The Turkish invasion in Cyprus at 1974 Research Paper

The Turkish invasion in Cyprus at 1974 - Research Paper Example All these were taking place in the knowledge of three guarantor powers which reacted three days after the Turkish invasion in Cyprus. The guarantor powers that included the United Kingdom, Greece and Turkey decided to agree upon the fate of the invaded island. Seemingly, Turkish had a lot of interest in having the most of the island, and, in fact, it ended up acquiring more than a third of the island illegally (Freedman 402). This came as a result of their Attila II pre-planned physical attack which saw them through their acquisition of the island disregarding opinions of other guarantor powers. The above actions were devastative in nature as many things were destroyed ranging from property in the island to individual lives that were claimed in the process of the attack. As a consequence of their brutality, more than 5000 individuals lost their lives. In addition, there resulted a fate unknown, and nobody could account for 1,614 missing Cypriots as well as 4 citizens from the US duri ng the invasion period, Congregation Record (18108). Before the attack on Cyprus by the Turkey, Greece had come up and led a coup whose intention was made known all. As Freedman (402) noted in his book, the Greek-led coup was to unite Cyprus Island with Greece. This is the sole reason why the Turkish military launched an operation to invade the same island to respond and resist the Greek dominion over the same island (Freedman 402). It is a clear fact that Greece was involved in the fight with Turkey over the Cyprus Island which led to atrocious consequences as the one that had previously mentioned. They tried various means of acquisition of the island including military approaches just to win it over Turkey, but it did not succeed as its expectation was. This fight between Greece, and Turkey over Cyprus made them differ over the Aegean territories. As a result, Greece itself tried to apply a diplomacy involvement in solving the issue at hand by then. This included their withdrawal from active participation in the NATO military command from the year that they experienced the fight between them and the Turkey (Freedman 402). This was s due to their partly protest over the issue regarding Cyprus Island that dominated largely by the Turkey. Huth, (136) brings an important aspect of Greek operations which are regarded to be full of diplomacy. For instance, the Greece itself was not willing to confront Turkey by counter attacking them using their available military to continue fighting over Cyprus Island. They avoided this kind of confrontation but rather withdrew and stayed calm over the issue. According to Huth (136), there have been three main crises that rank nationally between Turkey and Greece over Cyprus. The earlier ones, which happened before the 1974 Turkish attack like the 1964 and the 1967 ones, the government of Greece gave in to diplomatic intervention and resolutions. These diplomatic settlements were as a result of threats of using military for inte rvention posed by the Turkish government. Indeed, the 1974 confrontation did not see Greece use any military confrontation to contest against the Turkish invasion and domination upon Cyprus Island. There was a great challenge to international democratic peace in 1974when Turkey and Greece had the conflict over Cyprus Island, as Diez (169) has realized. It is important to note that, before this confrontation, Greece

Final Term Paper Example | Topics and Well Written Essays - 1000 words

Final - Term Paper Example Nobody knows for sure how change will turn out. To a certain extent, nothing is permanent except change itself. This should perhaps remind all of us how to cope with change and adopt to it. Some people adopt to change quite remarkably well, while others flounder and get left behind because of a different attitude towards change. Management scholars, change experts, and talented academicians have studied change and its effects on people, on how to manage the change process to make it a positive outcome, or on how to teach people to adapt and accept change as a positive event that will bring new options or opportunities for those quick enough and astute enough to embrace change as beneficial. The conventional wisdom is that people resist change because it implies chaos and uncertainty. However, a paradigm shift is needed to make people realize how change brings with it a new set of opportunities, the chance to start afresh and the option to wipe the slate clean, so to speak. Some peopl e definitely thrive when exposed to change because they are quick enough to grab the chances presented by change when old rules no longer apply and new ones are just now being implemented. The change process can be managed efficiently only if people open up their eyes and their minds to the benefits that change brings. Change can be a positive event because it brings progress for humankind in ways unimaginable but only if it is steered in the right ways. Discussion Since change is inevitable and oftentimes unavoidable too, people should be ready at all times to adopt and adapt to whatever changes are coming their way. Human recorded history is a continuum of constant changes over the centuries and cumulatively, all those changes can now be seen in the way human civilization has progressed over several millennia. Change itself can be evolutionary (gradual) or revolutionary (abrupt) depending on the circumstances but change is happening all around sometimes without people consciously knowing how change is proceeding. Some people will resist change because they prefer to stay in their comfort zones and be happy with the present way of doing things while some people embrace change for new opportunities it brings. This dichotomy in people's responses is starkly illustrated in the two groups of friends who discovered their cheese was missing; Sniff and Scurry were able to adapt and went about searching for new cheese, while another group (Hem and Haw) just waited for the cheese to just re-appear somewhat magically for them, without them doing anything (Johnson, 2003). Change can be managed actively and steered towards a desired outcome if people will be strong enough to do so. In other words, people can influence change in ways that are positive for them in the long run if they want to, all it takes is just personal willpower and political will to achieve positive change. It means people need to be proactive for change to succeed for them or otherwise, change will f orce people to adapt or wither away. This had been the case of most of ancient civilizations in the world, which achieved their heights and peaks of development but in the process, an unexpected change or event came along to which these civilizations were not able to adapt and caused their decline while new societies came along which prospered with change. Put differently, a person can be an active participant by being a change agent himself or choose to be a passive bystander watching all the change events affecting his own

Individual Project 1 EDU 620 Essay Example | Topics and Well Written Essays - 500 words

Individual Project 1 EDU 620 - Essay Example Thus, it demands a more dynamic personality having skills in analysis, planning, management, and implementation. Most importantly, it requires a learning attitude that leads toward continuous personal and professional development. Discipline of Instructional Design Wills(2009) states that instructional design is a discipline based on scientific principals and a specific set of assumptions verified by empirical data. Upon the base of this data, the professionals design their instructions to meet the specific learning needs of the particular audience. Hence, instruction is a science and instructional design is a technology based upon the science. (Merrill, Drake, Lacy, Pratt, & the ID2 Research Group, 1996).Further, it is a process that includes planning, management, implementation and assessment. Thus instructional design is a process to improve how instructions gets designed and delivered better. However, some scholars consider it not just a science but an art as well. Instructional Design as a Science The scholars who claim instructional design as aligned with science say that instruction is based upon some scientific principals—a huge body of research. Supporting this view point Rowland (1993) establishes that the principles that can explain cause and effect relationship are to be said scientific.

International markets small business in USA Essay Example for Free

International markets small business in USA Essay International markets small business in USA Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Venture capitalists invest massive of money to companies that want to expand but have no enough access to public funds. They are willing to invest in such companies because they earn massive benefit when the company succeeds. Consequently, venture capitalists look for firms with strong management staff, large markets and unique goods with high competitive advantage (Gladstone Gladstone 2004). They are driven by the desire to own a large portion of the company so that they can influence its direction.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   International markets are complex due to their vast geographical coverage in the worlds rapidly changing and growing nations. The basics for international markers ranging from diverse culture and languages, handling issues related to business ethics, selection of distribution and global marketing channels and international communication. They are the key issues that guide the operationality of worldwide markets (Omar, Abduh, Sukmana, 2013)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This situation represent personal and professional dilemma where by the personal and professional interests that are simultaneously conflicting. I will use the principles of ethical decision making process seek supervision self mirror image and illumination of the process will also consider legal obligation that supersedes my professional and personal ethics (Wueste,1994). I will talk both the boss and supervisor to examine their feeling about my situation as that pertain my professional ethics.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The small businesses are important in US economy in many aspects. They employ many people, actually about the half of the total workforce in there a key in driving the economy as opposed to giant multi-billion dollar companies (White House Committee on Small Business, 1962).They are instrumental in stabilizing forces in the economy .the owners are backbone for creativity innovation production and value creation in United States. The small business is actually what stimulates the economy. References Gladstone, D., Gladstone, L. (2004). Venture capital investing: The complete handbook for investing in private businesses for outstanding profits. Upper Saddle River, NJ: Prentice Hall/Financial Times Omar, A., Abduh, M., Sukmana, R. (2013). Fundamentals of Islamic money and capital markets. Singapore: John Wiley White House Committee on Small Business (U.S.). (1962). Small business in the American economy: Its contributions and its problems [and] the role of the Federal Government. Washington. Wueste, D. E. (1994). Professional ethics and social responsibility. Lanham, Md: Rowman and Littlefield. Source document

Family Support Programme for ICU Patient Relatives

Family Support Programme for ICU Patient Relatives Constantin Vintilescu From DNP Online Community Davidson, E., Daly, J., Brady, R. Higgins, P. (2010). Facilitated Sensemaking A Feasibility Study for the Provision of a Family Support Program in the Intensive Care Unit. Critical Care Nurse Journal 33 (2) 177-189. Introduction / Purpose Evidence has shown that family members of Intensive Care Unit (ICU) patients develop anxiety, depression, or post-traumatic stress syndrome -like symptoms. Paparrigopoulos (2006), Joint Commission on Accreditation of Healthcare Organizations (JCAHO) (2006) and the Society of Critical Care Medicine recommend family-centered care, but few studies demonstrate successful interventions to â€Å"decrease the ad ­verse psychological effect of critical illness on the family.â€Å" (Azoulay, 2005) This project served to examine the feasibility of such interven ­tions, and as a pilot program to investigate research procedures before the design of a controlled trial. Derived from business leadership models, â€Å"Facilitated Sensemaking,† provided the theoretical framework for the interventions: family members experience a disruption in their lives when a loved one is admitted to the ICU; they adjust with a compensatory process that may be influenced by nursing interventions. Methods The ‘Family Support Pro ­gram’ was developed consisting of personalized instructions delivered a clinical nurse specialist, and a family visiting kit in zip-locked plastic bag consisting of: a workbook including program introduction and instructions, cognitive recovery activities, activities to perform at the bedside including passive range of motion exercises, and personal care items. The program was offered to 30 consecutive families in a 32 bed â€Å"mixed-use ICU. All participants were English-speaking adult family members of mechanically ventilated adult ICU patients. To evaluate feasibility, data was collected on program acceptance, time of personal instruction, use of items in the family visiting kit, and family perception of program usefulness. In piloting the research procedure: a Family Sup ­port Program evaluation, and adapted Critical Care Family Needs Inventory (aCCFNI) was administered and psychometric properties of the instrument the reliability and validity of the questioner and scoring method were assessed. A convenience sample is a study of subjects taken from a group that is conveniently accessible to a researcher. One advantage of this is that it is easy to access, requiring little effort and time. This sampling method suffers from a major disadvantage in that it is not an accurate representation of the population, which can skew results quite radically. Use of a convenience sample is quite popular and prevalent, however, and it can be valid under certain conditions. Biases and Flaws Any number of biases can occur in a convenience sample. By selecting from a specific population such as students enrolled in Sociology 101, people visiting a mall between 10:00 am and 2:00 pm on Saturdays, or library patrons, the study inadvertently excludes a great deal of the population. Choosing only students in a particular classroom at a certain university can easily exclude certain portions of the general populace, such as children or those without the financial means to attend the school. Such exclusions are not always a problem. For example, a study on library patrons could easily take a convenience sample of people at a certain library and generalize the results. On the other hand, a study on social attitudes toward people with disabilities should not use only the students in a sociology class, which does not necessarily represent an accurate cross-section of the population. This inability to accurately generalize the results of such a group makes it ineffective for many studies. Researchers who want more valid results typically take a probability sample, which attempts to get an accurate representation of the population. It is not generally possible to study everyone, but it is possible to randomly assign people to a study with an eye toward retaining a balance of characteristics seen in the population in general. For example, organizations that conduct political polling usually try to draw on a large database of people and select subjects randomly. This randomization increases the chances of a more accurate pool forming to produce results that can be better generalized. If a convenience sample is used, researchers typically disclose this fact. Good research usually includes a detailed overview of the sampling techniques used, so that people reading about it have a better understanding of how it was conducted. When revealing that a convenience sample was used, the researcher may also present justifications for its use and defend its accuracy. Evaluation / Analysis Standard statistical methods were applied using SPSS. Each aCCFNI item was ranked in order of importance using a weighted average analysis to measure â€Å"the importance of the need and how well that need was met† (Davidson 2010). The Family Sup ­port Program evaluation questioner was in the same way analyzed with descriptive statistics. Results Of the thirty family members approached for the Family Support Program, all consented to participate. 22 surveys were returned. Quantitative analyses of the aCCFNI results determine all 45 needs had some importance. Likewise, all items offered within the family visiting kits were found useful to some fam ­ily members. 42 Referrals to ancillary services were made for the 30 family members. Discussion / Conclusion Like previous research, this study demonstrated the importance of each of the 45-aCCFNI needs. A list of top 10 needs was also identified and corresponds with work by other researchers. Several non-generalizable opportunities for unit-specific performance improvement, including parking and other transportation related areas of stress were identified. 27% of family members who participated in the study did not to complete the surveys. The authors speculate that, â€Å"the early critical care period may be too stressful to concentrate on writing.† Only two family members were observed writing in the provided workbook even though the workbook was reported as helpful on the program evaluation questioner. The authors point-out similar phenomenon demonstrated in the literature (Kloos 2008). The small sample size was identified as a study limitation. Results of this study are â€Å"also limited to English-speaking adult family members of mechanically ventilated patients† (Davidson 2010). The contents of the family visiting kits were re ­fined with feedback received from family members during the study. It was suggested to build a ‘family supply cart’ to wheeled around the unit and offer supplies to family members. Operational issues During the study, many unit-specific issues arose regarding current practice and were for ­warded to the leadership team for action. For example, while screening patients for inclu ­sion into the study, the investigator discovered that many patients did not have family mem ­bers or visitors. A visiting ministry to meet the social needs of those patients has been suggested. Nurses and families alike were unaware of the hospital’s family room in the medical li ­brary equipped with an Internet-connected computer and handy hot-linked Web sites as well as novels. Because of study refer ­rals, the librarian reported an increased use in the family room (M. Robinson, personal oral communication, September 30, 2007). An informational sheet of family-friendly med ­ical information sites was prepared for in ­clusion in the visiting kit and later use. A note card explaining library services was de ­veloped, printed, and stocked in the waiting areas. As found in studies by Lautrette et al,31 Melnyk et al,14 Jones et al,13 and Kloos and Daly,33 family members appreciate supportive interventions that are multimodal in nature, both verbal and written. In this study, families also self-reported and it was observed that tac ­tile interventions using common household items for hands-on bedside activities were a welcome addition to the family support services. CONCLUSION The Family Support Program based on the model of facilitated sensemaking is not only feasible but also helpful to family members of mechanically vented, adult ICU patients. The demonstrated reliability of the aCCFNI supports its continued use in identifying im ­portant needs and evaluating whether those needs are met for families of ICU patients. An overall score weighting importance and needs-met for each item aided in ranking op ­portunities for improvement. Future research is warranted to continue evaluation of the Fa ­cilitated Sensemaking theory and measure ef ­fect of these interventions on outcomes (eg, anxiety, depression, symptoms suggestive of risk for posttraumatic stress). Inclusion of this nursing intervention is warranted to assist family members in communicating with the patient as part of the list of bedside activi ­ties. Future study design should be expanded to other cultures or patient groups. Educa ­tional programs targeted to provide instruc ­tion f or nurses on how to include family mem ­bers into daily practice are also warranted. The time the lead investigator spent per fam ­ily in supportive interactions appeared rea ­sonable for inclusion into the bedside nurse’s practice. Feasibility was further supported in that family members accepted and used the inter ­ventions that were based on concepts of the Facilitated Sensemaking model. Information to assist with decoding by explaining equip ­ment, alarms, and surroundings was notably accepted. Instructions for interacting with or assisting ICU patients were appreciated. The provision of personal care supplies was found to be most helpful and useful. Verbal instruc ­tions and hands-on activities were preferred over journaling activities. References Azoulay, E., Pochard, F., Kentish-Barnes, N. et al. (2005). Risk of post-traumatic stress symptoms in family members of intensive care unit patients. American Journal of Respiratory and Critical Care Medicine .171 (9): 987-994 Paparrigopoulos, T., Melissaki, A., Efthymiou, A. et al.(2006).Short-term psychological impact on family members of intensive care unit patients. Journal of Psychosomatic Research.61 (5):719-722

Views on Sex Education in Schools

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

Its All Downhill :: Personal Narrative Essay Example

It's All Downhill From Here 8:02 a.m. Saturday. It's still dark, as usual, on these cold, winter days. Everybody else is still sleeping and enjoying the comfprting heat of their beds. I crack open the locked window by my bed, an act some deemed downright idiotic. I strip off my pj's, throw on my robe, and head for the shower. Drying off, I think about where I am abou to go. I dress piece by layered piece. I can't wait to hit the slopes! I round up my tools: body, boards, boots, bindings. Everything is in working order and ready for take-off. As I open the front door, I am shocked by the cold and fight my way through the wind to my car. I turn the key and put the heater on full blast. I am almost there. I step out of my car and survey the parking lot. Not too many cars. That's the way I like it. I take a deep breath and savor the frsh air. Already, I can feel the pressure of deadlines lifted off my chest. I strap my skis on, and prepare not just to tackle a run but other situations in my life as well. I skate over to the first pitch of the double diamond slope, and map out where I will take the first couple turns. It is almost like I am assessing my goals in life: getting accepted into Syracuse, owning a house in Colorado, raising a healthy family. I appreciate the sound of carving the first turn as if it was my very last. The crunching of the snow under my feet empowers me to crush the antagonists in my everyday life. The second and third turns secure my self-confidence. Only with the fourth turn do I start to realize that things are not always that easy. I heard it said often, "It's easier said than done." I never believed it until now. I only skid slightly over a patch of ice, but it is enough to start my heart thumping. I am suddenly aware that to finish this run or to reach my goals, I have to be ready for the tricky spots. I know that at any moment I could fall and be forced to start over. My lifetime goals can be affected by any number of things - grades slipping, drugs and alcohol - and I have to be ready to handle anything.