An idiom, also known as idiomatic expression, is a phrase or
sentence, whose meaning is completely different from the
literal meaning of the words comprising the idiom or idiomatic
expression. However idioms and idiomatic expressions have
become widely used because they convey clear and
meaningful messages in very few words that would otherwise
be lengthy to explain in non-idiomatic manner. Idioms are
previously considered informal expressions but because of
their widespread use idiomatic expressions have found
acceptance in formal communications as well.
Here are examples of idioms and the meaning behind these
idiomatic expressions:
Above and beyond – more than what is normally required. The off-duty
policeman chased and caught the bag snatcher; his action was above
and beyond what was expected of him since he was not on duty at that
time.
Beyond the call of duty – in addition to what is required in the normal
course of performing one’s job. The fireman went back to the burning
house to rescue the cat; he acted beyond his call of duty.
Above suspicion – having a reputation for honesty that no one would
suspect you of wrongdoing. The teacher was elected club treasurer
because she is known to be completely above suspicion.
Ace in a hole – something or someone held in reserve to turn things
around later. The new recruit is the team’s ace in the hole to improve
their standing in the sports competition this year.
Acid test – a test whose result is considered to be conclusive or
beyond doubt. The DNA result will be the acid test that will determine if
the authorities caught the real culprit in the crime.
Across the board – Shared equally by everyone. The company
management decided to give salary increases to the employees
across the board.
Act as someone – to act or perform, temporarily or permanently, in the
capacity of someone else. I’ll act as your interim trainer until your
regular trainer comes back from his business trip in the province.
Act of God – an event for which no person is responsible for; a natural
event such as typhoon, earthquake, volcanic eruption, lightning, and
similar acts of nature. The insurance company did not pay for the
damage to their properties because it was caused by an act of God.
Act of war – an intentional act of hostility or violence so severe that war
is considered to be an appropriate response. The attack on the Twin
Towers in New York was considered by the Americans as an act of war
by the terrorists.
Add fuel to the fire – to do something that makes a bad situation
worse. The customer is already agitated so do not add fuel to the fire
by ignoring his plea for help.
Afraid of one’s own shadow – easily suspicious or frightened. Since
you told him of the hair-raising urban legend above the jail escapee he
has become afraid of his own shadow.
.
After all is said and done – when everything is discussed and acted
on. After all is said and done, everyone went home satisfied with the
result of the town meeting.
After hours – after the regular or normal time. Jim and Tom hang
around the cocktail lounge after hours.
After the fact – after an incident has occurred. Jake expressed
remorse for his crime after the fact.
Against someone’s will – to do something without a person’s
agreement or consent. You cannot force him to join your activities
against his will.
Against the clock – in a race with time; to get something done with
urgency. The doctors operated on the accident victim against the clock
Babe in the woods – an inexperienced or naïve person. Benjie might
be an expert mason but he is still a babe in the woods when it comes
to carpentry.
Back to square one – To start again at the beginning (as in a board
game.) The proposal was rejected by the customer so the vendor was
back to square one.
Back to the drawing board - To start and try another plan or course of
action when the first one did not work out as expected. The customer
was not happy with the building plan so the engineering consultant
was back to square one.
Bad blood – feeling of animosity between two persons or among a
group of people. There is bad blood between the two families.
Bad-mouth someone – to say unpleasant or bad things about
someone. Leo and Tess are bad-mouthing each other since their
relationship broke up.
Bait and switch - a deceptive practice of advertising a product to make
people to go to the store but once inside the store the customer is
enticed to buy a more expensive item. The saleslady told me that the
advertised cell phone is sold out but I think the item was just a bait and
switch.
Bark up the wrong tree – to ask or argue with the wrong person.
Nothing will come out of your complain because you’re barking up the
wrong tree.
Cast the first stone - to be the first one to criticize or accuse. The
crowd burst into sudden uproar when the thief was caught that it was
hard to tell who cast the first stone.
Catch someone red-handed – to catch someone in the act of doing
something wrong that one cannot deny doing it. The barangay tanod
caught the pick-pocket red-handed.
Catch someone’s eye – to have eye contact with someone or to attract
someone’s attention. The lady in red dress caught someone’s eye at
the party.
Come what may – no matter what may happen, or what the
consequence may be. I’m not joining your game, come what may.
Come with the territory – to be expected to happen under the
circumstances. The heckling by some people in the audience comes
with the territory when you are a politician.
Commit something to memory – to memorize something. I didn’t have
a pen and paper at that time so I have to commit to my memory her
phone number.
Cool it! – to calm down or to pacify. Tell the guys in the audience to cool
it and stop heckling the speaker.
Dog-eat-dog – a situation in which someone has to act ruthlessly to
survive or get ahead of other people. It’s a dog-eat-dog in the world of
politics when election time comes.
Give someone the benefit of the doubt – to make a favorable
judgment or impression to an individual when the evidence or proof is
unclear as to being in favor or against that individual. I know him as an
honest person so I gave him the benefit of the doubt.
Have the time of his/her life – to have a very good time or most exciting
moment in one’s life. The bride was having the time of her life during
the wedding reception.
Look to one's laurels - to be on guard against rivals. You need to look
at one's laurels to stay ahead of the competition.
Luck out – to get lucky; be fortunate. The new hire lucked out because
he was not among those employees who get laid off.
Over the long haul – over a long period of time. Your training will be
hard but it will improve your stamina over the long haul.
Over the short haul – over a short period of time. The business plan
looks unprofitable but only in the short haul.
Pad the bill – to include miscellaneous unnecessary items to increase
the amount of a bill or invoice. The employee got into trouble for
padding the bill when he submitted his travel expenses.
Pain in the neck – bothersome, annoying. His new roommate is a pain
in the neck.
Rest on one's laurels - to stop striving for further success or accolade.
Do not rest on your laurels if you want to be successful in life.
Roll the sleeves up – To start getting some work done. Let’s roll our
sleeves up before our manager walks in.
Rough someone up – to harm someone physically. The thugs rough
someone up so we had to call the police.
Rule of thumb – a rough guide; an approximation for making quick
estimate. As a rule of thumb one should do warm up exercises for 5
minutes before starting to jog
Safe and sound – unharmed and in good shape physically – The ship
ran into some rough waters but we arrived at the harbor safe and
sound.
Sail under false color – to pretend to be different to mislead
somebody. I don’t trust the candidate because I have a feeling he is
sailing under false color.
Save the day – to do something that results positively when the
opposite results has been expected all along. Many in the audience
taught that we will lose the game but our team captain saved the day
for us.
See the writing on the wall – to become aware that something is
about to happen; to be clear about something. You need to study
harder in your history subject or you’re going to fail in the exams. Can’t
you see the writing on the wall?
Small fry – insignificant things; unimportant persons. The policemen
raided the hideout of the suspected robbers but all they caught were
the small fry.
The term small fry refers to small fish. "You go after the big fish, and
ignore the small fry."
Small print – that part of a document that easily gets unnoticed
because it is printed in smaller print than the rest of document but it
contains important information that someone should be aware of. Be
sure you read and understand the small print in the contract before you
accept and sign it.
Smell a rat – to be suspicious that something is wrong or someone is
about to commit a wrongdoing. The onlooker smelled a rat so he
walked away from the crowd in the plaza.
Too good to be true – so good that it is hard to believe. The teachers
got a hefty pay raise; it was too good to be true.
To put it mildly – to understate something in an attempt to be polite or
courteous. To put it mildly, the guest speaker came in unprepared for
his speech.
To the letter – precisely; to do exactly according to written instructions.
The installation was perfect because the workers followed the
instructions to the letter
Monday, November 30, 2009
KINDS OF ADVERBS
RELATIVE ADVERBS
The following adverbs can be used to join sentences or clauses. They replace the more formal structure of preposition + which in a relative clause:
where, when, why
Examples:
* That's the restaurant where we met for the first time.
(where = at/in which)
* I remember the day when we first met.
(when = on which)
* There was a very hot summer the year when he was born.
(when = in which)
* Tell me (the reason) why you were late home.
(why = for which, but could replace the whole phrase 'the reason for which')
The following adverbs can be used to join sentences or clauses. They replace the more formal structure of preposition + which in a relative clause:
where, when, why
Examples:
* That's the restaurant where we met for the first time.
(where = at/in which)
* I remember the day when we first met.
(when = on which)
* There was a very hot summer the year when he was born.
(when = in which)
* Tell me (the reason) why you were late home.
(why = for which, but could replace the whole phrase 'the reason for which')
KINDS OF ADVERBS
ADVERBS OF CERTAINTY
These adverbs express how certain or sure we feel about an action or event.
Common adverbs of certainty:
certainly, definitely, probably, undoubtedly, surely
Adverbs of certainty go before the main verb but after the verb 'to be':
* He definitely left the house this morning.
* He is probably in the park.
With other auxiliary verb, these adverbs go between the auxiliary and the main verb:
* He has certainly forgotten the meeting.
* He will probably remember tomorrow.
Sometimes these adverbs can be placed at the beginning of the sentence:
* Undoubtedly, Winston Churchill was a great politician.
BE CAREFUL! with surely. When it is placed at the beginning of the sentence, it means the speaker thinks something is true, but is looking for confirmation:
Example:
* Surely you've got a bicycle?
These adverbs express how certain or sure we feel about an action or event.
Common adverbs of certainty:
certainly, definitely, probably, undoubtedly, surely
Adverbs of certainty go before the main verb but after the verb 'to be':
* He definitely left the house this morning.
* He is probably in the park.
With other auxiliary verb, these adverbs go between the auxiliary and the main verb:
* He has certainly forgotten the meeting.
* He will probably remember tomorrow.
Sometimes these adverbs can be placed at the beginning of the sentence:
* Undoubtedly, Winston Churchill was a great politician.
BE CAREFUL! with surely. When it is placed at the beginning of the sentence, it means the speaker thinks something is true, but is looking for confirmation:
Example:
* Surely you've got a bicycle?
KINDS OF ADVERBS
ADVERBS OF TIME
Adverbs of time tell us when an action happened, but also for how long, and how often.
Examples:
* When: today, yesterday, later, now, last year
* For how long: all day, not long, for a while, since last year
* How often: sometimes, frequently, never, often, yearly
"When" adverbs are usually placed at the end of the sentence:
* Goldilocks went to the Bears' house yesterday.
* I'm going to tidy my room tomorrow.
This is a "neutral" position, but some "when" adverbs can be put in other positions to give a different emphasis
Compare:
* Later Goldilocks ate some porridge. (the time is more important)
* Goldilocks later ate some porridge. (this is more formal, like a policeman's report)
* Goldilocks ate some porridge later. (this is neutral, no particular emphasis)
"For how long" adverbs are usually placed at the end of the sentence:
* She stayed in the Bears' house all day.
* My mother lived in France for a year.
Notice: 'for' is always followed by an expression of duration:
* for three days,
* for a week,
* for several years,
* for two centuries.
'since' is always followed by an expression of a point in time:
* since Monday,
* since 1997,
* since the last war.
"How often" adverbs expressing the frequency of an action are usually placed before the main verb but after auxiliary verbs (such as be, have, may, must):
* I often eat vegetarian food. (before the main verb)
* He never drinks milk. (before the main verb)
* You must always fasten your seat belt. (after the auxiliary must)
* She is never sea-sick.(after the auxiliary is)
* I have never forgotten my first kiss. (after the auxiliary have and before the main verb forgotten)
Some other "how often" adverbs express the exact number of times an action happens and are usually placed at the end of the sentence:
* This magazine is published monthly.
* He visits his mother once a week.
When a frequency adverb is placed at the end of a sentence it is much stronger.
Compare:
* She regularly visits France.
* She visits France regularly.
Adverbs that can be used in these two positions:
* frequently,
* generally,
* normally,
* occasionally,
* often,
* regularly,
* sometimes,
* usually
'Yet' and 'still'
Yet is used in questions and in negative sentences, and is placed at the end of the sentence or after not.
* Have you finished your work yet? (= a simple request for information) No, not yet. (= simple negative answer)
* They haven't met him yet. (= simple negative statement)
* Haven't you finished yet? (= expressing slight surprise)
Still expresses continuity; it is used in positive sentences and questions, and is placed before the main verb and after auxiliary verbs (such as be, have, might, will)
* I am still hungry.
* She is still waiting for you
* Are you still here?
* Do you still work for the BBC?
ORDER OF ADVERBS OF TIME
If you need to use more than one adverb of time at the end of a sentence, use them in this order:
1: 'how long'
2: 'how often'
3: 'when' (think of 'low')
Example:
* 1 + 2 : I work (1) for five hours (2) every day
* 2 + 3 : The magazine was published (2) weekly (3) last year.
* 1 + 3 : I was abroad (1) for two months (3) last year.
* 1 + 2 + 3 : She worked in a hospital (1) for two days (2) every week (3) last year.
Adverbs of time tell us when an action happened, but also for how long, and how often.
Examples:
* When: today, yesterday, later, now, last year
* For how long: all day, not long, for a while, since last year
* How often: sometimes, frequently, never, often, yearly
"When" adverbs are usually placed at the end of the sentence:
* Goldilocks went to the Bears' house yesterday.
* I'm going to tidy my room tomorrow.
This is a "neutral" position, but some "when" adverbs can be put in other positions to give a different emphasis
Compare:
* Later Goldilocks ate some porridge. (the time is more important)
* Goldilocks later ate some porridge. (this is more formal, like a policeman's report)
* Goldilocks ate some porridge later. (this is neutral, no particular emphasis)
"For how long" adverbs are usually placed at the end of the sentence:
* She stayed in the Bears' house all day.
* My mother lived in France for a year.
Notice: 'for' is always followed by an expression of duration:
* for three days,
* for a week,
* for several years,
* for two centuries.
'since' is always followed by an expression of a point in time:
* since Monday,
* since 1997,
* since the last war.
"How often" adverbs expressing the frequency of an action are usually placed before the main verb but after auxiliary verbs (such as be, have, may, must):
* I often eat vegetarian food. (before the main verb)
* He never drinks milk. (before the main verb)
* You must always fasten your seat belt. (after the auxiliary must)
* She is never sea-sick.(after the auxiliary is)
* I have never forgotten my first kiss. (after the auxiliary have and before the main verb forgotten)
Some other "how often" adverbs express the exact number of times an action happens and are usually placed at the end of the sentence:
* This magazine is published monthly.
* He visits his mother once a week.
When a frequency adverb is placed at the end of a sentence it is much stronger.
Compare:
* She regularly visits France.
* She visits France regularly.
Adverbs that can be used in these two positions:
* frequently,
* generally,
* normally,
* occasionally,
* often,
* regularly,
* sometimes,
* usually
'Yet' and 'still'
Yet is used in questions and in negative sentences, and is placed at the end of the sentence or after not.
* Have you finished your work yet? (= a simple request for information) No, not yet. (= simple negative answer)
* They haven't met him yet. (= simple negative statement)
* Haven't you finished yet? (= expressing slight surprise)
Still expresses continuity; it is used in positive sentences and questions, and is placed before the main verb and after auxiliary verbs (such as be, have, might, will)
* I am still hungry.
* She is still waiting for you
* Are you still here?
* Do you still work for the BBC?
ORDER OF ADVERBS OF TIME
If you need to use more than one adverb of time at the end of a sentence, use them in this order:
1: 'how long'
2: 'how often'
3: 'when' (think of 'low')
Example:
* 1 + 2 : I work (1) for five hours (2) every day
* 2 + 3 : The magazine was published (2) weekly (3) last year.
* 1 + 3 : I was abroad (1) for two months (3) last year.
* 1 + 2 + 3 : She worked in a hospital (1) for two days (2) every week (3) last year.
KINDS OF ADVERBS
ADVERBS OF PLACE
Adverbs of place tell us where something happens.
They are usually placed after the main verb or after the object:
Example:
after the main verb:
* I looked everywhere
* John looked away, up, down, around...
* I'm going home, out, back
* Come in
after the object:
* They built a house nearby
* She took the child outside
'Here' and 'there'
With verbs of movement, here means towards or with the speaker:
* Come here (= towards me)
* It's in here (= come with me to see it)
There means away from, or not with the speaker:
* Put it there (= away from me)
* It's in there (= go by yourself to see it)
Here and there are combined with prepositions to make many common adverbial phrases:
down here, down there;
over here, over there;
under here, under there;
up here, up there
Here and there are placed at the beginning of the sentence in exclamations or when emphasis is needed.
They are followed by the verb if the subject is a noun:
* Here comes the bus. (followed by the verb)
Or by a pronoun if this is the subject (it, she, he etc.):
* Here it is! (followed by the pronoun)
* There she goes! (followed by the pronoun)
NOTE: most common adverbs of place also function as prepositions.
Examples:
about, across, along, around, behind, by, down, in, off, on, over, round, through, under, up.
Go to Prepositions or Phrasal Verbs
Other adverbs of place: ending in '-wards', expressing movement in a particular direction:
backwards
forwards
downwards
upwards
inwards
outwards
northwards
southwards
eastwards
westwards
homewards
onwards
Example:
* Cats don't usually walk backwards.
* The ship sailed westwards.
BE CAREFUL! 'Towards' is a preposition, not an adverb, so it is always followed by a noun or a pronoun:
* He walked towards the car.
* She ran towards me.
expressing both movement and location:
ahead, abroad, overseas, uphill, downhill, sideways, indoors, outdoors
Example:
* The child went indoors.
* He lived and worked abroad.
Adverbs of place tell us where something happens.
They are usually placed after the main verb or after the object:
Example:
after the main verb:
* I looked everywhere
* John looked away, up, down, around...
* I'm going home, out, back
* Come in
after the object:
* They built a house nearby
* She took the child outside
'Here' and 'there'
With verbs of movement, here means towards or with the speaker:
* Come here (= towards me)
* It's in here (= come with me to see it)
There means away from, or not with the speaker:
* Put it there (= away from me)
* It's in there (= go by yourself to see it)
Here and there are combined with prepositions to make many common adverbial phrases:
down here, down there;
over here, over there;
under here, under there;
up here, up there
Here and there are placed at the beginning of the sentence in exclamations or when emphasis is needed.
They are followed by the verb if the subject is a noun:
* Here comes the bus. (followed by the verb)
Or by a pronoun if this is the subject (it, she, he etc.):
* Here it is! (followed by the pronoun)
* There she goes! (followed by the pronoun)
NOTE: most common adverbs of place also function as prepositions.
Examples:
about, across, along, around, behind, by, down, in, off, on, over, round, through, under, up.
Go to Prepositions or Phrasal Verbs
Other adverbs of place: ending in '-wards', expressing movement in a particular direction:
backwards
forwards
downwards
upwards
inwards
outwards
northwards
southwards
eastwards
westwards
homewards
onwards
Example:
* Cats don't usually walk backwards.
* The ship sailed westwards.
BE CAREFUL! 'Towards' is a preposition, not an adverb, so it is always followed by a noun or a pronoun:
* He walked towards the car.
* She ran towards me.
expressing both movement and location:
ahead, abroad, overseas, uphill, downhill, sideways, indoors, outdoors
Example:
* The child went indoors.
* He lived and worked abroad.
KINDS OF ADVERBS
ADVERBS OF MANNER
Adverbs of manner tell us how something happens. They are usually placed after the main verb or after the object.
Examples:
* He swims well, (after the main verb)
* He ran... rapidly, slowly, quickly..
* She spoke... softly, loudly, aggressively..
* James coughed loudly to attract her attention.
* He plays the flute beautifully. (after the object)
* He ate the chocolate cake greedily.
BE CAREFUL! The adverb should not be put between the verb and the object:
* He ate greedily the chocolate cake [incorrect]
* He ate the chocolate cake greedily [correct]
If there is a preposition before the object, e.g. at, towards, we can place the adverb either before the preposition or after the object.
Example:
* The child ran happily towards his mother.
* The child ran towards his mother happily.
Sometimes an adverb of manner is placed before a verb + object to add emphasis:
* He gently woke the sleeping woman.
Some writers put an adverb of manner at the beginning of the sentence to catch our attention and make us curious:
* Slowly she picked up the knife.
(We want to know what happened slowly, who did it slowly, why they did it slowly)
However, adverbs should always come AFTER intransitive verbs (=verbs which have no object).
Example:
* The town grew quickly
* He waited patiently
Also, these common adverbs are almost always placed AFTER the verb:
* well
* badly
* hard
* fast
The position of the adverb is important when there is more than one verb in a sentence. If the adverb is placed after a clause, then it modifies the whole action described by the clause.
Notice the difference in meaning between the following pairs of sentences:
* She quickly agreed to re-type the letter (= her agreement was quick)
* She agreed to re-type the letter quickly (= the re-typing was quick)
* He quietly asked me to leave the house (= his request was quiet)
* He asked me to leave the house quietly (= the leaving was quiet)
Adverbs of manner tell us how something happens. They are usually placed after the main verb or after the object.
Examples:
* He swims well, (after the main verb)
* He ran... rapidly, slowly, quickly..
* She spoke... softly, loudly, aggressively..
* James coughed loudly to attract her attention.
* He plays the flute beautifully. (after the object)
* He ate the chocolate cake greedily.
BE CAREFUL! The adverb should not be put between the verb and the object:
* He ate greedily the chocolate cake [incorrect]
* He ate the chocolate cake greedily [correct]
If there is a preposition before the object, e.g. at, towards, we can place the adverb either before the preposition or after the object.
Example:
* The child ran happily towards his mother.
* The child ran towards his mother happily.
Sometimes an adverb of manner is placed before a verb + object to add emphasis:
* He gently woke the sleeping woman.
Some writers put an adverb of manner at the beginning of the sentence to catch our attention and make us curious:
* Slowly she picked up the knife.
(We want to know what happened slowly, who did it slowly, why they did it slowly)
However, adverbs should always come AFTER intransitive verbs (=verbs which have no object).
Example:
* The town grew quickly
* He waited patiently
Also, these common adverbs are almost always placed AFTER the verb:
* well
* badly
* hard
* fast
The position of the adverb is important when there is more than one verb in a sentence. If the adverb is placed after a clause, then it modifies the whole action described by the clause.
Notice the difference in meaning between the following pairs of sentences:
* She quickly agreed to re-type the letter (= her agreement was quick)
* She agreed to re-type the letter quickly (= the re-typing was quick)
* He quietly asked me to leave the house (= his request was quiet)
* He asked me to leave the house quietly (= the leaving was quiet)
Sunday, November 22, 2009
Efren Peñaflorida a pinoy pride named CNN Hero of the Year
(CNN) -- Efren Peñaflorida, who started a "pushcart classroom" in the Philippines to bring education to poor children as an alternative to gang membership, has been named the 2009 CNN Hero of the Year.
CNN's Anderson Cooper revealed Peñaflorida's selection at the conclusion of the third-annual "CNN Heroes: An All-Star Tribute" at the Kodak Theatre in Hollywood on Saturday night.
The gala event, taped before an audience of 3,000 at the Kodak Theatre, premieres on Thanksgiving, November 26, at 9 p.m. ET/PT on the global networks of CNN.
The broadcast, which honors the top 10 CNN Heroes of 2009, features performances by Grammy Award-winning artist Carrie Underwood, R&B crooner Maxwell and British pop sensation Leona Lewis.
Peñaflorida, who will receive $100,000 to continue his work with the Dynamic Teen Company, was selected after seven weeks of online voting at CNN.com. More than 2.75 million votes were cast.
"Our planet is filled with heroes, young and old, rich and poor, man, woman of different colors, shapes and sizes. We are one great tapestry," Peñaflorida said upon accepting the honor. "Each person has a hidden hero within, you just have to look inside you and search it in your heart, and be the hero to the next one in need.
"So to each and every person inside in this theater and for those who are watching at home, the hero in you is waiting to be unleashed. Serve, serve well, serve others above yourself and be happy to serve. As I always tell to my co-volunteers ... you are the change that you dream as I am the change that I dream and collectively we are the change that this world needs to be."
The top 10 CNN Heroes, chosen by a blue-ribbon panel from an initial pool of more than 9,000 viewer nominations, were each honored with a documentary tribute and introduced by a celebrity presenter. Each of the top 10 Heroes receives $25,000.
"With the recognition they receive on our stage," said Cooper, who hosted the tribute, "they'll be able to help thousands and thousands of people. Through their efforts, lives will be changed and lives will be saved."
Maxwell sang "Help Somebody" from his first album in eight years, 'BLACKsummers'night.'
Lewis, a three-time Grammy nominee, performed "Happy," from her second album, "Echo."
All three performances echoed the spirit of the CNN Heroes campaign, which salutes everyday people whose extraordinary accomplishments are making a difference in their communities and beyond.
Presenters included Nicole Kidman, Kate Hudson, Neil Patrick Harris, Pierce Brosnan, Dwayne Johnson, Eva Mendes, Randy Jackson, Greg Kinnear, George Lopez and Julia Louis-Dreyfus.
"This record number of nominations is further evidence of the momentum CNN Heroes has built in just a few short years," said Jim Walton, president of CNN Worldwide.
Serve, serve well, serve others above yourself and be happy to serve.
"Viewers have been engaged by these stories of inspiration and accomplishment beyond our expectations. It is truly an honor to be able to introduce the CNN Heroes to our global audience every year."
Again this year, producer/director Joel Gallen served as executive producer of "CNN Heroes: An All-Star Tribute." Among his credits, Gallen produced telethon events supporting victims of the September 11 terrorist attacks and Hurricane Katrina, winning an Emmy Award and a Peabody Award for "America: A Tribute to Heroes."
Sunday, November 15, 2009
type ako ni prof?
haha..paano ka lalayo sa bading na professor mo if palagi mo siyang teacher?..nkakaramdam ka ng kakaibang takot kc alam mong may history sya sa ibang estudyante..what gagawin mo?
Wednesday, November 11, 2009
what is In-service Education
In-service Education
In-service education is a constant and indispensable part of the National system of continuous education. It facilitates the enhancement, development and updating of knowledge and professional skills. It also ofafers the possibility of obtaining new skills and qualifications, specialization or professions through degree programs, professional training or vocational experience acquired earlier, as well as giving an ample opportunity for individual self-study irrespective of one's age.
The main organizational principles of in-service education include:
- a scientific approach , humanism, democracy, unity, inclusiveness, differentiation, integration, continuity, modularity, personalization, end-through nature;
- close connection to market transformation processes, different forms of ownership and management;
- orientation toward viable and promising fields of human activity in response to the needs of the labor market;
- compliance with state regulations of educational standards.
The main goals of in-service education are:
- to fulfill the demands of the national economy with qualified personnel, provide continuous development of each specialist's professional abilities, develop his/her intellectual and overall cultural level , as well as to provide necessary professional knowledge and skills;
- to provide an opportunity to acquire new skills, another specialization on the basis of a degree program, professional training or vocational experience acquired earlier, develop professional knowledge and skills;
- to introduce a flexible system of continuous education and self-education, to provide adult continuous education.
The main functions of the institutions are to improve scientific, theoretical and methodological training, professional skills, broaden general cultural horizons of schoolteachers, personnel and the system of education administration institutions.
The main types of in-service training are:
- educational activities aimed at providing training, retraining, skills improvement of teachers;
- introduction of a flexible system of continuous education of the teaching staff to ensure adaptation of teachers to carry out professional activities under quickly changing social and economic relations;
- provide optimal regularity and duration of educational terms with regard to the established order of professional certification;
- introduction of up-to-date teacher-training technologies as well as advanced national and international experience in educational management and continuous education at all its stages;
- development of basic requirements expected of education providers and institution managers, and methodologists, implementing scientifically and methodologically based teacher proficiency testing system (testing, certification);
- development and introduction of different types of course training;
- development of scientific, methodological, expert recommendations for skilled management personnel resources creation and training;
- carrying out basic scientific and applied research on the problems of educational development, participating in state, branch and regional scientific programs, including government contracts as well as business contracts with other organizations and educational institutions;
- fulfillment of obligations under state contract as well as other agreements on training specialists with higher education;
- training of scholars and teacher-training professionals for the system of in-service training;
- to provide methodological, informational, consultative assistance to higher educational institutions of I-IV levels of accreditation and institutes of in-service education on the issues of management and teacher-training personnel skills development;
- to provide remunerated educational, expert, publishing, informational and others services.
Monday, November 9, 2009
SM CITY soon to rise at CALAMBA CITY LAGUNA this october 2010
ACCORDING TO JOELL LAPITAN OF
http://www.jlapitan.com
I also heard that Engineering Graduate ng Letran Calamba
ang nakakuha ng project for SM. Nice! Arriba Letran!
Di ko po sure yung exact size ng calamba, yung map sa taas is based lang po sa nakita ko sa may walter. Hehe..
SM pushes expansion; Calamba mall next
SM Prime Holdings Inc., the country’s top mall chain developer, expects to post a double digit growth in its revenues for the first half of the year on the back of its aggressive expansion program.
Meanwhile, SMPH President Hans Sy said construction has is already ongoing for a new mall in Calamba, which is targeted to open next year as the firm 37th mall.
In an interview, Sy said though that he is not at liberty to disclose the firm’s bottomline but noted that earnings in the second quarter and for the first semester were good.
He disclosed that performance in the second quarter was better than the first three months of the year due to the additional revenues from new malls opened during the period, such as the one in Naga City.
SM CITY CALAMBA
| Location | Maharlika Highway, Brgy. Real, Calamba City, Laguna, Philippines |
|---|---|
| Opening date | October 2010 |
| Developer | SM Prime Holdings |
| Management | SM Prime Holdings |
| Owner | Henry Sy, Sr. |
| No. of stores and services | 300+ shops |
| No. of anchor tenants | TBA |
| Total retail floor area | TBA |
| No. of floors | 3 floors |
SM City Calamba is an upcoming mall owned and operated by SM Prime Holdings. It is located at Maharlika Highway, Brgy. Real, Calamba City, Laguna, Philippines. It will be the second SM Supermall in the Province of Laguna with a land area of 195,000 sq.meters.
Anchors
SM Department Store
SM Hypermarket
SM Cinemas
SM Food Court
Junior Anchors
- Ace Hardware
- Toy Kingdom
- National Bookstore
- Watsons
- SM Appliance Center
- Our Home
Friday, November 6, 2009
Creative writing
Creative writing is considered to be any writing, fiction, poetry, or non-fiction, that goes outside the bounds of normal professional, journalistic, academic, and technical forms of literature. Works which fall into this category include novels, epics, short stories, and poems. Writing for the screen and stage, screenwriting and playwriting respectively, typically have their own programs of study, but fit under the creative writing category as well.
Creative writing can technically be considered any writing of original composition that is in no way guilty of plagiarism. In this sense creative writing is a more contemporary and process-oriented name for what has been traditionally called literature, including the variety of its genres. The practice of "professional writing" is not excluded from creative writing — one can be doing both in the same action. In her work, Foundations of Creativity, Mary Lee Marksberry references Paul Witty and Lou LaBrant’s Teaching the People's Language to define creative writing. Marksberry notes:
| “ | Witty and LaBrant…[say creative writing] is a composition of any type of writing at any time primarily in the service of such needs as
| ” |
Creative writing in academia
Unlike its academic counterpart of writing classes that teach students to compose work based on the rules of the language, creative writing is believed to focus on students’ self-expression.[3] While creative writing as an educational subject is often available at some stages, if not throughout, K–12 education, perhaps the most refined form of creative writing as an educational focus is in universities. Following a reworking of university education in the post-war era, creative writing has progressively gained prominence in the university setting. With the beginning of formal creative writing program:
| “ | For the first time in the sad and enchanting history of literature, for the first time in the glorious and dreadful history of the world, the writer was welcome in the academic place. If the mind could be honored there, why not the imagination?[4] | ” |
Programs of study
Creative Writing programs are typically available to writers from the high school level all the way through graduate school. Traditionally these programs are associated with the English departments in the respective schools, but this notion has been challenged in recent time as more creative writing programs have spun off into their own department. Most Creative Writing degrees for undergraduates in college are Bachelor of Fine Arts degrees (BFA). Some continue to pursue a Master of Fine Arts in Creative Writing, the terminal degree in the field. At one time rare, PhD. programs are becoming more prevalent in the field, as more writers attempt to bridge the gap between academic study and artistic pursuit.
Creative writers typically decide an emphasis in either fiction or poetry, and they usually start with short stories or simple poems.[citation needed] They then make a schedule based on this emphasis including literature classes, education classes and workshop classes to strengthen their skills and techniques. Though they have their own programs of study in the fields of film and theatre, screenwriting and playwriting have become more popular in creative writing programs, as creative writing programs attempt to work more closely with film and theatre programs as well as English programs. Creative writing students are encouraged to get involved in extracurricular writing-based activities, such as publishing clubs, school-based literary magazines or newspapers, writing contests, writing colonies or conventions, and extended education classes.
Creative writing also takes places outside of formal university or school institutions. For example, writer Dave Eggers set up the innovative 826 Valencia in San Francisco, where young people write with professional writers. In the UK, the Arvon Foundation runs week long residential creative writing courses in four historic houses.
In the classroom
Creative writing is usually taught in a workshop format rather than seminar style. In workshops students usually submit original work for peer critique. Students also format a writing method through the process of writing and re-writing. Some courses teach the means to exploit or access latent creativity or more technical issues such as editing, structural techniques, genres, random idea generating or writer's block unblocking. Some noted authors, such as Michael Chabon, Kazuo Ishiguro, Decheonbae Jones, Ian McEwan, Rose Tremain and reputed screenwriters, such as David Benioff, Darren Star and Peter Farrelly, have graduated from university creative writing programs.
Controversy in academia
Creative writing is considered by some academics (mostly in the USA) to be an extension of the English discipline, even though it is taught around the world in many languages. The English discipline is traditionally seen as the critical study of literary forms, not the creation of literary forms. Some academics see creative writing as a challenge to this tradition. In the UK and Australia, as well as increasingly in the USA and the rest of the world, creative writing is considered a discipline in its own right, not an offshoot of any other discipline.
| “ | To say that the creative has no part in education is to argue that a university is not universal.[5] | ” |
Those who support creative writing programs either as part or separate from the English discipline, argue for the academic worth of the creative writing experience. They argue that creative writing hones the students’ abilities to clearly express their thoughts. They further argue that creative writing also entails an in-depth study of literary terms and mechanisms so they can be applied to the writer’s own work to foster improvement. These critical analysis skills are further used in other literary study outside the creative writing sphere. Indeed the process of creative writing, the crafting of a thought-out and original piece, is considered by some to be experience in creative problem solving.
It is also believed by some in the academic sphere that the term "creative writing" can include "creative reading" which is the reading of something not typically understood to be a creative piece as though it were creative. This expanded concept further addresses the idea of "found" materials being of literary value under a newly assigned meaning. Examples of this might be product assembly directions being considered "found poetry."
Despite the large number of academic creative writing programs throughout the world, many people argue that creative writing cannot be taught. Louis_Menand explores the issue in an article for the New Yorker in which he quotes Kay_Boyle, the director of creative writing program at San Francisco State for sixteen years, who said, “all creative-writing programs ought to be abolished by law.” [6]
Forms of creative writing
Review: Parts of Speech
Identify the part of speech of the highlighted word in each of the following sentences:
- The clown chased a dog around the ring and then fell flat on her face.
- The geese indolently waddled across the intersection.
- Yikes! I'm late for class.
- Bruno's shabby thesaurus tumbled out of the book bag when the bus suddenly pulled out into traffic.
- Mr. Frederick angrily stamped out the fire that the local hooligans had started on his verandah.
- Later that summer, she asked herself, "What was I thinking of?"
- She thought that the twenty zucchini plants would not be enough so she planted another ten.
- Although she gave hundreds of zucchini away, the enormous mound left over frightened her.
- Everywhere she went, she talked about the prolific veggies.
- The manager confidently made his presentation to the board of directors.
- Frankenstein is the name of the scientist, not the monster.
- Her greatest fear is that the world will end before she finds a comfortable pair of panty-hose.
- That suitcase is hers.
- Everyone in the room cheered when the announcement was made.
- The sun was shining as we set out for our first winter camping trip.
- Small children often insist that they can do it by themselves.
- Dust covered every surface in the locked bedroom.
- The census taker knocked loudly on all the doors but nobody was home.
- They wondered if there truly was honour among thieves.
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