An Article: "Have a Dog Shop You Can Be Proud Of"

        Being an entrepreneur, most particularly a dog shop owner, is not really easy all throughout, even if you have been one practically most of your life, having been born to a family of entrepreneurs. Fortunately, the difficulty need not be lasting because if you have a dog shop you can be proud of no matter what, the road will be continuously smooth. If you have been experiencing hardship at managing that dog shop of yours, it is time to put a stop to most, if not all, difficulties by analyzing or reassessing the whole structure of the business, conducting an inventory of everything in the dog shop, brainstorming with the staff, and researching on dog shop matters.

       Truly, you should go back to the basics. Look intently at the set-up of your store. It must have a homey atmosphere, one that instantly welcomes every customer. Talking about customer, about how many people actually buy? Or, rephrasing this question, how many prospects come inside your store? To increase traffic, your dog shop should be inviting to all would-be and existing dog owners. More so, it must be customer-friendly; meaning, it carries all stuff that dogs need. And to know exactly what things your shop offers, perform an inventory in case you have not personally done so recently. Concurrently, you should also make personal researches on the current trends, then impart these to your staff in one of your regular meetings. Or you can organize a seminar wherein there is an open forum.

       If you want to have a complete line of products in a hassle-free manner, you can offer related products alongside the dogs that your shop sells. This way, each customer will not waste time in searching for dog essentials in other stores since your store already has these. By then, your dog shop will constantly live up to its literal name.--ARV

A Powerpoint Presentation on "Critical Thinking and Logic"

Critical thinking and logic powerpoint source:  http://www.criticalthinking.org/ 

View more presentations from annvillanueva

View more presentations from annvillanueva

Short Story Analysis: "The Tell-tale Heart" by Edgar Allan Poe

I. The Tell-tale Heart

by Edgar Allan Poe                         

II. SYNOPSIS

         The persona of this short story, the “I” here, is narrating how and why he has killed the old man, who he/she has taken care of, in his room.

         Even though this persona has loved the aforementioned old man who has never done anything wrong, he/she has still proceeded to kill him because of his very wide blue eye, with a film over it, and which resembled a vulture’s eye, that chilled the persona’s bones.

         Three police officers are now in the old man’s house to investigate because a shriek has been heard by a neighbor at the time of the murder. The persona tells the officers that the shriek has come from him/her in a dream, and that the old man is not in the country.

         After the officers have searched the entire house, they, including the persona, sat on individual chairs, and the chair of the persona is on the spot where he/she has been buried the old man underneath. The four men exchange pleasantries, as the officers are satisfied and are convinced that there has been no foul play.

         However, the persona starts to become uneasy when a low, dull, fast sound is heard, and it steadily increases in volume, until the persona shouts, "Villains…dissemble no more! I admit the deed! --tear up the planks! Here, here! --It is the beating of his hideous heart!"

III. SHORT STORY ELEMENTS

A. CHARACTERS

1. The persona/ narrator- the “I” who kills the old man

2. The old man

3. The three police officers

B. PLOT - Linear

  a)  Introduction

  The story opens with the persona wondering whether he/she is mad

  b)  Rising Action

   Things start to heat up when the idea of killing the old man comes into the persona’s mind.

   c)  Climax 

    On the 8^th night, the persona finally satisfies his plan of murder.

          d)  Falling action 

          Things start to “fall” when the police officers search the house and nothing says that there has been “foul play.”

  

        e.) Denouement

           In the end, the persona admits the crime after hearing a sound that has grown louder and louder.

C. SETTING

a)  place – in the old man’s home 

b)  time- eight days, and the old man is killed on the 8^th night

c)  weather conditions- fine

d)  social conditions- middle-class

 e)  mood or atmosphere- eerie

 

D. POINT OF VIEW

         The Point of View used in this short story is the First Person - The story is told  by the protagonist, the narrator or persona, the “I” here.

E. LITERARY DEVICES

         For me, the literary devices used in this story are Symbolism and Irony. The old man’s eye here symbolizes evil that the persona is so afraid of. But, there is Irony when this persona uses an evil deed to shut off the evil eye.

F. THEME

         In my opinion, the theme Crime does not pay is applicable to this story. -- ARV

The Tragic Death of My Favorite Singer Ric Segreto

         I could not forget that day, Sept. 6, 1998. It was the day that my favorite singer passed away. I was in the hospital that time because my bag of water just broke and the labor pains started coming. -- ARV

source of the video--  http://www.youtube.com/watch?v=gvJpt8q5PYI

The Prepositional Phrases in the Song "Top of the World"

Top of the World

by the Carpenters

Such a feelin’s comin’ over me

There is wonder in most everything I see

Not a cloud in the sky

Got the sun in my eyes

And I won’t be surprised if it’s a dream



Everything I want the world to be

Is now coming true especially for me

And the reason is clear

It’s because you are here

You’re the nearest thing to heaven that I’ve seen



(*) I’m on the top of the world lookin’ down on creation

And the only explanation I can find

Is the love that I’ve found ever since you’ve been around

Your love’s put me at the top of the world



Something in the wind has learned my name

And it’s tellin’ me that things are not the same

In the leaves on the trees and the touch of the breeze

There’s a pleasin’ sense of happiness for me



There is only one wish on my mind

When this day is through I hope that I will find

That tomorrow will be just the same for you and me

All I need will be mine if you are here  --ARV

On Being a Special Education Teacher: A Personal Assessment

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A PERSONAL ASSESSMENT

NAME OF CHILD     :       ***

BIRTHDAY             :       ***

HOME ADDRESS     :       ***

ASSESSED BY        :       Annabelle Villanueva

BACKGROUND HISTORY AND PHYSICAL EXAMINATION

          

           *** is the youngest among four children. His father is a company supervisor abroad. His mother and three siblings are already with his father. His parents were the first to go there, followed by his three siblings just last year. His papers were not approved by the embassy because of the declaration there that he is a special child. It was then put into writing that he would be under the care and supervision of his grandmother.

           Upon birth, *** looked perfectly normal. He was a very cute baby (he has mestizo features just like his two sisters and one brother). Slowly, his grandmother noticed some differences which were then compared his siblings when they were still babies. At four months, they had MRI performed on him and the doctor’s assessment then was that he had cerebral palsy.

            As he was growing up, the progresses he made in the developmental milestones were far different—much slower—than his three siblings. Since then, up to the present, he has not yet developed his speech, has not responded yet to his own name when called, has not harnessed his grip due to weak hand muscles, has not run unguided though he has learned walking by himself, has not developed strong muscular power like most children his age, and has not socialized/played regularly with other children (due to weak motor skills).

INITIAL ASSESSMENT

             When I first met ***, I observed that his weak motor skills were the first noticeable.  Hence, after that, I checked what items were applicable to him in a motor skills checklist downloaded from the internet (attached herewith). We noted that his motor skills are in the range  of a 1- 2 year old kid, far from his age. Some expected motor skills at age 1 and most of those at age 2 are not yet achieved at present.

               Since then, every meeting, I further observed he would not look at me when called; though he has fleeting eye contact and he would turn to the direction (and look at his laughing classmate, then he would laugh too), he could not talk yet, though one-syllable words, “ma-ma, da-da” were heard once, his actions are slow due to weak reflexes, his hands could not hold the toys well,  and could not lift a chair yet (during “pack-away chairs” time), but he would hold our hands when “Row, Row, Row, Your Boat” is sang to him, with “rowing”  actions with him, he would laugh when tickled, and he had no close interaction with his classmates.

              He could sit still on his chair for long periods of time, but would occasionally stand up.

              During snack time, he would pick his crackers with “softness”  in his fingers. He could sip from a straw, but his drinks had to be put on his hands, and his hands guided.  He loved to wash his hands, with assistance in the opening and closing of the faucet, and the getting of soap. He could not yet wipe his face alone.

              One time, a classmate grabbed his milk drink while he was sipping it. He had no reaction whatsoever, he just looked at that classmate for a moment, then stared blankly at the ceiling ( he would do this staring at the ceiling a few times during class sessions).

              He could walk unaided, but could not do brisk walking and running by himself. He could not go up and down the stairs by himself yet.

     

              During home visit, he was watching some lively children’s music videos which he loved to watch often. I noticed that he tried to imitate what the video’s characters were doing, for example, in the portion of the song “Here We Go Round the Mulberry Bush,” ….”this is the way we wash our face…, he made a “washing” motion  with his hands to his face. He was laughing and smiling as he as watching, standing up in front of the TV.  At eating time, he was given a spoon, and he held it with an awkward grip. He could not yet eat by himself,  could not yet go to the bathroom by himself, could not yet change his clothes alone.

              The Developmental Problems checklist I downloaded from the internet would be presented in the next home visit.

SUMMARY AND RECOMMENDATIONS

               My initial assessment showed that ***, aged 5 years, has the mental age of a 1-2 year old. His gross motor and fine motor skills are very delayed due to weak muscles; he could not grasp properly; his grip is weak; hence, toys cannot be held in the proper manner (though he likes to play, as shown in his laughter when played with), he has no speech yet, no interaction/social relationship with other children, no cognitive as well as emotional development yet, and no self-help skills yet. From my research and from close observation, I noticed developmental delay, speech and language delay, no hearing loss (but hearing problems were not ruled out), no head-banging/hand-clapping/repetitive motions, and he has motor delay. I did not refer to the Autism Rating Scale because he has fleeting eye contacts.

              In conclusion, *** has global developmental delay and severe language delay. In another guide from the internet, the Diagnostic Tests for Developmental Problems are made:

1. General appearance and observation

-      *** has no abnormality of shape in features of face and body

-      He is not alert; he seems weak; he has no major interaction with us

-      He is not obese

     

2. Physical Examination

-      When looked at physically, ***’ looks are normal

The following have been recommended:

              -   Check-up by a developmental pediatrician

-   Neurological examinations

-      Visual acuity

-      Assessment of vision and hearing

-      Speech pathology assessment

-      Blood tests

-      Liver function tests

-      Thyroid function tests

-      Urine tests

* His progress would be monitored during class days and home visits. Assessment tools and keen observation would be used/done every step of the way. -- ARV

            

Special Education: A Lesson Plan for Demonstration Teaching

I. CHILD’S DATA

Name: ***

Age: 5 years and 3 months

Area/ Domain: ADL/ Gross Motor

Pre-requisite skills: Going up and down the stairs without
assistance, but with his holding the
banister (As he grows up, he will then
learn how to do so without holding the
banister)

Diagnosis: Autism Spectrum Disorder with Severe
Mental Retardation

CONTEXT: The subject is a child with Severe Mental 
Retardation connected to Autism Spectrum

Disorder. He also has delayed development-

very weak Fine and Gross Motor Skills, no

speech yet, no Cognitive and Emotional

Development yet, and no Self-help Skills

yet. Three months ago, he had no Social

Skills yet, but, currently he can already
engage in parallel play. Now, he cooperates
in activities and tries his best to perform tasks
given to him. The main focus will be ADL Skills
targeting the Gross Motor domain.

II. LESSON PROPER

A. OBJECTIVE

At the end of the 15-minute lesson, *** will be able to perform the following tasks with 70% accuracy:

a. Go up the stairs while holding the banister
b. Go down the stairs while holding the banister

B. SUBJECT MATTER

Going up and down the stairs without assistance/ somebody holding his hand

Location: Classroom

Proximity: *** is standing at the foot of the stairway. The teacher is standing behind him, near enough to assist him when the need arises. He is facing upwards, ready to go up the stairs one step at a time; then after reaching the top-most step, he faces downwards, ready to go down the stairs one step at a time, still with teacher behind him, following him every step of the way.

Prompts: Verbal, Gesture, Positional

Reinforcements: Placing of a big toy near the top-most step of the stairway/ a colorful small pack of candies at the low-most step of the stairway, Clapping of hands after several steps done, Social praises

C. MATERIALS

A big toy and a colorful pack of candies

D. PROCEDURE

a. Motivation

To get *** to do his task, the teacher will begin by showing him
the big toy and the small pack of candies which he will get as
prizes after completion of the said task. Then the teacher will lead
his right hand to the first step of the stairway.

b. Presentation

The teacher will place the big toy near the top-most stair and the
small pack of candies at the low-most stair step (as soon as he
starts going up). Then he will be told, “Okay, ***, you now go up
the stairs. Get the toy up there, that’s yours.” When he is at the
top, “Now, ***, go down the stairs, get these candies, they’re
yours, too.”

c. Application

With Positional Prompting, *** will go up the stairs by himself, as
well as go down.

d. Generalization

Let *** master the said skill by verbal, gesture, and positional
prompts before doing such skill, allowing him to discover how to
go up and down the stairs with more ease than ever. As time

passes by, he will slowly master this skill, until eventually he can   
already go up and down the stairs all by himself, without the use
of the banister. Since this skill is so useful at home, and outdoors,
the family members, most particularly his grandmother and his
aunt, will be advised that follow-through at home frequently
is very essential, with prompts at first, then, slowly, over time,
the number of prompts will diminish.

e. Evaluation

Let *** go up and down the stairs while holding the banister. His
initial fear of going up even the first step two months ago is totally
gone. No more trembling of knees, no more hesitation. Confidence
in doing this skill is now shown.  -- ARV

*** finally learned how to go up and down the stairs by himself: