good in English language that they are interested to learn literature in English more than the students who ar e not very proficient in English language.However, at the same time one of the underlying issue in the implementation of the literature in English component is that most of the students feel that the literature texts offered in the English language Syllabus are inappropriate, unchallenging and even boring. In fact, the topic of literature text has been discussed and debated since it was first introduced until the present time. The main issue is to revise the use of the current text and it has been encourageed by the students, parents and teachers. Some great deal think that the texts are beyond the students level of proficiency to understand it and the themes discussed are also very dull.On the other hand, some argue that the texts cover a wide range of works dealing with different themes and appropriate for the students to learn. As stated in MELTA forum website, one of the members in the forum who is yet cognise as tpriya_1717 wrote that the important aspect that should be giv en greater emphasis would be the effectiveness of teachers in utilizing the texts in the teaching and learning process in classrooms. From her opinion, it gives a picture that the teachers should be more creative to involve students with lots of interesting and enjoyable activities to boost the students interest while learning literature in the classroom. Unfortunately, since our education system tends to be more to exam-oriented, most of the teachers teach literature with the purpose to pass the students in the examination and neglecting the main reason of learning literature which is to understand and appreciate literature.Thus this research aims to find the answer whether all the factors mentioned above influence the students interest in learning literature in English positively or negatively. Furthermore, the research also will investigate which factor is having greatest influence to the students interest to learn literature in English.1.3 Objectives of ResearchThe purposes of t his research are to1) Investigate the influence of students level of proficiency in English language towards their interest in the learning of literature in English.2) Examine whether the content of the literature component in Malaysian curriculum for lower secondary students are appropriate and suitable for the students and whether the contents are able to generate the students interest to learn literature in English.3) Study students preferences of activities applied in the classroom by the teachers during the literature lesson.1.4 Research QuestionsThe research questions for the research to find out are as below.1) How does the students level of proficiency in English language influence students interest to read the literature in English texts?2) What are the students perceptions towards the current literature in English component texts?3) Which types of activities in the classroom are more interesting to the students in the learning of literature in English?1.5Definitions of T erms 1) means One that actively contributes to an accomplishment, result, or process.Context of study The factors are the causes or the reasons that contribute to the influence in students interest in learning Literature in English. It can be considered as the agents that are responsible towards the development of students interest in learning Literature in English. In this study, the factors are divided into three main divisions which are the students family background, the selection of texts in literature in English component, and the activities during the literature in English lessons. 2) Interest A state of curiosity or concern about or attention to somethingContext of study Interest is the emotional reactions and behavioural tendencies towards the learning of literature in English. In this study, the students interest is categorize into two categories which the students who react positively towards literature in English and students who react negatively towards the literature in English. However, interest is the behaviour that can be tiltd or developed by certain strong influences either it turns out to be positive or negative. 3) Learning Knowledge or skill gained through in figation or study.Context of study Learning is a process of study to gain the knowledge. The learning of literature in English mostly happens at school especially during the literature lesson for English subjects. As literature in English component is a part of English syllabus in Malaysian education curriculum, the students need to learn it. Thus, in this study, the learning of literature in English is referring to the formal learning of the subject in Malaysian secondary school. 4) Literature in English written material specifically in English language such as poetry, novels, essays, etc., especially works of imagination characterized by excellence of style and expression and by themes of general or enduring interest.Context of study Literature in English component is a part of the English syllabus in Malaysian secondary schools. It is divided into three genres which are short stories, poems, and novels. 1.6 Scope of ResearchThe scope of the research involved the participation of 40 students in stochastic variable 3 with different level of proficiency from SM La Salle Tanjung Aru Kota Kinabalu, Sabah. Form 3 students have finished covering all the literature contents for lower secondary school. The data was collected and analyzed based on the questionnaires which were distributed to the respondents concerned. 1.7 Limitation of ResearchThe limitation of this studyA. Time constraints 1) Students might not have sufficient time to fill the survey form thus resulting in unanswered items and/or inaccurate answers.B. Small sample1) The findings of the research are only valid or based on one school. It does not representing of all schools in Malaysia and not even in Sabah.1.8 Significance of ResearchOver the years since the implementation and the development of literature in English component as part of Malaysian curriculum, many issues has been discussed regarding on the problems faced by the students that affect their interest in learning the literature in English. This study will find the most reasonable and rational answer on the factors affecting students interest to learn literature in English. This study also will prove whether students level of proficiency in English really has a very strong influence to the students interest in learning literature. Besides, this study will help the curriculum designers to improve the contents of literature component for lower secondary school. This study also can be used as a reference for teachers to investigate students preferences for activities in classroom during literature lesson and apply them in the class.This Study will also provide and enable other or future researchers who would like to conduct the same research with sufficient and useful information based on the topic. The methodology in this research such as the questionnaire can ease the future research by adapting them or perhaps amend them to suit their study.CHAPTER 2 publications REVIEW2.0 IntroductionThis chapter presents review of the general situation and the development of literature in English in Malaysias education system. However, the main discussions are focused on the three main factors that have the greatest influence towards the students interest in learning literature in English. The three main factors are the family background of the students, the selection of text or the contents for Literature components, and the preferred activities by the students during the literature lesson. This review will also provide some insights into the relationship between English language proficiency that might influence students interest in learning Literature in English. Apart from that, reviews on other possible factors will also be discussed as the argument of this chapter. These reviews are to give a better understanding on how these factors can really influence and affects the students interest in learning literature in English.2.1 The Scenario of the teaching of LIE components in MalaysiaHistorically, the development of the teaching of literature in English in Malaysia can be considered as inconsistent. The teaching and learning of literature in English in the Malaysian English Second Language (ESL) context has evolved from being a core part of the English language curriculum to a point of near extinction only to re-emerge in the 21st century in a far stronger form (Subramaniam, 2003). In addition, he stated that the downturn in the teaching and learning of literature as a subject is crucially marked by the change in the medium of instruction in schools from English to Malay. According to Carter and Long (1991 cited in Fauziah Ahmad 2007), the splendour of literature was only fully realized sometime in the mid 1980s where extensive debates and discussions took place. Since then, th e situation for learning and teaching has changed radically and literature is presently being reconsidered within the language teaching profession. Fauziah (2007) believes that the changes of attitude toward the importance of literature have also affected the Malaysian national curriculum. As she stated in the introduction of her research, Literature in English was first introduced to Form Four students in 1992. Subsequently, this has led to the re-introduction of literature into language classrooms in the year 2000, and is now an integrated element of the English language component.The wind of change in the teaching and learning of literature in Malaysia is also supported by Talif (2005), in his book entitled Teaching Literature in ESLThe Malaysian Context, a book which discusses briefly on the development of literature in English in Malaysian schools. The study shows that Literature in English was first introduced by the Malaysian Education Ministry by implementing the Class Reade r Programme (CRP) in 1990 at the Form 1 level in all secondary schools. Basically, the CRP political platform was designed to motivate students to read the class readers at home as well as to prepare the students for the Literature in English Programme (LEP) at the upper secondary students. The LEP was offered as an elective subject for study at the upper secondary school level (Form 4-5) which was implemented in 1992. To date, the Malaysian Ministry of Education (KPM) implemented the literature in English component as a part of English syllabus in March, 2000. It started with only for Form 1 and Form 4 students in year 2000, followed by Form 2 and Form 5 in year 2001, and to all Form 3 in either school in year 2002. The component has been examined in SPM exam in year 2001 and in PMR exam in year 2002, (Ministry of Education Malaysia). To summarize the explanation and the development of literature in English in Malaysian curriculum, the following review whitethorn conclude all.In Malaysia, three different reading programmes have been introduced over the last three decades. The English Language Reading Programme (ELRP) was implemented in 1983, the Class Reader Programme (CRP) in 1993 (Malachi Edwin, 1993) and the incorporation of the literature in English component into the English Language syllabus in 1999 (Subramaniam, 2003). To date, the literature in English component in the English Language melodic theme is considered to be the most successful reading programme because the texts that are being taught and read in the classroom are a tested component in the public examinations (Vethamani, 2004a 2004b). (Too W.K, 2009, page 41) From the reviews above, it can be concluded that the journey towards the inclusion of literature in language courses has been going through many stages of change. Thus, the implementation can be considered as unstable and the improvements by the ministry are needed from time to time.2.2 The Students Attitude towards the teaching an d learning of Literature in EnglishThe lack of interest in learning literature in English among Malaysian students is one of the prevailing issues focused on by various authorities and researcher. It is such an stately issue because the students attitude towards literature is closely related in de shapeining the success and failure in learning literature. There are three main factors that are always being associated with the lack of interest in learning literature in English among the Malaysian students. The figure 1 shows the main focus of the researcher in the study of factors affecting the Malaysian lower secondary students interest in the learning of literature in English.In order to support the statement above, the researcher decide to make Daviss model of research as a reference (1992 cited in Siti Norliana, 2008) to compare and support statement of the problem on the factors that affecting students attitude towards studying literature. For the purpose of this study, the rese archer opts to consider attitude (Daviss model of reaseacrh, 1992) as interest towards studying literature. The positive attitude may exercise the meaning of highly interested and negative attitude would be the lower interest. According to Davis (1992), the Figure 2 shows the potential factors that have significant relationship with students attitudes towards literature in a foreign language.FactorsIn comparison to the researchers model and the Daviss model of research, both models show several similarities regarding on the factors that might influence and affect the interest towards the learning of literature in English. Davis believes that those factors contribute great impacts to the students attitudes in studying literature. Based on Davis (1992), all of the factors result the variation of the students attitudes towards the studying of literature.2.3 Students Level of growth in English Language Learning literature in English is quite a challenge for Malaysian students because the English is considered as the second or the third language in our nation. In order for the students to learn literature in English, the first thing that they have to master is the language itself because that is the only way to associate with literature in English better. Thus, the level of proficiency in English would affect the students interest in learning literature in English. If the student is good in English, the possibility to have higher interest towards literature in English is very high. Meanwhile, lower proficiency levels in English may lead to frustration and less motivation among students to learn literature in English.2.3.1 Language Spoken at HomeStudents usually are coming from different family background. Thus students may have different experience or exposure towards the learning of literature. There are students who are very good in term of proficiency in English language because they practice the language at home with their parents in daily communication. Howe ver, there are also students who never use or speak in any other language including English as a spoken language at home but only speak in their mother tongue language at home. This situation can be seen by comparing between the students from urban area and students who tolerate in rural area. According to Jamali and Hasliza (2002), Malaysian students especially those who live in rural areas do not see the need to use of English in their life, and it caused them to have lower motivation to learn English. The exposure towards English language and literature in English that they received are very little compared to urban students. In fact, there are a growing number of children whose first language is English and who may be termed native speakers since their parents have chosen to use only English in the home instead of their ethnic languages. Murugesan (2003). Thus, the students level of proficiency in English language may vary to each other. The more the students have been exposed to the English language, the more interest they gain to learn and read the literature in English. 2.4 Selection of texts in Literature in English componentThere are always bad and negative feedbacks that have been received from the students and the teachers regarding on the literature text in Malaysian school. Sidhu (2003), as cited in Too (2006), found that most students showed little interest in reading prescribed texts. The result of Sidhus research revealed that 60% of the students viewed the texts in Literature in English as boring and failed to arouse their interest to read. Various comments and feedbacks also can be retrieved from the discussion forum in MELTA website mostly get intod by the teachers and the students. Some of them think that the texts for English literature components are boring and need to be reviewed.Retrieved Online November 18, 2009 from http//www.melta.org.my/modules/newbb/viewtopic.php?topic_id=1098forum=5viewmode=flatstart=202.4.1 Students Difficultie s in understanding the textsThere are three different genres that the students have to learn and read for the literature in English component. They are short story, poem and novel. Students have different perception and interest towards each genre.According to Siti Norliana (2008) research, the students showed higher interest in reading the short stories item compared to poems and novels. The students prefer short stories because they are not lengthy and less time consuming to read if compared to Novels. Most of the students exposit novels as lengthy and very confusing in term of plot and characters. It should not be a surprise that the students prefer short stories more than novel because as cited in Wei-Keong Too (2006, Page 43), both Reed (1992) and Chances (1999) analyses conclude that the books that young adult choose are character driven and the plot is fast. In Dr. Sharifahs (2002) study, the analysis result showed that the students positive responses towards short stories a nd novels are higher than the poems. According to the result, students are less interested in reading poems because of the use of literary language with underlying meaning. Thus, it is very hard for the students to understand the texts. When the students find the poems very difficult in terms of language, they will automatically refuse to read it and show lower interest towards any text in the same genre. For instance, the poem like Lifes Brief Candle is very hard for the students to understand since they are not familiar with the literary language used in the poem and could not get the underlying meaning of the poem. In Huzainas (2006) research result, students found Lifes Brief Candle the most difficult because they could not associate the candle much with their life.If the students could associate the texts with their own experience and surroundings, they will understand the meaning of the texts easier and become more interested to read more from other authors.2.5 Activities in t he classroomTeachers creativity in teaching Literature is also one of the most important features to capture students interest. Teachers play the important role to instill interest in learning literature in English among the students. As for that, teachers need extra initiatives and creativities to instill students interest towards the subject by providing the students with the interesting activities. Creative activities are used to enhance students understanding of literary texts and to attract their attention and interest in reading and learning literature. 2.5.1 Teacher-centered VS student-centered activitiesThe activities during the literature in English lesson are important to make the students take part in the lesson. However, many teachers lack creative ideas to provide the students with interesting activities when teaching literature in the classroom. Unfortunately, many teachers apply activities which are more teacher-centered in orientation during literature lesson. Teache r-ecentered activities are activities that are more controlled by the teachers all the time, such as spoon-feeding the students with all the information and thorough explanations and translations. Thus, the students role is only taking notes from the teachers and memorise them for the sake of passing the exam. As mentioned by Sharifah Nadia (2007) in her research, since our education system is exam-oriented, most of the teachers teach literature with the purpose to pass the students in the examination and neglecting the main reason of learning literature which is to understand and appreciate literature. As a result, the activities are boss because the teachers only focus on how to make the students pass in the exam. An experienced and excellent teacher would use student-centered activities that involve students participation during the literature lesson. In this salmagundi of activities, the students get involved and participate in the lesson instead of listening only to the teach ers explanation. The students will be able to experience and understand the meaning of literature during the learning process. There are many enjoyable activities that the teachers can apply in the classroom especially during literature in English lesson such as dramas, role plays, group discussion, games, and multimedia presentations. These activities allow the students to express themselves through literature and capture their interest to learn literature in English. Since the student-centered activities are more enjoyable and crosstie to the students interest, the students are more interested to learn more about literature in English in the classroom. In Siti Norlianas (2008) study, the students show more positive response towards activities that allow them to participate in the lesson actively. Table 2.1 shows the result of students acceptance towards activities used in literature in English lesson by the teacher in the classroom.Table 2.1 Students Acceptance towards the Activi ties for Literature in English ClassroomNo. Teaching Methods Percentage (%)1) Students provide background information 96.22) Variety of activities (games, drama, role play, etc) 95.43) Working in groups 91.84) Teachers explanation 90.95) Audio Visual Supports 85.56) Translation and using Malay in teaching literature 70The result is cited from Siti Norliana (2008)From the result, it shows that the students prefer the activities that can encourage them to participate in the lesson and allow them to think more critically rather than listening to teachers talk. In addition to the research, based on the interviews by Siti Norliana (2008), found that half of the students exposit that the activities employed by the teachers are dull and inadequate. This situation is supported by Dr. Sharifah (2002), she concluded that the teachers knowledge, expertise, and creativity i

Coca Cola Company Mission, Vision and Values

Coca Cola compareticipation Mission, good deal and ValuesIt was 1986, and in New York Harbor, workers were constructing the statue of liberty. Eight hundred miles away, some other great American symbol was about to be unveiled.Like many people who change history, John Pemberton, an Atlanta pharmacist, was inspired by simple curiosity. star afternoon, he stirred up a fragrant, caramel-colored liquid and, when it was done, he carried it a few doors down to Jacobs Pharmacy. Here, agreed- this new drink was something special. So Jacobs pharmacy put it on sale for five cents a glass. Like many people who change history, John pemberton, an Atlant pharmacist, was inspired by simple curiosity. One afternoon, he stirred up a fragrant, caramel-colored liquid and, when it was done, he carried it a few doors down to Jacobs Pharmacy who all agreed-this new drink was something special. So Jacobs Pharmacy. Here the diversity was combined with carbonate water and sampled by customer who all ag reed- this new drink was special. So Jacobs Pharmacy put on sale for five cents a glass.Pembertons bookkeeper, Frank Robinson, named the mixture Coca-Cola, and wrote it out in his distinct script. To this day, Coca-Cola is written the same way. In the first year, Pemberton sold just 9 glasses ofCoca-Cola a day.A century later, The Coca-Cola gild has produced more than 10 billion gallons of syrup. Unfortunately for Pemberton, he died in 1888 without realizing the success of the drinking he had created.Over the course of three years, 1888-1891, Atlanta line of merchandiseman Asa Griggs Candler secured rights to the business for a total of about $2,300. Candler would become the companys first president, and the first to bring real vision to the business and the brand. http//heritage.coca-cola.com/COMPANY MISSION, VISION AMD VALUESOur MissionOur Roadmap starts with our mission, which is enduring. It declares our map as a company and serves as the standard against which we weigh our actions and decisions.To refresh the worldTo inspire moments of optimism and happinessTo create value and make a difference of opinion.Our VisionOur vision serves as the framework for our Roadmap and guides every aspect of our business by describing what we need to accomplish in order to continue achieving sustainable, quality growth.People Be a great place to work where people are inspired to be the best they can be.Portfolio Bring to the world a portfolio of quality drinking brands that anticipate and satisfy peoples desires and needs.Partners Nurture a winning network of customers and suppliers, together we create mutual, enduring value.Planet Be a responsible citizen that makes a difference by helping build and support sustainable communities.Profit Maximize long-term return to shareowners while being mindful of our overall responsibilities.Productivity Be a highly effective, lean and fast-moving organization.Live Our ValuesOur values serve as a compass for our actions and descr ibe how we behave in the world.Leadership The fortitude to shape a better futureCollaboration Leverage collective geniusIntegrity Be realAccountability If it is to be, its up to mePassion attached in heart and mindDiversity As inclusive as our brandsQuality What we do, we do wellhttp//www.thecoca-colacompany.com/ourcompany/mission_vision_values.htmlSUSTAINABILITYLIVE POSITIVELY focuses on seven incumbrance areas key to our business sustainability, with measurable goals and metrics for the Company and the Coca-Cola systemhttp//www.thecoca-colacompany.com/citizenship/index.htmlINOVATIONProducts EquipmentPackagingMarketingMarketplaceFortified nutrijuice helps fight malnutrition in the PhilippinesIntroducing whole kit bottle up to 30% plant- based, 100% utile bottle, redesigned plastic, recyclable as everLearn about our award-winning video vender.New plastic bottle crushes conventional thinking about environmental action. dowery our customers to maintain and grow their businesses.ht tp//www.thecoca-colacompany.com/ourcompany/innovation.htmlINVESTORSThe coca-cola company Finalizes exploit with coca-cola enterprises.Atlanta, October 3, 2010 The Coca-Cola Company (NYSE KO) today announced that it has completed the acquisition of the North American operations of Coca-Cola Enterprises (NYSE CCE) and the sale of the Companys Norway and Sweden bottling operations to CCE. This transaction positions The Coca-Cola Company to more profitably deliver the worlds greatest brands and drive long-term value for all shareholders. Steve Cahillane, Muhtar Kent and Sandy DouglasOUR PRODUCTCoca-Cola ZeroCoca-Cola Zero has been one of the more or less successful product launches in our history. In 2009, we sold more than 600 million cases globally. Put into perspective, thats roughly the same size as our total business in Germany, one of our top 6 markets. As of September 2010, Coca-Cola Zero is available in more than 130 countries.http//www.thecoca-colacompany.com/brands/index.ht mlLEADERSHIPSince our first soda fountain sales in 1886, we have been a driver of marketplace innovation and an investor in local economies. Today we lead the beverage industry with more than 500 beverage brands including four of the worlds top-five sparkling brands. But while our business opportunities are enormous, our commitment to our consumers and the communities in which we operate is even greater.Muther Kent, our Chairman of the Board and Chief Executive Officer, leads us into the new century with a firm commitment to the values and spirit of the worlds greatest brand. In our journey to become a sustainable, profitable growth company, our forethought structure has evolved to sharpen external focus on the marketplace with greater speed, productivity and effectiveness. http//www.thecoca-colacompany.com/ourcompany/leadership.htmlFinancial StatementsThe financial information included in this section should be read in society with Managements Discussion and Analysis of Financi al Condition and Results of Operations and Notes to Consolidated Financial Statements contained in our Companys 2008 and 2009 Quarterly bailiwicks on From 10-q and 2008 one-year distinguish on From 10-kAs a result of the Securities and Exchange Commissions (SEC) Rule Release No. 33-9002, Interactive Data to Improve Financial reporting, the Company is required to read Interactive Data as Exhibit 101 (attachment type EX-101) for certain Exchange Act and Securities Act filings. This Rule is effective for the Company beginning with our twinkling quarter 2009 interim financial statements filed on Form 10-Q.Interactive Data is made possible through the computer language extensible Business Reporting Language (XBRL). XBRL offers near real-time access to financial reports, generally within minutes of our Company filing them with the SEC, and provides more flexibility to view and compare info versus traditional HTML filings. With XBRL, investors can create their own customized reports , automatically generating financial ratios, graphs, and charts depicting important information from financial statements.Due to the functionality of interactive data filed with the SEC, the Company will no longer provide excel versions of our financial statements on this website. Investors that wish to view an excel version of our financial statements can download the information from the SECs website at http//www.sec.gov.CURRENT ASSETSCash and cash equivalents$ 6,816Marketable securities263Trade accounts receivable, less allowances3,139Inventories2,298Prepaid expenses and other assets2,198TOTAL CURRENT ASSETS14,714INVESTMENTSEquity method investmentsCoca-Cola Hellenic Bottling Company S.A.1,386Coca-Cola FEMSA, S.A.B. de C.V.840Coca-Cola Amatil Limited680Coca-Cola Enterprises Inc.Other, principally bottling companies and joint ventures2,410Other investments, principally bottling companies441TOTAL INVESTMENTS5,757OTHER ASSETS1,793PROPERTY, PLANT AND EQUIPMENT net8,425TRADEMARKS WIT H INDEFINITE LIVES6,042GOODWILL3,988OTHER INTANGIBLE ASSETS2,384TOTAL ASSETS$ 43,103LIABILITIES AND beauteousnessCURRENT LIABILITIESAccounts payable and accrued expenses$ 5,651Loans and notes payable6,701Current maturities of long-term debt461Accrued income taxes356TOTAL CURRENT LIABILITIES13,169LONG-TERM DEBT5,017OTHER LIABILITIES2,944DEFERRED INCOME TAXES865THE COCA-COLA COMPANY SHAREOWNERS virtueCommon transport, $0.25 par value Authorized 5,600 shares880Capital surplus8,021Reinvested earnings38,911Accumulated other comprehensive income (loss)(2,893)Treasury stock, at cost(24,207)EQUITY ATTRIBUTABLE TO SHAREOWNERS OF THE COCA-COLA COMPANY20,712EQUITY ATTRIBUTABLE TO NONCONTROLLING INTERESTS396TOTAL EQUITY21,108TOTAL LIABILITIES AND EQUITY$ 43,103NoteThe financial information included in this section should be read in conjunction with Managements Discussion and Analysis of Financial condition and Result of notes to consolidated financial statement contained in our companys qua rterly report on form 10 -q and 2008 yearly report on form 10-k.The Coca-Cola Company and SubsidiariesCondensed Consolidated Statements of Cash Flows(UNAUDITED)(In millions)Three Months EndedApril 3, 2009OPERATING ACTIVITIESConsolidated net income$ 1,359Depreciation and amortization283Stock-based compensation expense53Deferred income taxes(20)Equity income or loss, net of dividends(3)Foreign currency adjustments42Gains on sales of assets, including bottling interests(5)Other operating charges74Other items100 top change in operating assets and liabilities(1,010) dinero cash provided by operating activities873INVESTING ACTIVITIESAcquisitions and investments, principally beverage andbottling companies and trademarks(179)Purchases of other investments(6)Proceeds from disposals of bottling companies and other investments37Purchases of property, plant and equipment(467)Proceeds from disposals of property, plant and equipment7Other investing activities9Net cash used in investing activities (599)FINANCING ACTIVITIESIssuances of debt5,758Payments of debt(3,001)Issuances of stock10Purchases of stock for treasuryDividends(950)Net cash provided by financing activities1,817EFFECT OF EXCHANGE RATE CHANGES ONCASH AND CASH EQUIVALENTS24CASH AND CASH EQUIVALENTSNet increase during the period2,115Balance at beginning of period4,701Balance at end of period$ 6,816NoteThe financial information included in this section should be read in conjunction with Managements Discussionand Analysis of Financial Condition and Results of Operations and Notes to Consolidated Financial Statementscontained in our Companys 2009 Quarterly Report on Form 10-Q and 2008 Annual Report on Form 10-K.CONCLUSION AND RECOMMENDATIONWe are required to file with the Securities and Exchange Commission, and to publish on our website, our Annual Report on Form 10-K, which discloses the Companys annual financial surgical process. To ensure the trust of our people, those with whom we do business and our other stakeh olders, we publish a variety of reports annually regarding our performance in various aspects of our business, not just financial performance. These reports reflect, among other things, our performance and accomplishments in the areas of product safety, quality and integrity, marketing and innovation, community support, workplace rights and protecting the environment.

Luke Presents Jesus As The Divine Saviour Religion Essay

Luke Presents deliveryman As The Divine Saviour Religion EssayThe purpose of this essay is to look into the work and action of Jesus Christ while on earth as portrayed by each of the Gospels. Though each of the gospels presents a full give of the person of Christ however, there is a distinction between the four. Each of the bring outrs presents Jesus in his own way, in terms of audience, theme, and stress.The Gospel of Matthew was1written nigh 50-60AD in Palestine, before the destruction of capital of Israel in 70AD (Matt 45, 2753). Although the specific date for the mass of insure is uncertain, scholars date it to be written well-nigh 49s 60s AD, and believed to be the first Gospel written. The Gospel of Luke was written between 60 65AD while the Gospel of John was dated about 90s.ThemeMatthew presents2Jesus as Messiah. Mark presents Jesus as Servant of God, Luke presents Jesus as the Divine Saviour, and John presents Jesus as the Son of God.AudienceMatthew writes his gosp el to the Jews. He sought-after(a) to convince the Jews that Jesus is the promised messiah and king, which was fulfilled through repeated prophecy in the Old Testament. Mark writes to the Roman audience, who were non3religious, neither philosopher like the Greek. Luke writes to a Greek audience, who were very religious, philosophical, and great thinkers. His two literal classical books, book of Acts and Luke were written to Theophilus a high ranking Greek noble man and opposite Gentile Christians (LK 13, Acts 11). The gospel of John was written to all Christians.Background to the GospelThe book of Matthew was placed first as an introduction to the reinvigorated Testament because it bridge gap between the Old and New Testament. Written in Greek for Jewish believers but the style of writing was Hebrew or Aramaic due to the way Jesus life and ministry was narrated. Although the author of the gospel was not identified by name in biblical text, but testimony by early4church fathers, Eusebius and Papias shows that Apostle Matthew wrote the book as an eye witness to major events during the ministry of Jesus Christ on earth.The gospel of Mark was action put fast moving narration written by John Mark an associate of Peter, companion of Paul and Barnabas.5According to Papias, Mark derived his content from his association with Peter, he was Peter interpreter and wrote as many things he can remembered as Peter relate to him. He tailored his gospel for his Romans listeners who are not religious, who swallow respect for authority but love action. He portrayed Jesus as a miracle worker one who could control wind and storm, whom demons trembled at his throne and heal all manner of sicknesses and diseases, but despite this power he humbled himself and gave his life as a ransom, teaching that people who are real great are servant, that anyone that wants to be great must be a servant first.The author of the gospel of6Luke was a physician, astute writer, theologian and hi storian whose book was directed to the Greek believer. The book of Luke is the first of its two books addressed to a man called Theophilus a gentile believer (LK 13, Act 11). He was a Gentile convert, the only non Jewish author of a bible book. Besides his medical examination knowledge which he shows frequently when he used medical terms to describe sicknesses for example a man suffering from dropsy (LK 142).The author of the fourth gospel was7John the son of Zebedee one of the sea captain twelve disciples of Jesus, he writes as the disciples whom Jesus loved (Jn. 13 23-24, 20 2-9, 212-24), hence claims to be an eye witness of Jesus ministry, and recorded much of Jesus ministry in Judea and Jerusalem.Purpose of the Canonical GospelsMatthew wrote to convinced Jewish Christians that Jesus roots is from the lineage of Abraham and descendants of David (Matt 11-17). Also too cognizant the Jews that Jesus was the son of God, awaited messiah has foretold by the Old Testament prophet (I sh. 714).8Matthew as well shows to the Jews that Christ came to establish a spiritual kingdom not a political one, which will be followed by a physical kingdom at the end of the age. The book of Matthew is not complete without his business relationship on great commission (Matt 2819).Marks writes to persecuted9Romans Christian presenting Jesus as the Son of God (Mk 11), a suffering servant of God, also too encouraged Romans believers to suffered faithfully for the gospel as he placed before them the life, suffering, devastation, and resurrection of Jesus Christ their Lord and saviour.Luke wrote to the10Greek Christian and the most citywide of the synoptic gospel, he provide full details of all that Jesus the human saviour had done, teach until the day he was taken up to nirvana (LK 13-4). He traced Jesus human genealogy back to Adam (LK 323-38), not just to Abraham as did Matthew (Matt 11-17). In Luke we see Jesus as divine saviour (Lk. 147, 211) who provides salvation for all men irrespective of their nationality.Johns purpose was to reveal the11deity of Jesus Christ that he is indeed the Son of God who in obedience to the father took on the nature of man (Jn. 11), and those who believed in him receive eternal life (John 2031). He wrote to refute false teachings of the12Gnostics who goes about denying the humanity (the word became flesh, Jn. 114) and death of Jesus Christ (Jesus death and resurrection, Jn. 19, 201-28).Focus of the GospelsMatthew13focus on Jesus, the King of Israel who fulfilled Old Testament laws and messianic prophecy (Ish. 713), from conception (Matt 122-23), to his residence in Nazareth (Matt 223), his Galilean ministry (Matt 414-chs 18), teachings about the end time (eschatology), triumphant entry into Jerusalem. He arranged Jesus teachings about the kingdom into ethics-sermon on the mount (Matt 51-729) missionary (Matt 935-111) parables about the kingdom (Matt 131-52) discipleship (Matt 181-35) and lastly on Olivet discourse about the end of the age (Matt 231-2546). He portrayed Jesus as the promised King, who came to inaugurate kingdom of heaven which is not political but spiritual.In a fast14catchy action, Mark focuses primarily on Jesus flop miracles, his authority over sicknesses and demons as signs that the kingdom of Gods is at hand. He also portrayed Jesus as Gods servant. It was at Caesarea Philippi, Jesus identity was fully tell to his disciples as the Christ, and his prediction about his death and resurrection (Mk 831) which shows his divine foreknowledge making references to cost of discipleship (Mk 834-38, 91-10) and lastly on Passion hebdomad in (Mk 11-16).Luke is the most comprehensive of the synoptic gospel, focusing on Jesus lineage from pre yield to ascension, his15Galilean ministry in LK 414-950, final journey to Jerusalem in LK 951-1927 and his last week called passion week in LK 1928-2453. The main focus of Luke is on Jesus teachings and parables during his ministry, expressing universa l go for that Jesus came for both Jews and gentiles, his emphasis on prayer, on the move and work of the Holy Spirit, starting from the filling of John the Baptist from his mother womb to the miraculously birth of the son of God (LK 135), to Jesus spirit baptism in (LK 414) and clothing of disciples with power from on high (LK 2449).John focuses much more on the discourses of Christ as Gods incarnate Son. The16book of John have two divisions the first division (Jn. 1-12), he explain with evidences Jesus incarnation with septette signs (miracles), seven teachings (Jesus used to disclose his identity), and seven I am statements (by which Jesus revealed figuratively what he is to human race) with his bodily resurrection as proof of his claim as Christ, the Son of God. The second division John focuses on Jesus relationship with his disciples (Jn. 13-21), the ministry of the Holy Spirit (Jn. 14-16), the last supper (Jn. 13), Jesus final prayer for believers (Jn. 17), finally his death and resurrection (Jn. 20-21).Relation of the GospelsThe four gospel writers write to people of different background and needs. Each under the influence and the inspiration of the Holy Spirit write about the life and teaching of Jesus Christ according to audiences whom they were writing to. Other teaching was omitted purposely, for example Mark mentions women not divorcing their husbands to his Romans audience (Mk 10 12), Matthew did not mention this since Jewish law did not permit a woman to divorce her husband. Matthew and Luke17write from Mark while John copied from no one. Altogether Matthew, Mark and Luke record eighty-three events of the same account only twenty four of this are18found in all the four gospels, with forty- one accounts unique to Johns Gospel, cardinal to Luke, Matthew with twenty seven unique accounts, while Mark has two. John has no record of Jesus parables. Matthew recorded eighteen parables of Jesus, Luke nineteen while Mark has four. codaEach of the Gospel s writers presents the same gospel under the leading of the Holy Spirit too meet specific need in the body of Christ. I believe the focus of each of the writer matured the church of Christ over time, keep the church focus in the right perspective.

Hurrican Katrina :: Natural Disasters

Hurricane Katrina is one of the most powerful storms ever to threaten the United States for the past 100 years. It is the three most powerful hurricane to make landfall in the United States. The duration of the storm was from August 23 by dint of August 31, 2005. The storm had a short design of time but its indemnity were so tragic that left long term damages (Figure 1). As shown in figure 2 you can command that on August 23rd Hurricane Katrina at first seems to be just a tropical clinical depression in southeastern Bahamas. Then the tropical depression turned into a tropical storm on August 24th. During the afternoon it made landfall in south Florida with stronger winds and it turned into a category 1 (wind speeds of 75mph or greater) hurricane on August 25th. Hurricane Katrina strengthened and the worst was about to begin. (NOAAs National Climatic Data Center, 2005)On August 26th atmospheric and sea-surface conditions were contributing to cyclones rapid increment that lead t o Katrina attaining major hurricane status (Figure 3 and 4). Katrina continues to strengthen and move northwards. Katrina had sustained winds of 175 mph (280 km/h) in which the storm was labeled as a category 5 (Figure 5) hurricane. A category 5 hurricane is the most intense type of hurricane. As a category 5 hurricane Katrina continue to cause damages to many states for five days. (NOAAs National Climatic Data Center, 2005)Hurricane Katrina caused extensive damages along the central Gulf Coast states of the U.S. It affected cities such as newborn Orleans, Bahamas, South Florida, Louisiana, Mississippi, and Alabama. Hurricane Katrina caused damages of about $100+ billion and this is the most costly tropical cyclone of all time. It killed about 1,383 people and it can potentially be more. The Hurricane excessively left millions of people homeless and without anything to look forward to. Many people lost their homes, some their family and friends, and everything they own. The impact of Katrinas force will need weeks and months of recovery efforts to retrace normality. We hope that the U.S does not have to face another hurricane like Katrina in a very long time. (Wikipedia, 2005)The rising sea and violent winds thrashing through the coast of Louisiana, Mississippi and Alabama was not the only thing responsible for the damages that the Hurricane Katrina left behind. The areas natural environment had human-made changes that increased the effects of the storm full-grown it the opportunity to become one of the largest natural disasters in the nations history.

Essay on Utopia - Constitution of the United States as a Utopian Propos

The Constitution of the United States as a Utopian Proposal Few people would down issue with the statement that America faces monumental challenges both to its own well-being as well as to its self-imposed duty to become a more than perfect union. Over the years, many speakers, authors, and dreamers have used the dirty facts of this nations (and its predecessors) seemingly unrepentant capitalism, paternalism, belligerence, and tendency toward cultural assimilation to declare the entire first step bankrupt and to focus, not on where, exactly, the USA went wrong, but instead on what the truly ideal civilization would look like. They have created, in speech or on paper, entire realms of happiness and harmony, free of injustice, crime, and any other negative social vice. They have failed, however, in most cases, to free themselves from the trap of the personality of the military man animal and his uncanny ability to absolutely avoid accurate prediction or even adequate description. It is my suggestion that, out of the bulk of utopian proposals the human being has seen, the Constitution of the United States does, in fact, come the closest to creating no place for the greatest number of people through its pragmatism, its admission to not knowing the nature of every man, and, most importantly, its allowal of alternate visions of Utopia. Of course, all one needs to do to get a glimpse of the monumental challenges the USA faces is open the closest almanac. nigh half (49%) of all American marriages end in divorce. Some 700,000 high school students end up dropping out of school each year. in that location are nearly one million cases of child neglect and/or abuse per year and 2,700,000 cases of violent crime. Around 8.5 million individuals... ...ough a total mixture in the accepted social order. The framers of the Constitution were looking in the right direction it is our legacy and responsibility to see that the essence of their vision is amended to conta in the changes this nation has experienced since its founding and to provide the opportunity for every citizen to express, and possibly achieve, his or her own utopia. Works Cited Bellamy, Edward. Looking Backward 2000 to 1887. Internet text chance variable copyright 1996 by Geoffrey Sauer. http//english-server.hss.cmu.edu/fiction/bellamy/contents.html Brunner, Borgna, ed. 1997 Information Please Almanac. Boston Information Please, LLC. Constitution of the United States of America. http//www.law.cornell.edu/constitution/constitution.overview.html. Democratic Socialists of America. (1998). http//www.dsausa.org/dsa.html