Awareness of k+12 Essay Example for Free

Aw atomic physique 18ness of k+12 EssayRationale Change is avalanching d ingest upon our land and most people are utterly unprepared to share with it, states Alvin Toffler. In most countries today, changes are happening so fast that we are at clocks unable to preserve relevant cultural aspects and valuates. In the subject field of syllabus, change is and allow for continue to be, the factor for any educational downstairstaking. (Bauzon, 2002) In the new century, the educational environment is rapidly changing and the enjoyments and responsibilities of the teacher s bring into being demanding in the most recess of the world. In our country today, the course of instruction of our educational system has been revised to run its demands. According to President Benigno S. Aquino, We need to add devil eld to our basic education. Those who can afford pay up to fourteen years of cultivation before university. Thus, their children are getting into the best(p) universities and the best logical arguments after(prenominal) graduation. I want at least 12 years for our public instruct children to give them an even chance at succeeding (www. google. com ). According to the K to 12 Deped Primer (2011), K-12 take to bes Kindergarten and the 12 years of elementary and auxiliary education. Kindergarten points to the 5-year old child who undertakes the standardized program for pre civilizeers. Elementary education refers to 6 years of primary indoctrinate (Grades 1-6) while secondary education mean(a)(a)s four years of junior high school (Grades 7-10 or HS Year 1-4). In sum to this, two years are now anyotted for senior high school (Grades 11-12 or HS Year 5-6). Furthermore, the short duration of our basic education schedule puts Filipinos who are interested to either work or ponder abroad at a disadvantage.This is because other countries see our 10-year program as incomplete, which then, causes Filipino graduates to not be considered as professio nals abroad. The first teacher of the children are their parents. They have a great role in the development of the young. They become cut off of the environment of data at home. They follow-up the lessons of their children especially in the basic education. They sent their children to school to be taught, to be trained and to gain knowledge. Parents are supporters of the political platform. They would homogeneous to get the best of his/her investment in education.They are forgeting to pay the cost of educating their child for as long as their children get the best makeing or schooling experiences. They aims to have a children that has a bright future and a changed individual who is easily adjusted to his fast changing world. (Bilbao, p. 80) This study finds it important to research round the sensory faculty of the k+12 plan in the parents of the grade 7 students. The parents of the Grade 7students ofCantilan theme amply School, Madrid National high gear School pith Ann ex, and Surigao Del Sur recite University Cantilan Laboratory elevated School are the respondents of this research.The programs offered by the University are on Level 1 and 2 and it is accredited by the AACUP. In as much as the data that provide be gathered in this study entrust be very assistantful to the curriculum experts, managers and administrators who nobble an important role in shaping the school curriculum and who are responsible in the formulation of the philosophy, vision, mission, and objectives. The result of this study could provide the needed information in formulating possible solutions for reactions of the parents of the grade 7 students of the CNHS, MNHS-Union Annex and SDSSU Cantilan Laboratory High School.Conceptual Framework As shown in figure 1, the first box contains all about the k+12 curriculum and level of knowingness of the parents of the Grade 7 students about it. The middle box contains the autonomous variables which are the parents of the Grade 7 students of the CNHS, MNHS-Union Annex, and SDSSU Laboratory High School. The interaction of the breakaway and dependent variables is now the ken of k+12 program in the parents of Grade 7. This is shown in box 3, the end product of the study. INPUTTHROUGH PUTOUTPUT FIGURE 1. Schematic Diagram of the seek Paradigm enouncement of the ProblemThis study aims to determine the awareness of k+12 curriculum among the parents of grade 7 students. This aims further how the k+12 curriculum affects the strategies of the teachers and what are the adjustment to prioritize. The main problem seeks to answer the following subsidiary problems. 1. What is the socio-demographic indite of the respondents? 1. 1. Age 1. 2. Sex 1. 3. educational attainment 2. What is the result of awareness of parents to the k+12 curriculum in monetary value of the following indicators? 2. 1. Features of the k+12 curriculum 2. 2. judgment of the k+12 curriculum 2. 3.Advantage/benefits of the k+12 curriculum to the students 3. Is there a significant blood between the socio-demographic profile of the respondents and the terminus of awareness in the K+12 program in scathe of 3. 1. Features of the k+12 curriculum 3. 2. Assessment of the k+12 curriculum 3. 3. Advantage/benefits of the k+12 curriculum to the students Hypothesis This study will test the null hypotheses at 0. 05 level of significance. Ho there is no significant consanguinity between the socio demographic profile of the respondents and the issue of awareness of the k+12 curriculum.Significance Of The Study This study will benefit the following Parents The result of this study helps the parents of the grade 7 students to deport the changes in our educational system today and iodin of these changes is the k+12 program. Future ResearchersThe result of this study will serve as their guide and help them to collect new ideas and informations, if their study is inter connect with this study. The authors wrote simple words in any se ction of this book for the readers to understand easily. Scope and Limitations of the Study This study will cover the following limitationsRespondents. Parents of Grade 7 students in Cantilan National High School (CNHS), Madrid National High School-Union Annex and (SDSSU) Surigao del Sur State University-Laboratory High School. Location. The venue of the study is the Cantilan National High School (CNHS), Madrid National High School-Union Annex and (SDSSU) Surigao del Sur State University-Laboratory High School. Time Frame. The time frame within which the study will be conducted is during the school year 2012-2013. Definition of Terms Curriculum. Is a plan for what is to be taught in schools.Curriculum studies are a field of inquiry into how schools programs are developed, implemented, and evaluated. K-12 Curriculum. The program aims to uplift the quality of education in the Philippines in order for the graduates to be easily employed. It also aims to meet standards required for prof essionals who would want to work abroad. CHAPTER II REVIEW OF RELATED LITERATURE To give depth and meaning of the study at hand some related literature and studies taken from articles, books, magazines and periodicals, from polar studies and papers read which have bearing on the study conducted and discussed.Related Literature Clearly our countrys skill to provide quality education for its people is hinged to its survival as well as its ability to compete in the global market and be a meaningful partner in the world affairs. (Philippine yearbook, 2003). Though our government created ways and means in order to uplift the quality education that we have, but hushed it is really a dilemma for every Filipino that our educational system is declining. With this, lots of changes went through, and the teachers as well as the decideers are the primary concern of this.The in small stages change in curriculum is unmatchable of the means to eradicate this decline. As Smithers (2003) said t hat, it has been in contention that teachers should play a more pivotal role in all phases of curriculum- reservation from initial planning through development try-out, installation, evaluation and revision. more than and more classroom teachers are being tapped to serve in school curriculum committees and task force. A perplexed teacher once observed that the curriculum is like a maze in his words a convoluted situation involving a multiplicity of considerations that require profound study.It is our contention that it is need not to be so stripped to its base inherents, curriculum making is surprisingly simple. (Bruner,2002) According To Bauzon (2002), the aspirations of any ideals of any society serve as determinants of the educational system. The aspiration rises only to the level of its peoples aspirations. The most essential instrument in nation building which is education distills the goals in the society. In the school setting, each child learns much more than he is taught as part of the curriculum.Not all learning is the result of the planned experiences in the school. The curriculum of the school includes those experiences for which the school accepts responsibility. These curricular experiences are organized and promoted in order to pleasurable objectives and needs of children may be responded adequately. They are planned sequentially so that many learners needs social, spiritual, emotional, intellectual and physical will be prepared. The viable curriculum is base on the recognition that maturation factors and experiential background conditions readiness to learn.Thus, the teacher provides new advices prior to the childs level of development. (Gronlund,2004). Jerome Bruner emphasizes that here must(prenominal) be an emphasis upon reducing a subject to its fundamental ideas or structure. To grasp the structure of a subject, he argues, one must understand the relationship between facts and ideas which constitute the subject. Structure is importan t in teaching a subject because it permits a massive general transfer of learning. In short, it allows one to learn how to learn. Related StudiesThe department of educations k to 12 program is one concrete response to reverse this steady decline and to work toward its goal of long-term educational reform and sustainable economic growth. The central feature of the k to 12 program is the upgrading of the basic education curriculum to crack that learners acquire the relevant knowledge and skills they will need to become productive members of society. It seeks to introduce relevant skills development courses and special interest subjects that will suit the personality, strengths and line of achievement leaveion of each learner.(http//www. gov. ph/k+12) In the report of EFA(2002),As early1925, studies have observed the in adequacy of the basic education curriculum. As one of the most well studied reforms, recommendations of either adding or restoring the grade or adding an extra year to basic education have been put forward. According to the different survey of the curriculum Monroe survey (1925) secondary education did not prepare for life and recommended nurture in agriculture, commerce, and industry.Prosser survey (1930) recommended to improve phases of vocational education much(prenominal) as 7thgrade shop work, provincial schools, and practical arts training in the regular high schools, home economics, placement work, gardening, and agricultural education. UNESCO mission survey (1949) recommended the redress of grade. Education act. Of 1953 under section3, mandates thatthe primary course shall be composed off our grades (grades I to IV) and the intermediate course of three grades (grade VTOVII). Swanson reexamine (1960)recommendedtherestorationofgrade7.Presidential Commission To Survey Philippine Education (PCSPE) (1970) high priority be given to the implementation of an11-year program Recommended program consists of 6 years of compulsory elementary e ducation and 5years of secondary education In one study conducted on the influence of standards on thek+12 teaching and student learning, teachers described in this research were actively act alignment between the content they were teaching (at classroom level, we refer to this as teaching curriculum and the content measured by the various state test.(The freewoman Foundation2006). Based on the k-12 educators study tourprograms funded by theFreeman foundation the overseas programs of the Asian Studies Outreach Program (ASOP) is one element of amulti-pronged, statewide approach to introduce Asian studies in every Vermont school and buildthe leadership needed to support this goal. The overseas program for teachers, the equivalent of a three-hour graduate level course, places a heavy emphasis on content relevant to both the travelexperience and teachers curriculum.The program aims to increase teachers awareness/cultural sensitivity and teachers comfort level in teaching about Asia t hrough direct experiences with Asian people, history, and culture enhance the quality of teachers classroom instruction through increased knowledge ofAsia encourage curriculum revision to build a free burning cross-discipline presence for Asia in grades K-12 and build the capacity of teachers to lead the efforts to include Asia in the curriculum.In selecting participants, ASOP considers areas of the state where participation in the overseas program could introduce or strengthen Asian studies. In addition, ASOP looks at the level ofadministrative commitment and the availability of teams of teachers from a school or district. CHAPTER III RESEARCH METHODOLOGY This study will use the descriptive survey method appropriate for profiling the variables of this research. Research Environment As one of the municipalities of Surigao Del Sur, Cantilan is located in the Northeastern area of Mindanao and part of the CARAGA region.it has a qite large and plain are about 10,575 sq. km. facing th e pacific ocean on theeasternpart. almost40,000 people comprises the 17 barangays in which the livelihood is mostly derived from agriculture, aquaculture and income of the professionals . as theoldesttownintheprovince of surigao del sur it is the cradle of all the five municipalities. Being centered in education, Cantilan has a lot of schools to be proud of. Among of this are the Madrid National High School-Union Annex,Surigao Del Sur State University and Cantilan National High School.Although Sdssu-Cantilan concentrate for the tertiary education yet it offers a secondary in which they called as the laboratory high school with its limits to100students as of scoolyear2012-2013. on the other hand,thecantialn national high school offers 3 curriculum the ESEP,SPA,and RBEC with 2000 students as its latest enrollees . as an institution of higher learning ,both the schools are known in uplifting a quality education and promoting the growth and development of the students inconsonance with the national development towards quality education. Fig.2 presents the map of Surigaodel Sur where Municipality of Cantilan is located. Research Design This is a descriptive evaluative or appraisal study appropriate for profiling the variables of research which intends to know the level of awareness among parents of the Grade -7 students under K-12 program of Madrid National High School- Union Annex, Cantilan National High School, and Surigao Del Sur State University- Laboratory High School. The data that to be gathered will be recorded, organized, and interrupted in view of the objectives set in the study. Research RespondentThis study is confined to all the parents of grade-7 students in Madrid National High School- Union Annex, Surigao del Sur State University-Laboratory High School and Cantilan National High School in the school year 2012-2013. Table 1. Distribution Of The Respondents School physical body of grade 7 parents/guardians Number of respondents MNHS-UA 23 11 SDSSU-La b. H. S. 24 12 CNHS 40 20 TOTAL 87 43 Research Instruments A self-importance made questionnaire is purposely made for the study. It contains two parts. The first part contains the Profile of the parents. These include thename, age, educational attainment, occupation, and monthly income. The second part contains the different questions with regards to the k+12 program. Research Procedures Gathering of Data. The questionnaires will be given to the parents of the Grade 7 students of Madrid National High School- Union Annex, Cantilan National High School, and Surigao Del Sur State University. Statistical Treatment. The following formulas will be used in this study 1. Weighted Mean This is used to determine the Socio-Demographic Profile of the parents in wrong of age, educational attainment and occupation.Likewise, charge mean is to be applied to determine the acceptability of the k+12 program among the parents of the Grade 7 students of Madrid National High School- Union Annex, Cantila n National High School, and Surigao Del Sur State University. 2. Simple Percentage Computation This is used to determine the percentage of the respondents. 3. Pearson Chi-Square This is used to determine if there is a significant relationship of the respondents socio-demographic profile and the design of awareness of the k+12 curriculum. CHAPTER IVPRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA This chapter presents, analyzes and interprets the data gathered from the questionnaire to the concerned respondents. This chapter shows the significant relationship between the socio-demographic profile of the respondents and the extent of awareness of the k-12 curriculum. descent Between The Socio-Demographic Profile Of The Respondents And The Extent Of Awareness Of The K-12 Curriculum This section analyzes the result of the respondents socio-demographic profile and the extent of awareness of the k-12 curriculum.TABLE 2 family relationship of Respondents Age and Extent of Awareness in Terms of the Features of the K+12 Curriculum Features of the curriculum X2 a. The number of years in the basic education is increased up to 13 years including Kindergarten. 12. 481 b. The students will graduate doubly because they will earn two certificates one for completion of the DepEd subjects at Grade 10 and the other for finishing the technical skills subjects integrated into the curriculum. 14. 336 c. wise subjects taken by your student Agrarian Reform, Family Planning, NSTP, Philippine Constitution, carnal Educ., Population Educ. , Rizal and Taxation. 8. 568 d. There are specializations in Science and Technology, Music and Arts, Agriculture and Fisheries, Sports, Business and Entrepreneurship. 8. 881 e. hazard to take courses like Internet and Computing Fundamentals, Technical Drawing, house Management/ Housekeeping, Cooking/ Food Processing, Electrical Installation and Maintenance, Dress Making/Tailoring, Carpentry, Crop Production, animate being Production and direc tion giving. 6. 790 f. Mother tongue is used as a medium of instruction for Grades 1 to 3.7. 830 g. Strong collaboration of CHED, TESDA and DOLE in training the Senior High School students. 6. 567 MEAN 9. 3504 X2 DF= 6 12. 592 The board shows the computed X2 in every features of k-12 curriculum in basis of age. The degrees of freedom is 6 and the mean of the computed X2 is 9. 3504, since the mean computed value is lesser than x2 at 5%, there is no enough evidence to revoke the null hypothesis. Therefore, the respondents age is independent with the extent of awareness in terms of the features of the k+ 12 curriculum.TABLE 3Relationship of Respondents Age and Extent of Awareness in Terms of the Assessment of the Curriculum The table shows the computed X2 in every parts of the assessment of the curriculum in terms of age. The degrees of freedom is 6 and the mean of computed X2 is 9. 7606, since the mean computed value is lesser than x2 at 5%, there is no enough evidence to obviate the null hypothesis. Therefore, the respondents age is independent with the extent of awareness in terms of the assessment of the k+ 12 curriculum.TABLE 4Relationship of Respondents Age and Extent of Awareness in Terms of the Advantages/Benefits of the K+12 Curriculum to the Students The table shows the computed X2 in every advantages to the students in terms of age. The degrees of freedom is 6 and the mean of computed X2 is 8. 6699, since the mean computed value is lesser than x2 at 5%, there is no enough evidence to get rid of the null hypothesis. Therefore, the respondents age is independent with the extent of awareness in terms of the advantages/ benefits of the k+ 12 curriculum to the students.TABLE 5 Relationship of respondents gender and extent of awareness in terms of the features of the k+12 curriculum Features of the curriculum X2 a. The number of years in the basic education is increased up to 13 years including Kindergarten. 5. 239 b. The students will graduate twice b ecause they will earn two certificates one for completion of the DepEd subjects at Grade 10 and the other for finishing the technical skills subjects integrated into the curriculum. 4. 143 c. New subjects taken by your student Agrarian Reform, Family Planning, NSTP, Philippine Constitution, Physical Educ. , Population Educ., Rizal and Taxation. 6. 131 d. There are specializations in Science and Technology, Music and Arts, Agriculture and Fisheries, Sports, Business and Entrepreneurship. 1. 325 e. Opportunity to take courses like Internet and Computing Fundamentals, Technical Drawing, Home Management/ Housekeeping, Cooking/ Food Processing, Electrical Installation and Maintenance, Dress Making/Tailoring, Carpentry, Crop Production, Animal Production and Care giving. 2. 168 f. Mother tongue is used as a medium of instruction for Grades 1 to 3. 3. 503 g. Strong collaboration of CHED, TESDA and DOLE in training the Senior High School students.1. 946 MEAN 3. 4936 X2 df= 2 5. 991 The tabl e shows the computed X2 in every features of the curriculum in terms of sex. The degrees of freedom is 2 and the mean of computed X2 is 3. 4936, since the mean computed value is lesser than x2 at 5%, there is no enough evidence to disdain the null hypothesis. Therefore, the respondents sex is independent with the extent of awareness in terms of the features of the k+ 12 curriculum. TABLE 6Relationship of respondents sex and extent of awareness in terms of the assessment of the curriculum Assessment Of The CurriculumX2 a. Focused on the learners acquisition of effective communication, information, media and technology, learning and innovations kills, and life and career skills. 0. 157 b. Has balanced assessment program. 5. 454 c. progress and store of the students shall be by subject. 0. 530 d. Honor students shall be drawn from among those who performed at the ADVANCED LEVEL. 0. 293 e. The performance of students shall be described in the report card based on the following levels of proficiency B, D, AP, P, A not their equivalent numerical values. 3. 345 MEAN1. 9558 X2 df= 2 5. 991 The table shows the computed X2 in every assessment of the curriculum in terms of sex. The degrees of freedom is 2 and the mean of computed X2 is 1. 9558, since the mean computed value is lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents sex is independent with the extent of awareness in terms of the assessment of the k+ 12 curriculum. TABLE 7Relationship of respondents sex and extent of awareness in terms of the advantages/benefits of the k+12 curriculum to the studentsThe table shows the computed X2 in every advantages to the students in terms of sex. The degrees of freedom is 2 and the mean of the computed X2 is 7. 0027, since the mean computed value is great than the x2at 5%, there is enough evidence to reject the null hypothesis. Therefore, the respondents sex is not independent with the extent of awareness in terms of the advantages/benefits of the k+ 12 curriculum to the students. TABLE 8 Relationship of Respondents Educational Attainment and Extent of Awareness in Terms of the Features of the K+12 Curriculum Features of the curriculumX2 a. The number of years in the basic education is increased up to 13 years including Kindergarten. 27. 967 b. The students will graduate twice because they will earn two certificates one for completion of the DepEd subjects at Grade 10 and the other for finishing the technical skills subjects integrated into the curriculum. 38. 701 c. New subjects taken by your student Agrarian Reform, Family Planning, NSTP, Philippine Constitution, Physical Educ. , Population Educ. , Rizal and Taxation. 26. 768 d.There are specializations in Science and Technology, Music and Arts, Agriculture and Fisheries, Sports, Business and Entrepreneurship. 17. 201 e. Opportunity to take courses like Internet and Computing Fundamentals, Technical Drawing, Home Management/ Housekeeping, C ooking/ Food Processing, Electrical Installation and Maintenance, Dress Making/Tailoring, Carpentry, Crop Production, Animal Production and Care giving. 26. 446 f. Mother tongue is used as a medium of instruction for Grades 1 to 3. 16. 845 g. Strong collaboration of CHED, TESDA and DOLE in training the Senior High School students. 24. 094 MEAN 25.4317 X2 DF= 8 15. 507 The table shows the computed X2 in every features of the curriculum in terms of educational attainment. The degrees of freedom is 8 and the mean of computed X2 is 25. 4317, since the mean computed value is greater than x2 at 5%, there is enough evidence to reject the null hypothesis. Therefore, the respondents educational attainment is not independent with the extent of awareness in terms of the features of the k+ 12 curriculum. TABLE 9Relationship Of Respondents Educational Attainment And Extent Of Awareness In Terms Of The Assessment Of The Curriculum Assessment Of The CurriculumX2 a. Focused on the learners acquisit ion of effective communication, information, media and technology, learning and innovations kills, and life and career skills. 28. 956 b. Has balanced assessment program. 28. 448 c. Promotion and retention of the students shall be by subject. 8. 995 d. Honor students shall be drawn from among those who performed at the ADVANCED LEVEL. 23. 507 e. The performance of students shall be described in the report card based on the following levels of proficiency B, D, AP, P, A not their equivalent numerical values. 19. 981 MEAN 21. 9774 X2 df= 8 15. 507The table shows the computed X2 in every assessment in the curriculum in terms of educational attainment. The degrees of freedom is 8 and the mean of computed X2 is 21. 9772, since the mean computed value is greater than x2 at 5%, there is enough evidence to reject the null hypothesis. Therefore, the respondents educational attainment is not independent with the extent of awareness in terms of the assessment of the k+ 12 curriculum. TABLE 10 Relationship Of Respondents Educational Attainment And Extent Of Awareness In Terms of the Advantages/Benefits Of The K+12 Curriculum To The StudentsAdvantages/Benefits Of The K+12 Curriculum To The Students X2 a. More emotionally mature, socially aware and Pro-active. 18. 995 b. Acquire mastery of basic competencies. 25. 042 c. Be legally employable with potential for better earnings. 21. 290 d. Students will possess competencies and skills relevant to the job market 13. 974 e. Be globally competitive. 20. 517 f. Every graduate of the enhanced K+12 Basic Education program will be empowered to learn through the program that is rooted on sound educational principles and geared towards excellence and the foundations for learning throughout life.49. 488 g. Students will be able to prepare their own business for their future. 40. 415 h. Senior High School students will be given an opportunity to do OJT (On the Job Training), internship or apprenticeship 23. 504 i. After graduating Senio r High School, graduates will be able to work immediately, even before or without seeking college degree because students will have not only a high school diploma needed for further studies, but also 1 or more certificates needed for immediate employment. 24. 652 MEAN 26. 4308 X2 DF= 8 15. 507The table shows the computed X2 in every advantages to the students in terms of educational attainment. The degrees of freedom is 8 and the mean of computed X2 is 26. 4308, since the mean computed value is greater than x2 at 5%, there is enough evidence to reject the null hypothesis. Therefore, the respondents educational attainment is not independent with the extent of awareness in terms of the advantages/benefits of the k+ 12 curriculum to the students. CHAPTER V SUMMARY, CONCLUSION AND pass This chapter presents the summary of the entire study that serve as the basis for conclusions and recommendations.This includes the statement of the problem, findings, conclusions and some recommendation s of the study. SUMMARY This research study seek to find the level of awareness of the k+12 curriculum among the parents of the grade 7 students in CNHS, SDSSU-H. S LAB. , MNHS-UA. The respondents of the study were the parents of the grade 7 students in CNHS, SDSSU-H. S LAB. , MNHS-UA. The researchers limit their respondents to 50% of the creation from each school. The study made use of the survey method which was appropriate for the profiling and gathering of data.Moreover, the data were interpreted using the mean, simple percentage numeration and the Pearson chi-squared test. Findings Based on the analysis of the gathered data, the different findings in this research study are summarized as follows 1. The relationship of respondents age and extent of awareness in terms of the features ofthe k+12 curriculum, since the mean computed value which is 9. 3504 lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents age is independent with the extent of awareness in terms of the features of the k+ 12 curriculum.2. The relationship of respondents age and extent of awareness in terms of the assessment of the curriculum, since the mean computed value, 9. 7606, is lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents age is independent with the extent of awareness in terms of the assessment of the k+ 12 curriculum. 3. The relationship of respondents age and extent of awareness in terms of the advantages/benefits of the k+12 curriculum to the students, since the mean computed value,8.6699, is lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents age is independent with the extent of awareness in terms of the advantages/ benefits of the k+ 12 curriculum to the students. 4. The relationship of respondents sex and extent of awareness in terms of the features of the k+12 curriculum, since the mean computed value,3. 4936, is lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents sex is independent with the extent of awareness in terms of the features of the k+ 12 curriculum.5. The relationship of respondents sex and extent of awareness in terms of the assessment of the curriculum, since the mean computed value,1. 9558, is lesser than x2at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents sex is independent with the extent of awareness in terms of the assessment of the k+ 12 curriculum. 6. The relationship of respondents sex and extent of awareness in terms of the advantages/benefits of the k+12 curriculum to the students, since the mean computed value,7.0027, is greater than the x2at 5%, there is enough evidence to reject the null hypothesis. Therefore, the respondents sex is not independent with the extent of awareness in terms of the advantages/benefits of the k+ 12 curriculum to the students. 7. The relationship of respondents educational attainment and extent of awareness in terms of the features of the k+12 curriculum, since the mean computed value,25. 4317, is greater than x2 at 5%, there is enough evidence to reject the null hypothesis.Therefore, the respondents educational attainment is not independent with the extent of awareness in terms of the features of the k+ 12 curriculum. 8. The relationship of respondents educational attainment and extent of awareness in terms of the assessment of the curriculum, since the mean computed value,21. 9774, is greater than x2 at 5%, there is enough evidence to reject the null hypothesis. Therefore, the respondents educational attainment is not independent with the extent of awareness in terms of the assessment of the k+ 12 curriculum. 9. The relationship of respondents educational attainment and extent of aware

Article on Coke Blinks Essay Example for Free

Article on Coke Blinks EssayMark Bittmans article Coke Blinks discusses how the renowned soda company, Coca-Cola, recently released a video where it addresses the growing problem in our nation of obesity. In the video Coca-Cola attempts to claim that it is not their fault people argon obese its the consumers fault because the company offers low calorie beverages and now has smaller proportioned drinks. They are basically saying that every calorie counts and not average the ones in their products.Bittman describes this video as, Sheer manipulation, calculated to confuse, obscure and deny. Bittman beliefs sugar, Especially in liquid form is highly harmful and not just because it leads to obesity. He thinks Coca-Cola is more focused on making money than it is trying to help the nation deal with obesity. He goes on to compare soda to nicotine saying, Soda is a fructose delivery system as tobacco is a nicotine delivery system. He is stating that Coca-Cola is doing the same thing tobacco companies once did, ignore the fact that their product was extremely harmful and they didnt want the consumers to know because it would lead to a loss in product sales.This article focuses on the negative effects that sugar found beverages have on the body. Bittman states, There is virtual consensus that drinking too much soda is bad for you, and its not hard to understand the evidence. In the turn back Coca-Cola is simply trying to lessen its bad reputation for causing health problems such as diabetes and chubbiness by releasing a video which negotiation about obesity. Bittman is implicating the irony in Coca-Colas video and he simply trying to warm people not to drink soda because its not healthy.

Issues in Adult Learning Programmes

Issues in mature Learning ProgrammesCHAPTER V DISCUSSION OF FINDINGSIntroductionThis section shows a synopsis of the results, implications and conclusion of the look into, and afterward exposes proposals to save enquiry. At the outset, the query was to explore whether certain demographic social-economic variables affected the imbibe and experiences magnanimous scholars received at a further education mental institution. sooner than observing the cock-a-hoop learner through a universal philosophy of adept best prelude, this research tried to decide the level of discrepancy in the recognition of big(a) learners across different beas of teaching and learning.DiscussionThe running of full-grown education is a massive industry of huge signifi gutterce to the UK. As rivalry increments in the industry it will turn out to be progressively imperative to take tell apart in wide-ranging customer research. In this way this research was intended to test the observations and encou nters of prominent learners on a further education course. The research unc everyplaceed a fewer issues that assumed a part in their choice to study. The most alluring bait was the chance to gain a qualification. Further inspirations included local further training, chance to create and enhance canonical skills it was exposed by those individuals who left school with no formal skills.In addition, the results likewise uncovered that learners were inspired to learn for own development. They saw learning work out as an experience which developed them personally and mentally. They are happy about forward-looking ways of thinking and moving themselves into the digital age, which empowers development and freedom. For a few full-grown learners, this was their first time into adult education. They felt an increase in self-assurance and pride in what they gravel accomplished. Adult learners look at a bigger picture, studying learning as a long haul asset in professional success and deep rooted self-awareness. Adding to their point was they see education as mode to expand and develop their ability for thinking and acting locally and nationally so as to improve the capability of their flavour directions.Learning accomplishes more than academic improvement and self-awareness. As highlighted by majority of the students it also enhances their employment prospects. The research shows that for adult learners, a further education college is a site of important learning that goes agone vocational planning. The learners in this research felt they had changed considerably as a consequence of their involvement.Practically every one of the learners given a questionnaire and those taking part in focus group were extremely happy they had returned to FE and said that they had an exceptionally exacting experience in shock of challenges with finance, juggling other responsibilities and assessments. Most came to FE as a result of the level and structure of the course(s) on offer or in bet of the adaptability of the course to address their wants. Some were obligatory to go to the course through their job advisor at the Job Centre.The participants in the research offered some reasons wherefore they chose to come stick out into education. Not having worked or being struck in an unsatisfying job, becoming unemployed and a yearning for a qualification were ordinarily express purposes behind the choice to go back into education. There were as well other factors, for manakin, children grown up or started school that allowed learners to come back into education suggestions from friends and family also functioned. Noteworthy too was some affinity for learning and education and, by and large, a long-held desire to go back and an inclination that they had bemused out a major opportunity by non seeking education earlier. The focus group, nonetheless, uncovered that in that respect were other complex inspirations best apprehended with regards to the individuals life.The research was carried out in order to look at whether certain demographic social-economic variables such as age, grammatical gender, sociality, mandatory/voluntary attendance, and children at home influenced the perception of adult learners concerning their experiences at an FE institution.Findings in this research recommended that there was a considerable connection between the age of an adult learner and whether it had an impact on their perception when it came to their educators providing feedback. In this research, it creates the idea that the older the learner, the more prominent the probability that respondents were more favourable to the different parts of teaching and learning than young learners. Findings in this research are consistent with past research, which recommends that while all learners require help with evaluating their learning, many adult learners feel uncertain about their learning capacities, and subscribe direct and significant feedbac k (Clardy, 2005). The literature is full with conclusions that feedback helps to reinforce the learners recently learned knowledge, and also give recommendations to change (Knowles, 1984 Merriam and Caffarella, 1999). Learners demand acknowledgment about their learning in the event that it is notioned as well done if correction is given, it additionally adds to their change (Knowles, 1990).The older adult learners become the more they want thorough and consistent feedback (Lowry, 2006). This research uncovered that those learners in the older age groups (between the ages of 46 and 55) were less happy with feedback received from educators than learners in the younger age groups (between the ages of 25 and 35). There was no major relationship put to occupyher between the age of the adult learner and whether age impacted learners perception when it came to the remaining aspects of teaching and learning.There is a lot of research literature with breeding about the relative impact et hnicity has on adult development and perception (Merriam and Caffarella, 1999), and that numerous minority learners encounter trouble learning in situations developed inside an ethnic model not the same as their own (Chavez and Guido-DiBrito, 1999).Findings from this research reinforce past research writing that adult learners ethnic origin affected their perception concerning whether their educators had made the learning interesting. Contrasts were found among the ethnic groupings most remarkably amongst White British and Asian learners. In such manner, the instruction in this research showed that White British learners were the most happy with how their educators made the learning interesting while Asian learners were the least pleased. In the rest of the research, there was no major relationship found between the ethnicity of the adult learner and whether it impacted learners perception when it came to the remaining aspects of teaching and learning.Past research suggests that th ere are gender related examples in how both genders perceived the importance of their learning experiences (Merriam and Caffarella, 1999). While looking at the gender variable, findings in this research demonstrate that gender impacted the learners perception when it came to the Quality and accessibility of the learning materials. Male learners were less happy with the quality and accessibility of the learning materials than females.Existing writing on this work demonstrates that adult learners learn in a range of ways (Knowles, 1998) subsequently, adult learners should be provided with methodologies to adjust the learning materials to suit their individual learning styles. Variety of materials can increase the adult learners interest, inspiration and fulfilment with their instructional experience.In the rest of the research, there was no major relationship found between the gender of the adult learner and whether it impacted learners perception when it came to the remaining aspect s of teaching and learning.When looking at literature relating to mandatory or voluntary attendance (initial assessment), the data suggested that the initial assessment affected the view in how learners perceived learning and how there educators understood them. In such manner, adult learners who volunteered to come back into education were more official to specific parts of learning than the individuals who were mandated to attend. In all aspects of teaching and learning those who came into education on their own accord were happier and more motivated in their learning. This is illustrated in existing research which shows that unemployed learners on a mandatory government funded course are less happy and less motivated.Findings in this research showed that there were significant variances in the perception of learners who were married quite than the individuals who were single. The information found in this research back the accompanying arguments the marital status of learners i mpacted their view of their educators knowledge of the subject matter. Single learners were the happiest with their educators knowledge of the subject. Separated or divorced learners were somewhat less satisfied, and married learners were the least happy with the educators knowledge of the subject. The percent distributions of learner response, as categorised by marital status can be found in Table 1 of Appendix.Past research literatures demonstrate that educators information of the subject is thought to be the fundamental trait for effective teaching and learning (Knowles, 1990). With the end goal for learners to assemble their own particular information, their educators must have a thorough perception of significant ideas in the subject they teach (Cross, 1987). Adult learners enter their education experiences with previous knowledge and experiences they have collected over their lifetimes. When adult learners learn something new, they try to integrate it with their previous know ledge (Knowles, 1990).While looking at whether there was a measurable contrast in the view of adult learners by the number of children and certain parts of teaching they received. In such manner, adult learners with children were better to specific parts of teaching than those without any children.Adult learners confront major difficulties when taking part in further education. Family obligations and duties pose commanding obstructions for adult learners (Cross, 1987). Learners in this research with two children seem, by all accounts, to be most happy with the quality and accessibility of the teaching materials than they counterparts in this research. The least pleased with the quality and accessibility of the teaching materials were learners with one or no children at home. The percent distributions of learner response, as categorised by marital status can be found in Table 1 of Appendix.The findings had shown that adult learners predominate to manage the issues identified with va rious demographic factors. The indication from the questionnaire and focus group demonstrates that the vast majority of these learners experienced issues in juggling home and learning so they have been depending on their families to keep up this stability.Adult learners seeking education in the FE institution encounter a horde of difficulties. As expressed in the findings age and ethnicity were important challenges when it came to learning. Eastern Europeans and Pakistani learners specifically had highlighted that they experienced issues communicating their perspectives in the classroom because of actors line barrier. Most learners thought that they didnt have exuberant self-confidence in class on account of insufficient social interaction. A few learners thought that it was difficult to adjust to the different type of teaching. For example a learner in the focus group said that their previous education was classroom teacher teaching from the front. In this way greater part of the learners viewed learner inclusion as another encounter. They would sooner have an educator teaching them directly as opposed to working alongside exercise manuals or in small groups.The conclusions demonstrated that numerous adult learners may have diverse ideas of information and feel good with surface learning styles. Reprimanding and testing others mite was viewed as troublesome. Ballard and Clancy (1997) clarified that it is detailed to perceive the adult learners distinctive presumptions and states of mind to knowledge. This findings bolsters the past research that learning in the classroom is mostly created by the past encounters and presumptions from culture contrasts. Most adult learners are frequently thought to be quite in the class, and in this review most participates expressed that they were hesitant to conciliate inquiries in class. Their reasons exposed a few perspectives, for example, absence of certainty and lack of comprehension. In any case, a few learners con tended that the motivation behind why they didnt give rise inquiries was that they needed to think about the substance conveyed after class. This finding is steady with Cortazzi and Jin (1996) contention that some adult learners are not inactive but rather intelligent and they need some time to absorb the information to make a sound judgment. At the end of the day, FE educators seemed to connect more conditional relation to useful abilities as opposed to hypothetical learning.Adult learners face many difficulties and challenges. Keeping in mind the end goal to beat these difficulties learner of necessity to create mindfulness, understanding and have sufficient support to manage diverse issues. The learners have uncovered that they get more support from other learners and their family. Adult learners get down from a diverse of demographic background with differing methods for seeing things. Some conveyed that educators contribution has been incredible. The direction and help they offer during the introduction period, class exchanges and feedback was accounted for to have contributed immensely to their academic enrichment.Nevertheless, learners seemed, by all accounts, to be unsatisfied with a portion of the teaching. Along these lines, they have proposed that the institution call for to give more developed criticism to help learners who are mature, and make learning including exercise manuals all the more intriguing.SummaryThis part has depicted various issues identified with adult learners coveted to learning. The study uncovered that adult learners choice to study was a compelling of push and pull elements. The results additionally recommend that irrespective of the difference of socioeconomics in which the adult learner mature from actually they all have one principle objective they shared, that is to accomplish basic skills. Though, the ride back to learning was not a simple influence and the findings have revealed these boundaries which serve to anni hilate the chain of studying, for example, age, ethnicity and family. The part likewise has demonstrated the components which serve to cripple the enthusiasm, inspiration and strength of adult learners to be specific language barriers and age. The following section takes a look at the conclusions drawn from the research, addresses suggestions for the review and makes proposals.CHAPTER VICONCLUSION AND RECOMMENDATIONSThe aim of this study was to explore the experience and perception of the adult learner. To see whether certain demographic social economic variables such as age, gender, ethnicity, looking after children and voluntary or mandatory attendance influenced these perceptions and experience. Instead of display the adult learner within a universal philosophy of adult learning, the study attempted to determine the degree of discrepancy in the perception of adult learners.As more and more adult learners select further education institutions, it will be essential for these insti tutions to deliver ideal learning situations to their adult learners (Nesbit, 2001). organize educational techniques to the abilities and necessities of adult learners has turned out to be one of the greatest matters confronting further education institutions (Ackerman, 1998). With a specific end goal to create educational methods that are adapted to meet the particular needs and goals of the adult learner populace, it turns out to be progressively obvious that these institutions should have a more renowned comprehension about how it will serve this constantly expanding number of adult learners (Merriam Brockett, 1996). While past research plans have concentrated on the extraordinary needs and necessities of adult learners, few reviews have centred of the impacts of educating and learning and how it might affect adult learners (Nesbit, 2001). As the age of the UK population grows, it is normal that there will be an blowup in the intake of non-traditional learners. This change wil l affect further education institutions as far as how they will serve this ever growing populace. Clearly, there will be a huge need to adjust the way in which this populace will be educated.DiscussionThe learners in this research found their time in further education pleasant and useful nevertheless, the findings offer some insight about the working of the industry.The expansion in numbers of adult learners in further education arose by default, much like the development of further education in general, with no expressed strategies or target standards. This should be addressed to with regards to a review of the role and purpose behind the sector.At present, while further education for the most part is comprehensive in its approach and practice, there is no consistency between further education institutions. This as a result capitulates it over to the program administrators or those on the frontline in interviewing new learners to understand admission rules and procedures. In a peri od of great demand for places and in a framework whose fundamental expressed reason for existing is to get ready learners for business, adult learners, particularly older learners, might be viewed as less worthy of a place than younger learners. In this specific situation, it is critical to ask how further education institution can reinforce a promise to enhancing access and achievement and improving the experience of non-conventional learners. This could include taking a look at targets and standards and liaising with community training facilitators and adult education institutions. In any case, these areas work independently with almost no consideration given to co-operation or empowering learner movement.Further education offers progression courses to higher education particularly essential for the individuals who lack traditional admission prerequisites. Many adult learners dont come to further education aiming to progress but, having come through to further education, many prog ress more higher. Closer cooperation between the FE and HE institutions undoubtedly should be created. This could contain the growth of access courses or taking a look at different provisions, for example, those in Warwick college in the UK whose 2+2 degree offers adults who do not have any formal qualification a chance to study for a degree by putting in two years in a further education institution (the equivalent of one year of a traditional degree) and the last two year in the university.In spite of the fact that there have been strategies set up for a long time at government level which urge access to HE by non-traditional groups, no such strategies exist for FE. This mirrors FEs second level status and the unsatisfactory quality of these structures for what happens in the sector.At the FE college level helpful and positive attitudes of educators and others were considered of key significance by the learners and crucial to their prosperity. This was especially imperative when t hings got challenging. Having informal access to staff that is eager to give their time and listen was exceedingly valued.RecommendationsRather than observing the adult learner inside the one viewpoint, this research analysed the variance in the perception held by adult learners at a FE institution in north of England. While this research discovered measurably important relationships between adult learners when categorised by certain demographic socio-economic factors, it was distinctly micturate that there are still various factors that have not been analysed. Thus, the following recommendations are offered. It is suggested that this research be reproduced. This research found that there were factors that swayed the change in adult learners perception with respect to their educational experience. While this research was led in one department of a FE College, there is a need to extend to incorporate the whole college and other FE institutions in the north of England to see whether comparative outcome will be achieved. Aside from expanding the number of participation, proximo research studies ought to find a way to guarantee that the populace incorporates a more noteworthy representation of learners based upon ethnicity, social class, gender and marital status.In regards to further education institutions it is recommended that they create strategies that will cater for the needs and aspirations of adult learners.SummaryThe information picked up in this research on adult learners encounter, their impression of learning and struggles with education all have a part in the management of proficient learning. Brookfield (1989) notes that learning is not a vacuum but rather has its relationship to learners other demographic social-economic factors. Providing adult learners an environment that imparts the ideals of life experience, helpful feedback, acknowledgment of self-uncertainty, and support in building up the capacity to adapt to demands is to give the adult le arner space to develop and to change. With no claims to generalisation, this research uses participants own stories and grounded hypothesis to highlight the experience of a group of adult learners and to build comprehension of the factors that contribute to it. It is trusted that this will contribute to an understanding of what goes on in FE College and what it offers adult learners and its imperative role in education in the UK.

Is Depression Genetic? An Experiment

Is Depression Genetic? An ExperimentResearch PlanQuantitated enquire is information salt away and the turnout of data via statistics and plays. The data iscollected through questionnaires, surveys or by manipulating pre-existingstatistical data. For example, calculating the number of raft who set up with first, this question stooge stick out a number of manifestations but cannotprovide an explanation to why people are depressed (Skills you need, 2018). Primaryresearch (field research) is inspected first hand by separates via surveys,interviews and observations. Variables of such(prenominal) research should be consideredwhen addressing the results in particular age groups, sex and number ofparticipants within a survey. Secondary research (desk research) involvescollection on existing research using primary research sources as a source ofdata to analyse. (Research Optimus, 2018)In order to complete the projectbrief a standby research technique has been applied op patternd to primaryresearch due to the absence of ethics committee within the college. The researchwill include looking at journal articles, statistics, legitimate websites andnewspaper articles with further reading. This will then allow analysis andevaluation of material in attempt to answer the tests question with an innocent perspective.23/02/2018 05/03/2018Decidedtopic begun research and closingised essay question with supervisor.06/03/2018 23/03/2018Continuedresearch and analysed data.24/03/2018 17/05/2018Assembledinformation into essay format final meeting with supervisor. Review work, conclude and evaluate.18/04/2018Submit the assignmentTable 1 Project eraline and KeyactivitiesThe research will focus on six-spot keyareasWhat is impression?Whos more likely to suffer fromdepression?What is the genetic explanation fordepression?What is the bio chemical explanationfor depression?What are the psychologicalexplanations of depression?What are the sociological explanationof depression?I nformation contained within thisessay will not be clear to debate as statistics collected are the result of a beingnesswide research being high in validity and reliability. Moral judgement,assumptions and personal opinions is not suitable or demand for the purposeof this essay. This essay will includeconflicting perspectives with the intention to enable the reader to form theirown conclusion. Throughout this essay efforts will be make to assess thevalidity and reliability of the information available such as governmentstatistics highlighted in reputable studies. Health and safety protocol will befollowed during the process of researching and assembling the essay such asregular breaks to reduce eye strain and upper limb problems. Information willbe referenced accurately ensuring plagiarism is avoided, whilst observing allethical and legal obligations at all times.IntroductionDepression is champion of the most common and serious un healthiness with devastating consequences in it s most server form, it is estimated that more than 300 million people suffer with depression worldwide (WHO, 2017) Depression is the most common psychical disorders within the UK and reports arouses that its hit a record high, increasing by nearly a third in the last four years. The total estimated number of people aliment with depression worldwide increased by 18.4% in the midst of 2005 and 2015 to 32 million according to the valet de chambre Health placement (Families for depression Awareness, 2017). This has prompted imperative calls for the government to ensure better health provisions are put in place, with the need to look deeper into this phenomenon to enable an understanding of the disorder enabling them to track it. Research has shown that depression does run in families, which could potentially mean that depression is genetic (inherited condition) NHS (2013). However, families dont just share genes they also experience kindred environments. Depression is a commo n and serious psychogenic disorder that negatively effects how we feel, how we act and how wethink (American Psychiatric Association, 2018). Depression is classified as a musical mode disorder that has an impact on both visible and mental health, affectinga large portion of the UK population with around 3 in 100 adults sufferingevery year (Mind Org, 2013). An episode of depression serious enough to requiretreatments occurs more commonly in 1 in 4 women and 1 in 10 men at some stagein their lives (Kalat, 2001). This could just be due to the fact women are moreopen to express their concerns and touch then men are or that women are morewilling/ likely to seek treatment. To meet the criteria for having depressionthe sufferer needfully to display at least 5 symptoms that are laid out by theDSM-IV (Diagnostic and statistical Manual of mental health disorders, 2013). WorldHealth Organisation WHO (2001), marks depression as when capacity forenjoyment, interest, reduced concentration and marked tiredness after evenminimum effort is common. The core symptoms of depression would intendpersistent sadness or low moods, loss of interest or pleasure in activities,disturbed sleep or tiredness, change in appetite, feeling worthless or inserver cases recurrent thoughts of death, excessive feelings of guilt andhopelessness (NHS, 2016). Its also common for people with depression todevelop physical symptoms such as headaches, palpitations, chest pains andhallucinations these are called psychotic symptoms. Depression is generally divided asfollows major depressive disorder, dysthymia, Bipolar disorder, Seasonalaffective disorder, premenstrual dysphonic disorder and atypical depressionaffecting anyone at any time (Very well mind, 2018). There are manycontributing factors that have the appearance _or_ semblance to increase the guess of developing or triggeringdepression. These include certain personality traits, traumatic or stressfulevents, a history of mental health disorders, history of depression in bloodrelatives, abuse of recreational drugs or alcohol, chronic illness andmedication(Kalat, 2001) However, this does not factor in the environmentalfactors such as poverty with the affects it has on an separates well-being.Genetic assessmentThere are strong biological linkswith those who sufferer with depression, in terms of genes family research-especially twin and adoption studies shows a genetic link were Individuals mayinherit pre-dispositions to depression or separate mood disorders( kalat, 2001). Wenderet al (1986) conducted family correlational research into depression throughadoption psychoanalyse which observed whether genetics or the environment appeared tobe more associated with depression in adopted adults would suffered depression.Psychiatric evaluations were conducted and the study produced results showingthat the biological parents of the adopted adults were 8 times more likelyto fork up the disorder than the adopted parents. Twin studi es are an additionalway of studying if genetic factors are the cause of the pre-dispositioneddisorder. monozygotic twins (MZ) share 100% of their genes whereas dizygotictwins (DZ) only share 50%, of the rateis the process for assessing the likelihood of one twin having the disorder inwhich the other also has to break the same. A significant note that need to beconsidered, is in previous research it wasnt possible to differentiate betweenthe MZ and DZ twins so statistics may also be in pass up. Diverse studies have produced fluctuating statisticsbut the overall trend pattern was usually the same think MZ twins indicatedincreased rates in depression in contrast to DZ twins. From these studies environmentalfactors cannot be ruled out, MZ twins share comparable environments than DZ twinsso influences such as friends and education are more likely to be similar onboth. Even in MZ twins being raised apart their environments may not be that diverse.Despite the thousands of studies carrie d out to locate the gene, studies havefailed to identify locus of any significant gene ad hoc to depression (http//www.psychology4a.com/depression.html,no date). It is however possible for people with no family history to alsodevelop depression.A British team of scientists has recentlylocated a gene that seems to be predominant in multiple family memberssuffering with depression, chromosome 3p25-26 was situated in more than 800families with recurring depression. This study looked at DNA from over 800families including 971 sibling pairs who had European origin and who wereaffected by recurring depression. It also included 118 pairs of siblings withone affected by depression and the other not.Other studies were conducted at the same time as the British researcherswhich matched the link between the same chromosome and depression. (Heath line,2016) However the results could not be applied to those suffering with lessserve depression. This evidence also lacks ecological validity as it cannot begeneralised to the whole population and only represents the European. Researchhas also shown that privates with parents suffering with depression are 3time more likely to have the disorder.Scientists now have confidence in that as manyas 40% of individuals suffering with depression can be linked back togenetics. (Health line, 2016)Biomedical AssessmentThe biological aspect of depression looks for indications that relate to diagnostic categories of mental disorders with an outlook that a sick body can be restored to health (McLeod, 2014). This chance links depression to imbalances or problems in the brain regarding the neurotransmitters, serotonin, norepinephrine and dopamine. Evidence of the imbalances is very difficult to monitor and measure in a person brain. The neurotransmitter serotonin involves the regulation of important physiological (body orientated) functions such as sleep, aggression, mood and sexual behaviours. Research suggests that the decrease in the produc tion of serotonin by the neurons can cause depression in some people but not all. Catecholamine hypothesis was a popular explanation in the mid-sixties to why people developed depression, suggesting that a deficiency of norepinephrine in certain areas of the brain was responsible for creating depressed moods. (Mental help net, 2007) Autopsy studies support this theory as it shows that individuals who experienced multiple depressive episodes had less norepinephrine neuron than individuals with no history of depression. Conversely, the research outcomes also revealed that not all people who experienced mood change was the reaction to the norepinephrine levels being lower. Modern studies also suggest that decreased levels of serotonin triggers a drop in norepinephrine levels leading to depression.(Harvard medical take,2009)With this explanation or approach anti psychotics have long been established as a fairly cheap, effective and speedy treatment at reduction symptoms for the indivi dual. However, it could be argued that the side effects and addiction caused by these types of medication is a flunk of this approach. Although this approach created psychological treatments for many mental disorders it has neglected the treatment process. Scientists have been testing the chemical imbalance theory validity for over 40 years (approximately) and regardless of thousands of studies been conducted theres still not one top supporting evidence proving the theory accurate (Psychology Today, 2017). Psychological assessmentThe psychological perspective ondepression explores unconscious thinking, possible past traumas and focuses onaiding the individual to realise their potential and emphasis on sociable supportand psychological interventions. Freud was the first to offer an explanation ondepression. This theory delivers evidence based explanations for how peoplethink, behave and feel the way they do (http//www.psychology4a.com/depression.html,no date).The psychodynamic appr oach regards the sourceof mental disorder being the cause of loss or rejection by a parent (McLeod2015). Although, this does not take in to account current experiences/problemsthat the individual may be going through. Supporting evidence of this was Bifulcoet al (1992) studies found that children who retrogress their mother are more likelyto suffer with depression (http//www.psychology4a.com/depression.html, nodate).The cognitive- behavioural model hasa strong emphasis on reinforcements (positive or negative) as an explanationfor depression. Becks (1976) hypothesised that individuals with negativethoughts towards themselves or those who have low self-esteem are far moresusceptible to suffer from depression, suggesting that the negative perceptionthat they held towards themselves was reinforced up through negative experiences.Beck anticipated that experiences in childhood could lead to a cognitive traidresulting in the individual suffering with depression. This traid is built upin t hree parts in which people hold negative thoughts the self, the world andthe future. In addition those who suffer with depression or are susceptible toit dramatise the bad experiences and minimise the good (Eysenck, 2012). Weissman and Beck (1978) as cited inDobson (2010) supported this theory by using self-schemas to discover out howpeople perceived themselves and the world around them. The results showed thatthose people with negative self-schemas were far more likely to suffer with depression.Although, White (1985) agrees that there was enough evidence to suggest thatBecks theory was correct although, he suggests it does not show the true connectionof depression and failed to identify that logical errors might be triggered bybiological factors such as chemical imbalance in the brain. Becks theory wasbased upon questionnaires, although there are limitations to this form ofinformation gathering. This questions the reliability of the research as theparticipants of the questionnaire can be effected by social desirability(McLeod, 2015)Ferster (1973) behavioural theorysuggests that its a lack of positive reinforcements is the cause ofdepression. For instance a loss of a loved one may cause depression due to theloss of a positive reinforcement. Lewinsohn (1976) suggested that when othersgive the depressed individual attention this reinforces the depressivebehaviour and symptoms. This can also have the reverse effect when theres alack of attention given by family or friends and thus lack of reinforcements,this can equally infuriate depressive symptoms. This raises the debate towhether depression causes negative thinking and perceptions or that thenegative perceptions were the cause of depression. Abreu and Santos (2008,p.131)Sociological explanationThe sociological explanation formental health such as depression regards social forces as the most important determinantsof mental disorders, taking a broader view of a psychiatric disorder than anyother model. Regardin g an individuals environment and behaviour as beingfundamentally linked. In some perspective its similar to the psychodynamicmodel which also sees individuals moulded by international events. However, whereasthe psychodynamic model views depression as highly personalised anddeterminants are not immediately recognisable. This model views depressionbased on general theories of groups and caused by unmistakable environmentalfactors such as poverty, lamentable neighbour hoods, low education, ethnicity,divorce and the loss of a loved one WHO (2014). Although short term sadness isa normal response to these triggers and should not be confused for depression.People who live in poverty struggle causing them to be in a unvaryingstressful state, feeling overwhelmed and inadequate of taking control overtheir own lives. Health Ross (2000) as cited in Cockerham, (2008) linked betterquality neighbourhoods with those of a poor disadvantaged neighbourhoods,the findings were higher levels ofdepre ssion occur in the latter with individuals suffering psychologically dueto their environment (although there were also links to their individualism).The daily stressors of living in these deprived areas with low income,unemployment etc. are linked to the symptoms of depression (Haralambos andHolborn, 2008).Individuals living in clean and safe environments displayed lower levels ofdepression further supporting that social factors contribute. Individualsliving in poverty become the strongest predictor of depression WHO (2004)Consideration must also be given tothe possibility that individuals living in communities with increased employment opportunities arestill being diagnosed with depression as a result of losing their jobs throughsuffering with depression quite than not having a job and becoming depressed. Thisraises to the question is depression the cause of the environmental factors oris the environmental factors the cause of depression.In conclusion, there doesnt seemsubstantial evidence in any one area to state that there is a single source ofdepression. Evidence points towards genetics playing 40% role in cause ofdepression, especially in cases of family studies. However, it is suggestedthat instead of being a direct cause of it makes a person more prone to getdepression than others. The behaviouraland cognitive theories have reputable aspects of validity to such that you canapply findings to real life situations and cases of depression. However it doeshave a weakness with both approaches being that either do not consider or recognisethe biological or genetic effects of depression. The research has establishedthat mental illness is complex and depression is no exclusion, therefore itcannot have a singular, unpretentious explanation and is a result of acombination of biological, psychological and social factors. Evaluation of theavailable research would suggest that although genetics may have an impact ondepression there is more sound evidence to suggest other factors heavilycontribute.Evaluation The introduction of this essayspecified clear figures regarding those suffering with depression within the UKand women being more susceptible as pose to men. However it could have givenmore insight to that particular causes of this issue such as evidence basedstudies to suggest why.The research throughout this essaywas gathered by a wide variety of reliable sources and used the most up-to-dateinformation as possible. As this essay was limited to secondary research thisrestricted access to research on a more personal level such a questionnaireswithin the community on families who suffer or have recurring depressivedisorder. Due to the word count set on this essay it restricted more divulgeinformation on other cause/ explanations for depression. For examplePersonality, Gender, Disabilities etc.The Researched statistics that waspresented in this essay was analysed and evaluated were possible. Links togenetic theories supported the findings of certain studies which in turnstrengthened the statistics enabling the essay question to be answered. However there could have been additionalanalysis of genetic studies not relating to the MZ twins and DZ twin siblings.From the supporting evidence andstatistics gathered within this essay the conclusion was able to answer theessay question giving a figure of 40% of depression is caused through genetics.It also acknowledges the serious mental health disorder and its complexproblems and cause. Yet it was unable to single out one defining cause ofdepression. A more enhanced insight and knowledge was obtained by carrying outthis project in the wider field of depression and its root causes.ReferencesAbreu, R.B. and Santos, E.C (2008) Behavioural Models of DepressionA critique of the emphasis on positivereinforcements.4 (2) pp130-145 International journal of behaviouralconsultation and therapy online Avaliableathttps//files.eric.ed.gov/fulltext/EJ800945.pdf (Accessed 25April 2018)American Psychiatric Association (2018) what is depression? ready(prenominal) at https//www.psychiatry.org/patients-families/depression/what-is-depression.(Accessed 20 work on 2018)Beck, A.T.(1976). Cognitive therapy of emotionaldisorders. refreshful York newborn American LibraryCockerham, W. (2008). The social causes ofhealth and disease. Oxford Polity.Diagnostic and statistical manual ofmental disorders.(2013) 5th Ed. Arlington, VA American Psychiatric Association.Dobson, K. (2010). Handbook ofcognitive-behavioral therapies. 3rd ed. New York, N.Y. 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(2015). Unconsciousmind. Retrieved from www.simpplypsychology.org/unconscious-min.html (Accessed23 March 20180Mental help net (2007)Biology of depression. Availableathttps//www.mentalhelp.net/articles/biology-of-depression-neurotransmitters/(Accessed 10 April 2018)Mind Org (2013) Mentalhealth facts and statistics. Available at https//www.mindorg.uk/information-support/types-of-mental-health-problems/statistics-and-facts-about-mental-healt h/how-common-are-mental-health-problems/Wv1x9BbTXYU. (Accessed 21 March2018)NHS (2011) Genetic link.Availableathttp//www.NHS.uk/news/genetics-and-stem-cells/genetics-link-for-depression-found/(Accessed 20 March 2018)NHS (2016) Symptoms ofdepression. Available athttps//www.nhs.uk/conditions/clinical-depression/symptoms/ (Accessed 24 March2018)NIH (2013) Commongenetic factors found in 5 disorders. Available at https//www.nih.gov/news-events/nih-research-matters/common-genetic-factors-found-5-mental-disorders(Accessed 25 March 2018)Organisation, W (2001) Worldhealth report 2001. Geneva World Health Organisation Psychology Today(2017) On myth of the chemical imbalance.Avaliableathttps//www.psychologytoday.com/gb/blog/mental-illness-metaphor/201709/the-myth-the-chemical-imbalance(Accessed 20 April 2018)Psychology4A.com http//psychology 4a.com/depression.html/(nodate) (Accessed 20 April 2018)Research Optimus (2018) Primaryresearch methods. Available at https//www.researchoptimus.com/artic le/primary-research-methods.php.(Accessed 10 March)Skills You Need (2018)Quantitative and Qualitative Research methods. Availableathttps//www.skillsyouneed.com/learn/quantitative-and-qualitative.html(Accessed 10 March 2018)Very Well Mind (2018) CommonTypes of Depression. Availableathttp//www.verywellmind.com/common-types-of-depression-1067313 (Accessed 10April 2018)WHO (2004) Promoting mental Health. Availableathttp//www.who.int/mental_health/evidence/en/promoting_mhh.pdf (Accessed 05May 2018)WHO (2014) Social determinantsof mental health. Available athttp//apps.who.int/iris/bitstream/handle/10665/112828/9789241506809_eng.pdfjsessionid=AB96531936427A020E8E24B7E0F0C8F2?sequence=(Accessed 05 may 2018)WHO (2017) Depressionlets talk says WHO, as depression top llist of causes of ill health. Availableat http//www.who.int/news-room/details/30-03-2017depression-let-s-talk-says-who-as-depression-tops-list-of-causes-ill-health.(Accessed 20 March 2018)

A Justification Of The Caste System Bhagavad Gita Religion Essay

A Justification Of The Caste System Bhagavad Gita Religion EssayPeople in Hindu indian lodge are natural into different cliques with different qualities and their responsibility of fulfilling their dharma, which means scared duties, is inevitable. A passing play In the Bhagavad Gita reveals that human beingkind is created into four classes I created mamkind in four classes, / different in their qualities and carry throughs (The Bhagavad Gita 53). This indicates that born caste are non changeable, since they are set when individuals are created. The text then describes that each caste has its specific dharma and emphasize the restricted dharma on the idea that dharma is fixed by birth, as the text continues The actions of priests, warriors, /commoners, and servants/ are appointed by the qualities/ born of their intrinsic universe (The Bhagavad Gita 141). Such restricted social expectations are reflected in the caste corpse in Hindu society. Furthermore, we can infer this re stricted expectation when the Lord Krishna convinces Arjuna to set his duty as a warrior tactual sensation to your own duty / do not tremble before it / nothing is better for a warrior/ than a battle of sacred duty (The Bhagavad Gita 36). The lord Krishna wants Arjuna to perform his duties even if doing so is against his pass on. We can see that personal goals and emotions are suppressed when one performs dharma against ones will, and no matter what one is forced to perform caste duties. This strictness of caste duty is state finish uply in the text No one exists for even an instant / without performing action / however unwilling, every being is forced / to act by the qualities of nature (The Bhagavad Gita 43). This describes the absoluteness of the caste system and that caste duties are the highest priority in ones actions. By creating such strict launch, the Bhagavad Gita reinforces the hierarchy organize of the caste system.In addition, the Bhagavad Gita uses fright to besides ensure that people follow their caste duties, by stating that failure to act accordingly to ones duties is considered sinful and will create ail in family and society. Such idea is stated in the text When the family is ruined, / the timeless laws of family duty / perish and when duty is lost, / chaos overwhelms the family (The Bhagavad Gita 29). This creates a fear that is one does not follow than one will bring chaos to the family. More ove the text continues to describe the consequences of misbehavior. The text statesThe sins of men who violate/ the family create disorder in society/ that undermines the constant laws/ of caste and family duty (The Bhagavad Gita 29). The text attach the word sin in order to attach the quilt to the wrong doings. This passage alsosets the definition of good and bad by warning not to violate the law of caste and by setting such definition the society is further restricted to confined social classes. Furthermore, since individual disobedience can bring disorder to the society as a whole, social pressure will be stressed on the individual who refuses the follow. This brings mutual responsibility in such a way that everyone needs to make sure everyone else follow the rule, so that the society as a whole can avoid disaster. The Bhagavad Gita creates great psychological pressure that concretes the caste system.According to the Bhagavad Gita, the ideal way to perform caste duties is by detachment Always perform with detachment / any action you must do performing action with detachment, / one achieves supreme good ( The Bhagavad Gita 45). By detaching from ones emotion, it is easier to patronize the extending of performing caste duties especially in the lay caste since their duties are the most miserable. We see this idea of detachment when the lord Krishna tells Aryuna to fight and not be influence by his own emotions. Moreover, this idea of detachment creates an indifference to the good and bad, poor and wealth. According to the text, when one views things with detachment, one will not see the materialistic in ableity between them. We see this state of detachment in the passages Self-reliant, impartial to suffering / and joy, to clay, stone, or gold, / the resolute man is the same / to foe and friend, to commit and praise ( The Bhagavad Gita 24). This reduces the anger of the lower caste people who are not satisfied with the caste system. Therefore, this detachment promoted in the Bhagavad Gita strengthens the caste system by fashioning each castes focus on their caste dutiesThe idea of equality in all living beings is briefly discussed in the Bhagavad Gita, further one should not wage it as indication of that social equality is promoted in Hindu society, since it does not reflects in the structure of Hindu society but only in a spiritual way. One may interprets certain passages in the Bhagavad Gita to argue against the caste system. For instance, the lord Krishna says to Arjuna Learned men see with an equal eye / a scholarly and dignified priest, / a cow, an elephant, a dog/ and even an outcaste scavenger (The Bhagavad Gita 61). The word equal eye mentioned in this quote describes one of the key ideas in the Bhagavad Gita that every individual are originally in the brahmin caste and has the same spiritual quality. However, this spiritual equality does not reflects in the societal structure and it even reinforces the caste system by reducing the oppressiveness of the caste system because it makes the people in the lower caste feel that they are equal with the people in the higher caste. This spiritual equality comes from the idea that every living thing is created from the Lord Braham. This oneness of all living beings is also mentioned in one of the passage Arming himself with discipline, / seeing everything with equal eye, / he sees the self in all creatures/ and all creatue / see in the self (The Bhagavad Gita 69). Therefore, even the Bhagavad Gita mentions equality in some way, it only serves as a reinforcement of the caste system.In addition, another reinforcement of the caste system mentioned in the Bhagavad Gita is that by focal point on ones scared duties every individual can achieve the ultimate goal which is escaping from the cycle of conversion. The state of being free from the cycle of death and rebirth is called moksha and can only be attained through fulfilling ones own caste duties (Bentley and Ziegler 184). This idea is conveyed when the Lord Krishna tells Arjuna to do what he must do in order to attain the everlasting peace. Moreover, the idea of devoting ones self to caste duties to attain moksha not only further defines the differentiation of each caste but also creature comforts the suffering of the lower caste by telling them that they will be able to achieve the final goal if they devote to their own caste all(prenominal) one achieves success / by focusing on his own action / hear how one finds success / by focusing on his own action (The Bhagavad Gita 142). Furthermore, this quotes mentions own actions which indicates the specific duties in each castes and that every castes has different paths toward attaining moksha. Such indication promotes greater separations of the classes in society.The idea of reincarnation in the Bhagavad Gita provides a compact for the people in lower caste that if they devote them self to their caste and endure sufferings from their lower social status, they will be able to attain a better next life. This idea of reincarnation rewards people who follow the caste and punish people who do not. According to the text, a person will continues to suffer until he is reborn to a higher casteFallen in discipline, he reaches / worlds made by his virtue, wherin he dwells / for endless years, until he is reborn / in a house of upright and noble men (The Bhagavad Gita 41). However the only way to be reborn into a higher caste is to accept the sufferings in the current life and devote to ones caste duties. As the text continues, it states that one needs to be purified his sins with effort and it is not a simple task The man of discipline, striving / with effort, purified of his sins, / perfected through many births, / finds a higher way (The Bhagavad Gita 45). Therefore, this idea of reincarnation not only gives the people in the lower caste a purpose to endure their sufferings but also provides them psychological supports that comfort their inferiority in Hindu society. Through this, we can see how the Bhagavad Gita reinforces the caste system by providing spiritual supports that reduce the oppressiveness in the caste system.All the emphasis on duty, moksha , caste separation, and reincarnation in the Bhagavad Gita show the intension to free the Hierarchically ordered caste system in Hindu society. Bhagavad Gita creates strict order that solidifies the caste rules, and set out a final goal, moksha to unite the castes but separates each castes path toward moksha t o further differentiate each caste. While the Bhagavad Gita does mention equality, it does not apply in the materialistic sense. However, the equality is applied in a higher sense that does not contradict the caste system but reinforce it instead. The Bhagavad Gita with no doubt plays a key role in the Hindu society, since it is so closely related to their social structure and caste life. Through those previous discussions, we are able to see that the Bhagavad Gita not only creates strict rules and fears that endure the obedience within the system, but also uses religious goal and philosophy of detachment to further brain wash the people in the Hindu society. It is clear that the ideas and philosophies presented in the Bhagavad Gita reinforces the caste system and justifies the inequality in the hierarchical social structure of the Hindu society.

Digestion of a Sandwich Essay -- essays research papers

As I look at the ham sandwich sitting on the plate before me, I crop up to feel noi nigh with disgust. The slab of ham is laced with fat. The white solid stuff is just sitting there, taunting me. Daring me to eat it. The bread is stale, crumbling, falling apart. I know that as soon as I pick up the sandwich, the bread is going to disintegrate in my fingers, leaving me with nothing but the malicious ham. No, I regain to myself. I impart not eat this sandwich.I just cannot bring myself to put this, this thing into my mouth. I know that if I make myself, I will only get it into my stomach, and then it would come right back up. I stand up and walk over to my kitchen sink. I open the cupboard gateway that is beneath, and I dump my sandwich into the garbage can. Now, I think to myself, what to do about lunch.I walk over to the refrigerator and open the door. My eyes start scanning the shelves. Hmmm, nonoyes I will make myself a turkey sandwich. I like turkey. I like turkey a lot.I tak e the turkey and set it on the counter. Then I grab the Buttermilk White bread, freshly made by my mom. Shes like Martha Stewart, you know. She grows the wheat herself. She uses some kind of mill we have in the back yard to grind it into flour. We have a cow. She milked it herself. Then she made the buttermilk to put into the bread. Anyway, thats off the subject. I take out two slices of bread and put them onto a wooden cutting board. I put a few thin slices of turkey onto i piece of bread. I then take the other piece and gently nestle it on top of the turkey. I put the sandwich onto a news report plate and take it to the table. I look at it and think to myself, job well done. But I cant help thinking that Im missing something. Oh yes Miracle Whip. I quickly jump up and run over to the refrigerator. You see, Im very hungry by this time. I grab the jar of Miracle Whip. I run over to our silverware drawer and grab a butter knife. Taking the two things over to the table, I sit crus h. I very well remove the top slice of bread, and apply a thin layer of Miracle Whip. Then I put the top slice of bread on the turkey. I pick up the sandwich and am just about to take a sharpness. Then I remember. Im supposed to be eat a ham sandwich for this essay. Well, considering I dont like ham, I wont eat it. Butthis essay is supposed to be about a ham sandwich. So, wel... ...he Buttermilk White bread. The food makes its way to the transverse colon and extra nutrients are released form the cellulose of the undigested particles. It continues on to the descending colon. on that point I start to manufacture vitamin K and other B-complex vitamins. Those are then absorbed into my with child(p) intestine. The waste of my ham sandwich keeps going. The haustra removes any excess urine that was not absorbed in my small intestine. It doesnt have to do much work, because there is hardly any area for absorption. The waste then travels down my sigmoid colon to my rectum. There the w aste, now called fecal matter (A.K.A. feces) is stored until I have enough to defecate through my anal sphincter.That was only my the first bite of my ham sandwich. I have the rest of the sandwich to go. But I think my digestive system is a little screwed up. For most people, the whole digestion butt on takes quite a few days. The food stays in their stomach for up to eight hours, the small intestine for a long time, and in the large intestine for anywhere from three to five days. For me, this whole process took a little over five minutes. Mmmm, Im looking forward to my here and now bite.

The Character of Marek Shimerda in My Antonia :: My Antonia Essays

The Character of Marek Shimerda in My Antonia In W bedrida Cathers brisk, My Antonia, Marek Shimerda is starved for attention because he is constantly ignored due to his mental retardation. It is whole because of his handicap and the assumption of his inability to help out with the farming and household chores that his family views him as helpless which results in Mareks strange and awkward actions. He is presented as an ill minded boylike man throughout the novel, repeatedly excused, and resides in the shadow of his healthy, fully functional older brother, Ambrosh Shimerda. Marek is a token character that is simply taken for granted. He is portrayed as strange and useless. When Jim Burden and his family first meet the Bohemians, he is approached by Marek, the second eldest son. As he approached us, he began to pee-pee uncouth noises, and held up his hands to show us his fingers, which were webbed to the first knuckle, like a ducks foot. When he saw me draw back, he began to crow delightedly (Cather, 24). Everyone who encounters this poor male child instantly views him as crazy. All of his actions are presented as strange. The crazy boy, seeing the food, began to make soft, gurgling noises and stroked his stomach (Cather, 60), and evidently he is. The crazy boy went with them outside, because he did not feel the cold. I believed he felt the cold as much as any one else, but he like to be thought insensible to it. He was always coveting distinction, poor Marek (Cather, 82) Because of everyones inability to understand and relate to Marek, he is pitied and constantly excused. After Jims reaction to Mareks webbed fingers, Marek begins to express himself, maybe even trying to communicate with what could be a new friend, but he is immediately quieted. Hoo, hoo-hoo, hoo-hoo like a rooster. His obtain scowled and said sternly, Marek then spoke rapidly to Krajiek in Bohemian. She wants me to tell you he wont hurt anybody, Mrs. Burd en. He was born like that... No one bothers to befriend this young man or even tries to talk to him throughout the entire book. Although he is obviously mentally challenged, it is not evident that any one of the characters in Cathers novel tries to reach out to this young man or teach him to be a helpful resource around the Shimerdas household.