GR.12- SINCERITY
HUMSS
The nature and dynamics of world religions: a life-history approach
INTRODUCTION:
The world of religion is big for us to explore more about
it on what really happened with the life, death, love or hate of a person to
another. World religion emphasis values and practices of a people to move and
appreciate the alternative of world religion if it is true or just a lust of
person. Some of this are just supernatural behaviours that are questionable. On
our recent advances in life the theory can explain how unrelated some of its
features that have been examines. Life history examines how life organism
adaptively gain support on our life goals.
In particular studies about this they shown that individuals including humans adjust their lives strategy to the environment that they belong. We show that world religions are associated with a form of slow strategy. Many people take granted that religiosity that has been defined by the values that seen throughout the ages. Religion is often associated with a particular moral outcome. In social gatherings in religion they have different beliefs most specially when you other religion, they have tribes and some archaic chiefdoms which they mostly exchange goods and services with some of their talents that are supernatural powers: they perform rituals, sacrificing resources and respecting particular taboos in order for them to get good harvest, healing, offspring or protection from their enemies that beliefs became their protection. Some new religion stated putting some commands before everything to start their rituals commands. The moralizing doctrines of the axial age empires became the foundation of what would be the outlook of the world religion. In modern world, by contrast, religious concerns have receded in many places, as people in europe and china for instance are largely far or indifferent from other religion.
STUDY:
World religion studies that the historical developments raise some questions on why did the religious appear so late in the human history and only in selected or some places only. Some did they display in different civilizations the same highly specific combination of their strong cooperation. Here they draw some life history to answer these kind of question in terms more of this expressing a human need for specific forms of religions or else some of historically specific terms as the accidental consequence of many historical events. By contrast reviewing existing data in light of life history theory allow us to provide new learnings to these questions and to investigate the birth and rise of world religion as an empirical question. World religions appeared quite late in history well after the emergence of agriculture. Quantitative studies reveal a sharp increase in energy capture that is occuring at the same time. At the end of the first millennium BCE, these regions reached an economic level (greater than 20 000 kcal capita−1 d−1) that greatly surpassed the economic level of previous societies, from 4000 kcal for hunter–gatherer societies to 15 000 kcal for archaic large-scale civilizations. the emergence of world religions. The analyses show that variables associated with affluence (energy capture per capita, urbanization rate, population growth) explain the emergence of world religions better than variables traditionally put forward by social scientists (social complexity, state competition). This coincidence of economic and religious developments raises again the question of why the affluent classes in affluent societies elaborated or adopted doctrines based on a unique combination of values including extended cooperation, restricted sociosexuality and delayed gratification. World religions are indeed characterized by the defence of a high level of prosociality. In what follows, we review evidence demonstrating that this specific combination of seemingly unrelated values is not accidental. Recent advances in life history theory show that these three fundamental features are part of a more general ‘behavioural syndrome’ associated with affluent and predictable ecologies.
BACKGROUND:
An explanation and
analysis of how world religions formulate their ethical decisions on
withdrawing treatment and determining death, life, love or hate rom the
perspectives of several world and indigenous religions, with practical
application for health care providers in relation to end of life decisions and
organ and tissue donation after death. It provides background material on
several traditions and explains how different religions derive their
conclusions for end of life decisions from the ethical guidelines they proffer.
Research took several forms beginning with a review of books and articles
written by ethicists and observers of Bön, Buddhism, Christianity, Hinduism,
Indigenous Traditions, Islam, Judaism, Shinto and Taoism. It then examined
sources to which these authors referred in footnotes and bibliographies. In
addition, material was gathered through searches of data bases in religious
studies, general humanities, social sciences and medicine along with web-based
key word searches for current policies in various traditions.
Religious traditions
provide their adherents with explanations for the meaning and purpose of life
and include ethical analysis for the situations in which their followers find
themselves. Western traditions show their rootedness in Judaism in
their understanding of the human individual as a finite, singular creation.
Although the many branches of Western religions do not agree on precisely how
to determine death, they are all able to locate a moment of death in the body.
In Eastern traditions personhood is not defined in physical terms. From
prescribing the location of death, to resisting medical intervention and
definitions of death, Eastern religions, in their many forms, incorporate the
beliefs and practices that preceded them. Adding to the complexity for these
traditions is the idea that death is a process that continues after the body
has met most empirical criteria for determining death. For Hinduism and
Buddhism, the cessation of heart, brain and lung function is the beginning of
the process of dying—not the end.
INTRODUCTION:
Social science is large with its different aspects and branches that this lesson has. Its discipline concerned the systematic study of social phenomenal if focus of the branches of science that deals with the situations, the institutions, the functions of human society, and the interpersonal relationship of individuals as members of the society. This focus on the theories and concepts psychology, sociology, anthropology and other social sciences that exposes students to the disciplines and ideas that students apply to it that are part of applied social science. It is important and its research allows one to acquire understanding about the society in which we read and understand on what it is meaning. The social science theories and the concepts and methods and the findings to problems identified in the wider society. It also interact with the cutting across and transcending various social science disciplines in addressing a wide range of issue in the contemporary, innovative and its dynamic way. It also aims to presents some of its well-developed understanding of social systems, social theory and social policy. Social science work with the communication, counseling and social work that is applied to it. Social science is more studying some of the society and the manner in which people behave and influence the world around us it is more letting people to use their skills in practicing there good manner and behave to the humans. The goal of social science is to answer some of the different questions that is discussed and problems about the society and human condition on how to improve it. Social science also provides some vital information for government and policymakers local authorities nongovernmental organizations and others. It is the fields of scholarships that study society. It is commonly used as an umbrella term to to plurality of fields outside the natural science. Basically social science refers to the systematic study of various aspects of human society. It is a major category of social science in the academic of discipline dealing with society and the relationship among people within a society. Social science itself has a major branch that deals with different description, prediction and of natural phenomena basically based on observational and empirical values and evidence.
STUDY:
Social science studies more about the different aspects of its scientific field of the branch of social science. Social science studies more about about the branch that is under its field. Under the field of social science there is a natural science that explains with the description, prediction and the natural phenomena. Natural science also contains two major and important branches the first branch of natural science is the life science of biological science that is more concerned about the study of living organisms that include a lot of related subjects that we must really focus on and study of course. The second branch of natural science is the physical science studies more about the astronomy, chemistry, physics and earth science. Social science deals with its subject which is humans with its spontaneous, unpredictable and uncontrollable that deals with humans emotions and behaviour. It also has a alternative methods of observation and interacts peoples community. Under the field of social after the natural science it also studies humanities. Humanities study of the way in human experience is processed and documented. Social science deals with more scientific approach of the philosophical concerned with heritage and make us humans application interpretative and methodology. Social science analyzed and explain the possibly predict and produce new knowledge of actual information it also generates and produce new knowledge of factual information. Intriducding the major branch of social science 1. Anthropology, this study the man it study humans and their societies in past and present. Anthropology has two fields the 1. Is the physical anthropology it is the past and present evolution of human species and the understanding that causes a present human diversity. 2. Cultural anthropology it is concerned with the study of human societies and cultures and their development. The second branch of social science is the economics which study how to manage the limited resources to satisfy the unlimited wants of someone. Economics also has a major fields the 1. Is the microeconomics it explains the parts of economics the 2. One is the macroeconomics which is concernec with the general factors of economics. The third branch of social science is the geography it study the lands and features of the earth. The next branch is the history that focuses on the evolution of mankind and events that taken place within evolution it also study the past and present record about events. The next branch is the linguistic it study the language that focuses on three aspects language form, language meaning, language in context. The next branch of social science Political science deals with the system of governance and analysis of political activities, political thoughts, and political behavior. The next branch of social science Psychology that study the mind and behavior. Those who favored this term did so in part because these disciplines were thus brought closer to some of the sciences, such as physical anthropology and physiological psychology, which also deal with human behavior. Social science is the branch of science devoted to the study of societies and the relationships among individuals within those societies. The term was formerly used to refer to the field of sociology, the original "science of society", established in the century. In addition to sociology, it now encompasses a wide array of academic disciplines, including anthropology, archaeology, economics, human geography, linguistics, mathematics, management science, media studies, political science, psychology, and history.
BACKGROUND:
Background information identifies and describes the
history and nature of a well-defined research problem with reference to the
existing literature. The background information should indicate the root of the
problem being studied, appropriate context of the problem in relation to
theory, research, and/or practice, its scope, and the extent to which previous
studies have successfully investigated the problem, noting, in particular,
where gaps exist that your study attempts to address. Background information
does not replace the literature review section of a research paper; it is
intended to place the research problem in a proper context. It
generally supports the question, what did we know about this topic before I did
this study? Sufficient background information helps your reader determine if
you have a basic understanding of the research problem being investigated and
promotes confidence in the overall quality of your analysis and findings. This
is particularly important if there is an essential or groundbreaking study
about the research problem or a key study that refutes or supports your thesis.
The key is to summarize for the reader what is known about the specific
research problem before you conduct the analysis. This is accomplished with a
general review of the foundational research literature [with citations] that
document findings informing your study's aims and objectives. The
beginnings of the social sciences in the 18th century are reflected in the
grand encyclopedia of Diderot, with articles from Jean-Jacques Rousseau and
other pioneers. The growth of the social sciences is also reflected in other
specialized encyclopedias. The modern period saw "social science"
first used as a distinct conceptual field. Social science was influenced by
positivism, focusing on knowledge based on actual positive sense experience and
avoiding the negative; metaphysical speculation was avoided. Auguste Comte used
the term "science sociale" to describe the field, taken from the
ideas of Charles Fourier; Comte also referred to the field as social physics.
The
rub is that this approach to teaching history and the social sciences never
fully made its way into our schools. Only the name ''social studies'' did.
Genuine social studies curriculum and instruction are the exception, not the
rule. The fact is that conventional history instruction - teacher lectures on
and students rehash a lengthy parade of names, dates, events and places -
continues to dominate the ''social studies.''
MEGATRENDS AND CRITICAL THINKING IN THE 21ST CENTURY CULTURE
https://www.dancker.com/blog/culture-21st-century-education
The Culture of 21st Century Education
I.
INTRODUCTION:
It is generally a
direction in which something is developing or changing. It is to prepare students
to become active, successful, and contributing members of society.
II.
PURPOSE:
It provides opportunities for students to discover
patterns and extract meanings from emerging trends. It aids in developing their
critical and creative thinking skills-- essential tools for decision making and
understanding “ethics of care”.
III.
PROJECT DESCRIPTIONS:
The focus is on mastering skills such as analytic
reasoning, complex problem solving, and teamwork.
IV.
OBJECTIVES:
The objectives is to provide efficiency in learning, to
enable us to think critically and wisely under pressured situations. It is
important in making decisions with knowledge and attitude of this subject molds
an individual to be a competent and accurate part of society.
V. METHOLOGY:
Instead of concentrating on the three Rs (reading,
writing, and arithmetic), the emphasis is now on teaching the four Cs:
1. Critical Thinking
The ability to analyze and produce an overall essential
outcome and effective reasoning and judgement on decision making.
2. Communication
An accurate transfer of information from one place to
another and it needs effective listening to interpret meaning and understand
knowledge, values, attitudes, their
impact.
3. Collaboration
Collaboration takes place when a group of individuals
work together towards a common goal. it
is important to learn how to work effectively and respectfully with diverse
individuals.
4. Creativity
Creativity is the inception of a thought and demonstration
of originality. It become increasingly important to advancing goals and
progress through the application of different idea creation techniques to form
new ideas.
VI.
PROJECT NEEDS:
1. Project-Based Learning
A shift to project-based
lessons. We need to give students exposure to innovative learning methods that
integrate the use of supportive technologies that approaches higher order
thinking skills emerge to further prepare students for the workplace.
2. Flexible Learning
Spaces
This will incorporate a
combination of mobile and tiered furnishings with a variety of seating options.
An experienced consultant can help to develop a solution that maximizes the
flow of information and ideas between students and educators. To reduce
distractions, a different pre-engineered modular walls can be installed
anywhere within a space. Modular partitions can also be an options.
3. Technology Integration
The integration of
technology into flexible spaces helps keep students engaged. When applied
properly, technology such as computers, mobile devices, and digital displays
can complement the curriculum by assisting students as they gather information
and share content.
4. Changing the Classroom Culture
Students need the
knowledge and experience of self-directed and project-based learning, and to be
able to effectively collaborate within diverse groups. When academic
institutions combine flexibility, technology, and hands-on experiences, a 21st
century learning culture can thrive
COMMUNITY, ENGAGEMENT, SOLIDARITY AND CITIZENSHIP
https://ssir.org/articles/entry/community_engagement_matters_now_more_than_ever
Community Engagement Matters
I.
INTRODUCTION:
It is an application of ideas and methods of the social
sciences to examine challenges of contemporary community life. It merely
focuses on community-action initiatives such as community engagement,
solidarity, and citizenship as guided by the core values of human rights,
social justice, empowerment and advocacy, gender equality, and participatory
development.
II.
PURPOSE:
It will enhances students’ sense of shared identity and
willingness to contribute to the pursuit of the common good of the community.
It enables students to integrate applied social sciences into community-action
initiatives.
III.
PROJECT DESCRIPTIONS:
1. Careful planning and
Preparation. Adequate and inclusive planning, ensure that the process serve
both a clearly defined purpose and the needs of the participants.
2. Inclusion and
Demographic Diversity.
It will lay the
groundwork for quality outcomes and democratic legitimacy.
3. Collaboration and
Shared Purpose. Support and encourage participants to work together to advance
the common good.
4. Openness and Learning.
Explore new ideas by
predetermined outcomes, learn and apply information in ways that generate new
options, and rigorously evaluate community engagement activities for
effectiveness.
5. Transparency and
Trust. Be clear and open about the process, and provide range of views and
ideas.
6. Impact and Action.
Ensure it has real potential to make a difference, and that participants are
aware of that potential.
7. Sustained Engagement
and Participatory Culture. Promote a culture of participation with programs and
institutions that support ongoing quality community engagement.
IV.
OBJECTIVES:
It is to activate communities
in mobilizing on issues that impact their everyday lives. It will give valuable
insight into how people feel about the place they live in and can shape
decisions about which services are offered in particular neighborhoods.
V.
METHOLOGY:
1. Partnership building
with local groups
2. Community profiling
3. Needs assessment
4. Working with core
group of leaders / leadership involvement participatory action planning
5. Resource mobilization
6. Social action
7. Evaluation
VI.
PROJECT NEEDS:
1. Field practicum to
initiate community actions.
2. Partnership with the
local communities and organizations.
3. Preparations of
community action plan.
4. Experiences in
community engagement, citizenship building.
CREATIVE NONFICTION
https://scholarworks.rit.edu/cgi/viewcontent.cgi?article=1127&context=jcws
Cultivating Convergence through Creative Nonfiction: Identity, Development, and the Metaphor of Transfer
I.
INTRODUCTION:
This story serves as a springboard for a rethinking of
writerly growth and the role that a creative nonfiction course can play in that
development. Despite the fact that transition is a hot topic in composition,
rhetoric, and education theory, creative writing continues to be somewhat
neglected. Isolated from the conversation. Creative writing’s missing seat at
the transfer table may be due in part to the historical institutional division
between composition and creative writing programs, as well as the social
science orientation of most transition rhetoric, which might seem incompatible
with approaches to practicing and teaching creative writing.
II.
PURPOSE:
To address this deficit by shifting the conversation
about transfer to one of development and to consider the role that the creative
nonfiction course can play in that development.
III.
PROJECT DESCRIPTION:
Cultivating Convergence through Creative Nonfiction:
Identity, Development, and the Metaphor of Transfer project
IV.
OBJECTIVES:
1. To describe the way
writers develop, and this of course is the aforementioned one of “transfer.” 2.
I consider here the limits and implications of a transfer model to describe
learning, especially for writers
3. Suggest an alternative
that focuses on development, rather than transfer, through a different
metaphor: convergence.
V.
METHODOLOGY:
Mindfulness,
meta-awareness, attentiveness
VI.
PROJECT NEEDS:
1. Workshop
2. Research
3. Investigate whether
courses content could air or inhibit transfer
CREATIVE WRITING
https://scholarworks.rit.edu/cgi/viewconten.cgi?article=1223&context=jcws
Why Writing Matters
I. INTRODUCTION:
Creative writing is any writing that goes outside the bounds of normal professional, journalistic, academic, or technical forms of literature, typically identified by an emphasis on narrative craft, character development, and the use of literary tropes or with various traditions of poetry and poetics.
II.
PURPOSE:
Creative writing can be used for entertainment,
informative, or persuasive purposes. This type of writing can also be used to
convey an emotion. In each lesson, a purpose will be explained thoroughly with
definitions and examples; a writing prompt will follow.
III.
PROJECT DESCRIPTIONS:
This is designed to give you an opportunity to explore or
refine writing skills and to display creativity. Writing is a skill that you
will use your entire life. You write papers for school, emails and letters to
family and friends, and some day you will use your writing skills in your
career.
IV. OBJECTIVES:
1. Demonstrate an
understanding of various forms and structures of fiction and poetry.
2. Demonstrate
familiarity with a variety of professional writers’ styles and voices in
fiction and poetry in order to develop his or her own individual style.
3. Become comfortable
with the workshop process of self and group analysis and critique.
4. Demonstrate knowledge
of various texts’ relations to their historical content.
5. Demonstrate some
awareness of literary influence and literary history.
6. Demonstrate knowledge
of editing and revision techniques, the world of publishing, and other
career-related aspects of writing.
7. Produce an extended
work of fiction and poetry.
V.
METHODOLOGY:
It emphasizes experimental writing and a politics and
ethics of form; it also uses literary and cultural theory to theorize the
process of writing.
Techniques used in
creative writing include:
•Character development
•Plot development
•Vivid setting
•Underlying theme
•Point of view
•Dialogue
•Anecdotes
•Metaphors and similes
VI.
PROJECT NEEDS:
1. Brainstorm Your Story
It helps you brainstorm
your project, including determining what you should write, and helps you
develop the idea for both your story and plot. When you complete this project
you will have a clear, written plan for your Creative Writing Project.
2. Create a Character It
gives you all the tools you need to build a character. When you complete this
project you will have a clear, written character sketch for your Creative
Writing Project.
3. Structure Your Story
It shows you how to
structure your story. You’ll identify your passion, the theme you wish to
convey to readers, your main character’s story structuring flaw. Then you’ll
put them all together in the class project, where you’ll create your story’s
premise.
4. Write Act 1
It shows you how to write
your first act, beginning with a hook to capture your readers’ interest, then
developing your character’s backstory.
5. Write Act 2
It shows you how to write
your second act, beginning with your character in crisis, navigating the long
struggle they face against every increasing plot difficulties, and finally
bringing them to an epiphany.
6. Write Act 3
It shows you how to
complete your story’s Act 3, beginning with a plan that leads to the exciting
climax, and the resolving loose threads in the ending.
7. Structure a Scene
Introduces you to a tool that will change your writing life: the magic of scene
and sequel. It guarantees you will balance story and plot, enabling you to
write exciting and emotionally effective scenes.
8. Create a Setting
It shows you the purpose of settings, and
guides you step by step through the process of creating a vibrant, active
setting in which your story can take place.
9. Write Great Dialogue
It shows you how to write
impactful, emotionally involving and just plain interesting dialogue.
10. Energize Your
Manuscript
It helps you energize and
polish your manuscript through techniques such as writing big and writing well.
11. Publish Your Book
Introduces you to both traditional publishing and self-publishing. It shows you
how easy, fast and economical it can be to get your story into the hands of
readers.
12. Market Your Book It will reveals all of my favorite marketing tips. I’ll show you how to get your work in front of the public, through a variety of exciting approaches.
DISCIPLINE AND IDEAS IN THE SOCIAL SCIENCES
https://theconversation.com/the-conversation-partners-on-2m-research-policy-project-to-mitigate-covid-19-pandemics-social-impacts-150476
I.
INTRODUCTION:
The COVID-19 pandemic is a worldwide emergency that necessitates a strong, research-driven response. The Conversation has been at the forefront of reporting and explaining the latest studies on the virus to the general public since the first reported cases were announced, investigating the impacts and possible remedies in an open, evidence-based manner.
II.
PURPOSE:
Investigating the impacts and the potential solutions in an accessible, evidence-based way.
III.
PROJECT DESCRIPTION:
The IPPO will build bridges between policy and research, focused on mitigating the biggest social impacts of COVID-19 and accelerating the UK’s recovery from the crisis.
IV.
OBJECTIVES:
1. The IPPO will use this
network to provide easy access to resources, evidence, and analysis of global
policy responses to COVID-19 for UK policymakers.
2. This will allow them
to make informed decisions on how to deal with the pandemic's immediate social,
economic, and public health effects.
3.It will also help the
UK respond to and recover from the pandemic, which will benefit the general
population, especially marginalized and at-risk groups.
4. The IPPO will focus on
a wide range of policy areas, including education, mental health and wellbeing,
online living, adult social care, care homes, and housing, communities, and
cohesion.
5. It will also discuss the disparate effects on BAME communities.
V.
METHODOLOGY:
Addressing this
urgent issue by bringing our editorial expertise to the International Public
Policy Observatory (IPPO)
VI.
PROJECT NEEDS:
Seek information needed to be led by UCL’s Department of Science, Technology, Engineering & Public Policy (STEaPP), with whom The Conversation shares a London office. It brings together the expertise of partners including Cardiff University, Queens University Belfast, the University of Auckland, the University of Oxford, The Conversation, and leading think tanks, including the International Network for Government Science (INGSA).
PHILIPPINE POLITICS AND GOVERNANCE
https://carnegieendowment.org/2019/01/10/philippine-politics-under-duterte-midterm-assessment-pub-78091
Philippine Politics Under Duterte: A Midterm Assessment
I.
INTRODUCTION:
The presidency of Rodrigo Duterte began at noon on June 30, 2016 following his inauguration as 16th President of the Philippines, succeeding Benigno Aquino III on May 30, 2016. The President-elect of the Philippines after he topped the official count by the Congress of the Philippines for the 2016 presidential election with 16,601,997 votes, 6.6 million more than his closest rival, Mar Roxas.
II.
PURPOSE:
His term is expected to end exactly six years later. To
restore the death penalty in the Philippines. To strengthen the campaign and
promised execution of drug dealers and other criminals.
To continue to focus on inclusive growth and reducing income inequality in the Philippines. Moving forward, the administration will face a number of challenges as it seeks to deliver on campaign promises, which include achieving peace and rule of law in Mindanao, eliminating corruption in the government and accelerating infrastructure development.
III.
PROJECT DESCRIPTIONS:
Duterte's priorities in
penultimate budget: Infra, coronavirus, and pension.
•The proposed
P4.5-trillion budget is the Duterte administration's penultimate budget and
it's also its last full-year fiscal plan.
•Because it's mandated by
the Constitution, the education budget remains to be the largest, but
infrastructure funds continue to register the biggest hike.
•Another runner-up in
next year's priorities though quite alarming – is the steep increase in pension
payments.
•Duterte's health budget appears ill-prepared for a post-coronavirus nation.
IV.
OBJECTIVES:
•Duterte started a
nationwide campaign to rid the country of crime, and corruption, and illegal
drugs. •Duterte campaigned to restore the death penalty in the Philippines.
• Defines the priorities
of the government – the legacy programs and projects the Duterte administration
will leave behind as 2022 elections approach.
•The proposed 2021 budget will indicate what's in store for a nation still reeling from the effects of the coronavirus pandemic.
V.
METHODOLOGY:
•Part of Duterte Nomics
is the Build! Build! Build! Infrastructure Plan which according to the
administration will usher in the "Golden Age of Infrastructure". The
goals of the program are to reduce poverty, encourage economic growth and
reduce congestion in Metro Manila.
•Human Development and
Poverty Reduction Cluster.
•Pantawid Pamilyang
Pilipino Program (CCT)
•K to 12 Basic Education.
•Responsible Parenthood.
•Sin Taxes.
VI.
PROJECT NEEDS:
•Continue and maintain
current macroeconomic policies, including fiscal, monetary, and trade policies.
•Institute progressive
tax reform and more effective tax collection, indexing taxes to inflation.
•Increase competitiveness
and the ease of doing business.
•Accelerate annual
infrastructure.
•Promote rural and value
chain development toward increasing agricultural and rural enterprise
productivity and rural tourism.
•Ensure security of land
tenure to encourage investments, and address bottlenecks in land management and
titling agencies.
•Invest in human capital
development, including health and education systems, and match skills and
training.
•Promote science,
technology, and the creative arts to enhance innovation and creative capacity.
•Improve social
protection programs, including the government's Conditional Cash Transfer
program.
•Strengthen
implementation of the Responsible Parenthood and Reproductive Health Law.
Comments
Post a Comment