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Some people feel that their life is in their own hands and if they are terminally ill and do not want to suffer, they can end their own life. Assisted suicide or euthanasia is one way they can do it. The issue of assisted suicide has been a controversial one around the world for some time. Many think it is immoral and against the religious values, while others argue for the option to have a physician help to end his or her life painlessly. There is also another group of people who are terminally ill but trying to survive and keep their life longer as much as they can. These people usually spend their time in hospice and in an oncological unit. Suicide is the act of ending one's own life. It is literally called as self killing. As a matter of fact, this act is considered a very complex work particularly with regard to the reasons. However, there are a many different reasons which can lead people to commit suicide. Nowadays, suicide has become an important subject all over the world. That not only because it is a dangerous phenomenon which has an unfavourable effect on any society, but also because of the dramatic increase in the number of people who died as a result of suicide. Over the past ten to twenty years a big issue has been made over a person’s right to commit suicide or not. The American courts have had to deal with everything from assisted suicides to planned suicides. Also they had to deal with whether the constitution gives the American people the right to take their own lives or whether it says they have the power to allow someone else to take their lives. They have had to determine in some cases whether it was done for a reason such as insurance fraud. Euthanasia or assisted suicide is a very sensitive topic of today’s world. With the medical technology of today, it is possible to keep a person alive even if brain dead by the use of life support machines and other life sustaining equipment. The debate is that when a person is at a dead end, either in a coma or having been diagnosed with a terminal disease that ends in death, should that person be able to have the right to choose to die by an assisted suicide.

Racism and Prejudice Essay

Camara Harell’s excerpt, â€Å"The Meaning and Impact of Racism,† addresses the distinct difference between prejudice and racism. Many people have a misconception of what racism is, and repeatedly use the two words interchangeably. Harell has provided a framework that explains the true definitions, and also explains what it takes to be labeled, by definition, a â€Å"racist.† People generally confuse the meanings of prejudice and racism, and do not fully understand how to use each word in the proper manner. However, there is a huge difference in what each word means. Social psychologist, James Jones, describes prejudice as a â€Å"negative attitude toward a person or group based upon a social comparison process in which the individual’s own group is taken as the positive point of reference† (Jones, 1991). Prejudice is having preconceived judgment and an irrational hostility towards a group without having fair reasoning or adequate knowledge; it is a thought and opinion, and not necessarily an action upon that individual or group. Harell argues that it is â€Å"inappropriate to use the terms racism and prejudice synonymously† (1999). Racism is defined as using a force of power against an â€Å"inferior† racial group with the aid of an entire culture (Harell, 1999). It is neither an idea or notion, but rather the power and act up on suppressing a racial group. Harell and Jones provide informative, intellectual reasoning that differentiates prejudice and racism. The main difference being that prejudice is mostly a thought and opinion, while racism is a verb and is the act of subjugating a group. Works Cited Harell, Camara. (1999). The Meaning and Impact of Racism. Manichean Psychology: Racism and the Minds of African Descent, pages 1-14. Jones, James. (1991). Racism: A Cultural Analysis of the Problem. In Black Psychology, 3d ed., ed. R. Jones, 609-36. Berkeley: Cobb and Henry.

Historical Perspective of the Philippine Educational System Essay

Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present. In meeting the needs of the society, education serves as focus of emphases/priorities of the leadership at certain periods/epochs in our national struggle as a race. As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods. Children were provided more vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors. The pre-Spanish system of education underwent major changes during the Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite, especially in the early years of Spanish colonization. Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863 which provided for the establishment of at least one primary school for boys and girls in each town under the re sponsibility of the municipal government; and the establishment of a normal school for male teachers under the supervision of the Jesuits. Primary instruction was free and the teaching of Spanish was compulsory. Education during that period was inadequate, suppressed, and controlled. The defeat of Spain by American forces paved the way for Aguinaldo’s Republic under a Revolutionary Government. The schools maintained by Spain for more than three centuries were closed for the time being but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of the Philippines were established. A system of free and compulsory elementary education was established by the Malolos Constitution. An adequate secularized and free public school system during the first decade of American rule was established upon the recommendation of the Schurman Commission. Free primary instruction that trained the people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President McKinley. Chaplains and non-commissioned officers were assigned to teach using English as the m edium of instruction. A highly centralized public school system was installed in 1901 by the Philippine Commission by virtue of Act No. 74. The implementation of this Act created a heavy shortage of teachers so the  Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the Thomasites. The high school system supported by provincial governments, special educational institutions, school of arts and trades, an agricultural school, and commerce and marine institutes were established in 1902 by the Philippine Commission. In 1908, the Philippine Legislature approved Act No. 1870 which created the University of the Philippines. The Reorganization Act of 1916 provided the Filipinization of all department secretaries except the Secretary of Public Instruction. Japanese educational policies were embodied in Military Order No. 2 in 1942. The Philippine Executive Commission established the Commission of Education, Health and Public Welfare and schools were reopened in June 1942. On October 14, 1943, the Japanese – sponsored Republic created the Ministry of Education. Under the Japanese regime, the teaching of Tagalog, Philippine History, and Character Education was reserved for Filipinos. Love for work and dignity of labor was emphasized. On Fe bruary 27, 1945, the Department of Instruction was made part of the Department of Public Instruction. In 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed to Department of Education. During this period, the regulation and supervision of public and private schools belonged to the Bureau of Public and Private Schools. In 1972, it became the Department of Education and Culture by virtue of Proclamation 1081 and the Ministry of Education and Culture in 1978 y virtue of P.D. No. 1397. Thirteen regional offices were created and major organizational changes were implemented in the educational system. The Education Act of 1982 created the Ministry of Education, Culture and Sports which later became the Department of Education, Culture and Sports in 1987 by virtue of Executive Order No. 117. The structure of DECS as embodied in EO No. 117 has practically remained unchanged until 1994 when the Commission on Higher Education (CHED), and 1995 when the Technical Education and Skills Development Authority (TESDA) were established to supervise tertiary degree programs and non-degree technical-vocational programs, respectively. The Congressional Commission on Education (EDCOM) report provided the impetus for Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA), respectively. The trifocal education system refocused  DECS’ mandate to basic education which covers elementary, secondary and nonformal education, including culture and sports. TESDA now administers the post-secondary, middle-level manpower training and development while CHED is responsible for higher education. In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). RA 9155 provides the overall framework for (i) school head empowerment by strengthening their le adership roles and (ii) school-based management within the context of transparency and local accountability. The goal of basic education is to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens. DepEd Management Structure To carry out its mandates and objectives, the Department is organized into two major structural components. The Central Office maintains the overall administration of basic education at the national level. The Field Offices are responsible for the regional and local coordination and administration of the Department’s mandate. RA 9155 provides that the Department should have no more than four Undersecretaries and four Assistant Secretaries with at least one Undersecretary and one Assistant Secretary who are career service officers chosen among the staff of the Department. (See DepEd Organizational Chart.) At present, the Department operates with four Undersecretaries in the areas of: (1) Programs and Projects; (2) Regional Operations; (3) Finance and Administration; and (4) Legal Affairs; four Assistant Secretaries in the areas of: (1) Programs and Projects; (2) Planning and Development; (3) Budget and Financial Affairs; and (4) Legal Affairs. Backstopping the Office of the Secretary at the Central Office are the different services, bureaus and centers. The five services are the Administrative Service, Financial and Management Service, Human Resource Development Service, Planning Service, and Technical Service. Three staff bureaus provide assistance in formulating policies, standards, and programs related to curriculum and staff development. These are the Bureau of Elementary Education (BEE), Bureau of Secondary Education (BSE), and   Bureau of Nonformal Education (BNFE). By virtue of Executive Order No. 81 series of 1999, the functions of a fourth bureau, the Bureau of Physical Edu cation and School Sports (BPESS), were absorbed by the Philippine Sports Commission (PSC) last August 25, 1999. Six centers or units attached to the Department similarly provide technical and administrative support towards the realization of the Department’s vision. These are the National Education Testing and Research Center (NETRC), Health and Nutrition Center (HNC), National Educators Academy of the Philippines (NEAP), Educational Development Projects Implementing Task Force (EDPITAF), National Science Teaching Instrumentation Center (NSTIC), and Instructional Materials Council Secretariat (IMCS). There are four special offices under OSEC: the Adopt-a-School Program Secretariat, Center for Students and Co-curricular Affairs, Educational Technology Unit, and the Task Force Engineering Assessment and Monitoring. Other attached and support agencies to the Department are the Teacher Education Council (TEC), Philippine High School for the Arts, Literacy Coordinating Council (LCC), and the Instructional Materials Council (IMC). At the sub-national level, the Field Offices consist of the following: 1. Sixteen (16) Regional Offices, including the Autonomous Region in Muslim Mindanao (ARMM*), each headed by a Regional Director (a Regional Secretary in the case of ARMM); 2. One hundred fifty-seven (157) Provincial and City Schools Divisions, each headed by a Schools Division Superintendent. Assisting the Schools Division Offices are 2,227 School Districts, each headed by a District Supervisor; 3. Under the supervision of the Schools Division Offices are forty-eight thousand, four hundred forty-six (48, 446) schools, broken down as follows: 1. 40,763 elementary schools (36,234 public and 4,529 private) 2. 7,683 secondary schools (4,422 public and 3,261 private) Legend: * ARMM is included in the budget of the Department on the following: Creation of teaching and non-teaching positions; Funding for newly-legislated high schools; Regular School Building ;Certain foreign-assisted and locally-funded programs and projects. Issues and Problems in the Philippine Educational System: A Challenge Towards the Attainment of Quality Education Our country has gone through many changes and development for the past few years. The continuous process made great impacts in the lives of millions of Filipinos. Relatively, the changes have given us advantages not to mention the disadvantages it brought causing downfall to many people. There are numerous questions concerning the issues and problems existing in the Philippine Educational System as to how we can resolve it the best way we could to attain that kind of quality of education we have been searching and longing for. Where do we begin and how do we respond to such? Public schools are the building blocks of our societies. They can be considered our foundational instruments. Although these venues of learning play significant roles, they are unable to provide the best they can, due to their numerous flaws. As I’ve gone through different readings and researches, questions were arising in my mind as to what solutions are applicable in addressing the problems about the quality of education, affordability, budget, mismatch, integration of sex education in the curriculum, R.A. 9710 (Magna Carta for Women) and other concerns which are somehow related to it. I will always stand for what I believe in according to my observations that we have good guidelines and policies on education but what is lacking is the ability to implement such in accordance to the needs of every school, majority of which belong to the public education system. Generally, Philippine Education aims to provide quality and free education both for the elementary and secondary public schools but again this have not been observed and understood well causing it to be a burden most especially to the students and parents. Declining standards in public schools is one of the most controversial education issues today is the c ontinuing decline in student learning†¦

buy custom Drink Healthy Corporation essay

buy custom Drink Healthy Corporation essay The target audience for this proposal is high schools students and this is so because of many reasons. To begin with, most high school students are at their adolescent stage, and most of them consume a lot of food and drinks. They therefore purchase lots of these foods and beverages from different people; some of these might be a potential danger to their health. A study published in 2005 showed that high school children in the United States consume a lot of light soft drinks. The study put the consumption frequency of these drinks at 82% (Vereecken, 2005). Secondly, high school students have the knowledge and an understanding of their health. This is because most district high schools always recommend that their students take a compulsory course on health matter before their graduation. Undertaking such an exercise in schools will give these students a chance to put the theory they learn in health classes into practice. Such practice is meant to equip the students with even more kno w-how on healthy eating habits which should be improved and maintained even into adulthood (Vereecken, 2005). Another reason for choosing high school is that rapid growth takes place during adolescence, and the bodily features acquired during adolescence always determine the future wellbeing of an individual. Therefore, it is important to povide healthy foods to students and inform them on healthy matters so that their body parts develop in a healthy manner (Vereecken, 2005). Lastly, high school students often interact with various individuals; one will find that they have friends in school, their family members and many other social places. This means that if they are educated on healthy eating habits, they are most likely able to pass this information to many other individuals who will indirectly benefit in this project. Our proposal would be unique as we would provide stands and mobile shops around the school. We will also provide training services during public and athletic events in the school. Job Opportunities for Students Providing job opportunities equips them with knowledge and gives them an opportunity to practice what they have learnt. It also ensures that they act responsibly on the tasks they are allocated and this ensures that they are conscious of what they indulge in. Job opportunities also improve the students capability to help others and learn from them. Just like college students gain real world knowledge while going on internship program, high school students can learn to gain similar knowledge while working during athletic events or even public events that have been organized by schools in the district. Havving job training can assist students to learn how to manage their time and events and provide them with a perspective of how they have to prepare themselves for their future professional life. Statistics on Obesity Obesity among teenagers is the leading health problem in the United States of America. A report by the Institute of Medicine indicates that over 8 million children over 6 years have obesity, of these 14% are overweight (TT, 2009). This number continues to enlarge with time. What is even more alarming is the fact that adolescents with obesity always maintain this problem into adulthood. This means that in the future health of most Americans will be at risk, and there might be no role models to teach children and the adolescents on healthy eating habits (TT, 2009). Teenagers that have obese problems face a lot of challenges in social places such as schools. There is a discrimination which is distressing to these students, and this eventually results to stress and low self-esteem among teenagers. These teenagers may never get a chance to improve their status. The major causes of obesity are unhealthy eating habits and lack of physical practice. Teenagers and their parents should ensure that they indulge in physical practice and consume healthy foods in order to avoid obesity (TT, 2009). Buy custom Drink Healthy Corporation essay

Famous vs. Infamous

Famous vs. Infamous Famous vs. Infamous Famous vs. Infamous By Maeve Maddox I have long bewailed the misuse of the word famous to apply to bad people, reminding readers that the word for widely known people of ill repute is infamous. Now I’ve discovered that not only is famous erroneously applied to gangsters and murderers, but now the word infamous is being flung about as if it meant noted or simply, known. The site that brought this latest misuse to my attention features a slideshow about male celebrities who are shorter than average. Each slide provides information under the following headings: Height Date of Birth Number of Children Infamous for One or two of the celebrities are â€Å"infamous for† cocaine use, but the information that appears under the â€Å"infamous† heading for the others is nothing to be ashamed of. Here are a few examples of the behavior labeled infamous on this site: was a dishwasher once was the son of scientists sometimes hides his hand in his pocket to conceal its trembling wears thick black horn-rimmed glasses worked in a beauty salon after high school was godfather to another celebrity’s children These acts hardly fit the OED definition of infamous: Of ill fame or repute; famed or notorious for badness of any kind; notoriously evil, wicked, or vile; held in infamy or public disgrace. Here, for example, are some infamous people noted for their infamous acts: Ivan the Terrible Jack the Ripper Pol Pot Heinrich Himmler Adolf Hitler Josef Stalin Delphine LaLaurie Josef Mengele Tomas de Torquemada Actions that warrant the description of infamous include: burning people to death, performing surgical experiments on conscious children, blinding your architects, boiling your treasurer–that kind of thing. The preoccupation with the celebrity of people–famous or infamous–has coined a new expression: â€Å"famous for being famous.† In the past, the usual way to acquire fame or notoriety was to excel at something, whether writing, acting, or governing. With the advent of self-generated publicity, some people manage to become a focus of public attention for nothing at all. Frequently cited examples of this type of non-fame are: the Kardashian sisters, Paris Hilton, Kato Kaelin, Heidi Montag, Kelly Osbourne, and Ivanka Trump. Here are some words other than famous or infamous that may be used to describe a well-known person: well-known prominent famed popular renowned noted eminent distinguished esteemed celebrated respected illustrious acclaimed great legendary lionized notorious Most of these words are applicable to people known for doing commendable things. The other kind of people are perhaps best ignored as much as possible. Famous and Infamous on Newspapers Monsanto to ditch its infamous name after sale to Bayer (www.theguardian.com) - Syrian Kurdish fighters have detained two British men infamous for their role in the Islamic State’s imprisonment, torture and killing of Western hostages, according to Am (www.nytimes.com) on Broadway’s least-discovered northern stretch.Broadway is arguably the most famous thoroughfare in the world (by one measure, 250 million hits on Google versus 6 million for the Champs-Élysà ©es) (www.nytimes.com) Related posts: â€Å"Famous Doesn’t Apply to Murderers or Gangsters† Video Recap Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Direct and Indirect ObjectsHyper and HypoA Yes-and-No Answer About Hyphenating Phrases

Creative Writing 101

Creative Writing 101 Creative Writing 101 Creative Writing 101 By Ali Hale What is Creative Writing? Creative writing is anything where the purpose is to express thoughts, feelings and emotions rather than to simply convey information. I’ll be focusing on creative fiction in this post (mainly short stories and novels), but poetry, (auto)biography and creative non-fiction are all other forms of creative writing. Here’s a couple of definitions: Creative writing is writing that expresses the writers thoughts and feelings in an imaginative, often unique, and poetic way. (Sil.org What is Creative Writing?) Writing is a form of personal freedom. It frees us from the mass identity we see all around us. In the end, writers will write not to be outlaw heroes of some underculture but mainly to save themselves, to survive as individuals. (Don DeLillo) Writing of any sort is hard, but rewarding work – you’ll gain a huge amount of satisfaction from a finished piece. Being creative can also be difficult and challenging at times, but immensely fun. How to get started Many people think that just because they’ve read a lot of stories (or even if they haven’t!) they should be able to write one. But as Nigel Watts writes: There is a common belief that because most of us are literate and fluent, there is no need to serve an apprenticeship if we want to become a successful wordsmith. †¦ That’s what I thought until I tried to write my first novel. I soon learnt that a novel, like a piece of furniture, has its own set of requirements, laws of construction that have to be learnt. Just because I had read plenty of novels didn’t mean I could write one, any more than I could make a chair because I had sat on enough of them. (Nigel Watts, Teach Yourself Writing a Novel) By all means, if you’re keen, jump straight in and have a go: but don’t be too disappointed if your first efforts aren’t as good as you’d hoped. To extend Watts’ metaphor, you may find that these early attempts have wonky legs and an unsteady seat. There are lots of great books aimed at new fiction writers, and I’d strongly recommend buying or borrowing one of these: Wannabe a Writer? (Jane Wenham-Jones) Teach Yourself †¦ Writing a Novel (Nigel Watts) How to Write Fiction (and Think About It) (Robert Graham) On Writing (Stephen King) I’d also recommend starting small. Rather than beginning with an epic fantasy trilogy, a family saga spanning five generations, or an entire adventure series †¦ have a go at a short story or a poem. And if you end up chewing your pen and staring at a sheet of paper, or gazing at a blank screen for hours, try kickstarting your writing with a short exercise. Don’t stop to think too much about it †¦ just get going, without worrying about the quality of the work you produce. Tips and tricks for beginners Do some short exercises to stretch your writing muscles – if you’re short of ideas, read the Daily Writing Tips article on â€Å"Writing Bursts†. Many new creative writers find that doing the washing up or weeding the garden suddenly looks appealing, compared to the effort of sitting down and putting words onto the page. Force yourself to get through these early doubts, and it really will get easier. Try to get into the habit of writing every day, even if it’s just for ten minutes. If you’re stuck for ideas, carry a notebook everywhere and write down your observations. You’ll get some great lines of dialogue by keeping your ears open on the bus or in cafes, and an unusual phrase may be prompted by something you see or smell. Work out the time of day when you’re at your most creative. For many writers, this is first thing in the morning – before all the demands of the day jostle for attention. Others write well late at night, after the rest of the family have gone to bed. Don’t be afraid to experiment! Don’t agonize over getting it right. All writers have to revise and edit their work – it’s rare that a story, scene or even a sentence comes out perfectly the first time. Once you’ve completed the initial draft, leave the piece for a few days – then come back to it fresh, with a red pen in hand. If you know there are problems with your story but can’t pinpoint them, ask a fellow writer to read through it and give feedback. HAVE FUN! Sometimes, we writers can end up feeling that our writing is a chore, something that â€Å"must† be done, or something to procrastinate over for as long as possible. If your plot seems wildly far-fetched, your characters bore you to tears and you’re convinced that a five-year old with a crayon could write better prose †¦ take a break. Start a completely new project, something which is purely for fun. Write a poem or a 60-word â€Å"mini saga†. Just completing a small finished piece can help if you’re bogged down in a longer story. Online resources NaNoWriMo Every November, hundreds of thousands of people just like you do something extraordinary: they write a novel in just thirty days. Want to be part of the coffee-fueled, manic-typing, adrenaline-rush that is National Novel Writing Month? (NaNoWriMo for short). Make sure you sign up by October 31st. The â€Å"rules† state that you can’t start writing Chapter 1 until 00.01am on November 1st but you can spend as long as you like before that planning†¦ Authors’ websites and blogs I read lots of websites and blogs written by authors and these give real (sometimes harsh) insights into what it’s like to write professionally. One which has been a strong favourite of mine for many years is Holly Lisle’s. Check out her advice for writers and her weblog. She also has an excellent newsletter which I subscribe to, and some very thorough and helpful e-books on various aspects of writing available for purchase. Competitions listings Having a theme and a deadline can make a startling difference to a writer’s motivation! If you’re in the UK, Sally Quilford’s competition listings are a comprehensive and regularly-updated list. I Should Be Writing podcast This is a practical and inspiring podcast: I Should Be Writing by Mur Lafferty. She describes the podcast as â€Å"For wanna-be fiction writers, by a wanna-be fiction writer† (though since starting it several years ago, she’s had considerable success selling her short stories) and focuses on science fiction and fantasy. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:20 Computer Terms You Should KnowAwoken or Awakened?Dissatisfied vs. Unsatisfied

Past and current trends of the use and abuse of substances in the Essay - 1

Past and current trends of the use and abuse of substances in the United States - Essay Example Cocaine is another of the principal drugs which Latin America is the main producer particularly the nation of Columbia. This paper discusses the past and current trends in drug consumption in the American society. During the 20th century the American society went through various wars that brought instability to this community. Warfare is variable the influences drug consumption by increase its usage especially among the soldiers involved in the ordeal. After the Vietnam War thousands of soldiers came back to the states extremely addictive to heroin, cocaine and methaphinimines. During this time in the 1960’s a group of young people commonly referred to as hippies were highly involved in drug consumption and trade which increased the usage of drugs especially marijuana in the US. A hippie is a person who opposes and rejects many of the conventional products and society, especially one who advocates extreme liberalism in sociopolitical attitudes and society (Answers, 2008). In the 1980’s the drug trade of cocaine and overall consumption of this drug increase drastically among the middle and high class in the United States. The price of a kilo of cocaine was much higher than it is now and the drug lords invented a new product to capitalize on the addictive nature of the substance and have a cheap product that could be used to target the lower middle class and Americans living in poverty. This new devil was called crack cocaine. Crack is derivative of cocaine which is more hazardous, cheaper to produce and much more addictive than cocaine in itself. The bigger victims of the crack epidemic were the poor Afro-American and Latino communities living in poverty low income communities commonly referred to as hoods. Marijuana a natural drug that is actually a flower is the most popular drug in America. Over 94 million American or approximately 30% of the American population has used marijuana at some point in