Write a report on the environmental activities Coursework

Write a report on the environmental activities - Coursework Example Corporations operating globally need to undertake various environmental activities in order to conserve the environment and provide a sustainable society. The environmental policies are prepared so as to promote these activities in the organization (Hirata Corporation, 2014). The main purpose of the report is to highlight the environmental activities that are undertaken by a European Carbon Intensive Industries Company, Arcelor Mittal. The report also investigates the level of disclosure that is provided by the company with respect to the specific environmental activities in the past 2 years. The level of disclosures is provided with the help of disclosure index, which includes General Environmental Activities and Specific Environmental Disclosure as per GRI indicators. The individual activities that are highlighted in the Appendix are detailed in the report along with the level of disclosure. The methodology indicates the process employed to elaborate the environmental activities and how the data are collected. The section, analysis of the results, depicts the comparative evaluation of data obtained in the last two years. The analysis is followed by a general discussion regarding the environmental activities that are undertaken by the companies. The general discussion is based on the activities that are disclosed by the selected company. This part of the report is prepared with the help of academic literature that are provided by different authors regarding the disclosed topic. The recommendations are provided based on the research and conclusion, which is a good source of information for further researches. The methodology includes the methods and principles that are employed in collecting information regarding the environmental activities of Arcelor Mittal (AM). The information pertaining to the different disclosures of

A River Sutra Essay Example | Topics and Well Written Essays - 500 words

A River Sutra - Essay Example The man had been tutored by her father and had promised to marry her after he had learned his music. A young executive who worked at a tea company lives a wasteful life until he meets a young woman called Rima and falls in love with her. The woman puts a spell on him and he becomes insane. He goes to the river and makes a mud image of goddess and he regains his sanity back. In summary, the river offered love and life to all the people. The other theme the author reveals in the book is misery. The people who visit the river experience suffering and seek happiness. The monk, despite being wealthy, is not satisfied in his life. He had lived a poor life and he sought something more from life. Mohan is taunted and sneered by his wife for being poor. He takes a young boy, Imran who sings beautifully but the wife sells the young boy to a master for five thousand rupees. The master slits the boy’s throat and Mohan commits suicide afterwards, his life has been full of suffering. It is clear that the people have different beliefs regarding the river. The people who pay pilgrimage believe the river is one of the holiest in India. However, it is a paradox that the river means ‘whore’. The archeologists who conduct a dig in the river wonder about the immortality of the river and makes fun that the people believe that it is sacred. Therefore religion is a complimenting theme in the book. People from various religious backgrounds such as Muslims, Hindus and Jain monks pay pilgrimage to the river. .The stories reveal that man must undergo suffering in order to attain perfection of power from the river. This is portrayed when the archeological professor Shankar realizes he is the Naga Baba that rescued Umi from a brothel as an ascetic and immersed her in the river for cleansing. In conclusion, the stories in the book link love forgiveness and happiness to each individual’s belief. Regardless of their different religious beliefs, the river

Tourism and economic developement policy Essay Example | Topics and Well Written Essays - 2750 words

Tourism and economic developement policy - Essay Example ensive and extensive research article essentially and fundamentally delves deep into the advantages and challenges of the bottom up approach to tourism development in influencing and strengthening the economic growth of the region. The historical and geographic context of tourism development is also traversed in this study, consequently with in depth research into the socioeconomic and governmental involvement and significance and the overall efficacy and benefit of sustainable tourism. In this context the study is concentrated on one of the most promising emerging economies – India specifically its state of West Bengal. Dating back to the Roman Empire, the rich and the prosperous community only could afford to visit places to enrich experiences, to splurge in luxury and leisure, Baiae being one such seashore vacation place. â€Å"Tourism† was coined in 1811 and â€Å"tourist† by 1840. Whereas in 1936 the â€Å"tourists† were elaborately demarcated by the then ‘League of Nations’ as one journeying outside of country for a minimum of twenty-four hours – which was modified by the United Nations at the end of World War II in 1945 and conceived tourism as which expanded for the time period of maximum six months. The concept of eco-tourism was initiated in 1989. In the present scenario tourism is deemed to be the most rapidly evolving and vastly expanding global business with an approximate growth rate of 4 percent to 5 per cent per annum which is responsible for 10% of global gross domestic product (WTO). The advanced as well as emerging nations have attracted an enormous influx of foreign tourists with an estimate of 760 million in 2004 and another 1.6 billion anticipated by the World Tourism Organization (WTO 2005a) by the year 2020. With globalization and open-door policies being implemented world wide, more and more emerging and advancing nations are becoming the hot tourists’ hot attractions since 1950 at which time there was a record influx of 25 million

Visual Arts - Visual Project Term Paper Example | Topics and Well Written Essays - 1250 words

Visual Arts - Visual Project - Term Paper Example They symbolize moments in history when people held their ground in the face of violence and great danger. They are images that affected people all over the world deeply and made them rally together to prevent such happenings in future. They are images that inspired people in the past and continue to do so up to now. Fig.1: Burning Monk Fig. 2: Napalm Girl. This photo depicts Tibetan monk Thic Quang Duc self-immolating in 1969. He set himself on fire in protest of South Vietnam’s persecution of monks. Thic maintains the calm and meditative lotus position throughout the entire ordeal. He does not move or make a sound. The sacrifice, strength and courage to perform such an act is remarkable. The ethical perspective here is demonstrated in the difficult act of taking one’s own life to make a point to the government. The fact that the monk does not express any pain or agony like a normal human is what makes this image stand out from a critical perspective. The man sits calml y and meditatively yet he is on fire. Culturally, Buddhists monks have performed such acts of self-sacrifice in protest of government treatment. The shocking and memorable nature of this photo ignited worldwide interest in the government’s treatment of Buddhists. The government took steps to treat Buddhists fairly so that worldwide condemnation would stop. The next photo depicts people running away from a village in Vietnam after a napalm attack by soldiers. The girl survived by removing her clothes which were on fire. She survived the horrible burns and lived to tell her story. She brought home the reality of the Vietnam War and the suffering people were enduring, helping bring an end to it. Fig. 3: Ernesto Che Guevara Ernesto Che Guevara’s image is one of the most famous, adored and recognizable in the world. The Argentinian rebel campaigned for socialism as a means of bettering peoples’ lives. In this image, he emanates strength, courage and leadership. T he photo became famous after Che was brutally executed while fighting as a rebel. On critical observation, the nature of the photo gives it the air of confidence that makes it so famous and popular. Che looks roguishly handsome in the photo. He radiates an almost unreal persona. He is wearing the rebel hat of choice; the beret. The combination of the beret and the leather jacket make him not only a political rebel, but also a social rebel. The photo gained worldwide appeal due to its charming and heroic nature. The juxtaposed photo, taken by the Bolivian government, depicts a dead Che. Even in death, he looks reposed and relaxed, with a peaceful, almost Christ-like, demeanor. He is surrounded by people who seem eager to confirm that he is indeed dead. The photo was released to prove that he was indeed dead, and to try to counter his public image. Che’s execution in Bolivia in 1967 made him a historical worldwide martyr and his image a symbol of revolutionaries everywhere. His execution did the opposite of what the government intended; instead of silencing him forever, it turned him into a people’s champion, ensuring his immortality. This image represents the ability of human courage to surpass even the grave. It shows that even though the government may kill you if you go against their wishes, your actions will live on in peoples’ memories. Fig. 5: Hector Pieterson Fig. 6: Palestinian Woman and Soldier This photo represents the 1976 Soweto uprising in South Africa. Police opened fire on school

Autobiographical Paper Assignment Example | Topics and Well Written Essays - 750 words

Autobiographical Paper - Assignment Example The 1939 movie has its basis on Margaret Mitchell’s novel of a similar name published in 1936. Among the different movies that I have watched, Gone with the Wind remains the most outstanding. The impact, which the film made in my perception of life and all its challenges continue to last. Fleming’s Gone with the Wind’s most appealing aspect is its thematic approach. Despite being old and produced in 1939, the film remains influential in my life to date. It expresses the need for courage as the best way of surviving through times of crises in life. The movie’s approach to life is that it is characteristic of conflicts. In the movie, Fleming depicts conflicts in life through characters’ experience during the American Civil War period. Despite all the challenges of life, there is a need that people hold on by never giving up. The movie, therefore, emphasizes hope as a virtue that can keep people going. Fleming’s expression of the virtue of hope in life renders the movie influential in life. Based on the characters’ conduct, it is clear that determination is a sure way achieve every goal that an individual desires. Based on the movie’s themes, I established a fundamental life principle of endurance in the face of challenges after watching Fleming’s Gone with the Wind movie. The principles are invaluable to everyone regardless of gender, age, religion, or orientation in life. The movie, therefore, exceeds the limitations of time and lives on to represent the past and the present. The film explores essential characteristics of successful people by highlighting that there are always challenges along the path of all successful people. Perhaps an individual could be unaware that great leaders must learn to endure challenges that emanate from experiences. It is unprecedented that there will be a movie to remain relevant through history and inspirational to viewers in the same way as Fleming’s

Empire of Capitalism Essay Example | Topics and Well Written Essays - 4000 words

Empire of Capitalism - Essay Example French and German capitalism developed in a different way to the (more advanced) British form. When industrialization occurred in Britain it was driven by the need for technology to support farming. In France and Germany, however, it developed because they had a number of rivalries with other countries and so needed armies to support their place in the world. It was only after the defeat of Napoleon, and the loss of the protection guaranteed by having a large empire, that the economic competition from Britain began to be felt in France. France did not respond by copying the way Britain had developed, nor did they challenge Britain's better economic position in the world. Military needs continued to be the main reason why there was more industrialization in the nineteenth century, and the technological advances this brought gave France a head start in technological industries. The tradition of the government running industries in France also helped encourage industrial development, as well as laying the foundations of the quality of France's current public services - health, welfare, etc. State-led and military based economic development was even more marked in Germany. Before the nineteenth century Germany was many different countries. ... late nineteenth century there was a rapid period of economic development under Bismark (who was the German chancellor), and this quick growth was due in the main to military requirements (Bismark needed to fight wars). This is in sharp contrast to Britain's economic development, they made things for the non-military market. Germany's economy developed due to the government spending money on military goods. The Classic Age of Imperialism British capitalism meant that other countries had to become capitalist to compete with them. But this did not stop wars; the nineteenth century was the age at which colonial imperialism (the taking of other countries by force) was at its height. Marxist colonial theories of the time reflected this fact: Marx himself was interested in most mature system of capitalism - Britain. He saw Britain as a capitalist country in a world of largely non-captialist countries. Proceeding Marxist theorists of the twentieth century ("from Lenin to Mao"2) worked within systems that were either only partly capitalist or not capitalist at all. Marxist theories of imperialism likewise shifted their focus from the internal operations within capitalist countries to their exterior relations with the non-capitalist world. They thought that capitalism would end because capitalist countries would destroy themselves in wars over colonies. But such rivalries required a non-capitalistic world (i.e. Countries that could become colonies) to fight over. Rosa Luxemburg explicitly states that capitalism, despite wanting to take oer the world, requires "other economic systems as a medium and soil."3 In these theories, then, capitalism needs non-capitalism. The world of 'classical imperialism' (in which Europe and Northern American were made up of competing armies

A Multimedia Thesis Project Essay Example for Free

A Multimedia Thesis Project Essay During the 16th-17th century, when the Philippines was still under the control of Spain, the Jesuit Historian, Father Pedro Chirino, wrote in 1604 about the baptism of two deaf Filipino in Dulac, Leyte by Father Francisco De Otaco. Father Ramon De Prado, the vice-provincial priest taught these two deaf Filipinos and they were the first deaf Filipino who learned to use the Filipino Sign Language. The older Deaf, Raymundo shared his knowledge to five to ten deaf men during a mission. 300 years later, the first influence of American Sign Language came here in the Philippines thru Delight Rice, the hearing American teacher who established the School for the Deaf in 1907 in Manila (PDRC and PFD. 2004.) The school still exists today as the Philippines School for the Deaf (PSD) (HV 2474 F55 2005 Pt.1 from DLS-CSB). Filipino Sign Language is certainly natural and a unique visual language of the Deaf Filipinos. The grammar, structure and syntax or arrangements of the Filipino Sign Language (FSL) are equal or the same as in the spoken language. FSL has its Filipino Deaf culture and identity. However, Filipino Sign Language is not a written system. (Philippine Deaf Resource Center, Inc., Macky Calbay and Raphael Domingo) Sign languages communicate ideas through hands like spoken languages. However, sign languages do not need sounds and voice. It needs hands, face and other parts of the body to communicate in visual ways. The visual signs, helps the deaf to understand the message it conveys through the eyes. Signs must be clear in order to be understood in the eyes of the deaf, which the brain process, interprets and meanings comprehended. The basic parts of signs are hand shapes, location, movement, palm orientation and non-manual signals. Many people think of sign languages as a language of the hands but the research in linguistics revealed that sign language includes not only one or both hands, but also the different parts of the trunk, arms, neck, head and face. Hand shape, movement and number of hands used may be grouped together. A sign language follows many groups of rules. The parts of signs and their meanings, whole, signs, and the grammar of sentences are separate rules. Several words are put together to form a sentence, and the exchange of these sentence forms a dialogue. Examples of dialogue are conversations, stories, humor and poetry. When a sign is produced by itself, it may look different from when it is actually used in a conference. The important part of the sign language is the connection between two or more conversing people. Social factors are important in studying signs during the conference. It is because the sign language is not only for relaying messages but also for social interaction. The sign used for a word is influenced by one’s emotions. For example, the word â€Å"sorry† is signed in just one way, but when added with emotions, it could have different meanings. The signs are shown to the complexity of their grammatical function. In spoken languages, words act certainly according to their grammatical class.  In sign languages, signs may function differently depending on the sentence structure, and context of the conference. So, it is common for a single sign to shift functions as a noun, verb, or adjective in different sentences, conversations or contexts. Since sign languages are not written systems, the use of words came from a written language and the grammatical function of the sign must carefully avoid being perplexed. For example, a word for a sign that can be a noun in English, but the sign itself can function as a noun or adjective. In Grammar classes, there are the same kinds of grammatical groups are getting into sign language. In ASL, there are different classes of verbs that have been described. The verbs may include different kinds of information such as: where the action takes place, or who does the action (subject) and who receives the action (object). It can be same to some sign couples in FSL. Examples of these noun-verb/adjective couples in FSL are LOW-BATTERY, BATTERY-FULL. Sign languages are different from spoken languages or written. A sign may be used as a noun, adjective or verb that depends on the sentence. Sometimes, a single sign can already be similar a share of a sentence or even a whole sentence. For example, the single sign â€Å"observe† may already mean, I observe her carefully. There are classifiers in the traditional signs appearing in FSL. These can be easy classifier hand shapes to understand classifier predicates. The classifiers observed in FSL also have classifier hand shapes and movement roots like those described in ASL and BSL. An example is the sign LRT/MRT. The classifier hand shape is the whole object type the hand shape looks like the rail transit car. The movement of the classifier is a process movement root. The LRT/MRT moves forward. The straightforward movement of the hand represents the forward action of the LRT/MRT. In Nouns, the signs included in a group have always been noted in a dialogue as nouns. The traditional signs included food, events, places, persons and various objects. It included also common and proper nouns. For example,  MANGO, ELECTRIC FAN, JOLLIBEE, HAPPY etc In Nouns/Verbs, the signs may switch in grammatical class that depends on the dialogue structure. The signs however, show to only have a single form unconcerned of their grammatical function. Most of them cannot be able to show always the movement repetitions strongly characteristic of noun-verbs pairs in American Sign Language. For example, AGREE, AGREEMENT, CONCLUSION/CONCLUDE etc In Nouns/Adjectives, the signs are noted to have nominal or adjectival functions. For example, BETTER, FAST, HOT, HAPPINESS, EXHAUSTED etc In Verbs/Adjectives, the signs are noted to be used as adjectival predicates. For example, CORRUPT/TO BE CORRUPT, PASSIVE/TO BE PASSIVE, SUFFER/BE IN SUFFERING etc In Lexicalized Finger spelled signs, the signs are aged which are more commonly noted among Deaf signers in their forties to sixties. Examples of Lexicalized Finger spelled signs are #AIRCORN, #TV etc In Lexicalized Initialized signs, the signs are from variant grammatical classes and used two or three decades. For example, ANYBODY, 13 PESO, GRADE VII etc In Structurally complex signs, the signs placed together since features of their structure are not as straightforward as the other signs shown so far. Signs included compound signs and agreement verbs. For example, HOW MUCH, DONT KNOW, HARDHEAD etc In Semantically complex signs, the signs groups included idioms, belonging to variants of ASL, possessive pronouns, negations, various phrases, and classifier predicates (signers perspective). For example, DESTROY FOOD, PLEASE, RUDE etc (IDIOM) FSL signs showed to be adverbs. The non-manual signal noted in FSL signs that  moves of the tongue. The tongue of non-manual signs is same but their meaning is mixed-up, not clear or hard to understand. For example TEXT-GARBLED describes a text message that is hard to understand. In FSL, the pointing pronouns are noted in commonly using among Deaf Filipino signers which usually include the index finger. The signs use an open hand. They show ownership or possessions. The question is always used by FSL sign. The eye gaze is forward the person who asked the question. The first location of the hand is near the object being talked about. The last location of the hand, and its palm, faces the person being asked. One example of pronouns is the TOUCH-MINE. In space as time, the place where the signer stands represents the time now. The space in front of the signer shows the future and the space behind the signer shows the past. Signs related to time such as LATELY, NEXT DAY, LAST WEEK AGO, NOW are produced at different points of this timeline. One example of time is the TOMORROW-TOMORROW, LAST-TWO-YEARS etc In idioms, there are several signs that are called Deaf idioms in the book Love Signs. But, the need is more researching if the signs are all true idioms. It uses expressions unique to Deaf Filipino signers. For example, the sign ISTAMBAY of the literal meaning is a person who stands around for a long time. The figurative meaning can be a verb or adjective, describing a jobless person. A sentence is a group of words that completes ideas and can be followed by a period, question mark or exclamation point. There are two most important of English grammar; knowledge of writing and allows students to study the grammar of other languages completely. There are the most important elements of the sentence, the verb, subject, direct object, indirect object, complement, multiple-word modifiers, modifiers, clauses and phrases. Sometimes, many sentences have only a verb and a subject. It also includes the parts of speech; noun and articles, verbs and verbals, pronouns, adjectives, adverbs and prepositions and conjunctions. A subject is the name of a person, animal, place, thing and event that the sentence about. For example, â€Å"The house is a big†. The house is the subject of the verb big, answering the question who or what big? Another example, â€Å"The tiger eats the animal†. The tiger is the subject of the verb eats, answering the question who or what eats the animal; he tiger eats the animal. A verb is a word that describes an action. For example, â€Å"The goat eats grass†. The verb eats describes the action performed by the subject goat. Another example, â€Å"Deaf people walk on the street†. The verb walk describes the action performed by the subject Deaf people. A direct object is the noun that receives the action. For example, â€Å"Everyone ruins your precious things†. What is the action? ruins. What receives the action? precious things, it is the direct object of the verb ruins. Another example, â€Å"Your friend got your ballpen†. What receives the action? ballpen. Ballpen is the direct object of the verb got. An indirect object is the noun or pronoun that receives the direct object. For example, â€Å"The professor helps his student’s education†. The direct object of helps is education. His student is the indirect object. Another example, â€Å"I give the laptop to you†. The direct object of give is laptop. You is the indirect object. Complement is the word or words that complete the meaning of verbs that express feeling, appearing, being, or seeming. Such verbs are classified as copulative or linking verbs. For example, â€Å"I am feeling sick†. The verb feeling does not describe action, but does describe a state of being. Feeling links the subject I with sick is the complement of feeling. Another example, â€Å"His family seems worried of you†. The copulative verb seems links his family and worried, the complement of seems. Modifiers may be a single word or groups of words, make the identity that describes a verb, subject, direct object, indirect object, complements or  other modifier. For example, â€Å"My brother eats quickly his dinner†. The verb eats is made more precise is modified by quickly his dinner. Another example, â€Å"They lost my new laptop†. The direct object laptop is modified by my new. Multiple-word modifiers are included of phrases or clauses. A phrase is a logical grouping of words that does not contain a subject verb, while a clause is a logical grouping of words that does contain a subject and verb. For example, â€Å"My sister who was the only who love me goes to my graduation†. In this sentence, the clause who was the only who love me modifies my sister; the phrases to my graduation modifies goes. The first multiple word modifiers have both subject who and verb love. For this reason, the modifier is a clause. To my graduation has neither subject nor verb, so it is a phrase. A clause is a group of related words that includes a subject and a verb. It may also include an object or complement, an indirect object and modifiers. If it makes a complete idea and can stand alone as a sentence, it is called an independent clause. On the other hand, if it cannot stand alone as a sentence, it is called a subordinate or dependent clause. For example, â€Å"My family and I eat our lunch together and then we go to the mall†. This sentence consists of two independent clauses. Each clause has its own subject and verb: My family and I eat, we go. Either clause can stand as a complete sentence. Each makes a statement that does not depend on the other. The conjunction here is and, which is classified as a coordinating conjunction. Other coordinating conjunctions are but, for, so, or, nor and yet. A phrase is a group of two or more words that does not include a subject and a verb. It has many forms and functions. It is useful to learn and recognize phrases and to identify their functions as modifiers, subjects, complements and objects. For example, â€Å"His hobby was playing basketball†. The phrase playing basketball functions as the complement of was, a copulative verb. Playing is also a gerund. Another example, â€Å"My classmates want to finish their project early†. The phrase to finish their project  early is the object of want. Notice that to finish is an infinitive, which is one of the three types of verbals. In Grammar classes, there are classifiers in a spoken language as nouns, verbs, adjectives or adverbs. It includes pronouns and prepositions that have a more limited meaning. They can display relationships between nouns, verbs, adjectives and adverbs. In spoken languages, a word cannot be able to change its meaning. For example, if a word is a noun, it is always used as a noun. It does not develop into a verb, adjective, or adverb. In a spoken language, an idiom is a group of words with a unique meaning. It has two meanings, its literal and figurative meanings. The literal meaning is the independent meaning of the words, put together as a group, while the figurative meaning is the new meaning of the whole group of words. The new figurative meaning may not be related at all to the literal meaning of the words. Problem The Deaf students of the School of Deaf Education in Applied and Studies, De La Salle-College of Saint Benilde has a problem on English grammar because they do not know how to use the structure of the English language. They also believe that the sign languages structure is the same or similar to the written English. As a result, it is hard for them to communicate with the hearing people through writing. Solution Through the creation of websites that utilizes flash player to describe the structures of FSL and Written English which can be arranged in such a way that the visual animation highlights the difference between the FSL and the written English structures. This way, it will be more meaningful and can be easily understood, remembered and applied by the deaf and as well as the  hearing students in communicating with each other. Furthermore, the students can understand the differences in using FSL structure and English written rules. Description of the Project Objectives †¢ To encourage the deaf students to understand the structural difference between the Filipino Sign Language (FSL) and the written English. †¢ To help Deaf students know how to translate FSL to written English by conceptualization, and Hearing students to translate written English to FSL by conceptualization. †¢ To promote and encourage the hearing people to understand the structures of sign language (FSL) and use it to communicate with the deaf. †¢ To assist the Deaf people how to communicate with the hearing people through written English. †¢ To create the flash website visually that can help hearing and deaf people to understand easily the structures of FSL and Written English. Target Audience †¢ Deaf and hearing people †¢ College students Medium Websites that uses flash player. Adobe Photoshop is a graphic editing program that makes easily website which  it can support website. ( (I CAN’T UNDERSTAND THIS KUYA!!!!) Video or Adobe Premiere is a technology of recording that supports website to make deaf and hearing people easily understandable. Pre-Production Process Project Step 1: Brainstorming to choose good topics related to Deaf issues Step 2: Choose three best topics pertaining to Deaf issues Step 3: Submit to my instructor the topics pertaining to Deaf issues Step 4: Consultation with my instructor to explain to me how to write the document Step 4: Share the topics to my classmates to help me select the best topic Step 5: Consultation with my Coordinator for editing my topic Step 6: Ask my English and FSL coordinators their opinion and to suggest what is the best topic to be written Step 7: Approval of the chosen topic by my CG coordinator Step 8: Research on the books related to my selected topic Step 9: Consult with my English and FSL coordinator Step 10: Writing paper (context) Step 11: Review and edit the paper Step 12: Draft sample design that is related to my topic Step 13: Print the paper Step 14: Final presentation Conclusion Therefore, this paper can be the seed to help both the deaf and hearing people understand the difference in structures of FSL and written English in an easy manner. For Deaf people, this paper will help them how to translate FSL to written English. Likewise, it will help the hearing people on translating written English to FSL. Furthermore, it will also help the hearing and deaf people to communicate with each other easily. The creation of websites utilizing flash player as visual aids highlighting the difference between the FSL and the written English structures will assist both the deaf and hearing people in communicating among themselves and with each other. It will also enhance the communication skills of the individuals; provide greater opportunities in understanding the world of the silent people, knowledge, cooperation and collaboration for the greater and common good of the society. References Tiongson, Peripi A., Hermosisima, Jun, Domingo, Raphael and Bustos, Marie Therese A. (ED.) (2004). AN INTRODUCTION TO FILIPINO SIGN LANGUAGE: Part l. Understanding Structure | Easy to read version |. [pp. 1-160] Filipino: Philippine Deaf Resource Center, Inc. TRADITIONAL SIGNS. (2004), AN INTRODUCTION TO FILIPINO SIGN LANGUAGE: Part ll: Traditional and Emerging Signs [pp.1-154] Philippines: Philippine Deaf Resource Center, Inc. Estiller-Corpuz, Marites Racquel [ED.]. Filipino Sign Language; A complication of signs from regions of the Philippines, Filipino: Philippine Federation of the Deaf. Ehrlich, Eugene (2000, 1991, 1976). SCHAUMS OUTLINES: English Grammar, American: McGraw-Hill companies, Inc. Annex Initial design (Website) Gantt Chart Daily TR