EAPP Quarter 1 – Module 8 Writing Concept Paper

1. English for Academic and
Professional Purposes
Quarter 1 – Module 8:
Concept Papers in Various Fields

2. English for Academic and Professional Purposes– Grade 11/12
Alternative Delivery Mode
Quarter 1 – Module 8: Writing Concept Paper
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3. English for Academic
and Professional
Purposes
Quarter 1 – Module 8:
Concept Papers in Various Fields

4. 1
Introductory Message
For the facilitator:
Welcome to the English for Academic and Professional Purposes– Grade 11
Alternative Delivery Mode (ADM) Module on Concept Papers in Various Fields!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.

5. 2
For the learner:
Welcome to the English for Academic and Professional Purposes– Grade 11
Alternative Delivery Mode (ADM) Module on Concept Papers on Various Fields!
The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

6. 3
Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Do not forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
References This is a list of all sources used in developing
this module.

7. 4
What I Need to Know
By the end of this module you should be able to:
1. explain and clarify concepts in fields such as: (a.) Art , (b.) Business, (c.) Law,
(d.) Philosophy, (e.) Politics, (f.) Religion, (g.) Science, (h.) Sports, (i.) TechVoc ,
Home Economics, Agri. Fishery, I.A, ICT – (CS_EN11/12A-EAPP-Ig-j-23)
What I Know
Let us find out how much you know about concept paper. Tell whether each
of the following statement is true or false.
1. Explication is a method of explanation in which sentences, verses, quotes, or
passages are taken from a literary or academic work and then interpreted
and explained in a detailed way.
2. Definition is a method of explanation in which the points are organized from
a general abstract idea to specific and concrete examples.
signal words: after all, as an example, considering the following, for example,
in other words, in particular, in short, namely, put another way, specifically,
stated differently, that is, to be specific, to clarify, to illustrate
3. It is NOT used to pique the interest of the potential funding agencies.
4. Clarification is done through a parenthetical or brief explanation.
5. A concept paper provides an overview of the project and helps funding
agencies eliminate proposals that are likely to be disapproved. Thus, it helps
save time and effort for both the proponents and the funding agencies.

8. 5
Lesson
8
Concept Papers in Various
Fields
What’s In
Match each word in Column A with its definition in Column B.
Column A
1. Analyze
2. Evaluate
3. Explain
4. Imagine
Column B
a. Break something down methodically into its parts.
b. Form a picture in one's mind; speculate or predict
c. Provide reasons for what happened or for one's
actions
d. Establish value, amount, importance, or
effectiveness
e. Make plans for something to happen
Notes to the Teacher
This module prepares the learners for them to be able to
write a Concept Paper within the standards of writing academic
papers.

9. 6
What’s New
A concept paper is a description of how the researcher plans to answer the
research question.
This includes:
a. a description of the data or evidence that the researcher plans to
gather or use;
b. a description of how the researcher will analyze these data, and
c. a demonstration of how these data and this analytic method will
answer the research question
You have studied in the previous modules what a concept paper is. You also
have written your own concept paper about a program or a topic that interested you.
But there is more you must learn about concept papers.
There are various kinds of concept paper depending on its purpose. It may
concern different fields such as art, business, law, philosophy, politics, religion,
science, sports, TechVoc (Home Economics, Agri. fishery, I.A., ICT). Let us uncover
each one.
Concept Paper in the Field of Business
When you need to explain an idea clearly and succinctly for a business,
product, design, or program – or for anything else that does not yet exist – then you
need a concept statement. A concept statement can range from one sentence to one
page in length, but no longer than that.
It must be strong enough to hold its audience's attention – while explaining
what your idea is, why it's important, who its customers will be – and how they'll
benefit from it, all without sounding too much like a sales pitch.
Keep it brief. In many instances, a concept statement of one sentence is
probably a bit too short, but in most instances, a full page is likely too long. After
What is It

10. 7
all, you are writing a statement, not an essay. A good goal is to try to make each
point in one or two sentences - at most.
Your concept statement should make four points:
a. What the is its idea?
b. Why the idea is important?
c. Who its customers are?
d. How customers will benefit from it?
Concept Statement Example. Here is an example of a product concept
statement for a company that is introducing a new in-cup tea brewing system.
Many people enjoy drinking tea but are concerned about the environmental
impact of discarding teabags, some of which are made from bleached paper or
contain non-biodegradable materials. In addition, a more sophisticated generation
of tea lovers is attracted to loose-leaf tea, which is often considered to be of higher
quality than the leaves used in bags.
The trouble is that preparing loose-leaf tea is often time consuming and
requires special equipment. Traditionally, strainers containing tea leaves have
been placed over cups with hot water being poured over the leaves. During
infusion, the strainer is kept in the cup, which must then be removed from the
cup, and hot tea often drips on the surface of the drinker's table or desk. After the
consumer drinks the tea, the tea drinker often discovers that she needs to wash
the cup, the strainer, and the surface upon which she has been enjoying her
beverage.
The Tea-in-One solution combines a tea mug and strainer into one product.
The mug is ceramic, while the strainer is made from silicone, so that the product
is dishwasher and microwave safe. The mug has a lid that can be removed and
turned into a resting spot for a strainer. The lid is concave, providing ample space
for collecting liquid. To keep the tea hot, the mug is double walled, providing
insulation that allows the drinker to enjoy his tea at a leisurely pace.
The Tea-in-One comes in a range of 12 colors and patterns, and is marketed
toward adults, primarily toward women, who enjoy drinking tea at home or at
work.

11. 8
Concept Paper in the Field of Law
Concept paper on the Global Initiative to Fight Human Tracking
While slavery and the slave trade were abolished centuries ago by the French
revolution, the British Parliament and the 13th amendment to the American
Constitution, human trafficking and modern forms of human exploitation are not
part of history. They are a booming international trade, making huge profits at the
expense of exploited victims.
Just as in the past, we have the moral duty and the legal obligation to prevent
and suppress these practices. the United Nations Office on Drugs and Crime
(UNODC), in collaboration with other key United Nations partners and with the initial
generous support of the United Arab Emirates, has therefore launched a global
initiative to fight human trafficking. Promoted by the United Nations through events
and projects around the world, this framework for action is designed to stamp out a
crime that has no place in the modern world. It is a global movement designed to
motivate governments, inspire international institutions, empower civil society,
strengthen corporate responsibility, build regional alliances, galvanize international
media support, and mobilize resources.
Concept Paper in the Field of Philosophy
What is Beauty?
What is Beauty research papers examine the definition of beauty and the
philosophic topic of beauty.
Philosophy research papers often ask questions that have no definitive
answer. "What is Beauty?" is an ambiguous question that the philosophy writers at
Paper Masters can help explicate for you on any one concept or on the overall notion
of beauty.
What is beauty research papers explain that beauty is the quality of
something. Beauty is usually related to works of art, but it is a quality also attributed
to diverse things such as the following:
 Beauty in people or individuals
 Beautiful types of days
 Beauty in certain behavior
 Beautiful styles of clothing
 And virtually and other aspect of ordinary life
In the past few decades where there is no agreed-upon definition of art and
whether something which is called a work of art actually qualifies as such, there is
correspondingly much debate among artists, critics, and academics as to what
beauty is. Despite the debates, it can be said that beauty is a quality of something

12. 9
that influences one. While critics, etc. may disagree on whether what one is reacting
to is beauty, one nonetheless is reacting to some quality of the subject, whether it be
a work of art, a type of day, or another person.
Traditionally, beauty was a quality that aroused in a viewer what artists, art
critics, and art historians referred to as the higher feelings. There was general
agreement in society as well as to what the higher feelings were.
They were feelings which seemed to arouse in an individual a sense that there
was more to reality and his life than what could be found in his daily surroundings
and normal feelings and concerns. This special sense formed by beauty was related
to religion; which art originated from.
As modern society has become more secular, the traditional definition of
beauty associated with ancient religious feelings has been lost. Thus, in modern
society, the matter of beauty has become mostly a technical matter. Rather than
arouse certain feelings, beauty is seen mostly in terms of formal qualities such as a
certain integrity of the subject, a combination of colors, and a type of composition or
harmony. Artists and critics mostly explain the style, materials, etc. of a work of art
and why it affects a viewer as it does rather than judge a work according to whether
it embodies the quality of beauty.
Concept Paper in the Field of Politics
Concept Paper for the Inception Workshop on “The Changing Character of
Conflict Platform: Understanding, Tracing and Forecasting Change across Time,
Space and Cultures” held on 26 May 2017 at the Department of Politics and
International Relations, University of Oxford Dr Annette Idler, University of Oxford
Background: a Transformative Approach This paper fleshes out the ideas that
lie at the core of the project “The Changing Character of Conflict Platform:
Understanding, Tracing and Forecasting Change across Time, Space and Cultures”,
funded by the UK Research Council’s Partnership for Conflict, Crime and Security
Research. 1 These ideas are informed by the project’s overarching aim: to reduce the
threats to human security that arise from armed conflict. In particular, the paper
discusses the objectives set to work towards this aim and the questions that need to
be tackled to achieve them.
The first objective is to transform knowledge on conflict into a more
comprehensive understanding of its changing character by accounting for change
across time, space, and cultures.
The second objective is to use this distinctive knowledge to grasp the
dynamism and non-linear nature of change in armed conflict. Achieving these
objectives cannot occur from one single mind-set or perspective. It requires a
collective effort that brings together varying disciplinary, methodological, and
epistemological approaches, all united in the aspiration of transformative, or
emancipatory, scholarship - of contributing towards a more secure world.

13. 10
The purpose of this paper is therefore not to provide an exhaustive account of
the debates and works that shape a comprehensive understanding of change in
conflict. Nor is it to come up with an overriding argument of what a resulting
“platform” of knowledge ought to comprise. Rather, this paper constitutes a starting
point to establish a common language for a conceptual framework through which we
can construct such a comprehensive understanding. It should stir reflections and
generate further questions to stimulate debate.
The aim of contributing towards the reduction of threats to human security is
in line with the initial normative horizon of conflict and peace studies: how to manage
conflict peacefully. However, it makes our research susceptible to local perceptions
of conflict. Despite the controversies surrounding the concept, drawing on “human
security” in its narrow sense (in which it focuses on reducing people’s exposure to
violence or to threats thereof) as overarching principle has benefits when analyzing
the changing character of violent conflict: contrary to terms such as “conflict
prevention” or “war termination”, it allows us to be relatively free from pre-shaped
ideas or definitions of conflict or war that are grounded in differing social ontologies.
War, peace, and conflict can mean different things to different people,
depending on categories, experiences, and perceptions. Some scholars have pointed
to the fact that wars supposedly are no longer declared. Also, especially in moments
of transitions, the distinction between experiencing war and experiencing peace is
seldom clear-cut. (Mac Ginty, Muldoon, and Ferguson 2007; Keen 2000).
1. This paper benefits from insightful conversations with Robert Johnson, Keith
Krause and Peter Wilson.
Concept Paper in the Field of Arts
Paleolithic Art
(1) From the moment in 1879 that cave paintings were discovered at Altamira,
scholars have wondered why the hunter-artists of the Old Stone Age decided to cover
the walls of dark caverns with animal images. Various answers have been given,
including that they were mere decoration, but this theory cannot explain the narrow
range of subjects of the inaccessibility of many of the paintings. In fact, the
remoteness and difficulty of access of many of the cave paintings and the fact they
appear to have been used for centuries are precisely what have led many scholars
to suggest that the prehistoric hunters attributed magical properties to the images
they painted. According to this argument, by confining animals to the surfaces of
their cave walls, the artists believed they were bringing the beasts under their
control. Some have even hypothesized that rituals or dances were performed in front
of the images, and that these rites served to improve the hunters’ luck. Still others
have stated that the painted animals may have served as teaching tools to instruct
new hunters about the character of the various species they would encounter or
even to serve as targets for spears.

14. 11
(2) In contrast, some scholars have argued that the magical purpose of the
paintings and reliefs was not to facilitate the destruction of bison and other species.
Instead, they believe prehistoric painters created animal images to assure the
survival of the herds Paleolithic peoples depended on for their food supply and for
their clothing. A central problem for both the hunting-magic and food-creation
theories is that the animals that seem to have been diet staples of Old Stone Age
peoples are not those most frequently portrayed.
(3) Other scholars have sought to reconstruct an elaborate mythology based
on the cave paintings, suggesting that Paleolithic humans believed they had animal
ancestors. Still others have equated certain species with men and others with
women and found sexual symbolism in the abstract signs that sometimes
accompany the images. Almost all these theories have been discredited over time,
and art historians must admit that no one knows the intent of these paintings. In
fact, a single explanation for all Paleolithic murals, even paintings similar in subject,
style, and composition (how the motifs are arranged on the surface), is unlikely to
apply universally. The works remain an enigma – and always will – because before
the invention of writing, no contemporaneous explanations could be recorded.
(4) That the paintings did have meaning to the Paleolithic peoples who made
and observed them cannot, however, be doubted. In fact, signs consisting of checks,
dots, squares, or other arrangements of lines often accompany the pictures of
animals.
(5) Representations of human hands are also common. At PechMerle in
France, painted hands accompany representations of spotted horses. These and
many painted hands at other sites are “negative,” that is, the painter placed one
hand against the wall and then brushed or blew or spat pigment around it.
Occasionally, the painter dipped a hand in the pigment and then pressed it against
the wall, leaving a “positive” imprint. These handprints, too, must have had a
purpose. Some researchers have considered them “signatures” of cult or community
members or, less likely, of individual artists. But like everything else in Paleolithic
art, their meaning is unknown.
(6) The mural (wall) paintings at Pech-Merle also allow some insight into the
reason certain subjects may have been chosen for a specific location. One of the
horses may have been inspired by the rock formation in the wall surface resembling
a horse’s head and neck. Old Stone Age painters and sculptors frequently and
skillfully used the caves’ naturally irregular surfaces to help give the illusion of real
presence to their forms. Altamira bison, for example, were painted over bulging rock
surfaces. In fact, prehistorians have observed that bison and cattle appear almost
exclusively on convex surfaces, whereas nearly all horses and hands are painted on
concave surfaces. What this signifies has yet to be determined.

15. 12
Concept Paper in the Field of Religion
The need to affirm Buddhist values regarding religious pluralism.
The aim of this project is to look in depth at relations between religious
majorities and minorities in the three Buddhist majority states of Myanmar,
Thailand and Sri Lanka, in addition to the Muslim majority state of Bangladesh,
where Buddhists constitute a small minority.
We have started this project because we realize that although Buddhism has
largely been perceived as a peaceful religion that values reason, non-violence and
tolerance, the situation in Buddhist societies calls for a more nuanced
understanding of Buddhism in relation to conflict and inter-religious relations. For
example, reports by United Nation bodies and others have challenged the picture of
Buddhism coexisting harmoniously with other religions.
Against this background there seems to be a need to articulate more clearly
the Buddhist values regarding relations between different religions. Our aim is to
foster peace and tolerance between different religious communities.
This project brings together Buddhist scholars – laypeople and monks alike –
in a series of workshops and meetings where interreligious relations and religious
minority rights are discussed. We believe that raising these sensitive issues in an
atmosphere of mutual understanding between fellow Buddhists creates for a unique
environment of trust.
Also, we aim at strengthening Buddhist engagement with bodies such as the
United Nations and organizations representing other religions helping to dispel
misunderstandings about Buddhism and also to be useful to Buddhists in judging
own practices in the light of Dhamma and the standards of the United Nations.
This workshop focuses on fundamental topics such as the concepts of the
Dhamma compared with those of the Human Rights of the United Nations.
Moreover, it raises discussion on the standards of Buddhism concerning
contentious issues such as conversion, proselytism, interreligious marriages,
religion in education and freedom of expression. We do not aim at arriving at
consensus concerning these issues but wish to foster reflection and clarification
regarding Buddhist positions regarding pluralism and tolerance.

16. 13
Concept Paper in the Field of Science
Impact of Modern Technology in Education
Technology is a gift of God. After the gift of life, it is perhaps the greatest of God's
gifts. It is the mother of civilizations, of arts and of sciences. Technology has certainly
changed the way we live. It has impacted different facets of life and redefined living.
Undoubtedly, technology plays an important role in every sphere of life. Several
manual tasks can be automated, thanks to technology. Also, many complex and
critical processes can be carried out with ease and greater efficiency with the help of
modern technology. Thanks to the application of technology, living has changed, and
it has changed for better. Technology has revolutionized the field of education. The
importance of technology in schools cannot be ignored. In fact, with the onset of
computers in education, it has become easier for teachers to impart knowledge and
for students to acquire it. The use of technology has made the process of teaching
and learning even more enjoyable.
Concept Paper in the Field of Sports
Games Literacy
The following is an excerpt from Mandigo and Holt’s (2004) article on Games
Literacy:
Building upon this holistic definition of physical literacy, Mandigo and Holt
(2004) introduced the notion of games literacy to indicate the qualities and skills
that students will acquire from experiencing high quality instruction when
participating in games. They proposed that the aim of teaching games is to produce
players who are games literate. Students are games literate if they (a) have
knowledge and understanding that enables them to anticipate patterns of play, (b)
possess technical and tactical skills to deploy appropriate and imaginative
responses, and (c) are able experience positive motivational states while helping to
facilitate motivation among others involved in the game. Rather than being literate
in a single game, children with games literacy will be able to engage with poise,
confidence, and enthusiasm in a wide range of games. Knowledge and
Understanding The primary rules associated with various games shape patterns of
play. A child with games literacy knows the primary rules and understands how
these rules create structural and tactical similarities (and differences) between
games. This notion is closely connected to a thematic approach to teaching
knowledge and rules common across games (Mandigo & Anderson, 2003; Mitchell,
Oslin, & Griffin, 2003). Rather than teach the rules, skills, and tactics of one sport,
the thematic approach advocates teaching students games through the use of four
game categories: (a) target games, (b) striking/fielding, (c) net/wall, and (d) invasion
games. Based upon a common structure (i.e., primary rules, fundamental skills,
and tactical problems), teachers can collapse similar content areas into themes that
represent common game components (Mitchell et al., 2003). There are certain
tactical similarities between games with similar primary rules. For example, the

17. 14
tactical problem of covering space is similar for all fielders in striking/fielding
games. In cricket, the fielders must position themselves to cover space in an oval
while in baseball the fielders must position themselves to cover space inside a
diamond. For invasion games, the tactic of creating space is very similar in soccer
and field hockey because many of the primary rules of the game shape similar
principles of play (e.g., both games are 11 v 11, the primary objective is to put the
ball in the goal, teams defend a forced-target goal). The learner who is games literate
will be able to understand and apply knowledge across games within each of the
thematic categories, understanding that certain tactical concepts transfer from
game to game. The intended result is that students will develop games literacy
across several sports. We suggest that if children can learn the primary rules and
tactics across games categories, they will be in a better position to anticipate the
development of patterns of play. That is, following Whitehead (2001) and Maude’s
(2001) general conceptualization of physical literacy, children with games literacy
will be able to “read the game” and anticipate the plays as they develop.
Furthermore, they will be able read and understand a wide range of games rather
than simply a single game. 9 Technical and Tactical Skills The second aspect of
games literacy relates to a child possessing the necessary skills required to
effectively respond to a wide range of conditions that may occur during games. We
use the term skills to include both technical skills (such as passing, shooting,
dribbling, etc.), and tactical skills (such as off-the-ball movement, decision-making,
defensive marking, etc.). A literate games player can perform a broad range of these
skills, knowing both how to do a skill as well as when to do it (Bunker & Thorpe,
1982). For example, in badminton a student may know how to play a drop shot, but
it is also important that she knows when it is executed during the game (i.e., when
the opponent is at the back of the court or on the back foot). In this case, games
literacy incorporates both the technical and tactical understanding that is required
to successfully respond to patterns of play that occur during a game. Positive
Motivational Experiences for Self and Other Opportunities to experience positive
affective states of fun and enjoyment are fundamental reasons why children
participate in games (Weiss & Ferrer-Caja, 2002). Facilitating positive motivational
experiences for one’s self and for others is therefore another important characteristic
in the development of a literate games’ player. Game environments that motivate
students intrinsically help in the development of positive motivational experiences
for children and adolescents. Although being intrinsically motivated on a personal
level is an important part in the development of games literacy, students need to
also be aware of how to help facilitate positive experiences for others. Games literacy
within the affective domain should not be gained at the expense of others. Much like
the other two domains where students develop the ability to “read the game” by
understanding it (i.e., cognitive domain) and reacting to it competently through the
execution of appropriate skills and tactical solutions (i.e., the behavioral domain),
students should be able to read how other students are experiencing the game from
a motivational perspective. Constructivist approaches to teaching games is one way
in which students acquire the skills to help others achieve positive motivational
experiences. This approach to teaching games encourages teachers to: (a) be
respectful of individual differences; (b) encourage the development of problem-
solving and decision-making skills; (c) encourage students to construct their own

18. 15
meaning from their PE experiences; and (d) encourage a positive social network in
the development of students (Allison & Barrett, 2001). Using a constructivist
framework to develop games literacy, a teacher could ask small groups of students
to think of ways they can create space in an invasion game. Given there are a
number of potential solutions to this tactical problem (e.g., short passes, shielding
the object, provide support off the ball), students are also encouraged to use a
democratic process where every voice in the group is heard and respected.
Throughout the process, students also need to develop solutions within the rules
and etiquette of the game. As a result, students are developing important moral and
ethical skills about how to relate to others while at the same time helping to increase
other students’ sense of autonomy and competence in game environments. Literate
game players, therefore, can read the game through their own eyes and through
their peers’ eyes so that everyone has an opportunity to have a positive and
motivating games experience. Mandigo, J. L., & Holt, N. L. (2004). Reading the game.
Introducing the notion of games literacy. Physical and Health Education Journal,
70(3), 4-10.

19. 16
What’s More
In a nutshell, Technical-Vocational (Tech-Voc) courses are part of the non-
formal education in the Philippines. Under the Republic Act 7796, the Technical
Education and Skills Development Authority (TESDA) is mandated to provide
technical education and skills development programs for the Filipino learners. The
tech-voc programs allow out-of-school-youth and other interested students to learn
practical skills that will prepare them for employment.
It is therefore important for you to familiarize yourself with different techvoc
concept papers.
Home Economics
Why Sinigang?
By: Doreen G. Fernandez
The story Why Sinigang is all about the taste shaped of people. Why do we like
the lightly boiled, the slightly soured, the dish that includes fish, a shrimp or meat
even vegetables and broth?
The Filipino like the lightly boiled, slightly soured, the dish that includes fish
or meat, vegetables, and broth, no other than Sinigang. Sinigang is all adaptable to
all tastes if you do not want shrimp then pork or fish and you can also save money
in its recipe.
But why we like Sinigang at all? It is because we can save money from the
ingredients? or? because the taste shaped of people? So how does a people taste
shaped?
For my own answer, the taste shaped of a people cannot be identified because
we have different tastes. For example, I like sweet foods while my friend Princess
like salty foods.
I learned that people taste shaped cannot be identified because we have different
shape in tasting foods. I also learned that Sinigang is the dish that most
representative of Filipino taste.

20. 17
Agri-fishery
Fish: An Issue for Everyone
A Concept Paper for Fish for All
When you think of ‘fish,’ perhaps you also think of rivers, reefs, and
restaurants…but do you think of war, HIV-AIDS, or climate change? Do you think
of high infant mortality rates or the loss of traditional cultures? In one way or
another, the subject of 'fish' has an impact on every person in every society, if only
because we are global citizens surrounded by the fishes’ habitat: that most vital of
all life giving substances—water.
In less than 50 years, the world’s average per capita consumption of fish has
almost doubled, while those who catch, grow, process, trade and consume fish have
changed almost beyond recognition. As overall demand for an adequate supply of
fish continues to increase, we are forced to face the fact that this level of demand
may not be met. Trying to meet it may cause long-term, irreversible damage to the
environment and limit the future options of many people. The problems are
multiplying, and the time has come for an informed, inclusive, public dialog.
Such a dialog should shape a vision for the future in which aquatic life has a
positive impact on food security and nutrition, providing people with better
livelihoods. To this end, it should establish sustainable environmental practices
along the world’s rivers and coastlines, and in its lakes, seas, and oceans.
The opportunity for such international dialog and action is presented by the
Fish for All Initiative. The dialog must take place on a global scale. It cannot be the
work of one organization or one nation. Fish for All is, ultimately, an independent
voice for the world. Communicating the specific realities of fish and fish supplies on
our planet are matters of critical importance.
Therefore, the ultimate goal of Fish for All is to establish fish-related matters
as a significant issue on world economic and environmental agendas. But, for this
to occur, leaders must understand the realities and complexities of the subject of
fish in the modern, global context. Those with influence must also recognize the
need for positive developments, which must suggest the multiple and meaningful
next steps that should be taken to ensure a positive impact
on those people whose futures depend on fish.

21. 18
What I Have Learned
There are various kinds of concept paper depending on its purpose. It may
concern different fields such as art, business, law, philosophy, politics, religion,
science, sports, TechVoc (Home Economics, Agri. fishery, I.A., ICT).
What I Can Do
Choose one of these topics, write a thesis sentence for it, then provide at least
three specific details to support your main point/thesis.
Example:
Topic: Why Metro Deals /Ensogo/ Groupon Discount Sales / CPA promos succeed
Thesis: Filipinos love CPA promos.
Support:
1. Because the CPA “piso” fare affords almost 90% airfare discount for local
and international destinations, many Filipinos take advantage of the opportunity
to travel to places they may have wanted to see but never could afford.
2. As CPA provides a year or several months of travel period, many Filipinos
can map out what holidays/dates are most appropriate to book their schedules.
3. Since CPA has widened its local and international destinations, Filipinos
have wider choices of vacation or pleasure trips.
4. Because CPA has upgraded its services and time schedules, Filipino
travelers are generally satisfied with the improved services and wider choices of
flight schedules.

22. 19
Topics:
1. Art and Design- Why do car manufacturers change body styles every year?
2. Tech-Voc - What effects do advertising gimmicks have on buying unnecessary
home products?
3. IA and IT - Why I won’t trade my ----- (Apple Ipad Pro/ my Samsung Galaxy S6
Edge+/ IPhone 6S+/ Yoga Tab 3 Pro/Lily Camera)
4. Academic - What do you think of garage sales? of “ukay-ukay” bargains?
5. Academic - How does advertising support a materialistic society?
6. Sports - Life without disposable products
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23. 20
Read the essay below then do the tasks that follow.
Things: The Throw-Away Society
By Alvin Toffler
(1) “Barbie,” a twelve-inch plastic teen-ager, is the best-known and best-selling
doll in history. Since its introduction in 1959, the Barbie doll population of the world
has grown to, 12,000,000 – more than the human population of Los Angeles or Paris.
Little girls adore Barbie because she is highly realistic and eminently dress-upable.
Mattel, Inc., makers of Barbie, also sells a complete wardrobe of her, including
clothes for ordinary daytime wear, clothes for formal party wear, clothes for
swimming and skiing.
(2) Recently Mattel announced a new and improved Barbie doll. The new version
has slimmer figure, “real” eyelashes, and a twist-and-turn waist that makes her more
humanoid than ever. Moreover, Mattel announced that, for the first time, any young
lady wishing to purchase a new Barbie would receive a trade-in allowance for her old
one.
(3) What Mattel did not announce was that by trading in for her old doll for a
technologically improved model, the little girl of today, citizens of tomorrow’s super-
industrial world, would learn a fundamental lesson about the new society: that man’s
relationships with things are increasingly temporary.
(4) The ocean of manmade physical objects that surrounds us is set within a
larger ocean of natural objects. But increasingly, it is the technologically produced
environment that matters for the individual. The texture of plastic or concrete, the
iridescent glisten of an automobile under a streetlight, the staggering vision of a
cityscape seen from a window of a jet – these are the intimate realities of his
existence. Man-made things enter the color of his consciousness. The number is
expanding with explosive force, both absolutely and relative to the natural
environment. This will be even more true in super-industrial society than it is today.
(5) Anti-materialists tend to deride to the importance of “things.” Yet things
are highly significant, not merely because of their functional utility, but also because
of their psychological impact. We develop relationships with things. Things affect our
sense of continuity or discontinuity. They play a role in the structure of situations
and the fore shortening of our relationships with things accelerates the pace of life.
(6) Moreover, our attitudes towards things reflect basic value judgments.
Nothing could be more dramatic than the difference between the new breed of little
Assessment

24. 21
girls who cheerfully turn in their Barbies for new and improved model and those who,
like their mothers and grandmothers before them, clutch lingeringly and lovingly to
the same doll until it disintegrates from sheer age. In this difference lies the contrast
between past and future, between societies based on permanence, and the new, fast-
forming society based on transience.
(7) The man-thing relationships are growing more and more temporary many
be illustrated by examining the culture surrounding the little girl who trades in her
doll. This child soon learns that Barbie dolls are by no means the only physical object
that passes into and out of her young life at a rapid clip. Diapers, bibs, paper
napkins, Kleenex, towels, non-returnable soda bottles – all are used up quickly in
her home and ruthlessly eliminated. Corn muffins come in baking tins that are
thrown away after one use. Spinach is encased in plastic sacks that can be dropped
into a pan of boiling water for heating, and then thrown away. TV dinners are cooked
and often served on throw-away trays. Her home is a large processing machine
through which objects flow, entering and leaving, at a faster and faster rate of speed.
From birth on, she is inextricably embedded in a throw-away culture.
(8) The idea of using a product, once or for a brief period and then replacing
it, runs counter to the grain of societies or individuals steeped in a heritage of
poverty. Not long ago, Uriel Rone, a market researcher for the French advertising
agency, Publicis, told me: “The French housewife is not used to disposable products.
She likes to keep things, even old things, rather than throw them away. We
represented one company that wanted to introduce a kind of plastic throw-away
curtain. We did a marketing study for them and found the resistance too strong.”
This resistance, however, is dying all over the developed world.
(9) Thus, a writer, Edward Maze, has pointed out many Americans visiting
Sweden in the early 1950’s were astounded by its cleanliness. “We were almost awed
by the fact that there were no beer and soft drink bottles by the roadsides, as, much
to our shame, there were in America. But by the 1960’s, lo and behold, bottles were
suddenly blooming along Swedish highways ... What happened? Sweden had become
a buy, use, and throwaway society, following the American pattern.” In Japan today
throw-away tissues are so universal that cloth handkerchiefs are regarded as old
fashioned, not to say unsanitary. In England for sixpence, one may buy a
“Dentamatic throw-away toothbrush” which comes already coated with toothpaste
for its one-time use. And even in France, disposable cigarette lighters are
commonplace. From cardboard milk containers to the rockets that power space
vehicles, products created for short-term or one-time use are becoming more
numerous and crucial to our way of life.
(10) The recent introduction of paper and quasi-paper clothing carries the
trend toward disposability a step further. Fashionable boutiques and working-class
clothing stores have sprouted whole departments devoted to gaily colored and
imaginatively designed paper apparel. Fashion magazines display breathtakingly
sumptuous gowns, coats, pajamas, even wedding dresses made of paper. The bride

25. 22
pictured in one of these wears a long white train of lacelike paper that, the caption
writer notes, will make “great kitchen curtains” after the ceremony.
(11) Paper clothes are particularly suitable for children. Writes one fashion
expert: “Little girls will soon be able to spill ice cream, draw pictures and make
callouts on their clothes while their mother smiles benignly at their creativity.” And
for adults who want to express their own creativity, there is even a “paint-yourself-
dress” complete with brushes Price: $2.00
(12) Price, of course, is a critical factor behind the paper explosion. Thus, a
department store features simple A-line dresses made of what it calls “devil-may-care
cellulose fiber and nylon.” At $1.29 each, it is almost cheaper for the consumer to
buy and discard a new one than to send an ordinary dress to the cleaners. Soon it
will be. But more than the economics is involved, for the extension of the throw-away
culture has important psychological consequences.
(13) We develop a throw-away mentality to match our- throw-away products.
This mentality produces, among other things, a set of radically altered values with
respect to property. But the spread of disposability through the society also implies
decreased durations in man-thing relationships. Instead of being linked with a single
object over a relatively long span of time, we are linked for brief periods with the
succession of objects that supplant it.

26. 23
React to the essay by answering these questions:
Reminder: A thesis sentence is the statement of the main idea of a text.
1. What is the thesis of the essay?
2. Do you agree or disagree with this thesis? Why?
3. How does Toffler’s use of the Barbie doll aid in developing his main point?
4. Rereading Par. 4, “What human-made things enter into and color” your life?
(What values toward material objects have become a part of your life?)
5. What does Toffler mean by “Our attitudes toward things reflect basic value
judgments (Par. 6)?
6. Do you think that Toffler opposes the use of disposable products (such as
Kleenex, paper towels, toothbrushes, lighters, etc.)? Explain.
7. Do you consider yourself a part of the “throw away” society? Why?
8. Which is the best course of action to address the growing tendency to
discard/throw away possessions?
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27. 24
Additional Activities
List at least three examples/ illustrations that reflect that your home is
“inextricably embedded in a throw-away culture.” (Par. 7)

28. 25
Answer Key
What
I
Have
Learned:
1.
We
are
increasingly
becoming
a
“throw-away
society.”/
“We
develop
a
throw-away
mentality
to
match
our
throw-away
products.”
2.
Yes,
everyday
we
use
disposable
objects.
3.
It
shows
how
objects
before,
like
the
old
Barbie
doll,
are
being
traded
or
replaced
by
newer
and
technologically
improved
ones.
These
new
material
objects
have
short,
temporary
relations
with
people,
unlike
the
older
generations’
possessions
with
which
they
have
longer
relations,
like
the
old
dolls
which
our
grandmothers
clung
to
until
they
disintegrated
from
sheer
age.”
4.
Each
day
we
use
disposable
paper
products
(like
napkins,
tissue
paper),
box
containers,
plastic
bottles,
plastic
bags,
etc.
which
are
so
handy,
so
accessible,
so
replaceable
that
we
do
not
need
to
wash
or
clean
them.
5.
If
we
love
to
acquire
and
use
these
disposables,
these
less
durable,
these
short-lived
objects
for
our
everyday
use,
then
we
have
foregrounded
consumerist
and
materialist
values.
Also,
since
almost
everybody
is
using
these
disposables,
we
have
also
been
swayed
by
the
fad
or
generation’s
practices.
6.
Yes,
for
these
have
become
more
numerous
and
crucial
to
our
way
of
life.
These
“creations”
have
dictated
our
ways
of
life
and
changed
our
values.
7.
Yes,
we
have
been
born
into
a
world
that
uses
disposables
each
day.
In
effect,
we
have
gone
with
the
flow.
For
instance,
instead
of
using
handkerchiefs
that
must
be
washed
after
each
use,
a
small
box
of
tissue
paper
would
be
very
handy.
8.
Perhaps
the
three
R’s
–
reduce,
reuse,
and
recycle,
if
we
can.
9.
Assessment:
1.
A
2.
C
3.
E
4.
C
5.
C
What
I
Know:
1.
True
2.
False
3.
False
4.
False
5.
true
What’s
In:
1.
a
2.
d
3.
c
4.
b

29. 26
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32. For inquiries or feedback, please write or call:
Department of Education – Region III,
Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)
Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
Email Address: bataan@deped.gov.ph