Ethics and The Truman Show Essay

In Psychological research, the importance of the building of trust and protection of individuals’ rights relies on the Code of Ethics. The Code of Ethics, compiled by The Australian Psychological Society (APS) provides guidelines that must be followed when working with people and animals in research situations and all other areas of professional practice (Grivas & Carter, 2005). The importance of maintaining several ethical standards is highlighted in the present discussion, with reference to the film The Truman Show (2008). The ethical standards include Confidentiality, Informed Consent, The Right to Withdraw and No Harm to Participants. Confidentiality and Informed Consent are all important ethical principles that are related to the film The Truman Show. Confidentiality is that participants have a right to privacy. This is important so participants’ private information is not shared with the whole world. An example of this being breached is when Truman is born in front of a world audience, on a TV show that millions of people are watching 24/7. Informed Consent is that wherever possible, the participants must be appropriately informed of what the study is about and the reasons it’s being conducted (Grivas & Carter, 2005). This ethical principle is important so that the participant knows what is going on. An example of this being violated in the film is that Truman does not know his life is a TV show, so he must not have been told the necessary details and reasons why the experiment is being conducted. Both of these main ethical standards, Confidentiality and Informed Consent are breached in the film Th e Truman Show. The Right to Withdraw and No Harm to Participants are both important ethical standards that are related to the film The Truman Show. The Right to Withdraw ensures that the participant knows that they are free to withdraw from the study at any time. This is important so that the participant doesn’t feel pressured to stay in the experiment if they change their mind and decide they do not want to participate any more. An example of this being violated in the film is when Truman wants to go to Fiji to escape his strange reality, and there are no plane flights until a few months away, so he cannot leave. No Harm To Participants is that participants must not be harmed in any way (Grivas & Carter, 2005). This is important so that  participants do not get mentally or physically harmed in the experiment. An example of this being breached in the film, is that Truman is mentally unwell because he was so unsure of what was going on around him. He began to feel a false sense of security, especially when he realised that the same things were happening each day, and the same people were popping in and out of his life everyday. Both of these main ethical principles are violated in the film The Truman Show. Ethics are important in psychological research because they ensure privacy and safety for the participants. The APS has compiled their own set of guidelines, known as the Code of Ethics. This set of standards includes a number of principles which must be followed in psychological studies. Some of these principles include Confidentiality, Informed Consent, The Right to Withdraw and No Harm to Participants. These standards are all related to the film The Truman Show, in which they are all violated. References Carter, L. & Grivas, J. (2005) Psychology for the VCE Student. Units 1and 2 (5th Ed.) Wiley & Sons Australia, Ltd. p. 81-88.

Pip, Magwitch, Miss Havisham and Estella in Great Expectations

Compare and contrast the presentation of Pip, Magwitch, Miss Havisham and Estella in the opening chapter of Great Expectation Compare and contrast the presentation of Pip, Magwitch, Miss Havisham and Estella in the opening chapters of ‘Great Expectations’. Explain which characters you feel sympathy for and why? ‘Great Expectations’ written by Charles Dickens is a classic Victorian novel and is often regarded as the author’s finest achievement. However it was originally written as a series with each chapter appearing in a newspaper which has an affect on the whole structure.The end of each chapter must be exciting to make the reader read the next edition. In the novel, Dickens manages to express his criticisms of Victorian society, most probably due to his own experiences as a child. In ‘Great Expectations’ sympathy is a key emotion and theme felt by the reader and some of the characters. Dickens manages to make the reader sympathise towar ds the four main characters; Pip, Magwitch, Estella and Miss Havisham despite their different ages, gender, characteristics and social status.In the opening chapter we are introduced to Pip, a lonely orphan, and Magwitch an escaped convict. Magwitch threatens Pip into stealing some food for him as well as a file to get rid of the ‘irons’ on his legs. These two characters are complete contradictions of each other with Pip being described a ‘small bundle of shivers’ while Magwitch is described with animal like characteristics. We can easily understand that Magwitch is dangerous because he has ‘irons’ on his legs, suggesting that he is an escaped convict.At this point the audience will feel sympathetic towards Pip and angrier towards Magwitch because he threatens the innocent and misfortuned Pip. The opening chapter portrays Pip as; innocent, lonely, vulnerable and scared. He is described as a ‘trembling’ ‘bundle of shivers†™ and on a few occasions his speech falters due to his fear of Magwitch. On the other hand, Magwitch, is described as a fearful man in coarse grey, ‘smothered in mud’ and in ‘broken shoes’.His voice is described as ‘terrible’ and he growls depicting him as animal like or with animal characteristics which does not let the reader feel any sympathy for him. From the opening chapter we learn that Pip is an orphan, his parents as well as his brothers and sisters are all buried side by side. He was ‘bought up by hand’ by his sister who is wife of a local blacksmith, Joe Gargery, Pip’s closest friend. This causes the reader to almost instantly feel sympathy for Pip. However the reader’s reaction or feelings towards Magwitch are more likely to be hostile.They may feel that the intimidation or bullying of a vulnerable child deserves no sympathy but by the end of the novel, Dickens manages to justify Magwitch, as the individu als life of the main characters are joined up and all the answers are revealed. The setting is also important. Dickens had decided to use pathetic fallacy in order to reflect the characters’ feelings by describing the surrounding environment. In this case, Pip is almost crying. He is surrounded by the graves of his family and is feeling depressed which is made worse by this sudden appearance by this fearsome stranger, Magwitch.This is shown by the repetition of ‘dead and buried’ and emotive words such as ‘savage liar’, ‘bleak’ and ‘dark, flat and wilderness’ which reflect Pips emotions. In chapter 8 we are introduced to Estella and Miss Havisham, Pip is sent to ‘Satis House’ to ‘play’ where he meets a beautiful but cold hearted, Estella and a rather eccentric Miss Havisham. Pathetic fallacy is used once again as Satis House reflects Miss Havisham’s feelings. When Pip fist sees Satis House, an d Miss Havisham’s room he notices that there were: ‘No glimpses of daylight,’ and that it was ‘empty and deceived’.Miss Havisham’s clothes and herself also seem, melancholy and decayed: ‘everything within my view which ought to be white †¦was faded and yellow. ’ This shows how she’s depressed and old. At first, the reader may feel that Miss Havisham is mad or eccentric. The reader will feel little sympathy for her situation until later on in the novel when they learn the cause of her misery. Although the author does give the reader a clue when he makes Miss Havisham shout: ‘Broken! ’ whilst pointing to her heart.This action will cause intrigue as the story goes on whilst we learn more about the pasts of each character. Both Miss Havisham and Estella treat Pip with disdain. They both insult him. Miss Havisham patronises him by saying ‘you can do that,’ when she wanted him to call Estella. Estel la later exclaims ‘what coarse hands he has’ which later causes him to cry creating further sympathy as the reader is reminded of Pip’s lower social status. Estella is portrayed as very pompous, stuck up and possibly quite cold hearted. Despite this, Pip seems attracted to Estella.He describes her as ‘very pretty’ and ‘seemed very proud,’ although the reader’s attitude towards her would be that she’s too arrogant and possibly spoilt. In chapter 8 there is no reason for the reader to feel sympathetic towards to Estella, however, by the end, she becomes the victim and her situation earns her sympathy although some people may feel that she deserved what she got. In conclusion, in the opening chapters of ‘Great Expectations,’ I believe that Pip earns the most sympathy due to the way he is presented; his frailty and him being an orphan being the key emotional areas.However, later on as we learn more about each of th e other characters, we feel more sympathetic towards them. By the end of the novel, each character is an almost contradiction to themselves as Dickens argues against society suggesting that people can change. Poor, trembling Pip has grown up, he has sufficient money, which is what he wanted, he becomes educated and is a gentlemen, whereas the arrogant and beautiful Estella becomes quiet and battered, her beauty now hidden behind her scars.Miss Havisham dies understanding, that although she felt it is necessary to gain her revenge on men, due to her pain, she’d caused a lot of pain by creating a monster in the cold hearted Estella which meant that her once broken heart could finally feel again. Finally, Magwitch, who seemed to be rough and animal like, mellows down and forms a bond between himself and Pip. His story helps the reader understand him and the hatred they felt towards him in the opening chapters is directed towards Compeyson who becomes the common enemy and villain who meets a just end.

Rule-Making Process Research Paper Example | Topics and Well Written Essays - 1000 words

Rule-Making Process - Research Paper Example The business rulemaking process promotes business effectiveness as well as efficiency. It also aims at promoting innovation, flexibility and technology integration. This is the reason why the public has to strain for the attainment of process objectives as it improves processes which include a process to define, improve and measure the optimization of rulemaking. The above study analyses how the stages involved in the rule-making process are able to afford clientele groups with opportunities to influence the process in their favor. In public administration, the rule-making process involves the executive and independent agencies that create regulations. The legislatures first formulate policy mandates and agencies follow creating detailed regulations. Rule-making process is the means where government regulations are created which include policies on environmental protection, workplace safety, and food safety. To achieve the rule-making process, it is necessary to have a direction on w hich to follow. The first stage includes the design stage. Having a good design which involves legislation is important as it reduced the number of problems that may occur in case the state wants to improve the process in future. This stage involves passing a law and creating a new administrative agency. It also aims at ensuring that the right design is implemented which include determining the process to be improved, forming the management team to work on the process, defining effective roles and responsibilities of every team member and finally identifying the objectives, goals and the expectations of every clientele group involved. The second stage is the releasing of advance notice of the proposed process. This makes it easy in defining the right rules to be implemented to the public. This involves publishing of the initial analysis of the matter for the public to input major issues. Any information regarding the proposed rule is provided to the public and they are advised to re view for any change. The third stage is where the agency publishes the proposed rule by use of the regulatory language in the Federal Register.

Life Experience Personal Statement Example | Topics and Well Written Essays - 500 words

Life Experience - Personal Statement Example I recognized that I needed a mentor or role model that exemplified those characteristics, but I just didn't have the good fortune of finding one to which I could easily relate. In my earlier years, I dropped out of high school then ultimately obtained a GED so that I could pursue my dream of going back to school and study to become a nurse. I started in a college program, but dropped out. I'm sure my feelings of inadequacy about not being smart enough to do well in school were attributable in part to not completing high school. Additionally, I had gained more responsibility and as a result, less time to work on my own goals and objectives. I had gotten married and had children to care for, so the responsibility of managing a family and home along with making a commitment to a significant academic goal was difficult to imagine. Initially my husband was who I counted on for support and motivation. He and my children were my life and I was happy until circumstances ultimately led to a divorce. The life change and trauma of that event further reinforced my thoughts of inadequacy and I struggled with my "failure" in dealing with life. Of course, that was a fool ish thought since the experience ultimately demonstrated I had the strength to continue and to thrive regardless of his involvement, but that realization came much later. As a

Smoldering Combustion Essay Example | Topics and Well Written Essays - 250 words

Smoldering Combustion - Essay Example For instance, a cigarette produces char due to the chemical contents, but the combustion is influenced by physical factors. This implies that the physical elements spur the chemical reactions through the oxidation process that attack the cigarette contents. The article also tackles the post-initiation features of smoldering. This comprises of various smoldering models, such as one and two-dimensional smolder models. However, oxygen controls the entire combustion process and this depends on the rate and degree of the reaction. One-dimensional smolder spreads based on the oxygen diffusion, either upwards or outwards from the layer of fuel particles (Ohlemiller 2-220). This model is restricted by reverse and forward propagation approaches. The combustion reaction is sometimes instigated by self-sustained processes. In this regard, self-sustained smolder propagation is prevalent by the oxidation kinetics of a solid. Reverse propagation is when oxygen diffuses to the reaction region from the external surface of the fuel layer. Forward propagation also affects the one-dimensional smolder in which oxygen flows in the similar direction as the movement of the smolder front (Ohlemiller

Australian Food and Nutrition Policy Research Paper

Australian Food and Nutrition Policy - Research Paper Example These diseases are now prevalent among Aboriginal and Torres Strait Islander populations. Lee et al (1994) investigated apparent per capita food and nutrient intake in six remote Australian Aboriginal communities. They found that in comparison to the rest of the Australian community, intake of sugars and sweetened soft drinks were much higher, and intake of whole grains, fruit and vegetables were much lower in Aboriginal communities. Furthermore, they found that white sugar, white flour, bread and meat provided over 50% of the apparent total energy intake for the people of these Aboriginal communities. The high intake of refined carbohydrates and the high percentage of energy intake from meat with excessive visible fat may help explain the prevalence of obesity, diabetes and cardiovascular disease in Aboriginal communities. Hence there is a real need in these communities for a program that will help people modify their patterns of food consumption. A high fibre intake program is proposed to promote consumption of whole grains, vegetables and fruit in Aboriginal populatio n, in order to reduce the prevalence of diet-related diseases. To improve nutrition and public health ... s action plan has been developed for all Australians, and the promotion of Indigenous health is also included; the companion document to the EWA program is the National Aboriginal and Torres Strait Islander Nutrition Strategy and Action Plan (NATSINSAP). The proposed high fibre intake program is intended to reinforce the importance of a diet rich in fruits, vegetables and whole grain products as outlined by the EWA program, and to improve the accessibility of these foods in remote and rural communities to meet the dietary needs of Aboriginal and Torres Strait Islander people. Program aim The high fibre intake program aims to increase the intake of dietary fibre in Aboriginal communities by promoting consumption of whole grain products, fresh vegetables and fruit in order to reduce and eventually eliminate the health gap between Aboriginal and Torres Strait Islander people and the rest of the Australian population. It is hoped that modifying consumption patterns in this way will reduce the incidence of diet-related diseases in these populations. Program objectives Increase the availability of whole grain products in remote and rural food retail sectors. Increase the availability of fresh vegetable and fruit, and also increase the proportion of caned vegetables and fruit, or dry vegetables and fruit, and juices without added sugar in remote food retail sectors. Disseminate the concept of high fibre intake among the Aboriginal and Torres Strait Islander communities. Promote a dietary shift from high fat and high refined carbohydrates to high fibre, low fat, and low refined carbohydrate in the Aboriginal and Torres Strait Islander populations. Rationale A great deal of scientific research has been dedicated to the study of the relationship between dietary fibre and

Create a research portrait of a well-known artist, explain how his or Essay

Create a research portrait of a well-known artist, explain how his or her work responds to particular social issues - Essay Example ject, requiring the artist to spend years painting in wet plaster rather than working on his sculpture or other projects, some might wonder what prompted Michelangelo to undertake this project rather than allowing some other artist the dubious honor. Just how much freedom Michelangelo had in this decision is an often discussed topic. It might also be wondered whether the subject of the painting was determined by Michelangelo himself or the Pope who commissioned him for the project. To more fully appreciate the process that contributed to the creation of the Sistine Ceiling, it is necessary to understand the details regarding the commission of the project, why it was commissioned, why Michelangelo accepted the commission given the difficulties involved, how he met these challenges given the media and subject involved as well as his final assessment of the results. It is widely accepted that Pope Julius II commissioned Michelangelo to paint the Sistine Chapel ceiling as none other had the power and authority to force the artist back to Rome. Michelangelo had fled the city only two years earlier after the Pope first commissioned him to create approximately 40 sculptures in the most lavish Papal tomb designed to date and then refused to honor his portion of the contract. In addition, the work being requested of Michelangelo was painting rather than sculpture which he preferred. Other accounts indicate the idea of having the ceiling completed by Michelangelo was the idea of Donato Bramante, who intended to discredit Michelangelo’s daunting reputation. â€Å"In Michelangelo’s eyes, Bramante had persuaded the pope to abandon the project [of the tomb] by warning him that it was bad luck to have one’s tomb carved during one’s lifetime, and had then proposed an altogether different commission for the sculptor, a task at wh ich he knew Michelangelo could not possibly succeed† (King, 2003, p. 11). Work commenced on the project in 1536 under Pope Paul III and was

Climate Change Cause and Effect Essay Example | Topics and Well Written Essays - 1250 words

Climate Change Cause and Effect - Essay Example â€Å"We have a false belief that we have to choose between a healthy economy and a healthy environment† (Schroeder, 2007). The earth’s natural abilities to filter out damaging elements such as CO2 and the less prevalent harmful gasses such as methane, chlorofluorocarbons (CFCs) and nitrous oxide (N2O) are being overwhelmed. The collective rainforests of the world act as a climatic sponge to store a great deal of the world’s rainwater. Trees in the rainforest recycle water drawn from the forest ground. This filtered water, combined with the moisture that evaporates from the leaves, is released back into the atmosphere to fall as rain elsewhere. If not for this enormous system, rivers, lakes and land masses would dry-up, thus loss of rainforest equals increasing droughts of increasing proportions. Disease, starvation and famine on a worldwide scale will be deforestation’s direct result. If immediate action is not taken to reverse the present trend of defore station, the immense Amazon rainforest will soon become a desert region not unlike the Sahara in Africa. Once this process is underway, the effects are irreversible. Studies have determined that the Amazon rainforest, even in its current state, could not withstand three years of drought conditions without beginning the irrevocable path to becoming the Amazon desert. This result, in and of itself, is tragic enough but the repercussions to the rest of the world would be as catastrophic. â€Å"Scientists say that this would spread drought into the northern hemisphere, including Britain, and could massively accelerate global warming with incalculable consequences, spinning out of control, a process that might end in the... This essay outlines the importance of coordinated global effort of the world countries towards solving the problem of climate change through adopting appropriate legislation. The economic consequence of doing nothing is far greater than solving the problem through legislation. New industries that supply solar, nuclear, wind and battery power will replace any jobs lost by the old pollution producing industries and likely produce more. The economy will be enhanced by pursuing alternate energy sources rather than destroyed. The earth’s natural abilities to filter out damaging elements such as CO2 and the less prevalent harmful gasses such as methane, chlorofluorocarbons and nitrous oxide are being overwhelmed. The collective rainforests of the world act as a climatic sponge to store a great deal of the world’s rainwater. Trees in the rainforest recycle water drawn from the forest ground. This filtered water, combined with the moisture that evaporates from the leaves, is released back into the atmosphere to fall as rain elsewhere. If not for this enormous system, rivers, lakes and land masses would dry-up, thus loss of rainforest equals increasing droughts of increasing proportions. Studies in the UK have found that warming could increase rainfall by more than 20 percent during winter by the 2080’s and decrease it by the same amount during summer months in the southern half of that country. This would cause severe droughts in some regions but areas such as East Anglia could very well be under water altogether.

Service Quality and Consumer Satisfaction Research Paper

Service Quality and Consumer Satisfaction - Research Paper Example The answers stipulated in the results will help the business community determine if the concepts are single constructs in nature, or different separable constructs. List three references from literature review. Comment on what type of style (APA or other) have used in referencing. Some of the sources of information used in the literature review are; Bearden and Teel (1983), Churchill and Surprenant, (1982), and Parasuraman, Zeithaml, and Berry, L. (1994) (Iacobucci and Ostrom 278). These sources are applied in relating the opinion of the customers related to documented information. The referencing used in the paper is in APA formatting. List at least one theory that is used in the study. The study is an analysis of marketing theory which researches the relationships between the two main aspects business environment; Service Quality and Consumer Satisfaction. Write a brief description of the methodology used in the study. The article presents two studies with divergent methodologies m eant to explain the relationship between the two concepts. It focuses on the consumer understanding of quality and satisfaction. The respondents on both studies report whether they think the two concepts differ and in what perspectives and dimension in case of a difference. The first study uses qualitative critical incident technique to accrue the service attributes considered by the respondents who postulates that the concepts are different. The responses are then coded to the open ended survey questions which are compared and analyzed to determine whether the two concepts can be alienated from each other in reference to respondents’ perspective. The second study involved the use of manipulated service attributes in relation to the first study and literature reviews. This was meant to identify the results of the first study and the literally information have differential impacts on the judgment of quality satisfaction. The respondents were encouraged to their independent vie ws. However, the researchers did not presuppose the difference to the respondents in the second study; they were required to give their personal judgment on the two concepts as well as making independent definitions (Iacobucci and Ostrom 277). Their judgments guided the study conclusion on whether the terms were used interchangeably or variably. The whole research relies on divergent methodologies that involve content analysis of experimentation and qualitative data. This enhanced the validity of the results. List the sources of data and classify the variables as continuous, categorical, dependent, and independent variables. Evaluate four characteristics that describe the data is applicable for the date used in the study. The secondary sources of data are books and journals. This is continuous as it can be used overtime. Antecedents forms the independent variables while focal constructs (quality and satisfaction) form the dependent variables. The participants form the categorical va riable as they grouped into gender nature. The primary sources of data include experimentation and open discussions. The two studies were transitional. The respondents had a gender balance characteristic thus the responses were not gender biased. The participants were outsourced from business administration department thus

Dykeman Article Essay Example | Topics and Well Written Essays - 1250 words

Dykeman Article - Essay Example Bureau of the Census, 1996 (Dykeman, 2003, p. 41). No doubt, theses parental divorces can adversely affect the future life of such children; these can negatively affect the psychological health of children and their performance at school. Children are also very much affected by the manner of interaction between their parents both before and after the divorce; children fail to meet academic and social expectations at school and are moved by feelings of anxiety, depression, aggression, lack of emotional well-being and self-esteem (Dykeman, 2003, p. 42). This highlights the role of school counselors and pinpoints the need of introducing primary, secondary and tertiary interventions among these children. The purpose of Dykeman’s study was to observe the effects of pre-referral tertiary-intervention program on such children who were referred for special education assessment due to behavioral difficulties that stemmed from their parents’ separation or divorce. 21 students (even though only 15 of them completed the treatment and follow up) were thus selected and the community agency counselors administered a conflict-resolution model of family-systems intervention on both the children and their respective custodial parents. The treatment focused mainly on the â€Å"cognitions and behaviors operant within the family environment that both preceded and followed classroom misbehavior and the strategies used by the custodial parent to discipline and socialize the child† (Dykeman, 2003, p. 43). The participant children were enrolled either in their seventh or eighth grade and the 15 custodial parents were middle aged, with 13 mothers and 2 fathers. The progress made by t he children were measured using the Conflict Tactics Scale in terms of their reasoning, verbal aggression, and violence. It is worthwhile to attempt a critique of the statistical analysis presented throughout the article. As already mentioned

Teaching assistant diplom Essay Example for Free

Teaching assistant diplom Essay Introduction In this essay I will be analysing what influence the recession has had on consumer behaviour and the cause behind those changes in performance. A recession is defined as two straight quarters of depressing economic growth, as measured by the gross domestic product (GDP) of the country. Consumer behaviour can be defined as ‘The study of when, why, how, and where people do or do not buy products. The recent recession began in December 2007 and produce from the USA‘s advance market, mortgages were being proposed to people who simply could not afford to include one. As a result the property market collapsed and the economic down turn rapidly spread to the rest of the world’s financial system, therefore there is now a worldwide recession. With the banking world in turmoil there have been effects for other industries. For example, the car industry is one of the most terrible hit industries because banks are now being particularly alert about lending capital. This means that whilst a customer may wish a new car they are unable to fulfil those needs because there is no way of them generating the resources which would allow them to make the purchase. This can be demonstrated by the fact Toyota has suffered a loss of $4.4 billion4. It is Toyotas first loss in 59 years which added highlights how bad the recent recession is. Furthermore, the fall down of the property market has not just changed the behaviour of consumers in this industry although, it has also had knock on affects. For example, because less people are being contributed mortgages, due to the fact a 20-30% deposit is needed, there is usually less demand for new houses to be built because they basically would not be bought in the current climate. The sale of fewer houses then affects furnishing stores as there are hardly any consumers who need new furniture. Therefore, it is important to realise that consumer behaviour is related between industries. Impact of recession on consumer Consumer behaviour will also change during a recession depending on  demographics which include age, gender and occupation. Research conducted by Price Water House Coopers put forwards the most influenced age group is the 60-65+ year olds who are retired or come up to retirement, followed by 18-24 year olds, then 45-60 year olds and ultimately 25-44 year olds be likely to be the least affected by the downturn. The worst affected are the 60-65+ year olds because the UK government implements an economic policy. This means the government regulates the money supply and interest rates to direct the economy. As OAPs rely on their savings to supplement their pension it means in the current incidents they are earning significantly less money than they were in prior years because interest rates are currently at 0.5% contrasted with 4.5% in 2005. This clearly has huge affects on their buying behaviour because they are forced to create cuts which they may not want to make but have to go throu gh requirement due to major reduced disposable profits. With idleness soaring during a recession this affects consumer behaviour as individuals become more alert about their spending due to the fear of unemployment or unemployment. During the current recession it is the 18-24 year olds who are bearing the most with unemployment. However, with unemployment rates presently at 7.8% the increase in cautiousness, and the alarm of unemployment is not isolated to purely this age group as individuals who have seen friends, family or colleagues lose their jobs share the same sentiments and fears that they could be next. This has a huge impact on consumer confidence and therefore consumers will look to reign in their spending. Consumers adjust their frame of mind to being more adjusted towards saving money rather than spending money because of the uncertainty which surrounds their future. This involves the consumer’s behaviour towards products. Luxury products such as top of the range food, cars, clothes and perfumes etc are similarly to see sales drop spectacularly as consumers look for methods of decreasing their spending whilst maximising how far their budget goes. For example, an average family may choose to t he drop brand level of food for their weekly shop. So rather than buying the Tescos finest variety they would buy the Tesco Value range. Research proposes that on average you can save 33% for each product for a one level drop. For a family hit by the recession this would be a major saving and this emphasizes how when times are hard value is the most vital factor for the consumer and their behaviour will return this. During a recession many consumers are  forced to down grade their preferences in order to make living monetary viable. By staring at the performance of Dominos pizza it is evident to spot that consumers are changing their activities. Dominos pizza recorded a 20% rise in returns for the first half of 2009. This is an outcome of cash strapped families opting to stay in and order takeaways as a form of a treat rather than eating out at restaurants and pubs. This means the restaurants and pubs are experiencing the brunt of the change in the recession as equal to 75% of British family’s say they will avoid equally eating and drinking out of the house. This does not however mean that households are cutting alcohol out of their life. Instead British households are choosing to drink at home wi th the average spend per household thought to be  £35 per week. So the consumers behaviour is changing in the form of where they purchase their products rather than what they are purchasing in this case. Conclusion On the whole, it is enormously vital to recognise that consumer behaviour is affected by the recession. However it must be noted that the changes in consumer behaviour are very much charge on the industry and products concerned. This is underlined by the aforementioned points, so for example the car industry, construction and property market were the most unhelpfully affected even as industries which allow diversion benefit from the recession i.e. the entertainment sector and the cinema. Finally, consumer behaviour will evermore face affected. It will be affected depending what stage of the life cycle the country is at, therefore the only way to reduce the adverse affects and take benefit of the positive affects is for businesses to be flexible. These way businesses have the best opportunity of helping consumers to get equilibrium in the homeostasis see-saw which is more and more difficult to achieve in a recession as consumers face more limitations. Referencing UKessays.co.uk [online]. (2003 2014). Available from: . [Accessed 30 march 2014]. Wikipedia [online]. (28 March 2014). Available from: . [Accessed 30 march 2014].

Effects of the French and Indian War

Effects of the French and Indian War Why do I think the French and Indian war created America? Much of historians work on the creation of America has focused primarily upon the War of Independence and its great influence in shaping the institutions of the American state. This scholarly focus upon the War of Independence as the cradle of America has meant that the French and Indian war has rather less significance in the popular imagination than it merits. It is the aim of this essay to demonstrate that the French and Indian war was not just a mere precursor to the much more widely recognized American War of Independence but rather a seminal event in its own right that had a profound effect on the course of American history. The French and Indian war sowed the seeds for the creation of America as we know it today. The noted historian Fred Anderson believes that the importance and influence of the French and Indian war was such that he terms it â€Å"the war that made America.†[1] The argument that the French and Indian war created America shall be made with the expositio n of the following points: Firstly, the war changed the colonials’ view of their own standing within the Empire. They believed that they had proved themselves as equals but their status had not undergone a similar conversion in the eyes of the Whitehall. Secondly, the removal of the French threat from North America led some to question why they needed to continue in their relationship with the British. Thirdly, the French and Indian war led to the Royal Proclamation of 1763 which denied the expression of the colonies’ determination for further westward expansion. Finally, the cost of the French and Indian war, and the wider Seven Years War  led to increased taxes being imposed upon the colonies, taxes that were increasingly seen as an unjust imposition. All of these factors outlined converged to produce the thirst for independence from the British Crown and led ultimately to the creation of America. The French and Indian war initiated a cultural shift which led the colonials to conceive of themselves as equal partners in the [British] empire†[2], an idea that put them at odds with their British overlords and ultimately led to conflict with the British Empire and the eventual creation of a independent America. The colonists assumed that their efforts in the war had proved their status as equal members of the Empire. They were, in their own opinion now ‘partners in Empire.’ There was a sense of pride in belonging to the Empire. Benjamin Franklin celebrated â€Å"not merely as I am a colonist, but as I am a Briton.†[3] In a mood of rejoicing, New York erected statues of King George III and William Pitt. However, the British did not agree that the colonists had earned their newfound status as partners in Empire. The views of the British had not altered, the belief in the Empire’s hierarchy and the primacy of the Crown remained. These competing vision s of empire[4] were irreconcilable and meant yet further division between the two sides. The Treaty of Paris (1763) saw France lose all of its North American territory east of the Mississippi save for the two small islands of Saint Pierre and Miquelon. This routing of the French led the colonies to question quite why they should remain tied to the British. There was now no common enemy to unite them. In 1773 the royal governor of Massachusetts stated that had Canada â€Å"remained to the French none of the spirit of opposition to the Mother Country would yet have appeared.†[5] The removal of the French threat that resulted from the conflict fostered an atmosphere in which the colonials began to give birth to their own ideas of democracy and self-rule thus providing them with the intellectual and philosophical ammunition with which to attack British imperialism The British were concerned that the colonies western frontiers should not expand any further, lest it aggravate the Indian tribes and thus provoke a further spate of conflicts. Furthermore, Britain’s new North American Empire, minus the French, was vast and any efforts to enlarge it yet further risked rendering it ungovernable. As a result the Royal Proclamation of 1763 prohibited further westward expansion beyond the Appalachian Mountains. The ejection of the French from North America meant that the colonists’ desire for further westward expansion grew stronger at the very time when such expansion was denied by the Crown. In the eyes of the colonials the war had opened up the vast North American continent for further expansion and settlement. A 1763 famer’s almanac summed up the prevailing mood; â€Å"But now behold! The farmer may have land for nothing†¦Land enough for himself and all his sons, be they ever so many.†[6] Something had to give and the issue of pushing back the frontiers soon brought the colonies into conflict with the Empire and added to the clamor for independence. Ironically the imperials expansionist ambitions of the settlers brought helped turn them against the impositions of the British Empire. The huge cost of the French and Indian conflict, and the wider Seven Years War meant that British debt spiraled as a result. To help ease this financial burden a greater taxation was imposed upon the colonies. This fiscal burden, along with the philosophical objections no taxation without representation went the famous cry – made the colonies further question the wisdom of British rule. Protecting the continent had cost the British dearly and relative to British taxpayers the colonists paid less in taxes even though they were more prosperous. A prewar British debt of  £73 million had grown to  £137 million postwar[7] and the burden of administering North America was now more costly because the Empire had expanded so greatly. The colonists objected to paying what they saw as arbitrary taxes to a distant parliament where no colonist sat. Furthermore, the new taxes came at a time when the colonial economy was suffering a downturn, making them even more resented. The rebellio n over taxes, the Stamp Act in particular, also had the effect of confirming British suspicions that the colonists longed for independence and helped set the colonist on a collision course with the Mother country. In conclusion, this paper has demonstrated that the French and Indian war was a crucial contributing factor in the creation of an independent America. Whilst the American War of Independence may get much of the glory, the events of 1754–1763 clearly sowed the seeds for the colonies’ break away from the British Empire. It did so due to four key reasons. Firstly the war encouraged the colonials to view themselves as equals yet their status had has not undergone a similar conversion in the eyes of the Mother country, leading to discontent in North America. Secondly, the removal of the French threat also meant the removal of the common enemy that united the colonies and Britain, thus leading the colonists to question their ties to the Crown. Thirdly, the French and Indian war, due to the vast expansion of the North American empire, resulted in Royal Proclamation of 1763 which denied any further westward expansion, the very expansion that the settlers desired. Finally, the c ost of the French and Indian war, and the wider Seven Years War led to increased taxes being imposed upon the colonies who resented paying what they felt were arbitrary taxes to a distant parliament, especially in a time in which they were experiencing an economic downturn. All of these factors combined to stoke the fires of independence and rebellion in North America leading to the creation of an American nation free from imperialism. As Anderson argues, without the French and Indian war â€Å"American independence would surely have been long delayed†[8] Bibliography Anderson, Fred, Crucible of War: The Seven Years War and the Fate of Empire in British North America, 1754-1766 (London: Faber Faber, 2000) -, The War That Made America: A Short History of the French and Indian War (New York: Penguin, 2006) Fowler, William M, Empires at War: The French and Indian War and the Struggle for North America, 1754-1763 (New York: Walker, 2005) Jennings, Francis, Empire of Fortune: Crowns, Colonies and Tribes in the Seven Years War in America (New York: Norton, 1988) McLynn, Frank, 1759: The Year Britain Became Master of The World (London: Jonathan Cape, 2004) Taylor, Alan, American Colonies: The Settling of North America (London: Penguin, 2001) Footnotes [1] Anderson, Fred, The War That Made America: A Short History of the French and Indian War (New York: Penguin, 2006) [2] Anderson, Fred, Crucible of War: The Seven Years War and the Fate of Empire in British North America, 1754-1766 (London: Faber Faber, 2000) [3] Taylor, Alan, American Colonies: The Settling of North America (London: Penguin, 2001), 437 [4] Anderson, The War That Made America , 746 [5] Taylor (op cit) 438 [6] Ibid. 437 [7] Ibid. 439 [8] Anderson, Crucible of Wa,r xi

Origins of Human Rights

Origins of Human Rights Write an essay explaining the origins of a particular human rights text, institution, movement or organisation; The Universal Declaration of Human Rights The UDHR was a very brief and inspirational text that many students understand as a strict cornerstone for any international documents of human rights. Created following the UN charter, it enshrined the four basic freedoms adopted in World War II; Freedom of Speech, Freedom of Religion, Freedom from Fear and Freedom from want. This essay will explain the origins of the UDHR in terms of the events of World War II and its participants, especially circling around both the events of the Holocaust and the Atomic Bomb. This will be to show that the UDHR draws directly from these events as its origin and why it was necessary in place of the already-existing UN charter. This essay will be scoping the areas around the individuals of World War II, the basic allied freedoms and the UN charter, to the use of the Atomic Bomb in 1945 and the creation of the Declaration of Human Rights on the 10th of December in 1948. Appropriately, to answer the origins of the UDHR, this essay will begin by examin ing its precursor, the Charter of the UN and the four freedoms of the allied forces. The United States and Nazi Germany, in particular their war crimes, will also examined in regard to their treatment of the minority, namely the Jews, other Europeans and women. The origins of the Universal Declaration of Human Rights are very clearly linked with the development and use of the Atomic bomb which, rather than targeting a single individual, would be able to annihilate nations of varying ethnicity or religion. This newly developed fear and concern out classified the UN charter which was deemed insufficient in defining the rights all humans own and lead to this development. The Origins of the UDHR can be started by looking at both the League of Nations and the Charter of the UN before it. The league itself was a radical departure from what had previously been done in the work of human rights beforehand, however it was not without its own issues: Mazower comments on how â€Å"A Japanese proposal that the League commit itself to racial equality was unceremoniously and improperly blocked by the major Powers, despite the support it had attracted from other states†. [1]Further topics of making the minority rights universal rather than aimed towards the new states of Eastern Europe were also disregarded each time they were brought forward. The League of Nations were not given the authority to express its opinion as undeniably true in terms of topics such as racial segregation in the US or English treatment of the Catholics. This in turn didn’t impact Germany either and would cause issues further on as there was nothing that the league could do i n order to speak out against the Nazi’s treatment of the Jewish people. The United Nations charter failed in this regard, as well as in several others that lead towards the creation of the UDHR in its place. Historian Mary Ann Glendon notes that any the addition of human rights references to the Charter might encourage stronger states to intervene in their affairs under pretext of championing the rights of their citizens, as Hitler had done in Czechoslovakia. On the other hand, many tyrants including Hitler had hidden behind the bulwark of national sovereignty, seemingly protected in the Charter as well. [2]The vague domestic-jurisdiction language of the charter did not do much in order to remedy these issues. By 1940 the League and its attempts at guaranteeing the rights of minorities in Eastern Europe had been seen as a failure and the powers holding them had all but ended. This was particularly true in the case of 1933 with Germany and the Third Reich’s use of Ethnic German groups as a way to undermine the Versailles settlement. This in turn pr oved to be good enough for many European politicians to argue that a new perspective and method were necessary. The Great Powers supported this because they thereby escaped the specific commitments which the previous arrangements had imposed on them, and which Russian control over post-war eastern Europe rendered no longer practicable. But they also supported it because the new rights regime had no binding legal force.[3] An immense factor in the origins of the Universal Declaration of Human Rights leads us to the United States. Their part in the United Nations charter marked an immense turning point, as without their support it would be extremely unlikely that human rights would have been as prominent as it was within the charter itself. Glendon holds this precisely to the point where the United States made a â€Å"a single exception to its opposition to the naming of special commissions in the Charter: It would agree to a Human Rights Commission.† [4]To this the Soviet Union did not object with the belief that the UN charter would stop any UN interference with most domestic events. As World War II continued, the American public came to believe that isolating themselves would no longer be an effective countermeasure against the threats in Europe. Mazower agrees and states that President Roosevelt’s State of Union speech of 1941 highlighted the idea of universal and international human r ights quoting, in particular, â€Å"the supremacy of human rights everywhere†[5]. It was individuals and speeches like Roosevelt’s that many argue were the turning point of human rights as mentioned before. Along with the Americans came British support. The British required American support throughout the war effort and to make sure they retained an allied status after it. The British had a great deal more of an issue when it came to the topic of Human Rights in comparison to the Americans as can even be seen in the American constitution. Mazower notes that there was commentary by the British that colonies be exempt from these rights and that it should be based for Europe alone, but the danger of losing US support would be too great and that ‘Learning to live with human rights might be a necessary evil’[6] Both the brief introduction to Nazi Germany and the US’s involvement in the U.N. Charter has been argued in a couple of ways by historians. Mazower suggests that there are two ways to look at this next part to the origin of the declaration of Human Rights; a way in which we can say that a reason for the states coming together under the United nations to defend these human rights. These are dubbed the â€Å"Eleanor Roosevelt’ and the ‘Adolf Hitler’ version by Mazower. [7]To explore the Eleanor Roosevelt version, we will take both the opinions of the aforementioned Mazower and Glendon into account. This is to refer to the event happening due to particular heroic individuals who brought change around due to their efforts and unrelenting faith in the cause of human rights and impacting the powers and forcing them into action. The first individual this essay will mention in this regard is Rene Cassin. Rene Cassin came from a Jewish family in the South West of F rance of which twenty six members were killed during the holocaust. He witnessed, as Jay Winter described in his lecture at Monash University, the â€Å"wholesale dismantling and humiliation of his nation†. [8]Coming from a background in war to eventually winning the Nobel Peace Prize of 1968, this example of the individual shows a more pacifist response as a reaction to the catastrophe and standing with human rights in stark contrast to absolute state sovereignty. It was Rene Cassin who wrote up the first draft of the Universal Declaration of Human Rights. On the other side, the ‘Adolf Hitler’ version, it is argued that the actions of Nazi Germany and the atrocities committed on their end which stamped over all semblances of human rights caused a counter-movement through the world. This brings us to the holocaust. Jay Winter describes the events of 1948, after the actions of the Nazi’s, resulting in the talking of human rights to almost ‘be a paradox’. Mazower agrees with this statement, saying that the most significant thing about the entire situation â€Å"is not the fact that heroic individuals made a difference but rather that international human rights turned out – rather unusually – to be an area of post-war politics in which individuals on the fringes of political life found they had a certain scope for action†[9]. The Nazi’s themselves had a clearly large role in the sudden rise of discussions of human rights. They did not see individual rights in great light and open ly looked down upon them from their nationalist position. This was in clear contrast to both the American and the British democrats who opposed the fascist regime and attempting to enforce individual rights against the powerful Nazi state seemed to go side by side with it and seemed especially urgent to those people who felt that the war had started because of the inherent bellicosity of dictatorships[10]. It is also often argued that the Holocaust was much less central to perceptions of what the war was in 1945 than it is in the modern day. This is understandable as it came be seen how any of the atrocities committed by the Nazi’s could be interpreted as a link towards the origins of the UDHR yet still not necessarily be referenced to as just the Germanic Jews but as a crime against anyone who was wronged by the regime. Samuel Moyn also debates this in arguing that the holocaust was also unmentioned and that â€Å"Contrary to conventional assumptions, there was no wide-spread holocaust consciousness in the post-war era, so human rights could not have been a response to it†[11]. Looking at Duranti’s The Holocaust and Human Rights Law gives a few more examples in favour of the theory, such as Bill Clinton’s address in April 1993 stating a direct rise of the UDHR due to the holocaust and quoting ‘The Amnesty International Handbook’ which states al most the same thing[12]. The lessons of the holocaust were rather clear however; after the events a wider populace came to realise that the Nazi’s rise to power, Germany’s rapid expansion in nationalism and the treatment of the German Jew’s showed that the state could not be left in supreme control and that the rights must be defended and judged internationally. Mazower comments on the statement of Quincy Wright, a political theorist, who observed that ‘it was a general principle that a State was free to persecute its own nationals in its own territory as it saw fit’, yet stressed that an ‘effective international organisation is not possible unless it protects basic human rights against encroachment by national States’[13] -The Universal Declaration charted a bold new course for human rights by presenting a vision of freedom as linked to social security, balanced by responsibilities, grounded in respect for equal human dignity, and guarded by the rule of law. That vision was meant to protect liberty from degenerating into license and to repel the excesses of individualism and collectivism alike. By affirming that all its rights belong to everyone, everywhere, it aimed to put an end to the idea that a nations treatment of its own citizens or subjects was immune from outside scrutiny. -Its nonbinding principles, carried far and wide by activists and modem communications, have vaulted over the political and legal barriers that impede efforts to establish international enforcement mechanisms†¦ The Declarations principles, moreover, have increasingly acquired legal force, mainly through their incorporation into national legal systems. ATOMIC BOMB Finally, the Atomic bomb and its development and use brought greater questions forward. Dropped on the 7th of August 1945 with the declaration being made on the 10th of December 1948, the atomic bomb, rather than targeting an individual of a particular religion or ethnicity, could target entire nations and pose a threat. Examples of the bombs influence can be seen even in the creation of the UDHR; Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits. Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author.[14] Article 27 puts particular emphasis on a human beings right to participate in culture. The Atomic bomb had given the United States a substaintial lead in terms of the Cold War and piqued much interest from their soviet counterparts which advocated to use science in a very progressive, democratic and peaceful purposes and had many propositions towards how, as Johannes Morsink quotes â€Å"the development of science must serve in the interests of progress and democracy and the cause of international peace and cooperation†[15]. The Origins of the Universal Declaration of Human Rights have many problems associated with creating a link between any massive events or given source, which has caused some debate on the topic. Several historians such as Winter, Duranti, Glendon, Moyn and Mazower all give somewhat distinctive approaches to what truly connects the Declaration with its supposed factors, such as certain individuals like Eleanor Roosevelt and Rene Cassin, The influence of the Great Powers, The Holocaust and Nazi Germany’s crimes and the use of the Atomic bomb. To observe the origins the Charter of the United Nations and the League of Nations were also observed as a precursor to the declaration, as well as why the system failed and had to be renovated in order to main [1] Mark Mazower Page 382 [2] Mary Ann Glendon A World Made New page 20 [3] THE STRANGE TRIUMPH OF HUMAN RIGHTS, 1933–1950* MARK MAZOWER Birkbeck College, London page 1 [4] Mary Ann Glendon A world made new page 17 [5] THE STRANGE TRIUMPH OF HUMAN RIGHTS, 1933–1950* MARK MAZOWER Birkbeck College, London page 387 [6] THE STRANGE TRIUMPH OF HUMAN RIGHTS, 1933–1950* MARK MAZOWER Birkbeck College, London page 387 [7] THE STRANGE TRIUMPH OF HUMAN RIGHTS, 1933–1950* MARK MAZOWER Birkbeck College, London page 380 [8] Jay Winter [9] THE STRANGE TRIUMPH OF HUMAN RIGHTS, 1933–1950* MARK MAZOWER Birkbeck College, London page 381 [10] THE STRANGE TRIUMPH OF HUMAN RIGHTS, 1933–1950* MARK MAZOWER Birkbeck College, London page 386 [11] Samuel Moyn [12] Marco Duranti, The holocaust and Human Rights Law, page 163 [13] THE STRANGE TRIUMPH OF HUMAN RIGHTS, 1933–1950* MARK MAZOWER Birkbeck College, London page 385 [14] The Universal Declaration of Human Rights [15] Johannes Morsink The Universal Declaration of Human Rights : Origins and Intent

Religion in Europe During the Life of Karl Marx :: Essays Papers

Religion in Europe During the Life of Karl Marx Religion as an institution has evolved throughout human history. When it began during the primitive stages of human existence, religion was concerned with society rather than the individual. Its role was to better society as a whole. At a later time religion began to take a greater interest in the individual, changing its role as a social institution.[1] This change in the role of religion led to the institution as a whole supporting personal growth and success, including wealth. In the Manifesto of the Communist Party, the authors denounce the separation of classes and the upper class in general, saying, â€Å"Society can no longer live under this bourgeoisie†.[2] As a result, the authors also denounced religion because by supporting wealth and encouraging capitalism it served to promote the upper class. Marx and other Communists felt that the evolution of religion throughout history was spurred on by changing economic and social conditions.[3] These two factors are very similar, and a change in one usually leads to a change in the other. At the time that Marx and Engels were formulating their ideas concerning Communism, radical changes were sweeping across the better part of Europe. The Industrial Revolution was in full swing with new inventions and industries growing rapidly. The demand for products increased dramatically and the entire lifestyle of many Europeans, especially the English, changed. The Revolution led people away from the rural farm life to the mass production of the urban scene. Workers were needed in booming industries such as cotton, iron production, and coal mining. As a result, people flocked to the cities to meet the need. These industries were controlled by the bourgeoisie, the wealthy upper class. They wanted to take advantage of the new technology and the intense demand for new products, which translated into money. These owners sent the poor farmers straight to work, and exploited them from the start. The workers received low pay and worked long hours in extremely unfavorable, and even dangerous, conditions.[4] This continued and the bourgeoisie prospered at the expense of the oppressed proletariat. Once the Industrial Revolution started it became rather efficient.

Essay --

There are a series of complex processes within the human body whose consequences is the wearing out of body cells and tissues and consequently their replacement is quite ideal. Body anatomy confirms that human body is made up of numerous cells that are organized into functional parts that work to achieve various life processes. As the processes in the body progress, there is synthesis of new cells that replace the worn out ones. The new cells need to be a replica or exact copies of the worn out cells with the same functional capacity and attributes. Otherwise, an abnormality occurs in the structure and physiology of the human body. In case malignant growths develop due to abnormality in the body cells, a condition known as cancer develops. Cancer basically can occur on any part of the body. The most common forms of cancer are lung cancer, breast cancer, prostate cancer, cervical cancer, cancer of the brain and colon cancer among others. Development of colon cancer begins when the process of the normal replacement of cells on the colon lining is interfered with which in most cases is due to faults in the process of mucosal cell division. As a result of this, the lining cells multiply gradually (for almost 10years) forming polyps which are pre-cancerous tumors. Further growth of the polyps generates mutations that facilitate subversion of the cells making them inexplicable. If not detected early, the pre-cancerous tumors may change course and attack other layers of the large intestine thus becoming cancerous (KEVIN, 2014). Precisely, colon cancer is a health condition in which malignant or cancerous cells develop in the tissues of the colon. Colon is actually a section of the digestive tract that helps in the absorption of waste and... ...ancer. A more advanced form of treatment of colon cancer is the use of radiations. This can be done in combination with chemotherapy for patients with colon cancer in the third stage. In the cases where the cancer has reached the fourth stage where the cells have reached adjacent organs like the liver, some treatments can be done to reach the liver. Some of them are ablation, directing the radiation to the liver, cryotherapy and liver surgery. PROGNOSIS Normally, there are higher chances of surviving if the cancer is detected prematurely. The question of certainty in survival depends on the stage at which the cancer is diagnosed. In most cases patients who have been diagnosed of colon cancer have high chances of surviving five years after the diagnosis (Network., 2012). Cancer at the first, second and third stages are essentially curable and the patients survive.

Ancient Roman Laws Essay -- Roman History

Ancient Roman Laws Although the history of Rome's regal period is based in large part on legend, and was so in antiquity, tradition was strong, and many of Rome's laws and customs, committed to writing much later, have their roots in the distant past. Ancient Rome had many different types of law in government. Out of all of the ancient Roman laws, the Julian Marriage laws, the laws of the kings, and the Justinian Codes, are some of them. The Julian Marriage laws were very specific and determined. Emperor Augustus notice social problems at Rome, and he detected that extravagance and adultery were very common in the Roman Government. In the upper classes, marriages varied; and when people did marry, they didn‘t create children. After this issue was found, Augustus brought both the morals and the numbers of the upper classes in Rome together by increasing the population of native Italians in Italy. He did this by creating laws to encourage marriage and having children, and started laws to make the act of adultery a crime. Some of the laws created by Augustus included that men must marry. This law was to help the Roman Government gain a bigger population from the children of all the married couples. To enforce this law, he gave what was called prizes for having children and marrying. Although they were based on marriage, the major role in this law was adultery. These prizes were mainly tax reductions and awards. Since more males existed than females among the nobility, he allowed anyone that had wanted to marry freedwomen, and said that births of children in these such marriages would be legal and rightful. He made new laws and changed some of the old ones, for example, the sumptuary law. Laws like the sumptuary law were on a basis of adultery. There were many consequences of adultery in the Roman Empire. These consequences were mainly involved with killings. One of the laws stated that a husband who finds his wife in adultery can only kill the adulterer when he catches him in his own house. Another law concluded that a husband cannot kill anyone in adultery except persons who are well-known and prostitutes, including slaves. His wife, however, is liable and he is forbidden to kill her. Adultery also restricted killings for adultery, for example; if a son under h is fathers power, should surprise his daughter in the act of adultery, the law says that h... ...he Digest. The Institutione was a book that was mainly copied from the institutes of Gaius. It was considered beginners text book and a book of statutes. Most of the rules in this textbook/book of statutes became laws in many countries. The Pandectae was a collection of fragments from academic papers. All of its legal opinions were given legal force, just like the Institutione had given the legal force. The Codex and the Digest wasn’t as complicated as the Institutione and the Pandectae but was the most important out of the four. The Codex was just mainly a collection of imperial statutes, and the Digest was basically a casebook covering many trials and decisions. In conclusion, many Ancient Roman laws have been the origin of the laws we find in our society. Other laws in the Ancient Rome period have been the origin of other countries too. All of these laws have helped create our laws in America by looking at mistakes and great ideas of the Ancient Roman government. The Roman Laws are thought as legend, but some still think of it as realistic. You could compare the Justinian Codes greatly to our three branches of government, when there were four books. All the powers split up.

Book Report (Romeo and Juliet) Essay

Author and His/her Life: William Shakespeare (April 16, 1564-April 23, 1616) was born in Stratford-upon-Avon, England, The United Kingdom. He’s genre are Literature & Fiction, Poetry. He was an English poet and playwright, widely regarded as the greatest writer in the English language and the world’s pre-eminent dramatist. He is often called England’s national poet and the â€Å"Bard of Avon† (or simply â€Å"The Bard†). His surviving works consist of 38 plays, 154 sonnets, two long narrative poems, and several other poems. His plays have been translated into every major living language, and are performed more often than those of any other playwright. Shakespeare produced most of his known work between 1590 and 1613. Overview: The undying love-story of Romeo and Juliet by William Shakespeare is one of his greatest and astonishing works during his times which is still being studied in schools and told every generation. In this story, the two young lovers proved that they are going to love each other no matter what happens or should I say, till death makes them apart. Though everybody is against of their relationship, they did not stop loving each other though Romeo was banished by Juliet’s father and both families have a misunderstanding. I can say that their families wasted a lot of lives including the two young lovers’ lives because they let their egos rule before finding the appropriate solution for the problems of both parties. II. Body A. Characters: Romeo – Son of Montague who falls in love with Juliet. Juliet – A Capulet who falls in love with Romeo. Lord Capulet – Juliet’s father. Lady Montague – Romeo’s mother. Lord Montague – Romeo’s father. Count Paris – A friend of the Prince who wants to marry Juliet. Prince Escalus – Prince of Verona who provides for law and order. Friar Lawrence – The Priest in Verona. He marries Romeo and Juliet hoping it will unite both families. Friar John – Was supposed to deliver a letter to Romeo about Juliet and the Friar’s plan, but Romeo didn’t get it. The Nurse – Cared for Juliet during childhood. Mercutio – A good friend of Romeo. Balthasar – A servant and friend to Romeo. Benvolio – A friend of Romeo’s. Tybalt – Nephew of Lady Capulet. Samson – The Capulet servant. Gregory – He is a Capulet servant. Peter – Servant to Juliet’s Nurse. The Apothecary – A poor shopkeeper who illegally sells poison to Romeo. B. Setting The play is set in the thirteenth or fourteenth century in Italy in Verona and Mantua. Much of the action takes place in Juliet’s house. Two cities of Venice are also mentioned in the play. The Capulets and the Montagues, the main families of the play, are from noble lineage and wealth; they dress well, live in fancy surroundings, and are served by many attendants. The play’s basic setting, therefore, is rich and elegant. C. Plot For many years, an on-going feud between two families has caused much disruption in the city of Verona, Italy. The Capulets and the Montagues cannot seem to get along, and there have been many deaths among the two families because of it. Prince Escalus of Verona warns the two families that if the feud does not stop, the punishment will be death. The stage opens with servants of the Capulet and Montague families. They get into a minor argument. Romeo, a Montague, enters the stage. He has recently been denied the love of Rosaline. He is miserable over this. His friend and cousin, Benvolio, enters and decides that they will go to the Capulet feast, in disguises, so he can prove to Romeo that other pretty women exist. They all exit. At the feast, Romeo meets Juliet, the daughter of Capulet. Instantly, they fall in love. After the feast, Romeo sneaks into the Capulet orchard and visits Juliet. Here, they proclaim their love for each other. They decide to marry the next afternoon and they exit the stage. Romeo and his friend and confidant, Friar Laurence, enter. Romeo seeks the help of Friar Laurence, who agrees to marry Romeo and Juliet, in hopes that the marriage will end the feud between the two families. They exit. Later that afternoon, Tybalt, a nephew of Lady Capulet, enters. He meets Romeo and starts a fight with him, as he is angry that Romeo was at the Capulet feast. Mercutio, a friend of Romeo’s, is angered by Tybalt and challenges him to a duel. Tybalt kills Mercutio, and Romeo in response, kills Tybalt. He quickly flees the scene before he hears that the Prince has exiled him from Verona. All exit. Romeo and the friar enter. Hiding in Friar Laurence’s cell, Romeo tries to commit suicide. The friar will not allow Romeo to take his own life, and convinces him to go and see Juliet to say goodbye to her. Capulet enters and arranges for Juliet to marry Paris in three days. She refuses, but her father says he will disown her if she does not comply. They exit and Juliet enters in the friar’s cell. He gives her a potion that will make it appear as though she is dead. She exits. She reenters the stage (now at home) and agrees to marry Paris. Her father is so delighted with her obedience that he decides to move the wedding up one day, to the very next day (Wednesday). All exit. The next morning, Nurse enters and finds Juliet in her bed, apparently dead. The Capulets all enter with Paris and decide to have a funeral. All exit. Romeo, who is in Mantua, enters. His servant Balthasar enters and tells Romeo that Juliet is dead. Balthasar exits. Romeo doesn’t know that it is a fake death because he never gets the message from the friar. He buys a vial of poison from an apothecary and returns to Verona. Romeo enters at the Capulet tomb and sees Juliet (apparently) dead. Paris, who had entered previously, but had been hiding, recognizes Romeo as a Montague and challenges him. Romeo kills him, drinks the poison he bought, and dies. Just as Juliet wakes up from the potion the friar gave her, the friar enters the tomb. He hears noises and tries to persuade Juliet to leave with him. She refuses, sees Romeo dead next to her, stabs herself with Romeo’s sword, and dies. The Capulets, Montagues, and the Prince of Verona all enter the tomb and wonder what went on. Friar Laurence explains the story, and the Capulets and Montagues agree to end their family feud. D. Imagery and symbols Poison – Obviously it symbolizes how poison ended their love story even how much they wanted to fight for their love. E. Theme and Sub theme Forcefulness of love and Love as a cause of violence III. Conclusion A. Five lives, events/scene that attracted you. Why? 1. Romeo falls in love with Juliet at first sight. Juliet feels the same way about him. 2. Romeo confesses his love for Juliet. 3. Romeo makes arrangements with Friar Lawrence for his wedding to Juliet. 4. Romeo thought that Juliet is dead and then drinks poison. 5. Juliet wakes finding Romeo dead and kills herself and thrusts a sword thorough her body. I find these 5 scenes attracting because it prove how powerful love can be. The 5 lines and give the reason why you are attracted. 1. But soft! What light through yonder window breaks? It is the East, and Juliet is the sun! Arise, fair sun, and kill the envious moon, Who is already sick and pale with grief? That thou her maid are far more fair than she. Romeo, seeing Juliet at her window. He compares her to the sun, light that brightens his dark world. He had previously compared Rosaline to the moon. His love for Juliet, the sun, has risen and killed the feelings he had for Rosaline. 2. My only love, sprung from my only hate! Too early seen unknown, and known too late! Prodigious birth of love it is to me That I must love a loathed enemy. Juliet after the Nurse tells her that Romeo is a Montague. She has already fallen in love with him. The information has come too late to save them from this difficult situation. 3. These violent delights have violent ends And in their triumph die, like fire and powder, Which, as they kiss, consume. Friar Lawrence, warning Romeo to cool down his passion. Moderate love is less likely to lead to disaster than violent love. His warnings prove to be founded. 4. What’s in a name? That which we call a rose By any other word would smell as sweet. Juliet lamenting fact that her love is a member of the family that is a bitter enemy of her own. He is not defined by his name. They would be able to express their love freely if he were called anything else. 5. These violent delights have violent ends And in their triumph die, like fire and powder, Which, as they kiss, consume? Friar Lawrence, warning Romeo to cool down his passion. Moderate love is less likely to lead to disaster than violent love. His warnings prove to be founded. What do you think the novel contribute to you? In What way? It gave me an idea how love conquers all. It made me realize that nothing can stop love unless you, yourself decided to give up. I’ve learned that love builds, it also destroys. Is the novel worthwhile? Would you recommend it to others? Yes, it is worthwhile. I would definitely recommend it to others because people are very affected when they talked about love. This book will show how far you can go; how long you can be strong and how long will you fight in the name of love. What are the things you don’t like in the novel? If you were given a chance, what will you change to make it better? The part that I didn’t like the most is the ending. If I was William Shakespeare, I would make it a happy ending because they did everything to fight for their love. And obviously, people love happy endings. Over all generally what can you say to the novel? Short summary. In Romeo and Juliet, there are many different views of love shown. There is sexual love, romantic love, true love, spiritual love, unrequited love and love at first sight. The selflessness of Romeo and Juliet’s love – their willingness to die for each other, is in deep contrast to the hate between the Capulets and the Montagues. It’s about fighting their love to the fullest. They gave their best just to make their relationship right. They proved that nothing can stop you when you fall in love. It just shows that love is easy†¦ true love is not.

High School and Students Essay

Introduction The continuous deterioration of the quality of education in the Philippines has prompted the DepEd to push for the implementation of the K to 12 programs, which entails the institutionalization of kindergarten and the addition of two more years of high school in the basic education cycle. The proposal has spurred a heated debate on whether it could lead to improvements or just exacerbate thn e present state of education in the country. The Enhanced K+12 Basic Education Program in the Philippines has been officially started. It has been initiated by the Aquino administration where students will have to undergo a new system of education. This program will require all incoming students to enroll into two more years of basic education. Thus, the K+12 System will basically include the Universal kindergarten, 6 years of elementary, 4 years of junior high school with an additional 2 years for senior high school. Moreover, the program aims to uplift the quality of education in the Philippines in order for graduates to be easily employed. The program also aims to meet the standards required for professionals who would want to work abroad. Most importantly, the system aims to fully enhance and develop the students in order for them to be well-prepared especially in emotional and cognitive aspects. Through this, graduates will be able to face the pressures of their future workplace. However, not all are in favor of the K+12 Education. There are students complaining of the additional years and there are parents who are not in favor of the additional expenses. But indeed, it is an undeniable fact that additional years in the education system will really require more budgets not just from the government but from the parents as well. Aside from this, students will need additional classrooms, school supplies and facilities. The program would need more qualified teachers as well. The researchers believe that the K+12 Education in the Philippines would uplift the quality of lifestyle of the Filipino people. But, this could not be done without being prepared. And since the program has already been implemented, what is  more important now is for students to do their best and study despite of the lack of facilities. The Philippine educational system pursues the achievement of excellent undergraduates in the elementary and secondary level. Implementation of UbD is one of the proposals that undertook in the country recently. At present, the Department of Education pronounces the addition of two more years in the basic education of students, which according to them will benefit not only the Filipino youth but all the Filipinos in the Philippines. This proposal is part of P-noy’s Educational Reform Program. The administration asserts that with the implementation of such program, the problem of unemployment in the country will be resolved. In as much as employment in the Philippines is concerned, the K12 education also responds to the fact that most countries in the world already have the same plan in their educational institutions. With this, the standards of these countries go a notch higher than what the country has, thus, creating an expansion in the global competency. What can be really said about this plan? While the reaction of the public is divided, where some are in favor and some are not, here are several issues that point out to the aggression of opposing groups especially the parents to this program. One of the main problems in the Philippines which the government needs to resolve is the lack of school and classrooms in the different parts of the country. It is important that students stay in a place that is conducive for study while they are away from home. In addition, with teachers go abroad to teach, or do another job, there is already a shortage of educators in schools that mold the minds of learners. And this deficiency has become a problem for the country in the past several years. Finally, there is a need for students to utilize the appropriate instructional materials and school equipment for them to learn and gain the necessary knowledge in school. This lack of accessibility in books and other school supplies clearly manifest the scarcity in the public schools in the country. There is nothing wrong in aiming the other fraction of a horizon, and that is what the government attempts to accomplish. It is in fact an indication that to aspire for something higher, one must carry out certain actions to achieve the goal. However, the administration also ought to realize and clearly understand what the educational system in the Philippines needs to develop primarily. The mentioned issues above are only a few elements that entailed to be resolved. At some point, the Philippines cannot go ahead unless the concerns are faced and the difficulties are completely solved. There are a lot to be done to improve the competency of the youth. The government does not need to gaze from afar. ? Conceptual Framework The framework of this as can be viewed below was anchored on the dependent variable, student’s perception on the K+12 policy as the independent variable. Research Paradigm Fig. 1 Dependent Variable Independent Variable Statement of the Problem Major Problem: 1. What is the perception of the STMA high school students on K12? Minor Problems: 1. What are the advantages and disadvantages of K12? 2. Does the student agree on the K12 policy? ? Hypothesis This study assumed the following: 1. That students have different definition about the K12 policy. 2. That students believe that K12 is a waste of time. 3. Most students will not finish high school. Scope and Delimitations The target respondents of the study are the high school students of the current academic year (2011-2012) randomly selected across all year level. It is limits itself on the perceptions of the students on the said topic and their preconceived notion. Significance of the Study. This study is about the perception on K12 policy among parents and high school students of St. Thomas More Academy academic year 2011-2012. The persons that would benefit from the study are the following: Students A better understanding on K12 policy would benefit the students on increasing their knowledge. Teachers The finding of this study may likewise motivate and challenge them to guide their students on matters regarding K12 policy related issues considering the philosophy of loco parentis or the second parents; teachers will be able to explain things. Parents will be enlightened on how best to explain to their children matters pertaining to K12 policy. ? Definition of terms The following special terms has been sued to suit this study: Deteriorate To make or become worse in character, quality, etc. Exacerbate To increase the severity, bitterness, or violence of; aggravate. PerceptionPoint of view; Opinion Promptto obey ENDNOTES Websites: www. wikipedia. com www. wiki-answers. com http://wiki. answers. com/Q/What_are_the_advantages_in_having_k_plus_12? CHAPTER II REVIEW OF RELATED LITERATURE ? CHAPTER II REVIEW OF RELATED LITERATURE. In preparing this study the researchers seriously looked for different books, newspapers articles and other media as point of reference. There are numerous sources that the researchers found especially on the internet related to these. The researchers carefully examined the following related literature; If the K-12 Education Plan becomes successful, then the Philippine education system can become more competitive among other countries around the world. Though there are still some problems that the government needs to solve before they can successfully implement the plan. The proposed program is good but it still won’t work if the needed elements to make it work aren’t present. Such element includes the number of public school classrooms plus the adequate supply of classroom chairs, books, etc. If the government could allot a bigger budget to educational needs, then we could be one-step ahead towards the success of the K-12 program. Furthermore, parents (especially those who belong in the poor sector) should be properly informed and motivated of the advantages of the K-12 Education Plan. This is very important since parents play a major role in providing the child’s school allowances, supplies, and fees for other school projects and activities. Add to that the support of parents towards their children in terms of guidance and teaching. The DepEd seems all set to add two more years to the country’s 10 year basic education curriculum. This is a very tough issue to crack. We think it is a clash between reality and the ideal. A question unanswered – is this for the common good? The truth is there are already many problems at the current 10-year curriculum and it has nothing to do with number of years. To enumerate a few – there are not enough qualified teachers to teach all the students; that is made worst with just too many students; there are not enough classrooms and schools to comfortably fit all the students (not to mention not enough bathrooms and water supply); there are not enough books; add the problem of poor quality books, on top of that there are not enough facilities and finally very high dropout rates. The latter, high dropout rates are being caused by something out of the education system but affects large part of the population – poverty. There are just so many poor families and they are so poor that many of them cannot afford to pay for the already meager amount needed for the education of their children. Grade school and high school are free in public schools with parents needing to just spend on uniforms, fare and some expenses. The tuition which normally accounts for a very large share of the total expenses are free and yet most poor families can still not afford of what is left for them to spend. It is not that the expenses are high, it’s just their income is very, very low. It is this inability to afford the other expenses that has caused a very high dropout rate among students. This plan of the DepEd to add two more years will of course not solve any of the above problems. In fact, it will only extend all those problems by two more years. A longer basic education will also mean even higher dropout rates. Then there is the problem of additional expenses for the government. As of now, with the 10 year curriculum, there is already desperate lack of classrooms and schools. The public schools cannot turn the student’s away when they show up to enroll. To cope many public schools have crammed as many students as they can inside the classroom with classrooms crammed with chairs from wall to wall. Not enough, the schools conduct classes in at least shifts, in some instances classes held very early in the morning till late in the evening. With two additional years, the schools will definitely need to construct new buildings and classrooms or God forbid conduct classes 24/7. The above is the reality part. On the government side, in the discussion paper it disseminated during its press conference last Oct. 5, the Department of Education (DepEd) has given at least nine reasons for the K+12 project: 1. â€Å"Enhancing the quality of basic education in the Philippines is urgent and critical. † 2. â€Å"The poor quality of basic education is reflected in the low achievement scores of Filipino students. One reason is that students do not get adequate instructional time or time on task. † 3. International test results consistently show Filipino students lagging way behind practically everybody else in the world. In the 2008 mathematics exam, for example, we came in dead last. 4. â€Å"The congested curriculum partly explains the present state of education. † Twelve years of content are crammed into ten years. 5. â€Å"This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education. † If ten years were adequate, how come employers do not hire fresh high school graduates? How come most high school graduates flunk the UPCAT? 6. â€Å"Most graduates are too young to enter the labor force. † Since most children start Grade 1 when they are 6 years old, they do not reach the legal employable age of 18 when they graduate from high school today. 7. â€Å"The current system also reinforces the misperception that basic education is just a preparatory step for higher education. † Why prioritize the minority of high school graduates that go to college? 8. â€Å"The short duration of the basic education program also puts the millions of overseas Filipino workers (OFWs), especially the professionals, and those who intend to study abroad, at a disadvantage. Our graduates are not automatically recognized as professionals abroad. † The best examples are our engineering graduates, who are condemned to international jobs not befitting their professional status due to our not having a 12-year basic education cycle. 9. â€Å"The short basic education program affects the human development of the Filipino children. † If we believe that 17-year-old high school graduates are emotionally, psychologically, and intellectually mature, why do we require them to get parental consent before they get married? On the other hand, those opposing the plan put forward the following arguments: 1. Parents have to shell out more money (for transportation and food) for the education of their children. 2. The government does not have the money to pay for two more years of free education, since it does not even have the money to fully support today’s ten years. DepEd must first solve the lack of classrooms, furniture and equipment, qualified teachers, and error-free textbooks. 3. We can do in ten years what everyone else in the world takes 12 years to do. Why do we have to follow what the rest of the world is doing? We are better than all of them. Filipinos right now are accepted in prestigious graduate schools in the world, even with only ten years of basic education. 4. As far as the curriculum is concerned, DepEd should fix the current subjects instead of adding new ones. The problem is the content, not the length, of basic education. As an editorial put it, we need to have better education, not more education. 5. A high school diploma will not get anybody anywhere, because business firms will not hire fresh high school graduates. 6. Every family dreams of having a child graduate from college. 7. While students are stuck in Grades 11 and 12, colleges and universities will have no freshmen for two years. This will spell financial disaster for many private Higher Education Institutions (HEIs). 8. The drop-out rate will increase because of the two extra years. ? . CHAPTER III METHODOLOGY ? Chapter III Methodology This chapter deals with the methodology of the studies. This is presented on the following sections: (a) Research design (b) Sampling Technique (c) Instrumentation (d) Data-gathering procedure and (e) Statistical treatment of data. Research Method The descriptive survey method was man used in this research. The descriptive method is concerned with the analysis of the relationship between non-manipulated variable employing the use of the development of generalization. This means that variable have already occurred and are just selected and observed Fraenkel and Wallen (1998) also define the descriptive research as involving collection of data in order to test hypothesis and answer questions concerning the current status of the subject of the study. Since the study deals with perceptions of parents and high school students on K12 policy of the Philippine government academic year 2011-2012, the descriptive survey method was deemed appropriate to be used. [[[[ Sampling Technique The population of the study involved a total number if 496 respondents randomly selected representing at least more than half of the school’s population irrespective of the age, year, selection and gender. Research Instrument The researchers devised a self-made questionnaire designed to obtain information related on the objective of the study. It consisted of the following parts: Part I – This part of the questionnaire dealt with personal information regarding the respondents (name and section). Part II – This part of the questionnaire was intended to ask the respondent’s definition about K+12. Part III – This part of the questionnaire was intended to ask the respondent’s idea about the advantages and disadvantages of K12. Part IV- This part of the questionnaire was intended to ask the respondent’s opinion about the benefits of K+12. Data Gathering Procedures. The following data gathering procedures guided the researchers Phase 1 – a copy of the questionnaire was presented to the thesis adviser. The researchers asked for his comments and suggestions; Phase 2 – the researchers presented the edited questionnaire and asked for further assistance from parents. It was then presented for approval to the school principal who gave valuable insight and ideas on how best the data can be gathered. Phase 3 – the researchers conducted data gathering procedures during first week of February. The figure below is the flowchart of the Data Gathering Procedures done by the researchers. Fig. 2 Statistical Treatment of Data For analyzing the data, the researchers will be use of the following statistical tools: Percentage This refers to the number of parts per one hundred. It is a statistical tool used to express how large one quantity is, relative to another quantity. To get the total percentage of specific number and total number respondents in the questionnaire the formula is: % = F/N * 100 Where N=370 Unless otherwise stated the above formula will be used except for multiresponse questions or for gender based questions. ? Presentation and Data Analysis Table 1 1. How do you define K12? This table is a multi-response item which showed that majority of respondents surveyed that they defined K12 as an added two years in high school with 77. 57% followed by it is an academic program with 20. 54% and a government policy with 15. 41%. ? Table 2 2. What are the advantages of it? The preceding multiresponse table2 showed that majority of respondents surveyed said that the advantage of K12 policy is to gain more knowledge with 62. 97% followed by more chances to have work with 29. 19% and free OJT with 18. 65%. ? Table 3 3. What are the disadvantages of it? Multiresponse table 3 showed that more money to spend was the top disadvantage of K12 with 79. 19% followed by waste of time with 16. 22% and lack of leisure with 15. 41% as the final point of view. ? Table 4 4. Do you agree on K12 policy? More than half of the respondents said that they disagreed on the K12 policy with 67. 57% and the remaining 32. 43% of the respondents agreed. ? Table 5 5. Do you think you will be well educated if you graduated under the K12 system? Table 5 showed that the majority of the respondents agreed that they will be well educated if they graduated under the K12 policy with 70. 27% and the other respondents left disagreed with 29. 73%. ? Table 6 6. In K12 system, do you think it will be helpful to all students? The greater part of the respondents believed that K12 policy will be helpful to the students. ? CHAPTER IV SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ? CHAPTER IV Summary, Conclusions and Recommendations This chapter presents the summary of findings, conclusions and recommendations. Summary of Findings. This first table is a multiresponse item which showed that majority of respondents surveyed that they defined K12 as an added two years in high school with 77. 57% followed by it is an academic program with 20. 54% and a government policy with 15. 41%. The second table is also a multiresponse item which showed that majority of respondents surveyed said that the advantage of K12 policy is to gain more knowledge with 62. 97% followed by more chances to have work with 29. 19% and free OJT with 18. 65%. Multiresponse table 3 showed that more money to spend was the top disadvantage of K12 with 79. 19% followed by waste of time with 16. 22% and lack of leisure with 15. 41% as the final point of view. Table 4 illustrates that more than half of the respondents said that they disagreed on the K12 policy with 67. 57% and the remaining 32. 43% of the respondents agreed. With this, it showed that the most of the students doesn’t like to implement the K+12 policy due to their concern for their time and to their parent’s money.. Table 5 proved that the majority of the respondents agreed that they will be well educated if they graduated under the K12 policy with 70. 27% and the other respondents left disagreed with 29. 73%. In table 6, it shows that the greater part of the respondents believed that K12 policy will be helpful to the students. Conclusions It has proved that the respondents showed their different views or perceptions on the K-12 system of education in the Philippine government. The following conclusions have been drawn: 1. That students were all informed and yet educated what the K-12 system is about. 2. That disadvantages were showed by the majority of the students through the data gathered whereas it resulted the students not to agree on the said system. 3. That students will be well educated after finishing the K-12 system in their education. 4. And on the other side it will be a great help to the students to learn more and adequate information that will mold them into a better person. ? Recommendation It is with fervent wish of the researchers that the following recommendations be considered by the concerned; Students 1. Responsible is the key to the effectiveness of this program. 2. Should be responsible enough to fulfill the given task of their teachers. Teachers 1. Teachers should encourage their students to open up if they have their problems on their subjects. 2. Since teachers are willing to help the students be more cooperative and open-minded to develop their skills and studies. Schools 1. Schools should provide clean and green surroundings. 3. Monitor the students in having gangs/fraternities. 4. They should provide and recuperate their facilities. Parents 1. Parents should help their children in their problems. 2. Parents should encourage their children to keep not neglect their studies. ? St. Thomas More Academy Incorporated Molino III, Bacoor, Cavite Survey questionnaire Title: Perception of STMA High School Students on the K12 policy of the Philippine Government Name: Year and Section: 1. How do you define K12? a. added two years in high school b. academic program c. government policy 2. What are the advantages of it? a. free OJT b. more chances to have work c. gain more knowledge 3. What are the disadvantages of it? a. waste of time b. more money to spend c. lack of leisure 4. Do you agree on K12? a. no b. yes 5. Do you think you will be well educated if you graduated under the K12 system? a. yes b. no 6. In K12 system, do you think it will be helpful to all students? a. yes b. no. Title: Perception of STMA High School Students on the K12 policy of the Philippine Government Name: Year and Section: 1. How do you define K12? a. added two years in high school b. academic program c. government policy 2. What are the advantages of it? a. free OJT b. more chances to have work c. gain more knowledge 3. What are the disadvantages of it? a. waste of tim b. more money to spend c. lack of leisure 4. Do you agree on K12? a. no b. yes 5. Do you think you will be well educated if you graduated under the K12 system? a. yes b. no 6. In K12 system, do you think it will be helpful to all students? a. yes b. no.