Philosophy Of Medicine Essays - Anthropology Of Religion, Epilepsy

Philosophy Of Medicine Essays - Anthropology Of Religion, Epilepsy Philosophy Of Medicine The Spirit Catches You and You Fall Down By Anne Fadiman Deepa Parikh April 27,0000 Professor Tauber PH273 The book, the Spirit Catches You and You Fall Down by Anne Fadiman is an objective look into the world of two different cultures and their belief systems. The viewpoints of the Hmong and of the American doctors represent Hmong culture and the root of Western medicine. The book takes into account how two cultures, rather, two completely opposite worlds are collided and their impact on each other (Fadiman 1997). The book uncovers the underlying meaning of how different Western medicine can be from different cultures and its challenges and consequences. In addition, Fadiman questions the very basics of philosophy by taking into account the simple metaphysics and moral ethics that face Lias doctors and parents and what role society plays. The book questions the belief system of Western medicine as well as the Hmong beliefs and cultural practices. Fadiman encourages us to think of the root of Western culture and medicine as well as learning about the Hmongs beliefs. Which is more relevant ? When a patient is in a life or death situation, whose opinion and expertise on medicine holds higher ground? In the case of Lia Lee, this was the problem. Why was Hmong culture and practice irrelevant in the eyes of the many doctors and nurses that cared for Lia? Reading this book, it is obvious to see the philosophy of western medicine versus the Hmong culture. This book helps clearly define western culture and its biomedical system by contrasting it to the Hmongs. The book, more than anything, else analyzes the epistemological, metaphysical, and moral viewpoints of both western medicine and that of the Hmong culture and questions their validity and effectiveness. Epistemology is the theory of knowledge(Tauber). In this book, the theory of knowledge can be posed by one question. How did Lea get sick? This question leads to two different viewpoints Western medicine and culture and the Hmong. The root of Western medicine is biomedicine. What makes biomedicine unique and sets it apart from other cultures is the idea that there is only one answer and one truth behind that. Simply stated, it is a matter of facts and the question of what, not how(Tauber). This is the primary difference between Hmong culture and Western medicine. In the book, Lias doctors wanted to know the one problem that was causing Lia to have severe seizures. They neglected to ask how Lia got sick. The view of Lias parents was the complete opposite. They wanted to know how Lia got sick and if this meant Lia was blessed with a gift and would become a txiv neeb(Fadiman). To understand the epistemological perspective of the Hmong, we must first take into account their cultural identity and how they practiced it. The Hmong were adamant in their belief system and were wary of the doctors in Merced in there care of Lia. Under their care, they believed; Lia would have been healed. The Hmong cultures to cure an illness, in Lias case the quag dab peg, there were animal sacrifices made. Lias parents say that Lias soul had left her when her sister had unintentionally slammed the door. This rationalization that the door frightened Lia and was the cause of the series of medical problems she would face, is an example of the epistemological view of Lias parents. It was interesting to read in the book, as Faddiman recounts, the way the doctors treated Lias parents. Because of the cultural barrier, communication problems pertained to everything from signing a document to administration of medication for Lia. Because of the cultural barrier, there were problems of m oral ethics as well. Did the doctors ever take into account the parents wishes for their child? Lias parents believed that the only medication they were willing to give Lia would be the kind that would be fast and preferably in a pill. The Hmong culture is against shots and blood being taken in large quantities as well as anything that could affect the dab and cause evil spirits to enter her soul(Fadiman). Epistemologically speaking, the doctors had a completely different viewpoint of what happened to Lia than

Free Essays on Old Testament

Old Testament The Christian name for the Hebrew Bible. It is the sacred scripture of Judaism and the first portion of the Christian @Bible. According to Jewish teachings, it is made up of three parts: the Law (also known as the Torah or Pentateuch), comprising the @first five books (Genesis, Exodus, Leviticus, Numbers, and Deuteronomy), which describes @the origins of the world, the covenant @ @between the Lord and Israel, the exodus and entry into the promised land, and the various rules governing social and religious behavior; @the Prophets , including the former prophets (Joshua, Judges, Samuel 1-2, Kings 1-2) and the latter prophets (Isaiah, Jeremiah, @Ezekiel, and the 12 minor prophets), which describes the history of the Israelites, the stories of heroes, kings, judges, and wars, and the @choosing of David as leader of the Israelites; and the Writings (including Psalms, Job, Song of Solomon, and Ruth, among others), which @describes the reactions of the people to t he laws and covenant! s, as well as prayers and praises of the covenant. Some books of the Old @Testament regarded as sacred by the Jews are not accepted as such by Christians; among Christians there are differences between @Roman Catholics and Protestants about the inclusion of some books, the order of the books, and the original sources used in @translating them. Scholars generally agree that the Old Testament was compiled from c. 1000 B.C. to c. 100 B.C. The first 39 books of the Bible dealing with the life and times of the Jews, and the development of their idea of God before the coming of Jesus. New Testament The second portion of the Christian Bible, which contains 27 books that form the basis of Christian belief. These @books include the sayings of Jesus, the story of his life and work, the death and resurrection of Jesus now celebrated as Easter, the @teachings and writings of the apostles, and instruction for converting nonbelievers and f... Free Essays on Old Testament Free Essays on Old Testament Old Testament The Christian name for the Hebrew Bible. It is the sacred scripture of Judaism and the first portion of the Christian @Bible. According to Jewish teachings, it is made up of three parts: the Law (also known as the Torah or Pentateuch), comprising the @first five books (Genesis, Exodus, Leviticus, Numbers, and Deuteronomy), which describes @the origins of the world, the covenant @ @between the Lord and Israel, the exodus and entry into the promised land, and the various rules governing social and religious behavior; @the Prophets , including the former prophets (Joshua, Judges, Samuel 1-2, Kings 1-2) and the latter prophets (Isaiah, Jeremiah, @Ezekiel, and the 12 minor prophets), which describes the history of the Israelites, the stories of heroes, kings, judges, and wars, and the @choosing of David as leader of the Israelites; and the Writings (including Psalms, Job, Song of Solomon, and Ruth, among others), which @describes the reactions of the people to t he laws and covenant! s, as well as prayers and praises of the covenant. Some books of the Old @Testament regarded as sacred by the Jews are not accepted as such by Christians; among Christians there are differences between @Roman Catholics and Protestants about the inclusion of some books, the order of the books, and the original sources used in @translating them. Scholars generally agree that the Old Testament was compiled from c. 1000 B.C. to c. 100 B.C. The first 39 books of the Bible dealing with the life and times of the Jews, and the development of their idea of God before the coming of Jesus. New Testament The second portion of the Christian Bible, which contains 27 books that form the basis of Christian belief. These @books include the sayings of Jesus, the story of his life and work, the death and resurrection of Jesus now celebrated as Easter, the @teachings and writings of the apostles, and instruction for converting nonbelievers and f...

My personality type Essay Example | Topics and Well Written Essays - 500 words

My personality type - Essay Example My ESFP score will mean that as a leader, I will have the knack for persuading, motivating, and mobilizing members of the group he is because I enjoy spending time with others, understand other people, have good interpersonal skills, can understand the emotions of others, and respond to these emotions in a productive manner. My score in the ambiguity test means that, as a leader, it will be important not to deal with ambiguity by creating my own certainty. In addition, there is a risk that I could be dictatorial and averse to risk. With regards to my personality type B result, as a leader, I would be supportive, although it would also mean I would be the center of attention and, therefore, have centralized leadership. However, I would also be very persuasive because of my competitiveness. As an employee needing management, I would prefer to be allowed to experiment with new ideas, take part in brainstorming sessions because I can move from one idea to the next quickly, and be indepen dent and free, rather than secure and safe. In addition, I would not like to be entrusted with strictly defined and repetitive tasks. As a Type B personality, I would prefer to work directly with the managers to collaborate and not to be supervised. I addition, I would prefer not to be in an isolated job and work with others, as well as added responsibilities and increased interactions. However, my moderately low tolerance for ambiguity would require management to ensure that there was less certainty concerning expectations.

Is God a Man or a Woman Essay Example | Topics and Well Written Essays - 1000 words

Is God a Man or a Woman - Essay Example The Upanishadic texts (like some of the earlier Vedic texts) are primarily concerned with acquiring knowledge of the "soul", "spirit" and "god". The Upanishadic concept of God was abstract and philosophical. Different Upanishadic texts postulated the doctrine of an Universal Soul that embraced all physical beings. All life emanated from this universal soul and death simply caused individual manifestations of the soul to merge or mingle back with the universal soul.. The Hindu philosophy of the Atman and Paramatman finds its basis from this scientific concept. As a corollary to this theory emerged the notion that even as individual beings might refer to this universal soul - i.e. God in varied ways - by using different names and different methods of worship - all living beings were nevertheless related to each other and to the universal God, and capable of merging with the universal god. Such an approach was not incompatible with secular society, and permitted different faiths and sub-faiths to coexist in relative peace and harmony. In the course of defining their philosophy, the scholars of the Upanishad period raised several questions that challenged mechanical theism (as was also done in some hymns from the Rig Veda and Atharva Veda). If God existed as the unique creator of the world, they wondered who created this unique creator. The logical pursuit of such a line of questioning could either lead to an infinite series of creators, or to the rejection or abandonment of this line of questioning. The common theist solution to this philosophical dilemma was to simply reject logic and demand unquestioning faith on the part of the believer. A few theists attempted to use this contradiction to their own advantage by positing that god existed precisely because "He" was indescribable by mere mortals. But, by and large, this contradiction was taken very seriously by the philosophers of the Upanishadic period. The Upanishadic philosophers attempted to resolve this contradiction by defining God as an entity that extend ed infinitely in all dimensions covering both space and time. This was a philosophical advance in that it attempted to come to terms with at least the most obvious challenges to the notion of god as a human-like creator and did not require the complete rejection of logic. In the very process of their questioning, (and albeit speculative reasoning about god), they had opened the door for rationalists and even outright atheists who took their tentative questioning about the role and the character of God as "creator" to conclusions that rejected theism entirely. But in either case, many rationalist and/or naturalist philosophical streams emerged from this initial foundation. Some were nominally theistic (but in the abstract Upanishadic vein), others were agnostic (as the early Jains), while the early Buddhists and the Lokayatas were atheists. Buddhism, on the other hand is basically a religion of the mind, of the present moment awareness, of leading a virtuous and responsible life, and of the individual who is in search of an answer to the problems of change, impermanence and suffering within the confines of his own experience as a practitioner of the Eightfold path. The tenets of Buddhism are not centered around the concept of an universal supreme being, who in other religions, is responsible for

Hotensios wife Essay Example for Free

Hotensios wife Essay Petruchio would say this in a condescending way because he thinks that a wife should obey her husband at all times and come to him even when she is busy.  Ay, and a kind one too. You not a worse  Gremio would say this in a respectful way to Lucentio, but at the same time being contemptuous towards Petruchio.  Sirrah Biondello. Come to me forthwith  Hortensio would say this in more of an imposing way than Lucentio did to summon his wife. This would make the audience believe that Hotensios wife would definitely obey him.  Biondello exits the room the same way as before, through the oak doors, and you hear him running down the hall. I am afraid, sir. not be entreated.  Hortensio says this very derisively towards Petruchio because both Hortensio and the audience still think that Petruchio is idiotically wasting his money.  Biondello yet again comes back out of breath and with bad news.  She says you have. You come to her.He tells Hortensio this in a very disdainful way because Hortensio was becoming very overconfident about the bet especially after Lucentio had failed with Biannca.   Worse and worse! She will not come. Come to mePetruchio is mocking Hortensio because his wife gave an even worse answer than what Biannca gave to Lucentio. He then tells Gremio to order Kate to come to him; he says this in a very superior way. I know her answer  Hortensio says this in a very pompous tone of voice. I would make Hortensio say it in this way because I want the audience still to think that Biannca is not going to come and that Petruchio will be disgraced.  Just before the doors open the gentlemen are laughing at the expense of Petruchio because they think he has done all this boasting about Kate being tamed and she wont obey him. As soon as the doors open and the audience see Kate I think that they would be very surprised and shocked, so I would make all the actors except Petruchio to faint to add a comical side to this instant. What is your will, sir, that you send for me?  Katherina would say this in a very delicate voice and whilst saying this she would curtsy. This would also be a shock to the audience because they are used to Kate being very forceful in her dialect and in her physical presence.  Go fetch them hither. Bring them hither straight.  Petruchio would say this in a very condescending manner to Kate. As soon as Petruchio has finished Kate abruptly rushes off to fetch the other women. Heres a wonder, if you talk of a wonder.  Lucentio says this in a very astounded way. He says this because he cannot believe what he is seeing, I would expect the audience to feel the same because throughout the play Kate has never done anything she did not wish to do.  Marry, peace it bodes. sweet and happy.  Petruchio is saying that Life with Kate is going to be a happy one; the audience have started to see that Petruchio loves Kate and did all those cruel things so that she could live in peace with him. Nay, I will win my wager. virtue and obedience.  Petruchio wants to prove what a good job of taming her he has done and how dutiful she is know.  Kate then enters dragging Biannca and the widow by their hair through the large oak doors. When the door shuts she lets them go and walks towards Petruchio.I would your duty. Since supper time.   Lucentio is very disappointed with Biannca and the actor would bring this out by saying these lines in a very saddened way.  The more fool you for laying on my duty.  Biannca would say this in a very patronising tone of voice. The audience would be quite astonished by Bianncas reply to Lucentio because she is usually very quiet and obedient. Katherine, I charge thee. Lords and husbands.  Petruchio wants Kate to tell the people how a lady should act towards her husband/lord. The crowd will think that although Kate has changed she will not lower herself to that level. But she does in a way that still leaves her with a vast amount of pride.  Kate starts her speech by insulting the widow and saying that she should respect her master  Fie, fie unknit that threatening unkind. Thy governor.  She would say this in a very sarcastic, but malicious way. I would get the actress to say it in that way because although Kate does respect Petruchio she also has her own will and she also wants to intimidate the widow. As Kate would be saying this I feel that she should walk towards the widow in an ominous manor. As Kate walks up to her, the widow would cower away into a corner. This will show the crowd that Kate is still domineering and robust. It blots thy beauty. meet or amiable  Kate is saying that being angry all of the time hides the fact that underneath that fiery surface is a beautiful majestic lady. The audience will at this stage think that what Kate is saying is ironic because she was once fiery, but now the audience will start to realise that women who act this way disgust her.  Thy husband is thy. Sea and land  This is where Kate is saying how she expects other women to feel about their husbands because this is the way that she feels about Petruchio. Whilst she is saying this she will go up to Petruchio and kneel in front of him to show the audience how much respect she has for her husband. Too little payment for so great a debt. owes the prince.  She is saying that women have a good life and hardly have to repay their husband for all the tasks he has to do for her. As she says this she will scan across the room glaring at the other wives as if to say that they do not repay their husbands enough and should be thankful that he hasnt left them.  I am ashamed that women are so simple. Love obey.

Where Is the Spirit? :: Athletics Hockey School Spirit Essays

Where Is the Spirit? It’s Friday night at Matthew’s Arena where the men’s hockey team is ready to take on the University of New Hampshire Wildcats and it seems as if nobody is here except for UNH fans. Where are the Northeastern fans? Instead of Northeastern’s black and red, the Wildcat’s blue is overtaking the arena. Why is Northeastern so different from other universities who have thriving traditions and throngs of fans at every event? Is it because our sports teams are not as recognized? Or do the students here just have better things to do? Many Northeastern University students feel that athletics are relatively unsupported here since attendance is low at almost all events. This is a Division I school with 19 varsity teams that compete in the America East Conference, with the exception of football in the Atlantic 10 Conference and men’s and women’s hockey competing in Hockey East. With every win, Northeastern athletics are gaining recognition. The 2002-03 season was the best year overall for Northeastern athletics. Last year, Northeastern sent four teams to the NCAA playoffs and won a total of seven conference titles including football’s first ever Atlantic 10 title. Several students, when asked about low attendance, suggested the low turnout for football games is because of the location of Parson’s Field in Brookline, MA a few miles away. Students have to take busses supplied by Northeastern to the field. â€Å"I think one [stadium] closer to campus definitely would attract more students to games,† said Maria Maldonado, a sophomore political science major. â€Å"Taking the busses to games is such a hassle. Plus, the stadium is like a high school stadium.† One student said that she liked Boston University’s setup because fields were closer to campus making it easier to watch games. â€Å"I think if it were closer it would help. The BU soccer field is right behind some dorms and I have noticed that a lot of people watch those games because it is easy to just stop by,† said Amanda Lowe, a sophomore journalism major. The Huskies Homecoming football game was on October 18th at Parson’s Field. The field has a capacity of 7,000. At Homecoming, more than 6,000 were in attendance. It was a good turnout but when compared to another Division I school such as the University of Wisconsin-Madison’s football games, which are always filled to capacity at 80,000, Northeastern is just a small gathering.

Absenteeism 3

Chapter I THE PROBLEM AND REVIEW OF RELATED LITERATURE Background of the Study A child or student’s interest is the most basic element that makes a group learning system work in an organize way. From the head to the base members of this organization, the condition of one may affect the others. This kind of educational system is comparable to a series light connection where in the state of one greatly affects the others. Population and the percentage within that population which causes negative feedbacks can be the primary reason of a poor product. The group or classroom type of organized way of learning has given that impact to the community being the commonly used system. Its effectiveness has been proven and has never been out of fashion. The relationship between the student’s physical presence on class discussions and their learning performance are greatly relative. Class participation is just one way of measuring a child’s learning ability. In a class, the teacher-student relationship is one of the most fundamental units in student’s learning. Learning in a system of group collaboration is one of the best ways in gaining knowledge. It is a teamwork which the framework relies on an individual learning from the others and others learning from that individual. When a student misses a day of school he/she must have lost the chance to hear others, interpret and analyzing the lessons or joins the interaction within the class. This lost is being rooted to two different courses and varying factors under these courses. The inquiry might be a family situation or an individual problem. Then, under these courses are the factors that contribute to a child’s regular truancy. These may be finance concerns, disability, psychotic imbalance, poor school climate, family health, transportation problems, drug and alcohol use, and differing community attitude towards education (Savers, D. etal,2005). Absenteeism in one angle view point is one of the most common causes of degrading performances of the students. Especially to those who are included in the advance intelligence curriculum, absenteeism causes a great lose and may result to giving up an aimed position. It can also cause social repletion especially when a class is composed of a great number of students. This habit can cause a dilemma to the school administration when big figures are involve and may decrease the school’s performance. On the other hand, contamination of sickness and disease can be avoidable because of the absences of a person (Marbuger, D. , 2001) A student’s attendance may be the grounds of the results of his or her learning performance. School administration and faculty may also affect the absenteeism rate of their student, and so as the population of those who practice absenteeism affect the administration and the school itself. There are so many fruits that the root of absenteeism can produce depending to the situation of the respondent. Hence, this research will be conducted. Review of Related Literature There are a lot of factors which affect the student performances in academic areas. One of these is absenteeism. Absenteeism is defined to the students as a deliberate or habitual absence from going to school. Everybody misses a day of school activities and school lessons now and then. But it is a problem if the students will absent to many days in going to school, this will cause serious problems (http://www. enterpreneur. com/encyclopedia/term/82042. html). Absenteeism in students affects their school performances especially when they are in a group or teamwork for their assignments and projects. Since grouping will help develops the students’ cooperative and ability to share and gain knowledge from their group mates, likewise, the group mates will also miss the opportunity of gaining knowledge from the absent student (Koppenhaver, 2003). According to Schmidt in 1983, absenteeism affects the students’ ability to get high scores in examinations which can cause the decreasing of grades or the student may fail and will cause him/her to repeat the same year level. Students who have spent time attending lectures or classes have a significant, positive effect on students’ performance. Students that participated exhibited higher grades and scores in examinations that the student. Marburger states that the difficulty inferring the effect of absenteeism on erformance because, once a student is absent in a class, he or she may miss the opportunity of learning other techniques. He found out that missing in class progresses the likelihood of missing examination material covered that day compared to the students who were present in the class (2001). It indicates that persistent absentees at an inner-city school in South Wales had significantly lower self concept self-esteem, more deprived socioeconomic backgrounds, l ower intelligence level, and more educational problems to control groups. Suggest that remedial measures for absenteeism should focus on raising self-concepts and changing attitudes toward school (Reid k, 1982). Absenteeism is the most significant factor to affect the functioning of assembly lines in the development of School Administration. Those high levels of absenteeism have negative repression colleagues’ effect to the production of quality levels of well trained students because of work specialization. The analysis of hundred absentees reveals hundred of instances of negative effect of building well discipline students for the future. In contrast to the empirical evidence it confirms that absenteeism produce higher level of problems, that value specialization among student has been significant reduced in the students’ achievements (Mateo R, 1998). Students’ contracts influence teacher attendance from the classroom. The teachers’ attendance has a positive and negative effect on interested students achieve. How students absences influences their teachers’-students’ relationship. Teacher and student absenteeism affect the student test score performance base on extensive data collection effect, conducted by authors. It presents an economic analysis using data from over 700 school district in New York State 1986-1987. It includes that provisions plays a big rule like (the number of unused leave day by teacher will accumulate and â€Å"cash in† at retirement may simultaneously bathetic in teachers and student (Pitkoff, 19903). Teachers who maid and received low performance making tend to miss a larger number of days than those who did not. Teachers with marks do not feel a connection to the workplace and believe they are ineffective in the classroom. This gives an impetus for school administration to develop teachers’ growth plan early in the academic years for low performing teachers than the later in year (Pitkoff, 1993). To prevent and correct serious attendance problems, schools need to change the way they structured improves the quality of the courses and intensity interpersonal relationship between teachers and students (Epstein and Sheldon, 2002). School refusal behavior is a term synonymously used with absenteeism. Classifications of this are the following manifestation: social phobia, school phobia, anxiety and/or depression and truancy (Daleidan et. l, 1999). Of all these manifestations, truancy is one that presents a diversity of issues of interest to school personnel while the others need medical or counseling interventions (Williams, 1998) The organizational structures and culture of a school setting contributes to how students experience the system. School characteristics and culture can influence student abs enteeism (Epstein and Sheldon, 2002). Perhaps organizational school structures endorse reward particular peer groups while ignoring the others. If so, peer identity becomes relevant in schools as the values, attitudes and beliefs held within the peer groups predispose those in the group to endorse or reject the mission of schools. Haris(1996) claims that peer groups are more powerful than parents in changing the values of an individual. The teenagers class themselves out into peer groups varying in their attitudes towards intellectual achievement and can even find anti-intellectual groups in middle class neighborhoods and if this is the case, the choice of peer group could have an effect upon the academic outcome of a student thus, causing absenteeism (Hartnett, 2008). The curriculum of schools and strength of approval against the habitual absenteeism are also cited as contributing causes to the problem. It was cited by some students as a reason for non-attendance the lack of challenging and interesting course work and curriculum (Kilpatric, et. al, 1999). Students also cited that negative self-image and low self-esteem are reasons for absenteeism. The negative self-images are sometimes resulting of labeling and tracking within the school system (Lotz and Lee, 1999). According to Lotz and Lee that mostly of the adolescents today receive less supervision than in the past (1999). The contributing factors to chronic absenteeism involve parental and school-based responsibility. In many cases, parents actually condone the absence by ignoring excuses when no valid reason from school (Kilpatrick, et. al, 1996). A study presents by Unger,Morton and Laing (1997) presents the argument that students who participate in cooperative experiences, even the cause for this occurrence is not conclusive. Students who already exhibit absenteeism might be interesting to the programs that primarily caused the students to leave school thus more day of non-attendance. Students might disassociate themselves more from the school setting since they are experiencing the world of work. They may have access to their own transportation and find easier to be absent. This view regarding length of the school day, implementations of Blocks Scheduling with few and longer periods when compared to a seven period day with shorter periods appear to reduce absenteeism. Thus school systems implement the six or seven period day of a higher rate experiencing absenteeism (Khazzaka, 1997/1998). Birman and Natriello (1978) categorized in possible explanations for absenteeism into three categories. The most common were the students’ lack of adequate socialization and ignorance of appropriate behavior. The second group of explanations, the school-level group, was primarily concerned with peer pressure and school organizational patterns and their adverse effects. The authors labeled the third group societal-level explanations. These included changing social mores and community values. According to Louie F. Rodriguez and Gilberto Q. Conchas, â€Å"this case study explores how a community-based truancy prevention program mediates against absenteeism, truancy, and dropping out and positively transforms the lives of Black and Latina/Latino middle school youth. Findings suggest that community-school partnerships are critical in the quest to combat truancy and the alarming dropout rate among urban youth. This study also shows how committed individuals can work to engage and empower low-income urban youth who are disengaged from school. Extensive interviews and observations with Latina/Latino and Black youth demonstrate how the intervention program mediates against social and academic failure. Using grounded theory, this article explores four student-identified dimensions that impact his/her (re)engagement with school: (a) the importance of space that promotes peer relations, (b) incentive structures within programs, (c) the need for social networks, and (d) youth advocacy as a mechanism for institutional accountability. Implications for combating truancy, reducing dropout, and promoting student engagement are discussed. Reprinted by permission of the publisher†(2009). â€Å"A case study involving an ethnographic assessment of adult English as a second language program at a community center in southern Minnesota is outlined. Findings revealed that additional curricular structure and more effective communication between teachers and students regarding content and outcomes were keys to reducing absenteeism and those more attentive, respectful estimations of students' abilities would ensure effective communication and help students develop a sense of ownership in their learning† according to the study of Susan L. Schalge and Kay Soga (2008). According to the study of Dube, Shanta R and Orpinas, Pamela, they investigated the negative and positive behavioral reinforcement profiles of behavior related to excessive absenteeism. â€Å"Negative reinforcement involves avoidance, and positive reinforcement involves gaining parental attention or getting tangible benefits from not attending. Data on school refusal behavior were obtained from 99 upper-elementary and middle school students referred for attendance problems. Three profiles were identified: 17. 2 percent of participants attributed absenteeism to both positive and negative reinforcement; 60. percent attributed absenteeism only to positive reinforcement; and 22. 2 percent had no profile. Findings revealed that the three groups differed considerably in mean scores for behavioral difficulties: participants from the multiple profile groups had the highest level of behavioral problems, while participants from the no-profile group had the lowest. †(2009). The British J ournal of Educational Psychology states â€Å"lack of adjustment or school failure is a concern to educators, educational and school psychologists as well as parents, but few studies have focused on school adjustment during late adolescence. Moreover, studies have yet to explore associations between parenting and school adjustment among upper secondary school students. Aim the primary objective of this study is to explore the relative and unique influence of parental support, behavioral control and psychological control (overprotection and autonomy granting) in school adjustment among upper secondary school students. The sample consisted of 564 students (15-18 years of age) in vocational and general educational courses from one upper secondary school in western Norway. The results showed that perceived parental practices accounted for moderate, but statistically significant amounts of variance in different aspects of school adjustment. The findings indicate that perceived parental socialization practices are only moderately associated with school adjustment among upper secondary school students. This probably reflects the fact that the influence of specific parenting practices declines as children and young adolescents mature into late adolescent students†(2009). The study of M. Scott Norton about the ABSENTEEISM AND STUDENT ACHIEVEMENT in the year of 2009 â€Å"the rate of teacher absenteeism has been found to be highest in elementary schools, schools with lower student achievement, schools composed of economically disadvantaged and minority students, and schools that do not require teachers to speak to their immediate supervisor about pending absence, urban school districts †¦ and districts with enrollments in excess of 257,000. (Pitkoff, p. 39). In schools where students are poorest and failing the most academically, teachers tend to be absent more often. In one study, the percentage of students reading below grade level was found to be the greatest predictor of school employee absenteeism, followed by the percentage of students eligible to receive free lunch (Pitkoff, 1993). Studies relating the direct effects of teacher absenteeism on student achievement are limited and tend to differ in their findings. For example, in a study that focused on fourth-grade reading results, it was determined that teacher absenteeism adversely affected student achievement (Summers & Raivetz, 1982). O'Brien and others (1982) also found negative impacts of teacher absenteeism on student learning. Yet, Ziomek and Schoenberger (1983) were unable to establish such an association. Studies by Madden and others (1991) and by Ehrenberg and others (1991) also did not support the contention that student academic performance was associated with teacher absence. In view of Pitkoff's (1993) finding that school employees rated as unsatisfatory tend to be absent significantly more days than those rated satisfactory, a reasonable conclusion might be that the absence of a â€Å"poor† teacher does not impact negatively on student learning†. Theoretical and Conceptual Framework The student body is the greatest contributor to the success or the ground falling of the school. An individual who have habitually made absences in class may have lost the chance of learning. He or she might have less chances of getting an aimed position. The school who plays an important role to a child’s motivation has known the impact of absenteeism to a student and to the school performance it’s self. The chronic spread of absenteeism may have roots that affect the attendance of an individual. â€Å"A constant doing may lead to a constant result, just like Domino† (Asia Child Data Trend, 2008). Coping up is never easy, especially when there is a lot of work to be done. Some teacher’s are also considerate that slows down the run of class discussion. Absenteeism alone when a large part of the school population is involved may not only cause a problem to the school but also to the local administration (Williams, L. , 2001). The performances being recorded at the diagnostic tests or midterm exams for example will determine the schools performance. And when absences are done, it can pull down even the highest scores. That is why the results of absenteeism are to be identified as so the solutions can be formulated to materialize the aims of the school and the individuals. Figure 1. The Schematic Diagram of the Study Statement of the Problem The study aims to identify the most common effect of absenteeism to a student and the whole body as how the student and teachers specify each. Specifically, the study seeks to answer the following questions: 1. What is the profile of the teacher and student respondent in terms of: a. Gender b. Age c. Civil status 2. What are the common causes of absences done by the students in terms of: a. Self-Inquiry b. Family Problem 3. What are the effects of absenteeism as grouped according to: a. Students Learning Performance b. School Performance 4. Is there a significant Difference between the perception of the students and teachers on the effect of absenteeism in terms of students learning and school performance? Hypothesis Ho: There is no significant difference between the perception of the students and teachers on the effect of absenteeism in terms of students learning and school performance. Ha: There is a significant difference between the perception of the students and teachers on the effect of absenteeism in terms of students learning and school Significance of the Study In many ways, whether in a tiny scale or in a wide range scale the findings of this research will benefit the following individuals in their own respective fields: The Student. Once an individual will know the impact of his doings, he or she will find ways and means to lessen the damage done. It will let this individual know the scope of his abilities and the right way of directing things especially when he would realize the effect of his habitual absences to the school body. To those students who do not have the knowledge on this aspect, they will be given chance to think, and may join the population which influences the declining of absences ratio. The Teachers. The teachers who serve as the parent when a child is in school will be able to formulate ideas on how to reduce the number of students who skip classes or who habitually commit to absences. They will be the keys of motivation and inspiration of their students. The School Administrator. Knowing the effects of absenteeism to a student, the school administration is the one primarily affected. Their concerns can then be discussed with the student body and so as the student body sharing their troubles to the administration. Through a conference the administration might be able to arrive to solutions which can be applicable o different situations. The DepEd Authorities. The Department of Education main goal is to be able to produce productive citizens of the community. Absenteeism is one of the factors that disturb the stableness of this goal. When the results are evident, the DepEd authorities together with the different school administration may arrive to a step by step planning to kill the rodents of absenteeism. The Parent. The parents are the direct and the baseline in communication in relation to their child’s regular truancy. Knowing the impact of absenteeism to their child’s learning performance, a parent will be at the concerns of convincing their child to attend school and protect them from the primary causes of their absences. Scope and Limitations of the Study The study focuses mainly to the effects of absenteeism to a student’s learning performance and the schools performance as signified by the teachers and students. The respondents are students from Agusan National High school, Third Year Science High Curriculum and the respective teacher’s who still belongs to this scope. This will determine the impacts of absenteeism into an individual and the body where he or she belongs and to arrive to simple solutions on this eye visible dame. The personal information needed for the study is Gender, Age, and cause of absences such as self-inquiry and family problem. The effects of absenteeism o student’s learning and school performances are enumerated in determining the answers of the respondents. Definition of Terms: Absenteeism. The regular truancy of a child; The habit of having absences. Family problem. The problems of the family that greatly affects a student’s attendance to school. This includes financial support (the family can’t afford education or education is not a primary necessity), differing community attitudes towards education (The people that surrounds home and within it education is not given importance), transportation (The family might lived in a very rural community where in transportation cannot easily reach Individual learning performance. The variation on the learning of a student being monitored in different ways e. g. class interaction, test results) Science High School Students. The students belonging to a special curriculum on higher education. Taught advance learning in science and mathematics Self Inquiry. The problems of an individual or a student that affects his attendance to school. Specifically social phobia (don’t have friends), health (always sick), school culture shock (have a hard time coping up, might be that the school is too advance or too slow. , influences from outside the school gates (sees people who cuts classes, Internet and Computer games. ), Chapter 2 METHODOLOGY Research Design The use of survey approach, in particular the utilization of descriptive method was observed in this research study. The use of the certain approach was to that it corresponds to the main objective of this research that is to determine the effect of absenteeism to school and ind ividual learning performances among third year Science High students of Agusan National High School as a basis for a conference dialogue. A survey questionnaire will be istributed that has four sets of questions to be answered by the students and teachers. The quantitative research techniques using Likert scale was used to rate the individual and school performance due to absenteeism. And also frequency test for the cause of it whether it is self inquiry or a family problem. Research Locale There are several High schools in Butuan City where the primary respondents of this research came from, Agusan National High School in fact is the largest high school and also has the biggest population found in this community, therefore it was chosen for the reality that it can determine the impact of absenteeism. The school grounds of this said school is found in A. D. Curato St. corner Noli Me Tangere St. Butuan City, Philippines. And as shown in the map below of Butuan is Area 52(Piepenbrock G. ,2009). The respondents of this study came from Agusan National High School, specifically those who belong to the special curriculum of the Science High School. Briefly this curriculum was established in 1994 by the administrators of the Department of Education Butuan Chapter. The students of the said curriculum are chosen especially to undergo advance learning and the teachers are also given same importance since it was built. The third year students and their teachers in different subject areas will be the respondents of this study Agusan National High School (ANHS) is one of the leading public high school in Butuan City, Philippines. It caters the educational needs of most of the population in the community. The school has produced competent graduates and many of them hold key positions in the community. [pic] Figure 2. The map of Butuan City showing area 52 as Agusan National High school The school is strategically located at the heart of the city. It accommodates almost ten thousand students. It has the biggest population in the whole region Caraga. It is manned by 270 strong and competent teachers from different fields of specialization under the supervision of the Secondary School Principal IV. The students are trained in order for them to face the future. A graduate of this school is expected to be upright in all the aspects in life. Most of all, students are trained in order to live independent life ahead and become a globally competent Filipino. Research Instrument The instruments used in the study are the following: 1. Questionnaire Form. This instrument was structured by the researchers to set up the socio-demographic profile of the student and teacher respondents. The said instrument will be used to determine the gender and age of the respondents. The evidences on the effects of absenteeism to school and individual performances and also its causes whether it would be a self inquiry or family problem were also listed in different sets. 2. Survey Questionnaire for Students and Teachers. This instrument will be used to determine the performances of the student who has frequent absences to his classes and his contribution to school performance. Data Gathering Procedure There will be 14 teachers and 89 students who will serve as the respondents of the study. They will be answering the questions on the survey questionnaire organized and distributed by the researchers. They will be the one to determine the performances of the students who engaged to habitual absences, and its cause. They will be also asked on how this absenteeism affects the school performance. When the task is duly accomplished and the questionnaires were retrieved, processed, tabulated. It will be submitted to the analysis of data. Sampling Techniques The research study made use of the purposive sampling technique. There were 36 students and 14 teachers asked to rate the students learning and school performance. Table 1. Student Population and Respondents of the Study |Sections |Population |Sample | |(Third Year Science High) | | | | |Male |Female |Total |Male |Female |Total | |III-Avogadro |9 |29 |38 |4 |5 |9 | |III-Curie |8 |26 |34 |4 |5 |9 | |III-Dalton |10 |31 |41 |4 |5 |9 | |III-Lavosier |12 |24 |36 |4 |5 |9 | |Total |39 |110 |149 |16 |20 |36 | Table 2. Teacher Population and Respondents of the Study Section |Population |Sample | |(Third Year Science High) | | | | |Male |Female |Total |Male |Female |Total | |III-Avogadro |5 |10 |15 |2 |7 |9 | |III-Curie | | | | | |III-Dalton |1 |2 |3 |0 |1 |1 | |III-Lavosier |4 |2 |6 |3 |1 |4 | |Total |10 |14 |24 |5 |9 |14 | Note: Some teachers handle the same subject in some sections and were not accounted twice. Data Analysis The researchers will hand the survey questionnaires in a manner of strict and proper distribution. The gathered data would undergo careful evaluation and analysis. For the Socio demographic profile, the researchers will make use of corresponding numerical value to present the data as follows: I. Socio Demographic Profile A. Gender Numer ical Value |Gender | |1 |Male | |2 |Female | B. Age (Student Respondent) |Numerical Value |AGE | |1 |13-16 YRS. OLD | |2 |17-20 YRS. OLD | |3 |21-24 YRS. OLD | C. Age (Teacher Respondent) Numerical Value |AGE | |1 |20-29 YRS. OLD | |2 |30-39 YRS. OLD | |3 |40-49 YRS. OLD | |4 |50-59 YRS. OLD | |5 |60-69 YRS. OLD | Civil Status for Teacher Numerical Value |Civil Status | |1 |Single | |2 |Married | |3 |Separated | |4 |Widow | The Likert scale with 5 point rating is used to describe the performance of the students as based in their regular truancy within the given 15 fields and points of learning. The said scale will also be used to determine the effect of absenteeism on the school as how its performance is being described by the respondents. II. Likert Scale |Descriptive Rating |Weight |Scale Interval | |Excellent |5 |4. 50-5. 0 | |Very Good |4 |3. 50-4. 49 | |Good |3 |2. 50-3. 46 | |Fair |2 |1. 50-2. 49 | |Poor |1 |1. 00-1. 49 | Statistical Treatment The following statistics will be used for the data analysis: 1. Mean – The mean is used to determine the general description of the effect of absenteeism to the performances of a student’s learning and school. The mean will ascertain the fields greatly affected by absenteeism as perceived by the student and the teachers. 2. Chi-square (Test of Independence)- The Chi-square test of independence was used as a treatment to this study to verify, if any, a significant difference between the perception of the teachers and students on the effect of absenteeism in terms of students learning and school performance. 3. Frequency – The frequency is used to determine the more frequent occurring rate in the different indicators. This will then identify the performing levels of the different indicators on the effect of absenteeism on student learning and school performance. 4. Standard Deviation – The standard deviation is the statistical measure that sheds light on historical volatility of the study which can give a c0omprehensive verbal description to the indicators or factors of the research study. Chapter III ANALYSIS AND RESULTS In this chapter the researchers showed the results and discussions on the results of the study. Specifically it presents the organization on the problem stated in the first chapter. Problem 1. What is the profile of the teacher and student respondent in terms of: Gender, Age, Civil status? Table 3. Respondents According to Gender GENDER |STUDENT |TEACHER | | |FREQUENCY |PERCENTAGE |FREQUENCY |PERCENTAGE | |MALE |16 |44% |5 |36% | |FEMALE |20 |56% |9 |64% | |TOTAL |36 |100% |14 |100% | As shown in Table 3 majority of the student respondents are female which is composed of 2 0 individuals or the 56% of the100%. The table also shows the greater number of females of the teacher respondents which totaled 9 or 64% of the 100%. In further discussions the population of both students and teachers are composed of more female respondents with a fraction corresponding to males number of respondents. Table 4. Student Respondents According to Age |AGE |FREQUENCY |PERCENTAGE | |13-16 YRS. OLD |36 |100% | |17-20 YRS. OLD |0 |0% | |21-24 YRS. OLD |0 |0% | |TOTAL |36 |100% | Table 4 shows that all of the student respondents which is 36 in number belonged to the age bracket of 13-16 years old. This is then interpreted that 100% of the students belong to the Third year of High school that corresponds to the scope of the study. Table 5. Teacher Respondents According to Age |AGE |FREQUENCY |PERCENTAGE | |20-29 YRS. OLD |1 |7% | |30-39 YRS. OLD |5 |36% | |40-49 YRS. OLD |2 |14% | |50-59 YRS. OLD |5 |36% | |60-69 YRS. OLD |1 |7% | |TOTAL |14 |100% | In Table 5 the data shows that most of the teachers belonged to the 30-39 years old bracket and 50-59 years old age bracket. In the following classification, each have 5 respondents or each had 36% of the total population as the research was being conducted. Table 6. Teacher Respondents According to Civil Status CIVIL STATUS |FREQUENCY |PERCENTAGE | |SINGLE |3 |21% | |MARRIED |11 |79% | |SEPARATED |0 |0% | |WIDOW |0 |0% | |TOTAL |14 |100% | As being shown in the table above, most of the teacher respondents were married at a population of 11 out of 14 or 79% of the total 100%. The rest of the respondents were classified single which is 3 in number or 21% of the total. Problem 2. What are the common causes of absences done by the students in terms of: Self-Inquiry or Family Problem? Table 7. Primary Cause of a Student’s Truancy as Perceived by the Students and Teachers |CAUSE |STUDENT |TEACHER | | |FREQUENCY |PRRCENTAGE |FREQUENCY |PERCENTAGE | |SELF INQUIRY |21 |58% |6 |43% | |FAMILY PROBLEM |15 |42% |8 |57% | |TOTAL |36 |100% |14 |100% | Self- inquiry is the main reason for a student to make an absence as what is being taken notice by other students that is being certified by Table 7. The resulting calculation shows that 21 students agreed to the fact to the said hindrance or the 58% out of the 100%. The teacher respondents look at the situation in a different angle, and most have agreed that family problem have caused the truancy of their students. Out of 14 respondents, 8 sees that the lack of family support had pushed absenteeism to what it is now. Statistically these 8 respondents compose the 57% of the total 100% population of teacher respondents. According to Williams, the student’s decision on a school based problem will not be taken responsibility by the school or the family. His regular absences will take a part on what he learns and because of some conditions, like social phobia or unsustainable community practice he will have the reason to quit school. Another claim from Haris was to be given attention for as far as his research had shared; he claimed that peer groups are more powerful influences in changing an individual than thy very own parents. And influences like this especially the not so good ones must have been provoking such individual in skipping school. But his research also discussed that there are times that the condition of oneself must be a priority. Sickness can be a factor to a self-inquired reason on absenteeism that must address an urgent action. Furthermore this citation agrees to the side of the student respondents that self-inquiry is a justified reason and adequate enough to be a basis of absences. Other authors, like Hartnett have seen another breakthrough to similar studies such as this. He have witnessed some occasions where in the family itself cannot provide a good education for its younger members. The lack of enthusiasm in some communities towards education has also influenced the attitude of a certain group of people towards educational link, thus absenteeism was observed. This is true to what the teacher respondents have observed in their school. Problem 3. What are the effects of absenteeism as grouped according to: Students Learning and School Performance? Table 8. Effect of Absenteeism to Students Learning Performance as Perceived by Student and Teacher Respondents |Indicators |Student |Teacher | | |Mean |VD | | |Mean | | |Student |Teacher | | |X2c | | | |Student |Teacher | | |Student |2132 |1314 |3446 | |Teachers |1514 |696 |2210 | |TOTAL |3646 |2010 |5656 | 1. ) df = (r-1)(c-1) = (2-1)(2-1) = (1)(1) = 1 Level of Significance = 5% X2t = 3. 84 Expected value: Cell 1:EV = [(VT)(HT)]/ GT = [(3646)(3446)]/ 5656 = (12564116)/ 5656 = 2221. 38 Cell 2:EV = [(VT)(HT)]/ GT = [(2010)(3446)]/5656 = (6926460) = 1224. 62 Cell 3:EV = [(VT)(HT)]/ GT = [(3646)(2210)]/5656 = (8057660)/5656 = 1424. 62 Cell 4:EV = [(VT)(HT)]/ GT = [(2010)(2210)]/5656 = (4442100)/5656 = 785. 38 |Cell |O |E |(|O-E|-0. 5)2 |(|O-E|-0. 5)2 /E | |1 |2132 |2221. 38 |7899. 65 |1. 40 | |2 |1314 |1224. 62 |7899. 65 |1. 0 | |3 |1514 |1424. 62 |7899. 65 |1. 40 | |4 |696 |785. 38 |7899. 65 |1. 40 | | |N= 5656 |N= 5656 | |5. 6 | CONCLUSION: | X2C | | X2t | | 5. 6 | | 3. 84 | 5. 6 ; 3. 84 Reject Ho, Accept Ha There is a significant difference between the perception of the students and teachers on the effect of absenteeism in terms of students learning and school CURRICULUM VITAE I. Personal BACKGROUND Name: April Jobeth G. Barrot Age: 15 yrs. old City Address: 241 P-1 Obrero, Butuan City Provincial Address: Agusan Del Norte Date of Birth: April 9, 1994 Height: 150 cm Weight: 37 kg Civil Status: Single Religion: Roman Catholic Citizenship: Filipino Contact#: 2257130/09102442074 Fathers Name: Job R. Barrot Age 49 yrs. old Occupation: Seaman Mothers Name: Elizabeth G. Barrot Age: 46 yrs. old Occupation: Pharmacist Brothers Name: Jeb G. BarrotAge: 17 yrs. old Steven Ellie G. BarrotAge: 1 yr. old Frankie Job G. Barrot Age: 1 yr. old Sisters Name: Jobelle Beth G. BarrotAge: 8 yrs. old II. Educational Background Preschool – Child Learning Development School – S. Y. : 1999-2001 Primary Level – Butuan Central Elementary School – S. Y. : 2001-2007 Secondary Level – Agusan National High School – S. Y. : 2007-Present III. Honors, Scholarship and Awards Preschool Kinder I Honors: Best in Math, Best in Filipino, and Best in English Award: Most Neat Kinder II Honors: Best in Math, Best in Science, Best in English, Best in Filipino Award: Most Neat Primary Level Grade 1 Honors: 8th Honors Award: Most Patients Grade 2 Honors: 6th Honors Award: Most Neat Grade 3 Honors: 9th Honors Award: Most Neat Grade 4 Honors: 14th Honors Award: Most Clean Grade 5 Honors: 8th Honors Awards: Dancer of the Year and Most Cooperative Grade 6 Honors: 6th Honors Awards: Most Industrious, 1st in Katutubong Sayaw, Cheer dance Competition (Champion), Outstanding Pupil Government Officers, Outstanding Choir Member and Outstanding Dance Troupe Members Secondary Level 1st Year Level Honor: 9th Honors 2nd Year Level Honor: 5th Honors IV. Seminar, Conference Attended Philippine Society of Youth Science Club, September 6-7, 2008, Agusan National High School Senior/Cadet Scouts Conference, August 15, 2009, at GSP Headquarters, Capitol Site, Butuan City Chief Girl Scout Medal Scheme Orientation and Workshop at GSP Headquarters, Capitol Site, Butuan City, July 25, 2009 Brown Raise Seminar, Saint Joseph Institute and Technology, February 6, 2009 CURRICULUM VITAE I. Personal BACKGROUND Name: Raniana Cabonce Valencia Age: 15 yrs. old Provincial Address: Agusan Del Norte Date of Birth: July 3, 1994 Height: 145 cm Weight: 35 kg Civil Status: Single Religion: Roman Catholic Citizenship: Filipino Fathers Name: Robert G. Valencia Occupation:Poultry Raiser Mothers Name: Rosario C. Valencia Occupation: High School Teacher II. EducationAL bACKGROUND Primary Level – Butuan Central Elementary School – S. Y. : 2001-2007 Secondary Level – Agusan National High School – S. Y. : 2007-Present III. Honors, Scholarship and Awards Preschool 2nd Honors Outstanding Pupil Best in Writing Best in Math 2nd Place Spelling Bee Primary Level Grade 1 Honors: 9th Honors Grade 2 Honors: 6th Honors Grade 3 Honors: 4th Honors Grade 4 Honors: 6th Honors Grade 5 Honors: 3rd Honors Award: 1st Place Filipino Quiz Bee Grade 6 Honors: 2nd Honorable Mention Awards: 3rd Place in Napkin Folding -5th Place Investigatory Project -6th Place Editorial Cartooning – Outstanding Choir Member Secondary Level 1st Year Level Honor: 1st Honors Award: APEC 2008 Academy Award First Place – 3rd Place Essay Writing 2nd Year Level Honor: 10th Honors IV. Seminar, Conference Attended Philippine Society of Youth Science Club, September 6-7, 2008, Agusan National High School School Press Conference, Butuan Central Elem. School, Butuan City, S. Y. 2007-2008 Symposiums, Agusan National High School, Butuan City, S. Y. 2008-2009 Red Cross Youth Seminar, Agusan National High School, February 13, 2009 School Disaster Management: First Aid Training, Ausan National High School, September 11-12, 2009 CURRICULUM VITAE I. Personal BACKGROUND Name: Gea Anne I. Makinano Age: 15 yrs. old City Address: P-6 Brgy. 16, Ong Yu, Butuan City Provincial Address: Agusan Del Norte Date of Birth: October 12, 1994 Height: 151 cm Weight: 39 kg Civil Status: Single Religion: Roman Catholic Citizenship: Filipino Fathers Name: Felixberto L. Makinano Occupation: deceased Mothers Name: Elvira I. Makinano Occupation: OFW II. EducationAL BACKGROUND Preschool –Balay Silonganan Learning Center – S. Y. : 1999-2001 Primary Level – Butuan Central Elementary School – S. Y. : 2001-2007 Secondary Level – Agusan National High School – S. Y. : 2007-Present III. Honors, Scholarship and Awards Preschool Kinder II Honors: Salutatorian Awards: Best in Writing, Most Neat and Clean Primary Level Grade 1 Honors: 1st Honors Award: Best in Writing, Most Punctual, Most Neat and Clean, Best in Science Grade 2 Honors: 4th Honors Award: Most Polite Grade 3 Honors: 4th Honors Award: Most Neat and Clean, Most Polite Grade 4 Honors: 2nd Honors Award: Most Polite, 1st Place Science Quiz Bee District Level, 3rd Place Science Quiz Bee Division Level Grade 5 Honors: 2nd Honors Awards: Participant- Water District Quiz Bee District Level Grade 6 Honors: Salutatorian Awards: Outstanding Award, 1st Place MTAP Division Level (Team), 3rd Place MTAP Division Level Secondary Level 1st Year Level Honor: 6th Honors Award: Model Student 2nd Year Level Honor: 14th Honors IV. Seminar, Conference Attended Philippine Society of Youth Science Club, September 6-7, 2008, Agusan National High School Brown Raise Seminar, Saint Joseph Institute and Technology, February 6, 009 Symposiums, Agusan National High School, Butuan City, S. Y. 2008-2009 CURRICULUM VITAE I. Personal BACKGROUND Name:Charissa L. Abingosa Age: 15 yrs. old City Address: Employees Village, Libertad Provincial Address: Agusan Del Norte Date of Birth: April 4, 1994 Height: 164 cm Weight: 52. 5 kg Civil Status: Sing le Religion: Roman Catholic Citizenship: Filipino Fathers Name: Manuel Q. Abingosa Age 47 yrs. old Occupation: Motor Cycle Driver Mothers Name: Nerlita L. Abingosa Age: 46 yrs. old Occupation: Government Employee Brothers Name: Emmanuel L. Abingosa Age: 14 yrs. old II. EducationAL BACKGROUND Preschool –Sacred Heart– S. Y. : 1999-2001 Primary Level – Butuan Central Elementary School – S. Y. : 2001-2007 Secondary Level – Agusan National High School – S. Y. : 2007-Present III. Honors, Scholarship and Awards Primary Level Grade 1 Honors: 6th Honors Grade 2 Honors: 1st Honors Grade 3 Honors: 14th Honors Grade 4 Honors: 8th Honors Grade 5 Honors: 8th Honors Grade 6 Honors: 3rd Honors Secondary Level 1st Year Level Honor: 5th Honors 2nd Year Level Honor: 21st Honors Awards: 1st place in Division and District 2nd Year Level Suduko 2nd Place in 1st Regional Math Festival IV. Seminar, Conference Attended Philippine Society of Youth Science Club, September 6-7, 2008, Agusan National High School Senior/Cadet Scouts Conference, August 15, 2009, at GSP Headquarters, Capitol Site, Butuan City Chief Girl Scout Medal Scheme Orientation and Workshop at GSP Headquarters, Capitol Site, Butuan City, July 25, 2009 Brown Raise Seminar, Saint Joseph Institute and Technology, February 6, 2009 CURRICULUM VITAE I. Personal BACKGROUND Name: Gonzaga, Mhizelie Jave F. Age: 15 yrs. old Address: P-10 Ong Yiu Dist. Butuan City Birth date:February 21, 1994 Gender: Female Status: Single Parents Information: Mothers Name: Ma. Jovelin V. Forrosuelo Occupation: Public School Teacher Fathers Name: Jose Bayani L. Gonzaga Occupation: Owner Type Jeepney Driver No. of Siblings: 1 Position in Family: Eldest II. EducationAL BACKGROUND Schools Attended: Preschool: Angelicum Montessori School; S. Y. 1998-2000 Elementary:Butuan City SPED Center FL; S. Y. 2001-2006 High School: Agusan national High School; S. Y 2007- present III. Honor Scholarships and Awards Preschool: Graduated as a Salutatorian Awards: Proficiency in Science Best in Oral Expression (Filipino) Best in Writing Best in Reading Best in Spelling Most Neat and Clean Best in Music and Rhythm Elementary: Graduated as a Salutatorian Awards: S. Y. 2006-2007 1st Place Regional Quiz Bee, SPED Schools Category 3rd Place, Regional Science Quiz Bee, Over All 1st Placer Division Science Quiz Bee nd Placer Division Science Fair â€Å"Comparing Metal Elements Found in Leaves of Different Mango Varieties† 3rd Honors, Division MTAP Math Challenge, Individual Category 3rd Runner up, Division MTAP Math Challenge, Team Competition Qualifier, Philippine Science High School Scholarship Exam, Davao Campus Contributor, â€Å"Ang Manaol† O fficial School Paper of BCSC (Filipino) Active Girl Scout Red Cross Member Class Auditor Best in Science Most Diligent Academic Excellence Awardee, Green Bank CARAGA Chapter Academic Excellence Awardee, M. Lurielle, Butauan City Branch S. Y. 2005-2006 3rd Honors, Division MTAP Math Challenge, Individual Category 1st Placer, Division MTAP Math Challenge, Team category S. Y. 2004-2005 2nd Placer, Regional Science Quiz Bee, Over All S. Y. 2003-2004 1st Placer, Division MTAP Math Challenge, Team category S. Y. 2002-2003 1st Placer, Division MTAP Math Challenge, Team Category High School: Awards: S. Y. 2007-2008 1st Placer, Division Science Quiz Bee st Placer, Division MTAP Math Challenge, Team Category S. Y. 2008-2009 3rd Placer, Schools Science Fair, â€Å"Copper and Tin Alloy As Substitute to Silicon in Photovoltaic Cell† 3rd Placer, Regional Science Fair, â€Å"Copper and Tin Alloy as substitute to Silicon in Photovoltaic Cell† IV. Seminar, Conference Attended Philippin e Society of Youth Science Club, September 6-7, 2008, Agusan National High School Brown Raise Seminar, Saint Joseph Institute and Technology, February 6, 2009 CURRICULUM VITAE I. Personal BACKGROUND Name: Ben Jay Felizarta Age: 15 years old Address: New Asia R. Calo, Butuan City B-day: July 9, 1994 Mother’s Name: Rosanna Felizarta Occupation: House Keeper Father’s Name: Bilarmino Ocay Occupation: Tailor II. EducationAL BACKGROUND Pre-School: Honor Received-1st Honor Primary Level: Obrero Elementary School Honor Received- Gr. 1 – 1st Honor Gr. 2 – 1st Honor Gr. 3 – 2nd Honor Gr. 4 – 1st Honor Gr. 5 – 2nd Honor Gr. 6 – 1st Honorable Mention Secondary Level: Agusan National High School Honor Received- None so far ———————– The effect of absenteeism to student’s learning and class/school performance. Conduct a Conference Dialogue Socio-Demographic profile of the respondent: †¢ Gender †¢ Age †¢ Civil status Common cause of absence †¢ Self inquiry †¢ Family problem †¢ AGUSAN RIVER AGUSAN RIVER

Journeys Speech

To complete any Journey one must take risks and overcome obstacles. Inner or physiological Journeys are Journeys of the mind which when traveled can increase one's knowledge and sense of fulfillment. This type of Journey is explored in both Robert Frost's â€Å"The Road not Taken† and Gabriele Musician's film â€Å"The Pursuit of Happiness. † In Frost's poem the idea of decision-making is explored through the use of the extended metaphor of the two roads, â€Å"Two roads diverge in a yellow wood, And sorry I could not travel both.Frost uses this extended metaphor to illustrate that Journeys involves choices we have to make and like the split path in the woods the choice we do end up making will shape the next part of our lives. The two road are also contrasted, one said to be â€Å"having better claim† and â€Å"wanting wear. â€Å"Frost indicates here that taking the path less traveled or the riskier path has â€Å"made all the difference† and therefor e delineates the fact that although we face obstacles such as these difficult decisions in our own Journeys, when we overcome them we increase our knowledge and our self-worth.Another technique used by Frost is that of first person, which enables the audience to be included in the decisions Just as he, himself was, â€Å"Two roads diverged in a wood and I – I took the one less traveled by. † Here Frost shows his inner Journey Through his thoughts and thinks, at the caesura, about the path he has taken. Although Frost is happy with the path he took there is still a bit of regret as he will never know what would have happened if he took the other path. Musician's film â€Å"The Pursuit of Happiness† portrays the concept of an inner Journey through its protagonist Chris Gardener.A defining moment in Chrism's Journey is when he passes by a stock broking firm and learns of an internship which he'd like. In this scene Nuncio uses calm uplifting music to symbolism the opportunity which has arrived Chrism's Journey. A viceroy accompanies this scene where Chris says, â€Å"They all looked so damn happy, why couldn't I look like that. † Although over 500 applicants plied for the internship and only 20 get in Chris decides to take a risk by applying and in doing so misses the opportunity to sell his bone density scanner which would have been used to pay the rent.When Chris takes the risk of becoming an intern and later becomes a stockbroker he had to overcome many problems such as homelessness, unemployment and being a single parent but in overcoming these obstacles, he gained a sense of identity and became fulfilled. Nuncio also uses the cinematic technique of close ups to show the difficulty of risks. When Chris finds out that his internship is unpaid the camera closes in straight onto Chrism's face and all music suddenly stops.This is very effective in showing an obstacle in Chrism's Journey. Again, like Frost's poem, this adds to the idea of decision making and risk taking and thereby enhances the audience's perception of the characters' Journey. Both of these texts are affective in their uses of techniques to express the concept of effective technique as it allowed the audience to see how difficult decisions in a Rooney are made and gives an insight to what and how the character feels about this decision.Frost's poem, I believe, is open to so many different readings that may add to a responder's confusion. In studying the concepts of Journeys through my two chosen texts I have extended my knowledge and found out that Journeys involve risks and obstacles, however, if you overcome these aspects you become a better person. As David Viscose said, â€Å"If your life is ever going to get better, you'll have to take risks. There is simply no way you can grow without taking chances. â€Å"

Much Ado About Nothing

Much Ado About Nothing Much Ado About Nothing by William Shakespeare is a delightful comedy which plays out a number of Shakespeares best loved themes: confusion between lovers, the battle of the sexes, and the restoration of love and marriage. It also features two of Shakespeares most formidable lovers: Benedick and Beatrice. These two characters spend the majority of the play bickering and thenas in all great romantic comediesfall in love in the final acts.Much Ado About Nothing begins in Messina, soon after the end of a war. A group of soldiers are returning, victorious. Amongst them are Don Pedro, Claudio (a handsome youth) and Benedick, who is known to be proficient both in the art of war and the art of speech. He is also a self-proclaimed woman-hater, who vows he will never settle down. Soon, Claudio falls in love with a noblemans daughter, Hero (a beautiful and quiescent young maiden), and they decide to marry. Heros elder sister, Beatrice, is unlike her sister in that she has a fast tongue. She and Benedick enjoy baiting each other as both are clever and witty.The lovers, along with the rest of Hero and Claudios wedding party, decide to bring Benedick and Beatrice together. They perceive, perhaps, that there is already a spark of love between them. By the time the wedding comes around, the two are very much in love. But love is never easy in Shakespeares plays, and on the eve of the wedding Don Pedros bastard brother, Don John, decides to break up the marriage before it begins by trying to convince Claudio that his betrothed has been unfaithful. Claudio goes on to the wedding and calls Hero a whore, disgracing her before the whole community. Beatrice and Heros father hide the poor girl, and let it be known that she has died from the shame that Claudio unfairly placed upon her. In the meantime, Don Johns henchmen are arrested by the local constable (whose malapropisms create a little comic relief) and the plot to besmirch Heros name is exposed.Claudio is wracked with grief. To make amends, he promises to marry Heros sister, Beatrice. However, when he reaches the altar and lifts his wifes veil, he finds that he is marrying the woman he thought to be dead. The wedding is made into a double celebration when Benedick and Beatrice also decide to tie the knot.The majority of the plot in Much Ado About Nothing revolves around Hero and Claudio, but Shakespeares dramatic sympathies remain very clear. Benedick and Beatrice are ever at the center of our attention. They get the most stage time, as well as the majority of the best lines. With their gentle bickering, they hope to expose the frailties not only of their opponent, but also of his or her entire gender. These interchanges are early examples of what would become the fast-paced exchanges in modern screwball comedy. With Much Ado About Nothing, Shakespeare also creates the first example of the romantic generic convention of the two romantic leads that love to hate each other. That they are tricked into loving each other is only possible because that love already resides in their hearts. They use their mutual animosity to cover their true feelings. Of course, Much Ado About Nothing is never simply just a romantic comedy. Rather, the play creates a lighter, more frivolous counterpart to some of his darker tragedies. For example, like Romeo and Juilet, we see a lover pretend to be dead, hoping for a Romantic reconciliation with the man to whom she is betrothed. Unlike that tragedy, however, the lover does not realize his mistake too late. The work is one of Shakespeares most serious comedies, and also one of his most human. The back-and-forth between Benedick and Beatrice, and the triumphant finale in which the divine grace of love is celebrated has had a feel-good effect on its audience down the centuries. Beautifully written, and beautiful in its conception, Much Ado About Nothing, is one of Shakespeares most delightful plays.

Almost, But Not Quite

Almost, But Not Quite One of the most popular features on this site has been the list of false friends, those words that look the same or almost the same as English words but have different meanings. However, such words arent the only dangerous ones for those who believe (usually correctly) that knowing English gives them a head start on Spanish vocabulary. For there also are a number of words that might be called fickle friends, words that are roughly synonymous with English words but have a different connotation, or that are synonymous some of the time but not always. These words can be confusing to anyone with a knowledge of English who is speaking Spanish as a second language. (Although technically not accurate, false friends are often referred to as false cognates. Presumably, that would make fickle friends known as partial cognates.) To take an extreme example of a fickle friend, one so extreme it is on the list of false friends, look at molestar, which is related to the English verb to molest. In English, the verb can mean to bother, which is its Spanish meaning, as in the sentence they continued on their journey unmolested. But far more often, almost always, the English word has a sexual connotation that is absent in Spanish. Many of the words on the following list are something like that, in that they have a meaning similar to an English one but often mean something different. Translating them as the English cognates may make sense some of the time but frequently it wont. Accià ³n: It is usually synonymous with action in its various meanings. But to a stock broker it can also mean a share, and to an artist it can be posture or pose. Adecuado: This word can mean adequate in the sense of being appropriate. But adequate can have a negative connotation that adecuado doesnt. Its usually better to translade adecuado as suitable or fitting. Admirar: It can mean to admire. But it frequently means to surprise or to astonish. Afeccià ³n: Once in a while, this word does refer to a fondness toward somebody or something. But far more commonly it refers to a disease or some other sort of medical condition. Better words for affection are another cognate, afecto, and a separate word, carià ±o. Agonà ­a: Nobody wants to be in agony, but the Spanish agonà ­a is much worse, usually suggesting that someone is in the final stages of death. Americano: The understanding of this word varies from place to place. If youre from the United States, its safest to say soy de los Estados Unidos. Aparente: It can mean the same as the English apparent. However, the Spanish usually carries a strong implication that things arent what they appear to be. Thus, aparentemente fue a la tienda would usually be understood not as he apparently went to the store but as it appeared like he had gone to the store but he didnt. Aplicar: Yes, this word does mean apply, as in applying an ointment or a theory. But if youre applying for a job, use solicitar (although there is some regional usage of aplicar). Similarly, an application for a job or something else you would apply for is a solicitud. Apologà ­a: The Spanish word doesnt have anything to do with saying youre sorry. But it is synonymous with the English word apology only when it means a defense, as in a defense of the faith. An apology in the usual sense of the word is excusa or disculpa. Arena: In sports, arena can refer to an arena. But it is more commonly used as the word for sand. Argumento: This word and its verb form, argumenta r, refer to the type of argument a lawyer might make. It can also refer to the theme of a book, play or similar work. On the other hand, a quarrel could be a discusià ³n or disputa. Balance, balanceo, balancear: Although these words can sometimes be translated as balance, they most often refer to a swinging or oscillation. Words with meanings more closely related to the English balance include balanza, equilibrio, saldo, equilibrar, contrapesar  and saldar. Cndido: Although this word can mean frank, it more often means naively innocent. Colegio: The Spanish word can refer to almost any school, not just ones that provide university-level classes. Collar: This word is used when referring to the collar a pet (such as a dog) might wear, and it also can refer to a ringlike mechanical item known as a collar. But the collar of a shirt, jacket or similar type of apparel is a cuello (the word for neck). Collar can also refer to a necklace or similar item worn around the neck. Conducir: It can mean to conduct or (in the reflexive form conducirse) to conduct oneself. But it more often means to drive or to transport. For that reason, a conductor on a train (or other veh icle) is the person in the driving seat, not someone who handles tickets. Confidencia: Its meaning is related to the English meaning of confidence as a secret. If youre referring to trust in someone, confianza would be more appropriate. Criatura: Most commonly it means creature or being, including humans. But it is also commonly used to refer to babies and even to fetuses. Debate: This word often does refer to a debate, particularly one in a legislative body. But it also frequently refers to a discussion, one that doesnt have to include opposing viewpoints. Defraudar: This verb doesnt have to imply wrongdoing. Although it can mean to defraud, it more often means to disappoint. Demandar: As a legal term only, demandar and the noun form, la demanda, are similar to the English demand. But to demand something in a less formal situation, use exigir or exigencia. Direccià ³n: It usually means direction in most of the ways it is used in English. But it is also the most common way of referring to a postal or email address. Discusià ³n: The Spanish word often ca rries the connotation that a discussion has become heated. Alternatives include conversacià ³n and debate (which doesnt have to refer to a formal debate). En efecto: This phrase can mean in effect. But it also can mean in fact, not quite the same thing. Estupor: In medical usage, this word refers to a stupor. But in everyday meaning it refers to a state of amazement or astonishment. Usually the context will make clear what meaning is meant. Etiqueta: It can refer to etiquette and the requirements of formality. However, it also frequently means tag or label. The verb form, etiquetar, means to label. Excitado: This adjective can be synonymous with excited, but a closer equivalent is aroused - which doesnt necessarily have to do with sexual overtones but usually does. Better translations of excited include emocionado and agitado. Experimentar: This is what scientists and other people do when theyre trying something out. However, the word also often means to suffer or to experience. Familiar: In Spanish, the adjective is more closely connected with the meaning of family than in English. Often a better word to use for something youre fami liar with is conocido (known) or comà ºn (common). Habitual: The word often does mean habitual and it is a common translation for the English word. But it can refer to something that is normal, typical or customary. Hindà º: Hindà º can refer to a Hindu, but it can also refer to someone from India regardless of the persons religion. Someone from India can also be called an indio, a word also used to refer to indigenous people of North and South America. An American Indian is also often called an indà ­gena (a word both masculine and feminine). Historia: This word is obviously related to the English word history, but it is also similar to story. It can mean either one. Honesto: It can mean honest. But honesto and its negative form, deshonesto, more often have sexual overtones, meaning chaste and lewd or slutty, respectively. Better words for honest are honrado and sincero. Intentar: Like the English cognate, it can mean to plan or want to do something. But it also is frequently used to indicate more than a mental state, referring to an actual attempt. It thus is often a good translation for to try. Intoxicado, intoxicar: These words refer to almost any kind of poisoning. To refer specifically to the symptoms of alcohol poisoning, use borracho or any number of slang terms. Introducir: This verb can be translated as, among other things, to introduce in the sense of to bring in, to begin, to put or to place. For example, se introduce la ley en 1998, the law was introduced (put in effect) in 1998. But its not the verb to use to introduce someone. For that purpose, use presentar. Marcar: While it usually means to mark in some way, it also can mean to dial a telephone, to score in a game, and to notice. Marca is most often brand (with origins similar to the English trademark), while marco can be a window frame or picture frame. Miserà ­a: In Spanish, the word more often carries the connotation of extreme poverty than does the English misery. Notorio: Like the English notorious, it means well-known, but in Spanish it usually doesnt have the negative connotation. Opaco: It can mean opaque, but it can also mean dark or gloomy. Oracià ³n: Like the English oration, an oracià ³n can refer to a speech. But it also can refer to a prayer or a sentence (in the grammatical sense). Oscuro: It can mean obscure, but it more often means dark. Parientes: All of ones relatives are parientes in Spanish, not just parents. To refer to parents specifically, use padres. Peticià ³n: In English, petition as a noun most often means a list of names or a legal demand of some sort. Peticià ³n (among other words) can be used as a Spanish translation in such cases, but most often peticià ³n refers to almost any kind of request. Pimienta, pimiento: Although the English words pimento and pimiento come from the Spanish words pimienta and pimiento, they arent all interchangeable. Depending on region and speaker, the English terms can refer to allspice (malageta in Spanish) or a type of sweet garden pepper known as pimiento morrà ³n. Standing alone, both pimiento and pimienta are general words meaning pepper. More specifically, pimienta usually refers to a black or white pepper, while pimiento refers to a red or green pepper. Unless the context is clear, Spanish usually uses these words as part of a phrase such as pimiento de Padrà ³na (a type of small green pepper) or pimienta negra (black pepper). Preservativo: You might find yourself embarrassed if you go to a store and ask for one of these, because you could end up with a condom (sometimes referred to as a condà ³n in Spanish). If you want a preservative, ask for a conservante (although the word preservativo is also used at times). Probar: It can mean to probe or to test. But it is frequently used to mean to taste or to try on clothes. Profundo: It can have some of the meanings of the English profound. But it more often means deep. Propaganda: The Spanish word can have the negative implications of the English word, but it often doesnt, simply meaning advertising. Punto: Point often works as a translation of this word, but it also has a variety of other meanings such as dot, period, a type of stitch, belt hole, cog, opportunity, and taxi stand. Real, realismo: Real and realism are the obvious meanings, but these words also can mean royal and regalism. Similarly, a realista can be either a realist or a royalist. Fortunately, realidad is reality; to say royalty, use realeza.Relativo: As an adjective, relativo and relative are often synonymous. But there is no Spanish noun relativo corresponding to the English relative when it refers to a family member. In that case, use pariente.Rentar: In some areas of Latin America, rentar can indeed mean to rent. But it also has a more common meaning, to yield a profit. Similarly, the most common meaning of rentable is profitable.Rodeo: In the right context, it can mean rodeo, although there are differences between the typical rodeos of the United States and of Mexico. But it can also mean an encirclement, a stockyard, or an indirect path. Figuratively, it also can mean an evasive reply, a beating around the bush.Rumor: When used in a figurative sense, it indeed does mean rumor. But it als o often means a low, soft sound of voices, commonly translated as murmurring, or any soft, vague sound, such as the gurgling of a creek. Soportar: Although it can be translated as to support in some usages, it often is better translated as to tolerate or to endure. Some of the verbs that are better used to mean to support include sostener or aguantar in the sense of supporting weight, and apoyar or ayudar in the sense of supporting a friend.Suburbio: Both suburbs and suburbios can refer to areas outside a city proper, but in Spanish the word usually has a negative connotation, referring to slums. A more neutral word to refer to suburbs is las afueras.Tà ­pico: This word usually does mean typical, but it doesnt have the negative connotation that the English word often has. Also, tà ­pico often means something along the lines of traditional or having the characteristics of the local area. Thus if you see a restaurant offering comidas tà ­picas, expect food that is characteristic for the region, not merely typical food.Tortilla: In Spanish, the word can refer not only to a tortilla but also to an omelet.Último: Alt hough something that is the best can be referred to as lo à ºltimo, the word more commonly means last or most recent. Vicioso: Although this word is sometimes translated as vicious, it more often means depraved or simply faulty.Violar, violador: These words and words related to them have a sexual connotation more often than they do in English. While in English a violator may simply be someone who drives too fast, in Spanish a violador is a rapist.

Stages of ego development Essay Example | Topics and Well Written Essays - 250 words

Stages of ego development - Essay Example One of the main issues that arose between Freud and Adler was whether to define ego development as an ongoing process or a series of separate stages. According to Jane Loevinger (1996), the ego is separated into eight separate stages each bearing their own characteristics. The first stage is the impulsive stage, the stage that young children occupy. At this stage, the child is selfish and self-absorbed while being dependent upon the adult. The second stage is the self-protective stage in which a person is usually seeking opportunities and is manipulative in order to get their own way. The third stage is the conformist stage in which people tend to reform their behavior and are concerned about impressions they make. The next three stages that are the self aware, conscientious, and individualistic stages respectively are a person’s stepping-stones to forming their identity and individual personality. The last two stages which are Autonomous and Integrated occur when a person is satisfied with their position in life and has achieved a distinct identity for him/herself as an individual (Loevinger, 1996). References Hy, L., Loevinger, J. (1996) Measuring Ego Development. Springer. Loevinger, J. (1996). â€Å"The meaning and measurement of Ego Development.† American Psychologist. Volume 21, Issue 2, pp. 195-206.

Homeland Defense, History of Case Study Example | Topics and Well Written Essays - 2500 words

Homeland Defense, History of - Case Study Example homeland. The refusal of the U.S. to negotiate with rebels or terrorists and its eagerness to punish advocates of terrorism has formed the situation as well (Jordan, 2002). Current terrorist organizations are becoming ever more engaged in taking lives than acquiring political agreements, and the fear of retaliations has resulted in a bigger need for underground operations and possible deniability among terrorist organizations and their patrons (Gingrich, 2009). The rise of global and nonstate organizations hence has led to opponents who are harder to monitor and prevent than countries are and who are more engaged in initiating destructive occurrences (Larson & Peters, 2001). Technology also serves a vital function. There are growing concerns about the production of weapons of mass destruction (WMD). These involve fears about unstable ex-Soviet nuclear, biological, and chemical (NBC) weapons or, by means of attempts by purported ‘rogue states’ and highly subsidized organi zations like Osama Bin Laden and Aum Shinrikyo’s group, the growing capability to produce or obtain such weapons (Gingrich, 2009). Likewise, the escalating shipment and range of ballistic missile systems has brought about fears about opponents’ possible capability to attack the U.S. (Jordan, 2002). Lastly, technological developments in information and communication technologies (ICT) have curtailed the value of geography and facilitated assaults on information and communication structures and other computer-reliant structures from all over the world (Nicholson & Biden, 2005). These continuing developments also have been disrupted by several attacks abroad and at home that has emphasized the defenselessness of developed states against terrorism, like the United States (Nicholson & Biden, 2005), and has led to many injuries and fatalities. As cited in Cordesman (2002), as explained in the Report of the President’s Commission on Critical Infrastructure Protection ( 1997), the Report of the National Defense Panel (1997), the Federal Emergency Management Agency’s evaluation of federal outcome management capacities in 1997, and the account of the DoD Tiger Team on incorporation of National Guard and Reserve endorsement of the responses to attacks of WMD, these trends have encouraged policy-level interest to the issue and the recognition of several weaknesses in the nation’s ability to reduce or prevent the approaching threats (Cordesman, 2002). The approaching threats and weaknesses in response also have resulted in the distribution of important resources to the management and deterrence of the outcomes of terrorist assaults against the U.S. and to critical discussion about the bounds of a homeland security, or currently referred to as ‘homeland defense’, undertaking for the U.S. armed forces and the Department of Defense (DoD) (Larson & Peters, 2001). The undertaking would back up the national attempt to mitigate the t hreats and outcomes of potential attacks on the United States. This essay will attempt to give a general idea of the major policy concerns linked to homeland defense. This will be a critical essay presenting a case study