Jack Welch Essay example -- GCSE Business Marketing Coursework

Jack Welch- leading Secret 1- Harness the Power of ChangeIt is important in todays ever-changing economy that business loss leaders are not afraid to make necessary changes to succeed. When Jack Welch became CEO of General Electric in 1981, it was a lackadaisical business, satisfied with its output and entangled in bureaucracy. He understood the competition that oerseas markets presented and the need for a new global strategic plan. He was adequate to envision the true potential of his resources and implemented drastic changes such as the Stretch, Work-Out, and Number One, Number Two business concepts (which will be discussed later) to achieve his goals. -Leadership Secret 2- Face RealityThis is the most important rule in Jack Welchs business strategy. Too many business leaders contract comfortable with their performance and refuse to see the need for change. A business leader must understand the importance of accurately defining their companys current position if they are p lanning on making successful changes. And once problem areas are discovered, managers must act immediately to correct them. When Welch took over at GE, he quickly addressed the common practice of sugar coating financial paper attain that only left a false since of security and insisted that both business unit in the GE empire must be the number one or number two competitor in its various(prenominal) marketplaces or it would be fix, close, or sold.-Leadership Secret 3- Managing Less is Managing BetterManagers need to tin the vision for their employees and instill confidence. Too many times, employees are held hold up by not having the power to make even the simplest of decisions without approval. Managers should empower their employees and trust that they are giving their total effort. This will give managers more time to work on plans to achieve the long-term goals of the company.- Leadership Secret 4- Create a Vision, Then Get Out of the WayPeople always overestimate how t hickening business is. This isnt rocket science. Weve chosen one of the worlds most simple professions. In Jack Welchs words, business is simple. A leader require to supply his employees with the information, the resources, the vision, and the atmosphere to succeed and reward them when they do. Welch does not concern himself with the details of GEs many business units he only needs to ma... ...direct more attention to the services side of an industry. The growth rates for product services increases more rapidly than that of product productions, so there is great inducing to direct your primary resources to provide service after the sale.-Leadership Secret 27, 28, 29- Turn Your Business into an e-CompanyThe Internet is the future of business. Bring your company up-to-date and provide customers, not only with product descriptions and information, but with a way to shop, communicate and interact with your company via the web. The Internet also provides less chance for human geological fault in the ordering process because fewer individuals have to handle information. And, most importantly, the Internet speeds up operations, whether it is use for sending information to employees or receiving custom orders from customers.- final stageJack Welch has definitely revolutionized the business approach. He has proven, over the years, that his techniques and concepts are extremely effective and that business leaders, worldwide, should heed his advice. This book provides a small glance into the methods and methodological analysis of, arguably, one of the greatest managers of our time.

The Effect of Language in Vladimir Nabokovs Lolita Essay -- Nabokov L

The Effect of Language in Lolita What really is reality? How can we define reality? The very nature of such a numberive subject means that there are as many answers as there are enquirying minds on the planet. Therefore, reality can only be delineate as what it means to each of us. We learn particular ways of looking at life from our experiences, which we gain from our interactions with others. This is the basis of an elaborate theory called the social formula of reality. In modern America, one of the largest social groups to which we can belong, certain values are instilled into our impressionable minds for example, not many of us would accept pedophilia. Or would we? What if our interactions with others shaped our susceptible minds so well, and so discreetly, that we came to casually accept pedophilia without knowing we were being deftly manipulated? This is the magic of Lolita, which does just that. The richness and playfulness of Humberts prose prominent allus ions adumbrative and eloquence makes it difficult to relate to Humbert as anything less than a masterful lyricist, much less a pedophilic murderer, and pushes the reader to twist ethics until the situation is no longer seen from societys eyes, but from Humberts. In fact, the complex riddles that Vladimir Nabokov employs beyond Humberts own words, which further include such devices as foreshadowing and obscure jokes, cause us to compose so absorbed in the cleverness of the book and its author that we nearly dismiss pedophilia as second nature to the intricate use of language. at once our morals are firmly in place, its difficult for us to imagine them being warped or even forgotten, but Lolita manages to make us question th... ...ook down and feel pity for Humbert when Lolita runs away, then realize that we felt pity when we should have felt vengeance. Works Cited Couturier, Maurice. The Poerotic Novel Nabokovs Lolita and Ada. 27 Jan. 2002. <http//www.libraries.p su.edu/iasweb/nabokov/coutur1.htm> Nabokov, Vladimir. Lolita. New York Vintage, 1955. Rivers, J.E., Charles Nicol. Nabokovs Fifth discharge Nabokov and Others on his Lifes Work. Austin University of Texas Press, 1982. Wood, Michael. The Magicians Doubts Nabokov and the Risks of Fiction. Princeton Princeton University Press, 1994. Poe, Edgar Allen. Edgar Allen Poe - The Academy of American Poets. 16 Mar. 2002. <http//www.poets.org/poems/poems.cfm?prmID=2212> Eliot, T.S. Ash Wednesday by T.S. Eliot. 16 Mar. 2002. <http//web.mit.edu/ashah/www/ashwed.html>

Clockwork Orange And The Age Of Mechanical Reproduction Essay -- essay

Clockwork Orange and the Age of Mechanical Reproduction      For Walter Benjamin, the defining characteristic of modernity was mass assembly and production of commodities, concomitant with this transmutation of production is the destruction of tradition and the mode of experience which depends upon that tradition. While the destruction of tradition means the destruction of authenticity, of the originally, in that it also collapses the distance between fraud and the masses it makes possible the liberation which capitalism both obscures and opposes. While commodity fetishism represents the alienation away from use- quantify and towards exchange-value, leading to the assembly line construction of the same--as we overhear relentlessly analyzed by Horkheimer and Adorno in their essay The Culture Industry. Benjamin believes that with the destruction of tradition, laboratory potentialities are nonetheless created. The process of the destruction of aura through mass reproduction brings about the "destruction of traditional modes of experience through shock," in response new forms of experience are created which attempt to cope with that shock. " fifty-fifty the most perfect reproduction of a work of art is lacking one element its presence in time and space, its unique universe of discourse at the place where it happens to be. This unique existence of the work of art determined the history to which it was subject throughout the time of its existence. The authenticity of a thing is the nerve center of all that is transmissible from its beginning" when substantive duration ceases to matter, he says, the authority of the object is threatened. (Think, for example of Alexs response to high art...) "technology has subjected the human sensorium to a abstruse kind of training. There came a day when a new and urgent need for stimuli was met by the film. In a film, perception in the form of shocks was constituted as a formal princi ple. That which determines the rhythm of production on a conveyor belt is the basis of the rhythm of reception in a film." (Motifs in Baudelaire) Benjamin distinguishes between two kinds of experience Erfahrung something integrated as experience, and Erlebnis, something merely lived through. Erlebnis characterizes the modern age and refers to the inability to integrate oneself and the world via experience. Erlebnis, then, ... ...lus (a "very important wear round of art," ritualized and de-politicized) is made into a weapon, and the scene of her death is a nearly subliminal orgy of modern-art. Whereas she, as with the use of all high-art among the Bourgeoisie, finds only exchange value in the phallus, phallus as pure sign, Alex initiates the violent reversal of that commodification. He turns it into a tool, here a tool of violence what she has done is to inject exhibition value into forms of art which have only exchange value, the work of art in the hands of the Bourgeo isie is reinjected with a type of aura, which only lead it further in the direction of losing control (like the reinjection of aura in the robot --Marias aura--in Metropolis). Control is lost and the phallus becomes a weapon, a violent recontextualization by Alex. He proves to understand substantially this process. There are also similarities here with the States control of his mind through conditioning. The state attempts to gain control by turning Alex into a robot (a clockwork orange), and then commodifying him (isnt this the struggle at the end for control of Alex--the liberals and state?). His use-value is a function of his exchange-value.

Comparing Character in Child by Tiger and Most Dangerous Game Essay exa

Difference in Character in infant by tiger and near chancy Game In Thomas Wolfes The Child by Tiger, the character Dick Prosser is clearly more credible than prevalent Zaroff in Richard Connells The Most Dangerous Game. This plausibleness is due to each characters lifestyle, murder motives, and personal morals. The difference in the characters is very dramatic. Foremost, how and where one lives tell much about a person. General Zaroff appears to be spiritedness in an almost make-believe world. He has bought an island and made his domicile there. When Rainsford, another character in the short story, reaches the island, he begins looking for lights. Connell describes, He came upon them as he turned a crook in the coast line, and his first thought was that he had come upon a village, for there were many lights (11). Today, it would be ludicrous for a man to own an island all by himself. Conversely, Dick Prosser lives more realistically. He lives in a basement room of a home belongi ng to a white family. Wolfe explains, The bare board floor was always cleanly swept, a plain bare ... Comparing Character in Child by Tiger and Most Dangerous Game Essay exaDifference in Character in Child by Tiger and Most Dangerous Game In Thomas Wolfes The Child by Tiger, the character Dick Prosser is clearly more credible than General Zaroff in Richard Connells The Most Dangerous Game. This plausibility is due to each characters lifestyle, murder motives, and personal morals. The difference in the characters is very dramatic. Foremost, how and where one lives tell much about a person. General Zaroff appears to be living in an almost make-believe world. He has bought an island and made his home there. When Rainsford, another character in the short story, reaches the island, he begins looking for lights. Connell describes, He came upon them as he turned a crook in the coast line, and his first thought was that he had come upon a village, for there were many lights ( 11). Today, it would be ludicrous for a man to own an island all by himself. Conversely, Dick Prosser lives more realistically. He lives in a basement room of a home belonging to a white family. Wolfe explains, The bare board floor was always cleanly swept, a plain bare ...

The Measure of Ones Life :: Personal Narrative Essay Example

The Measure of a Ones Life   The measure of ones life is in his or her deeds.  The life of Whittier Crocket Witherspoon has been scarce in its scope of accomplishment and influence. Hes been an educator, a school principal and teacher and a political leader whos met with presidents and the political elite of our country.   In 1987 Gov. Jim Hunt awarded him the target of the Long Leaf Pine (North Carolinas highest civilian award) for a lifetime of service, and his house is a treasure trove of awards, mementos and photographs.   Yet, for all the awards, all the accolades, Witherspoon seems most proud of the lives he has touched and the children who consent gone on to successful careers and lives.   I am pleased to note that I have kids who have received their doctorates, and masters, and are nurses and teachers, he says. A number are ministers. Many in this community.   He came to the Albemarle area in 1955 as the principal of what was then the Sawyers C reek School, the school for blacks in a segregated Camden County school system.   The U.S. Supreme Court had just ordered the desegregation of schools, and over the next 13 years, as the nation struggled with issues of racial hatred and division, the Marion Anderson School, as it was renamed in 1957, remained an island of calm in the storm.   Although they were turbulent times, Witherspoon did not feel complex answers were needed.   I told (students) that when they stepped on that bus, they were mine, he says. I told them they should experience one another. I treated everybody the same. My school was run on love. L-O-V-E.   It is a philosophy that comes from the pulpit of his father, a Methodist minister who traveled all over, in the words of Witherspoon. I have looked up most of all to my father, and I have tried to follow in his footsteps, he says. He attempted to train us (Witherspoon and his three brothers), and looking back over the years, I see that he d id very well.   The lessons he learned were based on love and respect to respect oneself, love others and love and respect this country.   Witherspoon served in the U.S. Army in the South Pacific during World War II, island hopping across forgotten atolls and nameless islands.

The Measure of Ones Life :: Personal Narrative Essay Example

The Measure of a Ones Life   The measure of ones life is in his or her deeds.  The life of Whittier Crocket Witherspoon has been remarkable in its scope of accomplishment and influence. Hes been an educator, a school principal and teacher and a political leader whos met with presidents and the political elite of our country.   In 1987 Gov. Jim Hunt awarded him the Order of the Long Leaf Pine (North Carolinas highest civilian award) for a lifetime of service, and his house is a treasure trove of awards, mementos and photographs.   Yet, for all the awards, all the accolades, Witherspoon enamorms most proud of the lives he has touched and the children who have gone on to successful careers and lives.   I am pleased to note that I have kids who have received their doctorates, and masters, and are nurses and teachers, he says. A number are ministers. umpteen in this community.   He came to the Albemarle area in 1955 as the principal of what was then the Sawy ers Creek School, the school for blacks in a segregated Camden County school system.   The U.S. Supreme philander had just ordered the desegregation of schools, and over the next 13 years, as the nation struggled with issues of racial hatred and division, the Marion Anderson School, as it was renamed in 1957, remained an island of calm in the storm.   Although they were dissolute times, Witherspoon did not feel complex answers were needed.   I told (students) that when they stepped on that bus, they were mine, he says. I told them they should love one another. I treated everybody the same. My school was run on love. L-O-V-E.   It is a philosophy that comes from the pulpit of his father, a Methodist minister who traveled all over, in the words of Witherspoon. I have looked up most of all to my father, and I have tried to follow in his footsteps, he says. He attempted to train us (Witherspoon and his three brothers), and looking back over the years, I see that he did very well.   The lessons he learned were based on love and respect to respect oneself, love others and love and respect this country.   Witherspoon served in the U.S. Army in the South Pacific during World War II, island hopping across forgotten atolls and nameless islands.

I Know Why the Caged Bird Sings by Maya Angelou Essay

In her anthology compose by Herself, Jill Ker Conway discuses a central theme in mordant womens record that is fully sh throw in I Know Why the Caged Bird Sings (1970) by Maya Angelou Because, from girlhood, these women confront the dual injustices of racial hostility and male exploitation, their lifespanspan histories are told with no hint of romantic conventions. They describe, preferably, a quest for physical and psychological survival (3).Angelous illustration of her childhood and adolescence shows her frequent conflicts with racialism, sexism, and injustice at the same time that the Maya describes her personal qualities, events, and the people that helped her to survive the destructive effects of her environment and served as positive post models for her. Despite the constant oppression she faced as a girl growing up lacking financial or other means of subsistence in the racially segregated town of Stamps, Arkansas, Angelou gives ferocity to the role models of her family members who sustained and raised her.These people contributed to Angelous development into a brave, mugwump young black woman. A Song of Transcendence Maya Angelou Maya Angelous I Know Why the Caged Bird Sings was published at the end of the civil rights movement of the 1960s, and it carries with itself the bitter and hard-won fruit of this historical period. Angelou knows the cruel realities of life in the raciest latterly South in the mid-twentieth century. As the critic Roger Rosenblatt (1974) has stated, No black American author has ever felt the need to invent a nightmare to solve her point (174).As Maya Angelou describes her childhood High spots in Stamps were usually negative droughts, floods, lynchings and deaths (Conway 45). Touched by the harsh effects of these negative forces, Maya Angelou goes through her life with sense of self-importance and self-respect. She moves forward toward a goal of freedom with a sense of self-knowledge, an understanding of the political rea lities of black life in the racist South, and a realization of the responsibility that such an understanding involves. Significant Others Maya describes several Black women nurturing a young Black girl in a racist and male chauvinist society.These Black women characters serve as positive role models for Maya. This autobiography illustrates how Black women love themselves and each other in spite of living in a creative activity that does not love or respect them. Angelous work describes a positive character of Black women who support each other and mute remain individuals, free to choose their own paths to self-sufficiency. Angelou writes if growing up is painful for the Southern black girl, existence aware of her displacement is the rust on the shave that threatens the throat.It is an unnecessary insult (4). Her autobiography illustrates the painful double strikes of becoming Black and female adult. As a young girl, Maya Angelou has a strong desire to be white, to be a member o f what she considers as the more favored and lucky race. The girl dreams to wake up out of her ugly black dream and instead become a white girl with beautiful long blond hair and blue eyes (2). She is aware, even as a little girl, that her way-out black hair and dark skin are not valued highly.The girl begins her difficult life with the painful feeling of not being frank enough, since Maya could not find girls who were black in any literature or movies. From the age of three Maya Angelou is raised and nurtured by her devoutly religious grandmother that is in earnest correct in attention to rules and morality. The girl calls her grandmother Momma. Although Maya realizes that she is often perplexed by her grandmothers manners, she definitely loves and respects her. This substitute mother-daughter relationship provides almost state of being secure for the young Maya.Some feminist literature emphasizes the meaning of the mother-daughter relationship for young womens psychological d evelopment (Iglesias and Cormier 259). Maya gives prominence to the master(prenominal) role of her grandmother (and later, her mother). Angelous account strategy bears witness to the strong impact these relationships had on her life, and in the end on her literary work. Maya Angelou places emphasis on the role of the black woman that has played in shaping her unique individual characteristics and destiny.Nancy Chodorow (1978) asserts that because of their mothering by women, girls come to experience themselves as less separate than boys, as having more permeable ego boundaries. Girls come to define themselves more in relation to others (93). In A Poetics of Womens Autobiography, Sidonie Smith analyzes different theories of womens autobiography and discusses among them theories that distinguish womens autobiographies by the way in which women seem to unfold their story through their relationship to a significant other (18).Maya Angelou feels the pain of racism as she observes her de arly loved paternal grandmother endure embarrassment when white girls call her Annie instead of addressing her with respect as Mrs. Henderson. Being a teenager, Maya has a similar situation when she is called out of her name by a white female employer who calls her Mary (108). Momma Hendersons painful experiences have prepared Maya Angelou for her own encounters with racist American society. The refusal of a white dentist, to whom Momma Henderson has provided loan, is another instance of the humiliation these two generations ofBlack women confront together. The dentist replied that he would rather posit his hand in a dogs mouth than in a niggers, granddaughter and grandmother have to travel twenty-five miles to find the nigh Black dentist (189). The echo of Jim Crow, even so many years after slavery, places Black women at the very low position in a white patriarchal system. And yet despite the painful experience and examples of racism, Angelous autobiography is a story of victory and a praising of the strength and major power of Black women.Maya portrays Momma Henderson as a strong, made by oneself, economically independent woman who has gained knowledge how operate and accomplish the goals in a world that believes women should be timid and dependent. Despite behavior conflicts with those who try to humiliate her, Momma Henderson is always the winner of any conflict because she never surrenders and retains her self-respectand she teaches Maya Angelou to do the same. Vivian Baxter, Mayas mother, is a woman of great ingenuity and has personal qualities like her own mother. She enjoys life, despite lifes troubles.From her mother, Maya learns the happiness of being a woman, delighting in the womanlike, and being proud of her Black female body. Mrs. Flowers, the aristocrat of Stamps, Arkansas, also encourages Maya to be proud to be a Negro (95). She helps Maya regain her self-confidence after the rape she gives her lessons approximately the importance and beau ty of language she introduces to her great writers and she gives her lessons in living so that Maya would learn to listen carefully to what country people called mother wit couched in the collective wisdom of generations (100).All of these black women teach Maya to love and respect herself, and to remember the generations of Black women who have come before her and helped pave a highroad of self-sufficiency in a strict world. Conclusion Maya Angelou played particular attention to the themes of motherhood within her autobiography. Angelou wrote a story in which both blackamoor and womanhood could be celebrated. What makes the work particularly powerful is her description of the vulnerable sexual positions in which black girls and women are placed.Readers see how Angelou presents black women among her family and friends and the significant role they play in providing the girl with security and love. Angelou describes black women as wise or trusted advisers in her intellectual devel opment. Repeatedly Angelou expresses gratitude for the presence of these powerful and independent women in her life and credits them for the individual she becomes.Works CitedAngelou, Maya. I Know Why the Caged Bird Sings. New York Bantam Books, 1969. Chodorow, N. The Reproduction of Mothering Psychoanalysis and the Sociology of Gender.Berkeley University of California Press, 1978. Conway, Jill Ker ed. , Written by Herself An Anthology, New York Vintage Books, 1992. Iglesias, Elizabeth and Cormier, Sherry. The Transformation of Girls to Women Finding Voice and Developing Strategies for Liberation. Journal of Multicultural Counseling and Development. Vol. 30 (4), 2002. Rosenblatt, Roger. Black Fiction, Cambridge, MA Harvard University Press, 1974. Smith, Sidonie. A Poetics of Womens Autobiography. Bloomington Indiana University Press, 1987.

Disadvantages of computer Essay

1. Choose a topic you can write easily. For example, writing an service and disadvantage essay about wearing a bike helmet, shopping the day after Thanksgiving, or renting movies http//www.ehow.com/how_2103639_write-advantages-dhow to comp be the advantages & disadvantages of estimators? 1. Look at the impact power of the computers. This number is expressed in GHz, or gigahertz. The higher the number, the faster the processing power. Faster processors are necessary http//www.ehow.com/how_7735278_compare-advantagesWhat are the advantages and disadvantages of a computer? monumental data storage and quick data computations. Various media (music, movies, games) It can help keep you organized. If you have Internet, then communication and social networking http//wiki.answers.com/Q/What_are_the_advantages_What is the advantage and disadvantage of computer?Advantage you could use it to simplify some tasks in your life. Disadvantage is very addicting to use. (Some people cant stay away fro m their computer for more than a day). http//wiki.answers.com/Q/What_is_the_advantage_anSimilar QuestionsWhat Are the Advantages of Computers to Students?How To Write An Advantages And Disadvantages Essay?How To Compare The Advantages Disadvantages Of Computers?What Are The Advantages And Disadvantages Of A Computer?What Is The Advantage And Disadvantage Of Computer?People Also AskedWhat are the best sales experts writing on social selling, or sales via social media? How Much Is An Autosmart Franchise?What is the relationship between managers reservation and theirperformance on the job? What banks use experian only?Why is Work Important?How do i apply for a job at dollar sign general in fultondale al? What is a Financial Statements?Why do companies need employability skills?What Is a Maintenance Technician?Car Service Checklist?

Fletcher Munson Curve

This means that it requires less energy to hcapitulum kHz frequencies Our ears are most sensitive to hearing 3. KHz as this is the resonance frequency of our ear johnals Range of frequencies we are sensitive to are between 1 kHz and KHz (this is the frequency range that mobile phones gyp out) We hear low and high frequencies very poorly The db reference curve is the most flat, meaning that most frequencies appear to be at the aforementioned(prenominal) level. This Is why music secures a lot better and more full when played tawdryly around this frequency SummaryEqual Loudness Contours show the measure of sound pressure levels in relation to different frequencies. Our ears perceive different frequencies of sound to be louder or quieter than each other even when played at the alike(p) reference level of db. Hearing Damage Tinnitus (both temporary and permanent) Tinnitus is a term used to describe the case of being able to hear sounds that are within the persons body, rather than sounds from an outside source. It often causes a ringing In the ears, but other sounds that bottom of the inning be heard Include humming, buzzing ND whistling.Tinnitus mess either be caused by a bully up of earwax, a mild ear infection, or also very commonly can be caused by damage to the inner ear from loud noises (usually high frequencies). Tinnitus can be prevented by best by avoiding exposure to loud noises completely, however this can prove difficult in a lot of scenarios. A more realistic approach to preventing tinnitus include reducing the time that you are exposed to loud noises, this can be done by either spending less time in sissy environments, or by taking regular breaks around every half hour for ten minutes or so.Another way to reduce the risk of getting tinnitus is by ensuring that you stay hydrated, as this makes sure that the circulation for the crinkle in the inner ear is kept topped up. You can also reduce the risk of getting tinnitus by reducing the Intensit y of exposure. Either bend the volume down yourself can do this, or If you dont have control of the volume, then you can wear earplugs. Noise Induced Hearing loss (NIL) is caused by either very loud noises for either a reef or prolonged time.The loud sounds can damage sensitive structures in the inner ear and can result in struggling or being unable to hear certain frequencies, or just partially deafening your ear(s). NIL can be prevented in the same ways as tinnitus and most other hearing problems. If you reduce the amount of time you are exposed to loud noises, or reduce the intensity of the noise by wearing ear protection, then you are reducing the risk of damaging your ears either temporarily or permanently.

New Historicism: The Wasteland Essay

T.S. Eliots highly influential 433-line modernist poem is perhaps the most famous and most written-about long poem of the twentieth-century. Eliots composition brings forth a reader to understand the work through its historical context and to understand cultural and intellectual level through this piece of literature, which documents the new discipline of the history of ideas. In other words, The Waste Land is subject to New Historicism to further understand the text of the poem and its relevance to history. T.S. Eliots poem, The Waste Land, was published in October of 1922. The 1920s and 1930s atomic number 18 often known as the inter fight period. The decades were profoundly shaped by the dislocations of World war I and then the mounting crisis that conduct to World warfare II. These were decades of considerable dislocation in the West. Revolutionary regimes in several societies provided another source of change. New, authoritarian political systems were another response to cri sis, peculiarly after the Great Depression, in several parts of the world. All of this occurred even as resistance to atomic number 63an imperialism was mounting (Davies 938). In addition, the 1920s was marked by major patterns. One of the first major patterns, Western atomic number 63 recovered from World War I incompletely, particularly in economics and politics. Cultural creativeness was important, and several social developments marked real innovation. scarcely political and economic structures and European diplomacy as well, rested on shaky foundations. World War I quickly shattered the confidence many Europeans had maintained around the turn of the twentieth-century. Although the ultimate effects of World War I involved Europes world position, the war also brought tremendous dislocation within Europe.Though some of the damage was quickly repaired, much of the damage persisted for the subsequent ii decades. The key battlegrounds for four bloody years had been in Europe. The sheer rate of death and maiming, as well as the frustration of long periods of virtual stalemate, had had a devastating material and psychological impact on the European combatants. More than ten million Europeans had died. Vast amounts of property had been destroyed. Most governments had failed to tax their populations enough to open for the war effort-lest they weaken domestic support-so huge debts accumulated, leading to inflationary pressure even before the war was over. Key prewar regimes were toppled when the German emperor abdicated and the Habsburg pudding stone collapsed (Rich 138). Interestingly enough, in the first part of Eliots The Wasteland, the German words Bin gar keine Russin, stamm aus Litauen, echt deutsch ( Eliot, I. 12) are spoken. The English translation is Im not Russian at all I come from Lithuania, a true German. Both prior to and after these words are spoken, it is revealed that these are autobiographical fragments of a woman who not only recalls sleddin g in her childhood, but explicitly states that she is German and not Russian by any means. As verbalize in the previous paragraph, the Habsburg family was in no doubt defeated. These spoken words are important if the woman is a member of the spoken defeated Austrian family, although it is not ever revealed. Following World War I, Lithuania experienced the influence from the Soviet Union. The country of Lithuania was originally part of German territory until the post-war demands led to the divide of Lithuania from Germany and therefore, fell under control of the Soviet Union. The first piece of The Waste Land can be seen as a dramatic monologue.The speakers in this variance are seemingly frantic with their need to speak and to find an audience, but they ultimately find themselves surrounded by dead people, give care in wars. Because this section is so short and the situations are somewhat confusing, the effect is not an overwhelming impression of a single character. Instead, the reader is left with the feeling of being check in a crowd and unable to find an individual who appears to be familiar. This type of situation can be seen in any war when individuals are thrusted on the war front. During World War I, to protect themselves from the withering firepower of the artillery and machine guns of the opposing armies, British and German soldiers began to dig into the ground during and after the clashes on the Marne. Soon northern and western France was crisscrossed by miles and miles of entrenchments that frustrated- with staggering levels of dead and wounded-all attempts to break the stalemate between the opposing forces until well into 1918. The almost unimaginable cleaning power of the industrial technology wielded by the opposing European armies favored the defensive. Devastating artillery, the withering fire of machine guns, barbed wire barriers, and the use of envenom gas turned the Western Front into a killing ground that offered no possibility to d ecisive victory to either side. The carnage reached unimaginable levels, with the Germans losing 850,000 men, the french 700,000 men, and the British over 400,000 in the single year of 1916 on just the Western Front (Davies 925). In so many ways, the war in Europe was centered on the ongoing and senselessness slaughter in the trenches. Levels of dead and wounded that would have been unimaginable before the war rose ever high between 1915 and 1918. They were all the more tragic because neither side could break the stalemate hundreds of thousands were killed or maimed to gain small patches of ground that were soon deep in thought(p) in counterattacks. Years of carnage made all too evident the lack of imagination to utter incompetence of most of the generals on both sides of the conflict. hardly a(prenominal) understood that mass assaults on mechanized defenses had become suicidal at this point in the industrial age. The aged officers in the higher commands and overmatched politici ans soon demoted or dismissed those who sought to find creative ways out of the trench morass.With much of this history in perspective, T.S. Eliot conveys the destruction, or moreover, the aftermath of the first world war (Davies 952). The description Eliot gives in the second part of his poem, The Fire Sermon, White bodies naked on the low damp ground and bones cast in a little low dry garret (Eliot, 193-194). Although these two lines may be taken in a different context, from a readers perspective, one may conclude the title The Waste Land, deriving from this image. As discussed in the previous paragraph, the image of dead bodies and the bodies of the wounded in the trenches describes what appears to be a waste land. In many senses, Eliot also conveys some sort of anger.As the war dragged on without any sign that decisive victories could be won by either side, soldiers at the fronts across Europe grew resentful of the civilians back home. Their anger was focused on political leader s who cheered them on from the safety of the sidelines far to the rear. But the soldiers were also disturbed, more generally, by the patriotic zeal and insensitivity of the civilian populace, which had little sense of the horrors they were forced to endure at the front. In fact, the commitment of the civilians crapper the lines and their hatred for the enemy was usually far more pronounced than that of the soldiers actually in combat (Roberts 911). Each of the powers remained able to mobilize ever larger poesy of soldiers and military resources, despite growing food shortages and privations on the homefronts. The governments responded by rationing resources and regulating production to head off potentially crippling labor disputes (Roberts 914).Eliots The Waste Land offers the reader a close depiction of the social turmoil that the European continent was in following the horrific World War I. Moreover, this poem, in many senses, is a reflection of personal emotions, and as a spiri tual quest pertaining to Christian tenets. Any individual would conclude that after experiencing or witnessing horrific war events, a person of any caliber would be experiencing many emotions such as depression, anger, frustration, and fear, to name a few. It is not to assume T.S. Eliot was exalt to write the poem The Waste Land based on actual war events. Instead, this poem, as stated earlier, is a good depiction of what society was like through Eliots point of view. The Waste Land ultimately went on to record a hodgepodge of facts, ideas, superstitions, and interests born during the ordeal. This poem epitomizes the thoughts and feelings of the survivors of the World War I and post-World War I generation.Works CitedBarzun, Jacques. From Dawn to Decadence 500 Years of Western Cultural Life. New York City HarperCollins Publishers, 2000.Davies, Norman. Europe, A History A candidate of Europe, East and West, From the Ice Age to The Cold War, from The Urals to Gibraltar. New York City First HarperPerennial, 1998. Eliot, T.S.. The Waste Land. In A Norton Critical Edition, Michael North, ed. New York City W.W. Norton & Company, Inc., 2001.Rich, Norman. The Habsburg Empire, 1790-1918. Political information Quarterly 87(1972) 137-138Roberts, J.M.. The New History of the World. Oxford Oxford University Press, 2003.

Art 2c de Young Museum Report

D. Pasturel Arts 2C Winter 2013 Midterm Review Date of Quiz Thursday,January 24 Date of Midterm Wednesday, February 13 The following are images which you will need to know for the exam. I will ask you to call to mind the artist, or the title, or the date, or the period. You should memorize all of the information provided. * 1. Bemini. Baldacchino. St. Peters, Rome. 1624-1633. Italian Baroqu6. pg. 673. 2. Bemini. Ecstasy of St. Theresa. Comaro Chapel. 1645-1652. ItalianBaroque. pg. 675. 3. Caravaggio. Conversionof St. Paul. c. 1601. ItalianBaroque. pg. 683. e 4. caravaggio. calling of St.Matthew. c. 1597-1601. Italian Baroque. pg. 681. ( + * 5. Artemesia Gentileschi. Judith Slaying Holofernes. c. 1614-1620. Italian Baroque. pg. 683. 6. Josd de Ribera. Martyrdom of st. Philip. c. 1639. spanish Baroque. pg. 688. T. Yelazquez. Las Meninas. 1656. Spanish Baroque. pg. 691. 8. Rubens. Elevation of the Cross. 1610. Flemish Baroque. pg. 698. 9. Frans Hals. Archers of Saint Hadrian. c. 1633. Dutch Baroque. pg. 704. 10. Judith Leyster. Self-Portrait. c. 1630. Dutch Baroque. pg. 705. 11. Rembrandt avant-garde Rijn. Anatomy Lesson of Dr. Tulp . 1632. Dutch Baroque. pg. 706. Rijn. Night Watch. 642. Dutch Baroque. pg. 707. 12. Rembrandt Van 13. Vermeer. Woman Holding a Balance. c. 1664. Dutch Baroque. pg. 7ll. 14. Georges de La Tour. Adoration of the Shepherds. 1645-50. cut Baroque. pg. 723. 15. Poussin. EtinArcadiaEgo. c. 1655. FrenchBaroque. pg. 719. 16. Claude Lorrain. Landscape with Cattle and Peasants. 1629. French Baroque. pg. 72I. 17. Hyacinthe Rigaud. Louis )ilV. nl. French Baroque. pg. 7l4. 18. Mansart and Le 19. Frangois de Brun. Hall of Mirrors. Versailles. c. 1680. French Baroque. pg. 716. 730.. Cuvillids. Hall of Minors, the Amalienburg. Early 18s c. Rococo. g. 2. Walteau. Pilgrimage to Cythera 21. Boucher. Cupid a Captive . 1717. Rococo. pg. 732. . 1754. Rococo. pg. 733. 22. Fragonard. The Swing. 1766. Rococo. pe. 734. II. In addition to the slide identificat ions, new(prenominal) questions including multiple choice, and shortanswer questions will be on the midterm examination. In order to respond to these questions, you should suffer a strong understanding of the following A. all of the periods we have discussed in categorise, including 1. The Baroque chapter24 a. Italy b. Spain 2. The Baroque * chapter 25 a. Flanders b. The Dutch Republic c. France 3.The Rococo chapter 26 (to page 734) B. While you will be tested on the slides listed preceding(prenominal) h I, you will also be expected to have a good comprehension of images not necessarily on the list. We have seen, for example, images in contour that are not in the textbook, including a number of works by Vermeer. Although you will not be expected to know the titles or the dates of the slides not on the list, you should have a general understandlng of these to be able to answer possible multiple choice or short answer questions. Reading all over your class notes should help in familiarizing yourself with these works.C. The exam will also include multiple choice and short answer questions on the history and gardening of the above mentioned societies. This is the type of knowledge that should be stressed when studying for the exam. The Reformation and Counter-Reformation, for example, in-fluenced so much art of this period that an understanding of these movements is critical. Culturally, the religious beliefs and expanding middle class of Holland played a large role in the art produced in that country. III. Ways to study A. attend class regularly B. read over your class notes thoroughly C. emorize the slide list above (either from the book or from my sites. goo gle. com/site/dpasturelarthistory/) D. read the textbook website IV. What to bring to the exarR A. apen and or a2pencil B. scantron form addressable in the bookstore C. no dictionaries will be perrnitted except in special cases that have been cleared with me in advance CIIEATING POLICY CHEATING g o away NOT BE TOLERATED. If you are caught cheating during the exam, you will be asked to leave. If your responses are exactly the sa$te, or suspiciously similar to thbse of another student, your work will be catled into question.

Church Leaderhsip and Ministry Evaluation Paper Essay

1. Would you say that your congregation (or the plurality deep down your particular department or stadium of ministry) is Living Out the straits of Christ (i.e. Unity, Humility, Selflessness) as they interact, serve, and minister to/with each other? How specifically do you as a ministry leader teach, cultivate, and principal(prenominal)tain The head word of Christ in your area of ministry? Taking a look at what Dr. Gutierrez tells us in his book. He breaks down each one of the three areas and gives some direction and a checklist on applying these elements to your message.In our Bible study and conversations that we aim during our meetings, or get togethers. Someone is appointed each m to research and set up a gamey plan for us to discuss and have a meeting of the minds. Just as if saviour was sitting in the room with His disciples. The speaker controls his/her format and gives a ten to fifteen minute summary of what they found interesting and gives us time to react in quest ions and opinions.This is a meaningful and responsive reaction towards the main source of the material that was presented. Each one gives their time and when there is two or three in the mist there give be a revival for which the word of graven image is proclaim. Dr. Gutierrez states With an open Bible and a ordaining spirit, you can begin an exciting spiritual journey that will non solo instruct you in teachings of the Book of Phillippians but also equip you with wise counsel and guidance.1 So in our meeting we have the spirit and fealty to be with the Mind of Christ.2. Would you consider yourself a Wounded Healer? Also, would you please share an example where you have ministered to a person who is/was wounded in the aforesaid(prenominal) manner that you once were? (cf. II Corinthians 13-5) My son and his wife lost my eight month old grandson to drowing and we had a terrible time understading how God would come a coddle a precious baby boy so ample of behavior and joy. We prayed and search for answers and found that sometimes bad things just happen to you in invigoration. subscriber line lost everything in being a servant to God, and the devil punish Job with pain and suffering but he never turn against the generate. heller attached his character, health, property, and children, but Job fell down and whorshiped. So when this happen to us we reflected on Job story and prayed to the Father and in November they will be blessed with another son.God will never forsake thee and with this we are humble and stronger with faith and salvation in our hearts. 3. How specifically does the Holy kernel serve well guide you as you lead/serve in your ministry? Also, can you give a specific example of how you were able to clearly recognize that the Holy intuitive feeling was helping/guiding you in dealing with a particular situation and/or decision while in your ministry? What advice would you give me that, if I obeyed, would assure me that I would be able to be guided by the Holy Spirit in my life and/or ministry? The Holy Spirit will give you the ripe(p) questions to asked and will lead you in the correct path to minister to the congregation. Everytime someone comes to the altar we all pray and the Holy Spirit is present and the feeling of fuel is within all hearts and the joyful noise is released.The prayers and praises are given to the Lord and the church is in the mist of revival. Take heed to honor the Father in your life and humble yourself and adjudicate Jesus to lead you in the direction that the Holy Spirit will take you. John 1416-17 And I will pray the Father, and He will give you another Helper, that He may abide with you foreverthe Spirit of truth, whom the word cannot receive, because it neither sees Him nor get it ons Him but you know Him, for He dwells with you and will be in you.2 4. Do you have a personal philosophy (i.e. an agreed upon plan of action/policy/understood protocol) of how/when/where you exhibit sin i n the lives of 1) co-ministers/co-leaders in your ministry, and 2) people to whom you minister? If so, what is it? How did you come to this philosophy? If not, do you see a deficiency for such a philosophy? why or Why not?Col 22-3 that their hearts may be encouraged, being knit together in love, and attaining to all riches of the full assurance of understanding, to the knowledge of the mystery of God, both of the Father and of Christ,in whom are hidden all the treasures of wisdom and knowledge.3 These two verses will give you everything you need the knowledge, wisdom, and know that philosophy is the meaning of exsistence, reality, knowledge, and goodness in the world. The Bible with give you the knowledge as longsighted as you read it, study it, and seek answers from God. He sent Jesus to be the great philosopher, teacher to the disciples, and all people that listen to Him.I try to set my standards of teaching to the policy of the Bible and seek answers from others that have devot ed their life to understanding Gods word. This allows for a direct approach to the people I am talking too and allows them to asks questions and hopefully I can give them the correct answers. 5. Can I perform a little ministry quiz on you? (Remember This question is taken from the section within chapter 25 entitled Recalling Encounters with God)a. Can you recall for me what you specifically did (i.e. tasks performed, people you talked to, the number of hours of service) on any individual day in your ministry approximately sixsome weeks ago? Yes I can because it was a time of joy and happiness I just finish my AA degree in religion and I treasured to tell everyone how excited I was that I accomplish a goal. It was a personal quest to get a degree in the field and convey to Liberty University I applied myself and finish. take down though I am continuing on with my schooling I hope to get my BS next year about this same time. It has given me more of a understanding and also a gui dance in certain material that gave me more prospect to share with others.Seek and you shall find and with the help of the Father, and His Son I will be a better listener and teacher. b. Can you recall any time in the past that you were either so moved by hearing a sermon, reading a bible verse, hearing a testimony of a someones salvation that made such an impact upon your life that you still have a vivid recollection of the event today? How long ago did that spiritual event take place?It has been many years ago now that my mother passed away and I dearly love my mammary gland and when she died a part of me died with her. In June 1997 she gave up this life on this earth and Jesus took her away from us. I have always been someone that writes notes, poems and I wrote my puzzle one and told her how much I love her and would missed her and during the funeral the talker use it in his sermon. It was a joy inside and I knew that Jesus was with me and the Holy Spirit had carry my Mother to heaven. I could feel her presence on me as He read the letter and afterwards many people came to me and told me how wonderful it was to be so thankful in loving a person so much, but is this not what Jesus did for us as He was nailed on the cross and when He ask God to forgive us for our sins because we do not know what we do. Somewhere and sometime everyone will depart and hopefully there will be that special love one to remember them as Jesus remembers us on the cross.c. Could you briefly describe for me how your daily Quiet time with God or your Communion time with God or Your Devotion time with God usually goes? My time with God and Jesus is not nearly sufficiency time to humble myself and bowed down and pray like I should. Always to busy to just give my time to just praying and praising the Father. I know that being selfishness is a sin and that I will have to answer to the reason I went to the game or play golf when I should been studing and preparing. I do pray and many t imes I am alone and just open my heart to Him and ask for forgiveness and through His precious Son Jesus to lead me in the straight path that He wants me to go. I would say I am a normal man and sometimes I fall short in honoring our Father and His Son.6. As a minister, are you ever tempted to become competitive with either a checkmate minister or a neighboring ministry or covet the success or resources of other ministers and/or ministries? How do you overcome this temptation in your life if/when it ever comes up in your heart? What advice would you give me to make sure I remain content with what God specifically has for me in my own life and/or ministry? Competing against someone else is not my idea of serving God and it is not a game of winning or losing. Jealousy is not a spotless trait to have and to let yourself overcome with jealousy will surely destroy your favor with God.For it is written that the Jews were jealous of Jesus and they crucified Him on a cross. Even though yo u might not crucified someone there are a lot of people that kill because of jealousy. In our lesson book Ministry is tells us that To love is to immobilise comparing. It is impossible to have a heart full of love for a Christian brother and still be envious or critical toward him at the same time.4 We only have to read in Genesis all the jealous hatred that occur from the very beginning with Cain and Abel, Joseph and His brothers, and Sarah and Hagar just to name a few these all ended up terrible and no one is ever a winner. Our God is a very Jealous God in Exodus 205 (one of the ten commandments) you shall not bow down to them nor serve them. For I, the Lord your God, am a jealous God.5 The chosen people paid a severe price by worshipping other gods and suffer for forty years in the wilderness. So do not be jealous of any other ministry but rejoice that so many lives are being save. 7. Provide a summary of your discourse.a. In what areas of lead and/or ministry do you feel you need to improve? Personal behavior and spend more time in studying and preparing the materials. Reaching out to others, donating more time and energy towards building a better relationship with God and Jesus Chrsit. Set a personal mission in visitation and inviting outsiders to touch base in our worship service. Help with the youth in planning more activities and helping with the mens club and women auxillary. But the most important will be to talk to God and seek better answers to the questions that people might ask of me. b. Develop a specific plan to improve in these areas. ready my time, pray longer and often, study and do research, sat down with the elders and members of the council to set up more direct meetings and feedback. Take a look at the finance and see if there is a more productive way to assist and help others. c. How will you measure your progress?During the monthly meetings set aside a time for the members to ask me questions, and give me feedback on policies and do we need to update old standards and policies that might change with the new generation of the younger members. Get them complex and asked them to get active in planning new outreach programs and as well as visiting new people. Conclusion It is without saying that we must have Jesus Christ in our lives, and as ministers, preachers, or elders we should put forth extra effort in building a solid foundation in the church. Involvement will be the key and knocking on doors to get people interest in the church. Determine if our motives are still moving in the correct way and take the time to celebrate the joy of friendship. I can not say about how things will change because it is not a lot that I can do except present the message that I have already set in place.If I could have interview any other preacher I do not think that their answers would be to much different than mine. Because I believe if you are call to preach than the Lord our God has already given you a outline to follow. T he reason I can say this is because if you go too ten churches they will have certain things they do differently but when it comes to celebrating and worshipping Jesus Christ our Savior most of them are on the same game plan. 1. Living Out the Mind of Christ, Copyright 2011 by Ben Gutierrez. 2. The Holy Bible, new King James Version copyright1982 by Thomas Nelson, Inc. All rights reserved. 3. Ministry Is,,,copyright 2010 by Dave Earley and Ben Gutierrez. All rights reserved. 4. The Holy Bible, New King James Version copyright1982 by Thomas Nelson, Inc. All rights reserved. 5. Ministry Is,,,copyright 2010 by Dave Earley and Ben Gutierrez. All rights reserved.Total Word Count 2,356

Kozol’s Savage Inequalities

Jonathan Kozol was born in 1936 in Massachusetts. Throughout his life, he has been extremely active voice in public issues. He spent several teaching in public schools, fighting against the inequalities there, scarcely also fighting for the civil rights movement and equality for all, despite race or ethnicity. Most of the schools Kozol taught at were inner-city schools, similar to the anes he writes about in his sacred scripture (www.wikipedia.com).Kozols purpose in writing the book was to expose the vast inequalities that atomic number 18 present in todays schools. He provided a cracking of many antithetic ways schools are unequal backup, teacher quality, school environment, materials, and more. He profiled several different schools, in particular, inner-city Chicago schools and suburban Chicago schools (New Trier), to show the vast differences in all(prenominal) aspect of these schools, and the set up that these differences had on the students.Kozol also in escapeed to s how the multitude of different issues that went into creating the caper, such as privation of funding, overleap of materials, lack of quality teacher, political laziness or outright disdain (towards inner-city schools), parent misinformation (or lack of information), lack of parental culture and knowledge about the system, and more. These differences all account for why the schools are so vastly different m geniusy is non the only problem and simple solution.Kozol accomplished his purpose. As one is exercise the book, one is filled with shock, horror, and indignation at the vast inequities that exist in the schools. One particularly apprisal section is his illustration of the kindergarten students, who Kozol describes as bright and eager to learn, even in the inner-city. However, these kids who hand over every efficacy to learn are given few materials and poor teachers, and they fail to thrive.This failure, he explains, results from the education system impuissance them, and non from their consume lack of anything. He clearly illustrates the unfairness of the school system, and proposes some interesting solutions. In the kindergarten class in one of Kozols examples, there are no pictures on the wall, there are ancient textbooks, there are few toys to play with, and there is a teacher who is al well-nigh excessively tired to care. The teacher knows that whatever happens, many of these students ordain drop out of high school, and many of those will land in jail. The teacher does not believe that she can make a difference, even though at this age, with the students eager and primarily well-be becomed, she could.The purpose was well accomplished because of Kozols many examples. The way he used the case studies was especially interesting. In the case of New Trier, the parents were unwilling to tax themselves at a high rate, but their income and keeping values were so high that they will had plenty of capital. Therefore, the school had handsome cl ass offerings, facilities, teachers, and students. In poorer districts, like Lawndale, parents taxed themselves as much(prenominal) as they could, and they nonoperational couldnt afford to have good school buildings, new materials, and good teachers. This difference in personality and attitude of the community in the district further illustrates Kozols point.In addition, Kozol highlights the sheer environment differences in the schools. In the suburban districts, teachers come in chance(a), on time or they are subject to discipline or being fired. He quotes one principal in an inner-city school as saying I take everything that comes through the door, which means that teachers who are absent more often than not, or who show up a couple hours late everyday still have jobs. These environments portray a complete lack of caring on the part of the teachers.This is at least in part because the teachers truly believe they cannot make a difference. many a(prenominal) know that most of the students will drop out of school and end up in prison, illiterate, and with no job or a poor job. Some teachers even see this effect as positive, stating that the kids who really care endure in school until graduation. However, this is a terrible way to think about students, and only perpetuates the situation.Also, the suburban schools tend to be newer, brightly lit, with plenty of classrooms and jakess and decorations. The urban schools are lucky to have one working bathroom that isnt clean, dark windows, and a building that is falling apart around them. In some cases, urban schools have extremely overcrowded classrooms, no working bathrooms, no libraries, no com pukeers, no decorations, and are extremely depressing. Students get skipping school at a young age merely to avoid these circumstances.Kozol also discusses the attitudes of the law makers. Many refuse to spend more money on these failing schools because it would, in their estimation, be like move money into a black hole. In other words, useless. This goes to show that government officials are not doing anything to form the problem in fact, they often are the problem, by refusing to believe that anything could change. Their lackadaisical attitude submits to subroutine around rather than rewarding the students who are already succeeding, they should attempt to service the students who struggle, who will only flex around if the law makers choose to do their job and advocate for all students.The section on Corla Hawkinss class was particular interesting. In it, Kozol illustrates one of the bright spots in otherwise terrible inner-city schools. Ms. Hawkins is a unique teacher who cares about her students, who makes sure they come to school, who forces them to respect her and each other. She spends a lot of her own money on supplies for the classroom, including a set of encyclopedias. She assigns homework everyday in order to promote responsibility.She sits the students in teams at groups of d esks, and has them teach each other the lessons. Her emphasis means that students in her class succeed much more than the average student in the school. Ms. Hawkins also teaches the students important social skills. She doesnt give grades at all in the first quarter she gives team grades in the second she gives pair grades in the terzetto she gives individual grades in the fourth. In this way, she teaches the kids to learn before being competitive about grades, and then to help one another and cooperate more than compete. Later, she teaches the students to look out for themselves.One of the unfortunate problems with this is that these students will have one year of excellent teaching, and then will go back to the typical way that things are in inner-city schools, meaning that their chances of success are still fairly low overall. It also gives the students as taste of what could have been, which means that overall, one good teacher doesnt change anything.The silk hat solution is t o correct the problem by changing the way the schools are financed. Instead of refusing to put money into the schools, politicians should be eager to put more money into them, enough to build new buildings (or improve the current ones) and to hire truly certified teachers. If that occurs, change will bring at the bottom levels, as students come in and find teachers with higher(prenominal) expectations, and materials to support learning. People need to stop being completely hopeless about these schools and these students and start large(p) them what they need. Without the proper materials and quality teachers, there is no way that students will care, or learn.In some states, school funding is done in an unconstitutional way. In fact, in most states, schools are funded at least in part by property taxes. This offers an immediate inequity, since poorer areas, like inner-city areas, will automatically have lower property values, and therefore, less money for schools. A new funding pla n that distributes money more equally, or ground on need, is in order. A suburban school with already current materials, computers, and new buildings does not need as much money as an inner-city school with gray materials, no technology, and a crumbling building.Currently, the thinking in education is to give money to the students and districts who are already winners. Money is allotted as a pillaging for success. This value needs to change, so that money is given based on need, because the value is success and chance for everyone, not just for the privileged few.Reading this book changes ones view on the way schools are handled in this country. It seems perfectly fair to grow up in a privileged district, and to go into education as someone who wants to continue that tradition of excellence. However, confronting the problems that face many schools today shows that education is not perfect, and not every school or student is nearly as lucky as some.This new actualisation will ch ange the way a person looks at being an administrator. Perhaps, instead of fighting for every dollar for a particular schools excellent AP program, one would choose to distribute that money to districts who do not have things they need. Or, instead of purchasing new textbooks frequently and getting rid of the old ones, one might choose to buy new textbooks for another school, or to donate older (but still fairly recent) ones to a school in need.Also, when it comes to making policies, one might choose to consider what is best for all students, rather than only a small group. Many of the students in a poorer district do not have anyone to advocate for them. Their teachers and politicians mostly will not, and their parents may not know how to. Some people in their district, and some of the students themselves, may not even speak English. An administrator from any district may be able to stand up and fight for them. If enough administrators begin to value equality in education (and sep arate is not equal, whether it is separated by race or social class), changes will begin to occur.This book is a very eye-opening look at the reality of schools today. It is an important thing to realize not all schools are equal. Many students are suffering because of the lack of opportunity their schools provide, ultimately setting them up for near certain failure. The only way this will change is if educators stand up and fight for change, and an educator who has not learned about these inequalities will not be able to stand up and fight. all(prenominal) educator should know what is really going on.This book comes highly recommended. Kozol goes into the schools and paints vivid pictures of what the schools are actually like. Hes not writing from a high horse or a strictly academician perspective. He is showing what the day to day realities are for so many students. He is high-lighting the problems in a completely real-world way. Kozols book is an important one in the field, a nd one that everyone should read.BibliographyKozol, Jonathan. Savage Inequalities.Jonathan Kozol. Wikipedia, the online encyclopedia. Accessed November 10, 2006. Website http//en.wikipedia.org/wiki/Jonathan_Kozol.

Differences Between the Movie and Play: Cat on a Hot Tin Roof

There atomic number 18 key differences and similarities surrounded by the tactic Cat on a Hot Tin Roof and its word-painting equivalent. Major differences would overwhelm the character Maggie, the possible homosexual relationship between Brick and original, and the basis for Maggies uncongeniality for Skipper. Similarities include nearly of the cast, the overall plot, and the bitterness that the family seems to not so secretly hold for each other. The character Maggie in the play version and in the movie version differs.In the play she admits to sleeping with Skipper so that both of them could be closer to Brick, so that both of them could feel like they were making love with Brick. But in the movie Maggie denies and app arently never had relations with Skipper. With this being said, in the play version Bricks hostility for Maggie seems more than more unjustified. Also, Maggie was the one to tell Brick of his fathers terminal illness in the movie version. This phone line had been left to the doctor in the play version.A second difference between the movie and play would be the possibility of a homosexual relationship or homosexual feelings between Brick and Skipper. In the 1950s, when the movie was produced, it was inaudible of to have any form of homosexuality in a production. This is a big difference because it leads to Brick not necessarily being weak because of the loss of a could be homosexual partner/fri demise just being weak because of the lack of love and compassion he received from fine-looking Daddy. This leads to more sport between Brick and his father in the movie version.With the previous being stated there has to be a difference for the distaste between Maggie and Skipper. In the movie, Maggie apparently never had relations with Skipper and the single reason she had for disliking Skipper was the time that he took from her and Brick. She felt that as a young married couple that Brick and Skipper spent far too much time together, time that Brick could be spending with her. Though there are many differences between the play and movie (this is usually the case when it comes to Hollywood) there still are some important similarities between the two.The cast, with the exception of Maggie, are mostly unchanged. Bricks alcoholism and the pain he feels after losing a dear friend, Gooper is hell bent on getting well-favoured Daddys plantation, Mae is still a very easily dislike character who seems to be constantly birthing babies. , Big mum is full of love and wants nothing more than to have one big happy family, and Big Daddy is still holding together the family for what seems to be the wrong reasons. The overall plot also seems to be unchanged.It starts the same, introducing with hidden distaste between members of the family and not so hidden distaste that Brick feels towards Maggie. Big Daddys terminal illness, Gooper and Mae being hell bent on getting what the believe should be coming to them, and the end all s eem to be unchanged either way you look at it. Though it has been mentioned more than once before, it is important to notice a big part of both the play version and movie. That is the distaste that the family feel for each other.The feelings Brick has for Maggie, that Maggie has towards Mae and her children and vice versa, the way Gooper feels about Brick, and the way Big Daddy feels towards Big Momma are unchanging. In either, the family is completely separated and out for themselves. Each one, in their own way, are only out for themselves. With any comparison between a play and its movie counterpart there are bound to be major differences and key similarities between the two. In this case, both the play and the movie were large for the same and different reasons.

Health Module 1st Quarter Essay

stimulate and Hu globe grammatical gender drillAt the end of the quarter, you should be fit to1. cover intimateity as an strategic percent age of superstars someoneality. 2. excuse the importance and dimensions of pitying sex activity. 3. disassemble the factors that shine unitys attitudes and practices colligate to sex activity. 4. assess some whizzal thoroughlyness attitudes that may influence cozy behaviour. 5. relates the importance of inner urge to family health.6. discuss the signs, symptoms, and force plays of sexu aloney inherited transmittings (STIs), such as Human Immunodeficiency Virus (human immunodeficiency virus) Infection and Acquired Immune wishing Syndrome (acquired immune deficiency syndrome). 7. cast stairs in the opposeion and tone d suffer of STIs.8. analyze why abstinence is the just some in effect(p) method for the prevention of human immunodeficiency virus and acquired immune deficiency syndrome and other STIs. 9. follow pol itical science policies in the prevention and halt of human immunodeficiency virus and back up (RA 8504 or Philippine support statutory community and Control Act). 10. explain other brass efforts in ensuring a clean caudex supply to prevent issues and problems related to inner activity (RA 7719 or derivation Services Act of 1994). 11. apply ratiocination-making skills in managing innerly-related issues. ar you establishy?You may start- take away consider doing round activities that onlyow b undecomposeden you up while expressing your grappleledge ab break through gender as an key component of ones temper.A. DIRECTIONS How much do you discern nearly sex activity and humans internality? encounter disclose by manageing the future(a) questions. hold open your answers in your activity nonebook. 1. What term defines a man or a woman based on biological characteristics? a. sexb. sexual activityc. sexualityd. androgyny2. Which of the pursuance illustrat es gender?a. Miguel loves to cook.b. Marco does non cry in national.c. Hazel has a positive body image.d. Ahmed is attracted to Felicity.3. What do you call the sets of activities that society considers as appropriate for men and women? a. gender lineamentb. gender identityc. gender equalityd. gender sensitivity4. why is it pregnant to under foot human sexuality?a. We allow for all be raise adults.b. We verify similar sexuality issues.c. There is a specific age for ontogeny ones sexuality. d. It get out befriend us build a better relationship with ourselves and others. 5. Which characterizes a good decision?a. Easy to makeb. Makes your friends happyc. One that your teacher told you to maked. Arrived at after a themeful consideration of consequence/sB. DIRECTIONS Read the succeeding(a) statements. Analyze your soulfulnessal pay on each item. Write a short write up why you agree or dissent with it.1. Teaching is a job for women.2. Men comport no dear to cry in publi c.3. two men and women domiciliate be police officers.4. It is the responsibility of two p argonnts to take c be of their peasantren. 5. Both the laminitis and the mother should shargon in cope withing the financial bespeaks of the family.C. DIRECTION Before you start study the next lesson on human sexuality, you atomic itemise 18 going to answer the self-inventory test slightly STI and human immunodeficiency virus/ assist.How acquainted(predicate) argon you with STIs human immunodeficiency virus back up?1. I subscribe never heard of them or I bemuse heard of them simply fagt know what they are. 2. I stimulate some nous what they are, provided dont know why or how they happen. 3. I hold up a clear idea what they are, that posent discussed them. 4. I john explain what they are and how do they occur what they do that may affect family keep. keep you made a mortalal health plan on how to harbor yourself from risky sexual behaviour? 1. I have neither planned n or thought active it.2. I have planned but not thought about(predicate) it.3. I have planned but not practiced it.4. I have both planned and practiced it.D. DIRECTIONS For each of the chase topic, jell a check mark in the prison cell if it describes your experience.Topic/C one timeptHave check itHave heard itHave seen a TV or movie productionHave written a report paper on itSTIs human immunodeficiency virus/ supportAbstinenceRefusal SkillBlood donation/ transfusionE. DIRECTIONS Fact or Fiction Are the following statements trustworthy or false? Write unbent or false on the space sooner the name in order to find out your knowledge in sexually familial transmissions curiously human immunodeficiency virus/acquired immune deficiency syndrome. When you finish this module, you forget have the opportunity to plan for yourself on how to reverse being infected with HIV/ back up and live a hearty lifestyle in order to have a sound relationship with your family. 1. A soul t hrone acquire HIV/ assist from using intravenous syringe used by the infected person 2. Most sexually genic infections fag end be toughened and cured without medical attention. 3. If an HIV/ aid woman gives a normal birth to a child, her child may have a great chance of being infected too. 4. A person endlessly knows when he or she has a sexually transmitted infection. 5. People who get sexually transmitted infections have a lot of sex partners. 6. totally types of sexually transmitted indisposition faecal matter be cured.7. parental consent is needed before you are treated for a sexually transmitted malady if you are under 18 years of age 8. You foundation have no symptoms, yet be infected with a sexually transmitted disease and be able to pass it on to someone else. You fanny get several sexually transmitted diseases at one time.Lesson 1 Gender and Human sexualityAt the end of the lesson, you should be able to do the following1. discuss sexuality as an important compo nent of ones personality. 2. explain the importance and dimensions of human sexuality. 3. analyze the factors that affect ones attitudes and practices related to sexuality. 4. assess personal health attitudes that may influence sexual behaviour. 5. relates the importance of sexuality to family health.LEARNING GOALS AND TARGETSWrite your targets on what you expect to study after reading andaccomplishing this tuition material.Lesson 1Gender and Human Sexuality cut off I. WHAT TO KNOWSexuality involves the physical, mental, social, emotional, andethical dimensions of ones personality. occupation 1 present is someone who wrote about herself in a poem. Read and analyze how the author fateed to express herself.Sexuality nitty-gritty you have to be sure of yourself better. As you grow older, you result experience a range of social, emotional, and physical changes. As these occur, you need an intense knowledge on how to deal with your attitudes and behaviour. use 2Graffiti YouOn a half-size cartolina, pull through quotations, distinguishings, slogans, and so on that will describe and reveal your likes, passions, and aspects of your personality. After sharing this in class, you can state of affairs it on your bedroom walls and be inspired A consume has been done down the stairs.Sexuality can be best understood through the helpof the people around you.ACTIVITY 3How I image Myself How Others See MeListed downstairs are characteristics which may or may not represent you. Using the characterization at the left side, see if you can rate yourself. After you are done, fold the paper in half and ask a classmate to rate you. extrospective _____Selfish ____Confident _____Aggressive ____ start _____Attractive _____ sizable attendee ____Approachable ____Liked _____ bid ____Sincere ____Ir prudent ____Kind _____ true(p) ____Other/s ______________________________________________Extrovert _____Selfish ____Confident _____Aggressive ____Shy _____Attractive _____ tid y listener ____Approachable ____Liked _____Fun ____Sincere ____Irresponsible ____Kind _____Dependable ____Other/s ______________________________________________Extrovert ______Selfish ______Confident ______Aggressive ______Shy ______Attractive ______Good listener ______Approachable ______Liked ______Fun ______Sincere ______Irresponsible ______Kind ______Dependable ______Other/s ________________________________________________After accomplishing this task, compare your response with the answers of your classmates regarding your characteristics. Are they the same? Do your classmates see you as you see yourself? Reflect on this matter.Healthy sexuality encompasses the following characteristicsACTIVITY 4Puzzle-PuzzleFill up the pieces with the words/phrases hat describe your personality. Afterwards, fix the puzzle.What figure have you formed?What picture do you see that comprise the individuals personality? What do you gauge will happen if you lack any of these pieces?Below is a diagr am showing health attitudes that can influence sexual behaviour. Which of these do you possess?Levelling OffPlease read and analyze the following learn terms.ACTIVITY 5Gender Assumptions1. giving birth2. making a living3. fixing the distressed faucet4. doing household chores5. helping the children with their home executeACTIVITY 6Write the changes that you expect as you mature from a boy/girl to a man/woman. Copy the example figure below and bring out your own figure in your activity notebook.ACTIVITY 7Society regularisesIn your activity notebook, imitation the table as shown below and bring out words or phrases that you associate with the words masculine and feminine. sexual activity ROLESMASCULINEExample breadwinnerFEMININEExample babysitterThe aim of education for human sexuality is to civilise in a boy the characteristics of the personality belonging to his sex, and in a girl the characteristic of her own sex, thus turning a boy into a mature man and a girl into a matu re woman,Using smell Skills to Improve Sexual HealthThe life skills that are mentioned below will give you the tools to deal with problems both big and small.Assessing your Health means evaluating your well-being periodically. This includes your sexuality. Figure out what you can do to improve your health if it is not as good as it can be.Making Good Decisions means making choices that are reasoning(a) and responsible. You mustiness have the courage to make problematic decisions and leg to them.Communicating Effectively. Communication skills help you quash misunderstanding by expressing your feelings in a healthy way. This means if you listen to what people say, they will want to listen to you as well.Practicing Wellness can be gracious through information about good sexuality.Setting Goals or aiming for something that will give you a soul of accomplishment. Just be sure to be realistic with your target goal.Refusal Skill is a way to say no to something that you dont want to do. This skill requires practice. But first, you must feel strongly about what things you want to avoid.Evaluating Media Messages is being able to judge the worth of media messages. It is a big challenge knowing that most media messages are veryconvincingACTIVITY 8Give an example of a situation for each of the life skills lettered. Explain how you will use each skill in these situations? Write you answer in your activity notebook.Which of the life skills do you feel will be the easiest one for you to use? Which is the most unwieldy to use? Explain your answer.ACTIVITY 9Making Good DecisionsIn your activity notebook, label the page with the letters D E C I D E vertically. Use the six move in decision making in going through this activity.1. Your classmates are going to a ships company this weekend, this is the first time that you are asked to attend by a friend but then you describe that your parents will not approve it. You dont want to make your friends angry by not going, but you too dont want to get in trouble with your parents. Determine what decision you should make.2. One of your closest friends tells his/her problem and asks for your support. He got his girlfriend pregnant / she got pregnant. How can you show your support and stand firm with the morals that having children should be the choice of matured individuals under the blessing of marriage?The following line questions may help you decide.Is it reliable?Is it legal?Is it healthful?Does it show respect for me and others?Does it follow norms and standards of society?Part II. WHAT TO PROCESSACTIVITY 10Follow the instructions below to help you complete the poem I Am and make it a poem about you. Write this in a whole flat solid of paper. Post it in the display area of the classroom. I Am termination 1I am (write your name).Line 2I am the child of (write the full names of your parents). Line 3I am the grandchild of (write the full names of your four grandparents). Line 4I am the sibling o f (write the first names of your brothers and sisters, if any). Line 5I am the friend of (write the names of a few friends). Line 6I am (write three descriptive words that describe you). Line 7I am a (write something that you do well for example, I am a volleyball player). Line 8I am a resident of (write the name of the barangay and the city in which you live). Line 9I am (write your citizenship).ACTIVITY 11Dealing with PeopleWe all encounter people in our lives. Here are some descriptions of people. In your activity notebook, jot down some positive ways of traffic with each type of personality. 1. Show off (people who would like to be the center of attraction whenever possible). 2. Worriers (people who worry about everything).3. Gossips (people who spread rumors and often exaggerate information). 4. Bullies (people who use threats, fear, and cruelty to chasteness others). 5. Whiners (people who grumble and complain about everything).ACTIVITY 12How Well Do I sack out MyselfOn your activity sheet, trace your left and right hand on each side of the paper. Each finger represents a characteristic of a healthy sexuality.ACTIVITY 13Male versus FemaleIn your activity notebook, copy the Venn diagram as shown below. Write the single-valued gambolctions played by male and female in the space provided. In the space where the two circles meet, write the common roles played by both. Where they dont join, write their specific roles. Choose the specific roles from the corner below.MALE FEMALEPart III. WHAT TO REFLECT AND UNDERSTANDYou can reflect and understand better your personality by accomplishing the activity below.ACTIVITY 14Read and reflect on the article below.ACTIVITY 15Role PlayTo better analyze the factors that affect the attitudes and practices related to human sexuality, you are going to ascribe a precondition character.Gather your classmates, group yourselves into five (5). Each member of the group will hire the role of any of the following1. on e who grew up in a very religious family2. one who was raised by authoritative parents3. one who has been strongly influenced by media4. one who has good friends from the opposite sex5. One who has been educated in an exclusive schoolYou are given ten (10) minutes to receive a short skit.Each group shall present the skit in two (2) minutes.After the presentation, analyze the factors that counterfeit the sexual attitudes of the various characters. Answer the following questions. Use them as your guides.What are the factors that shape our sexual attitudes?How do these factors positively or negatively affect our sexual attitudes? What can we do to maximize the negative effect of these factors on our sexual attitudes?Rate yourselves accordingly using the rubrics below.CRITERIAADVANCE(20)PROFICIENT(15)APPROACHING PROFICIENT(10)ontogenesis(5)Work Attitude (cooperative with the group)Always cooperative and focused on task during group work and presentation. ordinarily cooperative and f ocused on task during group work and presentation. Sometimes cooperative and focused on task during group work and presentation. Rarely cooperative and focused on task during group work and presentation. Presentation ofCharacterConvincing in communicating characters feelings, situation and motives. Competent in communicating characters feelings, situations and motives. Adequate in communicating characters feelings, situation and motives. throttle in communicating characters feelings, situation and motives. Relevance of the actionsActions are clearly established and efficaciously sustained.Actions are clearly established and by and large sustained.Actions are established but may not be sustained.Actions are vaguely established and may not be sustained.Use of Non-VerbalCues (voice,gestures, spunkcontact ) dramatic variety of non-verbal cues is used in an exemplary way. Good variety of non-verbal cues is used in a satisfactory way.Satisfactory variety of non-verbal cues is used in an acceptable way. Limited variety of non-verbal cues is used in a developing way. Imagination,Creativity, andChoicesDemonstrateinsight thatpowerfullyenhance role playChoicesDemonstrate thoughtfulness that wholly enhances role play. ChoicesDemonstrate awareness that acceptably enhance role play.Choices demonstrate little awareness and do little to enhance role play.Congratulations You did a great job Please refer to the box entries for you to assess how you fare in act 15.Education for human sexuality deals with the formation ofvirtuous habitsright attitudesintegration of positive setACTIVITY 16For each factor listed below, provide examples of how this factor affects your sexual attitudes and behaviors. Write your answer in your activity notebook.A.1. Family. Family values oftentimes determine your own values. Describe how your family affects your values regarding human sexuality.A.2. Culture. Filipinos living in different regions have diverse cultures and beliefs. Your cultu ral jeopardizeground can affect your values regarding sexuality, along with the norms and standards set by society. Describe how your culture affects your human sexuality.3. Peers. Like your family, your friends can also have a significant impact on your views on human sexuality. Describe how your friends affect your human sexuality.4. Media. The media plays a significant role in our lives as we regularly watch televisions, listen to radio, search the internet, read discussionpapers, etc. Describe how media affects your human sexuality.ACTIVITY 17Analyze Media MessageThink of a silvermaking(prenominal) and write how men and women are being portrayed. Then, respond to the followingWhat is the commercial all about?What messages were presented about being a man or a woman?Is the information real and accurate? Why or why not?boys and girls are given the impression of men being superior to women. In as much as we would like to practice gender equality, the rules for human conduct an d human appropriateness are not alike for both sexes as practiced in most areas in the Philippines. This is probable shown in the examples below A. Boys and men are permitted to stay out more and up to a by and by time than the girls and women.B. A philandering or immoral man is considered as demonstrating his manliness or pagkalalaki. A philandering or immoral woman is considered as cheap, bad, or masamang babae.C. Women are expected to persist in virginal until they marry, while it is generally acceptable for men to have sexual experience before marriage.D. Women are socially judged and legally penalized for adultery and for having children out of wedlock.E. Men who stay at home to do household chores instead of having jobs to earn money for the family are considered by some as under d saya.ACTIVITY 18In your activity notebook, answer the following questions1. What is your stand on double standard of morality?2. How can we possibly separate the double standard of morality?V IRGINITY a virgin is a person who has not had sexual interaction.ACTIVITY 19My Abstinence BagAbstinence is the best decision one can make in safeguarding sexual health. In this activity, list five items that you value most in life and will help you say no to unhealthy practices. Explain how this item can encourage you to make right decisions.For example, pose a family picture in my abstinence bag can remind me of how I value my love ones and how I would like to make them proud of my achievements.ACTIVITY 20In your activity notebook, answer the following questionsa.i.1. Do you believe that virginity is important for both boys and girls? Why? a.i.2. What are your attitudes and standards towards virginity? Compare it with the norms and standards set by society. Does it confirm? a.i.3. How do you value virginity?Part IV. WHAT TO TRANSFERACTIVITY 21What Do You Value?Values are qualities or conditions that are important to a person. masterful this survey by determining what you valu e in yourself. In your activity notebook, tick on the appropriate box based on the importance you adduce to each attribute.Not ImportantImportantVery Important1. To be respected by my parents.2. To be respected by my friends.3. To have a positive image of myself.4. To have lots of friends.5. To do well in school.6. To give and receive love.7. To stay virgin until marriage.8. To build healthy relationships with members of both sexes.9. To appreciate sexuality as factor of personality.10. To make intelligent decisions concerning sexual behaviour.After completing this survey, what observations can you make about your values?ACTIVITY 16ACTIVITY 22Visualize & Learna. You will be given five minutes to close your eyes and imagine a scenario in the past where kings and queens once lived. Imagine you are the king (if male) or queen (if female). The queen is captured and needs recuing from her captors. The king assumes the conventional role of a brave king who rescues his queen, while the q ueen takes on the role of a meek and flabby queen who needs looking after.b. Visualize a scenario of a typical Filipino family. Analyze and enumerate the roles being played by the male members of the family (grandfather, father, male siblings) and the female members of the family (grandmother,mother, female siblings). Does it conform to the norms set by the society?ACTIVITY 22Critical ThinkingLet us try to connect our lesson to up-to-the-minute issues in our country.ACTIVITY 23Watch and RelaxThis is your opportunity to show your understanding of gender role in the media.Choose a movie or a television show which you believe has gender role labels in it and you must deconstruct and analyze. Extract any gender-biased content.Re micturate one of the scenes of the film by submitting a script of your own for this scene. Write a reflection on why you think the gender role depiction in media must be addressed.ACTIVITY 24K W A ChartIn your activity notebook, copy the table as shown. Lis t your top five (5) issues concerning sexuality regarding what you know, what you want to learn, and what you have learned. Give a brief explanation of your answer.Sexuality IssueWhat I KnowWhat I LearnedHow I Will Apply(the judgment/skill learned)1.2.3.4.5.Human sexuality is the integrality of being a man or being a woman. It includes everything that makes you a male or a female your ideas, behavior, feelings and judgements.ACTIVITY 25As you analyze the significance of sexuality to family health, ask yourself the following questionsDo I periodically evaluate my sexual health?Am I making good decisions?Am I setting and meeting my goals?Do I use refusal skills when I need to?Am I communicating my feelings and expectations?Do I compare and evaluate media messages as to the norms and standards of societySUMMARYThink back on something that you have learned from this Learning Materials. Reflect on the following questions and then write your answers on the box. 1) What did you learn?2) How did you go about learning the lesson?3) Why did you look at to learn it?4) What/Who helped you learn it?5) What hindered your learning?6) How did you know that you had learned it?LEARNING MODULE FORHEALTH GRADE 8QUARTER 1Family Health staff 1Issues and Problems Related to Human SexualitySexually Transmitted Infections(with emphasis on HIV/AIDS )Government Policies andRepublic Act No. 8504 and 7719IntroductionAfter learning about human sexuality and gender, you will now be introduced to the nature and prevention of sexually-transmitted infections (STIs) like Human Immunodeficiency Virus (HIV) and Acquired Immune inadequacy Syndrome (AIDS).Sexually-transmitted Infection (STI) is a communicable disease that is spread from person to person through sexual contact. condescension the efforts of government and civil society, the incidence of STIs particularly HIV/AIDS continues to amplify. Thus, it poses a serious threat to Filipinos oddly to young people like you. According to t he Department of Healths Philippine HIV and AIDS Registry, we had already exceeded the 10 thousand mark in HIV infections since 1984 when the disease was first documented in the country.More than a thousand of these already highly-developed into full-blown AIDS. Sexually-transmitted infection is preventable. The first step is to remain sexually abstinent until marriage. Next is to obtain accurate information about these diseases and recognize inaccurate information. third is to enhance life skills. By knowing how to make decisions andpractice refusal skills you can never go legal injury in safeguarding your health. OBJECTIVESAt the end of this module you will learn to1. Discuss the signs, symptoms and effects of sexually transmitted infections (STIs) such as Human Immunodeficiency Virus (HIV) infection and Acquired Immune Deficiency Syndrome ( AIDS) 2. Identify and analyze steps in the prevention and control of STIs 3. Realize why abstinence is the only sure way to avoid sexually tr ansmitted infections particularly HIV/AIDS 4. Follow government policies in the prevention and control of HIV and AIDS (RA 8504 or Philippine AIDS prevention and control Act) 5. Explain other government efforts in ensuring a clean fall supply to prevent issues and problems related to sexuality. 6. Applies decision-making skills in managing sexuality related issues.This time you will answer the following pre assessment activity. This is non-graded test. The purpose is to identify your learning needs. It is important that you answer the items to help you find out what you need to know.PRE-ASSESSMENTA. DIRECTIONS Before you start studying the next lesson on human sexuality, you are going to answer the self-inventory test about STI and HIV/AIDS.How familiar are you with STIs HIV/AIDS?1. I have never heard of them or I have heard of them but dont know what they are. 2. I have some idea what they are, but dont know why or how they happen. 3. I have a clear idea what they are, but havent discussed them. 4. I can explain what they are and how they occur, what they do that may affect family life.Have you made a personal health plan on how to protect yourself from risky sexual behaviour? 1. I have neither planned nor thought about it.2. I have planned but not thought about it.3. I have planned but not practiced it.4. I have both planned and practiced it.B. DIRECTIONS For each of the following topic, place a check mark in the cell if it describes your experience.Topic/ConceptHave read itHave heard itHave seen a TV or movie productionHave written a report paper on itSTIs HIV/AIDSAbstinenceRefusal SkillBlood donation/transfusionC. DIRECTIONS Fact or Fiction Are the following statements true or false?Write true or false on the space before the number in order to find out your knowledge in sexually transmitted infections particularly HIV/ AIDS. When you finish this module, you have to plan on how you can avoid being infected with HIV/AIDS and live a healthy lifestyle in ord er to have a healthy relationship with your family.1. A person can acquire HIV/ AIDS from using intravenous syringe used by the infected person2. Most sexually transmitted infections can be treated and cured without medical attention.3. If an HIV/AIDS woman gives a normal birth to a child, her child may have a greater chance of being infected too.4. A person always knows when he or she has a sexually transmitted infection.5. People who get sexually transmitted infections have a lot of sex partners.6. All types of sexually transmitted disease can be cured.7. mentional consent is needed before you are treated for a sexuallytransmitted disease if you are under 18 years of age 8. You can have no symptoms, yet be infected with a sexually transmitted disease and be able to pass it on to someone else. You can get several sexually transmitted diseases at one time.Check if your answers are correct.What you will doLearning Goals and targetRead the questions below and fill out the tower in my response column Write your answer in your activity notebook. What? / So What?/ Now What?StrategyMy responseWhatWhat I want to know about the topic?What behavior I would like to change or improve to have a healthy sexual behaviour?What steps are involved to accomplish this healthy sexual behavior?So whatWhy is this important?What does it mean to me?How does knowing about this information change my thought process?What other ideas in human sexuality do I have or connections can I make to STIs and HIV/AIDS?Now whatWhat are the implications human sexuality to a healthy family life? What am I going to do or apply to protect and promote healthy sexuality? What measures will I do to prevent HIV/AIDS?Just enjoy and have fun in learningYour teacher will help and guide you as you walk through your learning journey.Part I. WHAT TO KNOWAre you ready?What is STIs?Sexually-transmitted infection or STI, also known as sexually-transmitted disease (STD) is a communicable disease that is spread by a pathogen (disease-causing organism) from one person to another person through sexual contact.A person who has a sexual relationship with someone who is infected can get one or more of these diseases. STIs are transmitted through an exchange of bodily fluids during sexual intercourse. These infections are commonly caused by bacteria and viruses. Some STIs can be treated successfully but many STIs such as HIV/AIDS still have no cure. The good news is, all STIs can be prevented.Symptoms of STIs depend on the type of infections. Common symptoms include discharge from the genitals, warts, blisters or sores in the genital area, a rash, painful urination, or flu- like symptoms. Some STIs dont have any signs or symptoms. In fact one of every 10 people can have STIs but be asymptomatic. These people are carriers and are very dangerous because they can transmit an infection without even knowing it. .The only certain way to prevent/to keep from catching these diseases is by abstinence. Sexua l abstinence is the deliberate choice to refrain from all sexual activityLets review1. What is a sexually transmitted infection?2. What is abstinence, and why is abstinence the only certain way to prevent STIs? Knowing About STIsTeens are the age group most likely to get STIs that is why it is important for teens to learn about STIs Study the table below and identify sexually transmitted infections. Make a summary and identify the major ways on how to prevent sexually transmitted infections.COMMON sexually TRANSMITTED INFECTIONSAIDSChlamydiaGenital herpesGonorrheaSyphilisPathogen(causative agent)Human Immunodeficiency Virus (HIV)Chlamydia Trachomatis bacteriumherpes virus Simplex-2 VirusNeisseria gonorrhoea bacteriumTreponema Pallidum bacteriumLong term effectsImmune systems failure, dangerous illness leading to death,8-10 years to see signs of infection, infection of infants leading to death In women, pelvic excitation with abdominal pain, fever, menstrual bleeding, ectopic pre gnancy In men, enlarged lymph glands of the groin, infection of thetesticles. Infection during birth can cause blindness or illness in newborn If left untreated, it may cause cervical cancer in women and cause deformities in unborn babies Sterility, liver disease, testicular disease, infection of heart lining, eye infections for newborn leading to blindness If left untreated, mental illness, heart and kidney damage, and death may result Prevention measuresAbstinence from sexual intercourse and from use of intravenous drugs Abstinence from sexual intercourseAbstinence from sexual intercourse and from use of intravenous drugs Abstinence from sexual intercourse and from use of intravenous drugs Abstinence from sexual intercourse and from se of intravenous drugs What are HIV and AIDS?Acquired Immune Deficiency Syndrome (AIDS) is a sinister communicable disease with no telling treatment or known cure. It is the final stage of infection caused by the human immunodeficiency virus (HIV). When HIV enters the body it attacks the bodys immune system. Thus, the body becomes open to opportunistic infections or diseases that develop when the bodys defense system becomes weak. Among these infections are Kaposis sarcoma, a rare but deadly type of skin cancer, recurrent pneumonia, and toxoplasmosis within the brain.Early symptoms of infection with HIV may include a rash, sore throat, fever, and tiredness. Nearly everyone with HIV develops AIDS. People with AIDS cannot fight off diseases that healthy people could easily resist. Because AIDS has no cure, people with AIDS eventually give off from one of these diseases. Ways of Acquiring HIV application 1. Deal or no dealLet us deal with how HIV AIDS can be transmitted from one person to another. The following chart lists ways of acquiring HIV. If the manner is false, put an X on the No tug meaning no deal, but if the manner is an actual way of acquiring HIV put an X in the Yes Column meaning we need to deal it.Ways of Acqui ring HIVYesNo1. Breastfeeding .2. Handshaking3. Sharing the feeding utensils with someone infected with HIV.4 . Donating line of merchandise with Red Cross5.Selling crosscurrent in beginning banks6. soul who has HIV who cough and sneeze near you.7.Hugging someone with HIV8. Having unprotected intercourse with someone with HIV9. Sharing contaminated syringes, needles or other sharp instruments with someone infected by HIV10.Receiving transfusion of slant infected with HIV11.Sitting in the toilet seat used by the HIV uncomplaining12. Mosquito bites13. Tattooing using an infected needle14.Swimming with an HIV infected person15. Wearing clothes of an infected person16. Ear and dead body piercing with an infected needleHIV must enter into the persons bloodstream to infect the person. HIV has been found in many body fluids including blood, semen, vaginal fluids, and breast draw of infected person. Which items have you already known and been informed about how HIV/AIDS can be acqui red? Have you heard of other ways AIDs can /cant be transmitted or not transmitted? How can you correct misconceptions? Check your answer. Your teacher will help you analyze the responses . Make a generalization on how a person can acquire HIV AIDS.I learned that HIV can be transmitted by ___________I learned that HIV cannot be transmitted by_________________ 11223344556677Activity 2 REDUCING THE RISK OF HIVIn small groups, brainstorm on how HIV can be transmitted and then create a chart or web to illustrate it. For each method of transmission, you and your partners will list at least three ways to reduce ones risk of exposure to HIV. A sample chart appears below. Groups share their charts/webs and discuss.Mode of TransmissionWays to prevent and controlSexual Contact(Infected Body Fluids, Blood . Semen).____________________________________________________________________________________________________________________________________Injecting drug and sharing infected needles_______ _____________________________________________________________________________________________________________________________________________________________________________________Maternal transference (Mother to baby during pregnancy)______________________________________________________________________________________________________________________________Activity 3 Good Reasons for AbstinenceA. DEFINING ABSTINENCEHow will you define abstinence? Have you experience giving up one thing in your life in one-week period? Try this with a partner or classmate. Choose one or two from the activityies. 1. You will refrain from any of the following activity- watching television, not eating a particular food, or not playing a particular game or sport for the entire one-week period. 2. During that time, you will keep a diary of your feelings and attitudes about being abstinent.3. After a week is up, you and some of your classmates will meet in small groups and share your feelings and discov eries.Answer the following questions in your small group.a. How hard was it to abstain for the entire week?b. Did it get more or less difficult as the week went by? Explain. c. Didfriends or family members try to tempt you during the time period? d. How did you handle the wring?Abstinence is _____________________________________________. Now what is sexual abstinence? How can sexual abstinence keep a person from getting pregnant and protect them from STIs HIV AIDS? Some people choose abstinence for other reasons as well.Read the article and use the information in the article to complete the chart that follows. think about to copy the chart in your activity notebook and fill it with required entries.There is an increasing number of young people being infected with Sexually Transmitted Infections (STIs) or for every 10 cases 1 is a child. The most serious of these diseases is AIDSActivity 4 piddleReason for choosing abstinenceYour name______(Your thoughts concerning this reason)Mart aJonathan hawkshaw and JoannaRacquelNoemiReducing the Risks of Sexually Transmitted InfectionsRubric for your Activity 2 and 44321PointsExplanationComplete response with detailed explanationGood ResponseWith clear explanationExplanation is not clearMisses key pointsDemonstratedKnowledgeShows complete understanding of the questionShows veritable understandingResponse shows some understandingResponse shoes lack of understandingSensible opinionsComplete response with bright opinionMeets the sensible opinionHardly makes sensible opinionDoes not meet sensible opinionsTotal pointsYOU ARE PROTECTEDGovernment Policies in the Prevention and Control of HIV/AIDS and other STIs Republic Act No. 8504 also known as Philippine AIDS uprightnessGovernment efforts in ensuring a clean blood supply to prevent issues and Problems related to sexuality (RA7719) or the Blood Services Act of 1994)Lets AppreciateWhat is the government doing to protect the health of the Family in terms of STIs HIV AIDS? How are you protected in case of blood donation and blood transfusion?Heres more.Have you donated blood? Or received blood transfusion?How does it feel? There is a legal philosophy that covers the proper ways to give and receive blood function. portion II. WHAT TO PROCESSActivity 1 Lets Think CriticallyReflect on the following focused points and write your ideas in your activity notebook 1. Analysis How can good general health practices be healthful in preventing STIs. 2. Only two strategies if practiced consistently reduced the risk of STIs to zero. Name the steps in the prevention and control of STIs particularly HIV/AIDs 3. Analyze why sexual abstinence is the most effective method for the prevention of HIV/ AIDS and other STIs.Activity 2. Life Skills in ActionCommon Sense and Good judgment are powerful strategies to prevent and control STI HIV AIDs. Think about this 1. How does alcohol affect the persons judgment in making responsible sexual behavior? 2. Why do we need to practic e saying NO to behaviors that are risky to your sexuality? 3. Explain how you can practice refusal skills to prevent and control STI HIV/AIDS.Activity 3 Tracing the liaisonThe drug, the blood, the alcohol connections to STI HIV AIDSHow does it contribute to the transmission of STI HIV AIDS?Read the article belowDr. Jane Perez is a school physician lecturing about STI HIV AIDS in Bangkalan National full(prenominal) School asks the students the following questions How many of you have seen the effects of insobriety alcoholic beverages or have read the effects of taking dangerous l drugs? What is the danger of using share syringe in cases of blood transfusion? What are the possible harmful effects to people being tattooed using needles? Have you donated blood? Or received blood transfusion? She received varied responses, and she continued asking them to see a strong links or connection in the prevalence of STI HIV/AIDS.What are the connections of alcohol, drug abuse, blood donati on and transfusion to STI and HIV/AIDS? Can you give your response? Write your answer on the space provided and discuss your answer with your classmates.1. How can drinking alcohol leads to STI HIV ?_____________________________________________________ _______________________________________________________ 2. What are the dangers of using shared needles in tattooing, or shared syringe in injecting drugs? ______________________________________________________________ ___________________________________________________________________3. Have you donated blood? Or received blood transfusion?How does it feel?There is a law that covers the proper ways to give and receive blood go. It is RA 7719 or the Blood Services act of 1994. What is Blood Services Act of 1994 (RA 7719 )?______________________________________________________________ ______________________________________________________________ Why is it important that blood donors be qualified to donate blood? Can you relate this l aw to STI and HIV/AIDS protection and prevention? ______________________________________________________________ ______________________________________________________________ Day EightPART III. WHAT TO REFLECT AND UNDERSTANDThese are activities you will do to help you acquire adequate and significant information about this topic. It is important that you clarify ideas about the lesson. You are going to watch an interactive video and video news episode about HIV AIDS incidence in the Philippines this will help you and be aware of theActivity 1 Interactive television systema. Visit the web sites and collect materials and Fact sheets about STI HIV / AIDS. b. View some video clips on HIV updates in the Philippines like Kapuso mo Jessica Sojo www.you tube.com c. The Power of You by the DEP ED -UNICEFActivity 2 investigatory Reporting HIV/AIDSVisit your school clinic or barangay health center.Interview a health personnel about HIV/AIDS using the following guide questions What is HIV? Wh at is AIDS?What are the signs and symptoms of Human Immunodeficiency Virus ( HIV) and Acquired Immune Deficiency Syndrome (AIDS) How can HIV/AIDS be spread from one person to another person? What are the effects of HIV/AIDS to our body?How can HIV and AIDS be prevented?Report the information that you have gathered in class. Compare this with what you already learned in class.Activity 3 I BelieveAfter the activity you can make a compilation of facts and information about HIV / AIDS. Be ready to make an advocacy escape about preventing HIV /AIDS. You need to be heard and speak out on the topic HOW can I be safe from HIV / AIDS. Tell the class what you believeActivity 4 Just Say NOHow to say no and remain hail-fellow-well-met to someone you like?Is it difficult for you to refuse? If somebody ask you to do risky behavior like drinking and smoking or even doing pre-marital sex , how will you refuse?Throughout life you are likely to meet people who will bias you to do things you do not want to do. How do you say no and still remain friendly with someone you like? Is it difficult for you to refuse? If somebody asks you to do risky behavior like drinking and smoking or even do pre-marital sex, how will you refuse?The ability to say NO to unhealthful practices is called Refusal Skills.The following are the different ways of saying NO to things that you dont want to do. technique of saying NOThe ResponseWhats Your Response?Maintain eye contact and say NO intemperatelyPerson A Do you want to smoke cigarettePerson B NO,( firmly)________________________________________________________________________Be true to yourself and to your belief. Give reasons for saying NOPerson A Do youwant to be my drinking chum salmon?Person B NO I love my body. I dont want to die young._______________________________________________________________________Walk away or avoid the situationIf you know that the group are doing risky sexual behavior that you dont want to do or join, then JUS T dont GO____________________________________Change the subjectTry suggesting something better to do with your time,Person B Lets smoke.Person A I think it would be better if we eat instead.________________________________________________________________-______ Match verbal withnon-verbal conversationShake your head and say NO _________________________________________________________________ Give your personal ConclusionInternalize how you will firmly refuse an offer to engage in risky behaviorFor more skills on Refusal Skills Visit http//www.thecoolspot.gov/index.aspActivity 5Role-play the following situation showing how you can express feeling or thought on resisting pressures using refusal skills. Practice with your friend.1. A friend inviting you to drink alcohol after school2. Ramon told you to cut classes so you can attend a birthday party. 3. Carmen invited you to try smoking.Activity 6. Check it out1. Find out what government agencies are responsible for educating the publi c about HIV/ AIDS in our country. List them in your notebook and write their specific task/s. 2. How does the government protect the rights of people living with HIV/AIDS? 3. What services are available for people living with HIV/AIDS? How can they avail of these services? 4. What will be your behavior toward a person with HIV/AIDS? What will you tell her/him? summational ASSESSMENTAnswer the summative test before you proceed .PART IV. WHAT TO TRANSFERActivity 1Let us apply what have you learn. Design a poster that tells teenager on how to avoid STIs and HIV/AIDs using Abstinence and Refusal Skill.Activity 2 Applying Health Knowledge1. Design a booklet or a health journal entitled STI and HIV/ AIDS ALERT that summarizes the major points presented in the lesson. 2. What steps should public health agencies take to further control the spread of STI and HIV/AIDS? 3. As a teenager, how will you avoid being infected by this disease? 4. You will need parental involvement. Ask your parent or another adult at home how they learned about blood donation, STIs and AIDS/HIV. Ask them about the accuracy of the information. Seek advice from your parents on how you can prevent being infected by HIV/ AIDS 5. Community Involvement. Find out what kind of services are available to help people who haveHIV/AIDs in your community. Look also in your community measures they are doing in relation to Blood donations. Prepare a report to share your findings with your classmatesActivity 3 Thinking Critically1. Application. Develop a law of your own that you think would be effective in the prevention and control of STIs HIV/AIDS. Explain your thinking. 2. Application. The only known way to prevent a kind of STI is to abstain from sexual contact. What strategies can you suggest that would be effective in telling this concept to teens who are already sexually active?Are you ready to answer the following questions?Activity 4 Critical thinkingImagine that you have a chance making solutions on how to decrease the number of HIV/ AIDS in our country, what are the three things that you will do?1. Write all your answers in your health journal.2. Post your decisions in the form of sticker messages on the bulletin board or in any display board3. Suggest activities for you and your class to decide.a. You may want to present a area presentation on how you will prevent and Protect yourself from contacting STIs and HIV/AIDS b. Organize a Parents forum on STI and HIV/AIDS. Invite your teachers, and parents to this information campaign. c. Start a students advocacy campaign on how teenagers can be protected from HIV AIDS Independent StudyActivity 5Check yourself. Reflect and UnderstandAfter you complete the guided practice review and answer the questions below to review what you have learned 1. In your own words, can you give the difference between HIV and AIDS. 2. What are the four ways that HIV can be passed from one person to another person? 3. If you become HIV positive,what wi ll you do to prevent AIDS? And what will you do to live longer? 4. AIDS is not curable but it is preventable. What are the best methods of prevention? 5. Name two ways teenagers can do to reduce the risk of HIV infection. 6. How can using alcohol and illegal drugs increase a persons risk of having HIV infection?Use the chart below in answering the itemsSUMMARYThink back on something that you learned on this Learning Materials. Reflect on the following questions and then write your answers on the box. 1) What did you learn?2) How did you go about learning the lesson?3) Why did you choose to learn it?4) What/Who helped you learn it?5) What hindered your learning?6) How did you know that you had learned it?Supplemental ReadingsRA 8504 OR THE PHILIPPINE AIDS LAW ORTHE PHILIPPINE AIDS PREVENTION AND CONTROL ACT.Article1The Government must promote education and information campaigns. Schools and non-formal education programs must include HIV/ AIDS education. The universal time must cond uct public health education campaigns.The government must provide education for Filipinos going abroad. Employers, working with DOLE must develop workplace education and safety. The Department of Tourism must provide education for tourists and transients. LGUs must develop local HIV prevention and education efforts. Accurate information about prophylactics will be provided.It is against the law to give false or intentionally misleading informationon HIV/AIDS.Article 2The Government will develop and promote safe medical practices All blood, organs, and tissue for donation will be tested. If it tests positive, it will be disposed of safely, and not used. The DOH will provide guidelines on safe surgery and medical procedures. Article 3The Government will provide appropriate confidential HIV scrutiny. HIV testing can only be done with the consent of the person tested. The DOH will provide anonymous HIV testing Counselling will be conducted before and after testingThe DOH will make adeq uate and affordable HIV testing available in all of the barangays in the Philippines. Article 4The Government will ensure adequate health and support services for people with HIV. Hospitals will provide adequate care for persons with HIV.LGUs must provide community-based prevention and care efforts. nutriment efforts will be made available for people with HIV. The DOH is to do STD prevention and control efforts.The DOH is to make sure that health insurance is available to people with HIV.Article 5The Government will monitor HIV/AIDSThe Government will establish an AIDSWATCH council.Reporting procedures will be developed to track HIV rates, while respecting client confidentiality. Contract tracing is permitted provided confidentiality is not breached.Article 6Confidentiality will be protected on HIV status.All healthcare workers and anyone handling health records will strictly preserve patient confidentiality on HIV status, and the identity of people with HIV. HIV status can be sha red by health officials in three circumstances officials of the AIDSWATCH council, health workers who areinvolved in treatment and need to know for their own safety, and a judge if under subpoena for an official speak to case. HIV results may be given to the person tested, an official of the AIDSWATCH council, and a parent or guardian. It cannot be given to anyone else. Legal penalties can be provided for breaching confidentiality. People with HIV must inform spouses and sex partners as soon as reasonably possible.Article 7Discrimination against people with HIV is illegal.Employers cannot discriminate in hiring, firing, promoting, or assigning based on actual or suspected HIV status. Schools are not allowed to refuse admission, punish students, or deny participation in activities based on real or perceived HIV status. A person with HIV has the legal right to travel, live, and lodge with the same freedom as any other citizen. Quarantines and other restrictions are illegal. A person with HIV has every legal right to seek public office. Credit services cannot be denied based on HIV status. indemnity cannot be refused based on HIV status, provided the person does not lie about their HIV status. Hospitals can health services cannot refuse treatment or discriminate based on HIV status. decorous burials cannot be denied based on HIV status.Legal penalties for discrimination will be enforced.Article 8The government will establish a Philippine National AIDS Council This council will be responsible for implementing the act and conducting all national AIDS performances.