Movie Review - the Kings Speech Essay - 1161 Words

Movie Critique for The King’s Speech I watched The King’s Speech for my movie critique at home. This film tells the story of Prince Albert, the Duke of York, and how he overcame a life-long speech impediment with the help of Lionel Logue, a speech therapist from Australia. The movie begins with Prince Albert (Colin Firth) attempting to deliver a speech written by his father at the closing ceremony of the Empire Exhibition. We find out that the king has already spoken, as well as Prince Albert’s older brother, the Prince of Wales, and now the Duke of York must speak. As he begins the speech, it becomes clear that he has a debilitating stutter. The scene following shows what I assume is one of many failed treatments by a specialist to†¦show more content†¦There is a montage of Prince Albert and Lionel Logue going through vocal training and we see Prince Albert slowly starting to improve and gain confidence. King George V (Michael Gambon) dies shortly after Prince Albert has commenced treatment, and Albert’s brother is placed on the throne as King Edward VIII. The new king is intent on continuing his relationship with the American divorcà ©e Wallis Simpson (Eve Best), against the wishes of the government. When forced to choose between Mrs. Simpson and retaining his position on the throne, King Edward chooses to abdicate, which elevates Prince Albert to the position of king. The new king realizes he needs the assistance of Lionel Logue now more than ever. In September of 1939, England declares that they are entering war with Nazi Germany, and King George VI (formerly Prince Albert) must address the people of Britain and the Empire. To help himself get through the speech, King George acts as if he’s delivering the speech to Lionel and not the millions of people hearing the speech via radio. The speech is viewed as a great success. We are told that Lionel Logue continued to support King George during his speeches throughout World War II. (The Kings Speech) One of the principals of verbal communication I observed in this movie is Politeness and Gender (DeVito 106). Although the book gives examples of women being more likely to be polite and for men to be indirect, in the movie, the roles are reversed and the Duchess ofShow MoreRelatedGenre Analysis of Movie Review Essay3976 Words   |  16 Pages1. Introduction In recent years, movie class plays a more and more important role in English teaching in China. Most teachers require students to write movie reviews after watching the movie. However, how to write movie review is still remain unclear to students. Some student download a review from the internet, and some write a summary of the movie instead. Genre analysis is a system of analysis by which observations are made on the repeated communicative functions found in genres and on theRead MoreFilm Review of Richard Loncraines Adaptation of William Shakespeares Richard III1221 Words   |  5 PagesFilm Review of Richard Loncraines Adaptation of William Shakespeares Richard III Civil war divides the nation the first caption we see at the onset of this adaptation of Shakespeares Richard III sets the tone for scenes to come later in the movie. It starts by focusing on Shakespeares underlying tone regarding Richard as somewhat an outlandish character to be mocked and amused by. Enter Richard to stab Edward in his war room at Tewkesbury in his tank. He then fills Edward full ofRead MoreWorking As A Contracts Coordinator At Triacle Clinical Services1352 Words   |  6 Pagesopponent’s confidence of the firm. 2. Please select one of our practice areas and identify a current legal issue or legislative change which has interested you. Why is this important for our clients in this practice area? - 250 This year’s Queen’s Speech has outlined Government’s plans to introduce the Neighbourhood Planning and Infrastructure Bill which might affect Bircham Dyson Bell’s Planning and Infrastructure team. Alongside other improvements, the Bill will establish the National InfrastructureRead MoreFilm Festival At Antelope Valley College3497 Words   |  14 Pagesthis situation. This assignment also gave me the opportunity to reassess the validity of some films that I thought I had liked but upon second analysis, might not hold in such high regard. In the end the films I chose are Juno, High Noon, The King’s Speech, Exit Through the Gift Shop, Dr. Strangelove or: How I Learned to Stop Worrying and Love the Bomb, and Apocalypse Now. The Lancaster and the Antelope Valley area in general is known for its’ highest Veterans per capita. The town frequently tipsRead MoreThe Final Project : Being Black Essay1674 Words   |  7 Pagesconversation when societal issues with the police, judicial system and family deterioration. Blacks are a large minority and while they have been surpassed by the number of Hispanics within the U.S., it is still has its own subculture known for its speech, music, food, style, Black Entertainment Television (BET), literature and art. The denial of white culture is difficult to avoid when reality is studied. In the book, Lifting the White Veil, Jeff Hitchcock explains that blacks believe in expressionRead MoreAfrican American Civil Rights Act2723 Words   |  11 Pageslevel is to prevent race from appearing as a suitable indicator that self-interested agents would take into account in making a whole range of decisions. Only this would lead to the achievement of a â€Å"colour-blind† society, in fact one of Martin Luther King’s great hopes for the post-Civil Rights Movement age in America. Conversely, this very â€Å"colour-blind† society underpinned the neocoservatists rejection of the ideals of Affirmative action. Quinn, Eithne. Closing Doors: Hollywood, Affirmative actionRead MoreLion King vs. Hamlet2415 Words   |  10 Pagestransformation†¦ †¦Draw him on to pleasures, and to gather,   So much as from occasion you may glean QUEEN. For the supply and profit of our hope,      Your visitation shall receive such thanks   As fits a kings remembrance. (2.2.3-5, 15-16, 24-26) The hyenas were also servants to scar, used to kill Simba. In the movie it was shown that the hyenas were just too stupid to complete the murder of Simba. In Hamlet, Claudius hired Rosencrantz and Guildenstern to transport hamlet to England to be killed. Hamlet wasRead MoreThe Struggle Of The World War II On The Film The Owl / Hollywood Vision 2701 Words   |  11 Pagesdiminish racial tensions which not only provided the Axis fuel for its propaganda engine but also could weaken wartime cohesion. 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Analysis Of The Poem Not Waving But Drowning By Stevie...

Five Poem Assignment 1. â€Å"Not Waving but Drowning† by Stevie Smith has three stanzas, all of which are quatrains and are rhymed abcb . The genre is a lyric and the theme is death and isolation. In the beginning of the poem, the narrator tells us that nobody heard the drowning man or his recounting moans for help yet he continued to cry, waving his arms hoping someone would come and save him. By waving his arms the crowd believed that this was just a friendly gesture so we can interpret that at that very moment the man drowning was already a goner. In the second stanza it gets quite hazy because we are unaware if the speaker at this moment is the narrator of the poem or if it is the voice of those in the crowd watching the drowning. The†¦show more content†¦He settles on a painting, Brueghel s, â€Å"Icarus†, which hangs in the Musee de Beaux Arts in Brussels. Auden begins to discuss the different parts and structures of the painting and how the ideas coming from the painting are showing the indifference of humankind. This painting visually represents the thoughts of destruction that occur in life and how it is quite leisurely talked about. Irony is depicted in the poem in final 2 lines when the ship fails to notice â€Å" something amazing, a boy falling out of the sky† as it â€Å" Had somewhere to get to and sailed calmly on.† This statement is ironic because it is saying that suffering is all around us but it is up to us whether we want to notice it or take responsibility for it. 3. â€Å"Facing It† by Yussef Komunyakaa has one stanza and is a free verse poem. The genre is a lyric and the theme is war and survival. The poem describes a visit to the vietnam memorial in Washington D.C, by an African American veteran who experiences the post-traumatic stresses of war. â€Å"Facing it† is a meaningful title because it is about facing the survival of war. The visit to the Memorial is an emotional experience for the narrator and once he reaches the stone wall, he sees his reflection and the image he sees depicts his own memories of the war. He promises himself that he will not cry but the â€Å"survivor guilt† takes over. Most of the emotional distress comes from the guilt of surviving while others unfortunately die. The narratorShow MoreRelatedPoem Analysis : Not Waving But Drowning1263 Words   |  6 Pages The poem Not Waving but Drowning was published in 1957 and is one of Stevie Smith s most well-known poems. Reading the poem, some may feel a chill of desperation and a sense of longing for someone. The plot of the story is a man s journey to a place of despair ,and no matter what the man accomplishes he will eventually drown.Stevie Smith s Not waving but Drowning uses figures of speech such as imagery, and allegory. The imagery adds a visual to what the characters world is like in his eyes,Read MoreStudy Notes on Out of the Blue by Simon Armitage3230 Words   |  13 PagesAnalysis of the poem Simon Armitages poem Out of the Blue is taken his from 2008 anthology of the same name. According to the books publishers, the poems in the anthology are presented in the form of a respone to  three separate conflicts, all of which have  changed the  world we live  in. Told from the point of view of an English trader working in the North Tower of the World Trade Centre, the poem forms part of the film Out Of The Blue  commissioned by Channel 5 and broadcast five years after

Curriculum Guide free essay sample

These 4 common competencies are covered separately in 4 Lessons. As shown below, each Lesson is directed to the attainment of one, two, three or four learning outcomes: Lesson 1 – Using of Tools and Bakery Equipment LO1. Prepare tools and equipment for specific baking purposes. Lesson 2 – Performing Mensuration and Calculation LO 1. Familiarize oneself with the table of weights and measures in baking. LO 2. Apply basic mathematical operations in calculating weights and measures. LO 3. Measure dry and liquid ingredients accurately. Lesson 3 – Maintaining Tools and Equipment LO 1. Check condition of tools and equipment. LO 2. Perform basic preventive. LO 3. Store tools and equipment. Lesson 4 – Practice Occupational Health and Safety Procedure LO 1. Identify hazards and risks. LO 2. Evaluate hazards and risks. LO 3. Control hazards and risks. LO 4. Maintain occupational health and safety awareness. Your success in this exploratory course on Bread and Pastry Production is shown in your ability to perform the performance standards found in each Lesson. 1NATIONAL CERTIFICATE (NC) is a certification issued to individuals who achieved all the required units of competency for a national qualification as defined under the Training Regulations. NCs are aligned to specific levels within the PTQF. (TESDA Board Resolution No. 2004-13, Training Regulations Framework) NATIONAL CERTIFICATE LEVEL refers to the four (4) qualification levels defined in the Philippine TVET Qualifications Framework (PTQF) where the worker with: a. NC I performs a routine and predictable tasks; has little judgment; and, works under supervision; b. NC II performs prescribed range of functions involving known routines and procedures; has limited choice and complexity of functions, and has little accountability; BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 2 2 How Do You Use This Module? This Module has 4 Lessons. Each Lesson has the following parts. ? ? ? ? ? ? ? ? ? ? ? Learning Outcomes Performance Standards Materials/Resources Definition of Terms What Do You Already Know? What Do You Need to Know? How Much Have You Learned? How Do You Apply What You Learned? How Well Did You Perform? How Do You Extend Your Learning? References To get the most from this Module, do the following. 1. Read the Learning Outcome/s and Performance Standards. These tell you what you should know and be able to do at the end of this Module. 2. Find out what you already know by taking the Pretest then check your answer against the Answer Key. If you get 99 to 100% of the items correctly, you may proceed to the next Lesson. This means that you need not go through the Lesson because you already know what it is about. If you failed to get 99 to 100% correctly, go through the Lesson again and review especially those items which you failed to get. 3. Accomplish the required Learning Activities. They begin with one or more Information Sheets. An Information Sheet contains important notes or basic information that you need to know. After reading the Information Sheet, test yourself on how much you learned by means of the Self-check. Refer to the Answer Key for correction. Do not hesitate to go back to the Information Sheet when you do not get all test items correctly. This will ensure your mastery of basic information. 4. Demonstrate what you learned by doing what the Activity/Operation/Job Sheet directs you to do. 5. You must be able to apply what you have learned in another activity or in real life situation. 6. Accomplish the Scoring Rubrics for you to know how well you performed. Each Lesson also provides you with references and definition of key terms for your guide. They can be of great help. Use them fully. If you have questions, ask your teacher for assistance. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 3 3 . LESSON 1 Use tools and bakery equipment LEARNING OUTCOMES: At the end of this Lesson, you are expected to do the following: LO 1. prepare tools and equipment for specific baking purposes. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 4 4 Definition of Terms Baking – the process of cooking food by indirect heat or dry heat in a confined space as in heated oven using gas, electricity, charcoal, wood, or oil at a temperature from 250 oF- 450 oF Batter – a flour mixture that can be stirred or poured Convection oven – stove in which a fan circulates heated air through the oven for fast, even cooking. Discard – to get rid of as of being no further use Dough – a flour mixture that can be rolled or kneaded Dutch oven – a brick oven Igniter – the carborundum rod used to initiate the discharge in an ignitron tube Microwave oven – an oven that utilizes electromagnetic energy below the magnetic spectrum Mixing – to bring together into uniform mass Pre-heat – to heat (an oven, for example) before hand Sift – separating course particles in the ingredient by passing through a sieve or sifter BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 5 5 LEARNING OUTCOME 1 Prepare tools and equipment for specific baking purpose PERFORMANCE STANDARDS ? Baking tools and equipment are identified based on their uses. What Do You Already Know? Let us determine how much you already know about preparing tools and equipment. Take this test. Pretest LO 1 Direction: Match column A with Column B. Write the letters only. A. 1. 2. used for baking loaf bread has sloping sides used for mixing ingredients and comes in graduated sizes 3. a stack oven 4. used for cutting biscuit or doughnuts 5. used to hold ingredients together 6. it is also called mixing spoon 7. used for cutting fat with flour in the preparation of pies and pastries 8. used for beating eggs or whipping cream 9. use for cutting dough when making pastries 10. used for icing cakes BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 6 B a. b. wooden spoon pastry blender c. d. e. f. g. mixing bowls pastry wheel spatula egg beater doughnut cutter h. i. deck oven loaf pan j. utility tray 6 What Do You Need To Know? Read Information Sheet 1. 1 very well then find out how much you can remember and how much you learned by doing Self-check 1. 1. Information Sheet 1. 1 BAKING TOOLS AND EQUIPMENT AND THEIR USES 1. Baking wares – are made of glass or metal containers for batter and dough with various sizes and shapes. Cake pans comes in different sizes and shapes and may be round square rectangular or heart shaped. 1. Tube center pan – deeper than a round pan and with a hollow center, it is removable which is used to bake chiffon type cakes 2. Muffin pan has 12 formed cups for baking muffins and cup cakes 3. Pop over pan – is used for cooking pop over 4. Jelly roll pan – is shallow rectangular pan used for baking rolls 5. Bundt pan – is a round pan with scalloped sides used for baking elegant and special cakes 6. Custard cup – is made of porcelain or glass used for baking individual custard BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 7 7 7. Griddle pans – are used to bake griddles 8. Loaf Pan – is used to bake loaf bread 2. Biscuit and doughnut cutter – is used to cut and shape biscuit or doughnut. 3. Cutting tools – include a knife and chopping board that are used to cut glazed fruit, nuts, or other ingredients in baking. 4. Electric mixer – is used for different baking procedure for beating, stirring and blending. 5. Flour sifter – is used for sifting flour. 6. Grater – is used to grate cheese, chocolate, and other fresh fruits. 7. Kitchen shears are used to slice rolls and delicate cakes. 8. Measuring cups –consist of two types namely: a. A graduated cup with fractions (1, 3/4, 2/3, ? , 1/3, ? , 1/8) marked on each side. b. A measuring glass made of transparent glass or plastic is more accurate for measuring. 9. Measuring spoons – consist of a set of measuring spoons used to measure small quantities of ingredients. 10. Mixing bowl – comes in graduated sizes and has sloping sides used for mixing ingredients. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 8 8 11. Mortar and Pestle – is used to pound or ground ingredients. 12. Paring knife – is used to pare or cut fruits and vegetables into different sizes. 13. Pastry bag – a funnel shaped container of icing or whipped cream 14. Pastry blender – has a handle and with wire which I used to cut fat or shortening in the preparation of pies, biscuits or doughnuts. 15. Pastry brush – is used in greasing pans or surface of pastries and breads. 16. Pastry tip- is a pointed metal or plastic tube connected to the opening of the pastry and is used to form desired designs. 17. Pastry wheel – has a blade knife used to cut dough when making pastries. 18. Rotary egg beater – is used in beating eggs or whipping cream. 19. Rolling pin – is used to flatten or roll the dough. 20. Rubber scrapper – is used to remove bits of food in side of the bowl. 21. Spatula – comes in different sizes; small spatula are used to remove muffins and molded cookies from pans which is 5 to 6 inches; large spatula for icing or frosting cakes; flexible blade is used for various purposes. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 9 9 22. Strainer – is used to strain or sift dry ingredients. 23. Timer – is used to in timing baked products, the rising of yeast and to check the doneness of cakes. 24. Weighing scale –is used to measure ingredients in large quantities. 25. Utility tray – is used to hold ingredients together. 26. Wire whisk – is used to beat or whip egg whites or cream. 27. Wooden spoon – is also called mixing spoon which comes in various sizes suitable for different types of mixing. OTHER BAKING TOOLS 1. Cake decorator (Cylindrical) – is used in decorating or designing cake and other pastry products. 2. Cookie press – is used to mold and shape cookies. OVENS Ovens are the workhorses of the bakery and pastry shop and are essential for producing the bakery products. Ovens are enclosed spaces in which food is heated, usually by hot air. Several kinds of ovens are used in baking. A. DECK OVENS are so called because the items to be baked either on sheet pans or in the case of some bread freestanding are placed directly on the bottom, or deck of oven. This is also called STACK OVEN because several may be stacked on top of one another. Breads are baked directly on the floor of the oven and not in pans. Deck oven for baking bread are equipped with steam ejector. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 10 10 1. RACK OVEN is a large oven into which entire racks full of sheet pans can be wheeled for baking. DECK OVEN RACK OVEN 2. MECHANICAL OVEN The food is in motion while it bakes in this type of oven. The most common types are a revolving oven, in which his mechanism is like that of a Ferris wheel. The mechanical action eliminates the problem of hot spots or uneven baking because the mechanism rotates throughout the oven. Because of its size it is especially used in high volume operations. It can also be equipped with steam ejector. 3. CONVECTION OVEN contains fans that circulate the air and distribute the heat rapidly throughout the interior. Strong forced air can distort the shape of the products made with batter and soft dough. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 11 11 OTHER BAKING EQUIPMENT Dutch oven is a thick-walled (usually cast iron) cooking pot with a tight-fitting lid. Dutch ovens have been used as cooking vessels for hundreds of years. They are called â€Å"casserole dishes† in English speaking countries other than the USA, and cocottes in French, They are similar to both the Japanese tetsunabe and the Sac, a traditional Balkan cast-iron oven, and are related to the South African Potjie and the Australian Bedourie oven. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 12 12 How Much Have You Learned? Self-Check 1. 1 Direction: Read the given recipe carefully and list down all the tools that you need to prepare in order to finish the activity. BUTTER CAKE Ingredients: 3 1/4 cups cake flour 1 cup butter 8 eggs 4 tsp. baking powder 1 ? cups sugar 1 cup milk 1 tsp. vanilla Procedure: 1. Sift the dry ingredients together except the sugar. 2. In a large bowl, cream the shortening until light and fluffy. 3. Blend eggs one at a time and beat well after each addition. 4. Add vanilla to the milk. 5. Add dry ingredients and liquid ingredients alternately to the creamed mixture, beginning and ending with dry ingredients. 6. Bake at 375 for 20 t0 30 minutes. 7. Cool the cake, invert and the paper lining. List down the tools and equipment needed. 1. ___________ 2. ___________ 3. ___________ 4. ___________ 5. ___________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ Refer to the Answer Key. What is your score? BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 13 13 How Do You Apply What You Have Learned? Show that you learned something by doing this activity. Operation Sheet 1. 1 How to light or operate an oven LO1 : PREPARE TOOLS AND EQUIPMENT FOR SPECIFIC BAKING PURPOSE Materials, Tools and Equipment : Match or Igniter, oven Procedure : 1. Hold a lighted match or igniter safely near the burner tube of the oven. 2. At the same time push and turn the oven knob in a counterclockwise direction towards the desired oven temperature setting. REMINDER: Should the initial lighting fail, turn to its â€Å"OFF† position immediately and allow the accumulated to be dispersed before re- ignition. Always close the oven door gently and with care. Letting the door to slam may affect the rise of the cake being baked. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 14 14 How Well Did You Perform? Find out by accomplishing the Scoring Rubric honestly and sincerely. Remember it is your learning at stake! Learners Name Date Competency: Use of Tools and Bakery Equipment Test Attempt How to light an oven 1st 2nd 3rd OVERALL EVALUATION Directions: Level Achieved PERFORMANCE LEVELS Ask teacher to assess your 4 Can perform this skill without performance in the following supervision and with initiative and critical task and performance adaptability to problem situations. criteria below 3 Can perform this skill satisfactorily You will be rated based on the without assistance or supervision. overall evaluation on the right side. 2 Can perform this skill satisfactorily but requires some assistance and/or supervision. 1 Can perform parts of this skill satisfactorily, but requires considerable assistance and/or supervision. Teacher will initial level achieved. PERFORMANCE STANDARDS For acceptable achievement, all items should receive a Yes or N/A response. 1. Baking tools and equipment are identified based on their uses. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 15 Yes No N/A 15 Read the Information Sheet 1. 2 very well then find out how much you can remember and how much you learned by doing Self-check 1. 2. Information Sheet 1. 2 CLASSIFICATION OF BAKING TOOLS AND EQUIPMENT A. OVENS Convection ovens Rotary ovens Deck or Cabinet Microwave Oven E. MIXING TOOLS Mixing Bowls Wooden spoon Rubber scrapper Electric and handy mixer Rotary egg beater B. OTHER BAKING EQUIPMENT Bread toaster Double broiler Dutch oven F. CUTTING TOOLS Pastry blender Pastry wheel Biscuit and doughnut cutter Kitchen shears Chopping boards Paring knife C. PREPARATORY TOOLS Flour sifter Grater Pastry brush Spatula Rolling pin Pastry cloth Pastry tips Utility tray G. BAKING PANS Tube center pan Muffin pan Cake pans (round, square, rectangle, or heart shaped) Jelly roll pan Bundt pan Custard cup Griddle pans Pop over pans Macaroon molders Baking sheets D. MEASURING TOOLS Measuring cups Measuring spoons Weighing scale Measuring cups for liquid ingredients Timer BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 16 16 How Much Have You Learned? Self-Check 1. 2 Directions: Classify the following tools based on their usage. Write the letter of your answer in the space before the number. A. Baking equipment B. Preparation C. Mixing D. Cutting E. Measuring F. Baking Pans _____ 1. Custard cups _____ 2. Flour sifter _____ 3. Bread toaster _____ 4. Wooden spoon _____ 5. Muffin pan _____ 6. Grater _____ 7. Set of measuring spoon _____ 8. Electric or handy mixer _____ 9. Spatula _____10. Pastry blender _____11. Rolling pin _____12. Weighing scale _____13. Macaroon molder _____14. Bundt pan _____15. Pastry brush How Do You Extend Your Learning? Assignment Sheet 1. 2 Bring pictures of different tools and equipment in baking and classify them. Paste on a short bond paper. Congratulations! You did a great job! Rest and relax a while then move on to the next lesson. Good luck! REFERENCES LO1 ? ? ? ? SEDP Series. Home Technology Food Management and Service pp. 45-50 Rojo, Cruz, and Duran Home Economics III pp. 76-79 General Heat Corporation La Germania Cooking Range Manual p. 8 -9 Dr. Nerisa B. Viola Instructional Materials in Baking pp. 23-24 BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 17 17 LESSON 2 Perform mensuration and calculation LEARNING OUTCOMES: At the end of this Lesson, you are expected to do the following: LO 1. familiarize yourself with the table of weights and measures in baking; LO 2. apply basic mathematical operations in calculating weights and measures; and LO 3. measure dry and liquid ingredients accurately. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 18 18 Definition of Terms Bushel – any of various unit of measure of capacity Confectioner sugar –very fine or powdered sugar Granulated sugar – sugar in granular form Lump – a firm irregular mass Mass – undefined quantities upon which all physical measurements are based Ounce – a unit of weight equal to 1 /16 of a pound (28. 35 grams) Peck – a little – used dry measure, one quarter of a bushel for measuring grain Pound – a unit of measure of mass equal to 1 /16 ounce Shortening – butter or fat etc. is used to make pastry or cake crispier or flakier Sift – to separate or strain the finer from the coarser particle of a material using a sieve or a sifter BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 19 19 LEARNING OUTCOME 1 Familiarize oneself with the table of weights and measures in baking PERFORMANCE STANDARDS ? Standard table of weights and measures are identified and applied. What Do You Already Know? Let us determine how much you already know about familiarizing oneself with the table of weights and measures in baking. Take this test. Pretest LO 1 Directions: Give the equivalent of the following measurement 1. 1 cup 2. 6 tbsp. 3. 1 tbsp. 4. 2 cups 5. 4 cups 6. ? cup 7. 1 kilo 8. 1 pound 9. 8 cups 10. ? cup = _______ T = _______ cup = _______ teaspoon = _______ pint = _______ quart = _______ T = _______ lbs. = _______ ounces = _______ quarts = _______ T BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 20 20 What Do You Need To Know? Read Information Sheet 1. 1 very well then find out how much you can remember and how much you learned by doing Self-check 1. 1. Information Sheet 1. 1 STANDARD TABLE OF WEIGHT AND MEASURES 1 tablespoon (T or tbsp) 2 tablespoon 4 tablespoon 5 1/3 tablespoon ? cup plus2 tablespoons 16 tablespoon 2 cups 4 cups 16 ounces = = = = = = = = = 3 teaspoon ( t or tsp. ) 1/8 cup ? cup 1/3 cup 7/8 cup 1 cup( c. ) 1 pint 1 quart 1 pound COMMON UNITSOF WEIGHT 1 pound ( lb. ) 1 ounce 1 kilogram ( kg. ) 1 gram 1 medium orange 1 medium apple 14 oz. can condensed milk 14 oz, can evaporated milk 1 lb. brown sugar 1 lb. confectioner sugar 1 lb. confectioner sugar 1 lb. nuts 1 lb. dried nuts 5 whole eggs 12 egg yolks 8 egg whites = = = = = = = = = = = = = = = = 463. 59 grams 28. 35 grams 2. 21 pounds .035 ounces ? to ? cup ( slice ) 1 cup slice 1 ? cups 1 2/3 cups 2 ? cups (packed) 3 ? cups 2 ? cups 4 ? cups 2 cups 1 cup 1 cup 1 cup COMMON UNITS OF VOLUME 1 bushel (bu ) 1 peck (pk ) 1 gallon (gal. ) 1 quart 1 teaspoon ( tsp. or t. ) 1 tablespoon (T. or tbsp. ) = = = = = = = 4 pecks 8 quarts 4 quart 2 pints 964. 4 milliliters 4. 9 milliliters ? fluid ounce 14. 8 milliliters BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 21 21 15 ounces raisins 1 pound dates ? pint whipping cream = = = 3 cups 2 ? 3 cups 2 cups whipped creams How Much Have You Learned? Self-Check 1. 1 Directions: Write your answers on a separate sheet of paper. 1. 2 cups 2. 6 cups 3, 2 kilo 4. ? c 5. 3 cups 6. 2 pounds 7. 4 tablespoon 8. 2 gallon 9. 1/8 cup 10. 2 gram = _________Tbsp = _________quarts = _________ lbs. = _________ tablespoon = _________ pints = _________ ounces = _________ cup = _________ quarts = _________ tablespoon = _________ ounces. Refer to the Answer Key. What is your score? BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 22 22 LEARNING OUTCOME 2 Apply basic mathematical operations in calculating weights and measures PERFORMANCE STANDARDS ? Accurate conversion / substitution of weights and measure are performed. What Do You Already Know? Let us determine how much you can apply basic mathematical operations in calculating weight and measures. Take this test. Pretest LO 2 A. Directions: Give the substitute equivalent of the following ingredients. Use a separate sheet to your answer. 1. 2 T all purpose flour 2. 1 cup cake flour sifted 3. 1 square unsweetened chocolate 4. 1 whole egg 5. 1 cup coffee cream (20 percent) = _____ T cornstarch = _____ cup all purpose flour sifted = _____ T cocoa and ____ T fat = _____ egg yolks = ______ cup milk and _____ T butter B. Identification. Write the word that is described or referred to. _____ 1. It is added to sweet milk in order to produce a sour milk. _____ 2. It is what you add to lard to produce a substitute for butter. _____ 3. This will serve as your substitute for honey. _____ 4. The most common cornstarch substitute for thickening. _____ 5. This is what you need to add to cocoa to produce chocolate substitute. Refer to the Answer Key. What is your score? BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 23 23 What Do You Need To Know? Read the Information Sheet 2. 1 very well then find out how much you can remember and how much you learned by doing Self-check 2. 1. Information Sheet 2. 1 CONVERSION / SUBSTITUTION OF WEIGHTS AND MEASURES 1 tablespoon all purpose flour†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1/2 tablespoon cornstarch, potato starch, rice starch or arrowroot starch 1 tablespoon cornstarch†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2 tablespoon all purpose flour 1 cup sifted cake flour†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7/8 cup all purpose flour sifted, 1cup all purpose flour minus 2 tablespoon. 1 cup sugar granulated †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 1/3 cup brown sugar, lightly packed, 1 ? cup corn syrup minus ? cup liquid, 1 cup honey minus ? to 1/3 cup liquid 1 cup honey †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 ? cup sugar plus 1 /2cup liquid 1 ounce chocolate †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 tablespoon cocoa plus 1 tablespoon fat 1 tablespoon baking powder †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ? teaspoon baking soda plus ? cup fully soured milk or lemon juice mixed with sweet milk to make ? cup, ? teaspoon baking soda plus ? to ? cup molasses, ? cream of tartar 1 teaspoon active dry yeast †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 package (7gram) dry yeast compressed yeast cake 1 whole egg †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 egg yolks or 3 tablespoon thawed from frozen eggs, 2 ? tablespoon sifted dry whole eggs powder plus 21/2 tablespoon lukewarm water 1 egg yolk †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦. 1 1/3 tablespoon frozen egg yolk 1 egg white †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 tablespoon frozen egg white, 2 teaspoon dry egg yolk powder plus 2 teaspoon water 1 square unsweetened chocolate†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 tablespoon cocoa plus 1 tablespoon fat 1 cup butter †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 cup margarine,7/8 to 1 cup hydrogenated fat plus ? teaspoon of fat, 7/8 cup of lard plus ? teaspoon salt 1 cup coffee cream ( 20 percent )†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 tablespoons butter plus about 7/8 cup milk 1 cup heavy cream ( 40 percent )†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1/4 cup butter plus 3 /4 cup of milk 1 cup whole milk †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 cup reconstituted non- fat dry milk plus 2 ? teaspoons of butter or margarine 1 cup milk†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 tablespoon of sifted non- fat dry milk plus 1 cup water, 6 tablespoons of sifted crystals plus 1 cup water 1 cup butter milk or sour milk †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 tablespoon of vinegar or lemon juice plus enough sweet milk to make1 cup (let stand for 5 minutes), 1 ? teaspoon of cream of of tartar plus1 cup of sweet milk BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 24 24 Oven temperatures  °C =  °F-32 X 5/9  °F =  °C x 9/5 + 32 TEMPERATURE CONVERSION TABLE  °CENTIGRADE (  °C ) TO  °FARENHEIT (  °F ) 50 122 60 140 70 158 80 176 90 194 100 212 110 120 130 140 150 160 230 248 266 284 302 320 BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 25 170 180 190 200 210 220 338 356 374 392 410 428 230 240 250 260 270 280 446 464 482 500 518 536 25 How Much Have You Learned? Self-Check 2. 1 I. Directions: Use the formula in converting degrees Centigrade to degrees Fahrenheit and Fahrenheit to Centigrade. Show your computation. Five points each. C = F – 32 x 5 / 9 F = C x 9 / 5 + 32 1. 100 degrees Centigrade to degrees Fahrenheit. 2. 320 degrees Fahrenheit to degrees Centigrade. II. Analogy : Fill in the blanks with the correct answer. Use a separate sheet for your answers. 1. 1C butter 1 ? butter : : 1C margarine _____ margarine 2. 1C milk ? C milk : : 6T sifted crystals + 1C water _____sifted crystal + _____water 3. 1T cornstarch ?T cornstarch : : 2T all purpose flour _____ all purpose flour 4. 1oz chocolate ? oz chocolate : : 3T cocoa + 1T fat _____ cocoa + _____ fat 5. 1T all purpose flour 3T all purpose flour : ? T rice starch _____ rice starch Refer to the Answer Key. What is your score? BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 26 26 LEARNING OUTCOME 3 Measure dry and liquid ingredients accurately PERFORMANCE STANDARDS ? Reading of measurement is practiced accurately. What Do You Already Know? Let us determine how much you already know about measuring dry and liquid ingredients accurately. Take this test. Pretest LO 3 Directions: Write the word or group being defined or described. _____1. This is packed when measuring; it follows the shape of the cup when inverted. _____2. This is used to measure liquid ingredients. _____3. Use to level ingredients when measuring. _____4. This is to be removed in brown sugar and to be rolled with rolling pin. _____5. What not to do in a cup full of flour to avoid excess measurement. _____6. This is how to fill the cup when measuring. _____7. This is not to be done with the cup when measuring liquid ingredients. _____8. This is used to level dry ingredients in the absence of the spatula. _____9. It is the way of removing lumps in the baking powder or baking soda. _____10. This step is not necessary in sugar unless it is lumpy. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 27 27 What Do You Need To Know? Learn how to measure and calculate accurately. Do Operation Sheet 3. 1. Operation Sheet 3. 1 MEASURING DRY AND LIQUID INGREDIENTS ACCURATELY Materials: 1. Dry ingredients Flour, granulated sugar, brown sugar, baking powder and soda 2. Liquid ingredients Water, milk 3. Measuring tools Graduated measuring cup, measuring spoons, weighing scale, individual measuring cup 4. Others Spatula, tray, sifter A. Flour 1. Sift the flour. 2. Scoop to fill the measuring cup to overflow. Do not shake. 3. Level off with spatula. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 28 28 B. Sugar White sugar 1. Sifting is not necessary before measuring unless it is lumpy. 2. Fill the measuring cup until over flowing. Do not shake the cup. 3. Level off with the spatula Brown Sugar 1. Check if the sugar is lumpy before measuring. Rolll out the lumps. Remove the dirt. 2. Scoop into the measuring cup and pack compactly until it follows the shape when inverted. C. Powdered Food (baking powder and baking soda) 1. Remove the lumps in the powder by stirring. 2. Dip the measuring spoon into the powder 3. Level with spatula or back edge of the knife or right in the can opening. D. Shortening Solid fats 1. Fill the measuring cup/spoon with the shortening while pressing until it is full. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 29 29 2. Level the fat with a straight of a knife or spatula Liquid fats 1. Pour oil in the glass measuring cup. 2. Check if it is filled up to the measuring mark. Do not lift the cup when measuring. E. Milk Liquid Form 1. Pour milk into the glass measuring cup up to the measuring mark. Do not lift the cup. Powdered milk 1. Remove lumps in milk by stirring. BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 30 30 2. Scoop lightly to fill the measuring cup or spoon without shaking until it overflows. 3. Use the spatula or the straight edge of the knife to level the measurement. How Do You Apply What You Have Learned? Show that you learned something by doing this activity. Activity Sheet 3. 1 Direction: Show to the class the proper measuring of the following ingredients. 1. Oil 2. White sugar 3. Baking powder and baking soda 4. Evaporated milk 5. Flour BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 31 31 How Well Did You Perform? Find out by accomplishing the Scoring Rubric honestly and sincerely. Remember it is your learning at stake! Learners Name Date Test Attempt Competency: Perform mensuration and calculation 1st Directions: Ask teacher to assess your performance in the following critical task and performance criteria below You will be rated based on the overall evaluation on the right side. 2nd 3rd OVERALL EVALUATION Level Achieved PERFORMANCE LEVELS 4 Can perform this skill without supervision and with initiative and adaptability to problem situations. 3 Can perform this skill satisfactorily without assistance or supervision. 2 Can perform this skill satisfactorily but requires some assistance and/or supervision. 1 Can perform parts of this skill satisfactorily, but requires considerable assistance and/or supervision. Teacher will initial level achieved. Congratulations! You did a great job! Rest and relax a while then move on to the next lesson. Good luck! REFERENCES LO1 ? Rojo, Cruz, and Duran Home Economics III p. 83 LO 2 ? ? Rojo, Cruz, and Duran Home Economics III pp. 86 -87 General Heat La Germania Instruction Manual p. 9 LO 3 ? ? Rojo, Cruz, and Duran Home Economics III pp. 84 -85 htpp: images. yahoo. com/search/images BREAD AND PASTRY PRODUCTION NC II K to 12 – Technology and Livelihood Education 32 32 LESSON 3 Maintain tools and equipment LEARNING OUTCOMES: At the end of this Lesson, you are expected to do the following: LO 1. check condition of tools

Tok on the Limits of Knowledge free essay sample

â€Å"the vocabulary we have does more than communicate our knowledge; it shapes what we can know’. Evaluate this claim with reference to different areas of knowledge. † At first glance this title seems to be ridiculous. Our vocabulary can have complete control over what we can know’. It seems unlikely that there is knowledge that cannot be obtained due to the limits of our vocabulary. However when you look at this in depth it seems to be true. What is vocabulary? Vocabulary are the words we use. Vocabulary has a connection to the word itself and what’s behind it. Say the word cow. The word â€Å"cow† is merely just a noise. But we automatically connect this word to the animal. Every word has this â€Å"magical touch† to it. Thinking about vocabulary this way we can begin to see that knowledge is shaped by vocabulary because the words we have have individual meanings behind them. We will write a custom essay sample on Tok on the Limits of Knowledge or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Without any vocabulary to represent unfound knowledge is there no way for it to be discovered? Different areas of knowledge argue against this idea. Human sciences allow us to perceive and have different observations of vocabulary. If vocabulary can hold different meanings and perceptions to different people and cultures this could potentially allow knowledge to break past the barrier of language. Language also holds its own set of rules. These rules (Context, comprehension, grammar ) can alter the meanings of words to once again allow for different meanings. Language seems to be solid and rule bound. But this is not the case, Language is creative and open-ended. One problem it is faced with is that what one person means when they say something may not be what another person understands when they hear it. This allows for millions of different interpretations. interpretation is very important to the understanding of knowledge. Knowledge runs hand in hand with language, If we fail to interpret On the basis, a general understood meaning allows us to maintain knowledge whereas these new meaning can help us discover knowledge. Language surrounds us wherever we go yet we fail to realize it, yet again it plays one of the biggest roles in human life. We use language in almost everything we do. Language is so important because it allows us to break out of our own self knowledge and enter into the minds and understandings of thers through communication. Communication is the foundation of knowledge. But communication has its flaws that allow knowledge to become hazy and hard to acquire. One example is what one person says might not be what another person understands. This is a huge barrier in communication, which correlates to a huge barrier in knowledge. Think of trying to learn something and h aving no background or understanding of the vocabulary used. You are not able to understand this knowledge because you don’t understand meaning. Meaning is the basis to understanding vocabulary. So to not understand meaning of vocabulary, we cannot learn knowledge. This is one way vocabulary begins to limit what we can know. You might think an easy solution to this problem would be to just consult a dictionary or ask for a further explanation of the unfamiliar vocabulary. Although this seems promising and easy, we do not always get the result we look for. Communication has its way of being interpreted. Different people and different cultures have their own understandings of words. Words have fuzzy undefined edges to them. Try explaining the word love. Without much thought you can understand that what it means to you could be completely different to someone else. Looking at vocabulary this way you can see that it creates a viscous cycle that cannot be conquered. Another problem similar to this one is that vocabulary has words that have something to show for them and some that don’t (denotation theory). An example I used earlier is cow, You can look at a cow. Words like these help communication which makes knowledge seem to have fewer limits, But its words like wisdom, pride, or freedom that bring up issues in understanding knowledge. Look at the word pride. You can look at examples of pride, but it does not represent one singular thing that is understood by everyone everywhere. Once again this creates the viscous cycle I mentioned earlier, Until we learn to have a fundamentally sound definition for these words like these will vocabulary no longer limit our knowledge. Now that we have looked at some problems of vocabulary itself we can begin to apply the problems found in communication that limit what we can know. The poet Robert frost observed that rarely do humans ever say exactly what they mean. What he means is that humans during communication will include five problematic meanings. These five are vagueness, Ambiguity, secondary meanings, metaphor, and irony. These five problematic are a huge limitation on communication, if they are not immediately picked up on during communication our knowledge is greatly impacted. First is vagueness. Consider the word tall. While taken out of context this word has infinite possibilities. Tall means completely different things while talking about how tall you are or talking about how big buildings are in major cities.