12 Step Meeting. Summary

Meeting How did the meeting start? It all started with an opening speech from the guest speaker who was once an alcoholic and has been sober for over rays. Was one of the 12 Steps discussed, or many? Yes, all 12 steps were discussed In brief during the meeting since It was the first 12 steps meeting for this new group. Was there a personal testimonial? Yes, the floor was opened to all members who are willing to share their personal testimonies. Eleven people shared their personal testimonies during the meeting.What did you like about the meeting? The sense of belonging that was given to each member without condemnation was very inspiring to me. Members were able to share their personal alcohol issues without been ashamed or laughed at by other members. What did you dislike? It requires genuine honesty for success. For which individuals does a 12 step approach work best? This works best for individuals who are ready to be committed to the program and also ready to welcome the support group into his life by been open minded.Which individuals does a 12 step not work well? Anyone who doesn't open up to members for support. Please include a one to two page typed summary of the meeting which incorporates an overview of the meeting along with your thoughts, feelings, and overall experience. The meeting started with an opening speech by the guest speaker who also was an alcoholic and has been sober for arrears. The guest speaker started by sharing his personal issues with alcohol, how he overcame it and the consequences he suffered while he was an alcoholic.The guest speaker was able to relate with each member based on the common ground they all share that is, alcoholic. He then opens the floor to members to share their personal testimonial with the group. Eleven members stood up to share, and they all began their statement the same way; â€Å"My name is†¦ And I'm and alcoholic†. The 12 steps were introduced to the new members and how to use each step was d iscussed. The speaker spoke about the challenges and temptations he faced in other to remain sober and how he overcame each imitation each day till date.Also, also reinforced on the importance for staying focus and truthful to the program. Each member took the pledge to remain truthful to the program and to stick to its requirements. The meeting was an eye opening experience for me because each member was able to relate with one another regardless of their race, culture or socioeconomic class. They all developed an open relationship with one another. I came to conclusion that, having a sense of belonging is the best support group

Harmonizing Research, Practice

Harmonizing Research, Practice, and Policy in Early Childhood Music: A Chorus of International Voices (Part 2) Lori A. Custodero & Lily Chen-Hafteck a b a b Music and Music Education program at Teachers College, Columbia University Music Department, Kean University, New Jersey Version of record first published: 07 Aug 2010. To cite this article: Lori A. Custodero & Lily Chen-Hafteck (2008): Harmonizing Research, Practice, and Policy in Early Childhood Music: A Chorus of International Voices (Part 2), Arts Education Policy Review, 109:3, 3-8 To link to this article: http://dx. doi. org/10. 3200/AEPR. 109. 3. 3-8PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www. tandfonline. com/page/terms-and-conditions This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publis her does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources.The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Copyright  © 2008 Heldref Publications Harmonizing Research, Practice, and Policy in Early Childhood Music: A Chorus of International Voices (Part 2) LORI A. CUSTODERO and LILY CHEN-HAFTECK Editor’s note. Lori A. Custodero and Lily Chen-Hafteck served as guest editors for both Part 1 and Part 2 of the special issue International Policies on Early Childhood Music Education: Local and Global IssuesRevealed. n the November/December 2007 issue of Arts Education Policy Review, readers were introduced to e arly childhood music policies in Brazil, England, Kenya, Puerto Rico, South Africa, and the United States. In this collection, a second ensemble of experts from Australia, China, Denmark, Korea, Israel, and Taiwan joins them. Like the previous issue, these authors presented papers or workshops at an International Society for Music Education, Early Childhood Music Education Seminar in Taipei in 2006 and wrote new articles for inclusion here.They responded to the same charge as the previous authors to answer the following questions: †¢ What policies currently exist in your country for early childhood music education? †¢ To what extent do these policies meet the needs of children in your country? †¢ How are teachers prepared to teach early childhood music in your country? †¢ In what ways do local and global cultures figure into the policies and practices of early childhood music in your country? Additionally, we offered the following questions, to be addressed at th e author’s discretion: †¢ Do different musical cultures require different instructional approaches?And, conversely, are certain music instructional approaches culture specific? How does this impact policy and practice of early childhood music in your country? †¢ What are the potential risks and rewards of mandating multicultural musical experiences for young children? Finally, we asked authors to address any issues specific to their regions and to make concrete suggestions regarding policy for their countries. Salient themes emerged addressing what was taught and who was responsible for that content.In many ways these two conditions are inseparable, interrelated through the social nature of musical experiences. In these accounts, we also see ways in which content and delivery shape reception and how that process, in turn, defines and is defined by culture. Examining these geographical contexts raises questions about atti- I tudes, practices, and policies concerning early childhood music education that have significance for many of us. We chose three threads of inquiry from the many that weave these single texts into a textual fugue: (a) ensions between child and adult culture; (b) competing influences by global, regional, and local agencies on standards and curricula; and (c) expectations for teacher knowledge and preparation. Competing Cultures: Child and Adult The existence of a musical culture in early childhood, which is distinctly different from the adult culture, is based on studies showing similarities of vocal contours used in communication between infants and mothers across cultures (Papousek 1996), as well as research regarding the differences between music made by children and adults (e. . , Bjorkvold 1992; Campbell 2007; Littleton 1998; Marsh 1995; Moorhead and Pond 1941). Sven-Erik Holgersen’s article on early childhood music in Scandinavia describes practices in Denmark, Sweden, and Norway that are sensitive to the childâ €™s culture. The cultural clash in those regional systems exists between programs that favor an elemental or natural approach to education for the young based on the free play aesthetic and those that see music Vol. 109, No. 3, January/February 2008 3 as a mode of artistic expression requiring learned skills.Lily Chen-Hafteck and Zhoyua Xu and, separately, Jennifer Chau-Ying Leu found preschools in Chinesespeaking countries to have a strong sense of adult culture. Most parents and teachers believe school should stress academic learning rather than play, so that children can achieve high scores on tests and examinations. Chinese culture also stresses study and hard work as important for academic success. In Korea, Nam-Hee Lim and Shunah Chung found that adults believe young children need close supervision and guidance from teachers and parents in their development.Therefore, children’s natural tendency to be playful and creative is not recognized as a core value in school; potential for future success drives decisions. These cultural differences are interactive with and reflective of current conditions and regional history. In China, for example, books were printed with movable type as early as the eighth century, whereas in Europe copies were still drawn by hand until the 1400s. Such a long history of text accessibility elevated reading and writing to a valued skill that was recognizable and sought (Smith 1991).Societal values may offer another lens to interpret early academic emphasis, such as those espoused by Confucius, for whom morality and caring for others, especially family, were primary. In terms of contemporary conditions, Louie Suthers of Australia notes that in her varied country one can see differences in starting ages of pre-primary education. In Denmark, the children start at three years of age and continue for four years. In China, pre-primary education starts at four years of age and continues for three years, although care is availa ble in each country mentioned from birth.Also of note, the average student teacher ratio in China is 28:1, differing from Hong Kong’s average ratio of 16:1. The older starting age in China may perpetuate (or reflect interest in) the schooling culture. Leu’s discussion of the importance of family context is relevant to this point, inasmuch as it may provide the space for child culture 4 Arts Education Policy Review to flourish while adult culture is operating at school. Claudia Gluschankof writes about the purposeful creation of materials for the child culture with the development of the New Hebrew Culture in the Israeli territories during the early 1900s.Preschools were created based on the Froebel playcentered model and provide an unusual case in the concentrated production of children’s music in a language that had no such repertoire prior to the kindergartens establishment. The conscious choice to provide young children with cultural tools for understanding a t the earliest stages of a community is reminiscent of Sheila Woodward’s discussion concerning the importance of children in nation building in South Africa, featured in the previous issue of this journal.In her conclusion, Gluschankof raises important questions concerning this created canon of songs and the lack of repertoire for Arab-speaking children. Using the idea of child culture as a lens for viewing cultural and educational policies provides a useful way to understand differences and similarities in political systems that define the worlds in which we teach, research, and cohabitate. Such understanding may lead to more focused and meaningful questions that may reveal inequities or alternative directions in music education worthy of exploration.Considerations of these policies regarding conceptions of adulthood and childhood lead directly to curricular influences that we view from a related dialectic: the local and global. Local and Global Influences: Child and World I n the first part of this symposium, we focused on the tension between small and large scaled views of what should be taught, each serving a different societal need. In the second part, we speak more specifically to the notion of a national curriculum because it is mentioned in each of the articles collected here.We are interested in questions dealing with how these personal and collective influences affect children’s music education: â€Å"Does governmentmandated standardized curriculum limit possibilities or insure access of quality to all children? † and â€Å"What is the exemplar to which music education should be standardized? † The first question is meant to generate critical thinking regarding what and how policymakers might send messages about music education in the early years; the second is meant to question assumptions we might have surrounding best practice and the cultural nuances that shape it.Suthers, discussing Australia’s situation, is min dful that there is no national music curriculum for pre-primary school and points to a recent reform movement in music education that excluded early childhood experiences. She notes that this leaves teachers feeling isolated and that their work is undervalued. Alternatively, Gluschankoff discusses the children’s music written in Hebrew as somewhat ideological and makes suggestions for addressing the inclusion of additional materials to meet the needs of a multicultural society.One of the ways in which the national curriculum may become nationalistic is in the mandates or recommendations around singing repertoire. The role played by singing in socialization is significant and has been used for centuries to transmit cultural values, to teach language, and to establish qualities of rhythmic energy that typify a way of being; Dissanayake (2000) makes the case for mutuality and belonging as ways the arts are meaningful to us.Inasmuch as collective singing creates a sense of belong ing, we have a responsibility to monitor the ways in which we look at the child and the world (see Leu’s article describing ecological systems and Lim and Chung on the supportive role of adults). Chen-Hafteck and Xu also write about the importance of family singing and the differing role of school music. When local knowledge is replaced by chauvinism, music can be decontextualized. Because musicality is deeply rooted in shared experience, (Trevarthen 1999) we need to guard the personal and not expose children’s vulnerability to politicization.Our concern regarding global trends also involves the perception that globalization means movement toward Downloaded by [Macquarie University] at 14:58 28 March 2013 Western ideals. Attention to the local, once again, is necessary to adequately implement any change. In China, for example, although the new educational policies follow the global trends rhetorically, espousing learning through play and stressing personal expression a nd creativity, its usefulness is severely hampered by conflicting views in the local tradition regarding a deep belief in academic success as the consummate benchmark.Holgerson considers a similar dissonance between local needs and governmental responsibility to all children through the philosophical lens of Bildung, a generative model that keeps the questions about such disconnections at the forefront of practice. Downloaded by [Macquarie University] at 14:58 28 March 2013 Teacher Knowledge: Child and Music Practice policies are perhaps best viewed vis-a-vis teacher preparation— what do we value as knowledge? For most of us, early childhood musical practice involves understanding as much as we can about children while keeping the cultural context in mind.This might include individual experiences that contribute to their uniqueness and developmental trends that might give indications about what to expect in terms of maturation. What knowledge do we need of music? In this issu e, the authors discuss the importance of a diverse and culturally responsive repertoire, singing range, quality of recordings, appropriate use of instruments, and sound sensitivity. In this collection of articles, the authors suggest that these two knowledge areas are rarely considered together and that they exist in bifurcation, at least conceptually.Across the globe, there are those who are considered to have knowledge of the child in context (families or generalist teachers) and those who have knowledge of the child in music (specialists). Holgersen describes this dichotomy in practical terms—music activities and music teaching. The goals of using music are indeed varied and the complexity of music leads to multiple possibilities worthy of exploration. Among the authors there is a consensus concerning the need for collaboration between the two areas of expertise with several concrete recommendations.Reasons for this common phenomenon center on the systems in place for teac her preparation and the institutional divisions of disciplines; authors advocate for more carefully structured professional development to help bridge the disciplinary divide. Knowing the body of work of these authors, we are familiar with their efforts to form partnerships with local child care specialists and have been involved with such partnerships at our universities. Child and Adult It is noteworthy that many of the responses are about memories of musical adults who were influential in their music education.Graham Welch (pers. comm. ) offers: I was educated in a Church of England Primary school in London . . . where we sang, often with the local Vicar leading on the piano. I can remember his enthusiasm, quick tempo and intensity of keyboard playing. F or most of us, early childhood musical practice involves understanding as much as we can about children while keeping the cultural context in mind. We believe them to be some of the most meaningful opportunities for our own teach er knowledge.Policy and Personal Voice In addition to the authors featured here, to inform our sense of the historical significance of current situations regarding early childhood music and the breadth to which our profession defines policy, we asked our colleagues involved in international musical education about their memories of early childhood music education and their relationship to policy with the following questions: 1. Reflecting on your childhood before age eight, what were the influences of policy on your music education? . How does this compare with today’s situation for young children? Responses were varied and provided insight through a self-reflective lens. We looked at the seven responses regarding their relatedness to our three topics and to how policy can reach us as individuals in a long-lasting way. Alda Oliveira (pers. comm. ) from Brazil also reflected on a teacher: The first time I went to school I was seven years old. At this age I choose to take piano lessons with a private piano teacher.She was a marvelous teacher since her method included not only playing by reading and singing the notes, but also playing by ear and some popular songs. Family members had a strong musical presence in June Boyce Tillman’s (pers. comm. ) childhood in England: â€Å"My music was regularly singing with and listening to the playing of my paternal grandfather who was the village dance band pianist. † Margre van Gestel (pers. comm. ) of The Netherlands also wrote of related experiences: I had the privilege to be surrounded by a musical family.We had a piano in our home and I spent lots of time behind the piano in my grandmother’s house. My uncles and aunts could play the piano and as a child I enjoyed listening to them. One of my aunts was the ballet teacher in the village and from the age of four I was in her dancing classes. It was normal in my family to sing and play. My father had a good voice and was a soloist in the church c hoir when he was young; he played the clarinet and was a folkdance Vol. 109, No. 3, January/February 2008 5 teacher during scouting activities.I guess my days were filled with (live) music, not in courses but just all day long. Van Gestel shared a record of family influence: In my baby dairy, when I was 8 months old, my mother wrote: â€Å"Today she clapped her hands. She probably learned that from her grandmother! When you sing Clap your hands she reacts immediately. † One year old: â€Å"When we sing Oh my daddy (a popular song in the sixties) she sings along, ‘daddy, daddy. ’† In South Africa, apartheid led to decisions about schooling for Caroline Van Niekerk (pers. omm. ) that indirectly influenced her musical education by removing her from the direct influences of the national educational system of that time. She also spoke of a contemporary situation in which fighting governmental policies was necessary and of the strength we have to overcome questi onable decisions: I had a desperate call just yesterday from someone with a story of how their education faculty, in training teachers for the Foundation Phase, wants to remove music as an optional area of specialization for students.We are now all doing everything in our power to protest such a prospect loudly. But I have also seen what I regard as a promising development, and similar to the situation I witnessed in California when we lived there, more than twenty years ago—as parents of young children realize that the formal education system is not necessarily going to provide their children with what they believe is important, and especially as regards the arts, including music, they start to take responsibility for those things themselves. ntil I was about [age] five) could not get my lessons paid for. Had the place still be in that county I would have been entitled to a bursary to pay for lessons and I would have been able to learn a second instrument. But without that m y parents could only afford piano lessons. I am still sad about this, which was simply a matter of geography and the local control of resources. Child and Music The same issues featured authors raised are apparent in the additional professionals’ responses: the lack of resources and teachers. Gary McPherson (pers. comm. links personal memories with policies, of which he sees little change, from his Australian childhood: I have a vague memory of singing in a school choir that was [led] by a general classroom teacher when I was about six or seven, but the group was nothing special so it had no impact on my subsequent musical development. . . . I went back some years ago and had a look at the way music was described in the school curriculum (particularly primary school curriculum). There were all sorts of aids and resources for general primary teachers to use but music wasn’t typically taught well in schools.To be honest, I’m not sure the status of music in the cur riculum is any different. Downloaded by [Macquarie University] at 14:58 28 March 2013 These testimonies to strong and positive adult influence suggest that family education is important, as Leu and others advocate in this symposium, with the caveat that the experiences described are with adults perceived as musicians. This suggests we need to exercise caution in defining people in terms of limited musicality and that music education of our children means their children will be better educated.It is interesting that teachers were remembered for the affective qualities they conveyed and through a curricular stance that was relevant to the child. Child and World The relationships among local, state, and global influences are also reflected in these personal accounts. Many of these music professionals took private music lessons and considered their experiences to be nonpolicy driven. Oliveira (pers. comm. ) mentioned the involvement of musicians in music education policy—specific ally, the Canto Orfeonico policy under the leadership of composer Villa-Lobos.She recalls that this policy influenced her school education, which included â€Å"group singing and elementary level music theory. † As already discussed, group singing is a common vehicle for politicization. Like Gluschonkof’s report of Israeli songs contributing to nation-building, Boyce Tillman (pers. comm. ) noted that: At [age] seven I went to a school where we had massed singing in the Hall when we sang British folksongs, many of which I still know by heart. We had a book called the New National Song book, which was a deliberate attempt after the war to restore a sense of nationhood.This was used throughout my school career. 6 Arts Education Policy Review Welch wrote of intersecting influences of church and state: I discovered later that the London County Council was very supportive of music in schools generally, although my local experiences as a child were as much to do with the link to the Church and the established ethos of including singing as a natural part of the school day. Ana Lucia Frega (pers. comm. ) describes a similar situation in her native Argentina. Early childhood music courses were not always taught by a specialist . . . his means that some problems arose: some of the K-general teachers [choose materials that] do not really fit the [appropriate] children range of voices, and which tend to create vocal difficulties. He notes the longevity of such a workable match: â€Å"On returning to the school many years later for my first teaching post, I discovered that the school’s policy toward music had continued, with the same range of events and activities in place. † In the previous issue, Young discussed the unprecedented commitment England has made to the arts—specifically music, a commitment Welch reiterates.Boyce Tillman recalls a time when the resources from the national government were in local hands, resulting in inequitabl e opportunity: At [age] seven I started piano lessons but because the place we lived in was then in Southampton and not in the County of Hampshire (to which we are very close and in which we had been Although our policymaking systems move slowly, and are not always moving in the direction we would like, there is hope in the growing numbers of people who care about music education. Oliviera writes: â€Å"at least we can feel the difference between my generation and today’s generation. Perhaps our aim is to prepare children who grow up to be like von Gestel, with the same rich resources at hand for creating meaningful experiences: Music (and especially making and teaching music) was and is a part of my everyday life, and really I can’t imagine a life without singing together and making music. It makes my life worth living. References Bjorkvold, J. R. 1992. The muse within: Creativity and communication, song and play from childhood through maturity. Trans. W. H. Halverso n, New York: HarperCollins. Campbell, P. S. 2007. Musical meaning in children’s cultures. In International handbook of research in arts education, ed.L. Bresler, 881–94. Dorderecht, The Netherlands: Springer. Dissanayake, E. 2000. Art and intimacy. Seattle: University of Washington Press. Littleton, D. 1998. Music learning and child’s play. General Music Today 12 (1): 8–15. Marsh, K. 1995. Children’s singing games: Composition in the playground? Research Studies in Music Education 4:2–11. Moorhead, G. E. , and D. Pond. 1941. Music of young children. 1 Chant. Santa Barbara, CA: Pillsbury Foundation for the Advancement of Music Education. Papousek, H. 1996. Musicality in infancy research: Biological and cultural origins of early musicality.In Musical beginnings: Origins and development of musical competence, ed. I. Deliege and J. Sloboda, 37–55. Oxford, England: Oxford University Press. Smith, D. C. 1991. Foundations of modern Chinese e ducation. In The Confucian continuum, ed. D. C. Smith, 1–64. New York: Praeger. Trevarthen, C. 1999. Musicality and the intrinsic motive pulse: Evidence from psychobiology and human communication. Musicae Scientiae (Special Issue: Rhythm, Musical Narrative, and Origins of Human Communication), 155–211. Lori A. Custodero is an associate professor and program coordinator of the MusicDownloaded by [Macquarie University] at 14:58 28 March 2013 and Music Education program at Teachers College, Columbia University, where she has established an early childhood music concentration that integrates pedagogy and research through both theory and practice. She served on the International Society for Music Education’s Commission for Early Childhood for six years and is involved in research and teaching projects in a variety of countries. Lily Chen-Hafteck is an associate professor of music education and assistant chair of the Music Department at Kean University, New Jersey.Ori ginally from Hong Kong, she has held teaching and research positions at the University of Pretoria in South Africa, the University of Surrey Roehampton in England, and Hong Kong Baptist University. She serves on the editorial board of the International Journal of Music Education, Asia-Pacific Journal for Arts Education and Music Education Research International. She is the chair of the International Society for Music Education Young Professionals Focus Group. Vol. 109, No. 3, January/February 2008 7 Downloaded by [Macquarie University] at 14:58 28 March 2013 ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Donald Trump’s Presidency

Donald Trump's presidency has brought a lot of controversy with it. His constant tweeting, his blunt statements, and his act-now-think-later mentality have earned him both praise and criticism since the moment he announced he would run for United States President. One act that has stirred up a lot of mixed emotions is President Trump's announcement of a ban that would prevent transgender individuals from serving in the military. This ban, which was first announced via President Trump's twitter account in late July, will override an Obama-era plan that was previously in place specifically to allow transgender individuals to serve in the military (Davis, 2017). Perhaps what is the most frustrating development of this ban for many people is the fact that it was revealed shortly after President Trump declared his great respect for members of the LGBT community and intentions to protect their individual rights and freedoms during his presidential campaign. While many have cited discrimination as the reason behind this act, President Trump and his staff have ensured the public that this ban is purely for national security reasons, and he wanted to assure the LGBT community that this is not a betrayal (Cooper, 2017). This ban has been a hotly debated topic for quite a while. While both the Trump administration, supporters of the ban, and those opposed to the ban all have valid arguments, anyone who is willing to fight and die for his or her country and its freedoms should have the opportunity to do so. This statement holds especially true for Americans because the United States was founded on this very principle. While the military shouldn't pay for gender reassignment surgeries and treatments, recruitment options should be open to all Americans, including transgender individuals. There are many reasons why this is acceptable, including the fact that transgender people are already serving in the military, transgender individuals provide little to no disruption of military activities, and the transgender ban is currently being scrutinized in court for its constitutionality. Taking all of this into consideration, it's hard to see a reason why transgender individuals shouldn't be allowed to fight for the freedom our country provides. It's difficult to argue that transgender individuals shouldn't be allowed in the military simply because there are already transgender people serving in the military today. In fact, as of 2016, there are an estimated 6,630 actively serving transgender individuals in the military and anywhere from 2,030 to 7,160 individuals serving in reserves. Along with these numbers, an estimated 150,000 transgender individuals have served since the year 2012, which is about 21% of all transgender adults in the United States according to UCLA researchers. In contrast, only 10% of the general non-transgender population has served (Hamblin, 2017). The fact that a higher percentage of transgender individuals has served in the United States military compared to those who do not identify as transgender should serve as an eye-opener to many. After all, active military service poses many risks, especially during times of conflict or war. In fact, several American and British armed forces members in Afghanistan were asked about the threats that they faced. The statistics, which are represented by the above image, are quite shocking. Roughly half of all individuals interviewed said that they saw at least one person killed while actively serving. One in every six people witnessed a close friend being injured or killed. One in four were injured by an IED, three in four experienced long-range attacks with rockets or mortars, and half had been attacked at close range with machine guns (Gee, 2017). The point of these statistics is that serving in the United States military can be dangerous, and if such a high percentage of transgender adults are willing to serve in the United States military and risk injury, they shouldn't be denied the ability to do so. The decision to serve in the United States Military should be respected regardless of any drama created by gender. Along with the fact that transgender Americans have already proved that they are willing to make the same sacrifices as their military comrades, a large majority of transgender individuals cause little to no disruption of military activity while serving. In fact, as far as disruption of military activity is concerned, transgender individuals who could possibly be disrupting military activity by getting reassignment surgery account for less than 1% of all available members. The actual number of all individuals estimated to have surgical treatments while actively serving was between 25 and 130 individuals – hardly enough to cause any meaningful hindrance to military activities (PBS, 2017). In regards to this same issue of military disruption, eighteen other countries were examined in a study to determine if transgender service members cause any noticeable problems. Overall, the study â€Å"didn't find any readiness or cohesion implications† involving transgender individuals. Many countries revealed concerns about bullying issues at one point, but it was later determined that simple policy changes were able to deal with this issue (PBS, 2017). If other countries are able to work around the minor ‘difficulties' that transgender individuals may pose, then why can't the United States as well? Surely if this situation is able to work for other countries, it can for Americans as well. Along with this information, President Trump's proposed ban has received legal criticism as well. There are concerns that this ban would violate the Constitutional rights of those individuals affected by the ban. One example of the legal obstacles that this ban has faced occurred in August of 2017. Two gay rights groups filed a lawsuit to ‘ban' the ban before it could be instated. This lawsuit was filed on behalf of five transgender women who are openly and actively serving in the military, for they feel strongly that this ban would violate their constitutional rights (Cooper, 2017). Although the lawsuit itself wasn't the cause, the individuals who filed the suit earned at least a temporary victory in late October, for the ban was temporarily blocked in court by a federal judge (Kheel, 2017). This same judge responsible for the blockage was quoted saying that the ban â€Å"does not appear to be supported by any facts.† Along with this, another federal judge reviewed this ban in court and halted the ban altogether (Marimow, 2017). He stated that active-duty transgender service men and women already suffer harmful consequences because of the president's policy. Some examples of said consequences include being set apart as inherently unfit, facing the threat of discharge, the inability to move ahead with long-term medical plans, and the inability to commission as an officer.Due to these two federal court rulings, it is clear that there is much to be concerned about regarding the legality of the ban. A third court case was carried out with the National Center for Lesbian Rights (NLCR) and the GLBTQ Legal Advocates ; Defenders (GLAD) as the plaintiffs. They argued that the ban violates the Fifth Amendment rights of all transgender service members, and they pushed for the removal of the ban on funds for gender reassignment surgery (which accompanied the transgender ban). Judge Colleen Kollar-Kotelly presided over the court. After the case ended, she wrote a 76-page memo emphasizing the fact that the plaintiffs' Fifth Amendment claim is a strong one that will prove difficult to refute once it reaches the Supreme Court. The fact that this ban has been heavily criticized, and in some cases acted upon, by not one, not two, but three highly-esteemed judges only serves to prove that this ban is in violation of the Fifth Amendment and is highly discriminatory against transgender individuals who are only trying to serve their country. This ban has only encountered setback after setback in court, yet the Secretary of Defense is still being pressured to produce a plan for both carrying out the ban and dealing with currently enlisted transgender individuals. Although President Trump is still pushing for action to be taken, the ban is still being processed through the courts as an appeal is being sought after due to the decisions made from past cases (Lopez, 2017). Although there are many ‘arguments' out there that support the idea of a United States Military with a transgender ban, they lack substantial evidence, and the evidence that is presented is far from accurate in most cases. President Trump's two main reasons for the ban, disruption of military service and health and medical costs, are easily discredited when all of the facts are lined out.In regards to ‘disruption of services,' it's clear to see why this isn't a legitimate issue for the United States Military. First of all, there is roughly, on estimate, a total of 13,500 transgender individuals serving actively, in the reserves, or in the National Guard. Of these 13,500 transgender individuals, only an estimated 25-130 active members will ever undergo long-term surgical treatments that would cause disruption while serving. These numbers, compared with the estimated 1,281,900 total of all active service member, along with the 801,200 estimated to be in reserve, account for far less than even one percent of the military's total service members (PBS, 2017). So, assuming that the highest estimate of 130 military members undergo surgical treatment while serving, an extremely insignificant fraction of all military members would be incapable of carrying out military duties while recovering. This accounts for .0015% of all available ‘manpower' at any given time for the military (PBS, 2017). That percentage is hardly worthy of being referred to as a ‘disruption.' The second main ‘reason' behind this ban is the potential costs. The President and his staff worry that the medical treatments and surgeries that transgender individuals require is an expensive and unnecessary cost to the United States Military budget. While gender reassignments and other surgeries are certainly expensive, as stated in the previous paragraph, only about 25-130 individuals will even have the operation done (PBS, 2017), and the military has historically not been required to pay for these surgeries unless they are proven medically necessary on a case-by-case basis. Along with this information, a study in The New England Journal of Medicine in 2015 found that the total costs for these surgeries and treatments would amount to somewhere between 4.2-5.6 million dollars, or roughly ten percent of the annual military healthcare budget. For those that think this is a large amount of money, the annual amount of taxpayer dollars spent on medication for erectile dysfunction alone is over ten times this amount at 84 million dollars annually. Claiming that transgender medical costs are expensive and unnecessary is plain wrong. While not all treatments are medically ‘necessary,' several treatments are. Denying transgender individuals from serving in the military due to medical costs would be the equivalent of denying a diabetic the ability to serve; it makes no sense. President Trump has made a lot of changes since he was elected into Presidency. While his decisions usually at least make some sense, the transgender military ban makes no sense at all. His two main reasons for this ban, which were potential disruption of military activity and medical costs, are backed by little to no evidence, and his ban is coming across as discriminatory both in the public eye and in court so far. Transgender individuals should not be denied the right to serve because they have been allowed to serve (not openly) for several years with little to no problem, they don't cause any disruption or hindrance to military activity, and the ban itself is being reviewed for its potential violation of the Fifth Amendment and discrimination against transgender individuals. All of this effort for a ban that isn't necessary should be spent on something more useful to America.

Personal Development Planning - Report Assignment

Personal Development Planning - Report - Assignment Example Lastly, a personal development plan aids in creating a plan that a person needs in order to acquire skills that he or she may need for his or her academic studies and their aspired careers. A PDP is of benefit to an individual as a way of assessing their academic performance, professional life as well as their personal life (Hepworth 2011). Some of the advantages of a PDP in ones academic performance are as follows: Creating a balance between personal interests and studies is something that many students fail to achieve. Failing to achieve any of them usually make one feel stressed and their productivity may fall which can affect ones personal relationships. Ability of creating the balance in work life and study is important to students PDP in various ways. First, it improves an individual’s efficiency at work and studies (Hepworth 2011). Working too much or studying for long hours can make one feel fatigued. Lack of breaks can easily affect individuals performance negatively which may result to poor grades at school or poor output for working individuals. Second, it makes one flexible. Flexibility is important in ensuring as well as maintaining balanced work and study life. If this is not achieved, either of the two is bound to fail and lastly, balancing the two makes one feel rewarded. When you feel positively engaged with work, hours seem to pass quickly and so does your performance i mprove. The same applies to studies whereby one starts to improve in his or her studies. In our current generation, being computer literate is an added advantage in almost every type of job. This is usually accompanied by numerical skills which is another marketable skill in the job hunting. Therefore, it is advisable that every student should have recent computer skills and at least some numerical skills. An individual’s ability to read and write and the

Revolt of the masses Essay Example | Topics and Well Written Essays - 750 words

Revolt of the masses - Essay Example According to the Revolt of the Masses by Jose Ortega the masses has been described in detailed to mean a multitude that is considered through the numbers. He accounts for the masses as a collection of numbers that are discriminative against the minority. He depicts on a new sociological order that he referred to as the masses, which he also says is not a just an ordinary person and is not associated with any particular caste or class. The description he gives to the masses is that they are those people who are products of historical development of the European nations, those who were born for the first time in Europe.According to the description of Ortega to the masses is not enjoyable as he describes them as those who cannot be described by any discipline.The description Ortega gives to the masses is that they posses no quality that can be related to excellence and as he borrows from Goethe, he describes them as ‘to live as one pleases is plebian’.He assets that the mas s man demands more than what is suppose to be accorded to them and have a feeling that it is their right to have it when only a century ago,a group of people considered minority considered that a privilege. The contribution of Ortega in this case shows that he concluded that the nineteenths century provided grounds for the development of a unique lot that would constitutes a dominant social force come the twentieth century.This he said was not going to be a conduit for the development of aristocratic culture that had been the culture for a number the entire millennium. Who are the minorities? Contrary to the masses, Ortega had a different consideration for the minorities whom he described as those with qualifications unlike the masses whom he considered not to be qualified. Ortega considers the minorities to be the most progressive people in the society and who endeavors to create stability in the way socio-political issues are managed. Whereas the masses are ignorant about what the y should demand for, the minorities consider those that are demanded by the masses to be privileges (Gasset 111). The minorities are conscious of very many things in the societal set up and are perceived to be progressive in their dealings, which is pure contrary to the masses. The minority are considered to be better that the masses because they are more qualified, they use their qualification to rationalize issues and are involved in transcending the culture of totalitarianism and authoritarianism. The minority have dedicated their efforts to ensure that there is ne order in the society that allows for justice for all, a system that will provide a level field for dealing with all people irrelevant of the societal status. These qualities were depicted by Ortega and decided to consider the minority as the most preferred people against the masses that seems to be mindful about themselves. Conclusion and assessment of Ortega’s View A careful read of Ortega’s literature w ould give one a sense of understanding of what the mass man is, Ortega describes the mass man as one who is self centered and do not have a feeling of the rest, they do not want to appreciates other culture or see them prosper and knowledgeable on anything. They are very discriminative on everything the minority does; a classical example that can be related in this case is the presence of the Jews in Germany, the Jews were considered the minorities in and faced the most brutal discrimination in the world. Under the leadership of Adolf Hitler who also was a staunch Nazi sympathizer, most of the Jews in Germany were persecuted in millions and one incidence that can be quoted in this case is the holocaust incidence in which million of the people were killed. Ortega’s views in the Revolt of the Masses clearly explained the aggression tendency of the masses towards the minority. Ortega explanation of the masses was later manifested in Europe when the minorities were discriminated against,

Personal narrative Term Paper Example | Topics and Well Written Essays - 750 words

Personal narrative - Term Paper Example As most of the people (say, who face certain psychological problems) used to say, I would like to point out that my problem is different from others. I am from Los Angeles, California. My problem stemmed out from the understanding that I am a biracial child. My mother is black and my father is from Romania (say, Romanian race). My parents were ready to love me like their own child. But my sisters were so jealous and teased me a lot (maybe, because of my skin tone). As a child, I suffered the same and used to shrink myself to my personal life. But Jean Lau Chin opines that family (private domain) is a safe place for a biracial individual but society (public domain) is not (Chin, 2009, p. 60). The support from my parents and teacher helped me a lot to acquire self-confidence. But I was well aware of the fact that one must try hard to have an amiable and amicable personality. The evolution of purpose and meaning of my life begins with my habit of reading. For instance, the Linguistic ca tegories trait helped me to realize myself as an individual. But I believe that our DNA decides our character. Besides, one’s personality is molded by cultural characteristics and family circumstances. As pointed, the real problem was my hesitation to accept my real biracial identity. As a biracial child, there was less similarity among my sisters, brothers and me. This bothered me a lot and my character and behavior became more rebellious and problematic. Once, my father asked me about the real problem behind my odd behavior. Then I revealed the problem which I had been facing. Then, my father asked my mother about the problem I had been facing in our family. Both of them told me that my identity as a biracial child is not a problem. They further added that I can overcome the problem because they are ever ready to help me. This incident helped to gain confidence. At my school, I was forced to face a number of problems from my classmates and school

Governance issues in a family business Essay Example | Topics and Well Written Essays - 750 words

Governance issues in a family business - Essay Example Conflicts can be avoided and resolved if arise because of good governance strategies that govern not only the business but also the family that runs that business. In this paper, I intend to describe a family business I learnt about on the internet and a governance issue related to it. Many small and medium sized family businesses are running in India today that contribute a great percentage of GDP to the country. But most businesses survive only until the third generation and very few pass on to the fourth generation because of generational conflicts and difference of opinions and perspectives between the elders and the youngsters of the coming generations. The family business I learnt about was the Ambani Family of the Reliance Industries Limited (RIL). It is â€Å"the largest private sector enterprise in India, a Fortune 500 company, and one of the largest private sector conglomerates in the world† (Shah). In this business, the family relationships once held very much impor tance in determining the business position of a family member. According to Reliance Industries Limited, Backward vertical integration has been the cornerstone of the evolution and growth of Reliance. Starting with textiles in the late seventies, Reliance pursued a strategy of backward vertical integration - in polyester, fibre intermediates, plastics, petrochemicals, petroleum refining and oil and gas exploration and production - to be fully integrated along the materials and energy value chain. Common governance issues that normally arise in Indian family businesses include decision-making being centralized; proxy sons holding control; owner becoming larger than the business; and a lack of strategies. The Ambani family had power, wealth, and control. After the death of Dhirubhai Ambani, his sons Mukesh and Anil split up and the family business broke. The governance issue here was the fights and conflicts between the family members who ran the business. Neither the higher education al degrees nor the experience could save the family squabbles to occur. A dispute over the control of power was the main governance issue that resulted in the splitting of the business. The dispute began with conflicts over roles in July 2002 and continues till the current disagreement over the price of natural gas when the brothers started accusing each other drawing government ministers and other politicians into the battle. Ambani versus Ambani rivalry has made the two brothers lose a big US$1 billion project in a competition to win the Mumbai Trans Harbor Link, and fame of course. Governance issues like this one bring bad name to the organization and are the main cause of splitting up or failure of a business that was running smoothly and earning large profits before the dispute. What we can learn from this particular case is that the family members especially those who are so close to each other like brothers, should make certain family pacts and policies before starting the al liance so that they know what are their limits and what needs to be done in case of a conflict. The family members should most necessarily be able to keep their family relationships and the business relationships apart so that both do not coincide and result into a dispute that is aired by bad family relationships. It is very hard in family businesses for the partners to keep their otherwise relations apart from