T-Mobile - Sprint Merger Essay Example | Topics and Well Written Essays - 1000 words

T-Mobile - Sprint Merger - Essay Example It joined forces with Clearwire and commands in excess of 43 markets. T-portable International AG is a German holding situated in Bonn, working GSM and cell systems in Europe and US. Universally T versatile has in excess of 150 million endorsers and it is tenth biggest portable specialist co-op of world. T - Mobile USA is fourth biggest portable specialist co-op of US. Run plans for 4G update through T versatile. T-versatile has successful system work out and better bit of leeway over contenders. T-portable has lucrative clients attached to month to month plans. Subsequently, the merger will be valuable for Sprint investors. Run is third biggest portable remote specialist co-op having expanding number of endorsers and better consumer loyalty rate, and it utilizes Google’s programming, appreciates a solid range position related to Clearwire’s WiMAX Network making it first 4G item offering and has boundless information plans. T - Mobile investors will be profited in the arrangement as Sprint possesses more range than its rivals and its client list is 48% more than T-portable. Generally speaking, it is an alluring stock for investors and the objective investor may acquire positive comes back from serious offers. The investor profit of T-portable and Sprint Nextel rely upon the conditions, wherein, the arrangement is made. Mergers can be fruitful if the consolidating firms hold center around better results (Swerdlow et al. 2001, p. 2) Deutsche Telekom burned through $30 billion to get VoiceStream Wireless-which is currently T-versatile USA and the arrangement has been past cutoff points for Deutsche Telekom, which intends to get into $20 billion to $30 billion arrangement with Spirit. The value estimation of T-versatile is $26.8 billion and value estimation of Sprint is $19.8 million. Sprint’s complete market esteem is $13.8 billion and it conveys $20 billion obligation load. Run experienced misfortunes of $8.6 billion 2008 -

Edna Pontellier’s Solution in Kate Chopins The Awakening :: Chopin Awakening Essays

Edna’s Solution in The Awakening           This is a glance at The Awakening by Kate Chopin.   When you first look at the life of Edna you think there isn't a lot to discuss.  Edna is a hitched lady who from the start appears to be ambiguously happy with her life- - she became attached to her spouse, acknowledging with some unapproachable fulfillment that no hint of enthusiasm or on the other hand exorbitant and imaginary warmth hued her friendship, accordingly undermining its disintegration. (Chopin, 558).           Edna doesn't have the foggiest idea what she needs from life.  It is apparent from the way she attempts to transform herself to improve it, that she needs her own joy. She won't remain at home on Tuesdays, which she is relied upon to do to fulfill the social shows of the time.  She invests more energy in her art.  She goes to races and gatherings all the time.  All of this doesn't appear to support her keep up bliss constantly.           There were days when she was cheerful without knowing why.  She was glad to be alive and breathing, when her entire being appeared to be unified with the daylight, the shading, the scents, the lush warmth of some ideal Southern day. There were days when she was miserable, she didn't have the foggiest idea why, when it did not appear to be worth while to be happy or sorry, to be in any condition; when life appeared to her like an odd           Pandemonium and mankind like worms battling aimlessly toward unavoidable destruction. (Chopin, 588)           Edna battled to make her life more fulfilling.  Edna needed what? Energy, excitement?  She states to the Doctor, However I don't need anything other than my own way.  That is needing a decent arrangement, obviously, when you need to stomp on upon  the lives, the hearts, the preferences of others- - however regardless - still, I shouldn't have any desire to stomp on upon the little lives. (Chopin, 629).           In the title of The Awakening I get the impression of somebody waking up and concluding that their life isn't what they want.  Edna goes from being sensibly upbeat in her life to discontent with her life and attempts to change it to improve it. The manners in which she goes about it are not really the privilege ways, however at any rate she attempts to transform it to improve it.           The adequate practices of the time where she lived neutralized her.  Edna remains wedded in light of the fact that separation was unbelievable in those days.  She needs to wed Robert, however he won't on the grounds that it will disrespect her to leave her husband.  She surpasses the social limits of the day by heading out in her own direction and

David Lynch as a Cult Auter

David Lynch as a Cult Auteur David Lynch has for quite some time been known for his theoretical, surrealist, exceptionally questionable, and frequently confounding movies. Since his first film, the peculiar and discouraging Eraserhead, Lynch has gotten equivalent with the word â€Å"baffled. † He has been liable for exciting corrosive excursions, for example, Lost Highway, Mulholland Drive, and Inland Empire. He has made an unusual assessment of sex and savagery in Blue Velvet and a peaceful, enthusiastic character concentrate in The Elephant Man.Lynch has consistently been the refined sort; all through secondary school, he was a sharp painter, with an exceptionally dynamic style, and in the wake of leaving school, he examined painting at the Museum of Fine Arts, Boston in 1964. Be that as it may, he left after just a year, expressing that â€Å"I was not propelled AT ALL in that place†. He at that point continued to make a trip around Europe to examine crafted by Austr ian expressionist painter Oskar Kokoschka. He came back to America, notwithstanding, after just 15 days. He at that point concentrated Fine Arts at the Pennsylvania Academy of Fine Arts in Philadelphia, before moving to Los Angeles in 1971 to contemplate filmmaking at the AFI Conservatory.It was as of now that Lynch started winning awards so as to subsidize his movies, including one for $10,000 which he got from AFI in 1970 to make his introduction full length film, Eraserhead. Over his protracted profession, Lynch has been designated for four Oscars, yet still can't seem to win. Four of his movies have been named for the Palme d’Or at the Cannes film celebration; 1990? s Wild At Heart won the lofty honor, and Lynch likewise won Best Director at the celebration for his 2001 movie Mulholland Drive. Lynch, in the same way as other blossoming chiefs, began his broad media vocation making short films.From 1966-1974, he made four of film history’s seemingly most important s horts, paving the way to his breakout, oft-investigated highlight, Eraserhead (1977). His style is characterized by the dim, the peculiarly physical, and the straight out odd. A considerable lot of his shorts included liveliness of his canvases. Sound and music for films was additionally of most extreme significance to the distrustfulness filled air of his works. The dull and the peculiar were viewpoints he would extend to his network show, Twin Peaks, which disclosed for two seasons in 1990 and 1991.Lynch is important on the grounds that he detonates shows, both true to life and mental, yet it’s insufficient for him to be as bizarre as possibleâ€even a methodology dependent on losing the chains of the traditional and the intelligent requests a sort of order. Try to permit one’s creative mind free play, yet to have the option to perceive what is really peculiar and disrupting, instead of only odd, to recognize the uncommon examples you’ve uncovered from the d imness of the sea floor and the ocean growth sticking to you when you rise up out of the water.It’s a totally informal procedure, and one that can’t be constrained, so it might be said it’s accomplishment enough that Lynch has stayed committed to investigating his own inner mind, anyway effective he’s been in passing on his discoveries to the screen. Driving film pundits Le Blanc and Odell express that Lynch’s films â€Å"are so pressed with themes, repetitive characters, pictures, structures and methods that you could see his whole yield as one huge jigsaw puzzle of thoughts. One of the key subjects that they noted was the utilization of dreams and illusory symbolism inside his works, something they identified with the â€Å"surrealist ethos† of depending â€Å"on the inner mind to give visual drive. † This can be found in John Merrick’s dream of his mom in The Elephant Man, Agent Cooper’s dreams of the red room in Twi n Peaks and the â€Å"dreamlike logic† of the account found in Eraserhead, Mulholland Drive and Inland Empire. Another characterizing example of Lynch’s films is that he will in general element his driving female entertainers in different or â€Å"split† jobs, such a large number of his female characters have various, cracked identities.This practice started with his decision to give Sheryl Lee a role as both Laura Palmer and her cousin Maddy Ferguson in Twin Peaks and proceeded in his later works. In Lost Highway, Patricia Arquette assumes the double job of Renee Madison/Alice Wakefield, while in Mulholland Drive, Naomi Watts plays Diane Selwyn/Betty Elms and Laura Harring plays Camilla Rhodes/Rita and in Inland Empire, Laura Dern plays Nikki Grace/Susan Blue. Paradoxically, Lynch once in a while makes multi-character jobs for his male actors.In a short film titled â€Å"How to Make a David Lynch Film† a gathering of youthful movie producers investigated only that. In the short, the gathering feature various authoritative highlights found in Lynch’s films. They notice that â€Å"the individuals who like David Lynch do so in light of the fact that he is the ace of state of mind, or on the grounds that he’s about atmosphere† and that â€Å"the ‘artsier’ the fan you address, the more they claim to comprehend Lynch’s nonexistent plots. † Other Lynchian characteristics referenced in the short include: * Unneeded pressure realized by sensational delays between exchange * There must be unfavorable ounds or music in each scene to make a strange climate * There must consistently be a character that passes by the name of Mr. , followed by a typical first name (eg. Mr. Jimmy) * When in question, include close ups of eyes and lips * Phone calls to include tension * Halfway through the film, change the entertainer/on-screen character playing the lead character * in the middle of scenes consistentl y blur all through dark * There ought to be bareness for no clear explanation * Random shots of out of center development * Lots of kissing * Painted fingernails * Lesbian love scenes At least one simulated intercourse, frequently overexposed * Infantilism (eg. Dennis Hopper as Frank Booth in Blue Velvet) * Use of highly contrasting * Abrupt endings and remaining details Lynch is a set up auteur; truth be told, in addition to the fact that he writes his screenplays, yet he has been engaged with each degree of his movies creation at some point: sound structure, altering, camera work, lighting, throwing, enhancements, music, and so on. His hands-on way to deal with each part of his movies has assisted with tieing them all along with a typical thread.Lynch has adequate quality of character inside his work and quirk of world view to warrant his situation as auteur, and David Foster Wallace, in his ‘Premiere' article for Lost Highway, said : â€Å"Whether you accept he's a decent auteur or a terrible one, his profession clarifies that he is to be sure, in the exacting Cahiers du Cinema sense, an auteur, ready to make the sorts of penances for innovative control that genuine auteurs need to make †decisions that show either seething self love or energetic devotion or an honest want to run the sandbox, or every one of the three. As Orson Welles stated, â€Å"Cinema is crafted by a solitary man, the director†. Lynch's movies, fortunate or unfortunate, fruitful or not, have been crafted by a producer in charge of his medium, mindful of his situation as auteur and ready to attest it inside his writings. A considerable lot of Lynch’s works have built up a faction following throughout the years. Of note are Eraserhead, Blue Velvet and Mulholland Drive.There are additionally numerous in the Lynchian â€Å"cult† who are not film explicit. That is, they are fans and adherents of David Lynch himself, and are fascinated by all things Lynchian. T he significant explanation that Lynch’s films stand the trial of time is because of their very nature; since his creative style is so strange and obscure, a choice of watchers are constrained to dive further into understanding his films.That’s the excellence of Lynch; his movies profoundly interest his crowds, lighting a thirst in the specialty, religion adherents to translate importance in films where others see none. As a rule, a chief can't generally predict whether a film will build up a clique following after some time. In any case, a further desire to understand his works is practically characteristic of Lynch’s style, and some may contend that Lynch has built his movies with the goal of being marked by society as ‘weird’, or ‘strange’.It nearly gives his devoted adherents a reason to act naturally honest of their association in the religion network; â€Å"Hey take a gander at me, I study Lynchian films, aren’t I refined? † It can give them a feeling of scholarly gaudiness. Lynch’s latest component, Mulholland Drive was at first scripted and recorded as a TV pilot, be that as it may, the undertaking was turned somewhere around a few systems, thus, after some pondering, Lynch chose to complete the content as an element film.As a pilot, the story didn’t have a legitimate closure, and it set aside Lynch very some effort to figure a consummation for the film; anyway he says that everything came to him one night when he plunked down on a seat and shut his eyes. In Mulholland Drive, Lynch stays upon the topic of duality of personality, set in the realm of Hollywood. After the disappointment of both her film vocation and her relationship, the primary hero, Diane, envisions a dream of her as another character named Betty, by reproducing her demolished profession and bombed relationship with the lady she loves.To further develop his principle topics of personality, dream and reality, duali ty of things and Hollywood, Lynch utilizes differentiated shooting methods for every one of the pieces of the film, making a visual division between Diane’s dream (where everything is decorated as it were, profoundly lit up, bright and outwardly striking) and reality (which is totally dim and utilizes next to no lighting, causing it to appear to be very dreamlike), in this manner obscuring the edges between the two. In her dream, Diane loses her personality, as her fantasy presents another part of herself. One ight contend that this dream is really Diane’s endeavor at self-ID, yet it is too

Business and Corporation Law Business Negligence

Question: Portray about the Business and Corporation Law for Business Negligence. Answer: Situation 1 Issue: According to the circumstance given for the situation where Tom who is a companion of Steve required a load truck which could hold a payload of 10 tons be that as it may, the truck fallen in the mid of conveyance because of disappointment of suspension and Tom brings about lost $5000 consistently. Law Law of Negligence deceptions: The above expressed issue falls under the law of carelessness deceptions. As the activities of deceptions likewise can give rise the activity of tort (Feldthusen, 2015). Application: Carelessness deceptions under the precedent-based law happen when the litigant heedlessly says something, which may have no sensible premise to trust it as evident. Such kind of carelessness deceptions permits the offended party to guarantee for harms where neither of the gatherings engaged with the security contract nor does any extortion is found. A.C. 465 states that if the court of finds that a portrayals has been carelessly on which the offended party depended upon will be considered as significant in tort (Feldthusen, 2015). End: Under the present situation, Steve carelessly made portrayals to Tom to gracefully him with a truck having the ability of conveying 12 tons of load and Tom put stock in the announcements made by Tom. Be that as it may, in the mid travels, the suspension of truck stalled and he caused a money related misfortune. Henceforth, Steves activities speak to Negligence deceptions and Tom can implement the law of tort on Steve for acting carelessly. Situation 2: Issue: Pamela who used to water Steves garden during his nonattendance once called Steve to loan her a vehicle with the goal that she can go for occasions. Steve vows to loan her the vehicle on telephone, in any case,, at the hour of conveyance it was realized that Steve had let out the vehicle to another person. Under the given circumstance, Steve has broken the agreement, which was made orally to Pamela. Law: Law of Past Considerations: The above expressed issue falls under the Law of Past Considerations. Contemplations can be considered as significant component for the development of agreement (McKendrick, 2014). A guarantee will be enforceable in the courtroom just on the off chance that it helped by contemplations. Application The pertinence of the law under the present circumstances of Pamela and Steve states that a guarantee is given in kind to the guarantee got. Normally past contemplations isn't considered as adequate contemplations in any case, a past assistance rendered on the solicitation of the promisor with the suggestions that the individual in question will paid for, is considered as adequate contemplations consequently to a resulting guarantee made to pay for them (McKendrick, 2014). End: Steve who has guaranteed Pamela to give a vehicle has broken his guarantee by letting out the vehicle to another person. It must be noticed that either an express term is enforceable in the courtroom for promissory explanation made composed or oral which makes up the piece of an agreement. Henceforth, Pamela can bring a legitimate suit against Steve on the standing made by him, which will have their lawful impacts as Steve has broken his guarantee. Situation 3 Issues: According to the given circumstance Danny who needed to enlist Toyota corolla from Steve on a rental expense of $40 every day including fuel charge showed up to gather the vehicle on the given date. In any case, on appearance danny discovered that the vehicle vehichle was at that point wrecked in crash by another client. Steves activities under this setting fall under the Unilateral slip-up as one of the gathering to the agreement is mixed up to the topic which is contained in the agreement. Law: Law of Unilateral Mistakes The above expressed circumstance falls under the laws of Unilateral errors. The law expresses that where both the gatherings go into an understanding falls under the misstep with respect to the topic, which depends on the reality, which is critical to understanding and the understanding is void (Mason, 2014) Appropriateness The appropriateness law under the present circumstance of Danny and Steve states the incorrect assessment identifying with the estimation of things shaping a piece of the topic of the understanding. Error is considered as the intricate zone under the agreement law. It ought to be noticed that under the given instance of Danny and Steve where it is uncommon for the customary law to offer the respondent with a solution for one-sided botch however value then again will mediate the custom-based law all the more every now and again. End Under the given situation, Steves activities of one-sided botches are at risk to be affected with the results as Danny has the power to authorize for the particular execution of the agreement and is enforceable in the official courtroom. By and large, one-sided botch doesn't make the agreement void except if the customary law gives the Caveat Venditor let the dealer know. Situation 4 Issues Under the given circumstance the issue that has been recognized that Steve who was hoping to introduce another cool in his premises had haggled with the Cool It Aircon Ltd which was claimed by Trisha. In the wake of experiencing the most recent draft containing all the particulars of the cools the sheet containing the agreement of terms was blended in with different heaps of paper and erroneously gave his consent and sent it by fax. Law Regulation of Estoppel The above state circumstances fall under the Doctrine of Estoppel where an individual is kept from making any kind of attestations, which is opposing in nature (Frazer, 2015). In this way, the law disallows an individual from by the method of keeping an individual from attesting a particular reality in the official courtroom. Materialness The materialness of law under the given situation of bars Steve from denying a specific certainty in results of his past exchanges made with Trisha. The convention of estoppels obstructs Steve from disavowal or affirmation corresponding to the last arbitration of the obvious truth in a courtroom (Frazer, 2015). End: The activities of Steve are subject to be arraigned in the official courtroom for his carelessness since he acted carelessly and he can't deny the way that he sent a fax containing his consent. On being arraigned by Trisha for Steve disavowal of affirmation falls under the Doctrine of Issue Estoppel as Steve won't have the option to contend under the steady gaze of the court that he was careless and it was a demonstration of error. Reference List Feldthusen, B. (2015). Tilting the Balance of Power between the Courts and Government Through the Common Law of Negligence.Available at SSRN 2631586. Frazer, N. C. (2015). Reconsidering the Doctrine of Judicial Estoppel: The Implications of the Judicial Integrity Rationale.Va. L. Rev.,101, 1501. Artisan, L. (2014). Repetition of the law on correction: impartial help for botches in legally binding documents.International Company and Commercial Law Review. McKendrick, E. (2014).Contract law: content, cases, and materials. Oxford University Press (UK).

Account for the Development of Public Health Reforms in the 19th Century and Assess Their Role in Improving the Populations Health by the Early 20th Century Essays

Record for the Development of Public Health Reforms in the nineteenth Century and Assess Their Role in Improving the Populations Health by the Early twentieth Century Essays Record for the Development of Public Health Reforms in the nineteenth Century and Assess Their Role in Improving the Populations Health by the Early twentieth Century Essay Record for the Development of Public Health Reforms in the nineteenth Century and Assess Their Role in Improving the Populations Health by the Early twentieth Century Essay OOO o 233,000, of Glasgow from 77,000 to 345,000, of Liverpool from 82,000 to 376,000 and of Manchester from 75,000 to 303,000 (Alcock,Daly,Griggs,2008) Small regions of home developed rapidly until they developed into the significant urban areas. Birmingham and Sheffield got well known for their assembling exchanges. London, Liverpool and Bristol developed on account of the docks, railroads and waterways that empowered merchandise to be traded. The remarkable quantities of individuals moving to, and for sure making these towns and urban communities implied that lodging arrangements should have been discovered rapidly; to this end some industrial facility proprietors constructed convenience for their laborers, hese would be assembled near the production lines with the goal that the laborers could without much of a stretch be called to work by the manufacturing plant chime, as most specialists didn't have their own timekeepers. As the production line proprietors were spurred fundamentally by benefit, and would in general view laborers as Just another asset convenience was frequently developed to the most reduced conceivable norm. Salford, again significant than Manchester, was then the main town of the encompassing area to which it despite everything gives its name, Salford Hundred. Consequently it is that an old and accordingly unwholesome, grimy, and ruinous territory is ouses could be incredibly essential with shared toilets and without running water, and without any courses of action made for the removal of human waste. Stuffed, badly depleted, seriously ventilated, and hopeless residences which line the limited paths and messy back streets having large amounts of most huge town (Roberts, 1855) With the quantities of individuals moving to the towns and urban areas there couldn't be sufficient houses worked to adapt to request; in these cases individuals would be compelled to live in basements and other unacceptable abodes, regularly nearby different families and even creatures. It regularly appens that an entire Irish family is packed into one bed; frequently a pile of unsanitary straw or blankets of old sacking spread all in an unpredictable store, where all similar are corrupted by need, stolidity, and wretchedness. Frequently the reviewers found, in a solitary house, two families in two rooms. All dozed in one, and utilized the different as a kitchen and lounge area in like manner. Regularly more than one family lived in a solitary soggy basement, in whose pestilent air twelve to sixteen people were packed together. To these and different wellsprings of sickness must be included that pigs were kept, nd other appalling things of the most loathsome kind were found. (Engels, 1844) Although the blast in lodging made issues with the evacuation of human waste, anyway this had been a component of urbanized regions for quite a while before the modern insurgency; as Samuel Pepys recorded in a journal passage for twentieth October 1660, Going down to my basement I put my feet into an incredible store of butt nuggets, by which I find that Mr Turners place of office is full and comes into my basement (Halliday, 2007) With the issue of waste removal and congestion in filthy conditions came he unavoidable in crement in infections. In one spot we found an entire road following the course of a trench, in light of the fact that thusly more profound basements could be made sure about without the expense of burrowing, basements not for putting away products or waste, yet for abodes for individuals. Not one place of this road got away from the cholera. (Engels, 1844) There had consistently been illness in the towns and urban communities, in any case, with the expanded populace it spread quicker than at some other time, and there appeared to be no real way to end its encouraging. There were numerous ailments that prospered in these conditions, ncluding Influenza, Tuberculosis, Typhoid, Typhus, and the most dreaded at that point, Cholera. Once more, the rehashed appearances of cholera, typhus, smallpox, and different scourges have demonstrated the British middle class the pressing need of sanitation in his towns and urban communities, in the event that he wishes to spare himself and family from falling casualties to such sicknesses. (Engels, 1844) During this century, clinical science progressed at heretofore extraordinary speed, and a greater number of individuals than at some other time entered the clinical calling, In the primary portion of the century the clinical world was raising the xpectation that treatment of the body could become as precise a science as information on the body. All through the land, much cash and vitality was being committed to clinical consideration and its examination. Somewhere in the range of 1801 and 1850 greater college taught men entered the calling in Great Britain (more than 8,000) than in all of past history. (Haley 1978) However, there was still a great deal to be found out about the idea of illness, and the reasons for pandemics were ineffectively comprehended. The hypothesis of miasma (the conviction that infection was spread by smell and foul air) was as yet famous as a clarification of how maladies were spread. Cholera was enormously dreaded being a water-borne illness, assaulted all, eminently the white collar classes with their better water supplies and struck dread into the hearts of the governors, nearby and national. The reaction to the episode of irresistible illness fluctuated from town to town, anyway police in Manchester reacted to one flare-up of Cholera, by clearing and purifying the zone. The principal court beneath Ducie Bridge, known as Allens Court, was in such a state at the hour of the cholera that the clean police requested it cleared, cleared, and purified with chloride of lime. (Engels, 1844) Towards the century's end, Britain was associated with clashes the world over so as to safeguard her realm from the rising powerhouses of Japan and Germany who were quick to produce their own domains and exchanging courses. In 1899 clash ejected between the British and the Boers, being the South African descendents of Dutch pioneers. The Boer armed force ended up being solid and steady, all around prepared and furnished with enough food and arrangements to safeguard themselves for a long time, while the British, having accepted that the war would be rapidly finished, were not even close also arranged. The Boer war featured a major issue for the powers, explicitly that the enlisted people being called upon to guard the country, being to a great extent drawn from neediness stricken territories where the conditions talked about above were overflowing, were frequently frail and of unforeseen weakness. Around then, it became obvious that there were not kidding issues with general wellbeing in Britain: up to 40% of enlisted people in Britain were unfit for military help, experiencing clinical issues, for example, rickets and other neediness related sicknesses. 80% of men introducing for administration in the Boer War were seen by the Army Medical Corps as genuinely unfit to fght. wrww. powers war-records. co. uk) The acknowledgment that the populace had gotten too powerless to even think about defending the country, close by the inexorably regular flare-ups of malady emerging from confined, unsanitary day to day environments of laborers prompted the Report of the Interdepartmental Commi ttee into Physical Deterioration in 1904, which called for changes to be made to guarantee the countries wellbeing didn't decay farther than it previously had. In the 1906 general political decision the Liberal Party picked up power after a broad time of Conservative government and promptly set out on an arrangement f Acts to improve the strength of the country. These incorporated the arrangement of free school dinners in 1906, wellbeing checks for younger students in 1907, the Notification of Births Act in 1907 to permit maternity specialists to guarantee that infants were being taken care of and thought about effectively and the Childrens Act of 1908, which was intended to keep vagrants out of detainment facilities and set up childrens homes for them. By concentrating fundamentally on the soundness of kids, they were attempting to improve the strength of the people to come, in this manner guaranteeing a consistent gracefully of fit and solid people who could be called upon to safeguard the country, if vital. The Labor Exchange Act of 1909 and the National Insurance Act of 1911. were the primary that the country had seen that attempted to handle the issue of joblessness and sick wellbeing. The Labor Exchange Act tried to unite those individuals who were searching for work with the individuals who required specialists. The National Insurance Act was part into two phases, initially giving individuals a privilege to clinical treatment and wiped out compensation as an end-result of an installment every week out of their wages, and furthermore giving individuals the privilege to joblessness pay for up specialist before guaranteeing it. There are varying speculations about the viability of hese changes in improving the strength of the populace toward the finish of the nineteenth century and the start of the twentieth century. What can't be denied, be that as it may, is that the passing rate fell in this period, from 22. 6 passings for every 1000 in England and Wales in 1860 to just 14. 4 for every 1000 by 1905 (Gascoigne, S, 2012) Thomas McKeown, in his book the Modern Rise in Population (1976) took a gander at the point by point passing records that were saved for Britain at the hour of the changes to survey their impact on the recorded passings. He finished up, after broad research, that the upgrades to he countries wellbeing during the period 1850-1914 was because of a consistent ascent in expectations for everyday comforts and the related ascent in normal healthful admission (McKeown, 1976) which was an optional aftereffect of the changes as individuals had the option to help themselves while jobless and had the option to move rapidly from Job to Job, not, at this point subject to the variances of business which may have recently prompted a reliance on a poor law that could no longer help them. The dim shadow of the Malthusian way of thinking has died, and no perspective on a definitive plan of thi

Assi2 Intrusion Detection System Example

Assi2 Intrusion Detection System Example Assi2 Intrusion Detection System â€" Assignment Example > INTRODUCTIONAn intrusion detection scheme is actually made to detect interference by any illegal person to a particular facility. A detection system provides information terms of how to deal with the malicious attacks and other obstacles posed to the system. An alarm system may also be defined as means which any electrical device is designed or used for the detection of a blaze or unlawful persons into a e. g. a structure. It may also be used to warn others of the commission of an illicit act within a structure; resulting to emission of sound or transmission of a signal or message when actuated and which may result to speedily response by the security personnel (William, 2011). What can a security alarm system comprise? Most systems rely on a blend of contacts positioned at doors, motion sensors and windows. It is recommended that all exterior would-be points of entry have contacts that sense when they are ajar. Break sensors made of glass are also available and recommended for us e. Motion sensors should not be used as the sole means of detection because they do not detect a burglar(s) until they are already in the residence (Capel, 1997). A typical electric alarm security system may contain the following basic elements: Control panel: From this location a user is able to monitor and terminate the system wiring, access the backup battery if it’s directly connected to the phone lines. Keypad: From this point the user is able to arm and disarm the system. Siren: This device is able to warn the user of any intruders and therefore transmit a signal indicating there is danger or threat. Inside motion detector: These sense changes help the user to also detect intruders in a room caused by human presence although there are special motion detectors in the market for people who have pets. Door and window contacts: This help the user to detect intruder presence by sounding of the alarm incase the door or window is opened. A central monitoring station (company): Th is refers to the organization contracted to offer the technical support incase the system is ticked off e. g. due to forceful entry to a premise. This accomplished when the system sends a message to a central monitoring station, which is manned 24 hours a day, resulting to faster response time (s). Additional items that can be added to the basic system are: Closed Circuit TV (CCTV), Pressure mats for under rugs, Alarm screens for windows, Smoke detectors, Glass break detectors and panic buttonsObjectiveTo implement an electrical alarm that will offer security. A homeowner will have confidence in leaving his/her own home knowing that one’s belongings are in safe hands. He or she will be at peace as the security devices installed by the security company will work to ensure that protection is of top priority. ActivitiesFor the security to be fully achieved, intruders should be put at bay. The use of an alarm system includes manpower e. g. guards and use of security devices such as cameras. Wireless systems are recommended as they easily installed as compared to the wired ones. To begin with, the required tools are needed for the right wireless section. A good manual to ensure that the instructions are followed is necessary.

The Rules of Applying to Med School with a Criminal Record

Have a criminal record? Dont try to hide it. When I was working with the UC Davis School of Medicine conducting admissions for the postbaccalaureate program, I’ll never forget the year we dodged a bullet. We had finished interviewing applicants and were offering acceptances to students. One of the students whom our admissions committee was very excited to accept, based on the strength of his application and interview—he had charmed everyone in the room—declined our offer because he was accepted into another program. While disappointed at first, I received a call a month or so later from that same student trying to find out if he could still join our program because he had been asked to leave the other. Puzzled, I contacted the other program to find out what had happened. It turned out that the student had a criminal record, and he had failed to disclose it. After the other program ran a background check, they discovered that this student had been convicted of a misdemeanor for a crime of a sexual nature. Or iginally, the student had been convicted of a felony but because he completed some kind of training, probation and/or community service, it was reduced to a misdemeanor.    This situation was tragic for everyone involved, and it did not end well. In all honesty, his application would not have moved forward since the crime was of a sexual nature. Any crimes that involve harm to another person, like sexual assault, fighting, robbery or fraud, can prevent a student from receiving credentials and state licenses. Ultimately, they prevent a person from practicing medicine.   Ã‚   In 2005, the American Association of Medical Colleges (AAMC) Group on Student Affairs began recommending that all medical schools complete a background check on applicants after they are offered acceptances. Students have ten days after receiving these reports to review them and/or provide more information. At that time, only 22 medical schools were conducting criminal background checks. If a student was accepted into medical school who did not disclose a serious crime involving another person, the medical school would not find out until the student’s third year when they failed background checks to do their rotations in hospitals. This new measure made it possible for medical schools to review applicants’ criminal backgrounds before they even started school to prevent similar situations. As described in the example above, if you have received a conviction, do not try to hide it. There are three different levels of convictions: 1. infractions (eg. speeding ticket), 2. misdemeanors (eg. public intoxication) and 3. felonies (eg. assault). Infractions will not hurt you unless you have an unusual number of the same violation, which would indicate that you do not learn from your mistakes. Misdemeanors may not hold your application back if they do not involve harm to another person. I have seen people with one DUI get accepted into medical school. In ten years, I have not seen a person with a felony get an acceptance.    If you are applying with a misdemeanor: 1. Request copies of the police report to review before you write anything about it. 2. Explain what happened. 3. State the facts. Do not give your opinion. 4. Share only relevant information. 5. Express regret. 6. Demonstrate the personal growth and development that resulted from learning to take responsibility for your actions. Are you applying to medical school with a criminal record? Work one-on-one with an Accepted advisor to evaluate your profile, figure out where you should apply, and devise an admissions strategy that will help you present your story in the best light to improve your chances of acceptance. View our Med School Admissions Consulting Services for more information.   Alicia McNease Nimonkar is an Accepted advisor and editor specializing in healthcare admissions. Prior to joining Accepted, Alicia worked for five years as Student Advisor at UC Davis’ postbac program where she both evaluated applications and advised students applying successfully to med school and related programs. Related Resources: †¢Ã‚  The Quick Guide To Admissions Resumes †¢Ã‚  Writing About Overcoming Obstacles in Your Application Essays †¢Ã‚  Can You Get Accepted After Doing Something Stupid?

Personal Statement Being Smart As A Whip - 880 Words

I once discovered a cave and from the outside looking in the life on the inside looked amazing. Its’ habitants looked happy in their painted gold chains and shackles never questioning their existence nor purpose. Their only goal: be ignorant and their moral: be tough; that’s all they knew. As meaningless as their lives were, I desired to be like them and fit into the social norms. My mother dedicated so much time and effort to making me â€Å"as smart as a whip†. Persistent late night study sessions, practicing math problems and speed reading until bed time, had my name plastered on the honor roll wall every school year. To be honest I owe almost no credit to my elementary school teachers for anything I had learned in those years. There is one thing I did learn though, it was the reason why most of my peers avoided me and what completely separated me from them, â€Å"Being smart ain’t cool!† Although I was academically equipped and far beyond my classmates intellectually, I longed to fit in socially but it required that I abandon the success that I had. So, I went into the cave. Not only did I go in but I sat down shackled myself and let go of my achievements, aspirations and essentially my future. I blinded myself, removing every color, figure, shape and image that I’ve ever known and filled my mind with shadows conforming to their culture. Public education made it all too easy; the lack of beneficial lessons and poor curriculum gave me more than enough time to recite explicit rapShow MoreRelatedA Short Succession Of Steps Essay1216 Words   |  5 Pagesmy voice stretches upon my lips, sounding much squeakier and higher than I remembered. 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Celebrate Holidays and Special Days in February

Calendars: January | February | March | April | May | June |July | August | September | October | November | December Celebrate a holiday or special day every day in February. Learn about holidays you never heard of. Be sure to check back every day for recipes, crafts, games and lots more fun things to do. Enjoy! February Icons - These icons match the events on the February Fundays Calendar. They are designed to be used as each event is learned about. The icons can be glued onto the February Coloring Calendar. February Seasonal Specials: Black History Month - Famous Firsts PrintablesDental Health Month PrintablesWinter Fun; Winter PrintablesGroundhog Day Printables Valentines Day Fun: Valentines Day PrintablesValentines Day CardsPrintable Valentines Day Coupon Book for KidsValentines Day PoemsValentines Day TeaValentines Day Fun February 1 - Robinson Crusoe, Space Shuttle Disaster and Baked Alaska Robinson Crusoe DaySpace Shuttle Columbia DisasterNational Baked Alaska Day February 2 - Groundhogs, Zeppelins and Treaties Groundhog DayZeppelin Crashes into North SeaTreaty of Guadalupe Hidalgo Signed February 3 - Voting, Income Tax and Carrot Cake 15th Amendment RatifiedIncome Tax BirthdayNational Carrot Cake DayElmos Birthday February 4 - Lindbergh, Washington and Galoshes National Stuffed Mushroom DayCharles Lindberghs BirthdayFirst US Presidential ElectionSnickers Candy Bar 1st For Sale February 5 - Weather, Mexico and Family Leave National Weatherpersons Day; Weather PrintablesMexico: Constitution DayFamily and Medical Leave ActHank Aarons Birthday February 6 - Reagan, Massachusetts and Babe Ruth Ronald Reagans BirthdayBabe Ruths BirthdayMassachusetts DayNational Frozen Yogurt Day February 7 - The Beatles, John Deere and Spacewalk The Beatles Tour AmericaJohn Deeres BirthdayFirst Untethered SpacewalkCharles Dickens BirthdayNational Fettuccine Alfredo DayJohn Deeres Birthday February 8 - Boy Scouts, Radios and Kites Radio Installed in White HouseKite Flying DayBoy Scouts Day February 9 - Harrison, Hershey and Toothaches William Harrisons BirthdayHersheys Chocolate Founded; Chocolate PrintablesToothache DayThe Beatles make first live TV AppearanceNational Bagels and Lox Day February 10 - Umbrellas, Fire Extinguishers and Swimming Umbrella DayFire Extinguisher PatentMark Spitz BirthdaySchool Day February 11 - Edison, Inventors and Japan Thomas Edisons BirthdayNational Inventors DayJapan: Foundation DayDont Cry Over Spilled Milk Day February 12 - Abraham Lincoln, First Ladies and Savannah Abraham Lincolns BirthdayLouisa Adams BirthdaySavannah Founded February 13 - First Ladies, Magazines and Germany Bess Trumans BirthdayFirst Magazine PublishedGerman ReunificationPenicillin 1st Used On Humans February 14 - Valentines Day, States and Ferris Wheels Valentines Day Activities - Printable Valentines Day Cards and ActivitiesArizona Admission DayOregon Admission DayFirst Presidential PhotographFerris Wheel DayRead to Your Child Day February 15 - Susan B. Anthony, Galileo, Sutter and Gumdrops Susan B. Anthonys BirthdayGalileo Galileis BirthdayJohn Sutters BirthdayNational Gumdrop Day February 16 - Studebakers, Helicopters and King Tut Studebaker Company FoundedFirst 911 CallKing Tuts Burial Chamber Unsealed1st Commercial Helicopter FlewNational Almond Day February 17 - Kindness, Sardines and Crabs Random Acts of Kindness Day/WeekFirst Canned Sardines PackagedChampionship Crab Races DayMichael Jordans Birthday February 18 - Pluto, Statue of Liberty and Vacuums Presidents Day:George WashingtonAbraham LincolnPluto DiscoveredStatue of Liberty Design PatentVacuum Cleaner PatentedNational Crab Stuffed Flounder Day February 19 - Lincoln Boyhood, Phonograph and Internment Lincoln Boyhood National Park EstablishedEdisons Phonograph PatentedJapanese American Internment February 20 - Post Office, Figure Skating and Cherry Pie U.S. Post Office Department CreatedYoungest Figure Skating Gold MedalistNational Cherry Pie DayJohn Glenn Orbited the EarthToothpick Patented February 21 - Presidents, Monuments and Telephone Books President Nixon Visits ChinaMardi Gras DayWashington Monument DedicatedFirst Telephone DirectoryNational Sticky Bun Day1st US Brain Operation February 22 - George Washington, Popcorn and Boy Scouts George Washingtons BirthdayPopcorn Introduced to ColonistsFirst Presidential Radio BroadcastRobert Baden-Powells Birthday February 23 - Gutenberg Bible, Iwo Jima and Tennis Gutenberg Bible Mass-producedIwo Jima DayTennis DayNational Banana Bread DayNational Dog Biscuit Day February 24 - Fairy Tales, Mexico and Steam Shovels Wilhelm Carl Grimms BirthdayMexico: Flag DaySteam Shovel PatentNational Tortilla Chip Day1st Multi-Stage Rocket February 25-Revolvers, Greenbacks and Clam Chowder Six-Shooter Revolver PatentedLegal Tender Act PassedNational Clam Chowder DayHen Laid the Largest Egg February 26 - National Parks, Levis and Fairy Tales Grand Canyon National Park EstablishedGrand Teton National Park EstablishedLevi Strauss BirthdayTell a Fairy Tale Day February 27 - Polar Bears, Leaning Towers and Strawberries Tower of Pisa 1st LeanedInternational Polar Bear DayNational Strawberry Day February 28 - Republicans, Railroads and Territories Republican Party FoundedBaltimore and Ohio Railroad IncorporatedTerritory of Colorado Organized February 29 (Next Leap Year - 2012) Leap Year DayHank Aaron Signs Record-breaking DealEisenhower Seeks a 2nd Term

M3.13 Assignment Essay - 1751 Words

Centre No: Candidate name: Joanne Cater Candidate registration No: Work based assignment – M3.13 Developing yourself and others Analysis of development needs and learning styles I decided to complete a development needs analysis to identify any development that would enable me to upskill and improve on my current skills and abilities. I completed this in the form of a S.W.O.T analysis. (Strengths, Weaknesses, Opportunities and Threats). It took me a while to consider my Strengths and Weaknesses and I found it useful to look over my job description to help me with this. On consideration I feel my strengths are good†¦show more content†¦You then feel overwhelmed with the workload and unable to tackle it. If you do not prioritize, then you may be taking up valuable time on a task that is less urgent than another and find yourself not meeting deadlines. I feel that gaining a qualification in teaching will give me the skills required of me to fulfil my role effectively but will also give me a personal sense of achievement. Having done a teacher/trainer role for many years, I have yet to complete a qualification that reflects this and so I feel that this would be very relevant for me currently. I supported my colleague whilst she completed her Personal Development Plan, ensuring that she was completing it in SMART targets. Her first target was to improve on her PC skills and her second target was to gain knowledge on the training programme I manage. As my colleague’s role is office based, it is crucial that she is up to date on all computer applications and software including MS office, internet, intranet and ‘in-house’ database systems. She is relied upon to give clear and accurate information to staff and customers of which a full understanding of certain computer systems is essential. It is also good practice to have a good understanding of other staffs roles in order that she can market the company’s services as effectively as possible, therefore a good understanding of the training programmes on offer isShow MoreRelatedIlm M3.18943 Words   |  4 Pagesmandatory units with a combined credit value of 19 †¢ Optional units with a minimum total credit value of 18 †¢ †¢ †¢ †¢ Work-based assignment, plus Change management report, plus Reflective review, plus Leadership action plan and learning log Assessment – mandatory units Assessment – optional units Depending on the units selected, a choice of: work-based assignments, reflective reviews, knowledge reviews; oral presentations, role-play/scenarios, written reports or centre-devised alternativesRead MoreProblem Solving12254 Words   |  50 Pagesto go to section you need ILM Level 3 Award in First Line Management Assessment – Mandatory Units Work-based Assignment M3.01 Solving problems and making decisions Assessment – Optional Units ILM Level 3 Certificate in First Line Management Assessment – Mandatory Units Work-based Assignment M3.01 Solving problems and making decisions Change Management Report M3.02 Understanding change in the workplace

Deforestation Its Devastating Effects on South American...

Introduction Tropical rainforests are the Earth?s oldest, richest, most productive, and most complex living ecosystems. They are located throughout many of the world?s continents including South America, Africa, and Asia and are defined by a few specific factors. Their location must be within the regions of the tropics and they must receive between 4-8 meters of rain per year (compared to about 1-2 meters in the United States). These forests also have no ?seasonality?, which means that they lack a definite dry or cold season of slowed growth. Rainforests are the most valuable environmental entity on this earth as they provide the world with the majority of its species of animals and plants, food resources, and†¦show more content†¦Some of the primary forest locations on the continent under pressure from deforestation include: ï ¿ ½ Atlantic Rainforest (Brazil) ? Within this vibrant ecosystem are numerous rare plants, of which 70% are found no where else on Earth, and 20 primate species that are unique to this region as well. Wild relatives of the pineapple, cassava, sweet potato, and papaya are located here. ï ¿ ½ Bolivar State (SE Venezuela) ? This region is filled with innumerable species of plants and animals. It also houses the Pemon and other indigenous forest tribes. Tropical Rainforests of South America Medicines Only one percent of the known plant and animal species have been examined for medicine potential, but 70% of the 3000 plant species identified as having anti-cancer qualities are found in South American rainforests and others worldwide. These various species aid the science world in a number of different ways: ï ¿ ½ Provide modern science with cures and pain relievers - Quinine, which helps cure malaria, is obtained from the bark of the cinchona tree found in South America. - The poisonous bark of curare lianas helps to treat muscular sclerosis, Parkinson?s disease, and is also an anesthetic. ï ¿ ½ Chemical structures of organisms canShow MoreRelatedThe Issues Surrounding The Amazon Rainforest1206 Words   |  5 Pagessome of the important facts surrounding the Amazon rainforest. In 2017, the Amazon rainforest covers 2.1 million square miles of South America. It is a vast ecosystem home to 10% of the world’s known species (The Denver Academy). They go on to say that the trees are so dense, when it rains, it takes 10 minutes for the water to break through the forest roof. The destruction of this habitat could lead to extinction of these species, and have devastating impacts all over the world from the loss of theRead MoreThe Lung of Our Earth904 Words   |  4 Pagesare lost every second. In fact, they now cover only a mere 6% of the earths land surface compared with 14% when humankind first settled. Experts estimate that the last remaining rain forests could be consumed in less than 40 years. Obviously, deforestation has been becoming an alarming phenome non for the whole world. Writing about this issue, Laura Lopen, John Maier and Dick Thompson express some quite strong opinions. In â€Å"Playing with Fire†, the authors indicate that the rain forests of the AmazonRead MoreThe Amazon Rainforest Is The Largest Rainforest Of The World1656 Words   |  7 PagesAmazon rainforest is the largest rainforest in the world, covering one billion acres. The rainforest is predominately in Brazil, but also borders the countries of Peru, Columbia, Venezuela, Bolivia, Guyana, Suriname and French Guiana. The unique biosphere of the Amazon is a result of millions of years of evolution. The Amazon is a damp and wet climate; with so much rain the soils of the Amazon are thin, yet, they grow the some of the tallest trees on earth. In some parts of the rainforest, sandyRead MoreDeforestation And Its Effects On The Environment1616 Words   |  7 PagesBackground Webster dictionary defines deforestation as the action or process of clearing of forests. It occurs when humans desire to make use of land covered by forest for other purposes. This clearing of tree is concerning due to the fact that trees are being cut down at a rate much greater then they can grow back. This is called overshot, and can have a devastating impact on the environment. There is an estimated loss of 18 million acres of forest each year. That is roughly equivalent to the sizeRead MoreThe Dapl Operator Announced On Election Day That It Had1248 Words   |  5 Pages Energy Transfer Partners’ stock price has climbed more than 15% since his election, from $33.37 to $38.68 a share (e-nable.eu). Similarly, First Nation of Canada has a devastating history. First Nation’s people are the natives of Canada. They fought for their land when the French came over to settle. Unlike the Native Americans who fought against the British, the First Nations joined with the British to fight the French (firstpeoplesofcanada.com). In the late 1850’s, the Gradual Civilization ActRead MoreThe Causes and Effects of Deforestation in Tropical Rainforests2516 Words   |  11 PagesThe Causes and Effects of Deforestation in Tropical Rainforests Tropical rainforests are the most alive places on earth. 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Night World The Chosen Chapter 7 Free Essays

string(28) " out the window feet-first\." By the time Rashel intercepted the girl, the truck was already braking to turn around. Someone was shouting, â€Å"She’s out! We lost one!† â€Å"This way!† Rashel said, reaching toward the girl with one hand and gesturing with the other. Up close, she could see that the girl was small, with disheveled blond hair falling over her forehead. We will write a custom essay sample on Night World : The Chosen Chapter 7 or any similar topic only for you Order Now Her chest was heaving. Instead of looking grateful, she seemed terrified by Rashel’s arrival. She stared at Rashel a moment, then she tried to dart away. Rashel snagged her in midlunge. ‘Tm your friend! Come on! We’ve got to go between streets, where the truck can’t follow us.† The truck was finishing its turn. Headlights swept toward them. Rashel looped an arm around the girl’s waist and took off at a dead run. The blond girl was carried along. She whimpered but she ran, too. Rashel was heading for the area between two of the warehouses. She knew that if there really were vampires in that truck, her only chance was to get herself and the blond girl to her car. The vampires could run much faster than any human. She’d picked these two warehouses because the chain-link fence behind them wasn’t too high and had no barbed wire at the top. As they reached it, Rashel gave the girl a little shove. â€Å"Climb!† â€Å"I can’t!† The girl was trembling and gasping. Rashel looked her over and realized that it was probably the literal truth. The girl didn’t look as if she’d ever climbed anything in her life. She was wearing what seemed to be party clothes and high heels. Rashel saw the truck’s headlights in the street and heard the engine slowing. â€Å"You have to!† she said. â€Å"Unless you want to go back with them.† She interlocked her fingers, making a step with her hands. â€Å"Here! Put your foot here and then just try to grab on when I bounce you up.† The girl looked too scared not to try. She put her foot in Rashel’s hand-just as the headlights switched off. It was what Rashel had expected. The darkness was an advantage to the vampires; they could see much better in it than humans. They were going to follow on foot. Rashel took a breath, then heaved upward explosively as she exhaled. The blond girl went sailing toward the top of the fence with a shriek. A bare instant later, Rashel launched herself at the top of the fence, grabbed it, and swung her legs over. She dropped to the ground almost noiselessly and held her arms up to the blond girl. ‘Let go! I’ll catch you.† The girl, who was clambering awkwardly over the top, looked over her shoulder. â€Å"I can’t-â€Å" â€Å"Do it!† The girl dropped. Rashel broke her fall, set her on her feet, and grabbed her arm above the elbow. â€Å"Come on!† As they ran, Rashel scanned the buildings around them. She needed a corner, someplace where she could get the girl behind her and safe. She could defend a corner-if there weren’t more than two or three vampires. â€Å"How many of them are there?† she asked the girl. â€Å"Huh?† The girl was gasping. â€Å"How-many-are-there?† â€Å"I don’t know, and I can’t run anymore!† The girl staggered to a halt and bent double, hands on her knees, trying to get her breath back. â€Å"My legs†¦ are just like jelly.† It was no use, Rashel realized in dismay. She couldn’t expect this bit of blond fluff to out-sprint a vampire. But if they stopped here in the open, they were dead. She cast a desperate look around. Then she saw it. A Bostonian tradition-an abandoned car. In this city, if you got tired of your car you just junked it on the nearest embankment. Rashel blessed the unknown benefactor who’d left this one. Now, if only they could get in†¦. â€Å"This way!† She didn’t wait for the girl to protest, but grabbed her and dragged her. â€Å"Come on, you can do it! Make it to that car and you don’t have to run anymore.† The words seemed to inspire the girl into a last effort. They reached the car and Rashel saw that one of the back windows was broken out cleanly. â€Å"In!† The girl was small-boned and went through the window easily. Rashel dove after her. Then she shoved her down into the leg space in front of the seat and hissed, â€Å"Don’t make a sound.† She lay tensely, listening. She barely had time to breathe twice before she heard footsteps. Soft footsteps, stealthy as a prowling tiger’s. Vampire footsteps. Rashel held her breath and waited. Closer, closer†¦ Rashel could feel the other girl shaking. She watched the dark ceiling of the car and tried to plan a defense if they were caught. The footsteps were right outside now. She heard the grate of glass not ten feet from the car door. Just please don’t let them have a werewolf with them, she thought. Vampires might see and hear better than humans, but a werewolf could sniff its prey out. It couldn’t possibly miss the smell of humans in the car. Outside, the footsteps paused, and Rashel’s heart sank. Eyes open, she silently put her hand on her sword. And then she heard the footsteps moving quickly-away. She listened as they faded, keeping utterly still. Then she kept still some more, while she counted to two hundred. Then, very carefully, she sat up and looked around. No sight or sound of vampires. â€Å"Can I please get up now?† came a small whimpering voice from the floor. â€Å"If you keep quiet,† Rashel whispered. â€Å"They still may be somewhere nearby. We’re going to have to get to my car without them catching us.† â€Å"Anything, as long as I don’t have to run,† the girl said plaintively, emerging from the floor more disheveled than ever. â€Å"Have you ever tried to run in four-inch heels?† â€Å"I never wear heels,† Rashel murmured, scanning up and down the street. â€Å"Okay, I’ll get out first, then you come through.† She slid out the window feet-first. You read "Night World : The Chosen Chapter 7" in category "Essay examples" The girl stuck her head through. â€Å"Don’t you ever use doors?† â€Å"Sh. Come on,† Rashel whispered. She led the way through the dark streets, moving from shadow to shadow. At least the girl could walk softly, she thought. And she had a sense of humor even in danger. That was rare. Rashel drew a breath of relief when they reached the narrow twisting alley where her Saturn was parked. They weren’t safe yet, though. She wanted to get the blond girl out of Mission Hill. â€Å"Where do you live?† she said, as she started the engine. When there was no answer, she turned. The girl was staring at her with open uneasiness. â€Å"Uh, how come you’re dressed like that? And who are you, anyway? I mean, I’m glad you saved me-but I don’t understand anything.† Rashel hesitated. She needed information from this girl, and that was going to take time-and trust. With sudden decision she unwound her scarf, one-handed, until her face was exposed. â€Å"Like I said, I’m a friend. But first just tell me: do you know what kind of people had you in that truck?† The girl turned away. She was already shivering with cold; now she shivered harder. â€Å"They weren’t people. They were†¦ ugh.† â€Å"Then you do know. Well, I’m one of the people that hunts down that kind of people.† The girl looked from Rashel’s face to the sheathed sword that rested between them. Her jaw dropped. â€Å"Oh, my God! You’re Buffy the Vampire Slayer!† â€Å"Huh? Oh.† Rashel had missed the movie. â€Å"Right. Actually, you can call me Rashel. And you’re†¦ ?† â€Å"Daphne Childs. And I live in Somerville, but I don’t want to go home.† â€Å"Well, that’s fine, because I want to talk to you. Let’s find a Dunkin’ Donuts.† Rashel found one outside of Boston, a safe one she knew had no Night World connections. She pulled a coat on over her black ninja outfit and lent Daphne a spare sweater from the trunk of her car. Then they went inside and ordered jelly sticks and hot chocolate. â€Å"Now,† Rashel said. â€Å"Tell me what happened. How did you end up in that truck?† Daphne cupped her hands around her hot chocolate. â€Å"It was all so horrible†¦Ã¢â‚¬  â€Å"I know.† Rashel tried to make her voice soothing. She hadn’t had much practice at it. â€Å"Try to tell me anyway. Start at the beginning.† â€Å"Okay, well, it started at the Crypt.† â€Å"Uh, as in ‘Tales from the†¦Ã¢â‚¬â„¢? Or as in the Old Burial Ground?† â€Å"As in the club on Prentiss Street. It’s this underground club, and I mean really underground. I mean, nobody seems to know about it except the people who go there, and they’re all our age. Sixteen or seventeen. I never see any adults, not even DJs.† â€Å"Go on.† Rashel was listening intently. The Night People had clubs, usually carefully hidden from humans. Could Daphne have wandered into one? â€Å"Well. It’s extremely and seriously cool-or at least that’s what I thought. They have some amazing music. I mean, it’s beyond doom, it’s beyond goth, it’s sort of like void rock. Just listening to it makes you go all weird and bodiless. And the whole place is decorated like this post-apocalypse wasteland. Or maybe like the underworld†¦.† Daphne stared off into the distance. Her eyes, a very deep cornflower blue under heavy lashes, looked wistful and almost hypnotized. Rashel poked her and chocolate slopped onto the table. â€Å"Reminisce about it later. What kind of people were in the club? Vampires?† â€Å"Oh, no.† Daphne looked shocked. â€Å"Just regular kids. I know some from my school. And there’s lots of runaways, I guess. Street kids, you know.† Rashel blinked. â€Å"Runaways†¦Ã¢â‚¬  â€Å"Yeah. They’re mostly very cool, except the ones who do drugs. Those are spooky.† An illegal club full of runaway kids, some of whom would probably do anything for drugs. Rashel could feel her skin tingling. I think I’ve stumbled onto something big. â€Å"Anyway,† Daphne was going on, â€Å"I’d been going there for about three weeks, you know, whenever I could get away from home-â€Å" â€Å"You didn’t tell your parents about it,† Rashel guessed flatly. â€Å"Are you joking? It’s not a place you tell parents about. Anyway, my family doesn’t care where I go. I’ve got four sisters and two brothers and my mom and my step-dad are getting divorced†¦ they don’t even notice when I’m gone.† â€Å"Go on,† Rashel said grimly. â€Å"Well, there was this guy.† Daphne’s cornflower eyes looked wistful again. â€Å"This guy who was really gorgeous, and really mysterious, and really just-just different from anybody I ever met. And I thought he was maybe interested in me, because I saw him looking at me once or twice, so I sort of joined the girls who were always hanging around him. We used to talk about weird things.† â€Å"Like?† â€Å"Oh, like surrendering yourself to the darkness and stuff. It was like the music, you know-we were all really into death. Like what would be the most horrible way to die, what would be the most awful torture you could live through, what you look like when you’re in your grave. Stuff like that.† â€Å"For God’s sake, why?† Rashel couldn’t disguise her revulsion. â€Å"I don’t know.† All at once, Daphne looked small and sad. â€Å"I guess because most of us felt life was pretty rotten. So you kind of face things, you know, to try to get used to them. You probably don’t understand,† she added, grimacing. Rashel did understand. With a sudden shock, she understood completely. These kids were scared and depressed and worried about the future. They had to do something to deaden the pain†¦ even if that meant embracing pain. They escaped one darkness by going into another. And am I any different? I mean, this obsession I’ve got with vampires†¦ it’s not exactly what you’d call normal and healthy. I spend my whole life dealing with death. â€Å"I’m sorry,† she said, and her voice came out more gentle than when she’d been trying to soothe Daphne before. Awkwardly, she patted the other girl’s arm once. â€Å"I shouldn’t have yelled. And I do understand, actually. Please go on.† â€Å"Well.† Daphne still looked defensive. â€Å"Some of the girls would write poetry about dying†¦ and some of them would prick themselves with pins and lick the blood off. They said they were vampires, you know. Just pretending.† She glanced warily at Rashel. Rashel simply nodded. â€Å"And so I talked the same way, and did the same stuff. And this guy Quinn just seemed to love it-hey, look out!† Daphne jerked back to avoid a wave of hot chocolate. Rashel’s sudden movement had knocked her cup over. Oh, God, what is wrong with me? Rashel thought. She said, â€Å"Sorry,† through her teeth, grabbing for a wad of napkins. She should have been expecting it. She had been expecting it; she knew that Quinn must be involved in this. But somehow the mention of his name had knocked the props from under her. She hadn’t been able to control her reaction. â€Å"So,† she said, still through her teeth, â€Å"the gorgeous mysterious guy was named Quinn.† â€Å"Yeah.† Daphne wiped chocolate off her arm. â€Å"And I was starting to think he really liked me. He told me to come to the club last Sunday and to meet him alone in the parking lot.† â€Å"And you did.† Oh, I am going to kill him so dead, Rashel thought. â€Å"Sure. I dressed up†¦Ã¢â‚¬  Daphne looked down at her bedraggled outfit. â€Å"Well, this did look terrific once. So I met him and we went to his car. And then he told me that he’d chosen me. I was so happy I almost fainted. I thought he meant for his girlfriend. And then†¦Ã¢â‚¬  Daphne trailed off again. For the first time since she’d begun the story, she looked frightened. â€Å"Then he asked me if I really wanted to surrender to the darkness. He made it sound so romantic.† â€Å"I bet,† Rashel said. She rested her head on her hand. She could see it all now, and it was the perfect scam. Quinn checked the girls out, discovered which would be missed and which wouldn’t. He kidnapped them from the parking lot so that no one saw them, no one even connected them with the Crypt. Who would notice or care that certain girls stopped showing up? Girls would always be coming and going. And there had been nothing in the newspaper because the daylight world didn’t realize that girls were being taken. There probably wasn’t even a struggle during the abduction, because these girls were willing to go-in the beginning. â€Å"It must have been a shock,† Rashel said dryly, â€Å"to find out that there really was a darkness to surrender to.† â€Å"Uh, yeah. Yeah, it was. But I didn’t actually find that out then. I just said, sure, I wanted to. I mean, I’d have said the same thing if he asked me did I really want to watch Lawrence Welk reruns with him. He was that gorgeous. And he was looking at me in this totally soulful way, and I thought he was going to kiss me. And then†¦ I fell asleep.† Daphne frowned at her paper cup. â€Å"No, you didn’t.† â€Å"I did. I know it sounds crazy, but I fell asleep and when I woke up I was in this place, this little office in this warehouse. And I was on this iron cot with this pathetic lumpy mattress, and I was chained down. I had chains on my ankles, just like people in jail. And Quinn was gone, and there were two other girls chained to other cots.† Without warning, Daphne began to cry. Rashel handed her a napkin, feeling uncomfortable. â€Å"Were the girls from the Crypt, too?† Daphne sniffed. â€Å"I don’t know. They might have been. But they wouldn’t talk to me. They were, like, in a trance. They just lay there and stared at the ceiling.† â€Å"But you weren’t in a trance,† Rashel said thoughtfully. â€Å"Somehow you woke up from the mind control. You must be resistant like me.† â€Å"I don’t know anything about mind control. But I was so scared I pretended to be like the other girls when this guy came to bring us food and take us to the bathroom. I just stared straight ahead like them. I thought maybe that way I would get a chance to escape.† â€Å"Smart girl,† Rashel said. â€Å"And the guy-was it Quinn?† â€Å"No. I never saw Quinn again. It was this blond guy named Ivan from the club; I called him Ivan the Terrible. And there was a girl who brought us food sometimes-I don’t know her name, but I used to see her at the club, too. They were like Quinn; they each had their own little group, you know.† At least two others besides Quinn, Rashel thought. Probably more. â€Å"They didn’t hurt us or anything, and the office was heated, and the food was okay-but I was so scared,† Daphne said. â€Å"I didn’t understand what was going on at all. I didn’t know where Quinn was, or how I’d gotten there, or what they were going to do with us.† She swallowed. Rashel didn’t understand that last either. What were the vampires doing with the girls in the warehouse? Obviously not killing them out of hand. â€Å"And then last night†¦Ã¢â‚¬  Daphne’s voice wobbled and she stopped to breathe. â€Å"Last night Ivan brought this new girl in. He carried her in and put her on a cot. And†¦ and†¦ then he bit her. He bit her on the neck. But it wasn’t a game.† The cornflower-blue eyes stared into the distance, wide with remembered horror. â€Å"He really bit her. And blood came out and he drank it. And when he lifted his head up I saw his teeth.† She started to hyperventilate. â€Å"It’s okay. You’re safe now,† Rashel said. â€Å"I didn’t know! I didn’t know those things were real! I thought it was all just†¦Ã¢â‚¬  Daphne shook her head. â€Å"I didn’t know,† she said softly. â€Å"Okay. I know it’s a big shock. But you’ve been dealing with it really well. You managed to get away from the truck, didn’t you? Tell me about the truck.† â€Å"Well-that was tonight. I could tell day from night by looking at this little window high up. Ivan and the girl came and took the chains off us and made us all get in the truck. And then I was really scared-I didn’t know where they were taking us, but I heard something about a boat. And I knew wherever it was, I didn’t want to go.† â€Å"I think you’re right about that.† Daphne took another breath. â€Å"So I watched the way Ivan shut the door of the truck. He was in back with us. And when he was looking the other way, I sort of jumped at the door and got it open. And then I just fell out. And then I ran-I didn’t know which way to go, but I knew I had to get away from them. And then I saw you. And†¦ I guess you saved my life.† She considered. â€Å"Uh, I don’t know if I remembered to say thank you.† Rashel made a gesture of dismissal. â€Å"No problem. You saved yourself, really.† She frowned, staring at a drop of chocolate on the plastic table without seeing it. â€Å"Well. I am grateful. Whatever they were going to do to me, I think it must have been pretty awful.† A pause, then she said, â€Å"Uh, Rashel? Do you know what they were going to do to me?† â€Å"Hm? Oh.† Rashel nodded slowly, looking up from the table. â€Å"Yes, I think so.† How to cite Night World : The Chosen Chapter 7, Essay examples

Mother tongue free essay sample

ABSTRACT The study aims to know how the different elementary schools in La Trinidad on the implementation of Mother Tongue Based Multilingual Education Program and if the students perform higher on the assessment after the implementation of Mother Tongue Based-Multi Lingual Education (MTBMLE), compared to the Old Curriculum. The MTBMLE is now on its two years of its implementation. As conceptualized by the Department of Education, the MLE does not mean simply adding a third language to the existing bilingual policy nor will it be confined to mere code switching and translation. Rather, curriculum content as well as organizational structures are to be redesigned (Cardenas). Localization is the best word to define the DepEd MTBMLE Program, by bringing the learners mother tongue as a medium of instruction and as subject in the curriculum, or it localized the language of learning. This movement of localization constitutes a sharp departure in the public school system’s language in education policy that for too long privileged only the colonial language and the national languages as language of learning. â€Å"The localized curriculum content of the learner’s language and culture is considered as an important resource for their development and effective learning. This is not only aim for mother tongue mastery in writing original materials and translating borrowed ones, but also cultural relevance so that the local writings, they produce reflect local people, events and realities, and are appropriate to the culture of the learner†(Cardenas). It is being supported by Walter Dekker, 2011. In their study at Lubuagan: â€Å"In this Lubuagan experience could provide instructive lesson, where teachers were bridged from reading and writing language to their own language†. The adaptation of foreign works such as books and literature in the Philippines is largely influence by our colonial mentality, that foreign works are better than ours. And the schools in the country have no local materials. This disheartening reality is observed and proved by Dekker, 2012: â€Å"Adoption of existing literature, more than adaptation or original authorship, seems to be the norm in instructional materials production at this point. Perhaps, this might be partially explained by the fact that the teachers have never written in their home language so strong creative writing skills in any language have not develop our own language. Background of the Study Many Filipino learners face barriers in education. One of these barriers is that our learners often begin their education in a language they do not understand. Because they do not understand the language of education, many learners become discouraged and tend to drop-out from school. Content of material is often culturally distant or unfamiliar to the learners. The limited education that learners receive does not prepare them for lifelong learning. This is the reason why the government implements the Mother Tongue. But What is Mother Tongue? Mother Tongue, according to Oxford Dictionary: â€Å"is the language that a person has grown up speaking from early childhood†. And according to Tulasiewicz,W. et. al (2005): It is the language community of the mother tongue, the language spoken in a region, which enables the process of enculturation, the growing of an individual into a particular system of linguistic perception of the world and participation in the centuries old history of linguistic production. But the usage of the term may be very according to the purpose as supported by Pokorn (2005), The general usage of the term mother tongue . . . denotes not only the language one learns from ones mother, but also the speakers dominant and home language, i. e. not only the first language according to the time of acquisition, but the first with regard to its importance and the speakers ability to master its linguistic and communicative aspects. †. Mother tongue-based multilingual education (MLE) is a formal or nonformal education, in which the children’s mother tongue is used in the classroom as a bridge in learning Filipino and English. Children begin their education in a language they understand, their mother tongue, and develop a strong foundation in their mother language. What is the effect of mother tongue to performance of the students? Local and internationals studies have shown that using the mother tongue inside the classroom during the learners’ early years of schooling produce better and faster learners who can easily adapt to learn a second (Filipino) and third language (English). The purpose of a multilingual education program is to develop appropriate cognitive and reasoning skills enabling children to operate equally in different languages – starting in the mother tongue with transition to Filipino and then English. It is the structured program of language learning and cognitive development which provides learners with a strong educational foundation in the first language. If the mother tongue is not used, we create people who are illiterate in two languages. Children do not become sufficiently fluent in their mother tongue (L1) in both oracy and literacy if their vocabulary in L1 is limited, thus restricting their ability to learn a second language (L2). A strong foundation in L1 is required for learning L2. Children’s understanding of concepts is limited or confused if leaning is only L2. The benefits of MLE include following: ? Reduced drop-out ? Reduced repetition ? Children are attending school. ? Children are learning. ? Parents and community are involved. ? It is more cost effective to implement mother tongue programs. In the Philippine setting the Mother Tongue is being implemented by the Department of Education in the School Year: 2012-2013 through the R. A. 105333. The Republic Act No. 10533 signed by President Aquino last May 15, 2013, states that: â€Å"the basic education shall be conducted in the learner’s native languages throughout kindergarten and the elementary grades. English and Filipino shall be gradually introduced beginning Grade 4 until such time that these can become the primary languages of instruction at the secondary level. The country’s native languages, including Filipino sign language of our Deaf population, have been given official status through the institutionalization of mother tongue-based multilingual instruction in our education system†. This policy is under the Mother Tongue based-Multilingual Education (MTBMLE) is being implemented under the K to 12 Basic Education Program According to Education Secretary Armin Luistro, in addition to the languages of instruction mentioned in DepEd Order No. 16 series of 2012, Guidelines on the implementation of the Mother Tongue Based-Multilingual Education (MTB-MLE) under the K to 12 Basic Education Program . The use of the same language spoken at home, in the early grades, helps improve the pupils’ language and cognitive development in addition to strengthening their socio-cultural awareness. And it was supported by Secretary of the Department Of Education-Bro. Armin Luistro, FSC: â€Å"Mas madaling matutunan ‘yong konsepto ‘pag ang ginagamit ay ‘yong kanilang nakagisnang wika†¦ Kahit ano ‘yung kanilang karunungan sa bahay, ito po ‘yung ating tinatanggap, na ito po ‘yung kanilang initial na kaalaman at walang mali doon. † (It is easy to learn those concepts if we use the language that they had grown up. Even though they have different knowledge in their home, these are what we are accepting, these are their initial knowledge and there is nothing wrong with it. ) During a language conference, Secretary of Education Armin Luistro talked about Mother Tongue-Based Multi-lingual Education (MTBMLE)—a feature of the Enhanced Basic Education Program which mandates the use of the language that pupils are familiar with (their first language) as medium of instruction to make it easier for young students to grasp basic concepts. The mother tongue as a subject focuses on the development of reading and speaking from Grades 1 to 3. As a medium of instruction the mother tongue is used in all learning areas from Kinder to Grade 3 except in the teaching of Filipino and English subjects. Filipino is introduced in the first semester of Grade 1 for oral fluency (speaking). For reading and writing purposes, it will be taught beginning in the second semester of Grade 1. The four other macro skills which are listening, speaking, reading and writing in Filipino will continuously be developed from Grades 2 to 6. According to the Department of Education, the local languages used in MTB-MLE are Tagalog; Kapampangan; Pangasinense; Ilocano; Bikol; Cebuano; Hiligaynon; Waray; Tausug; Maguindanaoan; Maranao; Chabacano; Ybanag for pupils in Tuguegarao City, Cagayan, and Isabela; Ivatan for the Batanes Group; Sambal in Zambales; Aklanon in Aklan, Capiz; Kinaray-a in Capiz, Aklan; Yakan in Autonomous Region Muslim Mindanao and Surigaonon covering Surigao City and provinces. The MTB-MLE is implemented in two modules: 1) as a learning/subject area and 2) as medium of instruction. At present the DepEd has teaching materials in Bahasa-Sug, Bicolano, Cebuano, Chavacano, Hiligaynon, Ilokano, Kapampangan, Maguindanaoan, Maranao, Pangasinense, Tagalog, and Waray-waray and is developing materials in Ybanag, Ivatan, Sambal, Aklanon, Kinaray-a, Yakan, and Surigaonon. Statement of the Problem The purpose of the study is to know the result of implementation of the Mother Tongue in different schools at La Trinidad, if the school complies to the DepEd with the implementation of MTB-MLE Policy. Specifically it sought to answer the following questions: 1. What Mother Tongue Language the school and the Teacher used in the Implementation of Mother Tongue Based Multilingual Education program? 2. How is MTB-MLE implemented in the level of: a) a medium of instruction? b). as a subject? 3. How is the improvement of student’s performance in school? 4. How reliable the MTB-MLE curriculum compared to the old curriculum? 5. How useful or beneficial the MTB-MLE Program on the part of the student and the teacher? Objectives of the Study Specifically the objectives of the study were as follows: 1. To determine the Mother Tongue used by the Teacher and the School during Implementation of MTBMLE; 2. To determine if the MTBMLE is implemented as medium of instruction; 3. To determine the improvement of students performance in school; 4. To determine the reliability of the MTBMLE curriculum compared to the old curriculum; and 5. To find out how useful or beneficial the MTBMLE Program on the part of the student and the teacher. Significance of the Study Among those who will benefit from this study are the teachers of grades one to three, school administrators, and implementer’s of the MTBMLE. The Teachers of grade one to three will be the main benefactor of this study. The results of the study School administrators will also benefit from this study because they could adjust the curriculum to give emphasis on what is really needed in the implementation of the MTBMLE. It will also serve as an eye opener to the administrators and planners of the MTBMLE on how they would adjust to the problem encountered during the implementation. Scope and Delimitations of the Study The focus of this study will be the Implementation of MTBMLE at the Public and Private Elementary Schools in La Trinidad on its second year of Implementation. The names of the schools are: Central Balili Elementary School; BSU Elementary Laboratory School; Buyagan Elementary School; Central Balili Wesleyan Academy; Nazarene Learner’s Center This Study will only include the teacher of Grade one to Two, and principals who are teaching in public schools and private schools in the selected School in La Trinidad area and for classroom discussion only. The numbers of the respondents are only 7, who represent their respective school. Meanwhile this study will not include the other Elementary Schools in La Trinidad besides the Schools mention above. The study also excludes the teacher of grade three. The data will be gathered by formal interview and interview schedule and after the researcher interview the respondents. REVIEW OF RELATED LITERATURE What is language? According to the Webster Dictionary, language is the body of words and expressions used and understood by a large group of people; a form and manner of expression in words. To Paras, language is a tool in achieving a better society, but in a circumstance where two different â€Å"better society† are envisioned for a single nation. What is Mother Tongue? Mother Tongue is the first language spoken by people or so called the first language. To develop the first language of a student, the Department of Education (DepEd) implements a policy, the Mother-Tongue Based Multilingual Education Program (MTBMLE). According to this policy, DepEd Order No. 74 aims to empower each of the more than 170 languages of the Philippines towards an easy mastery of the official languages which will ultimately produce globally competent Filipinos who can speak the â€Å"global Language† and will therefore, be a huge aid in the economic progress of the country. How important is language? Language can be a powerful tool to create peace and war, organize people and build a country and to show nationalism. However language can also create regionalism, conflict, and especially it is s tool of conquering a country. In the time of the Americans, they used English language to miseducate the Filipinos; this statement is supported by Paras. According to her, â€Å"when the Americans first came to conquer the Philippines, they penetrate the country through the establishment of the education system was easy because there was nothing solid†. In the first place was to make penetration hard. Aside from the fact that the country is multilingual and multicultural; did not have a national language or whole concept of nationalism. It was divided in the first place, making it easy to conquer. According to Fe Enriques and Murcelino, 1984 as cited by Paras, It’s through education that the US was able to shape the mind of the Filipino people. With American textbooks, Filipinos started learning not only a new language but also a new life. It has been proven effective that the Filipinos use English as the best language. Most of the educated Filipinos use English language in formal transactions, in offices, in the Senate discussion, or anywhere. They felt that in speaking English, they are smarter than other. Other Filipino professionals keep on using English language even though his/her companion answer them in their native language. There is also the â€Å"English Speaking Policy† in schools or in offices. In schools which implement the policy, ones a student is caught speaking in his/her native language, he will be summon in the principal’s office for penalties but the worst is they could be expelled from the school. One incident, in connection in the policy is in a private school in Laoag, Ilocos Norte where a student caught speaking in his native language in the school zone and he was expelled from the school. Proven by the statement of Phillipson (1992), to the ordinary people, it may seem harmless that English language was imposed to be the medium of instruction. It may even seem grand. It promises goods and services to those who accept it- science and technology, modernity, efficiency, rationality, progress, a great civilization. It is approved by Constantino (1966), â€Å"If people use a language that is foreign to them, they will become distant socially and culturally from their motherland and this will therefore be a perfect venue for the colonizers to penetrate the country. So great has our disorientation caused by our colonial education that the use of our own language is a controversial issue with more Filipinos against the use of our own language in educational setting than in favor. According to Isabel Perflunco Martin in her research, English and Englishes Approach to MTBMLE, she discussed the myths about English language in the Philippines. One myth she discussed was English cures all economic ailments. This myth is true to some Filipino because they believe that if a person knows how to speak English he is regarded as a rich and on the higher level of living. The DepEd want to wipe out this belief so they implement the Mother Tongue Based Multilingual Education program. They implement the MTBMLE starting on the school year 2012-2013 as part of the Medium Term Development Goal of EPA 2015. Operational Definition of Terms The following terms are defined as used in the study. Activities It is the specific tasks or assignment to be performed by the pupils. Basic Education Curriculum This is a form of tool which will stand as one point of learning areas as adequate for the development of competencies starting from basic education up to the second level of which renounced as high school. This focus more on developing knowledge, skills, habits and attitudes through the guidance of educationalist assigned. Bilingual Having or expressed in two languages. Comprehension It is the ability of understanding what one reads. Curriculum It the sum of all learning content, experiences and resources that are purposely selected, organized and implemented by the school in pursuit of its peculiar mandate as a distinct institution of learning and human development. It referred to as a body of subjects offered to finish a course of study. First Language It is the language that a person has grown up speaking from early childhood. This refers to the language first acquired by the learner, sometimes referred to as the mother tongue. Instructional materials This refers to the whole package prepared by the teacher/ researcher which includes visual aids, activities, strategies and instructional guide. Instructional modules This includes the activities and corresponding strategies. Institutionalization It is the act or process of establishing something as a custom or common practice. Language Is the body of words and expressions used and understood by a large group of people; a form and manner of expression in words. It is a tool in achieving a better society, but in a circumstance where two different â€Å"better society† are envisioned for a single nation. Localization The principle that specific functions have relatively circumscribed locations. Medium of Instruction It is the language used in teaching. Mother Tongue It is the language community of the mother tongue, the language spoken in a region, which enables the process of enculturation, the growing of an individual into a particular system of linguistic perception of the world and participation in the centuries old history of linguistic production. Mother tongue-based multilingual education (MLE) It is a formal or non-formal education, in which the children’s mother tongue is used in the classroom as a bridge in learning Filipino and English. Multilingual Using or expressed in several. Reading readiness This is a level where the learner is ready to read with comprehension of what s/he is reading. Second language Any language, especially a hybrid language, used as a trade or communication medium by people speaking different language. Sociocultural Relating to, or involving a combination of social and cultural factors. Subject It is the particularly to a limited and definitely stated subject often having or some part of it. METHODOLOGY This chapter discusses the research design, the locale of the study, the respondents’ profile, the instrumentation procedures, data collection and data analysis procedures. Research Design In this research, the researcher will use the descriptive qualitative research method, as directed toward ascertain condition that prevail a case in the study. The descriptive method of research was employed in the study through the use of a structured questionnaire. According to Campbell (1963), descriptive method of research describes and interprets what is concerned with conditions of relationships that exist, practices that prevail, beliefs, processes that are going on, and effects that are being felt or trends that are developing. It involves the elements of interpretation of meaning or significance of what is described. The descriptive research method is meant to illustrate a point through the use of a structured questionnaire, in depth interview and content analysis about the implementation of the MTBMLE in La Trinidad. Location of the Study The study was conducted in the Public and Private Schools of La Trinidad, Benguet such as Benguet State University- Elementary Laboratory School located at BSU Compound, Km. 5, Pico; Buyagan Elementary School in ; Central Balili Elementary School and Central Balili Wesleyan Academy in Central Balili, Balili; and Nazarene Learners’ Center in Teachers, Students, and Parents use Ilocano as their lingua franca in elementary schools located in La Trinidad, Benguet. Respondents of the Study The study focused on the 5 teachers of Grade 12 and two principals of public and private elementary schools. These persons will be the respondents and they will give the necessary information that the researcher would want to gather. Table 1: Demographic Profile of the Respondents NAME OF RESPONDENT SCHOOL Teachers POSITION PUBLIC PRIVATE R1. Antonio G. Cadag Central Balili Elementary School - Principal R2. Rose Divindo BSU Elementary Laboratory School - 1 R3. Ninia Milo Buyagan Elementary School - 2 R4. Isabel Dagasen - Central Balili Wesleyan Academy Principal R5. Harriet Pacsay - Central Balili Wesleyan Academy 1 R6. Juanita Nieves - Central Balili Wesleyan Academy 2 R7. Vanessa Abellera - Nazarene Learner’s Center 1 Table 1 shows the demographic profile of the respondents. Based on the data, there are 7 respondents, three (3) of them are from public schools and four (4) are from private schools. There are two (2) principals, three (3) Grade 1 teachers and four (4) Grade 2 teachers. Instrumentation An interview schedule was used in this study. Through following the interview questionnaire guide, data and pertinent information were gathered on the respondent’s profile, jobs that they have undergone before teaching, their employment status as of today, the subjects that they have taught, the difficulties they encountered in teaching, and the strategies they have used to solve their problems in teaching. Data Gathering Procedure Data and significant information were collected by interviewing the respondents. The interview schedule and observation technique were the tools used in data gathering data. Before the interview, the interviewer explained to the respondent the objective of the study and any information obtained from the respondent will be treated with utmost confidentiality. The interviewer also got permission from the principal of the school and the teacher if they are willing and cooperative to be a respondent in this particular study. The researcher personally conducted the interview at the respondents’ preferred time and location. Data Analysis The researchers used qualitative interpretation of the collected data. In analyzing the data, the Social Anthropology Approach (Mile and Huberman, 1994) was used. This approach is used to provide a specific and descriptions across varied sources and it also seeks to develop or test existing theories. In this study, the situation or context of the Second Year implementation of Mother Tongue was described in relation to the concepts discussed in the Conceptual Framework. The Social Anthropology Approach has three steps in arriving at a truly qualitatively analyzed data and these are: data reduction, data display and conclusion drawing for verification. In data reduction, the researcher needs to look for themes of the respondents responses. In the data display, the data on the personal profile was summarized on a table form. The other data was presented on a table and was discussed after each table. The last step is the drawing of conclusions in which the relationships or links based on the data became the foundation in arriving at conclusions basing to the concepts that brought about this study. RESULTS AND DISCUSSIONS, RECOMMENDATION This part of the study presents the data in accordance with the specific problems or objectives of the study. First, the mother tongue used by the teacher at the classroom discussion. Second, the strategies used by the teacher. Third, the instructional materials used by the teacher. Fourth, the teacher most preferred curriculum. Fifth, the improvement on the students’ performance. Sixth, the language used by the teacher in giving an assessment. Seventh, the problem that the teachers encounter during the implementation of the Mother Tongue. Lastly, if the program is beneficial to the teacher or not. The data gathered are then discussed, analyzed, and interpreted textually. Table 2: Mother Tongue Language Used MOTHER TONGUE FREQUENCY % RESPONDENTS Cordillera Ilocano 6 85. 70 R1,R2,R3,R4,R5, R6 Filipino 1 14. 30 R7 Results and Discussion Table 2 shows the mother tongue use in the implementation of the Mother Tongue Based Multilingual Education (MTBMLE) program. According to the collected data there are two (2) mother tongue languages specified as Cordillera Ilocano and Filipino, six (6) respondents answered that they use the Cordillera Ilocano which is 85. 70% and one (1) respondent answered Filipino which is 14. 30%. Cordillera Ilocano is widely used at the region as the lingua franca or the regional language. According to Divindo (2013), she used the Cordillera Ilocano in teaching the students during the classroom discussion because our School- BSU ELS, is composed of a diverged students, â€Å"Cordillera Ilocano is widely used here at La Trinidad not the Ilocano of the Ilocos Region†. It is being supported by the DepEd: â€Å"feature of the Enhanced Basic Education Program which mandates the use of the language that pupils are familiar with (their first language) as medium of instruction to make it easier for young students to grasp basic concepts†. Tagalog is used by some of the private school because of their curriculum, but the principal and the administrators of the schools are the one who will determine, if they implement the Ilocano as a Mother Tongue and it is also the initiative of the teacher if they use the MTB at the classroom discussion. According to Abellera (2013),the School did not implement the MTB Policy due to the reason that the school had its own curriculum, the Administrators of the school are the one who determine if we implement the MTB Policy here at Nazarene, but I used it (MTB) in explaining to the students the words or sentence in Ilocano if the student did not understand it in English/Filipino or in the translation of words. Cordillera Ilocano is the first language used, based on the analysis with a percentage of 85. 70% ranked as first most used mother tongue language in the implementation of MTBMLE program in public and private elementary schools in La Trinidad, followed by Filipino with a percentage of 14. 30% ranked as second most used mother tongue language. The difference in the average on the usage of mother tongue language in public and private elementary school in La Trinidad can be attributed to the most used language in the municipality of La Trinidad. The more varied mother tongue language used in implementing MTBMLE in public and private elementary schools in La Trinidad. This results corroborates to the statement of Cardenas (2012), as conceptualized, the MLE does not mean simply adding a third language to the existing bilingual policy nor will it be confined to mere code switching and translation. Rather, curriculum content is to be localized, with the learner’s language and culture considered as resources for their sociocultural development and effective learning. Findings Cordillera Ilocano is the dominant language used by the teacher in La Trinidad as a medium of instruction in the classroom discussion from Grade one (1) two (2). Not all private school implement the Mother Tongue Based Multilingual Education (MTBMLE) program as a whole, they used it in translation and explaining the word that the student do not understand. Cordillera Ilocano should use as a Mother Tongue Instruction at the school where the students are diverse not the Ilocano of Ilocos Region due to the reason that the construction and pronunciation of the two Ilocano dialects is not the same. The Mother tongue that is being dominant at certain place must be use at the classroom instruction, like the: Kankanaey and other major languages. It does not only focus in the 19 languages that are being implemented by the DepEd to be used as a classroom instruction. Conclusion Ilocano is the dominant mother tongue language used in Public and Private Elementary Schools in La Trinidad. Recommendation Public schools may use the most dominant mother tongue language in a classroom with a diverse student. Table 3: Implementation of Mother Tongue Based Multilingual Education program as a subject and as a medium of instruction FREQUENCY % SAMPLE RESPONDENTS Both as a medium of instruction and as a subject 7 100 â€Å"Us-usaren me nu ag-ited kami ti instruction ken direction, itranslate mi ngay nu haan da maawatan. † (We use it when we give instructions and directions, we translate it when they don’t understand it. † (R1, R2, R3, R4, R5, R6, R7) â€Å" Adda ti subject mi ngem 15 minutes lang† (we have a subject but its only 15 minutes) â€Å"Wen, us-usaren mi nga instruction santo adda ti subject mi. † (Yes, we use it us a medium of instruction and we have a subject. ) (R1, R2, R3, R4, R5, R6, R7) Results and Discussion Table 3 shows the implementation of MTBMLE program among public and private elementary schools in La Trinidad as a medium of instruction and as a subject. Based on the collected data, the school implemented the Mother Tongue both as a subject and as medium of instruction is widely used by the teacher in teaching to the student. According to Cadag (2013), they teach Cordillera Ilocano as a subject and as a medium of instruction in the entire subject except English and Filipino. Mother tongue language, such as Cordillera Ilocano, is fully used as a medium of instruction most especially when translating and giving instructions or directions. As Pacsay (2013), said that â€Å"For example when we are giving activities, we usually use Ilocano in giving a directions. † This results corroborates the statement of Benson (2009), â€Å"children who have the opportunity to learn through their mother tongue language have the best chance of understanding what is taught, making connection between the spoken and the written word and participating in their own learning. † Findings Cordillera Ilocano used both as a subject and as a medium of instruction at the Classroom discussion except in Filipino and English Subject, but some of the teachers use it in translation of Filipino and English Words. Conclusion The dominant Mother Tongue language used by the teachers as a Medium of Instruction and as subject in public elementary schools in La Trinidad is Cordillera Ilocano Recommendation Mother Tongue is used not only for the translation of words in English subject as pure translation it defeated the purpose or the objectives of chapter lesson. The private elementary schools might want to use the mother tongue as a medium of instruction and as a subject on their curriculum. Table 4: Instructional Materials used in Implementation of MTBMLE program (Teacher-provided; DepEd-provided; both) INSTRUCTIONAL MATERIALS FREQUENCY % RANK SAMPLE RESPONSE Both (Teacher and DepEd provided) 6 85. 71 1 â€Å"We make and provide instructional materials like flashcards of alphabets with translations, activity sheets and big books using the Ilocano language. † (R1, R2, R3, R4, R5, R6) DepEd- provided 1 14. 29 2 â€Å"They only provided the Curriculum guides, hand-outs and manual. † (R7) Results and Discussion Table 4 shows the instructional materials used in implementation of MTBMLE program among public and private elementary schools respondents in La Trinidad. According on the data, Both the DepEd and teacher provided the most used instructional with a percentage of 85. 71%, followed by DepEd-provided instructional materials with a percentage of 14. 29%. The data shows that both the DepEd and teacher provided instructional materials are widely used by the teacher in public and private school in La Trinidad during the implementation of MTBMLE. According to Cadag (2013), she said that the textbook that provided by the DepEd are in Ilocano and Ibaloi. The modules are also provided that was delivered last week†. This result can be attributed to the resourcefulness of the teacher in making the Instructional Materials. The module that provided by the DepED as instructional materials are downloadable module and the lifespan of the module is good for only the first two quarter. This statement is being supported by the respondents, they said that â€Å"The module that is being provided by the DepED lasts for the first two grading’s only and that module is downloadable from the internet, and it’s only for the grade one. Lastly the module is in Tagalog, so we had to translate it in Ilocano because the Instructional material comes from the Central office of DepEd†. This result corroborates the statement of Lopez, â€Å"It can be concluded that the mother tongue-based early literacy assessment tools which include assessments on both reading and writing such as letter identification, word reading, understanding about continuous text or story writing could determine the early literacy achievement of Ilocano children† Findings The instructional materials used by the teacher are provided by the DepEd and teacher made for the Private School and the same with the Public School. Some of the schools especially in public received a textbook about the Mother Tongue from the DepEd but it was provided by the DepEd after a year during the implementation of MTBMLE. Conclusion Teachers from the public and private elementary schools make and provide their own instructional materials and also use the instructional materials provided by the DepEd. Recommendation The DepEd provide the Instructional Materials (MTB-MLE) complete in all the first three level of Elementary before the start of the school year so that the teacher and the students used it during the full span of the School Year. Table 5: Most Liked Curriculum CURRICULUM FREQUENCY % RANK SAMPLE RESPONSE Basic Education Curriculum (K to 10 BEC) 5 71. 43 1 â€Å" Old Curriculum because we cannot still see the result of the new curriculum† (R3, R4, R5, R6) â€Å"Old, because how can you teach your lesson if you don’t know how to speak Ilocano and the students can’t understand it. (R7) MTB-MLE (K-12) 2 28. 57 2 â€Å"New, because you can express your idea in your own language. † (R1,R2) Results and Discussion Table 5 shows the most liked curriculum respondents from public and private elementary schools in La Trinidad. The percentage ranges from 28. 57% to 71. 43%. The old curriculum or the basic education curriculum is ranked as the 1 with 71. 43% described as the most liked curriculum out ranking the new curriculum the K-12 curriculum (MTBMLE) with a percentage of 28. 57%. Similarly, the data shows variation on the perceptions of public and private elementary schools in La Trinidad on different curriculums. This variation can be attributed to the reasons that the Public and Private school had a different curriculum; the teachers preferred the Old Curriculum because they master the skills on how to teach it in English and Filipino or the bilingual policy; the curriculum are new to them; and they did not see the actual result of the new curriculum; and lastly most of the teachers who preferred the Old Curriculum came from the Private Schools. One of the respondents states that â€Å"the BEC is better compared to the new curriculum. The problem is the MTB curriculum is experimental†, She said this to critique the new Curriculum. Doplon states that â€Å"A critique of the policy is that mother tongue is only means to an end and not seen as end in itself. It is a scaffold but not the primary language of learning. This first language is just a first language that will be blanketed by a second and a third language. The Mother Tongue seen as a scaffold- at the service of the English language†. This result corroborates to the findings of Doplon, he said that â€Å"The model of excellence Program of the Department Education (2004), teachers are required to speak in English all the time and forbidden to code switch. This is also seen in project TURN (DepEd,2008) as evidence by the efforts to improve the English Proficiency of teachers who teach subjects whose medium of instruction is English†. When we compared them to the teachers, who preferred the new curriculum they came from Public Schools, and the Public School allowed the used of Multi Lingual Instruction at the classroom setting from the start before the implementation of the MTB-MLE. Findings Most of the Respondents prefer the Basic Education Curriculum-Bilingual Education Policy of the DepEd, than the K-12 MTB-MLE-Multi Lingual Policy because most of them are Teachers from the Private Schools, where they are required by the Administrators of the school to use the English and Filipino as a medium of Instruction. The teachers who preferred the MTBMLE curriculum came from the Public Schools. Conclusion Private elementary schools prefer the Basic Education Curriculum (BEC) while the public elementary schools prefer the K-12 Curriculum (MTBMLE). Recommendation The Curriculum Mother tongue Base Multilingual Education (MTBMLE) stakeholders may supervise and monitor every public and private elementary schools within La Trinidad,Benguet on the implementation the MTBMLE program. Table 6: Improvement on performance of students among public and private elementary schools in La Trinidad IMPROVEMENT FREQUENCY % SAMPLE RESPONSE Slight 6 85. 71 â€Å"Slightly, specifically in using Ilocano to understand English words. † (R1, R2, R3) â€Å"Improved in their oral reading from Ilocano to English†. (R4,R5) â€Å"Slightly improved in reading Filipino and English†. (R7) None 1 14. 29 â€Å"Awan, parehas met metlang† (None, it’s almost the same)(R6) Results and Discussion Table 6 shows the level of improvement on performance of the students among public and private elementary schools in La Trinidad. Slight improvement has a percentage of 57. 17% and followed by no improvement with 85. 71%. Slight improvement outranked the no improvement with 14. 29%. Similarly, five (6) public and private elementary schools in La Trinidad observed slight improvement in the performance of students and one (1) private elementary school observed no improvement at all. The data shows variation on the improvement on the performance of students. This result can be attributed to the reason that the use of Mother Tongue helps the student to understand the lesson compared when the medium of instruction used is English or Filipino. According to Cadag (2013, he stated that â€Å"using the lingua franca of the students helps them to understand and know the meaning of the English word such as the translation of English vocabulary words into Cordillera Ilocano. Furthermore, using the Mother Tongue as an instruction improves the students to analyze and easily understand the instructions being given by the teachers in administering a quiz, exam, and activities. † Abellera,(2013) a grade one teacher stated that â€Å"I used English as the medium of instruction in classroom discussion, if some of the students did not understand the topic , so I needed to translate it to Filipino. Sometimes, I used Ilocano if I that not all of my students did not understand the lesson. † This result corroborates the statement of Dumatong and Dekker (2003) on their study at Lubuagan found out that â€Å"by using the students’ mother tongue in the classroom to teach literacy, skills and as well as subject content, the cognitive skills would be developed and by teaching concepts in mother tongue, the students would exposed to comprehensible input and enabled to develop concepts further. † Findings The respondents observed a slight improvement at the students’ performance by using the Mother Tongue through the transition, reading and understanding the words from Ilocano to English. Conclusion There is a slight improvement in the performance of the student through reading and understanding the words from Ilocano to English during the second year implementation of the MTBMLE program. Recommendation Apart from the respondent’s recommendations; in order to improve the students, and teachers academic performances, more books are needed particularly in Cordilleran Ilocano text books, modules, activity sheets, instructional materials, and lesson plans. Table 7: Languages used in Assessment LANGUAGES USED IN ASSESSMENT FREQUENCY % SAMPLE RESPONSE Ilocano 6 85. 71 â€Å"In giving instructions, quizzes, test and on formative and summative, we used cordilleran Ilocano as our medium of instruction†. (R1, R2, R3, R4, R5, R6) Filipino and English 1 14. 29 â€Å"We used both English and Filipino in giving instruction on oral or written. † ( R7) Results and Discussion Table 7 shows the languages used in assessment among public and private elementary schools in La Trinidad. Among the languages used in assessment are Ilocano, Filipino and English. The percentage ranges from 85. 71% to 14. 21%. Ilocano is the most used language with 85. 71% outranking Filipino and English with 14. 21%. The data shows variation on languages use in assessment. Similarly, mother tongues, such as Ilocano, are mostly used in translating and giving instruction assessment methods. These results can be attributed to the modes of giving instruction in administering assessments. The Curriculum in MTBMLE program implements that every public and private elementary schools uses Cordilleran Ilocano as their Mother Tongue Language as their medium of instruction. As cited Nina (2013), a grade 2 teacher state’s that â€Å"In giving instructions, quizzes, test in formative and summative, I used cordilleran Ilocano as their medium of instruction since 98 % of the students of Buyagan Elementary School speaks Cordilleran Ilocano. Apart from this, as cited by Abellera (2013), a private elementary teacher at Nazarene learning center stated that â€Å"I used both the English and Filipino in giving instruction in oral or written since the students here are diverge, some are Korean, American, and Filipino’s who have a different Mother Tongue language. This result corroborates the findings Lopez in his research: Development of Mother Tongue-based Early Literacy Assessment Tools for Ilocano Children, â€Å"the teachers found the Ilocano assessment tools to be very useful in identifying what children are capable of doing. Information gathered through the reading assessment tools guide teachers in teaching children how to read and write. † Findings Respondents use the mother tongue language in giving instruction during the assessment of learning of the students. Conclusion Languages used by the teacher in assessing the students’ performance are the mother tongue language they use such as Ilocano, English and Filipino. Recommendation Trainings and workshops are needed to utilize for all the teachers who teaches Mother Tongue languages that is very significant to nurture and improve the teachers fluency of the Mother Tongue language â€Å"Cordilleran Ilocano†. Instructional materials are needed in administering assessment such as; work sheets and activity sheets that were translated into Cordilleran Ilocano language. Table 8: Problems encountered on implementation of MTBMLE among public and private elementary schools in La Trinidad PROBLEMS FREQUENCY % SAMPLE RESPONSE Having English speaking students, translation of vocabulary words, Lack of trainings and seminars 7 100 â€Å"Even though we use the mother tongue in teaching, we also have those students who are English speaking who can’t understand the mother tongue so we need to translate it again in English, and lack of seminars. † (R1, R2, R3, R4, R5, R6, R7 Results and Discussion Table 8 shows the problems encountered on the implementation of MTBMLE among public and private elementary schools in La Trinidad. Among the problems encountered arranged from the most encountered to least encountered problems which includes having English speaking students; translation of vocabulary; and lack of training and seminars. The data shows that the Private and Private School had the same problems encountered according to different elementary schools in La Trinidad. Similarly, the data shows that all elementary schools in La Trinidad encountered have the same problem in the implementation of the MTBMLE program like the problems in Lacking of Instructional Materials is one of the problems of every public teacher’s within la Trinidad, among the Instructional materials that are not found at the schools are: the learning materials, activity books, lesson plans, modules, and manual. In the Translation of the vocabulary words that has different meanings where it is difficult to translate from English to Ilocano and to Ilocano to English such as â€Å"sitaw† is also mentioned by the respondents. The Lack of trainings and seminars about the Mother Tongue affect the teacher’s initiative or performance on how they teach the Mother Tongue. According to the respondents: â€Å"Because of the lack of trainings and seminars that being is integrated by the DepEd, the teachers are not knowledgeable on what are the process and things to be done inside the classroom and how to implement the Mother Tongue. ’’ Having English speaking students is also mentioned by the respondents, they said that even though we used the mother tongue in teaching, we also have those students who are English speaking who can’t understand the mother tongue, so we need to translate it again in English. These results corroborates to the statement of the Department of Education (2009), the mother tongue multilingual education emphasizes the role of the mother tongue in the acquisition of other languages. The presence of this policy provides for a more linguistically diverse period of early schooling. The policy relies on the mother tongue as a scaffold for learning; therefore the approach to language learning is clearly additive. It challenges the persistent beliefs that if other languages are used then English will drop; if exposure to English should be taught exclusively in English. Findings Problems mostly encountered by the respondents are having English speaking students and lack of instructional materials. Conclusion The problems encountered by the teacher during the implementation of MTBMLE among public and private elementary schools in La Trinidad are having an English speaking students; lack of Instructional materials; translation of vocabulary words. Recommendation Department of Education may provide more Instructional Materials; Cordilleran Ilocano dictionary, text books, etc. More trainings and seminars may be to train the teachers on how to facilitate the MTBMLE to their learners. The DepEd might want to provide a linguist, that create an Instructional Materials to be used in teaching mother- tongue language. Table 9: Benefits of the Implementation of MTBMLE program BENEFITS FREQUENCY % SAMPLE RESPONSE High 5 71. 43 â€Å"Yes, it’s beneficial kasi ang maganda doon they know other language. † ( Yes , it’s beneficial because what is good on it is that they know othe language) (R3, R4) â€Å"Yes, natututo ang mga bata na pag-aralan ang Ilocano. † ( Yes, the pupils learn to learn Ilocano) (R1, R2) â€Å"Yes, according to the study. † (R5) Slight 2 28. 57 â€Å"Medjo, no makitak to ti resulta na after six years. † ( Slight whenever I will see the result after six years)(R6) â€Å"Not so much here in La Trinidad because the children here have different languages†. (R7) Results and Discussion Table 9 shows the level of benefit of the MTBMLE on teachers and students among public and private elementary schools in La Trinidad. The level of benefit ranges from high to slight. Highly beneficial has a percentage of 71. 43% while on the other hand, slightly beneficial has a percentage of 28. 57%. Among the reasons given by the respondents from public and private Elementary Schools in La Trinidad in the level of benefit they gain from the MTBMLE program is highly beneficial, â€Å"students know the language† and â€Å"students learn Ilocano language. † On the other hands among the reasons in slightly beneficial includes, â€Å"beneficial but there is difficulty in multilingual class† and beneficial if as long as I know the result. † In behalf of teacher’s perception, the new curriculum MTBMLE program is very beneficial. Where, this will be the ground for the teachers and students to improve and develop student’s critical thinking, knowledge and for a better quality of education. The data shows the variations on the level of beneficial of MTBMLE program. These findings can be attributed to the perspective of the public and private elementary schools in La Trinidad on the MTBMLE program. Findings