Effects of Excessive Sugar Intake in the Human Body

Effects of Excessive Sugar Intake in the Human Body HeeSung Kim Sugar Alert: The Friendly Assassinator â€Å"Sweet!† People use the word as a replacement for awesome as much as they love sweet things. Indeed, sweetness is the first taste a newborn baby recognizes, and it is crucial for living; it gives energy and is important as the sole energy source of the brain (Sigelman Rider 184). While people have heard that sugar can be dangerous, it seems they do not much care about it. In fact, it is not widely known how bad it is or the consequences, yet people can access sugar products very easily. In a cultural context, sweet things are usually used as a reward or a gift; there are even candy holidays such as Valentine’s Day, Easter and Halloween. But most of all, America is surrounded by processed and fast foods that contain enormous quantities of sugar. People may claim that they are fine because they do not have a sweet tooth. But the truth is that there are so many hidden sources of sugar that people cannot be free from it. The excessive sugar intake that causes physical , mental, and social problems is underestimated and people should be aware of its hidden danger. Physical problems from excessive sugar involve a wide range of symptoms from tooth decay or nutritional imbalance to serious diseases such as diabetes, obesity, cardiovascular related diseases, osteoporosis, high blood pressure, inflammation, suppressing immune system, Alzheimer’s, and cancer, etc (Syed and Davidson; Quillin). In fact, three undesirable things are happening once sugar is inside the body: it is broken down abnormally fast, produces potential harmful substances, and depletes body nutritional resources. In its natural state, sugar exists as a part of whole organism like sugar cane, and it is digested and nurtures the body in a normal way, like other foods. But refined sugar is nothing but a crystallized chemical of glucose and fructose molecules. Once it loses its components, it cannot follow the normal pathway of digestion and nutrition. Normally, fibers help to regulate digestion speed and let body systems work on their own timing. But once sugar, which has no fibers or other nutritional factors but empty calories, rushes in, the body gets high workloads and becomes tired or begins malfunctioning. For example, the pancreas is tired due to too much secretion of insulin to regulate high blood sugar, and eventually loses its endocrine function, which leads to diabetes. Also excessive sugar is turned into excessive fat, which causes many problems in the body. The liver converts the excessive fructose into fat after using up the needed amount of carbohydrates from sugar and the excessive fat is stored in liver, body cells, and pushed out into the blood, which causes a fatty or dysfunctional liver, obesity and related diseases, and high blood pressure along with cardiovascular diseases such as heart attack and stroke (Cohen; Goldwert). Generally, dietary fat has been believed to be the culprit for causing obesity. In the 1980s, scientists blamed dietary fat in food as the major reason for obesity and cardiovascular disease (Syed Davidson). So food companies started to eliminate fats from food and to compensate for its cardboard-like taste, they started to put in more sugar, mostly in form of cheap High Fructose Corn Syrup (HFCS), which became the food industry’s savior. But for 30 years with less fat, cases of obesity and diabetes have only in creased in number. These two graphs show the relationship between a) fat vs. obesity (Willett 557s) and b) sugar vs. diabetes and obesity (Taubes Couzens 1). The first one shows dietary fat and obesity with little correlation, while the second one shows that obesity and diabetes have strong direct proportional relationship with sugar consumption. It is not just because people eat more sugar through processed/fast foods, but also HFCS convolutes the body signal system by never informing brain to stop eating. It suppresses the hormone Leptin, which sends a signal to the brain â€Å"full,† so people eat more than they need and it results in prevalent abnormal obesity (Bray). Even more sad news from nephrologist Richard Johnson is, sugar rush depletes body energy and makes it harder for people to move, holding true to the term, couch potato (Cohen). Regarding cardiovascular disease, high sugared blood hurts the blood vessels and it makes it easy for the dangerous LDL cholesterol to invade and cause plaque that leads to heart attacks or strokes (Lund University). Also, a recent finding from the University of California-Davis reports that LDL cholesterol, the byproduct of excessive fat storage, can be elevated significantly in just two weeks of drinking four sugary beverages in a day, which is a likely average known range for consumption level (Stanhope, et al.). A rarely known factor of breaking down refined sugar molecules is that sugar steals the body’s calcium, vitamins and minerals, and this leads to osteoporosis and mineral deficiency related disease (Gaby 1). Normally food needs digestion supporters like vitamins and minerals to accomplish its digestion and usually the whole food brings its own supporters, but sugar is already refined and nothing but a chemical, which steals body resources to break itself down. Consequently, insufficient minerals and vitamins hinder the normal body function and cause inflammation and acidify body fluids. Moreover, it leads to immune system inactivity. Depleted vitamin C by sugar intake makes white blood cells sluggish and it results in weak immune control (Poulton). One study found that two tablespoons of sugar makes the immune system slow down 92% for up to five hours (Walker). The following pictures are captured from a video that examines the normal blood cells vs. after eating normal breakfas t including banana, soda, Pop-Tarts and yogurt so forth. Normal blood looks clear and active, but 10 minutes after eating, the blood stream becomes gooey, sedentary and makes â€Å"Spicules† structure which is a mutation of platelet caused by sugar (â€Å"How Sugar†). Also, one study found that sugar deteriorates the pathogen engulfing capability of white blood cells significantly for at least five hours (Sanchez). Unlike people’s general degree of awareness on the physical downside of sugar, mental problems of sugar are seldom known. Sugar weakens blood sugar levels due to its roller-coaster effect that is caused by high blood sugar compensation by insulin, and it affects the brain directly, which causes emotional imbalance, depression, moods and mental problems because of the stress hormone (McGonigal; Mayo). By disturbing neurological patterns, sugar leads to mental illness or violent behavior. It lowers BDNE, a brain hormone that helps to maintain healthy neurons, memory, and stimulates new nerve growth. Low BDNE levels result in depression, schizophrenia, and brain damage. Often, eliminating sugar is the first step to cure psychological problems (Ilardi). Also sugar can also cause violence due to the drastic fluctuation in blood sugar levels which cause â€Å"nervousness and irritability and provoke ‘a full-blown aggressive outburst’† (Holden). But the trickiest part of the sugar controversy is its addictiveness, and the dependence on sugar is highly related to other kinds of addictions. Some say that after quitting smoking, people look for a replacement habit, to distract and pacify their instinct for smoking, and often turn to sweet things. Why does this happen? In the brain, there are neural receptors for Dopamine, the â€Å"pleasure hormone† (Cohen). They react to sugar the same way they react to morphine, heroin, cocaine, and nicotine (Pikul). And Dopamine down-regulates its own receptors that build up tolerance levels, making people want more sugar the next time, leading to sugar addiction (Lustig, â€Å"The Sugar-Addiction†). Furthermore, sugar addiction also serves as a â€Å"gateway drug† that leads to other addictive substances including alcohol, nicotine, and cocaine (Avena, Rada Hoebel). Sugar’s serious physical and mental problems eventually lead to social problems. Today people pursue more and more instant, quick response and easy ways to solve problems. They say, â€Å"right now!† As a matter of fact, a chocolate bar can be an instant hunger solver. Seeking short satisfactions and even more sensations the next time, people’s behavior patterns resemble how sugar acts in the body, and this invaded culture and society now seeks more sensual and superficial stimulants. But there is a more serious problem here. Endocrinologist Robert H. Lustig from the University of California at San Francisco, notes that sugar-related diseases are costing America around $150 billion a year and 75% of US healthcare money is spent on treating those diseases (â€Å"Public Health† 28). It makes sense that sugar related diseases such as heart disease, cancer, stroke, Alzheimer’s, diabetes, and white blood disease are considerably placed as America’s leading causes of death (â€Å"Leading Causes†). Despite these life-threatening outcomes of sugar, most people still underestimate its danger because of poor social awareness of the danger of sugar, along with its addictive nature or its slow/indirect consequences. In fact, the danger of sugar is not as widely known as the danger of dietary fat. This is the problem of all problems. It is especially dangerous for poor people living in blind areas of information, and easy access to cheap foods, which mostly contain lots of sugar. And because of its strong addictive nature, people are more likely to choose sugar than fat (Lustig, â€Å"The Sugar-Addiction†). People would rather choose sweet stuff right now, than be aware and cautious for their future health. Also its downsides show up slowly or sneakily, it makes it hard to blame sugar directly and people are easily misled. Food companies spend a lot of money on lobbying to keep the facts under wraps (Syed Davidson). Moreover, they make food packages deceptive ; Sugar can be d isguised by more than 50 different names: HFCS, molasses, corn syrup, dextrose†¦(Pikul) or by word play, like Sugar-free or No-added-sugar beverage does not necessarily mean not sweet at all rather it means that it either used artificial sweeteners or already contains enough sugar, like fruit juices. Even something considered to be healthy has a lot of sugar in it such as yogurt, green tea, whole-grain crackers, and energy bars. One Yoplait yogurt has 31g of sugar, which is 8 teaspoons, and a serving of SoBe green tea has 12.5 teaspoons of sugar in it. Also processed food such as pasta sauce has 12g of sugar per half-cup (â€Å"Best Pasta†). Yes, it is almost impossible to escape sugar; 77% of packaged foods contain sugar (Lustig, â€Å"The Sugar-Addiction†). But people do not know the facts well. Americans’ average sugar consumption is 22 teaspoons per day, while The American Heart Association suggests only 6 teaspoons for women and 9 for men (â€Å"Suga r 101†). Sugar seems like a pleasure trap that is hidden everywhere and some people willingly seek it, but because of its slow and accumulating effect and its omni-existence, people do not know or ignore the fact that that trap will lead them to many problems. Can anybody eat 16 sugar cubes at once? Yes, they can if they drink a bottle of soda at once. They may be pleased for now, but might face a sweet death as a result of being a sugar lover. People are living with a secret killer, which endangers them physically, mentally and socially because of its lovely first approach and addictive nature. But most of all, people do not know much about what sugar really does. Sugar intake should be carefully watched and we need to take control of it because sugar seems to be far from â€Å"wellness,† but close to â€Å"illness† (Lustig, â€Å"The Sugar-Addiction†). As people have changed the history of fat consumption, now sugar is the next turn. Numerous studies prove that people have been misled and more information about the harm caused by sugar should be more widely known. Awareness and being cautious with overeating sugar will make a change to the food industry, government and society. Rather than being a sheep, f just follo wing what is given without thinking further, we need be a smart and proactive eater to be saved from the friendliest toxin. The more people get educated on this threat, the better chance America has to be free from these serious problems from sugar. Works Cited Avena, Nicole M., Pedro Rada, and Bartley G. Hoebel. Evidence for sugar addiction:  Behavioral and neurochemical effects of intermittent, excessive sugar intake.National Center for Biotechnology Information. U.S. National Library of Medicine, 18 May 2007. Web. 02 Apr. 2014. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2235907/>. Cohen, Rich. Sugar. National Geographic. National Geographic Society, Aug. 2013. Web. 21 Mar. 2014. http://ngm.nationalgeographic.com/2013/08/sugar/cohen-text>. Best Pasta Sauces.Consumer Reports Magazine. Consumer Reports, Aug. 2012. Web. 31 Mar. 2014. http://www.consumerreports.org/cro/magazine/2012/08/best-pasta-sauces/index.htm>. Bray, George A., Samara Joy Nielsen, and Barry M. Popkin. Consumption of High-fructose Corn Syrup in Beverages May Play a Role in the Epidemic of Obesity.† The American Journal of Clinical Nutrition. American Society for Nutrition, Apr. 2004. Web. 31 Mar. 2014. http://ajcn.nutrition.org/content/79/4/537.full>. Gaby, Alan R. Osteoporosis: What You Eat Affects Your Bones.Nutritional Medicine. N.p., n.d. Web. 01 Apr. 2014. http://www.healthy.net/Health/Article/Osteoporosis_What_You_Eat_Affects_Your_Bones/1240>. Goldwert, Lindsay. Sugar is as addictive as cocaine, and causes obesity, diabetes, cancer  and heart disease: Researchers. NY Daily News. NYDailyNews.comN.p., 02 Apr. 2012n.d. Web. 21 Mar. 2014. http://www.nydailynews.com/life-style/health/researcher-sugar-addictive-cocaine-obesity-diabetes-cancer-heart-disease-article-1.1054419>. Holden, Constance. Sugar: Gateway Drug to Violence?Science/AAAS. American  Association for the Advancement of Science, 1 Oct. 2009. Web. 31 Mar. 2014. http://news.sciencemag.org/biology/2009/10/sugar-gateway-drug-violence>. â€Å"How Sugar Affects Your Blood Live Blood Analysis. Online video clip. YouTube. YouTube, 11 Mar. 2013. Web. 26 Mar. 2014. http://www.youtube.com/watch?v=_xXTKZOrOHs>. Ilardi, Stephen. â€Å"Dietary Sugar and Mental Illness: A Surprising Link.† PsychologyToday. Sussex Publishers, LLC, Sep.2009. Web. 21 Mar. 2014. http://www.psychologytoday.com/blog/the-depression-cure/200907/dietary-sugar-and-mental-illness-surprising-link>. Leading Causes of Death.Centers for Disease Control and Prevention. Centers for Disease  Control and Prevention, 30 Dec. 2013. Web. 28 Mar. 2014. http://www.cdc.gov/nchs/fastats/lcod.htm>. Lund University. Hyperglycemia: New Mechanism Underlying Cardiovascular Disease  Described. ScienceDaily. ScienceDaily, LLC, 12 December 2009. Web. 31 Mar. 2014. www.sciencedaily.com/releases/2009/12/091207150438.htm>. Lustig, Robert H. The Sugar-Addiction Taboo.The Atlantic. Atlantic Media Company, 02 Jan. 2014. Web. 31 Mar. 2014. http://www.theatlantic.com/health/archive/2014/01/the-sugar-addiction-taboo/282699/>. Lustig, Robert H., Laura A. Schmidt, and Claire D. Brindis. Public Health: The Toxic Truth  about Sugar.Nature482.7383 (2012): 27-29. Print. Mayo Clinic Staff. Chronic Stress Puts Your Health at Risk.† MayoClinic. Mayo  Foundation for Medical Education and Research, 11 July 2013. Web. 30 Mar. 2014. http://www.mayoclinic.org/healthy-living/stress-management/in-depth/stress/art-20046037>. McGonigal, Kelly. Stress, Sugar, and Self-Control.† PsychologyToday. Sussex  Publishers, LLC, 21 Nov. 2011. Web. 31 Mar. 2014. http://www.psychologytoday.com/blog/the-science-willpower/201111/stress-sugar-and-self-control>. Pikul, Corrie. Give Up Sugar: The One Crazy Thing All Nutritionists Agree Is a Good  Idea. The Huffington Post, TheHuffingtonPost.com, Inc, 29 Jan. 2014. Web. 31 Mar. 2014. http://www.huffingtonpost.com/2014/01/29/give-up-sugar_n_4673992.html>. Poulton, Claire. Refined Sugar Destroys Health. Nutrition2Success. N.p., n.d. Web. 21 Mar. 2014. http://nutrition2success.com/sugar.php>. Quillin, Patrick. Cancers Sweet Tooth. Mercola. N.p., Apr. 2000. Web. 31 Mar. 2014. http://www.mercola.com/article/sugar/sugar_cancer.htm>. Sanchez, Albert, et al. Role of Sugars in Human Neutrophilic Phagocytosis.† The American Journal of Clinical Nutrition. The American Society for Clinical Nutrition, Inc, Nov. 1973. Web. 31 Mar. 2014. http://ajcn.nutrition.org/content/26/11/1180.abstract>. Sigelman, Carol K., and Elizabeth A. Rider.Human Development Across the Life-span. Belmont Calif.: Wadsworth, 2011. Print. Stanhope, Kimber L., et al. Consumption of Fructose and High Fructose Corn Syrup Increase Postprandial Triglycerides, LDL-Cholesterol, and Apolipoprotein-B in Young Men and Women. The Journal of Clinical Endocrinology Metabolism Vol 96, No 10. Endocrine Press. Web. 01 Oct. 2011. Web. 21 Mar. 2014. http://press.endocrine.org/doi/abs/10.1210/jc.2011-1251>. Sugar 101.Sugar 101. American Heart Association, 24 Feb. 2014. Web. 31 Mar. 2014. http://www.heart.org/HEARTORG/GettingHealthy/NutritionCenter/HealthyEating/Sugar-101_UCM_306024_Article.jsp>. Syed, Ronna, and Allya Davidson. The Secrets of Sugar the Fifth Estate CBC News. Online posting.CBCnews. CBC/Radio Canada, 10 Apr. 2013. Web. 26 Mar. 2014. http://www.cbc.ca/fifth/episodes/2013-2014/the-secrets-of-sugar>. Taubes, Gary and Cristin Kearns Couzens. Big Sugars Sweet Little Lies. Mother Jones.  Mother Jones and the Foundation for National Progress, Nov-Dec, 2012. Web. 21 Mar. 2014. http://www.motherjones.com/environment/2012/10/sugar-industry-lies-campaign>. Walker, Steven C.S.T. Sugar Research Heath Science. Sugar Research Heath Science. N.p.,  n.d. Web. 21 Mar. 2014. http://www.heathscience.org/sugar-research>. Willett, W. C. Is Dietary Fat a Major Determinant of Body Fat?The American Society for  Clinical Nutrition67.3 (1998): 556s-62s. Print. Corporate Author. â€Å"Nutrition Label of name of product.† City, State of Manufacture. Year.  For example:  Kraftfoods. â€Å"Nutrition Label of Kraft Macaroni and Cheese.† Banbury, UK.

Syllabus Planning

Syllabus Design Syllabus: A syllabus is an expression of opinion on the nature of language and learning; it acts as a guide for both teacher and learner by providing some goals to be attained. Hutchinson and Waters (1987:80) define syllabus as follows: At its simplest level a syllabus can be described as a statement of what is to be learnt. It reflects language and linguistic performance. This is a rather traditional interpretation of syllabus focusing on outcomes rather than process. However, a syllabus can also be seen as a â€Å"summary of the content to which learners will be exposed† (Yalden. 1987).It is seen as an approximation of what will be taught and that it cannot accurately predict what will be learnt A language teaching syllabus involves the integration of subject matter and linguistic matter. Difference between Syllabus and Curriculum Curriculum is wider term as compared with syllabus. Curriculum covers all the activities and arrangements made by the institution through out the academic year to facilitate the learners and the instructors. Where as Syllabus is limited to particular subject of a particular class. Syllabus Design To design a syllabus is to decide what gets taught and in what order.For this reason, the theory of language underlying the language teaching method will play a major role in determining what syllabus should be adopted. Theory of learning also plays an important part in determining the kind of syllabus used. For example, a syllabus based on the theory of learning evolved by cognitive code teaching would emphasize language forms and whatever explicit descriptive knowledge about those forms. A syllabus based on an acquisition theory of learning, however, would emphasize unanalyzed and carefully selected experiences of the new language.The choice of a syllabus is a major decision in language teaching, and it should be made as consciously and with as much information as possible. There has been much confusion over the yea rs as to what different types of content are possible in language teaching syllabi and as to whether the differences are in syllabus or method. Several distinct types of language teaching syllabi exist, and these different types may be implemented in various teaching situations. TYPES OF SYLLABI Although six different types of language teaching syllabi are treated here as though each occurred â€Å"purely,† but in practice, these types rarely occur independently.Almost all actual language teaching syllabi are combinations of two or more of the types defined here. For a given course, one type of syllabus usually dominates, while other types of content may be combined with it. Furthermore, the six types of syllabi are not entirely distinct from each other. For example, the distinction between skill-based and task-based syllabi may be minimal. In such cases, the distinguishing factor is often the way in which the instructional content is used in the actual teaching procedure.The characteristics, differences, strengths, and weaknesses of individual syllabi are defined as follows: 1:- Product-Oriented Syllabus This kind of syllabuses emphasizes the product of language learning and is prone to approval from an authority. There are three types of syllabus described in the following: (i) The Structural Syllabus Historically, the most prevalent of syllabus type is perhaps the structural or grammatical syllabus in which the selection and grading of the content is based on the complexity and simplicity of grammatical items.The learner is expected to master each structural step and add it to her grammar collection. As such the focus is on the outcomes or the product. One problem facing the syllabus designer pursuing a grammatical order to sequencing input is that the ties connecting the structural items may be rather weak. A more fundamental criticism is that the grammatical syllabus focuses on only one aspect of language, namely grammar, whereas in truth there exi st many more aspects of language. Finally, recent research suggests there is a isagreement between the grammar of the spoken and of the written language; raising complications for the grading of content in grammar based syllabuses. (ii) The Situational Syllabus The limitations found in structural approach led to an alternative approach where situational needs are emphasized rather than grammatical units. Here, the principal organizing characteristic is a list of situations which reflects the way language is used in everyday life i. e. outside the classroom.Thus, by linking structural theory to situations the learner is able to grasp the meaning in relevant context. One advantage of the situational Syllabus is that motivation will be heightened since it is â€Å"learner- rather than subject-centered† (Wilkins. 1976). However, a situational syllabus will be limited for students whose needs were not encompassed by the situations in the syllabus. This dissatisfaction led Wilkins to describe notional and communicative categories which had a significant impact on syllabus design. (iii) The Notional/Functional SyllabusWilkins' criticism of structural and situational approaches lies in the fact that they answer only the ‘how' or ‘when' and ‘where' of language use (Brumfit and Johnson. 1979:84). Instead, he enquires â€Å"what it is they communicate through language† Thus, the starting point for a syllabus is the communicative purpose and conceptual meaning of language i. e. notions and functions, as opposed to only the grammatical items and situational elements. In order to establish objectives of such a syllabus, the needs of the learners will have to be analyzed on the base of communication need.Consequently, needs analysis has an association with notional/functional syllabuses. White (1988:77) claims that â€Å"language functions do not usually occur in isolation† and there are also difficulties of selecting and grading functi on and form. The above approaches belong to the product-oriented category of syllabuses. An alternative path to Syllabus Design would be to adopt process oriented principles, which assume that language can be learnt experientially as opposed to the step-by-step procedure of the synthetic approach. 2:- Process-Oriented SyllabusesProcess-Oriented Syllabuses are developed as a result of a sense of failure in product-oriented courses to enhance communicative language skills. Syllabus is a process rather than a product. That is, focus is not on what the student will have accomplished on completion of the program, but on the specification of learning tasks and activities that s/he will undertake during the course. (i)Procedural/Task-Based Syllabus Prabhu's (1979) ‘Bangalore Project' is a classic example of a procedural syllabus. Here, the question concerning ‘what' becomes subordinate to the question concerning ‘how'.The focus shifts from the linguistic element to the ed ucational, with an emphasis on learning or learner. Within such a framework the selection, ordering and grading of content is no longer wholly significant for the syllabus designer. Arranging the Syllabus around tasks such as information- and opinion-gap activities, it was hoped that the learner would perceive the language subconsciously whilst consciously concentrating on solving the meaning behind the tasks. There appears to be an indistinct boundary between this approach and that of language teaching methodology.A task-based syllabus assumes that speaking a language is a skill best perfected through practice and interaction, and uses tasks and activities to encourage learners to use the language communicatively in order to achieve a purpose. Tasks must be relevant to the real world language needs of the student. That is, the underlying learning theory of task based and communicative language teaching seems to suggest that activities in which language is employed to complete meani ngful tasks, enhances learning. (ii)Learner-Led SyllabusThe notion of basing a syllabus on how learners learn language was proposed by Breen and Candlin (1984). Here the emphasis lies on the learner, who it is hoped will be involved in the implementation of the syllabus design. By being fully aware of the course they are studying, it is believed that their interest and motivation will increase, coupled with the positive effect of nurturing the skills required to learn. However, as suggested earlier, a predetermined syllabus provides support and guidance for the teacher and should not be so easily dismissed.Critics have suggested that a learner-led syllabus seems radical and utopian in that it will be difficult to follow as the direction of the syllabus will be largely the responsibility of the learners. This leads to the final syllabus design to be examined ; the proportional syllabus as suggested by Yalden (1987). (iii)The Proportional Syllabus The proportional syllabus basically a ttempts to develop an â€Å"overall competence†. It consists of a number of elements within the main theme playing a linking role through the units.This theme is designated by the learners. It is expected initially that form will be of central value, but later, the focus will turn towards interactional components. The syllabus is designed to be dynamic, not static, with sufficient opportunity for feedback and flexibility. The shift from form to interaction can occur at any time and is not limited to a particular stratum of learners. As Yalden observes, it is important for a syllabus to indicate explicitly what will be taught, â€Å"not what will be learned†.This practical approach with its focus on flexibility and spiral method of language sequencing leading to the recycling of language, seems relevant for learners who lack exposure to the target language beyond the classroom. Practical Guidelines to Syllabus Choice and Design It is clear that no single type of content is appropriate for all teaching settings, and the needs and conditions of each setting are so particular that specific recommendations for combination are not possible. However, a set of guidelines for the process is provided below. Steps in preparing a practical language teaching Syllabus Choice: 1.Determine, to the extent possible, what outcomes are desired for the students in the instructional program i. e. what the students should be able to do as a result of the instruction. 2. Rank the syllabus types presented here as to their likelihood of leading to the outcomes desired. Arrange the six types with preference you going to give to each type. 3. Evaluate available resources for teaching, needs analysis, materials choice and production and in training for teachers. 4. Rank the syllabi relative to available resources. That is, determine what syllabus types would be the easiest to implement within available resources. . Compare the lists made under Nos. 2 and 4. Making as few adj ustments to the earlier list as possible, produce a new list of ranking based on the availability of resources. 6. Designate one or two syllabus types as dominant and one or two as secondary. 7. Review the question of combination or integration of syllabus types and determine how combinations will be achieved and in what proportion. In making practical decisions about syllabus design, one must take into consideration all the possible factors that might affect the teachability of a particular syllabus.By starting with an examination of each syllabus type, tailoring the choice and integration of the different types according to local needs, one may find a principled and practical solution to the problem of appropriateness and effectiveness in syllabus design. Suggested Steps for Planning Syllabus: †¢Develop a well-grounded rationale for your course. †¢Decide what you want students to be able to do as a result of taking your course, and how their work will be appropriately as sessed. †¢Define and delimit course content. †¢Structure your students’ active involvement in learning. Identify and develop resources. †¢Compose your syllabus with a focus on student learning. Suggested Principles for Designing a Syllabus that Fosters Critical Thinking: †¢Critical thinking is a learnable skill; the instructor and class fellows are resources in developing critical thinking skills. †¢Problems, questions, or issues are the point of entry into the subject and a source of motivation for nonstop inquiry. †¢Successful courses balance the challenge to think critically with supporting students’’developmental needs. †¢Courses should be assignment centered rather than text and lecture centered.Goals, methods and evaluation emphasize using content rather than simply acquiring it. †¢Students are required to formulate their ideas in writing or other appropriate means. †¢Students should collaborate to learn and to stretch their thinking, for example, in pair problem solving and small group work. †¢Courses that teach problem-solving skills nurture students’ metacognitive abilities. †¢The developmental needs of students are acknowledged and used as information in the design of the course. Teachers in these courses make standards explicit and then help students learn how to achieve them. Syllabus Functions: Establishes an early point of contact and connection between student and instructor †¢Describes your beliefs about educational purposes †¢Acquaints students with the logistics of the syllabus †¢Contains collected handouts †¢Defines student responsibilities for successful course work †¢Describes active learning †¢Helps students to assess their readiness for your syllabus †¢Sets the course in a broader context for learning †¢Provides a conceptual framework †¢Describes available learning resources †¢Communicates the role of techn ology in the course †¢Can improve the effectiveness of student note-taking Can include material that supports learning outside the classroom †¢Can serve as a learning contract Checklist Syllabus Design: †¢Title Page †¢Table of Contents †¢Instructor Information †¢Letter to the Student †¢Purpose of the Course †¢Course Description †¢Course and Unit Objectives †¢Resources †¢Readings †¢Course Calendar †¢Course Requirements †¢Evaluation †¢Grading Procedures †¢How to Use the Syllabus †¢How to Study for This Course †¢Content Information †¢Learning Tools Course Objectives: †¢What will the students know and be able to do as a result of having taken this course? What levels of cognitive thinking are required from students to engage in? †¢What learning skills will the students develop in the course? †¢Instructional Approaches: †¢Given the kind of learning I'd like to encourage and foster, what kinds of instructional interactions need to occur? Teacher-student, student-student, student-peer tutor? †¢What kinds of instructional approaches are most conducive to helping students accomplish set learning objectives? †¢How will classroom interactions be facilitated? In-class? Out-of-class? Online? Electronic discussion? Newsgroups? Chatroom?Course Requirements, Assignments: †¢What will students be expected to do in the course? †¢What kinds of assignments, tests do most appropriately reflect the course objectives? †¢Do assignments and tests bring forth the kind of learning I want to foster? Assignments (frequency, timing, sequence)? Tests? Quizzes? Exams? Papers? Special projects? Laboratories? Field trips? Learning logs? Journals? Oral presentations? Research on the web? Web publishing? Electronic databases? †¢What kinds of skills do the students need to have in order to be successful in the course? Computer literacy?Research skills? Wr iting skills? Communication skills? Conflict resolution skills? Familiarity with software? Course Policies: †¢What is expected of the student? Attendance? Participation? Student responsibility in their learning? Contribution to group work? Missed assignments? Late work? Extra credit? Academic dishonesty? Makeup policy? Classroom management issues? Laboratory safety? Grading, Evaluation: †¢How will the students' work be graded and evaluated? Number of tests? In-class? Take-home? Point value? Proportion of each test toward final grade? Grading scale? How is the final grade determined? Drop lowest grade? †¢How do students receive timely feedback on their performance? Instructor? Self-assessment? Peer review? Peer tutors? Opportunities for improvement? Ungraded assignments? Texts/Resources/Readings/Supplies: †¢What kinds of materials will be used during the course? Electronic databases? Electronic Course Reserve? Course Webpage? Software? Simulations? Laboratory equi pment? †¢What kinds of instructional technologies will be used? †¢Course Calendar: †¢In what sequence will the content be taught? When are major assignments due?Fieldtrips? Guestspeaker? Schedule for Term Examination? Result? Vacations? †¢Study Tips/Learning Resources: †¢How will the student be most successful in the course? †¢What resources are available? Online quiz generator? Study guides? Lecture notes online? Lecture notes on reserve in library? Guestspeaker to explain/demonstrate online resources? TA? Peer tutors? Study groups? Academic Services Center? Writing Center? Evaluation of online resources? Citation of web resources? Student Feedback on Instruction: †¢Anonymous suggestion box on the web and E-mail. Student feedback at midterm for instructional improvement purposes. †¢End-of-term student feedback. Supplement to departmental student feedback form. Bibliography 1. Brumfit, C. J. and Johnson, K. (1979) The Communicative Approach To Language Teaching. Oxford University Press. 2. Hutchinson, T. and Waters, A. (1987) English For Specific Purposes: A Learning Centred Approach. Cambridge University Press. 3. Long, R. W. and Russell, G. (1999) â€Å"Student Attitudinal Change over an Academic Year†. The Language Teacher. Cambridge University Press. 4. Nunan, D. (1988) Syllabus Design.Oxford University Press. 5. Prabhu, N. S. (1987) Second Language Pedagogy. Oxford University Press. 6. Richards, J. C. and Rodgers, T. S. (1986) Approaches And Methods In Language Teaching. Cambridge University Press. 7. White, R. V. (1988) The ELT Curriculum: Design, Innovation And Management. Blackwell Publishers Ltd. 8. Widdowson, H. G. (1978) Teaching Language As Communication. Oxford University Press.. 9. Wilkins, D. A. (1976) Notional Syllabuses. Oxford University Press. 10. Yalden, J. (1987) Principles of Course Design for Language Teaching. Cambridge University Press.

Articles of Partnership

ARTICLES OF PARTNERSHIP OF TONCLINTX PASTRY PRODUCT And T-SHIRT PRINTING SERVICES Know all men by these presents: That we, all of whom are citizens and residents of the Philippines and of legal age, do hereby voluntarily associate ourselves to form a general partnership in accordance with the laws of the Philippines, and we hereby certify: ARTICLE I That the name of our general partnership shall be TONCLINTX PASTRY PRODUCT and T-SHIRT PRINTING SERVICES. ARTICLE II That the principal place of our partnership shall be in Sta. Cruz Laguna, Philippines. ARTICLE III That our partnership shall exist for a period of three (3) months from the time of registration in the Dean’s Office of the College of Computer Studies. ARTICLE IV That the purpose of the partnership shall be the following: 1. To deal in the business of giving the service of T-shirt design and printing together with sales of pastry products. 2. To import such kind of service after complying with existing laws and regulations. 3. To enter into such other contracts or do such other acts as may be demanded by the needs of the business. ARTICLE V That the general partners of our partnership shall be the following: 1. Jhean Laurence SimanFilipino149 Sitio Huwaran Brgy. Pagsawitan Sta. Cruz Laguna 2. Kristine SumaguiFilipino098 Sitio Talon, Brgy. Sta. Clara Sur Pila Laguna 3. Nico Paolo CatalanFilipino6781 Sitio 4 Brgy. Oogong, Sta, Cruz, Laguna 4. Joy Clinton BabaanFilipinoBeverly Hills, St. Maceda Subd. Brgy. Pinagsanjan, Pagsanjan Laguna Hereby approved by: CANDELARIA SILVANIA FLORENCIA SUMAGUE YOLANDA CATALANN ______________ ______________________ __________________________________ Parent of Parent of Parent of Parent of Ear Anthony B. Silvania Kristine Sumagui Nico Paolo CatalanJoy Clinton Babaan

The Issue Of Market Commodification - 1367 Words

There is an ongoing argument in philosophy to whether or not the market should be constrained to certain goods and services, as well as how much power governments should have when intervening in a regulated market. Most people believe that certain goods and services should be kept out of the market due to the fact that these certain goods and services should not be bought and sold in the first place. For example, markets in organs and blood, sex, and pregnancy surrogacy. In this paper, I intend on discussing two opposing views about market commodification. The first being Elizabeth Anderson, she argues that certain goods and services should not be for sale in a market, this is because the spread of these certain goods and services in markets would corrupt peoples personal and civic values. Also, Anderson is opposed to the commodification of these certain goods and services, like blood, sex, and pregnancy surrogacy, because it can easily exploit the people who sell them. In opposition to Anderson, Brennan and Jaworski argue in defense of commodification, but understand that not everything and anything should be allowed for sale on the market. Brennan and Jaworski argue that there are certain classes of goods and services that can be for sale and cannot be for sale. This is depending on whether or not the good or service is right to own or have in the first place. Both authors put out compelling arguments, and I will discuss each of their views on commodification. In closing IShow MoreRelateds Essays1002 Words   |  5 PagesCommoditification and its Affects The process of commodification is turning people into commodities (Rose, p. 302). Consequently, affecting our youth’s perception on societal perfection. Surely, it is also leaving medical professionals in nursing homes, and hospices empathetical blind to patients as people. 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