Introduction to Myth

Prologue to Myth: Mythos †Greek word for story (not really evident or bogus) Mythology †the investigation of legends Primitive individuals expected to make stories/fantasies with an end goal to comprehend what was happening in their reality. People are the main creatures with a need to get things; a canine doesn’t think â€Å"why me †. Crude individuals, when frightened, hurt, discouraged, made fantasies to clarify their torment or inconvenience. All societies make legends in their initial turn of events. Around 1200 B. C. , antiquated Greeks started to take recorded history and to make sane and sensible stories. Legend making reached a conclusion once this began.Myths â€Å"illustrate† reality, much as Jesus did in his stories. He didn't give a careful point, yet recounted to a story that demonstrated what he implied. Legends may not tell the exacting truth, however they represent human instinct and human experience. Hypotheses: Max Muller †inferr ed that every single old fantasy are about nature and regular marvel. Carl Jung †noticed that equivalent sorts of fantasies turn up in every single diverse culture, for example, each culture having their own form of the Great Flood. He built up his hypothesis of the Collective Unconscious †that all people are brought into the world with these equivalent thoughts in their minds, lying profound and unconscious.He said that fantasies investigate these profound thoughts of the aggregate oblivious. Claude Levi-Strauss †examine on human mind, that various sides were liable for various capacities. Noticed that the body is double (2 arms, 2 ears, 2 legs†¦) and says that we think two by two with thoughts (on and off, right and off-base, great and shrewdness, yes and no). They are sets of alternate extremes in strife with one another. Levi-Strauss says that man’s whole experience depends on struggle, and that fantasies present the contentions, at that point settle t hem inside the story. The twentieth century was in manners spent looking at and deciphering the thoughts of the nineteenth century.Despite mechanical steps, it has been said that no thoughts originated from the twentieth century. For instance, twentieth century researchers spent their lives dealing with the nineteenth century thoughts of Darwin, Marx and Freud. Sigmund Freud †all human instinct is driven by sex. Freud began psychotherapy. He turned his concentration to legends and presumed that all fantasies are about sex and are a method of uncovering sexual feelings of trepidation and wants without standing up to them consistently. Characters: Zeus, Semele, Hera Zeus †master and ruler of the divine beings. Continually having intercourse to females of various sorts. In this story, Zeus is having intercourse to Semele.But Zeus is hitched to his sister, Hera, who consistently gets some answers concerning his betrayals. Hera camouflages herself as an old human lady and visit s Semele, who admits that not exclusively is she making time with Zeus, yet that he love her more than his own better half! Hera says that no, he doesn’t, in light of the fact that with his own better half, he appears to her as he truly is †as a god-like god. As a rule, Zeus shows up as a human †tall, solid, recognized, a smidgen of dim. So whenever Zeus comes around, Semele requests that he show up as he truly seems to be. Zeus denies her, saying that she doesn’t need to see that.So she bitches and groans until he surrenders, has intercourse to her, and appears to her as the god that he is †so, all in all she is promptly wrecked by an electrical discharge. That story can be dissected by the four speculations recorded previously. Is any single hypothesis right? Are none of them right? 1. Muller’s Nature Theory †in light of the fact that crude individuals are in steady contact and strife with nature. Zeus is a definitive god, significantly ove r the divine force of thunder, and they discover thunder startling. Lightning is Zeus’ weapon, and encountering a lightning jolt is the nearest that they could get to Zeus. So to them, a lightning jolt IS Zeus.Getting struck by lightning is getting hit by Zeus. That’s where nature comes in. Zeus is every now and again portrayed with a lightning jolt. 2. Jung’s Collective Unconscious †two of his thoughts †Anima and Animus. Anima is the male thought of the perfect lady, the all inclusive lady, who makes men insane and keeps them cockeyed by bothering and controlling. Hostility is the possibility that all ladies have of men †vicious, dangerous, forceful, attackers. So legends give an articulation to these thoughts, which lie somewhere down in the oblivious. Both show up in this Zeus story †she annoys him like insane and he decimates her. 3.Levi-Strauss †people are fixated on strife and goals. Every one of the three characters in this story are in struggle with each other clash. In any case, when you dispose of Semele, all contentions are settled. 4. Freud †it’s about sex; Castration Anxiety †a kid has one, a young lady doesn’t. The kid figures she probably cut hers off and stresses that she’ll cut his off. Penis Envy †the young lady looks, he has something she doesn’t, she knows she’s never had one, and she needs one. In this legend, Semele demands to see Zeus â€Å"as he truly is†Ã¢â‚¬ ¦or bare. She’s fixated on it (penis envy).But when he remains there exposed, he needs to execute her (mutilation tension). Creation Know that fantasies strife and repudiate one another, and the Greeks didn't have them in a legitimate request. One does, through, give an account of creation, which we contrast with Genesis from the Bible. Beginning †God is as of now in presence toward the start of Genesis, at that point he makes the universe; the creation request coordi nates the developmental request. The peak of the story is when god makes the primary man. In any case, at that point, man whines that he needs a friend, so lady is made. Greek †begins with mayhem, which in Greek methods â€Å"emptiness† or â€Å"nothing†.So you start with nothing. At that point five creatures appear: * Ge †(genius. ‘gay’) †the earth (ladylike; any word that closes in ‘e’ in Greek is female) * Tartarus †dim horrible jail situated underneath the earth * Eros †energetic love * Erebus †murkiness * Night †night Of the five, three are alarming and dim. It’s unnerving on the grounds that 90% of human creature data originates from sight, and human creature has poor night vision. So night was alarming for crude people, in light of the fact that their predators had either amazing night vision or incredible feeling of smell. Night is when we’re defenseless.Only one of the five was envision ed by Greeks to be in human structure. Eros was an immature kid. They knew a 16-year-old kid could impregnate a greater number of ladies at that age than at some other time in his life. At the point when Romans took over Eros, they transformed him into the five-year-old kid we know as Cupid. Next, Ge conceives an offspring, with no assistance from a man, to Mountains, Seas and Heavens: Ge does this without the assistance of any male. It was expected for quite a while that ladies made children completely all alone, with no assistance from men. This gave them a place of significance and conspicuousness in the public eye, while the men were unimportant.After all, sex was for no reason in particular, and there was no prompt impact. Nobody set up it until man figured out how to check †that was a terrible day for ladies. They made sense of the sun based year, at that point the months, at that point that 9 months after sex, the child went along. So it was the man required all things c onsidered. Also, eggs were inside and imperceptible, while the male discharge was self-evident. So it was the man that really parented the kid, the lady was only a transporter. So now men were the most significant. So later, Ge required a spouse, since men were important after all.She wedded her child Heaven, or Uranus (Ouranos). Since Uranus was the man and Ge was the lady, Uranus got all the credit. After a long drought when the downpours came and the land became green once more, it was Uranus up in the sky that prepared his significant other Ge and gave them crops. Likewise, paradise must be male in light of the fact that he’s on top or more Mother Earth. Crude individuals, similar to kids, saw the world regarding themselves †they thought downpour from the sky was male sperm impregnating the earth. Humanoid attribution †the procedure by which we give human structure to things that are not so much human.His current model was Barney, however the Greek divine beings had a similar scope of feelings (disdain, desire) that Greek people had. This is man making god in man’s picture, since it was the main structure they knew well. (I. e. marriage of paradise and earth †putting a human event to the powerful) (True of Greek divine beings) So we’ve got Ge and Uranus. Be that as it may, Uranus detested his youngsters †he thought they were monstrous. So he stuffed every last one of them once more into the group of Ge (earth). Ge was in torment so she approached the children within her for help, however just Cronus (most youthful kid) would help her.She got some iron from inside herself and shaped a sickle (regular instrument with bended cutting edge to cut grain), and offered it to Cronus. Cronus stowed away at night until Uranus returned to lay down with his better half, at that point Cronus leaped out, got Uranus’ private parts, hacked them off, and tossed them into the ocean, where they coasted. A froth conformed to the private parts, and out of that froth came Aphrodite, the goddess of energetic love. (Keep in mind: lord of affection is Eros) How does Cronus get out? Does he remain on his mom Ge, since she is the earth? Is Uranus the sky or is he a man with genitals?The Greeks weren’t worried about sensible subtleties (didn’t feel that way) †the more peculiar, silly and brutal the story, the more seasoned and increasingly crude it is. Presently, the male is the main genuine parent, since he gives the obvious sperm and the lady is only a transporter. So the male is the leader of the family, and a male ruler runs over all families. So since infant making was the significant section, a mutilated male couldn't be in control. So Uranus was not, at this point boss †Cronus, his defeater,

Roman Law Essays - Roman Law, Ius, Ancient Rome, Jus Gentium

Roman Law Essays - Roman Law, Ius, Ancient Rome, Jus Gentium Roman Law Presentation Roman Law was the law that was as a result all through the period of classical times in the City of Rome and later in the Roman Empire. At the point when Roman guideline over Europe reached a conclusion, Roman law was largelythough not completelyforgotten. (Old Rome, Compton's 96) The soonest code of Roman Law was the Law of the Twelve Tables. It was formalized in 451-450BC from existing oral law by ten judges, called decemvirs, and recorded on tablets of bronze, which were posted in the chief Roman Forum. As indicated by custom, the code was attracted up to conciliate the plebs, who kept up that their freedoms were not satisfactorily secured by the unwritten law as deciphered by patrician appointed authorities. (Old Rome, Compton's 96) Originally ten tablets of laws were engraved; two additional tablets were included the next year. The tablets were crushed in the sack of Rome by the Gauls in 390BC, however some of the laws are known through references in later Latin writing. The Twelve Tables secured all classifications of the law and furthermore included explicit punishments for different infractions. The code experienced successive changes yet stayed as a result for right around 1000 years. In the sixth century a commission designated by the Roman sovereign Justinian combined all the wellsprings of law, bringing about the Corpus Juris Civilis (Body of Civil Law). The Corpus Juris had no quick impact in Western Europe, yet in the second 50% of the eleventh century it was rediscovered in Italy. The investigation of law dependent on the Corpus Juris was founded at European colleges, and the Corpus Juris turned into a significant piece of Continental law. (Antiquated Rome, Compton's 96) Combined with group law and the traditions of vendors, they shaped a collection of law known all through mainland Europe. During the seventeenth and eighteenth hundreds of years the authority of the Corpus Juris started to decrease as it was rethought. The stage was set for the codification of present day common law. In the nineteenth century most affable law nations arranged the greater part of their lawful rules. The Early Law Before the Twelve Tables, the law of Rome was strict in character, and its understanding rested with ministers, who were individuals from the patrician class. Grievances and tumult by the plebs, the ordinary citizens, prompted the decrease to composing of the current legitimate traditions and the expansion of new standards obscure in the standard law. The Law of the Twelve Tables subsequently drafted was submitted to and acknowledged by the mainstream get together. This code put forward basic standards reasonable for a rural network; it set up equivalent law for patricians and plebs and was prized by the Romans as the wellspring of all open and private law. The lawful framework built up under this code, and the assemblage of decides that created around it, applied only to Roman residents and was known as the jus civile. (Old Rome, Compton's 96) The laws of the Twelve Tables are one of the most punctual surviving law codes. Covering both common and criminal issues, it is usually accepted that these laws served to classify existing custom. They give an important knowledge into Roman law, yet into Roman culture too. Here are a few extracts taken from the interpreted form. Rapidly slaughter ... an appallingly twisted youngster. In the event that a dad threefold acquiescence a child available to be purchased, the child will be liberated from the dad. A kid brought into the world ten months after the dad's demise won't be conceded into a lawful legacy. Females will stay in guardianship in any event, when they have achieved their dominant part ... but Vestal Virgins. A high-roller is taboo to practice organization over his own products. People will repair roadways. On the off chance that they don't keep them laid with stone, an individual will drive his monsters where he wishes. It is allowed to accumulate natural product tumbling down on another man's ranch. In the event that any individual has sung or formed against someone else a melody, for example, was making criticism or affront another, he will be clubbed to death. On the off chance that an individual has disfigured another's appendage, let there be counter in kind except if he settles on understanding for settlement with him. Intermarriage will not occur among plebeians and patricians. (Touregypt.net) Impacts of Roman Rule Triumph over the Mediterranean bowl constrained the Romans to work

symptoms of nostalgia

symptoms of nostalgia Its the time of year when the blogs get a little wistful. I attribute it to a few factors. The sun goes down at 4 pm. Its cold, so you want to spend all the time you can indoors where its warm. This makes you sleepy. Freshman fall feels like the most socially important semester of your MIT experience, and its coming to an end. Sophomore fall is notoriously academically difficult because youre adjusting your expectations of yourself post-PNR, and the end feels really far away. Junior fall is stressful, maybe because youre doubting everything you did in the first two years, or maybe because youre locked in to your path and desperately need to find a job or something productive to do over the summer. Senior fall is exhausting because the end is in sight and youre actively making decisions about what youre going to do after you leave. You havent been home in a while, and you miss it (or just the stuff that you associate it with). Personally, all that time spent inside with people and Vietnam War-era radiators predisposes me to avoidable illnesses. This year its a sinus infection thats made it difficult to keep my eyes open. Around this time last year, I went to MIT Medical with some kind of GI-related dehydration that caused me to miss an exam in this class, and they gave me 2 L of IV saline. This was confusing to me because someone of my size would typically only have a total blood volume of 3.1-3.3 L. That was a fun way to spend birthday 21. Personally, senior fall has gone by too fast for me to have any kind of meaningful reflections about it. I spent most of it stressing out about the next closest due date, unsure how I was going to finish grad apps01 now that Im done with these, I can stop complaining and Post by 12/1 if I had other stuff due before then. The adage about time flies when youre having fun could be sort of Occams razored into time flies.02 feat. Frenship. This is a terrible inside joke for people who went to MIT at the time of SpringFest 2017 Now I have even more deadlines to work on: a pset due Thursday, a paper due Monday, a video project due Tuesday, an exam on Tuesday, and a Twine project due Wednesday. No finals, though, so I can go home early. Personally, I miss being at home because it reminds me of childhood.03 I wanted to link a classic tweet here but thought it might be a bit much to post a tweet that starts with You kill yourself, so Ill just quote it in the annotations: YOU KILL YOURSELF AND IMMEDIATELY WAKE UP AS A CHILD ON YOUR PARENTS BED. YOU’VE BEEN ASLEEP FOR HALF AN HOUR. THE SUN IS SHINING. Theres usually food in the house, laundry doesnt cost $2.50, and I can take long showers. I can watch cable TV on an actual TV. My car is in the driveway, and I can go anywhere. My old stuff is there, and Im going to go through it in a couple of years to clear some space. In coping with all of the above and the threat and promise of an uncertain future,04 feels bad to use this phrase when it probably better applies to much less privileged people who take bigger risks than I do, considering the uncertain future Im talking about is grad school and whatever comes after that, but when youre in your twenties everything feels big and scary Ive subconsciously picked up a few habits that take me back to the past. Here are my symptoms of nostalgia. Disposable cameras and physical photos. I got my first camera around 2003 or 2004. It was a cheap little plastic thing that took 35mm film from a plastic canister. I used it to take pictures of things in San Diego when I went to visit my grandmother and cousins. Those pictures were terribly exposed and composed, but theyre still out there somewhere. I like the physicality, the lack of instant gratification. You dont know what the picture is going to look like until you get it developed, and you cant just go back and delete the bad ones. I got a disposable camera for Christmas last year, took a lot of pictures, and got it developed over the summer. It was incredibly satisfying. I sent the developed pictures to my friends as postcards (see #2). An arrow pointing right Previous An arrow pointing right Next Postcards and snail mail. It feels nice to get a postcard in the mail, so Ive started to send people postcards. I bought a couple sheets of Ellsworth Kelly stamps, but my favorite stamps so far have been the commemorative fiftieth anniversary Woodstock ones. Theyll be put to good use on the thank you cards Im sending to the people who wrote me letters of recommendation for grad school. so cute Paying with cash. This one is hard to do in a place like Cambridge where paying with cash is a hassle. If I go to sit-down restaurants, I try to pay the tab with a card but tip in cash. Ive heard that some waiters like that better. Analog time-telling. As a Luddite at a tech school,05 Shes Not Like Other Girls I resent a lot of the stuff my peers get really excited about. One of these stuffs is the Apple Watch. I dont get it. However, Im tired of having to check my phone for the time. So Im getting an analog wristwatch. Truly timeless. Early-mid-00s media consumption. Been watching a lot of My Name is Earl and listening to the first Interpol album. The second one might be the result of finally finishing Lizzy Goodmans Meet Me in the Bathroom, a book Ive been trying to finish for like a year and just got around to finishing this summer. I highly recommend, especially if you like the Strokes. from my beach goth trip to watsonville, california in august 2019 Chewing gum. Theres something in my blogger bio about how Im always chewing gum. This is because in high school, I was always chewing gum. Then again, in high school, I also never wore my hair in any kind of style that wasnt a ponytail.06 energy can be transferred but not destroyed: this idiosyncrasy has most likely re-manifested as another form of restriction, like how I only wear black shoes now I quickly realized that hair is a nice way to keep your face warm in the winter, but the gum-chewing did come to an end. Until a few weeks ago, when I started it up again. It gives my mouth something to do while I nervously chip away at assignments. Wants and desires. I really want a holographic07 I recently learned that a holograph is a document written in the authors own handwriting, which is strange because I associate holographic with those holo Pokemon cards sticker kit for Christmas. Theres an IAP class at MIT where you can learn how to make holograms, but I am not sure that I will be back on campus in time to start that. I want grilled cheese and cinnamon rolls from a tube and the least nutritious kind of chicken noodle soup, no carrots. I want to watch The Master of Disguise on DVD and not think about my phone. I want to ride a bike for the first time in years. Maybe I can get some of this done over break. As an elder blogger, its weird to think that some of the people reading this wont have the shared knowledge to understand why I crave these things. But soon enough, youll be here too! Give it a few years! Youll be smiling, listening to Party Rock Anthem and looking at old Vines, remembering a simpler time. P. S. To all the regular action applicants procrastinating on their essays by reading blog posts, GET TO WORK. And to all the early action applicants waiting for their decisions, KEEP IT UP (the waiting). Time is passing ever so quickly. Post Tagged #nostalgia now that I'm done with these, I can stop complaining and Post back to text ? feat. Frenship. This is a terrible inside joke for people who went to MIT at the time of SpringFest 2017 back to text ? I wanted to link a classic tweet here but thought it might be a bit much to post a tweet that starts with 'You kill yourself,' so I'll just quote it in the annotations: 'YOU KILL YOURSELF AND IMMEDIATELY WAKE UP AS A CHILD ON YOUR PARENTS BED. YOU’VE BEEN ASLEEP FOR HALF AN HOUR. THE SUN IS SHINING. back to text ? feels bad to use this phrase when it probably better applies to much less privileged people who take bigger risks than I do, considering the uncertain future I'm talking about is grad school and whatever comes after that, but when you're in your twenties everything feels big and scary back to text ? She's Not Like Other Girls back to text ? energy can be transferred but not destroyed: this idiosyncrasy has most likely re-manifested as another form of restriction, like how I only wear black shoes now back to text ? I recently learned that a holograph is a document written in the author's own handwriting, which is strange because I associate 'holographic' with those holo Pokemon cards back to text ?

Black Lives Matter Against Police Brutality - Free Essay Example

Sample details Pages: 3 Words: 754 Downloads: 2 Date added: 2019/03/26 Category Society Essay Level High school Tags: Black Lives Matter Essay Police Brutality Essay Did you like this example? African Americans have suffered at the hands of law enforcement for far too long. Black Lives Matter is a movement created to bring awareness to police brutality and diminish it. In Dani McClains article, Black Lives Matter: What Comes After the Hashtag?, she proceeds to discuss how social media sparked the BLM movement and all of the campaigns that were created to help those oppressed by the law. Don’t waste time! Our writers will create an original "Black Lives Matter Against Police Brutality" essay for you Create order Similar to this, in Josh Bowers article, Annoy No Cop, he explains how the enemy in this play are the officers themselves. Although Bowers does make a reasonable argument, he seems a bit too close minded, whereas McClain stands with the BLM movement and discusses the positive impact it has on those that have suffered loss. In Bowers article, he argues that officers are exercising their power over the people. He touches on the Black Lives Matter Movement, but he does not go into detail about what it has done to benefit African Americans; he mostly discusses the downsides of the law between a civilian and a law enforcement official. He explains this by saying :if the officers legal and factual mistakes are deemed reasonable, then his conduct -the arrest- is constitutional. In turn, I am subjected to a different constraint. and in public, possess no open containers of something that an officer reasonably could believe to be alcohol (even if it not) in a manner he reasonably could believe violates the law (even if it does not). The end result is that the officer has the opportunity to arrest me with neither sufficient proof of a criminal act not even an applicable criminal statue. My autonomy is constrained by the reasonable officers belief, evaluated from his perspective (Bowers 134). The purpose of BLM w as to empower those traumatized by the recent events, but Bowers does not go into detail on that. In McClains article, she provides a deeper insight on the BLM movement; she touches on the topic of activists who suffer from depression and she supplies information on the events leading up to the movement, as well as details of activists and their accomplishments. Unlike many authors, McClain gives insight on the lives of those who support BLM. She begins by introducing Sandra Blands distress signals before committing suicide. Another tragic incident, MarShawn McCarrel, posted on his Facebook page before fatally shooting himself on the steps of his states capitol. Since their deaths, word has spread about Black Lives Matter activists having depression. (McClain 18). McClain then explores the accomplishments that the activists have achieved. After the death of 17-year-old Trayvon Martin, hundred of students in Miami-Dade and Broward counties protested on the fact that the Martins killer, George Zimmerman, hadnt been arrested on any charges. Umi Selah and others in a college activist group organized a forty mile (forty miles for forty days that Zimmerman remained free) march from Daytona Beach to the Sanford Police Department. About a year later, Zimmerman was claimed not guilty on charges of second-degree murder/manslaughter. Angered by this, the Dream Defenders arrived in Tallahassee and occupied the Florida statehouse for 4 weeks as an attempt to push Republican Governor Rick Scott to call a special legislative session to review the states stand your ground law, racial profiling, and school push-out policies, all of which the organization linked to Martins death. (19). Following those events was the death of Michael Brown. McClain continues to address the massive twitter feud regarding the incident on November 24, 2014, when the St. Louis County prosecutor announced that a grand jury had determined not to press charges against the officer responsible for Michael Browns demise, Darren Wilson. Weeks later, when the police officer who choked Eric Garner to death in New York City was also not indicted, 4.4 million tweets over a period of seven days kept the nations attention focused on the fight for police accountability. Hashtags like #BlackLivesMatter, #Ferguson, #HandsUpDontShoot and #IfTheyGunnedMeDown gave users including those not yet involved in activism a way to contribute to conversations they cared about. (20). The purpose of the Black Lives Matter movement is so much more than officer vs citizen. It is about human rights. As McClain stated, Todays racial-justice movement demands an end to the disproportionate killing of black people by law-enforcement officials and vigilantes. (20) African Americans have undergone torment and suffering since the days of Jim Crow, and continue to do so today. Racism is still with us. But it is up to us to prepare our children for what they have to meet, and, hopefully, we shall overcome.

Statement of Purpose Engineering Business Management

After completion of my national service, I set my eyes on gaining more work experience and then pursuing a Msc degree. I am excited to now be on the cusp of making that dream a reality. I have come a long way from the reserved college freshman who dreaded the thought of being a student class leader because it involved public speaking, to a flamboyant leader and colleague. I conquered those fears to now become the Project Coordinator for the GRA (Ghana Revenue Authority) and GCNET E-Government project. My engineering degree has given me a strong foundation for my analytical and technical skills. A Computer Engineering degree involves complex and intricate calculations and the application of basic math skills. I am interested in factors†¦show more content†¦I believe a Masters degree in Engineering Business Management will give me the invaluable skills to manage, lead and collaborate effectively with people. It will also develop my abilities to analyze problems from a business perspective, keeping in mind the constraints and limitations of the real world. At CIPD GIMPA, apart from being a Systems Engineer, I am also an instructor in IT Service Management (ITIL V3) which is a framework for service delivery used by Vodafone, Toyota Ghana, Newmont Ghana, Tullow Oil, just to mention a few. This program has given me the opportunity to interact with a number of policy makers, industry analysts and economists in an effort to understand the dynamics and important issues connected with each of these industries. All this has given me invaluable insights into the environment in which companies operate, how they affect their environment and are affected by it. It has enabled me to observe some of the efficient ways and not-so-efficient ways of running a business. Certain discussions in class have been thought-provoking; my most recent class discussion on the redesigning of a company’s structure and systems in terms of service delivery, brought out the necessity of good organization structures and significance of systems that work well. The time limitation of preparing for class and troubleshooting network problems, has taught me to plan well, work systematically and keep myself up-to-date with the latestShow MoreRelatedMaster Of Science : Information Science And Technology Essay979 Words   |  4 PagesStatement of Purpose Name: Sujit Subhash Program: Master of Science in Information Science and Technology I am applying for the Master of Science in Information Science and Technology program at the Missouri University of Science and Technology as I believe this program will give me the strongest foundation and skills to one day drive my entrepreneurial endeavors. 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Sex Education Taught to 8 Year Olds Free Essays

Eight-year-old children are being targeted for more detailed sex education in schools. In Christchurch today, Family Planning is launching a new resource for teachers of late-primary and intermediate-age children. The launch has upset the conservative lobby group Family First, which is urging Family Planning to â€Å"butt out† and leave sex education to parents. We will write a custom essay sample on Sex Education Taught to 8 Year Olds or any similar topic only for you Order Now The resource, called The Sexuality Road, is aimed at younger children because research shows that they are now entering puberty earlier. Young people have a right to understand what is happening to their bodies and their emotions,† Family Planning director of health promotion Frances Bird said. â€Å"Sexuality education that works starts early, before young people reach puberty, and before they have developed established patterns of behavior. † The Sexuality Road provides teachers with a programme of 10 lessons and evaluations per year. Each year comes with lesson plans, activity worksheets, and resources. Year 5 and 6 (nine and 10-year-old) pupils look at pubertal change, friendships, gender, families, menstruation, fertility, conception and personal support. Year 7 and 8 pupils focus more on changing feelings and emotions and their effects on relationships, sexual attraction, decision-making around sexual attraction, conception and birth, contraception and support agencies. Bird said international evidence showed children were entering puberty earlier than had been seen in decades. The average age of puberty for girls in New Zealand had fallen to between nine and 14 and for boys, it was between 11 and 16, Bird said. â€Å"Some people are concerned that providing information about sex and sexuality arouses curiosity and can lead to sexual experimentation. There is no evidence that this happens,† she said. New Zealand teenagers rate second-highest in the developed world for teen pregnancies. The Press last month revealed research showing more than a third of 16-year-olds have already had sex and half say they have been in love. An Education Review Office report, commissioned by the ministries of Women’s Affairs, Health and Education, found at least half of all sex education in schools was presented by teachers with no qualifications in the subject. Liggins Institute director, and newly appointed chief science adviser, Professor Peter Gluckman has earlier called for action to address the â€Å"emerging national crisis,† in sex education for younger children. â€Å"Sex and health education has to become mainstream and away from the idea that it’s only for the physed teacher who is least equipped to deal with it,† Gluckman said. Family First national director Bob McCoskrie said children should be taught sex education by their parents when they were ready. â€Å"The simple message to Family Planning is `butt out and leave it to parents’,† McCoskrie said. Parents know their kids the best. They know their emotional and moral development best and have their own values. Family Planning should not be interacting with kids of that age. † McCoskrie said schools had become â€Å"one-stop shops† for dealing with social problems in the community. Some parents felt overawed by â€Å"the sex tal k† with their children, so resources should be put in to helping them better understand what was required, McCoskrie said. â€Å"It needs to be values-based and we think parents are the ones who determine the values. Bird said children should be exposed to a range of values, attitudes and opinions. According to a survey run on the Netmums parenting website, the majority of parents believe children should start learning about sex and relationships when they are eight years old. I can hear them already. The shocked and outraged tones of the other â€Å"moral† majority reacting to yet another progressive plot to corrupt children. â€Å"We’ll have no sex education here! † Or if we must, let them wait until they’re actually doing it. That is sad, because such views are themselves transformative, turning sex from a natural and evolving topic to a dangerous threshold, making childhood sexualisation more, not less, likely. Talking about sex starts much earlier transforms the likelihoods that children will be better informed. Children use sexual terms long before they reach the age of eight (year 3). Listening recently to year 1 conversations, I overheard boys talking about â€Å"having sex† (they mean â€Å"cuddling†). They insult each other using terms such as â€Å"gay†. Discussion of sex runs through the playground discourse like Blackpool through a stick of rock: it’s just very badly formed. Talking about sex needs to start earlier so that children will not be confused at a leter time when it is learned thru their peer group. A straw poll of local school kids suggests little useful sex education is received before the age of 13. That’s two years after the average age at which girls begin their periods – five years after some. If you’re not told about such stuff at home, how terrifying to be eight and suddenly bleeding. A range of studies report puberty starting earlier in western societies – and while the reality of sexual experimentation may not be as graphic or extreme as the tabloids would have us believe, that, too, can begin long before 13. Sexual orientation and identity, too, can be obvious at a very early age (from six onward): once more, how scary to grow in an atmosphere that makes â€Å"queers† always the butt of jokes with no balancing official information. Sex doesn’t have to be sexual in nature. Many of the dirtiest, smuttiest most adult things about sex are just that: adult. There is a depressing read-across from adult values to child: many people assume that a child doing something â€Å"sexy† understands their behavior and intends the result. Children learn through play. Girls dress, use makeup and dance in ways that would be erotic if their mums did them – but absolutely aren’t when they do. Children can be educated about sex without focusing on the erotic. It’s never too young to learn respect for the beliefs of sexually actions. The most misleading thing about this debate is that opponents caricature sex education as being about just one thing. In fact, broad and structured sex education will provide grounding in relationships, biology, safety, health, respect for others and consent. These will be introduced at the appropriate point using language appropriate to the age discovering them. In a world in which many adult relationships continue to be conducted through the emotions of childhood – and one in four women (and one in five men) are still suffering domestic violence – early sex ed is as much about learning the most basic of lessons – the right to say no – as anything else. How to cite Sex Education Taught to 8 Year Olds, Papers

The Mother Tongue Language as the Medium of Instruction from Kinder free essay sample

This study analyzes the perception of BEED students of Taguig City University towards Mother Tongue Language as the medium of instruction from kinder to Grade 3. Through this study, it will identify if the students believe that the utilization of mother tongue in teaching Math and Science can elevate the competitiveness of every student. Based from the result of this study, it was found out that the BEED students prefer Mother tongue based education system in Math and Science. But they doubt their skills in terminology translation in order to deliver a spontaneous discussion. The BEED students would also like to gather more information about Mother Tongue based Education system. Thus, the respondents appreciated the utilization of Mother Tongue Based language in teaching Mathematics and Science as reflected on the result of the survey-questionnaire. Therefore, their perception towards mother tongue based language as the medium of instruction from kinder to grade 3 addresses the issue of child-centeredness as the main focus of instructional delivery in the teaching-learning process. We will write a custom essay sample on The Mother Tongue Language as the Medium of Instruction from Kinder or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Moreover, the researcher found out that a number of BEED students requests for more seminars and educational gatherings for the improvement of their skill in teaching the subject using the Mother Tongue Language. Thus, the researcher recommends to the BEED Department or to the College of Education to make a four-day a week school plan and allot one day to conduct seminars for the said topic. They may use the style of the other universities like Philippine Normal University who is having a 4-day a week (M-Th; T-F) plan wherein Wednesday is being used either as a research day or seminar day for the faculties and students. I. Introduction In lieu with the implementation of the Enhanced Basic Education (K+12 Program), the Department of Education also adapted the Mother Tongue Language Based Instruction from Kindergarten up to Grade III. The program defines the utilization of the native language or dialect, of a certain province, as the medium of instruction, especially on the subjects which is originally taught in English, enabling better understanding of the learners. The benefit of this adaptation is the simplicity and legibility of the delivery of every lesson because it is delivered in a language that the learners already knew. Thus, there would be a positive output and feedback on the level of mastery of the learners. However, the deterioration of the learners’ ability to develop or enhance the language skill is very visible. The possibility of the use of other language (i. e. Filipino, English) is that it decreases due to the toleration of the use of the mother tongue and continuous exposure to a routinely environment. The less the learners are exposed to exercises, practice and utilization of the other language, the harder they are to be taught in the succeeding years. Thus, a learner may exhibit difficulties in terms of comprehension, interpretation and pronunciation, which are essential to the development of the linguistic, social and psychological distinction as part of the holistic development of the learners. So as to keep abreast with the development of this program, this study aims to define the perception of the Bachelor of Elementary Education students of the College of Education in Taguig City University, towards this program. This study also seeks to identify suggested intervention towards the program. II. Main Body RELATED LITERATURE AND STUDIES Foreign When children come to school, they can talk in their MT about concrete everyday things in a face-to-face situation in their own environment where the context is clear: they can see and touch the things they are talking about and they get immediate feedback if they do not understand (â€Å"I didn’t mean the apples, I asked you to bring bananas†). They speak fluently, with a native accent, and they know the basic grammar and many concrete words. They can explain all the basic needs in the MT: they have basic interpersonal communicative skills (BICS). This may be enough for the first grades in school where teachers are still talking about things that the child knows. But later in school children need abstract intellectually and linguistically much more demanding concepts; they need to be able to understand and talk about things far away (e. g. in geography, history) or things that cannot be seen (e. g. mathematical and scientific concepts, honesty, constitution, fairness, democracy). They need to be able to solve problems using just language and abstract reasoning, without being able to do concrete things (â€Å"if I first do A, then either D or E happens; if I then choose K, X may happen but Y may also happen; therefore it is best to do B or C first†). The cognitive-academic language proficiency (CALP) that is needed to manage from grade 3 on in school, in higher grades, upper secondary school and later in life, develops slowly. Children need to develop these abstract concepts on the basis of what they already know in their mother tongue. If the development of the mother tongue CALP (which mainly happens through formal education) is cut off when the child starts school, s/he may never have an opportunity to develop higher abstract thinking in any language. If teaching is in a language that the Indigenous/Tribal/Minority (ITM) child does not know (e. g. Nepali), the child sits in the classroom the first 2-3 years without understanding much of the teaching. S/he may repeat mechanically what the teacher says, without understanding, without developing her capacity to think with the help of language, and without learning almost anything of the subjects that she is taught. This is why many ITM children leave school early, not having learned much Nepali, not having learned properly how to read and write, not having developed their mother tongue, and almost without any school knowledge (August 2012) The Global Partnership for Education (GPE) recently convened a meeting of its Community of Practice for Early Grade Reading. SIL is one of the development partners participating in this effort to improve education for children in developing countries. Among those who shared research and led discussion at the meeting was Dr. Steve Walter, one of SIL’s senior literacy and education consultants and Associate Professor of Language Development at the Graduate Institute of Applied Linguistics. Walter presented the results of a study evaluating the effectiveness of mother-tongue-first multilingual education in the Central African nation of Cameroon. In the area where the research was carried out, Kom is the primary language spoken, but English is the language of instruction in local schools. In 2007, SIL introduced an experimental program in which twelve schools were designated to provide classroom instruction in Kom (the students’ first language) through Grade 3. * Research gathered during the past five years of the program indicates that students in the Kom mother-tongue program scored better in almost every measure of student progress. During this time, students also study English as one of their school subjects (oral English in Grades 1 and 2, with students learning to read and write English in Grade 3). From Grade 4 onward, English is the medium of instruction in all schools. Local Recent initiatives on mother tongues revolve around Mother Tongue-Based Multilingual Education or MTB-MLE. It was institutionalized on July 14, 2009 through Order No. 74 of the Department of Education (DepEd), therefore it is believed to have supplanted the country’s bilingual education policy (English and Filipino as media of instruction) which has been in place for close to three decades now. The difference between MTB-MLE and bilingual policy can be understood essentially in terms of which languages should be the media of instruction. Philippine bilingual education requires English and Filipino, the national language, as media of instruction depending on which subjects are being taught (see Gonzalez; Luzares). MTB-MLE, on the other hand, pushes for the mother tongues of students as media of instruction in all subjects. Currently, however, the debates seem to be limited to MLE and bilingual policy issues in the primary grades. It must be highlighted, however, that the MTB-MLE framework is really not new (see UNESCO The Use of Vernacular Language). As will be discussed in a section below, mother tongue instruction has been vigorously pursued in non formal/indigenous/minority schools in the country. The mother tongues in these schools have not only served as tools for effective learning, but also as channels for the expression and affirmation of local cultures and identities. These uses of the mother tongues have rarely been questioned because of possibly at least two reasons. The first is that the MLE framework in these places has usually been a part of a larger framework of social and community development where the mother tongues are the â€Å"natural†: choice; the second is that it has been used â€Å"outside† the mainstream education system where the bilingual education policy was put in place (Canieso-Doronila â€Å"The Emergence of Schools†; Tupas â€Å"Kalayagan†; Dekker and Young). During a language conference, Department of Education (DepEd) Sec Br Armin Luistro FSC talked about Mother Tongue-Based Multi-lingual Education (MTB-MLE) – a feature of the Enhanced Basic Education Program which mandates the use of the language that pupils are familiar with (their first language) as medium of instruction to make it easier for young students to grasp basic concepts. Luistro wants to emphasize that the teachers need to adjust to the students’ needs and use the language they are familiar with to teach the necessary concepts. â€Å"We want our schools to be learner-centered, meaning we take their needs into account when we teach. As much as possible we try to adjust to facilitate learning. † The mother tongue as a subject focuses on the development of reading and speaking from Grades 1 to 3. As a medium of instruction the mother tongue is used in all learning areas from Kinder to Grade 3 except in the teaching of Filipino and English subjects. Filipino is introduced in the first semester of Grade 1 for oral fluency (speaking). For reading and writing purposes, it will be taught beginning in the second semester of Grade 1. The four other macro skills which are listening, speaking, reading and writing in Filipino will continuously be developed from Grades 2 to 6. At present the DepEd has teaching materials in Bahasa-Sug, Bicolano, Cebuano, Chavacano, Hiligaynon, Ilokano, Kapampangan, Maguindanaoan, Maranao, Pangasinense, Tagalog, and Waray-waray and is developing materials in Ybanag, Ivatan, Sambal, Aklanon, Kinaray-a , Yakan and Surigaonon. MAJOR AND MINOR CONSTRAINTS Major Constraints The linguistic competency of the Elementary teachers in using Mother Tongue Language as the medium of instruction, especially in the subjects of Mathematics and Science, is not easy to improve. The translation of numerous terminologies from its original language is another main constraint. The quality of the English proficiency in the prior level is given less attention. Minor Constraints In the cultural aspect, the implementation of Mother Tongue Language is in contrary to the belief that Philippines must not be divided in terms of dialect. In terms of national competitions, the dialect isolates the contestants coming from the places with other dialect than Tagalog. In social aspect, it weakens the sociability of a young individual that transfers from their locality to another locality with different dialect Trends and Issues about Mother Tongue-Based Language in the Philippines The lessons and findings of various local initiatives and international studies in basic education have validated the superiority of the use of the learners’ mother tongue or first language in improving learning outcomes and promoting Education for All (AFA). DepEd Order No. 74, s. 2009 further explained that the preponderance of local and international research consistent with the Basic Education Sector Reform Agenda (BESRA) recommendations affirms the benefits and relevance of MLE. Notable empirical studies like the Lingua Project and Lubuagan First Language Component show that: First, learners learn to read more quickly when in their first language Second, pupils who have learned to read and write in their first language, learn to speak, read and write in a second language and third language more quickly than those who are taught in the second or third language; Third, in terms of cognitive development and its effect in other academic areas, pupils taught to write in their first language acquire such competencies more quickly. Relatedly, the study of DepEd Region IV-B (MIMAROPA) entitled; Double Exposure in Mathematics: A Glimpse of Mother- Tongue First has provided the local validation of the fundamental observation that top performing countries in the Trends in International Mathematics and Science Studies(TIMSS), are those that teach and test students in Science and Math in their own language. Analysis Table A Question No. 1 Yes No Total No. of Respondents Do you think teaching Mathematics in Grade II using mother-tongue language can elevate the competitiveness of every student? 66 34 100 Table A shows that there are 66% of the total number of respondents says that students’ competitiveness can be evaluated by using mother-tongue language in teaching Mathematics in Grade II while the other 34% disagree to it. Table B Question No. 2 Yes No Total No. of Respondents In Mathematics 2 and 3, do you think usage of Mother-tongue based terminologies can result to a better knowledge acquisition, rather than using the English terminologies (e. g. plus, minus, times, divided by, one-fourth, one-half, etc. )? 48 52 100 Table B shows that 52% of the respondents say that using mother-tongue based terminologies cannot result to a better knowledge acquisition rather than using the English terminologies (e. g. Plus, Minus, Divided by, One-fourth, One-half) in teaching Mathematics II and III while the remaining 48% say it can result to a better knowledge acquisition. Table C Question No. 3 Yes No Total No. of Respondents Do you think teaching Science in Grade 3 using mother tongue can elevate the competitiveness of every student? 74 26 100 Table C shows that 74% of the respondents say that using mother-tongue language can elevate the competitiveness of students in teaching Science in Grade II and III while 26% of the respondents say it cannot elevate the competitiveness of students. Table D Question No. 4 Yes No Total No. of Respondents In Science 3, do you think usage of Mother-tongue based terminologies can result to a better knowledge acquisition, rather than using the English terminologies (e. g. nature, body, face, animals, and scalp)? 63 37 100 Table D shows that 63% of the respondents say that using mother-tongue based terminologies can result to a better knowledge acquisition, rather than using the English terminologies while the other 37% say that it cannot result to a better knowledge acquisition of the students. III. Challenges The BEED students find demo teaching of a certain topic in Science and Mathematics that has subject students of Grade 1 to 3 difficult, especially in the discussion proper due to the constraints of terminology translation and mother tongue based fluency. Suggested Intervention (Respondent-Based) According to a respondent of the survey conducted by the researcher, â€Å"The College of Education of Taguig City University must conduct series of seminars with a theme of specializing Mother Tongue-Based Language and Terminology translation, before exposing the students in off-campus activities. † IV. Concluding Remarks A. Recommendations The researcher found out that a number of BEED students requests for more seminars and educational gatherings for the improvement of their skill in teaching the subject using the Mother Tongue Language. Thus, the researcher recommends to the BEED Department or to the College of Education to make a four-day a week school plan and allot one day to conduct seminars for the said topic. They may use the style of the other universities like Philippine Normal University who is having a 4-day a week (M-Th; T-F) plan wherein Wednesday is being used either as a research day or seminar day for the faculties and students. B. Conclusion The study shows that BEED students prefer Mother tongue based education system in Math and Science. But they doubt their skills in terminology translation in order to deliver a spontaneous discussion. The BEED students would also like to gather more information about Mother Tongue based Education system. Thus, the respondents appreciated the utilization of Mother Tongue Based language in teaching Mathematics and Science as reflected on the result of the survey-questionnaire. Therefore, their perception towards mother tongue based language as the medium of instruction from kinder to grade 3 addresses the issue of child-centeredness as the main focus of instructional delivery in the teaching-learning process. C. Implications for Improvement Proper dissemination of information and required attributes in the adaptation of Mother Tongue Based Education to the teachers and BEED students, which includes linguistic proficiency training (i. e. English to Filipino, Visaya, Bikol and to other local dialects of the Philippines) for proper acquisition of the acceptable translation of Mathematical and Scientific Jargons. It is best recommended that future researchers must assess the effectiveness of the utilization of the mother tongue based language in teaching the specific subjects. This study covering all the dialects nationwide might identify how the MTB-MLE play a major role to produce a competent learner.