Peter Stark Essay

Summary of Stark’s article Peter Stark’s article As Freezing Persons Recollect The Snow—First Chill—Then Stupor—Then The Letting go: the cold hard facts of freezing to death talks and explains what happens to the human body when a person is freezing to death but it also gives an enjoyable story for the reader. The character in this story is in his way to a friend’s house for dinner and night cross country ski when his jeep slides off the road and gets stuck in a snow bank. Stark made it clear that his character was not panicked at first but just simply worried about missing the dinner with his friends. Not wanting to miss his plans the character puts his skis on, looks at the map, and heads to the cabin on top of the hill. While this story is unfolding Stark includes scientific data about the lowest core temperature a human can have before perishing. The character wants to save time by going up the steep hill instead of following the road that has many switch backs this is wh en everything starts to go wrong. The character goes for about an hour with no sign of the road, while assessing the map he hears a metallic pop and a piece of his binding has popped out. The character is trying to find the piece of his binding and while he does this his body temperature begins to lower after finding the piece his core temperature has lowered a substantial amount. The character has now started to panic and decides to go back to the jeep and its warmth on his way down he falls and lands pretty hard and he is feeling very tired so decides to rest. The rest of the story goes on with him losing and gaining conciseness but his body is too weak to get up and move on and more data about core temperatures and hypothermia. The friends find the character in the snow half naked but he isn’t dead he has a faint heart beat so they take him to the hospital and the doctor brings up his core temperature. The character survives. Stark, Peter.â€Å"As Freezing Persons Recollect The Snow—First Chill†”Then Stupor—Then The Letting go: the cold hard facts of freezing to death†. Outside magazine. Outside online. January 1997.web 26.aug. 2010

Health Module 1st Quarter Essay

Gender and Human Sexuality At the end of the quarter, you should be able to 1. discuss sexuality as an important component of one’s personality. 2. explain the importance and dimensions of human sexuality. 3. analyze the factors that affect one’s attitudes and practices related to sexuality. 4. assess personal health attitudes that may influence sexual behaviour. 5. relates the importance of sexuality to family health. 6. discuss the signs, symptoms, and effects of sexually transmitted infections (STIs), such as Human Immunodeficiency Virus (HIV) Infection and Acquired Immune Deficiency Syndrome (AIDS). 7. enumerate steps in the prevention and control of STIs. 8. analyze why abstinence is the most effective method for the prevention of HIV and AIDS and other STIs. 9. follow government policies in the prevention and control of HIV and AIDS (RA 8504 or Philippine AIDS Prevention and Control Act). 10. explain other government efforts in ensuring a clean blood supply to prevent issues and problems related to sexuality (RA 7719 or Blood Services Act of 1994). 11. apply decision-making skills in managing sexually-related issues. Are you ready? You may first consider doing some activities that will brighten you up while expressing your knowledge about sexuality as an important component of one’s personality. A. DIRECTIONS: How much do you know about gender and human sexuality? Find out by answering the following questions. Write your answers in your activity notebook. 1. What term defines a man or a woman based on biological characteristics? a. sex b. gender c. sexuality d. androgyny 2. Which of the following illustrates gender? a. Miguel loves to cook. b. Marco does not cry in public. c. Hazel has a positive body image. d. Ahmed is attracted to Felicity. 3. What do you call the sets of activities that society considers as appropriate for men and women? a. gender role b. gender identity c. gender equality d. gender sensitivity 4. Why is it important to understand human sexuality? a. We will all be mature adults. b. We have similar sexuality issues. c. There is a specific age for developing one’s sexuality. d. It will help us build a better relationship with ourselves and others. 5. Which characterizes a good decision? a. Easy to make b. Makes your friends happy c. One that your teacher told you to make d. Arrived at after a thoughtful consideration of consequence/s B. DIRECTIONS: Read the following statements. Analyze your personal stand on each item. Write a short explanation why you agree or disagree with it. 1. Teaching is a job for women. 2. Men have no right to cry in public. 3. Both men and women can be police officers. 4. It is the responsibility of both parents to take care of their children. 5. Both the father and the mother should share in meeting the financial needs of the family. C. DIRECTION: Before you start studying the next lesson on human sexuality, you are going to answer the self-inventory test about STI and HIV/AIDS. How familiar are you with STIs HIV AIDS? 1. I have never heard of them or I have heard of them but don’t know what they are. 2. I have some idea what they are, but don’t know why or how they happen. 3. I have a clear idea what they are, but haven’t discussed them. 4. I can explain what they are and how do they occur what they do that may affect family life. Have you made a personal health plan on how to protect yourself from risky sexual behaviour? 1. I have neither planned nor thought about it. 2. I have planned but not thought about it. 3. I have planned but not practiced it. 4. I have both planned and practiced it. D. DIRECTIONS: For each of the following topic, place a check mark in the cell if it describes your experience. Topic/Concept Have read it Have heard it Have seen a TV or movie production Have written a report paper on it STIs HIV/AIDS Abstinence Refusal Skill Blood donation/transfusion E. DIRECTIONS: Fact or Fiction: Are the following statements true or false? Write true or false on the space before the number in order to find out your knowledge in sexually transmitted infections particularly HIV/AIDS. When you finish this module, you will have the opportunity to plan for yourself on how to avoid being infected with HIV/AIDS and live a healthy lifestyle in order to have a healthy relationship with your family. 1. A person can acquire HIV/AIDS from using intravenous syringe used by the infected person 2. Most sexually transmitted infections can be treated and cured without medical attention. 3. If an HIV/AIDS woman gives a normal birth to a child, her child may have a greater chance of being infected too. 4. A person always knows when he or she has a sexually transmitted infection. 5. People who get sexually transmitted infections have a lot of sex partners. 6. All types of sexually transmitted disease can be cured. 7. Parental consent is needed before you are treated for a sexually transmitted disease if you are under 18 years of age 8. You can have no symptoms, yet be infected with a sexually transmitted disease and be able to pass it on to someone else. You can get several sexually transmitted diseases at one time. Lesson 1 – Gender and Human Sexuality At the end of the lesson, you should be able to do the following: 1. discuss sexuality as an important component of one’s personality. 2. explain the importance and dimensions of human sexuality. 3. analyze the factors that affect one’s attitudes and practices related to sexuality. 4. assess personal health attitudes that may influence sexual behaviour. 5. relates the importance of sexuality to family health. LEARNING GOALS AND TARGETS Write your targets on what you expect to learn after reading and accomplishing this learning material. Lesson 1 Gender and Human Sexuality Part I. WHAT TO KNOW Sexuality involves the physical, mental, social, emotional, and ethical dimensions of one’s personality. ACTIVITY # 1 Here is someone who wrote about herself in a poem. Read and analyze how the author wanted to express herself. Sexuality means you have to be aware of yourself better. As you grow older, you will experience a range of social, emotional, and physical changes. As these occur, you need an intensive knowledge on how to deal with your attitudes and behaviour. ACTIVITY # 2 Graffiti You! On a half-size cartolina, write quotations, sayings, slogans, and so on that will describe and reveal your likes, passions, and aspects of your personality. After sharing this in class, you can post it on your bedroom walls and be inspired! A sample has been done below. Sexuality can be best understood through the help of the people around you. ACTIVITY # 3 How I See Myself – How Others See Me Listed below are characteristics which may or may not represent you. Using the icon at the left side, see if you can rate yourself. After you are done, fold the paper in half and ask a classmate to rate you. Extrovert _____ Selfish ____ Confident _____ Aggressive ____ Shy _____ Attractive _____ Good listener ____ Approachable ____ Liked _____ Fun ____ Sincere ____ Irresponsible ____ Kind _____ Dependable ____ Other/s: ______________________ ________________________ Extrovert _____ Selfish ____ Confident _____ Aggressive ____ Shy _____ Attractive _____ Good listener ____ Approachable ____ Liked _____ Fun ____ Sincere ____ Irresponsible ____ Kind _____ Dependable ____ Other/s: ______________________ ________________________ Extrovert ______ Selfish ______ Confident ______ Aggressive ______ Shy ______ Attractive ______ Good listener ______ Approachable ______ Liked ______ Fun ______ Sincere ______ Irresponsible ______ Kind ______ Dependable ______ Other/s: ________________________ ________________________ After accomplishing this task, compare your response with the answers of your classmates regarding your characteristics. Are they the same? Do your classmates see you as you see yourself? Reflect on this matter. Healthy sexuality encompasses the following characteristics: ACTIVITY # 4 Puzzle-Puzzle Fill up the pieces with the words/phrases hat describe your personality. Afterwards, fix the puzzle. What figure have you formed? What picture do you see that comprise the individual’s personality? What do you think will happen if you lack any of these pieces? Below is a diagram showing health attitudes that can influence sexual behaviour. Which of these do you possess? Levelling Off Please read and analyze the following key terms. ACTIVITY # 5 Gender Assumptions 1. giving birth 2. making a living 3. fixing the broken faucet 4. doing household chores 5. helping the children with their homework ACTIVITY # 6 Write the changes that you expect as you mature from a boy/girl to a man/woman. Copy the example figure below and write your own figure in your activity notebook. ACTIVITY # 7 Society Says In your activity notebook, copy the table as shown below and write words or phrases that you associate with the words masculine and feminine. GENDER ROLES MASCULINE Example: breadwinner FEMININE Example: babysitter The aim of education for human sexuality is to develop in a boy the characteristics of the personality belonging to his sex, and in a girl the characteristic of her own sex, thus turning a boy into a mature man and a girl into a mature woman, Using Life Skills to Improve Sexual Health The life skills that are mentioned below will give you the tools to deal with problems both big and small. Assessing your Health means evaluating your well-being periodically. This includes your sexuality. Figure out what you can do to improve your health if it is not as good as it can be. Making Good Decisions means making choices that are healthy and responsible. You must have the courage to make difficult decisions and stick to them. Communicating Effectively. Communication skills help you avoid misunderstanding by expressing your feelings in a healthy way. This means if you listen to what people say, they will want to listen to you as well. Practicing Wellness can be accomplished through information about good sexuality. Setting Goals or aiming for something that will give you a sense of accomplishment. Just be sure to be realistic with your target goal. Refusal Skill is a way to say no to something that you don’t want to do. This skill requires practice. But first, you must feel strongly about what things you want to avoid. Evaluating Media Messages is being able to judge the worth of media messages. It is a big challenge knowing that most media messages are very  convincing ACTIVITY # 8 Give an example of a situation for each of the life skills learned. Explain how you will use each skill in these situations? Write you answer in your activity notebook. Which of the life skills do you feel will be the easiest one for you to use? Which is the most difficult to use? Explain your answer. ACTIVITY # 9 Making Good Decisions In your activity notebook, label the page with the letters D E C I D E vertically. Use the six steps in decision making in going through this activity. 1. Your classmates are going to a party this weekend, this is the first time that you are asked to attend by a friend but then you discern that your parents will not approve it. You don’t want to make your friends angry by not going, but you also don’t want to get in trouble with your parents. Determine what decision you should make. 2. One of your closest friends tells his/her problem and asks for your support. He got his girlfriend pregnant / she got pregnant. How can you show your support and stand firm with the morals that having children should be the choice of matured individuals under the blessing of marriage? The following guide questions may help you decide. Is it safe? Is it legal? Is it healthful? Does it show respect for me and others? Does it follow norms and standards of society? Part II. WHAT TO PROCESS ACTIVITY # 10 Follow the instructions below to help you complete the poem â€Å"I Am† and make it a poem about you. Write this in a whole sheet of paper. Post it in the display area of the classroom. I Am Line 1:I am (write your name). Line 2:I am the child of (write the full names of your parents). Line 3:I am the grandchild of (write the full names of your four grandparents). Line 4:I am the sibling of (write the first names of your brothers and sisters, if any). Line 5:I am the friend of (write the names of a few friends). Line 6:I am (write three descriptive words that describe you). Line 7:I am a (write something that you do well – for example, I am a volleyball player). Line 8:I am a resident of (write the name of the barangay and the city in which you live). Line 9:I am (write your citizenship). ACTIVITY # 11 Dealing with People We all encounter people in our lives. Here are some descriptions of people. In your activity notebook, jot down some positive ways of dealing with each type of personality. 1. Show off (people who would like to be the center of attraction whenever possible). 2. Worriers (people who worry about everything). 3. Gossips (people who spread rumors and often exaggerate information). 4. Bullies (people who use threats, fear, and cruelty to control others). 5. Whiners (people who grumble and complain about everything). ACTIVITY # 12 How Well Do I Know Myself On your activity sheet, trace your left and right hand on each side of the paper. Each finger represents a characteristic of a healthy sexuality. ACTIVITY # 13 Male versus Female In your activity notebook, copy the Venn diagram as shown below. Write the roles played by male and female in the space provided. In the space where the two circles meet, write the common roles played by both. Where they don’t join, write their specific roles. Choose the specific roles from the box below. MALE FEMALE Part III. WHAT TO REFLECT AND UNDERSTAND You can reflect and understand better your personality by accomplishing the activity below. ACTIVITY # 14 Read and reflect on the article below. ACTIVITY # 15 Role Play To better analyze the factors that affect the attitudes and practices related to human sexuality, you are going to internalize a given character. Gather your classmates, group yourselves into five (5). Each member of the group will assume the role of any of the following: 1. one who grew up in a very religious family 2. one who was raised by authoritative parents 3. one who has been strongly influenced by media 4. one who has good friends from the opposite sex 5. One who has been educated in an exclusive school You are given ten (10) minutes to prepare a short skit. Each group shall present the skit in two (2) minutes. After the presentation, analyze the factors that shape the sexual attitudes of the various characters. Answer the following questions. Use them as your guides. What are the factors that shape our sexual attitudes? How do these factors positively or negatively affect our sexual attitudes? What can we do to maximize the negative effect of these factors on our sexual attitudes? Rate yourselves accordingly using the rubrics below. CRITERIA ADVANCE (20) PROFICIENT (15) APPROACHING PROFICIENT (10) DEVELOPING (5) Work Attitude (cooperative with the group) Always cooperative and focused on task during group work and presentation. Usually cooperative and focused on task during group work and presentation. Sometimes cooperative and focused on task during group work and presentation. Rarely cooperative and focused on task during group work and presentation. Presentation of Character Convincing in communicating character’s feelings, situation and motives. Competent in communicating character’s feelings, situations and motives. Adequate in communicating character’s feelings, situation and motives. Limited in communicating character’s feelings, situation and motives. Relevance of the actions Actions are clearly established and effectively sustained. Actions are clearly established and generally sustained. Actions are established but may not be sustained. Actions are vaguely established and may not be sustained. Use of Non-Verbal Cues (voice, gestures, eye contact ) Impressive variety of non-verbal cues is used in an exemplary way. Good variety of non-verbal cues is used in a competent way. Satisfactory variety of non-verbal cues is used in an acceptable way. Limited variety of non-verbal cues is used in a developing way. Imagination, Creativity, and Choices Demonstrate insight that powerfully enhance role play Choices Demonstrate thoughtfulness that completely enhances role play. Choices Demonstrate awareness that acceptably enhance role play. Choices demonstrate little awareness and do little to enhance role play. Congratulations! You did a great job! Please refer to the boxed entries for you to assess how you fare in Activity # 15. Education for human sexuality deals with the formation of virtuous habits right attitudes integration of positive values ACTIVITY # 16 For each factor listed below, provide examples of how this factor affects your sexual attitudes and behaviors. Write your answer in your activity notebook. A.1. Family. Family values oftentimes determine your own values. Describe how your family affects your values regarding human sexuality. A.2. Culture. Filipinos living in different regions have diverse cultures and beliefs. Your cultural background can affect your values regarding sexuality, along with the norms and standards set by society. Describe how your culture affects your human sexuality. 3. Peers. Like your family, your friends can also have a significant impact on your views on human sexuality. Describe how your friends affect your human sexuality. 4. Media. The media plays a significant role in our lives as we regularly watch televisions, listen to radio, search the internet, read newspapers, etc. Describe how media affects your human sexuality. ACTIVITY # 17 Analyze Media Message Think of a commercial and write how men and women are being portrayed. Then, respond to the following: What is the commercial all about? What messages were presented about being a man or a woman? Is the information real and accurate? Why or why not? boys and girls are given the impression of men being superior to women. In as much as we would like to practice gender equality, the rules for human conduct and human appropriateness are not alike for both sexes as practiced in most areas in the Philippines. This is likely shown in the examples below: A. Boys and men are permitted to stay out more and up to a later time than the girls and women. B. A philandering or immoral man is considered as demonstrating his manliness or â€Å"pagkalalaki†. A philandering or immoral woman is considered as cheap, bad, or â€Å"masamang babae†. C. Women are expected to remain virginal until they marry, while it is generally acceptable for men to have sexual experience before marriage. D. Women are socially judged and legally penalized for adultery and for having children out of wedlock. E. Men who stay at home to do household chores instead of having jobs to earn money for the family are considered by some as â€Å"under ‘d saya.† ACTIVITY # 18 In your activity notebook, answer the following questions: 1. What is your stand on double standard of morality? 2. How can we possibly eliminate the double standard of morality? VIRGINITY a virgin is a person who has not had sexual interaction. ACTIVITY # 19 My Abstinence Bag Abstinence is the best decision one can make in safeguarding sexual health. In this activity, list five items that you value most in life and will help you say no to unhealthful practices. Explain how this item can encourage you to make right decisions. For example, putting a family picture in my abstinence bag can remind me of how I value my loved ones and how I would like to make them proud of my achievements. ACTIVITY # 20 In your activity notebook, answer the following questions: a.i.1. Do you believe that virginity is important for both boys and girls? Why? a.i.2. What are your attitudes and standards towards virginity? Compare it with the norms and standards set by society. Does it confirm? a.i.3. How do you value virginity? Part IV. WHAT TO TRANSFER ACTIVITY # 21 What Do You Value? Values are qualities or conditions that are important to a person. Complete this survey by determining what you value in yourself. In your activity notebook, tick on the appropriate box based on the importance you assign to each attribute. Not Important Important Very Important 1. To be respected by my parents. 2. To be respected by my friends. 3. To have a positive image of myself. 4. To have lots of friends. 5. To do well in school. 6. To give and receive love. 7. To stay virgin until marriage. 8. To build healthy relationships with members of both sexes. 9. To appreciate sexuality as factor of personality. 10. To make intelligent decisions concerning sexual behaviour. After completing this survey, what observations can you make about your values? ACTIVITY # 16 ACTIVITY# 22 Visualize & Learn! a. You will be given five minutes to close your eyes and imagine a scenario in the past where kings and queens once lived. Imagine you are the king (if male) or queen (if female). The queen is captured and needs recuing from her captors. The king assumes the conventional role of a brave king who rescues his queen, while the queen takes on the role of a meek and mild queen who needs looking after. b. Visualize a scenario of a typical Filipino family. Analyze and enumerate the roles being played by the male members of the family (grandfather, father, male siblings) and the female members of the family (grandmother,  mother, female siblings). Does it conform to the norms set by the society? ACTIVITY # 22 Critical Thinking Let us try to connect our lesson to current issues in our country. ACTIVITY # 23 Watch and Relax! This is your opportunity to show your understanding of gender role in the media. Choose a movie or a television show which you believe has gender role labels in it and you must deconstruct and analyze. Extract any gender-biased content. Recreate one of the scenes of the film by submitting a script of your own for this scene. Write a reflection on why you think the gender role depiction in media must be addressed. ACTIVITY # 24 K W A Chart In your activity notebook, copy the table as shown. List your top five (5) issues concerning sexuality regarding what you know, what you want to learn, and what you have learned. Give a brief explanation of your answer. Sexuality Issue What I Know What I Learned How I Will Apply (the concept/skill learned) 1. 2. 3. 4. 5. Human sexuality is the totality of being a man or being a woman. It includes everything that makes you a male or a female – your ideas, behavior, feelings and judgements. ACTIVITY #25 As you analyze the significance of sexuality to family health, ask yourself the following questions: Do I periodically evaluate my sexual health? Am I making good decisions? Am I setting and meeting my goals? Do I use refusal skills when I need to? Am I communicating my feelings and expectations? Do I compare and evaluate media messages as to the norms and standards of society SUMMARY Think back on something that you have learned from this Learning Materials. Reflect on the following questions and then write your answers on the box. 1) What did you learn? 2) How did you go about learning the lesson? 3) Why did you choose to learn it? 4) What/Who helped you learn it? 5) What hindered your learning? 6) How did you know that you had learned it? LEARNING MODULE FOR HEALTH – GRADE 8 QUARTER 1 Family Health Module 1 Issues and Problems Related to Human Sexuality Sexually Transmitted Infections (with emphasis on HIV/AIDS ) Government Policies and Republic Act No. 8504 and 7719 Introduction: After learning about human sexuality and gender, you will now be introduced to the nature and prevention of sexually-transmitted infections (STIs) like Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS). Sexually-transmitted Infection (STI) is a communicable disease that is spread from person to person through sexual contact. Despite the efforts of government and civil society, the incidence of STIs particularly HIV/AIDS continues to increase. Thus, it poses a serious threat to Filipinos especially to young people like you. According to the Department of Health’s Philippine HIV and AIDS Registry, we had already exceeded the 10 thousand mark in HIV infections since 1984 when the disease was first documented in the country. More than a thousand of these already developed into full-blown AIDS. Sexually-transmitted infection is preventable. The first step is to remain sexually abstinent until marriage. Next is to obtain accurate information about these diseases and recognize inaccurate information. Third is to enhance life skills. By knowing how to make decisions and practice refusal skills you can never go wrong in safeguarding your health. OBJECTIVES: At the end of this module you will learn to 1. Discuss the signs, symptoms and effects of sexually transmitted infections (STIs) such as Human Immunodeficiency Virus (HIV) infection and Acquired Immune Deficiency Syndrome ( AIDS) 2. Identify and analyze steps in the prevention and control of STIs 3. Realize why abstinence is the only sure way to avoid sexually transmitted infections particularly HIV/AIDS 4. Follow government policies in the prevention and control of HIV and AIDS (RA 8504 or Philippine AIDS prevention and control Act) 5. Explain other government efforts in ensuring a clean blood supply to prevent issues and problems related to sexuality. 6. Applies decision-making skills in managing sexuality related issues. This time you will answer the following pre assessment activity. This is non-graded test. The purpose is to identify your learning needs. It is important that you answer the items to help you find out what you need to know. PRE-ASSESSMENT A. DIRECTIONS: Before you start studying the next lesson on human sexuality, you are going to answer the self-inventory test about STI and HIV/AIDS. How familiar are you with STIs HIV/AIDS? 1. I have never heard of them or I have heard of them but don’t know what they are. 2. I have some idea what they are, but don’t know why or how they happen. 3. I have a clear idea what they are, but haven’t discussed them. 4. I can explain what they are and how they occur, what they do that may affect family life. Have you made a personal health plan on how to protect yourself from risky sexual behaviour? 1. I have neither planned nor thought about it. 2. I have planned but not thought about it. 3. I have planned but not practiced it. 4. I have both planned and practiced it. B. DIRECTIONS: For each of the following topic, place a check mark in the cell if it describes your experience. Topic/Concept Have read it Have heard it Have seen a TV or movie production Have written a report paper on it STIs HIV/AIDS Abstinence Refusal Skill Blood donation/transfusion C. DIRECTIONS: Fact or Fiction: Are the following statements true or false? Write true or false on the space before the number in order to find out your knowledge in sexually transmitted infections particularly HIV/ AIDS. When you finish this module, you have to plan on how you can avoid being infected with HIV/AIDS and live a healthy lifestyle in order to have a healthy relationship with your family. 1. A person can acquire HIV/ AIDS from using intravenous syringe used by the infected person 2. Most sexually transmitted infections can be treated and cured without medical attention. 3. If an HIV/AIDS woman gives a normal birth to a child, her child may have a greater chance of being infected too. 4. A person always knows when he or she has a sexually transmitted infection. 5. People who get sexually transmitted infections have a lot of sex partners. 6. All types of sexually transmitted disease can be cured. 7. Parental consent is needed before you are treated for a sexually  transmitted disease if you are under 18 years of age 8. You can have no symptoms, yet be infected with a sexually transmitted disease and be able to pass it on to someone else. You can get several sexually transmitted diseases at one time. Check if your answers are correct. What you will do! Learning Goals and target Read the questions below and fill out the column in my response column Write your answer in your activity notebook. What? / So What?/ Now What? Strategy: My response What: What I want to know about the topic? What behavior I would like to change or improve to have a healthy sexual behaviour? What steps are involved to accomplish this healthy sexual behavior? So what: Why is this important? What does it mean to me? How does knowing about this information change my thinking? What other ideas in human sexuality do I have or connections can I make to STIs and HIV/AIDS? Now what: What are the implications human sexuality to a healthy family life? What am I going to do or apply to protect and promote healthy sexuality? What measures will I do to prevent HIV/AIDS? Just enjoy and have fun in learning! Your teacher will help and guide you as you walk through your learning journey. Part I. WHAT TO KNOW Are you ready? What is STIs? Sexually-transmitted infection or STI, also known as sexually-transmitted disease (STD) is a communicable disease that is spread by a pathogen (disease-causing organism) from one person to another person through sexual contact. A person who has a sexual relationship with someone who is infected can get one or more of these diseases. STIs are transmitted through an exchange of bodily fluids during sexual intercourse. These infections are commonly caused by bacteria and viruses. Some STIs can be treated successfully but many STIs such as HIV/AIDS still have no cure. The good news is, all STIs can be prevented. Symptoms of STIs depend on the type of infections. Common symptoms include discharge from the genitals, warts, blisters or sores in the genital area, a rash, painful urination, or flu- like symptoms. Some STIs don’t have any signs or symptoms. In fact one of every 10 people can have STIs but be asymptomatic. These people are carriers and are very dangerous because they can transmit an infection without even knowing it. . The only certain way to prevent/to keep from catching these diseases is by abstinence. Sexual abstinence is the deliberate choice to refrain from all sexual activity Let’s Review 1. What is a sexually transmitted infection? 2. What is abstinence, and why is abstinence the only certain way to prevent STIs? Knowing About STIs Teens are the age group most likely to get STIs that is why it is important for teens to learn about STIs Study the table below and identify sexually transmitted infections. Make a summary and identify the major ways on how to prevent sexually transmitted infections. COMMON SEXUALLY TRANSMITTED INFECTIONS AIDS Chlamydia Genital herpes Gonorrhea Syphilis Pathogen (causative agent) Human Immunodeficiency Virus (HIV) Chlamydia Trachomatis bacterium Herpes Simplex-2 Virus Neisseria gonorrhoea bacterium Treponema Pallidum bacterium Long term effects Immune systems failure, severe illness leading to death,8-10 years to see signs of infection, infection of infants leading to death In women, pelvic inflammation with abdominal pain, fever, menstrual bleeding, ectopic pregnancy In men, enlarged lymph glands of the groin, infection of the  testicles. Infection during birth can cause blindness or illness in newborn If left untreated, it may cause cervical cancer in women and cause deformities in unborn babies Sterility, liver disease, testicular disease, infection of heart lining, eye infections for newborn leading to blindness If left untreated, mental illness, heart and kidney damage, and death may result Prevention measures Abstinence from sexual intercourse and from use of intravenous drugs Abstinence from sexual intercourse Abstinence from sexual intercourse and from use of intravenous drugs Abstinence from sexual intercourse and from use of intravenous drugs Abstinence from sexual intercourse and from se of intravenous drugs What are HIV and AIDS? Acquired Immune Deficiency Syndrome (AIDS) is a fatal communicable disease with no effective treatment or known cure. It is the final stage of infection caused by the human immunodeficiency virus (HIV). When HIV enters the body it attacks the body’s immune system. Thus, the body becomes vulnerable to opportunistic infections or diseases that develop when the body’s defense system becomes weak. Among these infections are Kaposi’s sarcoma, a rare but deadly type of skin cancer, recurrent pneumonia, and toxoplasmosis within the brain. Early symptoms of infection with HIV may include a rash, sore throat, fever, and tiredness. Nearly everyone with HIV develops AIDS. People with AIDS cannot fight off diseases that healthy people could easily resist. Because AIDS has no cure, people with AIDS eventually die from one of these diseases. Ways of Acquiring HIV Activity 1. Deal or no deal Let us deal with how HIV AIDS can be transmitted from one person to another. The following chart lists ways of acquiring HIV. If the manner is false, put an X on the No Column meaning no deal, but if the manner is an actual way of acquiring HIV put an X in the Yes Column meaning we need to deal it. Ways of Acquiring HIV Yes No 1. Breastfeeding . 2. Handshaking 3. Sharing the eating utensils with someone infected with HIV. 4 . Donating blood with Red Cross 5.Selling blood in blood banks 6. Someone who has HIV who cough and sneeze near you. 7.Hugging someone with HIV 8. Having unprotected intercourse with someone with HIV 9. Sharing contaminated syringes, needles or other sharp instruments with someone infected by HIV 10.Receiving transfusion of blood infected with HIV 11.Sitting in the toilet seat used by the HIV patient 12. Mosquito bites 13. Tattooing using an infected needle 14.Swimming with an HIV infected person 15. Wearing clothes of an infected person 16. Ear and Body piercing with an infected needle HIV must enter into the person’s bloodstream to infect the person. HIV has been found in many body fluids including blood, semen, vaginal fluids, and breast milk of infected person. Which items have you already known and been informed about how HIV/AIDS can be acquired? Have you heard of other ways AIDs can /can’t be transmitted or not transmitted? How can you correct misconceptions? Check your answer. Your teacher will help you analyze the responses . Make a generalization on how a person can acquire HIV AIDS. I learned that HIV can be transmitted by ___________ I learned that HIV cannot be transmitted by_________________ 1 1 2 2 3 3 4 4 5 5 6 6 7 7 Activity 2 REDUCING THE RISK OF HIV In small groups, brainstorm on how HIV can be transmitted and then create a chart or web to illustrate it. For each method of transmission, you and your partners will list at least three ways to reduce one’s risk of exposure to HIV. A sample chart appears below. Groups share their charts/webs and discuss. Mode of Transmission Ways to prevent and control Sexual Contact (Infected Body Fluids, Blood . Semen). ____________________________________________ ____________________________________________ ____________________________________________ Injecting drug and sharing infected needles ______________________________________________ _______________________________________________ _______________________________________________ ________________________________________________ Maternal transference (Mother to baby during pregnancy) ________________________________________ ___________________________________________ ___________________________________________ Activity 3 Good Reasons for Abstinence A. DEFINING ABSTINENCE How will you define abstinence? Have you experience giving up one thing in your life in one-week period? Try this with a partner or classmate. Choose one or two from the activityies. 1. You will refrain from any of the following activity- watching television, not eating a particular food, or not playing a particular game or sport for the entire one-week period. 2. During that time, you will keep a diary of your feelings and attitudes about being â€Å"abstinent.† 3. After a week is up, you and some of your classmates will meet in small groups and share your feelings and discoveries. Answer the following questions in your small group.: a. How hard was it to abstain for the entire week? b. Did it get more or less difficult as the week went by? Explain. c. Did friends or family members try to tempt you during the time period? d. How did you handle the pressure? Abstinence is _____________________________________________. Now what is sexual abstinence? How can sexual abstinence keep a person from getting pregnant and protect them from STIs HIV AIDS? Some people choose abstinence for other reasons as well. Read the article and use the information in the article to complete the chart that follows. Remember to copy the chart in your activity notebook and fill it with required entries. There is an increasing number of young people being infected with Sexually Transmitted Infections (STIs) or for every 10 cases 1 is a child. The most serious of these diseases is AIDS Activity 4 Name Reason for choosing abstinence Your name______ (Your thoughts concerning this reason) Marta Jonathan Peter and Joanna Racquel Noemi Reducing the Risks of Sexually Transmitted Infections Rubric for your Activity 2 and 4 4 3 2 1 Points Explanation Complete response with detailed explanation Good Response With clear explanation Explanation is not clear Misses key points Demonstrated Knowledge Shows complete understanding of the question Shows substantial understanding Response shows some understanding Response shoes lack of understanding Sensible opinions Complete response with bright opinion Meets the sensible opinion Hardly makes sensible opinion Does not meet sensible opinions Total points YOU ARE PROTECTED!!! Government Policies in the Prevention and Control of HIV/AIDS and other STIs Republic Act No. 8504 also known as Philippine AIDS Law Government efforts in ensuring a clean blood supply to prevent issues and Problems related to sexuality (RA 7719) or the Blood Services Act of 1994) Let’s Appreciate What is the government doing to protect the health of the Family in terms of STIs HIV AIDS? How are you protected in case of blood donation and blood transfusion? Here’s more†¦. Have you donated blood? Or received blood transfusion? How does it feel? There is a law that covers the proper ways to give and receive blood services. PART II. WHAT TO PROCESS Activity 1 Let’s Think Critically Reflect on the following focused points and write your ideas in your activity notebook 1. Analysis: How can good general health practices be healthful in preventing STIs. 2. Only two strategies if practiced consistently reduced the risk of STIs to zero. Name the steps in the prevention and control of STIs particularly HIV/AIDs 3. Analyze why sexual abstinence is the most effective method for the prevention of HIV/ AIDS and other STIs. Activity 2. Life Skills in Action Common Sense and Good judgment are powerful strategies to prevent and control STI HIV AIDs. Think about this 1. How does alcohol affect the persons judgment in making responsible sexual behavior? 2. Why do we need to practice saying NO to behaviors that are risky to your sexuality? 3. Explain how you can practice refusal skills to prevent and control STI HIV/AIDS. Activity 3 Tracing the Link The drug, the blood, the alcohol connections to STI HIV AIDS How does it contribute to the transmission of STI HIV AIDS? Read the article below Dr. Jane Perez is a school physician lecturing about STI HIV AIDS in Bangkalan National High School asks the students the following questions: â€Å"How many of you have seen the effects of drinking alcoholic beverages or have read the effects of taking dangerous l drugs? â€Å"What is the danger of using shared syringe in cases of blood transfusion? â€Å" â€Å"What are the possible harmful effects to people being tattooed using needles? â€Å" Have you donated blood? Or received blood transfusion? She received varied responses, and she continued asking them to see a strong links or connection in the prevalence of STI HIV/AIDS. What are the connections of alcohol, drug abuse, blood donation and transfusion to STI and HIV/AIDS? Can you give your response? Write your answer on the space provided and discuss your answer with your classmates. 1. How can drinking alcohol leads to STI HIV ? _____________________________________________________ _______________________________________________________ 2. What are the dangers of using shared needles in tattooing, or shared syringe in injecting drugs? ______________________________________________________________ ___________________________________________________________________ 3. Have you donated blood? Or received blood transfusion? How does it feel? There is a law that covers the proper ways to give and receive blood services. It is RA 7719 or the Blood Services act of 1994. What is Blood Services Act of 1994 (RA 7719 )? ______________________________________________________________ ______________________________________________________________ Why is it important that blood donors be qualified to donate blood? Can you relate this law to STI and HIV/AIDS protection and prevention? ______________________________________________________________ ______________________________________________________________ Day Eight PART III. WHAT TO REFLECT AND UNDERSTAND These are activities you will do to help you acquire adequate and significant information about this topic. It is important that you clarify ideas about the lesson. You are going to watch an interactive video and video news episode about HIV AIDS incidence in the Philippines this will help you and be aware of the Activity 1 Interactive Video a. Visit the web sites and collect materials and Fact sheets about STI HIV / AIDS. b. View some video clips on HIV updates in the Philippines like Kapuso mo Jessica Sojo www.you tube.com c. The â€Å"Power of You† by the DEP ED -UNICEF Activity 2: Investigative Reporting HIV/AIDS Visit your school clinic or barangay health center. Interview a health personnel about HIV/AIDS using the following guide questions: What is HIV? What is AIDS? What are the signs and symptoms of Human Immunodeficiency Virus ( HIV) and Acquired Immune Deficiency Syndrome (AIDS) How can HIV/AIDS be spread from one person to another person? What are the effects of HIV/AIDS to our body? How can HIV and AIDS be prevented? Report the information that you have gathered in class. Compare this with what you already learned in class. Activity 3 I Believe After the activity you can make a compilation of facts and information about HIV / AIDS. Be ready to make an advocacy campaign about preventing HIV /AIDS. You need to be heard and speak out on the topic† HOW can I be safe from HIV / AIDS.† Tell the class what you believe Activity 4 Just Say NO! How to say no and remain friendly to someone you like? Is it difficult for you to refuse? If somebody ask you to do risky behavior like drinking and smoking or even doing pre-marital sex , how will you refuse? Throughout life you are likely to meet people who will persuade you to do things you do not want to do. How do you say no and still remain friendly with someone you like? Is it difficult for you to refuse? If somebody asks you to do risky behavior like drinking and smoking or even do pre-marital sex, how will you refuse? The ability to say NO to unhealthful practices is called Refusal Skills. The following are the different ways of saying NO to things that you don’t want to do. Technique of saying NO The Response Whats Your Response? Maintain eye contact and say NO firmly Person A: Do you want to smoke cigarette Person B: NO,( firmly) ____________________________________ ____________________________________ Be true to yourself and to your belief. Give reasons for saying NO Person A: Do you want to be my drinking buddy? Person B: NO ! I love my body. I don’t want to die young. ___________________________________ ____________________________________ Walk away or avoid the situation If you know that the group are doing risky sexual behavior that you don’t want to do or join, then JUST don’t GO ____________________________________ Change the subject Try suggesting something better to do with your time, Person B: Let’s smoke. Person A: I think it would be better if we eat instead. ________________________________________________________________-______ Match verbal with non-verbal communication Shake your head and say NO ! _________________________________________________________________ Give your personal Conclusion: Internalize how you will firmly refuse an offer to engage in risky behavior For more skills on Refusal Skills Visit http://www.thecoolspot.gov/index.asp Activity 5 Role-play the following situation showing how you can express feeling or thought on resisting pressures using refusal skills. Practice with your friend. 1. A friend inviting you to drink alcohol after school 2. Ramon told you to cut classes so you can attend a birthday party. 3. Carmen invited you to try smoking. Activity 6. Check it out: 1. Find out what government agencies are responsible for educating the public about HIV/ AIDS in our country. List them in your notebook and write their specific task/s. 2. How does the government protect the rights of people living with HIV/AIDS? 3. What services are available for people living with HIV/AIDS? How can they avail of these services? 4. What will be your behavior toward a person with HIV/AIDS? What will you tell her/him? SUMMATIVE ASSESSMENT Answer the summative test before you proceed . PART IV. WHAT TO TRANSFER Activity 1 Let us apply what have you learn. Design a poster that tells teenager on how to avoid STIs and HIV/AIDs using Abstinence and Refusal Skill. Activity 2 Applying Health Knowledge 1. Design a booklet or a health journal entitled â€Å"STI and HIV/ AIDS ALERT† that summarizes the major points presented in the lesson. 2. What steps should public health agencies take to further control the spread of STI and HIV/AIDS? 3. As a teenager, how will you avoid being infected by this disease? 4. You will need parental involvement. Ask your parent or another adult at home how they learned about blood donation, STIs and AIDS/HIV. Ask them about the accuracy of the information. Seek advice from your parents on how you can prevent being infected by HIV/ AIDS 5. Community Involvement. Find out what kind of services are available to help people who have HIV/AIDs in your community. Look also in your community measures they are doing in relation to Blood donations. Prepare a report to share your findings with your classmates Activity 3 Thinking Critically 1. Application. Develop a law of your own that you think would be effective in the prevention and control of STIs HIV/AIDS. Explain your thinking. 2. Application. The only known way to prevent a kind of STI is to abstain from sexual contact. What strategies can you suggest that would be effective in telling this concept to teens who are already sexually active? Are you ready to answer the following questions? Activity 4 Critical thinking Imagine that you have a chance making solutions on how to decrease the number of HIV/ AIDS in our country, what are the three things that you will do? 1. Write all your answers in your health journal. 2. Post your decisions in the form of sticker messages on the bulletin board or in any display board 3. Suggest activities for you and your class to decide. a. You may want to present a theater presentation on how you will prevent and Protect yourself from contacting STIs and HIV/AIDS b. Organize a Parent’s forum on STI and HIV/AIDS. Invite your teachers, and parents to this information campaign. c. Start a students’ advocacy campaign on how teenagers can be protected from HIV AIDS Independent Study Activity 5 Check yourself. Reflect and Understand After you complete the guided practice review and answer the questions below to review what you have learned 1. In your own words, can you give the difference between HIV and AIDS. 2. What are the four ways that HIV can be passed from one person to another person? 3. If you become HIV positive, what will you do to prevent AIDS? And what will you do to live longer? 4. AIDS is not curable but it is preventable. What are the best methods of prevention? 5. Name two ways teenagers can do to reduce the risk of HIV infection. 6. How can using alcohol and illegal drugs increase a person’s risk of having HIV infection? Use the chart below in answering the items SUMMARY Think back on something that you learned on this Learning Materials. Reflect on the following questions and then write your answers on the box. 1) What did you learn? 2) How did you go about learning the lesson? 3) Why did you choose to learn it? 4) What/Who helped you learn it? 5) What hindered your learning? 6) How did you know that you had learned it? Supplemental Readings RA 8504 OR THE PHILIPPINE AIDS LAW OR THE PHILIPPINE AIDS PREVENTION AND CONTROL ACT. Article1 The Government must promote education and information campaigns. Schools and non-formal education programs must include HIV/ AIDS education. The DOH must conduct public health education campaigns. The government must provide education for Filipinos going abroad. Employers, working with DOLE must develop workplace education and safety. The Department of Tourism must provide education for tourists and transients. LGUs must develop local HIV prevention and education efforts. Accurate information about prophylactics will be provided. It is against the law to give false or intentionally misleading information on HIV/AIDS. Article 2 The Government will develop and promote safe medical practices All blood, organs, and tissue for donation will be tested. If it tests positive, it will be disposed of safely, and not used. The DOH will provide guidelines on safe surgery and medical procedures. Article 3 The Government will provide appropriate confidential HIV testing. HIV testing can only be done with the consent of the person tested. The DOH will provide anonymous HIV testing Counselling will be conducted before and after testing The DOH will make adequate and affordable HIV testing available in all of the barangays in the Philippines. Article 4 The Government will ensure adequate health and support services for people with HIV. Hospitals will provide adequate care for persons with HIV. LGUs must provide community-based prevention and care efforts. Livelihood efforts will be made available for people with HIV. The DOH is to do STD prevention and control efforts. The DOH is to make sure that health insurance is available to people with HIV. Article 5 The Government will monitor HIV/AIDS The Government will establish an AIDSWATCH council. Reporting procedures will be developed to track HIV rates, while respecting client confidentiality. Contract tracing is permitted provided confidentiality is not breached. Article 6 Confidentiality will be protected on HIV status. All healthcare workers and anyone handling health records will strictly preserve patient confidentiality on HIV status, and the identity of people with HIV. HIV status can be shared by health officials in three circumstances; officials of the AIDSWATCH council, health workers who are involved in treatment and need to know for their own safety, and a judge if under subpoena for an official court case. HIV results may be given to the person tested, an official of the AIDSWATCH council, and a parent or guardian. It cannot be given to anyone else. Legal penalties can be provided for breaching confidentiality. People with HIV must inform spouses and sex partners as soon as reasonably possible. Article 7 Discrimination against people with HIV is illegal. Employers cannot discriminate in hiring, firing, promoting, or assigning based on actual or suspected HIV status. Schools are not allowed to refuse admission, punish students, or deny participation in activities based on real or perceived HIV status. A person with HIV has the legal right to travel, live, and lodge with the same freedom as any other citizen. Quarantines and other restrictions are illegal. A person with HIV has every legal right to seek public office. Credit services cannot be denied based on HIV status. Insurance cannot be refused based on HIV status, provided the person does not lie about their HIV status. Hospitals can health services cannot refuse treatment or discriminate based on HIV status. Decent burials cannot be denied based on HIV status. Legal penalties for discrimination will be enforced. Article 8 The government will establish a Philippine National AIDS Council This council will be responsible for implementing the act and conducting all national AIDS performances.

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The relationship between business and Psychological , and how the psychological influence on business - Research Proposal Example Psychology as a system of life experience is familiar to each human being (Franzoi, 1996). Social psychology stands apart among all other branches of psychological science. The combination of these two words itself is an indicator of the specific place of this science. Having emerged at the interface between two other sciences – sociology and psychology – social psychology still preserves its independent status. There are various reasons for it but the principle among them is existence of a certain set of social phenomena that cannot be explained either within psychology or within sociology. Sociology studied the society in general, psychology studied processes that took place inside human brains, but none of them was interested in influence of people on each other or influence of group on people. Social psychology is â€Å"†¦the scientific discipline that attempts to understand and explain how the thought, feeling, and behavior of individuals are influenced by the actual, imagined, or implied presence of others† (Allport, 1985, p.3). In other words this branch of psychology studies the logic of social behavior of separate people or groups and thus helps to define reasons or forecast their behavior under certain circumstances. Due to this social psychology can be effectively applied to nearly all spheres of human life and work. The management of employee relations is one of the most important spheres of modern business. Knowledge of the basic principles of social psychology can be very helpful in understanding major driving-forces of people’s behavior, their motivation, etc. These include the principle of social construction of reality, the persuasiveness of social influence, several motivational and processing principles. People always strive for mastery, which means they try to comprehend and forecast events in the social world in order to obtain encouragement. They enjoy feeling experienced and effective and will do their best to

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Pillowman Review Essay The team of San- Jacinto central college performed the play â€Å"The Pillow man† originally written by Martin McDonough on 2003 in the Powell Arena Theatre. The play was about the tale of Katurian, a fiction writer who was interrogated by the two detectives Ariel and Tupoloski regarding the unpleasant stories of children written by Katurian. The content of Katurian’s stories was similar to the murder of the different children in the town, so they were suspected of the case. The play was performed on the black-box theatre, which was modified into the upthrust stage. The stage was good enough to support some specific part of the play like the background family scene that was provided when Katurian was narrating the story. The audiences sitting on raised stages on the three sides were able to relate the Katurian’s narration with the background scene. The opening moments of this play are superlatively funny, thanks to the interaction between Katurian and his two captors, a Detective named Tupolski (Joe Franco) and a policeman named Ariel (Richard Turner). Tupolski seems to be the epitome of quiet, industrial effectiveness, whereas Ariel (the winged indentured servant in The Tempest?) is very tightly wound, and more than eager to jump his prisoner and beat him senseless. Though all the characters were good to perform their assigned roles, I personally appreciate the role of Michal, performed by Aaron Alford, a freshman student of San Jacinto College. Just as the script says Michal was little slow to get the things, Alford did exactly the same throughout the play. As well, this character has added some comedy flavors in the play like itching ass etc. He made us laugh most of the time. The sound factor of the play was good. The crying sound from the background was really natural that attracted the attention of the audiences like me. It made to feel like somebody was really tortured there. There was a special sound effect in the play relating to the homicide and torture. Mr. Brian Hamlin did the very good job as a director and fight director. The play was directed so well. All the cast and crew do their best to execute the play. Most of the casting members were professional and graduate students interested in theatre. The two plays that I watched during this semester â€Å"The Pillowman† and â€Å"KOYAANISQATSI†. The opening scene of â€Å"The Pillowman† and â€Å"KOYAANISQATSI† both were really good. Among these two play I like â€Å"KOYAANISQATSI† better because the Hopi Indian chanter played really well. Also, action was well executed on â€Å"Star Blood† on â€Å"KOYAANISQATSI† rather than interrogating on â€Å"The Pillowman†. Lighting was well executed on â€Å"â€Å"KOYAANISQATSI† and sound effects on â€Å"The Pillowman† To sum it up, the play was good enough to entertain. I can make a consensus that the script of the play was well written. The characters were giving just the satisfaction to the superior script of the play. It was worth watchin g.

Crime Victim Provisions: An analysis

Crime Victim Provisions: An analysis Critically explore the needs of victims of crime and the services currently provided for them. Include reference to the demands of the victim movement and the limitations of the current criminal justice system. The recent years in the UK and throughout the world has seen the importance and influence of human rights growing. This has had an effect on the law as a whole, but instead of the good of society being protected by statute and common law the individual has come to the forefront, i.e. an individuals rights cannot be derogated unless a set criterion is followed. Therefore this focus on the individual has not only given stricter rules for the courts and police to follow in respect to suspected and convicted criminals, it has also laid an emphasis on the individual victim and the resources, after-care and support, as well the effect on sentencing in respect to criminal cases and restitution or compensation in respect to civil cases. The recent rise of the role of victims in the Criminal Justice system is highly important, which will be identified in the discussion of restorative justice. The role model for incorporating the victim providing restitution and their needs can be seen in Australia within Victorian Criminal Justice System. Therefore this case study is not going to explore not the medical help that victims need and which have been procured, but their search for justice and restitution and compare it to the UKs approach to the victim in the Criminal Justice System. It is here that the victims rights groups are calling for justice, as seen in the recent Home Office Survey of Victims Rights Groups wishes, i.e. a true role for the victim in the Justice system, especially Criminal Justice:To genuinely reflect the needs of victims, the social rights referred to in the paper The social rights of victims of crime should be included in the new Charter, clearly identifying the agencies responsible for delivering them. Restorative Justice: This is the most modern reasoning for sentencing and balances the various elements of the sentencing, such as the victims needs, the rehabilitation of the offender, interests of protecting society. It could be adapted to include public opinion, but in the interests of justice it would need to be informed public opinion because the theory is Rawlsian in nature, which results in a theory from the standpoint of justice. Rawls in his thesis for engendering equality states that justice is the prime basis of all government and to ensure justice, the access to justice for all is the obvious means and end to ensure justice is fulfilled; therefore in the Criminal Justice system this would include the access to justice for the offender, the victim, and the rights for the public to voice their opinion on sentencing of a convicted criminal. Rawls theory is based on a few key ideas, which are the rights and duties of government/institution of society and the burdens and benef its of citizens co-operating. Rawls bases his theory on distributive justice, where inequalities are restrained by the greatest benefit of least advantaged and each person has the condition of fair equality of opportunity. Therefore Rawls would allow for restorative justice but retribution would be unjust, rather aims to rehabilitate and return the perpetrator to society would be appropriate, i.e. in order for the perpetrator to compensate society because if the perpetrator is rehabilitated and educated then society will be benefited. Rawls would argue that there is a role for the victim in the sentencing procedure and for public opinion as long as the perpetrator is not subject to hatred, prejudice and vengeance that would be the fear if public opinion was allowed to take over the proceedings. Rather Rawls would argue there needs to be a balance between the rights of the perpetrator, the publics opinion and its protection and the victims access to justice. There still needs to be the rule of law and objectivity but within the realms of these new considerations. It is possible that the perfect model the Victorian Sentencing Advisory Council has met these obstacles and created a system that allows an ap propriate mixture of these elements. Victorian Sentencing The Victim Role in the Criminal Justice System: The VSAC was set up to ensure that there was just sentencing as well as allowing for the victim to have a sufficient statutory role in the sentencing procedure. This follows ensuring that the victim plays a proper role in respect to the criminal justice system. Yet in order for there not to be retributive and vengeance sentencing and in order to stop tainting of the trial before the judgment the role of the victim is closely monitored. Section 5 of the Sentencing Act 1991 ensures: Just punishment to punish the offender to an extent and in a manner which is just in all of the circumstances; Specific and general deterrence to deter the offender or other persons from committing offences of the same or a similar character; Rehabilitation to establish conditions within which it is considered by the court that the rehabilitation of the offender may be facilitated; Denunciation to denounce the type of conduct engaged in by the offender; Community protection to protect the community from the offender; or a combination of two or more of the above purposes. Therefore this limits the role of the victim and ensures that the defendants rights and the victims rights and community views are balanced. It also allows for informed public opinion to be taken into account in the sentencing procedure. This sentencing procedure takes the views of victims and the public in to account through a thoroughly monitored manner, rather than allowing the press to have a field day and public outcry. The Victorian sentencing procedure allows for the victims views to be taken in the form of an impact statement and this only occurs if the defendant is found guilty, i.e. this system does not allow such views to taint the defendants right to a fair hearing. In addition sentencing is gauged against informed public opinion rather than the outcry of the uneducated or the enraged so that there is a rounder understanding on the effects of the crime on the society and the individual. The British Approach to Victims: The government has always been on the side of the victim it takes on his or her case and seeks to punish the perpetrator but it has no always done so with enough rigour or sensitivity of their needs.Helena Kennedy focuses on the problem with the Criminal Justice System in the UK in respect to the lack of acknowledgment for the victim. In many ways the system is cold to the victim; it forgets there is more than retributive justice. The England and Wales Sentencing Advisory Council is made up of judges and academics, there is no real voice for the victim as in Australia. The only impact statements by the victim are those taken by the police and prosecution, when the victim is in a highly stressful situation. It pervading culture of the UKs system is that a conviction will satisfy the needs of the victim; this is not the case as the VSAC has seen. In many cases the victim needs to know why the crime happened and have the ability to talk the perpetrator . Also this is a method that can help the perpetrator acknowledge the harm done and hopefully rehabilitate the offender, especially in the youth justice system. The UK system has recognized this and in has instituted this as an alternative to imprisonment in the Youth Justice and Criminal Evidence Act 1999. The key is the use of restorative justice, the approach taken in Australia, which is understanding and balancing the needs of the perpetrator and the victim. The problem in the UK is that on some levels it recognizes the need for this balance, but on others especially in the recent wakes of the terrorist attacks to forget about justice and civil liberties in order to have to power to punish anyone who may be a threat. It has followed the media frenzy of the US and forgotten about justice. The victim no longer figures in such approaches but the needs of the state. In order to satisfy the victims needs there needs to be an inclusive role, such as answers, apologies, informing the offe nder of the impact of their crimes on innocent people, crime prevention and restitution. This is harder in respect to serious crimes, but sometimes the reasons for the actions of the perpetrator not only help the victim to reconcile their experiences but it also ensures that the government understands the reasoning for certain crimes and make the perpetrator understand the impact of their crimes. Therefore the role of the victim in the Criminal Justice System is more than just attending a court room but can play a role in understanding and preventing crime. The VSAC has understood this problem and has introduced impact statements, as well as more diverse advisory panel and the influence of informed public opinion; rather than the pick n mix that the UKs government is taking whenever it suits the needs of the state. This approach was verbalized by John Major during his leadership as condemn more and understand less but as Helena Kennedy argues the victims of crime, their desire is often to understand why a criminal acted as they did. Conclusion: The objective approach that the VSAC makes it very hard for the press to create witch hunts and put pressure on the court to impose an unjust sentence in favour of perceived public opinion; rather the specific victims of the crime are taken into account. This objective approach halts and the fears that the courts will become a place for the media based witch hunts are stopped and justice for the victim is considered at the same time as balancing the justice for the defendant. This creates a unique approach to criminal justice and possibly a way forward for ensuring that victims do gain a voice, without the witch hunts that have been seen recently in the US, especially those held in Guatanamo Bay. Also the UK system which is on the brink of following the US should heed the fears of those in the UK justice system against the media/witch hunt approach and follow the approach the VSAC and subsequent jurisdictions in Australia have taken, which is to balance the criminal justice between the public opinion, the victim and the defendent in an objective manner as Justice Badgery-Parker states: [T]he need which the criminal justice system exists to fulfil is the need to interpose between the victim and the criminal an objective instrumentality which, while recognising the seriousness of the crime from the victims point of view and, in the case of murder, the magnitude of the loss which the victims family and friends have sustained, attempts to serve a range of community interests which include but go beyond notions merely of retribution. In order to do this there needs to be easy access to forums and practioners from the Criminal Justice system in order to stress the different reasoning behind sentencing procedures, as well as Victims AND Offenders rights groups in the UK. Bibliography: R G Fox, 1995, Victorian Criminal Procedure: State and Federal Monash Law Book Co-operative Freiberg, 2001,Sentencing Options, Sentencing Review 2001Discussion Paper Freiberg, 2002, Pathways to Justice Sentencing Review 2002 Discussion Paper Graycar Morgan, 2005, Law Reform Whats in it for Women, Windsor Yearbook on Access to Justice Volume 23 Home Office, 2001, Review of the Victims Charter: Summary of Responses can be found at: http://www.homeoffice.gov.uk/docs/vcreviewvictims.html Helena Kennedy, 2004, Just Law, Vintage BooksJohn Rawls, The Theory of Justice (Oxford University Press, Oxford, 1971) Rawls J., Justice as Fairness: a restatement, (E. Kelly Ed) (2001, Cambridge Mass, Harvard University press) Ridge, M. 2003 Giving the dead their due Ethics 114: 38-59. Sentencing Advisory Council, About Sentencing Principles and Purposes, can be found at: http://www.sentencingcouncil.vic.gov.au/CA256F82000D281D/page/About+Sentencing?OpenDocument1=20-About+Sentencing~2=~3=~

The Cross-Dresser and Transsexual Essay -- Some Like it Hot Gender Rol

The Cross-Dresser and Transsexual Attitudes towards cross-dressing, transvestitism and transsexuality have changed greatly since the conformity of the 1950’s. Today, the drag queen RuPaul sells cosmetics and a female character with a penis can become a sympathetic addition to a prime time drama such as Ally McBeal. These transgressions from normative gender roles are frequently employed by filmmakers to examine the complexity and fluidity of modern masculinity and femininity. The roots of these explorations can be seen as far back as 1959’s Some Like it Hot, but only in the 1990’s were directors able to use these sliding identities to their fullest extent. By examining Billy Wilder’s, Neil Jordan’s and Kimberley Peirce’s use of external gender signs, gender roles, sex and sexuality in Some Like it Hot, The Crying Game and Boys Don’t Cry, respectively, we may see the progression of gender blending from comedic device towards accepted identity. While none of these films entirely empowers its transgendered characters, and masculinity is privileged as the more flexible identity, the latter two films nevertheless make strides towards a society where limited definitions of gender and identity do not exist. External gender signs such as costume, hair length and voice are the spectator’s first indication that a crossing has taken place. In Some Like it Hot, this cross-dressing has a purpose and is parodied throughout, while in The Crying Game and Boys Don’t Cry, the main characters’ transvestitism is realistic and treated with more sympathy. As our society is inundated with film images, we are comfortable with the picture of Tony Curtis and Jack Lemmon dressed as women for the film Some Like it Hot. But one must remember that gen... ... and Boys Don’t Cry, on the other hand, show a move towards a society that is more willing to embrace these alternative identities. Both films use realistic disguise, behaviours and sexuality to help audiences identify with their transgendered characters. Furthermore, sex is shown to be of little consequence when it comes to a person’s true gender. Unfortunately, the portrayals of transsexuals in these two films are not yet fully liberating. The Crying Game stumbles into stereotype and limits Dil’s sexual behaviour, and even the most progressive of the three, Boys Don’t Cry, shows Brandon dying a horrible death. However, Peirce’s film has come a long way in open-mindedness since the antics of Joe and Jerry in Some Like it Hot. Perhaps in the coming years a filmmaker will finally dare to portray a happy and realistic transgendered character and also let him/her live.

Victim - Original Writing :: Papers

Victim - Original Writing Such odd patterns the rain made on the wet window. It had been pouring for nearly an hour now; Rachel found it quite relaxing. She sat on the couch watching some stupid talk show about people who had been victimized by con artists. She shook her head slightly, sighed, and stirred her tea. Rising while holding the mug perfectly still, she went into the kitchen to empty what remained of her Earl Grey. Upon her return, she remembered that she had left the window in her room open. Earlier that night, she had been sitting by that very window; the rain felt cool and clean on her rosy cheeks. Rachel cursed herself for leaving it partly open, which allowed water to cover a small portion of her bedspread. "Oh well. It will be dry in a while." She said, not to anyone in particular as she was alone in the house, after all. There was one person too many in the house when he sprang from the closet. The man really didn't look dangerous. His plain white shirt and black jeans did not appear threatening. His uncombed brown hair and lean build did not startle Rachel. Even his hazel eyes, empty as they were, did not alarm her. It was the butcher knife he gripped in his right hand that chilled her blood. "Little girls like yourself shouldn't be home alone. They might get hurt or killed or†¦.." He sprang at her with the deadly blade, forcing her to the ground. She screamed from both fear and sheer surprise. He held the knife to her throat with one hand and began to unbutton her cream-colored blouse with the other. Rachel struggled violently, yelling, "Get off of me, you sick weirdo!" He only grinned and continued. She clawed his right arm with her pointy nails, breaking the skin. He shrieked and dropped his weapon. Rachel quickly snatched it in her right hand while her attacker was briefly injured. She then sliced him across the hand, shoving him off

Nondiegetic Music Of The Doors In The Scene Waiting In Saigon Essay

Nondiegetic music of the Doors in the scene waiting in Saigon Sound plays a significant part in all movies and one of the most interesting of all the sound techniques would be the use of nondiegetic music. In the movie Apocalypse Now, there is a double disc soundtrack with thirty tracks on it. The one song on there that has the most meaning would The Doors song â€Å"The End†. This song not only set the mood for the scene waiting in Saigon and the move as a whole but is also used to foreshadow the death of Coronal Kurtis. Mr. Coppola, the director of the film, was a genius for picking this song to represent the movie. It not only fits the movie with the sounds of helicopter but the words alone have significant meaning to the movie. Along with it serving as a premise for the movie, Mr. Coppola plays with the viewer’s perception of diegetic sounds and nondiegetic music. The scene as a whole is a montage of overlapping dissolve sequence. It is set in Saigon but is more of a delusional state of mind of Willard, the main character. We get a sense of the upcoming climatic part of the movie through the visions and music of the scene. The opening scene starts out with a diegetic sound of a helicopter passing in front of a jungle. We get the sense that the helicopter sounds that we will be hearing are going to be diegetic until Mr. Coppola brings in The Doors song â€Å"The End†. Which brings the sounds of the helicopter into the music. He uses the helicopter as a set up for the music ensemble that is forth coming. As the electric guitar starts to play a psychedelic tune with the sounds of the synthesized helicopter, you feel like you’re in a somewhat delusional state of mind. As if your mind is being carried away by the music to a dreamlike place. The dirt in the scene is doing some mysterious dance to the beat making the jungle in the backg round seem somewhat fuzzy and dreamlike. The first minute of the song is used to set the viewers for the montages sequence that is coming up next in the scene. Its purpose is to make us feel delusional and somewhat drugged. The guitar solo and synthesized helicopter sounds then leads us into the world and mind of the main character, captain Willard. As the sequence moves along you hear the voice of Jim Morrison sing, â€Å" This is the end Beautiful friend This is the end My only friend, the end,† to the flaming sights of war are seen at th... ...es start off with the digetic sound of a helicopter, which is then used to lead into the nondiegetic sound of a synthesized helicopter within the song. As the scene moves along about two minutes into the scene we come to see the blades of a ceiling fan whirling around. This is where the helicopter sounds in the music change back into the diegetic sound of the whirling ceiling fan blades. The second motif is that the song reoccurs again about two hours into the movie. This is the scene where Willard is killing Kurtz and the caribou is being sacrificed. Which goes back to the function of the song in the beginning, which was to foreshadow the death or â€Å"The End† of Kurtz death. Thus the nondiegetic use of music is indeed a very useful technique in the scene waiting in Saigon. The Doors song, â€Å"The End,† not only is used to foreshow what is going to happen at the end of the movie but is also used to set the mood of the movie. Along with setting the mood, Mr. Coppola plays with the use of diegetic music turning it into nondiegetic music. These are all key functions for using a song in a movie and Mr. Coppola is a genius for choosing â€Å"The End† to play a significant part in Apocalypse Now. Nondiegetic Music Of The Doors In The Scene Waiting In Saigon Essay Nondiegetic music of the Doors in the scene waiting in Saigon Sound plays a significant part in all movies and one of the most interesting of all the sound techniques would be the use of nondiegetic music. In the movie Apocalypse Now, there is a double disc soundtrack with thirty tracks on it. The one song on there that has the most meaning would The Doors song â€Å"The End†. This song not only set the mood for the scene waiting in Saigon and the move as a whole but is also used to foreshadow the death of Coronal Kurtis. Mr. Coppola, the director of the film, was a genius for picking this song to represent the movie. It not only fits the movie with the sounds of helicopter but the words alone have significant meaning to the movie. Along with it serving as a premise for the movie, Mr. Coppola plays with the viewer’s perception of diegetic sounds and nondiegetic music. The scene as a whole is a montage of overlapping dissolve sequence. It is set in Saigon but is more of a delusional state of mind of Willard, the main character. We get a sense of the upcoming climatic part of the movie through the visions and music of the scene. The opening scene starts out with a diegetic sound of a helicopter passing in front of a jungle. We get the sense that the helicopter sounds that we will be hearing are going to be diegetic until Mr. Coppola brings in The Doors song â€Å"The End†. Which brings the sounds of the helicopter into the music. He uses the helicopter as a set up for the music ensemble that is forth coming. As the electric guitar starts to play a psychedelic tune with the sounds of the synthesized helicopter, you feel like you’re in a somewhat delusional state of mind. As if your mind is being carried away by the music to a dreamlike place. The dirt in the scene is doing some mysterious dance to the beat making the jungle in the backg round seem somewhat fuzzy and dreamlike. The first minute of the song is used to set the viewers for the montages sequence that is coming up next in the scene. Its purpose is to make us feel delusional and somewhat drugged. The guitar solo and synthesized helicopter sounds then leads us into the world and mind of the main character, captain Willard. As the sequence moves along you hear the voice of Jim Morrison sing, â€Å" This is the end Beautiful friend This is the end My only friend, the end,† to the flaming sights of war are seen at th... ...es start off with the digetic sound of a helicopter, which is then used to lead into the nondiegetic sound of a synthesized helicopter within the song. As the scene moves along about two minutes into the scene we come to see the blades of a ceiling fan whirling around. This is where the helicopter sounds in the music change back into the diegetic sound of the whirling ceiling fan blades. The second motif is that the song reoccurs again about two hours into the movie. This is the scene where Willard is killing Kurtz and the caribou is being sacrificed. Which goes back to the function of the song in the beginning, which was to foreshadow the death or â€Å"The End† of Kurtz death. Thus the nondiegetic use of music is indeed a very useful technique in the scene waiting in Saigon. The Doors song, â€Å"The End,† not only is used to foreshow what is going to happen at the end of the movie but is also used to set the mood of the movie. Along with setting the mood, Mr. Coppola plays with the use of diegetic music turning it into nondiegetic music. These are all key functions for using a song in a movie and Mr. Coppola is a genius for choosing â€Å"The End† to play a significant part in Apocalypse Now.