Non-Malignanat Palliative Care -Assignment 2 Assignment

Non-Malignanat Palliative Care - 2 - Assignment Example lignant conditions which need palliative care because of the degree of suffering in the end-stage. One such disease is chronic obstructive pulmonary disease (Croft, 2005). Patients with this condition develop many symptoms which cause great discomfort and despair not only to the patient but also their dear ones. According to Deane (2008), "patients with chronic obstructive pulmonary disease follow a slowly-declining disease trajectory, punctuated by acute episodes of ill health, until the acute episode that proves to be the fatal one." â€Å"More often than not, death is sudden and unexpected† (Deane, 2008). The only solace to such patients would be to provide a comprehensive care which takes care of the physical, psychological, emotional, spiritual and religious needs of the patients so that they lead a peaceful life until their death (Croft, 2005). Such a care is known as palliative care. In this project various aspects of palliative care will be discussed which are individu alized and tailor-made to a 85 year old patient by name James with chronic obstructive pulmonary disease in end-of-life situation. Palliative care needs of patients with COPD James is a known patient of chronic obstructive pulmonary disease and suffers from severe breathlessness, distress, despair and discomfort. Chronic obstructive pulmonary disease or COPD is a devastating medical illness which causes a great degree of human suffering (GOLD, 2008). It characterized by non-reversible airway obstruction due to either emphysema or chronic bronchitis or both. It is not only a major health issue but also a significant source of economic and social burden (Fromer and Cooper, 2008). One of the most frightening and debilitating symptom of COPD is breathlessness which is progressive. The most common cause of COPD is cigarette smoking (Silvermann and Speizer, 1996). This condition affects about 15% of cigarette smokers (NICE, 2004). Many patients with COPD do not receive appropriate end-of0 life care because of the unpredictable course of their disease (Deane, 2008). Along with these symptoms, patients with COPD have other co morbidities which need to be managed too (Deane, 2008). Though the clinical course of COPD is not predicable, end-of-life care is yet possible. In the last year of life, patients like James with COPD are likely to suffer from chronic dyspnea, low mood, weakness, easy fatiguibility and pain (Deane, 2008). COPD most commonly presents as acute infection of the lungs or cough that is productive. The disease is progressive and eventually, the patient develops breathlessness which, over the course of the disease because the most predominant and distressing syndrome. The patient also begins to suffer from exercise intolerance and also easy fatiguibility. All these symptoms make the life of the patient miserable and helpless. The main reason for breathlessness is poor oxygenation of the lungs and ventilation perfusion defects.

Teaching Nonverbal Communication Research Proposal

Teaching Nonverbal Communication - Research Proposal Example There are many styles and techniques in teaching. Some are more effective than others and not all of them are standardized. The active learning technique is a rather uncommon way of teaching and as expected, not many teachers agree to use this method mainly because it is unconventional and others are simply not comfortable doing so. As it was mentioned in the article Vol. 50/No. 3 89, "Lectures remain the primary method of instruction in higher education despite several limitations". The word several here as it was used in the description, is not merely an expression or an exaggeration, but an accurate way to describe the limits of the traditional classroom teaching, more commonly known as "lecture". In the lecture setting, as we all know and experience, we all sit and listen and only the teacher is the one sharing information from his point of view. He may ask questions from time to time to see if the students understood the lesson or ask if the students have any questions regarding the topic. Some teachers do it in a more interactive manner, but it still does not provoke creative thinking. As compared to active learning, which Professors Schwebel experimented on, students were able to do a "hands-on" experience learning non-verbal communication. In the activity, students were asked to do a role play of both an interviewer and interviewee alternately. As instructed, the interviewees did all that they can to show that they are not listening. Some played with their pens, rolled their eyes, or avoided eye contact, which they found out later was non-verbal communication. This way, the students experienced how non-verbal communication can affect

Right to Education Essay Example for Free

Right to Education Essay On 12 April 2012, in its historical decision the Supreme Court (SC) of India threw its weight behind the Right of Children to Free and Compulsory Education Act, 2009. The court upheld the constitutional validity of RTE Act that guarantees children free and compulsory education from the age of 6 to 14 years of age. The judgment makes it mandatory for the government, local authorities and private schools to reserve 25 percent of their seats for ‘weaker and disadvantaged sections’ of society. The decision has wiped away many apprehensions regarding the future of the Act. It has been welcomed by academicians, politicians, journalists and others. The Union minister for human resources development Mr. Kapil Sibal, articulated, â€Å"RTE can be a model for the world†. While there has been enthusiastic praise of the judgment, concerns related to quality, finance, ensuring of 25 percent reservation in private schools and change in classroom structure cannot be thrown into the winds. The amount put aside by Finance minister Pranab Mukherjee, for the Sarva Shiksha Abhiyan is only Rs. 25,555 crores for 2012-13, which falls short of the recommended financial requirement of Rs 1. 82 lakh crore. From where will the rest of amount come? According to Kapil Sibal (2012) more than 90 percent of households will have to enroll their wards in government schools. Thus 90 percent of households’ wards will have poor access to education; if at all they are enrolled in schools, as the quality of education in government schools is a matter of serious concern. There is no clarity on how 25 percent reservation in private schools will be filled. There may be more than one private school in a neighborhood, so how will they decide who will go where? How will reservation in private schools be monitored? The 25 percent reservation in private schools will dramatically change the structure of classrooms in schools. Whether diversity of classroom will create democratic learning environment and enhance teaching learning process or will it put children from ‘weaker and disadvantaged sections’ in discomfited position? Concern of Quality Education One of the primary objectives of Right of Children Free and Compulsory Education Act, 2009 is improving quality education. The quality of elementary education, particularly in government schools, is a matter of serious concern. The quality of school education depends on various variables which includes physical infrastructure, method of teaching, learning environment, type of books, qualification of teachers, number of teachers, attendance of teachers and students and so on. There has been substantial progress in increasing enrollment with national average now at 98. 3 percent (2009-2010) according to official statistics. However, the attendance of pupils in class rooms has declined. In 2007, 73. 4 percent students enrolled for Standards I-IV/V were present in class, which has fallen to 70. 9 percent by 2011 (EPW, 2012). Fayaz Ahmad (2009) came with the findings that despite lack of staff in government schools, teachers remain absent on rotational bases. He adds that due to vacancies for teacher, absenteeism of teachers and poor infrastructure in government schools classrooms are multi-grade, i. e. one teacher attending to children from different grades in a single classroom. The attendance of teachers and students in schools is directly related with the quality of education. Furthermore, mere enrollment of children in school does not fulfill the aims of RTE. Amman Madan (2003) argues ‘the question of reform in Indian education has usually been conceived of in narrow ways – putting children in school and getting schools to function efficiently’. Despite high enrollments in schools 50 percent of children studying in the fifth grade lack the reading skills expected of children in the second grade (Annual Status of Education Report, ASER 2010). Ensuring 25 percent Reservation The RTE, Act, 2009 clause, 12 (1) (c) mandates for private schools to admit quarter of their class strength from weaker section and disadvantaged groups 1. The constitutional validity of this clause was challenged in the apex court of country. However on 12, April 2012, a bench of Chief Justice S . H. Kapadia, Justice K. S Radhakrishnan and Swatanter Kumar upheld the constitutional validity of the Act. In response to the Supreme Court order, HRD minister Kapil Sibal said, â€Å"I am very happy that the court has set all controversies at rest. One of the biggest controversies was on whether the 25 percent reservation applies to private schools or not†¦ that controversy has been set to rest. †2 Reacting to the 25 percent reservation Krishna Kumar (2012) penned down â€Å"most ambitious among its objectives is the social engineering it proposes by guaranteeing at least 25 percent share of enrolment in unaided fee-charging schools to children whose parents cannot afford the fee. † Both Krishna Kumar and Kapil Sibal did not give indepth critical insight to the provision. The questions like, what will be the mechanism of selection process of 25 percent children from ‘weaker and disadvantaged sections’. Some private schools are very reputed and provide very high quality of education and some are either at par with government schools or little ahead. There is a hierarchy of private schools which are stratified in quality education. Who will go where what will be the criteria for that? Furthermore Indian society is patriarchal in nature, boys are even served good food in comparison to girls how one can expect parents or guardians will send a girl child to these private schools, if at all they agree to send a girl child to school. The reservation benefits will go to a particular gender of society. This will further reinforce and reproduce gender bias and social inequality in society. Thus RTE itself creates a vacuum for â€Å"reproduction of culture†. Fayaz Ahmad (2009) underlines, parents prefer schooling for their girl child but prefer government schools for them in comparison to a male child. The important finding which has been revealed by Fayaz Ahmad (2009) is the enrollment shown in schools was higher than what actually it was. This was done to get mid-day meals for more and more children so that teachers can save some money to bear other hidden expenditures and avoid wrath of authorities for poor enrollment. Despite employment of Resource Persons and Zonal Resource Persons by Jammu and Kashmir government in the department of school education ,who are obliged to ensure smooth and normal functioning of schools, such kind of loopholes are observed, how can the government ensure that private schools will follow the provision of 25 percent reservation. Change in the Structure of Classroom and Beyond. The RTE Act directed all schools, including privately -run schools, to reserve 25 percent of their seats for students from socially and economically backward families. That means, quarter of students in classes will be from marginalized section of the society. This will change the structure of classes. Krishna Kumar (2012) maintains â€Å"a classroom reflecting life’s diversity will benefit children of all strata while enriching teaching experience. † He further adds â€Å"classroom life will now be experientially and linguistically richer. It will be easier to illustrate complex issues with examples drawn from children’s own lives. † He rightly articulates that class room will reflect diversity and will be experientially and linguistically richer. But his argument that classroom diversity will benefit children from weaker section of society is hypothetical and ambiguous. School education can’t be separated from its social context, those who teach and learn carry with them attitudes, beliefs, habits, customs, orientations which differ from class to class. The elite schools have their own culture which suits to children of upper class. The teaching-learning environment at these schools suits children of upper class while children from weaker section may find themselves alienated from the schools. Bernstein (1971) while examining the mode of communication of working and middle class argues that both have different mode of communication and most of the teachers in schools belong to middle class which gives edge to middle class children in learning. Bourdieu(1977) empirical research in France explores that performance of a child in school on his access to cultural capital. He maintains that children of upper classes are able to understand contents of knowledge better than their counterparts belonging to marginalized sections of society. The present experience of India with mixed or diversified classroom is not encouraging. The children from marginalized sections of society are discriminated in the classroom on the bases of gender, caste, and ethnicity. Despite Indian constitution strictly prohibits discrimination on the bases of caste and other social backgrounds and makes it a punishable act yet children from marginalized sections are discriminated in schools. How can discrimination of ‘weaker and disadvantaged sections be prevented? There are various theoretical and empirical studies which have come up with that children from lower classes are at a backfoot in schools in the learning process. They are more vulnerable when enrolled in elite schools. Conclusion Indian children now have a precious right to receive free and compulsory education from the ages of 6 to 14 years of age. The government will bear all the expenditures of schooling. The act has mandated for private schools to reserve quarter of classroom strength for deprived sections of society, which will change the structure of classrooms in elite schools to school who are not yet enrolled. However, there are many apprehensions with regard to achieving desired goals through RTE. By pressing for 25 percent reservation for the ‘weaker and disadvantaged sections’ of society, government has acknowledged poor quality in government schools where more than 90 percent of households in the country will have to enroll their children even if 25 percent reservation is implemented in true sense. This means that there will be further diversification of society in India. There are also concerns whether those enrolled in private schools will cope and adjust with education system and culture of elite schools. There are many other loop holes which are pressing and challenging in the way of RTE: quality education, funding, teacher skills and enhance of reservation policy are some major concerns. Despite the flaws in the way of RTE Act, it is important to simultaneously ensure proper implementation of the Act. —————————————- Footnotes 1. The Gazette of India, http://eoc. du. ac. in/RTE%20-%20notified. pdf 2. Dhananjay Mahapatra Himanshi Dhawan(2012) Times of India, RTE:Govt Subsidy to be based on KV expenditure, New Delhi, 13 April. References. Ahmad, Fayaz (2009) â€Å" A Sociological Study of Primary Education Among Girls: With Special Reference to Block Hajin of District Bandipora† Dissertation, Barkatullah University. Annual Status of Educational Report (2010): â€Å"Annual Status of Educational Report ( Rural) , assessed 21April 2012: http://www. pratham. org/aser08/ASER_2010_Report. pdf Bernstein, B (1973): â€Å"Class Codes and Control: Applied Studies towards a Sociology of Language†, London, Routledge Kegan Paul. Boourdieu,P (1977): â€Å" Cultural Reproduction and Social Reproduction†, In Karabel, J and A. H, Halsey, (ed), Power and Ideology in Education. OUP Economic and Political Weekly (2012): â€Å"The Right to learn: Two Years after the Right to Education Act, the government needs to focus on quality†,16 April, Vol XLVII No 16. Kumar, Krishna (2012): â€Å"Let a hundred children blossom: A classroom reflecting life’s diversity will benefit children of all strata while enriching teaching experience. †, The Hindu, Delhi,20 April 2012. Madan, Amman (2003): Education as Vision for Social Change, Economic and Political Weekly May 31, 2003 pp. 2135-2136 Sibal, Kapil (2012): â€Å"Admitting kids from weaker sections while not lowering quality of teaching will be difficult for pvt schools, but it can be done: RTE Can Be A Model For The World† The Times of India, New Delhi, 20 April. The Right of Children to Free and Compulsory Education Act, 2009, popularly known as the Right to Education (RTE) Act, came into being in India from April 1, 2010. The Act introduces a number of changes in education delivery through schools in India. Many of the changes are simply revolutionary, and if they are implemented properly will vastly improve the system of imparting education in the country. The Act is a landmark in the history of education related legislation in India. However, some of the provisions of the Act, although included with noble intentions, will have unintended consequences that might counter some of the advantages of the new system itself. The Right of Children to Free and Compulsory Education Act, 2009, as published in the Gazette of India [No. 39, Dated August 27, 2009] makes for interesting reading. I present below a critique of some of the salient provisions of the Act, and elucidate how these provisions also have unintended consequences that have not been addressed. Along the way, I also provide suggestions on what could be done better. Category 1: Decisions relating to screening and failing students (Section 16) No failing allowed: Section 16 of the RTE Act states that no child shall be failed in any class or expelled from school till he or she completes elementary education (defined as education imparted from Class 1 to Class 8). The Act also provides for special training for students who are deemed to be deficient and deserving of extra help. The Government reasons that failing a child is wrong, no matter the level of learning deficiency the child exhibits with respect to his or her peers. Any such deficiencies, the Government thinks, can be made up through special training provided by the school authorities under Section 4 of the Act. The intention of this rule is no doubt to support those children who are not able to attain the level of performance required to gain admission into the next class. Through this provision, the Government wants to reinforce that performance standards are relative, that failing a child is an unjust mortification for the child’s persona, and that a child younger than 14 is too young to be explicitly classified as deficient compared to his or her peers. While all these reasons hold good, a number of issues remain unaddressed: Skill development: While it is true that failing a child may well cause the child to intensely doubt his or her abilities, the Government fails to appreciate that failing a child also serves as a protective mechanism. Under the mechanism of failing, a child whose skills are clearly deficient with respect to his or her peers is held back in the same class and denied promotion. Failing therefore also acts as a protective mechanism, allowing a child to spend more time in the same class to make sure that he or she gains skills commensurate with his or her peers, and acts as a crucial aid in skill development. Under the new system, however, the child graduates to the next class regardless of performance or skill level in the previous one. The system then provides for special attention (through Section 4 of the Act) for such a child in the higher class to make up the deficiency in skills and ability. The critical question is – can a child who is unable to bear the workload of a junior class now deal with the workload of a senior class in addition to taking special classes? The embarrassment of failing, which under a system of failing a weak student is corrected at the first stage of inadequacy, now carries over into senior classes. This only accentuates the embarrassment that a child faces because of an increasingly steep learning curve which he or she finds ever more difficult to negotiate as compared to his or her peers. As a consequence, the child faces academic seclusion in the higher class. No feedback mechanism: Failing also acts as an important feedback mechanism, making the child and his parents and teachers aware that the child is deficient in critical skills. It also acts as feedback for teachers – if more students fail in a teacher’s class than those in other teachers’ classes, the teacher’s methods and effectiveness should be put under the scanner. However, under the new system, when every child is promoted to the next class irrespective of performance, both parents and teachers in general put in less of a marginal effort to ensure development of the child. The onus to support the child is passed from teachers and parents to schools (through Section 4 of the Act), and rarely, if ever, will teachers be held accountable for falling standards of teaching. Similarly, the incentive for children to learn is diminished, because the fear of failure and the repercussions of non-performance are removed. No doubt all consuming interest rather than fear should be the motive for sustained academic development of children but a system that ensures less accountability for all concerned (students, parents, and teachers) in no way creates a case for substituting ‘fear’ with interest. The stick has been removed, but where is the carrot? Postponing development does not work: One reason often put forward is that failing creates a frustration and lack of confidence in the child, causing them to drop out of school. However, a child that is deficient in skills will find it even harder to catch on in a senior class. The frustration and inclination to quit will therefore be even stronger. Ultimately, the child may be inclined to drop out of school in frustration with the system (experienced over a number of years) rather than with just a particular teacher or class. With the latter, there is still hope to bring the child back into the system. With the former, even that is gone. Inability to deal with failure: A child who does not learn the value of accountability, performance, and hard work in the initial stages of its schooling will be ill-equipped to meet these constants of life in later stages. The child will grow up not with resilience, but with a sense of entitlement, feeling that it is the duty of teachers to provide special training when he or she does not perform. When this sense of entitlement is suddenly removed after 14 years of age, the child may well feel deprived, unsupported, and unable to deal with performance expectations. Rewarding competence is the rule in all professions and vocations – why not embed it into the child at an early age? Category 2: Prohibition on physical punishment and ‘mental harassment’ (Section 17). Section 17(1) of the Act prohibits physical punishment or mental harassment of students. While a ban on physical punishment is laudable, the one on mental harassment is incompletely defined. What, after all, is ‘mental harassment’? It could be anything from a light admonition for not completing homework to vile abuses meant to strip the student of all self-respect. The Act sheds no further light. The problem then becomes one of establishing the commission of mental harassment itself. When rules are incompletely defined, they are subject to manipulation and misuse. Consider the plausible scenario when the rule on mental harassment is sought to be enacted. The clear and visible effect is that teachers will not be able to physically punish or mentally berate students. However, there are also some unseen effects. No clear escalation mechanism: One of the unseen effects is that in rural areas and impoverished regions, where acts of mental harassment are most often carried out, these acts are not even reported (except in severe cases). This is because the child risks arousing further displeasure of the teacher concerned, and is not assured of action in any case. Section 17(2) of the Act prescribes disciplinary action against any teacher violating the rule. However, in a set up where mental harassment is hard to establish, reporting mechanisms are poor, the social matrix favours teachers, and where administrators are already feeling a crunch of available teachers, strong action against the guilty is unlikely. If at all it is to be more effective, the provision needs to be given more teeth – establish a uniform reporting and escalation mechanism for teacher misconduct and ensure that whistleblowers are not at the receiving end of punitive measures. ‘Mental harassment’ not clearly defined: In an urban, metropolitan setting, again the loose definition of mental harassment becomes a problem. Here, students are more empowered, and find it easy to report any behaviour which would constitute ‘mental harassment’ in their opinion. In such schools, errant behaviour from students is encouraged because any admonishment, even if it is meant to serve as a correction, can be (mis)interpreted as mental harassment. This will reduce the effectiveness of teachers to administer suitable admonitory measures to this class of students. A solution for improvement, then, seems to be introduction of a uniform escalation and protection mechanism for students, along with clearly defining what mental harassment constitutes, allowing students and teachers to be aware of potential violations when they occur. Category 3: Only ‘recognized’ schools allowed to function (Section 18) Schools which do not have a certificate of recognition from the local authority or government shall no longer be allowed to function, under Section 18 of the Right to Education Act. If such a school is already functioning, the Act prescribes that it be shut down within 3 years if it fails to meet norms. If a new school is set up, it must conform to the norms for a school as laid out in the Schedule of the Act, or be shut down within three years. The norms themselves prescribe minimum teacher-student ratios for different classes, the existence of a permanent building, minimum number of working hours per teacher, and a functioning library, among other things. There is no doubt that a school which provides all of these will be superior in imparting education to an institution which provides only some of these. However, two main difficulties arise – it is erroneous to conclude that private, unrecognized schools offer a quality of education that is less than that offered by recognized schools, and banning private unrecognized schools further aggravates the problem of scarcity of formal education institutions. Unrecognized schools may be better than recognized ones: In a study conducted on private, unrecognized schools in the slums of East Delhi in 2004-05[1], James Tooley and Pauline Dixon from the University of Newcastle found that there were more unrecognized schools than government schools in the locality. In this research paper, the authors found, through unannounced visits, that a higher number of teachers were teaching in private unaided schools as compared to government schools. Further, they found that private unaided schools (including unrecognized ones) had superior or similar inputs than government schools. Most significantly, in this study, Tooley and Dixon found that children in unrecognized private schools scored 72% higher in Mathematics, 83% higher in Hindi, and 246% higher in English than students in government schools. Students in private unaided schools were found to be more satisfied with facilities being provided to them than their counterparts in government schools. Teachers in these schools reported a level of satisfaction similar to that reported by teachers in government schools. Importantly, even head teachers or principals were reported to maintain closer monitoring on teachers in private unaided schools (including unrecognized schools) than in government schools. Considering that monitoring and continuous evaluation of teachers is an important element of the strategy under the new Act, this last point gains even more significance. In another study conducted by Tooley and Dixon[2] in 918 schools within a locality in Hyderabad, 37 percent were found to be private unrecognized schools, compared to only 35 percent government run schools. Around 65 percent of school-going children in the area went to the private, unrecognized schools. It may be argued that this study was conducted only in particular areas, and that things might be different in other parts of the country. This notion is refuted by another study done by Karthik Muralidharan and Michael Kremer of rural private primary schools in India in 2003[3]. This study, as claimed by the authors, is a â€Å"nationally representative survey of rural private primary schools in India conducted in 2003†[4]. While conducting this research, the authors found that private schools are most common in areas with poor public school performance. In spite of paying lower teacher salaries, these schools have children with higher attendance rates and higher test scores. The teachers are 2 to 8 percentage points less likely to be absent as compared to public school teachers, and 6 to 9 percent more likely to be engaged in regular teaching activity. These research studies do present strong evidence for the view that private unrecognized schools are comparable, if not superior, to their government counterparts. The onus is on the government to prove conclusively that this is not so. Until this has been done, closing down the unrecognized schools, even with a 3 year grace period to confirm to standard regulations, might be hasty, unwarranted, and a step backward. Unrecognized schools solve the problem of outreach: Under Section 13(1), the Government has mandated that no school should collect any capitation fee for granting admission to a child. This move is welcome, and it will ensure that discretionary admissions are not the hegemony of the rich. However, having addressed the symptom, the Government has failed to address the underlying cause. Why do schools demand that capitation fees be paid for admission? The simple reason is that the number of children seeking admission is much higher than the number of seats available. The school therefore sees this as a convenient way of ensuring admission for those wards whose parents can contribute the most to the school financially. The presence of this phenomenon itself indicates the paucity of available education. The solution would be to either ensure that government schools or private recognized schools can ensure education for every child who seeks it. As this is a huge task and is not easily accomplished in at least the foreseeable future, private unrecognized schools must be a crucial part of the strategy for enabling outreach. Not only will this ensure a lesser burden on the government to set up new schools quickly, but it will also ensure that the overall vision of the Act – basic education for the widest base of children possible – is more convincingly achieved. We need to create more schools, not less. Private unrecognized schools are not the alternative to recognized institutions – they are the alternative to no education at all! By proposing to shut them down, the government decreases the outreach of education made possible by these institutions. An uncertain future for students: The RTE Act mandates that unrecognized institutions which fail to meet the set criteria will have to close down after a period of about 3 years. However, apart from mandating that the students in these schools will have a right to seek transfer to other schools within the area, the Act does not specify how and on what basis these students will be given admission in other schools. With recognized schools already straining under the burden of having to support free education for all students who approach them (till their capacity), the room for accommodating more students will be scarce. This itself will create uncertainty for students studying in these unrecognized institutions, and will also create a strain on recognized institutions to accommodate them later. The only alternative is for the state to open as many recognized schools (of approximately similar capacity) as the number of unrecognized schools that it closes down. A Times of India report[5] cites various studies that show that in Punjab, 86% of more than 3000 private schools are unrecognized and 3. 5 lakh children are enrolled in them. The report also says that in 1996, the Public Report on Basic Education in India (PROBE) survey of UP, Bihar, Himachal Pradesh, Rajasthan, and Madhya Pradesh found that 63% of private schools were not recognized. According to the report, Andhra Pradesh has 10,000 unrecognized schools, and Delhi has at least 1,500 catering to around 6 lakh children. The report also cites Prof Yash Aggarwal of the National Institute of Educational Planning and Administration (NIEPA), who in 2000 had said that the number of unrecognized schools in the country was doubling every 5 years and the number of such schools was soon expected to be 1. 5 to 2 times that of government schools in the country. With 10 years already having passed since this assertion, one can assume that unrecognized schools form a large part of the educational backbone of India. To break this apart and yet keep the neck straight will be a difficult endeavour. Category 4: Prohibition of private tuition by teachers (Section 28) Section 28 of the RTE Act mandates that no teacher should engage himself or herself in private tuition activity. Through this provision, the Government is trying to address the problem of teachers not teaching properly in schools and then requiring students to attend private tuitions to actually learn the subject material. The intention again is worthy of appreciation – any provision that improves standards of teaching in the classroom and removes perverse incentives for teachers to earn money from their students through unethical means is welcome. A question of money: The primary reason why teachers underperform in the classroom and then require their students to attend private tuitions is the want of additional income, unfettered by a loose monitoring and punitive system. Banning teachers from taking private tuitions does not do away with the cause of the problem. With the RTE Act enforcing strict norms on the appointment of teachers, some aspirational educationists might well be forced to sit out. It is then possible for their collaborators inside the system to promote the seeking of private tuitions with these private teachers, with of course a money sharing arrangement being worked out between the two. While banning private tuitions by teachers themselves is a welcome step in this regard, this should also be reinforced with a ban on referring students for private tuitions. Monitoring this will not be an easy task, but then neither will be monitoring teachers to ensure they do not provide private tuitions. It is student reporting that must be the proof of misdemeanour in this case (with suitable verification and safeguards to ensure false reports are filtered out). Banning referral for private tuitions along with private tuitions by teachers themselves will make the legislation more complete. A question of performance: Even if private tuitions by teachers are successfully done away with, it still does not address the prevalence of teacher underperformance and absenteeism. One may argue that with an alternative source of revenue (private tuitions) now removed, teachers will be loath to take up government school jobs, as the effective income earned is lower. Some capable teachers who would otherwise have taught well in school, and also taken private tuitions, will therefore walk away from a government school teacher job, choosing to dedicate themselves completely to private tuitions. On the other hand, some less capable teachers, who were not teaching well in school but were supplementing their income through private tuitions, will elect to stay on. With the failing mechanism also removed, the performance evaluation of these teachers will become even more difficult. Underperformance, therefore, will stay, and teacher absenteeism will only increase (especially to pursue other income opportunities). Section 24 of the Act prescribes punitive measures to be undertaken in case absenteeism and non-performance of duties is observed. While it prescribes the minimum duties to be undertaken by each teacher, no specification is made of what constitutes high performance.

Causes Of The Russian Revolution History Essay

Causes Of The Russian Revolution History Essay Before 1905, Russia was a country that was led by a Czar who held full power and control over the country and its inhabitants. The people of the country suffered greatly under the regime of the many of the Czars through reforms, incompetence and general disregard of the needs of the people. Repression and unrest with the peasants in Russia were the cause on the 1905 Russian Revolution. There were many causes of the 1905 Russian Revolution in which some can be traced back to 1861 under the rule of Czar Alexander II and his series of reforms, such as, the Emancipation of the serfs, and creating the Zemstva1. The Emancipation of the serfs was a reform which allowed serfs the freedom of civil rights and allowed them to own land2. There were many problems with this reform. The peasants paid more money to the monarchy than they did to landlords, and nobles kept the best lands for themselves resulting in the peasants to have land which was difficult to farm3. The reform, which was intended to help the peasants and help industrialize the country, did not actually help the peasants at all but increased their impoverish state. With an increase of population, land prices rose while income wages were kept low4. With the growth of Industrialization, the peasants were forced to find jobs in factories, and with the building of railways they were able to travel great distances for work5. This aided in an increase in literacy as items such as books and news papers were more accessible to peasants. The governmental body, the Zemstava was established in 1864 and held responsibilities such as social welfare6. The Zemstava consisted of intellects such as doctors, teachers, nurses and lawyers who often opposed intellectual values of the state. Some members of the Zemstava even had thought of a constitutional monarchy in place of a ruling Czar7. Due to these liberal changes where elected people we given some power, people began to think they could question the authority of the Czar. These reforms, along with other reforms, were still not solving the problems for the people within Russia. The people were still quite discontented and within intellectual classes and secret societies began to for8. When Alexander II died in 1881, his son Alexander III took the throne. In 1891 a great famine occurred, due to rapid industrial growth. During this crisis the Czar displayed incompetence and ill regard towards the peasants that made up the majority of the Russian population9. The government attempted to deal with the famine and mass starvation, but was slowed down by its bureaucracy and a transportation system that was unable to cope10. Politically, it was a disaster as it presented the government as irresponsible, torpid and incompetent. There were many instances that perceived the government as uncaring, as such; widespread rumors of food deliveries being held back until statistical proof was given11 showing the people were unable to feed themselves, often too late for actual help; relief work schemes set up to employ peasantry who where on their death beds; and the removal and quarantine of people who had contracted cholera, which resulted in riots from the public12. The biggest m istake the government made was the postponement of cereal exports which did not come into effect until late into the crisis. The respite of the ban was seen by the people as the main cause of the famine13. Not only did the government fail to help the people, but it was also forbidden for newspapers to publicly name the problem, even though they printed the stories anyway. November 1891, the government finally issued an imperial order asking for volunteers to help with the crisis they were unable to deal with14. Once the crisis had passed, the people no longer trusted the government as the regime had been discredited with its inability to help the people when the people were suffering. The public began to press for a greater role in the affairs of the nation. Social groups began to reappear with great enthusiasm15. Only Marxism seemed able to explain the causes of the famine and began to become a national ideology. The 1890s seemed to become a decade of social change within the emergence of civil society that opposed the czarist state. This seems to be a condition of the upcoming revolution16. It would also seem that in 1894 when Czar Nicholas II ascended the thrown, he would lead a regime that was doomed to failure with all the problems the nation was having. This was all made worse by the loss of the Russo-Japanese war of 1904, the depression and the beliefs of the people that they were not being treated well17. Under the rule of Nicholas II, the people believed they were not being treated as human beings18 as cities grew rapidly and people were forced to live in daunting and unhealthy conditions Many people suffered from debt they were unable to rise out of, and they were exploited within their jobs. In the early 1900s depression set in and many Russians became unemployed. With the Russo-Japanese war in effect, wheat exports to the far west were stopped and the economy suffered as the Czar refused to change.19 In 1902-1903, peasant revolts became more common as strikes increased. The opposition to the Czarist state, the Social Democratic parties, the Bolsheviks, the Mensheviks and Socialist Revolutionaries, became more organized. However, these groups were often not trusted by the workers who supported mutual aid schemes devised by other workers20. The governmental scheme, the Zubatov movement was successful as it provided workers with a legal platform for protesting and allowing occasional strikes. The success of the movement worried the government about worker loyalty to the Tzar and it was shut down21. However, one still existed in 1904, led by Father George Gapon, The Assembly of Russian Working Men. At first this group was focused on forming clubs and such activities, but as time went on they became more radical. The catalyst, which led to the march on Bloody Sunday, was sparked by four members of Father Gapons association being fired from their jobs22. It expanded to a strike of over 100 000 people stopping work on 7 January 190523. The demands, the right to elect permanent representatives in factories, an eight hour work day, better wages, free medical care and access to education, were typical worker demands. The workers wanted to be treated as people with more equality, justice and dignity within the work place and end issues such as sexual harassment and ill treatment. On January 7 Father Gapon was ordered to put an end to the march. Even if he had wanted to, it would have been impossible as the people were ready to die for this cause24. Bloody Sunday was final blow to the Russian people who after this day fully revolted against the Tsarist state. 150 000 people marched on the Winter Palace. They marched singing Hymns and patriotic songs in a peaceful state of mind.25 The people believed they would present their problems to the Tzar, and the Tzar, having an obligation to the people, would help end their miseries and solve the problems they desperately wanted solved. However, the Tzar was not even at his traditional home as he had left for some quiet time and reflection with his family26. What was intended as the people of the nation coming to their Tzar in peaceful display for help turned into a day of massacre. During the night 12 000 soldiers were dispersed through the city in anticipation of the march and to prevent marchers from reaching the palace. As the marchers approached the Narva Gates, they were faced with the guns of the waiting infantry27. The soldiers fired two warning shots and a third gun was aimed directly at the crowd. The people panicked and some of the marchers dispersed, but most dropped to the ground. The soldiers, who were nervous, also panicked and open fired into the crowd. Estimations of the death toll ranged between 150-200 people, while 450-800 people were estimated as being injured.28 In the middle of the chaos, Father Gapon was heard exclaiming There is no God any longer. There is no Tzar.29 After the display of ill regard towards the peasants during the march, people, much in anger, continued to strike against the regime. In January over 400 000 workers participated in a workers strike across the country. However, without an organized leader, they did not result in much success. It was known by many that that the events of Bloody Sunday where just the beginning as shown in a letter by a student named Kerensky: I am sorry not to have written to you earlier, but we have been living here in such a state of shock that it was impossible to write. Oh, these awful days in Peter will remain forever in the memories of the people who lived them. Now there is silence, but it is also the silence before the storm. Both sides are preparing and reviewing their own forces. Only one side can prevail. Either the demands of society will be satisfied (i.e. a freely elected legislature of peoples representatives) or there will be a bloody and terrible conflict, no doubt ending in the victory of the reaction. 30 Throughout 1905, peasants continued to participate in strikes. May of 1905 is significant within the strikes as it was the the first time a strike committee called themselves soviets.31 70 000 were involved in the strike and and took charge of local military and political operations.32 This was achieved through non-official elections held throughout Russia in the beginning of creating the soviets.33 As the people rebelled, cases of arson on gentry land increased, and land seizures occurred. People from all types of work joined unions that organized massive strikes. The people began to call for a constitution.34 In September unrest continued to escalate. The All Russian Peasant Union to over 100 000 members in 42 provinces. By this time Lenin was an active member and encourage the people to fight an uninterrupted revolution that might convene until socialism was established.35On October 17 1905 the Czar issued the October Manifesto. This reform offered civil liberties, a state Duma an d a cancellation of peasant redemption payments36. As well, a large amount of land was sold to the peasant bank for resale to peasants with easy terms. However, the Manifesto did not seem to help. Provincial leaders began to complain that the peasants took the promises of the Manifesto and seized lands as the peasants still resisted tradition authority37 The people continued to revolt. In November, the country was in full rioting. By December of 1905 army mutinies began to take affect in cities and in Odessa on the Potemkin battleship. However, by this time, the government began to repress the strikes by force. Punishments, such as public floggings and the burning of peasant villages were becoming common. Between October 1905 and March 1906, The number of strikes receded from 450 000 to 50 000 soviet strikes.38 In November, The All Russian Peasants Union met in Moscow. The Union delegates demanded a few things such as a constitutional assembly and the transfer of all landed property. The Financial Manifesto of December 1905 was signed, which called for a mass refusal to pay taxes and a demand by depositors for payments39. The regime responded by arresting the delegates. A congress of Zemstva and Town Duma representatives met and to organize a proposal to the government to restore order to the nation. The proposal was made of agrarian and legal reforms. Soon things began to settle down and people began to lose interest40. There were many causes of the 1905 Russian Revolution as the people suffered under the regime of a Czar. Reforms,such as the Emancipation of the Serfs, creation of the Zemstva aided in the beginning of the road to revolution. Issues were intensified and the Czar showed incompetence and ill regard towards the peasants in the famine of 1891. These issues caused a lot of unrest within the peasant population of the Russian regime. The catalyst of Bloody Sunday and the response of repression through the massacre sent the country into a series of mass revolt that made up the revolution. Czar Nicholas IIs repressive response was met with more rebellion from the inhabitants of the country. It wasnt until the government and Duma officials came a an agreement accepted by the regime and the people that the revolution of 1905 came to an end. However, through all these issues it remains evident that the main cause of the 1905 Russian Revolution was caused by the repression and unrest of the peasa nts. 1 Maureen Perrie, The Russian Peasant movement of 1905-1907: Its social composition and revolutionary significance Past and Present 57 (Nov., 197):123-155 2 Perrie, 123-155 3Perrie, 123-155 4Perrie, 123-155T 5Perrie, 123-155 6Perrie, 123-155 7Perrie, 123-155 8Perrie, 123-155 9Orlando Figes, A Peoples Tragedy: Russian Revolution 1891-1924 (Great Britain: Jonathon Cape, Random House, 1996), 157 10Figes, 158 11Figes, 158 12Figes, 158 13Figes, 158 14Figes, 159 15Figes, 161 16Beryl Williams, 1905 Russia History Today 55.5 (May 2005) : p. 44-48 17Williams, 44-48 18Williams, 44-48 19Williams, 44-48 20Williams, 44-48 21Williams, 44-48 22Williams, 44-48 23Williams, 44-48 24Williams, 44-48 25Williams, 44-48 26Williams, 44-48 27Williams, 44-48 28Orlando, 178 29Orlando, 177 30Orlando, 180 31Eric R Wolf, Peasant wars of the twentieth century (United States of America: First Harper Torchbook, 1969), p.85 32Wolf, 85 33Robert Service, The Russian Revolution, 1900-1927 () p.31-32 34Service, 33 35Esther Kingston-Mann, Lenin and the challenge of Peasant Militance: From Bloody Sunday, 1905 to the dissolution of the first Duma, Russian Review, 38.5 (Oct, 1979) pp. 434-455 36Kingston-Mann, 434-455 37Kingston-Mann, 434-455 38Wolf, 87 39Kingston-Mann, 434-455 40Kingston-Mann, 434-455

Westward Expansion Essay -- essays research papers

Book Review – Westward Expansion 1807 - 1880 THESIS: After the War of 1812 much of America's attention turned to exploration and settlement of its territory to the West, which had been greatly enlarged by the Louisiana Purchase. SUMMARY: Families of pioneers swept westward and founded new communities throughout what is now the Midwest, and between 1816 and 1821, six new states were admitted to the Union. The land boom was fed by encouragement from the federal government and the actions of land speculators, who bought up large tracts of land in order to sell it in parcels to farmers at exorbitant prices. These farmers did not mind high prices and high interest on loans due to the growing success of American agricultural products. Most western farmers became cash croppers who sometimes neglected subsistence farming in order to focus on marketable commodities. Soon the farmers' dependence on distant markets caught up with them, however, as the state bank system that had sprung up to support speculation collapsed, dragging agricultural prices and land values down with it. Many western settlers suffered greatly during the Panic of 1819, but most survived and continued the conquest of the West. A major aspect of the conquest of the West was the removal of the Indians who dwelled there. Under the leadership of President Andrew Jackson, the Indians who remained East of the Mississippi were cruelly and violently driven from their homes and concentrated in reservations in what is ...

Essay --

First Aid has a history that dates only 120 years ago, in 1837 the skills of first aid was first introduced to civilians by Woolwich ,London, and Colonel Frances Duncan. (Pearn, 1994 ). First aid was commonly used during the world wars. Today it is used nationwide and there are many different types of first aid treatment. Some different types of first aid treatments are animal bites, burns, cuts, shock, poisoning and insect bite and sting. (Chennai, 2014 ). Animal Bite First Aid Animal’s bites can come from not only dogs but from wild animals also like rabbits, squirrels and skunks. When you are treating these type of bites you want to consider how minor or major the bite is. How to classify a bite as a minor bite you want to look at the bite and determine if the bite barley breaks the skin. (Noseworthy, 1998-2014 ). If you don’t have any sign of rabies it is consider a minor bite. The way you would want to treat a minor animal bite is to wash the biting area thoroughly with soap and water. You also want to apply an antibiotic cream to prevent any infection and cover the bite with a clean bandage. (Noseworthy, 1998-2014 ) If a bite is considered a deep wound it means that the animal bite created a deep puncture of skin or the skin is badly torn and bleeding. The way you would treat these would be to apply pressure with a clean, dry cloth to stop the bleeding you should also see your doctor if bleeding gets worse. (Noseworthy, 1998-2014 ). If you notice signs of infection such as swelling, redness, and increased pain or oozing you are not to treat it but go immediately to your doctor. However if you suspect the animal that bit you has rabies you shouldn’t try to treat it yourself you should see your doctor immediately to treat it.... ... to direct someone to call 9-1-1 and get the AED. Once this is done you begin your chest compression this time you are to use the thumb circulating method in the same place you would if you were doing an adult CPR. (Nina Beaman, 2013).This time with child and infant the compression are five cycles of fifteen and one and one half deep and four centimeters and one hundred a minute. The breaths are still two but u want to give the child or infant enough breaths so that it fills the chest cavity just enough. Remember to count out loud so if help come they can know how many breaths and compressions you already made. (Nina Beaman, 2013). In conclusion knowing first aid and CPR and knowing the procedures could help save a life one day. It can you on the other side of the first aid or CPR to treat the patient that is suffering with the same way you would want to be treated.

Elderlies in the Philippines Essay

When people grow old, they either have the option of being cared for by family or being cared for by the homes. In making that choice, there seems to be a cultural pattern or tradition that is prevalent. In most Western countries, where the values of youth, self-reliance and individualism are held in high regard, the latter is chosen most of the time. In Asian countries however, like that of China where the concept of ‘filial piety’ means showing obedience, deference and respect to your elders are honoured, taking in the elderly is a common practice. The significant number of the elderly in the Philippines population is not ignorable. In the Philippines, 6.8% of the 92.1 million household in 2010, make up the senior citizen sector. Among these, females (55.8%) outnumber the males (44.2%). The ageing index of the country was computed to be at 20.3% in 2010. This means, that for every five children under 15 years old, there is one person aged 60 years and over. But to add to add to this, these elderlies once contributed to the government’s institutions and their contributions should not be overlooked even though they seem to be well past their primes. They say, wisdom comes with age. Perhaps then, this paper, that serves to analyse the perceptions and receptions of the elderly, will contribute, not only to what today’s youth and the next generation could give back to the elderly but how the community and the country, could age with the elderly, both in years and in wisdom. The discussants and interviewees have varied backgrounds from Quezon City, to San Juan City and Makati City – almost all have children, most are still married and some of them still live with their children and grandchildren. LIVING ARRANGEMENTS: The Female Prowess Most of the respondents preferred to live with their daughters who are not married. If the latter is not fulfilled, they still prefer to live with their daughters over their sons. The respondents did not like being taken cared of by those that are married already because of: a) the inlaws b) the children and b) the husband. On an FGD, a male discussant said, â€Å"Ngayon nga ang hirap nung may asawa kasi kapag kapwa babae hyan, mahirap magkasundo.† On an FGD, a female discussant said, â€Å"Nawala na ang atensyon sa magulang at sa anak na lahat.† On an interview, a female interviewee said, â€Å"Mag-iiba talaga may asawa. Susundin niya ung asawa niya.† Despite the reasons they gave however, the underlying tradition brought about by the masculine dominated post-colonial Asian Catholic values puts an expectation and/or pressure on the female children as most of the respondents, when asked, prefer to live with their daughters going with the answer, â€Å"kasi babae eh†. The fact that no further explanations were offered by some suggests that it is understood what being a woman entails. Another discussant said â€Å"eh mga anak ko kasi mga babae kaya spoiled din ako sa mga pasalubong at alaga nila†, implying that girls are generous and caring. Not only is it given in this case, but expected as well, because the respondents chose their female over their male children. Birth order Like the sex difference in the perceptions of the elderly when it comes to the living arrangements they prefer, the birth order has a relevant count in the Filipino household. The eldest is looked up to to fulfil the cumulative responsibilities of the children, although it does not take precedence in choosing the female as the caregiver of the parents. The eldest might be a man and it is expected of him to marry whenever it’s the right time. Although the eldest is usually the bearer of the responsibilities with regards to family woes, he is expected to look at the family in a macrocosm (from his own family born out of marriage, to the family of his siblings, and to the family he was born out of), thus making way for the woman in the family to focus on the microcosm picture of taking care of the elderly. Birth order is of relevance because they have the power to influence one of the discussions of the constantly persist in the family when an elderly is involved. Mon ey A few respondents said that inheritance is a hard topic to discuss because the children drag in the birth order when the discussion is opened. â€Å"Mahirap pag-usapan agn mana. †¦Ako ang eldest, dapat sa akin and ganito, ganyan.† â€Å"Dapat pag-usapan na. Mahalaga ang pinag-uusapan ang mana, para hindi na magkagulo.† Although a few wish to evade the discussion that may break up the family, others pointed out that the earlier it gets talked about the lesser the trouble it would cause. Thus, the perception between the birth order and the money involved in the inheritance is of question. However, only one respondent answered straight as an arrow when asked the question. â€Å"Siguro kung meron man doon yun mapupunta sa makakatulong pa sa akin.† Taga-payo/Nanghihimasok Whereas they passively recognize that they should take an active role in the inheritance and in their living preferences, when asked about their other roles inside within the four walls, the elderlies answered that they take a passive stance knowingly. They usually do minimal household chores for the family. Taking care of the apos also came with the list especially when both the parents are working. The role of taking care of the grandchildren seems to be a practice that is accepted by the community. The help however extends still when they offer advice to the family although most of the respondents say that their takes on the matter merely serve as guides. â€Å"Mga important decisions, ayokong makialam.† Important decisions to be made are not sometimes consulted and/or offered but most of the respondents have indicated that their children should know what they are doing and that they are only there to guide but not to commit what grandparents are usually accused of: nanghih imasok or overstepping on family matters. Pamilyang Pilipino Still on the topic of how and where one lives, the topic of Hones for the Aged were brought to the floor. One verbatim account that could best collate the answers of others are worded, â€Å"Ang maganda lang dyan eh makakasama ka ng mga taong nakaka-initindi sa inyo dahil pare-pareho kayong oldies, pero ayoko atang matrap sa loob ng institusyon maski gaano kaganda.† All the respondents who were asked about their perceptions of the Home for the Aged had negatives views and did not wish to be in a Home. A common response was the respondents’ comparison of the Homes here with the Homes in the West from: the price of going into a home, the facilities, the care received, the government support. Some were actually tolerable to the idea of a Home provided that the Home is in the US. However, the concept of Pamilyang Pilipino is still very much there as they feel that they should stick together with their families. Children taking care of their parents seemed to be a given as well as one respondent answered. â€Å"SOP dapat yun†. Another pointed out that children must be taught by their schools of the responsibility of children to take care of their elders, implying that sending them to a Home does not constitute what care is. BEYOND the FOUR WALLS Libang Outside the confines of a house, the topic of work has been discussed with the respondents. Almost all of the respondents said that their work now is mostly for them to do something. Work now is treated as a â€Å"libangan na lamang† because they have pension, the children are no longer going to school and most of them are already working too. Work keeps them busy. â€Å"Eh kasi pag tumatambay lang ako para akong nagkakasakit,†, this thought on being idle has been voiced out by a lot of the respondents. Some respondents, especially those who are not entitled to their pension and don’t have children, do intend to still work while they still can because they do feel that they need to save. The thought of work being just a necessity and not a hobby prevails.All of them however, still say that they love their job and they try to still be good at it. â€Å"Ang naapektuhan lang sa akin ay ang bilis sa pagtatrabaho, lalo na kapag may rayuma. Kung dati nagagawa ko ang task ng isang oras nagagawa ko ngayon ng tatlong oras, yung dedication sa trabaho, walang pinagbago.† Organizations Besides from work, they have social groups that they participate in. Organizations seem to be hot even with the elderly. â€Å"Dati kasi wala namang ganito. Dati ung lola ko sa simbahan lang un. Ung ngayon naman, nasa brgy kami, may ganito kami, nasa qc hall kami. Kaya dumadami ung senior na nagpparticipate.† Associations seem to make the elderly’s time more fruitful. Being church group leaders and active participants make them look forward to something. Organizations offer belongingness when it can’t be found at home and/or in the workplace. The PRACTICES of RESPECT â€Å"Para nang ang trato ng mga kabataan ay parang halos kasing edad nila ang matatanda.† The distance between the elderlies and the today’s generation seem to be closer. And whereas almost all consider this to have a negative effect, some actually disagree. In Action If the presence of many organizations seems to be non-traditional with respect to the elderlies, the practices of respect are expected and are held in high regard as well. The respondents’ responses for respect come in two forms: in words and actions. As actions speak louder than words, most of the elderly said that the practices that they did for their grandparents, ceased to exist now. Pagmamano, a distinct Filipino trait when respecting the elderly is not practiced as much anymore. So is offering a seat during a bus ride and helping them to cross the street. With respect, it’s not what you do that counts but what you don’t as well. The presences of vices or engaging in bisyos are tantamount to disrespecting your elders. In Words The long standing po and opo still seem to be in effect as no respondent brought it up. But again, sometimes, it’s not what you say, but what you don’t that could please the elders. Whereas, in some cultures, explaining yourself and whatever misconduct or shortcoming is the accepted practice to show that you respect someone who is talking to you, in the Philippines, talking back is one of the most disrespectful things you could commit. A discussant defined respect as, â€Å"Un bang pag nagagalit ako, hndi sila sumasagot sa akin.† However, not all of the respondents agreed to this. A respondent pointed out that today’s generation are not only â€Å"mas western† but are more vocal. â€Å"Ngayon kasi nagkakaroon kasi ng dialog ang mga may edad at saka mga bata. Sinasabi nila kung ano ang mali. Hindi naman lahat ng magulang tama.† The dialogue between the elderly and the youth is seen as a way of adjusting to each other’s needs. A lmost all of the respondent however prefer what was practiced then, some saying, â€Å"Dati smin, isang tingin, tiklop ka na.† Kusang Loob/Utang na Loob/Asa Respect however, encompasses not only the tangible practices. It moves in the bigger picture or dialog between the elderly and the children. When asked about the support that their children can give to them, almost all answered that they do not want to keep their hopes up. The concept of asa seems to be greatly tied to the concept of asking help. Filipinos, in general â€Å"do not want to take no for an answer†. This Ready for Disappointment mentality mentioned in Lacson, 2001, persists even in the elderlies as they would rather not ask help because, as one respondent said, â€Å"Masakit umasa.† Although almost all of the respondents answered that they are not expecting help, the concept of kusang loob is present. â€Å"I did my best to provide at nagkukusang-loob naman silang tumulong sa akin ngayon.† â€Å"Hindi ako lumalapit. Ang nangyayari, sila mismo ang gumagawa ng paraan.† The elderly do not expect help. They expect the ir children to understand that help should not be asked but it is expected to be offered. Utang na Loob â€Å"Dapat tumanaw ka ng utang na loob. Hindi ka tao kung hindi dahil sa kanila.† Most of the respondents said that it is only right to give back to people who have spent on you. Because of their Ready for Disappointment, almost all did not explicitly say that it is their children who need to give back to them. They mainly pointed out the importance of giving back. The three concepts are tied together. The elderly do not want to ask for help and get their hopes up in the fear of being hurt or disappointed. But because they feel that they’ve raised their children in a befitting manner, they should look back and â€Å"tumanaw ng utang na loob† by offering help that they won’t ask but they somehow expect to a certain point. The RISE of TECHNOLOGY The elderly, although a stickler for the ways of showing respect, try to adapt themselves to the current generation and its technology and one respondent even attributed a practive of respect through the means of technology. When asked to define respect, she said, â€Å"Kinakamusta ako sa text.† â€Å"Kahit papano gusto ko updated ako sa mga pinag-uusapan ng mga bata, sa pinapanuod at ginagawa nila. Mabagal man ako makaintindi niyang ipad-ipad ng mga batang yan pero ngayon atleast natuto na akong mag email at magchat sa facebook.† This answer should be looked at a bigger picture however because unlike the other respondents, this respondent came from one of a city with a thriving business. And with that, the respondent is more surrounded by people who aggressively take part in the fast and changing world. The enthusiasm of the respondent was echoed by most of the respondents. Some practices of respect which could not be performed by the children were unknowingly blaming technology or the children who were born into a generation that is very technology-dependent. â€Å"Dati kasi pag dating ni amang may dala silang slippers (a Philippine tradition where the children brings the father the slippers on the premise that he needs to relax after a long day’s work), eh ngayon tutok na sa TV.† â€Å"Malakas kasi ung impluensya ng napapnuod. Imbis na making sa lola. Kasi may gngawa, kasi nagkkomputer.† â€Å"Nagsasalita ka ng salita mo, un pala may nakasaksak na earphones dito.† One of the respondents also noticed the reaction of the children towards technology when the elderly tries to involve themselves with the onhand technology. â€Å"Tapos pansin ko lang siguro na maikli ang pasensiya ng mga bata..lalo na pagtechnology ang tinatanong mo.†