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. Clearing my throat, I try again. â€Å"Is...is Mrs. Purol here?† A low murmur passes through the classroom, and a short woman, adorned in cardigan and tartan plaid, whips around, a head of wild brown hair flying behind h er. â€Å"You must be my freshman,† she says throatily â€Å"I’m Mrs. Purol, welcome to tenth grade English.† In a short succession of steps she guides me to a seat in the second row, and takes her place at theRead MoreThe Correlation Between Media And Politics1953 Words   |  8 Pagesonly use their phone means that they are on it almost 24/7. They rarely watch news because all the news they need are the ones who are on being announced on online. Since there is a large about of people who owns smartphones who also have a camera and a screen keyboard id they see something of their interest or something unusual happening they I’ll probably whip out their phones and snap a quick picture. What happens when people do such thing is that they are creating bias. It is very difficult toRead MoreTechniques Used by Kidnappers to Control Their Victims Essay1909 Words   |  8 Pagesscream for help? Sure, yet children still willingly go with strangers. Perhaps somethin g about them kidnapers convinces children that it is okay. Statistics show that ninety-eight percent of abducted children do not survive beyond the first 30 days (Smart 4). Some tactics that kidnappers use on their kidnap children are brainwashing, hypnosis, and physical abuse. The first tactic kidnappers can use is brainwashing. The types of brainwashing methods used on kidnaped children include changing theRead MoreFrederick Douglass And Harriet Jacobs Essay1765 Words   |  8 Pagestheir masters, Douglass relies on more straightforward tactics. Meanwhile, Harriet relies on cunning to outwit those who oppress her. These differences ensure uniqueness without sacrificing a powerful impact. Indeed, both accounts provide a powerful, personal peek into the everyday life of a slave, alerting the reader in a way that no other work can. According to John McKivigan and Heather Kaufman, Frederick Augustus Washington Bailey states that he was born in Holme Hill Farm, Talbot County in MarylandRead MoreAnalysis Of Huxley s Brave New World Essay4045 Words   |  17 Pagescould declare such a thing in front of people. He flies his helicopter to meet his friend Helmholtz Watson to converse about their dissatisfactions. Bernard complains how he is too small for his caste and Watson is upset because he believes he is too smart for his current position. Then Bernard asks the Director for permission to go to New Mexico reservation and after a story about how a girl got lost on their visit to the Reservation, the Director gives Bernard the permit. Before going to the ReservationRead MoreEducational Psychology and Resource Teacher2640 Words   |  11 Pagesis an experience which occurs inside the learner and is activated by the learner. | * Teacher lets the learners do the learning activity. e.g.- Pupil writes letter A inst ead of Teacher writing for them. | * Learning is the discovery of the personal meaning and relevance of ideas. | * Teacher lets the pupil say the meaning of the word instead of teacher saying the meaning for them. e.g.- the meaning of condensation. | * Learning is a consequence of experience. | * The teacher willRead MoreThe Half Has Never Been Told : Slavery And The Making Of American Capitalism Essay3355 Words   |  14 Pagesbetween slavery and capitalism, examined how one cannot exist without the other, and denounced the paternalist argument. In response to The Economist’s review, Ed Baptist stated that a â€Å"smart† and â€Å"sensible† review might require us to put aside the review-as-written’s worn out paternalistic baggage about slaves being â€Å"well-treated† because of their value. Let’s ignore the way it cavalierly dismisses more than 2,300 formerly enslaved people’s interviews and autobiographies, which I drew upon for accountsRead MoreTechnology And The Cell Phone3727 Words   |  15 PagesWearing your computer may not be a future fashion statement so much as a way to carry the most ubiquitous personal electronic device with us wherever we may roam. Gear lust of the wearable sort stretches back to Bat Man s utility belt: technology you could take with you on the go. Today, we carry the modern version of a Star Trek communicator (the cell phone)-a device that is increasingly indispensable. Alongside the cell phone are a host of other handheld gadgets that would have been science fictionRead MoreComparing and Contrasting Anna Karenina and Madam Bovary7118 Words   |  29 Pagescomplex character of Emma Bo vary, who has adulterous affairs and lives beyond her means in order to escape the banalities and emptiness of provincial life. Raised in a convent, a lover of sensuality, desirous of an expensive urban lifestyle yet not very smart about money, it is this dichotomy of traits that keeps Emma careening from one radically different situation to the next: first falling hard for her fathers roving rural doctor Charles Bovary, thinking that their marriage will finally bring her theRead MoreHp Transformation Leadership21564 Words   |  87 Pages1/30/2012 | | CONTENTS 1. INTRODUCTION †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | 03 | 2. 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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. Covering less than 12% of the lands surface, the rainforests are home to more than half of all living species (Lewis, 4). 90% of all non-primates reside in tropical rainforests. Two-thirds of known plants, 40% birds of prey, and 80% of all insects are found only in tropical rainforests. Of the 2.5 to 5 million animals species thought to exist, onlyRead MoreEssay Desertification And Deforestation5662 Words   |  23 PagesDesertification And Deforestation The Amazon Rainforest is probably the most important region that is threatened by deforestation. With over four million squared kilometers it is roughly the size of the United States. The Amazon spreads across nine South American Countries and contains one-fifth of the Worlds fresh water and one-third of the known living species. The land is home to hundreds of indigenous groups and is considered by many to be â€Å"the lungs of the planet†. MostRead MoreThe Death Of The Vietnam War Essay1736 Words   |  7 PagesAs communism began to spread steadily and gain more and more attention, Americans became immensely concerned in what most saw as a detrimental threat. President Eisenhower only added to the hysteria by outlining the Domino Theory: the theory that a political event, in this case referring to the spread communism, in one country will cause a similar turn of events in neighboring countries, like a falling domino that causes an entire row to fall down. Although the Vietnam War is seen by many as theRead MoreEnvironmental Protection and Free Trade Coexisting Essay2055 Words   |  9 Pagestwentieth century involves whether or not free trade and environmental protection can coexist. The goal of a free trade economy is to increase the global economy, while environmental protectors try to find ways of reversing some of the negative effects that humans have inflicted upon the earth. Because of the increasing pop ularity of this â€Å"green movement,† many political leaders are trying to find ways to make the two drastically different ideas incorporated into one. However, there is no realRead More Ecotourism in South American Countries Essay3767 Words   |  16 PagesEcotourism in South American Countries Synopsis: We are living in a world that tends to put developed nations against indigenous peoples. Foreign developers seeking cheap labor and natural resources on untouched lands are exploiting cultures that have survived for centuries on their own. South America is a continent that possesses rich indigenous culture that is still relatively untouched by outsiders. Americans have the ability to preserve that heritage through organized efforts to encourage

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

BELOVED BY TONI MORRISON (4379 words) Essay Example For Students

BELOVED BY TONI MORRISON (4379 words) Essay BELOVEDBY TONI MORRISON Beloved begins in 1873 in Cincinnati, Ohio, where Sethe, a former slave, has been living with her eighteen-year-old daughter Denver. Sethes mother-in-law, Baby Suggs, lived with them until her death eight years earlier. Just before Baby Suggss death, Sethes two sons, Howard and Buglar, ran away. Sethe believes they fled because of the malevolent presence of an abusive ghost that has haunted their house at 124 Bluestone Road for years. Denver, however, likes the ghost, which everyone believes to be the spirit of her dead sister. On the day the novel begins, Paul D, whom Sethe has not seen since they worked together on Mr. Garners Sweet Home plantation in Kentucky approximately twenty years earlier, stops by Sethes house. His presence resurrects memories that have lain buried in Sethes mind for almost two decades. From this point on, the story will unfold on two temporal planes. The present in Cincinnati constitutes one plane, while a series of events that took place around twenty years earlier, mostly in Kentucky, constitutes the other. This latter plane is accessed and described through the fragmented flashbacks of the major characters. Accordingly, we frequently read these flashbacks several times, sometimes from varying perspectives, with each successive narration of an event adding a little more information to the previous ones. From these fragmented memories, the following story begins to emerge: Sethe, the protagonist, was born in the South to an African mother she never knew. When she is thirteen, she is sold to the Garners, who own Sweet Home and practice a comparatively benevolent kind of slavery. There, the other slaves, who are all men, lust after her but never touch her. Their names are Sixo, Paul D, Paul A, Paul F, and Halle. Sethe chooses to marry Halle, apparently in part because he has proven generous enough to buy his mothers freedom by hiring himself out on the weekends. Together, Sethe and Halle have two sons, Howard and Buglar, as well as a baby daughter whose name we never learn. When she leaves Sweet Home, Sethe is also pregnant with a fourth child. After the eventual death of the proprietor, Mr. Garner, the widowed Mrs. Garner asks her sadistic, vehemently racist brother-in-law to help her run the farm. He is known to the slaves as schoolteacher, and his oppressive presence makes life on t he plantation even more unbearable than it had been before. The slaves decide to run. Schoolteacher and his nephews anticipate the slaves escape, however, and capture Paul D and Sixo. Schoolteacher kills Sixo and brings Paul D back to Sweet Home, where Paul D sees Sethe for what he believes will be the last time. She is still intent on running, having already sent her children ahead to her mother-in-law Baby Suggss house in Cincinnati. Invigorated by the recent capture, schoolteachers nephews seize Sethe in the barn and violate her, stealing the milk her body is storing for her infant daughter. Unbeknownst to Sethe, Halle is watching the event from a loft above her, where he lies frozen with horror. Afterward, Halle goes mad: Paul D sees him sitting by a churn with butter slathered all over his face. Paul D, meanwhile, is forced to suffer the indignity of wearing an iron bit in his mouth. When schoolteacher finds out that Sethe has reported his and his nephews misdeeds to Mrs. Garner, he has her whipped severely, despite the fact that she is pregnant. Swollen and scarred, Sethe nevertheless runs away, but along the way she collapses from exhaustion in a forest. A white girl, Amy Denver, finds her and nurses her back to health. When Amy later helps Sethe deliver her baby in a boat, Sethe names this second daughter Denver after the girl who helped her. Sethe receives further help from Stamp Paid, who rows her across the Ohio River to Baby Suggss house. Baby Suggs cleans Sethe up before allowing her to see her three older children. Sethe spends twenty-eight wonderful days in Cincinnati, where Baby Suggs serves as an unofficial preacher to the black community. On the last day, however, schoolteacher comes for Sethe to take her and her children back to Sweet Home. Rather than surrender her children to a life of dehumanizing slavery, she flees with them to the woodshed and tries to kill them. Only the third child, her older daughter, dies, her throat having been cut with a handsaw by Sethe. Sethe later arranges for the babys headstone to be carved with the word Beloved. The sheriff takes Sethe and Denver to jail, but a group of white abolitionists, led by the Bodwins, fights for her release. Sethe returns to the house at 124, where Baby Suggs has sunk into a deep depression. The community shuns the house, and the family continues to live in isolation. Meanwhile, Paul D has endured torturous experiences in a chain gang in Georgia, where he was sent after trying to kill Brandywine, a slave owner to whom he was sold by schoolteacher. His traumatic experiences have caused him to lock away his memories, emotions, and ability to love in the tin tobacco box of his heart. One day, a fortuitous rainstorm allows Paul D and the other chain gang members to escape. He travels northward by following the blossoming spring flowers. Years later, he ends up on Sethes porch in Cincinnati. Paul Ds arrival at 124 commences the series of events taking place in the present time frame. Prior to moving in, Paul D chases the houses resident ghost away, which makes the already lonely Denver resent him from the start. Sethe and Paul D look forward to a promising future together, until one day, on their way home from a carnival, they encounter a strange young woman sleeping near the steps of 124. Most of the characters believe that the womanwho calls herself Belovedis the embodied spirit of Sethes dead daughter, and the novel provides a wealth of evidence supporting this interpretation. Denver develops an obsessive attachment to Beloved, and Beloveds attachment to Sethe is equally if not more intense. Paul D and Beloved hate each other, and Beloved controls Paul D by moving him around the house like a rag doll and by seducing him against his will. When Paul D learns the story of Sethes rough choiceher infanticidehe leaves 124 and begins sleeping in the basement of the local church. In his absence, Sethe and Beloveds relationship becomes more intense and exclusive. Beloved grows increasingly abusive, manipulative, and parasitic, and Sethe is obsessed with satisfying Beloveds demands and making her understand why she murdered her. Worried by the way her mother is wasting away, Denver leaves the premises of 124 for the first time in twelve years in order to seek help from Lady Jones, her former teacher. The community provides the family with food and eventually organizes under the leadership of Ella, a woman who had worked on the Underground Railroad and helped with Sethes escape, in order to exorcise Beloved from 124. When they arrive at Sethes house, they see Sethe on the porch with Beloved, who stands smiling at them, naked and pregnant. Mr. Bodwin, who has come to 124 to take Denver to her new job, arrives at the house. Mista king him for schoolteacher, Sethe runs at Mr. Bodwin with an ice pick. She is restrained, but in the confusion Beloved disappears, never to return. Afterward, Paul D comes back to Sethe, who has retreated to Baby Suggss bed to die. Mourning Beloved, Sethe laments, She was my best thing. But Paul D replies, You your best thing, Sethe. The novel then ends with a warning that his is not a story to pass on. The town, and even the residents of 124, have forgotten Beloved ike an unpleasant dream during a troubling sleep. Character List Sethe-Sethe, the protagonist ofBeloved,is a proud and independent woman who is extremely devoted to her children. Though she barely knew her own mother,Sethesmotherly instincts are her most striking characteristic. Unwilling to relinquish her children to the physical, emotional, sexual, and spiritual trauma she endured as a slave at Sweet Home, she attempts to murder them in an act of motherly love and protection. She remains haunted by this and other scarring events in her past, which she tries, in vain, to repress. Denver-Sethesyoungest child, Denver is the most dynamic character in the novel. Though intelligent, introspective, and sensitive, Denver has been stunted in her emotional growth by years of relative isolation. Beloveds increasing malevolence, however, forces Denver to overcome her fear of the world beyond 124 and seek help from the community.Her foray out into the town and her attempts to find permanent work and possibly attend college mark the beginning of her fight for independence and self-possession. Beloved-Beloveds identity is mysterious. The novel provides evidence that she could be an ordinary woman traumatized by years of captivity, the ghost ofSethesmother, or, most convincingly, the embodied spirit ofSethesmurdered daughter. On an allegorical level, Beloved represents the inescapable, horrible past of slavery returned to haunt the present. Her presence, which grows increasingly malevolent and parasitic as the novel progresses, ultimately serves as a catalyst forSethes, Paul Ds, and Denvers respective processes of emotional growth. PaulD-The physical and e motional brutality suffered by Paul D at Sweet Home and as part of a chain gang has caused him to bury his feelings in the rusted tobacco tin of his heart. He represses his painful memories and believes that the key to survival is not becoming too attached to anything. At the same time, he seems to incite the opening up of othershearts, and women in particular tend to confide in him.Sethewelcomes him to 124, where he becomes her lover and the object of Denvers and Beloveds jealousy. Though his union withSetheprovides him with stability and allows him to come to terms with his past, Paul D continues to doubt fundamental aspects of his identity, such as the source of his manhood and his value as a person. BabySuggs-After Halle buys his mother, Baby Suggs, her freedom, she travels to Cincinnati, where she becomes a source of emotional and spiritual inspiration for the citys black residents. She holds religious gatherings at a place called the Clearing, where she teaches her followers to love their voices, bodies, and minds. However, afterSethesact of infanticide, Baby Suggs stops preaching and retreats to a sickbed to die. Even so, Baby Suggs continues to be a source of inspiration long after her death: in PartThreeher memory motivates Denver to leave 124 and find help. It is partially out of respect for Baby Suggs that the community responds to Denvers requests for support. StampPaid-Like Baby Suggs, Stamp Paid is considered by the community to be a figure of salvation, and he is welcomed at every door in town. An agent of the Underground Railroad, he helpsSetheto freedom and later saves Denvers life. A grave sacrifice he made during his enslavement has caused him to consider his emotional and moral debts to be paid off for the rest of his life, which is why he decided to rename himself Stamp Paid. Yet by the end of the book he realizes that he may still owe protection and care to the residents of 124. Angered by the communitys neglect ofSethe, Denver, and Pau l D, Stamp begins to question the nature of a communitys obligations to its members. schoolteacher-Following Mr. Garners death, schoolteacher takes charge of Sweet Home. Cold, sadistic, and vehemently racist, schoolteacher replaces what he views as Garners too-soft approach with an oppressive regime of rigid rules and punishment on the plantation. Schoolteachers own habits are extremely ascetic: he eats little, sleeps less, and works hard. His most insidious form of oppression is his scientific scrutiny of the slaves, which involves asking questions, taking physical measurements, and teaching lessons to his white pupils on the slaves animal characteristics. The lower-casesof schoolteachers appellation may have an ironic meaning: although he enjoys a position of extreme power over the slaves, they attribute no worth to him. Halle-Setheshusband and Baby Suggss son, Halle is generous, kind, and sincere. He is very much alert to the hypocrisies of the Garners benevolent form of slaveh olding. Halle eventually goes mad, presumably after witnessing schoolteachers nephews violation ofSethe. LadyJones-Lady Jones, a light-skinned black woman who loathes her blond hair, is convinced that everyone despises her for being a woman of mixed race. Despite her feelings of alienation, she maintains a strong sense of community obligation and teaches the underprivileged children of Cincinnati in her home. She isskepticalof the supernatural dimensions of Denvers plea for assistance, but she nevertheless helps to organize the communitys delivery of food toSethesplagued household. Ella-Ella worked with Stamp Paid on the Underground Railroad. Traumatized by the sexual brutality of a white father and son who once held her captive, she believes, likeSethe, that the past is best left buried. When it surfaces in the form of Beloved, Ella organizes the women of the community to exorcise Beloved from124. Mr. and Mrs. Garner-Mr. and Mrs. Garner are the comparatively benevolent owners of Sweet Home. The events at Sweet Home reveal, however, that the idea of benevolent slavery is a contradiction in terms. The Garners paternalism and condescension are simply watered-down versions of schoolteachers vicious racism. Mr. and MissBodwin-SiblingsMr. and MissBodwinare white abolitionists who have played an active role in winningSethesfreedom. Yet there is something disconcerting about theBodwins politics. Mr.Bodwinlongs a little too eagerly for the heady days of abolitionism, and MissBodwindemonstrates a condescending desire to experiment on Denver by sending her to Oberlin College. The distasteful figurine Denver sees in theBodwins house, portraying a slave and displaying the message AtYo Service, marks the limits and ironies of white involvement in the struggle for racial equality. Nevertheless, the siblings are motivated by good intentions, believing that human life is holy, all of it. AmyDenver-A nurturing and compassionate girl who works as an indentured servant, Amy is young, flighty, talkative, and idealistic. She helpsSethewhen she is ill during her escape from Sweet Home, and when she seesSetheswounds from beingwhipped,Amy says that they resemble a tree. She later delivers baby Denver, whomSethenames after her. Paul A, Paul F, andSixo-PaulA and Paul F are the brothers of Paul D. They were slaves at Sweet Home with him, Halle,Sethe, and, earlier, Baby Suggs.Sixois another fellow slave.Sixoand Paul A die during the escape from the plantation. Themes, Motifs SymbolsThemes Themes are the fundamental and often universal ideas explored in a literary work. Social Justice EssayCincinnatis black community plays a pivotal role in the events of 124. The communitys failure to alert Sethe to schoolteachers approach implicates it in the death of Sethes daughter. Baby Suggs feels the slight as a grave betrayal from which she never fully recovers. At the end of the novel, the black community makes up for its past misbehavior by gathering at 124 to collectively exorcise Beloved. By driving Beloved away, the community secures Sethes, and its own, release from the past. The Powers and Limits of LanguageWhen Sixo turns schoolteachers reasoning around to justify having broken the rules, schoolteacher whips him to demonstrate that definitions belong to the definers, not to the defined. The slaves eventually come to realize the illegitimacy of many of the white definitions. Mr. Garner, for example, claims to have allowed his slaves to live as real men, but Paul D questions just how manly they actually are. So, too, does Paul D finally come to realize with bitter irony the fallacy of the name Sweet Home. Although Sixo eventually reacts to the hypocrisy of the rhetoric of slavery by abandoning English altogether, other characters use English to redefine the world on their own terms. Baby Suggs and Stamp Paid, for example, rename themselves. Beloved may be read as Morrisons effort to transform those who have always been the defined into the definers. While slaves, the characters manipulate language and transcend its standard limits. Their command of language allows them to adjust its meanings and to make themselves indecipherable to the white slave owners who watch them. For example, Paul D and the Georgia prison inmates sing together about their dreams and memories by garbling . . . tricking the words.The title of the novel alludes to what is ultimately the product of a linguistic misunderstanding. At her daughters funeral, Sethe interpreted the ministers address to the Dearly Beloved as referring to the dead rather than the living. All literature is indebted to this slippery, shifting quality of language: the power of metaphor, simile, metonymy, irony, and wordplay all result from the ability of words to attach and detach themselves from various possible meanings. Motifs Motifs are recurring structures, contrasts, or literary devices that can help to develop and inform the texts major themes. The SupernaturalMorrison enhances the world of Beloved by investing it with a supernatural dimension. While it is possible to interpret the books paranormal phenomena within a realist framework, many events in the novelmost notably, the presence of a ghostpush the limits of ordinary understanding. Moreover, the characters in Beloved do not hesitate to believe in the supernatural status of these events. For them, poltergeists, premonitions, and hallucinations are ways of understanding the significance of the world around them. Such occurrences stand in marked contrast to schoolteachers perverse hyper-scientific and empirical studies. Allusions to ChristianityBeloveds epigraph, taken from Romans 9:25, bespeaks the presence that Christian ideas will have in the novel. The four horsemen who come for Sethe reference the description of the Apocalypse found in the Book of Revelations. Beloved is reborn into Sethes world drenched in a sort of baptismal water. As an infant, Denver drinks her sisters blood along with her mothers breast milk, which can be interpreted as an act of Communion that links Denver and Beloved and that highlights the sacrificial aspect of the babys death. Sethes act so horrifies schoolteacher that he leaves without taking her other children, allowing them to live in freedom. The babys sacrificial death, like that of Christ, brings salvation. The books larger discussions of sin, sacrifice, redemption, forgiveness, love, and resurrection similarly resound with biblical references. Symbols Symbols are objects, characters, figures, orcolorsused to represent abstract ideas or concepts. TheColorRedColors from the red part of the spectrum (including orange and pink) recur throughout Beloved, although the meaning of these red objects varies. Amy Denvers red velvet, for example, is an image of hope and a brighter future, while Paul Ds red heart represents feeling and emotion. Overall, red seems to connote vitality and the visceral nature of human existence. Yet, in Beloved, vitality often goes hand in hand with mortality, and red images simultaneously refer to life and death, to presence and absence. For example, the red roses that line the road to the carnival serve to herald the carnivals arrival in town and announce the beginning of Sethe, Denver, and Paul Ds new life together; yet they also stink of death. The red rooster signifies manhood to Paul D, but it is a manhood that Paul D himself has been denied. The story of Amys search for carmine velvet seems especially poignant because we sense the futility of her dream. Sethes memory is awash with the red of her dau ghters blood and the pink mineral of her gravestone, both of which have been bought at a dear price. TreesIn the world of Beloved, trees serve primarily as sources of healing, comfort, and life. Denvers emerald closet of boxwood bushes functions as a place of solitude and repose for her. The beautiful trees of Sweet Home mask the true horror of the plantation in Sethes memory. Paul D finds his freedom by following flowering trees to the North, and Sethe finds hers by escaping through a forest. By imagining the scars on Sethes back as a chokecherry tree, Amy Denver sublimates a site of trauma and brutality into one of beauty and growth. But as the sites of lynchings and of Sixos death by burning, however, trees reveal a connection with a darker side of humanity as well. The Tin Tobacco BoxPaul D describes his heart as a tin tobacco box. After his traumatizing experiences at Sweet Home and, especially, at the prison camp in Alfred, Georgia, he locks away his feelings and memories in this box, which has, by the time Paul D arrives at 124, rusted over completely. By alienating himself from his emotions, Paul D hopes to preserve himself from further psychological damage. In order to secure this protection, however, Paul D sacrifices much of his humanity by foregoing feeling and gives up much of his selfhood by repressing his memories. Although Paul D is convinced that nothing can pry the lid of his box open, his strange, dreamlike sexual encounter with Belovedperhaps a symbol of an encounter with his pastcauses the box to burst and his heart once again to glow red.