Values A Code Of Honor Essays - Culture, Motivation,

Values: A Code Of Honor Values: A Code of Honor I believe it is a great idea to put the Army's core values on a plastic dog tag and require us to wear them around our necks. It's a great reminder to us of who and what we are. But more importantly it's a reminder to soldiers of what to look for in their leaders. Maybe that's what has so many leaders irate enough to write letters and articles about how offensive it is when they are reminded of the Army's values. No one ever learned values by being given a card, tag or anything else with a list of values on it. But I fear too many of us are getting so wrapped up in this thought that we've lost track of what's important. Where do values come from? As a child, did my parents make a list of things to tell me how to conduct my life? Treat others? Treat myself? Did they hang the list around my neck? No, they didn't. Instead, they modeled for me how I should live as an adult. Notice I said modeled for me how I should live not would live.person shift- the subject of notice is understood to be you That modeling by my parents and other influential adults provided me with my values, not a list hanging around my neck. The same is true for soldiers. Soldiers don't and will not learn values by wearing them on a tag around their neck. They learn the values modeled by their leaders and more specifically their NCO leaders. Whether those values compliment the Army's core values, or something else, does not ma tter. What matters is that the values modeled for soldiers are the values learned by soldiers. That's a sobering thought, and it should be. So maybe those little tags and cards do serve a valuable purpose as constant reminders of what we must model for our soldiers - and now the soldiers know it. To get at the crux of the issue, I only have to look to one value. That's the Army's core value of Honor. Honor as a value means that I live within a prescribed code. In my case it means that Loyalty, Duty, Respect, Selfless Service, Honor, Integrity, and Personal Courage are significantly more than a list of words. Leaders who live within the Army's Code of Honor model those values. I model them uncompromisingly and insist that other soldiers and leaders do the same. What I find odd lately is the rash number of noncommissioned officers claiming to be offended by being given a values card and tag. Claiming that we've wasted the defense budget and offended their honor and any number of other things. frag My questions is: Was I just as offended when given a Code of Conduct card to carry? Do I have a copy of the Oath of Enlistment or The NCO Creed nearby? A good friend of mine and I were discussing this recently. I asked him what he thought of some of these reactions and he said, You know what Sgt. Ritchie, I think it's the hit dog that barks the loudest. Could it be that all of this negativity is fear that we can't or don't model those values that our soldiers and I are now constantly reminded of? Do I think that spouting off a bunch of negative cynicism is modeling the values? Another friend of mine, who is an influential soldier in our Army told me, Too many people look for the bad in something before they look for the good in it. In this case he was right on target. There is potential for a major failure out there however. And, from the rumblings, it looks as though some units are heading that way. If leadership turns values into a program, it's failed. Our values, their importance, and how we model them deserve a lot of discussion at all levels of leadership, but they have no place on a Quarterly Training Briefing slide. Values are the code of Honor we claim to live by. The challenge that lies ahead for all in the uniformed services is an unfailing commitment to do the right thing

English Isu Comparison Essays

English Isu Comparison Essays English Isu Comparison Essay English Isu Comparison Essay Essay Topic: All Quiet On the Western Front Equus Slaughterhouse Five When composing literary plants most. writers will hold that it is hard to compose a narrative without any inspiration. The authors will frequently hold some motivation. either from past experiences or something that can animate an thought for a novel. Although the novel can be fabricated it can still alter how society feels about a certain issue. The two novels All Quiet on the Western Front by Erich Maria Remarque and Slaughterhouse 5 by Kurt Vonnegut romanticizes what war is like. stressing thoughts such as glorification. horror. award. loyal responsibility. and escapade. The similarities include both writers have their feeling that the absurdness of war is morally incorrect. how soldiers act as playthings in the sandbox being played with higher governments. Both novels characteristic the society of immature work forces to be controlled and sent to their death with small hope. The differences between the two novels is that both novels feature a different attack on how the novel flows. Vonnegut moves the narrative in humourous mode whereas Remarque tells it in a serious mode. The obvious comparing when researching the two novels is the facet that they are antiwar novels. In Slaughterhouse 5. Vonnegut is seeking to show his point of position. or rock the readers to understand the negative belongingss of war since the firebombing of the German town Dresden during World War II. The supporter Billy Pilgrim is the antiwar hero because he does non suit the description of the usual war hero. He didn’t expression like a soldier at all. He looked like a foul flamingo ( Vonnegut. 33 ) Billy’s character is a customary figure of merriment in the American Army. Billy is no exclusion. He is powerless to harm the enemy or to assist his friends. He wears no decorations. his physical visual aspect and physique is a jeer and his religion in loving Jesus troubles most soldiers. ( Lichtenstein ) Vonnegut realizes that war is inevitable. it’s like decease. Even if Billy were to develop difficult. have on the proper uniform. and be a good soldier he might still decease like the remainder of the others in Dresden. Billy lives in a life with indignity and is non afraid of decease. and in conformity to the Traflamadorian doctrine of accepting decease. By expressing the phrase so it goes the storyteller points out the meaningless slaughter after every decease. no affair how dry. sarcastic or random. On the 8th twenty-four hours. the tramp died. So it goes. His last words were. You think this is bad? This ain’t bad. ( Vonnegut 79 ) But the tapers and soap were made from the fat of rendered Jews and Gypsies and faeries and Communist and other enemies of the province. So it goes ( Vonnegut. 96 ) Billy ever sees decease coming. but nil he can make about it. In chapter 10. at the terminal of fresh Vonnegut shows the reader how there is nil intelligent to state after the slaughter of Dresden. Billy and the remainder wandered out onto the fly-by-night street. The trees were flicking out. There was nil traveling on out at that place. no traffic of any sort. There was merely one vehicle. an abandoned waggon drawn by two Equus caballuss. The waggon was green and coffin-shaped. Birds were speaking. One bird said to Billy Pilgrim. Poo-tee-weet? ( Vonnegut. 215 ) It is obvious when everyone is dead it is suppose to be quiet. but the bird who says Poot-tee-weet? symbolizes the deficiency of anything intelligent to state about war. It is the lone appropriate thing to state. since no words can depict the horror on the firebombing of Dresden. Erich Maria Remarque’s All Quiet on the Western Front presents its reader with the rough world of war. The fresh sets out to portray war and the existent experiences. replacing the romantic image of glorification and gallantry with a unquestionably unromantic vision of panic. amour propre. and slaughter. The fresh takes topographic point during World War I and in the position of a German soldier. Paul Baumer the supporter. Stylistically the fresh consists of short chapters that symbolize the speedy gait of decease in the novel. For illustration in chapter one Remarque already introduces the hurting and torment of loss in friendly relationship. ( Ward ) For illustration in chapter one. Kimmerich being one of the four friends of Paul dies while being brought back from the trenches. ( Remarque ) Remarque smashes any positive ideas the reader may hold about warfare in his descriptions. It is impossible to hold on the fact that there are human faces above these lacerate organic structures. faces in which life goes on from twenty-four hours to twenty-four hours and on top of it all. this is merely one individual military infirmary. merely one – there are 100s of 1000s of them in Germany. France. and Russia. How unpointed all human ideas. words and workss must be. if things like this are possible! Everything must hold been deceitful and pointless if 1000s of old ages of civilisation weren’t even able to forestall the river of blood. Merely a military infirmary can demo you what war truly is ( Remarque. 186 ) It seems that the feeling of war is non honor or glorification yet it is enduring of those who are take parting. Because All Quiet on the Western Front is set among soldiers contending on the forepart. one of its chief focal points is the detrimental consequence that war has on the soldiers who fight it. How one’s ideas on the war can destroy the past experiences with a rough focal point on the physical and mental harm done. The work forces in the novel are invariably subjective to physical danger. Literally the soldiers can be blown to pieces at any clip. This menace causes harm done to the encephalon and triping a mental image. coercing soldiers to see fright during every minute of their clip on the forepart. We became tough. leery. hard-hearted. vindictive and unsmooth. if they had sent us out into the trenches without this sort of preparation he likely most of us would hold gone mad ( Remarque. 19 ) Likewise in Slaughterhouse 5 Billy Pilgrim didn’t receive the proper preparation that driven him into the extremum of insanity. And the lone manner to last for both Billy and Paul is to unplug themselves from their feelings. and accept the conditions of their life. We want to populate at any monetary value ; so we can non burthen ourselves with feelings which. though they may be cosmetic plenty in peacetime. would be out of topographic point here. ( Remarque. 123 ) In Billy’s instance he uses the semblance of clip travel to get away his ideas in the Slaughterhouse 5. Additionally to the similarities of both novels being antiwar novels. there is an thought that the writers highlight the coevals of immature work forces being drafted to the war. Remarque’s All Quiet on the Western Front gives accent on the peculiar affect war has on the immature work forces who have non been given the opportunity to see life. Paul’s character represents the immature coevals of work forces who went directly from childhood into World War I. Paul describes his fellow soldiers: he. Leer. Muller. and Kropp are all 19 old ages old. They are from the same school. same categories. and each enlisted into the ground forces voluntary. ( Remarque ) They are from one of the freshly rise regiments. about entirely immature work forces from the latest age group to be drafted. They’ve had barely any preparation. nil more than a spot of theory. ( Remarque. 93 ) The war alterations Paul’s attitude about the universe and about humanity. He believes the war becomes non simply a traumatic experience or a adversity to be endured but something that really transforms the kernel of human being into eternal agony. ( Ward ) The longer that Paul survives the war. the more that he hates it. the less certain that life will be better for him after it ends. ( Ward ) The war teaches the coevals of immature work forces the effects of patriotism and political power. Tools used to command the states population. Coercing them to believe in what is right . Throughout Paul’s experience he realizes that the soldiers that fight on the forepart are non contending for the state but contending for their ain endurance. to kill or be killed. Additionally. Paul and his friends do non see the opposing fraction to be their existent enemies. I didn’t want to kill you. copulate. If you were to leap in here once more. I wouldn’t do it†¦ But earlier on you were merely an thought to me. a construct in my head that called up an automatic response – it was that construct that I stabbed. It is merely now that I can see that you are a human being like me. I merely thought about your hand-grenades. your bayonet and your arms – now I can see you married woman. and your face. and what we have in common. Forgive me comrade. how can you be my enemy? If we threw these uniforms and arms away you could be merely every bit much my brother as Kat and Albert. ( Remarque. 158 ) In his position. the existent enemies are the work forces in power in their ain state. who they believe have sacrifice them to the war merely to increase their ain power and glorification. At the terminal of the novel. about every major character is dead. typifying the war’s lay waste toing consequence on the coevals of immature work forces who is force to contend in it. Slaughterhouse 5 besides portrays an first-class illustration of immature work forces traveling to war go forthing back a life behind to laud the nation’s good being. Billy Pilgrim is merely 20 old ages old when he enters the war. During his station war life he attended dark Sessionss at the Ilium School of Optometry. ( Vonnegut ) As he progresses throughout the events he encounters other soldiers who are similar in age. Roland Weary was merely 18. was at the terminal of an unhappy childhood ( Vonnegut. 35 ) Two of the Germans were male childs in their early teens ( Vonnegut. 52 ) The differences seen in the two novels is that Remarque’s All Quiet on the Western Front moves in a really serious and descriptive manner. Unlike Vonneguts Slaughterhouse 5 Remarque illustrates every decease with usage of slaughter and Gore. Every conflict scene characteristics barbarous force and bloody descriptions of decease. We see work forces travel on life with the top of their skulls losing ; we see soldiers travel on running when both their pess have been shot away- they stumble on their seceding a full half-mile on his custodies. dragging his legs behind him. with both articulatio genuss shattered. We see soldiers with their oral cavities losing. their lower jaws losing. with their faces losing ; we find person who has gripped the chief arteria in his arm between his dentitions for two hours so that he doesn’t bleed to decease. The Sun goes down. dark falls. the shells whistling. life comes to an end ( Remarque. 97 ) Hospital scenes portray work forces with serious lesions that go untreated because of deficient medical supplies. Paul carries the hurt Kat on his dorsum to safety. merely to detect that Kat’s caput was hit by a piece of shrapnel while Paul was transporting him. The descriptions of rat-infestation. famishment. conditions conditions. and trench warfare. and how it forces the soldiers to populate in these disquieted conditions. ( Remarque ) Remarque’s novel dramatizes facets of World War I and how the development of engineering ( trenches. heavy weapon. chlorine gas ) was a major influence that made killing easier. Continuous fire. defensive fire. drape fire. trench howitzers. gas. armored combat vehicles. machine guns. hand-grenades – words. words. but they embrace all the horrors of the universe. ( Remarque. 68 ) Vonnegut’s Slaughterhouse 5 moves the narrative in a scientific discipline fiction procedure filled with temper and sarcasm. First of all the thought of Billy being unstuck in time . Billy travels indiscriminately through the minutes of his life without control over his chronological finish. ( Lichtenstein ) Time travel leads to instability in the novel. as Billy is seeking to do sense in his life giving an experience that no 1 can understand how Billy truly feels. He clip travels in order to get by with his life and all he has been through. In chapter two. Vonnegut instantly tells the beginning. in-between. and stoping of the narrative right off. Vonnegut enchants the subject of novel by adding Tralfamadorians ( Vonnegut’s wit of toilet-plunger molded Aliens ) and how they abducted Billy into their starship and learning Billy the doctrine of clip and decease and discoursing whether free will be. ( Vonnegut ) Witty temper and sarcasm is a factor in the class of the novel. for case. Weary socked Billy a good 1 on the side of his jaw. knocked Billy off from the bank and onto the snow covered ice of the brook. You shouldn’t even be in the Army. said Weary. Billy was doing involuntarily doing spasmodic sounds that were a batch like laughter. You think it’s good story. huh? But so Weary saw that he had an audience. Five German soldiers and a constabulary Canis familiaris on a cilium were looking down into the bed of the brook. The soldiers’ bluish eyes filled with a blear-eyed civilian wonder as to why one American would seek to slay another American. and why the victim should laugh ( Vonnegut. 51 ) Ironically. of the four original soldiers. Billy is the lone 1 who remains alive. yet he is the most improbable one to make so. In decision. in malice of the differences between Remarque’s All Quiet on the Western Front and Vonnegut’s Slaughterhouse 5 both novels convey the same message Whether the readers view Slaughterhouse-Five as a science-fiction novel or a autobiographical statement. and All Quiet on the Western Front the reader can non disregard the destructive belongingss of war. since the ruinous firebombing of the German town of Dresden during World War II or the awful Acts of the Apostless of World War I including trench warfare. Both novels suggest the same decision about war and how it ends quiet . By stressing the bird that whispered Poot-tee-weet towards Billy. Or the decease of Paul Baumer’s Nothing new to describe on the western front ( Remarque. 207 )

Jake Drake Bully Buster Chapter Book About Bullying

Jake Drake Bully Buster Chapter Book About Bullying Jake Drake Bully Buster: Summary In Jake Drake Bully Buster, author Andrew Clements focuses on a problem too many kids have to cope with: bullies and bullying. What do you do if youre a bully-magnet? Thats Jakes problem in the chapter book Jake Drake Bully Buster. Fourth grader Jake Drake tells the story of how he went from being a bully-magnet starting in preschool to becoming a bully buster in second grade. Jakes experiences not only make an entertaining story for 7-10 year olds, they also provide a lot of food for thought. Why Jake Was a Bully-Magnet Jake begins his story with tales of all of the bullies who bullied him before second grade, starting when he was a 3-year-old and continuing through preschool, kindergarten and first grade. Jake figures he has these bully-magnet characteristics: Hes small but not so small that he doesnt represent a challenge, he doesn’t have an older brother or sister to defend him, he’s not the type to complain, and he looks â€Å"brainy.† Interestingly, these dont change as Jake goes from being a bully-magnet to a bully buster. Instead, Jakes experiences in second grade change him. Jake and the Grade A, SuperBully Jakes says he didn’t become a bully buster until second grade and then, only after â€Å"being picked on by a Certified, Grade A Super Bully.† Second grade starts out wonderfully. Jake likes his teacher, Mrs. Brattle. There are no bullies in his class, although he still has to watch out for bullies on the playground and in the lunchroom. However, when a new student, Link Baxter, whom Jakes quickly learns is â€Å"a Certified, Grade A Super Bully,† joins the class. Link continually picks on Jake at school and on the school bus. The first time it happens, Jake is so upset that when he gets home he bullies his little sister until his mother stops him, saying, â€Å"What’s gotten into you!?† Jake realizes that â€Å"It was Link. Link had gotten into me! I was being like Link. I had caught BULLYITIS!† When he apologizes to his little sister, she tell him that Link’s sister is in her class, and she is a bully like her brother. Jakes Attempts to End the Bullying Jake decides to try acting like Link’s bullying doesn’t bother him. When Link makes fun of him on the bus, Jake acts like it’s a joke. All day, Jake tries to act cook when Link bothers him, but this only makes Link bully him more. Finally, Link splashes water on Jake so it looks like Jake wet him pants and proceeds to mock him, â€Å"Wook, wook! Wittle Jakey had an accident!† Jake get very mad and can tell Link is pleased about that. Jake is so mad that he hits Link, who acts like he has a terrible injury. Link gets sent to the nurse’s office for ice and sympathy and Jake was sent to the principal’s office. Afterwards, when he and Link meet in the hallway, Jake asks Link why he bullies him and Link doesn’t have an answer. Jake decides, â€Å"†¦if I could figure out that reason – or if I could give him a reason NOT to be a bully – then Link Baxter, SuperBully, would become Link Baxter, Ex-SuperBully.† From Bad to Worse Leads to New Insights Things go from bad to worse when Jake’s teacher decides that everyone in the class has to work in pairs on a Thanksgiving project, and she assigns Jake and Link to work together. Their assignment is to do a project about how Native Americans lived. Jake is appalled, but Link thinks it’s funny and tells Jake that he’s going to have to do all the work. Jake prepares the report but keeps hoping Link will help so they have something to show the class. When the day before the project is due Link tells Jake to do that also, Jake is so mad that he refuses. Link tells him to come over to his house after school so they can make something. At Link’s house, Jake learns two surprising things about Link: Link is skilled at creating models and dioramas and his older sister bullies him. He also learns that when Link is involved in model making, it’s like he’s one of the kids instead of a SuperBully. In fact, according to Jake, â€Å"When he forgot I was there, he had a different face from his bully face, Not mean. Almost nice.† The visit to Link’s house gives Jake a lot to think about, but he’s still not sure how to make Link stop bullying him. Everything Changes With Jakes Good Choices Everything changes again when it is time for Jake and Link to give their project report. Jake finds out that Link has stage fright about doing the presentation. Rather than pay Link back for all Link has done to Jake by humiliating Link in front of his classmates, Jake covers for him. He tells Link he will give the report and Link can point out things in the diorama he made. Their project is a big success, but the best outcome is that Link no longer bullies Jake and Jake realizes that by getting to know the real person â€Å"behind those mean eyes and that bully-face,† he can be a bully buster rather than a bully-magnet. Throughout the book, Jake reacts to the bullying in different ways, not all of them appropriate. He quickly learns that bullying others, being mean, and hitting the bully are all not the responses he wants to, or should, make. As time passes and he learns more and more about the bully, Jake begins to make better decisions: standing up to Link and refusing to finish the project by himself, covering for Link when it’s time for their presentation and acknowledging Link’s model-building skills in front of the class. Its the fact that Jake is essentially a good kid who is willing to take the time and thought to look beyond the bully-face to the person within that enables him to become a bully buster. Jake Drake Bully Buster: Guide Recommendation I recommend Jake Drake Bully Buster for independent readers in grades 2-4. It is also an excellent classroom or family read aloud. At under 90 pages, it is a quick and enjoyable read, but it also has some substance and can easily and effectively be used as a bullying discussion prompt. The Jake Drake series includes a total of four books about the fourth graders experiences st school, and I recommend them all. (Atheneum Books for Young Readers, Simon Schuster, 2007 reprint edition. ISBN: 9781416939337) Additional Resources About Bullies and Bullying From About.com Dr. Vincent Iannelli, the About.com Pediatrics Expert, provides statistics about bullying and some of the signs of bullying parents should look for in his article Bullying and Bullies. For information about cyberbullying, see A Parents Guide to Cyberbullying. For picture books about bullies and bullying, see my reviews of Each Kindness, Oliver Button Is a Sissy and The Bully Blockers Club. For a list of books about bullying for older kids, see Bullies and Bullying in Books for Kids to Teens.

Discuss the opportunities and difficulties associated with reusing Essay

Discuss the opportunities and difficulties associated with reusing decommissioned offshore installations for generating renewable energy - Essay Example Decommissioning solutions in accordance with the UK legislation concerns about safety and security of the environment, legitimate uses of the sea and support all the economic considerations whenever required. By definition, renewable power sources are those that do not require any fuel as their energy is replenish naturally. There is no constraint on their siting, therefore, because of any requirement to transport fuel rather, the location of the power unit is usually determined by natural features (DoEn, 1988). A basic constraint underlying some of these limitations is the impracticability of storing electricity on a large scale. However the renewable sources require nuclear fusion and fission power plants for the small masses of fuel required, so they can be conveniently sited on the coast with direct cooling for their steam condensers from seawater. Coal-fired power stations, on the other hand, require the transport of very large quantities of fuel and therefore tend to be near coalfields, with air-cooling towers for steam condensation and with makeup water from rivers. Tidal and wave power schemes must of necessity be on the coast or at sea: wind systems, because of their large area requirement, may well be sited offshore. Geothermal plants will probably not be economic for power production but may supply hot water for community heating; this is unlikely to be economic over long transmission distances and so the schemes will be confined to local 'hot dry rock' regions. Solar heating wou ld probably not involve distribution, but would be constrained to direct production and use in buildings in the south of England where there are more hours of sunshine (Peak Energy, 2006) Decommissioning Standards Opportunities Reusing Decommissioned installations is an opportunity in itself that conforms with technicalities like sea-bed clearance, removing installations as and when required, dealing with wastes, observing and analysing remains and monitoring and maintaining a decommissioned site. The Decommissioning Program instead of removing or doing 'from the scratch' installation, abides to the rule of removing partial installations which not only saves time and efforts of the developer but also helps him maintaining a particular standard. In this context the Government is providing full technical support to the renewable energy installation sector by not enforcing any excessive burden onto those who have been declared liable to protect the users of sea and environment. Government provides opportunities to the renewable energy sector to support IMO (International Maritime Organisation) to get along with a standard that conforms to the Removal of offshore installation and structures the Exclusive Economic Zone. In order to protect the Marine environment, the Government is keen to provide full guidance for the offshore oil and gas installations in compliance with the OSPAR Convention (December 2006, Guidance Notes for Industry) which includes support in the form of documents on offshore wind farms. Cost Reduction Reusing decommissioned offshore renewable energy has enabled the BPEO (Best Practicable Environmental Option) to provide least damage to the environment by cutting down the excessive costs in the long and short run. In this way risk is reduced using safety standards of navigation.

Revisiting American Indian Educational Experiences Essay

Revisiting American Indian Educational Experiences - Essay Example government and Christian missionary societies cooperated to "civilize," Christianize, and assimilate Indians. The books showed that despite the school’s attempt to â€Å"civilize† its students, it still failed to destroy the native children’s tribal identities. Yet it also managed to win many pupils to appreciate the English language and other academic skills. It was a â€Å"successful failure† as Traftzer et al put it because the children managed to keep their identities as native Indians despite the school’s oppressive policy to assimilate them yet they also learned the academics taught without â€Å"losing themselves (29). The book illustrated how culturally destructive boarding schools are to the natives and how it fosters elitism among them but it also highlighted the effort of the student’s to retain their sense of Indian identity that includes their native language that often necessitate resisting the discipline of which boarding schools impose. It showed the resolve of the students at boarding school to retain an identity that was purposely eroded through a policy of

The Maternity Leave Benefits

The Maternity Leave Benefits The governments of every high-income economy in the world take measures to support parents in their efforts to care for newborn children. These policies reflect the national interest in promoting the health and well-being of infants and young children as well as societys recognition that the first months and years of a childs life require substantial and sustained attention from parents. THE LEGAL BACKGROUND OF MATERNITY LEAVE BENEFITS IN THE PHILIPPINES The words of the law itself, as guaranteed and embodied in no less than the highest and fundamental law of the land, affords utmost protection and safety to women, taking into high consideration their maternal functions. The exact provision avowingto such intention can be found in Article XIII, Section 14 of the 1987 Philippine Constitution  [2]  , which states that: Section 14. The State shall protect working women by providing safe and healthful working conditions, taking into account their maternal functions, and such facilities and opportunities that will enhance their welfare and enable them to realize their full potential in the service of the nation. Such intent of the law is further reiterated and emphasized in the provisions of Article 133 of the Labor Code of the Philippines as it expressly recognizes the need for, and grants to women employees Maternity Leave Benefits. The exact provisions of said Article 133 are as follows: ART. 133. Maternity leave benefits.  [3]   Every employer shall grant to any pregnant woman employee who has rendered an aggregate service of at least six (6) months for the last twelve (12) months, maternity leave of at least two (2) weeks prior to the expected date of delivery and another four (4) weeks after normal delivery or abortion with full pay based on her regular or average weekly wages. The employer may require from any woman employee applying for maternity leave the production of a medical certificate stating that delivery will probably take place within two weeks. The maternity leave shall be extended without pay on account of illness medically certified to arise out of the pregnancy, delivery, abortion or miscarriage, which renders the woman unfit for work, unless she has earned unused leave credits from which such extended leave may be charged. The maternity leave provided in this Article shall be paid by the employer only for the first four (4) deliveries by a woman employee after the effectivity of this Code. Another statutory provision which further upholds the governments intent in providing women employees certain benefits in relation to the exercise of their maternal functions is Section 14-A of Republic Act No. 1161 (An Act to Create a Social Security System Providing Sickness, Unemployment, Retirement, Disability and Death Benefits for Employees), better known as the Social Security Law. It more specifically provides for the conditions on how such benefits can be availed of. Section 14-A. Maternity Leave Benefit.  [4]   A covered female employee who has paid at least three monthly maternity contributions in the twelve-month period preceding the semester of her childbirth, abortion, or miscarriage and who is currently employed shall be paid a daily maternity benefit equivalent to one hundred per cent of her present basic salary, allowances and other benefits or the cash equivalents of such benefits for sixty days subject to the following conditions: That the employee shall have notified her employer of her pregnancy and the probable date of her childbirth which notice shall be transmitted to the SSS in accordance with the rules and regulations it may provide; That the payment shall be advanced by the employer in two equal installments within thirty days from the filing of the maternity leave application; That in case of caesarean delivery, the employees shall be paid the daily maternity benefit for seventy-eight days; That payment of daily maternity benefits shall be a bar to the recovery of sickness benefits provided by this Act for the same compensable period of sixty days for the same childbirth, abortion, or miscarriage; That the maternity benefits provided under this section shall be paid only for the first four deliveries after March 13, 1973; That the SSS shall immediately reimburse the employer of one hundred per cent of the amount of maternity benefits advanced to the employee by the employer upon receipt of satisfactory proof of such payment and legality thereof; and That if an employee should give birth or suffer abortion or miscarriage without the required contributions having been remitted for her by her employer to the SSS, or without the latter having been previously notified by the employer of time of the pregnancy, the employer shall pay to the SSS damages equivalent to the benefits which said employee would otherwise have been entitled to, and the SSS shall in turn pay such amount to the employee concerned. The aforementioned provision was amended in the year 1992 by Republic Act No. 7322 entitled, An Act Increasing Maternity Benefits in Favor of Women Workers in the Private Sector, Amending for the Purpose Section 14-A of Republic Act No. 1161, as Amended, and for Other Purposes. The exact words of the law as taken from the said statute are as follows: SEC. 14-A. Maternity Leave Benefit.  [5]  -A covered female employee who has paid at least three monthly maternity contributions in the twelve-month period preceding the semester of her childbirth, abortion or miscarriage and who is currently employed shall be paid a daily maternity benefit equivalent to one hundred percent (100%) of her present basic salary, allowances and other benefits or the cash equivalent of such benefits for sixty (60) days subject to the following conditions: That the employee shall have notified her employer of her pregnancy and the probable date of her childbirth which notice shall be transmitted to the SSS in accordance with the rules and regulations it may provide; That the payment shall be advanced by the employer in two equal installments within thirty (30) days from the filing of the maternity leave application: That in case of caesarean delivery, the employee shall be paid the daily maternity benefit for seventy-eight (78) days; That payment of daily maternity benefits shall be a bar to the recovery of sickness benefits provided by this Act for the same compensable period of sixty (60) days for the same childbirth, abortion, or miscarriage; That the maternity benefits provided under this Section shall be paid only for the first four deliveries after March 13, 1973; That the SSS shall immediately reimburse the employer of one hundred percent (100%) of the amount of maternity benefits advanced to the employee by the employer upon receipt of satisfactory proof of such payment and legality thereof; and That if an employee should give birth or suffer abortion or miscarriage without the required contributions having been remitted for her by her employer to the SSS, or without the latter having been previously notified by the employer of the time of the pregnancy, the employer shall pay to the SSS damages equivalent to the benefits which said employee would otherwise have been entitled to, and the SSS shall in turn pay such amount to the employee concerned. It is necessary to point out that the maternity leave benefits granted in the aforementioned provisions are applicable only to women employees working in the private sectors. The proper and applicable statutory basis for maternity leave benefits granted to employees of the public sector is Commonwealth Act No. 647.  [6]  Such act which provides the female workforce employed in public and government offices and agencies with benefits similar to those employed in the private sector explicitly states that: SECTION 1. Married women who are permanently or temporarily appointed in the service of the Government, or in any of its branches, subdivisions, agencies, or instrumentalities, including the corporations and enterprises owned or controlled by the Government, shall, in addition to the vacation and sick leave which they may enjoy now, be entitled in case of pregnancy to a maternity leave of sixty (60) days subject to the following conditions: Permanent and regular employees who have rendered two or more years of continuous service shall be entitled to maternity leave with full pay; Permanent and regular employees who have rendered less than two years of continuous service, shall be entitled to half pay; and, Temporary employees shall be entitled to maternity leave without pay and shall be readmitted to the service at the end of their leave. No employee shall be refused readmission to the service on the ground of absence on account of maternity Awarding such benefits to women employees is unmistakably a considerate and sympathetic initiative of the Philippine government. However, there might be a necessity to look into the sufficiency of the sixty (60) days and seventy-eight (78) days of leave, periods of time for which the law providessuch leave benefit. In determining the adequacy of leave duration, it is but basic to consider (a) how long thebody needs to fully recover from delivery, either through a normal vaginal delivery or through a Caesarean birth considering that it is free from complications; and, (b) the motherly needs of a new bornchild immediately after birth. THE MODES OF CHILDBIRTH Normal Spontaneous Vaginal Delivery (NSVD) is the most common and safest mode of child delivery. It is the process wherein fetal expulsion is accomplished when the baby passes through and out of the vaginal canal. It usually requires minimal medical intervention as it is the normal and natural method that humans deliver an offspring. Naturally, due to factors such as uterine muscle stretching, hormonal changes, and placental age, the uterus is stimulated and begins to contract. Also, the babys head which puts direct pressure on the cervix causes its effacement and dilatation the process by which the cervix shortens in length and thins out while enlarging or widening the opening of the cervical canal. With the subsequent intermittent contractions of the uterus and the effacement and dilatation of the cervix, together with frequentfetalposition changes to keep the smallest diameter of the fetal head always presenting to the smallest diameter of the maternal pelvis, and with the natura l pull of gravity as well, the fetus is propelled through the birth canal and out of the mothers system.  [7]  However, in some instances and due to some abnormalities in the dynamics of childbirth, the fetus cannot efficiently and effectively propel itself out of the birth canal. In such cases, the use of assistive devices such as a vacuum or forceps is necessary to guide and draw out the child from the mothers womb safely.  [8]   It is not in all instances that a vaginal delivery or childbirth is possible. Some occurrences necessitate and require the assumption of alternative methods of childbirth. Problematic occurrences such as,(a) multiple gestation; (b)unusual fetal position and presentation in relation to the vaginal passage; (c) cephalopelvic disproportion -either the fetus is too big for the maternal passage, or the diameter of the maternal pelvic, cervical, or vaginal opening is too small for the fetus to pass;(d)a dysfunctional labor such as an ineffective uterine contraction force, uncoordinated contractions, uterine rupture, or inversion of the uterus;(e) anomalies of the placenta or the umbilical cord such as placenta succenturiata, placenta circumvallata, vasa previa, the prolapse of the umbilical cord, the presence of a two-vessel cord, and an unusual umbilical cord length; or (f) an emergency situation causing severe fetaldistress, prohibit the fetus from being born safely and normally through a vaginal delivery and are thus, among the reasons for which such alternative options need to be implemented.  [9]   A Caesarean delivery or birth is the most common alternative intervention medically advised when a Normal Spontaneous Vaginal Delivery is gravely hazardous and threatening to the mother or the child, or both. This method can also be voluntarily selected by women who do not want to go through the pain and discomfort of the normal processes oflabor and subsequently, childbirth. Caesarean Delivery is the mode of birth accomplished through an abdominal incision into the uterus. It is always slightly more hazardous than vaginal birth. But, rest assured, it is one of the safest types of surgeries and among those with few complications.  [10]  A Caesarean Section (CS) surgery is accomplished by making an incision on the abdominal area which cuts open the uterus and allow for the child to be drawn out of the mothers body. As opposed to a normal vaginal delivery where the medical team waits for the natural expulsion of the placenta, the procedure of Caesarean birth includes the manual rem oval of the placenta. Afterwhich, the internal cavity of the uterus is inspected and the membrane fragments, together withcoagulated blood components and other foreign matters are taken out before the incision is closed. The healing period of this surgical procedure is dependent on several factors including the womans general health condition, her age, nutritional status and fluid and electrolyte balance. However, a major determining aspect is the type of incision made during the operation. A Caesarean section is done by performing either a classic caesarean incision (vertical incision) or a low segment incision (transverse incision, also known as the bikini cut). Between the two aforementioned incisions, the latter is more preferred as it cuts through the non-active portion of the uterine muscle, thus, it allows for a subsequent vaginal birth of future pregnancies. Another advantage of the low segment cut is its faster healing time than a classic incision, and a decreased risk for post-delivery complications.  [11]  Due to its being surgical in nature, a Caesarean birth method usually necessitates more attention and takes a longer recovery period than that of a vaginal delivery. The postpartum, peurperium, or post-partal periodis the time after the delivery of the new born up to the full recovery of the mother wherein psychological and physiological changes occur to restore the womans mind and body to its pre-pregnant state. This progression is applicable to both vaginal delivery and Caesarean birth methods. Physiological changes in the post-partal period relate both specifically to the reproductive system and to the systemic physical condition as well. In the post-partal phase the uterus shrinks and reverts to its approximate pre-pregnancy size and position, the inner membranes and uterine lining slough off and develop into the discharge of lochia a vaginal excretion composed of blood, membrane fragments and mucus, the cervix and the vagina contract and revert to its pre-pregnancy size and diameter. All these events are encompassed in the course of involution, the hallmark process of the postpartum period. Together with involution, changes in the hormonal, circulatory, urinary, gastrointestinal, and integumentary systems also occur to entirely bring back the womans pre-pregnancy physiologic condition.In general, the immediate post-partal period for both vaginal and Caesarean modes of delivery ranges from six (6)to eight (8) weeks or more, putting into consideration that the mother does not develop any postpartum complications. Though, it must be emphasized that a womans body is not fully restored to its pre-pregnant physiology until six (6) moths after delivery.  [12]   NEEDS OF A NEW BORN CHILD During the labor and delivery process, the focus and attention fully belongs to the mother, the childbearer. Conversely, after the delivery process, such focus and attention is shifted to the new born child. Newborns undergo profound physiologic changes at the moment of birth as they are released from a warm, snug, dark, liquid-filled environment that has met all of their basic needs into a chilly, unbounded, brightly lit, gravity-based, outside world.  [13]  As the child is incapable of providing its needs, it becomes fully dependent on the caregiver who, in most instances, is the mother. In viewing the new born holistically, such needs can be classified into two categories the physiologic and the psychological necessities. Encompassed in the new born childs physical needs is: (a)the imperative need for breastfeeding -it is universally agreed that breast milk is the preferred methodof feeding a new born because it provides numerous health benefits to both the mother and the child, unless there are existing contraindications such as infant galactosemia, herpes lesions on the mothers nipples, maternal exposure to radioactive compounds, breast cancer, maternal active and untreated tuberculosis, hepatitis B or C, etc.; (b) the adherence to a feeding-on-demand scheme a new born child should be fed anytime, most preferably breastfed, whenever such is demanded; (c) the observance of a consistent sleeping pattern a newborn sleeps an average of sixteen (16) of every twenty-four (24)hours, an average of 4 hours at a time; (d) maintenance of a proper sleeping position a newborn should be positioned on theback for sleep as this has shown to decrease the incidence of the Sudden Infant Death Syndrome (SIDS), asudd en, unexplained death of an infant younger than 1 year of age; (e) on-time vaccination and screening tests; and, (f) proper diaper area care proper diaper area care and preventing diaper dermatitis is a practice that parents usually tend to neglect. Another aspect of the new born childs needs is the psychological part. According to a study aided by the UNICEF, between the ages of zero and five years, critical aspects of childrens physical, cognitive, emotional, social and spiritual developments take place. The events which take place in a childs early life can impact upon their development over the rest of their lifespan.  [14]  A new born childs psychological needs are just as important as the physical ones. Babies need touch and attention from their caregivers to thrive. Cuddling, singing, talking and reading to the baby are all ways to cement the bond between newborn and caregivers. Letting a newborn know he is loved will help him grow into a secure child.  [15]  Erik Erikson, one of the pillar theorists of Psychology, identified the eight (8) stages of Psychosocial Development that a person goes through from birth to death. Stage one (1) of which involves the psychological developmental conflict of a newborn from bir th to one (1) year, and this is trust versus mistrust. According to Erikson, the baby will develop a sense of trust only if the parent or caregiver isresponsive and consistent with the basic needs being met.Babies who are not securely attached to their mothers are less cooperativeand are more aggressive in their interactions. And as they growolder, they become less competent and sympathetic with peers. They also tend to exploretheir environment with less enthusiasm and persistence.  [16]   Evidently, the aforementioned needs of a new born child entail a structured play of events which progress from the moment of birth. It is logical to infer that it takes a much longer period of time when the crucial mother-child interaction is considered than it takes plainly for the recovery from the labor and delivery processes. MATERNITY LEAVE BENEFITS IN OTHER COUNTRIES For purposes of comparison, the Huffington Post Canada shows a chart which indicates the duration of time for which the government of other countries grant maternity leave benefits to women employees.  [17]   The United Nations, as an international organization not subject to the jurisdiction of any single country, have their own legislation on granting maternity leave benefits. According to its Administrative Instruction  [18]  on such matter, an expectant mother shall be entitled to sixteen (16) weeks of paid leave benefit. Six (6) weeks of which is the pre-delivery leave and the remaining ten (10) weeks as post-delivery leave. A shorter period of pre-delivery leave may be granted at the request of the concerned staff member on the basis of a certification from a licensed medical practitioner. However, she shall not be allowed a post-delivery leave of less than ten (10) weeks. As in the case of the United States of America, there is no federal law which specifically grants women employees such paid maternity leave benefits. Instead, what exists is the Family and Medical Leave Act of 1993 (FMLA) which provides certain employees, subject to certain eligibility conditions, with up to twelve (12) weeks of unpaid, job-protected leave per year for the following reasons: (a) for the birth and care of the new born child; (b) for the placement with the employee of a child for adoption or foster care; (c) to care for an immediate family member (spouse, child, or parent) with a serious health condition; or, (d) to take medical leave when the employee is unable to work because of a serious health condition.  [19]  However, according to a report of the Center for Economic and Policy Research, a large share of working parents is either not covered or not eligible for leave under the Family and Medical Leave Act.  [20]  The same report stated that, the United Sta tes has the least generous parental leave policies among the twenty-one (21) high-income countries studied countries included aside from the United States were Australia, Austria, Belgium, Canada, Denmark, Finland, France, Germany, Greece, Ireland, Italy, Japan, Netherlands, New Zealand, Norway, Portugal, Spain, Sweden, Switzerland, and the United Kingdom. That, with the exception of only a handful of states, the U.S. law provides no rights and benefits to paid parental leave. In a much closer view, the fellow-Asian countries of the Philippines, except for a few, have also adopted and appreciated the significance of a longer duration of maternal leave. CONS AND PROS OF LEAVE EXTENSION To fairly appraise the necessity of extending the duration of maternity leave in the Philippines, here are a few grounds for which one may argue on why or why not such an appeal should or should not be granted. Some of the contentions aimed against an extended maternity leave as cited by the National Network for Child Care, are: (a) companies may find it costly to pay such employee while holding the job position open for a long period of time there will be an imbalance in the money paid to the person on maternity leave with the amount of work she has provided; (b) possibility of lesser work opportunities for women with a lengthier duration of maternity leave, companies may favor a more homogenous profile of male workers as undoubtedly, there would be minimal occurrences for excusable and compensable work interruptions; and, (c) there might exist a conflict between expectant mothers and non-parent employees the duties and responsibilities, dependent on the position left behind by the employee on leave, needs to be filled in by another worker for the effective and efficient operation of the company, such situation may imbue in the minds of the non-parents an inequity and unfairness in the grant of benefits.  [21]   On the other hand, the obvious advantages of extending the duration of paid maternity leave are as follows: (a) it affords ample time for the full recovery of the mother, especially those who have undergone a Caesarean delivery; (b) it reduces unnecessary stress as the employee adjusts to her role as a parent this supports the contention that such employee will return to work free from the tension and troubles of motherhood; (c) it allows for the fulfilment of maternal responsibilities in response to the physical needs of the new born it is a principle of human nature that there is no better person to provide care and attention to a child than the mother herself ; (d) it promotes mother-child bonding and attachment for purposes of satisfying the psychosocial needs of the new born.  [22]   A MOVE FOR THE EXTENSION OF MATERNITY LEAVE BENEFITS With the details and specifics aforecited, it appears that there is indeed a need to extend the 60-day and 78-day durations of maternity leave benefits granted to Filipino women employees. An extension of 10 days each would be adequate to apportion a reasonable time allowance and ensure that once the employee resumes work, she is a hundred percent ready and prepared, thus, assuring a more effective, efficient and competent performance. This would constitute aseventy (70)-day leave period for normal vaginal delivery instead of 60 days, and aneighty-eight (88)-day leave duration for those who had a Caesarean delivery. Such contention is based on the following grounds: (a) the 60-day period granted for those who have undergone a normal delivery is insufficient so as to enable the mother to completely recover from the effects of the birthing process before getting back to work; (b) the 78-day period granted for those who have undergone Caesarean birth is gravely insufficient as such is b oth a birthing process and a surgical procedure, it requires a much longer healing time; (c) that a longer leave duration would greatly advance the benefits afforded to the youngest generation of the country in terms of their physical and psychosocial development; and, (d) that the Philippines, as a country, has long been left behind by other nations in realizing the pressing need for a longer maternity leave. It seems as though such need has actually been recognized by the members of the Philippine Congress as evidenced by the passing of House Bill No. 3973, also known as An Act Increasing Maternity Leave Benefits from 60 Days to 120 Days or Four Months. Such House Bill was initiated by Liza Maza and LuzvimindaIlagan, representatives of the General Assembly Binding Women for Reforms, Integrity, Equality, Leadership, and Action (GABRIELA) Partylist. House Representative LuzvimindaIlagan said that, Extending the period for maternity leave will not only give mothers the opportunity to fully recover, it will also give them the chance to breastfeed infants during the first four months. She also added that, the proposed legislation would also help address the maternal and infant mortality rates in the country.  [23]   Such matters regarding the definite and suitable length of time for which maternity leave benefits should be granted are, as of the moment, still left hanging and undecided. Thus, it is entirely within the control of the Philippine Legislature to resolve such concerns, in the effort of balancing and equalizing the interests of the concerned employee and the employers, for the greater benefit of the general public.

Existing relationship between attitudes and motivations of high achieving students to their academic success in science at captain albert aguilar national high school Essay

This study primarily identified the different attitudes and motivations of high achieving students of Captain Albert Aguilar National High School. Specifically, this research identified (1) the significance of attitudes and motivations to students specially those have high level of achievement to their academic success in science and the importance f the study to the school, teachers and students, (2) the percentage of the students that have high interest towards science and those have low interest to learn science, (3) the relationship between the attitudes and motivations of high achieving students to their academic success in science while engage in a public high school. To execute this, the researchers applied Descriptive Research which falls under the category of a Non-experimental design. A total of 44 respondents were chosen with the use of Purposive Sampling as guided by the qualifications set. Self-Recording/Reporting Approach was used to collect the data with the utilization of a questionnaire. To describe and summarized the data, Inferential Statistics was used. The weighed mean was computed to utilize for the Pearson Product-Moment correlation to examine the relationship between the attitudes and motivations of high achieving students and their academic success in science. FINDINGS: 1) Is there an existing relationship between student’s attitudes and academic success? By using the Pearson product moment correlation, the researchers found out that there’s an existing significant relationship between the 2 variables. It has a high correlation shows that student’s attitudes greatly affect the academically status of the student. (Respondents don’t find science as an interesting subject, that’s why their academic success can have an average grade of 85-88) 2) Is there an existing relationship between student’s motivation and their academic success in science? An average or marked relationship had identified the 2 variables in this research. It has a moderate correlation that shows students are motivated enough and v have a good academic success. 3) What are the significances of the researchers study?The significant of the researchers study is to widen student’s intelligence quotient with the cooperation of the community, school, and teaching profession and to measure the thinking ability of a high school students that stands as a basic building blocks of success without successfully passing individual exams. CONCLUSION: The researcher, conclude that there is an existing relationship between student’s attitudes & motivations to their academic success in science. There are also factors that can affect academic performance. These factors might be an advantage or disadvantage and might be classified as learning environment, school facilities, teacher’s teaching method & the attitude and motivation of the student toward the subject as well. Based on the study, the student’s don’t find science as an interesting subject but they can be motivated. Thus, the hypothesis is rejected since it was ascertained in the study that there is a significant relationship between student’s attitude and their academic success. RECOMMENDATION: It is therefore recommended that even if the school facilities are perceived as adequately available and accessible for use, they should improve further for maximumutilization and more effective science instruction. Furthermore, the student’s should be given hands-on experiencesin the subject and may enhance their understanding on the subject.The school should be design a teacher development program that would maximize the teacher’s capabilities and enhance their effectiveness in teaching subject which may focus on the content of the subject. The teachers should be sent to seminars in the divisional, regional levels so that they could become better & more effective in teaching science, thereby raising the student’s performance in the subject. It is also manner of satisfying their professional needs and for personal enrichment. Moreover, teachers should integrate values in every lesson as part of value formation. The teachers should give emphasis on creative approach in learning since this is where the students could expressed themselves in terms of creativity & critical mindedness relative to the subject matter. The school heads should intensify the monitoring on the implementation of the DepEd’s programs, designed to improve the student’s performance. The students should be encouraged to develop a good study habits so that they could also perform better in the subject. Researchers also recommend the overviews of the Tools for Teaching by Barbara Gross Davis. Give frequent, early, positive feedback that supports student’s beliefs that they can do well. Ensure opportunities for student’s success by assigning tasks that are neither too easy nor too difficult. Help student’s find personal meaning and value in the material. Create an atmosphere that is open and positive. Help students feel that they are valued members of learning community. (Jossey-Bass Publishers:San Francisco, 1993)