Ancient Egyptian And Mesopotamian Cultures Essays - Civilizations

Ancient Egyptian And Mesopotamian Cultures Essays - Civilizations Ancient Egyptian And Mesopotamian Cultures Ancient Egyptian and Mesopotamian Cultures Around the time 4,000-1,000 BC there were two major western civilizations. Those civilizations were the Ancient Egyptians and the Mesopotamians. Many similarities exist between the civilizations of Ancient Egypt and Mesopotamia, as well as many differences. Both Egypt and Mesopotamia were polytheistic, that is, they believed their worlds were ruled by more than one god. Both cultures also believed that they themselves were created for the purpose of serving their gods. Their similarities include the existence of educational systems and codes of law. Their differences are found partly in those similarities, as well as their medical practices and their interpretations of the great floods. There are many patterns that are common of the civilizations of Ancient Egypt and Mesopotamia, which shows that there were some patterns of development that might be common to early civilizations, but they probably didnt have very much contact with each other . Both of the civilizations believed in education. The people of Sumer were expected to do what was asked of them and to behave properly while in school. If the pupils were late for school or failed to complete their assignments, they would be beaten with a stick, or caned. One story about a Sumerian boy, who was not doing well in school, tells of the kinds of small things children would be punished for, such as poor penmanship. This story shows us how common this sort of discipline was: Who was in charge of drawing said Why when I was not here did you stand up? caned me. My teacher said Your hand is not good, caned me. (A Sumerian Schoolboy, SPV 15). It seams that if they misbehaved at all during school they would be punished by being by a cane. The school children of Egypt were advised by their fathers to be men of pride and to listen to their people. The advice that a father gave to his son was very important, telling that son how to behave to make both himself and his family pro ud. Take counsel with the ignorant, as well as the wise (A Fathers Advice, SPV 31) advises that wisdom may be found from the lips of all people; not only from the scholars or artisans, but from the slaves and common folk as well. The Ancient Egyptians and Mesopotamians had different theories as to how they came about and why they were created. Both civilizations believed that the gods created them. The Mesopotamians believed that the mightier gods forced the lesser gods into slavery, and that the Mesopotamian people were created to take over for those lesser gods when they revolted. When the gods, like man, bore the work, carried the labor-basketthe labor-basket of the great godsthe work was heavy, much was the distress... (A Creation Myth: Let Man Carry the Labor-Basket of the Gods, SPV 13) is saying that the lesser gods had to do the hard labor before man was created. While Nintu is present, let the birth-goddess create the offspring, let man bear the labor-basket of the gods was what Enlil said after he agreed to create humans to do the physical labor. I have removed your heavy labor, have placed your labor-basket on man, is what he said to the gods after humans were created. (A Creation Myth: Let Man Carry the Labor-Basket of the Gods, SPV 13). The Egyptian creation theory is different from that of the Mesopotamians. The Egyptians thought that Khepri created all the humans and created the other gods as well. It was believed the Kherpi created the lesser gods from his spit and humans from his semen. I planned in my own heart, and there came into being a multitude of forms of beings, the forms of children and the forms of their children. I was the one who copulated with my fist, I masturbated with my hand. Then I spewed with my own mouth: I spat out what was Shu, and I sputtered out what was Tefnut. (The Book of Knowing the Creations, HD #5). The Code of Hammurabi is the Mesopotamian written code of law. It is a very complete and specific code of law, which allowed

Free Essays on Post Modernism

In recent years, multiculturalism, tolerance and political correctness have been integrated into how American society thinks. America seems to be trying to learn more about the ingredients of her melting pot. These efforts can be best understood by examining post-modernism. Post-modernism is especially important to breaking down stereotypes such as those that exist surrounding the black family. To understand post-modernism we must first understand modernism. Modernism is the philosophy that began with the Enlightenment. The Enlightenment was an era when science and art flourished. European society used the Enlightenment to object to the oppression of the church. This era emphasized only those things that are observable or measurable (Smith, 1995). The scientific method developed at this time became the standard to which everything is measured. Modernism, although moving away from the confinements of religion, was limiting in its own way. Post-modernism can be viewed as an expansion of modernism. It does not limit the idea of truth to only that which can be observed. Post-modernism is all encompassing. Post-modernism does not allow for only one definition for anything. There are several explanations for phenomena. Where modernism emphasizes racial classifications, post-modernism emphasizes cultural and ethnic classifications. Post-modernism sanctions differences from family to family and person to person within the parameters of one culture. This multiculturalism is being used to educate from primary education through higher education. In Percival and Black’s study with sixth-graders and multiculturalism, they realized that, although they were examining a specific Native American tribe, stereotypes of that tribe or people can develop (Percival, 2000). For example, all African Americans from the South eat collard greens and corn bread. So, educating oneself about other cultures cannot be used to generalize to the entire g... Free Essays on Post Modernism Free Essays on Post Modernism In recent years, multiculturalism, tolerance and political correctness have been integrated into how American society thinks. America seems to be trying to learn more about the ingredients of her melting pot. These efforts can be best understood by examining post-modernism. Post-modernism is especially important to breaking down stereotypes such as those that exist surrounding the black family. To understand post-modernism we must first understand modernism. Modernism is the philosophy that began with the Enlightenment. The Enlightenment was an era when science and art flourished. European society used the Enlightenment to object to the oppression of the church. This era emphasized only those things that are observable or measurable (Smith, 1995). The scientific method developed at this time became the standard to which everything is measured. Modernism, although moving away from the confinements of religion, was limiting in its own way. Post-modernism can be viewed as an expansion of modernism. It does not limit the idea of truth to only that which can be observed. Post-modernism is all encompassing. Post-modernism does not allow for only one definition for anything. There are several explanations for phenomena. Where modernism emphasizes racial classifications, post-modernism emphasizes cultural and ethnic classifications. Post-modernism sanctions differences from family to family and person to person within the parameters of one culture. This multiculturalism is being used to educate from primary education through higher education. In Percival and Black’s study with sixth-graders and multiculturalism, they realized that, although they were examining a specific Native American tribe, stereotypes of that tribe or people can develop (Percival, 2000). For example, all African Americans from the South eat collard greens and corn bread. So, educating oneself about other cultures cannot be used to generalize to the entire g...

Research Paper Example | Topics and Well Written Essays - 1000 words - 4

Research Paper Example The U.S. no longer manufacture enough to feed it is locals. The economic situation is unsustainable. The United States imports more than it is able to export. The U.S. is disposing off it is assets to sustain a moderate standard of living. In some constraining circumstances, the U.S. is taking massive debts to sustain the economy from falling (Baker & Baker, 2011). According to Cotton (1958), economical problems reflect the inadequacy of intellectual and material resources in the society. United States is world super power characterized by the control of the world in decision making of economic nature. Also notwithstanding, it is the most unequal industrialized nation, apart from the few Asians city states. Some of the economic problems now facing include the following (Cotton, 1958). There is the problem of trade deficits. Currently the U.S. imports more than it exports. For this reason the net cash outflow is negative. The U.S. has failed to produce enough to feed it is people; hence it is forced to import food from other countries. While this is happening, the regulatory and tax system have without a vivid reason raised domestic business costs. Apart from this, the fundamental cause to the present economic crisis in the U.S. was caused by the three decades detrimental U.S. trade and globalization policies (Baker & Baker, 2011). In addition, the economic problem in the U.S. is the inaccessibility to the markets. U.S. has naively and assumed that other countries will carry and hold themselves to the U.S. standards. The measured standards here include environment, labor and competition policy, Cotton (1958). These standards greatly affect the cost of production in the U.S. Economically, â€Å"if these countries fail to adhere to these standards, they gain an unfair cost advantage†. It is believed that U.S market has lost it is former glory, due the participation in the world trade.

Education Essay Example | Topics and Well Written Essays - 1500 words - 7

Education - Essay Example In contrast to such medicinal procedures Eastern medicine in some cases support the use of acupuncture and may even reduce stress. Effects of acupuncture would not be explained through traditional medical models and patients have experienced stress reduction by using acupuncture. The physiological effects of acupuncture can also be theoretically supported with evidence and in this essay I would argue which model of philosophy best fits in with our own belief systems and how this claim could be justified or established. The focus here is thus on differentiating and yet finding common grounds between constructivist and positivist philosophies. The similarities and differences of these two systems of thought could be highlighted not only with regard to stress but several other examples could be used to show exactly where these two systems vary and how they would differ. Positivism relies on strict scientific method and empirical understanding of events. Advocated by Comte, Popper and by scientists, positivism was considered as the most important approach to philosophy of science that could bring about scientific progress with natural or material approaches defined or understood empirically (Mill, 1993). Positivism is generally considered as the scientific method as science is based on certain statements which are empirically testable and verifiable (Morris, 2006). The logical structure and coherence of these statements would make a phenomenon scientifically explicable and only then this would be accepted as explaining the events of the world. Positivism being the best scientific explanation is also closely related to reductionism which shows how one type of entity would be reducible to another. The basis of positivism would relate to quantitative and objective measurement of the events or phenomena studied. Scientific information is thus informatio n that can be quantified and objectively studied. Apart from

How Do Political Parties Affect Voters Essay Example | Topics and Well Written Essays - 1250 words

How Do Political Parties Affect Voters - Essay Example Identification of parties is a concept where an individual joins and supports a political party. Because joining parties varies from one person to another. It might be from family influence, for example, parents, influenced by religion or unions. Usually, voting follows an individual’s party ID. The Electoral College was greatly affected by the rise of parties in politics through causing a great shift toward the outcome of winner-take-all of the general vote. Before the entrenching of systems of the political party, electors from particular states cast different votes for the presidential candidates. By 1830s, the rise of the parties led them to begin assigning state electoral votes to one candidate during the election. Most people would agree that political parties sway the voter with the false promises they make to the voters, advertisements and ways they use to make their opponents look dirty. All these tactics are false representations that the voter falls for, from time to time, and sways their judgment from a rational view of the political parties. (Duignan, 2013). A political party is an organization that allows people who are like-minded to work together in promoting particular ideas to achieve particular goals. The collaboration and co-operation of people with varying skill, views, experiences and knowledge within a political party are the main cause for the party to create policies across a variety of concerns required by the national interest. According to Houghton Committee, 1976, a political party serves as an aggregate for many diverse interests in the society forming them into a reasonable and clear political program. They make electoral choices simpler for citizens and facilitate the government by providing coherence to parties in the parliament. They perform a selection of candidates to the parliament and other bodies of the government and enable citizens to participate in processes of policy-making. Finally, political parties help provide a broad education on politics.  

History Of Sex Education Children And Young People Essay

History Of Sex Education Children And Young People Essay Sex Education became known in the 1890s.The social reformers who studied the degeneration of the traditional family and the increase of people suffering from sexually transmitted diseases, believed that sex education is the best way to decrease these problems (Elia,2009; Goldfard, 2009; Irvine, 2002; Luker, 2006). The American Social Hygiene Association (ASHA) is believed to be the first group which supported sex education (Luker, 2006; Elia, 2009). According to ASHA, sex education promoted health in different ways, for examples, social, mental, spiritual and physical. Due to the social changes which were taking place during the 1960s and 1970s, Sex Education became more and more popular. During these years, subjects like Biology started to impart certain topics such as the reproductive system of human beings and methods of contraception to students. By the year 1980s, changes were brought as far as sex education was concerned. Parenting and communication in relation to sex were emphasized but sex education was not efficient. However, in the mid 1980, there was a change in the viewing of sex education. Before mid 1980, sex education was not very important but later on, when it was found that there was a new Sexually Transmitted infection, AIDS; sex education gained an important place. AIDS was spreading all around the world at an alarming speed (Reiss, 2005).Professor Michael Reiss5 (Guest6, External Institutions7, University of London8, Institute of Education, University of London9) Professor Michael Reiss5 (Guest6, External Institutions7, Univers ity of London8, Institute of Education, University of London9) Professor Michael Reiss5 (Guest6, External Institutions7, University of London8, Institute of Education, University of London9) Professor Michael Reiss5 (Guest6, External Institutions7, University of London8, Institute of Education, University of London9) Defining sex education According to the President of SIECUS (Sex Information and Educational Council of the US), 1993, sex education is all about obtaining information about identity, relationships as well as knowing about intimacy. Sex education consists of sexual development, reproductive system, affection, body image and gender roles. Sexual health education is a set of skills training which result in specific behavioural outcomes (Mueller, Gavin and Kulkami, 2008). Through sex education, students are expected to have healthy sex education and healthy sexual behaviours (Fisher and Fisher, 2002). It is also believed that an effective sex education respects the beliefs of all people irrespective of their religion, race, age and gender (Ministry of Health, 2003). Sex education in Mauritius In Mauritius, sex education is imparted to students as from primary level itself. At primary level, students learn about sex under the subject known as Health Education. This subject covers the physical and psychological changes and also encourages students to act in a responsible manner as far as making the right choices is concerned. At this stage, students learn about minor things such as the differences between boys and girls and about the importance of their body. They are told not to allow other to touch them and to report if ever any such thing has happened to them. At the secondary level, sex education forms part of the curriculum, in subjects like Health Physical Education, Integrated Science and Biology. These subjects focus on our body and its changes at puberty and about the reproductive system. (Ministry of EDUCATION, Mauritius, 2010). However, it can be seen that although sex education is found in the curriculum, yet several topics are not covered such as the protective measures and STDs. On the 15th of March, 2013, there was an article in the newspaper Le Mauricien which focussed on the importance of sex education in Mauritius. More and more teenagers are becoming sexually active but they do not have an understanding about sex and even their own sexuality. Due to these, there is an alarming increase in teenage pregnancy in Mauritius. This affects the life of many teenage girls. For examples, they are stressed and even come up with financial and even emotional challenges. Many teenagers have to leave school once they are pregnant. It is believed that sex education in schools is the best way to solve this problem. In this way, adolescents in Mauritius, will have the correct information about their bodies, sexual development and the protective measures. If sex and sexuality are still considered as a taboo, then the society will face more and more problems (MIVANAH Irlen, 2013). Similarly, Monique Dinan (Founder and Member of Movement Daide a La Maternite (MAM)2012, is on the view that teenage pregnancies have increased to a large extent. She believes that this problem should be solved at an early age and this is the reason why she feels that it is important to educate the youths about sex so that they know about sexual responsibility. Importance of sex education Due to the absence of sex education, the society faces several problems such as students drop out from school ( Hofferth and Reid, 2002), the economy of the country is affected (Maynard, 1997) and there is also an increase risk of serious problems for the child such as drug abuse and crime (Jaffee, 2002). It is also important to incorporate sex education at school due in order to prevent students from having Sexually Transmitted Diseases. STDs result in simple and serious problems such as chronic pelvic pain, infertility, cancer and death (Sulack, 2003). SIECUS (1999) believes that there are four goals while implementing sex education for adolescents. The goals are to allow the young people to have accurate information about sexuality, to allow the adolescents to understand and develop their attitudes and values, to enable them to develop relationships and finally, to help them to become responsible as far as sexual relationships are concerned. Walker, Green and Tilford (2003) are on the view that today sex education is given lots of importance. They even believe that sex education is important to handle public health problems such as teenage pregnancies and several sexually transmitted diseases. Welllings (2001) considers the schools to be a major source of sex education for young ones especially those between the ages of 16-19. There are several challenges faced by policy makers and educators today in order to make sure that the youth of today will be productive, will assume their responsibility, will be not only caring but will be healthy people. This means that formal and informal educational institutions now do not only focus on nurturing the intellect of the youth but they consider the essential needs of education. Sex education is one of the most important needs. In order to have a productive youth, researchers and policy makers are focusing on sex education for the adolescents ( Zain Al- Dien 2010). Zain Al- Dien (2010) puts forward that sex education will help students in placing the sexual aspects of life in their honest perspective and it will also provide the students with valid and true information about sex which is going to reduce several misconceptions. A study carried out by Kehily and Nayak, it was found that students are ashamed to talk about sex to their parents and they are even afraid as they believe that if they talk about sex to their parents, their parents will think that they are sexually active (Kehily and Nayak, 1996). Several studies on sex education have been carried out by researchers. SIECUS (Sexuality Information and Education Council of the United States, Planned Parenthood Federation of America, National Campaign to Prevent Teen Pregnancy, Henry J.Kaiser Family Foundation and government agencies (example U.S. Department of Health and Human Services) are on the view that sex education will decrease teenage pregnancy. They have found that there is a relationship between the absence of sex education and the increase in teenage pregnancy. Thus, according to them, sex education is the primary cause of teenage pregnancy (Ruddick 1993; Kirby 2002; Moore et al.1995). Today, AIDS (immunodeficiency syndrome) is becoming one main causes of death across the world. There are the needs to encourage AIDS prevention, education as well as counseling for adolescents (Dehne and Riedner, 2005). UNICEF (2000), points out that to know whether HIV/AIDS is being combated, it is important to look at its impact on young people. It is vital to know whether they are receiving the right education about HIV/AIDS, how to protect themselves against it. Teenage pregnancy is now known as an epidemic as there are too many cases. There are three main reasons why teenage pregnancy is regarded as a problematic issue. The first one is that children had to look after children which means that both the mother and child are children. The second one is that unmarried mother affect the life of their children as there are several problems which are associated with unmarried mothers. The third one is because teenage pregnancy leads to abortion which in turn affects the health of the teenagers (Luker, 1996). Sex education is considered to be the weapon which can fight teenage pregnancy (Ruddick 1993; Kirby 2002; Moore et al. 1995). Teenage pregnancies can be linked to several social, health and economic problems. Several teenage parents are faced with poverty, they are not well educated and as such do not have an employment. It has also been deduced from research that the babies of teenage mothers are average weight. The babies of teenage mother are 60 % more likely to die than babies of older mothers. Only 44% of young mothers who are below 20 years old breastfeed their babies, 64% of mothers who are between 20 to 24 years old do so and 80 % of older mothers breastfeed their baby. It was also found that baby girls, whose mothers were teenagers, were most likely to become young mothers themselves. Most of the children born from teenage mothers, belonged to one parent family and as such, they did not have an appropriate house and food (Cohen, 2006). Government of England believes that all schools should focus on the physical, moral and emotional aspects of sex, sexuality and their sexual health in their teachings. According to England and Wales, this should make sure that young people should: (learn) about physical, moral and emotional development. It is about the understanding of the importance of marriage for family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality and sexual health (DfEE, 2000). The above quotation shows to which extent sex education is important in the lives of teenagers as through sex education, these young people are going to have a brighter future. It is important to note that that at the launch of a booklet on the rights of the child on the 09th of June, 2012, at Bell Village SSS, the Ministry of Education declared that sex education will form part of the curriculum as from the year 2013. According to him, the reasons behind implementing sex education in schools are because the students are coming up with strange ideas and there are several under 15 years old mothers in Mauritius. According to the Ministry of Education, sometimes during activity period, sex education is taught to students but this is not sufficient. He also believes that sex education will be imparted in different ways that is according to students age groups. The Ministry of Education also came upon the view that it is important to make students and parents understand the importance of sex education at schools before its implementation. Sex education will help the young generation to succeed in life by having a bright future. It is also believed that whatever young people do when they are adolescents; those actions have great impacts in their whole lives (Perlman 2009).Thus, it is important for them to have an effective sex education. According to The Department for Education and Skills, United Kingdom (2003), sex is used as a means of not only selling food but cars also. Due to these reasons, it becomes important to teach students about sexual relationships so that they do not receive wrong information about the subject. It has also been argued that those who are handicapped and suffer from any illness should also be imparted with sex education. The sex education should cater for their needs and this should be taken into consideration when developing the curriculum (Ministry of Health, 2003). Establishing sex education in schools The formal school system is the most important venue where sex education can be imparted to students. The project of implementing sex education in school is still a controversial idea. There are different schools such as schools in the North America who have already included sex education in their curriculum as they believe that sex education will protect the students from unplanned pregnancies and even sexually transmitted infections. Boyce, Warre and King (2000) believe through sex education, all negative outcomes related to sex such as STDs and unwanted pregnancies should decrease. However, in some countries sex education remains a taboo as the people are on the views that if children learn about sex education they will be involved in sexual relationships and they even believe that sex education will corrupt the morals of students and will provide them with sexual ideas and as a result, they will be eager to experiment sex (Zain Al-Dien 2010). School-based sex education has been c onsidered as the main source of information about sex; others included parents, peers and media (Juping Yu 2010). Teen pregnancies are unexpected (Henshaw, 1998) which means that teens pregnancies are not deliberate acts and they took place as teen have a lack a knowledge about their reproductive system. Mkumbo and Ingham (2010) are on the view that sex education in schools, protect youngsters against HIV/AIDS and undesired pregnancy and will also prevent them to get involved into risky sexual behaviours. It is fundamental to inculcate sex education in the school curriculum. It is believed that a curriculum- based sex education programs generally contribute towards positive effects on sexual behaviours in the sense that students delay in being sexually active or they take their precautions (Kirby, Laris, Rolleri, 2007). Thomson (1994) further stresses upon the fact that: The sex education that girls and boys receive within the home is significantly different. Girls tend to be educated within a protective discourse emphasizing the dangers of boys, pregnancy and being caught out while boys are more likely to be teased and encouraged in the development of their sexuality. The above quotation shows that girls learn about sex at home but it constructs female sexuality as passive. They do not learn about several important topics apart from being pregnant. When boys talk about sex at home, they are teased and are encouraged to develop their sexuality. This shows that the information that students are having about sex at home, is not enough. Sex education at school, will allow students to know more and to clear the doubts that they have about sex. Researchers have also come up with the view that students look for information on sex from their friend, especially best friend, films, magazines and books (Griffin, 1984, Hey, 1997; McRobbie, 1978). However, sex education in schools is important in order to have discussions on the different issues read or seen by students about sex (McRobbie, 1978). Likewise, Bhattacharya (2000) and Wlash-Childers (1997) have researched upon the fact that adolescents learn about sex through mass media. But Bhattacharya (2000) even advocated that the sex education that adolescents have through mass media, is not useful and effective. The Curriculum for Sex Education differs from school to school which means that schools found in different regions and states will have different curriculum for Sex Education. However, students health, preventive measures and Sexually Transmitted Diseases form part of almost all the Sex Education Curriculum. There should be curriculum-based sex education at it positively influences the lives of teenagers. For examples, teenagers have sexual intercourse at a later stage, they use condoms and have knowledge about contraceptives (Kirby; Laris; Rolleri, 2007). Establishing Sex Education for Students of Secondary levels When children are growing into adults, they go through one of the most disturbing and change-laden phases in the life cycle which is known as adolescence. This phase is believed to be from the age of 10 to 22 years old which is divided into three periods: early adolescence which is from 10 to 14 years old, middle adolescence which is from 15 to 17 years old and late adolescence which is from 18 to 22 years old (Balk, 1995). During this period, adolescents undergo cognitive, social, biological and intrapsychic changes (Hill, 1980; Balk, 1995). It is at this stage itself that sexual development takes place (Herold and Marshall 1996). Adolescents experience hormonal changes, there are changes in the reproductive organs and in the feelings of adolescents. They think a lot about sexuality (Miller and Dyk, 1993). Brooks-Gunn and Paikoff (1997) are on the views that the sexual health of adolescents depend on these characteristics: know about the changes in their bodies and accept these chan ges positively, they are comfortable with sexual arousal, they are responsible for their sexual behavior (such as masturbation and sexual intercourse) and they are aware about protected sex. Several measures have been taken and are still being taken to reduce and to even eliminate adolescent sexual activity. However, due to the increase in adolescents sexual activity, it has been found that it is normal to be sexually active during adolescence. It is believed that adolescents who are indulge in sexual activities at the age of 14 or younger, become victims of several health problems (Lammers, Ireland, Resnick, Blum, 2000; Zabin, 1990; Leitenberg Saltzman, 2000). It has even been argued that for a youth to have a bright future and to contribute towards the society, he must have knowledge about healthy sex education at the secondary level. Hueber and Gilman (2006) agree that it is only through school satisfaction that a student is satisfied with his life. Byers (2003), outlines the relationship between student satisfaction and a sexual health education. Love and romance occupy important places in the lives of teenagers. As such, sex education should be implemented within relationship that is it should help teenagers to have a better understanding of their sexual life. At this phase of life, approaches which discourage sexual relationship should not be used (Reddy 2003; Shefer and Foster 2001). It is believed that if students complete their secondary schools having knowledge of sex education they have a healthy sex life in the future (Meaney, 2009). Teachers and sex education Teachers play important roles in any educational system. However, in order to have a successful sex education in schools, it is important to have well-trained teachers (Kirby, Laris and Loreri (2006). Teachers who lack training and are not confident as far as sex education is concerned, will fail to deliver the lesson effectively (McCall and McKay, 2004). Due to a lack of training and confidence, teachers are even ashamed to carry out the class on sex education. Thus, teachers deal with the basics and they even ignore certain topics. It is believed that the reason why sex education is embarrassing is because students use sexuality as a vehicle for humour. Thus, classrooms are disrupted by students and this embarrasses the teachers (Kehily and Nayak, 1996). Similarly, Daria and Campbell, (2004) are on the views that an exciting sex education depends on trained teachers so that students and teachers are not embarrassed. Administrators, school superintendents and educators should work together and assume their responsibilities in order to make Sexuality education in school successful and efficient (Harrris, 2011). Teachers knowledge of the subject matter, perception of the curriculum and the willingness to teach are important before implementing a curriculum (Scribber, 2000). It is important for teachers to feel confident as far as the subject matter is concerned in order to go towards an efficient and innovative approach of teaching sex education. Researchers also found that teachers who are interested with adolescents are more likely to impart sex education successfully (Harris, 2011). Wight and Buston (2003), have identified four reasons why teachers are reluctant to teach sex education. Firstly, according to the norms set in the society, sex should not be discussed openly as having conversation on sexuality issues in society are considered to be embarrassing. Secondly, some teachers are on the views that they face problem to understand youths lifestyles as well as the recent development in sex education. As such, they will not be able to teach sex education effectively. Thirdly, being parents themselves, they object to teach sex education due to its content. Finally, teachers do not have enough time to teach sex education due to their work load. Pattman and Chege (2003) believe that although sex education is imparted to students, yet teachers do not encourage students to participate. This is not going to make sex education successful as students need to be active and need to ask questions in order to clear their doubts. Some teachers even believe that sex education should not be imparted to students as they are still innocent (Bhana, 2008). In different societies and countries, sex remains a taboo. As people are silent as far as matters on sex are concerned, these silences enable poor delivery of the lesson. Teachers still consider sex to be a taboo. As such, teachers are faced with a lack of vocabulary while delivery the lesson (Campbell; Foulis; Mainmane and Sibiya 2005). Gender and Sex Education It is important to note that both boys and girls should be imparted with sex education. At several instances, boys are excluded from topics such as sex education (Wood 1998). Wood believes that the notion of masculinity and being male is rarely discussed. Fishers (1994) believes that it is important to impart sex education to boys also. Thomson and Scott (1991) are on the views that sex education has a positive impact on the lives of young women. UNAIDS Action Framework reports that gender inequality and unequal power relationships are the main reasons behind the increase in Aids. Both males and females should learn about sex. UNICEF (2002) focuses on both sexes while talking about STDs. This association asks whether the young people are receiving the right sex education or not. According to HIV and Healthy Communities: strategy 2010-2012, International HIV/AIDS Alliance, both males and females should know about Sexually Transmitted Diseases. They should know about how to protect themselves as both genders are at risks. They should have the same education, so that they are not abused. The International HIV/AIDS Alliance also believes in gender equality so that both males and females are equally protected and it also believes that school can brings this change that is promoting gender equality. This is important that males and females will know about the importance of each other and thus, will respect each other. Hurdles in the implementation of sex education at school Some people including parents, teachers and other stakeholders believe that sex education is important in the lives of students while others believe that sex education should not be implemented due to several reasons. This debate had been existed since the past and it is still present today. Some believe that sex education will allow one to interfere in the life of another person and this is not allowed (Elia,2009; Irvine, 2002; Luker, 2006). Some people have doubts about whether sex education will improve the life of an individual or not. Some people are on the view that sex education will not tackle problems related to sex but will arouse sexual curiosity (Elia, 2009). Some stakeholders are on the opinion that students will not concentrate on academic topics if sex education is implemented in school (Elia, 2009; Goldfarb, 2009). Parents can go against the introduction of sex education in schools as many of them consider sex to be a taboo and this matter is rarely or never discussed by parents. Boyd and McKay(1996) point out that in order to make the implementation of sex education at schools, parents need to cooperate and similarly Schaalma (2004) says that the attitudes and views of parents need to be taken into consideration while implementing sex education at schools. At different instances, sex education is taught by staffs who lack training and are not confident about the subject matter (Scott and Thomson, 1992; Byers et al., 2003; Lester and Allan, 2006). Content of Sex Education After carrying a research in the USA, it was seen that there were several problematic issues related to the health of adolescents. It was decided that sex education should be imparted to the adolescents and as such its content was decided. The researchers decided that the lessons should cover protective measures such as using condom, it should be a two way system where students are participating and the class should be interactive. They even believe that the lesson should provide important information such how family planning services can be contacted. It should also teach students how to remain firm when their peer pressure is forcing them to have sex till the students are not ready for it. It should also cater for Sexually Transmitted Diseases, how they are transmitted and how to protect oneself against STDs. The lesson should include role playing and those who are teaching should be prepared (Wight, 1993). Similarly Wood (1998) focuses on the content of Sex Education. According to him, male and female reproductive systems, the contraceptive methods and family planning should form part of the content. Similarly Pearson (1999) emphasizes on the content of sex education. He believes that topics such as abortion, homosexuality, STDs, morality, sexual abuse, training and confidentiality should be part of the contents. He also focuses on the importance of resource persons who can help to make the topic more efficient. Delivering Sex Education To make sex education successful, efficient teaching strategies should be implemented. Wood (1998) has identified the different teaching strategies. According to him, the teachers should move around the class. The teacher should make use of simple language so that students understand. Questions should be asked at regular basis. If students do not answer the questions, the teacher should use prompt or use simplify his language. If students cannot understand the questions, teachers should change the teaching strategies. Continuous assessment should be carried out. He even believes that it is important to repeat the key words. Every lesson should be evaluated through specific questions. Wight (1999) had identified some of the teaching strategies which will make sex education interesting for all students. He believes that simple questions should be asked time and again. Teaching strategies should differentiate that is there should be differences in the way that upper and lower secondary students are being taught as well as low and high ability students are being taught. He even believes that short exercises can help in the successful implementation of sex education. For him, the lesson should be student centered where students are participating actively. Sampling methods: This chapter analyses the methods which have been used in order to collect data for the analysis. Qualitative research has been opted and as such, interviews and questionnaires have been selected. As far as Qualitative research is concerned, the findings have not been acquired through statistics or other ways of quantification (Strauss and Corbin, 1999). But contrasted to qualitative research, quantitative research as the word itself suggests, is based on quantity that is statistics. There are two main types of sampling methods; probability sampling ad non-probability sampling. Probability sampling also referred as random sampling is one in which getting any scenario or results can be accommodated or calculated scientifically. For example, research on the usage of two particular mobile phone operators; that is the number or users from each operator can be calculated. On the other hand, non-probability sampling is a method used based on the prior knowledge of the subject being researched and on targeted samples who already have an expertise on the matter being interviewed for. Non-probability sampling is often used for social and psychological researches so as to get a broad idea about a massive population just by interviewing a random sample about that particular population. For example, interviewing doctors about a particular drug that is being implemented in the health sector. Purposive Sampling In this sampling method, we sample with an objective or purpose in our mind. We usually would have one or several specific focus groups we are searching. Purposive sampling is very useful for situations where we need to acquire focus sample in a small time lapse and where sampling for symmetry is not the main concern. With a purposive sampling, we are likely to get the views of our target population, but we are also likely to overweight subgroups in our population that are more readily reachable. Judgmental sampling also referred as Purposive sampling is as non-probability sampling method of sampling that is based on the idea that the interviewer or researcher already knows what are the required qualities from the interviewees thus making them the proper ones for the study. Advantages of Judgmental sampling over other sampling methods. This type of approach is better understood and straight forward compared to other sampling methods as the interviewer is already an expert in the field and the persons sampled are also well convenient in the topic. Also, judgmental sampling will be a better solution for this research as it is less time consuming as a large number of interviewers are not needed. Judgmental sampling will also be an advantage as no statistical knowledge is required. Also judgmental sampling method does not require vaste knowledge about mathematics and again as having never done advance Mathematics at secondary level this will be the best choice to carry out this research on teachers views on the topic. Composition of the chosen focus group of teachers. Like mentioned above all the subjects to be interviewed were from the secondary education sector from different institutions so as to get a broader idea about the subject. The group which was chosen consisted of 25 teachers, including 10 male and 15 female teachers from different institutions. Also, among the chosen teachers there was an equal ratio of age group, marital status, and level of education. Higher School Certificate, Diploma, BSc and Masters Degree, and lastly their level of experience. The sample chosen, though small in size will definitely give a broad view about how and why sex education can be introduced at secondary level. Focus groups. For the interview about whether sex education should be implemented at school, interview was chosen for some teachers as a qualitative means of research.

Clothing Impact on Social Interactions Essay -- essays research papers

Does Clothing Have an Impact on Social Interactions: An Observational Study in the Classroom   Ã‚  Ã‚  Ã‚  Ã‚  There are many reasons why we choose to wear a particular article or style of clothing. Many of us consider our choice in clothing as an extension of our identity. While many others pick items from their wardrobe that reflect their current mood. There are also many times when we choose to dress a certain way in anticipation of being in a particular social setting. Even people who don’t seem to bother with matching clothes or wearing a designer label or walk around wearing clothes that are torn and dirty, are making a statement. What remains to be examined is whether or not there is a clear relationship between the clothing we wear and our social interactions.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The implications of such a relationship could lend itself to a variety of benefits. Imagine knowing that if you are dressed a particular way; you are more likely to get better service in a restaurant. We already know that when showing up for a job interview, there is certain dress attire that will make you more likely to get the job. Why do you think that when you’re single and going out, you tend to spend more time getting ready and dressed up? The answer is because we associate first impressions and attraction to our physical appearances.   Ã‚  Ã‚  Ã‚  Ã‚  A variety of studies using empirical reasoning in many different settings, have tried to establish a relationship between the two. Pamela Regan of California State University, Los Angeles was cited in the Washington Post as saying â€Å"First, people need to dress appropriately – if you want to be treated well, then dress the part,† after she concluded an observational study of shoppers, the service they received and the way they were dressed. Published in the Psychological Reports, 2002 her study titled â€Å"Customer Service As A Function of Shopper’s Attire’† revealed that upon entering a store, it took more than 20 seconds longer for an employee to approach a shopper dressed in gym clothes, as opposed to one dressed as if she were on her way to work. She concluded, â€Å"Clothing, like other aspects of appearance, seems to exert at least some influence on how we are perceived and treated by others,† (204).   Ã‚  Ã‚  Ã‚  Ã‚  For our particular study, we w... ...larger group and perhaps in more diverse settings. It is clear that clothing does have an impact on social interactions however if I were to redo this study with a similar set-up I would also want to add a survey element to the treatment. Perhaps self-perceptions on dress have more of an impact on whether or not a student participates. This survey would examine how the student feels about their dress. It is possible that a student wearing $200 designer jeans and a shirt would consider themselves dressed up and participate more. However, because according to my own definitions this student would be dressed down it would hinder my results.   Ã‚  Ã‚  Ã‚  Ã‚  Establishing a significant relationship between dress and participation in class could be useful to many people. Pamela Regan’s study has convinced me that if I want better service, I should dress up when I go shopping. If this study were to reveal a significant enough relationship, then students can reconsider how they dress for class as it may help their participation grade. References Regan, P. C., & Llamas V. (2002). Customer service as a function of shopper’s attire. Psychological Reports, 90, 203-204.

Eating Healthily with a Busy Lifestyle

Comm 1100 – Pergrem Speech 1 – Informative Speech Assignment & Examples Hybrid-Online & Online COMM 1100 Spring 2012 Assignment Basics Speech: Present an extemporaneous informative speech to the class on a topic of your choosing in the format described. Time limits: 3-5 minutes Outline: â€Å"Write† your speech in the form of a detailed outline as discussed. Avoid using complete sentences; use bullet points. Do NOT write out your speech like an English paper.Notes: The outline you create will serve as your speech notes (you may bring these to the front of the room with you). You will need an extra copy for yourself. Visual Aid: A professional, college-level visual aid is required with your presentation. Bibliography/Copies of Sources: Include with your speech outline a printed, properly formatted Works Cited or References page. You may use either MLA or APA style. You must also include actual copies of your research sources (print the webpage, copy the magazine a rticle, etc. hat you use). Vocal Citations & Supporting Material: Include at least 3 vocal citations (â€Å"According to a December 2009 article in the New England Journal of medicine, obesity is the number one heath epidemic of the 21st century†) within your speech. Include at least 3 different types of supporting material (stats, examples, quotes, stories, etc. ) in your speech. Research Sources: Use at least 3 credible and scholarly (if possible) research sources (books, journals, magazines, websites, etc. ) when creating your speech.These are in addition to any personal experience you might have (you can’t count yourself as one of these sources). Turn in: At the time you give your speech, turn in the outline, bibliography and copies of sources with a copy of the â€Å"speech evaluation sheet† on the very top, your name and topic filled in. Staple these items together to make a â€Å"speech packet. † Make an extra copy of the outline to use as your spe ech notes. You may not present your speech without turning in your completed speech packet. Detailed Information What is an informative speech? An informative speech relays information to the audience.The primary goal is to increase the audience’s knowledge, understanding, or awareness of a topic. Informative speeches may: (A) Explain something (explain how to do something, how something is made, how something works, or how something occurs) Example: â€Å"How to Choose the Home Loan That’s Right for You† (B) Describe something (describe what a person, object or event is like) Example: â€Å"A Day in the Life of a Typical Third-Grade Teacher in Georgia† (C) Define something (define, elaborate or clarify a concept) Example: â€Å" What Freedom Means to Me,† or may cover any combination of these objectivesWhat are the objectives of the informative speech assignment (why are we doing this)? To provide an opportunity for practicing presentation skills, to promote the critical thinking skill of being able Comm 1100 – Pergrem to consider/reason from/understand a variety of perspectives oth er than one's own, to encourage informed global citizenship through the presentation process, to promote information competency/literacy. What are the time limits: 3-5 minutes Failure to meet these time guidelines (short or long) will result in a lower evaluation.Consider that you may be nervous so you may speak faster or slower than normal. You should practice and time your speech many times. When is this due? ? See the course syllabus for presentation dates. ? We will begin with volunteers and then I will go by the roll in order until everyone in the class has spoken. Speeches not completed by the time we move on to the next activity will not be heard and will be counted as missed. What do I turn in on speech day? At the time of your speech you will turn in: 1) A printed, stapled, detailed comprehensive/detailed outline of your peech. Fo llow the example provided at the end of this handout. Outlines that do not conform to appropriate outline standards and do not contain appropriate detail will be penalized. 2) A printed, stapled, detailed Works Cited or Reference page in correctly formatted APA or MLA style. Visit the Georgia Highlands Library site for more information/examples of how to cite sources correctly. 3) A Copy (printout or photo copy) of at least the first page of all research source materials used, including copies of webpages, magazine articles, portions of books, etc. ) A blank copy of the speech evaluation form from the course webpage, name and topic filled in. stapled All of these items must be together, evaluation sheet on the very top, with your name on them. If I do not receive all of these items stapled together with your name at them I will NOT li sten to your speech and those points will be lost. I know it sounds picky but please do not paperclip these items or put them in folders, please stapl e them beforehand. I will not have a stapler with me so you will need to staple them at home or bring your own stapler with you.Again, you may not present your speech without your speech packet. What are the research guidelines for this assignment? – Assignment must contain at least 3 credible and (if possible) scholarly research sources in addition to your own expertise (your own personal knowledge does NOT count as one of the 3 sources). – Wikipedia is not an appropriate source, though it can certainly be a starting point for gathering information. Neither is ask. com nor any of those types of websites. Remember, any time you cite statistics, stories, etc. n your speech you must tell us where the information came from (provide vocal citations – cite your sources). For example, â€Å"According to a 2008 study reported recently in National Geographic, forty-percent of the earth’s animals are considered endangered species. † You are required to have at least 3 vocal citations in your speech. What type of visual aid is required? This speech requires a professional looking college-level visual aid. What does that mean? It means a visual aid that one might find in a college class or the professional world.In other words, not a poster that looks as if a third-grader with crayons made it; not simply writing or drawing on the whiteboard; and not merely an object desperately thrown in at the last minute to meet the visual aid requirement. A good visual aid is well thought out/meaningful, large enough to be easily seen by every person in the room, clearly labeled, simple enough that the viewer can easily figure out the point, and is fully Comm 1100 – Pergrem incorporated into the speech – – NOT just tacked on at the end like â€Å"Oh and here's my visual aid.It's a picture of a dog. † What makes a good visual aid? An object can be a good visual aid. For example, I'm talking about par ts of a skateboard and I bring my board in as a model to show to the audience. A picture/chart/graph/drawing, etc. can be a good visual aid. Again, it should be large enough for everyone to see. How can you accomplish this? Enlarge it at Office Depot, Staples, etc. and put it on foam board (much better than poster board). Charts, graphs, etc. should be done on the computer and labels typed, not drawn by hand.Another option is to pass out a copy of our visual to everyone, for example, a National Guard recruitment brochure for everyone in the class to be passed out before you begin your speech. DO NOT PASS STUFF AROUND DURING YOUR SPEECH. This is very distracting for the audience and for you the speaker. And of course you can put graphics into a PowerPoint slideshow or other electronic medium and display them on the screen (you don't have to do a full-blown PowerPoint presentation to put the graphics up). This can be a very good way to get pictures, charts, etc. into a format that everyone can see.How do yo u do it? Create your stuff and then either email it to yourself or save it on a flash drive (do not save it in your student folder). I will have the projector and computer up at the front of the room. You will bring your flash drive up and plug in, or you will pull up your email on the computer and open your PowerPoint from there. NOTE: You cannot login under your name/password on the instructor computer at the front of the room. Therefore, you cannot access your visual aid if you store it in y our student â€Å"folder. † You can, however, access your student email. What about video clips as a visual aid?These are fine as long as they are 20 seconds or less. You must actually speak for three minutes. What if you have a Mac? You must get your Mac stuff into some type of format our windows based machines can read. It will not work to try and plug your Mac into our video system. How should I dress? I am not requiring that you wear dress clothes to present your speech. I am requi ring that you look reasonable and appropriate for a semi -formal classroom presentation: DO NOT wear a hat, DO NOT wear anything that distracts the audience, DO wear reasonabl e clothes that are neat and tidy.For example, your clothes should not look as though you were just mauled by wild animals, that you are auditioning for the adult entertainment industry, that you just finished plowing, that you are about to star in a musi c video, or that you are about to walk onto the playing field for a grudge match. What steps do I take to create a speech? 1. Analyze your audience and your interests, selecting an appropriate, worthwhile, and interesting topic on which you can find adequate research. 2. Develop and design your speech using adequate research material to meet the time limits. Decide upon your main points and sub-points.Be sure to include varied support devices (at least 3 different types) as discussed (stats, stories, examples, compare/contrast, etc). 3. Create your speech usin g a clearly organized structure: a. Use an introduction that includes an attention-getter, thesis, and preview. b. Organize a body that includes main points, supporting ideas, and varied support devices. c. Use transitions. d. Have a conclusion that reviews/summarizes the main points and lets the audience know the presentation is ending (provides closure). 4. Use at least vocal 3 citations as explained. Comm 1100 – Pergrem 5.Use appropriate, visible, professional (college-level), and useful visual aids. Practice using them beforehand. 6. Language/Nonverbal – Work on these elements: eye contact, appropriate gestures and posture, avoiding â€Å"uhs†, rate, volume, articulation, professional yet conversational tone, and appropriate language and grammar. Use correct pronunciation. No gum. Remember the â€Å"3 C’s† of speaking: Strive to appear confident, competent, and conversational. Be enthusiastic. 7. Delivery Style – This is an extemporaneou s speech! DO NOT READ YOUR SPEECH. Do not memorize your speech. You may have notes (your outline) while you present.Notes should be used as support, not as a crutch. Do not write out your speech in complete sentences (this makes you want to read). 8. Practice, practice, and practice. You should practice until you feel as though even if you lost your place you could find it in your notes and keep right on going. 9. Use proper speech etiquette: Turn off cell phones, do not use the computers, do not speak to others during speeches or be inattentive, and do not enter the classroom during a speech. 10. In this class we are here to improve our communication skills, not engage in moral, ethical or political debate over speech content.Disrespect for fellow speakers will not be tolerated. Just because you don’t happen to agree with a speech doesn’t mean it’s a bad speech. However, disrespect for the audience by a speaker will not be tolerated either. No profanity or inap propriate language should be used in speeches. 11. Remember, it is OK to have opinions but don't allow your personal views or emotions to dictate your speech. Find objective information. This is an informative speech. Do not let your feelings get in the way of good research. How will I be graded? A copy of the Speech Evaluation Sheet used for grading will be made available on the class website.I will return your grades via Vista (will take at least a week after presentation are completed). Automatic Point Loss on Speech Grade: ? Incorrect Works Cited or References page – 20 points This is pass/fail. Your works cited is either correct, in which case you lose no points, or incorrect, in which case you lose the entire 20 points. ? Failure to staple materials together – 5 points ? Failure to give your speech on the assigned date without prop er documentation – up to 20 points on your speech grade plus 20 additional points for each class day you do not give your spee ch. Failure to include an appropriate visual aid – 20 points ? Failure to turn in any part of the assignment or incorrectly submitting the assignment – 20 points for each missing item and for each item incorrectly submitted. For example, you only have two research sources instead of three – 20 points off the top of your grade. This is very important! ? You cannot present unless you have your speech packet As you can see, it is possible to lose a large number of points off the top for not following the instructions of the assignment. Follow instructions and keep the points! Comm 1100 – PergremExample Informative Speech Outline See textbook for additional examples, though it writes points out in complete sentences a bit too much â€Å"Eating Healthily With A Busy Lifestyle† Purpose: To inform the audience how to eat healthily on the run Introduction: I. How many of you want to be healthy? How many of you find it a challenge to eat well because you ar e always running somewhere such as from work to school or from school to another activity? Many of us find ourselves in that situation all too frequently and sometimes it just seems too difficult to overcome. (Get attention and establish audience relevance) II.However, with a little thought and planning you can still eat healthily even on the go. Today we will discuss ways you can incorporate healthy eating into your lifestyle. (Thesis) III. Packing a lunch, choosing restaurants wisely, and keeping nutritious snacks on hand are a just a few of the ways you can still manage to eat something wholesome while maintaining a hectic pace. (Preview of points) Transitions: Fully develop and smoothly move through attention-getter to thesis and preview, building upon each Body: I. Pack a lunch for healthy inexpensive choices A. Can choose healthier options than if eating out Statistic: from sources regarding fat and calorie content ; be sure to use vocal cite of source) 1. Turkey sandwich from home vs. turkey sandwich from Arby’s (nutrition breakdown) 2. Canned soup from home vs. a Big Mac B. Usually less expensive than eating out (Compare: Stats regarding cost of taking a lunch vs. cost of eating out) C. Many convenient options available (Examples: ) 1. Pre-cooked, pre-cut chicken, turkey, etc. 2. Fruit cups, apple sauce, etc. 3. Pre-cut veggies D. Can prepare the night before for convenience so easy to eat healthy (Story: how I pack each night to have something healthy to eat for breakfast in the car )Comm 1100 – Pergrem E. Microwaveable frozen healthy dinners are another option (Cite article from Good Housekeeping Magazine regarding the best new frozen dinners) (Examples: ) 1. 2. II. Lean Cuisine – nutrition content Healthy Choice – nutrition content Choose wisely if eating out A. Many restaurants (both fast-food and others) incorporating healthier choices into their menus (Examples: ) 1. Salads – McDonalds, Wendys, others 2. Baked o r grilled entrees 3. Low-carb options 4. Fruits and yogurts B. You can make choices that are healthier when eating out (Examples & Personal Stories: ) 1.Ask to hold the mayo and other fattening sauces 2. Choose broiled or grilled instead of fried 3. Leave off the French-fries and opt for a healthier side or none at all C. Some restaurants geared toward healthy eating (Examples: ) 1. Subway (Quote: regarding Subway’s commitment to healthy menu choices) 2. Sweet Tomatoes III. Keep healthy snacks easily accessible (in the car, etc. ) to stave off hunger (Examples: ) A. Fruit B. Low fat yogurt smoothies (also a good breakfast on the go) C. Whole grain cereal bars D. Water – lots of it E. Nuts Comm 1100 – Pergrem Conclusion: I.Today we have looked at various options for eating healthily on the go. We have learned how packing a lunch, choosing a restaurant and entree wisely, and keeping nutritious snacks on hand can all contribute to better eating habits even with a b usy lifestyle. (Summary of main points) II. The next time you think about heading to the drive-thru to order that burger and fries consider this: with just a little planning you can enjoy a meal that’s delicious AND healthy so that YOU don’t end up super -sized. (Provide closure) Comm 1100 – Pergrem Parts of a Speech Outline – Informative Speech (Use this as a guide when creating your outline)Topic/Name: Topic/Name of your speech Purpose: â€Å"To inform the audience . . . . . † (This is for your benefit so that you can craft a speech around your purpose. You do not read this section to the audience). Introduction: (Show relevance to the audience during this section) I. II. III. Attention-getter: story, actual or rhetorical question, quote, surprising fact or statistic, etc. Thesis statement: the main point or idea of your speech Preview of Main Points: Preview your upcoming main points Be sure to transition smoothly from attn-getter, to thesis & p review of main points, to the body (Main Point 1).Continue to use transitions to move smoothly from one point to the next and on to the conclusion. Body: I. Main Point 1 A. Supporting Ideas/Subtopic of Main Point 1 B. Supporting Ideas/Subtopic of Main Point 1 – These are backed up by Supporting Material: definition, statistics, example, illustration/story, testimony, compare/contrast. Use vocal citations when appropriate. Transition. II. Main Point 2 A. Supporting Ideas/Subtopic of Main Point 2 1. Additional supporting ideas 2. Additional supporting ideas B. Supporting Ideas/Subtopic of Main Point 2 1. Additional supporting ideas 2. Additional supporting ideas These are backed up by Supporting Material: definition, statistics, example, illustration/story, testimony, compare/contrast. Use vocal citations when appropriate. Transition. III. Main Point 3 A. Supporting Ideas/Subtopic of Main Point 3 B. Supporting Ideas/Subtopic of Main Point 3 – These are backed up by Suppo rting Material: definition, statistics, example, illustration/story, testimony, compare/contrast. Use vocal citations when appropriate. Conclusion: I. II. Summarize Main Points: Provide closure (closing statement, quote, story, etc. ): Comm 1100 – Pergrem Check List for Speech Day Printed comprehensive outline ? Printed works cited or bibliography page, correctly done ? Printed out actual copies of research sources (web pages, magazine articles, etc. ) ? Printed out the speech 1 evaluation sheet with name and topic completed ? Stapled all of the above together with evaluation sheet on top ? Visual aid (fully incorporated into speech) ? Practiced so that speech is within time limits and to the extent that I feel comfortable looking down and my outline and continuing should I lose my place. ? Practiced using a competent, conversational tone, not reading, and looking at audience

Free Essays on Society;s View Of Mental Illness

, society is uncomfortable talking about or accepting mental illness. People constantly turn the other way or refuse to learn about or get to know a person if they have a mental disorder. First of all, we must ask ourselves: What is crazy? Cuomo and Ronacher (1998) say that people are called mentally healthy when they like their behaviour and that people are considered mentally unhealthy if their behaviour is â€Å"unacceptable† or if they don’t like the way that the person acts. Both the common person and psychiatrists judge or diagnose mental illness this way. Macdonald (2003) says that most of the time with mental illness, there is no medical proof, no evidence that there is anything wrong with you. Macdonald has Psychosis and low-grade Schizophrenia. He says that when he was diagnosed with these diseases, he had CAT scans and blood tests, among many other tests, but in actually being diagnosed, all that doctors can do is ask a series of questions to the patient and make a guess based on the responses that they get. Basically, you are diagnosed by opinion and not by actual medicine. He sometimes wonders if there is no suck thing as crazy, mayb e some people are different than others, maybe some people see or hear things that other people do not hear, but what they see could possibly be real, just doctors and society refuse to believe that it is real so these disorders have been d... Free Essays on Society;s View Of Mental Illness Free Essays on Society;s View Of Mental Illness Society’s View On Mental Illness Dictionary.com defines â€Å"Mental Illness† as: â€Å"Any of various conditions characterized by impairment of an individual's normal cognitive, emotional, or behavioural functioning, and caused by social, psychological, biochemical, genetic, or other factors, such as infection or head trauma.† This definition seems normal enough, seems scientific; but if it is so scientific, if it is common to have a mental illness, then why does society have an â€Å"ostrich in the sand† view on mental illness? In other words, society is uncomfortable talking about or accepting mental illness. People constantly turn the other way or refuse to learn about or get to know a person if they have a mental disorder. First of all, we must ask ourselves: What is crazy? Cuomo and Ronacher (1998) say that people are called mentally healthy when they like their behaviour and that people are considered mentally unhealthy if their behaviour is â€Å"unacceptable† or if they don’t like the way that the person acts. Both the common person and psychiatrists judge or diagnose mental illness this way. Macdonald (2003) says that most of the time with mental illness, there is no medical proof, no evidence that there is anything wrong with you. Macdonald has Psychosis and low-grade Schizophrenia. He says that when he was diagnosed with these diseases, he had CAT scans and blood tests, among many other tests, but in actually being diagnosed, all that doctors can do is ask a series of questions to the patient and make a guess based on the responses that they get. Basically, you are diagnosed by opinion and not by actual medicine. He sometimes wonders if there is no suck thing as crazy, mayb e some people are different than others, maybe some people see or hear things that other people do not hear, but what they see could possibly be real, just doctors and society refuse to believe that it is real so these disorders have been d...

shroomy essays

shroomy essays Shroomy is as interesting as his name. I haven ¡t met anyone with a personality even resembling his. The best classification for his personality is different; not to say there is a normal personality. However he is VERY different. His main interests include cartoons action figures and videogames. His lifestyle isn ¡t the most active. He averages 6 hours plus or minus per day on the couch. Most of his off time, or time spent off the couch, is during a dairy queen run trying to satisfy his addiction to blizzards, or while he is in class. He really is a nice guy, but unfortunately he doesn ¡t have many friends. However, I do have a feeling this will change in the futurem or not. Another one of Shroomy ¡s nicknames is game genie. People cannot conceive how much of Shroomy ¡s day is dedicated to Super Nintendo. Mario Brothers is his favorite. X-Men and Teenage Mutant Ninja Turtles are his second favorites. He treats those games better than family. They are his only possessions that are always organized. They have the only clean spot on the bookshelf. Some would call it a shrine of sorts. The Game Genie knows virtually every secret of every level to all the games he owns. He is glued to the television for between three and four hours per day during a super Nintendo gaming marathon. His backside has formed an  ¡ass groove ¡ as he likes to call it. His second favorite past time is playing with his transformers. His collection consists of approximately three dozen robots. He has purchased six since he has been at college. These don ¡t get nearly the respect from Shroomy the video games do, however there is always a transformer within an arms reach. This is just because they are always scattered throughout the room like empty beer cans in an alcoholics living room. When the room is organized, he always sets up a display. The fire truck and big rig are folded out, and all the airplanes, cars ...

Analysis paper Movie Review Example | Topics and Well Written Essays - 1500 words

Analysis paper - Movie Review Example There are similarities in Youngdal’s story and what happened between him and Baek-hwa, but there are also differences in how Youngdal and Chung found White Flower, what happened during the journey to the train station, and the ending. As for the visual aspects, the story and the film focused on the environment and how it reflects the diverse forms of attachment and detachment of the three main characters, but the film underlines more the development of friendship and love in its narrative through dialogue and sound. There are similarities in what happened to Youngdal in the story and the film. Both show that he is caught having an affair with a restaurant owner's wife and so he runs away. Youngdal is also suffering from the â€Å"nomad complex† in the text and film. He has a hard time finding that special something that can make him permanently stay in one place. It could be because of lack of economic opportunities though, which the story explores more than the film. I n the story, Youngdal shares with Chung how he separates with Okja, because he lost his job and Okja needs to work in another place. They promised to be together again, but they know that they are young and poor. Love is not enough to fill hungry stomachs. Furthermore, the story illustrates the detachment or sense of loss that workers feel, because of Korea’s rapid industrialization. In an article, Kwon Yong-min says: â€Å"The Road to Sampo sketches Korea in the 1970s well, showing its rapid urbanization and relentless industrialization. It symbolically shows the sense of loss that the â€Å"uprooted† laborers experienced†¦Ã¢â‚¬  (Park 90). This sense of loss pervades in all three characters. They may not be wandering aimlessly together, but they share sentiments of uncertainty in their lives. Furthermore, there are differences in how Youngdal and Chung meet Baek-hwa in the story and film. In the film, they meet her at a restaurant in town. In the story, Youngd al and Chung meet her under a pine tree, while she is urinating. It seems that this scene was changed to avoid sexual connotations. Moreover, in the story, Youngdal and Chung did not change their course only to search for Baek-hwa. They are only heading to her direction by chance, because they are trying to catch a train to Gamchun, so that they can take a faster route to Sampo. In the film, they seek out Baek-hwa for the money. The motives are different, but they eventually find Baek-hwa in the story too through coincidence. Furthermore, in the story, Baek-hwa talks a great deal as they walk in the snow. In the film, she and Youngdal converse with each other. Despite not speaking so much in the story, Youngdal and Baek-hwa bonded well, because he had to carry her on his back after Baek-hwa sprained her ankle when she fell in a ditch. The physical actions replace the need for conversation. They do not have to speak to understand that they are similar in many ways, for they are both cold and lonely. In the film, there is much dialogue between Youngdal and Baek-hwa. It seems that they are dating. Dialogue and music play a large role in developing their romantic feelings. Both the film and story employ the environment to describe the characters and their experiences of attachment and detachment. The story often describes the environment in relation to characterization and plot development. For instance, after

Title should be chosen by the writer in accordance to the essay

Title should be chosen by the writer in accordance to the instruction - Essay Example The argument behind the above move is that companies stand to benefit through the use of a single set of metrics in gauging human capital. Erica Karop, Head of Global Sector Research at UBS Investments Bank, one of the participants, explained that any client choosing between two banks is most likely to choose and factor the one that spends much more on training and rewarding its workforce, which translates to lower turnover of employees – a costly expense to most organizations (Green, 2012). The U. S. HR Policy Association (HRPA), a lobby group with a membership of more than 300 top HR managers in the U.S, noted that in the current business environment, information regarding how much a company spends on training, and the type of workforce the company hires would be much more important to rival companies than to potential investors (Green, 2012). Therefore, as the business environment rapidly evolves, companies have to be more creative and innovative in training, motivating, an d retaining their workforce to remain competitive in the global market. ... Organizations are rapidly changing their operations towards larger customer oriented units and relying on a rich set of integration mechanisms within these entities. This largely results in different forms of internal hybrids that enhance lateral sharing of individual and organization knowledge, aimed at achieving economies of scale and scope. Similarly, as Green (2012) elaborates, companies through the HR have to strategize on setting a single set of metrics to gauge all the manpower, in ensuring effective integration of these business units as businesses reshape into larger customer oriented units according to the global business environment. Weber’s bureaucracy theory presents the best scenario of the new organizational forms. Clegg et al. (2012) note that Weber’s bureaucracy theory requires that jurisdictional areas be well specified with activities that are well distributed as personal official duties, whereas the traditional approach requires activities to be dele gated by the leader and can be changed at any particular time. In addition, Weber noted that officials in the organization have to be chosen based on technical qualifications, appointed and not elected, and well compensated to motivate them to perform. To ensure low turnover of employees, as Green (2012) explains, Weber’s theory indicated that employment by an organization has to be a career where the worker is a fulltime employee and yearns to have a life long career where they get tenure of their respective positions and are insured against arbitrary dismissals (Clegg et al., 2012). In order to achieve these objectives, managers in different organizations embrace creative and innovative methods to recruit, train, and retain their workforce through different strategies that characterize