Report of Environmental and Palaeoclimatic Changes

Report of Environmental and Palaeoclimatic Changes A multi-proxy report of environmental and palaeoclimatic changes.   Introduction The question as to whether peat stratigraphy could be used as an archive of past climate change was unresolved in the 1970’s (Aaby, 1976). Peats where used as sedimentary archives from which only pollen could be extracted. However, it was long believed that peats growth was cyclical. Due too scientific advances within theories and techniques peat can now be used to derive many variables that are inherent within the structure of peat bogs and hence the study of peat embodies a library of characteristics that show different variables through-time, relevant to climate changes. Peat can be accurately used to reconstruct past climatic conditions. This is shown through changes in colour from lighter to darker which indicates wetter or drier shifts (Barber et al, 2000). When observed the colours within peat can indicate the composition of what climactic variables were during its accumulation. A lighter coloured peat would be associated to an environment cooler in temperature with more precipitation and darker peat with more high percentage of organic material present and would show a warmer climate with less precipitation (Chiverrell, 2001). Additionally, due to the absence of Oxygen within waterlogged peat bogs, the peat becomes preserved this in-turn can be studied due to how well preserved peat bogs remain through-time. The principle of palaeoclimatology is the study of climatic changes on Earth, in regards to the Earth’s history as a whole. Palaeoclimatology can be used through many various proxy methods to obtain data preserved within; sediments, rocks, tree rings, Peat and testate amoebae. Aims The aims of the multi-proxy investigation into Holcroft Moss were to; To investigate recent climate change To study the level of extent anthropogenic features have impacted on the surrounding environment Hutton and Lyell described the term, Uniformitarianism, as â€Å"the assumption that the same natural laws and processes that operate in the universe now have always operated in the universe in the past and apply everywhere in the universe†. This can be applied to peat and allows for nearly modern day accuracy on analysed data due to the rule of uniformitarianism and its role in throughout nature. Study Site Holcroft Moss, Cheshire, is located 10 miles west from the City of Manchester and is found just south of a major motorway the M62 (Figure 1).      The site itself is a site of Special Scientific Interest (SSSI) since 1991 (Natural England, 1991). Managed and owned by the Cheshire Wildlife Trust on behalf of Natural England. It is essential to best preserve this site as much as possible, due to this Cheshire Wildlife Trust have added wildlife such as cattle and sheep to constantly maintain the arena through grazing whilst also actively clearing trees and shrubbery to maintain the water table to a stable level (Cheshire Biodiversity, 2008). It is crucial that the site is kept waterlogged to varying degrees as this helps contain levels of carbon within the site and the carbon does not leech out into the surrounding environment. Correct preservation of carbon within the peat bog itself permits for an analyses that still abides by the law of uniformitarianism, allowing for good data to be collected with regards to previous climatic activity. Holcroft Moss has been studied since the 1960s in order to better understand past climatic changes, this was first done through the study of pollen within the site but through scientific advances and-time many of these first case studies have been discredited because these early techniques are not up to the standards of modern day, technological quality and methods. The information from data collected during the 1960s and 1970s is not as reliable as more recent studies. Figure 1; The location of Holcroft Moss (University of Edinburgh, 2013)( ©Ordnance Survey). Methodology Four data sets where collected to then in turn be analysed. Pollen preps where done for students upon for the interpretation of data. Standard procedures were followed for the laboratory preparation and analyses of pollen, Humification, plant macrofossils and XRF samples (Moore et al 1991, Blackford Chambers, 1993) where followed. Results   Core Description: Depth of core (cm) Description 0 4 Light Brown (0 – 1cm) Dark Brown (1 – 2cm) Light Brown (2 – 4cm) Small amounts of organic material 4 22 Darker than previous sample (0 4cm) (Very dark brown) High amounts of organic material 22 42 Organic material present Light brown 42 58 Very dark brown Some organic material 58 – 72 Very dark Brown almost black in colour Some sections are light brown. Very little organic material 72 80 Black peat with sections of medium brown dense in organic material 80 – 95 Black No/little organic material 95 – 100 Black No organic material dense Table 1; Description of 100cm core from LJMU taken in October 2014 from Holcroft Moss, Cheshire, UK. Table 1 shows eight sections within a 100m core taken from Holcroft moss in October 2014. These eight sections where divided by the group and studied for their various different characteristics. These eight sections show with in them, transitional phases inherent to the peat bog. The light brown layers indicate poorly humified peat showing, a wetter, cooler climatic shift indicating a time with more precipitation. The darker brown areas and black parts within the 100m core show a warmer climate with less precipitation and possible influences from another source around the environment of the peat bog. Pollen Analysis Figure 2; Pollen Diagram for Holcroft Moss, Cheshire, UK. The pollen diagram has a radiocarbon date at 50cm depth and the pollen results can be used to determine an age for the upper part of the profile. Pollen studied has been expressed showing the percentage (%) of total land pollen. The pollen analysis is split into five zones (HOL- 1-5) and percentage of tree, shrubs and herbs is represented throughout these zones which can also indicated the type of climatic environment the peat bog inhabited. Different zones at Holcroft Moss, Cheshire. Comparing averages of tree, shrub, herbs and spore species throughout that period. Depth (cm) Zone Pollen name(s) Avg % Additional information. 0 – 15 HOL-5 Betula (Birch) Poaceae (Grass family) à ¢- ª 30 à ¢- ª 53 Betula (Birch) will colonise dry bog areas and areas around a dry bog. Poaceae (Grass) is likely to be derived from both local and regional sources. Hol-5 shows a dry climate. 15 – 35 HOL-4 Sphagnum (Bog moss) Poaceae (Grass family) Ericaceae (Heather family) à ¢- ª 24 à ¢- ª 30 à ¢- ª 30 Sphagnum (Bog Moss) often arises on wet areas of a bog. As stated above Poaceae can be derived from both local and regional sources. Additionally, the introduction of Ericaceae (Heather family) Found locally. Hol-4 shows a wetter climate. 35 – 60 HOL-3 Sphagnum (Bog moss) Poaceae (Grass family) Cyperaceae (Sedge family) Ericaceae (Heather Family) à ¢- ª 22 à ¢- ª 18 à ¢- ª 24 à ¢- ª 16 Hol-3 shows a climate similar to Hol-4, with the introduction of Cyperaceae (Sedge family) a herb which is found extra-local or regional. 60 – 80 HOL-2 Sphagnum (Bog moss) Ericaceae (Heather family) Corylus Avellana (Hazel) Myrica Gale (Bog Myrtle) Ainus Glutinosa (Alder) Quercus (Oak) Betula (Birch) à ¢- ª 25 à ¢- ª 25.5 à ¢- ª 17.5 à ¢- ª 9 à ¢- ª16 à ¢- ª 9 à ¢- ª10.5 In comparison to Hol-3 the climatic conditions are similar but probably slightly warmer, due to the same average percentage of Sphagnum which represents a wetter climate. However, Hol-2 shows an introduction of many various tress. Herbs, spores and shrubs, many regional or extra local such as; Oak, birch, Alder and Hazel. And also Myrica Gale (Bog Myrtle) a peat land shrub which grows in drier parts of a bog at only a 9 % average throughout, representing a slightly warmer climate. 80 – 105 HOL-1 Sphagnum (Bog moss) Poaceae (Grass family) Cyperaceae (Sedge Family) Ericaceae (Heather Family) Corylus Avellana (Hazel) Myrica Gale (Bog Myrtle) Ainus Glutinosa (Alder) Quercus (Oak) Betula (Birch) à ¢- ª 45 à ¢- ª 5 à ¢- ª 9 à ¢- ª 20 à ¢- ª 9 à ¢- ª 11 à ¢- ª 17 à ¢- ª 9 à ¢- ª 14 Hol-1 shows a very wet climate with Sphagnum (bog moss) having an average of 45% in comparison to the other four zones which are found at only half the amount of sphagnum. Many regional and extra local pollen spores are found and Myrica Gale (Bog Myrtle) has increased slightly showing a possible change in climate. Testate Amoebae Analysis Figure 3; Testate amoebae ordered left to right according to depth of water table for Holcroft Moss, Cheshire, UK. Figure 3 shows the levels of depth 0-100cm where different Testate Amoebae are located. Throughout a 100cm peat core taken from Holcroft Moss, Cheshire in October 2014. A high number of Cyclopyxis Arcelloides are found at depths from 0-10cm after this depth hardly any trace is found of Cyclopyxis Arcelloides. Hyalosphenia Subflava associated with a drier climate and a lower water table spikes throughout 15 -25cm. This species decreases from 25-30cm where Arcella Discoides competes and is frequently found in percentage (20-80%) throughout the depths of 25-85cm. Hyalosphenia Subflava reoccurs after 20-25cm and is the dominate species of testate amoebae found throughout 30-50cm, 55-60cm and from 75-100cm. Other testate amoebae which can be found throughout 30-75 cm are; Assunlina Muscorum, assulina seminulum, archeralla flavum and archerella wrightianum in varying amounts all competing with each other, some of these Testate Amoebae are more suited to the conditions of a wetter higher water table such as; Archerella Flavum however, others at the depth of 35-70cm prefer a drier low water table, such as; Assunlina Muscorum. Many of these species reduce in percentage after a depth of 75cm for Hyalosphenia Subflava to become the dominate testate amoebae species found in Holcroft Moss which indicates a drier climate with a lower water table. Humification Data Figure 4; Humification data. Annotated showing varying levels of light transmission. Taken from 100m core, Holcroft moss, Cheshire. October 2014. Figure 4 shows different climatic periods. These are taken from the Humification data which analyses levels of light transmission going through a sample. Throughout the 100m core taken. The data was analysed and collectively put together to be interpreted. The data shows different climates variants throughout time the 100cm peat sample had been accumulating. At lower depths the sample represents a wetter climate, then throughout the middle it indicates a drier climate to then go back into a wetter climate throughout the top 20cm. X-Ray Fluorescence (XRF) Data Figure 5; XRF analysis for lead (Pb) concentration in parts per million (PPM) showing down core trends. Annotated showing radio carbon dates. Holcroft Moss, Cheshire. October 2014. Figure 5 shows low levels of lead (Pb) within peat. From 1880 AD and earlier, there are only minor amounts of Pb found within the depths of 30-100cm. However at 30-0cm the peat shows a much higher concentration of Pb this is around the time of 1880 AD (the industrial revolution). After this time Pb concentration found within Holcroft moss increases up to 800+ PPM for 92 years (1972) after this Pb concentration declines into 200 PPM for current day. Discussion To further understand the palaeoclimatic reconstruction from the peat bog located at Holcroft Moss, the proxy data is combined, and considered from all the proxies data studied. This allows for a clearer, more incise data set shown rather than a singular proxy was only studied like in the 1970s (Barber, 2009). Data from the multi-proxy study into Holcroft Moss and the past climatic changes throughout a 100cm core taken shows representative evidences which allows for the correct interpretation of these data sets to allow for a better evidence in understanding past climatic changes. For example, figure 3 and 4 give insight into corresponding wet and dry climatic shifts, this is shown through testate Amoebae species and through the Humification of peat samples from Holcroft Moss. Wet and Cool Climatic shifts. To correctly analyses wet and cool climatic shifts Humification data (figure 4) allows for the interpretation of light transmission. Throughout this data set there are indications to a wetter climate with more precipitation throughout the poorly humified peat this is found throughout 0cm-18cm and also from 80-105cm. Poorly Humfied peat suggest a cooler climate due to the high levels of light transmission found throughout these areas of the sample taken, this also indicates more precipitation at the time (Chiverrell, 2001). When comparing Humification data to the Testate Amoebae study (figure 3) it shows two periods where a wet, cooler climate is found, indicated due to the types of species found within the testate amoebae 100cm core taken. When analysed there are small shifts between 20-25cm, with a change in species throughout 35-85cm, the dominant testate amoebae being Archerella Flavum which represents a higher water table and that of an environment which has more precipitation, indicating a wet and cool climatic shift. Dry and Warm Climatic Shifts. When comparing Humification (figure 4) data to testate amoebae (figure 3) data to analyses periods of warmer climates it is evident that throughout 20-85cm the climate was a wetter cooler climate with high levels of precipitation. However, between 5-20cm and 85-100cm the dominant species is Hyalosphenia Subflava. The species reoccurs from depths at 5-20, 30-50, 55-60, 70-85, 90 and 100cm the presence of Hyalosphenia Subflava would indicate a dry, warmer climate. However, when compared to Humification data, some of these dry shift are not shown, this may be due to the fact Humification data may not show subtle changes in an environment whereas a living organising depends on certain characteristics within the environment which show some subtle changes in climate that Humification data could not determine correctly. The data from Humification may show altering data presenting longer wetter phase in climate but when compared to Testate Amoebae data the evidences sometimes shows the oppos ite indicating a dry warm climatic shift, these errors are found usually found with in a transition period in the climate, this may be why data is interpreted different due to the reason variables within the peat are changing. Human Impacts The best evidence within the study of multi-proxies to test on how much involvement anthropogenic features have within the environment of the peat bog is found within the XRF data. the evidences shows lead (Pb) in PPM within peat at Holcroft Moss (1280 AD and earlier – to present day). From 1280 AD the presence of Pb was hardly an influence within the peat bog, this changed from 1880 AD onwards, which was due to the introduction of lead within the environment. Pb in PPM throughout the Holcroft Moss sample constantly rises for 92 years, to then decrease (1972 AD) However, these levels are still high concentrations of PB and are found at (200+ PPM). From 1880 -1972 AD lead constantly rises and this would coincide with the industrial revolution, which includes the introduction of engines which used lead, this input from human based activities towards the environment is clearly shown in the XRF data and the Pb percentage drops in the 1980’s which coincides with the replacement of leaded petrol to unleaded petrol, it is more than likely that the use of automobiles, especially with Holcroft Moss being located so close to the M62 had an influence on Pb input throughout the time of 1880-1972AD and still continues to this day. Conclusion The Multi-proxy study of palaeoclimatic changes within the Earth through data sets taken from Holcroft Moss allow for a reconstruction of previous climates at that time this peat was accumulating. Holcroft Moss, Cheshire is a site of special scientific interest (SSSI) as the site allows for multiple outputs of data, which can in turn be used for an approach of how aspects within the accumulation of peat have changed through-time. Peat bogs do not rely on outside factors to influence growth and production of peat. The system is sustainable and constant, with the only variable changing its characteristics being climate and the input of regional/extra local inputs, natural or anthropogenic. Due to this, outside factors influencing or affecting the area have a minor effect of the full development of a peat but can still be measured precisely showing a clear and accurate reconstruction of past environments and climates. References Aaby, B., 1976. Cyclic climatic variations in climate over the past 5500 years reflected in raised bogs. Nature 263, 281–284 Barber, K. E. et al. 2000. Replicated proxy-climate signals over the last 2000 yr from two distant UK peat bogs: new evidence for regional palaeoclimate telecommunications. Quaternary Science Reviews. Volume 19. pp. 481-487. Blackford, J.J. and Chambers, F.M. (1993). Determining the degree of peat decomposition for peat-based palaeoclimatic studies. International Peat Journal 5, 7-24. Barber, P. (2009). Peat stratigraphy and climate change. Quaternary International, [online] Quaternary International 268(2012) 1–8. Available at: https://www.southampton.ac.uk/assets/imported/transforms/peripheral-block/UsefulDownloads_Download/7AC7018960094F5290E62B8298DCABE4/keb_biography_qi_2012_editorial.pdf [Accessed 21 Jan. 2015]. Chiverrell, R. C. 2001. A proxy record of late Holocene climate change from May Moss, northeast England. Journal of Quaternary Science. Volume 16. pp. 9-29. Moore, P.D., Webb, J.A. Collinson, M.E. (1991). Pollen Analysis, Blackwell, Oxford. Websites Natural England, (1991). Holcroft Moss. [online] Available at: http://www.sssi.naturalengland.org.uk/citation/citation_photo/1006461.pdf [Accessed 16 Jan. 2015].

Promoting Computer Literacy Among Student Essay

A. TITLE OF THE POLICY PAPER Promoting Computer Literacy among Student in Lanao Del Sur B. STATEMENT OF THE PROBLEM Through scientific and technological progress, the world has become a single global community. Modern means of telecommunication and transportation have fostered the rapid sharing of information, ideas and resources among the nations of the world. This is the challenge that faces Philippine society today – to become part of the global technological community. BELLAFLOR J. ANGARA-CASTILLO (The problem is focused on the low Computer Literacy among students in Lanao Del Sur) Living in the information Age; in this fast-paced era of globalization, computer literacy has been a necessary skill everyone must possess along with Arithmetic and Reading. It is in fact expected among students and workers in different institutions to be computer literate. The studies have revealed that many Meranaos and Non-Meranaos living in Lanao Del Sur are behind in Computer Literacy. In fact, many students in Lanao Del Sur are not even par with thosestudents in Luzon and urban areas. Survey on Internet Access and Use by Filipino SchoolchildrenFinal Report (Summary nationwide Findings)explain the reason why some Filipino Schoolchildren are not using internet. Reasons for not using the Internet centered mainly on the absence of Internetconnection at home/school (61%) and computer illiteracy (51%). Lack of Internetconnection at home may be due to economic reasons as well asparents’ low educational background, since 83 percent of the non-users arepublic school students.The high level of computer illiteracy should be a priority concern sinceâ€Å"competitiveness† and â€Å"survival† of children in today’s Knowledge Society is toa great extent dependent on digital literacy. Computer classes are notavailable in public elementary schools compared with private schools. Filipino schoolchildren are computer literate as almost three-fourths (74%)have access to the Internet. But schoolchildren in the Visayas and MetroManila have greater access than their counterparts in the Cordilleras andMindanao as approximately 9 out of 10 schoolchildren in these areas areInternet users. Schoolchildren from lower grades, i.e. elementary than high school students,have lesser access to Internet. Several reasons can be cited: while theDepartment of Education (DepED) has a program which provides computerpackages to public high schools, this is not available to public elementaryschools; elementary pupils are less mobile than older children, e.g. going tomalls; parents have more control on their activities and whereabouts, etc. Majority (51%) of schoolchildren reported â€Å"not knowing how to use thecomputer† as reason for not using the Internet, it is important that computerliteracy should now be included in the school curriculum especially in publicschools where computer illiteracy is more pronounced. (This survey shows that the people of Mindanao iss behind incomputer literacy compare to the people of Luzon and Visayas) This is an alarming issue since while other countries are devising robots already, our citizens (Filipinos) have not even explored much about computers or worse some have not even tried using it once. With the situation all the more the Philippines cannot compete with other countries. Computer Literacy is an important asset that every citizen should have. These canhelp in contributing to the workforce and equipping oneself with the information essential for ones’ development both personally and professionally. While other countries are on the milestone of invention and innovation, if this problem on poor computer literacy among students in Lanao Del Sur be unresolved, we will always be left behind still groping in trying how such innovation works. While they are already benefitting much to it, we are just about in the process of learning it. To gain a skill in Computer literacy is just but gaining access in the intricate system of technology melded by great minds that could pave the way for our development. 2. Causesand background of the problem Factors that lead to the development of the said problem are: First, school computers are not enough for the student. Some schools do have computers but this is not enough to accommodate every students. Sometimes only the students in first section are the one who are benefited in using computer. Second, the capability of teachers who teach computer subject. For those schools do have computer class the problem is the teachers do not have the quality to teach computer literacy because they don’t have any good background how to use the computer system properly. Third schools don’t have enough funds to buy computers equipment for their student. Schools especially in the remote areas don’t have enough budget or no budget at all to buy computer equipment for their students. 3. Undesirable social conditions that result from the problem. 1. The numbers of student who are illiterate in using computer will increase. Students of Lanao Del Sur who are computer illiterate will increase they become ignorant in using Information Technology (IT). 2. The student will not benefit of what technology brought to us. While other students of Luzon and Visayas are already benefited much to it, the students of Lanao Del Sur are just about in learning it. . 3. It will destroy the image of quality of education in our society. The quality of education in Lanao Del Sur will become low, because while students using the information technology our students still attached to the old technique of teaching education. When we say basic computer literacy we mean how to turn off/on the computer properly, how to use basic computer program such as, Microsoft Word, Microsoft PowerPoint, Microsoft Excel and how to make e-mail account and send e-mail account. Computer literacy should be include in school curricula at early level in Grade school grade six and seven. In highs cool computer literacy to introduce to the student in year level 3rd and 4th year for them to master basic computer program. C. REVIEWS ON PREVIOUS EFFORT ON THE PROBLEM The Philippines Constitution 1987 has mandated â€Å"ARTICLE II Declaration of Principles & State Policies† and ARTICLE XIV Education, Science and Technology, Arts, Culture and Sports,says that the state shall give priority to Education, Promote and Protect the right of all students to quality education to all levels and shall take appropriate steps to make such education to all. There are some proposed House Bills and Senate Bill aim to promote technical and scientific literacy in computer education among the Filipino Youth. House Bill No. 880 AN ACT TO INTEGRATE COMPUTER EDUCATION INTO THE ELEMENTARY AND SECONDARY CURRICULUM AND APPROPRIATING FUNDS THEREFOR House Bill No. 2096 AN ACT CREATING SPECIAL COMPUTER LITERACY EDUCATION PROGRAM FOR PUBLIC SCHOOLS AND FOR OTHER PURPOSES House Bill No. 447 AN ACT TO INTEGRATE COMPUTER EDUCATION INTO THE EDUCATIONAL SYSTEM AND FOR OTHER PURPOSES Senate Bill No. 1118 AN ACTTO INTEGRATE A COMPUTER EDUCATION PROGRAMINTO THE EDUCATIONAL SYSTEM AND FOR OTHER PURPOSES All of these proposed bills say that it is the priority of a state to promote and support computer literacy at the earliest grade level both in the Public and Private schools system of the country. The state shall provide for an educational computer program integrated in the existing elementary and secondary school curricula. However, as observed, this not fully implemented. Perhaps, it was on the ground of lack of funds.â€Å"The main cause of this is the lack of funds.† Textbooks and school infrastructure alone are not much priority which themselves are not also resolved. To some schools blessed with few computers, the students cannot even learn from it since they were not given hands-on activities for them. Even if for some schools that have computer subjects in their school curriculum, the manner of instruction is not good enough. It was due to the fact that the school curriculum is not fully implemented. The subject exists but the classes for it are not executed. In some cases where there is computer class, the problem is on the teachers who themselves are computer illiterate. That is because they were product of traditional curriculum and weren’t provided with proper training for computer instruction. This again implies that a funding should also be allotted for training teachers who will handle computer subjects especially for those living in remote areas. Capability Building for Teachers School teachers also need training in media and information literacy. This willequip them with skills needed in making their students critical mediaproducers and consumers and at the same time provide teacherscompetencies in using media as teaching-learning tools. UNESCO hasproduced a model curriculum on Media and Information Literacy forSecondary School Teachers which can be adapted in local setting. The Internet has emerged as an important teaching-learning tool as learnersbetter appreciate the learning process when it is mediated. Teachers shouldbe provided with professional development opportunities to help them modeleffective use of the Internet as a tool for students’ learning, includingintegrating Internet learning with regular classroom learning.Schools should encourage blogging among students since it enhancescreativity and writing skills. The Education Sector (Department of Education, Public and PrivateSchools) Computer Facilities in All Schools While we recognize that even basic needs are still wanting in many public elementary and high schools, there is a need to address the digital dividebetween public and private schools. Still, many private schools in theregions also lack computer facilities. The Department of Education andother government agencies should come up with more â€Å"innovative†approaches in mobilizing resources for investing in computer acquisition.Some proposals have already been forwarded recently, e.g. tax on textingthe revenue to be used in acquiring computers for all public schoolsnationwide. Computer acquisition should be complemented by Internetconnectivity. With this seen problem, some NGO’s extended a helping hand.The USAID GEM-CLIC for instance together with its external links such as the (STEP-UP) Stop Trafficking and Exploitation of People Through Unlimited Potential), and the Microsoft Potential from US conducted Computer and Life Skills Training among youth especially for those out of school youth and vulnerable groups such as victims of human trafficking. Their goal is to provide Computer and Life Skills Training to equip Filipinos with these skills they can use for livelihood here instead of going abroad; thus to prevent being a victim of human trafficking. This project was launched in November 2009 in Patani Marawi City and has indeed produced batch of computer literate youth out of school and some adults. D. SIGNIFICANCE OF THE POLICY PAPER Computer Literacy is an asset for a society transforming and adapting tothe globalization trend. In this Information Age, where there’s an explosion of knowledge, grasping it can be possible with just the tip of your finger. Thus computer literacy is a big advantage among students and workforce. In fact, nowadays, computer literacy is always a big qualification searched for an applicant. Because whatever institutions are utilizing computers. The students and the workforce; whether teachers, clerks, staff from smallest to biggest business establishment and even in government institution will benefit from this trend provided they are computer literate. E. OBJECTIVE OF THE POLICY PROPOSAL General Objective This proposed policy aims to promote literacy in computer education among the students in Lanao Del Sur. This seeks to integrate basic computer education into school curriculum; this proposed policy also mandates sufficient funding for the program. Specific Objectives * Toask the government to provide funds for this project. * To urge the school administrator to a curriculum integrating computer class. * To have a strict implementation of computer literacy instructor among schools whereby an assessment on should be given to students to keep track of their development and to monitor as well as the conducting of computer class both by the DepEd and local government. F. STRATEGIES AND PROCEDURE ON HOW TO START THE POLICY MOVE 1. Inform Mrs. SafinaMacabando-BacaratthePrincipal of Marinaut Elementary School she is also concern with Computer Literacy. To check for any additional information or review of this proposed policy paper. 2. Inform Mrs. JalilaMacabando-Dimal a sister of Principal SafinaMacabando-Bacarat who is a Supervisor in East District to support this proposed policyand tell her co-Supervisors that they a need to pay attention to the problem of Computer Literacy in among students inLanao Del Sur. 3. Send a letter for an appointment with the head of local offices such as Department of Education (DepEd) in Lanao Del sur. Give them a copy of this proposed policy. Mrs. JalilaMacabando-Dimal would be able to convince Mrs.Mona A. MacatanongMarawi Superintendent and the DepEd since she is the supervisor of the East District. Discuss the problem about computer literacy among the students in L.D.S , to have strict impelentation in Computer education and inform every school who that their permit to operate a school will remove if they will not cooperate. 4. Connect with the NGO’ssuch as USAID together STEP-UP Stop Trafficking and Exploitations of People through Unlimited Potential and the Microsoft Potential from US conducted Computer and Life Skill Training. 5. Send a letter for an appointment with the Regional DepEdSecretary JamarKulayan, Mrs. JalilaMacabando-Dimal through Mona A. Macatanong if there’s an increase of literacy in computer education. 6. Meeting with the DepEd Secretary, Supervisors and Principals of different provinces in Lanao Del Sur and the NGOs to provide a real plan and a system in meeting the demands in providing more computers and increase of literacy in computer education. 7. Secure a copy as reference or review of this proposed policy paper in the congress.

Chariots of Fire Essay

Answer: In the film Chariots of Fire, Directed by Hugh Hudson, two major film techniques which have been used are slow motion and close up shots. These Production techniques reinforce the character and feelings of Eric Liddell and Harold Abrahams as they prepare and run in the 1924 Paris Olympic Games. The Close Up shots give us an insight into Eric’s Character and reactions, specifically when he makes the decision not to run on the Sabbath. Slow motion tells us of the nervousness and loneliness of Harold as he waits for the races to start, and communicates the feeling of tension to the viewers . The film techniques in Chariots of Fire enhance the characters personalities and form a link with the theme and major events in the story line. Close up shots are used in Chariots of Fire to portray the honesty and integrity of Eric Liddell, â€Å"the Flying Scotsman†, and his personality and approach to the Olympic Games. When Eric arrived in Paris he was confronted with the problem of running his 100m heats on the Sabbath. Eric decides that he won’t run on the Sabbath because, â€Å"the Sabbath is Gods and I for one intend to keep it that way†, â€Å"I won’t run and that’s final†. The close up shots showed us Eric’s reactions and emotions which exposed how Eric was a transparent character whose life was governed by faith, honesty and loyalty to God. Hugh Hudson has used slow motion during the Olympic races to portray the honesty and integrity of Harold Abraham and Eric Liddell. The slow motion technique is also used to portray the loneliness and solitary feeling before races. At the start of Harold’s race it shows his determination to win, â€Å"If I can’t win, I won’t run†. Harold was a Jew and was determined to prove that he could run, it was his weapon against the rising of Anti-Semitism before World War Two. The slow motion in Eric’s race shows the viewers the different style of running he has and how each movement counts towards the final victory. Eric said â€Å"God made me fast, and when I run I feel his pleasure†; the slow motion shows how he loves running, but reminds us of his firm faith and trust in God which will never be severed. Slow motion shots showed me the feelings of the runners during their races and deepened the sense of nervousness, but determination to run the race to victory in both of the main characters. The two production techniques close up shots and slow motion, enhance the link between the characters and the theme of faith and endurance, the understanding of character feelings and determination made the film worthwhile because you can sense the tenseness of the character and their yearning for victory as the both had â€Å"something personal to prove†. The production techniques helped me to understand the characters faith and the strength of their faith which governed their lives, never to decrease but continually increase and inspire others to run a straight race morally, have ambition and determination, this theme is especially prominent as we are shown how Eric’s faith in God was his strength when running and pathway to victory. Two major production techniques in Chariots of Fire, used by Hugh Hudson were close up and slow motion, these two techniques enhanced my understanding of the main characters, Eric Liddell and Harold Abrahams. The techniques portrayed character feelings, formation and the result of crucial decision making. This film is worthwhile to watch because not only because of the way the director has used techniques to make it easier to understand the lives of the two Olympic heroes and inspire future generations, but to get an insight of how these two runners achieved their goal and their personal reasons for pursuing victory.

Community Service in Secondary Schools - 1070 Words

Findings from the Inquiry Process In completing each method of the inquiry process, new perspectives were brought forth and valuable information was gathered. The three methods included the media report, the literature review, and the interview assignment. In all approaches, new voices emerged to discuss the topic of community service in secondary schools to a specific audience. By completing the media report, I gained insight on what many people are exposed to when they want to read about community service in secondary schools. In my report, I focused on two newspaper articles that gave a general overview of high school students who serve and evaluated the overall tone portrayed by the media. Upon searching for media sources, I limited myself to only using the perspective of newspapers. While I did find some television news reports, I decided not to use them because they seemed to be narrow and did not provide enough information. The literature review provided a more scholarly approach to my research topic. All of the information used to complete this review came from thorough research of existing studies on community service in schools. By completing this process, I used coding to analyze ten articles and group ideas into thoughtful sections of the report. This process took the most amount of time, but provided me with expert information about my topic. The interview report allowed for the opportunity to talk with people who are closely related to my topic. ForShow MoreRelatedCommunity Counseling Resources Essay727 Words   |  3 Pagesï » ¿ Application: Community Counseling Resources Marriage, Couple and Family Therapy  (CPSY - 6356 - 1) In this paper will analyze primary, secondary, and tertiary couple and family interventions provided by community resources. 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