The Battle for the Campaign Agenda in Britain

The 1997 election was a struggle, not just for votes, but also to control the campaign agenda. Significant, but contradictory, challenges faced the media, parties and the public. For journalists, the problem was how to engender any zip into the campaign. Ever since Black Wednesday, in September 1992, Labour had seemed assured of victory while Conservative support floundered in the doldrums. For five years, perhaps it just seemed like longer, pundits had been writing of the end of the Conservative era, bolstered by all the accumulated evidence from opinion polls, by-elections and local elections. By the start of the six-week official campaign, the horse-race story was almost lifeless. Moreover, to the dismay of leader-writers, commentators and columnists, Blair's strategic shift towards the centre-left had removed much of the drama of serious policy conflicts between the major parties. Few issues remained where one could discern clear blue water between Labour and the Conservatives – devolution and constitutional reform, perhaps the faint ghost of trade union rights and spending priorities – but on so much the contest was a classic case of an echo not a choice. Lastly, at the outset the campaign promised tight party control, in as gaffe-free an environment as could be humanly managed. At the start the Labour party seemed insecure and sweaty despite its enormous lead in the polls, and the professional andelson machine at Millbank Tower left almost nothing to chance, as though the souffle of support might suddenly collapse. Based on their formidable track-record during the 1980s, the Conservatives had a reputation for running highly professional campaigns. Given the palpable sense of public boredom and impatience, a feeling of oh-do-lets-get-on-with-it, the challenge for journalists was to find something fresh and interesting to hold the attention of their readers and viewers. During the six week campaign there was, on average, about ten hours of regular BBC and ITN television news and current affairs programmes every weekday1, not including election specials, nor Sky News, CNN, Radio 4, Five Live, newspapers and magazines, the internet election web pages, and all the other plethora of media outlets. Something had to fill the ravenous news hole. For the public, the primary urge seemed to be to get it all over with. But voters also needed to make sense of the choice before them, when policy differences between the parties had shaded from the red-and-blue days of Thatcher v. Foot to a middle of the road wishy-washy mauve. Many issues confronting voters were complex, technical and subtle, with no easy answers: what will happen to the economy if Britain enters, or stays out, of the ERM? How can the peace process move ahead in Northern Ireland, given the intractability of all sides? Can Britain afford an effective and comprehensive health service, given ever-increasing demands on the system and spending limits accepted by all parties? These, and related, issues facing Britain have critical consequences for the lives of citizens, but they admit of no simple sound-bite panaceas. The needs of the news media and the public were at odds with those of the parties. Given their lead, the primary challenge for Labour was to manage their media environment against unexpected crises, in play-safe reactive mode. The watchword was control. Memories of the polling fiasco in 1992, and Neil Kinnock's false expectation of victory in that campaign (â€Å"We're allright! â€Å"), dominated strategy in 1997. The challenge for the Conservatives was to staunch grassroots morale, and even build momentum, by emphasising the positive economic performance of the government, by reassuring voters to trust Prime Minister John Major against the inexperienced and unknown Tony Blair, and by attacking Labour on the old bugaboos of taxes and trade unions. To gain traction the Conservatives had to take more risks than Labour. The challenge facing all the minor parties, but particularly the Liberal Democrats, was to avoid being squeezed by Labour's smothering slither centre-left. Who won? The aim of this chapter is to examine this battle and evaluate the outcome. The first section sets out the long-term context by considering how campaigning has been transformed in the post-war era. The 1997 election represented another critical step, it can be argued, in the transition to the post-modern campaign in Britain, — characterised by partisan dealignment in the press, growing fragmentation in the electronic media, and strategic communications in parties. The second section goes on to analyse what was covered in the national press and television during the campaign, and whether this suggests Labour won the battle of the campaign agenda, as well as the election. Lastly, we consider how the public reacted to the coverage, whether they felt that journalists generated interesting, fair and informative coverage, and the implications of this analysis for the struggle over campaign communications. The Evolution of the Post-Modern Campaign Modernisation theory suggests that during the post-war era the political communication process has been transformed by the decline of direct linkages between citizens and parties, and the rise of mediated relationships. Swanson and Mancini argue that similar, although not identical, developments are recognisable across industrialised democracies2. In the earliest stage, the premodern campaign in Britain was characterised by the predominance of the partisan press; a loose organizational network of grassroots party volunteers in local constituencies; and a short, ad-hoc national campaign run by the party leader with a few close advisers. This period of campaigning gradually evolved in the mid-nineteenth century following the development of mass party organizations registering and mobilising the newly enfranchised electorate. Despite the introduction of wireless broadcasting in 1922, this pattern was maintained in largely identifiable form until the late fifties3. The critical watershed came in 1959, with the first television coverage of a British general election, symbolising the transition to the next stage. The evolution of the modern campaign was marked by a shift in the central location of election communications, from newspapers towards television, from the constituency grassroots to the party leadership, and from amateurs towards professionals. The press entered an era of long-term decline: circulation of national newspapers peaked in the late fifties and sales have subsequently dropped by one-third (see Figure 1). The fall was sharpest among tabloids, pushing these further downmarket in the search for readers4. This fierce competition transformed the nature of the British press, producing growing sensationalism, and more journalism with attitude, while changes in ownership ratcheted the partisan balance further in the Conservative direction. One major factor contributing towards declining circulation was the rise of television. The political effects of this new technology were strongly mediated by the regulations governing broadcasting in each country. In Britain the legal framework for the BBC/ITV duopoly was suffused by a strong public service ethos which required broadcasters to maintain ‘party balance' and impartiality in news coverage, to ‘inform, educate and entertain' according to high standards, and to provide an agreed allocation of unpaid airtime to arty political broadcasts5. Within this familiar context, television centralised the campaign, and thereby increased the influence of the party leaders: what appeared on BBC1's flagship 9 O'clock News and ITN's News at Ten, and related news and current affairs studios, was the principle means by which politicians reached the vast majority of voters. To work effectively within this environment parties developed a coordinated national campaign with professional communications by specialists skilled in advertising, marketing, and polling. The ‘long campaign' in the year or so before polling day became as important strategically as the short ‘official' campaign. These changes did not occur overnight, nor did they displace grassroots constituency activity, as the timeless ritual of canvassing and leafletting continued. A few trusted experts in polling and political marketing became influential during the campaign in each party, such as Maurice Saatchi, Tim Bell and Gordon Reece in Conservative Central Office, but this role remained as part-time outside advisors, not integral to the process of government, nor even to campaigning which was still run by politicians. Unlike in the United States, no political marketing industry developed, in large part because the only major clients were the Labour and Conservative party leaderships: the minor parties had limited resources, while parliamentary candidates ran retail campaigns based on shoe-leather and grassroots helpers. But the net effect of television during the era of modernisation was to shift the primary focus of the campaign from the ad-hoccery of unpaid volunteers and local candidates towards the central party leadership flanked by paid, although not necessarily full-time, professionals6. Lastly in the late twentieth century Britain seems to have been experiencing the rise of the post-modern campaign, although there remains room for dispute in the interpretation of the central features of this development and its consequences. The most identifiable characteristics, evident in the 1997 campaign, include the emergence of a more autonomous, and less partisan, press following its own ‘media logic'; the growing fragmentation and diversification of electronic media outlets, programmes and audiences; and, in reaction to these developments, the attempt by parties to reassert control through strategic communications and media management during the permanent campaign. Partisan Dealignment in the Press In the post-war period parties have had long-standing and stable links with the press. In 1945 there was a rough partisan balance with about 6. 7 million readers of pro-Conservative papers and 4. 4 million readers of pro-Labour papers. This balance shifted decisively in the early 1970s, with the transformation of the left-leaning Daily Herald into the pro-Conservative Sun, and the more aggressively right-wing tone of The Times, both under Rupert Murdoch's ownership. By 1992 the cards had become overwhelmingly stacked against the left, since the circulation of the Conservative-leaning press had risen to about 8. 7 million compared with only 3. million for Labour-leaning papers (see Figure 1). Throughout the 1980s Mrs Thatcher could campaign assured of a largely sympathetic press, which provided a loyal platform to get her message across7. One of the most striking developments of recent years has been the crumbling of these traditional press-party loyalties. The evidence comes partly from editorial policy. The Conservative press had started to turn against Mrs Thatcher in 1989-90, when the economy was in recession and her leadership became deeply unpopular, and this constant barrage of criticism probably contributed towards her eventual demise8. During the 1992 election, while the Sun and the Daily Express continued to beat the Tory drum, comment from some of the other pro-Conservative press like the Mail and The Sunday Times was more muted, and four out of eleven daily papers failed to endorse a single party9. The new government enjoyed a brief respite on returning to office but press criticism of John Major's leadership deepened following the ERM debacle on 16th September 1992, with only the Daily Express staying loyal. Journalists continued to highlight the government's difficulties over Europe, and internal splits over the debate on the Maastricht Treaty. By the winter of 1993, a succession of scandals involving Conservative politicians created headline news while editorials regularly denunciated the government, and particularly the Prime Minister. By the time of the July 1995 leadership challenge only the Daily Express backed John Major solidly, while the Sun, the Mail, The Times and the Telegraph all argued that it was time for him to be replaced10, an embarrassment for their leader writers given the outcome. The question, in the long run-up to the election, was whether the Tory press would return home, once the future of the Conservative government was under real threat. In the event, the 1997 election represents a historic watershed. In a major break with tradition, six out of ten national dailies, and five out of nine Sundays, endorsed the Labour party in their final editorials (see Table 1). This was twice the highest number previously, and it reversed the long-standing pro-Conservative leanings in the national press. With impeccable timing, the Sun led the way on the first day of the campaign, (THE SUN BACKS BLAIR), with a frontpage claiming Blair is a â€Å"breath of fresh air† while the Conservatives were â€Å"tired, divided and rudderless†, and its defection stole the headlines and damaged Tory morale. This change of heart came after assiduous efforts by Labour to court press support, including meetings between Blair and Rupert Murdoch, especially Blair's visit to Australia in 1995. roughout the campaign the Sun, with ten million readers a day, provided largely unswerving support for Blair, although opposing Labour policy on Europe and the unions, and many commentators predicted that the switch, based on Murdoch's commercial considerations rather than political affinities, would not last long11. Labour's traditional tabloid, the Daily Mirror, with six million readers, continued its brand of centre-left journalism (â€Å"the paper for Labour's TRUE supporters†). On the las t Sunday of the campaign, influenced by Murdoch, The News of the World decided to follow the lead of its sister paper, the Sun, and backed Labour. Among the broadsheets The Guardian called for tactical voting for the Liberal Democrats in seats where it made sense, but broadly endorsed Labour. The Independent was more restrained in its backing, casting its editorial vote for Labour â€Å"with a degree of optimism that is not entirely justified by the evidence†. The paper was clearly more anti-Tory than pro-anything. The Times advised their readers to back Eurosceptic candidates from whatever party, although, in practice, nearly all were Conservatives. Only leads in the Daily Telegraph, and the Daily Mail (â€Å"Labour bully boys are back† â€Å"Labour's broken promises†) remained strongly in the Tory camp. Even the Daily Express was more neutral than in the past: a double-page spread was divided between Lord Hollick, its chief executive, arguing for Labour and its chairman, Lord Stevens, arguing for the Conservatives. The front-page of the election-eve Mail carried a colourful Union Jack border and the apocalyptic warning that a Labour victory could â€Å"undo 1,000 years of our nation's history†. Yet any comparison of editorial policy probably under-estimates the balance of partisanship in news coverage during the overall campaign. For example, the Mail ostensibly endorsed the Conservatives during the campaign, but in practice it probably deeply damaged the government by headlining sexual scandals in the party, and reinforcing images of disunity with leading articles highlighting the number of Tory Eurosceptics. With friends like this, the Conservatives did not need opponents. To understand this we need to go beyond the leaders, which are rarely read, and even less heeded, to examine the broader pattern of front-page stories. The most plausible evidence for dealignment is that certain papers like the Sun, traditionally pro-Conservative, switched camps, but also that front-page stories were often so similar across all the press, driven by news values irrespective of the paper's ostensible partisanship. Since the early 1970s fierce competition for readers has encouraged far more sensational coverage in the popular press, fuelling an endless diet of stories about ‘scandals', (mostly sexual but also financial), infotainment, and the Royals, preferably all three. This process started when Rupert Murdoch bought the News of the World in 1968, and the Sun a year later. It accelerated in the cut-throat competition produced by the launch of the Daily Star in 1978, which sought to out-do the Sun in its relentless search for sex, investigative ‘exclusives' about celebrities, violent crime, and graphic coverage of the bizzare. Those who thought British newspapers had reached their nadir at this point had under-estimated the soft-porn Sunday Sport, launched in 198612. The tackiness of the popular press, such as their exhaustive gossip about the goings-on of the younger Royals, gradually infected and corroded the news culture of the broadsheets as well. By the mid-1990s, the journalism of scandal trumped party loyalties, hands down. This fuelled the series of sleaze stories about senior Conservative politicians hroughout John Major's years in government, and there was no let-up during the campaign. As documented in detail later, the first two weeks of the election were dominated by a succession of stories about corruption in public life and sexual ‘scandals', providing a steady diet of negative news for the government which swamped their message about the economy.

Economic And Social Essay

In a century of modernisation, the memorable decades shoot the stars of one decade so bright and called the sixties. It was definitely unlike others. It screamed for its entity of liberty, knowledge, power, wealth, thrill, wanted to see a generation through Purple Haze. Taking communication beyond the realm of any hesitation with television and movies; ‘60s are back’. Civil rights marches, urban riot, soldier fighting at Vietnam and citizen protesting back home, students taking over college campuses, hippies in their unconventional dresses with flowers in their wiery hair, rolling on drug and rock music, rock and rolling on spirit of free love. It was a revolution in the air for the social deconstruction through the social and political activism of ‘the movement’ of the left wing leaving a collective memory of the contrasts that ever any decade has seen, of its Economic and Social changes, like America of 60s and beyond saw (Whitfield 2004). The materials of this web site of Duke University Press are reflecting the issues of the race, labour market and social disorder of the twentieth century America through its journal of Social Science History. It introduces the rise of the African Americans in the central cities from 10% approx. , in contrast to the post 60s reading clocks nearly at 60%, far than that of whites. But the site is also arguing on the discriminations and poverty rising due to various economic factors, kinds of markets, social systems, policies and movements. In the United State’s social history the site contributes the connection of the historic redistribution of the Black population. The site is recommendable for the research as it has the relevant concern for the subject matter and has eventually gone deeper into the subject, projecting the post 60s U. S. economy and society. More over the web site is a typical research oriented one that provides social journals with a vision, ‘Today’s Research. Tomorrow’s Inspiration’ that holds the emblem of the Registration of Project Muse. The whole effort is produced by ‘The Johns Hopkins University Press’ with an extended academic support of ‘The Milton S. Eisenhower Library’. Thus, it goes for the motion that the site can be employed for the research for its viability and genuineness of the academic and literary interpretations (Collins 1971). The site of Lone Star College – Kingwood is describing the American cultural history from 1960 to 69 precisely. Apart from the general review of the decade, it also has the facts and the figures of the same. From art, architecture to books and fashion, from events and technology to music and war, from people and sports to television and politics, the site has cover roughly everything of the decade, in a very briefly manner. But, since it is brief; it does not convey the message that it can not support a research. The said is the only pen picture of the homepage, which again has number of links to get access to great deal of details. The site has extra links of library and research guide, which makes it more suitable for research purpose. It is a college library site with a dot command of education, proving it to be an educational site and can be employed for the research (Lone Star College 2008). Since the topic about post 60s America, here it draws a sharp contrast by sifting the focus to South America. Growth and structural change in Latin America since 1960 analyses the economic and trade effect on the society. It comparing the effect since 1930s and what happened in 70s and 80s. economic slowdown, import substitute, export and reliance on foreign debts have the economy of the region and have not been engaged in creative response anymore. Though it has a slow starting but has argued the growth considering the emerging power later. The site is absolutely perfect for the research. Firstly, the article is developed by Harvard Institute for International Development and Bar Ilan University, Israel and got the patent of the ‘The University of Chicago’. Again it has the patent of the Jestor community, which is served and supported by the community of the scholars and exclusively an academic site. Thus, it is high employable (Syrquin. 1986). This site is about the sustainable development of America through its history of environmental politics, policies and common good. The site has explained the millennium ecosystem assessment from now till post 60s era. But the site can not be used in the research as it is much of a blog than a site. It has the option to post comment. The open domain nature of this site has made it prone to bias feedbacks and confusing conclusion (Environmental Economics & Sustainable Development 2006). The American Scene describes the age of abundance, which includes the American politics, movie, culture, etc. that happened as the baby boomers grew up, and once who saw the war in their childhood. But the site shares the same problem like the previous one. It is kind of blog and has got the place to leave replies there is no academic support and viability to have faith on the articles (The American Scene 2008). Fertility change in Utah: 1960-1975 has discussed the fertility rate of the area and it social and economic contribution that started from 1800 and continued till the post 60s period. But it is futile to discuss on this site as the site is lacking in genuineness. It appears to be a word document with certain links to connect for further information. Even the source cited is also absurd up to a great extent (Fertility change in Utah: 1960-1975 2008). Reference Andrews, Richard N. L. 2006. Learning from History: U. S. Environmental Politics, Policies, and the Common Good. Environmental Economics & Sustainable Development. http://environmental-economics. blogspot. com/2007/08/sustainable- development-21st-century. html (accessed October 30, 2008). Collins, William J. 1971. Race, Labor Markets, and Social Disorder in Twentieth- Century America: An Introduction. Social Science History 29, No. 2: 235-239. http://muse. jhu. edu/login? uri=/journals/social_science_history/v029/29. 2collins. h tml (accessed October 29, 2008). Goodwin, Susan. and Bradley, Becky. 2008. American Cultural History 1960 – 1969. Lone Star College – Kingwood. http://kclibrary. lonestar. edu/decade60. html (accessed October 29, 2008). Syrquin, Moshe. 1986. Growth and Structural Change in Latin America since 1960: A Comparative Analysis. Economic Development and Cultural Change, 34, no. 3: pp. 433-454. http://www. jstor. org/pss/1154048 (accessed October 29, 2008). Spicer, J. L. 2008. Fertility change in Utah: 1960-1975. POPLINE Document Number: 015540. http://www. popline. org/docs/0576/015540. html (accessed October 30, 2008). Tim Lee 2008. The Age of Abundance. The American Scene. http://www. theamericanscene. com/2008/06/27/the-age-of-abundance (accessed October 30, 2008). Whitfield, Stephen J. 2004. A Companion to 20th-century America. Blackwell Publishing.

Buddhist Nuns in Tibet

Our work aims to research Buddhist nunnery in Tibet. We are going to give information about Tibet in general and about peculiarities of Tibetan religion. We are going to pursue a case study of ordination to a nunnery. Buddhism is one of the world religions. Its believers live through in India, China, South-East Asia, Tibet and other countries. In old times inhabitants of Tibet didn’t practice Buddhism. Their folk religion called â€Å"mi-chos†, which meant the law of men. In after years it transformed to â€Å"bon-chos† – Bon religion. There some people who practice it in Modern Tibet and a handful of handful of Moslems..Nowadays Tibet is a poor Chinese province. It makes modern Tibetan Autonomous Republic. Besides of TAR Tibetan people live in the Chamdo region of Szechwan; some are found in Tsinghai and Kansu (Chang-tu Hu 66). Population carries on animal husbandry. Most of Tibetans consider themselves Buddhists Tibetan Buddhism is differs from the other national forms of this religion. It adapted to everyday life of inhabitants. As Guiseppe Tucci stated, â€Å"the entire spiritual life of the Tibetan is defined by a permanent attitude of defense, by a constant effort to appease and propitiate the powers whom he fears† (187).Tibetan Buddhism is heavily influenced by belief in supernatural. Tucci observed, that religion of Buddha in Tibet shot with a certain ambiguity: on the one side the fear of capricious spirits that was inherited by Lamaism from the country's original religions and, on the other, the conviction that man possesses the means to control these dark vengeful forces demanding propitiation. Magic, ritual, acts of piety, liberality towards monasteries and teachers, exorcism, liturgical technique, all come to his aid. And the human victim he was at the outset, at the mercy of a thousand invisible forces, is able to become their master.(73-74) On this basis scientists state there is a detached Tibetan form of Buddh ism. They called it Lamaism. Lamas were privileged class in Tibetan society. They operate in many sectors of daily life, and the monasteries are important social and economic centers of society. Basic concepts of Buddhism (karma, nirvana, transmigration, and reincarnation) are the same in Lamaism. There were three religious sects in Tibet: Nyingmapa, Kargyu, Sakya, and Gelugpa. The last one is known as the â€Å"Yellow School,† because monks wear yellow hats during ceremonies.It emerged in China since the Yuan Dynasty (1271-1368) and became the most influential school in Tibet since the 17th century. Gelugpa sect governed over the country until the Chinese re-exerted control over Tibet when head of â€Å"Yellow School† Dalai Lama fled to India in 1959. The Panchen Lama, who resided at Shigatse, has been elevated by the Chinese government to the position vacated by the Dalai Lama. Followers of the Panchen Lama used to claim that his spiritual powers rival those of the D alai Lama. Both of them were reincarnations of their predecessors.When either dies the priesthood have to decide in which newly born child he has been reincarnated. The reincarnation can happen anywhere, even in a peasant family, but such a family automatically becomes a member of the noble class. Our study of Tibetan nunnery will be incomplete without defining the role of monasteries. Monastery system is the basis of Lamaism. There were 6000 of Buddhist monasteries in Tibet until the Chinese invaded in 1950. Nowadays only six of them are restored (Kerr 37). Monasteries as landowners were authority under units of villages. Many of them used to house five thousand monks.Percentage of the monks composes from 20 to 33-1/3 percent of male population. According to Havnevik Hanna, there were also 27,000 nuns in 1959 (37). In Buddhist countries nuns are called by many different terms —bhik? un? i, don chee, sikkhamat, dasasilmata, jomo, mae chi, tila shin. According to Tibetan tradi tion celibate female Buddhist practitioners are known as ‘ani’. Karma Lekshe Tsomo states in her book, that many women in Tibet became ‘anis’ because nunnery provides an opportunity to get an education (201). Knowledge turned out to be an important theme in the history of many monastic communities.Owing to the isolation from the rest of the world, there was a lack of scientific knowledge in Tibet. Alexandra David-Neel notes, that many Tibetans believed that the earth was flat (26-29). The first radio station in Tibet started operating on January 1, 1959 (Chang-tu Hu 251). There were no primary schools prior to 1950. After the defeat of revolt against Chinese authority in the late fifties Tibetan diaspora began. In the sixties many young people from western countries began heading to the East searching for religious and philosophic alternatives to replace inadequacies they felt in their own cultures.Communication innovations of the eighties established close r connections among people. That’s why desire for knowledge and education affected even remote nunnery high up in the Himalayas. Karma Lekshe Tsomo narrates what was the monastery education to be: The monks and nuns had been recruited with promises of a life of study. Instead, they had to work day in and day out on the ‘gonpa's’ (settlement) construction. At night, they were too tired to concentrate on the lamas' teachings in Tibetan, an unfamiliar language†¦.In this culture, women only left home if they had specific, compelling reasons to do so. For many women, the quest for religious learning and an aversion to hard labor do not constitute compelling reasons. (204) If there is no senior monk in the monastery nuns live in the villages with their parents and work with them. They could gather together only several days on month to read few ‘pechas’ (religious texts). Those, who are not ordained just have to take five precepts: not to kill, steal, lie, commit sexual misconduct, or take intoxicants. Beijing notes that it’s not easy to be a teacher.To be appointed as a teacher of nuns, a monk must fulfill sixteen qualifications : respectability (not having incurred a defeat or partial defeat and being conscientious in that he has forsaken unwholesome deeds such as killing animals); steadfastness (twenty years of standing as a monk); learning (knowledge of the three collections of the scriptures); and thirteen qualities of helpfulness (the twelve explained in the first chapter of this work in the discussion of the qualifications of the monastic preceptor, plus not having previously been appointed as a nuns' teacher and then removed from that position).A monk with these qualifications is appointed to be the nuns' teacher within the boundary of his monastic community; qualified fellow monks perform the appropriate ceremony during the confession ceremony of the fifteenth of the lunar month (132). At first to be accepted as a monk it was enough to take refuge in front of the Buddha. Then special rules were instituted. To be a monk or a nun became a matter of maintaining regulations.Aspirant needs to assume vows. To enter the Buddhist community novice have to pass a long way. According to Beijing, vows of personal are of seven categories when distinguished according to the person: the [vows of the] monk (bhik? u), the nun (bhik? uni), the male novice (srama? era), the female novice (srama? erika), the layman practitioner (upasaka), the laywoman practitioner (upasi?ka), and the postulant nun (sik? amana) (122). In the original procedure for conferring monastic ordination, the aspirant became a monk without any complex ritual. The present-day procedure confers ordination with a considerable amount of ritual. Beijing recorded several ways in which persons became instantaneously ordained as monks and nuns. For example by accepting the eight severe precepts:To receive ordination from monks; to await announce ment of the proper date for the fortnightly confession from monks; to participate in the rainy season retreat near a place where monks are also in retreat; to attend the ceremony of lifting of restrictions (imposed during the rainy season retreat) in an assembly of both monks and nuns; to serve respectfully both monks and nuns if one has transgressed any of these eight precepts ; not to reveal the corrupted morals of monks; not to reproach a monk; to behave respectfully (prostrating and so forth) toward the community of monks, including prostrating before a newly ordained monk.(89) The ceremonies that confer the lay practitioner vows or the novice vows on a woman are essentially the same as those for a man, except for the aspirant being referred to as â€Å"the woman known as†¦ ,† instead of â€Å"the man known as†¦ ,† and the additional questions posed to the woman. The precepts of the postulant nun may be assumed at the age of eighteen in the case of one wh o has not been married and at the age of ten in the case of a woman who has been married. This ordination is conferred by a group of twelve nuns through a two-part ceremony including proposal.A female novice must receive the postulant nun's vows and observe them for two years before she can receive full ordination as a nun. The aspirant nun should give the vow for strict observance of celibacy. Beijing mentions that a woman cannot receive this vow if she has any of the following five obstacles: having both the male and female organ or having neither; menstruating continuously or having no menstruation; having no feeling in the vagina; and having been a nun before (178). The bestowal of this vow constitutes the intermediate part of the nun's ordination.In the first part, her request to become a nun is forwarded to the abbess with a report on whether she is free from obstacles to her ordination (not having received permission from family or husband, being pregnant, etc. ). The second part of the ceremony consists of her request for the vows of strict observance of celibacy, which is forwarded to the abbess along with a report confirming that she will abide by such a vow (determined from further questioning), and the final agreement by the abbess which signals the conferral of the vow.In the third part, she is fully ordained by a group of both monks and nuns. An extensive explanation of the rules for nuns concludes the ceremony. Then the full ordination is bestowed in the presence of group of nuns augmented by a group of ordaining monks. At the conclusion of the ceremony, the preceptor instructs the new nun on the twelve points of discipline, which include the eight defeating offenses, the eight severe precepts, and other rules.However, it should be mentioned that the traditions for the ordinations of the postulant and fully ordained nun were never introduced in Tibet. Once became a nun, female practitioner of Buddhism must observe three hundred and sixty-four ru les: not to commit the eight defeating offenses that constitute root downfalls, twenty partially defeating acts, thirty-three downfalls involving forfeiture, one hundred and eighty downfalls requiring confession alone, eleven downfalls to be individually confessed, and one hundred and twelve minor infractions.In Buddhism, vows are viewed in many ways, depending on the context of the discussion, but generally the ethical systems are designated as three sets of vows, as two sets of vows, or as one all-inclusive vow. The three sets of vows spoken of throughout all divisions of the Buddhist scriptures are those of personal liberation (pratimok? a), of meditative absorption (dhyana), and of the uncontaminated (anasrava) vows. These are essentially identical to the three forms of training on the Buddhist path: the development of morality, meditation, and wisdom.In fact, in order to gain the different types of enlightenment of their systems, proclaimers (Rravaka), solitary sages (pratyekab uddha), and bodhisattvas must forsake disturbing emotions and other obstacles on their paths by cultivating an uncontaminated discriminative awareness which is developed by training in wisdom. This discriminative awareness is grounded in mental quiescence achieved by training in meditation, and mental quiescence is developed on the basis of training in pure morality.The proclaimers' system speaks of two sets of ethics, each with three vows: the vows of a lay practitioner, novice, and monk (or nun); and the vows of body, speech, and mind. The three vows in the scriptures of the Universal Way (mahayana) refer to the processes of refraining from the unwholesome, of aiming at acquiring good qualities, and of working for the benefit of all living beings. These are also known as the three trainings, or ethics, of the bodhisattva. The tantras speak of four sets of ethics, each with three vows.The first set includes the commitments of awakening mind, the vows related to the creation phase, and those related to the completion phase. The second set includes the pledges of the Buddha's body, speech, and mind. The third set, as taught by the great adept Vitapada, consists in not conforming to the practice of accepting what is good and rejecting what is bad with respect to any physical, verbal, or mental action. The fourth set includes the vows of personal liberation, the bodhisattva commitments, and the pledges of the awareness holder (vidyadhara).The tantras also speak of two types of ethics: the common pledges received during the vase initiation of the five awarenesses (of the vase) and the stages of the initiation prior to these; and the uncommon ones received at the time of the irreversible vajra-master initiation. According to a different explanation, the two types of ethics in the tantras refer to the vows related to the creation phase and those related to the completion phase, also known as the outer and inner vows.Moreover, when the tantric adept assumes all the v ows of personal liberation, the bodhisattva commitments, and the tantric pledges, he or she maintains these ethics in both their outer and inner aspects. Works Cited Beijing, Chos ‘byung. The History of Buddhism in India and Tibet. Delhi: Sri Satguru, 1986. David-Neel, Alexandra. â€Å"Edge of Tibet†, AATA 44:1 (January 1944): 26-29. Chang-tu Hu. China: Its People, Its Society, Its Culture. New Haven, CT: HRAF Press, 1960. Havnevik, Hanna. Tibetan Buddhist Nuns.History, Cultural Norms and Social Reality. Oslo: Norwegian University Press, 1989. Kerr, Blake. Sky burial : an eyewitness account of China's brutal crackdown in Tibet. Ithaca, NY: Snow Lion Publications, 1997. Shen, Tsung-lien and Liu, Shen-chi. Tibet and the Tibetans. New York: E. P. Dutton, 1977. Tucci, Guiseppe. The Religions of Tibet. Berkeley, CA: University of California Press, 1980. Tsomo, Karma Lekshe. Innovative Buddhist Women: Swimming against the Stream. Richmond: Curzon Press Limited, 2000.

BIPOLAR DISORDER OUTLINE Article Example | Topics and Well Written Essays - 750 words

BIPOLAR DISORDER OUTLINE - Article Example Cause of bipolar disorder is not known but genetic and environmental conditions may give rise to the disorder and its course. Environmental factors may include substance abuse, medical conditions (e.g. thyroid fluctuation), stressful lie events, and life styles that are consistent with general sleep-wake cycles. PET imaging helps identify differences in brain activities of the people with the disorder. This and other biological researches have rendered better understanding of the causes of the disorder such as dysregulation (not like an epileptic seizure) of the brain cells responsible for regulation of emotions, circadian rhythms and behaviors resulting in the symptoms of the disorder (Goodwin & Jamison, 2007). Bipolar disorder now ranks one of the top ten disabling disorders in the world among working adults with significant socio economic impact (WHO, 2002), (Young, Rigney, Shaw, Emmas, & Thompson, 2011). Bipolar experience of the illness can vary among patients substantially. Suc h as, some patients with depression followed by hypomania while others, mania followed by depression. Still others with alternating episodes with no intervals of mood stability (euthymia). Choice of treatments therefore is based on individualistic patterns of the disorder (Suppes & Dennehy, 2012). Guidelines of the World Federation of Societies of Biological Psychiatry (WFSBP) for the biological treatment of bipolar disorders mainly deal with the acute treatment of mania and bipolar depression. It is vital that acute and long-term treatment should be simultaneous for treatment planning and evaluation. For simplicity, both are dealt with separately. It is important to bring the acute manifestations under control as quick as possible but it is more important to have maintenance treatment which should prevent new episodes and complications and disabling conditions (Grunz, et al., 2013). See figure below: Grunz et al (2013)’s overall recommendations for long term treatment have a ssigned Rating Grade (RG) 1 to drugs Aripiprazole, Lamotrigine, Lithium, and Quetiapine which are listed alphabetically. Aripiprazole has been graded A for Prevention of Treatment Emergent Episodes (TEE) in enriched samples (PES) for â€Å"mania† and â€Å"any episode†. Lamotrigine, has been rated A in PES for â€Å"depression† and â€Å"any episode†. Lithium, A in PNES (Prevention of TEE in non-enriched samples) for â€Å"mania† and â€Å"any episode† and B in PES for â€Å"any episode†, â€Å"mania† and â€Å"depression†. Quetiapine, graded A in PES for â€Å"mania†, â€Å"depression† and â€Å"any episode†. The authors’ overall rating goes in favor of Lithium as still the best as it has two grading of A and B for episodes mentioned against each (Grunz, et al., 2013, p. 170). These drugs’ treatments are discussed in detail below. ARIPIPRAZOLE: PES: Monothreapy and combination with Lit hium have proved to be efficacious in the prevention of new manic and mixed episodes in acute mania. PNES: As there is no long-term impact study in non-enriched samples, it has been graded F in respect of CE (Category of evidence). Further evidence (FE) of the efficacy of Aripiprazole has been proved in the metaanalysis by Vieta et al (2011) in the prevention of new manic episodes. Safety and tolerability (ST): Most common adverse event (AE) prompting treatment

Environmental Laws Research Paper Example | Topics and Well Written Essays - 1250 words

Environmental Laws - Research Paper Example National Environmental Policy Act was instituted by U.S. national policy to promote the enhancement of the environment. Furthermore, it established the Council on Environmental Quality (CEQ) of the president. National Environmental Policy Act (NEPA) Introduction The economic has a big role in determining how many and the type of environmental laws to be passed. Environmental law is a general term that describes international treaties, regulations, statues and national legislation or common law that works to regulate interaction of humanity and natural environment. This is mainly so as to reduce impacts of human activity. There are a number of laws that are created by economic conditions: National Environmental policy Act, oil pollution Act, Marine Mammal Protection Act, Fisheries Conservation and Management Act, Endangered Species Act, Food Quality Protection Act, Federal Food, Drug, and Cosmetic Act among others. The National Environmental Policy Act (NEPA) is one of United States e nvironmental law. It was established in 1970; moreover, it was the first statues of the environment belonging to the modern era. Furthermore, The National Environmental Policy Act was established by U.S. ... The most significant effect of NEPA was to establish procedural requirements for all federal government agencies to prepare environmental assessments and environmental impact statements . Furthermore, EAs and EISs include statements of the effects of the proposed federal agency actions to the environment. Moreover, procedural requirements of NEPA procedural apply to all federal agencies in the executive branch. However, NEPA does not apply to the President, to Congress, or to the federal courts. NEPA has three sections: the proclamation of national environmental goals and policies, the instituting of provisions that are action-forcing for federal agencies to ensure observation of those policies and goals and lastly, the establishment of a Council on Environmental Quality (CEQ) in the president’s Executive Office. Furthermore, The NEPA process comprises of an evaluation of applicable environmental effects of a federal project task, including a series of relevant alternatives. M oreover, the NEPA process begins with developing a proposal by an agency to address a need to take an action. Once a decision on whether or not the actions proposed is covered under NEPA is made. In addition, there are three analysis levels that a federal agency may accomplish to comply with the law (Stern, et al, 2009). These three levels include: Categorical Exclusion preparation, preparation of an Environmental Assessment and Finding of number Significant Impact; or drafting and preparation of an Environmental Impact Statement. 3 Furthermore, a major federal action has been increased in scope to include most things that a federal agency could regulate or prohibit. Moreover, in practice, a project is expected to meet guidelines of NEPA when a federal agency gives any part of the financing

Leadership in the accounting profession Research Paper

Leadership in the accounting profession - Research Paper Example The integrative leadership model will be applied to understand the important system of leadership in accounting profession. 2.0- LEADERSHIP IN A BROADER PERSPECTIVE AND IN ACCOUNTING PROFESSION The role of leaders in every organization has gained a critical importance. Organizations increasingly focus on developing leaders along with managers. There are different leadership styles or approaches that plays effective role in different scenarios. The leader is often the main force to drive the organization to success. Leaders in the organization direct the structure of organization, the culture and ethical values in the organization for contribution towards goal. Leaders actually develop the road map for the organization. Example, of Tim Cook at Apple, Jeff Bazos at Amazon and many more have led to the success stories for the organizations (Williams, 2013). Leadership can be present at any level of hierarchy such as strategic managers, middle-level managers, functional managers and oper ational managers. Accountancy profession has been witnessed to rely increasingly on the accounting curricula. Accounting field, since recent past, has realized the growing importance of developing leadership mindset among accounting students to successfully deal with the growing challenges of the practical field. 3.0- INTEGRATED LEADERSHIP MODEL The systematically defined model of leader’s role in professional service firms (PSFs) could better define the role a leader is required to play in the firm. Integrated model of leadership shall clearly define the combined role of employees with mindset of understanding â€Å"to whom they are leaders†. This clearly outclasses the performance of distant roles of liked and imposed jobs (Delong, Gabarro, and Lees, 2007). According to the model there are three major responsibilities that leader possess in the firm that are setting direction, building commitment and ensuring execution. The graphical representation of the model is as follows: (Delong, Gabarro, and Lees, 2007) 3.1- SETTING DIRECTION Direction determination is the necessary element for every organization and leader stands with a direction. Direction shall lead to the vision of the organization. In the new paradigm, it shall be taken as the major responsibility by the leaders to set the direction for the employees for to keep them on the desirable track (Delong, Gabarro, and Lees, 2007). 3.2- BUILDING COMMITMENT The involvement of all the employees including him/ her should be considerable in related company matters. Leaders shall take it as a responsibility to have consistent involvement of every employee in company matters and decision making. This activity contains all the employees on the same path in the organization (Delong, Gabarro, and Lees, 2007). 3.3- ENSURING EXECUTION Good leader not only formulate the strategies but they also ensure the execution and evaluation of each planned activity and its execution. Professionals and leader must be accountable for the execution of the strategies. Also evaluation and analysis at every stage about the effectiveness of the implemented strategy is important. Execution does not only mean implementing the strategy but it requires gaining the full planned benefit (Delong, Gabarro, and Lees, 2007). 3.4- SETTING PERSONAL EXAMPLE Position of this aspect being

Individuals with Disabilities Education Act Essay

Individuals with Disabilities Education Act - Essay Example The phrase "free and appropriate" would come to be one of the first ideas school administrators and special education teachers would consider when planning and serving those students. The first component declared that all students, no matter what their disability, were entitled to a public education that had to be free of expense and suitable to each student's needs - or "free and appropriate." The second component created safeguards to prevent improper identification of children who were culturally or linguistically different from the student norm. Evaluations had to be administered in the child's native language by a skilled professional. They had to address specific areas (e.g., speech, language, math, behavioral), be made up of more than one procedures, fair to the students, and given by a multidisciplinary team with members representing all components of the students' education ("The Education For All Handicapped Children Act (PL 94-142) 1975"; "Public Law 94-142 (S.6); Nov. 29, 1975 Education for All Handicapped Children Act of 1975"). The third component involves the creation of an Individualized Education Plan (IEP) to meet their individual educational needs. An IEP team must meet annually and examine the plan for possible updates. The principle of Least Restrictive Environment forms the fourth component. It states that disabled children must be educated with non-disabled students to the greatest possible extent education ("The Education For All Handicapped Children Act (PL 94-142) 1975"; "Public Law 94-142 (S.6); Nov. 29, 1975 Education for All Handicapped Children Act of 1975"). The fifth component states that a system of due process and checks and balances will be used for disabled students and their families. Parents must give permission for testing and placement, may examine student records at any time, have an independent evaluation performed by an outside party, have a hearing, make appeals, and expect confidentiality ("The Education For All Handicapped Children Act (PL 94-142) 1975"; "Public Law 94-142 (S.6); Nov. 29, 1975 Education for All Handicapped Children Act of 1975"). The last component declares that parents have a right to be included in all phases of the placement, including assessment, placement, and IED development education ("The Education For All Handicapped Children Act (PL 94-142) 1975"; "Public Law 94-142 (S.6); Nov. 29, 1975 Education for All Handicapped Children Act of 1975"). Over the years, the law was reauthorized several times and experienced many important changes. PL 99-457, in 1986, expanded the scope of IDEA by adding provisions for the education of infants and toddlers (essentially from birth) with special learning needs. Its goals were to improve the development of infants and toddlers with disabilities, and to reduce the potential for developmental delay. It also wanted to reduce the chances of such a child being institutionalized. It sought to help families meet the special needs of those children, and tried to keep them out of special education, when possible. (Apling and Jones, 2002). In 1990, PL 101-476 gave the law its current IDEA moniker and ordered states to extend all the provisions of PL 94-142 to preschool-age children; public funding would facilitate these early intervention services. The expansion was based on the idea that falling cognitively behind

Strategic management, British Airways Essay Example | Topics and Well Written Essays - 3000 words

Strategic management, British Airways - Essay Example External market costs, such as supply chain, are also impacting profit negatively at BA. This report takes an in-depth view of the market environment in which British Airways must operate as well as a strategic analysis about how the company has positioned itself for strategic success. British Airways operates in a very difficult environment currently, with profit continuously declining both in consumer travel and in the cargo division of the business. It is currently the economic downturn being felt globally which is contributing to these profit declines. Done (2009) offers that the recession has given the business more than two years of losses, with loss expectations until at least March 2010. Much of this decline, according to the author, is due to difficult financial market trading conditions which significantly impacts the budget capability at BA. In fact, this economic recession has caused British Airways to lose a total of 17.7 percent of its passenger traffic profit just in April of 2009 (Done). Additionally, BA is also losing money due to the slip of value in the British pound. Done (2009) offers that its total operating loss was 150 million pounds, which will serve as the firm’s first operating loss in over five years. These losses have given the company a very poor credit rating which impacts the firm’s ability to procure enough working capital to make strategic changes which can have positive long-term impact, such as new construction at various international airport terminals. There is also a great deal of competition in British Airways’ passenger traffic division of the business, including Lufthansa, Ryanair, Air France, Martinair and Iberia (plus many more European airlines). Competition is one external force which appears to be consistently trying to outperform BA by offering different consumer options on board, such as

In a climate of austerity is it right for government to support small Essay

In a climate of austerity is it right for government to support small business - Essay Example There are also people who advocate that government should not intervene at all and should let the forces of market prevail. So there are many differing opinions about areas where government should or should not spend money of tax payers. In this essay we will argue why governments should support small businesses even in a climate of austerity. It is not only economically but socially also desirable for any economy if small and medium enterprises are encouraged. These small businesses can provide employment and at the same time can boost economy by increasing consumer spending. The arguments against government support to small and medium enterprises will also be studied in order to understand both sides of the debate. There is no doubt that these are tough times for the economy but it is not logical to curb spending in areas that will reap positive cash flows in future. Support for small businesses should be seen as an investment. This is the reason why governments should support smal l businesses even in a time of economic austerity. Why Government Should Support Small Businesses? This portion of the text will be devoted to the understanding of the reasons for government support of small businesses. There are many reasons why government should support small and medium enterprises. The effect of support to small businesses is seen directly in a country’s economy. ... With the support of government small businesses can help an economy increase its GDP. Economists argue that growth of GDP can solve many problems of a country. If economy is growing at a good pace then it is an indicator that the country is going in the right direction. These are tough times for the whole world and countries are still trying to recover from the crisis of 2008. In these times focus of the governments should be on increasing Gross Domestic Product of the country. More GDP means growth and growth in an economy can fight every crisis. It is actually a stimulus for the economy as whole. Small business can help governments do that and the money that is needed for small business support is very small as compared to the other methods of increasing growth. It can be safely concluded that governments should spend money in order to support small business even in a climate of austerity because it will help the economy recover from the very crisis it is going through. The role of government in this regard can be substantial and development and growth of small businesses are dependent upon government policies regarding small and medium enterprises (Li & Matlay, 2006). The best way through which small businesses can help solve problems of any economy is by creating jobs. Unemployment is a very awful thing for an economy because as a result government revenues decrease and more and more people become dependent on the state instead of earning for themselves. The problem of unemployment can be reduced, if not resolved, by supporting small and medium enterprises. These small businesses will provide the people with the job opportunities that they desperately need.

Cold War Essay Example | Topics and Well Written Essays - 1250 words - 3

Cold War - Essay Example A major characteristic of the Cold War was the prevalent of a division of the world into two distinct regions trending on varying paths of â€Å"political modernity and economic development†1. Amidst this war, the Soviet Union and the United States engaged in a contest-of-power, thereby marginalizing the relation-of-domination causing complex bifurcation in the area of modernity for both nations and their communities. The origin and cause of the phrase â€Å"Cold War† cannot be oversimplified given the implications present to date. In this paper evaluates the validity of the phrase â€Å"cold war’ through the evaluation of the global perspective on the cold war, and its impacts on the first, second, and third world? Today, the Cold War, despite taking place years ago, symbolizes the establishment of conflicting political forces and powers that left the world characterized with wounds induced by war, given the violent ways used for the â€Å"manifestation of bipolar global order..†.2 Though global bipolarity could have existed prior to the Second World War, the end of this war and the end of the alliance between the Soviet Union and the United States deepened the drift between the two sides. The implication that the cold war began before the end of World War II implies that the contest for global supremacy commenced in as early as the beginning of the 19th century. In their perspective, the Soviet Union nations opposed the sole progressive and benevolent powers of the US and were not in terms with the market-oriented liberal world progressed by the United States. Conversely, opponents agree that Russia and the Soviet Union were insecure and fear that the US would cause a world that was mo re competitive, powerful, and more organized. This then led to the Union’s strategy to seek security through destruction of rival powers that is not compliant to or that compromised it. The insecurity of the Soviet Union does not cover-up America’s denial of

English Mock Exam Term Paper Example | Topics and Well Written Essays - 2000 words

English Mock Exam - Term Paper Example Anyone can be arrested suddenly, and for no valid reason, at any time of the day or night. There can be no recourse to the law, or appeal for justice. The ‘knock on the door’ can happen at any time to anyone. In both the poems, all citizens are the helpless victims of state sponsored terrorism. The government is absolutely ruthless and does not tolerate any form of dissent. The background of both poems is an atmosphere of fear. Both First They Came and Not my Business share the common theme of the impossibility of isolating oneself from injustice. It can be said that the underlying message in both the poems is the brotherhood of man. Niemoller and Osundare emphasize that no man can live in isolation from his society. What affects one man will have its repercussions on all others. No one can live in a cocoon and remain untouched by the experiences of others. If injustice is left unchecked, it will inevitably engulf everyone. The poets are united in their call for every ma n to speak out against injustice. Both poems urge every individual to give voice to the demand for justice and protest against wrong: even if one is not personally affected. The writers call for everyone to overcome their fear and have the courage to stand up and be counted for their convictions. If we remain passive spectators to wrongdoing, we will definitely be the next victims. The themes of the poems can be said to be almost identical. Niemoller writes from his personal experience as a protestor against Nazi rule in Hitler’s Germany, and his active opposition to state control of the church. He has actually lived the lines of his poem, having been arrested and sent to the notorious concentration camps, where he has spent seven years. The line, â€Å"Then they came for me,† is based on his real life experience. It is a true account, which was written after the fall of Nazism and his release from the camps. His poem is biographical. However, although Osundare has not been subjected to such actual arrest and imprisonment, his empathy for his countrymen makes his poem as vivid and intimate as First They Came. Osundare’s poetry is so personal, that it remains as true-to-life and genuine as Niemoller’s. Both the poems reflect their own culture. Niemoller, as a Protestant clergyman in Nazi Germany, bases his list of the various kinds of people on religion: Communists, Jews, Catholics and Socialists. This is in accordance with the anti-religious sentiments which Hitler established as part of his Nazi ideology and also with Niemoller’s strong religious identity as a churchman. Niemoller focuses on religious belief in his poem and conveys the message that one should stand up for everyone’s right to practice their own faith. On the other hand, Osundare’s poem reflects the realities of Africa, where the scarcity of resources is a fact of everyday life. Hunger is a very real threat which hangs over every person. In accor dance with this fact, he focuses on food. Osundare asserts that one should speak out in defense of others, even at the cost of losing one’s daily food: represented in his poem by the humble yam. It is clear that Not my Business is based in a country where poverty is widespread. The names used by Osundare, and the mention of yam as a staple food, also speak of Africa. The writers use similar forms in their poems. First They Came and Not my Business both have short stanzas and are not lengthy. However, Osundare’s indentation of the repetitive lines forms a kind of chorus, while

The Dilemma Essay Example for Free

The Dilemma Essay The dilemma that Ms. Lee faces is not easy to resolve. There are various factors to consider in determining what the best action to take is. This is the primary point of contention in the scenario? Ms. Lee faces the question of what is the morally and ethically sound decision to make. The choice that Ms. Lee would make would determine whether Rose lives or dies. This is indeed a major ethical dilemma. Are certain instructions enough to validate the loss of a child’s life? This Ms. Lee must make choose between two options. The first option is to honor Rose’s parent’s request that Rose would not be resuscitated in the event of a seizure. The other is for Ms. Lee to provide medical assistance to Rose despite of the parents’ orders. Each of the choices presents certain principles that need to be taken into consideration. Ms. Lee’s first option is to follow the instructions of Rose’s parents. This option would mean that Ms. Lee would go against her own principle and belief that every child has the right to live a full life regardless of any disability. Moreover, such move will go against the institution’s policy that medical assistance must be provided to any child whenever necessary and possible. The other option for Ms. Lee is to provide Rose with CPR. However, such course of action will go against the specific instructions that Rose’s parents gave. In fact, Rose’s parents submitted a formal notice to the principal of the school informing them of such decision. By giving Rose CPR, Ms. Lee will disobey the orders stated in the formal notice. Furthermore, Ms. Lee may also cause further problems for Rose’s parents who are having a difficult time making ends meet and providing for their other children. The dilemma is a case of what ethical reasoning to follow. The solution to the case will depend on what type of ethics is to be applied. The following section will discuss to possible schools of ethics that maybe applied in determining the solution to Ms. Lee’s dilemma. Consequentialism   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Consequentialism is a group of moral theories that consider only the consequences of actions. Although consequentialism can be applied at various levels, the most prominent use of such normative properties is to determine how morally right the act is. What this means is that consequetialism is usually applied to cases wherein the morality of a certain action is being considered. Furthermore, consequentialism suggests that the moral status of a certain act is dependent on the goodness or badness of the consequences of the action. According to Fesser (), a consequentialist believes that, â€Å"An action is morally right if the consequences of that action are more favorable than unfavorable.† There are several ethical theories that fall under the consequentialist approach. One of such theories is ulitarianism. This type of consequentialism suggests that decisions should be made by using a cost-benefit analysis. Furthermore, an important principle of utilitarianism is that the action must be beneficial to everyone or to the majority. According to Carter (2002): A commonly accepted utilitarian calculus for determining an action’s moral acceptability is; â€Å"the greatest happiness for the greatest number.† Thus, a consequentialist would typically attempt to calculate the consequences or outcome of a decision and if the benefits of the outcome are outweighed by the risks of either not performing the action or performing some other action, then the action is considered as morally desirable.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When these principles are applied to Ms. Lee’s dilemma, it is evident that Ms. Lee must choose to follow the order of Rose’s parents. Weighing the benefits of choosing to follow the instructions against the risks of doing so will reveal that more people will benefit from the decision. Since Rose’s parents have admitted that they are struggling to continue to provide their children with their needs, following their instructions will allow Rose’s parents to provide a better life for all their other children. Following the formula suggested by Carter (2002), â€Å"the greatest happiness for the greatest number,† Ms. Lee will be led to a decision where she must abide by the instructions of Rose’s parents for such move will benefit a greater number of people. Virtue Ethics   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another type or form of normative ethics is virtue ethics. This form of ethics places emphasis on the virtues or moral character of the person. Applying virtue ethics will mean that every action must be analyzed on the basis of what virtue will result from it.   Moreover, virtue ethics requires an individual to answer the question, â€Å"how should I live?† The answer to such question is that one must live with a virtuous character.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Character is a vital concept in virtue ethics. The concept of character in virtue ethics is based on Aristotlean character. Athanassoulis (2006) states:   Ã¢â‚¬Å"Aristotelian character is, importantly, about a state of being. Its about having the appropriate inner states†¦ Aristotelian theory is a theory of action, since having the virtuous inner dispositions will also involve being moved to act in accordance with them. Realizing that kindness is the appropriate response to a situation and feeling appropriately kindly disposed will also lead to a corresponding attempt to act kindly.† Also, virtue ethics suggests that character traits are stable and fixed. Meaning, when a person possesses a certain trait, he is expected to demonstrate such trait in all scenarios even there are times that he will find it difficult to do so.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When applied to resolution of Ms. Lee’s ethical dilemma, one must consider the character traits that she possesses. Ms. Lee is known to be compassionate and caring especially to young children. Thus, when she sees a child or person in need, she provides assistance in any way possible.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One way to resolve the issue is for Ms. Lee to maintain her compassionate nature as prescribed by virtue ethics. Although it may be difficult to do so, owing to the fact that standing orders have been made not to resuscitate Rose, Ms. Lee is still expected to apply compassion since it is in her character. Moreover, one can view the situation from the perspective that one is ought to live compassionately which would mean that Ms. Lee ought to provide medical assistance to Rose when she needs it. It is deemed to be virtuously wrong for Ms. Lee to leave Rose be as it is not the way that Ms. Lee should live her life. Resolution of the Dilemma   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I believe that in Ms. Lee’s case, virtue and character must prevail over consequences. It is my personal belief that much of what is ethically correct is based on the virtues and traits that one exercises when acting or deciding.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the case of Ms. Lee, I believe that even before the event occurred, she already knew how she wanted to live her life. It is the same reason why she believed that every child, regardless of disability, has the right to live a full life. Such belief of hers demonstrates her character and virtue of being compassionate. Moreover, her decision to work in an SSP school shows that she wants to live a life of compassion especially for children who have special needs. Thus, it is expected that she continues to demonstrate such character trait despite the difficulty of the circumstance.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Using virtue ethics as the basis of the resolution, I find that I am more inclined to helping Rose despite the â€Å"do not resuscitate† orders of her parents. Just watching someone die is not the way one should live her life. Watching Rose lie helplessly on the floor does not show compassion. It is in helping Rose that Ms. Lee would live a virtuous life, a life of compassion and service to others. Reference: Athanassoulis, N. (2006). â€Å"Virtue Ethics.† The Internet Encyclopedia of Philosophy. Retrieved 18 June 2007 from: http://www.iep.utm.edu/v/virtue.htm#SH3c. Carter, L. (2002). A primer to ethical analysis. Office of Public Policy and Ethics Institute for Molecular Bioscience, The University of Queensland, Australia. Retrieved 18 June 2007 from: http://www.uq.edu.au/oppe. Fieser, J. (2006). â€Å"Ethics.† The Internet Encyclopedia of Philosophy. Retrieved 18 June 2007 from: http://www.iep.utm.edu/e/ethics.htm. Sinnott-Armstrong, W. (2007). Consequentialism, The Stanford Encyclopedia of Philosophy. Retrieved 18 June 2007 from: http://plato.stanford.edu/archives/spr2007/entries/consequentialism/.

History Of Sex Education Children And Young People Essay

History Of Sex Education Children And Young People Essay Sex Education became known in the 1890s.The social reformers who studied the degeneration of the traditional family and the increase of people suffering from sexually transmitted diseases, believed that sex education is the best way to decrease these problems (Elia,2009; Goldfard, 2009; Irvine, 2002; Luker, 2006). The American Social Hygiene Association (ASHA) is believed to be the first group which supported sex education (Luker, 2006; Elia, 2009). According to ASHA, sex education promoted health in different ways, for examples, social, mental, spiritual and physical. Due to the social changes which were taking place during the 1960s and 1970s, Sex Education became more and more popular. During these years, subjects like Biology started to impart certain topics such as the reproductive system of human beings and methods of contraception to students. By the year 1980s, changes were brought as far as sex education was concerned. Parenting and communication in relation to sex were emphasized but sex education was not efficient. However, in the mid 1980, there was a change in the viewing of sex education. Before mid 1980, sex education was not very important but later on, when it was found that there was a new Sexually Transmitted infection, AIDS; sex education gained an important place. AIDS was spreading all around the world at an alarming speed (Reiss, 2005).Professor Michael Reiss5 (Guest6, External Institutions7, University of London8, Institute of Education, University of London9) Professor Michael Reiss5 (Guest6, External Institutions7, Univers ity of London8, Institute of Education, University of London9) Professor Michael Reiss5 (Guest6, External Institutions7, University of London8, Institute of Education, University of London9) Professor Michael Reiss5 (Guest6, External Institutions7, University of London8, Institute of Education, University of London9) Defining sex education According to the President of SIECUS (Sex Information and Educational Council of the US), 1993, sex education is all about obtaining information about identity, relationships as well as knowing about intimacy. Sex education consists of sexual development, reproductive system, affection, body image and gender roles. Sexual health education is a set of skills training which result in specific behavioural outcomes (Mueller, Gavin and Kulkami, 2008). Through sex education, students are expected to have healthy sex education and healthy sexual behaviours (Fisher and Fisher, 2002). It is also believed that an effective sex education respects the beliefs of all people irrespective of their religion, race, age and gender (Ministry of Health, 2003). Sex education in Mauritius In Mauritius, sex education is imparted to students as from primary level itself. At primary level, students learn about sex under the subject known as Health Education. This subject covers the physical and psychological changes and also encourages students to act in a responsible manner as far as making the right choices is concerned. At this stage, students learn about minor things such as the differences between boys and girls and about the importance of their body. They are told not to allow other to touch them and to report if ever any such thing has happened to them. At the secondary level, sex education forms part of the curriculum, in subjects like Health Physical Education, Integrated Science and Biology. These subjects focus on our body and its changes at puberty and about the reproductive system. (Ministry of EDUCATION, Mauritius, 2010). However, it can be seen that although sex education is found in the curriculum, yet several topics are not covered such as the protective measures and STDs. On the 15th of March, 2013, there was an article in the newspaper Le Mauricien which focussed on the importance of sex education in Mauritius. More and more teenagers are becoming sexually active but they do not have an understanding about sex and even their own sexuality. Due to these, there is an alarming increase in teenage pregnancy in Mauritius. This affects the life of many teenage girls. For examples, they are stressed and even come up with financial and even emotional challenges. Many teenagers have to leave school once they are pregnant. It is believed that sex education in schools is the best way to solve this problem. In this way, adolescents in Mauritius, will have the correct information about their bodies, sexual development and the protective measures. If sex and sexuality are still considered as a taboo, then the society will face more and more problems (MIVANAH Irlen, 2013). Similarly, Monique Dinan (Founder and Member of Movement Daide a La Maternite (MAM)2012, is on the view that teenage pregnancies have increased to a large extent. She believes that this problem should be solved at an early age and this is the reason why she feels that it is important to educate the youths about sex so that they know about sexual responsibility. Importance of sex education Due to the absence of sex education, the society faces several problems such as students drop out from school ( Hofferth and Reid, 2002), the economy of the country is affected (Maynard, 1997) and there is also an increase risk of serious problems for the child such as drug abuse and crime (Jaffee, 2002). It is also important to incorporate sex education at school due in order to prevent students from having Sexually Transmitted Diseases. STDs result in simple and serious problems such as chronic pelvic pain, infertility, cancer and death (Sulack, 2003). SIECUS (1999) believes that there are four goals while implementing sex education for adolescents. The goals are to allow the young people to have accurate information about sexuality, to allow the adolescents to understand and develop their attitudes and values, to enable them to develop relationships and finally, to help them to become responsible as far as sexual relationships are concerned. Walker, Green and Tilford (2003) are on the view that today sex education is given lots of importance. They even believe that sex education is important to handle public health problems such as teenage pregnancies and several sexually transmitted diseases. Welllings (2001) considers the schools to be a major source of sex education for young ones especially those between the ages of 16-19. There are several challenges faced by policy makers and educators today in order to make sure that the youth of today will be productive, will assume their responsibility, will be not only caring but will be healthy people. This means that formal and informal educational institutions now do not only focus on nurturing the intellect of the youth but they consider the essential needs of education. Sex education is one of the most important needs. In order to have a productive youth, researchers and policy makers are focusing on sex education for the adolescents ( Zain Al- Dien 2010). Zain Al- Dien (2010) puts forward that sex education will help students in placing the sexual aspects of life in their honest perspective and it will also provide the students with valid and true information about sex which is going to reduce several misconceptions. A study carried out by Kehily and Nayak, it was found that students are ashamed to talk about sex to their parents and they are even afraid as they believe that if they talk about sex to their parents, their parents will think that they are sexually active (Kehily and Nayak, 1996). Several studies on sex education have been carried out by researchers. SIECUS (Sexuality Information and Education Council of the United States, Planned Parenthood Federation of America, National Campaign to Prevent Teen Pregnancy, Henry J.Kaiser Family Foundation and government agencies (example U.S. Department of Health and Human Services) are on the view that sex education will decrease teenage pregnancy. They have found that there is a relationship between the absence of sex education and the increase in teenage pregnancy. Thus, according to them, sex education is the primary cause of teenage pregnancy (Ruddick 1993; Kirby 2002; Moore et al.1995). Today, AIDS (immunodeficiency syndrome) is becoming one main causes of death across the world. There are the needs to encourage AIDS prevention, education as well as counseling for adolescents (Dehne and Riedner, 2005). UNICEF (2000), points out that to know whether HIV/AIDS is being combated, it is important to look at its impact on young people. It is vital to know whether they are receiving the right education about HIV/AIDS, how to protect themselves against it. Teenage pregnancy is now known as an epidemic as there are too many cases. There are three main reasons why teenage pregnancy is regarded as a problematic issue. The first one is that children had to look after children which means that both the mother and child are children. The second one is that unmarried mother affect the life of their children as there are several problems which are associated with unmarried mothers. The third one is because teenage pregnancy leads to abortion which in turn affects the health of the teenagers (Luker, 1996). Sex education is considered to be the weapon which can fight teenage pregnancy (Ruddick 1993; Kirby 2002; Moore et al. 1995). Teenage pregnancies can be linked to several social, health and economic problems. Several teenage parents are faced with poverty, they are not well educated and as such do not have an employment. It has also been deduced from research that the babies of teenage mothers are average weight. The babies of teenage mother are 60 % more likely to die than babies of older mothers. Only 44% of young mothers who are below 20 years old breastfeed their babies, 64% of mothers who are between 20 to 24 years old do so and 80 % of older mothers breastfeed their baby. It was also found that baby girls, whose mothers were teenagers, were most likely to become young mothers themselves. Most of the children born from teenage mothers, belonged to one parent family and as such, they did not have an appropriate house and food (Cohen, 2006). Government of England believes that all schools should focus on the physical, moral and emotional aspects of sex, sexuality and their sexual health in their teachings. According to England and Wales, this should make sure that young people should: (learn) about physical, moral and emotional development. It is about the understanding of the importance of marriage for family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality and sexual health (DfEE, 2000). The above quotation shows to which extent sex education is important in the lives of teenagers as through sex education, these young people are going to have a brighter future. It is important to note that that at the launch of a booklet on the rights of the child on the 09th of June, 2012, at Bell Village SSS, the Ministry of Education declared that sex education will form part of the curriculum as from the year 2013. According to him, the reasons behind implementing sex education in schools are because the students are coming up with strange ideas and there are several under 15 years old mothers in Mauritius. According to the Ministry of Education, sometimes during activity period, sex education is taught to students but this is not sufficient. He also believes that sex education will be imparted in different ways that is according to students age groups. The Ministry of Education also came upon the view that it is important to make students and parents understand the importance of sex education at schools before its implementation. Sex education will help the young generation to succeed in life by having a bright future. It is also believed that whatever young people do when they are adolescents; those actions have great impacts in their whole lives (Perlman 2009).Thus, it is important for them to have an effective sex education. According to The Department for Education and Skills, United Kingdom (2003), sex is used as a means of not only selling food but cars also. Due to these reasons, it becomes important to teach students about sexual relationships so that they do not receive wrong information about the subject. It has also been argued that those who are handicapped and suffer from any illness should also be imparted with sex education. The sex education should cater for their needs and this should be taken into consideration when developing the curriculum (Ministry of Health, 2003). Establishing sex education in schools The formal school system is the most important venue where sex education can be imparted to students. The project of implementing sex education in school is still a controversial idea. There are different schools such as schools in the North America who have already included sex education in their curriculum as they believe that sex education will protect the students from unplanned pregnancies and even sexually transmitted infections. Boyce, Warre and King (2000) believe through sex education, all negative outcomes related to sex such as STDs and unwanted pregnancies should decrease. However, in some countries sex education remains a taboo as the people are on the views that if children learn about sex education they will be involved in sexual relationships and they even believe that sex education will corrupt the morals of students and will provide them with sexual ideas and as a result, they will be eager to experiment sex (Zain Al-Dien 2010). School-based sex education has been c onsidered as the main source of information about sex; others included parents, peers and media (Juping Yu 2010). Teen pregnancies are unexpected (Henshaw, 1998) which means that teens pregnancies are not deliberate acts and they took place as teen have a lack a knowledge about their reproductive system. Mkumbo and Ingham (2010) are on the view that sex education in schools, protect youngsters against HIV/AIDS and undesired pregnancy and will also prevent them to get involved into risky sexual behaviours. It is fundamental to inculcate sex education in the school curriculum. It is believed that a curriculum- based sex education programs generally contribute towards positive effects on sexual behaviours in the sense that students delay in being sexually active or they take their precautions (Kirby, Laris, Rolleri, 2007). Thomson (1994) further stresses upon the fact that: The sex education that girls and boys receive within the home is significantly different. Girls tend to be educated within a protective discourse emphasizing the dangers of boys, pregnancy and being caught out while boys are more likely to be teased and encouraged in the development of their sexuality. The above quotation shows that girls learn about sex at home but it constructs female sexuality as passive. They do not learn about several important topics apart from being pregnant. When boys talk about sex at home, they are teased and are encouraged to develop their sexuality. This shows that the information that students are having about sex at home, is not enough. Sex education at school, will allow students to know more and to clear the doubts that they have about sex. Researchers have also come up with the view that students look for information on sex from their friend, especially best friend, films, magazines and books (Griffin, 1984, Hey, 1997; McRobbie, 1978). However, sex education in schools is important in order to have discussions on the different issues read or seen by students about sex (McRobbie, 1978). Likewise, Bhattacharya (2000) and Wlash-Childers (1997) have researched upon the fact that adolescents learn about sex through mass media. But Bhattacharya (2000) even advocated that the sex education that adolescents have through mass media, is not useful and effective. The Curriculum for Sex Education differs from school to school which means that schools found in different regions and states will have different curriculum for Sex Education. However, students health, preventive measures and Sexually Transmitted Diseases form part of almost all the Sex Education Curriculum. There should be curriculum-based sex education at it positively influences the lives of teenagers. For examples, teenagers have sexual intercourse at a later stage, they use condoms and have knowledge about contraceptives (Kirby; Laris; Rolleri, 2007). Establishing Sex Education for Students of Secondary levels When children are growing into adults, they go through one of the most disturbing and change-laden phases in the life cycle which is known as adolescence. This phase is believed to be from the age of 10 to 22 years old which is divided into three periods: early adolescence which is from 10 to 14 years old, middle adolescence which is from 15 to 17 years old and late adolescence which is from 18 to 22 years old (Balk, 1995). During this period, adolescents undergo cognitive, social, biological and intrapsychic changes (Hill, 1980; Balk, 1995). It is at this stage itself that sexual development takes place (Herold and Marshall 1996). Adolescents experience hormonal changes, there are changes in the reproductive organs and in the feelings of adolescents. They think a lot about sexuality (Miller and Dyk, 1993). Brooks-Gunn and Paikoff (1997) are on the views that the sexual health of adolescents depend on these characteristics: know about the changes in their bodies and accept these chan ges positively, they are comfortable with sexual arousal, they are responsible for their sexual behavior (such as masturbation and sexual intercourse) and they are aware about protected sex. Several measures have been taken and are still being taken to reduce and to even eliminate adolescent sexual activity. However, due to the increase in adolescents sexual activity, it has been found that it is normal to be sexually active during adolescence. It is believed that adolescents who are indulge in sexual activities at the age of 14 or younger, become victims of several health problems (Lammers, Ireland, Resnick, Blum, 2000; Zabin, 1990; Leitenberg Saltzman, 2000). It has even been argued that for a youth to have a bright future and to contribute towards the society, he must have knowledge about healthy sex education at the secondary level. Hueber and Gilman (2006) agree that it is only through school satisfaction that a student is satisfied with his life. Byers (2003), outlines the relationship between student satisfaction and a sexual health education. Love and romance occupy important places in the lives of teenagers. As such, sex education should be implemented within relationship that is it should help teenagers to have a better understanding of their sexual life. At this phase of life, approaches which discourage sexual relationship should not be used (Reddy 2003; Shefer and Foster 2001). It is believed that if students complete their secondary schools having knowledge of sex education they have a healthy sex life in the future (Meaney, 2009). Teachers and sex education Teachers play important roles in any educational system. However, in order to have a successful sex education in schools, it is important to have well-trained teachers (Kirby, Laris and Loreri (2006). Teachers who lack training and are not confident as far as sex education is concerned, will fail to deliver the lesson effectively (McCall and McKay, 2004). Due to a lack of training and confidence, teachers are even ashamed to carry out the class on sex education. Thus, teachers deal with the basics and they even ignore certain topics. It is believed that the reason why sex education is embarrassing is because students use sexuality as a vehicle for humour. Thus, classrooms are disrupted by students and this embarrasses the teachers (Kehily and Nayak, 1996). Similarly, Daria and Campbell, (2004) are on the views that an exciting sex education depends on trained teachers so that students and teachers are not embarrassed. Administrators, school superintendents and educators should work together and assume their responsibilities in order to make Sexuality education in school successful and efficient (Harrris, 2011). Teachers knowledge of the subject matter, perception of the curriculum and the willingness to teach are important before implementing a curriculum (Scribber, 2000). It is important for teachers to feel confident as far as the subject matter is concerned in order to go towards an efficient and innovative approach of teaching sex education. Researchers also found that teachers who are interested with adolescents are more likely to impart sex education successfully (Harris, 2011). Wight and Buston (2003), have identified four reasons why teachers are reluctant to teach sex education. Firstly, according to the norms set in the society, sex should not be discussed openly as having conversation on sexuality issues in society are considered to be embarrassing. Secondly, some teachers are on the views that they face problem to understand youths lifestyles as well as the recent development in sex education. As such, they will not be able to teach sex education effectively. Thirdly, being parents themselves, they object to teach sex education due to its content. Finally, teachers do not have enough time to teach sex education due to their work load. Pattman and Chege (2003) believe that although sex education is imparted to students, yet teachers do not encourage students to participate. This is not going to make sex education successful as students need to be active and need to ask questions in order to clear their doubts. Some teachers even believe that sex education should not be imparted to students as they are still innocent (Bhana, 2008). In different societies and countries, sex remains a taboo. As people are silent as far as matters on sex are concerned, these silences enable poor delivery of the lesson. Teachers still consider sex to be a taboo. As such, teachers are faced with a lack of vocabulary while delivery the lesson (Campbell; Foulis; Mainmane and Sibiya 2005). Gender and Sex Education It is important to note that both boys and girls should be imparted with sex education. At several instances, boys are excluded from topics such as sex education (Wood 1998). Wood believes that the notion of masculinity and being male is rarely discussed. Fishers (1994) believes that it is important to impart sex education to boys also. Thomson and Scott (1991) are on the views that sex education has a positive impact on the lives of young women. UNAIDS Action Framework reports that gender inequality and unequal power relationships are the main reasons behind the increase in Aids. Both males and females should learn about sex. UNICEF (2002) focuses on both sexes while talking about STDs. This association asks whether the young people are receiving the right sex education or not. According to HIV and Healthy Communities: strategy 2010-2012, International HIV/AIDS Alliance, both males and females should know about Sexually Transmitted Diseases. They should know about how to protect themselves as both genders are at risks. They should have the same education, so that they are not abused. The International HIV/AIDS Alliance also believes in gender equality so that both males and females are equally protected and it also believes that school can brings this change that is promoting gender equality. This is important that males and females will know about the importance of each other and thus, will respect each other. Hurdles in the implementation of sex education at school Some people including parents, teachers and other stakeholders believe that sex education is important in the lives of students while others believe that sex education should not be implemented due to several reasons. This debate had been existed since the past and it is still present today. Some believe that sex education will allow one to interfere in the life of another person and this is not allowed (Elia,2009; Irvine, 2002; Luker, 2006). Some people have doubts about whether sex education will improve the life of an individual or not. Some people are on the view that sex education will not tackle problems related to sex but will arouse sexual curiosity (Elia, 2009). Some stakeholders are on the opinion that students will not concentrate on academic topics if sex education is implemented in school (Elia, 2009; Goldfarb, 2009). Parents can go against the introduction of sex education in schools as many of them consider sex to be a taboo and this matter is rarely or never discussed by parents. Boyd and McKay(1996) point out that in order to make the implementation of sex education at schools, parents need to cooperate and similarly Schaalma (2004) says that the attitudes and views of parents need to be taken into consideration while implementing sex education at schools. At different instances, sex education is taught by staffs who lack training and are not confident about the subject matter (Scott and Thomson, 1992; Byers et al., 2003; Lester and Allan, 2006). Content of Sex Education After carrying a research in the USA, it was seen that there were several problematic issues related to the health of adolescents. It was decided that sex education should be imparted to the adolescents and as such its content was decided. The researchers decided that the lessons should cover protective measures such as using condom, it should be a two way system where students are participating and the class should be interactive. They even believe that the lesson should provide important information such how family planning services can be contacted. It should also teach students how to remain firm when their peer pressure is forcing them to have sex till the students are not ready for it. It should also cater for Sexually Transmitted Diseases, how they are transmitted and how to protect oneself against STDs. The lesson should include role playing and those who are teaching should be prepared (Wight, 1993). Similarly Wood (1998) focuses on the content of Sex Education. According to him, male and female reproductive systems, the contraceptive methods and family planning should form part of the content. Similarly Pearson (1999) emphasizes on the content of sex education. He believes that topics such as abortion, homosexuality, STDs, morality, sexual abuse, training and confidentiality should be part of the contents. He also focuses on the importance of resource persons who can help to make the topic more efficient. Delivering Sex Education To make sex education successful, efficient teaching strategies should be implemented. Wood (1998) has identified the different teaching strategies. According to him, the teachers should move around the class. The teacher should make use of simple language so that students understand. Questions should be asked at regular basis. If students do not answer the questions, the teacher should use prompt or use simplify his language. If students cannot understand the questions, teachers should change the teaching strategies. Continuous assessment should be carried out. He even believes that it is important to repeat the key words. Every lesson should be evaluated through specific questions. Wight (1999) had identified some of the teaching strategies which will make sex education interesting for all students. He believes that simple questions should be asked time and again. Teaching strategies should differentiate that is there should be differences in the way that upper and lower secondary students are being taught as well as low and high ability students are being taught. He even believes that short exercises can help in the successful implementation of sex education. For him, the lesson should be student centered where students are participating actively. Sampling methods: This chapter analyses the methods which have been used in order to collect data for the analysis. Qualitative research has been opted and as such, interviews and questionnaires have been selected. As far as Qualitative research is concerned, the findings have not been acquired through statistics or other ways of quantification (Strauss and Corbin, 1999). But contrasted to qualitative research, quantitative research as the word itself suggests, is based on quantity that is statistics. There are two main types of sampling methods; probability sampling ad non-probability sampling. Probability sampling also referred as random sampling is one in which getting any scenario or results can be accommodated or calculated scientifically. For example, research on the usage of two particular mobile phone operators; that is the number or users from each operator can be calculated. On the other hand, non-probability sampling is a method used based on the prior knowledge of the subject being researched and on targeted samples who already have an expertise on the matter being interviewed for. Non-probability sampling is often used for social and psychological researches so as to get a broad idea about a massive population just by interviewing a random sample about that particular population. For example, interviewing doctors about a particular drug that is being implemented in the health sector. Purposive Sampling In this sampling method, we sample with an objective or purpose in our mind. We usually would have one or several specific focus groups we are searching. Purposive sampling is very useful for situations where we need to acquire focus sample in a small time lapse and where sampling for symmetry is not the main concern. With a purposive sampling, we are likely to get the views of our target population, but we are also likely to overweight subgroups in our population that are more readily reachable. Judgmental sampling also referred as Purposive sampling is as non-probability sampling method of sampling that is based on the idea that the interviewer or researcher already knows what are the required qualities from the interviewees thus making them the proper ones for the study. Advantages of Judgmental sampling over other sampling methods. This type of approach is better understood and straight forward compared to other sampling methods as the interviewer is already an expert in the field and the persons sampled are also well convenient in the topic. Also, judgmental sampling will be a better solution for this research as it is less time consuming as a large number of interviewers are not needed. Judgmental sampling will also be an advantage as no statistical knowledge is required. Also judgmental sampling method does not require vaste knowledge about mathematics and again as having never done advance Mathematics at secondary level this will be the best choice to carry out this research on teachers views on the topic. Composition of the chosen focus group of teachers. Like mentioned above all the subjects to be interviewed were from the secondary education sector from different institutions so as to get a broader idea about the subject. The group which was chosen consisted of 25 teachers, including 10 male and 15 female teachers from different institutions. Also, among the chosen teachers there was an equal ratio of age group, marital status, and level of education. Higher School Certificate, Diploma, BSc and Masters Degree, and lastly their level of experience. The sample chosen, though small in size will definitely give a broad view about how and why sex education can be introduced at secondary level. Focus groups. For the interview about whether sex education should be implemented at school, interview was chosen for some teachers as a qualitative means of research.