21st CENTURY LITERATURE

LITERARY GENRE ON CREATIVE MULTIMEDIA PRESENTATION

Fable – a brief story illustrating a moral or revealing general truths about human nature.

- It often includes talking animals or animated objects as the principal characters.

- Example: The Ants and the Grasshopper

Parable – a short story designed to allegorically teach some religious principle, moral
lesson, or general truths.

- Includes real or literal occurrences to which anyone can relate.

- Example: The Plant Sower

Paulo Coelho – the pride of Brazil whose novel, The Alchemist, became a worldwide
phenomenon; of the best-selling books in history with 190 million copies and translated into
80 languages.

- Musician and lyricist prior to pursuing a writing a career as a novelist.

- Published 30 book, majority of which are novels.
- Recipient of international awards, among these awards are:
a. Spain’s Elle-Best International Writer (2008)
b. Denmark’s Hans Christian Anderson Award (2007)
c. Mexico’s Las Pergolas Prize (2006)
d. American Wilbur Award (2006)

THE STORY OF THE PENCIL

Multimedia - is an essential avenue to transform unique adaptations of a literary, thus

making learning outputs interesting and productive. to have a creative adaptation of literary
genres, the following concepts have to take into considerations:

A. MULTIMEDIA AND ITS CONCEPTS

 A multimedia is an electronic application used to teach lessons or to further
educate learners on a particular topic.
 It is a presentation of material that uses both words and pictures in a combination
of text, voice, picture or video.
 Using interactive digital tools to tell a story is called digital storytelling and often
uses a combination of multimedia venues to complete the task.
 The use of multimedia allows educational ideas and materials to be presented in
a more artistic, inspired and engaging way.
 B. USES OF MULTIMEDIA AND ITS FORMAT
 Audiobooks are ideal for second-language learners.
 Song files and music videos can be used to compare social norms in different
eras.
 Multimedia can offer students a better understanding of the lesson.
 The multimedia formats from various media include: text and graphics for
slideshows, presentations, diagrams and infographics.
 Audio has podcasts and recordings. Screen captures, lecture captures and
animation are examples of video components of multimedia.
 Other multimedia components include blogs, vlogs, webinars and other
interactive content.
 Multimedia applications include the interaction of different media types like
animation, video, text and sound.
 It has become a part of our lives as soon as we entered the digital age.

VARIOUS COMPONENTS OF MULTIMEDIA

A. Videos – or digital video, is a primary component in multimedia, especially those

that appear online and on television.
 The different formats of these types of multimedia include WMI, AVI, MPED
and flash.
 Some of these formats are better than others because they load faster and
can be viewed or loaded using different platforms and operating systems.
 Many videos have changed formats ever since the mobile phone industry
became more advanced in technology.
 Many of the video formats require plug-ins on browsers and specific mobile
applications to load. Here is a list of multimedia formats:

B. ANIMATION - is a form of art for most people, especially those that are in the
business of producing animated movies.
 Right now, animation has become interactive, allowing users to directly affect
the outcome of animated components and events.
 Flash is the most common platform for animation, and using this component,
the interactivity of animation is enhanced.
 C. TEXT - has always been and will always be the most common among the types of
multimedia components in different applications.
 Text in combination with other media components can make any application
more user-friendly.
 By using text, interactivity is increased. Text elements are particularly
important for accessibility purposes.
 Users of an application need to input text for the system to identify them. Text
is also used to create a digital signature, such as in passwords.

D. AUDIO - is designed to improve a user’s experience.

- Voiceovers - comprise a tremendous number of the types of multimedia
components.
- Audio Files - include background music and special effects.

C. CHARACTERISTICS OF A MULTIMEDIA
 Multimedia can be used in the presentations, making them more fun and
interesting.
 A multimedia presentation has various viewing options such as projector or a
media player and the like.
 You can also download the multimedia presentation or play it live.
 The technology of multimedia can also be used to make the information be
conveyed more easily to the user.
 Multimedia technology has improved the learning experience by combining
various forms of media together.

D. BENEFITS OF USING MULTIMEDIA

 Digital storytelling allows students to improve their knowledge about a specific
subject and increases skills such as writing, researching and reading.
 Using multimedia improves a learner’s overall academic performance. In
particular, multimedia in the classroom is used for self-directed learning or SDL.
 Students manage their time and assess what needs to be included in their
learning activities. This style of learning is used mostly with older students who
already know how to manipulate many of the multimedia venues available to
them.

Adobe Animate - is excellent for 2D animations with customizable character movements

and backgrounds.
Blender - is a robust open-source tool for 3D animations, allowing for realistic rendering
and dynamic fight scenes.

Audacity - is a free, open-source audio editing tool that enables you to record, edit, and
layer sounds.
GarageBand (for macOS) - provides an intuitive platform to add music, sound effects, and
voice recordings for a polished audiobook experience.

Twine - is ideal for building non-linear, interactive narratives without needing extensive
coding knowledge.
Adobe Dreamweaver - is a professional tool for designing and coding custom interactive
websites with greater flexibility.
Adobe Premiere Pro - is a professional video editing tool that supports advanced video
effects, audio synchronization, and multi-layered editing.
Final Cut Pro - is another industry-standard tool for editing videos, offering an easy
workflow for syncing narration with visuals.

Subtitle Edit - is a user-friendly tool for creating, synchronizing, and editing subtitles for
video content.
Aegisub - is another powerful tool designed for detailed subtitle work, including timing
adjustments and style customizations.

PERSONAL DEVELOPMENT
THE POWERS OF THE MIND

Brain – is organ of soft nervous tissue contained in the skull of vertebrates, functioning as
the coordinating center of the body.

Parts of the Brain

Human brain is divided into 3 main parts on the basis of their function and
placements.

The three main parts of human brains are:

1. Fore Brain
2. Mid Brain
3. Hind Brain

Fore Brain – it is the anterior of the brain.

 It has 3 parts: cerebrum, thalamus, limbic system.

Cerebrum – it is divided into 2 halves called cerebral hemisphere.

 They communicate via corpus collosum.

 Cerebral cortex is the outer region of cerebrum.

Function of Cerebrum

 It helps in movement.
 It controls speech.
 It is responsible for sensory processing.
 It determines the intelligence of the being.

Thalamus – it is located above the brain stem and between the cerebral cortex and mid-
brain.

- It carries sensory information from the body to cerebrum and the Limbic System.

Limbic System – it is arc shaped structure between thalamus and cerebrum.

- It controls responses like: hunger, fear, thirst, anger, sexual responses.

Mid Brain – it is located below the cerebral cortex and above the hind brain.

- It controls reflex movements of the body and hearing reflexes.

Hind Brain – it is present at the backside of the brain.

- Part: Cerebellum, Pons, Medulla Oblongata

Cerebellum – it is latin for little brain. It is located at the back side of the head.

- It controls the balance of the body and coordinates the voluntary movement of the
body.

Pons – means “bridge”. It is located above medulla.

- It controls sleep as well as the rate and patter of breathing.

Medulla Oblongata – it is the posterior part of the brain.

- Function: it controls automatic actions: breathing, heart rate, swallowing, blood

circulation

Hypothalamus – it lies under the thalamus. It connects the nervous system with the
endocrine system via pituitary gland.

Pituitary Gland – it is pea-shaped structure. It is very important in growth and

reproduction.

4 LOBES

1. Frontal Lobe – thinking, memory, behavior, and movement.

2. Temporal Lobe – hearing, learning, and feelings.
3. Parietal Lobe – language and touch.
4. Occipital Lobe – sight

Brain Stem – breathing, heart rate, and temperature.

Cerebellum – balance and coordination.

BRAIN DOMINANCE

Robert Ornstein and Roger Sperry – the theory of brain lateralization by these Nobel

prize winners.
 - It states that each side of the brain has different specific functions. While humans use
both sides, each one has a dominant side which, according to the theory, explains
much about his or her behavior, interests, personality, and mode of thinking.
- This led to the coined terms left brained or right brained individuals.

THE POWER TO ACT

Pro-Learning – upon knowing the brain inclination or to which brain a person is ‘affiliated’,
he or she could think of ways to boost strengths and compensate for weaknesses. It may
lead someone to develop effective ways to learn and study.

Con Stereotyping - brain dominance have a negative effect or may even impede learning
when this results in a self-fulfilling prophecy.

Neurons – the basic functional units of the nervous system, are three- part units and are
key to brain function.

- They are comprised of a nerve cell body, axon, and dendrite, and they power the
rapid fire process that turns thought into movement.

- The thought moves as an electrical signal from the nerve cell down the axon to a
dendrite, which looks like branches at the end of nerve cells. The signal jump from
the end of the dendrite on one cells across the space, called a synapse, to the
dendrite of another cell with the help of chemicals called neurotransmitters. The
signal continues jumping from cell to cell until reaches the muscle you need to wave,
wink, or walk.

CRITICAL AGE

There is a consensus among researchers that brain cells regenerate throughout life.

The size of the brain doesn’t increase much after 3. It is during the first three years of
life, the brain experiences most of its growth and develops most of its potential in
learning.

1. The brain parts are adaptable.

2. Deprivation of intellectual stimulation occurs dramatically before age 3.

DRUG DAMAGE

- Inhalants – such as glue, paint, gasoline, and aerosols, destroys the outer lining
of nerve cells and make them unable to communicate with each other.
- Marijuana – hinders memory, learning, judgment, and reaction times.
- Ecstasy – destroys neurons that makes serotonin – a chemical crucial in
controlling sleep, violence, mood swings, and sexual urges.
- Steroids – cause aggressions and violent mood swings.

Mind Map – is a thinking technique used to visually organize information.

- Popularized by Tony Buzan.

- It is creative and logical way of organizing thoughts and ideas in your mind through
diagram.

Learning – causes permanent changes in the brain.

 EMOTIONAL INTELLIGENCE

Emotion – a subjective state of mind triggered by a certain stimuli or events which occur in
the environment.

- A reaction to a certain event that happens.

- A feeling such as happiness, love, fear, anger, or hatred, which can be caused by the
situation that you are in or the people you are with (Collin’s Dictionary)

Emotion can be observed through body language and facial expressions, which explains
how you feel or how are you doing at that moment. Through analyzing and reading facial
expressions, you may be able to understand what a person’s feelings. Physiological changes,
as increased heartbeat or shaking of the body, and swaying of hand and arms may also give
us an idea what a person feels.

Charles Darwin’s book The Expression of Emotions in Man and Animals (1872) suggested
seven universal emotions associated with facial expressions. These emotions are,
surprise, sadness, disgust, happiness, fright, anger, and contempt.

Emotions are connected to our brain and comes with facial expression used to
communicate the emotion. Surprise, sadness, disgust, happiness, fright, anger, and
contempt are called universal emotions as they are common regardless of culture, age,
race, language, and religion.

There are 8 basic types of emotions according to Psychologist, Robert Plutchik which
was grouped into four pairs of opposites such as:

1. Joy-Sadness
2. Anger-Fear
3. Trust-Disgust
4. Surprise-Anticipation

Robert Plutchik – authored the “Wheel of Emotions” which was illustrated like the color
wheel.

- According to Plutchik, emotions can be combined to form different feelings.

- For Plutchik, basic emotions act like building blocks while the complex or mixed
emotions are blend of the basic ones.
- For instance, a combination of joy and trust creates love, contempt is a
blend of anger and disgust.

Emotional Intensity – refers to variations in the magnitude of emotional responses, an

extreme degree of feeling.

- Therefore, the intensity of emotion identifies the action an individual will have.
Intensity ranges from mild, moderate to strong.
- There are instances when too strong emotion compels a person do something
beyond the normal. A good example is when you unexpectedly receive a gift on your
birthday, you might feel thrilled, others might feel happy, some might feel glad. Is
there any difference with terms? Yes, the intensity of the emotions.

Strong Emotions – should be dealt with caution as it may lead to action that a person
might regret.

- For example, after feeling ecstasy for winning on the lottery, an overjoyed person
might suffer heart attack. Moreover, a feeling of terror when somebody is trying to
 abuse you might end up making you quiet and not speaking or asking help to adult
seven after being molested several times.
- It is getting commo to hear ones of a much grief of losing a partner, girlfriend or a
boyfriend.

IS

THERE ANY BIOLOGICAL

EXPLANATION OF THE EMOTIONS?

Brain – is an organ of soft nervous tissue contained in the skull, functioning as the
coordinating center of sensation, intellectual, and nervous activity.

Limbic System – controls emotion, memories and

arousal.

Amygdala – almond-shaped section of nervous tissue, is

the center of emotional processing.

- It is responsible for the perception of emotions

such as anger, fear, and sadness, s well as the
controlling of aggression.
- It stores value judgements we make memories of
behaviors that produce positive and negative
experiences.

HOW DOES LEARNING EMOTIONAL INTELLIGENCE (EI) HELP YOU TO BE

SUCCESSFUL?

Peter Salovey and John Mayer – the term Emotional Intelligence was created by them.
Daniel Goleman – he popularized the term Emotional Intelligence (EI) in his book Emotional
Intelligence: Why it Can Matter More Than IQ.

- He discussed that EI is important to be successful in academic, professional, social,

and interpersonal aspects of one’s life and a skill that can be taught and cultivated in
schools.

Emotional Intelligence – is defined as the capacity the be aware of, control, and express
one’s emotions, and to handle interpersonal relationships judiciously and empathetically.

- It Is the key to both personal and professional success.

FOR GOLEMAN EI IS THE ABILITY TO:

1. Recognize understand, and manage our own emotions.

2. Recognize, understand and influence the emotion of others.

This mean being aware that emotions can drive our behavior and impact people either
positively or negatively. Then, it is essential to learn how to manage those emotions
especially when under pressure.

5 ESSENTIAL ELEMENTS OF EMOTIONL INTELLIGENCE

1. Self – Awareness – knowing what one is feeling at any given time and
understanding the impact those moods have on others.
2. Self – Regulation – controlling or directing one’s emotions; anticipating
consequences before acting on impulse.
3. Motivation – utilizing emotional factors to achieve goals, enjoy the learning process
and persevere in the face of obstacles.
4. Empathy – sensing the emotions of others.
5. Social Skills – managing relationships, inspiring others and inducing desired
responses from them.

Based on Goleman’s study, how a person react in a situation may influence other
and affect efficiency. Therefore, a person must avoid making decisions when under
pressure, feeling down, or when experiencing too strong emotions such as when
so happy, or very angry. It may lead to wrong or inappropriate decisions and
actions.

EXPLORING BASIC EMOTIONS

Joy, sadness,

basic emotions that an adolescent should be able to control. In order to do such, a person
should be aware on the characteristics, signs, and behaviors associated with the emotions.
ORAL COMMUNICATION IN CONTEXT
FUNCTIONS OF COMMUNICATION
There are five functions of communication. These are regulation or control, social
interaction, motivation, information, and emotional expression.

1. Regulation / Control – Communication functions to control behavior. It can be used to

regulate the nature and number of activities people engage in.

 “Take your medicine before you go to bed.”

 “Finish your work before you go.”

2. Social Interaction – Communication allows people to interact with others to develop

bonds or intimacy. It also allows individuals to express desires, encouragement, needs, and
decision or to give and get information.

 “Would you like to go to church with me?”

 “Come on! You can do it!”

3. Motivation – Communication persuades or encourages another person to change his/her

opinion, attitude, and behavior.

 “You’re on the right track. Keep up the good work.”

 “My dream is to finish my Senior High School despite this pandemic”.

4. Emotional Expression – Communication facilitates people’s expression of their feelings

such as love, fear, anger, joy, hope, or any other emotion.

 “I’m so happy to have you in my life.”

 “I like you so much.”

5. Information – Communication functions to convey information. It can be used in giving

and getting information.

 “The Philippine Normal University was founded in 1901.”

 “You can find the bathroom right next to this door”

A. Regulation/Control
When we employ communication to regulate or control someone or
something, there are two elements to consider: first, we want to meet our own
needs or desires, and second, we try to control the actions of others to help us meet
our needs and desires or to help us keep ourselves in our personal comfort zones.
Regulatory communication refers to giving orders or directions, making
requests or attempting influence the actions of others and accepting or refusing
directions.
When regulatory is utilized, the person wants to control the behavior of other
people or make them do what he wants them to do. Regulatory language may
include giving orders in a more indirect way of controlling and manipulating others.
 Language when used as a means to control may have positive, neutral or
negative connotations. In oral communication, it can be utilized as a form of giving
a reward or punishment. Positively, we can praise someone or give reinforcement;
whereas negatively, we can give a destructive criticism or an unfavorable remark.
The list below specifies the communicative acts that can be found under
regulation function.
 Making suggestions in which the speaker is included Making requests,
making suggestions
 Refusing to accept a suggestion or a request but offering an alternative
Persuading someone to change his point of view
 Requesting and granting permission
 Asking for help and responding to a plea for help
 Forbidding someone to do something; issuing a command
 Giving and responding to instructions
 Warning someone
 Discouraging someone from pursuing a course of action
 Establishing guideline and deadlines for the completion of actions
 Asking for directions or instructions

A. Giving Orders and Instructions

1. Use the Imperative form
We use the imperative form to give orders, warnings and advice.
 Be silent!
 Be careful!
 Listen to me attentively!
Because it can sound rude to give direct orders (especially if you are talking to an
adult), we “soften” the imperative form with “let’s” or “please”
 Let’s go to the auditorium now.
 Please take note of what I’m saying.

2. Use a modal verb to the order into a request

We use modals to change the mood of a sentence. For example, “You should
accompany him” is more polite than “Accompany him!” Other modal verbs you can
use to make requests are:
 Could: Could you make me some juice?
 Can: Can you go there please?
 Will: Will you open the windows please?
 Would: Would you wait here until the dentist is ready for you?

3. Use sequencing words

You can use sequencing words to make instructions clear
 Beginnings Middles Endings
1. Initially 1. Secondly 1. Finally
2. At first 2. Thirdly 2. Eventually
3. To start with 3. Later 3. In time
4. First of all 4. Then 4. In the end
5. To begin with 5. Afterwards 5. Ultimately
6. In the beginning 6. At this point 6. Lastly
7. Meanwhile
8. Next
9. After that
10.Subsequently
11.Later on
12.During this time

B. Asking for Attention (Formal)

 Excuse me, I wonder if I could trouble you…

 May I have your attention, please?
 Excuse me…
 Sorry to trouble you.
 Sorry to bother you.

C. Asking for Attention (Informal)

 Look at me!
 Look what I’ve got here
 Look here.
 Look!
 Hey!
 Attention, please!
 Excuse me!

D. Asking for Permission

1. Can I + verb (Very informal)
 Can I watch a movie tonight?
 Can I have dinner with them?

2. Is it okay if I + verb (very informal)

 Is it okay if I do my project here?
 Is it okay if I sit here?

3. May I + verb
 May I have another cup of ice cream?
 May I go to the mall with my classmates on Sunday?

4. Could I please + verb

 Could I please go with Carl to the party?
  Could I please hear mass this Sunday?

5. Do you mind if I + verb

 Do you mind if I stay with you in this room?
 Do you mind if I practice my dance here?

6. Do you think I could + verb

 Do you think I could use your laptop?
 Do you think I could see John after my class?

7. Would it be possible for me + infinitive (to+verb)

 Would it be possible for me to use your book for an hour today?
 Would it be possible for me to stay in our classroom?

E. Asking for Clarification/More Information

 I didn’t understand what you said about…
 I’m sorry, I didn’t catch what you said about…
 I’m sorry, could you repeat what you said about…
 Sorry, but I’m not quite clear on…
 I’d like to ask about…
 I didn't understand the bit about the
 What does mean?
 I'm not sure what you mean.
 I don't see what you mean.
 Could we come back to that?
 Could you explain that again, please?
 What did you mean when you said…?
 Could you be more specific about…?
 Could you expand a little bit on what you said about…?
 Could you give an example of…?
 Could you explain in more detail…?
 So you're telling me that I can't…?
 So what you're saying is that…?
 So you mean that…?

F. Asking Someone to Stop or Avoid Doing Something

 Please, don't do it.
 Will you stop doing.
 Will you stop it?
 Will you stop
 Please stop it!
 Please avoid that
 Will you avoid -ing?
 Stop it, please?
 Stop that!
G. Making Suggestions
 Why don't you go to a museum?
 We could go to a museum?
 Let's go to a museum.
 What about going to a museum?
 How about going to a museum?
 I suggest we go to a museum.
 I think you should go to a museum.
 I don't think you should go to a museum.
 Perhaps we could go to a museum.
 Maybe we should go to a museum

H. Giving Commands
 Stay here!
 Don't sleep on the mat!
 You must switch on the light. It's already dark.
 Will you help me carry my things?
 I'd like you to go with us to the mall tonight.
 I'd be grateful if you didn't tell this matter to anyone.

I. Giving Warnings
 Don't push so hard on that box, or you might / will suffer from back pain!
 Watch out! Be careful!
 Work hard otherwise you'll fail your exam.
 Be careful, or you'll…
 Watch out, you might be…
 Do not…
 Please see to it that you… or else it…
 Don't you ever do that again!

2. SOCIAL INTERACTION AS A FUNCTION OF COMMUNICATION

Social interaction is the cornerstone of human society, and communication is the primary
tool we use to facilitate these interactions. Here are some examples of how social
interaction functions as a result of communication:

Everyday Interactions:

 Greeting and farewells: A simple "hello" or "goodbye" establishes social

connection and politeness.

 Small talk: Casual conversations about weather, current events, or hobbies help
build rapport and foster relationships.

 Sharing experiences: Discussing personal anecdotes or opinions allows people to

connect on an emotional level.

 Asking for and giving information: Seeking directions, requesting assistance, or

providing advice demonstrates interdependence and cooperation.
Deeper Connections:

 Empathy and compassion: Expressing understanding, offering support, or sharing

condolences strengthens bonds and builds trust.

 Conflict resolution: Effective communication skills help individuals resolve

disagreements peacefully and maintain positive relationships.

 Intimacy and love: Sharing feelings, expressing affection, and engaging in

meaningful conversations deepens romantic and familial bonds.

 Social groups and communities: Participating in group discussions, sharing

common interests, and collaborating on projects fosters a sense of belonging.

Workplace Interactions:

 Teamwork and collaboration: Effective communication is essential for

coordinating tasks, sharing ideas, and solving problems.

 Leadership and management: Clear and concise communication is crucial for

setting goals, providing direction, and motivating employees.

 Client and customer relations: Building rapport, understanding needs, and

resolving issues requires strong interpersonal communication skills.

 Negotiation and persuasion: Persuasive communication techniques can help

individuals achieve their goals and influence others.

In essence, communication is the lifeblood of social interaction. It enables us to

connect with others, build relationships, and navigate the complexities of human society.

By understanding the various functions of communication, we can improve our social skills
and enhance our interactions with others.

3. MOTIVATION AS A FUNCTION OF COMMUNICATION

Communication plays a crucial role in inspiring and motivating individuals. Here are some
examples of how communication functions to motivate:

1. Inspirational Speeches and Talks

 Public figures and leaders: Motivational speakers use powerful language,

storytelling, and emotional appeal to inspire audiences to achieve their goals.

 Company leaders: Effective leaders can rally their teams through inspiring
speeches, emphasizing shared vision and values.

2. Persuasive Communication

 Salespeople: Persuasive communication techniques are used to convince customers

to purchase products or services.

 Negotiators: Skilled negotiators use persuasive language to reach agreements that

benefit both parties.

3. Coaching and Mentoring

 Coaches and mentors: Provide guidance and encouragement to help individuals

reach their full potential.
  Teachers: Effective teachers motivate students through clear explanations, positive
reinforcement, and challenging assignments.

4. Positive Reinforcement

 Managers and supervisors: Recognizing and praising employees' achievements

can boost morale and productivity.

 Parents and caregivers: Encouraging words and positive feedback can motivate
children to learn and grow.

5. Goal Setting and Feedback

 Managers and leaders: Setting clear goals and providing regular feedback helps
employees stay focused and motivated.

 Individuals: Setting personal goals and tracking progress can increase motivation
and self-efficacy.

6. Emotional Appeal

 Advertising: Advertisers often use emotional appeals, such as humor, nostalgia, or

fear, to persuade consumers.

 Social movements: Activists use emotional appeals to mobilize people and inspire
social change.

7. Nonverbal Communication

 Body language and tone of voice: Nonverbal cues can convey enthusiasm,
confidence, and empathy, which can motivate others.

 Eye contact: Maintaining eye contact can show interest and build rapport, which can
increase motivation.

By understanding the power of communication, individuals and organizations can use it to

inspire, motivate, and achieve their goals.

4. INFORMATION DISSEMINATION AS A FUNCTION OF COMMUNICATION

Information dissemination is a crucial aspect of communication, where information is shared

and spread among individuals or groups. Here are some real-world examples:

1. News Media:

 Traditional Media: Newspapers, television, and radio broadcast news, current

events, and other information to a wide audience.

 Digital Media: News websites, social media platforms, and online news aggregators
distribute news articles, videos, and live streams to a global audience.

2. Education:

 Classroom Instruction: Teachers disseminate knowledge and skills to students

through lectures, discussions, and demonstrations.

 Online Learning: E-learning platforms and online courses deliver educational

content to learners worldwide.

3. Healthcare:
  Doctor-Patient Communication: Healthcare providers share medical information,
diagnoses, and treatment plans with patients.

 Public Health Campaigns: Health organizations disseminate information about

diseases, preventive measures, and health promotion initiatives through public
service announcements, social media, and community outreach.

4. Business and Organizations:

 Internal Communication: Companies use internal memos, emails, and intranet

portals to share information with employees.

 External Communication: Businesses communicate with customers, investors, and

the public through press releases, marketing materials, and social media.

5. Government:

 Public Announcements: Government agencies disseminate important information

to the public through press conferences, public notices, and social media.

 Policy and Legislation: Governments share information about new laws,

regulations, and policies through official websites, public hearings, and media
releases.

6. Social Media:

 Personal Sharing: Individuals share information, news, and opinions with their
friends and followers on platforms like Facebook, Twitter, and Instagram.

 Influencer Marketing: Social media influencers disseminate product information

and brand messages to their followers.

7. Emergency Services:

 Emergency Alerts: Emergency services use sirens, public address systems, and
social media to warn people about natural disasters, accidents, or other emergencies.

 Crisis Communication: Government agencies and organizations share information

and updates during crises to keep the public informed and calm.

These examples illustrate how information dissemination is essential for various aspects of
human life, from personal relationships to global events. Effective communication and
dissemination of information are crucial for informed decision-making, social cohesion, and
societal progress.

5. EMOTIONAL EXPRESSION AS A FUNCTION OF COMMUNICATION

Emotional expression is a vital aspect of human communication. It helps us convey feelings,

thoughts, and intentions, fostering deeper connections and understanding. Here are some
examples of how emotional expression functions in communication:

Verbal Expression:

 Direct Statement: "I'm so angry right now!"

 Sarcasm: "That's great news." (said in a sarcastic tone)

  Understatement: "I'm a little disappointed." (when feeling deeply hurt)

 Hyperbole: "I'm so hungry I could eat a horse!"

Non-Verbal Expression:

 Facial Expressions: Smiling, frowning, crying, etc.

 Body Language: Crossed arms, slumped shoulders, eye rolling

 Gestures: Hand gestures, head nods, finger pointing

 Vocal Cues: Tone of voice, pitch, volume, pace

Combined Verbal and Non-Verbal Expression:

 Crying while saying, "I'm fine." This incongruence can convey deeper emotions
like sadness or frustration.

 Smiling and saying, "I'm happy to see you," while avoiding eye contact. This
mixed message might indicate discomfort or insincerity.

Emotional Expression in Different Contexts:

 Romantic Relationships: Expressing love, anger, jealousy, or disappointment.

 Workplace: Communicating frustration, excitement, or gratitude.

 Social Situations: Sharing joy, sadness, or empathy.

 Online Communication: Using emojis, gifs, or text-based emoticons.

Why Emotional Expression Matters:

 Builds Relationships: Emotional sharing strengthens bonds and fosters trust.

 Improves Communication: Clear expression of emotions avoids

misunderstandings.

 Enhances Well-being: Suppressing emotions can lead to stress and negative health
outcomes.

 Influences Decision-Making: Emotions can guide choices and priorities.

By understanding and effectively using emotional expression, we can communicate more

authentically, build stronger relationships, and navigate life's challenges with greater ease.

PHYSICAL EDUCATION
BENEFITS OF PHYSICAL ACTIVITY

Improved Cardiovascular Health

Regular physical activity strengthens the heart and improves circulation, which can
lower blood pressure and reduce the risk of heart disease. A healthy cardiovascular system
ensures that oxygen and nutrients are efficiently delivered to tissues, supporting overall
bodily functions.
Enhanced Mental Well-Being

Exercise has been shown to release endorphins, the body's natural mood lifters,
which can alleviate symptoms of anxiety and depression. Regular physical activity can also
improve sleep quality, leading to better mental health and increased resilience to stress.

Increased Strength and Flexibility

Engaging in various physical activities enhances muscle strength and flexibility,

which are crucial for maintaining mobility and preventing injuries as we age. Improved
physical strength supports daily activities, boosts confidence, and contributes to overall
functional fitness.

HOW REGULAR PHYSICAL ACTIVITY INFLUENCES MENTAL HEALTH

1. Endorphins- Chemicals released in the brain during physical activity that act as
natural painkillers and mood elevators, promoting feelings of happiness.
2. Cortisol- A hormone released in response to stress; regular physical activity can
help lower cortisol levels, leading to reduced stress and anxiety.
3. Resilience- The ability to cope with stress and bounce back from challenges;
engaging in physical activity can enhance resilience by improving mood and self-
efficacy.
4. Mindfulness- The practice of being present and fully engaged in the moment;
activities like yoga and tai chi combine physical movement with mindfulness, helping
to reduce stress.
5. Social Support- The emotional and practical assistance received from friends and
family; participating in group exercises or team sports can foster connections that
enhance mental well-being.
6. Anxiety Reduction-The decrease in feelings of anxiousness that can result from
regular exercise, helping individuals manage their stress levels more effectively.
7. Self-Efficacy- A person’s belief in their ability to succeed; regular physical activity
can boost self-efficacy, leading to greater confidence in handling stressors.
8. Physical Fitness- The overall health and well-being that result from regular physical
activity, which can positively influence mental health by promoting a sense of
accomplishment and capability.

CHEMISTRY
CHEMICAL REACTIONS AND EQUATIONS

Chemical Reaction – is the process by which a chemical takes place.

- A change where a new substance is formed.

- It is the shorthand way of expressing chemical reaction using numbers, symbols,
and formula.

TWO MAJOR PARTS:

1. Reactants – the starting materials. These are the substance that changes when it is
combined with another substance in a chemical reaction.
2. Products – the new substance. The substances that result of the chemical reaction.

Coefficient – is a number before the symbol or formula of a substance.

Subscript – is the number of atoms of the element found in the substance.

 SYMBOLS USED IN CHEMICAL REACTION

SYMBOLS MEANING
Used to separate one treatment
one reactant or product from one
another.

+ Can be read as “reacts with” when

used in reactant, read as “and”
when it is used in product.

Used to separate the reactants

from the products.

Read as “yields” or “produces” in

an equation.

(s) Indicated that the substance is in

solid state

(l) Indicates that the substance is in

the liquid state.

(g) Indicates that the substance is

dissolved in water.
Indicates that there is heat applied
or needed to make the reaction
proceed.

(aq) Indicates that the

dissolved in water.
substance is

Comes from the term “aqueous”.

Balancing Chemical Equations

Law of Conversation of Mass – the sum of the masses of the products is always the same
as the sum of the masses of the reactants.
 - States that the mass is neither created nor destroyed in any ordinary chemical
reaction.

Diatomic Molecules – are molecules composed of only two atoms, of either the
same or different chemical elements.

STEPS IN BALANCING CHEMICAL EQUATIONS

1. Check for diatomic molecules.

- This includes H2, O2, N2, CL2, BR2, F2, and I2
2. Check whether the chemical formulas of all the reactants and products are correct.
Check the total number of atoms of each element on each side of the equation.
3. A polyatomic ion appearing on both sides of the equation is counted as a single unit.
4. Balance the elements one at a time by using coefficients. Must not attempt to
balance the equation by changing the subscripts in the chemical formula od
substance.
5. Check each atom or polyatomic ion to be sure that the equation is balanced.