The Importance of Foreign Policy Why You Should Care

At its best, the United States can bring hope and light to the neediest people in the world. Over the years, Americans have performed this work all over the world. At its worst, this country can bring pain and unleash the fury of those who conclude that it is part of the same tyranny that has suppressed them. Too often, people in other countries hear about American values and then see American actions that seemingly contradict those values. People who should be Americas natural allies turn away with disillusionment and disappointment. Yet American leadership, when marked by pulling together those who share a common interest in the common good, can be a vital force in the world. There are, however, those who believe building an unchallenged American global supremacy represents the only acceptable form of security. History demonstrates that this path leads to bankruptcy and inevitable retribution. It is why it is every citizens duty to take an interest in the U.S. government’s foreign policy and determine whether it is serving their needs.   Studying Policy to Uncover the Middle Path There is a middle path. It is not mysterious, and it does not require deep research by think tanks and gurus. In fact, most Americans already grasp it. In fact, many mistakenly believe this middle path is already the foreign policy of the United States. This explains why they are shaken (or in denial) when they see overt evidence of an America abroad they do not recognize. Most Americans believe in American values: democracy, justice, fair play, hard work, a helping hand when needed, privacy, creating opportunities for personal success, respect for others unless they prove they dont deserve it, and cooperation with others who are working toward the same goals. These values work in our homes and neighborhoods. They work in our communities and in our national lives. They also work in the wider world. The middle path for foreign policy involves working with our allies, rewarding those who share our values, and joining arms against tyranny and hatred. It is slow, hard work. It has much more in common with the tortoise than the hare. Teddy Roosevelt said we need to walk softly and carry a big stick. He understood that walking softly was a sign of both caring and confidence. Having the big stick meant we had a great deal of time to work out a problem. Resorting to the stick meant that other means had failed. Resorting to the stick does not require shame, but it does call for sober and serious reflection. Resorting to the stick was (and is) nothing to be proud of. Taking the middle path means holding ourselves to high standards. Americans never quite grasped what happened with those pictures from the Abu Ghraib prison in Iraq. The rest of the world never saw how sickened average Americans were by those images. The rest of the world expected to hear America say out loud what most Americans were thinking: What happened in that prison, whether it was two Americans or 20 or 200 who were responsible, was awful; it is not what this country stands for, and we are all ashamed to know that this was done in the name of America. Instead, all the world saw were American leaders trying to downplay the significance of the pictures and pass the buck. An opportunity to show the world what America really stands for slipped away. Not About Control Demanding American control over the world is out of step with our values. It creates more enemies, and it encourages those enemies to band together against us. It makes the United States the target for every grievance in the world. Likewise, withdrawing from the world leaves too many open options for those opposed to our values. We seek to be neither an 800-pound gorilla in the world nor to withdraw into our cocoon. Neither of those paths will make us more secure. But the middle path for foreign policy—working with our allies, rewarding those who share our values, and joining arms against tyranny and hatred—holds the potential to spread prosperity around the world, a prosperity that will bounce back on us as well. What Average Americans Can Do As American citizens or  voters, it is our job to hold American leaders to this middle path in the world. This will not be easy. Sometimes quick action to protect business interests will need to take a backseat to other values. Sometimes we will have to sever relationships with old allies that dont share our interests. When we dont live up to our own values, we will need to point it out fast before others even have the chance. It will require that we stay informed. Americans have mostly built lives where we dont have to be bothered by events outside our own little worlds. But being good citizens, holding leaders accountable, and voting for the right people require a little bit of attention. Not everyone has to subscribe to Foreign Affairs  and start reading newspapers from around the world. But a small awareness of events overseas, beyond the disaster reports on television news, would help. Most importantly, when American leaders start talking about some foreign enemy, our ears should perk up. We should listen to the charges, seek out other views, and weigh the proposed actions against what we know are the true American values. Providing that information and weighing U.S. actions against U.S. interests in the world are the goals of this site.

Speech On Alzheimer s Disease Essay - 726 Words

Intro: Hello my name is Nick and I am giving my speech on Alzheimer’s Disease. I was thinking of what I could do for a speech. Then I thought I wanted to inform people on something that little know about. Then it hit me. Alzheimer’s Disease it has affected my life so much and I know so much about it. So I am going to tell you how it has affected my life in more ways than one. Before I start I want you to imagine something. Look around you know everyone right? All these faces you see practically see everyday take all that you know about them and forget it. Can you do it? I can’t. So try to imagine now that it could happen to you years down the road and the disease gets so bad you cant remember your kids, your mother, or even your family. You probably are thinking right now, it will not happen to me. Well that is what my grandfather said about 6 years ago and now he cant even remember my name. Body: 7 years ago my grandfather was diagnosed with this disease. Back then he didn’t believe it but these days he can’t remember what he did 10 minutes ago. It all started when he would constantly forget were he would park his car or were he left his keys. At that point you don’t really think that is Alzheimer’s Disease at work. That is what the Doctors call Questionable 0.5. From there it only got worse. He would leave stuff on the stove and just flat out forget that he was cooking anything at all. He would often forget were his own kids lived. It got so bad thatShow MoreRelatedSymptoms, Diagnosis, Treatment And Social / Economic Importance Of Alzheimer s Disease1380 Words   |  6 PagesAlzheimer’s disease A disease is a medical condition that affects a living organism either physically, mentally or emotionally. It is basically a condition involving a pathological process along with a set of various symptoms; some easily noticeable whereas others quite difficult to detect, making their treatment process slower. (Healio.com, 2012) Nevertheless, the social and economic impacts followed by the diagnosis of the disease are generally quite drastic. Among the various types of diseases, certainRead MoreThe Common Types Of Dementia1013 Words   |  5 PagesIt’s a progressive disease which means it gets worse over time. If diagnosed early on, the quality of life for people with dementia as well as their family members can be significantly improved. There are many different types of dementias although some are far more reciprocal than others. One of the most common types of dementia is Alzheimer’s disease. Other few types of dementias are â€Å"Vascular dementia, Mixed dementia, Parkinson s disease and Frontotemporal dementia (Krishnan, D. S)†. All of the variousRead MoreAlzheimer s And Alzheimer Dementia991 Words   |  4 PagesSome alternate names for Alzeheimer s include Alzheimer dementia (AD), Alzheimer dementiia, syndrome, and sclerosis. The name of the disease was chosen after Dr. Aloysius Alzheimer was credited with discovering the first case of presenile dementia. This would later be called Alzheim er s disease in honor of Dr. Alzheimer s discovery. In the year of 1901, Dr. Alzheimer was studying a 51-year-old patient named Auguste Deter. The patient was suffering from strage behavioral patterns of symptoms. OneRead MoreSymptoms Of Alzheimer s Disease1006 Words   |  5 PagesAlzheimer s disease is a severe illness that affects the brain and leads to gradual memory loss, reduced intellectual ability and deterioration function of thinking. Alzheimer s disease (AD), the most common type of dementia, is a progressive neurological disorder that increasingly robs individuals of cognitive, behavioral, and functional skills (Demakis, 2007). The reason for the appearance this disease is a collection of disorders in the brain due to which its cells are dying partially. In theRead MoreAlzheimer s Disease ( Ad )1108 Words   |  5 Pages Alzheimer’s Disease (AD) is a form of dementia that affects 5 million people in the United States alone. One out of every three Seniors die of the disease just in the United States; 80 million suffering world wide making AD the 6th largest cause of death (climax) (Humpel 1; Alzheimer’s Association). AD is the most common dementia; affecting the neuroplasticity of the brain resulting in physical shrinking of the tissues; thus causing neurodegeneration. Diagnosis of the disease is complex, costlyRead MoreAlzheimerS Disease: The Biggest Culprit. AlzheimerS Disease1561 Words   |  7 PagesAlzheimer s Disease: The Biggest Culprit Alzheimer s disease is a progressive deterioration of cognitive function sufficient to cause functional disability (Hannaman, Mitchell, Cross, 2011). 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This paper investigates how Alzheimer’s entered the medical lexicon and how its definition has shifted over the past centuryRead MoreAlzheimer s Disease Is The Most Common Form Of Dementia1086 Words   |  5 PagesDo you know what alzheimer’s disease is? Alzheimer’s disease is the most common form of dementia. It is the seventh leading cause of death in the United States, and the fifth leading cause of death in ages 65 and older. â€Å"2010 Alzheimer s Disease Facts and Figures. Rep. Vol. 6. Chicago: Alzheimer s Association, 2010. Print. Alzheimer s and Dementia.† This disease is the deterioration of the b rain that can, and probably will lead to brain loss that cannot be reversed. It is a very slow decline thatRead More Alzheimers Disease Essay1174 Words   |  5 Pages Alzheimer 1 nbsp;nbsp;nbsp;nbsp;nbsp;It is inevitable that eventually each of us will grow old and begin to face more and more health problems as our age rises. Elderly people are challenged by many illnesses and diseases that unfortunately, are incurable. One disease that becomes more common as people age is Alzheimer’s disease. Alzheimer’s a common cause and a form of dementia and can severely damage a patient’s cognitive functions and can ultimately cause death. Living with Alzheimer’s diseaseRead MoreAlzheimer s Disease : A Degenerative Brain Disorder1050 Words   |  5 PagesAlzheimer’s disease is a degenerative brain disorder that is found in older adults. One of the most famous American painters, Norman Rockwell, yielded to Alzheimer’s after a long and illustrious career. Interestingly enough, Rockwell’s (cited) paintings are now used sometimes in dementia therapy because of the memories and nostalgia they elicit. Can you imagine that one day the very thing you loved to do, would be helping others remember their lost memories and that you succumbed to that very same

The life history anthropological perspective Free Essays

An interview I had with my brother turned out to be very unusual that is to my surprise it was, for me, a new revelation of his inner self. The whole session became personal and sensitive. I came to know a new person, whom I did not know earlier, in him. We will write a custom essay sample on The life history anthropological perspective or any similar topic only for you Order Now That is about his condition and experiences of having muscular dystrophy. His perils and his optimistic views, in spite of struggling with the disabilities. It was astonishing to learn that after my thoughts of how I know him so well because he is my brother, there are still a lot of things that I do not know about him. This interview has definitely introduced me to a new person in my brother. The life history anthropological perspective At the age of 6, he was diagnosed with muscular dystrophy. The diagnosing of this situation in him was a hard one for mother to accept. She had always kept this factor to her heart and made sure he never even feel that he was sick. She tried and the rhythm of his routine was as normal as anyone else of the same age. At the same time the frustration of not being able to do whatever he wanted made him angry at everything in the beginning. He slowly began to realize that he could still have nice feelings. And that is where he could still try to do everything what the other kids did. The dramatic end they had was often embarrassing but he found them to be great fun. This concept of having fun in the awesome and dramatic eventualities of an other ways routine for a kid of his age seems to me as the first step of his finding the life meaning full. The perils of his condition took deeply toll of him. Its true that I have seen most of him in my life, this interview gave me a new perspective of him. The high school, like any other kid, was interesting to him. The presence of his brother was a solace. Brother had to live two years earlier than he did. That was the time he felt bad about the saying â€Å"Oh, yet defend me, friends; I am but hurt†. (Alexander, p 1071) He even thought at the end of his high school that the high school was waste of time. I have a strong feeling that the lack of friends, after having to sit with older kids when his brother was there, made him lonelier than one could ever feel. A pretty librarian’s company was too limited an entertainment for boy of that age. His mindset, by the time he left the high school, might have greatly been influenced by the fact that he was a disabled, unlike other kids. It can be termed as the greatest disaster that happened in his life with the unhealthy Physical condition he suffered from. Having met death face to face with pneumonia at the age of 23, he realizes the need of living life to the fullest. However this realization seems to be the positive out put completely derived from the life threatening situations he went through. I would say it was a therapeutic experience for the both of us because somehow after that interview, he felt good having to share all his thoughts and feelings to someone who he can trust and depend on. In addition, for me I felt as if something good and special came out of it – within my self as a person and between the both of us and our relationship as family. From the first question alone, I was really dazed that he was willing to open up like that with regards to his diagnosis and learning from the doctors that he would not be able to live to see his twentieth year. His courage and strength really shows up by how he handles and is still handling his condition. His openness to me, freely sharing the inner most feelings of his struggles, was really to be considered as an advantage to me because we had an intimacy of being the same family. My brother was open to the entire experience. It was not difficult to convince him to go through with a personal interview with me. He actually enjoyed it because he knew he was helping me out and he really liked the idea of reflecting on past events and experiences that he had in his life. He prides me with joy knowing that he is not the kind of person who gives up. He was able to defeat his worries and fears and still made great efforts to do what most children did at his age from very early in his life. The interview has greatly changed our relationship as siblings. First, we know we have gotten closer because now I feel like I have evaded the person in him that I did not know all these years. My brother has opened up as new person himself. The moral of the  Story is that it has developed in me a sense of self-acceptance. The conversation with him has taught me to accept and take things as they come.   Brushing aside all the limitations, he has the confidence to tell me that that there are a lot of things to do and that he wanted to live his life to the fullest makes me look at myself and rethink what my problems are and what my mindset was. The world we live in has a lot more problems for its people. A lot of people complain about things, just like the poor boy complaining that ‘I have no shoes, I have no shoes.’ Until, he saw a man with no legs. If we as normal people complain about our lives and not having to succeed in situations where we want to accomplish many tasks, I guess we should think about those who unwillingly have disabilities, such as muscular dystrophy. My brother’s out look towards life was one of great self-esteem and acceptance but the conversation gave me great cultural insight as compassionate side, in me sparked off like a matchstick. Everything that he said I took note off and from them I draw my inspiration in reinventing my life, and am compassionate in my society. I took note of his words as he said you’d never be able to make anyone else happy if you can’t look at yourself in the mirror and be happy at what you see. Reference Alexander, Peter (1985) A book on complete works of Shakespeare. English language book society.       How to cite The life history anthropological perspective, Essay examples

Market Research Global Environmental Change

Question: Discuss about the Market Researchfor Global Environmental Change. Answer: Introduction Drivers for Rubber Trees Demand Rubber trees are in demand since from the past decades. However, the global demands of the trees are creating a threat to the protected forests of the different parts of the world. The drivers for the demand of the rubber trees include the end users and their effect on the demand of the rubber trees. End users: The end users of the rubber trees are the ordinary people of the world. Apart from that, the tire industries are proven to be the massive users of rubber trees worldwide. Global consumption of rubber trees is found to be increasing day by day. The rising demand for rubber trees leads to the growth of the tire industry across the world. The automobile industry is growing day by day that result in an increase in tire industry across the world (Vongkhamheng et al., 2016). The effect in markets: With the growth of tire industries, the tropical rain forests of the countries of Africa, South America, and other countries are cleared that creates a harmful impact on the environment. It is predicted that in the year of 2024, 8.5 million hectares of new plantations of rubber trees will be required to meet the estimated demand of the rubber worldwide. However, it will lead to a catastrophic impact on environment and wildlife. Worldwide Demand for Rubber Trees The demand of global rubber trees will be increasing in China. It is because of the rise of the automobile industry in the country. The automobile market of China is the worlds biggest automobile market in the world. It is responsible for showing growth of 8 to 10% in 2014. Hence, the automobile industry is the most consumed industry of rubber (Demand for rubber 'threatens forests' - BBC News, 2016). Global demand for rubber products for the industrial purpose rose by 4.3 percent in 2014. It amounted to $97.8 billion. However, mechanical rubber goods are constituted to be the most consumed product in the rubber industry. Areas of United States, Canada, Japan, Western Europe, etc. are found to be users of mechanical rubber (World Rubber Demand Slowdown to Weigh on Prices Through 2020 - Bloomberg, 2016). Canada and Australia are found to be the most intensive industrial rubber users of the world. Apart from those countries of South East Asia such as India, Malaysia, Thailand, and Indonesia have witnessed much growth in sales of rubber. The demand is increased due to the increase of global consumption in many parts of the world. The rubber industry depends on automobile and tire industry. The countries of South and Central America along with Eastern Europe and Mid-east Africa are witnessing to grow severely in the rubber market. Current Prices The demand for natural rubber in the year of 2016 is less in China. The consumption of rubber by the end users of the product weakens in China. The cost is decreased in the industry for the buyers of rubbers. The tire industry traded rubber as the rate of $1.427 per kilogram in Singapore. In the year 2011, $5.75 price was charged for a kilogram of rubber. It has been decreased to the above price (Il'in et al., 2015). Future prediction in the case of the price of rubber will be in between $1.50 -$1.60 in the year of 2020. The price of the rubber will range in the average of $2.54 in 10 years. Globally, countries are facing a shortage of rubbers. It has faced a deficit of 449,000 tons in the year of 2016. This is the reason of decrease in price by 5.5% in the year of 2015. The inflation of rubber market in China is the cause of decrease of price of rubber globally. The tire market giants like Goodyear Tire Rubber Company faces cutting in costs by the export and import of rubber from many countries such as Malaysia, Thailand and Indonesia (Zhai et al., 2014). Demand Forecast for Next 50 Years The demand for rubber is assumed to increase regarding industrial and mechanical rubber products in many countries of the world. Consumption of rubber by the end users is finding to increase by 51,000 tons of surplus in the year of 2016. The global consumption is forecasted to be increased by 12.75 tons in the coming years. However, in the year of 2015, it is seen that the rubber consumption is 12.32 tons (World Rubber Demand Slowdown to Weigh on Prices Through 2020 - Bloomberg, 2016). The demand for rubber highly depends on the Chinese market. China is assumed to use 5 million tons of rubber in the year 2016. In the year 2014, China consumed 4.78 million tons of rubber. Global motor companies and automobile industries highly depend on rubber industry. It is the reason for the growth of demand of rubber in the world (Drabble, 2015). The Asia Pacific Market is considered as the largest market for rubber. It accounts up to 60% of the rubber demand globally. Among the Asian market of rubber, China holds the first position. It also accounts for the one third of global demands of rubber in the year of 2012. It is forecasted that China will occupy the first position up to the year of 2020 (Ahrends et al., 2015). Demand Breakdown by Region The fastest gain of rubber production is exhibited by the Asia Pacific region. China represents the national market of rubber regarding motor vehicles tires. It is the largest tire market on a global basis. Markets of South America and Central Europe are forecasted to grow in the year of 2020. Non-tire products are found to arise in the Asia Pacific region (Demand for rubber 'threatens forests' - BBC News, 2016). Approximately 80% of the total global non-tire products came from China. The outlook of world rubber industry for the next ten years is forecasted to increase by 4.4% in the year of 2015. The demand of synthetic rubber by 2023 will increase up to 22 million. South Africa will be witnessing a phenomenal growth of 9% by 2020. Ghana will export a large volume of rubber by 2020. It will amount to $250 million. The growth of rubber in the Mid-African and South African countries will soon match the level of the Asia Pacific markets if rubber (Rubber products industry outlook strong despite low NR prices, 2016). References Ahrends, A., Hollingsworth, P. M., Ziegler, A. D., Fox, J. M., Chen, H., Su, Y., Xu, J. (2015). Current trends of rubber plantation expansion may threaten biodiversity and livelihoods.Global Environmental Change,34, 48-58. Demand for rubber 'threatens forests' - BBC News. (2016).BBC News. Retrieved 12 September 2016, from https://www.bbc.com/news/science-environment-32350985 Drabble, J. H. (2015). Rubber in Malaya 1876-1922: the genesis of the industry. Il'in, V. M., Rezova, A. K. (2015). Styrene butadiene rubber: production worldwide.International Polymer Science and Technology,42(10), T35. Rubber products industry outlook strong despite low NR prices. (2016).Dailymirror.lk. Retrieved 12 September 2016, from https://www.dailymirror.lk/51610/rubber-products-industry-outlook-strong-despite-low-nr-prices Vongkhamheng, C., Zhou, J., Beckline, M., Phimmachanh, S. (2016). Socioeconomic and Ecological Impact Analysis of Rubber Cultivation in Southeast Asia.Open Access Library Journal,3(01), 1. World Rubber Demand Slowdown to Weigh on Prices Through 2020 - Bloomberg. (2016).Bloomberg.com. Retrieved 12 September 2016, from https://www.bloomberg.com/news/articles/2015-03-23/world-rubber-demand-slowdown-seen-weighing-on-price-through-2020. Zhai, D. L., Xu, J. C., Dai, Z. C., Cannon, C. H., Grumbine, R. E. (2014). Increasing tree cover while losing diverse natural forests in tropical Hainan, China.Regional Environmental Change,14(2), 611-621.

The Concept of Performance in Human Behaviour

Introduction Performance is defined as a contested concept. Goffman (1959) describes performance as â€Å"reference to all the activity of an individual that occur during a period marked by his continuous presence before a particular set of observers†. This activity has some influence on the observers.Advertising We will write a custom assessment sample on The Concept of Performance in Human Behaviour specifically for you for only $16.05 $11/page Learn More Performance could also refer to aesthetic performance or art practice also known as performing arts. â€Å"This is used to describe a performance by someone or an artist† (Schmitt, 2010, p.367). This may also describe in other terms a whole show or a particular genre also known as performance art. Other occurrences well suited to performance definition but outside the aesthetic bracket would include sports for example where we describe an athlete’s performance. Similarly while foc using on the management arena we may talk about organizational performance indicators or further still basing on science and technology we can perform an experiment and take measurement of certain parameters. Performance as a term will therefore broadly encompass a range of human behaviour of a particular kind. This behaviour will either be extra daily, aesthetic or cultural. Broadening the classification results in two kinds of performances under everyday performance or aesthetic, cultural or extra daily performance. The extra daily , aesthetic and cultural performance may typically cover the likes of operas, films, circus, theatre, ceremonies, rituals, specific events such as weddings, trials; any behaviour outside of the daily behaviour. It is significant to note that aesthetic, cultural or extra daily performances are not mutually exclusive. Bateson and Goffman attempted to define the everyday performance through the frame theory. It can be understood from their approach that va rious aspects of social life are framed and participants act appropriately within each of these frames. While defining relationships among living organisms Bateson made an attempt to categorize seriousness and play through what he termed metacommunicative mechanism. These mechanisms are meant to define how specific actions are to be understood in every day performance. Bateson concludes that every metacommunicative message describes a frame. Goffman was the initiator of the frame idea.Advertising Looking for assessment on rhetoric? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the light of this understanding Goffman asserts that someone creates a conceptual frame enabling their behaviour to be viewed by an audience as a performance. â€Å"Based on this understanding the relationship between everyday and extra daily performance can be described as a continuum† (Schmit, 2004, p.55). The implication is that every day unmarked perform ance is part of the big picture that is about the extra daily. Performance in anthropological, sociological and psychological spheres is concerned more with context other than specific activities by the performer. Fitzpatrick in quoting Bauman’s definition of performance points to the fact that there is the assumption of responsibility to an audience to whom is a display of communicative competence. According to Bauman (1984) â€Å"competence is based on knowledge and the ability to speak in socially appropriate ways† (p.9). Fitzpatrick himself defines performance by pinpointing three specific elements that are constituents of the Fitzpatrick performance triangle. The elements are personal resources, role in a particular context of the situation and specific goals. Bauman’s understanding of performance can be mapped to Fitzpatrick’s triangle in the three areas where Bauman’s assumption of responsibility aspect points to Fitzpatrick’s accepta nce of role in the context situation. While Fitzpatrick mentions goals aims and derived outcomes, these concur with Bauman’s display of performative competence. â€Å"This competence according to Bauman rests on the knowledge and ability to speak in socially appropriate ways which according to Fitzpatrick relates to the deployment of personal resources† (Henke, 2002, p. 34). Defining the Fitzpatrick terms Accordingly Fitzpatrick views performance in terms of the deployment of personal resources, goals, aims and desired outcome and acceptance of role in context of situation (Fitzpatrick, 1995). In a broader sense these personal resources would be performing artists in the Goffman frames. The personal resource refers to the entities that will contribute to the everyday or extra daily performance. The particulate behaviour as defined by Bateson defines the role in a particular context or situation.Advertising We will write a custom assessment sample on The Concept of Performance in Human Behaviour specifically for you for only $16.05 $11/page Learn More The objective of this particular behaviour is to be able to display performative competence which are actually the goals, aims or derived outcomes of the performance. Fitzpatrick’s triangle visually aids in effectively contextualizing lectures with performance being the central focus. To effectively gauge a lecture the performance of the performer or personal resource in this case the lecturer is vital. This largely depends on competency, the comprehension and the capability to speak in socially suitable ways. On the other hand lectures are effective and the lecturers are performing if there is a program and an outline of desired outcomes or results that can define the levels of performance in other words Bauman defines these as display of performative competence. To a large extend the success in terms of performance for a lecture depends on how well that lecture has attained the goals, aims and desired outcomes. That largely depends on the lecturer’s ability to display performative competence. Fitzpatrick’s triangle addresses a third and important aspect within the performance context. Basing on the lectures, the personal resource or the performer who in this context is the lecturer can only perform if they have acceptance from the audience or what Fitzpatrick terms as acceptance of role in context of the situation. In delivering the lecture the performer is seen to perform if they have a responsibility to an audience. This is the particular role in a particular context or situation. Conclusion Performance studies remains a broad subject today and covers a number of disciplines most of which borrow from the tenets of the scholars such as Fitzpatrick who have laid out a thorough foundation in performance studies. Being the broad aspect it is performance studies derivatives would include the fields such as anthropology, sociolog y, drama and theatre studies linguistics among others. Contributions Austin a speech act theorist serves to give us another dimension to understanding performance where according to him a statement can assert something what he calls the constantive as well as do something what he terms performative. With this idea has arisen performativity which is an attempt at defining the processes taking place around the world in terms of language especially so speech acts and how these acts affect the listener. What has resulted is an important view of the world in terms of performance a term referred to as performativity. Reference List Baumann, R., 1984. Verbal Art as Performance. Illinois: Waveland Press.Advertising Looking for assessment on rhetoric? Let's see if we can help you! Get your first paper with 15% OFF Learn More Fitzpatrick, T., 1995. The Relationship of Oral and Literate Performance Process in the Commedia Dell’Arte: Beyond the Improvisation / Memorization Divide. New York: Edwin Mellen Press. Goffman, E., 1959. The Presentation of Self in Everyday Life, 1st Ed. Colorado: Anchor Press. Henke, R., 2002. Performance and Literature in Commedia Dell’Arte. Cambridge: Cambridge University Press. Schmitt, N.C., 2010. Life on the Street in Commedia dell’ Arte Scenarios of Flamino Scala. Viator, 41 (1), pp. 367-393. Schmit, N.C., 2004. Commedia dell’Arte: Characters, Scenarios and Rhetoric. Text and Performance Quarterly, 24 (1), pp. 55-73. This assessment on The Concept of Performance in Human Behaviour was written and submitted by user Philip Mccarty to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

What Causes Schizophrenia essays

What Causes Schizophrenia essays What causes schizophrenia? This is an area of great debate. It is probable that there are a number of different causes. The purpose of this writing is to outline some of the different explanations on what causes schizophrenia and to compare these in light of the nature of the evidence found. Lefton (2000) suggested that the term schizophrenia came from two Greek words which mean split mind, where as the spilt aspect refers to the fragmentation of the thought processes. Although the exact causes of schizophrenia are not known, it appears that several factors increase a person's risk for the illness. These factors interact with one another to influence the development and the course of schizophrenia (Weinberger Scientists are studying genetic factors in schizophrenia, although is has not been proven beyond doubt that schizophrenia is a disease entity which has just one single cause, but has a range of causes (Jackson, 1960). This is sometimes why schizophrenia is referred to as schizophrenic psychoses (Jackson, 1960). The evidence for genetic causes has been obtained through many family and twin studies (Jackson, 1960). Weinberger and Hirsch (1995) suggested that People who have a close relative with schizophrenia are more likely to develop the disorder than are people who have no relatives with the illness. For example, a monozygotic (identical) twin of a person with schizophrenia has the highest risk 40 to 50 percent of developing the illness. A child whose parent has schizophrenia has about a 10 percent chance. By comparison, the r ...

Life Coaching for Adolescents Essay Example | Topics and Well Written Essays - 750 words

Life Coaching for Adolescents - Essay Example On the other hand, life coaching empowers them to be strong enough to lay a solid foundation for their future races at this crucial period. Today's adolescents face a vast array of problems and difficulties in the areas of education, career, income, relationships, and personality etc. Teenagers tend to change the focus of their attention from education to many other temporal attractions and preoccupations for a number of reasons, which are complex and interrelated. A trained, professional practitioner of life coaching could help an adolescent to regain his/her focus on education through the guided coordination between educators, parents and other well-wishers. Once they become successful attaining good educational status, achieving a great career would not at all be an issue. Importantly, life coaching takes special care of adolescents' social relations for making him/her both a successful person and a good human being. Therefore, adolescents would be physically and mentally fit to avoid the temptations of substance use, gangster life and other related social evils. Even the adolescents with strong tendencies to deviate from the socially acceptable patterns of behavior could be directed to the right track through proper life coaching. To conclude, life coaching is not only individually empowering a person by identifying and developing his/her particular skills but also making him/her to become role model with fascinating social skills for the entire society. Life coaching is to enable an adolescent to synthesize between the virtues of both personal and social life. The one-sided, one-dimensional emphasis on either personal or social life would not help one to achieve his/her goals. In brief, one finds strength to go where s/he wants to be from where s/he is in as s/he undergoes life coaching from a trained professional. Life Coaching for Adolescents; Adolescents for Greater Success The statistics on teenagers tells that they face problems on problems in all the spheres of life. They are under pressure from around the corners. A good number of high school leaving children are unhappy or dissatisfied in their lives. Many a students have suicide tendencies or actual history of attempting suicide. Too many of them are not balanced in their attitudes and behaviors. Too many problems such as alcohol abuse, substance use, depression, bipolar disorder, stress, humiliation from social life, chaotic personal life, and lost dreams haunt the adolescents at their crucial but difficult stage of life. Many of them are in a dilemma; what is to be prioritized- personal life or social life. Certainly, adolescents need help and assistance that is professional and genuine from an authentic source. A professional life coaching trainer is one who could be relied to find a way out when no way out is apparent. Primarily, life coaching helps an adolescent with difficulties for self-exploration. Self-exploration enables one to bring out what is content in him/her. Based on this self-realization, one could pace for what s/he wants to attain in life and gain what deemed as unachievable in both personal and social life. The coach would support the youth to identify their strengths and weaknesses and help them to identify various opportunities while nullifying the possible threats. A life coach could work as a catalyst

BUSINESS REPORT Research Paper Example | Topics and Well Written Essays - 2500 words

BUSINESS REPORT - Research Paper Example The final recommendation is thereafter included in the conclusion. Wells Fargo and Company has its headquarters at 420 Montgomery Street, San Francisco, California. The firm’s forerunner was founded in 1852 in New York City by Henry Wells and William Fargo. It was originally conceived as a â€Å"banking and express services† company, it eventually began offering services in the West where miners, farmers and ranchers, had begun to migrate. In 1888, began offering â€Å"Ocean to Ocrean Services,† consisting of banking and express services to target the needs of pioneers in the Gold Rush. Even during its early beginnings in the 1850s, Wells Fargo already served and employed African Americans, Latinos, and women (today, about two-thirds of the banks employees are female, among whom are some of the Company’s top ranking executives. Through the years the bank has grown in tandem with American History. As of 31 December 2010, the company had 9,000 banking stores located all in 39 U.S. states and the District of Columbia. The firm is one of the major publicly listed companies under the Industry Center classification Money Center Banks. It is a diversified financial holding company that extends, through its different subsidiaries, banking services for retail, commercial, and corporate clientele mostly in the United States. It is strategically segmented into three areas: Community Banking, Wholesale Banking, and Wealth, Brokerage and Retirement. The firm operates in a highly competitive industry which is prone to shocks and presently undergoing adjustment to meet tighter regulatory standards under Basel III. In the United States, the passage of the Dodd-Frank [Wall Street Reform and Consumer Protection] Act promises to impose more stringent controls to avoid a repetition of the previous financial crisis. In the following tables are

Middle eastern humanities Essay Example | Topics and Well Written Essays - 500 words - 1

Middle eastern humanities - Essay Example It is, therefore, paramount to consider the similarities and differences of the culinary traditions of the delegation from the Middle East before setting up the banquet. Middle East cooking uses generously herbs and spices. The cooks must apply various aromatics and spices in their cooking. Another characteristic of Middle Eastern cooking is the use of skewer cooking (Heine, 75). Middle Eastern cooks prefer skewer cooking to charcoal. The cooks should not use charcoal in line with this tradition. Slowly simmering the foods in unglazed covered pots is another cooking method that the cooks should consider. The banquet should consist of food types that are common among the countries of the visiting delegation. The banquet should consist of rice, wheat and stuffed vegetables dishes. In addition, the cooks should serve omelets, meatballs and scented rice puddings. The cooks should wrap the pies using paper-thin pastry. The pastries should also be nut-filled. Other food types required are fritters soaked in syrup and chopped pistachios served with almonds. Chickpeas served with spinach is a common food combination in the Middle East that must be served at the banquet. The major categories of cooking styles in the Middle East are Turkish, Arab, Iranian as well as North African. Turkish cooking is the most diverse. However, Turkish meal consists of a standard menu of meat and appetizers. Ozan (4) states that the Turkish cooking is sometimes called ‘saray’ cooking. Offering the Turkish cuisine would be good for the visiting delegation due to the popularity of this cuisine. The cuisine should consist of various types of kebab dishes, aubergine and a rice dish prepared with fish. Pastry served with meat or potatoes would also be an ideal meal. Drinks are an important accompaniment of the Turkish cuisine (Ozan, 134). The cooks should serve Turkish coffee and

Different Issues About Sex Education

Different Issues About Sex Education Introduction Sex education is possibly one of the most talked-about topics nowadays, especially among concerned citizens and the government. Sex is a natural thing for all of us and it is just right for the researchers as well as the readers to know and learn more about it. But the question is, is it right for sex education to be taught in primary schools? This research paper tackles the different issues about sex education. It contains the pros and cons of teaching sex education in primary schools. Opinions from different sides such as teachers in primary and secondary schools are considered. With such divisions, the reader can approximate their own comprehension of the topic and thus contribute ways to assist the primary students regarding this matter. In this research paper, the researchers would like to show the readers the importance of teachers perception on teaching sex education in primary schools. The researchers are convinced that this paper will be of great value to students and teachers. Conceptual Framework Sex Education Teachers Secondary Primary Perception Statement of the Problem The study aimed to find out the teachers view on teaching sex education in primary schools. What is the general profile of the respondents in terms of: Age Civil Status Gender Subject teaching What are the teachers views of teaching sex education in primary schools? What are the issues/concerns of teachers in the teaching of sex education primary schools? Is there a significant difference on how the teachers view the teaching of sex education when compared by primary and secondary schools? Hypothesis There is no significant difference between the perspectives of the teachers from primary and secondary schools. Assumptions of the Study The researchers assume that the questionnaires distributed to the respondents are answered honestly and truthfully, and that all data that will be gathered is reliable to the study. The researchers also assume that the personal values may affect the respondents reaction to the questions given and personal experiences may influence the response to the question. Research Locale The study will be conducted in Southville International School and Colleges located at 1281 Tropical Ave. cor. Luxembourg St., BF International, Las Pià ±as City, Philippines. The school will be the focus of the study because it is more convenient to the researchers, it has a big population and it is suited for the study. Significance of the study Parents: They will be guided on making the decision of letting their children study sex education in the school where their children are studying. Students: They will have an idea about what they can get from learning sex education. They will be aware that the very heart of this issue is for their future. Scope and Limitations: The research focused on the perceptions of the teachers towards teaching sex education in primary schools. The respondents are the teachers in primary and secondary level of school year 2010-2011, from Southville International School and Colleges. Definition of Terms Curricula- are the courses offered by an educational institution. It is also a set of courses constituting an area of specialization. Mandatory- can also be compulsory the teaching of sex education is obligatory. Optional- the teaching of sex education for young people is not compulsory. Perception- is a result of perceiving, observation, a mental image, or concept. Primary school- includes grades one to six. Secondary school- a school usually including years 7 to 10. Sexuality- is an expression of sexual receptivity or interest especially when excessive. Sex wise- it is a 12 part series which discussed sex education, family life education, contraception, family life education, contraception and parenting. Sex Education- is an education about human sexual anatomy, reproduction, and intercourse and other human sexual behaviour. Young people- are also referred to as teenagers or children ages between to 10 to 12. Review of Related Literature Sex Education It is sometimes called sexuality education or sex and relationships education, is the process of acquiring information and forming attitudes and beliefs about sex, sexual identity, relationships and intimacy. Sex education is also about developing young peoples skills so that they make informed choices about their behavior, and feel confident and competent about acting on these choices. It is widely accepted that young people have a right to sex education. This is because it is a means by which they are helped to protect themselves against abuse, exploitation, unintended pregnancies, sexually transmitted diseases and HIV and AIDS. It is also argued that providing sex education helps to meet young peoples rights to information about matters that affect them, their right to have their needs met and to help them enjoy their sexuality and the relationships that they form. It aims to reduce the risks of potentially negative outcomes from sexual behavior, such as unwanted or unplanned pregnancies and infection with sexually transmitted diseases including HIV. It also aims to contribute to young peoples positive experience of their sexuality by enhancing the quality of their relationships and their ability to make informed decisions over their lifetime. Sex education that works, by which we mean that it is effective is sex education that contributes to both these aims thus helping young people to be safe and enjoy their sexuality. (http://www.avert.org/sex-education.htm, 2010) Beliefs Young people can be exposed to a wide range of attitudes and beliefs in relation to sex and sexuality. These sometimes appear contradictory and confusing. For example, some health messages emphasize the risks and dangers associated with sexual activity and some media coverage promotes the idea that being sexually active makes a person more attractive and mature. Because sex and sexuality are sensitive subjects, young people and sex educators can have strong views on what attitudes people should hold, and what moral framework should govern peoples behavior these too can sometimes seem to be at odds. Young people are very interested in the moral and cultural frameworks that bind sex and sexuality. They often welcome opportunities to talk about issues where people have strong views, like abortion, sex before marriage, lesbian and gay issues and contraception and birth control. It is important to remember that talking in a balanced way about differences in opinion does not promote one s et of views over another, or mean that one agrees with a particular view. Part of exploring and understanding cultural, religious and moral views is finding out that you can agree to disagree. Effective sex education also provides young people with an opportunity to explore the reasons why people have sex, and to think about how it involves emotions, respect for one self and other people and their feelings, decisions and bodies. Young people should have the chance to explore gender differences and how ethnicity and sexuality can influence peoples feelings and options. They should be able to decide for themselves what the positive qualities of relationships are. It is important that they understand how bullying, stereotyping, abuse and exploitation can negatively influence relationships. . (As also stated at the website: http://www.avert.org/sex-education.htm, 2010) Sex education worldwide Africa Sex education in Africa has focused on stemming the growing AIDS epidemic. Most governments in the region have established AIDS education programs in partnership with the World Health Organization and international NGOs. These programs were undercut significantly by the Global Gag Rule, an initiative put in place by President Reagan, suspended by President Clinton, and re-instated by President Bush. The Global Gag Rule required nongovernmental organizations to agree as a condition of their receipt of Federal funds that such organizations would neither perform nor actively promote abortion as a method of family planning in other nations. The Global Gag Rule was again suspended as one of the first official acts by United States President Barack Obama. The incidences of new HIV transmissions in Uganda decreased dramatically when Clinton supported a comprehensive sex education approach (including information about contraception and abortion). According to Ugandan AIDS activists, the Glob al Gag Rule undermined community efforts to reduce HIV prevalence and HIV transmission. Europe Finland In Filand, sexual education is usually incorporated into various obligatory courses, mainly as part of biology lessons (in lower grades) and later in a course related to general health issues. The Population and Family Welfare Federation provide all 15-year-olds an introductory sexual package that includes an information brochure, a condom and a cartoon love story. England and Wales In England and Wales, sex education is not compulsory in schools as parents can refuse to let their children take part in the lessons. The curriculum focuses on the reproductive system, fetal development, and the physical and emotional changes of adolescence, while information about contraception and safe sex is discretionary and discussion about relationships is often neglected. Britain has one of the highest teenage pregnancy rates in Europe and sex education is a heated issue in government and media reports. In a 2000 study by the University of Brighton, many 14 to 15 year olds reported disappointment with the content of sex education lessons and felt that lack of confidentiality prevents teenagers from asking teachers about contraception. France In France, sex education has been part of school curricula since 1973. Schools are expected to provide 30 to 40 hours of sex education, and pass out condoms, to students in grades eight and nine. In January 2000, the French government launched an information campaign on contraception with TV and radio spots and the distribution of five million leaflets on contraception to high school students. Germany In Germany, sex education has been part of school curricula since 1970. Since 1992 sex education is by law a governmental duty. It normally covers all subjects concerning the growing-up process, body changes during puberty, emotions, the biological process of reproduction, sexual activity, partnership, homosexuality, unwanted pregnancies and the complications of abortion, the dangers of sexual violence, child abuse, and sex-transmitted diseases, but sometimes also things like sex positions. Most schools offer courses on the correct usage of contraception. A sex survey by the World Health Organization concerning the habits of European teenagers in 2006 revealed that German teenagers care about contraception. The birth rate among 15- to 19-year-olds was very low only 11.7 per 1000 population, compared to the UKs 27.8 births per 1,000 population, and-in first place-Bulgarias 39.0 births per 1,000. Poland In the Western point of view, sex education in Poland has never actually developed. At the time of the Peoples Republic of Poland, since 1973, it was one of the school subjects; however, it was relatively poor and did not achieve any actual success. After 1989, it practically vanished from the school life it is currently an exclusive subject (called wychowanie do Ã…Â ¼ycia w rodzinie/family life education rather than edukacja seksualna/sex education) in several schools their parents must give consent to the headmasters so their children may attend. It has much due to the strong objection against sex education of the Catholic Church; the most influential institution in Poland. It has, however, been changed and since September 2009 sex education will become an obligatory subject in the number of 14 per school year unless parents do not want their children to be taught. Objecting parents will have to write special disagreements. North America United States Almost all U.S. students receive some form of sex education at least once between grades 7 and 12; many schools begin addressing some topics as early as grades 5 or 6. However, what students learn varies widely, because curriculum decisions are so decentralized. Many states have laws governing what is taught in sex education classes or allowing parents to opt out. Some state laws leave curriculum decisions to individual school districts. Two main forms of sex education are taught in American schools: comprehensive and abstinence-only. Comprehensive sex education covers abstinence as a positive choice, but also teaches about contraception and avoidance of STIs when sexually active. A 2002 study conducted by the Kaiser Family Foundation found that 58% of secondary school principals describe their sex education curriculum as comprehensive. Abstinence-only sex education tells teenagers that they should be sexually abstinent until marriage and does not provide information about contraception. In the Kaiser study, 34% of high-school principals said their schools main message was abstinence-only. The difference between these two approaches, and their impact on teen behavior, remains a controversial subject. In the U.S., teenage birth rates had been dropping since 1991, but a 2007 report showed a 3% increase from 2005 to 2006. From 1991 to 2005, the percentage of teens reporting that they had ever had sex or were currently sexually active showed small declines. However, the U.S. still has the highest teen birth rate and one of the highest rates of STIs among teens in the industrialized world. Public opinion polls conducted over the years have found that the vast majority of Americans favor broader sex education programs over those that teach only abstinence, although abstinence educators recently published poll data with the opposite conclusion. On the other hand, proponents of abstinence-only sex education object to curricula that fail to teach their standard of moral behavior; they maintain that a morality based on sex only within the bounds of marriage is healthy and constructive and that value-free knowledge of the body may lead to immoral, unhealthy, and harmful practices. Within the last decade, the federal government has encouraged abstinence-only education by steering over a billion dollars to such programs. Some 25 states now decline the funding so that they can continue to teach comprehensive sex education. Funding for one of the federal governments two main abstinency-only funding programs, Title V, was extended only until December 31, 2007; Congress is debating whether to continue it past that date. The impact of the rise in abstinence-only education remains a question. To date, no published studies of abstinence-only programs have found consistent and significant program effects on delaying the onset of intercourse. In 2007, a study ordered by the U.S. Congress found that middle school students who took part in abstinence-only sex education programs were just as likely to have sex (and use contraception) in their teenage years as those who did not. Abstinence-only advocates claimed that the study was flawed because it was too narrow and began when abstinence-only curricula were in their infancy, and that other studies have demonstrated positive effects. According to a 2007 report, Teen pregnancies in the United States showed 3% increase in the teen birth rate from 2005 to 2006, to nearly 42 births per 1,000. Virginia Virginia uses the sex education program called, The National Campaign to prevent teen and unplanned pregnancy. The National Campaign was created in 1996. The program focuses on preventing teen and unplanned pregnancies of young adults. The National campaign set a goal to reduce teen pregnancy rate by 1/3 in 10 years. The Virginia Department of Health ranked Virginia 19th in teen pregnancy birth rates in 1996. Virginia was also rated 35.2 teen births per 1000 girls aged 15-19 in 2006. The Healthy people 2010 goal is a teen pregnancy rate at or below 43 pregnancies per 1000 females age 15-17. Asia The state of sex education programs in Asia is at various stages of development. Indonesia, Mongolia, South Korea have a systematic policy framework for teaching about sex within schools. Malaysia, the Philippines and Thailand have assessed adolescent reproductive health needs with a view to developing adolescent-specific training, messages and materials. India has programs aimed at children aged nine to sixteen years. In India, there is a huge debate on the curriculum of sex education and whether it should be increased. Attempts by state governments to introduce sex education as a compulsory part of the curriculum have often been met with harsh criticism by political parties, who claim that sex education is against Indian culture and would mislead children. (Bangladesh, Myanmar, Nepal and Pakistan have no coordinated sex education programs.) In Japan, sex education is mandatory from age 10 or 11, mainly covering biological topics such as menstruation and ejaculation. In China and Sri Lanka, sex education traditionally consists of reading the reproduction section of biology textbooks. In Sri Lanka they teach the children when they are 17-18 years. However, in 2000 a new five-year project was introduced by the China Family Planning Association to promote reproductive health education among Chinese teenagers and unmarried youth in twelve urban districts and three counties. This included discussion about sex within human relationships as well as pregnancy and HIV prevention. The International Planned Parenthood Federation and the BBC World Service ran a 12-part series known as Sexwise, which discussed sex education, family life education, contraception and parenting. It was first launched in South Asia and then extended worldwide. Acrimonious Debate over Sex Education in the Philippines The educational module Adolescent Sexual Health, though not yet released to all high schools in the Philippines, has already drawn heavy criticism from the Roman Catholic Church, pro-life activists, and some parents. The way it is being taught lacks the reverence, the refinement that the subject matter demands, said Jo Imbong, legal officer of the Catholic Bishops Conference of the Philippines. Deciding when to teach children about sex should be left to their parents, he said. But Professor Corazon Raymundo, director of the University of the Philippines Population Institute (UPPI), said sex education in schools is necessary because it is not in the nations culture for parents to discuss sex with their children. The education department, which presented the module as a response to the nations booming population growth, emphasized it is not a sex manual but rather a teaching guide dealing with family planning, reproductive health, and the dangers of early and pre-marital sex. According to a UPPI survey, 23 percent of Filipinos ages 15-24 engaged in pre-marital sex in 2002, up from 18 percent in 1994. The prevalence of high-risk sexual behaviors among adolescents rose from 20 percent in 1994 to 27 percent in 2002. Further, this age group now accounts for 17 percent of all induced abortions in the nation. Its high time that the ignorance of adolescents be addressed in a way that will allow them to make an informed choice, said Solita Monsod, former economic planning secretary. Now, however, education officials have responded to the criticism by withdrawing the module for further communications among stakeholders. Before it is returned to schools, some sections will be revised, said Lolita Andrada, the modules editor and the director of the Bureau of Secondary Education. In particular, the section on safe sex, which some viewed as a promotion of promiscuity, will be rewritten, Andrada said. (http://www.thebody.com/content/news/art23803.html, 2010) Dep.Ed. sued over sex education plan MANILA, Philippines (UPDATE) The former legal officer of the Catholic Bishops Conference of the Philippines on Monday sued the Department of Education for incorporating sex education in the curriculum of elementary and high school students. In an interview, lawyer Jo Aurea Imbong said she filed the case in behalf of 30 concerned parents who opposed the sex education plan. She described the sex education program as a form of contraceptive imperialism that assaults moral sensibilities and values of young people and actually encourages sexual promiscuity. We have examined the modules being used by DepEd and found that it promotes family planning, reproductive health and demographic development in subjects such as Mathematics, Science and English. It is specifically designed to transform the attitudes, behavior and social norms of young people based on a foreign model, she told abs-cbnNEWS.com. Imbong said the class suit aims to stop DepEd from implementing Memorandum No. 26, which integrates sex education in the curriculum for private and public schools. She said the program changes the attitudes and values of children especially in Christian families. Imbong said sex education was already being implemented in the basic education curriculum 12 years ago, and the new DepEd memo only updates the modules. She said adopting the sex education plan will fast-track moral decay among young people who are exposed to sex at an early age. While curiosity is normal for young people, it is still the primary responsibility of the parents and families to inform their children about sex, she said. She also noted that the sex education program is receiving funding from the United Nations Fund for Population Activities (UNFPA). In response, Education Secretary Mona Valisno said the sex education program is still being pilot-tested and that the discussions will focus on the science of reproduction, physical care and hygiene, correct values and the norms of interpersonal relations to avoid premarital sex and teenage pregnancy. She said the Deped consulted different sectors about the program including the CBCP and the Kapisanan ng mga Brodkaster ng Pilipinas. She said parents who were consulted about the program were very happy with it especially since it provides relevant information to children. She also questioned why a court case was filed especially since the program does not contradict the mandate of DepEd to protect childrens rights to quality education. Our curriculum doesnt talk about condoms and such. Its only exposure to the children to the right information in order for them to make the right decisionKung hindi natin kailangan, then the new secretary of education can change it, she told ANC. She said the sex education plan seeks to battle the high percentage of unwarranted pregnancies in the country, which is one of the 10 highest in the world, and prevent dropouts as a result of teenage pregnancies. She said the topics integrated into the modules will be scientific and informative and are not designed to titillate prurient interest. In Science, sex education topics will cover the reproductive system, parts of the body, reproductive cycle, and puberty. Under Edukasyong Pantahanan at Pangkabuhayan (EPP), proper behavior among and between peers of different genders will be discussed. In Health classes under MAPEH (Music, Arts, PE and Health), personal hygiene and reproductive health will be part of the lessons. In Heograpiya, Kasaysayan, at Sibika (HEKASI) classes, discussion will include the position of religion on premarital sex and the norms when people of opposite sex interact. In Math classes, data on issues like premarital sex, teenage pregnancy, and sexually transmitted infections will be used in studying mathematical analysis and statistics. (Dizon, 2010)

Ralph Waldo :: essays research papers fc

Introduction Ralph Waldo Emerson "†¦was truly one of our great geniuses" even though he may have a short biography (Hodgins 212). But as Emerson once said himself, "Great geniuses have the shortest biographies." Emerson was also a major leader of "the philosophical movement of Transcendentalism". (Encarta 1) Transcendentalism was belief in a higher reality than that found everyday life that a human can achieve. Biographical Information Emerson was born on May 25, 1803 in Boston, Massachusetts. His father died when he was young and his mother was left with him and his four other siblings. At the age of 18 he graduated from Harvard University and was a teacher for three years in Boston. Then in 1825 he entered Harvard Divinity School and preached for three years. At the age of 29 he resigned for ministry, partly because of the death of his wife after only 17 months of marriage. In 1835 he married Lydia Jackson and started to lecture. Then in 1836, he helped to start the Transcendental Club. The Transcendental Club was formed for authors that were part of this historical movement. Emerson was a big part of this and practically initiated the entire club. As we know he was already a major part of the movement and know got himself involved more. Many people and ways of life throughout his career including Neoplatonism, the Hindu religion, Plato and even his wife influenced Emerson. He also inspired many Transcendentalists like Thoreau. Emerson didn’t win any major awards, but he did win the love and appreciation of his readers. Literary Information Emerson wrote many genres of writing including poetry and sermons, but his best writing is found in his essays. Even though he is noted for his essays, he was also a strong force in poetry. Emerson was known for presenting ideas in an expressive style. He wrote about numerous issues including nature, society, conspiracy and freedom. After returning to America after a visit to Engla nd, he wrote for the abolitionist cause, which was eliminating slavery. Emerson used these ideas in his 1837 lecture "The American Scholar," which he presented before the Phi Beta Kappa Society of Harvard. In it he talked about Americans becoming more intelligently independent. In a second address, commonly referred to as the "Address at Divinity College," given in 1838 to the graduating class of Cambridge Divinity College, brought about a problem because it attacked religion and pushed independence.