Report and Letter Concerning Law Case Study Example | Topics and Well Written Essays - 2500 words

Report and Letter Concerning Law - Case Study Example First of all, Mr. Ford is liable for having been negligent to Ms. Smith.   In the case of negligence, one must establish a duty of care.   To define negligence is to realize that it is the following.   It is:   â€Å"[c]onduct that falls below the standards of behavior established by law for the protection of others against the unreasonable risk of harm.   A person has acted negligently if he or she has departed from the conduct expected of a reasonably prudent person acting under similar circumstances.†      Obviously, Mr. Ford’s conduct was well below standards established by law to protect others against risk of harm according to the rules of the road.   Mr. Ford put Ms. Smith at unreasonable risk of harm.   Mr. Ford, subsequentially, by diverting his vehicle from the proper direction on the road in front of him, did not act as a reasonably prudent person in making the choice to pass the cars that were ahead of him—solely for the purpose of o vertaking the cars in front of him.To maintain negligence was a â€Å"cause of action,† there are four criteria which must be met:1. â€Å" [T]he defendant had a duty [or a promise to exercisecare] to the plaintiff..[;] [2.]   [T]he defendant breached that duty by failing to conform to the required standard of conduct..[;] [3.]   [T]he defendant’s negligent conduct was the cause of   harm to the plaintiff..[;] and [4.]   [T]he plaintiff was, in fact, harmed or damaged.†Ã‚  ... 1. " [T]he defendant had a duty [or a promise to exercise care] to the plaintiff..[;] [2.] [T]he defendant breached that duty by failing to conform to the required standard of conduct..[;] [3.] [T]he defendant's negligent conduct was the cause of harm to the plaintiff..[;] and [4.] [T]he plaintiff was, in fact, harmed or damaged."3 As it concerns Mr. Ford, he first had an obligation to Ms. Smith that that he had the duty to her to be a responsible driver. He then breached such obligation to be a responsible driver by going into her lane just because he wanted to overtake the line of cars ahead of him. Mr. Ford's third cause of action, that his conduct was harmful to Ms. Smith-as Ms. Smith consequentially broke her left fibula and was left with three cracked ribs-is an obvious factor, seeing as how the facts of the case prove this. Lastly, it is apparent that Ms. Smith was harmed in the accident. All of these aspects help prove further that Mr. Ford was negligent towards Ms. Smith. From having suffered this negligence, Ms. Smith has some recourse in presenting her case as a personal injury case in court. Ms. Smith could sue for pain and suffering incurred, which would include the "mental and emotional trauma which are recoverable as elements of damage in torts."4 Mr. Ford would not be able to receive any monetary awards due to damages on his car. He would have no case, as he would be the defendant. Further, the fact that Ms. Smith was convicted of not having vehicle insurance two days prior to the accident does not have a bearing on her receiving benefits from this torts case. However, Mr. Ford is liable to Ms. Smith for having been the cause of Ms. Smith's health problems and subsequent future

A historical perspective on the Western civilization Essay Example for Free

A historical perspective on the Western civilization Essay In our day, we instinctively associate Western Civilization with liberty, individualism and reason. However, liberal democracy is more recent phenomena. Many crucial aspects of the civilization of Western countries of today developed from the time of French and American revolutions. The nineteenth century laid a strong foundation to the twentieth century Western civilization. Before 1800 CE, however, the modern Western civilization was in many ways in formative stages. For example, the radical belief in human equality, under the premise that all men are born equal, was framed in the American constitution only in the last quarter of the eighteenth century. From its origins in the aftermath of the fall of Roman Empire to the beginning of the nineteenth century, Western Civilization had experienced two radically different phases, the one preceding Renaissance, and the one during and following Renaissance. The beginnings of the age of Renaissance mark a clear break from the Dark Ages in the thinking, attitudes and world-view of the people. The gradual emergence of logical and analytical thought, the blossoming of rational and a rigorously scientific world-view is a most unique phenomenon in the whole history of humanity. It is this most fundamental characteristic of the Western vivilization that has paved the way for technology and progress, creating the modern world. The outburst of rational thinking in Europe during the four hundred years from 1400–1800 CE is chiefly responsible for taking humanity to the next stage of evolution. It was the most defining period not only of Western vivilization, but of human civilization as such. Although there is a tremendous contrast between the Medieval Ages and the Age of Renaissance, it has come to the light of modern scholarship that the cultural achievements of the so-called Dark Ages in Europe, lasting for roughly thousand years between 400 1400 CE, have been many and varied. This period, particularly during the twelfth and thirteenth centuries, has witnessed great cultural flourishing in its own right. Those times were not lacking in significant events and meaningful and though-enriching contributions to Western civilization. It is nevertheless justifiable to call them the Dark Ages, because, despite an interesting measure of cultural efflorescence, those periods were not marked by the freedom of the human mind, something that has become the quintessential characteristic of the Western civilization in more recent centuries. Most civilizations all the world over have witnessed an outburst of art and creativity at some period or other. However, except for Athens in the 5th century BC, Alexandria just before the commencement of Dark Ages, and Baghdad during 8th and 9th centuries A. D. , all of which had been stifled enterprises, no civilization in history of mankind launched a systematic and sustained quest into the reality of man and the natural world. It is this Socratic quest for knowledge, truth and meaning of human life that lies at the heart of the precious and unique phenomenon that the Western civilization is.

Prejudice, Racism and Power in Heart of Darkness Essays -- HOD Joseph

Race and Power in Heart of Darkness      Ã‚   In Joseph Conrad's novella, Heart of Darkness, the socially constructed differences of African and European cultures are effective in representing the power sites of the time. The alleged `superiority' of the European culture can be recognized by comparing their ideologies to those of the primitive, `inferior' `savages.' Conrad's personal experiences in the Belgian Congo, in the 1890s, influenced the compilation of Heart of Darkness, reflecting the waste and inefficiency of British Colonialism. Conrad referred to the colonization of Africa as, "the vilest scramble for loot that ever disfigured the history of human conscience and geographical exploration."(Joffe, 78) The cultural differentiation between the two races is utilized as a mechanism for the European society to justify the cruelty, suppression and alienation towards the African people.    Contrasts between white and black throughout the text, encourage the reader to identify the marginalized and the dominating race. The European society being `white' is presented as `greater' against which the `black' African society is judged as `lesser.' Marlow refers to the city of Brussels as a "whited sepulchre"(p24), which represents the splendor and glory of the city, hiding the corruption and darkness beneath. This ostentatious image of Brussels is then contrasted to the calamity visited upon an African village. "The village was deserted, the huts gaped black, rotting, all askew within the fallen enclosures."(p24). This austere image of death and desolation, confronts the reader with the power and callousness of the European society. The horrific scene of dying natives, "in every pose of contorted collapse... ...ds the Africans and positions them to challenge the power structures in their own society. As a modern reader, I bring my knowledge of aboriginal racism in Australia to the text, to acquire an enhanced understanding of the unequal power relationships in Conrad's Eurocentric society. The text has confronted me with the reality of the discrimination in my own society, which is inherent throughout the ideologies surrounding race, gender and class.    Works Consulted: Conrad, Joseph. Heart of Darkness. Editor Robert Kimbrough. New York: Norton, 1988. Guetti, James. 'Heart of Darkness and the Failure of the Imagination', Sewanee Review LXXIII, No. 3 (Summer 1965), pp. 488-502. Ed. C. B. Cox. Ruthven, K. K. 'The Savage God: Power in Heart of Darkness,' Critical Quarterly, x, nos 1& 2 (Spring and Summer 1988), pp. 41-6. Ed. C. B. Cox.       Prejudice, Racism and Power in Heart of Darkness Essays -- HOD Joseph Race and Power in Heart of Darkness      Ã‚   In Joseph Conrad's novella, Heart of Darkness, the socially constructed differences of African and European cultures are effective in representing the power sites of the time. The alleged `superiority' of the European culture can be recognized by comparing their ideologies to those of the primitive, `inferior' `savages.' Conrad's personal experiences in the Belgian Congo, in the 1890s, influenced the compilation of Heart of Darkness, reflecting the waste and inefficiency of British Colonialism. Conrad referred to the colonization of Africa as, "the vilest scramble for loot that ever disfigured the history of human conscience and geographical exploration."(Joffe, 78) The cultural differentiation between the two races is utilized as a mechanism for the European society to justify the cruelty, suppression and alienation towards the African people.    Contrasts between white and black throughout the text, encourage the reader to identify the marginalized and the dominating race. The European society being `white' is presented as `greater' against which the `black' African society is judged as `lesser.' Marlow refers to the city of Brussels as a "whited sepulchre"(p24), which represents the splendor and glory of the city, hiding the corruption and darkness beneath. This ostentatious image of Brussels is then contrasted to the calamity visited upon an African village. "The village was deserted, the huts gaped black, rotting, all askew within the fallen enclosures."(p24). This austere image of death and desolation, confronts the reader with the power and callousness of the European society. The horrific scene of dying natives, "in every pose of contorted collapse... ...ds the Africans and positions them to challenge the power structures in their own society. As a modern reader, I bring my knowledge of aboriginal racism in Australia to the text, to acquire an enhanced understanding of the unequal power relationships in Conrad's Eurocentric society. The text has confronted me with the reality of the discrimination in my own society, which is inherent throughout the ideologies surrounding race, gender and class.    Works Consulted: Conrad, Joseph. Heart of Darkness. Editor Robert Kimbrough. New York: Norton, 1988. Guetti, James. 'Heart of Darkness and the Failure of the Imagination', Sewanee Review LXXIII, No. 3 (Summer 1965), pp. 488-502. Ed. C. B. Cox. Ruthven, K. K. 'The Savage God: Power in Heart of Darkness,' Critical Quarterly, x, nos 1& 2 (Spring and Summer 1988), pp. 41-6. Ed. C. B. Cox.      

Micro Environmental Factors Essay

What micro environmental factors have affected Xerox’s performance since the late 1990s? Xerox has dominated the industry by inventing photocopying, but changes in the internal environment shook its fortune and market value. At the beginning of technological change, Xerox lacked a solid management level. Poor leadership makes poor marketing decisions. Restricted product options limited necessary opportunities for growth and staying atop competition. They were stuck on the copying and printing technology at the time when the customer market moved on to sharing documents and information digitally. The inability to meet customers’ demands drove down the stock price and cost the company profits. To stay in business, Xerox had to make changes in marketing channel firms, namely the revision of suppliers, by outsourcing to China. It improved product cost, while preserving quality and creating better customer value. Vast management modifications, in form of attaining good leadership, cutting down on workforce, and changing focus from selling product to fitting customer needs, saved company’s economics from declining. It is until the recession of 2001 that negatively marked all economic activities; to recover, Xerox made a major decision to acquire ACS, an IT company. Incorporation has equipped the company with new expertise, capabilities, and business channels to proceed with a new business plan. Importantly, innovations allowed improving document management process, Xerox’s new production and marketing focus, dropping the number of technological errors and lowering labor to complete tasks. As the company expanded offering a broad portfolio of document management technology and services products, it redefined its name and altered Xerox’s competitors from copy machine producers to IT companies like HP and IBM. A new strong competition usually inspires more effort to serve customers better. These changes in the Xerox’s micro environmental factors have positively affected the company’s ability to serve its customers. Being in business for more than 50 years brings the company advantages in the form of branding and strong reputation with consumers and other customers.

Ideas and Issues †what creates a sense of belonging? Essay

The song ‘Took the Children Away’ by Archie Roach conveys the thoughts and feelings of many Aboriginal children that were taken and became the Stolen Generation. Throughout the song Roach talks repeatedly about the sense of loss and trauma suffered through the immense hardships of being taken from familiar surroundings and placed into a foreign setting. Although the song does not provide grim details of the incredible embarrassment of slave labour, Roach strongly focuses on the heartless taking of the children into a surrounding, where they could not ask themselves the basic belonging questions such as, who am I?, What am I worth? And what is my purpose? According to this song the Stolen Generation were left to ponder their identity especially with the words, â€Å"As we grew up we felt alone cause we were acting white yet feeling black†. I feel Roach particularly wanted us to feel sympathy for the Stolen Generation in this song because he focuses on himself as we ll as the Stolen Generation, making the song become personal as he details his own pain. Also, during the second verse Roach sings â€Å"You took the children away, the children away breaking their mother hearts†. This emphasizes that not only children were affected, but families and especially mothers too. For me this conveys his message of the inhumane treatment of the Stolen Generation even more powerful, because he doesn’t focus on one particular group of the Stolen Generation, but on all aspects of the family and how it is affected. â€Å"The children came back, back to their mother, back to their father†¦back to their people.† The song ‘Took the Children Away’ is a powerful song, because it gives an accurate as well as a personal view to the listener, about the hardships and the sense of alienation felt by the Stolen Generation as they could not belong to any race, aboriginal or European. The play, â€Å"Stolen† by Jane Harrison, also focuses on the trauma and psychological abuse suffered by the Stolen Generation. However instead of listening to a song like ‘Took the Children Away’, Stolen immerses the audience with various sounds, smells and sights to portray the incredible friction and alienation felt by many individuals of he Stolen Generation because of the way that they were personally humiliated, physically, mentally and emotionally. During the play Harrison reveals the damaging treatment that was inflicted on the Aboriginal children, in grim detail, to  not only emphasize their loss of identity but their worthlessness as individuals. For example, the character Jimmy, after hearing that his mother has died, feels so worthless that he hangs himself in the jail cell of the local police station. For me this made think twice before condemning an Aboriginal because of what I see on T.V, because the many images that are portrayed on the television depict Aboriginals as dole bludgers and losers. However, after reading this play and seeing the horrific and damaging treatment suffered by those five individuals it made me realise that the stereotypes that placed on them on television are wrong. The play immersed me in the pain and suffering that each one of the ‘Stolen’ children must have felt, being stripped from their parents and dumped in an unfamiliar environment to fend for themselves without the guidance and security of their family. For any individual the thought of being stripped from their loved ones and from the caring individuals in their community would be a nightmare. Yet it has already happened to the various individuals belonging to the Stolen Generation. During the play Stolen, one particular character, Anne, is taken to a nice white home where the parents take good care of her and she doesn’t receive any sexual or mental abuse as other Stolen victims have had in the play. However, in this seemingly ‘perfect’ circumstance, Anne is still left pondering what her identity is because of her different skin colour. This makes her life more traumatic as she comes to grips with the reality that she is an Aboriginal, the race that was despised. Also, during the play other characters experience this kind of treatment, showing not only that one person can be abused in this way. In the play we experience horrific and almost disturbing examples of the degrading of the Aboriginals. This brought into perspective the view considered by many people that this ‘Stolen Generation’ had no sense of belonging or identity because as a race of people they were not being valued as a human, being only for an object for which Europeans can use for slaves. The episode ‘The Afghan Experience’ from Tales from a Suitcase is a documentary about two refugees trying to make a life for themselves in Australia. As Australians we may think that Shafiq Monis and Khadem Nori are  a burden to our country and society, bringing with them only crime and becoming ‘dole bludgers’. However, the episode challenges this stereotype by showing images of Khadem and Shafiq surviving on a meagre salary, despite the psychological abuse suffered in Australia and being constantly viewed as criminals. Before I saw this documentary I thought some refugees abused their rights, especially the rape in Sydney by a group of Pakistanis earlier this year. However, this documentary shows Khadem and Shafiq working hard for their adopted country and even though Khadem was not as emotionally and mentally damaged as Shafiq, the documentary illustrated his will to go on and achieve great things for his new adopted country. Unlike many of the other characters studied in the other texts, Shafiq and Khadem have come from a country where they could answer the three questions of belonging and have not been as damaged as the tragic cases of the five children in Stolen. However, despite being abused and humiliated to the point of despair, these two men have pressed on and showed me in particular that refugees can be an asset instead of a burden to our society. To conclude, these three texts illustrate the extreme pain and trauma suffered by people in the Stolen Generation, as well as refugees marginalised by society who have tried to get a sense of belonging. All features in the play and texts work powerfully together to reinforce the psychological suffering that the children of the stolen generation went through as a result of the forcible removal from their family, as well as the alienation that Shafiq and Khadem endured in their society. The song ‘Took the Children Away’ is a dramatic song that portrays the instability and uncertainty that the children of the Stolen Generation face continually during their lives as well as the continual torment that still haunts them during their adult lives as a result of being marginalised in their own country. The play Stolen uses many of the audience’s senses with the use of a cold, dark and regimented settings throughout the play to emphasize the terrible conditions that the children lived in, as well as reinforcing the terrible sense of loss of contact with their own race and civilisation. Also, the various scenes in the documentary ‘The Afghan Experience’ showed me the alienation felt by most refugees in Australia as they try to make a new life after fleeing from persecution in their own land. Overall, these  texts accurately prove that these people were discriminated against and, without family, or other support, they do not feel valued or able to contribute meaningfully – which is an essential aspect in being able to belong.

Free Essays on Adolescent Eating Disorders

With children as early as age 7 showing dissatisfaction with their body, and as young as 9 starting dieting, eating disorders are a serious issue in our society. Taking a look at perceptions, behaviors, and medical issues associated with the disorders of anorexia and bulimia, scholars have tried to categorize and find answers to the problems which certain adolescents suffer. In this paper I focused on the two major eating disorders of anorexia and bulimia. In 1978, Brunch called anorexia nervosa a â€Å"new disease† and noted that the condition seemed to overtake â€Å"the daughters of the well-to-do, educated and successful families.† Today it is acknowledged and accepted that anorexia affects more than just one gender or socio-economic class; however, much of the current research is focused on the female gender. â€Å"Anorexia nervosa is characterized by extreme dieting, intense fear of gaining weight, and obsessive exercising. The weight loss eventually produces a variety of physical symptoms associated with starvation: sleep disturbance, cessation of menstruation, insensitivity to pain, loss of hair on the head, low blood pressure, a variety of cardiovascular problems and reduced body temperature. Between 10% and 15% of anorexics literally starve themselves to death; others die because of some type of cardiovascular dysfunction (Bee and Boyd, 2001).† Bulimia nervosa is a slightly less serious version of anorexia, but can lead to some of the same horrible results. Bulimia involves an intense concern about weight (which is generally inaccurate) combined with frequent cycles of binge eating followed by purging, through self-induced vomiting, unwarranted use of laxatives, or excessive exercising. Most bulimics are of normal body weight, but they are preoccupied with their weight, feel extreme shame about their abnormal behavior, and often experience significant depression. The occurrence of bulimia has increased in many West... Free Essays on Adolescent Eating Disorders Free Essays on Adolescent Eating Disorders With children as early as age 7 showing dissatisfaction with their body, and as young as 9 starting dieting, eating disorders are a serious issue in our society. Taking a look at perceptions, behaviors, and medical issues associated with the disorders of anorexia and bulimia, scholars have tried to categorize and find answers to the problems which certain adolescents suffer. In this paper I focused on the two major eating disorders of anorexia and bulimia. In 1978, Brunch called anorexia nervosa a â€Å"new disease† and noted that the condition seemed to overtake â€Å"the daughters of the well-to-do, educated and successful families.† Today it is acknowledged and accepted that anorexia affects more than just one gender or socio-economic class; however, much of the current research is focused on the female gender. â€Å"Anorexia nervosa is characterized by extreme dieting, intense fear of gaining weight, and obsessive exercising. The weight loss eventually produces a variety of physical symptoms associated with starvation: sleep disturbance, cessation of menstruation, insensitivity to pain, loss of hair on the head, low blood pressure, a variety of cardiovascular problems and reduced body temperature. Between 10% and 15% of anorexics literally starve themselves to death; others die because of some type of cardiovascular dysfunction (Bee and Boyd, 2001).† Bulimia nervosa is a slightly less serious version of anorexia, but can lead to some of the same horrible results. Bulimia involves an intense concern about weight (which is generally inaccurate) combined with frequent cycles of binge eating followed by purging, through self-induced vomiting, unwarranted use of laxatives, or excessive exercising. Most bulimics are of normal body weight, but they are preoccupied with their weight, feel extreme shame about their abnormal behavior, and often experience significant depression. The occurrence of bulimia has increased in many West...

Employee selection and training

Employee selection and training The role of industrial/organizational psychology in selecting and training employees Industrial psychology refers to the application of psychological concepts in solving problems in the workplace. In most cases such a process entails coming up with solutions to problems associated with performance of employees in addition to dealing with other organizational concerns. Industrial psychology also concentrates on conducting studies on different sets of behavior expressed in an organization as seen in the nature of interactions between workers and management.Advertising We will write a custom research paper sample on Employee selection and training specifically for you for only $16.05 $11/page Learn More Psychology can be applied in an organization’s training programs through identification of causes of internal conflicts and the solutions to such conflicts. Evaluating and developing techniques for employee selection and appraisal techniques can be achiev ed using industrial psychology. A psychologist helps in designing a selection and training program for an organization through assessing corporate leadership skills and strategies for employee motivation (Stone and Mark 1997). A number of surveys have been carried out to determine the use of industrial/ organization psychology in the U.S. it is established that the use of psychologists in private companies, government organizations and agencies is on the rise. It has also been established that large organizations are the major users of the concepts in organizational psychology as evident in General Motors Corp, PepsiCo, Inc, IBM, ATT among others. They have at least one psychologist working with them. A number of companies seek psychology consultants for assistance instead of hiring psychologists. The government is known to employ psychologists. An example is evident in the federal office of Personnel Management which has a numerous psychologists working with them. The military also has employed psychologists to work with them an example being in the U.S. Army Research institute. In all these organizations, the psychologists mostly work in the areas of performance appraisal, personnel selection, organizational and leadership psychology. After analyzing an organizations problem, a psychologist employs different techniques to address the problem and suggest possible solutions. An example of such a technique is the use of engineering psychology. This technique addresses the human problems in an organization by using design in an organization’s machinery which in most cases takes into account human limitations. This is evident in the large American corporations whose sole objective is to make profit. The ethical concerns evident in such a process is changing employee’s perception to be more in line with profit making thus a diversion from a number of moral concepts (Malhotra 2007).Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Another technique used is personnel psychology as evident in the military. This technique concentrates on the differences between individuals. In the long run it deals with specifics of selection and recruitment. The ethical concern is evident in the ability of such a process to alter the goals and ideologies of the personnel to be in line with those of the nation. Motivation and leadership is a commonly used technique in non military sectors of government as evident in government departments. The legal concern is that such a process is not grounded on law. The utility of the scientific selection of employees Experts in the field suggest that in order to select and hire the best employees, a hiring strategy that is scientifically based should be used. These strategies deliver appropriate results if properly implemented. These strategies ensure that an organization creates a job benchmark that is reliable especially in terms of statistics. Another advantage of using the scientific based employee selection strategy is that an organization implements an un-biased employee selection program. Selecting and hiring the best talent available in the field is an added advantage that this strategy promises. It is worth noting that if such a strategy is used, an organization’s performance is likely to improve. In the process an organization is likely to reduce its employee turnover which usually arises from employees who do not qualify for certain tasks. Another important factor in the exercise of selecting and training employees scientifically is putting in place a strategy that accurately determines the best investment ventures. To attain favorable results on such investments it is appropriate to highlight specific job requirements. It is also important that an organization conforms to a training program that will bring about overall improvement in performance. It is advis able that an organization identifies growth opportunities in an effort to meet societal needs. This can be achieved through the use of personality instruments that are powerful enough to detect an individual’s needs. After this process, an organization formulates a customized strategy geared towards managing an employee’s talent.Advertising We will write a custom research paper sample on Employee selection and training specifically for you for only $16.05 $11/page Learn More There are cases where scientific selection and training of workers can not be applied as is the case when an assumption is made concerning the presence of a capitalist system which in turn leads to an automatic increase in profits and efficiency of workers. It is however possible to employ scientific selection technique in an organization where there is a clear definition of authority and task specialization (Malhotra 2007). References Malhotra, N. (2007). Review of Market ing Research. New York, NY: M.E. Sharpe Stone, P. Mark, C. (1997). Organizational Psychology. Brookfield, VT: Ashgate

How To Use the Spanish Verb Perder

How To Use the Spanish Verb Perder The fairly common Spanish verb perder most often means to lose, but it has related meanings that go beyond mere loss. It can, for example, refer to the loss of something one never had, or to refer to emotional states as well as objects. Perder comes the Latin verb perdÄ•re, which had a similar meaning. The only common related English word is perdition, a state of moral ruin. Here are some of the common meanings of perder with examples of their usage: Perder for Loss of Things The most common meaning of perder is to lose something. As in English, the item lost is the direct object of the verb. Perdià ³ las llaves de su coche.  (He lost his car keys.)Perdà ­ el perro de mi amiga que ella me dio para que lo cuide.  (I lost my friends dog that she gave to me to take care of.) ¡No pierda los calcetines!  (Dont lose your socks!)My amigo perdià ³ el coraje y se puso a llorar.  (My friend lost his courage and began to cry.) Perder Meaning To Get Lost The reflexive form, perderse, is used to indicate that something is lost without specifically saying who lost it. The reflexive is also used to indicate that a person is lost. And as shown in the final example below, the reflexive form frequently is used figuratively. Me perdà ­ cuando salà ­ del hotel para ir al teatro. (I got lost when I left the hotel to go to the theater.)Se perdieron los datos.  (The data got lost.  Ã‚  You could also translate less literally: The data disappeared.)Espero que no se pierda el hbito de escribir cartas a mano.  (I hope the habit of writing letters by hand doesnt get lost.)El equipo perdià ³ la concentracià ³n en los primeros 20 minutos del juego.  (The team lost its concentration in the first 20 minutes of the game.)Se me perdià ³ el celular otra vez.  (My cell phone got lost again.)Me perdà ­ en el hechizo de tus lindos ojos.  (I got lost in the charm of your beautiful eyes. This could also be translated reflexively: I lost myself in the charm of your beautiful eyes.) Perder Meaning To Lose Competition Perder is commonly used in sports and other kinds of competition to indicate that a game, election, or similar event was lost. Los Jazz perdieron ante los Hornets.  (The Jazz lost to the Hornets.)El equipo perdià ³ la final contra el equipo de la Ciudad de Downey. (The team lost the final to the Downey City team.)El candidato joven perdià ³ la eleccià ³n primaria.  (The young candidate lost the primary election.) Perder Meaning To Miss Perder can be the synonym of to miss when miss indicates a loss of some sort, such as obtaining transportation or meeting a goal. Perdà ­ el bus de las 3.30.  (I missed the 3:30 bus.)Pedro perdià ³ la posibilidad de ser campeà ³n del mundo.  (Pedro missed the chance of becoming world champion.)Perdimos el avià ³n de vuelta y nos quedamos casi sin dinero.  (We missed the return plane flight and were left with hardly any money.)Perdà ­ la oportunidad de ser rico.  (I missed the opportunity to be rich.) Perder To Refer To Loss or Misuse of Resources When resources of various kinds are lost, perder can carry a stronger meaning than to lose, such as to waste or to squander. Pierdo tiempo pensando en ti.  (I am wasting time thinking about you.)El coche perdà ­a agua del radiador.  (The car was leaking water from the radiator.)El paà ­s perdià ³ $540 millones en inversià ³n extranjera directa.  (The country squandered $540 million in direct foreign investment.) Perder To Refer to Ruin Figuratively, as with the English lost, perder can be used to indicate that something is ruined or deteriorated, especially in a moral sense. Lo echà ³ todo a perder, incluso su vida.  (She let it all go to ruin, including her life.)Cuando la vida de la familia se desintegra, la nacià ³n est perdida.  (When family life disintegrates, the nation is ruined.)La sociedad piensa que esta generacià ³n est perdida. (Society thinks that this generation is lost.) Conjugation of Perder Like many other common verbs, perder is conjugated irregularly, following the pattern of  entender. It is a stem-changing verb: the -e- of the stem becomes -ie- when stressed. The change affects only the present tenses (imperative and subjunctive) and the imperative mood. Present indicative (I lose, you lose, etc.): yo pierdo, tà º pierdes, usted/el/ella pierde, nosotros/nosotras perdemos, vosotros/vosotras perdà ©is, ustedes/ellos/ellas pierden. Present subjunctive (that I lose, that you lose, etc.): que yo pierda, que tà º pierdas, que usted/el/ella pierda, que nosotros/nosotras perdamos, que vosotros/vosotras perdà ©is, que ustedes/ellos/ellas pierdan. Affirmative imperative (You lose! Lets lose! etc.):  ¡Pierde tà º!  ¡Pierda usted!  ¡Perdamos nosotros/nosotras!  ¡Perded vosotros/vosotros!  ¡Pierdan ustedes! Negative imperative (Dont you lose! Lets not lose! etc.):  ¡No pierdas tà º!  ¡No pierda usted!  ¡Nos perdamos nosotros/nosotras!  ¡No perdis vosotros/vosotros!  ¡No pierdan ustedes! Key Takeaways The most common meaning of perder is to lose, and it can be applied to objects, people, and situations.The reflexive form perderse is used to indicate that something or someone is lost without indicating directly who is responsible for the loss.Perder can also mean to lose in the sense of losing an election, game, or other competition.

Blog assigment Essay Example | Topics and Well Written Essays - 250 words

Blog assigment - Essay Example Each of the seven sections represent a crucial scenario about Balinese, the activities undertaken, the environmental setting of the essay and the unfolding eventualities given the observed scenarios. The seven sections therefore provide a step by step analysis of the essay in the light of keeping the audience at par with the author so that the transition from one section to another is understood. Geertz treats the Balinese and the unfolding events as units to every section. This is the reason why different figures of speech have been used. The seven sections cannot be said to be similar, though they are closely related. Different forms of writing have been employed. Figurative language has been used extensively across the essay. Narration is evident alongside use of numbers to represent different scenarios. Footnotes are also extensively employed. The outline is not consistent with some sections having subheading and subtitles, while others do not. The essay outline is unique to every section, thereby presenting a unique switch and transition from one section to another due to the idea event flow and logic dynamism employed in the essay, making idea presentation

The value chain and competitive forces model to eBay Case Study

The value chain and competitive forces model to eBay - Case Study Example In this present case of eBay value is created through the interplay of its various activities such as primary and support activities that ultimately creates value to eBay. Its primary activities includes it inbound and outbound logistics, marketing and sales and its operation. Working together, the interplay of these activities enable eBay to operate as an online auction venue where sellers can virtually sell listed items with description and photographs in an auction where potential buyers could bid on item for sale on a fixed duration of time. The trust among the online community of eBay to transact online also provides value to the organization as transactions can easily be facilitated without the hesitation of being cheated. The interaction of these various activities in eBay’s value chain enables eBay to make profit of 1% to 5% for every item sold online. EBay’s business model and business strategy revolves around the idea that anything can be virtually and bought and sold on a global basis through its online auction platform. The business model has been successful because more and more people prefer to transact online due to the ease and convenience of consummating a transaction by a click of a mouse. In addition, online auction and shopping online proved to be cheaper due to the almost no overhead of the sellers which reflects on the price being sold. The range of items available on eBay is mind boggling that almost anything can be bought from there. EBay’s success however is a product of a deliberate strategic management. The whole business concept and strategy was for eBay to build an online community through its platform where anyone can transact without the anxiety of being cheated. 3. What are the problems that eBay is currently facing? How is eBay trying to solve these problems?   The most common problems that eBay perpetually is facing is the common problem that besets any technology based companies. System breakdowns are mo re precocious in eBay because the system disruption disturbs activities which has economic value such purchases and payment that does not go through due to system breakdowns. The incidence of system outages however are minimized as technology improves and with eBay working together with its partners such as PayPal on how to effectively deal system issues during payments. EBay is not also spared from the unscrupulous activities online. It also has its share of being attacked by hackers where its unsuspecting buyers receives bogus emails pretending to come from eBay only to get information from the unsuspecting buyers. There is no known direct action from eBay on how to address such issue as it assumes that its prospective buyers are sophisticated enough to determine which email comes from eBay and which are those who solicits information from the customers. 4. Are these good solutions? Why or why not? Are there any other solutions that eBay should consider?   Working together with PayPal to effectively address system issues during payments is a solution of the payment part of the transaction. The integrity of its systems however has to be made redundant to make sure that the site is up even during outages and breakdowns to ensure that transactions will not in any way be disturbed. With regard to the unscrupulous activities online, eBay can warn its buyers of such unscrupulous acts online that they may become aware of it hence preventing them from being victimized. The non-action on how to deal with

Markiting Essay Example | Topics and Well Written Essays - 750 words

Markiting - Essay Example For calculate the benefits the company must has marketing tool in find out buyer wants, behaviour and market size. 2)Developing Marketing Strategies – a company needs makng a positioning strategy. It must follow new-product developmet, testing and launching. Just after launching the product strategy has to undergone many changes in the different stages of product life-cycle. When a product is launch the product has to passes by four stages which are introduction, growth, maturity and decline and this cycle is called product life cycle (Kotler 2004). The figure given below shows a typical bell shaped product life cycle in terms of product revenue and profits. A new product takes time to settle in the minds of consumers. So ate first there happens low or no profits, low sales and high promotional expenditures (Kotler 2004). The marketing mix is affecting this way: 4)Promotion is done for holding innovators and quickly adopters. Marketing communications are everytime helping in educating and bringing interest in those consumers who may go for the product in future. In the growth stage sales increases because more consumers come to know the product and and buy it (Kotler 2004). There is competition. Attention is now on the safeguarding market share and also maximizing profit. In the following way it assist the marketing managers to making decisions: In the decline stage the sales of the product goes down a lot because of many reasons like change in technology, change in consumers tastes, more domestic and internation competitions (Kotler 2004). In such a stage the marketing managers should: Examples: Boston Market which declared bankruptcy and was taken over by McDonald’s came back into existence by revilatizing (Kotler 2004). Even Pitney Bowes was once predicting that the company will fail due to internet but the company still continuing as it

Prepare a report to the Managing Director, including appropriate links Essay

Prepare a report to the Managing Director, including appropriate links to theory, detailing the strategy for the planning and control of the research and development department - Essay Example Budgeting is effective in dealing with unanticipated expenses and emergencies. Once a plan is in place it can be used for measuring the progress of goal achievement (Freedom Debt Management, n.d.; College of Business Administration, 2008). At the time of preparing the budgets it is important to categorize the expenses such as fixed expenses, variable expenses and discretionary expenses. The discretionary expenses are not absolutely necessary for business survival. Necessary adjustments are done in these form of expenses i.e. they are reduced to honour the other types of expenditures. In any business there are two types of costs discretionary costs and non-discretionary costs. It is easy to understand the discretionary costs like payment of rent or electric bill but the discretionary costs are less clear. The discretionary costs include the alteration, construction, research and development etc. Besides the discretionary and non-discretionary costs there are other types of costs such as controllable and uncontrollable costs. So a budget comprises of costs that are discretionary, non-discretionary, controllable and uncontrollable (Cotts & Rondeau, 2004, pp. 59). Budget conveys the authority of the manager to allocate a specified amount on the items that are enlisted in the budget. The appropriations in the budget act as the benchmark for a comparison with the costs that are actually incurred. Expenditures of a budgeted category are matched with the pre-set amounts in deciding any over or under spending of funds and if needed corrective action are initiated (KU School of Social Welfare, n.d.). For the control of discretionary costs the top management must translate the policies and objectives that it considers vital for the organizational success. The management then must make a plan of the spending relating to the discretionary activities that will help in achieving the defined business objectives. There can be

Describe the original position. why does Rawls thinks that it is a Essay

Describe the original position. why does Rawls thinks that it is a good device selecting principles of justiceHow does Nozick c - Essay Example The foundation of this principle is that everybody is takes up a position in the society as equal and free in relation to other members of the same society. The people therefore agree to jointly commit to the principles of social and political justice. This position, the original position, is distinguished from other social views by what Rawls terms as the â€Å"veil of ignorance†; an insurance policy that guarantees impartiality of ones judgment. This is done by depriving every member of the society all the knowledge of his or her unique and individual characteristics relative to the other members of the same society based on the historical and social characteristics of the said individual. They therefore operate from a common point of ignorance as to the circumstances and capacities of every member of that society (Rawls, 1999, p. 15). However, as to their knowledge of specific fundamental interests that they all enjoy, nothing is done. This is in addition to information bas ed on biology, economics, psychology and several other aspects of the social sciences. Under the original position therefore, the parties are then given several alternatives of the major conceptions of what justice is based on the common and customary usage of political and social philosophy and given the option to pick the best alternatives of the concept of justice that would be the best means of advancing their interests. These interests are those aspects that would then enable them to pursue their fundamental interests and final ends in the most effective manner. In the best possible justifiable scenario that while ensuring all their interests are catered for, it does not short change the individual member of the group (Rawls, 1999, p. 17). It is the contention of Rawls that it would be most rational for the parties involved in making these choices to select the two principles of justice. The first principle of justice guarantees individual’s basic rights and freedoms tha t are needed to ensure the security of the most basic interests of an individual who is free. It also allows citizens to equally pursue a broad range of conceptions that they consider to be good. The second principle of justice is more sociological. It provides equality in employment opportunities and education. In this way, individuals are enabled to compete at an equal level for the prerogatives and powers of any office. It also secures for everybody the minimum of the all-purpose means, this includes wealth and income that one would require in order to pursue their specific interests and to maintain their dignity as equal and free persons of the society in which they are in. The Original Position and Argument for Justice It should be noted that according to Rawls, the original position is not a situation that involves bargaining. This view does not contemplate that the parties will make proposals and counterproposals so as to negotiate the various principles of justice. It is als o no a free ranging discussion. The parties do not come up with their own constructions of what justice is. The fundamental basis of this position is that the deliberations that may exist between the members of the society are more constrained. They are actually given a specific list of the conceptions of justice that is based on the social and political philosophy of the West. While the list is not exclusive, its principles are basically

Prepare a report to the Managing Director, including appropriate links Essay

Prepare a report to the Managing Director, including appropriate links to theory, detailing the strategy for the planning and control of the research and development department - Essay Example Budgeting is effective in dealing with unanticipated expenses and emergencies. Once a plan is in place it can be used for measuring the progress of goal achievement (Freedom Debt Management, n.d.; College of Business Administration, 2008). At the time of preparing the budgets it is important to categorize the expenses such as fixed expenses, variable expenses and discretionary expenses. The discretionary expenses are not absolutely necessary for business survival. Necessary adjustments are done in these form of expenses i.e. they are reduced to honour the other types of expenditures. In any business there are two types of costs discretionary costs and non-discretionary costs. It is easy to understand the discretionary costs like payment of rent or electric bill but the discretionary costs are less clear. The discretionary costs include the alteration, construction, research and development etc. Besides the discretionary and non-discretionary costs there are other types of costs such as controllable and uncontrollable costs. So a budget comprises of costs that are discretionary, non-discretionary, controllable and uncontrollable (Cotts & Rondeau, 2004, pp. 59). Budget conveys the authority of the manager to allocate a specified amount on the items that are enlisted in the budget. The appropriations in the budget act as the benchmark for a comparison with the costs that are actually incurred. Expenditures of a budgeted category are matched with the pre-set amounts in deciding any over or under spending of funds and if needed corrective action are initiated (KU School of Social Welfare, n.d.). For the control of discretionary costs the top management must translate the policies and objectives that it considers vital for the organizational success. The management then must make a plan of the spending relating to the discretionary activities that will help in achieving the defined business objectives. There can be

English composition assignment 666 Essay Example | Topics and Well Written Essays - 1000 words

English composition assignment 666 - Essay Example need to define whether Islam is a religion that is an enemy of the United States, or if it was merely misjudged and given a bad reputation by the actions of a few Islamic radicals. Using various reputable sources such as online newspapers, both electronic and print journals, and other possible sources, I plan to discuss this very issue and portray both sides of the story. by doing that, I will be able to present factual data and other actions that can help lay the issue to rest. Goldstein, J. (2013). What is racial profiling? police testify complaint is rarely made. The New York Times. Retrieved from http://www.nytimes.com/2013/05/13/nyregion/what-racial-profiling-police-testify- complaint-is-rarely-made.html?_r=0 Kessler, C. (2013). Muslims must face history of Islam. The Australian. Retrieved from http://www.theaustralian.com.au/national-affairs/opinion/muslims-must-face- history-of-islam/story-e6frgd0x-1226650925628 Simcox, R. & Dyer, E. (2013). A brief history of radical islamists in the U.S. armed forces. The Atlantic. Retrieved from http://www.theatlantic.com/international/archive/2013/04/a-brief-history-of-radical- islamists-in-the-us-armed-forces/274544/ Sobiesky, M. (2013). At war with Islam, Martel Sobieskys warning after Boston. Retrieved from http://www.standupamericanow.org/articles/2013/04/at-war-with- islam-martel-sobieskeys-warning-after-boston Stoakes, E. (2012). Islam is not â€Å"the enemy†-- irrational hatred is. Retrieved from Independent Blogs. Retrieved from

Impact of Columbus Voyages on the Indigenous People Essay Example for Free

Impact of Columbus Voyages on the Indigenous People Essay The indigenous people were accustomed to sicknesses of their own but none like the ones brought by the Spanish. With the coming of these diseases many of the indigenous people died from small pox and chicken pox. Realizing this effect the diseases had on them many might have committed suicide and led up to other ways in which the indigenous people died out. After Columbus had left for the first time his men became lazy and put the indigenous people to work and as a result these people attacked but it was futile and many of them died. This was because the Spanish men were better armed with steal and metal weapons, powerful crossbows unlike the simple arrows and bows of the indigenous people. As taken from Caribbean History: Foundations Book 1 written by William Claypole and John Robottom it says ‘The Spaniards used horses for quick attacks and retreats, while the Tainos suffered dreadful casualties by rushing headlong at the enemy. In a very short time, tens of thousands were killed’. Afterwards the people were forced to pay taxes of gold and cotton or they were forced to give several weeks of free labour. The way in which the indigenous people were killed also known as genocide happened under the Spanish rule and decreased the population of these people. Indigenous people were polytheistic and their God’s were known as Zemis that they represented with wood, bone and stone carvings. Their Gods gave them good crops, sun, rain and corn. They believed deeply in these Gods and so when the Spanish tried to change their belief to that a foreign one with one God it was very difficult for them also because they were not interested in Christian learning. This made them see that there will no longer be the sun, rain and corn. Their religious practices were changed because of forced conversion to what the Spanish referred to ask Christianity. The Spanish saw the indigenous people as ‘heathens’ and wanting to please their country tried very hard to force their region on these people. Family was a big part of the indigenous society even in those where they were not a formed community like the Kalinagos who moved around and did not stay in one place. The breaking up of families made it difficult for the people to feel the togetherness of a community again. The adult males were taken away and moved around, the Kalinagos because of their war-type behavior rebelled and were killed by in the Spaniards in the wars they became part of. After so many years of fighting and trying so very hard to defend themselves, it eventually turned them into warriors which in the beginning they were not. Even if at first they were not accustomed to the fighting, suicide, killing and raids they now had to deal with these many things. Some of these indigenous people fled to the mountains and became maroon .As extracted from Karifuna/Kalinago of Dominica by Sidney Mejia ‘Indigenous people were thus being regularly displaced or exiled (to make way for plantations) to areas that were less fertile.’ They did things like destroying crops, refusing to work, poisoning the water supply and burning the food stores trying to succeed in getting back what they were before.

Bangladesh and Vietnam: Factors of Inflation

Bangladesh and Vietnam: Factors of Inflation Question 2(a) Discuss and analysis the factors of inflation in your selected countries Bangladesh and Vietnam are our selected countries. Inflation is a continuous increase in the general price level of goods and services in the economy. Inflation has three types which are creeping inflation, mild inflation and hyperinflation Bangladesh Inflation in Bangladesh has a lot of factors. There are wages in the major employment, increase in the supply of money, oil price, low production and higher price of imported commodities. Based on the factor for increase in wage rate in the major employment, wages in Bangladesh has been increasing for more than the last two decades due to both strong or moderately strong labor union. Due to political, social and cultural tradition and for a humanitarian reason, the Government cannot make a distinction between productive, unproductive, and moderately productive sector in their attempt to increase the wages. Wages increase without any production increase, easily transferred to higher cost of production and higher prices of consumer goods, allowing for sustained inflation. Under the assumption of little or no improvement of workers’ productivity growth, wage inflation at such high level is an indication of cost escalation over time. Money supply is an important determinat of inflation. Production in agriculture and fisheries sectors in Bangladesh is still subject to the whims of nature to a notable extent. Therefore supply of money in Bangladesh is increasing every year in order to get it. It has been claimed that one of the main causes of the high food inflation throughout the FY05 was poor harvest of aus, aman and wheat crops.6. The yearly production of these three crops went down by 18.12, 14.76 and 22.11 percent respectively in FY05 over the FY04.7. An instance of price hike due to this fall of production is that the price of aman rice rose within the range of BDT 16 to 19 in FY05 from the range of BDT 14 to 16 in FY04. This excessive rise in the total supply of money may contribute to the cause of high inflationary pressure in Bangladesh. Oil price is a factor of inflation in countries include international. Oil is a fundamental input of production, it constitutes a significant portion of production cost in every sector of the economy. Although there are some recent adjustments in the administered price of energy products, much of the increased cost of imported fuel has not been passed on to end users, especially on diesel and kerosene. Iraq has the second largest oil field. Oil production in Iraq has been cut by 5,00,000 barrels per day since the U.S. invasion in Iraq for more than three years. Crude and refined oil is used in all sphere of life including manufacturing and production of consumption and material goods. Once increased oil prices, it have increased the cost of production world-wide. The firms and suppliers have no other choices except to raise the price of goods and materials. Therefore it has caused a cost-push inflation. In Bangladesh the output growth rate is always lower than the population growth rate. This low productions is not only for reason of human resources, weather is also included. As an example, the production of wheat in Bangladesh has declined drastically over the years. Further, except for the Boro, the areas of rice cultivation have declined in recent years. The production of pulses and oilseeds has also declined significantly. Erratic weather in Bangladesh had caused crop failures. Therefore Bangladesh often faced with problem of food shortages. As the net domestic production of food is not sufficient to meet demand such as oil, supply gap of cereals and food items, Bangladesh forced to import these from external markets. Therefore the greater percentage of increase in the populaion has brought about a scarcity of goods. As a result, excess demand occurs that contributes to rise in prices. Bangladesh has to import huge capital goods, necessary consumer goods and even huge quantity of food grain. The most of the essential food items are imported like sugar, rice, wheat, onion and edible oil and also included machineries, intermediate goods and raw materials used in production. Huge import will increase the price of import. The inflation in foreign countries causes a rise in prices in Bangladesh through the importation of commodities from those countries. When the relationships between import price index and non-food inflation in urban and rural are insignificant, the former is found to have economically as well as statistically highly significant association with the categories of food inflation. In a short word, the reasons for increase in import price are twofold which is exchange rate depreciation and increase in international commodity prices. Vietnam Inflation in Vietnam has also a lot of factors. There are excessive service spending and bias allocation in the market, supply and demand mismatch, governement’s increased wages policy, boom of foreign direct investment (FDI) and unbalance money used for economic development and society. The monetary factor is excessive service spending and bias allocation in the market. Inflation can be caused if government doesn’t plan and manage amount of money circulation which include in society and commodity. As an example if government allocates too much money to society like education loan, there will caused a loss of money to contribute to eonomy. Excess cash will happen if the number of commodity production is sustaining and has not increased. It will increase consumer purchasing pressure and leads to hyperinflation. In Vietnam supply and demand mismatch is a problem or cause of inflation pressure in the country. The evident is the signs of overheating the economy such as severe electricity shortage and congested roads and ports, a tight labor market with skilled and semi-skilled labor supply falling far behind demand and a sharp widening of trade and current account deficit. But even year to year core inflation which excludes food and fuel is stimated to have increased by 18% as Benedict Bingham, senior representative of International Monetary Fund (IMF) predicted. Because of the output gap in Vietnam willn’t overcome easily, so he dominant effects of demand effects will persist to the next years. Within this context is important to underline, that persistent excess liquidity in the domestic markets can stoke inflationary expectations over time. In Vietnam, government has been provided an increased wages policy. Analysis of the movements of nominal wage rate inflation generally gives an idea about the labor cost scenario. In Vietnam, government encourages workers’ salary income can be increased if their performance is improved. Due to increase in salary income, workers have higher chance to spend more on consumption. Demand excess supply. If promotion of distributors and manufactures is helding, it will stimulate the market to increase buying power and creates leverage for a result of demand exceeds supply. After that inflation will happen. Booming of foreign direct investment (FDI) in Vietnam will have a high rate due to Vietnam often do FDI projects that can pull up their investors’ population. As an evidence, there were more than 16,300 active FDI projects in Vietnam that have collectively pulled in a total of $238 billion. These investors came from 100 countries and territories, and many of them are some of the world’s leading multinational corporations. In 2013, FDI inflow exceeded $22 billion, an increase of more than 35% from 2012. The figures indicate that Vietnam has become a destination of choice for foreign investors Vietnam often do FDI projects that can pull up their investors’ population. Therefore high influx of foreign exchange will often happens into the economy. It will increase money supply and if too high influx of foreign exchange, it will be a reason of inflation. Demand will also rise due to influx of foreign exchange. When a rise in demand cannot meet same level by import wil l push up the price of product until inflation. In Vietnam, unbalance money used for economic development and society will always be conducted. Because of wars against French-American in the past, government need to spend enormous money to restore the economy. Therefore money which used for economic development such as subsidiares to help suppliers is less and make a situation of demand exceed supply. The product prices will increase and It leads to the inflation. Therefore the government didn’t use monetary effectively means don’t lead consumers to a way nof controling the production and consumption of the society. Then, national budget will be reduced due to the lack of income or money. Government always lived beyond its means they must use government funds either from local or foreign country to compensate for the expenses. In conclusion, Bangladesh and Vietnam are easily face the situation of inflation based on those factors above. Who Should Own Indigenous Lands? Who Should Own Indigenous Lands? Christopher Wood F469950 Evaluate the claim that the governance of indigenous lands is best left to local communities. Due to the expansion of globalisation, concerns over the management of resources has grown from local issues to worldwide issues on how people should engage with the sustainable development and administration of global resource systems or commons. Common resources can be overseen and governed by a mixture of institutional arrangements that can be generally represented as governmental, private or communal. This essay will look at the merits of both private ownership of resources as endorsed by Ronald Coase and common property regimes often employed by communities, a solution advocated by the economist Elinor Ostrom, whilst using further evidence of these two competing ideas, by examining the plight of the indigenous group of people known as the Dongria Khondh in their battle against the powerful private multinational company Vedanta. One of the issues that arise with common resources, is the question of ownership and who has the right to manage and divide these resources, especially as the marketplace expands and the resources of the planet begin to be depleted (Shipman, 2015, p.119).   Ronald Coase investigated this problem of exhaustible resources and suggests a solution to protect resources by arguing that ownership of the commons by assigning property rights would by its action promote a positive outcome. The assignment of exclusive property rights and the potential for bargaining results in behaviour that is changed or altered to account for the negative impact our choices have on others, regardless of which party is initially assigned property rights. Private ownership and the resulting economic benefit for both parties encourages an equitable solution to rights, ensuring resources are used in a way that prevents overuse and preserves sustainability (Shipman, 2015, p125). A clear example of Coases ar guments can be seen by comparing a public communal space surrounding a residential area to that of the grounds surrounding a private residence where the owners have to pay a service charge to maintain the grounds. Public areas tend to be unkempt and abused, private grounds are generally better kept and preserved, this action suggests that individual ownership and financial incentive motivate an innate positive outcome (Shipman, 2015, p.130). Further evidence of the positive outcome of using property rights can be seen in the real-life case study of the collaboration between the Vietnamese government and the World Bank. The Land Administration Project, assigned land rights to citizens, enabling them to grow crops and feed their families, along with having the extra benefits of allowing family members to gain access to education and the owners to leverage this land to get finance, so they could expand and increase their wealth, this, in, turn, would encourage growth within the family unit, regionally and then nationally (The Open University, 2016a). However, assigning property rights doesnt always have a positive outcome, especially when the rights of the smaller landowners clash with the development of large real estate projects. In this case, the same Vietnamese government decided to seize inherited land from citizens, leading to violence and arrests. Free market economic policies of larger private concerns dominating the individual citizens claims and rights to land (The Open University, 2016b). An alternative to managing common resources can be found in the theories of  prominent economist Elinor Ostrom. Ostrom suggests that many issues surrounding  rights, ownership and depletion of resources, are better-taken care of by  cooperation, assigning rights to collectives and not individuals (Shipman, 2015, p.133). This is especially useful when dealing with resources such as the fish rich waters off Alanya in Turkey. Here the Fisherman became aware that unregulated fishing would lead to permanently exhausting stocks of fish. Using principles such as: Rules are well matched to local needs and conditions. Individuals affected by these rules can usually participate in modifying them. A system for self-monitoring members behaviour has been established. A graduated system of sanctions (against rule-breakers) is available. The fishermen devised a plan following these guidelines that provided a flexible arrangement for the community to gain rights and access to fishing stocks, whilst gathering approval from the government in the form of the Aquatic Resources Act, which recognised the communities right to administer their own rules. (Open University, 2016c) Despite this success, Ostrom recognises accomplishing a positive result in the management of common resource pools tends to have more success in smaller communities. Globalisation has presented problems concerning resources that need the varying parties to agree on a specified agency and a set of actions, which on this larger scale may prove to be difficult (The Open University, 2016d). A clear example highlighting the potential problems involving power imbalances between private commercial companies and local communities can be seen by examining the plight of the indigenous people Dongria Khondh and their battle with the mining company Vedanta. The dispute centred around the land surrounding the Lanjigarth region and holy mountain of Niyamgiri. This land held great spiritual importance and familial ties to the Dongria Khondh, being rich in biodiversity and holding a prime place within the local community. On the other hand, the mountain was also known to be rich in the mineral Bauxite, a valuable resource to a company such a Vedanta (Bhagwat, Jones and Mohan, 2015, p.150). Because of the inherent power imbalance between the two competing actors, it was necessary for outside agencies to become involved, to aid mediating in the dispute. These expert groups consisted of namely the Central Empowered Committee (CEC) along with the Ministry of Environment and Forests (MO EF), these two groups visited the area and gathered information from Vedanta and representatives of the local communities (Bhagwat, Jones and Mohan, 2015, p.151). Prior to this Vedanta had established mining facilities, assuming terra nullius or no mans land assuming that this land belonged to no one, the invisible cultural significance to the indigenous people wasnt recognised (Bhagwat, Jones and Mohan, 2015, p.151). Conflicts between homogeneous cultures and private entities are fraught with difficulties, especially in jurisprudential precedents. This issue of jurisprudence concerning governance presents complex problems, despite formal international rights as set out by the UN, there is very little political will to enforce them. Consequently, access to valuable resources where there isnt clear governance, can leave the productive potential of such lands greatly underused and can be a barrier to economic progress, whilst confusion reigns for the indigenous peoples perceived inher ent right to keep resources that are vital for their survival. Using the examples above it is clear to see that governance of common resources can have different outcomes depending on the scale and complexity of the situation. Personal and local situations can be governed quite simply by cooperation and economic incentives based on private property rights. On the other hand interactions between governmental institutions, international private companies and local communities has proven to be difficult. The most important lesson to draw attention to, is that advocating a particular course of action for solving problems relating to the governance of common resources may work in some settings but fail in others. Further, policies also have to be adaptable to recognise the informal cultural setting and arrangements of those who depend on these diverse ecosystems. Cooperation between individuals, communities and governments along with flexible arrangements between the different actors is vital to ensure equitable access to common resources. Word Count: 1201 References Bhangwat, S. Jones, N. and Mohan, G. (2015) Indigenous lands and territories: mapping the commons, in Drake, DH. Morris, A. Shipman, A. and Wheeler, K.(ed.) Investigating The Social World 2, Milton Keynes, The Open University. Shipman, A. (2015) Putting a price on common resources, in Drake, DH. Morris, A. Shipman, A. and Wheeler, K.(ed.) Investigating The Social World 2, Milton Keynes, The Open University. The Open University   (2016a). 5: Vietnam: Securing the Future through the Formalization of Land-Use Rights [Video] DD103 Investigating the social world. Available at: https://learn2.open.ac.uk/mod/oucontent/view.php?id=842096section=5 (Accessed: 2/17/2017) The Open University   (2016b). 5.3: Violence Erupts in Vietnam over Land Seizure [Video] DD103 Investigating the social world. Available at: https://learn2.open.ac.uk/mod/oucontent/view.php?id=842096section=5.3 (Accessed: 2/17/2017) The Open University   (2016c). 6.1: Fisheries in Alanya   DD103 Investigating the social world. Available at: https://learn2.open.ac.uk/mod/oucontent/view.php?id=842096section=6.1 (Accessed: 2/17/2017) The Open University   (2016d). 6.3: Ostrom: Could this Approach be Scaled up to Global Problems?   [Video] DD103 Investigating the social world. Available at: https://learn2.open.ac.uk/mod/oucontent/view.php?id=842096section=6.3 (Accessed: 2/17/2017)

The Moral Issues of Freenet and Online File Sharing :: Internet Technology Computers Essays

The Moral Issues of Freenet and Online File Sharing The internet today is a vast network that contains nearly limitless amounts of information and media. With this immense amount of data at our fingertips, the line between right and wrong has begun to blur. The illegal downloading of copyrighted material has exploded in recent years, but a larger issue looms over the current copyrighting frenzy. It is that of the preservation of free speech in cyberspace. Should the government be allowed to limit our access to "unsuitable content"? And to what degree? These are not easy questions to answer, nor should they be. Similar questions have been raised throughout history. Freenet is a program that has been developed to provide an answer to the aforementioned question with a definite no. The following essay will explain what Freenet is and how it fits into the free speech debate and future of the internet. In this essay I will discuss the following: †¢A quick history of free speech on the Internet †¢An explanation of Freenet †¢How Freenet functions †¢Freenet's role in the future progression of the digital age †¢The illegal usage of Freenet Free Speech and the Internet The first amendment to the constitution reads: "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances." (Constitution) We as Americans have the right to speak our minds. We are able to criticize the government and voice our opinions in the form of voting and political debate. This is not only a right, it is vital for the survival of our country. The internet is no stranger to free speech debates. In early 1996 the Communications Decency Act was passed. This act prevented "indecent" and "patently offensive" content which included profanity and many works of classic literature that contained such material. No less than 6 months later, the CDA was ruled unconstitutional by the Supreme Court. In 1997 the Supreme Court granted the Internet full protection under the 1" amendm ent entitling it the same freedoms of print media. Two sides are now battling on a new front: the abuse of 1" amendment in cyber space through the exchange of illegal material. I will discuss this issue in more detail later.

Diversity in Crash Essay

The movie Crash (2004), directed by Paul Haggis, is full of different racisms, social and multicultural differences. There are seventeen different characters in this movie ranging from different race, gender, social class and ethnicity. These are stereotypes that people face every day of their lives. Crash really shows the assumptions that we make of others and how people of different backgrounds interact with each other. The movie really made me realize how I act in these types of situations. This movie not only shows the multicultural differences in society, but I think places an emphasis on it within the criminal justice system. In one of the first scenes we see a Persian man with his daughter in a gun store trying to purchase a gun. The owner of the store who is a white male has a very negative attitude towards the man and his daughter. His attitude and gestures really show the negative stereotypes towards the Persian race. The store owner made remarks regarding the attacks on 9/ 11. The store owner is associating them with the Arabs that actually attacked the U.S. Anyone from the Middle East seems to fall under the same category for the store owner. There are many stereotypes that have been around for years, no matter how hard we have tried to get rid of them. Sandra Bullock’s character had made the statement, â€Å"If a white woman sees two black men walking towards her and turns the other way, she’s a racist. Well I got scared and didn’t say anything, and the next thing I knew, I had a gun shoved in my head!† This was a turning point for her and her beliefs. Although the men who shoved a gun to her head were black, she started to be racist towards anyone that was not white. A Hispanic male was changing the locks on her house and she automatically started throwing insults at him. Sandra figured that he would make copies of the keys and come back and break into her house. The way Sandra acted; I think is how most people may respond to situations like that. This can be especially true for the police departments. When an officer has a bad experience with another race while on duty, it can affect other situations the officer may come across with the same race. The officer may think that everyone of that race is the same way. I have always believed that racism, social and multicultural differences were a result from how we were brought up. I believed that if your parents were racist, then you too would be racist. At first, Matt Dillon’s character showed the signs of this theory. Dillon showed that he had a very close bond with his father, which I assumed where he learned his behavior from. This would end up being the furthest from the truth. Dillon’s beliefs come from working on the LAPD for many years and the frustration that he would have at his father’s doctor’s office. At the doctor’s office, Dillon believed that the lady was not trying her hardest to help his father, because she was black. Police corruption is not something that the public hears about a lot. Usually, this is something the police departments try to keep out of the media. There was a situation in the movie that really shows the corruption that can happen. Matt Dillon’s and Ryan Phillips characters are partners on the police force. One night on patrol they pulled over an SUV with a black couple inside. Dillon had offered to let them go without a ticket if the woman would perform sexual acts. As Ryan was looking on at the situation he saw that Dillon was groping and touching the woman inappropriately. While Dillon was assaulting the woman all her husband could do was look on. If he had tried to stop it he would have been arrested. I hate to think this happens, but I know that it does. Ryan decided that he no longer wanted to be Dillon’s partner. He went to his boss and tried to give reason as to why he wanted out. Ryan had to cover what Dillon did and come up with a different reason as to why he wanted a new partner. In our book Ethics and Morality in Criminal Justice explains and gives many examples of sexual misconduct. At the bottom of page 188 it talks about how officers would go â€Å"bimbo hunting.† This would include sexual harassment towards women out drinking, prostitutes and homeless women. These types of situations really show the corruption in a police department. Police chiefs do not want to bring negative attention to their force, so they usually end up covering up what is going on. As far as my personal experience, growing up in Arizona I was in contact with many different races and cultural back grounds. I would like to say that I do not judge people and give them a chance. However, this would not be true. I think we really do use previous experiences and judge others from those. If I were a police officer, I think it would be really hard not to carry over my experiences each time I have a run in with a certain race. I do know that if I witnessed police corruption going on that I would bring it to someone’s attention. We arrest those who sexually harass or rape others that are not on the police force. Therefore, I would not let them get away with anything just because they are an officer. Trouble facing stereotypes can happen anywhere. It is not restricted to race and cultural backgrounds. There are stereotypes against age, social class, gender and there are many more. These stereotypes can cause friction within the same ethnic backgrounds. Until our society takes control and changes these, then there will always be prejudice. The movie Crash really makes us take a look ourselves and how we behave and how much we are all alike in reality. There are so many different scenes in that movie, that there is at least one that we can all relate to.

Family as a social institution Essay

Social institution is a set system with values, roles, norms and statutes organized in a manner that satisfies societal needs. One major example of a social institution is the family which is defined as a group of people related by blood, marriage or adoption who lives together and share economic resources. American families are mostly organized in form of nuclear family which consists of father, mother and children. Extended family is another form of family arrangement recognized by Americans and consists of uncles, aunts and grand parents. The family structure has changed in various aspects that are related to certain social factors. Andrew J. Cherlin in his book argues that marriage in America has taken new direction different from other developed and developing nations. Marriage which is a bond that leads to existence of a family is faced with a lot of conflicts such as same sex marriage. One major social aspect that has led to changes in family structure is adoption of different cultural ideals. Family is considered as a means of formal commitment through which individuals share life with one another but this is taking another shape because of different ideologies. Through marriage, an aspect of individualism is emphasized by personal choice which is a form of self development that tries to make a family live as one unit. Nuclear type of family is mostly recognized in U. S but growth of population and adoption of different cultural practices has led to changes in family structure. The social aspect of population growth and its impact on family structure can be attributed with migration of family members from overseas countries. Individuals move from other countries to U. S in search of better jobs or to further their education. Once they are in America, such individuals are hosted by family members such as uncles or aunts making the structure of family to change. A family that consisted of husband, wife and children massively expands making its structure to change. Thus population growth and migration of individuals is attributed with changes in family organization or structure. Adoption of cultural practices through intermarriage is another social factor that has led to changes in family structure. In the recent past, individuals from different cultures marry. This allows people to adopt certain cultural practices whereby the role of husband, wife and children changes. Every individual in a family organization has his or her role to play as is defined by the Holy Book but nowadays changes have been adopted in defining the role of each family member. Civilization is a social factor that has led to changes in the structure of family. Most families in developing nations have adopted the live of western countries making the structure of family to change. The role of the family as a social institution Family plays important role in respect to certain responsibilities on children and the entire society as a whole. A family is a social institution that observed certain values, norms or statutes with an objective of existing as one unit. One major role of family in relation to its function on children is to provide the basic needs. Children in a family constitute people below the age of 18 years. Such individuals are not in a position to find money on their own and thus depend on parents to provide for them basic needs. Basic needs in this aspect consist of food, shelter and clothing which should be provided by husband and wife. Another basic role of family to children is enforcement of norms such as discipline, ethical considerations, moral values and strong base on religion. Parents in a family are supposed to provide strong discipline to their children so as to have a bright future. Discipline is one of the core things a family cannot deny its children because it is the beginning of wisdom and adoption of good moral values. Parents should teach their children about religion when they are young so as to have a strong base in Christianity, Islamic teachings, Hinduism and any other form of religion recognized by the constitution. Parents in a family are very instrumental in the aspect of teaching children how to behave and be responsible adults. Family as a social institution plays a very important role concerning the entire society. A society is a collection of many families with common goal and objective of sharing economic resources. Family members play a very important role through provision of needed services to serve the society. The parents work in various sectors of the economy thus they participate through collective responsibility. Certain services that are provided by the parents include teaching, nursing, accounting, engineering and legal services. All these services are needed by other members in the society and thus it avails services required by the entire community. The family engages in various social activities in the society whereby the children participate in schools, churches games, competition and entire society. It is a very important role that sees children grow as one unit which is a symbol of unity and peace. Work Cited Kirkpatrick Clifford, 1955, The Family as Process and Institution.

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.