ST. JAMES ACADEMY

ST. JAMES ACADEMY

Rizal Ave. Ext., Brgy. San Agustin, Malabon City

 

 

HISTORICAL PROFILE OF ST. JAMES ACADEMY

            St. James Academy of Malabon City broke ground from the vestiges of Malabon Normal School, the first Archdiocesan Catholic teacher training institution, conceived by the Manila Archbishop Michael O’Doherty in 1925 and formally opened in June 1926, with the Maryknoll Sisters taking the reins of the administration.

            The first Grade School graduation took place in 1931 with 20 graduates whiles the High School had it in 1933.  In April 1936, the normal school and the pre-school departments were moved to Isaac Peral St., Manila now United nations Avenue, while the grade school and high school departments remained patron of Bishop James Anthony Walsh, M.M. the co-founder of the maryknoll Congregation with the maryknoll Sisters still supervising the institution.

            When Wolrd War II broke out in 1941, the school was closed down but classes continued at the private residence of the Punzalan family and managed by lay teachers while the Mryknoll Sisters were interned by the Japanese in Los Baños, Laguna and the University of Sto. Tomas.

            The school reopened in 1945 when the war end.  The first high school graduation after the war took place on March 26, 1946 with 20 graduates.

            In 1960, St. James Academy, being an Archdiocesan school, became an automatic member of the Manila Archdiocesan and Parochial Schools Association after the Archdiocesan of Manila promulgated a decree creating MAPSA.

            In 1980, the Maryknoll Congregartion, formerly The Foreign Mission of St. Dominic, veered its charism to full-time missionary work thus, bequeathing their 54 years of management of the school to another St. Dominic-inspired congregation as approved by His Eminence Jaime  Cardinal Sin, then Archdiocesan of Manila – the Dominican Sisters of St. Catherine of Siena.

            On October 20, 2003.  in view of the canonical establishment of the new Diocese of Kalookan, St. James Academy became a diocesan school under the aforementioned diocese, known as kalookan Diocesan  School Association (KADSA). However, SJA is still a part of Manila Archdiocesan and Parochial School Association, Inc. (MAPSA), the latter being an umbrella organization of all diocesan schools in Metro Manila, Antipolo and Bulacan.

            Presently, St. James Academy, a PAASCU accredited institution, affords quality Catholic basic education to students from the Greater Manila area comprising the cities of Malabon, Valenzuela, Quezon city, Kalookan, the municipality of Navotas and as far as Obando and Marilao in Bulacan.

            Through the years, St. James Academy has tremendously changed Malabon’s landmark. Its physical contour and instructional facilities have met the benchmarks of an excellent learning institution.

 

Admission info

Program being offred

• Pre-school

• Grade School

• high School

 

Admission Policies

            Admission is a very important task of the school if grants an applicant admission to the school, with a definite understanding that the student and his/her parents or guardians agree in writing to comply with the rules and regulations as this school, its scholastic standards as well as the ideals of Catholic Education.

 

 

Admission requirements

A. For New Students and Transferees

     Submit the Application Form at the Registrar’s Office with the following requirements.

1.  Birth Certificate with registry number (original & Xerox copy)

2.  Baptismal Certificate (original & Xerox copy)

3.  One recent colored ID picture (1”x1”)

4.  Complete immunization record (original & Xeorx copy)

5.  Passing mark in the entrance examination and interview

6.  Long Brown envelope

 

Additional requirements for Grade School/High School students:

7.  Form 138/Report Card or record of latest quarterly grades (original & Xerox copy)

8.  Letter of recommendation from the Principal/Guidance Counsilor

9.  An Average conduct mark of 85%

10. A minimum general average of 84% (for High School Applicants: no grades below

      80% in any academic subject in the Final Rating.  Students with grades below 80% in

      any subject but not in the Final Rating are placed on probation if they pass the

      entrance test.)

11. If an Alien, a Photostat copy of the Alien Certificate of Registration and Immigration

      Certificate of Residence is required.

B. For SJA Students.

1.  A student who fails I one two-unit subject or two one-unit subjects at the end of the

     school year will be advised to transfer to another school.  However, a student who 

     fails in one-unit subject at the end of the school year will be advised to take summer 

     class and if he passes may be admitted to the next year level of the following school

     year, subject to academic probationary conditions.  If the same student fails again in

     any subject in the succeeding school years, he will be asked to transfer to another 

     school.

2.  Students with two suspension for major offense during the school year will not be re-

     admitted for the next school year, unless a marked improvement has been manifested 

     and the parents are willing to sign an academic and/or conduct contract.

 

Admission Procedure

1.  Secure Application Form from the Registrar’s Office (Monday to Friday)

2.  Submit the Application Form and the requirements at the Registrar’s Office

3.  Pay the Testing fee at the Cashier’s Office and secure test permit.

4.  Come on the date scheduled for testing and interviews with members of the Screening

     Committee.

5.  Present the test permit to the Guidance

6.  Come for the test result on the date scheduled at the Registrar’s Office

7.  If an applicant passes, secure reservation and contract forms at the Registrar’s Office.

8.  File the accomplished reservation and contract forms at the Registrar’s Office, Grade

     School or High School Secretary.

 

Payment of Fees

            There are four terms of paying tuition and other school fees; fully upon registration, semestrally, quarterly and monthly. The school allows payment on installment with surcharge of 1% per month on gross assessment. Delayed installments shall be further subject to penalty of 3% per month based on outstanding balance.

 

Refund of Fees

A student may withdraw from the school after enrollment with the following conditions:

1.  He will be charge 5% of the total amount of tuition and other school fees if he

     withdraws within the first week before classes begin.

2.  10% of the total amount of tuition and other school fees if he withdraws on the first

     week after classes;

3.  20% of the total amount of tuition and other school fees if he withdraws after two

     weeks of classes.

4.  100% of the total amount of tuition and other school fees if he withdraw after three

      weeks of classes.

 

Scholarship

Academic Full free Tuition

• Grades 2,3,4,5,6, First Honors of St. James Academy

• Students from other schools who passed the scholarship exam

• I,II,III First Honors of St. James Academy

 

Academic Half Free Tuition

• Grades 2,3,4,5,6 Second Honors of St. James Academy

•  I,II,III Second Honors of James Academy

 

Partial Privilege Scholars

• Children of SJA Faculty and Personal

• Academic 25% tuition fee discount for Third honors of St. James Academy

 

Fourth and Fifth Child Scholarship

• If four or five siblings are presently enrolled for the school year, the fourth child will have a HALF Free Tuition Fee while the fifth child will have a FULL Free Tuition Fee

 

Dep. Ed Regulation Scholarship

• As per DepEd regulation of 1 full free tuition for every 500 students

 

SJA-PTA Scholarship

• This scholarship is given to poor but deserving students of St. James Academy

 

M. Francisca Outreach Programs

Vocational Courses Offered:

1. Cosmetology                       4. Tailoring

2. Hi-speed                              5.  Food Processing / Baking / Cooking

3. Dressmaking

 

Panggabing Klase sa St. James Academy

            Mga Tuntunin sa Pagpasok para sa Panggabing klase sa St. James Academy.

1.  Humingi ng application form sa Registrar’s Office

2.  Sagutan at Sumite ang application form sa Registrar’s Office kasama ang mga

sumusunod na requirements;

a)      Birth Certificate with registry number (original and Xerox copy)

b)      Baptismal Certificate (original & Xerox copy)

c)      Form 138/Report Card or Phil. Educ. Placement Test (PEPT) result (original and Xerox copy)

d)     Pinakahuling kuhang litrato 1”x1” colored

e)      Sertipikasyon ng pamasmasukan (kung nagtatrabaho)

f)       Long brown envelope

3. Pumunta sa itinakdang araw upang malaman ang resulta ng unang pagsusuri o screening ng apikasyon.

4.  Kung nakapasa sa unang pagsusuri o screening, bumalik sa itinakdang araw at oras ng pagsusulit (examination). Magdala ng school ID o anumang bagay na pagkakalilantan.

5.  Alamin ang resulta na ipapaskil sa paaralan sa itinakdang araw nito.

6.  Kung nakapasa sa pagsusulit, bumalik para sa panayam o interview.

7.  Kung ang aplikante ay makapasa sa lahat ng mga nabanggit na pagsusuri, kunin ang

     reservation at contract forms, lagdaan at isumite sa Registrar’s Office.

 

 

CALOOCAN CITY SCIENCE HIGH SCHOOL

10th Ave. corner P.Sevilla St., Caloocan City

 

Mission: A center for learning that creates individuals who are scientifically and

      technologically educated but highly humans in their behavior, creatively resourceful

      but environmentally militant with great reservation for moral decency.

 

Vision:  The center of learning shall be founded on the four pillars of educational

      excellence which are Teachers who act as academic parents.  Educational Managers

      who are sensitive to rapid changes. Democratic Instructors that will individuals self-

      stimulated learners, and Human Values that will keep them men for other men.

 

Admission info

Program being offered

• Science High School

 

Tuition

No Tuition

 

Selection Test Qualification

1.  He/She must be a Filipino.

2.  He/She must be a sixth grade who is a candidate for graduation from either a public or

     private school preferably in Caloocan City.

3.  He/She must be of good health condition, of good moral character and should not have

     been involved in any violation of school rules and regulations or case of misbehavior 

     during his/her stay in the elementary school and more importantly NOT a member of

     any fraternity.

 

Entrance Exam Requirements

1.  Original and photocopy of birth certificate.

2.  Certified photocopy of the Rating Report Card (Form 138) containing the first grading

     grades duly signed by the Principal/School Head.

3.  Health Certificate from a public Doctor and Certificate of Good Moral duly signed by

     the Guidance Counselor (Original copy).

4.  Two pcs. 1”x1” identical recent photographs

5.  Correctly and completely accomplished CCSHS Forms 1,2,3,4 and 5.

 

Application Procedure

1.  Clearly and completely accomplish the Selection Test Application Form. Bring the    

     following:

     •  Two (2) pcs. 1”x1” identical and recent photograph (one should be attached to the

         Application Form)

     •  Health Certificate (issued by a government or public doctor)

     •  Photocopy of Birth Certificate (please bring the original copy of Birth Certificate for

         verification purposes)

     •  Certified true copy of Form 138 (Grade VI Report Card for the 1st Quarter) duly

         signed by the School Principal/Adviser.

2.      Pay the Selection Test Free (PhP 100)

3.      Claim your Test Permit. Before leaving, make sure that the Test Permit is completely filled out with the following information;  Application No., Applicant’s Name; Name of School, Date and Time of Examination, and Room Assignment. Picture must have CCSHS dry seal.  The test permit must be duly signed by the Guidance Counselor of CCSHS.

Essay on Recruitment

Essay on Recruitment

 

            The essay was all about recruitment. It is a report for the chief executive on the proposal of the recruitment of a senior member for a cross-cultural team. The report includes a brief introduction to what cross-cultural is. It also tackles issues related to the process of recruiting, considerations to take into account, as well as the advantages and disadvantages of working with cross-cultural teams. On the conclusion, the report is summed up as to the basis of the Human Resource Management’s final decision regarding the recruitment.

Definition of Cross-Cultural

            Culture is a very complicated subject encompassing an array of different aspects of everyday life including art, music, philosophy and customs. Cross cultural means comparing or dealing with two or more different cultures. Cross-cultural differences in a work context, therefore, take into account cultural issues such as a group’s belief systems, their everyday behaviour and their values. In other words, the issues that impact on their working style and working relationships. The group itself may be a specific ethnic or religious group or a particular nationality.

On Managing Diversity

            Managing diversity is fast becoming the corporate watchword of the decade. It is not because corporations are becoming kinder and gentler with respect to culturally diverse groups. Rather, it is because of their need to survive. In order to achieve that, they have to recruit, train, and promote culturally diverse employees. In essence, this is nothing more than developing additional human resources.

            The human resource approach focuses on the interplay between people and the organization, and recognizes that cultural diversity includes every employee. This was due to the fact that people are the most important resource in an organization. The challenge lies on their ability to apply the skills, insight, energy, and commitment of their resources for the betterment of their organization. Organizations exist to serve human needs. Organizations and people need each other. When the fit between the individual and organization is poor, one or both will suffer. If not, meaning they are in good terms (or the opposite of the previous condition), both benefit. Most important thing in effectively managing diversity is for the manager to understand the cultural beliefs and values of his organization.  These beliefs and values coalesce in creating an environment that employees perceive as supportive or not supportive of diversity.

Benefits of Working with Cross-Cultural Teams

            Anecdotal and research confirms that there are real benefits to groups of people from different cultural backgrounds working together.  The specific nature of those benefits differs from one individual to the next, depending on personal circumstances and the organisation you work for. These benefits can be divided into three categories: benefits to you (as member), to the organization, and to the customers or the client.

            Working with people from different backgrounds exposes you to a wider range of experiences and knowledge than you may have the opportunity to access in your home environment. This will help you to keep up to date with issues and progress at an international level. It also enhances your interpersonal skills and gives you a broader perspective of it. As more and more work teams nowadays cross national boundaries, having experience of working within an international context is becoming more and more important.  Experience of working as part of an international team may be very useful to you in your future roles.

            On the organization’s part, one of the benefits is ensuring that everyone remains focused on the same goals and perspectives through international communication. It also encourages individuals on sharing their knowledge. Their works are always up to date and of high quality because of their access to a wide range of information coming from different views around the world. Also, communication between the members helps in avoiding duplication and maximising economy of effort. Having people from different backgrounds working together on projects and reviewing each others’ work helps in minimising bias within the group. Research also shows that heterogeneous groups are more creative compared with homogenous groups.  Heterogeneous groups tend to consider issues from a broader range of perspectives than homogenous groups did. In this way, it generates a wider range of ideas. Heterogeneous groups often question each other more than homogenous groups did. Frequent challenge of the status quo helps to guarantee the consideration of opportunities for improvement.

Finally, consumers benefit from all of the points indicated above.  However, there a couple of additional benefits of international team working that are particularly relevant to consumers. Research has proven that international team working helps in increasing the flexibility and responsiveness of organizations.  International teams should help in ensuring the focus of the organisation on the most appropriate issues at an international level, and that appropriate consideration is given to local needs and requirements.  They also help to ensure that these issues are addressed and presented in a way that is relevant to people making choices on different issues. It also promotes the work of the organization at an international level that has a direct impact on dissemination of the organisation’s outputs.  Not only is it likely to influence availability of information it is also likely to impact on the way in which information is presented.

Possible Problems

            Dealing with people from diverse backgrounds is not always straightforward.  It can frequently be the source of the complications that make those experiences so significant. But it does not necessarily make it any easier.  Some of the key areas where problems are being encountered are on different value systems, preconceptions and stereotypes, individual decision-making and problem solving, communication, use of technology, and attitudes to time.

One of the ways in which cultures vary is in their fundamental value systems.  It is through what they say and what they do that peoples’ values are being expressed. Therefore people working together from different cultural backgrounds may find that they approach and carry out tasks differently from each other. It is because of the differences in their cultural values. 

Differences in style are often seen as problems to be solved (usually by encouraging everyone to work in the same way).  Understanding differences in value systems facilitates our understanding on how and why individuals may behave differently compared to ourselves.  This can help us work more effectively together and make the most of the benefits that those differences offer.

However, the biggest learning point one can achieve from reviewing research into value systems is a better understanding of one’s own personal values and how those values impact on your working style and working relationships.

Stereotypes are generalisations that help us to simplify, classify and make sense of the world.  They happen when we conclude qualities about a person based on evidence of a single attribute. This is not applicable to all cases. Groups of people who we do not perceive to be like us and of whom we have limited experience are the ones who are most likely to be stereo-typed.

Difficulties start when it is used to prejudge in the absence of evidence.  If this always happens, tendency is we only attend to information that supports our view and disregards those that goes against our stereotype. 

The use of stereotypes in communicating with people can work like self-fulfilling prophecies. They lead us to act towards people in a way that brings out the trait we expect them to have. 

Differences in individuals’ value systems, educational backgrounds and work experience will all affect the way we approach problems and on decision-making. For example, some people like deciding on their own, whilst others prefer to involve a range of people and come up with an agreed solution.             Differences in problem-solving and decision making style can easily lead to misunderstandings within teams.  The important thing to remember is that different styles are appropriate in different situations. There is no one approach better than another. To be effective within any team, it is important for everyone to be not sticking to only one decision making and problem solving styles. 

The geographical distances that often exist between international team members means that technology plays an important role in enabling individuals to communicate on a regular basis. But still, the usage of technology for communication purposes does have difficulties. Problems of incompatibility to technology or lack of access to appropriate technology can bring about problems like individuals not receiving all of the information they need for effective performance. Furthermore it can lead to misunderstandings. Examples of which are those fast communication methods that do not involve face-to-face contact, such as e-mail, etc. The reason behind this is that it restricts the opportunity for recipients to observe the expression and tone of the message, and for communicators to check understanding and ask questions.

Polychromic and monochromic behaviors are ways of classifying diverse attitudes towards dealing with time. A monochromic attitude results in trying to do only one task at a time. On the other hand, individuals who treat time with a polychromic attitude typically regard time as a naturally recurring phenomenon that can be used for many purposes at once. 

The issue for international teams is that attitude towards time is thought to contrast between cultures.  For a traditional Western, for example, monochromic time is their attitude towards time. It is therefore encouraged and reinforced across many westernized cultures and is even reflected in the language, with phrases such as ‘one step at a time’.  While for the Latin-Americans, it is polychromic time attitude. Therefore, it is a norm for Latin American businesses to do several tasks at once. Problems can occur for international teams if different team members have different attitudes towards time. For example, someone with a monochromic attitude may feel that a colleague displaying polychromic behaviors seems disorganized, and may feel frustrated when that person seems reluctant to keep to a specific time for meetings.

            Another critical issue is on effective communication. Also, it is in this area that individuals often sees difficulty the most There are numerous aspects of communication that can cause problems when it comes to working with people from different backgrounds.  Two of the most common ones are on language and on non-verbal behaviours.

             Language problems occur when all individuals within the team uses a variety of languages. In these kinds of situations, the team often chooses a common language that they can use for group communications. This is done for their ease of communication.

Gestures form a significant part of communication methods. However, not all gestures are universal. Non-verbal behaviours or so-called body language differed from one culture to another.  For example, a high level of eye contact is considered a sign of attentiveness to some cultures. But for others, it is a sign of rudeness. These differences in body language can lead to misunderstandings between people of different cultural backgrounds.

It is possible to learn some of the key differences between cultures in terms of body language. It only takes a quite period of time. But the range of non-verbal behaviours we all use and the subtle differences between our behaviours makes it more difficult for us to produce a comprehensive list of all of the differences between cultures. Another problem is that much non-verbal behaviour is very subtle. We tend to only see, hear, feel and smell those things that have some meaning to us. We are likely to miss much of the non-verbal behaviour expressed within other cultures.

On Overcoming the Difficulties

The use of a variety of working styles of cross-cultural team members brings bonus to a team. It should not be seen as a disadvantage.  All we need is to have an understanding of how these cross-cultural differences impact on our own work environment and how these can be managed. In that way, maximisation of its benefits can be achieved both for the individual and the group. The solutions to effective international team working are not difficult. The challenge is remembering to always apply them, even in times of great pressure.

First suggestion is to stop assuming things about an individual or a group. Instead, take time to get to know people and find out the correct information. We all hold preconceptions and stereotypes. Not allowing them to influence our behaviour is the most important thing to remember.

If you are not sure of a particular custom within a country, or on some things like whether the written document you have put together is going to be understood or not, then don’t be shy to ask for somebody’s help. Generally people welcome the opportunity to share their culture to others. Asking questions early on can save awkwardness later.

Equal treatment is not enough. You should also aim to treat people as individuals and as they would want to be treated (not necessarily the same as the way you would want to be treated).

Remembering all of the differences in customs and cultures is impossible. The important point is that you make an attempt on building better relationships with your international colleagues. 

The benefit of any team is that everyone has its own unique set of different strengths and experiences. The assortment of these experiences is likely to be even larger in an international team.  Take time on knowing all team members’ strengths and make the most of them.

Building relationships is a two-way process. Try to be open about sharing information about your own culture in order for them to better understand your background.  This will narrow the gap on your cultural differences.

And lastly, avoid making instant judgements. We tend to make immediate evaluations based on our own culture, rather than trying to understand thoughts and feelings from the other person’s point of view. Avoid assuming that our own culture or way of life is the most natural. 

Conclusion

            When a certain task requires innovation, cross-cultural teams perform at their best level. It is because diverse point of views tends to be more creative compared to those in a single-culture team. However, its success or failure still depends on the way the teams are managed. The important things to be considered here are the recognition of differences and the avoidance of cultural differences.

Cultural dominance results from the ignoring of cultural differences. Unfortunately, cultural dominance exists in most companies and teams. It may be in a form of a vast majority of team members from one culture who impose their own style over the rest of the team. In this case, even the team representatives are the minority, the headquarters' standards and style tend to get imposed on the others. Very rarely do those teams equally represent the different cultures. So, is the effort to have successful cross-cultural teams worth it? Yes, it is because the excellence and innovations currently hunted by most companies are best found in culturally diverse teams.

CRITICAL ISSUES IN FUTURE ENVIRONMENTAL ETHICS

CRITICAL ISSUES IN FUTURE ENVIRONMENTAL ETHICS

 

1. Sustainable development vs. sustainable biosphere. The question is

whether to prioritize development within environmental constraints, or

whether to prioritize a sustainable biosphere and work out a suitable

economy within that priority. Sustainable development, likely to remain

the favored model, is also likely to prove an umbrella concept that

requires little but superficial agreement, bringing a constant illusion of consensus and glossing over deeper problems with a rhetorically engaging

word. Everybody co-opts the idea and justifies their desired

developments. Sustainability will prove to be a “metafix” that will unite

everybody including industrialists, subsistence farmers, fair-wage social

workers, riverkeepers, wildlife lovers, economists, and politicians—all of

whom wish to have their cake and eat it too.

In tension with this, a “sustainable biosphere” model demands a

baseline quality of environment, with the economy worked out “within”

such quality of life in a quality environment (clean air, water, stable soils,

attractive residential landscapes, forests, mountains, rivers, rural lands,

parks, wildlands, wildlife, renewable resources). Development is desired,

but even more, society must learn to live within the carrying capacity of

its landscapes. The fundamental flaw in “sustainable development” is that

it sees the Earth as a resource only.

2. Global warming. Global warming is a threat of the greatest magnitude,

involving an unprecedented convergence of complexities, natural

and technological uncertainties, global and local interactions, and difficult

scientific, ethical, political, and social choices. There are

cross-cultural issues, intergenerational issues, distributional issues, concerns

about merit, justice, benevolence, and about voluntary and

involuntary risk. There is a long lag time from decades to hundreds of

years. Surely but gradually, local “goods” cumulate into global “bads”.

There are opportunities for denial, procrastination, self-deception,

hypocrisy, free-riding, cheating, and corruption. Individual and national

self-interests are at odds with collective global interests. This is the

“tragedy of the commons” now taken at the pitch.

3. Biodiversity. Charismatic megafauna is likely to disappear, except

in pockets. Conservation plans will increasingly need to incorporate local

communities and governments in developing nations which are too unstable

(if not corrupt) to insure long-range conservation. Fauna and flora

generally are likely to become increasingly depauperate, due to development,

pollution, ignorance, and disinterest outside of native-range

industrial, medical, and agricultural resource benefits. The planet is likely

to become less diverse, warmer, increasingly trashy, and weedy.

4. Escalating populations, escalating consumption, maldistribution. These are three main global problems (drivingfor instance, global warming

and depauperate fauna and flora). Global capitalism has no intrinsic

capacities to solve these problems. A major problem is that products and

capital move freely across national boundaries, but labor cannot, resulting

in exploitation of cheaper labor. In addition to the human misfortunes

produced by this system, such exploited peoples will progressively

degrade their environments. As a result, both rich and poor will jeopardize

both sustainability and conservation.

5. The “enough” problem. Humans have long been driven by desires

to increase security and wealth. Humans have Pleistocene appetites for

salt, sugar, fat, sex, and to maximize our short-term security for self and

kin, and perhaps tribe. Without such concerns, people did not make it

through winter. So humans always want more in order to make us more

secure—more pay, bigger houses, better health, more preferences satisfied,

more comfort, economic and national security. For all of human

history, we have been pushing back limits.

Especially in the West, we have lived with a deep-seated belief that life

will get better, that one should hope for abundance, and work toward

obtaining it. In the West we have built this into our concept of human

rights—a right to self-development, to self-realization. But such an egalitarian

ethic scales everybody up and drives an unsustainable world.

Humans are not well equipped to deal with the sorts of global level

problems we now face. The classical institutions—family, village, tribe,

nation, agriculture, industry, law, and medicine—have shorter horizons.

Humans have no evolutionary ability to deal with long-range problems

on world scales. Many biologists think we are incapable of doing this at

the ranges now demanded. A few educated persons can think and act at

long-ranges, but to move six billion persons to a biospheric level of concern

is difficult. Interestingly, the main historic institutions that show

some capacity here are world religions.

6. Anthropocentrism versus intrinsic values in nature. Whether

humans, one species among five to ten to 50 million on Earth, conserve

nature only in their enlightened self interest or (also) with concern for the

integrity of nonhumans is perennial and will remain important. Conservation

of biodiversity is likely to prove partial and inadequate if grounded

only in human benefits and without a more comprehensive respect for life on Earth. Humans will remain morally naive so long as they live in a reference

frame where one species takes itself as the center of value and

values everything else relative to human reference frames. “Good for us”

versus “good kind” and “good in itself” will remain a challenging issue in

environmental ethics.

7. Human uniqueness. Humans as part of or apart from nature will

remain a perennial issue. Humans are a unique species with unique capacities,

as evidenced in language and culture, proved by their ability to place

the planet in jeopardy, and proved by human concerns in environmental

ethics. Placing humans in relation to the larger community of life on the

planet will remain challenging, even paradoxical, with humans transcending

spontaneous wild nature even as they seek to conserve such

nonhuman nature.

Research proposal essay instructions on Exploring the perceptions and attitudes of the Nigerian consumer towards Ethical brands: Case study of Unilever and Nestle

This is the scope and area the markers will be looking out for in my
thesis. Thus, the writer should follow these as a guideline to be able
to be a near perfect writing. Will send the real of the information
later today.
1. Background and Objectives (7%)
How well does the background set the scene?
How clear is the rationale for the project?
How clear and realistic are the objectives?
2. Literature Review and Referencing (24%)--- This should be the
Harvard referencing style
How widely/deeply has the student read the subject?
Have the key seminal texts been mentioned?
Have the most relevant theories been covered?
Has there been critical analysis of the literature?
Is there a theoritical framework?
Is there a clear and logical need fro the research proposal?
To what extent is the text adequately referenced?
3. Research Plan (20%)
Has the need been justified for the research plan in terms of
perspective, design and data collection and analysis?
Have teh issues of validity, reliability, and generalizability been addressed?
Have the data collection method been fully explained?
How sound is the sampling method and make up of the sample?
Have ethical issues been fully addressed?
4. Data Collection, Analysis and Findings (24%)
How successful was the data collection
Is there an explicit data analysis strategy?
Has the data been analyzed using appropriate techniques?
Is the data clearly and accurately presented in an appropriate format?
Is there a transparent link between the data and the findings?
Has the student attempted to apply the theories discussed to their findings?
Are the primary data research findings synthesized with the secondary
data findings?
How well does the analysis address the research objectives?
5.Conclusions and Recommendations (15%)
Are the conclusions consistent with the analysis?
How closely do the conclusions address the objectives?
Has the knowledge been extended?
How appropriate/feasible are the recommendations?
Has the need for any further research been addressed?
6. Overall Comment (10%)
How integrated, logical and coherent is the dissertation?
How clear and persuasive is the dissertation?
How well does the dissertation flow?
How well are issues argued?
Issues such as the presentation in terms of impact, correct spelling
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Case Study on Typhus

Case Study on Typhus

 

Medical research reveals that typhus is a term used to   describe various health conditions which caused by bacteria that belong to the Rickettsiae family.  There are several kinds of typhus; and the major types are epidemic typhus, murine or endemic typhus, Brill-Zinsser disease and scrub typhus.   Each type of typhus can be transmitted to humans through infected insects.  The first type of typhus which is the epidemic typhus is resulted by a contact with body lice.  This kind of bacteria lives in the human’s body while lice defecate.  And, these feces contain bacteria that cause typhus among humans.  Lice have caused   wounds and when it will be scratched, the feces are rubbed in the wounds. This type of typhus is normally affecting a number of people; as lice spread immediately into crowded areas where people do not take a bath in a regular basis. The symptoms of epidemic typhus include headache, fever, muscle aches, and weakness.  Rashes consisting of bumps and spots may also develop. These rashes start on the chest, back, and abdomen and spread to the legs and arms. The brain or heart muscle may also get swollen in extreme cases, which   may lead to death if not treated early. The next type of typhus is the Brill-Zinsser disease. It is a form of typhus that is actually a reactivation of a previous typhus infection when a person’s immune system is weakened by the former. This may occur as a complication of illness, surgery, or simply through aging process. Usually, this form of typhus affects individual’s years after having overcome epidemic typhus and is quite mild. Symptoms include a week-long fever and light rashes all over the body.  The third type is the endemic typhus; this is passed on to humans through fleas or parasites.  This is the same as epidemic typhus, where the flea defecates and through scratching the wounds, the feces are being transferred into the wounds. This form of typhus is most common in warm coastal regions, such as California and Texas in the United States. It typically causes a fever that lasts for about twelve days and is accompanied by a headache and chills. In some cases, a light rash may also develop. The fourth kind is the scrub typhus which is carried by chiggers or mites.  These insects enable to deposit bacteria in the human skin. This type of typhus is widespread in Southeast Asia and Japan, particularly during the wet season. This is one of the most common causes of illness for people visiting these regions. (http://www.wisegeek.com/what-is-typhus.htm)

In this regards, the primary symptoms include headache, fever, muscle pains and aches, abdominal pain, cough, diarrhea, nausea, and vomiting.  Other patients may even develop flat or bumpy rashes with spots on the body. Furthermore,   another study showed that typhus has always been associated with war.  Typhus truly is a disease of humans and lice.  Humans become infected by rubbing or scratching the lice feces into their skin or into their mucous membranes. It is an interesting disease because even though lice imbibe human blood, the parasite is not transmitted to humans during this process. Most of the other diseases carried by insects are transmitted through the bite. Moreover, the conditions of war result to typhus to become prevalent because of poverty, crowding, mass migrations, inadequate housing and malnutrition.   Many people have wrong notions about “typhus”, it is more often equate with typhoid or typhoid fever.  By all means, this is a wrong idea by many. Although, both have the same symptom of high fever; but the causes, transmission and pathology of these diseases are quite different; for typhoid is caused by Salmonella.

(http://www.medicinenet.com/typhus/page2.htm)

According to medical research made, NSAID medications commonly used to control pain and fever in both adults and children.   Although they differ largely in dosage, to treat typhus are acetaminophen which reduces fever and pain.  However, taking this drug is not recommended if a patient is alcoholic, has a liver disease or an allergy to the drug.  On the other side, aspirin decreases the pain, fever as well as the inflammation.  It is also nonsteroidal anti-inflammatory medication (NSAID).  Similarly, taking Ibuprofen, Ketoprofen and Naproxen will result the same effect to the patients.  In this relation, taking extra precautions is necessary if the patient   is pregnant or breastfeeding has allergies, asthma, peptic ulcer disease, stomach ulcers, esophageal ulcers and bleeding problems.  It is best to consult a physician before taking these medicines for proper medical treatment and management.  Above all, people must be aware of the warning signs of typhus such as worsening fever, rashes, both legs are swelling, both arms are swelling, facial swelling, chest pain, having breathing difficulty, fainting, seizures and confusions.

(http://www.freemd.com/typhus/home-care-pain-and-fever-children.htm)

 

References:

(http://www.wisegeek.com/what-is-typhus.htm)

(http://www.medicinenet.com/typhus/page2.htm)

(http://www.freemd.com/typhus/home-care-pain-and-fever-children.htm)

LIFE, DEATH AND POETRY

Life, Death and Poetry

 

            Poetry expresses a good deal of ideas regarding the different aspects of life. Aside from life, poetry also expresses the reality of experiencing death. Death can be caused by a variety of factors, and is expressed in poems in a myriad of ways, such that different authors can express its concept by using similes, metaphors, and other forms of speech. Death is an important element in literature, specifically in poetry, as its expression becomes dramatic and meaningful not only to the authors who wrote them, but also to their readers. This essay discusses a number of poems, which talks about death and represents it in different ways. It compares them in terms of representing death and the symbols used in the poems.

 

            Two poems entitled “Ground Swell” by Mark Jarman and “Dulce et Decorum Est” by Wilfred Owen represent loss through death in relation to wars or battles. In the poem “Ground Swell”, loss was represented through the remembrance of the fifteen-year old boy of an older boy, who died from war. The indication that the name of the older boy was already carved “on the black wall in Washington” and the statement saying that, “he came home in a bag that may have mixed in pieces of his squad” ( 2007) creatively depicts the death of a soldier, from which the memory of the young boy comes from. Similarly, in the poem “Dulce et Decorum Est”, loss is being represented through dying for one’s country, which is being described in detail in the poem. Loss or death is being depicted gloriously if it is for the love and defense of one’s country. In the poem “Do Not Go Gentle into that Good Night” by Dylan Thomas, death was represented creatively through understanding that death is inevitable ( 2007). In the poem by Octavio Paz entitled “The Street”, death can be represented as something that chases us, such as how someone or something chases the author in the poem. In the poem by William Shakespeare entitled “Act 5, Scene 5” from Macbeth, loss is represented by the death of Lady Macbeth in the play, and this death made Macbeth realize the relation of life and death.         

 

            Death or loss of someone cannot be appreciated without remembering. In the poem by Jarman, the young boy remembered the older boy as the emotion of the poem shifted from a happy one to a sorrowful event. The young boy remembers the older boy when he heard the older boy called his name and all the events that he saw the boy when he was still alive, which led him to remember his death. In the poem by Owen, remembering death involves remembering all the experiences associated with the battle or war, such as seeing blood, losing their boots, experiencing extreme fatigue, and yelling and stumbling ( 1999). Similarly, in the poem made by Thomas, death is being remembered through recognition of old age, which can be the primary cause of death. Remembrance is also through the description of characteristics associated with youth, such as singing under the sun, cursing and blessing, and having happy eyes that could blaze like meteors ( 2007). In the poem by Paz, remembering death is described through the action of the character in the poem of turning behind him or her and seeing nothing but darkness ( 2004). In the poem by Shakespeare, death is remembered as being a great loss to Macbeth, when Lady Macbeth died. Because of her death, Macbeth has enabled to realize the connection of life and death.

 

            Both the poems of Jarman and Owen clearly eradicate the gap between language and the reality of life and of death through their clear and ingenious description of events that expresses reality and death. These poems describe that wars or battles are the causes of death of men during those times when the poems were written, and the use of words and expressions have been successful in making the readers realize the emotions articulated by the authors. In contrast to deaths caused by wars, death can also be brought by old age, sickness or homicide, as implied by the poems of Thomas, Paz and Shakespeare. Language, such as the use and order of words enabled the readers of the poem to feel the emotions portrayed by all the authors in their poem, and through this, the concepts of life and death can be clearly represented and understood.

 

            Symbols in poetry are important to take note of, as these indicate the creativity of the authors and the efficiency in the understanding of their readers. In the poem of Jarman, a significant symbol is the “black wall in Washington”, which indicates the death of the soldiers because of the Vietnam War ( 2006). The black wall represents sorrow and grief of all the families of the young men who fought in the war. In the poem of Owen, among the number of symbols that can be interpreted, the most significant symbol for me is the “Five Nines” or the 5.9 caliber explosive shells ( 1999). This is significant because during those times (1917 - 1918), World War I is being experienced by citizens in many countries in Europe and the Americas. The caliber explosive shells symbolize death for they are the primary weapon used during the war. In the poem by Thomas, death is being symbolized by ‘night’ or ‘dying of the light’, as death is associated with eternal sleeping. Once a person has died, he or she will not be able to see the light of day. This symbol clearly represents death, as night is also associated with the commitment of crimes and murders that cause the death of many. In the poem made by Paz, death is being symbolized by someone or something that chases the person in the poem, as death “chases” us in reality. Although we cannot see death per se, at the back of our minds, we know that it will come in time. Lastly, in the poem by Shakespeare, death is symbolized by shadow. This is a good use of symbolism because shadows are seen behind an object struck by a light source, and symbolically, death is always behind us.

 

            With the use of the analysis done previously, it can be deduced that the concept of death can be seen and understood with the use of the concepts and events of life and reality because theoretically, death is also reality. Death is not something that can be imaginary, as a myriad of real-life events cause the death or loss of many individuals in the society, and these real-life events are mentioned in the poems, including wars or battles, murder or suicide, old age, and sickness. These events are part and parcel of the reality of life and are inevitable, such that these problems cause the changes in the lives of many individuals. With these, it can be understood that death can be perceived as inevitable and must be prepared for in the same extent as preparing for life. Therefore, death must not be associated with sorrow or grief, as our dead relatives and friends now already belong to a much greater world beyond the imagination of the living.

References