Core Values

Marco Aurelien Period 1st Mr. Hill British Lit Beowolf: To leave or not to leave In many ways the ancient Greek and Roman of Beowulf times are intertwined with the modern lives that all of us lead today. These antiquities affect us beyond the obvious government, theatrical, and social practices. The core values of this era mirror and shape our modern core values and morals of today. Pietas – loyalty, gravitas – seriousness, and dignitas – respect are all things that were seen as important at this time period just as they are seen as important in todays world.It is easy to talk about the obvious positive traits that characters have shown in the epic novels or poems we have read but it is more interesting to look at the shadows on grey in a person to show the realism within. The more difficult way of comparing these different eras is to look at the morals and core values that the citizens lived by. Pietas, gravitas, and dignitas, are three general core values that every one in society must show and live by on a daily basis. In Beowulf, he had the task to going up against what seemed to be an undefeatable and despised monster that could ultimately lead to his demise.Most would say that Beowulf should a large amount of bravery and Gravitas to go and venture to Denmark to defeat Grendel. Another vantage point is that in actuality Beowulf lacked Pietas to his nation in leaving to fight a battle that was not his own. Though his father had left him in debt of a favor to King Hrothgar, it was his own choice to follow in his father’s footsteps as a warrior. Beowulf was an exemplary example of Dignitas in all aspect of his life, as a role model and giving and commanding respect from everyone. These core values still surround us in modern times everyday and are necessary in order to succeed in life.A student must exhibit all of these things if they are attempting to become a well-rounded scalar and human being. If everyone demonstrates pietas, o r loyalty, towards his or her community and school they will have a strong support system around them allowing them to reach their true potential. Students should have a certain level of gravitas, or seriousness, in order to create a safe and effective learning environment for not only his or herself but for everyone around them. While it is important for students to have pietas and gravitas is even more important that that student had dignitas, or respect, for others and for themselves.Everyone may believe that Beowulf exhibited the core values at all times but it can be proven that he did not. These ancient values are as relevant as possible in the modern day world. We may have been able to do without theater or even a democratic political system but if people began living without pietas, dignitas, and gravitas society would fall apart. The modern citizen must exhibit all of these core values if they expect to be successful and if they do they are eventually going to do well in li fe. Core Values Marco Aurelien Period 1st Mr. Hill British Lit Beowolf: To leave or not to leave In many ways the ancient Greek and Roman of Beowulf times are intertwined with the modern lives that all of us lead today. These antiquities affect us beyond the obvious government, theatrical, and social practices. The core values of this era mirror and shape our modern core values and morals of today. Pietas – loyalty, gravitas – seriousness, and dignitas – respect are all things that were seen as important at this time period just as they are seen as important in todays world.It is easy to talk about the obvious positive traits that characters have shown in the epic novels or poems we have read but it is more interesting to look at the shadows on grey in a person to show the realism within. The more difficult way of comparing these different eras is to look at the morals and core values that the citizens lived by. Pietas, gravitas, and dignitas, are three general core values that every one in society must show and live by on a daily basis. In Beowulf, he had the task to going up against what seemed to be an undefeatable and despised monster that could ultimately lead to his demise.Most would say that Beowulf should a large amount of bravery and Gravitas to go and venture to Denmark to defeat Grendel. Another vantage point is that in actuality Beowulf lacked Pietas to his nation in leaving to fight a battle that was not his own. Though his father had left him in debt of a favor to King Hrothgar, it was his own choice to follow in his father’s footsteps as a warrior. Beowulf was an exemplary example of Dignitas in all aspect of his life, as a role model and giving and commanding respect from everyone. These core values still surround us in modern times everyday and are necessary in order to succeed in life.A student must exhibit all of these things if they are attempting to become a well-rounded scalar and human being. If everyone demonstrates pietas, o r loyalty, towards his or her community and school they will have a strong support system around them allowing them to reach their true potential. Students should have a certain level of gravitas, or seriousness, in order to create a safe and effective learning environment for not only his or herself but for everyone around them. While it is important for students to have pietas and gravitas is even more important that that student had dignitas, or respect, for others and for themselves.Everyone may believe that Beowulf exhibited the core values at all times but it can be proven that he did not. These ancient values are as relevant as possible in the modern day world. We may have been able to do without theater or even a democratic political system but if people began living without pietas, dignitas, and gravitas society would fall apart. The modern citizen must exhibit all of these core values if they expect to be successful and if they do they are eventually going to do well in li fe.

How To Stop Violence In Schools Essay

We all know there is violence in schools. Like in the past a couple of years there has been many shootings in school and I wonder how we could stop that. We could have a police officer on campus at all times. We could also have a group of students be a crime watch team. But the most important is to have kids be in a non-violent environment at home. If schools would have a police officer there, it would stop most violence because he knows all of the laws. When anything suspicious happened, he could investigate the situation. If he found resulting in violence, he could give the person punishment, so the situation doesn’t result in violence. Schools with crime watch teams would probably have a lower violence rate because there would be more people trying to stop violence. The school could have some of the students that get good grades and have them look for violence in schools. The most important way to avoid violence in schools isn’t even something at school. The students need to have a non-violent environment at home. They need parents that show positive attitudes because everyone learns from their environment and if its good there more likely to do good things. If it’s bad they’ll probably do bad and violent things. Well now you know some ways violence could be stopped in schools. So spread the information because we don’t want any innocent students getting hurt or even dying.

Personal Life and William Hazlitt

Many people say will say that â€Å"money cannot buy happiness. † Nineteenth-century author, William Hazlitt, wrote â€Å"On The Want of Money† to put forward his belief that a life without money is a life full of misery. Hazlitt uses negative diction, parallelism, and specific syntax to show that a person could not lead a happy life without money. In his writing, Hazlitt uses negative diction to discuss the importance of money in one’s life.. Hazlitt uses words like â€Å"crabbed† â€Å"morose† and â€Å"querulous† to show the discontent one would feel without money.With his gloomy word choice, Hazlitt establishes a negative tone and gives his audience a clear idea of what a miserable life one would have without money. Doing this, he suggests the idea that the poor have no control of their lives because they don’t have the money to change the way their miserable lives. Equally important, Hazlitt uses parallelism to stress the importan ce of money in a happy life and show the dreadful instances a person in poverty can go through.He states that living without money, â€Å"it is to live out of the world, or to be despised if you come into it†¦it is to be scrutinized by strangers, and neglected by friends†¦Ã¢â‚¬  By doing this, Hazlitt explains how a person without money cannot possibly be happy, because he or she will be disliked by everyone around them. The dark mood set by all of the examples Hazlitt gives portrays what Hazlitt thinks a life without money would be: difficult, lonely and overall unhappyFurthermore, Hazlitt uses specific syntax to prove his point that one without money cannot possibly be happy. He uses one long sentence that stretches from lines 2 to 47 to put an emphasis on the fact that people without money lead a life filled with misery. Hazlitt’s use of the lengthy sentence represent all of the never-ending obstacles one without money faces. Hazlitt’s purpose in doing t his is to accent his idea that a person without money does not lead a happy life.By using one long sentence instead of many shorter ones, Hazlitt makes the reader feel hopeless and as if they were drowning in their distress Overall, Hazlitt uses negative diction, parallelism and syntax to show his belief that money is what gives you happiness in life. By stating so many examples and employing his strategies, Hazlitt makes reader feel deprived of their hope of being happy in this world without money, which is exactly what the author’s purpose was. To be without money is to be â€Å"†¦dissatisfied with every one, but most so with yourself.. †

Introduction of management Essay Example | Topics and Well Written Essays - 2500 words

Introduction of management - Essay Example Sun says that organizational culture should be regarded the right channel of solving problems (137). Organizational culture is a structure constituting shared values and beliefs concerning what are significant and suitable in an organization. It comprises of feelings and interaction both within the organization and outside the organization. Organizational culture is supposed to be unique and is practiced on a daily basis; this contributes to the organizations function and strategy. â€Å"It’s important for organizations of different size and level to create the kind of environment or culture where the positive managerial patterns of listening, coaching, guiding, involving, and problem-solving are actively encouraged and reinforced† (The Importance,† cultureconsultancy.com). 2. Classifications of Culture Culture can be classified as counter culture, sub culture, or strong and weak culture. Counterculture comprises of shared beliefs and values that contradict the va lues of the organization. In many cases, it occurs around a dictatorial manager. This type of culture is dangerous to the development of the organization (Shahzad et al 977). ... In any organization, members are differentiated according to the roles they play. Interpersonal relations in an organization are managed and it is here that the inputs by the members are measured beside the output. Therefore, the outcome of an organization is what provides a constant test to the organizational performance. Furthermore, the interaction between the customers and the shareholders too provides a continuous examination. Bridging the gap between the organization and the customers, or between the shareholders and the customers, or between the shareholders and the members will contribute to the organizational effectiveness and development (Aydin and Ceylan 34). People normally learn most of the behaviors and practices from the people they grow up with, even though every individual has a unique behavior and personal preferences. With time, the behavior and belief of people in the same organization tends to be similar and exhibits common properties. This helps the organization develop its own culture. Now that people in the organization carry duties together, the developed culture helps to create understanding and promote effectiveness. According to Aydin and Ceylan â€Å"the beliefs and ideas of the organization have created the culture, which cannot be seen but their physical manifestation are felt in the work place† (36). For efficiency purposes, the developed culture shapes the work relationships and procedures in the organization. Organizational culture helps to solve both the internal and external issues by enhancing adaptation through a shared pattern. Once there is admission of new members into the organization, they can easily be ‘swallowed’ by the organizational thinking and through the shared pattern of

Report Essay Example | Topics and Well Written Essays - 1500 words - 22

Report - Essay Example According to many experts, permeable and porous reservoir rocks are normally the primary basis for the presence of petroleum gas or oil as well as the extent to which these important resources can be effectively produced. In its simplest form, analysis of reservoirs normally involves a critical assessment of their porosity to help calculate the potential volume of hydrocarbons as well as the permeability to help calculate how easily the hydrocarbons are likely to flow out of the rocks (Rousel-Houston, 2008). This paper critically describes the reservoir geology with particular focus to its significance in the mining of naturally occurring hydrocarbons such as natural gas and crude oil that are usually trapped below the overlying rock formations with lower permeability or porosity. There are a diverse number of reasons why the understanding of reservoir geology is critically important particularly for oil and gads engineers. For example, engineers require developing a 3- D conceptual model of the reservoirs to facilitate efficient extraction of the hydrocarbons. Additionally, the conceptual model helps in the decision-making process in selecting perforations and forecasting production. On the other hand, many of the engineering measurements currently being used on reservoirs have little spatial information. For instance, core measurements do not usually have any dimensional information and continuous core measurements and wireline logs are only 1 dimensional. However, geologic information contains critically valuable spatial data that helps in visualizing the reservoir in 3-D. In this regard, knowledge of reservoir geology is critically important because to oil and gas engineers because it enables them to understand important geological data that not only improves their conceptualization of the reservoir but also their engineering

CMG401 MOD 3 CA Essay Example | Topics and Well Written Essays - 500 words

CMG401 MOD 3 CA - Essay Example As well, the solicitation date remains fixed as stated earlier. Together with that, the numbers of gallons for soliciting purposes also remain fixed. The first amendment to solicitation SP0600-10-R-0208 was in January 20, 2010 at 10:30 am. As well, amendment 3 with the same solicitation number (Solicitation SP0600-10-R-0208) in November 30, 2010 at 10:30 am. In the latter amendment or amendment 3 includes the following changes to the proposal program; The delivery location changes from Baghad International Airport to ORER/Erbil Intl, Iraq for Jet A-1, w/o FSII for 244,800 USG and location ORSU/Sulaymaniyah Intl, Iraq for Jet A-1, w/o FSII for 61,200 USG. The solicitation base reference shall be in October 1 2010, at 1:00 pm local Fort Belvoir, VA time, and not in January 20, 2010, as stated in Amendment 1. The format applied in presenting this information follows the layout in FAR Subpart 12.6. This solicitation is also available in Defense Energy Support Internet Web Site. Solicitation SP0600-10-R-0208 is issued as a Request for delivery, includes terms, and conditions pursuant to the Federal Acquisition Circular. The submission of proposals from interested individuals is before the closing date. Screening program provide all information that is pertinent to purchasing procedures. It also indicates the amendments made for previous mistakes committed in soliciting the item. In addition, screening program must include the summary of the project name, the soliciting number, and the deadline for proposal submittals. For soliciting documents to be termed as enforceable by law, it must fulfill the following: In other words, the screening program in reflecting the soliciting documents must precisely provide the scope of work expected by the bidders. In addition, it must indicate the location of the project, and the nature of the goods for supply. Other

Reflection 5 Research Paper Example | Topics and Well Written Essays - 500 words

Reflection 5 - Research Paper Example There are however industries/businesses that will be immediately and severely affected with this crisis. In particular, banks will be the first hit because they adopt a cautionary stance in lending out money because they are uncertain if borrowers can repay given the current dismal economic condition. Second is the housing industry. A home is the single largest investment that an individual will make and it is very unlikely that an individual will make his or her largest investment during a crisis. Without a market or having a market that is overly cautious, housing industry will surely contract. Third are the manufacturing companies who needs infusion of capital to finance its fix assets for expansion. As lending institutions are in doubt of the economy’s future, they will be heistant to lend money to industries. The manufacturing industry in effect will not have enough funds to finance its expansion resulting for it to contract. 2. Giving the current trend both in the US and Canada where consumers eating habits are changing, both food manufacturers and grocery stores has to adjust. For food manufacturers, they have to realize the increasing preference of consumers towards discounts and buying in scale to save money. Such, they may want to reconsider their packaging that would accommodate the increasing preference for scale and value. For grocery stores, they now have to reconfigure their service to include delivery as consumers now are preferring to have their groceries delivered to save on gas. 3. There is an increasing trend for consumers to use social media. Research showed that adults spend at least six hours per week in social media and this would continue in the future. Such, marketers may want to adjust their marketing plans and diversify to non-traditional media such as social media (facebook, twitter, etch) to capture the market to are frequenting these sites. Also the trend in technology purchases such as smartphones may

DISCUSS THE AETIOLOGY AND PATHOLOGY OF RHEUMATOID ARTHRITIS WITH Essay

DISCUSS THE AETIOLOGY AND PATHOLOGY OF RHEUMATOID ARTHRITIS WITH RESPECT TO ITS PRESENTATION IN THE FOOT - Essay Example The disease, which lasts over a long period of time, can cause damage to cartilage, bone, tendons and ligaments (DynoMed.com, 2000). Foot deformities are very common in RA. These deformities may affect patient functional foot, especially hallux rigidus and calcaneal valgus (Bal, et al. 2006). Human foot is more susceptible to arthritis because the human foot contains 33 joints. About 90 percent of RA patients will complain of problems with the midfoot and forefoot while 67 percent will have problems with the hindfoot and ankle. The ankle is usually the last joint to be involved with RA (DynoMed.com, 2000). RA causes inflammation in the lining (synovium) of joints, most often the joints of the feet. The most common symptoms of RA in the foot are pain, swelling, and stiffness. Symptoms usually appear in several joints on both feet. The signs of inflammation can also include a feeling of warmth around affected joints. In some patients, chronic inflammation results in damage to the cartilage and bones in the joint. Serious damage can lead to permanent joint destruction, deformity, and disability (FootPhysicans.com, 2007). With the progress in the disease the feeling of pain in the joint or in the sole or ball of the foot will increase. The joint may be warm and the way the patient walk may be affected. In addition the patient may develop corns or bunions, and the toes can begin to curl and stiffen in positions called claw toe or hammer toe. Corns, or even ulcers, may develop on the foot. Metatarsalgia, a general term for pain in the sole or the ball of the foot, is also very common. This indicates that RA is affecting the metatarsal joints of the toes. Hindfoot and ankle pain often involves the posterior tibial tendon. The ankle itself is usually the last joint in the foot to be involved with RA (DynoMed.com, 2000). As the disease progresses in the foot region, the joint space becomes narrow and bone begins to rub on bone, leading to painful arthritis. Besides, deformities may occur resulting in loosening of the ligaments and capsule lining of the joint. If the housing of the joint or the capsule loosens up considerably, the joints mostly in front of the foot may dislocate. This can cause painful swelling on the bottom of the ball of the foot that can make walking even more terribly uncomfortable. Later the big toe begins to deviate and bunions may form on the inside of the big toe (footandankle.mdmercy.com, N.D.). In cases where the hindfoot (back of the foot) and ankle are affected, the bones may shift position in the joints. This can cause the long arch on the bottom of your foot to collapse (flatfoot), resulting in severe pain and difficulty walking. Because RA affects the entire system, the patient may also feel feverish, tire easily, and lose appetite (AAOS, 2001). AETIOLOGY The exact cause for RA is still unknown, but there are many thoughts about what might contribute to it. A sudden and traumatic injury such as a broken bone, torn ligament, or ankle sprain can cause the injured joint to become arthritic in the future. According to Cotran et al, (1994)"...RA is triggered by exposure of an immuno-genetically susceptible host to an arthritogenic microbial antigen". Heredity, or the genes from the parents, may be a determining factor in who gets rheumatoid arthritis. Roth explains that this "genetic predisposition appears to be related to the

Cultural Background and Its Effect on American Indian Authors Essay

Cultural Background and Its Effect on American Indian Authors - Essay Example American Indian Authors 1. Alexie The American Indian author Alexie Sherman was conceived in a small town, in Wellpinit, Washington. His year of birth was in 1966. He has received innumerable awards for his legendary work and printed a miscellany of poems. Alexie has written and critically analyzed the influence of cultural themes impacts to the society. He profoundly supported the efforts the Indian Americans put to improve their social status in America. Alexie in one of his poems seriously criticized the racial behavior of the American forks towards the Indian Americans. His perception was that the Mexicans who were from the Indian American descent had every right to reside in America. The Americans in the state of Arizona thrived in pushing the Mexicans to migrate from their considered territory. He considers his banishment He considers his together with the other Indian banishment from Arizona to be racially and politically instigated, since the laws were in support of the racis ts move. The officials themselves were the ones encouraging racism with the laws they were enacting (McClinton-Temple & Alan, 151). Alexie has diverse views concerning cultural interpretation. In his perceptions, individuals should not negatively view others due to the disabilities resulting from natural causes. In his novel The Absolute True Diary of a Part Time Indian he states the difficulties experienced by physically challenged individuals in adapting to life, and meeting the societal expectations. He views cultural awareness of the society to be unfair in judging the physical disabilities of individuals. The book narrates the example of Arnold who is ill-treated by others for his physical disabilities which he had, as a result, of the surgery he experienced to get rid of the excess fluid that was in his brain. Secondly, Alexie tells that cultural experience demands that their kin members have the responsibility of rescuing other tribal members from what he considered to be cul tural preservation were the only way of ensuring that moral developments did not impede the social set up of the minority communities. He acknowledges that at times cultural perceptions could be dangerous as it may twist to be an obstruction to ones freedom (McClinton-Temple & Alan, 88). Alexie uses the style of pulp-fiction to illustrate the social issues prevalent in the modern and ancient societies. He depicts the social issues in his book Indian Killer. The book brings out his views on racism when he majors the story around an Indian John Smith adopted by white parents. The book points out the racist nature of the whites towards the Indian culture. The behavior of John’s foster family is a perfect example of discrimination that characterizes the white’s environment. Alexie cultural perception regarding assimilation to other cultures is that it may result to rejection, since the individuals from the native’s background will rejects the assimilated person. He believes that materialism in America has been denied to the Native Americans. The American Indians were separated into numerous groups away from the European contact. Alexie’s Influence into Writing Alexie was influenced by the urge to sell the Indian culture abroad, and also to lay out a perfect example for the young Indian youths. He wanted to teach the whites of the Indian moral and social obligations. He was also motivated by the need to find answers regarding the cultural percepti

Applied linguistics Essay Example for Free

Applied linguistics Essay Linguistics, though one of the youngest behavioral sciences, has a background extending over several millennia. During this period scholars with various interests have concerned themselves with language. Some of the most readable treatises on language were produced by the Greeks and Romans, such as Plato’s Cratylus and Quintilian’s advice to an orator. Much of our terminology was devised in the course of this earlier concern. Any of introductions to linguistic cannot, therefore, limit itself to one school; rather it must present the general principles applied in the study of language. A knowledge of earlier studies of languages in particularly important at a time when the vigorous transformationalist school has affirmed its relationship with traditional grammar. Any discipline is based on earlier work, though scientific schools are rarely capable of advancing their subject on all fronts. Thus, nineteenth-century linguistics made particular advances in phonetics and historical linguistics. In the first four decades of this century linguistics contribute especially to refinements in phonological theory, while collecting data on exotic languages. Subsequent linguistics have devoted themselves especially to syntactic study and to the interrelations between linguistics and other behavioral sciences. Since the tempo of scientific research is being speeded up, it is not surprising that the transformationalist school is already becoming fragmented, with some of this member focusing on semantic study. This century therefore has seen a shift in emphasis from phonological to syntactic to semantic studies. At the same time, linguistics has become closely involved with the sciences specializing in human behavior. It is difficult to present in an elementary text all of the concerns of linguistics. Moreover, since linguistics is an empirical science, any elementary text must include a great deal of linguistic data, that is, examples of spoken language. The data included must be taken from the native languages of students. For a pedagogical treatment one must select material carefully because of the richness of language; therefore data from other languages can only be given as supplements to that of English. But students should use every opportunity to collect and study data from other languages as they acquired adequate techniques for assembling and analyzing linguistic material. In order to gain control of linguistics, the data of language must first 1. 1Aims for descriptive linguistics Descriptive linguistics aims to provide an understanding of language by analyzing in its various uses. Generally descriptive linguists deal with one language at a specific time, such as contemporary English. But to gain perspective, they also examine others, preferably those having different structures, such as Chinese, which lacks all inflections, or Japanese, which adds inflections in a regular manner, or Eskimo, which may combine the entities of a sentence into a word-like sequence. Linguists also draw on studies of human behavior; psychology for an understanding of the mental processes involved in the use of language; anthropology and sociology for an understanding of man’s behavior in the contexts in which man uses language and from pertinent fields of other sciences are formulated in grammars. This book is an introduction to the aims and procedures of descriptive linguistics, presenting at the same time some of the contributions of that study to the understanding of language. Like other behavioral sciences-for example, anthropology-linguistics is confronted with two major task is to acquire an understanding of the various languages spoken today or at any time in the history of man. To achieve an understanding of any one language is a great task, as the inadequacy of our grammars many indicate. Providing descriptions of the 5,000 or so languages in use today, as well as future; we may illustrate the extent of the work that needs to be done by noting that the most widely translated book, the Bible, has been translated into only just over a thousand languages. Many of these languages are little known; others are almost completely obscure. But even without knowledge of many languages and with only a seriously inadequate understanding of many others, linguistics must set out to fulfill task number two; to comprehend language as a phenomenon. This second task of linguistics will be our main concern. We will illustrate the aims and procedures involved in carrying out this task by talking our examples primarily from one language, English. As in most linguistic studies, the unit of language selected for linguistic analysis here is the sentence. Speakers of every language speak in sentences and interpret sentences as units. If they are literate, that is, if they display language by means of writing, they divide these units into segments; any English sentence is marked off first by punctuation marks, and is then broken up into words, which are further segmented into letters. Linguists also analyze sentences into smaller segments, as we will see, but with greater rigor than the general speaker. The aim of this linguistic analysis is to understand how speakers construct and interpret any selected sentence and eventually to account for language as a phenomenon of human behavior. Speakers of a language have the remarkable capability of constructing and interpreting sentences they have never encountered before. The sentence A machine chose the chords may have been produced here for the first time; yet no speaker of English has any difficulty interpreting it. Linguistics seeks to determinate the basis of this capability. In carrying out such study, a linguist is investigating human behavior. Linguistics is, accordingly, a behavioral science. Like other scientists, a linguistic limits his concern. A full understanding of any sentence would involve some knowledge of man’s mental processes-how language is stored in the brain, how it is perceived, how it is directed by the brain. Understanding any sentence would also involve knowledge of the society in which the sentence is produced-how for example; any speaker could assert that a nonanimate machine might select some arrangement of tones called a chord. These requirements for understanding language in detail call on so many sciences-biology, psychology, anthropology, sociology, among others-that specialties haven arisen within linguistics itself, notably phonetics, psycholinguistics, and sociolinguistics. Thorough linguistic descriptions are fundamental to all such specialties, and accordingly descriptive linguistics is the basic discipline of linguistics. In descriptive linguistics various procedures have been devised to arrive at grammars, that is, to produce descriptions of a given language. For most purposes a linguist deals with the sounds of a sentence, using earlier example A machine chose the chords may indicate why the linguist uses transcriptions. Through various historical accidents the spelling sequence ch is used for three different sounds in this sentence: as in sheen; as in catch; [k] as in kiss. Unless a linguistic description identified these different sounds, an investigator of speech perception would be misled. As the transcription indicates, a linguist may also note a vocal patterning of the words that is different from a written patterning of the words. The indefinite article a may be as closely linked in speech to the syllable as is the second syllable of machine; the plural suffix in chords is [z] after [d], rather than [s] as after [t] in courts. In studying relationships of this kind, a linguist is not simply trying to sort out sounds, but he is also trying to determine segments that are grammatically significant. But like all scientists he must limit his goals and deal with one problem at time. As John R. Firth says: The study of the living voice of a man in action is a very big job indeed. In order to be able to handle it at all, we must split up the whole integrated behavior patter we call speech, and apply specialized techniques to the description and classification of these so-called elements of speech we detach by analysis. This book is an introduction to such techniques. In keeping with Firth’s statement, it presents these techniques in a sequence determined by pedagogical principles. Students acquiring these techniques must not assume that the sequence in which these principles are presented reflects directly the structure of language. In many ways Chapters 1 to 7 may be viewed as preliminary; a knowledge of their contents is essential for an understanding of the subsequent chapters, which deal with the procedures by which linguists attempt to understand language as a â€Å"whole integrated behavior pattern†. 1. 2The study of Language as a System of Symbols To achieve an understanding of any language, we rely heavily on an examination of our own language. But to put our own language into perspective, we need to contrast it with one or more other languages; for this purpose in this book we will primarily use Japanese. To survey the procedures of a linguist, we may examine any simple utterance, such as â€Å"Could you please tell me where the station is? † This sentence could be pronounced slowly or rapidly, with some effect on the transcription; we may record one utterance of it as 1. 2. 1Historical Linguistics We could study the sentence â€Å"Could you please tell me where the station is? † in two ways, either by examining its construction or the history of its components. If we were interested in a historical approach, we would note the form of the component tell, for example, in order English, which would be Middle English tellen, Old English tellan. We could relate Old English tellan to Old High German zellan, which became New High German zahlen ‘count‘, and even to other forms. Through such comparison we would note (1) differences in sound: English t versus German ts; (2) differences in form: English tell with no infinitive; (3) differences in meaning: Contemporary English tell is no longer used with the meaning ‘count’, as the German verb is, though (bank) teller preserves this meaning. The study of the development of language is referred to as historical linguistics. Historical linguistics presupposes a thorough description of the stages of development of the languages being studied. For example, a historical grammar of English is based on descriptive grammars of Old and Middle English as well as New English. Descriptive linguistics is therefore a prerequisite for historical linguistics. 1. 2. 2Descriptive Linguistics Dealing with the sentence â€Å"Could you please tell me where the station is? † we note again the inadequacy of the English spelling system for indicating the actual sounds of the language. On the one hand, the symbol e represents various sounds, as in please, tell, me, where. On the other hand, the same sound is spelled differently, as in please, me; the station. Moreover, there are important signals, such as the variations in stress, indicated by [‘? ~], and in pitch, indicated by, which are not represented in the English spelling system. Accordingly a transcription is essential. For Japanese as shorter comparable sentence is: For the Japanese sentence a transcription is even more essential than for English. Since conventional transliteration systems are close to usable transcriptions, we may follow one of these, the Hepburn system, in citing Japanese. Transliterated according to the principles of the Hepburn system, the sentence reads â€Å"Teishajo wa doko desu ka†. Comparing these two sentences, we can equate segments in English with those in Japanese. Any such segments that are recorded as independent entities in dictionaries we can call words. Of the English and Japanese segments station corresponds to â€Å"teishajo†, where to â€Å"doko†, and so on. The words station and â€Å"teishajo† are clearly oral symbols that correspond to things in the world around us. In somewhat the same way, all language consists of symbols. Japanese â€Å"doko† ‘what place’ is a noun, virtually as concrete as is station. But where we feel is less concrete; we interpret it not as a symbol with reference to things in the world around us but rather with reference to a set of possibilities in the linguistic system. An even less concrete symbol is the English pattern of pitch, as marked by which corresponds to the following contour: This intonation pattern contrasts with others, such as one with a final rise, which corresponds to the following contour: In the contrasting set of English intonations indicates that the speaker is marking a serious statement; indicates that the speaker is making a serious statement; indicates that he is expressing doubt. If someone asks the question â€Å"Where is the station† using the intonation pattern, he is seriously concerned with obtaining the information. If he uses the pattern, he shows incredulity; the meaning is? ‘Or how could you ask me where the station is? (We’re standing right in front of it. ). ’ The intonation pattern is then a symbol, much like a word. Other symbols are even less concrete, such as word order. The arrangement â€Å"You could tell me† contrasts with â€Å"Could you tell me†, and the contrast in order symbolizes different meanings to speakers of English. In this way language consists of symbols, some of which may be readily related to things in the outside world, other merely to other potential patterns in the language. It is through such symbolization that we can use language to communicate. Through symbolization language has meaning. 1. 3Symbols Determined by Relationships We have noted above that the functions of symbols are determinate by their relationships to other entities in the system. The meaning of station is circumscribed by other words possible in the same context: airport, school, supermarket, and so on. The meaning of â€Å"Could you tell me† is circumscribed by other possible arrangements, such as â€Å"You could tell me†, and so on. Throughout language the functions of symbols and the significance of linguistic entities are determined by their relationships to other entities in that language. And example from the simplest segment of language, its sound system, may provide an illustration. In English we have a variety of t sounds. Initially before stressed words, as in top, t is followed by a puff air; the typical pronunciation could be transcribed. After s as in stop there is no such puff of air, and the typical pronunciation could be transcribed. In spite of this difference in sounds speakers of English consider the two entities the same; in Chinese or Hindi, on the other hand, and are considered different. Identification in each of these languages results from the interrelationships of the sounds with others in the same language. In English and never occur in the same environment. There is on the one hand no word. (A preceding asterisk is used in linguistic texts to indicate entities that are not attested. ) There is also no English word. In contrast with some languages, such as Chinese and Hindi, the two sounds and never distinguish words in English. For this reason English speakers are not aware of any difference between the ts of top and stop. The two sounds are classed together in one set; they are varying members, or allophones, of the same phoneme, or sound class. The significance of two ts for the speakers results from their relationships in the English sound system rather than from the physical differences themselves. Japanese provides a further illustration. It too has a [t] sound in its phonological system, as we may illustrate with the brusque imperative from mate ‘wait’. But if the t stands before u, as in the indicative matsu, it is followed by an [s], in much the same way that the t of top is followed by an [h]. To understand the Japanese change of [t] to, you can compare the English pronunciation with for nature. For the Japanese the two sounds belong in one class; a Japanese speaker is no more aware of the physical difference between the two sounds and than an English speaker is of the difference between and. Again, the important consideration is relationship. A Japanese speaker always uses before [u], never; on the other hand, he always uses before [e a o], never. What seems different in another language is classed as the same because of relationships. In support of this statement about the patterning of languages we may note the behavior of speakers when they hear a different language. As with many terms referring to sports and recreation, Japanese borrowed touring from British English. Hearing the vowel as u, they interpreted the word as. From within their own phonological system the relationships between [t] and are such that they are exchanged automatically because of the following vowel. These examples of the role of sounds in language may illustrate how a symbolic system has values determined by relationships rather than by physical entities. The relationships, to be sure, are linked to physical entities. But from the externals alone, or, as they are often called, the overt, or surface, phoneme, we do not determine the value or the significance of the entities. Since the value depends on interrelationships that are not obvious on the surface of language, we refer to the essence of language or of any symbolic system as its deep or underlying structure. In examining languages as symbolic systems, comparisons are often made with simple communication systems, such as traffic signals. In these relationships are determined by color: Red means ? stop? , yellow ‘caution’, green ‘go’. Other characteristics of a given system of traffic signals are noncentral: Some systems have red above green; some have a larger lamp for red; the exact hue of red, yellow, or green may vary. Drivers take their signals from none of these nonessentials but rather from the relationships between the three colors; those of longest wavelength are interpreted to mean ? stop? , whether they are exactly 700 millmicrons in length, or whether the number of millimicrons varies slightly. In the same way a speaker of English identifies tin by its difference from pin, kin, thin, sin, and so on. The entities of language that convey meaning are called morphemes, units of from. The values of morphemes are determined by their relationships in any given language. English has a contrast between could and will, which yields a different meaning in â€Å"Could you please tell me? † as opposed to â€Å"Will you tell me? † The meanings may be determined from the patterns in which these morphemes occur. But again, relationships are central. We do not say *Must you please tell me? Although the sequence â€Å"Must you tell me? † is possible. The impossibility is determined by the relationships between please and must, which simply cannot co-occur in questions. It may be difficult to specify the meaning of must and please in order to demonstrate why they cannot co-occur in such sentence. But a native speaker of English simply does not form such a sentence. He knows the possible relationships of each word, and these relationships do not permit such a combined use of must and please in questions. In this way the word relationships determine their meanings. In sum, the meaning of any entity in a symbolic system results from its relationships with other entities; the total of such entities and their values make up a symbolic system used for communication, or a language. As with traffic signals, the reference of the entities is determined by agreement in a social group using the same language. In natural language the agreement results from convention. When we acquire our language, we learn the uses of its morphemes and words. But a symbolic system using other entities and other conventions may also be devised. Examples can be found in the colors of heraldry, which retain their meanings for flags, or in a selection of flowers, which has meaning in literary works such as Shakespeare’s. A simple example is given in Longfellow’s poem on Paul Revere. Two meaningful symbols were prearranged: One lantern in the church tower meant that the enemy was coming by land; two lanterns meant that they were coming by sea. Using lanterns, a symbolic system consisting of two entities, would be cumbersome; after the system’s single use Revere’s system was maintained only in literary tradition. But for a computer two entities, a positive and a negative charge, permit a sophisticated communication system; for these entities can be manipulated somewhat more readily than lanterns. In this way, symbolic systems of various types may be devised to effectively convey meaning for specific purposes. Human systems, in spite of surface differences that provide obstacles to communication, are alike in using entities of sound in various arrangements to convey meaning. To understand the operation of language, we must apply procedures that permit the discovery and description of, first, the surface structures of language and, second deep structures or underlying principles of language. An introduction to descriptive linguistics must discuss these procedures, although it is chiefly directed at indicating the results obtained in using them and at discovering the principles underlying language as a whole. 1. 4Discovery Procedures of Linguistics In setting out to describe any language, a linguistic collects a sample of data. His usable date make up a corpus, which he then analyzes for its entities of sound, form, and meaning. Since the phonological analysis is simplest to discuss, we deal with it first here to demonstrate linguistic method. In our illustration we may start with the earlier example â€Å"Could you please tell me where the station is? † To determinate entities in a given language, a linguist selects such sentence patterns, or frames, and explores various possible substitutions, for in determining possible substitutions, he determines the significant relationships. In order to be certain of avoiding error, the linguist should use entire sentences, for example, â€Å"Would you please tell me† versus â€Å"Could you please tell me? † or â€Å"Could they please tell me† versus â€Å"Would they please tell me? † and so on. But manipulating entire sentences is cumbersome; accordingly linguists generally use single words and look for contrasts among them. They are particularly concerned with pairs of words, such as pin versus bin. Any two words, or sequences, contrasting phonologically in only one item are called a minimal pair. In beginning an analysis of a new language, therefore, a linguist may point to objects, write down the phonological notation for them, and then proceed to describe the system of relationships he has found. Or if the informant, that is, the native speaker, is bilingual and the linguist knows one of the languages, he may use a list of everyday words to elicit the words of the unknown language. A simple substitution English frame may be taken from win. Segmenting from this frame the element ____________in, a linguist may attempt to find all possible sequences of initial consonant. For English he would eventually find the set in Figure 1: Figure 1 Since the initial entities contrast with one another, also in other substitution frames, such as ____at, they may be interpreted to be significant. The frame ______at in Figure 2 would provide further significant entities. Figure 2 As these words and the blank spaces suggest, eventually twenty-four contrasting consonants would be found for English. To describe these, their uses, and the sounds of any language, a linguist must deal with the study of speech sounds in general. This study is known as phonology. If the linguist deal with Arabic, for â€Å"Where is the station? † he might be given the sentence ‘the station where? ’ In this sentence he notes sounds that are not significant in English: [? ], the glottal stop;, a pharyngeal spirant; and the underlined sounds. To be prepared to deal with the sounds encountered in any language, a linguist must have a general understanding of speech sounds. The study of speech sounds is known as phonemics. Phonetics and phonemics make up the two subdivisions of phonology. In addition to sounds and phonemes a linguist looks for contrasts of form in language. An answer to the question â€Å"Could you please tell me where the station is?† might be Take the street over there. Another answer might be: This bus takes you directly to it. Examining such contrasts, a linguist finds sets like take, takes, took, taken, taking and compares them with similar sets, such as pass, passes, passed, passed, passing; sag, sags, sagged, sagged, sagging. Analyzing these, he finds central forms _____take; pass, sag ___and varying elements, for example, s, n, ing. There is a fundamental difference between phonemes and these elements, for the latter carry meaning. We cannot, for example, state meanings for the two elements of win ____w and in. But we can for take, pass, or sag, and for the following s, which has the meaning ‘third person singular subject’. Such entities that have meaning are called morphs; a class of morphs is a morpheme. For example, {Z} is the third singular present morpheme in English. Morphemes may have varying members, or allomorphs, like in passes, [S] in takes, and [Z] in sags. In studying the morphemes of language we must determine the entities and their arrangements. As for such study in phonology, we find suitable frames and determine entities that may occur in them, for example: A machine chose the chords. An accompanist chose the chords. A director chose the chords A machine chooses the chords. I choose the chords. Clearly, a language contains many more morphemes than phonemes. The study of morphemes is therefore highly complex. Various labels have also been given to the study of morphemes and their arrangements. The study of the forms themselves is often called morphology but also morphemics. The study of the arrangements of morphemes, words, and phrases in sentences is called syntax. A name used by some linguists for referring to both is grammar. But there are problems with these labels. The terms â€Å"grammar† is widely used to include phonology as well as morphology and â€Å"syntax†. For some linguists the two labels seem to have separated forms and their arrangements unnecessarily. Some linguists then use the name â€Å"syntax† as a label for both the study of forms and their arrangements. Because of these differences in usages, students will have to determine the use of these terms among individual linguists. In this book â€Å"grammar† will be used as a general term to embrace the study of sounds, or phonology, and forms, or morphology, and  their arrangements, or syntax. Morphology, as is traditional, will refer to two types of study of forms: inflection, which deals with the changes in large closely structured sets of words, such as the parts of speech; and derivation, which deals with smaller, less readily definable sets, for example, retake, takeoff, and so on. The elements detached and described in phonology are merely markers of meaning; those detached and described in morphology are carriers of meaning. Additional procedures are necessary to deal with meaning. These procedures are traditionally applied to words, which are defined for their meaning and listed in dictionaries or lexicons. Yet dictionaries primarily list synonyms, defining one word in terms of another, for example, horse as ‘Equus-caballus’, or where appropriate, though illustrations. Webster’s Third New International Dictionary includes illustrations to help define horse and other selected items, such as soup plate. But the illustrations are limited; there is none, for instance, for antelope. And for some words, for example, abstraction, dictionaries would fins illustrations difficult. Moreover, dictionaries do not deal with meanings conveyed through differences in intonation, for example, Horse? Horse! To deal with meaning in a general way, as is done with sounds, some universal criteria must be devised, such as features of meaning found in many languages. Some features of meaning are animateness or nonanimateness, human or nonhuman, male or female, and so on. If semantic features like these were used in definitions, users of a dictionary would not need to know the language for which it is written to determine meanings. The dictionary would accordingly be more general but also more abstract than are contemporary dictionaries. Semantic analysis for features parallels widely used phonological study of this kind, but it is just in its beginnings. We do not yet know whether there is a set of semantic features that universal in all languages. When such analyses, whether for sounds, forms, or meanings, are carried out, they must be done separately for each language. We have noted that corresponds to a phoneme in Chinese and Hindi, but in English it is only a variant of /t/ before stressed vowels. As another example we may note Italian . This is found in Italian before [g] as in lungo ‘long’ _____compare the in longer _____before [k] as in banca ___compare the in bank _____but not in other environments. Elsewhere, [n] is found. Accordingly in Italian is a variant of /n/. Its position in the Italian phonological system may be illustrated from the behavior of Italian speakers learning English. English words ending in, such as long and bang seem impossible for them, so they pronounce them with final [g], that is. To maintain the they moodily its phonological environment so that it is the same as in Italian. An example from syntax to illustrate the necessity of analyzing each language for its structure may be supplied by German. In German the sentence I see your car is â€Å"Ich sehe Ihren Wagen†. Comparing the two, one may assume that in both languages the verb (see and sehe) follows the subject when the latter is initial in sentences. But from modified forms of the sentence, such as I often see his car and If I see his car, the different syntactic principle of German becomes clear, for these sentences must read â€Å"Oft sehe ich seinen Wagen† and â€Å"Wenn ich seinen Wagen sehe†. These sentences demonstrate that the principles of word order in German are quite different from those in English; the position of the verb is not related to that of the subject but rather to other possible entities in clauses. In German independent declarative clauses the verb stands in second place, but in German subordinative clauses, it stands at the end. Accordingly the arrangement if the forms, and their significance, must be determined separately for English and German, as for every other language. Each language must be investigated independently for its patters of syntax as well as its phonological characteristics. Similarly, meaning relationships must be determined separately for each language. English know corresponds to German â€Å"kennen† when it has an animate object, to â€Å"wissen† when it has an inanimate object, and to â€Å"konnen† when the object is a skill, like a language. We cannot equate English know with these, just as we cannot equate English with Italian. Because of this property of language, we must analyze each language in terms of its own structure. 1. 5Formulation of Results: Display of Description In the course of the study of language the formulation of descriptions has become increasingly compact and precise. Before the development of linguistics sounds of language were often presented in alphabetical order in grammars in the Western tradition. But contemporary descriptions of language follow a linguistic format. Vowels are not listed in the sequence a, e, I, o, u but rather in accordance with a chart reflecting their linguistic significance. The consonants also are presented in accordance with their articulation: the labials p and b, dentals t and d, velars k and g, and so on, as illustrated in Figures 1 and 2 for _____in and ______at. Similarly, the syntax of a language is presented systematically and compactly. Rather than discursive statements like â€Å"A sentence is made up of a subject and a predicate†, a compact formula may be given, for example:. These formulas are called rules. For the initiated they make a description very precise; the symbolization, however, must be mastered, particularly the abbreviations and the use of signs to indicate relationships. Such grammatical formats may resemble mathematical essays. Yet the information in the rules, however compact, simply corresponds to descriptions presented in more discursive grammars. Far more fundamental than such externals is the underlying design of a grammar.

Assessment Of Community Resource Management Environmental Sciences Essay

Assessment Of Community Resource Management Environmental Sciences Essay This is a community development planning study which examined the resource management capacity of selected barangays given the prevailing mindset of people (i.e. no sense of ownership of local resources), how local organizations worked to effect protection and development of these resources, and how the stakeholders managed these resources. To pursue with this aim, the study covered barangays Ayala, Talisayan, Pamucutan, La Paz, Cawit and Tulungatung west coast of Zamboanga City. It utilized Participatory Resource Appraisal (PRA) in data gathering. Data gathered were subjected to SWOT analysis. Results of the study revealed that the communities resources are so vast and rich which barangay officials cannot manage alone. LGUs have laudable resource management plans that need peoples cooperation to implement. However, people do not participate because they believe this is LGUs sole responsibility. Meanwhile, investors, mostly outsiders, have more access to resources, which some over-utilize and/or pollute with industrial wastes. Results of the study, therefore, indicated a need for barangay officials and the people to build their capacity to effectively manage community resources through collaborative efforts in all stages of development. Thus, the study recommended a resource management action planning to be participated in by both barangay officials and sector representatives. Introduction Natural resources are the foundation from which the rural poor can overcome poverty. (Ferrer, et al, 1996). However, in a country like the Philippines which is noted for its rich and vast natural resources, it is a paradox that poverty continues to reign especially among rural folks. Although poverty alleviation and sustainable development are components of Philippine government programs, planning has been concentrated at the higher echelon of government bureaucracy leading to a top down approach which fails to attain participation of concerned communities leaving no feeling of ownership in the programs implemented. Local level participation and grassroots initiatives are key elements in any community resource management effort. (Ferrer, et al. 1996). One of the approaches which placed emphasis on community involvement in management of resources and social justice is community-based coastal resource management. Community-based Coastal Resource Management (CBCRM) is one of the most significant approaches used because of its emphasis on both natural resources and social justice. Its roots come from two strains of civil society movements in the Philippines, namely: environmental conservation and human rights. It undertakes Community Resource Management in the context of community transformation by ensuring social and economic equity, holistic and integrated management, and sustainable livelihood and development. Community-based natural resource management (CBNRM) is one of the most important manifestations of true decentralization as it relates to control of rural resources. CBNRM programs, if successful, can be models of local empowerment, imbuing communities with greater authority over the use of natural resources. Under the right circumstances, they can also bring important benefits to poor people and poor communities (Holmes Cooper, 2005). The ECSOM (Ecosystem-Based Community-Centered Sustainable Development Organization and Management) proposed by the Maximo Kalaw Institute for Sustainable Development, is also one such community-based sustainable development framework. ECSOM provides the local government and other sectors, the framework for designing and instituting programs for economic development and poverty alleviation, and affirms what is already provided for in the 1987 Constitution and Local Government Code of 1991 (Roxas S.K., 2007). A study is deemed necessary in establishing an ecosystem-based community-centered sustainable development organization and participatory management preparatory and pre-feasibility phase. As such, emphasis is put on expanding participation beyond consultation. It is making the people not mere data sources but also involving them in the process of data gathering and in building their aspirations, needs and abilities toward a just, equitable and sustainable future for all. On this principle was this study anchored, as conducted in barangays Ayala, Talisayan, Pamucutan, Lapaz, Cawit and Tulungatung which form the ECSOM cluster in the west coast of Zamboanga City. Method The study covered the whole communities of the six barangays in the west coast of Zamboanga City, as the main subjects of the study. Specifically, it mobilized the following stakeholders from each community: barangay officials represented by the Chairperson, Kagawads and Sangguniang Kabataan, the Barangay Health Workers, Day Care Workers, Purok leaders and PO leaders, and representatives of sectors such as; farmers, fisherfolks, women, youth and factory workers. The study used primarily the Participatory Resource Appraisal (PRA) procedure that enabled participants to unravel and analyze their situation, and in acting/planning on their own. The PRA is an approach that evolved from a series of qualitative multidisciplinary approach to learning about local-level conditions and local peoples perspective including agro ecosystem analysis (IBRD/WB, 1998). It seeks to generate knowledge and then to use that knowledge to empower the participants as they create solutions to the problems they face. Outcomes are focused not only on the creation of that change, but also on individual and group empowerment, and the creation of a heightened sense of self-esteem through ownership of the process and the solution (Palloff, 1996, p. 47). Secondary data were also collected and analyzed to generate the barangay profiles and served as input to the development planning process. Four phases marked the assessment process. (1) emergence and development of research design which was inspired and influenced by the Ecosystems-Based Community Centered for Sustainable Development Organization and Management (ECSOM); (2) pre-study consultation with respective officials and stakeholders of concerned communities to present the proposed study and agree as to its purpose, scope and coverage, and to generate commitment of stakeholders to participate in the process; (3) mobilization and engagement which entailed the formation and orientation of the PRA team. The actual data collection used PRA tools (resource mapping, social services mapping, production flow chart, seasonality diagram, organizational matrix, historical transect, pie chart of household income and expenditure) facilitated through workshops and focused-group discussions conducted in the six barangays with the people as partners in data collection and analysis. Analysis of data was done on the spot by local re search participants during the presentation of workshop outputs that provided opportunity for checking and feedback, triangulation of findings from three (3) sources (e.g. workshops, focus group discussion and interview with identified key informants, and secondary data) to determine trends and priorities, subjecting data gathered to SWOT analysis, and conducting of consolidation workshops and data validation; and (4) action planning which was a two-pronged process of (a) strategic planning that resulted in the formulation of the 3-year development plan and 1-year investment plan of the barangays consolidated as a cluster plan for the 6 barangays; and (b) institution building which included formation of a viable organizational structure required to operate and implement the cluster plan, complete with vision and mission. Based on the conceptual flow of the study, the primary source (input) in data gathering was the production sectors in the community which included the agricultural and fishery sectors as well as the local government, community-based people organizations, non-government organizations, and the business sector. The data gathered from the participants were used to determine the state of resource management practice of the community in terms of availability, access, utilization and sustainability. Results In order to determine the community resource management capacity of the six barangays, results of the assessment were classified as follows: (a) natural resource (specifically pertaining to the main production sectors i.e. agriculture, fishery and forest resources); (b) basic social services; (c) community infrastructure; and (d) organizational management/ governance. Results of the study revealed a vast and rich natural resource base for the six barangays which comprises of the production sectors such as agriculture and fishery. About a 30-kilometre shoreline traverses the coastlines of barangays Ayala, Cawit and Talisayan a primary source of fish, lobsters and other marine products for small-scale fishermen. It provides great economic opportunities for both local and foreign investors who engage in fishing, canning, box and tin can production, and fish mill operations, all of which provide ample income to some residents and outsiders. Small-scale fishermen, both resident and non-residents of the area have lesser access to fish resources as their fishing technology are no match to the big boats of commercial fishers. Furthermore, they have now to go far out at sea as there are hardly any fishes near the shorelines due to water pollution by industrial wastes. In terms of resource utilization, while large-scale fishers do it for commercial purpose s, small-scale fisher folks do it primarily for subsistence, and whatever extra, they sell (See Table 1). Sustainability of marine resources is challenged by pollution due to dumping of untreated industrial wastes into the sea, and by oil spill from factories. On the other hand, dynamite fishing destroys coral reefs fingerlings. Similarly, the use of fish nets by small-scale fishermen, does not also spare fingerlings, resulting in decreased volume of fishes in the area. Both commercial and small-scale fishers do not heed an existing ordinance on fish ban during the breeding months from October to December. Table 1 Community Resource Base Resource Available Access Utilization Marine Resources Accessed by both big commercial boats owned mostly by foreigners and their Filipino partners; and by marginal fishermen, both residents and non-residents of the area. For fish canning to supply local and foreign markets. For subsistence and small-scale sale of fishes by marginal fishermen. Community Resource Management Capacity (Marine Resources) Approximately, a total of 182 hectares of rich agricultural land are devoted to rice-farming in the low-lying barangays of Ayala, Cawit and Talisayan. Upland barangays of La Paz, Pamucutan and Tulungatung have rich agricultural farms that produce rice, vegetables, fruits, poultry, and cock. These farms employ tenant farmers and farm laborers. La Paz and Pamucutan are engaged in large-scale production of vegetables and other high-value crops. Continuous skills and technology development in these modes of agricultural production are provided by the Department of Agriculture. Earnings and income generated from a 50-hectare farm is estimated at Php100, 000 per harvest (See Table2). The cluster produces sufficient rice supply to the residents of the six barangays. Large areas (in hectares) are devoted to rice farming in the following barangays: Talisayan 180, Tulungatung 115, Pamucutan 100 and Ayala 40. However, the utilization of the potentials of the agricultural land resource is not maximized as harvest is only twice a year. Sustainability-wise, majority of the farmers do not use organic fertilizer and insecticides and still rely on chemical-based ones. Moreover, some farmers complain of lack of post-harvest facilities. Others have difficulty in bringing products to the market due to poor road condition, giving chance for middlemen or compradors to buy farm products from farmers at very low price, almost 1/3 of the market price. Kaingin system, which is still being employed in some areas, endangers the soils richness while illegal cutting of trees in forest areas to supply the box factory and for charcoal making of Talisayan, has led to soil erosion and subsequent siltation in rivers, endangering the supply of water in irrigation systems (See Table 2). Table 2 Community Resource Base Resource Available Access Utilization Agricultural Resources (Agricultural lands, irrigation) Accessed largely by local people. Employs local people as tenants or farm hands. Vegetable, fruit, rice, poultry and cock farms for subsistence and commercial purposes. Community Resource Management Capacity (Agricultural Resources) Two (2) major rivers the Dumalon and Sas rivers supply water to the irrigation systems of Cawit, Tulungatung, Ayala, Talisayan, and Pamucutan. These rivers and their tributaries, aside from being source of irrigation water, also provide good quality sand and gravel a source of a quarrying business thriving in the area by outside investors (See Table 3). However, unregulated sand and gravel quarrying, coupled with cutting of trees in forests, has resulted in soil erosion and erosion of river banks and subsequent siltation. This condition has resulted in flooding in adjacent barangays prompting fishpond owners, in Cawit particularly, to complain. Aggravating the situation is the dumping of garbage in rivers by some residents. A potential proposed mining exploration can pollute the water. Moreover, a proposed mining exploration in the area poses an additional threat to rivers through chemical pollution. Table 3 Community Resource Management Capacity (Rivers) Community Resource Base Resource Available Access Utilization Rivers (with good quality sand and gravel) (Common resource of the six barangays) Some barangay people and some industries have access to forest resources and wildlife Sand and gravel accessed by outside investors. Provide water for farm irrigation and for household, commercial and industrial use. Sand and gravel quarrying for business purposes by non-resident investors. The Ayala watershed consists of 102 hectares, with 277.46 hectares of close canopy area, 217 hectares of plantation forest, 1.93 hectares residual forest, 663 hectares cultivated area, and 11.14 hectares open grass land. There is an existing agreement between the city government and DENR for the protection and conservation of the Ayala watershed that provides potable water to the whole of Zamboanga City. On the other hand, La Paz watershed is protected and preserved through the presence of the WMSU College of Forestry and Environmental Studies WMSU experimental project which covers 1,277 hectares planted to indigenous trees. But local people access and illegally cut trees, including bacawan trees, basically for building houses and other similar structures, without reforestation. There is also rampant cutting of trees to supply raw materials for the box factory in Talisayan. Noticeably some forest areas are gradually denuded. The number of wild animals like deer, wild pigs, monkeys, tarsiers and birds is increasingly decreasing due to continuous hunting by local residents and those from neighboring areas like Sibuco, Zamboanga del Norte. There is no barangay ordinance to regulate the activity. Table 4 Community Resource Management Capacity (Forest, Watershed, Wildlife) Community Resource Base Resource Available Access Utilization Forest trees and wildlife Occupied by farmers under stewardship program. Landowners and local populace have access to forest resources. Residents and non-residents have access to wildlife resources. Farmers raise vegetables. Landowners cut down trees for construction. Wildlife hunted for food by residents and non-residents. Ayala -La Paz Watershed Protected area Source of potable water for commercial, industrial and domestic use. Although the rich mineral resources in some barangays remain untapped, there is a proposal of a mining company do to mining exploration in Baluno and La Paz covering around 5-7 hectares. Residents strongly oppose the proposal having experienced the effects of mining done by Zambales Mining at La Paz ten years ago. Ayala farmers were also affected because they were not able to plant for almost ten years. There are still remains of poisonous substances in the riverbeds due to the Zambales mining operations more than a decade ago. Today, some residents engage in camote mining (small-scale) for subsistence (See Table 5). Table 5 Community Resource Management Capacity (Forest) Community Resource Base Resource Available Access Utilization Mineral Resources (e.g. gold, copper, zinc, manganese and ore found in La Paz and Pamucutan) Access is limited to residents in the area who engage in small-time mining activities or camote-mining. To meet subsistence needs. Social services found in the six barangays, mandated of barangays local government units (BLGU), are day care services, elementary and secondary schools, health center, barangay hall, church or masjid, and cemetery. Health services are available 24/7 although some medical facilities are lacking. Basic education is well-provided in the six barangays, with only two barangay high schools serving the whole cluster. The main problem of these schools is inadequate school facilities. Various organizations present in the barangays which offer microfinance facilities are KFI, TAYTAY, Ayudahan and ASA. Land Bank itself gives up to Php300, 000-loan to farmer coops. Loans are availed of in order to finance family enterprise or to subsidize rice farming inputs. However, due to poverty, loan proceeds are sometimes used to buy basic necessities. But the sadder thing is that others spend on vices (See Table 6). Table 6 Community Resource Management Capacity (Basic Social Services) Community Basic Resource Resource Available Access Utilization Health Generally accessible to residents thru barangay health centers, lying-in clinic in Ayala and wellness center in La Paz, which operate 24/7. However, not very accessible to residents of La Paz and Pamucutan due to distance and lack of transporation. High utilization. Education Pres-school and elementary education are available in all six barangays. Secondary education available only in Ayala and Talisayan. In La Paz, households are dispersed making it difficult for children to attend school due to distance. School children avail of educational facilities. Credit facilities Several microfinance facilities operating in the area (KFI, MEMPCO, TAYTAY, Ayudahan and ASA) Land Bank gives up to Php300, 000-loan to farmer coops. For family enterprise or to subsidize rice farming inputs; some spend proceeds to buy basic necessities; others, on vices. As mandated, all the six barangays have their respective elected Barangay Councils. Government line agencies as well as instrumentalities of the city government do their part in addressing the basic services needs of the populace. Community-based organizations are also operating in the area such as womens organizations, farmers associations, and youth associations, sustainability of which are challenged by the fact that these are mostly leader-driven. The local catholic church exerts a degree of influence in the affairs of these communities. A number of non-government organizations also implement projects in these which offer free medical services and housing projects, to name a few. Local and national line agencies of the government also provide services to the barangays. Likewise, the Zamboanga City Water District and the Zamboanga City Electric Cooperative also extend their services (See Table 7). Table 7 Community Resource Management Capacity (Operational Management And Governance) Resources Available Access Utilization Sustainability Office of the Barangay Council per barangay Line agencies: DepEd, DOLE, PNRC, PCSO, DAR, DSWD, CSWDO, PNP, FD, CAO, CEO, others. Most accessible structural resource to all constituents Utilized by people for settlement of disputes; emergency assistance; issuance of certificates; and making impartial decisions on barangay affairs. Barangay officials readily available. There is a need to strengthen their capacity to manage and regulate utilization of community resources thru ordinances and resolutions. NGOs/Pos People in communities have access to membership in POs. People have access to services offered by NGOs in the area like Gawad Kalinga, Glee Club, Kasanyangan Foundation, Inc. (KFI), Tzu Chi Foundation and USAID Equals. Community people take advantage of the services and technical assistance offered by NGOs and POs like housing projects and loan grants. Usually, these organizations are leader-driven. Not fully functional as leaders are lacking in capacities. Organizations need continuous capacity building. Only few members sustain their membership. The six barangays covered by the study have some if not all of the basic community infrastructures. The barangays have their respective Barangay Halls or Barangay Offices. Multi-purpose covered courts are also available in these barangays which were constructed inside school campuses and others in donated lands. Barangay Ayala specifically has a mini-gymnasium where public events and activities are oftentimes held. Other community infrastructures available in these barangays are the buildings which house the health centers, day care centers and the schools. Discussion The study revealed the existence a vast and rich community resource base in the clustered barangays, particularly, natural resources. But the people remain generally poor. Some benefit from industries through employment, but this is seasonal. Results of the study also indicated that the communities have lesser access to some resources than outsiders; and that they are not able to manage their natural resources effectively, leaving outside investors to bring havoc to these resources through pollution and over-utilization. Barangay local government units admit they have to formulate more ordinances to protect the resources, while, existing ordinances are hardly implemented. Meanwhile, the rape of the environment flourishes. Clearly, the damage wrought by industries outweighs the benefits from their ventures, especially on the long-term. Although local people have high access to agricultural lands, farmers are beset with lack of farm facilities and needed infrastructure. Infrastructure is known to be the economys backbone. Power and water supply, transportation and communication systems are all important elements in peoples quest to improve their quality of life. Overcoming poverty means individual and collective empowerment, strengthening productive and income generating capacities and increasing opportunities. This requires a clear understanding of the activities of poor people and of the natural, social, economic and political environment in which they live. It also requires supportive policies, institutions, services and investment (IFAD, 2006). The study also revealed that the barangay LGUs have very good resource management plans. However, these remain unimplemented. Given the vastness of the clusters resources, and considering the extent of the adverse effects of inappropriate resource utilization both by residents and non-residents of the barangays, local officials certainly cannot do it alone. This political exercise necessitates the involvement of prime stakeholders the people, even at the planning stage. It also necessitates concerted effort among the six barangays who are intertwined by the ecosystem. Community based resource management is not only about communities taking on the mechanical management responsibilities. It also requires involving communities in all stages of making decisions about the nature and direction of development and conservation (Mekong Wetlands Biodiversity Conservation and Sustainable Use Programme, 2004). However, the study indicated that majority of local folks remain passive about their role in managing community resources. To them, this is the sole responsibility of government officials. Thus, there is a need for a two-way paradigm shift: (a) for local officials to encourage people participation even at the planning stage of development initiatives, based on local officials mandate (1991 Local Government Code); and (b) for local people to understand and appreciate their vital role in purposively planning and managing their resources for maximum access and sustainability. Cognizant of these imperatives, the participants of the study proceeded with the formulation of the Three-Year Development Plan and the One-Year Investment Plan. The planning activity was an exercise in community-based resource planning that involved the representatives of the various sectors of the community together with local officials who participated in the study, as inspired by ECSOM and as recommended by the study team. The cluster members likewise institutionalized their plans by forming the cluster organization called the Alyansa de Costa Oeste Para Progreso Y Prosperidad, and created committees to pursue the identified priority projects. The biggest challenge now that confronts the clustered communities is how to sustain the momentum and achieve their goals.