Issues in Second Language Learning Essay

People today live in a â€Å"global village† – people correspond with each other from around the globe regularly through the Internet, modern transportation enables a person to travel from Africa to Europe in a matter of hours, products are bought and sold with increasing ease from all over the word, services are provided anytime, anywhere in the world, and real time coverage of major international news events is taken for granted. Thus, it seems that learning second language is a requirement in today’s highly globalised environment. However, second language learning (SLL) is a long and difficult process, and is a big task for anyone. After all, learning a first language is a process that involves much of a young child’s day, and ESL students in universities must work even harder in order to learn and acquire a second language. The learning process can be emotionally difficult for university students to take the step into a new language and culture. Adult learners, perhaps even more than children and adolescents, can be shy and embarrassed around others when trying out beginning language skills. Learners acquire a second language in many different ways. There are many similarities in how a second language is learned, but there are also differences based on individual student characteristics and language background. For example, outgoing students may begin to imitate phrases and expressions very early and try them without worrying about making mistakes. Conversely, other learners may not use their new language for some time. Usually, at the outset, learners may experience cultural shock as they are exposed to a new language, therefore, a whole new culture. This common experience, described as uprooting, is the abrupt transition from a familiar cultural milieu to an alien one. In the beginning of every SLL program, many learners experience a so-called honeymoon period, during which students are enchanted with the alien language without a true understanding of them. As time progresses, it is common for students to become almost hostile toward learning new language. Second language learners often suffer greater rates of anxiety, depression, and psychosomatic complaints. Furthermore, given the stresses SLL students face, a student struggling with language issues may lack the physical, emotional, or financial resources to tend to basic needs. After this stage, the learners are transitioned to so-called improved adjustment. In the last stage, the stage of bilingualism, the learners incorporate the norms of the language and culture that they have acquired and learned into their own lifestyle and their own value set. Cultural Issues Many students of SLL are struggling with learning a new language. These struggles stem above all from linguistic and cultural differences. Often, they experience the â€Å"language shock† phenomenon wherein learners confront anxiety when first entering a community in which they do not speak, or are not proficient in, the dominant language. It is a common occurrence in schools, where, despite their desire to speak the dominant language fluently, students must struggle for months or several years before they understand everything that is being said. This feeling of anxiety is aggravated by the ignorance of others. Consider the following example reported by Li (1999): When a Chinese mother went to pick up her daughter from school, she began to ask her some questions about her day, but in Chinese. The girl became upset with her mother and later explained that her classmates would laugh at her in those situations. Moreover, whenever the teacher in her school inquired as to who had made a particular mistake, one of her classmates would point to her and say, â€Å"The Chinese girl,† when it was usually not so. In addition to the language shock that occurs on entering a new environment, many students experience another kind of struggle. Because of the types of ordeal described above, second language learners have negative associations with speaking their native language. Yet when they go home, that is the language in which their parents communicate. Moreover, their parents insist that they too maintain the use of the native language as a connection to their homeland and heritage. But many second language learners, especially those who immigrated to English-speaking countries, associate proficiency and fluency in English with becoming American and so they want to give up their native language. These learners are caught in a battle: while at home, they are expected by their parents to speak their first language; at school they are pressured to speak the second language. Another important challenge that many second language learners face is understanding the curriculum and pedagogy used in the classroom. Western classrooms are largely Euro-centric and America-centric. Carger (1996) recounts the story of a Mexican American boy, who was a student in a predominantly Latino Catholic middle school in Chicago. While the teachers and administrators never openly stated that they believed their students were inferior, they treated them as if they were. The boy’s homeroom teacher often used a demeaning tone when she spoke to her students. She did not allow them to ask questions, nor did she encourage them to think on their own. Most of her assignments included content to which her students could not relate. For example, one task that the students were asked to complete was to describe the experience of going to the dentist. However, many of the students had never been to a dentist. Pedagogical Issues A major problem confronting learners is the failure of the teachers to appreciate different learning strategies and styles among SLL students. Increased interest in student-centred learning approaches amongst language educators has led to numerous studies investigating individual language learning strategies and their relationship to achievement in learning second/foreign languages. Studies have indicated support for appropriately applied language learning strategies on second/foreign language achievement (e. g. , Griffiths and Parr, 2001). The consensus of the research is that although all learners, regardless of success with language learning, consciously or unconsciously employ a variety of learning strategies; successful language learners engage in more purposeful language learning and use more language-learning strategies than do less successful ones. Overall, findings indicate that both the frequency with which learners apply language learning strategies and the strategies they choose are distinguishing characteristics between more successful and less successful learners. Learning strategies are strategies that contribute to the development of the language system which the learner constructs and which affect learning directly. They are steps taken to facilitate the acquisition, storage, retrieval, and use of information. In addition learning strategies are the special behaviours or thoughts that individuals use to help them learn, comprehend, or retain new information. Furthermore, it can be argued that learning strategies can foster learners’ autonomy in language learning. Strategies can also assist second language learners in promoting their own achievement in language proficiency. Learning strategies, therefore, not only help learners become efficient in learning and using a language, but also contribute to increasing learners’ self-directed learning. Whether as a result of heredity, educational background, situational requirements, age, or other factors, Sudanese learners of the English language understand and process information differently. While one individual prefers a particular learning style over another, such a preference reflects a personal inclination for how to learn in a particular situation. As personalities change, so too may their learning style preferences after exposure to different learning/teaching situations. Early research into language learning strategies was mostly concerned with investigating what language learning strategies learners used, without attempting to address the links between strategy use and success. Recent research has focused on determining the connections between strategy use and language proficiency. Such studies have shown that proficient language learners employed more strategies in language learning than less proficient language learners. Other findings have exposed a relationship between students’ perceptions of their language proficiency and strategy use. Oxford and Nyikos (1989) affirmed that greater strategy use accompanied perceptions of higher proficiency, while Wharton (2000) demonstrated a significant correlation between the two factors, indicating the higher a student’s language proficiency self-rating, the more frequent strategy use was. Long lists of learning strategies have been identified by a number of studies over the past thirty years Oxford (1993) reported that there were at least two dozen different classifications. Generally, these learning strategies fall under four broad categories, i. e. strategies that enable learners to: (1) comprehend, store, retrieve and use information; (2) manage and direct their learning through reflection and planning; (3) control their emotions; and (4) create opportunities to practice the target language with other people. Learning strategy system can be direct or indirect. Basically, direct learning strategies require mental processing of the target language. There are three major groups of direct strategies, each processes the language differently and for different purposes: memory, cognitive, and compensation. Memory learning strategies, also called mnemonics, involve mental processes used in arranging information in order, making associations, and reviewing. Cognitive learning strategies involve the processing of the target language so that meaning becomes clear through processes like reasoning and analyzing. Lastly, compensation learning strategies enable second language learners to make up for gaps in their knowledge and skills, by, for example, guessing meanings and using gestures. On the other hand, indirect strategies support and manage language learning often without involving the target language directly. The metacognitive, affective, and social learning strategies belong to the groups of indirect learning strategies. In essence, metacognitive learning strategies enable second language learners to plan, coordinate, evaluate, and direct their own learning as well as to monitor errors. Affective learning strategies, on the other hand, help learners gain control over their emotions, attitudes, and motivation through self-encouragement, self-reward, and reduction of anxieties. Finally, social learning strategies are ways of involving other people in enhancing learning through questions, cooperation and increased cultural awareness. Another pedagogical issue is that many SLL teachers do not generate environment that will foster learners’ understanding of making the essential mental construction. The current research proposes that students need to construct their own understanding of their learning. Constructivism provides a way of understanding teaching and learning and offers information for developing various ways of teaching, because the challenge in teaching is not to lecture, explain, or otherwise to attempt to transfer knowledge, but to create circumstances and experiences that engage the students and support their own explanation and application of language models needed to make sense of these experiences. The focus of constructivism is not unique to psychology; it also has roots in several areas, such as linguistics. Constructivism is primarily a theory of human development that in recent years has been applied to learning. The learning or meaning-making theory proposes that people create their own meaning and understanding, combining what they already know and believe to be true with new experiences with which they are confronted. The theory views knowledge as temporary, developmental, social and cultural. Lambert et al. (1995) described constructivism as the primary basis of learning where â€Å"individuals bring past experiences and beliefs, as well as their cultural histories and world views, into the process of learning; all of these influence how we interact with and interpret our encounters with new ideas and events† (p.xii). Guided by theories of constructivism, teachers must recognize that: learning is a search for meaning; meaning requires an understanding of the whole as well as its parts; in seeking meaning, they must understand the mental representations that students use to interpret the world and the assumptions they make to strengthen those representations; and the goal of learning is for the SLL student to develop his or her own understanding. Hence the students’ cultural-social and historical contexts are of importance in their learning. Social constructivist concepts have important implications in teaching strategies. Social constructivists believe that reality is constructed through human interactivity. Members of a society together construct the properties of the world. For them, reality does not exist prior to its social invention, thus it cannot be discovered. Also, social constructivism holds that knowledge is also a human product and is socially and culturally constructed, which suggests that individuals establish meaning by interacting with each other and with their environment. Additionally, social constructivism proposes that learning does not occur only within an individual, but is a social process; meaningful learning among SLL students happens when they are involved in social activities. Teachers can design instructional models based on the social constructivist perspective. These models promote collaboration among learners and with practitioners in the society. According to Lave and Wenger (1991) a society’s practical knowledge is positioned in relations among practitioners, their practice and the social organization and political economy of communities of practice. This suggests that learning should involve such knowledge and practice.

Health Module 1st Quarter Essay

Gender and Human Sexuality At the end of the quarter, you should be able to 1. discuss sexuality as an important component of one’s personality. 2. explain the importance and dimensions of human sexuality. 3. analyze the factors that affect one’s 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. 6. discuss the signs, symptoms, and effects of sexually transmitted infections (STIs), such as Human Immunodeficiency Virus (HIV) Infection and Acquired Immune Deficiency Syndrome (AIDS). 7. enumerate steps in the prevention and control of STIs. 8. analyze why abstinence is the most effective method for the prevention of HIV and AIDS and other STIs. 9. follow government policies in the prevention and control of HIV and AIDS (RA 8504 or Philippine AIDS Prevention and Control Act). 10. explain other government efforts in ensuring a clean blood supply to prevent issues and problems related to sexuality (RA 7719 or Blood Services Act of 1994). 11. apply decision-making skills in managing sexually-related issues. Are you ready? You may first consider doing some activities that will brighten you up while expressing your knowledge about sexuality as an important component of one’s personality. A. DIRECTIONS: How much do you know about gender and human sexuality? Find out by answering the following questions. Write your answers in your activity notebook. 1. What term defines a man or a woman based on biological characteristics? a. sex b. gender c. sexuality d. androgyny 2. Which of the following illustrates gender? a. Miguel loves to cook. b. Marco does not cry in public. 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 role b. gender identity c. gender equality d. gender sensitivity 4. Why is it important to understand human sexuality? a. We will all be mature adults. b. We have similar sexuality issues. c. There is a specific age for developing one’s sexuality. d. It will help us build a better relationship with ourselves and others. 5. Which characterizes a good decision? a. Easy to make b. Makes your friends happy c. One that your teacher told you to make d. Arrived at after a thoughtful consideration of consequence/s B. DIRECTIONS: Read the following statements. Analyze your personal stand on each item. Write a short explanation why you agree or disagree with it. 1. Teaching is a job for women. 2. Men have no right to cry in public. 3. Both men and women can be police officers. 4. It is the responsibility of both parents to take care of their children. 5. Both the father and the mother should share in meeting the financial needs of the family. C. DIRECTION: 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 don’t know what they are. 2. I have some idea what they are, but don’t know why or how they happen. 3. I have a clear idea what they are, but haven’t discussed them. 4. I can explain what they are and how do 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. D. DIRECTIONS: For each of the following topic, place a check mark in the cell if it describes your experience. Topic/Concept Have read it Have heard it Have seen a TV or movie production Have written a report paper on it STIs HIV/AIDS Abstinence Refusal Skill Blood donation/transfusion E. 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 will have the opportunity to plan for yourself on how to avoid being infected with HIV/AIDS and live a healthy lifestyle in order to have a healthy relationship with your family. 1. A person can acquire HIV/AIDS from using intravenous syringe used by the infected person 2. 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. Parental consent is needed before you are treated for a sexually transmitted 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. Lesson 1 – Gender and Human Sexuality At the end of the lesson, you should be able to do the following: 1. discuss sexuality as an important component of one’s personality. 2. explain the importance and dimensions of human sexuality. 3. analyze the factors that affect one’s 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 TARGETS Write your targets on what you expect to learn after reading and accomplishing this learning material. Lesson 1 Gender and Human Sexuality Part I. WHAT TO KNOW Sexuality involves the physical, mental, social, emotional, and ethical dimensions of one’s personality. ACTIVITY # 1 Here is someone who wrote about herself in a poem. Read and analyze how the author wanted to express herself. Sexuality means you have to be aware of yourself better. As you grow older, you will experience a range of social, emotional, and physical changes. As these occur, you need an intensive knowledge on how to deal with your attitudes and behaviour. ACTIVITY # 2 Graffiti You! On a half-size cartolina, write quotations, sayings, slogans, and so on that will describe and reveal your likes, passions, and aspects of your personality. After sharing this in class, you can post it on your bedroom walls and be inspired! A sample has been done below. Sexuality can be best understood through the help of the people around you. ACTIVITY # 3 How I See Myself – How Others See Me Listed below are characteristics which may or may not represent you. Using the icon 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. Extrovert _____ Selfish ____ Confident _____ Aggressive ____ Shy _____ Attractive _____ Good 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: ______________________ ________________________ 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 characteristics: ACTIVITY # 4 Puzzle-Puzzle Fill 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 individual’s personality? What do you think will happen if you lack any of these pieces? Below is a diagram showing health attitudes that can influence sexual behaviour. Which of these do you possess? Levelling Off Please read and analyze the following key terms. ACTIVITY # 5 Gender Assumptions 1. giving birth 2. making a living 3. fixing the broken faucet 4. doing household chores 5. helping the children with their homework ACTIVITY # 6 Write the changes that you expect as you mature from a boy/girl to a man/woman. Copy the example figure below and write your own figure in your activity notebook. ACTIVITY # 7 Society Says In your activity notebook, copy the table as shown below and write words or phrases that you associate with the words masculine and feminine. GENDER ROLES MASCULINE Example: breadwinner FEMININE Example: babysitter The aim of education for human sexuality is to develop 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 mature woman, Using Life Skills to Improve Sexual Health The 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 healthy and responsible. You must have the courage to make difficult decisions and stick to them. Communicating Effectively. Communication skills help you avoid 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 accomplished through information about good sexuality. Setting Goals or aiming for something that will give you a sense of accomplishment. Just be sure to be realistic with your target goal. Refusal Skill is a way to say no to something that you don’t 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 very  convincing ACTIVITY # 8 Give an example of a situation for each of the life skills learned. 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 difficult to use? Explain your answer. ACTIVITY # 9 Making Good Decisions In your activity notebook, label the page with the letters D E C I D E vertically. Use the six steps in decision making in going through this activity. 1. Your classmates are going to a party this weekend, this is the first time that you are asked to attend by a friend but then you discern that your parents will not approve it. You don’t want to make your friends angry by not going, but you also don’t 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 guide questions may help you decide. Is it safe? 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 PROCESS ACTIVITY # 10 Follow the instructions below to help you complete the poem â€Å"I Am† and make it a poem about you. Write this in a whole sheet of paper. Post it in the display area of the classroom. I Am Line 1:I am (write your name). Line 2:I am the child of (write the full names of your parents). Line 3:I am the grandchild of (write the full names of your four grandparents). Line 4:I am the sibling of (write the first names of your brothers and sisters, if any). Line 5:I am the friend of (write the names of a few friends). Line 6:I am (write three descriptive words that describe you). Line 7:I am a (write something that you do well – for example, I am a volleyball player). Line 8:I am a resident of (write the name of the barangay and the city in which you live). Line 9:I am (write your citizenship). ACTIVITY # 11 Dealing with People We all encounter people in our lives. Here are some descriptions of people. In your activity notebook, jot down some positive ways of dealing 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 control others). 5. Whiners (people who grumble and complain about everything). ACTIVITY # 12 How Well Do I Know Myself On 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 # 13 Male versus Female In your activity notebook, copy the Venn diagram as shown below. Write the roles 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 don’t join, write their specific roles. Choose the specific roles from the box below. MALE FEMALE Part III. WHAT TO REFLECT AND UNDERSTAND You can reflect and understand better your personality by accomplishing the activity below. ACTIVITY # 14 Read and reflect on the article below. ACTIVITY # 15 Role Play To better analyze the factors that affect the attitudes and practices related to human sexuality, you are going to internalize a given character. Gather your classmates, group yourselves into five (5). Each member of the group will assume the role of any of the following: 1. one who grew up in a very religious family 2. one who was raised by authoritative parents 3. one who has been strongly influenced by media 4. one who has good friends from the opposite sex 5. One who has been educated in an exclusive school You are given ten (10) minutes to prepare a short skit. Each group shall present the skit in two (2) minutes. After the presentation, analyze the factors that shape 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. CRITERIA ADVANCE (20) PROFICIENT (15) APPROACHING PROFICIENT (10) DEVELOPING (5) Work Attitude (cooperative with the group) Always cooperative and focused on task during group work and presentation. Usually cooperative and focused 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 of Character Convincing in communicating character’s feelings, situation and motives. Competent in communicating character’s feelings, situations and motives. Adequate in communicating character’s feelings, situation and motives. Limited in communicating character’s feelings, situation and motives. Relevance of the actions Actions are clearly established and effectively sustained. Actions are clearly established and generally sustained. Actions are established but may not be sustained. Actions are vaguely established and may not be sustained. Use of Non-Verbal Cues (voice, gestures, eye contact ) Impressive variety of non-verbal cues is used in an exemplary way. Good variety of non-verbal cues is used in a competent 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, and Choices Demonstrate insight that powerfully enhance role play Choices Demonstrate thoughtfulness that completely enhances role play. Choices Demonstrate 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 boxed entries for you to assess how you fare in Activity # 15. Education for human sexuality deals with the formation of virtuous habits right attitudes integration of positive values ACTIVITY # 16 For 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 cultural background 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 newspapers, etc. Describe how media affects your human sexuality. ACTIVITY # 17 Analyze Media Message Think of a commercial and write how men and women are being portrayed. Then, respond to the following: What 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 and human appropriateness are not alike for both sexes as practiced in most areas in the Philippines. This is likely shown in the examples below: A. Boys and men are permitted to stay out more and up to a later time than the girls and women. B. A philandering or immoral man is considered as demonstrating his manliness or â€Å"pagkalalaki†. A philandering or immoral woman is considered as cheap, bad, or â€Å"masamang babae†. C. Women are expected to remain 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 â€Å"under ‘d saya.† ACTIVITY # 18 In your activity notebook, answer the following questions: 1. What is your stand on double standard of morality? 2. How can we possibly eliminate the double standard of morality? VIRGINITY a virgin is a person who has not had sexual interaction. ACTIVITY # 19 My Abstinence Bag Abstinence 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 unhealthful practices. Explain how this item can encourage you to make right decisions. For example, putting a family picture in my abstinence bag can remind me of how I value my loved ones and how I would like to make them proud of my achievements. ACTIVITY # 20 In your activity notebook, answer the following questions: a.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 TRANSFER ACTIVITY # 21 What Do You Value? Values are qualities or conditions that are important to a person. Complete this survey by determining what you value in yourself. In your activity notebook, tick on the appropriate box based on the importance you assign to each attribute. Not Important Important Very Important 1. 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 # 16 ACTIVITY# 22 Visualize & Learn! a. 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 queen takes on the role of a meek and mild 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 # 22 Critical Thinking Let us try to connect our lesson to current issues in our country. ACTIVITY # 23 Watch and Relax! This 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. Recreate 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 # 24 K W A Chart In your activity notebook, copy the table as shown. List 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 Issue What I Know What I Learned How I Will Apply (the concept/skill learned) 1. 2. 3. 4. 5. Human sexuality is the totality 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 #25 As you analyze the significance of sexuality to family health, ask yourself the following questions: Do 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 society SUMMARY Think 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 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? LEARNING MODULE FOR HEALTH – GRADE 8 QUARTER 1 Family Health Module 1 Issues and Problems Related to Human Sexuality Sexually Transmitted Infections (with emphasis on HIV/AIDS ) Government Policies and Republic Act No. 8504 and 7719 Introduction: After 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 Deficiency Syndrome (AIDS). Sexually-transmitted Infection (STI) is a communicable disease that is spread from person to person through sexual contact. Despite the efforts of government and civil society, the incidence of STIs particularly HIV/AIDS continues to increase. Thus, it poses a serious threat to Filipinos especially to young people like you. According to the Department of Health’s 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 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 and practice refusal skills you can never go wrong in safeguarding your health. OBJECTIVES: At the end of this module you will learn to 1. 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 transmitted 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 blood 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-ASSESSMENT A. 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 don’t know what they are. 2. I have some idea what they are, but don’t know why or how they happen. 3. I have a clear idea what they are, but haven’t 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/Concept Have read it Have heard it Have seen a TV or movie production Have written a report paper on it STIs HIV/AIDS Abstinence Refusal Skill Blood donation/transfusion C. 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 order to have a healthy relationship with your family. 1. A person can acquire HIV/ AIDS from using intravenous syringe used by the infected person 2. 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. Parental consent is needed before you are treated for a sexually  transmitted 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 do! Learning Goals and target Read the questions below and fill out the column in my response column Write your answer in your activity notebook. What? / So What?/ Now What? Strategy: My response What: What 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 what: Why is this important? What does it mean to me? How does knowing about this information change my thinking? What other ideas in human sexuality do I have or connections can I make to STIs and HIV/AIDS? Now what: What 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 learning! Your teacher will help and guide you as you walk through your learning journey. Part I. WHAT TO KNOW Are 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 don’t 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. Sexual abstinence is the deliberate choice to refrain from all sexual activity Let’s Review 1. What is a sexually transmitted infection? 2. What is abstinence, and why is abstinence the only certain way to prevent STIs? Knowing About STIs Teens 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 INFECTIONS AIDS Chlamydia Genital herpes Gonorrhea Syphilis Pathogen (causative agent) Human Immunodeficiency Virus (HIV) Chlamydia Trachomatis bacterium Herpes Simplex-2 Virus Neisseria gonorrhoea bacterium Treponema Pallidum bacterium Long term effects Immune systems failure, severe illness leading to death,8-10 years to see signs of infection, infection of infants leading to death In women, pelvic inflammation with abdominal pain, fever, menstrual bleeding, ectopic pregnancy In men, enlarged lymph glands of the groin, infection of the  testicles. 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 measures Abstinence from sexual intercourse and from use of intravenous drugs Abstinence from sexual intercourse Abstinence 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 fatal communicable disease with no effective 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 body’s immune system. Thus, the body becomes vulnerable to opportunistic infections or diseases that develop when the body’s defense system becomes weak. Among these infections are Kaposi’s 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 die from one of these diseases. Ways of Acquiring HIV Activity 1. Deal or no deal Let 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 Column 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 Acquiring HIV Yes No 1. Breastfeeding . 2. Handshaking 3. Sharing the eating utensils with someone infected with HIV. 4 . Donating blood with Red Cross 5.Selling blood in blood banks 6. Someone who has HIV who cough and sneeze near you. 7.Hugging someone with HIV 8. Having unprotected intercourse with someone with HIV 9. Sharing contaminated syringes, needles or other sharp instruments with someone infected by HIV 10.Receiving transfusion of blood infected with HIV 11.Sitting in the toilet seat used by the HIV patient 12. Mosquito bites 13. Tattooing using an infected needle 14.Swimming with an HIV infected person 15. Wearing clothes of an infected person 16. Ear and Body piercing with an infected needle HIV must enter into the person’s bloodstream to infect the person. HIV has been found in many body fluids including blood, semen, vaginal fluids, and breast milk of infected person. Which items have you already known and been informed about how HIV/AIDS can be acquired? Have you heard of other ways AIDs can /can’t 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_________________ 1 1 2 2 3 3 4 4 5 5 6 6 7 7 Activity 2 REDUCING THE RISK OF HIV In 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 one’s risk of exposure to HIV. A sample chart appears below. Groups share their charts/webs and discuss. Mode of Transmission Ways to prevent and control Sexual Contact (Infected Body Fluids, Blood . Semen). ____________________________________________ ____________________________________________ ____________________________________________ Injecting drug and sharing infected needles ______________________________________________ _______________________________________________ _______________________________________________ ________________________________________________ Maternal transference (Mother to baby during pregnancy) ________________________________________ ___________________________________________ ___________________________________________ Activity 3 Good Reasons for Abstinence A. DEFINING ABSTINENCE How 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 â€Å"abstinent.† 3. After a week is up, you and some of your classmates will meet in small groups and share your feelings and discoveries. 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. Did friends or family members try to tempt you during the time period? d. How did you handle the pressure? 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. Remember 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 AIDS Activity 4 Name Reason for choosing abstinence Your name______ (Your thoughts concerning this reason) Marta Jonathan Peter and Joanna Racquel Noemi Reducing the Risks of Sexually Transmitted Infections Rubric for your Activity 2 and 4 4 3 2 1 Points Explanation Complete response with detailed explanation Good Response With clear explanation Explanation is not clear Misses key points Demonstrated Knowledge Shows complete understanding of the question Shows substantial understanding Response shows some understanding Response shoes lack of understanding Sensible opinions Complete response with bright opinion Meets the sensible opinion Hardly makes sensible opinion Does not meet sensible opinions Total points YOU ARE PROTECTED!!! Government Policies in the Prevention and Control of HIV/AIDS and other STIs Republic Act No. 8504 also known as Philippine AIDS Law Government efforts in ensuring a clean blood supply to prevent issues and Problems related to sexuality (RA 7719) or the Blood Services Act of 1994) Let’s Appreciate What 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? Here’s more†¦. 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 services. PART II. WHAT TO PROCESS Activity 1 Let’s Think Critically Reflect 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 Action Common 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 practice 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 Link The drug, the blood, the alcohol connections to STI HIV AIDS How does it contribute to the transmission of STI HIV AIDS? Read the article below Dr. Jane Perez is a school physician lecturing about STI HIV AIDS in Bangkalan National High School asks the students the following questions: â€Å"How many of you have seen the effects of drinking alcoholic beverages or have read the effects of taking dangerous l drugs? â€Å"What is the danger of using shared syringe in cases of blood transfusion? â€Å" â€Å"What are the possible harmful effects to people being tattooed using needles? â€Å" 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 donation 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 services. 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 law to STI and HIV/AIDS protection and prevention? ______________________________________________________________ ______________________________________________________________ Day Eight PART III. WHAT TO REFLECT AND UNDERSTAND These 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 the Activity 1 Interactive Video a. 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 â€Å"Power of You† by the DEP ED -UNICEF Activity 2: Investigative Reporting HIV/AIDS Visit your school clinic or barangay health center. Interview a health personnel about HIV/AIDS using the following guide questions: What is HIV? What 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 Believe After the activity you can make a compilation of facts and information about HIV / AIDS. Be ready to make an advocacy campaign 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 believe Activity 4 Just Say NO! How to say no and remain friendly 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 persuade 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 don’t want to do. Technique of saying NO The Response Whats Your Response? Maintain eye contact and say NO firmly Person A: Do you want to smoke cigarette Person B: NO,( firmly) ____________________________________ ____________________________________ Be true to yourself and to your belief. Give reasons for saying NO Person A: Do you want to be my drinking buddy? Person B: NO ! I love my body. I don’t want to die young. ___________________________________ ____________________________________ Walk away or avoid the situation If you know that the group are doing risky sexual behavior that you don’t want to do or join, then JUST don’t GO ____________________________________ Change the subject Try suggesting something better to do with your time, Person B: Let’s smoke. Person A: I think it would be better if we eat instead. ________________________________________________________________-______ Match verbal with non-verbal communication Shake your head and say NO ! _________________________________________________________________ Give your personal Conclusion: Internalize how you will firmly refuse an offer to engage in risky behavior For more skills on Refusal Skills Visit http://www.thecoolspot.gov/index.asp Activity 5 Role-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 school 2. Ramon told you to cut classes so you can attend a birthday party. 3. Carmen invited you to try smoking. Activity 6. Check it out: 1. Find out what government agencies are responsible for educating the public 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? SUMMATIVE ASSESSMENT Answer the summative test before you proceed . PART IV. WHAT TO TRANSFER Activity 1 Let 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 Knowledge 1. Design a booklet or a health journal entitled â€Å"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 have HIV/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 classmates Activity 3 Thinking Critically 1. 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 thinking Imagine 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 board 3. Suggest activities for you and your class to decide. a. You may want to present a theater presentation on how you will prevent and Protect yourself from contacting STIs and HIV/AIDS b. Organize a Parent’s 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 Study Activity 5 Check yourself. Reflect and Understand After 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 will 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 person’s risk of having HIV infection? Use the chart below in answering the items SUMMARY Think 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 Readings RA 8504 OR THE PHILIPPINE AIDS LAW OR THE PHILIPPINE AIDS PREVENTION AND CONTROL ACT. Article1 The Government must promote education and information campaigns. Schools and non-formal education programs must include HIV/ AIDS education. The DOH must conduct 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 information on HIV/AIDS. Article 2 The 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 3 The Government will provide appropriate confidential HIV testing. 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 testing The DOH will make adequate and affordable HIV testing available in all of the barangays in the Philippines. Article 4 The 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. Livelihood 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 5 The Government will monitor HIV/AIDS The 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 6 Confidentiality 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 shared by health officials in three circumstances; officials of the AIDSWATCH council, health workers who are involved in treatment and need to know for their own safety, and a judge if under subpoena for an official court 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 7 Discrimination 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. Insurance 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. Decent burials cannot be denied based on HIV status. Legal penalties for discrimination will be enforced. Article 8 The government will establish a Philippine National AIDS Council This council will be responsible for implementing the act and conducting all national AIDS performances.

Research Proposal Management Essay

The population of Cameroon is one of diverse backgrounds,with over 260 tribes with each tribe having its own distinct dialect. of which its indigenous population constituting the Youthful and Middle age group. As the first settlers of the territory constituting present-day Cameroon, the Bantus should provide a strong cultural and economic base for the country. Yet throughout this land’s history, the Bantus have always been the segment of the population that has suffered the most. Their exploitation began when the Portuguese â€Å"discovered† Cameron in 1472,later in 1884 came the German annexation of Cameroon: and in 1919: Cameroon was divided between France and Britain: and finally in 1960: was the Independence of French Cameroon, con After Cameroon gained its independence form Britain and France in the 1960’s, the subordination of the indigenous population remained active throughout the years of restucturing and reform. Because the first Bantu-tribes immigrated to Cameroon from North (Nigeria),The English speaking have maintained the lowest level in the socioeconomic hierarchy of Cameroon since after independence. The abuse throughout these five centuries has been manifested through the exploitation of indigenous labor, degradation of Indian culture, lack of political voice, and exclusion from social work programs, leaving indigenous areas without the necessary social and economic infrastructure for their advancement. In Cameroon today, these characteristics plague the areas with a high concentration of indigenous population. The abuse of power and corrupt government practices on behalf of the past and present Cameroonian President coupled with the accepted belief that the Anglophones allowed for two disparate worlds to emerge from Cameroon. One is increasingly modern and industrialized, centered in urban areas in the Center region of Cameroon. It is this vision that leaders of Cameroon actively promote in order to convince the rest of the globe that Cameroon has achieved the status of a Developing or even second World Nation. The other world, hidden from view, is that of the indigenous and peasant population, that lives in abject poverty,misery and oppression. This group suffers from the same marginalization and exploitation that it has endured for the past 50 years. In today’s era of globalization, the situation facing the Anglophone as they are called in Cameroon remains bleak. As Cameroonians moves forward into regional trade agreements, the indigenous must overcome their history and current state of deprivation in hope of advancement. The Cameroonian government has begun to enter the world market through economic liberalization policies initiated in the past two decades. One of the largest was the International Monetary Fund (IMF) and the World Bank. The Cameroon government has began implementing the WTO Agreement on Customs Valuation in July 2001, And the Communaute Economique et Monetaire de l’ Afrique Centrale (CEMAC) which established a free trade region between Cameroon and most countries of the franc zone like Tchad,Central african republic, Congo. Gabon. And Equatorial Guinea. States. Reforms necessary for the implementation of the WTO Agreement have proved to be detrimental to the indigenous population in Cameroon and sectors that were poor prior to the WTO are falling farther behind. Yet the Cameroonian government continues to plow forward, negotiating larger regional trade agreements with its neighbors for the good of the already wealthy sector of the population, leaving the Anglophones open to further marginalization. A practical example of this marginalization is found in the south and northwest regions which are purely English spraking regions The Anglophones in Cameroon, whose social situation is one of the bleakest in all of West Africa. lack basic human rights, a political voice, schools, hospitals, electricity, and clean water. As Cameroon pushes further ahead with its economic reforms, the few programs that had been in place to aid the English speaking have been repealed, and the Anglophones continue to be ignored. Throughout history, these Anglophones have been repealed, and the Anglophones continue to be ignored. Throughout history, these Anglophones have endured poverty, exploitation, and oppression, while attempting to revolt and ignite change. Yet no movement has ever been successful. With the advent of WTO and further global integration, the Anglophones realized their situation would only continue to worsen if they did not begin to fight for change. To cut things short my thesis paper examined both the manifest and latent functions of Social work in the protection of the indigenous population within the Cameroonian society, specifically in the English speaking region. It examined the prospect for the Southern Cameroons National Council (S.C.N.C)Movement to meet with future success; analyzing the role that Social work will play in this movement’s effectiveness. Globalization, with its increasing connectedness and spread of technology could prove to be a beneficial tool in the process of gaining solidarity and support. Or globalization could allow for the gap between the rich and poor on both a national and international level to grow, leaving the poor segments in oblivion. This problem is not limited to Cameroon. As the world economy has become increasingly interdependent, the emergence of trans-national social movements may produce serious consequences for citizens in many nations. If these protest movements gain enough support, every person alive has the potential to be affected in some way. To accomplish this research, I have read and will continue to read many books, magazine, newspaper, and journal articles on the history of Cameroon, the treatment of the indigenous population, liberalization policies that have been implemented, and the S.C.N.C Movement.

The Benefits and Challenges of Obtaining a Masters at 50 Essay

The Benefits and Challenges of Obtaining a Masters at 50 - Essay Example According to an article published by the Quacquarelli Symonds (QC) Top Grad School entitled â€Å"Can you ever go back? Graduate study later in life†, there are eminent benefits of studying later in life, to wit: â€Å"older candidates tend to be more focused and less likely to succumb to the financial pressures of their younger counterparts. They can also draw on a range of professional and personal experiences often relevant to their graduate field of study† (QC, par. 3). The discourse likewise noted this group of students are more motivated, are highly confident and able to share relevant applications of the course to younger counterparts. On the other hand, the challenges are seen in terms of time management and prioritizing work, social and family life and the academic requirements of graduate studies. Whatever the reasons are for older students to pursue masters at 50, or even at later ages, the contemporary stance of most graduate schools globally encourage older applicants due to their maturity and professionalism that would enhance learning in the programs they delve into. As for me, I am definitely pursuing my master’s degree in Nursing at 50 due to the genuine desire to learn something new from this field of endeavor, and to eagerly share what I have experienced in return, from my career for the past 30 years.

Article response paper Example | Topics and Well Written Essays - 750 words - 2

Response paper - Article Example The outcome of the study gives a clear indication that people can understand vocally expressed emotions despite linguistic abilities, even though culture and the linguistic abilities affect the level to which the emotions can be understood to some extent. Personal Observations/Comments Prior to reading this article, I was aware, albeit I had no quite thought about it that I can identify a person’s emotions based on his or her speech. This article reinforces this knowledge; the authors state that listeners respond to changes in pitch, tone, loudness, quality, and rhythm as a person speaks, forming an impression about the speaker’s emotional state. In a study carried out in 2001, four German actors addressed native people from nine different languages. The outcome of the study indicated that sixty six percent of the participants were able to identify emotional instances such as sadness, fear, joy, anger, and neutral utterances correctly (Pell, Monetta, Paulmann, & Kotz, 2 009, p. 108). The study also confirmed that natives perform better in identifying emotions in their native languages than across new languages. It was also evident that listeners whose native languages were similar to German, the language used by the actors, also identified the emotions better than those from languages with no close relations to German. The article pinpoints that the proper identification of emotions in speech is brought about by vocal cues, rather than linguistic features (Pell, Monetta, Paulmann, & Kotz, 2009, p. 116).This is because utterances are different across different languages. However, most vocal cues are universal, cutting across societies speaking different languages. Nevertheless, it is important to note that some vocal cues are localized to certain cultures due to differences in culture and other social beliefs (Pell, Monetta, Paulmann, & Kotz, 2009, p. 116). Differences in linguistics such as intonation, accent, or rhythm, may also result in differen ces in interpretation. The fact that many researches carried out on the influences of linguistic differences on identification of emotions offer conflicting results means that the effects are subjective. The successful identification of emotional activity is dependent on the audience. Some people may identify certain emotions in a speaker’s speech while others would find no emotion on it. Finally, the successful identification of emotions is dependent on the emotions to be identified. According to findings indicated in the article, seventy three percent of listeners across the language divide were able to identity anger; 66% sadness, with the lowest being disgust at 42%. This is consistent with literature documented by various scholars. Research has also showed no evidence on increased or reduced ability to identify emotions while referring to particular languages; each language displayed a distinct variance from the others, once again indicating that such inferences are subj ective. Excerpts from the Article i. â€Å"†¦The authors found that all listener groups recognized fear,, joy, sadness, anger, and â€Å"neutral† utterances strictly from prosody at above chance accuracy levels† (Pell, Monetta, Paulmann, & Kotz, 2009, p. 108). This excerpt demonstrates that audiences were able to identify emotions from speech positively, giving credence to the concept of

John Rawls' The Laws of Peoples Essay Example | Topics and Well Written Essays - 750 words

John Rawls' The Laws of Peoples - Essay Example Think of a brother and sister, having happily grown up in the same house; one goes on to become a millionaire and the other is steeped in poverty. In such a case, too, we must ask: where is justice Cannot their wealth be pooled together, giving rise to a state of happy existence similar to when the two were children It is the world with its differential preferences for different virtues that gives rise to inequalities, and we must do what we can to minimize the phenomenon. Coming to Rawls' reasons for reducing inequalities, he says that one reason is to reduce the hardships of the poor. Why are the poor poor in the first place Naturally, the poor are so because they were born poor, and rising from a depth of poverty is, in many cases, well-nigh impossible. We all know the story: poverty leads to crime, crime leads to imprisonment, which leads to further poverty a society, if it to be civilized, must first ensure that none of its citizens are allowed to fall into the hell-hole that poverty is. The second reason Rawls gives is that some people may be treated as inferior if inequalities exist. Here, we need only take the ancient Indian society, for example: there were (and still are) four castes. The first was the priests and teachers; the second was the warriors; the third was the merchants and such; and the fourth was those that did menial work. To each his role. It was natural for a priest to look down upon a menial worker, and the society was for centuries in that condition - but only until, as is natural, human nature took over and the priests began demanding too much. To call a menial worker "lower" than a priest was to call a spade a spade: we now need only look at Indian history to see how that system failed. Rawls goes on to hint at the idea that inequalities are designed to serve the many ends that peoples share, and that each makes contributions according to capacity. I can tentatively accept this viewpoint, but must question the ideality of a society that allows naturally gifted people to be treated in a superior way. It is human nature, yes, but it is the role of a society to minimize such aberrations. Continuing in this socialist vein, I agree entirely with the premises of the resource distribution principle and the global distribution principle, particularly the latter. A people gets to a happy situation by developing, on its own, a structure conducive to the production of wealth. This is due to the natural gift of that people to do this. Consider, for example, the Mongoloid virtue of hard work. The culture of that race is based around the idea that hard work is fulfilling; that hard work is a duty. And what do we see reflected in the real world One can take any case one cares to - Japan, China, Taiwan, Korea. Now, think of the global egalitarian principle: socialism has not worked, but in an ideal world, it would have. That is my bold point. Why should not a certain people donate - even a small part of - their wealth to a people who have simply not been able to build a civilization for themselves, as in the so-called third-world countries Are the people of such countries not har d-working If they are, why are they underdeveloped It is well-nigh impossible to answer; all

The effect of dystrophin on neuron development in the Central Nervous Essay

The effect of dystrophin on neuron development in the Central Nervous System - Essay Example The DMD is the human gene responsible for providing instructions for making dystrophin. Dystrophin is located in muscles such as cardiac muscles (heart) and skeletal muscles (movement). Small amounts of this hormone are present in the brain specifically in the nerve cells. In cardiac and skeletal muscles, this protein hormone is part of a protein complex which work together to protect and strengthen muscle fibers from injury during contraction and relaxation of the muscles (Hart 23). Dystrophin complex often act as an anchor for connecting each framework of the cells of the muscle with protein lattice and other extracellular matrix. Dystrophin may also play an important role in cell signaling through interacting with proteins which receive and send chemical signals. Little is known so far concerning the functions of dystrophin complex in nerve cells (Hart 24). Some studies have suggested that it plays an important role in the normal functioning of synapses and structure, which are sp ecialized connections existing between nerve cells where the occurrence of cell-cell occurs. In this paper, the focus of ascertaining the effect of dystrophin on neuron development in the Central Nervous System According to Shan and Lihsia (13) dystrophin protein plays an integral role in maintaining muscle membrane integrity. Shan and Lihsia showed that accompanying neuropsychiatric disorder and cognitive impairment often presented in most of the DMD proteins suggests that dystrophin plays an integral role in membrane-cytoskeleton function. The study involved growing c.elegans strains on the nematode growth medium plate at 21 degrees Celsius. Transgenic animals were then generated basing mello et al (1991) standard procedure. In order to generate Punc-119::dys-1 (pLC587), the researchers pieced together the 9.0-kb dys-1 genomic sequence obtained from WRM0611bE10 at an exon 30 with the untranslasted region of cDNA and 169-bp dys-1 3 and 3.9-kb dys-1 cDNA, and subcloned was joined in to the pBluescript II KS vector existing between NotI and XmaI. The researchers then crossed evIs78 (Punc-129::gfp and oxIs12 (unc-47::gfp integrated transgenes into the available respective strains with a view to visulize cholinergic neurons, and GABA. Synchronized the young adult animals of such strains and the synchronized dys-1 larvae for different stages were all mounted on the 2percent agarose pads and then scored for neuronal displacement with a 40? 1.3 NA Neofluar. This was done with an aim of using the microscope with the captured image, which was captured in a camera, along with the imaging software. Shan and Lihsia findings showed that DYS-1/dystrophin helps in regulating locomotion and muscle integrity. The findings of this study, also show that SAX-7 and STN-2/Y-syntrophin functions to maintain the neural integrity in c.elegans. In yet another study Hart Lidov, Timothy Byers, Simon Watkins, and Louis Kunkel (7) scientific study, this researchers came up with antibody (a nti 6-10), which was somewhat more sensitive that the immunolabel dystrophin which were previously available. The researhers then used this anti 6-10 antibody in to investgate whether the asoociation between systrophin and the nervous system. The findings of this study revealed that in the mouse, dystrophin is more abundant in the neurons of the cerebral cortices and the cerebral. This study also revealed that

Question-1 Coursework Example | Topics and Well Written Essays - 250 words - 1

Question-1 - Coursework Example In the current times, the diversity and technology have emerged as important issues within organization that significantly impact performance outcome. The various stakeholders that are influenced by the issues are: employees, consumers, suppliers, interest groups, shareholders etc. The major objective of change management is to bring about organizational change smoothly. Thus, integrating the needs of the various stakeholders and empowering them with information regarding change considerably facilitates the change process. Promoting diversity and affirmative actions within organization hugely helps to create credible image of the firm. Moreover, diverse workforce greatly promotes diverse views and cultural competencies which can provide firms with unique capabilities and help them gain competitive advantage within the industry (Adidam, Phani et al., 2009). Effective communication regarding change is key tool that promotes better understanding of change processes and how change can be exploited as new opportunities. The different beliefs, value system, ideology and cultural paradigms have become essential elements of human interaction (Bloisi, 2007). Thus, promoting cross-cultural understanding across diverse workforce greatly facilitates resolution of workplac e conflicts and helps build constructive relationship and strong teamwork based on mutual respect resulting in higher productive outcome. (words:

TAXATION Essay Example | Topics and Well Written Essays - 2000 words - 1

TAXATION - Essay Example Furthermore, the nature in which we tax savings can be used to explain the difference between individual taxation and corporate taxation and this is because the behavior differences between these forms of entities can clearly be stated. Still, savings realized due to taxation has an influence overall amounts of savings in the economy; in addition, how these savings are spread helps in explaining wealth distribution. This is because the amount of investments depends on the amounts of savings and by extent it is through investments that we are able to create wealth. Lastly, the manner in which taxation is done will determine an individual’s decisions on the amounts to save and the extent to which they are able to take risks while spreading their savings on assets (Angelopoulos & Malley 2010). Looking at taxation on savings in UK currently, we will take the approach of reviewing the taxation of; income tax, the NICs, and the capital gains tax. There is a complexity and unfairness on taxation of these forms of incomes; for instance, owner occupied housing, cash and shares held in ISAs savings are out of the taxation bracket. Therefore such forms of incomes are not taxed on returns as well as withdrawal. This form of treatment is not applicable in case of ISAs making the TEE treatment only available for investments in equity as opposed to savings in cash. The current system also provides a very in the taxation of pensions, here, savings is within the incomes that is subject to taxation. In addition, fund income is as well not subjected to taxation though withdrawals are taxed (Ainslie 2005). This is called the EET regime and it favors pensions since the taxation of pensions under it would consistently yield a zero as a normal return to savings. The pension saving is also su bsidized since 25% of the fund can be withdrawn without being taxed if the withdrawal is in lump sum. The pension contributions by the employers are also subsidized and tax favored, as they are

An internet based company research project for my Business management Essay

An internet based company research project for my Business management class - Essay Example The conclusion section summarizes the main ideas presented in the paper, and makes inferences where appropriate. Highlights of the paper include: a background of the company; its nature, mission and products, a description of the current financial standing; earnings or losses of the company, an overview of the problems and issues the company was subjected to, an investigation of the companys current and future business strategies, a summary and conclusions. Johnson & Johnson was established in 1886 in the New Jersey State. The company is very committed to innovative healthcare products (Johnson & Johnson, 2009). This has greatly contributed to the company’s consistent financial performance. Johnson & Johnson has enjoyed dividend increases for 47 consecutive years, adjusted earning increases for 25 consecutive years and sales increases for 76 consecutive years. Johnson & Johnson employs about 119,000 across the world and is involved in manufacturing and selling of healthcare products in a number of countries across the world. The company’s main interest, both currently and historically, is in products that are related to well-being and health (Johnson & Johnson, 2009). Johnson & Johnson strongly believes decentralized management principles, which it practices. The company’s executive committee is its principal management group, which ensures effective and efficient operations of the company. Furthermore, a number of members of the Executive Committee are also Group Operating Committee chairpersons. This committee comprises of management experts in a number of specialized functions and managers representing main operations within this group. The Committees are charged with the responsibility of overseeing and coordinating both international and domestic activities related to every Professional, Pharmaceutical and Consumer segments of

Multinational competitin and Corporate Social Responsibility analysis Essay - 1

Multinational competitin and Corporate Social Responsibility analysis of Burberry - Essay Example The design, development, production and selling of the products of the company are all based in United Kingdom. However, the fabric and other material for the manufacturing of the products are done on the company own facilities in United Kingdom (Burberry, 2015a; Reuters, 2015). At present the international, apparel, accessories market and market for luxury goods have shown a low growth from the 2007 to the year 200, but from the year 2010 the entire market has witnessed some acceleration and reached up to moderate growth and predictions said that the market is expected to be stable by the end of 2016. The total revenue of the apparel, accessories and luxury goods global market is expected around 1,778.5 billion for the year 2011. The figures represent a 3% CAGR (compound annual growth rate). The report also revealed that the sale of the apparels is the most lucrative one in the global market of apparel, accessories and luxury goods in the year 2011 and it has captured the 66.1% of the overall value of the market in terms of revenue. In this perspective, the market performance is forecasted to accelerate in coming five years with an expected compound annual growth rate of 3.9% and with such percentage the market value is driven to reach the level of 2155.1 billion by the end of the year 2016. When it comes to Burberry, the focus of the company is towards several different segments in the population but the theme of the company is same that is, it is inclined toward functional luxury. Burberry foes not only serve to the young and adults but also the company has good range luxurious products for kids. At present the main focus of the company is three main regions. The Asia Pacific region represent the 39% of wholesale and retail revenue, the European, African and Middle Eastern region along with India (EMEIA) hold 36% of the revenues where as the contribution of America is 25% in the total revenue of Burberry

Lord of the Flies Essay Example for Free

Lord of the Flies Essay A symbol can express an idea, clarify meaning, or enlarge literal meaning. In the book, â€Å" Lord of the Flies† by William Golding, there are many symbols such as the pig’s head, fire, painted faces, and Piggy’s glasses. However one symbol stands out more than the others, the conch. The conch symbolizes order, government, savagery, and even one of the characters called Piggy. Order was one of the main themes that the conch symbolized. When Ralph and Piggy first found the conch Piggy said, â€Å"We can use this to call the others. Have a meeting. They’ll come when they hear us. † (16). Automatically they find the conch, blow on it, and everyone on the island comes to the platform. This shows that they are trying to have everything be put in order by calling a meeting and discussing everything that is going on, and to discuss how they are going to survive. Another example of order is, â€Å" I’ll give the conch to the next person to speak. He can hold it when he’s speaking. We’ll have rules! Lots of rules! † (33). This shows that they want the order of England and of school. When in school, if the students have a question or an answer, they raise their hands and say what they are going to say. Another main theme in this book that the conch symbolizes is government. For example, when they called the meeting Ralph said, â€Å" Seems to me we ought to have a chief to decide things. † (22). This shows that they want for the island to be like England and have a ruler. The ruler would tell them what is right, what is wrong, and how they should be doing everything. Another example of government is, â€Å" Let him be chief with the trumpet-thing. † (22). The children on the island wanted Ralph to be the chief because he started to lead by just blowing the conch. To the children it showed that he knew what he was doing, and they thought he knew how to go home. The other theme that the conch symbolizes is the savagery. For example, Jack explained. â€Å" I agree with Ralph. We’ve got to have rules and obey them. After all, we’re not savages. We’re English, and the English are best at everything. So we’ve got to do all the right things. † (42). This shows that in the beginning of the book, Jack thinks that they are not savages. The thing is that every human has savagery in them in some way or form. Toward the end of the book when Jack is in the separate tribe, it describes, â€Å" Before the party has started a great log had been dragged into the center of the lawn and Jack, painted and garlanded, sat there like an idol. There were piles of meat on green leaves near him, and fruit, and coconut shells full of drink. † (149). The conch forced Jack to make a separate tribe, because he was tired of taking orders from Ralph. He wanted to be chief so badly that he created a tribe and convinced almost all of the children to go to his side. He provided the children with meat and protection that Ralph didn’t. The conch also symbolized the book’s character of Piggy. An example would be when the plan first crashed and the meeting was not called, Piggy said, â€Å" S’right. It’s a shell! I seen one like that before. On someone’s back wall. A conch he called it. He used to blow it and then his mum would come. It’s ever so valuable. † (15). At the beginning he was the one who discovered the conch. Piggy was also the one to tell Ralph to blow on the conch so that all the children on the island would all meet at the platform. Another example would be one of the main turning points in the book, â€Å" The rock struck Piggy a glancing blow from the chin to knee; the conch exploded into a thousand white fragments and ceased to exist. Piggy, saying nothing, with no time for even a grunt, traveled through the air sideways from the rock, turning over as he went. (181). When Piggy first arrived on the island he found the conch, and when Piggy died the conch died along with him. Once Piggy and the conch were gone, the order of the island was gone as well. The conch was both the leader and the assaciane at the same time. At first the conch was the one who brought the tribe together. It provided order and a sense of government on the island. However, in the end in was the one to tear everyone apart. It created Jack to act as a savage and for him to create a whole new tribe to torture Ralph. Once the conch exploded all the order and the government went with it, and out came the savage in everyone. In the end they even get rescued because of the conch. When the conch exploded into pieces, Jack’s tribe went to go find Ralph to kill him. Jack set the whole island on fire to smoke Ralph out to kill him. By setting the island on fire the smoke could be seen from miles away. The navy was able to see the smoke and they came to rescued the children. Isn’t it ironic. The whole time Ralph talked about the fire being the main priority, and in the end Jack’s fire rescued them from the island.

Yin and Yang The Theory of Opposite Forces

Yin and Yang The Theory of Opposite Forces You may have heard of yin and yang and wondered what exactly they mean and how the theory explains how they work. Yin and yang are basically the meaning of opposite factors. There are two basic concepts associated with the theory of yin and yang: The difference of opposite factors in any system The relationships that exist between these forces. Yin and yang are complimentary to each other, and both are required to create and engage a positive environment. The normal and healthy existence of everything in nature relies on the enhancement and interaction of the two different forces. These forces can come in just about any element that has opposites. Some examples include: Day and night Summer and winter Work and rest Man and woman When there is an antagonistic kind of relationship between any of the opposites it can lead to destruction, but is because of opposite forces that the balance in nature is continually maintained. Yin nourishes and supports Yang and Yang supports and nourishes Yin. This relationship is dependent on the other, yet opposite and independent of each other. Opposites can hold each other in a balanced state and be able to exude control mutually. Everything in the world physically has an opposite. This theory applies to things as basic as having a front to things and a back. Birth is opposite of death, recession is opposite of an economic boom. In addition, the theory of yin and yang holds that there are not advantages present without disadvantages and there are not disadvantages that are present without advantages. Yin attracts the forces of Yang and Yang attracts the forces of Yin. The theory also holds that Yin gradually turns Yang and Yang gradually turns Yin.