HSC2014 Eat And Drink Essay Example for Free

HSC2014 Eat And Drink Essay Be able to support individuals to make choices about food and drink. 1. 3 Describe ways to resolve any difficulties or dilemmas about the choice of food and drink. Allowing an individualthechoiceofwhat theywishtoeat isveryimportantand iftheydonotwant what is on the menu you can try asking what they would prefer and agree with them a suitable alternative. If a service user cannot communicate with words alone, using pictures or some other method to show what food they wish to eat could also be an appropriate method. Explaining the nutritional values of meals and encouraging a healthy option is important but it is the service users right to refuse or choose something different. 1. 4 Describe how and when to seek additional guidance about an individual’s choice of food and drink. Familyandfriendsofa serviceuseroreventheserviceuserthemselvescanprovideguidancein regards to what they like to eat and drink and what they prefer, this information can be found in each service users care plans. However, there may be other times in which additional guidance should be sought out. For example, if a service user is on a particular diet for diabetes or weight loss, if they are on a soft food diet or even a puree diet and you are unsure of what foods are suitable for them then a qualified member of staff can be asked. Be able to provide support for eating and drinking. 3. 1 Describe factors that help promote an individual’s dignity, comfort and enjoyment while eating and drinking. It is important to assess the needs of each service user separately as what works for one may not be suitable for someone else. A calm and clean environment should be provided during meal times and it is vital to ensure that any special cutlery or eating aids are provided at the beginning of each meal and that they are accessible to the service user. You should ensure that a drink is within reach and that what they are eating is suitable for their diet and needs. Providing the service user with encouragement or psychological support is of upmost importance, any assistance should be provided with feeding if the service user struggles or requires aid. Be able to clear away after food and drink. 4. 1 Explain why it is important to be sure that an individual has chosen to finish eating and drinking before clearing away. Itis veryimportantandrespectfultoensurethata serviceuserhasfinishedwiththeirmealbefore clearing it away. It may be that the service user is a slower eater than someone else or is quite simply having a breather, they could also need a break for the toilet; if the food is cleared away before they are ready it is possible for them to be left still feeling hungry or thirsty. This could upset or agitate the service user. Be sure to fully communicate with the service user to be one hundred percent certain that the meal is finished with if they should stop eating. Be able to monitor eating and drinking and the support provided. 5. 1 Explain the importance of monitoring the food and drink an individual consumes and any difficulties they encounter. Keepingarecordormonitoringanindividual’sdietcanbeextremelyimportant. Itcanhelpwith understanding certain likes and dislikes of food, which meals are eaten better and which types of meals are preferred. It can also provide answers in regards to any changes that may highlight certain health issues such as difficulty with swallowing or chewing, struggling with solids but eating better with softer foods or loss of appetite due to illness. Also, if a service user suffers any sudden weight loss, monitoring food intake is important for understanding whether it is a health issue or purely lack of eating. Steps can then be taken to rectify any issues.

Structural Elements That Define Good Screenplay Film Studies Essay

Structural Elements That Define Good Screenplay Film Studies Essay Through my prism, a good screenplay can be made in many ways, as long as the writer of the artwork keeps up to some basic rules that have been reinforced through the years. In a relation to that, there are three essential elements without which it is impossible to create a fine script. The chief structure of a script should be based on the concept of thesis-antithesis-synthesis and accordingly it is supposed to consist of at least three acts, respectively beginning, middle and end. Key features also include a good conflict and a good character without which the screenplay can be defined as boring and unstimulating. One must not forget, though, that a good character is also a matter of a personal vision. To begin with, the idea of thesis-antithesis-synthesis is not just an important feature of a good film script but it is also not new. It is the simple formula created by Georg Wilhelm Friedrich Hegel that came to be a feature in every good movie or play the common spectator sees today. Thesis is defined as a separate action that breaks out during a film or as a character who performs an action. In contrast, antithesis is actualized when an action opposite to the thesis act occurs. It is the converse of the thesis, as annotated. When combined, thesis and antithesis devise the synthesis. Synthesis is the resolution of the clash between the thesis and the antithesis, without matter if the result is positive or negative. Hegels concept also plays key role in finding out what the premise of a certain screenplay could be. A good example of Hegels formula being used is Frank Capras American drama film Its a Wonderful Life (1946). To supplement, the scenes where George is on the verge of com mitting a suicide and Clarences successful attempt to prevent it is an illustration of how this dialectical method is applied. In one of them, Georges view that killing himself will make everyone happier is challenged by Clarence who presents himself as having been sent by God to protect him. In another one, the guardian angel reveals to the protagonist what would have happened, had George never been born his brother, Harry would have died at the age of eight, because George would not have been there to save him [the scene of Harrys grave]; George would also have neither wife, nor kids, had he never existed; he would not have built a house for them and for himself too. In the final act, the conflict between the thesis (Georges wish to commit suicide) and the antithesis (Clarences way to show the protagonist what the world would be like without him) gets resolved: George prays to God to bring back the life he has had, realizing how wonderful it was and gets back to his wife and kids . As a result, the premise of the film is conspicuous: life is a gift that should not be spurned. Furthermore, it is well known that the conflict is the heart of any story, be it a screenplay or a play that is performed in theaters. Therefore, a story without any real conflict is not a story at all. In his book, Story: Substance, Structure, Style and the Principles of Screenwriting, the famous screenwriting instructor, Robert McKee talks in details about the levels of conflict that are present in a certain screenplay. He explains that there are two main types of conflict external and internal. Although in most screenplays the external conflict (conflict that occurs as a result of social conditions) is dominant, a good story should include a large portion of internal conflict (a conflict within the character) as well. In terms of the external conflict, it is clear that a protagonist in the film usually gets what they want in the end. However, if they carry out their wish without any obstacles on their way that will try to prevent them from doing so, the piece of work will be cons idered disinteresting and such motion pictures surely disappoint the viewer. So, to strengthen the conflict, the obstacle is often made to be superior to the protagonist in some ways. For instance, in The Terminator (1984), the main protagonist, named Kyle Reese, is sent back in time from the future with an assignment to protect Sarah Connor. The obstacle he has to deal with, however, is not a human but a cyborg (living human tissue over a metal skeleton), stronger, faster, and extremely hard to kill. This technique makes the viewers ask themselves whether Reese will deal with the obstacle or Sarah will be killed. In contrast, a great illustration of an internal conflict can be seen in George Lucas film, Star Wars Episode III: Revenge of the Sith (2005). The chief character, Anakin Skywalker is a Jedi Knight whose wife, Padme Amidala is pregnant. One night, while sleeping, he has nightmares of her dying in childbirth. Later on, Palpatine, who is the main antagonist, uses this nightm are Anakin tells him about and ascertains Anakin that there is a power to cheat death but it cannot be learned by a Jedi and the only way to achieve this power is by embracing the dark side of the Force. From this moment on, the struggle inside Anakin reaches deeper level. It appears that he is supposed to choose between two things: saving his wife from certain death by selling his soul to the dark side or remaining loyal to the Jedi and, as he fears, possibly losing Padme. There is one emblematical scene that clearly shows that fear. It is an intercut combination of the young Skywalker sitting alone on a chair in the Jedi temple council chamber thinking of his wife and Padme in her apartment, possibly looking in direction towards the Jedi Temple. The Jedi is confused as he keeps on starring outside. Minutes later, Palpatines voice-over could be heard: You do know, dont you, if the Jedi destroy me, any chance of saving her will be lost. In this moment, tears run off Anakins face, as if he says to himself I cant do it, I cant let her die. When watching this scene, after Anakin leaves the Jedi temple, we think that the conflict within him has finished. But actually, a lot more is to come, to which I will pay greater attention when I talk about good character being necessary to create a good screenplay. In addition, a story, that is considered to be in the category of good stories, will also comply with the concept of a good character which is usually the protagonist. When I say good, though, it does not mean that the character themselves are the so called good guy but that there must be enough levels of internal conflict within the character. Of course, before creating levels of conflict within the character, one has to know their character as screenwriter Syd Field says in his book Screenplay: The Foundations of Screenwriting. Knowing the character means to know: whose story it is? Who is the main character? What do they want? Without these basics, a character would not even exist. Nevertheless, are these basics enough for a character, so that they can be called a good one? Certainly not. This is the place where deeper levels of conflict are necessary to be shown, without matter if they are internal within the protagonist or interpersonal (between the protagonist and other people. It is well known that it is even preferrable to have a mix of both. To this common statement, I would add that a mix of both types of conflict has to be present indeed but the writer has to be careful how they do that mix. If it is so complex that the creator themselves have difficulties interpreting the levels of conflict, this will lead to a confusion and disinterest in the eyes of the spectator. For instance, if one gets back to Anakin Skywalker as presented in Star Wars Episode 3, they will find out that there are many levels of conflict some of which can be seen even after he has turned to the dark side of the Force. In the scene where the young Jedi turns to the dark side, before the turning point itself, there is a mix of extrapersonal struggle and internal conflict within Anakin. The intramural struggle actually emerges as a result of the extrapersonal clash between Jedi Master Mace Windu (the black guy with the purple lightsaber) and Chancellor Palpatine who has now been r evealed to be Darth Sidious the main antagonist in the movie. As soon as Anakin enters the hall where the two Force masters fought each other some minutes ago, we see the following picture: The chancellor is on the ground, next to a broken window. Mace Windu is about to finish him off. This is where the mixed conflict starts. Palpatines words He is a traitor! mark the beginning of this mixed struggle. Windu then addresses the same words towards Palpatine. Afterwards, the close up of Anakins face and his facial expression show some confusion, as if he asks himself Who is right? Who should I listen to?. In an attempt to persuade Anakin to help him, Palpatine again states he could save his wife from certain death. In a response, the Jedi Master implies to the young Skywalker that the chancellor is only trying to turn him into his ally by talking such lies. As he puts his arm on his face to prevent himself from being blinded by the shining lightning bolts which the chancellor shoots fr om his hand, the collision inside him gets stronger. Shall he trust Palpatine/Darth Sidious in what he says? Or shall he take it that Master Windu is right? For the common viewer, the answer who is right and who is wrong is obvious. Not for the young Skywalker though. Suddenly, the mixed struggle turns into an interpersonal row between the two Jedi whether the chancellor shall be killed or tried and respectively jailed. On the other hand, after Anakin helps Sidious kill the Jedi Master, an internal sense of regret arises within the now ex-Jedi which, nevertheless, is ended by his new master. As a result, the viewer can infer that it is namely the great deal of confusion which sets forth the rise of interpersonal conflicts combined with interpersonal struggles that make Anakin Skywalker a good character. Finally, last but not least important is one of Syd Fields main ideas that a good character is also a matter of point of view. When he says point of view, he means, that a good character must represent the vision of the role they are in. He illustrates his concept with the example that if ones main character is a parent, they have to behave like such and to share a point of view parents have. Here, Field is undoubtedly right. To illustrate, in the film Home Alone 3 (1997), the main protagonist is an 8-year old kid named Alex, whose mother obviously shares Syd Fields idea shown in the instance of a parent character he gives. The act where Alex falls ill to chicken pox is an implication of that. He starts getting worried about staying alone at home because it looks like it is happening to him for the very first time. An 8-year old child that has no quite real concept of when things happen, would normally be afraid of becoming a victim of a tornado during the winter, or a thief (as he c alls them grown up crooks), or even of his own imagination. This is only one of the moments where actress Haviland Morris and respectively her character, Karen Pruitt, the mother of Alex, shows her parental point of view. Her conspicuous reaction to her sons fears would be to try and suppress them which she succeeds by explaining him that tornadoes, for instance, do not manifest during the winter. In addition, she clarifies to her little urchin that they (his family) live in one of Chicagos safest neighborhoods. As for imagination, she truly replies that it is under nobodys control but under his own. In the set where Alex calls the police twice because he really saw a thief but nobody trusts him, her parental point of view manifests again in a divergent way. Alex is surely right but what he lacks is evidence. Therefore his mothers likely response is to not trust him but the police chief, to tell him off and respectively being annoyed with him. In contrast, by the end, when everyone finds out Alex Pruitt is right and the thieves are apprehended, Mrs. Pruitts understandable action is to apologize to her son for mistrusting him. This is namely how Home Alone 3 reflects Syd Fields statement that every character has to represent the role they have been assigned properly. To summarize, a good screenplay can be created in many ways. As it became understandable from the above expressed thesis and argument, nevertheless, there are some standard elements, without which it is not possible to achieve this desired effect. At least a three-act structure is crucial, so that a certain film or play can find its place among the good pieces of art. The three-act structure must consist of thesis, antithesis, and synthesis. The synthesis can be positive, negative or between the two, i.e. bittersweet. A good story consists of a conflict shown in many manifestations and circumstances, internal (within character) or external (between people, factions, etc.) alike. Turning points are essential within a conflict as well, without matter if they are in favor of certain character or for their embarassment. The final piece that a screenwriter has to think about well, is a good character. This means lots of levels of conflicts within the respective personality as well as good character from the point of view of their creator himself/herself. With the instances given through citing works of Syd Field and Robert McKee, and the films cited above, the basic idea of a good screenplay structure has been consecrated. WORDS: 2500 (without bibliography, filmography and footnotes) Bibliography Capra, Frank, Its a Wonderful Life scenes online at: http://www.youtube.com/watch?v=pA_AgSDgXc8HYPERLINK http://www.youtube.com/watch?v=pA_AgSDgXc8feature=relatedHYPERLINK http://www.youtube.com/watch?v=pA_AgSDgXc8feature=relatedfeature=related in Steve Chens www.youtube.com (2005, Google Inc., San Bruno, CA) Definitions online at: http://dictionary.reference.com/browse/Hegelian+dialectic in Lexico Publishing Groups www.reference.com owned by InterActiveCorp Field, Syd, Screenplay: The Foundations of Screenwriting, (1979, 1982, 1994 Dell Publishing; New York) George Lucas, Star Wars Episode III: Revenge of the Sith Script, scenes 88 and 125, found at Col Needhams http://www.imsdb.com/scripts/Star-Wars-Revenge-of-the-Sith.html George Lucas, Star Wars Episode III: Revenge of the Sith Script, Scene 128 found in Col Needhams http://www.imsdb.com/scripts/Star-Wars-Revenge-of-the-Sith.html (1990) McKee, Robert, Story: Substance, Structure, Style, and the Principles of Screenwriting, (1997 New York, USA) Sanders, Steve, http://www.steves-digicams.com/knowledge-center/how-tos/filmmaking-tips/screenwriting-what-makes-a-good-story.html in wwwHYPERLINK http://www.steves-digicams.com/.HYPERLINK http://www.steves-digicams.com/stevesHYPERLINK http://www.steves-digicams.com/-HYPERLINK http://www.steves-digicams.com/digicamsHYPERLINK http://www.steves-digicams.com/.HYPERLINK http://www.steves-digicams.com/com , (1997, Internet Brands Family, El Segundo, CA, USA)

Sex Chromosomes Essay -- Biology, Heterothallic Fungi

The mechanisms responsible for the origin and maintenance of large non-recombining regions on sex chromosomes have been mostly studied in plants and animals, but the recent discovery of similar features on the fungal chromosomes carrying mating type genes in several species may shed new light on this phenomenon (Fraser et al. 2004). Sex chromosomes in plants and animals have evolved from an autosomal pair by the expansion of the non-recombining region around complementary genes determining sex-specific functions (Bergero and Charlesworth 2009). Such a multi-step expansion of the non-recombining regions in sex chromosomes, forming â€Å"evolutionary strata† (Lahn and Page 1999), is usually explained by the recruitment of genes determining sexually antagonistic traits (i.e. beneficial in males and deleterious in females, or conversely), via a selection for linkage to the sex-determining genes (Rice 1987, Charlesworth 2005). Selective forces driving the evolution of non-recomb ining regions are however likely to be different in fungi as cells of different mating types exhibit little phenotypic differences. In heterothallic fungi, syngamy can only occur between haploid cells carrying different alleles at the mating type genes, while in homothallic fungi, no such differences are required, allowing universal compatibility (Billiard et al. 2011). The two main fungal phyla have different mating type genes and organization: a single locus controls mating type in ascomycetes against two loci in basidiomycetes (i.e. haploid cells should carry different alleles at both loci for successful mating). One of the two loci controlling mating types in basidiomycetes encodes pheromones and pheromone receptors involved in syngamy while the other locus... ...Smith et al. 2004) and Cryptococcus neoformans (Wang et al. 2002). In R. toluroides, the gene encoding ste20 is surrounded with genes encoding pheromones (Coelho et al. 2008). Other genes, such as the abc1, with more elusive role in mating and development of fungi have also been found in close proximity to the genes encoding the pheromone and its receptor in R. toluroides (Coelho et al. 2008). In this study, our goals were therefore to: 1) identify additional genes belonging to the mating type locus in Microbotryum, in particular the genes encoding the pheromones and the homeodomain proteins, all of which control mating types in most basidiomycetes, 2) assess whether the genealogies of genes in the mating type region as well as of loci of the previously proposed strata are consistent with the existence of evolutionary strata along the mating type chromosomes.

George W. Russell (AE Æ),- His Life, Paintings and Impact on Irish Cult

George W. Russell (AE Æ),- His Life, Paintings and Impact on Irish Culture Introduction George William Russell (Æ), poet, painter, statesman and friend of many. George Russell definitely was all of those things. But why is it that I, a visiting student from the far North, takes such an interest in a man who despite his greatness not many people outside Ireland has heard of. When asked about visual arts in Ireland, names like Jack Yeats, Paul Henry and James Barry might be heard but only people with a deep interest in Irish culture will also mention George W. Russell, or Æ as he is more commonly known. But Æ Russell was, and still is, Irish culture, which is what I will try to prove to you with this paper. My first encounter with Æ Russell was when I heard about one of the greatest love stories ever heard, the Irish legend about Deirdre and Naisi. Æ Russell took this tale and made it into a play, the one and only play he would ever write, published in 1901 under the name â€Å"Deirdre†. The mythological tales has always been a keen interest to me and to learn that Æ Russell wrote plays, poems and painted pictures with mythological content, sure was a true excitement for me. But to get a better understanding of what kind of man Æ Russell was and what he had done for Irish culture I embarked on a cultural trip around Dublin. I started off by going to the Oriel Gallery a Clare Street to see some of his paintings. My next step was a visit to 3 Upper Ely Place (behind Saint Stephen’s Green), a place where Æ Russell lived between 1891 and 1898 (1897) and one of two places in Dublin where you still can see an original mural signed Æ Russell. Sadly, a lot of his other murals on Dublin walls has been torn down, taking an important part of cultural heritage away with it. Lastly I visited the Mount Jerome Cemetery (Harold’s Cross) where Æ Russell is buried. All this, together with my own strong interest in mythology, made this cultural â€Å"journey† in Æ Russell footsteps a pure pleasure. George â€Å"Ɔ Russell, the man George William Russell, son and one of three children of Tomas Elias Russell & Marianne Russell (formerly Armstrong), was born in William Street, Lurgan, County Armagh on the 10:th of April 1867. At the age of 11, the family moved to Emorville Avenue in Dublin where in 1880 George Russell enrolled in the Art School on Kildare Street. At the age of 16, George Ru... ... the â€Å"human†. As of today, that favorite of mine goes for about IR £ 8.500 but that in my view is a small price for such a work of excellence. It is also a part of Irish culture as it was 100 years ago; and still is†¦.. 1. â€Å"Neptunes Daughters† (Original size: 16† x 21â€Å") 2. â€Å"A Vision in the Glade† (15 ½Ã¢â‚¬  x 21†) 3. â€Å"Trailing Clouds of Glory† (18 ½Ã¢â‚¬  x 24†) 4. â€Å"Neptunes Angels† (21† x 32†) 5. â€Å"The Young W.B. Inscribed and Dated 1897† (17† x 14†) References: Main Publications: Davis, R.B., 1977, George William Russell (â€Å"AE†). George Prior Publishers, London, England. Denson, A., 1961, George W. Russell (Æ) – A Bibliography. Northwestern University Press, New Jersey, U.S.A. Kain, R.M. & O’Brien, J.H., 1976, George Russell (Æ). Bucknell University Press, Lewisburg, U.S.A. Other publications: Nulty, O., 1989, George Russell – Æ â€ ¦Ã¢â‚¬ ¦at The Oriel’s, 21st Anniversary. The Oriel Gallery, Dublin, Ireland. Smythe, C., 1988, The Descent of the Gods – The mystical writings of G. W. Russell – Æ. By: Michael Arrhenius University: Jà ¶nkà ¶ping International Business School, Sweden. Class: Irish Culture Instructor: Mr. Smyth Dublin Institute of Technology (DIT), Aungier Street, March 2000.

Essay --

Heart of Darkness, Things Fall Apart, and Learning to Bow are three works which give insights on indigenous societies and cultural conflicts. Heart of Darkness and Learning to Bow both provide insights on indigenous societies from the eyes of outsiders from completely different cultures. Things Fall Apart is different than the other two readings in the sense that it is written from the perspective of an indigenous person. All three works clearly provide â€Å"An insightful perspective of indigenous society; a penetrating analysis of culture conflicts.† Heart of Darkness is written from the perspective of a European sailor named Marlow who travels to Africa and ends up working for the Company, which is a trading company in Africa. Soon after arriving in Africa, Marlow notices a group of enslaved Africans walking in a single file line. He notices how malnourished they are and says â€Å"I could see every rib, the joints of their limbs were like knots in a rope; each had an iron color on his neck, and all were connected together with a chain whose bights swung between them, rhythmically clinking.† (Conrad 10) It does not take long for Marlow to realize how horribly Africans are being treated at the hands of Europeans, the Company in particular. He noticed the face of a young slave near his hand when he was observing his surroundings and gave him a biscuit. Right after seeing these malnourished and mistreated natives, Marlow meets the company’s chief accountant, a man who was so well dressed and groomed that Marlow thought he was a vision at first. Unlike the natives, who wear rags, the chief accountant has â€Å"a high starched collar, white cuffs, a light alpaca jacket, snowy trousers, a clean necktie, and varnished boots... ... effects of imperialism on natives and white men in Africa. The Company has enslaved many natives and one of its officials, Kurtz, goes insane because he is in the jungle by himself with no moral compass to guide him and after the natives start to view him as a demigod, he starts to believe it. Learning to Bow is a journey into Japanese culture from the eyes of an American who ends up teaching the Japanese a lot about his own culture. Throughout his time in Japan, he is faced with what he calls the â€Å"widespread myth of Japanese uniqueness† and encounters many Japanese who believe that he can’t understand their culture because he isn’t one of them. This reading is unlike the others because it takes place in Asia, not Africa. Things Fall Apart is an insight into indigenous African culture from an insider and shows how diverse and complex Africa is.

Narrative Sample

Narrative The annual Acquaintance Party of the students of Bachelor in Elementary Education was held last July 19, 2013 at the Villa Amanda Resort, Abbacy, Bataan. The activities began with the registration of the participants at their arrival on the venue. Stubs, indicated as entrance and photo booth stubs, were given to students before July 19 and were to be meant as the gate pass for them to enter the venue. It was facilitated by Board Members Petite Arena and Mark Anthony Arrange.After the registration, the students were guided by the rest of the Institute Officers to heir areas on the resort. Led by the Institute Governor John Michael David, together with Board Member Carla Punctual, the designated area for each section was arranged for the students' convenience. While the students awaited for the arrival of the schools respected authorities for the message, the emcees, then, were John Michael D. Asia (former USC President) and Roomer G. Salon ( the present USC President) encour aged the students to present any number from their section.This was the done simultaneously with the roll call by the section. Unlike the past acquaintance back then, the most prestigious, most glamorous, and sot awaited event in the party, the b. Duskiest was held, for the first time in the A. M. Part after the class presentations. This time, there were 12 candidates, one representative for each section. The candidates battled for the crown on the three major categories: Best in Casual Wear, Best in Talent and the Q and A. Also present on the event was the reigning b.Duskiest of 2012, Ms. Iatric G. Rexes. Finally, after the scores were tallied officially, Ms. Sydney G. Rexes of Bed IV-A was crowned the new b. Duskiest for 2013. After the coronation, the Institute Coordinator, Mr.. Pablo V. Sauna, Jar. Allied on for the mayors of every section as. He gave them questions which were to be answered. If the mayors failed to answer, all his classmates will plunge to the pool. This marked the declaration for the pool opening. Lunch time, DRP. Teresa E.Roberto, Associate Director for Students Affairs, DRP. Holland B. Symbol, Dean of Instruction and DRP. Fleischman E. Tuning , Associate Director for Research and Extension, came and Joined us. Each of them delivered a the newly elected COOS Officers of Education and Mayors of every section. After the induction and lunch exact 1 PM another event was opened, the first Dance Battle event happened on the history of educations acquaintance party. Three groups vied for a cash prize and trophy.The first group was IA, C, AAA and AAA presented their dance number with a medley of modern and classical music. The second group was IA, B, C and B however lost unity and performed on the stage per section. This secured their place as the last. B, AAA, B and C the third and last group became as the center of attraction when they performed the song â€Å"Pilling Mo Nag Philippians. † They used colorful costumes and made a formati on surrounding the LOL on its four sides. It was a spectacular presentation.In the end, they won the trophy. The last part of the program was the games. It was led by the Vice-Governor Carlo Humane and SC President Roomer S. Annals as he attends the acquaintance party of his course and assisted them by the rest of the officers. The students enjoyed the games and had a good time playing until they found themselves enjoying the pool. Others were busy to get their chance avail the free photo booth using their passes stub. And as the last part of the program, prizes were given to the cleanest cottage.

Teenage Curfews Essay

Everyone has a different opinion when discussing the issues of curfews. Councils across Britain have tried to come up with a strategy for young teenagers to remain indoors between specified hours, typically at night. Police forces are trying to impose that teenagers must have a curfew. Teenagers themselves do not get to have a say in the matter. 90% of teenagers already have a curfew that has been imposed by their parents. Although every teenager is different, the local community, the local council and the police believe putting a curfew in place will stop a lot of crime, vandalism, underage smoking, drinking and sex. One of the worries for putting a curfew in place is how will the teenagers react? The police have knuckled down on teenagers. If they see people under the age of eighteen smoking, they have the right to take their cigarettes off them but have to break them up in front of the smoker. If people under the age of eighteen also are caught with alcohol (usually in a crowd) they also have the right to take their bottles but have to pour the alcohol out in front of them, but if there is a couple of youths drinking in the streets they can get lifted or even charged. The two types of curfews are complete curfews and partial curfews. First of all a complete curfew is in place constantly. So, for example, if police find a teenager out on the streets past a certain time they have the right to take them home or even to the cells if they had been causing bother. Secondly, a partial curfew is put in place when there are particular times where anti sociable behavior has taken place, for example when it is a weekend or school holidays and teenagers can be out all day and night with no adult guidance to keep them from starting trouble. Some people believe that a curfew should be put in action because it keeps teenagers of the streets and stops them from behaving antisocially. It is good for parents to know where their children are and for them to know they aren’t out on the streets causing trouble so it can make parents feel more relaxed. 75% of adults would agree that having a curfew in place is to protect their children and keep them out of troub le. A common saying coming from parents is â€Å"A lot of the worst activities teenagers can get involved in happen later at night, so if the teen is in at the time they are given it well help keep them out of trouble.† It’s stereotypical to think all the crime happens late at night but the majority of crime that does happen is at night so