My First Voice Recital essays

My First Voice Recital essays Ever since I was a little girl I have always loved music. I began taking piano lessons when I was about five years old. There was just something about it that enthralled me. It lead me to want to create my own music. I took lessons for nearly eleven years. With the business of being in highschool now and having other things to do, practicing for piano just didn't seem to fit. So I quit taking lessons. My mom would always say "You can't quit because then you'll never play anymore!" I would always argue back "Yes I will mom, but this time I'll be plaing for fun!" You see, I didn't always like the songs that my teacher told me I had to play. I longed for the day when I would be the one to choose what I was going to invest my time and effort into learning. Then I began to sing. I would sing all the time, no matter where I was or what I was doing. My friends and family always joked around with me and said "You have to try out for American Idol!" And for a while it was just a laughing matter. But then I began taking voice lessons from a great teacher who reminds me of Julie Andrews. I fell in love! You see, before I was never able to get infront of a crowd and do anything before. At all my past piano recitals I was always so nervous and would mess up (even though I always got superior). But the voice recital was different. I felt like I couldn't mess up. It's a great feeling and I only hope that all my recitals to come are just as good as my first. ...

Quejarse Conjugation in Spanish, Translation, Examples

Quejarse Conjugation in Spanish, Translation, Examples The Spanish verb  quejarse  means to complain. Quejarse is conjugated as a regular  -ar  verb, like casarse  or  ducharse.  This article includes the conjugations for  quejarse  in the present, past and future indicative, the present and past subjunctive, the imperative, and other verb forms. How to Use Quejarse Although  quejarse  includes the reflexive pronoun  se, it is not a reflexive verb. Instead, it is a pronominal verb. These verbs are always used with the reflexive pronouns (me, te, se, nos os, se), but the reflexive pronoun has no function except to accompany the verb. This means that pronominal verbs like quejarse cannot be used without the reflexive pronouns. For example, to say He complains to his boss, you need to say  Ãƒâ€°l se queja con su jefe,  you would never say  Ãƒ ©l queja, without the pronoun  se. Quejarse Present Indicative For the verb quejarse, remember to always include the reflexive pronoun before the conjugated verb. Yo me quejo I complain Yo me quejo del calor. T te quejas You complain T te quejas del fro. Usted/l/ella se queja You/he/she complains Ella se queja por el mal servicio. Nosotros nos quejamos We complain Nosotros nos quejamos cuando estamos enfermos. Vosotros os quejis You complain Vosotros os quejis con el gerente del restaurante. Ustedes/ellos/ellas se quejan You/they complain Ellos se quejan por cualquier cosa. Quejarse Preterite  Indicative The preterite is one of the two past tenses in Spanish. It is used to talk about completed actions in the past. Yo me quej I complained Yo me quej del calor. T te quejaste You complained T te quejaste del fro. Usted/l/ella se quej You/he/she complained Ella se quej por el mal servicio. Nosotros nos quejamos We complained Nosotros nos quejamos cuando estuvimos enfermos. Vosotros os quejasteis You complained Vosotros os quejasteis con el gerente del restaurante. Ustedes/ellos/ellas se quejaron You/they complained Ellos se quejaron por cualquier cosa. Quejarse  Imperfect  Indicative The other past tense in Spanish is the  imperfect tense, which can be translated as was complaining or used to complain.  The imperfect is used to talk about repeated or ongoing actions in the past. Yo me quejaba I was complaining Yo me quejaba del calor. T te quejabas You were complaining T te quejabas del fro. Usted/l/ella se quejaba You/he/she was complaining Ella se quejaba por el mal servicio. Nosotros nos quejbamos We were complaining Nosotros nos quejbamos cuando estbamos enfermos. Vosotros os quejabais You were complaining Vosotros os quejabais con el gerente del restaurante. Ustedes/ellos/ellas se quejaban You/they were complaining Ellos se quejaban por cualquier cosa. Quejarse Future  Indicative To conjugate the future tense, start with the infinitive of the verb, and add the future tense endings (à ©, s, , emos, à ©is, n). Yo me quejar I will complain Yo me quejar del calor. T te quejars You will complain T te quejars del fro. Usted/l/ella se quejar You/he/she will complain Ella se quejar por el mal servicio. Nosotros nos quejaremos We will complain Nosotros nos quejaremos cuando estemos enfermos. Vosotros os quejaris You will complain Vosotros os quejaris con el gerente del restaurante. Ustedes/ellos/ellas se quejarn You/they will complain Ellos se quejarn por cualquier cosa. Quejarse Periphrastic Future  Indicative In a  periphrastic construction, there are several words that make up a verb form. The periphrastic future is formed with the present tense conjugation of the verb ir (to go), the preposition a,  and the infinitive of the verb. Yo me voy a quejar I am going to complain Yo me voy a quejar del calor. T te vas a quejar You are going to complain T te vas a quejar del fro. Usted/l/ella se va a quejar You/he/she is going to complain Ella se va a quejar por el mal servicio. Nosotros nos vamos a quejar We are going to complain Nosotros nos vamos a quejar cuando estemos enfermos. Vosotros os vais a quejar You are going to complain Vosotros os vais a quejar con el gerente del restaurante. Ustedes/ellos/ellas se van a quejar You/they are going to complain Ellos se van a quejar por cualquier cosa. Quejarse Conditional  Indicative Yo me quejara I would complain Yo me quejara del calor. T te quejaras You would complain T te quejaras del fro. Usted/l/ella se quejara You/he/she would complain Ella se quejara por el mal servicio. Nosotros nos quejaramos We would complain Nosotros nos quejaramos si estuviramos enfermos. Vosotros os quejarais You would complain Vosotros os quejarais con el gerente del restaurante. Ustedes/ellos/ellas se quejaran You/they would complain Ellos se quejaran por cualquier cosa. Quejarse Present Progressive/Gerund Form To form the present participe or gerund  for -ar  verbs, you need the ending -ando.  The present participle can be  used to form progressive verb forms such as the present progressive.   Present Progressive of Quejarse se est quejando She is complaining Ella se est quejando por el mal servicio. Quejarse  Past Participle To form the past participle for -ar  verbs, you need the ending -iendo.  The past participle can be used to form compound tenses, such as the present perfect.   Past Participle of Quejarse se ha quejado  She has complained Ella se ha quejado por el mal servicio. Quejarse Present Subjunctive The  subjunctive mood  is used when a sentence contains  a main clause and a secondary clause with a different subject in each clause, and it communicates doubt, desire, emotion, probabilities, or other subjective situations. Que yo me queje That I complain Julia pide que yo me queje del calor. Que t te quejes That you complain Orlando pide que t te quejes del fro. Que usted/l/ella se queje That you/he/she complain Mayra quiere que ella se queje por el mal servicio. Que nosotros nos quejemos That we complain La enfermera espera que nosotros nos quejemos cuando estemos enfermos. Que vosotros os quejis That you complain Briana pide que vosotros os quejis con el gerente del restaurante. Que ustedes/ellos/ellas se quejen That you/they complain Esteban espera que ellos se quejen por cualquier cosa. Quejarse Imperfect  Subjunctive The imperfect subjunctive  has two different conjugations, which are equally acceptable. Option 1 Que yo me quejara That I complained Julia peda que yo me quejara del calor. Que t te quejaras That you complained Orlando peda que t te quejaras del fro. Que usted/l/ella se quejara That you/he/she complained Mayra quera que ella se quejara por el mal servicio. Que nosotros nos quejramos That we complained La enfermera esperaba que nosotros nos quejramos cuando estbamos enfermos. Que vosotros os quejarais That you complained Briana peda que vosotros os quejarais con el gerente del restaurante. Que ustedes/ellos/ellas se quejaran That you/they complained Esteban esperaba que ellos se quejaran por cualquier cosa. Option 2 Que yo me quejase That I complained Julia peda que yo me quejase del calor. Que t te quejases That you complained Orlando peda que t te quejases del fro. Que usted/l/ella se quejase That you/he/she complained Mayra quera que ella se quejase por el mal servicio. Que nosotros nos quejsemos That we complained La enfermera esperaba que nosotros nos quejsemos cuando estbamos enfermos. Que vosotros os quejaseis That you complained Briana peda que vosotros os quejaseis con el gerente del restaurante. Que ustedes/ellos/ellas se quejasen That you/they complained Esteban esperaba que ellos se quejasen por cualquier cosa. Quejarse Imperative   The imperative mood  is for giving commands or orders. You will notice that the positive and negative commands  are slightly different in the  tà ºÃ‚  and vosotros conjugations. Also, you will notice that the placement of the reflexive pronoun is different in the positive and negative commands. The reflexive pronoun is placed between the  adverb  no  and the verb in negative commands, but it is attached at the end of the verb in positive commands.   Positive Commands T qujate Complain! Qujate del fro! Usted qujese Complain! Qujese por el mal servicio! Nosotros quejmonos Lets complain! Quejmonos cuando estemos enfermos! Vosotros quejaos Complain! Quejaos con el gerente del restaurante! Ustedes qujense Complain! Qujense por cualquier cosa! Negative Commands T no te quejes Dont complain! No te quejes del fro! Usted no se queje Dont complain! No se queje por el mal servicio! Nosotros no nos quejemos Lets not complain! No nos quejemos cuando estemos enfermos! Vosotros no os quejis Dont complain! No os quejis con el gerente del restaurante! Ustedes no se quejen Dont complain! No se quejen por cualquier cosa!

Crash and the philosophical theories Essay Example | Topics and Well Written Essays - 750 words

Crash and the philosophical theories - Essay Example Kant also makes several arguments about lying, whether it is morally acceptable to lie. He argues that lying at all times and in all possible circumstances is always morally wrong. He says that all human beings have what is referred to as an intrinsic worth called human dignity. Human beings are rational being who are capable of making their own decisions and guarding their own conduct by the use of reason. They have a rational power that enables them to be ethical in their deeds and actions. They are therefore set to make the right choice in every circumstance that presents itself before them that is in need of a decision or a choice. The fact that they are moral beings gives them the aspect of morality enabling them to make the right choice. It is for this reason that Kant argues that lying is morally wrong because it introduces corruption into the most important quality of a human being; that is the ability to make a free will. When one tells a lie, the lie contradicts the part of this person that gives him moral worth. This is what it does to the person lying. To the people who are being lied to, the lie robs them of the freedom to make a rational choice. It is for this reason that Kant argues that lying is morally wrong because it introduces corruption into the most important quality of a human being; that is the ability to make a free will. When one tells a lie, the lie contradicts the part of this person that gives him moral worth. This is what it does to the person lying. To the people who are being lied to, the lie robs them of the freedom to make a rational choice. When people make a decision because of a lie, a decision they would not have taken if they were told the truth, then the lie interferes with their human dignity and autonomy. Kant in his belief that in our endeavor to value other rational being as ends and not merely as means to an end, we are obliged in all circumstances never to damage, interfere with or to misuse in any way the ability o f a human being to make a free will decision. John Stuart Mill, a philosopher, makes several arguments concerning utilitarianism, he corrects the misconceptions that have been said concerning this subject. One of the arguments that mill disagrees with states that life has no higher end than pleasure. He says that this is a doctrine worth of only the swine. He argues that action must not be evaluated by how much pleasure we derived from it to know how much happiness can be derived from it. His argument is that a higher pleasure must be taken to be in kind, that is what brings much happiness and not how much pleasure that can be derived from it. This is to say that an action might derive much pleasure but it is not in kind and therefore it must not be used as a measure of happiness. The only action that should bring happiness is that which is done in kind and not that which brings much pleasure. Raping someone might bring much pleasure but in the measure of things that bring happiness , not raping someone might bring much happiness with less pleasure, which is a kind action. The other objection by Mill concerning the principle of utility is that it is not easy for people always to act from the inducement to promote the interests of the public. According to Mill, our actions should not always be motivated by a sense of duty but we must be motivated by ethics. Almost all our actions are always done from other motives and are always considered right if they conform to the rule of duty. Mill says that when we want to do the right thing we should never be motivated by the concern of happiness. Many of the actions we do intend the good of ourselves and not the good of the world. Yet the good that is

Social Responsibility Essay Example | Topics and Well Written Essays - 1500 words

Social Responsibility - Essay Example The supermarkets serve as the liaison between the manufacturers and consumers. The questions pertaining to corporate social responsibility are applicable to both the manufacturers and dispensers (or the supermarkets). The rest of this essay will ponder the question of how successful supermarkets in the UK have been in providing a sufficient range of products while also taking into consideration the long term consequences on people and environment. One of the issues related to corporate social responsibility is 'green consumption', meaning a consumption pattern that is ecologically sustainable. This translates into finding the right balance between "agricultural production and consumers, particularly the new food economy and the growth in sales of organic produce" (Gilg, Barr & Ford, 2005). Research conducted to understand the relation between citizen attitudes and responsible consumption reveals an interesting finding. In spite of most people in Britain saying that they are concerned about the environment and its health is of great importance to them, their consumption patterns remain unsustainable. ... If lack of creating awareness among consumers is a failure on part of the supermarkets, being direct contributors to environmental pollution is another criticism against supermarkets. Given that 74 percent of the retail sector in the UK is garnered by large supermarket stores, the amount of environmentally hazardous material such as plastic that they use for packaging and carry-bag needs is huge. But, some section of the sector has risen to the challenge and has erected strict rules related to plastic bags. As Lucy Neville-Rolfe states, "It is really to be welcomed that Tesco, Marks & Spencer, and some of the others, have taken sustainability seriously, and are trying to do more. But, if we want localism, variety of supply and smaller distribution chains, we want the big four supermarkets to grow less and we want more genuine choice in the high street. For instance, I read in the Guardian today about 300,000 carrier bags being fished out of the Thames on the Isle of Dogs. Why don't the leading supermarkets across UK do what the town of Modbury in Devon has done and say, "We are not going to give free carrier bags any more"'" (New Statesman, 8 Oct. 2007) Moreover, research also suggests that consumers are not entirely happy with the range of products being offered them. A common complaint among consumers is the lack of real meaningful variety among the merchandise on offer. This standardization of commodities is a phenomenon that is closely related to the 'lack of human touch' that has come to define the supermarket experience. But not all is negative about how supermarkets are perceived by the general public in the UK. With more supermarket chains in the UK taking social responsibility seriously, their endeavours in this direction have contributed to a

Quality requirements on Barley for beer production Essay Example for Free

Quality requirements on Barley for beer production Essay From the preceding chapter it should be obvious that quality of the product i. e. Beer has to depend on the quality of the prime raw material i. e. Barley besides the other processing factors. The quality guidelines for barley for beer production are issued by concerned agencies and many times the brewer itself. These specifications are not universal and vary from one country to other primarily due to changes in malting / brewing practices and to some extent due to prevailing legislation. Here we will look at the specifications prevalent in Europe and in USA. Accepted malting barley varieties have to modify evenly and produce finished malt whose properties lie within the brewers specifications. The malt quality of a given barley variety is determined by its genetic background and the physical conditions during growth, harvest and storage. Malting quality has to be tested in micro-, pilot- and industrial malting trials, and brewing trials also in pilot and production scale. The quality specifications on barley for production of malt prevalent in Europe are listed below: †¢ Germination % min. 97% after 3 days †¢ Germination index min. 6. 0 †¢ Water content 12. 0 %, max. 13. 0 % †¢ Protein content 9,0 % and 11,5 % †¢ Grading min. 90 % 2. 5 mm. †¢ ? -glucan content max. 4 % †¢ Micro-organisms below a set level. †¢ Pesticide residues according to national law †¢ Ochratoxin according to national law †¢ Aflatoxin according to national law †¢ Variety purity min. 99 % Before a new barley variety can be accepted for the production of mal, it needs to be generally accepted by farmers for cultivation. The harvested crop must meet the barley specifications, give a malt quality within the actual specifications, and be trouble free in the brew house and fermentation-processes and give a beer quality with good taste and taste stability. Varieties are tested in micro-, pilot- and production scale malting and go through production brewing trials. The preliminary acceptance is dependent on all the test results. Full acceptance is reached when 1000 ton malt has been used in brewing with a high quality commercial brewing performance. Some barley varieties, which are the basis for malt used in Carlsberg products, are Aspen, Alexis, Alfa, Alliot, Amulet, Angora, Ariel, Arapiles, Akcent etc. In USA, the specifications on the barley for malting are issued by American Malting Barley Association (AMBA). The specifications are presented in the table below []: Barley Factors Two-Row Barley Six-Row Baley Plump Kernel (on 6/64) 90% 80% Thin Kernel (below 5/64) 3% 3% Germination (4 ml 72 hrs GE) 98% 98% Protein 11. 0-13. 0% 11. 5-13. 5% Skinned Broken Kernels 5% 5% Malt Factors Total Protein 10. 8-12. 8% 11. 3-13. 3% On 7/64 screen 70% 60% Measures of Malt Modification Beta-Glucan (ppm) 100 120 F/C Difference 1. 2 1. 2 Soluble/Total Protein 40-47% 42-47% Turbidity (NTU) 10 10 Viscosity (absolute cp) 1. 5% 1. 5% Congress Wort Soluble Protein 4. 4-5. 6% 5. 2-5. 7% Extract (FG db) 81% 79. 0% Color (% ASBC) 1. 6-2. 2 1. 8-22 FAN 180 190 Malt Enzymes Diastatic Power (% ASBC) 120 140 Alpha Amylase (DU) 45 45. Table 4: Specifications for malt barley as issued by The American Malting Barley Association (AMBA) (ambainc. org) Besides, following general specifications should also be met by the barley: (a) It should mature rapidly, break dormancy quickly without pregermination and germinate uniformly. (b) Hull should be thin, shiny and should adhere well with the plump during harvesting, cleaning and malting. (c) It should exhibit well balanced malting in conventional malting schedule with four day germination and (d) Malted barley must provide desired beer flavor.

Who Is To Blame? :: essays research papers

Throughout the Elizabethan Tragedy of Romeo and Juliet there have been key people responsible for the two young lovers' deaths. The main reasons for the death of these two fine individuals may be found on the consciences of the people surrounding them both. It may also be the feud. between their families, and the well-meaning but misguided assistance of others? Before all of this may by judged, we must think if this was nothing but fate that brought these two lustful teens to their deaths.Before the facts may be stated, I must first introduce the main people that may have had a powerful effect on Romeo or Juliet. The friends of Romeo, Merutio and Benvolio, are slightly to blame. Benvolio, the peace maker, may have tried to help but most likely he wasn't to blame. Mercutio, the mean prankster, was largely responsible for the death of himself and Tybalt. Mercutio was the main reason for Romeo's anger toward Tybalt. The main person responsible for Romeo's death was most likely Friar Lewernce. He was the person that took these too newly met, lustful children into their marriage. Since the two children were married so soon and at such a young age, this made them very unable to make their own important decisions. This can be proved about Romeo when he was banished he bellowed like a little baby. The nurse had to make young Romeo act like a man just to think about Juliet instead of just himself. The main reason for the Friar's decision to make the two be married is because this may help their families stop fighting. In the end this was proven to be indispensably the motivation for the two kids to kill themselves.Numerous individuals were accountable for the death of Juliet. The main people that were responsible for this happening were the nurse and lady Capulet. The nurse, being a blabbermouth out spoken person, was most responsible for her death. She never acknowledged that maybe Juliet wasn't ready for this immense of a step in her life. The nurse never took any responsibility for her deadly actions for Juliet. In Act two-Scene four the nurse warns Romeo to be true to Juliet.

Explore How Gender Is Represented in ‘Bliss’ Essay

Bliss is targeted at teenage girls. The front cover of the magazine expresses this gender stereotype. An important stage in life is being a teenager. At this point in life, you start forming your own identity and it is hard to do when teenagers are immediately stereotyped and labelled. In particular, teenage girls are portrayed as either sweet and innocent or aggressive and acting too mature for their age. Teenage girls are perceived as being heavily involved in sex from a young age. The film ‘Cruel Intentions’ enforces this idea and encourages teenage girls to grow up fast and act beyond their age – the magazine ‘Bliss’ also encourages this. All teenagers suffer from these harsh stereotypes and compared to ‘Cruel Intentions’ the film ‘My Summer of Love’ shows teenagers trying to break away from these labels. From all the negativity that is being expressed by the older members of society towards the younger, teenagers look to magazines such as ‘Bliss’ for inspiration on how they should look and act. Firstly the title of the magazine ‘Bliss’ appears at the top of the magazine in a big, bold font and in the colour red to make it more vibrant as it is the first thing you pick up on. Its font is Sans serif which is straightforward and informal so the reader will relate to it more. Also, the actual word ‘Bliss’ means a state of perfect happiness so this is implying that the reader will be happy if they read this magazine. ‘Bliss’ is also a name you expect as it reminds the reader of something glamorous or girly which attracts the female stereotype of the girly teenager. In the centre of the cover is a photograph of Taylor Swift who is considered a popular role model among teenage girls. She wears red lipstick which fits in with the colour scheme of the cover (red). The dress she is wearing is in metallic silver and this is in contrast to the red and blue colours to make her stand out more. All the text is framed around the centre image to make the focus on her. She is also using direct address by looking into the camera; this is a form of interaction as the audience may feel connected with the image on the front cover. Also, wrapped behind the centre image is a ribbon with ‘Taylor talks love’ written on it. This is to enforce the idea encouraging teenage girls to learn about love but in this instance, from Taylor Swift. The ‘o’ in the word ‘love’ is represented by a love heart (there are also love hearts surrounding this text). This appeals more too teenage girls as it is implying this magazine issue is all about love and stereotypical teenage girls idealize about love. The ribbon is shaped in order to draw attention to the eye. Underneath the ribbon it mentions a quote from Taylor Swift saying ‘With boys, you have to learn the hard way†¦Ã¢â‚¬â„¢ this is suggesting that girls haven’t learnt about relationships and boys yet, and is encouraging girls to grow up fast and act more mature. Also, the price of the magazine is cheap ( £2.99) compared to other monthly magazines and teenagers are most likely to have low disposable incomes so there is more chance they will buy it. Also, ‘Bliss’ is a monthly magazine so readers won’t have to buy it so many times, so they will save money, again this is more likely for teenagers to buy it. As the magazine is monthly, it will be more detailed and last longer than a weekly magazine so this is more reason for teenagers to read it. The language used on the cover is stereotypically used by teenagers (teenage girls in particular), for example, ‘(So. Much. Goss!)’ this will appeal more to teenage girls as they understand these sayings the magazine uses. Also, this quote is referring to Harry Styles who is part of the boy band One Direction who have a female fan base so to see some text on the cover stating they have loads of gossip about Harry Styles, is going to draw in their fan base which is primarily, teenage girls. In the bottom left corner of the cover is a list of celebrities that are popular among teenage girls. This encourages the male celebrities featured to be possible love interests and encourages the female celebrities to be possible role models. On the front cover, near the top, it states ‘horrifying real-life’ and then follows with a quote from a real life story. The fact they have chosen to feature a real life story applies to the uses and gratifications theory as teenagers can relate to it and identify with themselves. Also, along with the title at the top of page is the website address for the magazine. This shows that the magazine is technology adept and it also creates convergence on an online community. The modern day teenager spends more time on the internet now so it is likely that if they are interested in the magazine they will visit the website as well. At the bottom of the magazine are images of clothes. These images represent teenage fashion and create a desire for the products. ‘Bliss’ makes fashion an important issue and it supports this stereotypical idea that girls are obsessed with fashion and are trying to be mature which has been encouraged by the media. The front cover of any magazine is extremely important because when you are looking for which magazine you are going to buy it is the front cover that is what is going to attract you to each individual magazine. The stereotypical idea of the female gender is seen throughout the front cover of ‘Bliss’ by including features of fashion, gossip, boys and potential female role models. Also the colour scheme of red romanticises the magazine which encourages girls to grow up fast. There is a combination of presentational features used and attention to relevant content ensures the magazine will be extremely attractive to the female gender.

The Level of Disaster Preparedness of Pangasinan State University

THE LEVEL OF DISASTER PREPAREDNESS OF PANGASINAN STATE UNIVERSITY STUDENTS, LINGAYEN CAMPUS S. Y. 2012-2013 A Research Paper Presented to Dr. Lorna G. Urbiztondo In Partial Fulfillment Of the Requirements for the Course ProfEd 117 (Introduction to Research) By: Ryan S. Oris March 2013 ACKNOWLEDGEMENT I would to express my sincerest appreciation and gratitude to the people behind the success of this undertaking: * To Dr. Lorna G. Urbiztondo, Research Adviser for her very supportive and professional guidance and assistance; * To the Staff of PSU Library, for allowing me to borrow undergraduate thesis; * To Mrs.Helen Braga Mabanta, registrar of PSU Lingayen Campus for giving me the total population of enrolled students in this university; * Most of all I would like thank my families, friends and classmates for their inspiration and understanding; * And finally the Eternal and Gracious God, for answering and providing the needed intellect, strength, spiritual guidance in the completion o f this study. Phenomenal things happened because of this people. I wish that all blessings and love be showered upon them. Chapter 1 The Problem and It’s BackgroundI. Introduction Preparedness in time of disasters known to be critical for households, communities and businesses but many people remains unprepared. Mindanao’s are blown in the wind, deaths in flashfloods. A shocking news that Typhoon Pablo’ pounds Mindanao last December 2012. It was approximated that this typhoon killed nearly 2,000 people and wiped out their livelihood and also residential areas. More than 90 percent of infrastructures are destroyed in Compostela Valley, Davao Oriental and parts of the Agusan provinces (Inquirer News).This disaster serves to emphasize the significance of the responsibility of individual, local coordination and effective plans to ensure the capacity to respond and cope from major unexpected events. Natural or man-made disaster may come in many forms, anytime, anywhe re without advance notice. If we caught unprepared, it causes damage and devastation it brings to lives and properties. Disaster may strike in any place whether at home, in school, in church, in market, in the workplace or in the streets.Furthermore, students are one of affected in case of these disasters- one reason why government promotes enhancing skills and knowledge as a major instrument to cope with any eventuality that might come in life. As government’s prime duty is to avert and safeguard people from incoming disaster and other forms of catastrophe (CWTS Coursebook, 2009). In school or community, there are volunteer groups; training service and programs promoting the effective and appropriate measures in order to abate dangers.This research assesses the end result of training services and programs to students. The purpose of this research is to examine the current disaster preparedness level of campus students at Pangasinan State University, Lingayen Campus in order to explore strength and weaknesses to be used in future campus disaster preparedness plans. If the University already aware with this knowledge, the university will be able to more effective plan, develop, and implement procedures in order to move in an efficient manner to preserve life and property in the event of a disaster on campus.This descriptive research used a quantitative survey to assess the following research questions: What is the profile of the PSU- Lingayen Campus students in terms of age, sex and civil status? What is the level of preparedness in terms of natural and man-made disasters? What are the problems encountered by the respondents in the preparedness of disasters in terms natural and man-made disasters? This research used questionnaires to explore the status of their preparedness for a disaster. Significance of the Study The output of this research is deemed significant to the following: * The Students.They will able to know the level of disaster preparedness of Pangasinan State University students. They will be more active in training services and programs concerning to disaster preparedness. * The Teachers. This study will give a feedback to the teachers on teaching disaster preparedness especially to NSTP (National Service Training Program) teachers. * The University Administration. This study will make the university aware on the level of disaster preparedness of the students and will help them coin appropriate programs to cope with the necessity of the students. The Future Researchers. Result of this study would be beneficial as a basis for further studies related to this research and to be inspired to conduct more extensive and substantial study about level of disaster preparedness in bigger area. Scope and Delimitation This study primarily focused on the level of disaster preparedness of students. According to the registrar office of Pangasinan State University Lingayen Campus, there are 6,447 students who are enrolled in this uni versity. From the total population, there are 1,793 freshmen, 1,642 sophomores, 1,584 juniors and 1,428 seniors.It only covers the 10% of the total population. It was conducted during the second semester of S. Y. 20012-2013. Statement of the Problem This study aimed to determine the level of disaster preparedness of Pangasinan State University students, Lingayen Campus S. Y. 2012-2013. Specifically, it sought to answer the following sub-problems: 1. What is the profile of the PSU- Lingayen Campus students in terms of the following variables: a. Sex b. Age c. Section d. Civil Status? 2. What is the level of preparedness in terms of: a. Natural disasters . Man-made disasters? 3. What are the problems encountered by the respondents in the preparedness of disasters? Definition of Terms The study used some terms which the researchers defined for clearer understanding. The following terms are defined operationally: 1) Disaster. It refers to a natural or man-made hazard resulting disturban ces and disruption of social and economic aspects, loss of life, and drastic change of environment may happen. It has great effects to Pangasinan State University students, Lingayen Campus. 2) Disaster preparedness.It refers to PSU-LC student’s ability to respond and recover in the event of a disaster. It encompasses measures aimed at intensifying life safety when an emergency occur. 3) Level of disaster preparedness. It refers to the level of readiness or preparation for disaster of the PSU-LC students. 4) Natural disasters. These are disasters that brought by nature. 5) Man- made disaster. These are synthetic disasters that brought by man. Chapter 2 Review of Related Literature and Studies This chapter presents the related literature review and studies which served as springboard in the conceptualization of this study.They are reviewed hereunder to show that these studies are consistent with the present concerns of this research. RELATED LITERATURE A. Foreign Disaster may s trike anytime, anywhere resulting to great loss and misfortune. Disasters have two kinds, the natural and man-made disasters. Natural and man-made disasters, such as earthquakes, floods, plane crashes, high-rise building collapses, or major nuclear facility malfunctions, pose an ever-present danger challenge to public emergency services. According to The CDC (2007) the leading cause of death in the typical college age population is the unintentional injuries.Annually, more than 30,000 deaths occur from unintentional injuries for those between the ages 15 and 35 (CDC, 2007). According to the reports, homicide and suicide are the next two most frequent causes of deaths in age group. From the reports of the U. S Census Bureau (2008), in 2006 with 17. 1 million undergraduate and 3. 4 million graduate students there are more than 20 million college students in the United States. This represents an increase in students by 3 million, or 17 percent, from the 2000 census information.As state d by Aker (2007), colleges represent a significant target hazard for the communities that they serve with potential for staggering amounts of loss of life, economic resources, and future potential if an incident on campus was to occur. Gaull (1997) stated that the prevention of a dangerous occurrence is known as the most practical way to save life from an unintentional injury. In fire prevention practices since the days of Benjamin Franklin, the American fire service has participated. From one of his newspaper articles, Mr.Franklin quotes â€Å"an ounce of prevention is worth a pound of cure†, actually was referring to the common hazard of carrying smoldering embers or coals through the home. The release of the America Burning Report in 1973, from the National Commission on Fire Prevention and Control, was the formal declaration to the seriousness of the fire problem in America (EACRR, 2009). NFPA (2011) reports that from 1977 to 2006 that the fire rate in America dropped fro m 3. 2 million fires to approximately 1. 6 million. Though that represents almost a 50% drop in fires, the firesafety. ov (2011) reports an increase in the number of campus related fire deaths. Since January 2000, 135 college students have been reported to be killed in fires (firesafty. gov, 2011). The H1N1 flu epidemic serves as a great example of new and emerging risk that can quickly have a significant impact on a college. From August to the end of September 2009, campuses had reported 13,434 cases of H1N1 and two student deaths (Park, 2009). Colleges across the country were forced to scramble to develop plans and implement counter measures to ensure the safety of their students and workers.Some colleges such as Arizona State went so far as to stock up on medications such as Tamiflu to dispense to students, other schools prepared dorms to be used as quarantine locations for infected students (McGraw, 2009). Almost all colleges developed and implemented some sort of prevention edu cation program to deal with the spread of the flu. Ultimately, the education and prophylactic measures proved to be the most successful measures (CDC, 2010) Campus safety is not only important to the lives of those on college campuses but to the reputation of the college which is tied to its enrolment and in turn its economic success (Clunn, 2010).It is recommended that individuals be prepared to take care of themselves for the first hours of an emergency or disaster (Bayless, 2011; FEMA, 2011). An interesting argument is how prepared college students are in the area of safety prevention. College Watch contended that a major reason for an increase in campus related fires is that the students’ knowledge level in regards to safety aspects is not proficient. For example, the number one factor found in campus fires was cooking accidents (Campus Fire Watch, 2011).Cooking safety is a pretty common fire prevention topic in grade school so it is surprising that it would be the number one cause of fires on campus. According to Aschenbrener (2001), college campus students, faculty, and staff are at risk from thousands of different hazards. Prevention practices can teach the normal person how to live safer and how better be prepared for an emergency or disaster that may affect them and their family (Comeau, 2007). For college inhabitants to minimize their risk to death or injury from an unintentional injury they must have the knowledge and practice prevention strategies.Preparedness is significant. According to White House (2003), preparedness is the existence of plans, procedures, policies, training, and equipment necessary at the federal, state, and local level to maximize the ability to prevent, respond to, and recover from major events. Meanwhile, National Incident Management System (2012) defined preparedness as a continuous cycle of planning, organizing, training, equipping, exercising, evaluating, and taking corrective action in an effort to ensure effectiv e coordination during incident response.This cycle is one element of a broader National Preparedness System in order abating dangers. B. Local The Philippines being a locus of earthquakes, volcanic eruptions, tsunamis and typhoons is a hotbed of disasters. Natural hazards have in? icted thousands of  deaths and costly damage to property, not only natural disasters that has great impact to the lives of Filipino but also the human- induced or man-made disaster (Corresponding Author). In a report from Citizen’s Disaster Response Center (CDRC, 2011), a total of 431 natural and human-induced disasters were reported in the Philippines in 2011.These killed 1,774 people, and affected more than 3 million families or 15. 3 million people, and caused over Php 26 billion in economic damages. Based on the EM-DAT: The OFDA/CRED International Disaster Database, of the 302 natural disasters that happened worldwide, 33 occurred in the Philippines and 21 in China. Last year, the country was only third on that list with only 14 natural disasters recorded. The Philippines also placed third in the list of countries most affected by natural disasters in 2011 with 11. 7 million people affected. Previously, the country placed only 5th on that list.In terms of casualties, the Philippines is second to Japan with 1,924 people killed. In terms of frequency, flood topped the list with 121 reported incidents, or 28. 07% of the total number of disaster events monitored in 2011. This was followed by fire with 98 incidents –majority of which occurred in urban centers, particularly in congested urban poor communities. Meanwhile, earthquake occurred 78 times, while landslide 66 times, and tornado 23. Tropical Cyclones may not have made it to the top 5 most frequent disasters, but it affected the most number of people.At least 10. 3 Million people were affected in 2011. The two most destructive tropical cyclones in 2011 are Tropical Storm Sendong (Washi) and Typhoon Pedring (Nesa t). Prevention is doing always better than cure. Why wait for some predicted situations to happen when at first we are aware it will happen? Disasters and calamities though cannot be avoided but can be mitigated. These disasters may serve a lesson for us to become a disaster resilient. Furthermore, what we really need to do is to develop a culture of safety in order to prepare ourselves against any disaster.It is not di? cult to demonstrate that we lack this culture, because examples can range from riding motorcycle bikes without helmets, to search and rescue teams not knowing where to ? nd rubber boats to save flood victims. According to Philippine Information Agency (PIA, 2011), during calamities, children are most vulnerable, reason to have education about disaster risk reduction. Since natural calamities are unpreventable, the best government can do is to reduce its disastrous effect through knowledge on disaster preparedness.The provinces of Leyte, Southern Leyte and Eastern Sa mar in Eastern Visayas are the provinces specifically at high risk of natural calamities like landslide and flooding as the said provinces are located in the eastern seaboard of the country. As a preventive measure against disaster the Department of Education (DepEd), the Office of Civil Defense (OCD) and the Commission on Higher Education (CHED) have mandates to concretize disaster preparedness by integrating disaster reduction and management education in the curricula of the public secondary and tertiary schools.It was learned that some schools in Eastern Visayas have started adopting introductory courses and modules on disaster risk reduction at the start of classes this year. The Regional Risk Reduction Management Council (RDRRMC) tied up with the DepEd in the conduct of a training and seminar for teachers expected to handle the subject. Some schools in Leyte have already included disaster risk reduction in their Earth Science subject even if the subject have yet to be formally ironed out between the National Disaster Risk Reduction Management Council (NDRRMC) and the DepEd (PIA, 2011).The subject will also be taught in the National Service Training Program (NSTP) for tertiary schools, technical-vocational, indigenous learning and in out of school youth courses. (PIA-8) It is very helpful for students to have information about weather conditions in the Philippines. Good news from students and also to Filipino, Department of Science and Technology launched a mobile application based on its highly successful project called  NOAH  which stands for Nationwide Operational Assessment of  Hazards. From the report, NOAH aims to provide reliable and authoritative information about weather conditions in the country.It is designed to be a disaster preparedness system to reduce loss of lives, and damages to properties due to rain-triggered natural  hazards. Now that it’s accessible via a mobile application, Filipinos will be able to access information r elevant to current weather conditions right on the palm of their  hands. Raymund Liboro, Department of Science and Technology project director for  NOAH said, â€Å"When it comes to getting and accessing information, there is nothing more ubiquitous than the mobile phone†. A 2011 World Bank study showed that 80 percent of Filipino households have a mobile phone, making the application convenient and  accessible.Furthermore, the  NOAH  mobile application will initially be available only for Android smartphones. However, its sharing options will allow users to share information across different social  media. Future enhancements include incorporating a flood forecasting system. â€Å"This will really help us give advance warning to residents of flood-prone areas [and] if there is a need to evacuate,† said Vic Malano, Deputy Administrator of the Philippine Atmospheric, Geophysical and Astronomical  Services. RELATED STUDIES A. Foreign Kevin Kupietz conducted a research entitled Retention of Emergency Preparedness Knowledge at Halifax Community College.According to him, there are more than 3. 5 million students attending more than 4,000 colleges and universities in America. These students, along with faculty and staff members could be at risk of injury or death from natural or manmade incidents and disasters on and off campus. It is known that how well prepared and the actions one takes during an emergency can have a significant impact on the events outcome. The problem is that the emergency preparedness knowledge of students, faculty, and staff of colleges, like Halifax Community College is unknown.It is critical for emergency preparedness planning to understand the core knowledge of the group that intends to develop protection plans for. With this in mind the purpose of this descriptive study was to examine the current emergency preparedness knowledge of Halifax Community College students, faculty, and staff members. This study used a quantitative survey tool or a web based testing instrument to explore the following questions pertaining to campus students, faculty, and staff: What is their current of understanding of campus emergency procedures?What is their current level of knowledge is in regards to basic emergency preparedness? What is their current level of emergency preparedness based on the prevention actions they have taken? Kupietz’ study found that overall knowledge towards preparedness and prevention was fair to good for those that participated. The study also indicated that while the knowledge may be possessed the prevention actions were not always put into place by participants. This study concluded that a college campus puts a large quantity of people together in a small geographical area.This can create the risk of an event leading to multiple injuries and/or deaths. College campuses often represent a new world of freedom for young adults that may lead to reckless behaviors such as drinking in excess. These factors, singularly and combined, put the typical college campus at risk. Through prevention programs that are able to promote good information with high retention rates that inspire people to take preventative actions the risk can be greatly reduced.Through further research providing foundational information for prevention specialists to work from great strides can be made to protect the students, faculty, and staff of not only Halifax Community College but of colleges across the country. B. Local There was an assessment of disaster preparedness in selected public schools in Luzon, Philippines. This study was conducted by Jonathan Guevarra, Caridad Ancheta, Jason Dela Pena, Adelwisa Ortega and Theresita Lariosa. This study will attempt to describe the disaster preparedness of selected public schools and also School’s disaster preparedness plan.Furthermore, this study will also attempt to determine awareness of key school personnel on disaster preparedness p rograms (both local and national) and Department of Education (DepEd) disaster related policies. From their study, 37 key personnel from elementary and secondary schools were interviewed using an interview guide from January to March 2006. They secured the written permit from the Department of Education (DepEd) Division Superintendent. Prior to interview respondents, consent form was obtained. They were collected the school profile and data on each School’s disaster preparedness.Using descriptive statistics, data was analyzed. After a long period of time, they come up with the following results: of the 37 schools covered in the study, most (59%) of them came from the National Capital Region (NCR) and most of them were Elementary Schools. Thirty five schools (95%) reported to have formed disaster committees. However, less than one third (30%) of the respondent schools had disaster preparedness plans. The majority (95%) of the public schools conducted drills once a year. The mo st common type of drill conducted in these schools was fire and earthquake drills.Fifty-one percent (51%) were not used as centers of evacuation during the disasters that occurred in the last five years. The majority (95%) of the public school key personnel were aware of the national local disaster management programs. All respondents were aware of disaster-related DepEd policies. The five researchers concluded that this study provided a glimpse of the efforts that teachers and students are preparing in times of emergencies and disasters. They recommend that specific hazards that affect schools may have to be addressed. â€Å"Chemical spills†, food poisoning and infectious disease outbreaks are examples of these.These may also be considered the preparation of the School’s preparedness plans. As we reviewed the related literature from the local and foreign studies, it may help to understand the current study. From the local study- Assessment of Disaster Preparedness in Selected Public Schools in Luzon, Philippines, we knew already the status of elementary and secondary students of Luzon in preparing for disaster. In contrast, this current study focuses only to students of Pangasinan State University, Lingayen Campus in assessing also the level or status of their disaster preparedness.Furthermore, this current study does not attempt to determine awareness of key school personnel on disaster preparedness programs but it is similar to the method to be used in analyzing data. From the foreign study entitled Disaster Preparedness; Concepts, Guidance, and Research, it has also a great help to my study. They gave summary of concepts, guidance and research about disaster preparedness. CONCEPTUAL FRAMEWORK From the insights of the related studies and literatures presented earlier, certain concepts stood out as the source of the conceptual framework of this study.Through this, the main intention of this study is to determine the level of disaster preparedne ss of PSU students in Lingayen Campus. The input variables of the study are the profile of the respondents which consist of age, gender, course and section, and civil status. The process is analyzing the information through the descriptive method using questionnaire. The output of this study is the level of disaster preparedness of PSU students in Lingayen Campus. The paradigm found on the succeeding page has guided the researcher in the conduct of this study. PARADIGM Analysis of the input through the descriptive survey methodAnalysis of the input through the descriptive survey method 1. Personal Profile of the students in terms of: a. Sex b. Age c. Civil status 2. The level of preparedness in terms of: a. Natural Disasters b. Man-made Disasters 3. Problems Encountered by the respondents. 4. Personal Profile of the students in terms of: d. Sex e. Age f. Civil status 5. The level of preparedness in terms of: c. Natural Disasters d. Man-made Disasters 6. Problems Encountered by the r espondents. Level of Disaster Preparedness of Pangasinan State University- Lingayen Campus S. Y 2012-2013Level of Disaster Preparedness of Pangasinan State University- Lingayen Campus S. Y 2012-2013 INPUT PROCESS OUTPUT Figure 1: Paradigm of the study showing the relationship between the input- process and output of the study. Chapter 3 Research Methodology This chapter deals with the different approaches and techniques used by the researchers in gathering the important data to complete this study. It involves the research design, research locale, samples and sampling techniques, subject, research design, data gathering procedure, validation of instrument, data processing method and statistical treatment. Research DesignThis study is basically descriptive research work. Descriptive research deals with the description, recording, analysis and interpretation of the phenomena that already exist (Calderon, 1993). The data were presented and discussed using descriptive and inferential an alysis technique. Population and Sample of the Study There are 6,447 students enrolled in PSU Lingayen Campus. Ten percent (10%) of the total number of students will be chosen as respondents using stratified random sampling. The distribution is shown in Figure 2. YEAR LEVEL| NUMBER OF ENROLLED STUDENTS| 10%| First year| 1,793| 179| Second year| 1,642| 164|Third year| 1,584| 158| Fourth year| 1,428| 143| TOTAL| 6,447| 645| Figure 2. Distribution of the Respondents of the Study Research Locale The study on the Level of Disaster Preparedness of PSU students, Lingayen Campus was conducted at Pangasinan State University, Lingayen Campus S. Y 2012-2013 Research Instrument The researchers employed questionnaires in gathering data from the respondents. Questionnaire is defined as the document containing a list of questions related to particular topic. The data which will be obtained from the returned questionnaires will be carefully studied to come up with an appropriate output.This study c overs research questionnaires as data gathering instrument. The questionnaire is divided into three parts. The first research questionnaire was made to gather information about personal profile of the respondents such as age, sex, and others. The second questionnaire was intended to obtain data on the disaster preparedness of the respondents. The third questionnaire was intended also to determine the problems encountered by the respondents in disaster preparedness. Validation of the Instrument The instrument used in this study will be valid until School Year 2012-2013.Data Gathering Procedure The researcher was able to gather data thru questionnaire that was given to the respondents. This questionnaire during the time that the respondent answering the questionnaire, the researcher was able to have small informal interviews with the respondents and ask something related to the research problem. Data Processing Method Through descriptive method, data were analyzed. Statistical Tools a nd Treatment The data that were obtained using the questionnaires and the tests were subjected to statistical procedures as follows:Part 1 on the profile of the respondents are measured and analyzed by percentages, and frequency. The formula is as follows: P= fN x 100 Where: P= percentage f= frequency N= number of respondents For problem No. 2, average weighted mean was used in determining the level of disaster preparedness in terms of hazard knowledge The formula in calculating the average weighted mean is shown below: AWM= ? fxN Where= Average Weighted Mean ?= summation of f= frequency x= the number that corresponding to the level of preparedness N= total number of respondentsThe results will be interpreted using the Lickert Scale which is described below: Range| Scale| Descriptive Rating| 5| 4. 21- 5. 00| Very much prepared (VMP)| 4| 3. 41-4. 20| Much prepared (MP)| 3| 2. 61-3. 40| Moderately prepared (MP)| 2| 1. 81-2. 60| Fairly prepared (FP)| 1| 1. 0-1. 80| Not prepared (NP)| F or Problem No. 3, the problems encountered by the students on the disaster preparedness had been computed by using frequency count and ranking. BIBLIOGRAPHY Africa. Carla, â€Å"Philippine Disasters† 9 November 2012. http://www. academia. edu/693831/Lessons_from_recent_Philippine_disastersAschenbrener, M. (2001). In Twombly S. (Ed. ), How colleges and Universities respond to natural disaster. United States- Kansas: The University of Kansas. Retrieved from http://www. npr. org/templates/story/story. php? storyId=9603275 Campus Fire Watch (2011, April 11). † Current fire information†. Retrieved from http://www. campus-firewatch. com/resources%20center/currentinfo. html CDC (2007). â€Å"10 leading causes of death by age group†, United States-2007. Retrieved from http://cdc. gov/injury/leadingcauses. html Clunn N. (2010. October, 22). â€Å"Students need lessons in off-campus safety†.NorthJersey. com. Retrieved from http://www. northjersey. com/news/cri me_courts/105505788Students_need_lessons_in_off-campus_safety. html FEMA (2011). â€Å"Emergency response action steps†. Retrieved from http://www. fema. gov/plan/ehp/response. shtm Gaull, E. (1997, May). Show me the results! Fire Chief. HCC (2010). Halifax Community College’s annual report 2010. Retrieved from http://www. halifaxcc. edu/AnnualReport/annualreport2010. pdf Mowrer, F. W. (1999). â€Å"Fire safe student housing a guide for campus housing administrators†. Emmitsburg, MD: United States Fire Administration. Park, M. 2009, September, 22). † Students ad H1N1 mingle on campus. CNN†. Retrieved from http://articles. cnn. com. /2009-09-22/health/h1n1. flu,college. students_1_h_1 _n_1-flu-prevention-seasonal-flu? _s=PM:HEALT http://upmcphresearchoffice. weebly. com http://www. futuregov. asia/articles/2012/nov/09/philippines-launches-mobile-app-disaster-preparedn/ http://www. universityworldnews. com/article. php? story=20120518132734905 http://w ww. academia. edu/1936994/An_Analysis_on_Environmental_Management_Polic y_in_the_Philippines APPENDICES APPENDIX A QUESTIONNAIRE ON THE LEVEL OF DISASTER PREPAREDNESSI. RESPONDENTS’ PERSONAL PROFILE DIRECTION: Please check your appropriate answers honestly. Your response will be of strict confidentiality. 1. Name: ____________________________ (optional) 2. Gender:( ) Male ( ) Female 3. Age:( ) 16-18 years old( ) 22-24 years old ( ) 19-21 years old( ) 25 above 4. Civil Status:( ) Single( ) Married II. LEVEL OF DISASTER PREPAREDNESS Direction: Please check on the column that describes the level of disaster preparedness. Numerical ValueDescriptive Equivalent 5very much prepared 4much prepared 3averagely prepared 2fairly prepared 1not prepared . Natural Disasters | 5| 4| 3| 2| 1| Climactic Variability (La Nina, El Nino)| | | | | | Coastal Erosion| | | | | | Drought| | | | | | Earthquake| | | | | | Flood| | | | | | Landslide| | | | | | Tsunami| | | | | | Typhoon and Tropical Surge s| | | | | | Volcanic Eruption| | | | | | Wildfire| | | | | | Disease Epidemic| | | | | | 2. Man-made Disasters | 5| 4| 3| 2| 1| Fire Incident| | | | | | Structural Collapse| | | | | | Hazardous Spills| | | | | | Water Breakdown| | | | | | Food Scarcity| | | | | | Pollution| | | | | | Direction: Put a check on the answer you perceived most. 1.Are you aware of the types of emergencies/ hazards that can potentially affect your area? ( ) Yes( ) No( ) Maybe 2. Do you think that your family is relatively well-prepared for a disaster? ( ) Yes( ) No( ) Maybe 3. Do you believe that the community you live in is relatively well- prepared for a disaster? ( ) Yes( ) No( ) Maybe 4. Have you discussed disaster preparedness with your family, friends, classmates and neighbors? ( ) Yes( ) No( ) Maybe 5. Do you know how to call for help? ( ) Yes( ) No( ) Maybe 6. Are you aware with the contact number of different authorities (police hotline)? ) Yes( ) No( ) Maybe 7. Have you conducted a hazard, impac t, and vulnerability assessments? ( ) Yes( ) No( ) Maybe 8. Do you have a Family Disaster Supply Kit? ( ) Yes( ) No( ) Maybe 9. Are you current in First-Aid training (trained in the last 3 years)? ( ) Yes( ) No( ) Maybe 10. Do you participate in any seminars related to Disaster Preparedness? ( ) Yes( ) No( ) Maybe 11. Are you responsible in CPR (Cardio-Pulmonary? ( ) Yes( ) No( ) Maybe 12. Do you know how to operate or use the fire extinguisher? ( ) Yes( ) No( ) Maybe 13. Do you monitor TV and radio reports? ( ) Yes( ) No( ) Maybe 4. Do you know where your family records are? ( ) Yes( ) No( ) Maybe 15. Do you stay calm and remember what it is that you know and how it is going to get you through the situation you’re in? ( ) Yes( ) No( ) Maybe 16. Are you aware where your family will meet outside your home in case of an emergency? ( ) Yes( ) No( ) Maybe 17. Have you practiced an emergency drill in your home or school within the past year? ( ) Yes( ) No( ) Maybe 18. Do you know about disaster plans at your school? ( ) Yes( ) No( ) Maybe 19. Are you aware with the precautionary measures in case of disasters? ) Yes( ) No( ) Maybe 20. Some family members have special needs, for example the elderly, mobility impaired or sick. Do you have a plan for making sure these members will be safe during a disaster? ( ) Yes( ) No( ) Maybe 21. Do you have plan for your pets? ( ) Yes( ) No( ) Maybe 22. Do you prepare a recovery plans? ( ) Yes( ) No( ) Maybe 23. Do you secure your important documents and properties? ( ) Yes( ) No( ) Maybe 24. Do you have the mobile application Project NOAH (Nationwide Operational Assessment of  Hazards)? ( ) Yes( ) No( ) Maybe III.PROBLEM ENCOUNTERED BY THE RESPONDENTS IN THE DISASTER PREPAREDNESS Direction: Please put a check on the space provided for which is you think is the most problem that you encounter in the disaster preparedness. _____ Lack of conducting hazard, impact, and vulnerability assessments _____Lack of appreciation and support to the Disaster Preparedness _____Lack of Disaster Coordinating Council at the local level _____Erroneous disaster reporting and monitoring _____ Difficult to measure the effects _____ Lack of disaster information material _____ Inadequate training in disaster preparedness by key barangay people _____ Lack of facilities ____ Lack of evacuation plans _____ Lack of time to prepare CURRICULUM VITAE RYAN SANCHEZ ORIS #235Barangay Lasip, Lingayen, Pangasinan 09077996587 [email  protected] com I. Personal Background Age:18 Date of Birth:August 6, 1994 Place of Birth:Pangasinan Gender:Male Civil Status:Single Nationality:Filipino Height: Weight: II. Educational Background TertiaryBachelor of Secondary Education (Physical Science) Pangasinan State University Alvear St. Brgy. Poblacion, Lingayen, Pangasinan 2011-present SecondaryLasip National High School Lasip. Lingayen, Pangasinan Salutatorian 2007-2011

Murder is Murder(Capital Punishment) essays

Murder is Murder(Capital Punishment) essays Murder is Murder Capital punishment has been a controversial topic almost since it's inception. Since biblical times, an "eye for an eye," or a " tooth for a tooth", has been the established norm for retribution. As society advanced, the methods of capital punishment became more "civilized". However, the result remains the same, legally sanctioned death. Reform of automatic death sentences began in Europe in the 1750's. The social reformers and English law reformers of that time argued that the death penalty was needlessly cruel, overrated as a deterrent, and occasionally imposed in fatal error. The social reformers proposed life imprisonment as a more humane alternative. The social reformers proposal is consistent with my opinion. Any death of any person is wrong. The general population's opinion is that capital punishment permanently removes the worst criminals from society, and is less expensive and safer for society, than long-term or permanent incarceration. It is evident that dead criminals cannot commit any more crimes. However, the same is true for criminals serving life sentences. Most people would think it is less expensive to execute a person rather than keep them in prison, which is not always true. It is estimated that a capital case resulting in execution may cost $2,000,000. However life imprisonment's $20,000 a year is comparable. Of course we would think that execution would not be expensive but the legal fees, appeals and the court cost make execution very costly. It is simply not cost effective. Furthermore, the fact that a person is convicted of a murder and sentenced to death does not always mean he or she is guilty. There are many people who are wrongly accused. What if someone is innocent and they are wrongly ex ecuted? There is no possible way to compensate for his or her wrongful death. In some cases a person convicted of the murder ...

The End of an Era for The Encyclopaedia Britannica

The End of an Era for The Encyclopaedia Britannica The End of an Era for â€Å"The Encyclopaedia Britannica† The End of an Era for â€Å"The Encyclopaedia Britannica† By Mark Nichol The Encyclopaedia Britannica, for two and a half centuries considered in the public eye the reigning resource for scholarly research, recently announced that it was ceasing publication in print and would henceforth be available only in electronic form. As usual, the doddering dinosaur is behind the curve. The company had had the chance to go high-tech in 1985 with a Microsoft partnership; somewhat understandably, it declined to partner with the then fledgling software company which released its Encarta, its own, successful, encyclopedia on CD-ROM in 1993. The Encyclopedia Britannica company did launch a CD-ROM in 1989, four years before Encarta came along, but it did so under the name of Compton’s, another encyclopedia brand it owned, so as not to tarnish the venerable Britannica brand. That product, which received positive reviews, was nevertheless not the first computer-based encyclopedia; Grolier’s had come out with a DOS version in 1985. Britannica’s print encyclopedia continued to dominate the market even after Grolier’s innovation, of course, because the proportion of prospective encyclopedia customers who desired a high-tech version was very small. However, six years after Britannica’s revenues peaked in 1990, it declared bankruptcy (though it was bought by a Swiss businessman and survives but barely to this day). People, it seems, were just not buying print encyclopedias like they used to. And why bother? The Encyclopaedia Britannica, though a formidable feat of scholarship, had long been overhyped. It was certainly always impressive looking and still is: The final print edition, published in 2010 and still for sale (â€Å"while supplies last!†), consists of forty-four million words packed into thirty-two volumes. It has, however, long been mostly a prestige product, meant to be admired by visitors to one’s home who marvel at the sophistication of parents who would spend four figures to be sure that their children have nothing but the best trove of knowledge at their fingertips. (The 2010 edition retails for about $1,400.) But those fingertips, it seems, rarely touched the meticulously prepared, exhaustively researched encyclopedia; one survey determined that few customers consulted it more than once a year. For many, it was just another feature of home decor, another mark of status. Britannica Online and the DVD version are presumably more well thumbed, and several years ago, Britannica announced plans to develop a content model more along the lines of Wikipedia, in which the public would be able to submit new content to Britannica or revise existing content, although it would be clearly distinguished from content produced by Britannica’s staff and scholarly contributors. (A cursory examination of Britannica’s website shows no reference to such content, however.) What does the epochal end of Britannica’s presence in print mean for writers, editors, and editorial researchers and fact-checkers? You tell me when was the last time you cracked the spine of The Encyclopaedia Britannica? For many years, we have been able to go straight to the (online) source for a great deal of information, checking information against government, business, and organizational websites. And when we want objective information, we consult news sites, and online compendia like Wikipedia. And though I note in this post that Wikipedia is regrettably inferior to The Encyclopaedia Britannica in writing quality, is was found in a study to be essentially just as accurate – that is, highly, but not flawlessly, accurate. Print publications just can’t compete with online sources for immediacy. If you want to know the state of knowledge or attitudes about a particular phenomenon in 1912, certainly, you can hunt for the eleventh edition of The Encyclopaedia Britannica and enlighten yourself. But new editions necessarily take years to produce, whereas websites can be updated on demand. History books, in whatever perhaps unbooklike form they may take in the future, will note this period as a significant turning point in information production, processing, and retrieval. In the meantime, we’re living in the transition; I still read many books, but I read not just research online extensively, too. (And I rarely touch a print magazine or newspaper.) We must be nimble and accept the future with good grace. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:Masters Degree or Master's Degree?50 Latin Phrases You Should Know5 Erroneously Constructed â€Å"Not Only . . . But Also† Sentences

MUTUAL FUND (SLP) Essay Example | Topics and Well Written Essays - 500 words

MUTUAL FUND (SLP) - Essay Example This paper will discuss as to which mutual funds to be purchased from the available funds of $95000 and what criteria is used to purchase the same. Mutual Fund Purchase Decision One of the funds to be purchased with the available funds is High Dividend Equity Fund which tracks the performance of Morningstar Dividend Yield Focus Index.1 This fund is a relatively new fund and was launched during March 2011 however; one of the key reasons at to why this fund is picked is its low expense ratio. The overall expense ratio is 0.4% with no acquired fees and expenses. A low expense ratio is one of the key criteria to decide about purchasing a mutual fund though it is not the only criteria. (Barker, 2011). Further, the overall holding of the funs is in sectors which are relatively stable and provide regular dividends. Since its inception, fund has earned a total return of 4.39% whereas index returned 4.52%. 50% of the funds will be used in the purchase of this fund. Another fund to be purchase d with the available funds is the MSCI BRIC Index Fund which tracks this index2.

Tegan as One of the Largest Educational Toys Distributor Assignment - 3

Tegan as One of the Largest Educational Toys Distributor - Assignment Example In the case of Tegan, the outsourcing offered some benefits since the company’s outsourcing partner Hrad Technica had possessed significant experience in that field. The Tegan entered into a fixed cost contract with Hrad so that Tegan can avoid further costs related to project development. The outsourcing concept has assisted Tegan to escape from the trouble of reinvesting in the technology. Figure 11.20 indicates that outsourcing process would benefit the firms to reduce the costs by approximately 40% (Developing information systems). The Tegan could also take advantages of various costs such as operational and maintenance costs and project development costs. Moreover, Tegan has not adequate expertise to develop a new A/P system itself. Therefore, it is identified that outsourcing the A/P project was the best-fitted move for Tegan when comparing with other available alternatives. From a detailed study, the outsourcing challenge â€Å"scope of a definition† was the fact or that worsened the outsourcing process. Most of the companies fail to define a specific scope for the proposed program while outsourcing their IT projects. These contractual misunderstandings raise many problems and weaken the project development. Under such circumstances, the beneficiary organization tends to believe that the required services are within the scope of the contract whereas the service provider argues that it is outside the contract and therefore the organization must pay extra fees. Same is the case happened with Tegan and Hrad. During the progress of the project, Hrad Technica identified certain system features such as â€Å"computational forecasting algorithms for selecting and ordering payments† that had not been defined in the initial scope of the contract (Staats & Upton). This situation led to time delay and the need for extra funds for the completion of Tegan’s project. There are some tradeoffs involved in having the requirements analysis for a project performed by one of the firms that would ultimately bid on the project. While performing requirements analysis, the project development firm must try to accumulate information regarding the client firm wherever it is possible. Sometimes, the firms send their official representatives to scrutinize the client’s current systems and practices even though it involves some additional costs. This practice may assist the project development team to acquire the client’s trust. Generally, outsourcing firms also give an opportunity for the client to posts feedbacks at various phases of project development. Although the client’s frequent intervention may interrupt the project development flow, it is a better strategy to provide improved services to the client firms.