Progress and Technology Essay

The technology is such an important part of people lives that truly could not live without it, and it’s really has an influence to many people today in the whole world! How danger is this for the society depending on how they communicate, and progress their own lives with this technology? First of all Technologies play a very important role for most of adults, and especially teenagers because it makes life easier to live on and faster to do something. It is really helps people to communicate faster and easier than do hard labor from time to time whenever he/she want to talk to love ones, friends, and also family. Smartphones in our daily life today can capture sharp images with deeper colors compared to the cameras in competing smartphones. It can record high-definition video, and has two front-facing stereo speakers that could use for better documentary if having a filming or something. Individuals marketing businesses that could finish their presentation to work or something for a rushing day as a result of this really make jobs of people made easier than the old source to obtain source about something a person needs. Due to the cases of using technology like cellphones on texting while driving is very dangerous for young teenagers this is one of the most problem of the society today . As a matter of fact these incidents of accidental everyday always happen because of this problem about texting while driving. Those most of the teenagers exceedingly cannot live without cellphones and computer even in just twenty-four hours. It just depends on how people use it like they see a scandal scene in some place or about their friends or family then captured it, and send to a friend who knows the person. People have to had discipline on how using time in a manageable way about technology and daily life it is people duty to be discontented, but do not set aside other importan t things in daily life living.

Activity Planning, Level 3 Child Care

Activity Planning Sheet – – Name of the activity: Circle/story time. – The number of children involved: 7-8 children. – The age of the children that are taking part: 4-5 years. Area of Learning – This activity will make the children use their imagination, also this activity will get the children to concentrate as they will be thinking about a story to come up with. It will also help the children boost their confidence and their social skills.The early years foundation satge says that you should provide the children with activities that involve turn-taking and sharing in small groups. It also says that the aldut should explain to the children why it is important to pay attention when others are speaking. I think this is great for a circle time activity. Specific Learning Objectives – This activity is good for boosting the children's confidence in themselves and interacting with other children.The early years foundation stage say that adults sh ould provide regular opportunities for children to talk to a small group about something they are interested in or have done, i thought this would be a good idea as the children can put in their own experiences into the story they are making up. This will also encourage the children to listen to others. The main objective of this activity is to get the children to use their imagination, as they are very imaginative. Resources and Equipment –During my activity I'm going to use a small teddy bear for them to pass around the circle when the children are making up their own story, I think this is a good idea as the children will know that they can only talk when they are holding the bear which well help them to share things with other children. This will also help their concentration. While doing this activity I'm going to write down the story that they have made up so they can look back on it or show their parents. Special Considerations –When doing this activity I may co me across a child that is to shy to talk and that doesn't want to take part in the activity. Bringing in a small teddy bear that the children can hold when it's their turn will comfort them and it may even encourage them to take part in the activity. There might be a child in the group that only speak basic English, I'll need to take the child's feelings in to consideration and make sure during the activity I try and get the child involved as much as i can and use signs and facial expressions to help them understand what the story is about.I need to make sure that no one feels left out and that they all have fun. Health and safety – While doing the circle time activity with them i need to make sure that all the children aren't sitting close together in the circle as children get very excited when doing an activity that is fun, we need to prevent any accidents that may happen like bumping in to each other. What is the adult's role in this activity? -Make sure all the children are behaving well and being sensible. Observe the children and learn from the experience. -make sure they are all using appropriate language. -They're all learning at the best of their ability. -Give the children help with their language if they need it. -Be in charge of the group I'm working with and make sure that they are all taking part in the activity. -Give encouragement to all the children especially the children who don't want to take part. -Make sure you follow the activity plan and the schools policies. Make sure all the children have fun!

The Pros and Cons of Not Vaccinating Your Child Essay

The Pros and Cons of Not Vaccinating Your Child - Essay Example Vaccination against the highly prevalent infectious diseases is necessary to protect the individual from acquiring the disease and eradicating the disease from the whole community as well as stopping its further transmission. Many goals of eradicating particular infectious diseases have been attained by mass vaccination programs. In 1980, the WHO eradicated small-pox worldwide by a mass vaccination program. In 1988, WHO, resolved to eradicate poliomyelitis by vaccination. The number of cases world-wide has fallen from 350,000 to 1651 at present (Colledge et al 2010). Vaccines are associated with a number of risks and they are also associated with certain risks. However, the vaccines are also associated with a vast number of benefits. Many parents question the safety and effectiveness of vaccinating their children and show concern about the adverse effects associated with it. Proper and adequate awareness should be provided to the parents so that they can make a healthy decision for t heir children after analyzing the pros and cons. The optimal benefits and risks associated with not vaccinating the children should be analyzed before providing immunization to the children. All vaccines are associated with side-effects and most of them are either minor or very rare. The CDC develops a Vaccine Information Sheet (VIS) that contains all the relevant information regarding the vaccines. The parents should be provided with VIS so that they are fully aware of the side-effects and do not panic in case of post-vaccination effects. The most common side-effects associated with the vaccines are fever and redness and swelling or infection at the site of the injection. Rarely, headaches, weakness or tiredness and rash also develop in the children. Seizures, coma, Gullain-Barre and death are very rare adverse effects of vaccination and are least expected. There are certain contraindications of vaccination and these children should not be immunized. Children with suppressed immuni ty because of any disease or disease related treatment should not be vaccinated at all. There are high chances that they will respond poorly to the inactivated vaccine agents. Any allergies to the vaccine components are also a contraindication for vaccine administration. In such cases of contraindications, it is recommended that prevention of the disease is attained through other preventive measures (Hansel 2012). The side-effects of vaccination are different for particular vaccines and parents should attain complete awareness before putting forward their children for the vaccination programs. However, the benefits of not vaccinating children are not huge and it is important to protect your children from the prevalent infectious diseases. The benefits of the vaccines have been evident since the past 100 years from the eradication of the variola virus, control of the polio and measles infection and the reduction of many vaccine-preventable diseases. However, the benefits are reducing as the vaccine-preventable diseases are becoming rare or have been eradicated. Although MANY diseases have been controlled in United States, outbreaks of certain diseases like measles have brought forward the benefits of vaccines. Researches showed that children who were not vaccinated had 35 folds greater risk of developing measles as compared to

Classic Hollywood Cinema Essay Example | Topics and Well Written Essays - 2250 words

Classic Hollywood Cinema - Essay Example It is not only an entertainment zone of human stories, but it is also a source of investigating identities of individuals. Thus, along with holding the art of self-expression, films are a means of communicating social and developmental messages that combines film, culture, and technology (Adams 2001). With a huge economic potential working toward its advantage, the interest in films is growing at every level. Since the beginning of times, film industry has been constantly dominated by only a few countries. Where at one end American and European companies have held the dominant side, the developing countries have mostly revolved around the edges. Thus, the picture has been quite imbalanced. However, with the changes in the distribution, production, and exhibition in the technological arena, the picture seems to be changing. Statistics state that a figure of approximately US$75 billion makes up the global value of the film industry where the production and sale of DVDs bring in a total of US$55 billion along with spending on theatrical tickets amounting to $9 million. Statistics also state that globally, 4000 movies are made each year of which only 700 are created in the US. Apart from the production in the earlier mentioned country, India also stands as a major producer of films. In 2001, India produced a total of 1000 films whose motion picture industry is also known as Bollywood (U.K. Film Council 2002). With revenue of over 45 billion Rupees in its bucket, its sales are increasingly being aided by countries like the United Kingdom that sometimes add one third in the revenue. This allows for the industry to use more money in the production phase with high production budgets. Other than the Bollywood, Hollywood also is a major player that is leading the local films of countries like France and Italy (European Audiovisual Observatory 2003). The technological effect on the production, distribution, and exhibition phase of films can be better understood with a val ue chain for motion pictures. (Eliashberg, Leenders & Elberse, 2005) Over the years, there has been such major technological advancements that the scope of exhibition and distribution have expanded to a great extent (Sobol & Firmin, 2009). After the decade of 1950s, one of the most apparent advancements in technology gave way to increased use of television in the fields of both, production as well as exhibition. With the advancement of 1980s, the advent of cable, home videos, and satellites gave the life of theater a chance to breathe. After analyzing the current data, it can be confidently stated that intentionally or unintentionally, the movie makers aimed for the ‘shot for the box’ approach at that time (Bordwell, Ledoux & Dale). According to Derks, the era of 1980s was the era of high concept films that started as an extension of the previous decade. Cinematographers in this era belonged to such a school of thought that favored speed cutting and close ups as it was believed that it would keep the eyes of the audience glued to the screen (Bordwell, Ledoux & Dale). The concept of these films could be easily understood in a few words and thus were easy to understand as well as promote in the market. This concept was first originated by the producer Don Simpson, who, after exploiting the MTV concept with the film Flashdance from

Rhetorical Essay Example | Topics and Well Written Essays - 500 words - 2

Rhetorical - Essay Example The rhetorical element of logos was effectively used in terms of providing facts and legal information that assisted in understanding the course of events. Initially, the controversy stemmed from the allegation of Kasem’s death being apparently put on the hands of his daughter, Kerri Kasem. The wife of Casey of 34 years, Jean, reportedly was so infuriated that a Los Angeles Judge â€Å"ruled that Casey Kasem’s daughter, Kerri Kasem, could suspend the artificial delivery of food and water to Casey due to his grave suffering† (Mayoras and Mayoras 1). Jean was cited to have alleged that Casey merely wanted to hasten the death of his father in order to cash in an insurance policy. A legal document, a health care directive, was reportedly signed by Casey in 2007, entrusting his daughter to make the end of life decision, when needed. As disclosed â€Å"Casey did not want to be kept alive if it ‘would result in a mere biological existence, devoid of cognitive fun ction, with no reasonable hope for normal functioning’† (Mayoras and Mayoras 2). These facts were instrumental in providing logical appeal and assisted the readers in understanding the veracity of the arguments. Concurrently, the authors also used pathos, or emotional appeal, as a means to sustain readers’ interest on the subject. The authors used adjectives that touch on the emotions of the readers. For instance, they indicated that â€Å"this is a sad story, with what certainly appears to be a tragic ending. No one knows how long Casey could have lived, or how much enjoyment he could have had during the rest of his life, if he had remained in the nursing home† (Mayoras and Mayoras 2). Likewise, the issue on finding out who really was to blame on the reportedly fast deteriorating condition of Casey was pinpointed to his wife, to wit: â€Å"while Jean obviously blames Kerri for this, it was Jean’s recent actions that

Academic writing and discourse functions Essay Example | Topics and Well Written Essays - 1000 words

Academic writing and discourse functions - Essay Example A potential argument maker takes into account all possible causes and factors of objection the critiques may come up with, and replies them in the same document. This adds a lot to the writer’s strength of argument. Language used in building up an argument is significantly different from that employed in essays and research papers. Arguments are particularly, narratives of the writer. So the writer frequently makes use of â€Å"I† and â€Å"we†, use of which is discouraged in general essays and other forms of literature. Because of the freedom of using first form, argumentative essays provide the reader with a very sound understanding of the language. Needs of effective communication can be readily met in an argumentative paper (Alo, 2010, p. 55). Particularly, the second speakers of a particular language benefit a lot from the argumentative essays in that they get a chance to learn through reading the language just the way it is commonly spoken in the every day life by the first speakers. For example, argumentation frequently involves use of phrases like â€Å"I grant that†¦., still I maintain that†¦Ã¢â‚¬  and â€Å"not even†¦, what to talk of†¦Ã¢â‚¬ . Suc h phrases not only convey the reader correct usage of phrases, but also deliver a sense of the language they form part of. Such phrases are a product of the psychology, beliefs and ideology of the native speakers of a language. That is the reason why, language is often considered as one of the best means of comprehending a nation’s culture. Academic language usually sounds very formal and organized as compared to the language we use in our daily life to communicate with one another. It lacks freedom of expression. Sentiments and proverbs are usually restrained by the level of formality expected from the writing. Although there is no point denying the fact that even argumentative language in academic writing is much formal than the

How does Social learning theory positively impact the training program Literature review

How does Social learning theory positively impact the training program - Literature review Example In resolving the main research problem, the following objectives will be addressed as a guideline: 1. The definition and distinctiveness of adult learning theory. 2. An assessment of Adult learning processes and systems in educational institutions. 3. An evaluation of organizational learning in relation to adult learning. Definition & Differentiation of Adult Learning â€Å"Adult Learning Theory often known as Andragogy is distinct from teacher-led or content-led systems of traditional learning, which is known as Pedagogy† (Yaafi, 2012 p1). Scholars in most educational fields prefer to examine the concept of adult learning in relation to the traditional method of teaching and learning, which is the classroom type of learning whereby the teacher leads students through a given course. Beich describes some important components of pedagogy or child learning (2011 p26). First of all, the instructor is viewed as an expert. This is because there is often a huge noticeable gap between the experience and skills of the instructor and the students. Secondly, the instructor is responsible for the learning process. In other words, the instructor is in the centre of affairs and s/he takes charge of the activities within the classroom. Thirdly, the learning content is structured. There is a clearly defined goal and a logical sequence. Fourthly, the motivation in a pedagogic learning environment is external. Students sit in class because they have to move on to the next level, pass exams or graduate. Knowles identifies some important components of adult learning that makes such learners distinct (1973). They include: 1. Adults need to know why they should learn before investing time to learn. 2. Adults enter learning situations with self directing motives. The trainers just guide. 3. Adults come into the learning environment with a wealth of experience. 4. Adults have a readiness to learn things that help them to cope with their daily lives. 5. Adults devote more energy to learn things that help them to perform a task or solve problems. 6. Adults are more responsive to internal motivation like self esteem rather than extrinsic motivators like promotion and the like. Beich (2011) goes on to draw a distinction between the two concepts. This is tabulated below: Andragogy Pedagogy Learners are called 'participants' or 'learners' Learners are called 'students' Independent learning style Dependent learning style Objectives are flexible Objectives are predetermined It is assumed that learners are experienced Learners are often inexperienced Active training methods are used Passive training methods are employed Learners influence training pace Trainers control the learning pace Participants' involvement is vital for success Learning is content centred Learning is real-life and problem centred Learning is theoretical In spite of the relativism in the definition of adult learning or andragogy, there are some absolute definitions which seem to provide an ind ependent view of the concept. According to Isenberg, â€Å"... andragogy is the art and science of helping adults learn† (2007 p9). This means that it involves the necessary actions and activities that come together to support the upgrade of knowledge amongst adults. This definition has not been without its criticism. Rachal makes a significant analysis of andragogy and identifies its shortfalls. He stated that â€Å"Due to the elasticity of meaning of andragogy and the consequent variability of

Examine and discuss the influence of individual resistance to change, Essay

Examine and discuss the influence of individual resistance to change, potential sources of stress, and consequences in organizations. Recommend approaches to managing change and stress - Essay Example But it is equally true that people tend to resist any kind of change within and outside their professional life for variety of reasons. Hence, organizations need to implement the changes in a manner that mitigates the resistance of the individuals and instills confidence in them. In the book ‘Organization Behavior’ the authors Hitt et al, have cited four basic causes of resistance to change: lack of understanding; different assessment; self interest; and low tolerance (Hitt, A. Miller, C. Chet Miller and Colella, 2005). The first factor normally happens when the employees and staff are not clear about the changes that need to be made which creates fear of the unknown among the persons who need to adapt to the changes. The second factor is crucial because the management may resist to the change as a result of assessing the change in a differently perspective, mainly due to lack of communication on the part of management. This type of resistance develops when organization is in the process of adopting newer technology which creates self doubt of the new technology and at the same time they become unsure about their own ability to successfully adapt the changes in their work practice. Finally self interests and low tolerance for change is usually o bserved when people in the organization do not anticipate changes and therefore often undergo different modes of emotional resistance before accepting the changes. These are major factors that create irrational fear, emotions like anger, frustration and reluctant acceptance that promotes non-congenial atmosphere for work. They fight against any change to defend their position and job in the organization, keeping their self interest in mind. A good leader ensures that all types of changes must be gradually introduced with full participation of the employees so that at each stage, they are able to understand the necessity and viability of the changes that must be

Homework Case Study Example | Topics and Well Written Essays - 250 words - 5

Homework - Case Study Example The employees think that they will have lesser control over their functions and that the new way of doing things is posed to lessen their influence on strategic operations of the organization. Finally, and obvious resistance to change is the lack of skills especially in computer technology. Most employees are wondering how they will cope with information systems that they barely understand. The first step in dealing with resistance to change is awareness creation among all employees. Awareness creation should take place early enough so that the employees can understand the urgency and need for the proposed change. After creating awareness, it is imperative to train employees in the necessary skills for handling computer programs. In this case, Martin should develop training programs that focus on fully equipping employees with the computer skills. Another way of dealing with resistance to change is diversifying job functions since computers will render some staff jobless. There should be initiative to encourage task diversification so that employees can handle more than one function within the

Commanding Heights Essay Example | Topics and Well Written Essays - 500 words

Commanding Heights - Essay Example I am in agreement with Keynes that during the time after World wars and depression as many folks were in desperate poverty and had to unite to build nations. However, am in disagreement with Keynes when he states that the disadvantage of free market is the extremism, which he stated could be countered by government interventions. However, these interventions are orthodox considering how US president Nixon compromised when he introduced wage and price control leading to collapse and deterioration of the economy. This is also one of the reasons why Payeks argued that central planned economy would give governments much power leading to totalitarianism which is detrimental to the economy (tanmovie1234s channel). Socialism system has the benefit of ensuring the poor a decent life through fair and equitable sharing of resources among the people, but, on the other hand, free market brings about opportunities through which they can increase their living standards. However, irrespective Payeks idea of free market, there is need for the government to control the industries and business because in case of monopolies they should be monitored to avoid exploitation. Moreover, in a competitive economy facilitated by free market, there may bring about unhealthy competition which will be at the peril of the consumers or citizens. I am in agreement with Van Misses who was in support of free market and argued that socialism economy lacked the price system that governed the demand and supply that dictates the prices of commodities, which lead to chaos and ultimately economic crisis. Irrespective of these arguments for or against both socialism and free market systems, I have come to learn that history repeats itself irrespective of the system implemented. This is considering the 2008 economic crisis and stock market collapse similar to that of October 24, 1929. Therefore, every economic system has its advantages and disadvantages,

The resistance of a wire varies with its length Essay Example for Free

The resistance of a wire varies with its length Essay To investigate how the resistance of a wire varies with its length Equipment Needed: o power pack o 5 wires o Voltmeter o Length of wire o Ruler o Ammeter o Crocodile clip Circuit Diagram: Prediction: The equation V=IxR is how you find the resistance rate. Im now going to re-arrange it to R= V for this to work the temperature has to stay I Constant or it will not work. So I predict that if I increased the length of the wire the resistance will be increased. So I think that if you double the length of the wire the resistance will be doubled. Method: o Collect the equipment and set up the circuit by measuring the wire o Turn on the power pack. o Slowly increase the power o Connect the crocodile clip onto the copper wire to make the circuit complete. o Using a ammeter to measure the amount of current in the circuit o Using a voltmeter to measure the amount of voltage across the circuit o Record results Repeat this with all the different lengths on the wire. Also on the experiment make sure that you read the meter from directly in front by using parallax. Another thing makes sure that the needle is not moving around this then makes the measurement correct. Fair Test: To make this a fair test Im going to keep everything the same in each test apart from the length of wire. The wire will be the same thickness and material every time. Safety: Its important that the wire does not get to hot that it burns. To prevent this from happening I wont let the current go any higher than 2amps. Preliminary work: Current (A) Measurement (CM) Voltage (V) 2. 0A 10CM 0. 4 1. 5A 10CM 0. 3 1A 10CM 0. 2 0. 5A 10CM 0. 1 Current (A) Measurement(CM) Voltage(V) 2. 0A 90CM Off scale 1. 5A 90CM 3. 4 1. 0A 90CM 2. 5 0. 5A 90CM 1. 0 We decided not to use a current of 2 Amps because it melts the wire. The other thing was we decided not use 90CM because one of the readings was off the scale. Practical Results: Length (CM). Current (A) Voltage (V) Corrected Resistance ( ) CorrectedLength (CM) Current (A) Voltage (V) Corrected Resistance ( ) Corrected Length (CM) Current (A) Voltage (V) Corrected Resistance ( ) Corrected   Our meter read 0. 1V even when no circuit was connected so I had to take this reading off all the results which is why there is a corrected column. Length (CM) Average resistance (ohms) Conclusion: I have noticed that as the length of the wire increases the resistance also increases. This happens because: This all happens because the resistance has doubled like I said in my prediction. I checked this by looking on my graph E. g. 20CM= 0. 44 40CM=0. 88 80CM=1. 76 See each time it has doubled. Evaluation: We found out that there was an error in our voltmeter which meant our first point was on 0. 1. This made our results incorrect which meant we had to re calculate the numbers. We read all our results to one decimal point instead of two. I have an Anomalous point at 20cm. I can see from my results there was a error at 15amps. If I ignore this result and take an average of 0. 5+1. 0amps I get a point that lies on my line. I have shown this on my graph in red. This error accrued by reading the metre wrong. Holly Atkins Page: Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Electricity and Magnetism section.

Classic Literature Essay Example for Free

Classic Literature Essay Writers also use a foil character as well as irony of circumstances. A foil character is used to create suspense because the reader doesnt know how the foil character will react in his situation, or how the other characters will react to him. Another element writers use is foreshadowing. Writers reveal some details in the story to lull the reader into thinking something is going to happen a certain way. However, when the writer uses irony of circumstances, the reader is caught off guard because the story didnt end the way the expected it. rs use foreshadow and irony of circumstances to create suspense in their stories. Kate Chopin uses foreshadow in her story Desirees Baby. In The Story of an Hour, she uses irony of circumstances. Lets first look at Desirees Baby. She uses foreshadowing to create suspense. Writers reveal certain things about characters to prepare the reader for the outcome. This creates suspense because the readers want to continue reading when they catch a glimpse of a character or the characters actions. Through these revelations, readers anticipate how the story will end, so they continue reading to find out what does happen. Kate Chopin uses foreshadow in Desirees Baby. When Desiree notices something different about her baby, she talks to Armand. He tells her that the babys coloring indicates only one thinghe is part black. Armand accuses Desiree of deceiving him. Chopin uses a certain passage to foreshadow things about Desiree that may reveal what will happen to the characters in the end. Desiree told Armand, Look at my hair, it is brown; and my eyes are gray, Armand, you know they are gray. And my skin is fair, Look at my hand; whiter than yours, Armand. These details show the reader that Desiree is lighter than Armand. The reader becomes confused and wonders what is happening. A writer uses foreshadowing to reveal certain details that lulls the reader into thinking a certain way. Then, through the use of another technique called irony of circumstances, a writer wants to surprise the reader at the end of the story by making an  unusual turn of events. At the end of the story, Chopin finally reveals that Armand is the one who is half white and half black and not Desiree. Just like Desirees Baby, Chopin uses irony of circumstances in The Story of an Hour. Mrs. Mallard is waiting of news about her husband, whom she thought might have died since he had been gone so long. When Mrs. Mallard is told that her husbands name is on the list of those who were killed, Mrs. Mallard is devastated. However, her attitude changes quickly because she is free to do what she wants. The reader is still held in suspense because he or she doesnt know what Mrs. Mallard is going to do until the end of the story. The reader is surprised when Mrs. Mallards husband shows up alive, and when Mrs. Mallard dies after seeing her husband. Even though Chopin uses foreshadowing, she still catches the reader off guard by using irony of circumstances.

Substance Abuse And Addiction Psychology Essay

Substance Abuse And Addiction Psychology Essay To gather information on substance abuse and addiction, a literature review was conducted of online informational sources, including federal agencies, and numerous electronic databases for scholarly articles including (CINAHL, PubMed, Medscape, and Medline) published between 1999 and 2012. Categorical search terms employed included addiction, substance abuse, opioids, alcohol, prescription drugs, impaired nurse, cost of drug use, treatment of drugs use, and others. The U.S. Department of Health and Human Services has selected substance abuse as one of the countries ten leading health indicator (Hutchison and Blakely, 2010). Reducing substance abuse is one of the Healthy People 2010 goals (Healthy People 2010, n.d.). Alcoholics Anonymous defines the chronic, relapsing brain disorder known as addiction as powerful, cunning, and baffling (ASBN, 2012). Society lacks the understanding that this disease is not a lack of willpower or morals but is an obsessive, compulsive, and complex disease that destroys the lives of families, friends, and individual users (NIDA, 2011). People are most likely to use when drugs and alcohol are easily accessible, convenient, and inexpensive leading to an impact on society that cost millions (Birckmayer et.al, 200; Goulding and Hudson, 2010). Overview Terminology Definition The use of certain terms when discussing addiction and substance abuse provides a means for all that are involved to understand. The DSM-IV is the current version of the Diagnostic and Statistical Manual of Mental Disorders a set of standards for professional to make a formal diagnosis for dependence of substance abuse (DSM Library, n.d.). Substance abuse and addiction has been used interchangeable for persons addicted to drugs (Kranzler, H. Li, T., 2008; Maddux, J. Desmond, D., 2000; ASBN, 2012). Although addiction involves physical dependence and tolerance, the physical dependence and tolerance does not involve the drug seeing and compulsive behavior of addiction making it difficult for physicians to identify the real issue (Shurtleff, 201; Maddux, J. Desmond, D., 2000;). Substance abuse means using any type of illicit drug and intoxication, enhancement of the end result occurs with multiple drug use (Substance Abuse Prevention Curriculum Guide, n.d.). Substance The mind and mood altering drugs or chemicals of abuse are the substances that are referred to in a substance abuse or dependence (Bennett and McNeese, n.d.; Mosbys Medical Dictionary, 2009). Tolerance Tolerance is the bodys need for larger quantities of drug for the same effect (Bennett and McNeese, n.d.; Mosbys Medical Dictionary, 2009). Abuse vs. Dependence Substance abuse is when the improper use of substance is affecting a persons life in a negative manner, such as decrease job function, poor parenting skills, and problems with law enforcement (Bennett and McNeese, n.d.; The American Heritage Dictionary of the English Language, 2003). Substance dependence is the beyond abuse where a person relies or dependents on a drug including increased tolerance, withdrawal, in ability to stop, devotion to using, and neglecting responsibilities (Bennett and McNeese, n.d.; The American Heritage Dictionary of the English Language, 2003). Addiction Addiction is a compulsive and maladaptive dependence with resulting in psychological, physiological, sociological, and legal consequences (Bennett and McNeese, n.d.; American Heritage Dictionary of the English Language, 2003; Goulding and Hudson, 2010). Risk factors There is no individual risk factor that can predict whether a person will become an addict. That is based on the vulnerability of each individual in the area of genetics, demographics, family, social, and psychological (ASBN, 2012). The early age of initial use along with the combination of risk factors leads to a greater chance of addiction (ASBN, 2012; NIDA, 2011) Drugs of Abuse Alcohol Alcohol is legal, socially acceptable, and has the least stigma of all drugs in the United States and worldwide (Alcohol Answers, 2009; Bennett and McNeese, n.d.). It is addictive and depresses the central nervous system (Bennett and McNeese, n.d.). Alcohol is a legal, addictive drug that depresses the central nervous system (Bennett and McNeese, n.d.). One drink causes impairment and driving while intoxicated is illegal in the United States (Bennett and McNeese, n.d.). The social impact of the intoxicated person affects the drinker and all involved (Kelly, 2011; Chan, 2011; Harrington, et.al, 2010). Drinking alcohol is associated with child abuse and neglect, absenteeism from work, and violence (Kelly, 2011; Chan, 2011; Harrington, et.al, 2010). More than 30 conditions with alcohol as an underlying factor are listed in the World Health Organizations 10th Edition of International Classification of diseases (Rehm, 2011). Chronic alcohol use is a poisoning that weakens the immune system and results damage to the neurological and physical systems that are irreversible (Bennett and McNeese, n.d.; Kelly, 2011; Chan, 2011; Harrington, et.al, 2010; Rehm, 201; Dawson, 2011). Scheduled Drugs Depressants are the illicit drugs that depresses the central nervous system(CNS)causing decrease pulse, respiration, and blood pressure (UNODC, 2012). The CNS system effect relaxes the person and decreases anxiety and tension (UNODC, 2011; NIDA, 2011). The drugs include alcohol and narcotics (UNODC, 2012). Narcotics or opiates are derived from the opium poppy or may be synthetically manufactured includes codeine, oxycodone, heroin, fentanyl, and methadone (Goulding and Hudson, 2010; UNODC, 2012; Hall, 2009). The drugs are pain killers, anesthetics, and cough suppressants, used medically except heroin (UNODC, 2012; Hall, 2009). The route used is oral, nasal, intravenous, and transdermal (UNODC, 2003). Users experience constipation, dilation of blood vessels, constricted pupils, and decreased respiration that may lead to an overdose with produces shallow breathing, coma, clammy skin, respiratory failure, and possible death (UNODC, 2012;UNODC, 2003; Hall, 2009). Sedative- hypnotics, referred to as sedatives, sleeping pills, or tranquilizers, are another type of CNS depressants (UNODC, 2003; Goulding and Hudson, 2010). The purpose is to decrease anxiety, relax, or promote sleep. These drugs categories include barbiturates (Seconal and Nembutal) and benzodiazepines (Valium and Librium) (UNODC, 2003; Goulding and Hudson, 2010). Symptoms associated with withdrawal from these drugs are seizures, convulsion, heart attack, or death (UNODC, 2003; Goulding and Hudson, 2010). Overdose is common when used with alcohol (Goulding and Hudson, 2010). Heroin Heroin is a very addictive drug processed from morphine, a substance extracted from the seedpod of the Asian poppy plant. Heroin produces a feeling of euphoria (a rush) and often a warm flushing of the skin, dry mouth, and heavy feelings in the arms and legs. After the initial euphoria the user may go into an alternately wakeful and drowsy state. Heroin is the second most frequent cause of drug-related deaths. Prescription Drugs The abuse of prescription pain medications and sedative hypnotics, such as, Klonopin and Xanax, prevalence rate has increase in the United States for persons 12 and over higher than any other illicit drug, surpassing even marijuana (Holmes, 2011). The Centers for Disease Control and prevention has identified these drugs as an epidemic due to the rate of increase of use. United States is the epicenter for prescription drug use with 80% of Americans using drugs for the first time that were prescribed for someone else. The increase in these drugs has shown a decline in cocaine, cannabis, and heroin causing more persons to die from opioid overdose than motor vehicle accidents (UNODC, 2012; Holmes, 2012). Using a prescription drug in a manner other than the intended prescription constitutes drug abuse. Some of the more commonly abused prescription drugs are: Pain-relieving narcotics (Percodan, Codeine, Vicodin, Percocet) Tranquilizers and sedatives (Halcion, Xanax, Ativan, Valium, Phenobarbital) Muscle relaxants (Soma) Prescription amphetamines (Ritalin, Cylert, Adderall) OxyContin Cocaine Cocaine was considered a safe recreational drug in the 1980s and 1990s with declining use with the turn of the century (NIDA, 2006; SAMHSA, 2001; The Harvard Mental Health Letter, 1999). Cocaine is a powerful and addictive drug that approximately 21 percent of persons eventually become addicted after the first use (Prevention Handbook, n.d.; The Harvard Mental Health Letter, 1999; NHSDA, 2000. The route of use for cocaine is nasal, smoke, or intravenous. At small amount the drug can produce increased energy, alertness, and euphoria (Prevention Handbook, n.d.; The Harvard Mental Health Letter, 1999; NHSDA, 2000). The central nervous properties of dilates pupils, constricts blood vessels, increases blood pressure, body temperature, decrease appetite, loss of sleep, and increased pulse (Prevention Handbook, n.d.; The Harvard Mental Health Letter, 1999; NHSDA, 2000) . Although the use has declined, the drug is still the most frequently encountered illicit drug with the following medical complications: cardiac arrest, stroke, and respiratory failure (Prevention Handbook, n.d.; The Harvard Mental Health Letter, 1999; NHSDA, 2000). Cannabis Cannabis or marijuana is one of the most used drugs in the United States and considered a gateway drug (NIDA, 2012). Chronic use cause respiratory issues of cancer, asthma, or other lung diseases. The prevalence of marijuana use has increased among all populations from 13.7 percent in 2009 to 14.1 per cent in 2010 (36,37 ). Long term effects includes loss of ambition, apathy,, difficulty concentrating, and decrease in school and work performance. Marijuana (weed, or cannabis) is one of the most common drugs of abuse . Marijuana looks like a dry, shredded green/brown blend of flowers, stems, seeds, and leaves of a particular hemp plant. It usually is smoked as a cigarette, pipe, or in blunts, which are cigars that have been emptied of tobacco and refilled with marijuana. The main active chemical in marijuana is THC (delta-9-tetrahydrocannabinol), which quickly passes from the lungs into the bloodstream, and on to organs throughout the body, including the brain. Some of the short-term effects of marijuana use include problems with memory and learning; bizarre or distorted perceptions; difficulty in problem solving; loss of coordination; and increased heart rate. A study has suggested that a users risk of heart attack more than quadruples in the first hour after smoking marijuana. Manufactured Drugs The amphetamine like drug, methamphetamine rate has doubled from 1990-2002; 71 percent of new users of inhalants in 2002 were under the age of 18; Club drugs MDMA and GHB have leveled off but are not just used in the club culture; Ecstasy use has risen and has been associated with brain damage , kidney failure, and elevated body temperature; Rohypnol association with sexual assault has led to legislature that has made it the least available club drug. From 1998 to 2000 the number of the easily overdosed drug GHB emergency room visits quadrupled to approximately 5000 (Brown University Health Education, n.d.). Methamphetamine Methamphetamine (meth)is made in illegal laboratories and has a high potential for abuse and dependence. It is often taken orally, snuffed, or injected. Methamphetamine hydrochloride, clear crystals resembling ice, can be inhaled by smoking, and is referred to as ice, crystal, and glass.Use of methamphetamine produces a fast euphoria, and often, fast addiction. Chronic, heavy use of methamphetamine can produce a psychotic disorder which is hard to tell apart from schizophrenia (methamphetamine induced psychosis). The drug also causes increased heart rate and irreversible damage to blood vessels. Ecstasy Ecstasy (MDMA)is the so-called party drug, It has both stimulant (like cocaine) and hallucinogenic (like LSD) effects. Ecstasy is neurotoxic (poisonous to brain cells), and in high doses it causes a steep increases in body temperature leading to muscle breakdown, and possible organ failure. Side effects may last for weeks after use, and including high blood pressure, faintness, confusion, depression, sleep problems, anxiety, Hallucinogens Hallucinogens have existed for years. the drugs includes LSD, PCP, ketamine, and amphetamine variants(MDA,MDMA, and ecstasy). The use of these drugs takes you on a trip leading to pleasurable or a terrifying experience. The drugs are not always distinguishable by their color, odor, or taste. The CNS effects increases heat rate, respiration, pulse, blood pressure , and temperature leading to possible stroke, convulsions, heart attack, respiratory failure, or coma. Ketamine has been used as a date rape drug due to the dissociative anesthetic properties. Hallucinogens may lead to insanity or mental health disorders. and paranoia. Acid Acid (LSD)LSD, also called acid, is sold in the street in tablets, capsules, or even liquid form. It is clear and odorless, and is usually takenby mouth. Often LSD is added to pieces of absorbent paper divided into small decorated squares, each containing one dose. LSD is a hallucinogen and a very powerful mood-altering chemical. Over the Counter Drugs Many different types of over-the-counter drugs and other substances can be abused. Just a few examples include: Inhalants (paint thinners, nitrous oxide, model glue, magic marker fluid, spray paints, propane, butane, etc.)Dramamine, Mouthwashes, Diet aids Cough and cold medications (especially those containing DXM, like Drixoral Cough Liquid Caps, Robitussin AC, Dectuss, Phenergan etc.) Inhalants Inhalants are common household products that are huffed or sniffed that give a high or head rush. Included in this category of drugs are insecticides, paints, and aerosols products that when consumed causes lightheadedness. The drunken high is usually not long but due to the nature of the vapors may cause headaches, unconsciousness, suffocation, violent behavior, and death. Replacing the oxygen with inhalants depresses the CNS and may lead to the user to stop breathing. Long term use of inhalants causes brain damage, weight loss, and fatigue. Adolescent believe inhalants are safer. Concepts of Substance Abuse Four Dimensions of Addiction Chronic A disorder that is chronic continues for a long time. The opposite of chronic is acute, which means relatively sudden and short. Lets look at other examples of chronic vs. acute disorders Chronic: diabetes, hypertension, epilepsy Acute: flu, food poisoning, concussion Notice that acute disorders are treated once and theyre gone. Chronic disorders are managed, not cured. Primary A disorder that is primary means that it is not the result of something else. It is a disorder in its own right, requiring specific treatment. For example, a man may start drinking to control the painful feelings of depression. However, when that man becomes an alcoholic (addicted to alcohol), he now has a separate and primary disorder that needs treatment. Treating the depression does not mean the alcoholism will also go away. Progressive A disorder that is progressive tends to get worse over time. With drug addiction, we see that the consequences of the addiction tend to worsen over time. One important mechanism of this progressive quality is tolerance, which weve discussed. The development of tolerance tends to ensure that a person has to get more, spend more, hide more, and use more over time. Later well look at some of the particular consequences of progression, including medical problems. Incurable We say that addiction is incurable because the biological changes involved in addiction tend to be permanent. As a result, an addict will never be able to safely use the drug of abuse (or any other drugs of abuse). An alcoholic will never be able to drink normally. Likewise, a cocaine addict will never be safe using stimulating drugs (for example, ephedra, which is an over-the-counter stimulant). A person addicted to one drug can easily switch over the another drug and still be an addict. This is called cross-addiction(more on this later). We said incurable not untreatable. Remember the comparison with diabetes? We dont cure diabetes, we manage it with proper diet, blood sugar monitoring, and other acts of discipline. Unfortunately, the addict rarely wants discipline. Thats what makes it so hard. By definition, an addict wants to keep using! Stages of Change In order to determine the proper intervention the stages of change model is a means of describing the process to overcome addiction (Hartney, 2013 ; Norcross, J. C., Krebs, P. M. and Prochaska, J. O., 2011), The stages suggest that a person will go through the changes in sequence, but realistically they jump between stages and the stages will be different for everyone (Hartney, 2013; Norcross, J. C., Krebs, P. M. and Prochaska, J. O., 2011). Precontemplation This is the first phase of change where the persons has not had any negative consequences and does not see the addiction as problem (Hartney, 2013; Norcross, J. C., Krebs, P. M. and Prochaska, J. O, 2011). The experience is still pleasurable and leaves the person close-minded to any conversation on any negative consequences (Hartney, 2013; Norcross, J. C., Krebs, P. M. and Prochaska, J. O., 2011). During this stage the person needs encouragement to see the personal risk and self-awareness Contemplation Contemplation is the stage where the person thinks or contemplates changing the addictive behaviors by quitting, moderating use, or cutting down (Hartney, 2013; Norcross, J. C., Krebs, P. M. and Prochaska, J. O. (2011),). A person in this stage requires being give encouragement on the analysis of the pros and cons of the addictive behavior to promote a new goal (Hartney, 2013; Norcross, J. C., Krebs, P. M. and Prochaska, J. O. (2011),). Preparation After a person has contemplated a person makes preparation to follow through on the changes that were contemplated (Hartney, 2013Norcross, J. C., Krebs, P. M. and Prochaska, J. O. (2011). At this phase a person is trying to make decisions on how to proceed forward (Hartney, 2013; Norcross, J. C., Krebs, P. M. and Prochaska, J. O. (2011),). The stage is a time for encouraging the need for social support and taking small steps. Action The action stage is a time for following through on the preparations made by possible entering treatment for detox (Hartney, 2013; Norcross, J. C., Krebs, P. M. and Prochaska, J. O. (2011),). Living without the drugs and the drama of addiction is a strange feeling with the change of lifestyle(Hartney, 2013; Norcross, J. C., Krebs, P. M. and Prochaska, J. O. (2011), ). This is a real change of addictive behaviors which needs reinforcement and support to handle feelings and self-efficacy. Maintenance The maintenance phase is the time to seeks changing addictive behaviors through abstinence and changing behaviors (Hartney, 2013; Norcross, J. C., Krebs, P. M. and Prochaska, J. O. (2011), ). The person learns how to cope and not return to old behaviors when there is a resurfacing of addictive behavior (Hartney, 2013; Norcross, J. C., Krebs, P. M. and Prochaska, J. O. (2011),). Helping the person via support, encouragement, and internal reward reinforcement is required. Biological Bases of Addiction Addiction is associated with permanent changes in the brains neurochemistry. The addict is biologically programmed to need the drug in order to feel normal. This point that addicts just want to keep using brings us to an important point about addiction and its biological roots. Lets take a quick look at what happens in the brain of an addict (without getting too technical). Weve seen now how repeated drug use causes permanent biological changes in the brain. An important implication of these changes is this: An addict can never assume its safe to resume using addictive drugs. Using even once will get the addict back to Square One. 12-Step programs call this waking the tiger. In 12-step programs, a person commemorates the beginning of sobriety with a sobriety date. If a person relapses, he or she starts with a new sobriety date. This tradition emphasizes the fact that addiction never goes away. Reward Center First lets take a look at a part of the human brain which has been called the reward center deep in the brain. This area includes specialized neural pathways which process experience of pleasure. The reward center seems to process many experiences of pleasure, such as eating and sex. Experimental rats trained to stimulate their own reward centers with electric switches have been known to press on the switches thousands of times per hour! They neglect all other activities in order to keep stimulating themselves. (11) ). Cocaine is a central nervous system stimulant that causes the distribution of the chemical dopamine that is affects the brains pleasure center by causing constant signals of pleasure creating the intense cocaine high(The Science of Mental Health, 2003) Now, you may not be surprised to learn that many drugs of abuse stimulate the reward centers. As a result, using mind-altering drugs is pleasurable. The addict is almost like one of those experimental rats, stimulating itself again and again, neglecting anything else. Repeated use of certain drugs of abuse can result in depletion of brain chemicals that allow the experience of pleasure. What happens next is this: more and more of the drug becomes necessary to generate pleasure, and other sources of pleasure lose their effects. Eventually, the addict cant even feel just normal without the drug. As a result, the addict needs the drug to feel normal, and without it, they feel bad! Its no longer a matter of pleasureà ¢Ã¢â€š ¬Ã‚ ¦its a matter of avoiding pain. This is the mechanism for tolerance. Dopamine The brain chemicals that help generate pleasure are called dopamine, a brain chemical belonging to a group called neurotransmitters. For example, both alcohol and heroin result in a build-up of dopamine, resulting in (temporary) pleasure. ). Cocaine is a central nervous system stimulant that causes the distribution of the chemical dopamine that is affects the brains pleasure center by causing constant signals of pleasure creating the intense cocaine high(The Science of Mental Health, 2003) As we discussed above, the brain adapts to this higher level of dopamine in the system. Its almost as if the body tries to normalize the new levels of pleasure by raising the bar to experience pleasure. These changes are referred to as neuroadaptation. In other words, neuroadaptation means that it gets harder and harder to experience pleasure as you use more drugs. Addicts get the point that only their drugà ¢Ã¢â€š ¬Ã‚ ¦.in ever-increasing amountsà ¢Ã¢â€š ¬Ã‚ ¦makes them feel good. Trap of addiction In a sense, addicts get trapped by their own drug. They started using it to feel good, but end up needing it just to avoid feeling bad. Addicts can learn to experience pleasure in ways other than using. Unfortunately, research and clinical experience shows that the biological changes are permanent. This is why addiction is considered incurable, as we discussed before. Cravings Giving up drugs isnt just a matter of giving up on the pleasure. It can be a very painful experience because of cravings. As weve discussed, the brain becomes used tothe drugs of abuse after repeated use. If an addict stops using, the brain (and the mind) will put pressure on the person to start againà ¢Ã¢â€š ¬Ã‚ ¦to restore the balance. This pressure is experienced as cravings. Cravings can be very painful and difficult to resist. Managing and resisting cravings are an important aspect of treatment. Cravings are painful but manageable with training and discipline. A helpful thing to remember with cravings is that they come and go like a wave: they approach, get stronger, reach a crescendo, and then taper off. Knowing this, a person can ride outthe cravings by several means: Distract herself with something interesting (movie, game, etc) Contact someone else for support (sponsor, supportive friend) Go to a safe place where giving in is less likely Disease Model In many different treatment models, addiction is seen as a disease. It may be hard to appreciate why at first, because it seems different from other types of diseases like cancer or bronchitis. One of the reasons for defining addiction as a disease is in order to ensure that addiction is treated as a healthcare problem, thus allowing addicts access to the healthcare system. (13)Addiction is widely considered a disease, by such organizations as the World Health Organization (WHO), American Medical Association (AMA), and American Psychiatric Association (APA). Defining addiction as a disease carries several implications which tend to increase the healthcare available to addicts: it follows a predictable course of development, it causes disorder of bodily functions (affecting not only the brain but typically the liver, pancreas, and other organs), it causes significant mortality and morbidity (alcoholism is one of the leading causes of death in the U.S.),it can be tracked and measured by epidemiological research, it has a significant genetic loading . We wont settle the question of the Disease Model here. However, now you are familiar with the idea and some of the arguments on both sides. At any rate, the Disease Model is so prevalent today that most treatment programs you are likely to encounter in the State of Nebraska use the model. Whats more, the Disease Model is supported by the worlds largest organization devoted to helping people with addictionà ¢Ã¢â€š ¬Ã‚ ¦Alcoholics Anonymous (and other 12-step programs such as Narcotics Anonymous). Psychology of Addiction Progression of addiction Weve already discussed how addiction is a progressive disorder (getting worse over time). As such, we can identify certain characteristics of early stageand late stageaddiction. However, its important to keep in mind that some people progress quickly to more serious problems, while others follow along progression. Early Stages A person uses drugs of abuse to achieve a feeling of euphoria or to relieve stress. Using is escapist, sociable, and fun. However, the person begins to need more and more. The fun begins to go out of the situation as the person realizes she cannot feel normal without her drug. The person begins to feel guilty and ashamed, and increasingly uses denial.There may be the first damaging consequences (problems at work, in the family, etc). (16) Late Stages Using drugs feels more like a necessity of survival than a form of recreation. The problems often begin tomount, and the person becomes increasingly unable to function. The addict loses interest in anything besides using. If the addict has been able to hide her using, this becomes more and more difficult as the addiction progresses.Typically, the later stages of addiction are characterized by increasing physical problems and illness. For example, an alcoholic may experience liver failure or hepatitis. Defense Mechanism Defense Mechanisms are psychological strategies for dealing with stress. These strategies are used by the mind (often unconsciously) to keep us from being overwhelmed with stress. Defense mechanisms are normal and necessary. We cant worry about everything at once, or we couldnt function! There has to be some filterfor keeping things from becoming too intense or too painful. However, sometimes defense mechanisms become so rigid that we lose our flexibility, and we find it hard to changeà ¢Ã¢â€š ¬Ã‚ ¦even when change would be good. (17) All defense mechanisms distort reality to some extent, because they tailorreality to feel a little more comfortable. The question becomes, just how much distortion is safe?In addiction, defense mechanisms often distort reality to a dangerous extent. It gets harder to cover up the truth when the consequences start to pile upà ¢Ã¢â€š ¬Ã‚ ¦broken families, legal charges, ruined careers .Also, the defense mechanisms in addiction can harm the addicts loved onesà ¢Ã¢â€š ¬Ã‚ ¦some of them start to wonder if they are the crazy ones, because the addict is so adamant that they have no problems. Lets look at a list of some of the defense mechanisms that are commonly used to promote addictive behavior. Denial Denial is an example of a defense mechanism that is often seen with addiction. The defense of denial is to deny the truth. Denial is useful to an addict because it serves to cover up the extent of the problem, and allow the using to continue.Remember that in addiction, people become biologically programmedto need their drug at all costs. Denial is a powerful way of keeping the pressure offso the addict can continue to use. Rationalization is another example of a defense mechanism that is often seen with addiction. The purpose is to make the irrational sound rational through the uses of justification and excuses. Many addicts have a ready supply of rationalizations to use on themselves and others, such as:à ¢Ã¢â€š ¬Ã‚ ¢Im not hurting anybody.à ¢Ã¢â€š ¬Ã‚ ¢I can stop anytime I want (I just dont want to yet).à ¢Ã¢â€š ¬Ã‚ ¢I had a hard day today. I deserve a drink.à ¢Ã¢â€š ¬Ã‚ ¢It relaxes me. Isolating is a behavior that also serves to protect the addiction. Although drug use may start out as a social behavior, addiction ends up driving a wedge between the addict and others. Efforts to hide and maintain the addiction distances them from loved ones, and the company of non-addicts becomes too intrusive and painful. As a result, some addicts end up shooting themselves up in dark rooms, or drinking alone, far from others. Others sink into a drug subculture,in which there are no true friendships, but only alliances of convenience in the continuing drive for self-gratification. Blaming It can be very convenient to point the finger at someone else, when we want to avoid notice! Blaming takes the heat off by putting it on someone else. Naturally, this is painful and frustrating for others, and self-defeating to the addict.à ¢Ã¢â€š ¬Ã‚ ¢If my husband had fixed that tail-light, I wouldnt have gotten this DUI.à ¢Ã¢â€š ¬Ã‚ ¢If you lived here, youd drink too.à ¢Ã¢â€š ¬Ã‚ ¢If my wife/husband treated me right, I wouldnt have to do this. Minimizing involves watering downthe problem by acting cavalier about the consequences, or dismissive of the wreckage caused by addiction.à ¢Ã¢â€š ¬Ã‚ ¢All my DUIsare five years apart.à ¢Ã¢â€š ¬Ã‚ ¢I never drink before noon, I cant be an alcoholic.à ¢Ã¢â€š ¬Ã‚ ¢At least I dont use as much as X.à ¢Ã¢â€š ¬Ã‚ ¢I may miss some work, but I still get more work done than all those other slobs. Relapse The disease model of addiction, discussed above, encourages us to think of relapsesin addictive behavior. A relapse is a return to a previously abusive level of using or drinking. The very idea of relapse suggests the idea of the disease model, because it describes addiction as a chronic condition that never goes away, but can only lay dormant. Relapse is a very important concept

Strategic Manufacturing Management Questions and Answers :: Strategic Manufacturing Management Essays

Question 1: Hayes and Wheelright (1984) and Mintzberg (1987) spoke of strategy as a pattern of decisions. What do they mean by this? (5 Marks) Strategy is the pattern of decisions determining the organization’s objectives, purposes, or goals. It outlines the principal policies and plans for achieving those goals, and clearly defines the range of businesses the organization has to pursue. Strategy as a pattern of decisions also highlights the nature of human and economic organization it intends to be, and the nature of the economic and noneconomic contribution it intends to make towards its stakeholders, mainly, the shareholders, customers, employees, and communities[1]. Mintzberg (1987), characterizing ten ‘schools of thought’ in his consideration of strategy, has defined strategy as a pattern, a plan, a ploy, a position, and a perspective[2]. He has further classified different strategy making processes, specifying that a â€Å"realised strategy† is â€Å"emergent† and â€Å"deliberate† as shown in Figure 1-1. Moreover, Mintzberg discusses the difference between strategic thinking and strategic planning, highlighting that planning involves analysis and thinking involves synthesis, and the outcome of strategic thinking is an integrated perspective[3]. For strategies to be ploys or plans, they need to follow a specific stream of actions. Plans or ploys are â€Å"intended strategy† which are realized through patterns, as pointed out by Mintzberg. Figure 1-1 "Deliberate" and "emergent" strategy forming "realized" strategy[2] According to Hayes and Wheelright (1984) an implementation of strategy requires a structured integrative pattern of mutually supported decisions made over a period of time. Five characteristics that make up strategy are time, concentration of effort, impact, pattern of decision, and pervasiveness as stated by Hayes and Wheelwright. They also point out that effective operation strategies need to be consistent and contribute to competitive advantage. Consistency should prevail between operations strategy and business strategy, between operations strategy and the other functional strategies, and within different decision areas of operations strategy. In order to be able to positively contribute towards competitive advantage, the strategy should enable operations to set priorities right to enhance competitive advantage, clearly state the operations strategy for the rest of the organization to easily comprehend, accentuate opportunities where operations can complement business strategy, a nd ensure operating capabilities that may be required in the future. Hayes and Wheelwright (1984) have categorized different types of organizations based on their attitude towards operations in a four stage model. The four stages, as shown in table below are, Internally Neutral, Externally Neutral, Internally Supportive, and Externally Supportive, in the order[2].

Every Grain of sand Essays -- essays research papers

poem tells a story within its words, even if it is not directly stated. Nearly every word and phrase in a poem, and even its punctuation has a meaning and a message that the author is trying to send across to the reading or listening audience. Not always is it easy to immediately understand what the poet is trying to say, but within the words and punctuation, over time and with analysis, interpretation is possible. Poetry is a group of so many words that a poet carefully chooses to show certain meaning. The song â€Å" Every Grain of Sand† that is written by Bob Dylan deserves to be called poetry because of his careful use of tone, symbolism, allusion, simile and enjambments. Tone is an important part of poetry. It sets the mood of the piece and gives the audience a sense of what is going on and how the narrator feels. In â€Å" Every Grain of Sand† the tone is one of sadness and depression. There is a certain desperate tone in the poem, as the narrator looks for help in â€Å"the hour of [their] deepest need.† This is evident in the first and second lines of the first stanza when it is written †In the time of my confession, in the hour of my deepest need / When pool of tears beneath my feet flood every newborn seed.† The â€Å"time of confession† sets a solemn tone, for when a person is confessing it is usually a quiet, personal, and regretful time. This sad emotion that the tone sets is further emphasized when the author uses words and phrases like â€Å"sorrow of Night,† â€Å"violence†, â€Å"chill†, â€Å"bitter†, â€Å"loneliness† and â€Å"broken mirror of innocence.† These all set a mood of sadness, anger, bitterness, hatred and darkness that the narrator feels in his hour of need, as they carry the burden, or the â€Å"chains,† of their past mistakes. Although most of the poem keeps with a sad tone, the tone shifts slightly. Line fifteen says â€Å" Then onward on my journey I come to understand...† This line shows that he is slowly on his way, realizing things he perhaps did not at first. Symbolism is another important poetic device that is used throughout this poem. One’s entire understanding of the poem relies upon their understanding of the symbols applied. Bob Dylan uses symbolism on numerous occasions throughout his song â€Å" Every Grain of Sand†. In the line â€Å" When the pool of tears beneath my feet flood every newborn seed,†(1. 2) Dylan uses the flooding of the newborn seed to represent how the tears ... ...f Sand† create a feeling of searching for something, especially at the beginning. The first enjambment is in the first three lines of the poem, where the speaker is just trying to explain how he feels, and continues talking, without taking any breaths. The second stanza also includes enjambment, showing that there was a little bit of a realization that is some one to help in times of need, or a thought going on. In the fifth stanza there are not any enjambments. This shows that the speaker is thinking about each thing that he has experienced, the punctuation shows him pausing after each thought. Having enjambments in a poem gives a new feeling and possibly a new meaning. Bob Dylan’s use of effective tone, symbolism, allusion, similes, and enjambments in his song â€Å"Every Grain of Sand† is reason enough for it to be considered poetic. Although it is rhythmic, the piece flows for the many other reasons we’ve explored. It has deep and hidden meanings that are left to the audience’s interpretation, and it uses expressive language to tell its story. Songs, therefore, can be poetic if they include all the right elements. work Cited http:// www.findlyrics.com/song/d/Dylan_Bob/10766.html

Euthanasia Needs to be a Legal Option Essay -- Argumentative Persuasiv

Euthanasia Needs to be a Legal Option    "Warren Hauser is dying. Should the Supreme Court decide that terminally ill Americans have a constitutional right to commit suicide with a doctor's help, he would qualify. Emphysema and valvular heart disease have left him debilitated and physically dependent" (Byock). For terminally ill patients like Warren, where death is inevitable and would be less painful than living, euthanasia should be a legal option. Euthanasia is Greek for "easy or happy death" and implies measures deliberately taken by a physician to curtail pain and suffering. This concept has been enlarged to include such action in incurable diseases, especially those in which the patient must endure torment and extreme pain and/or is terminally ill ("Euthanasia"). Euthanasia is the intentional killing by act or omission of a dependent human being for their alleged benefit. If the death is not intended, it is not an act of euthanasia, so the key word is "intentional." Assisted suicide is when a person provides an individual with the information, guidance, and means to take their own life. When a doctor helps them take their life, it is labeled physician-assisted suicide. However, there is no euthanasia if what was or sometimes was not done does not intentionally cause the death. In some cases, medical actions are labeled "passive euthanasia" since the intention of taking life is lacking. Active euthanasia is intentionally cau sing a person's death by performing an action such as giving lethal injection ("Euthanasia Definitions"). Passive euthanasia can be more painful because neglecting care for a terminal patient puts them through more suffering and pain than active euthanasia, which speeds up death and avoids pain and s... ...bout/newsday.htm>    Hendin, M.D. Herbert. "Scared to Death of Dying." American Foundation for Suicide Prevention 8 Dec. 2002    Hippocrates. "The Oath." The Oath. 16 Dec. 2002    Humphry, Derek. "Prisoner of Conscience." Who's Who and What's What 10 Dec. 2002    Larue, Gerald A. "Patients Should Decide." Opposing Viewpoints. Neal Bernards. San Diego: Greenhaven Press, Inc 1989.    Moreland, J.P. Dr. "Active and Passive Euthanasia." Stand to Reason 10 Dec 2002    "Right to End Suffering Asserted." Facts on File News Services. 8 Dec 2002       "We can try to avoid making choices by doing nothing, but even that is a decision." -Gary Collins   

Self-Access Learning

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