I am a Filipino Through the Eyes of an American Citizen Essay -- Histo

I am a Filipino Through the Eyes of an American Citizen In Webster’s New Dictionary, history is defined as a study of past events; course of life or existence. Without history, we wouldn’t know our cultures, where we came from, and the major events that changed the world. This is true for many people, because some of them don’t know their culture or their families’ history. People of color, especially many minorities who are born in America (second generation) tend to not learn their histories, for they have to adapt to the American lifestyle which make them lose a part of their identity. Another reason why many second generations don’t know their history is that many are learning the American history or many of them are not asking or willing to question the teacher about their history. As for myself, I fit in to that category, because I am one of the many people who don’t know their ethnicity’s history, which is Filipino. Now in the year 2001, I’m in college and wanting to learn and question my people’s history. â€Å"College is one of the best sources to learn your history† (DeGuia). In learning my history, I questioned my friend Rex DeGuia (who is also Filipino) about his life experience and compared his life with my life experience, in which we both have some similarities and differences. Rex DeGuia, a man who identifies himself as a â€Å"Filipino† man, was born in December 4, 1971. He has four family members, whom he loves dearly, and was born in the United States of America, which makes him a second-generation citizen. He lives in a predominately white city of San Fernando Valley. This is one of the reasons why he is Americanized. Growing up was hard for him, for he felt like an outcast. As for me, I too was born in America, ... ...Supervisors. We want to learn more about our identity because it’s an adventure to find your history about your people and about yourself. Overall, DeGuia and I are similar in some things and different in other things. The reason why I chose him was because he played a big part in my life in finding my identity. In high school, he was pushing me to join the club so that I can understand the FOBs’ (Filipino-born) experience. In Balboa High, there is segregation between the Filipino Americans and the Filipino-born. The reason I wanted to join was because I wanted to unite the Filipino Community, and I found it as a challenge for me to do before I leave high school, and be remembered as one of the founder of the Club Mabuhay. Work Citied DeGuia, Rex. Interview by Xander, 30 April 2004, San Francisco, CA, Tape Recording. Chomp On This! Vol. One, San Francisco.

Explain the Sequence and Rate of Each Aspect of Development That Would Normally Be Expected in Children and Young People from Birth to 19 Years Old?

|Name |Mickala | |Date of Plan |27. 03. 13 | |Assessor |Shahnaz Scully | |Qualification |Level 5 Diploma – Management Pathway | Units |Assessment & Feedback Plan | | | | | |Hello Mickala | |MU5. |This plan will guide you through this unit which I am sure will expand on your existing knowledge and | |Understand children and |understanding of how children and young people develop between the ages of birth to 19 years. Within this | |young person’s development|unit you will also be looking the actions you should take if there are differences, and also what the | | |potential effects of transitions could be on children’s development. | |This is a knowledge based unit and therefore I suggest that you use a variety of research material so that you| | |are able to address the assessment criteria for this unit. A good starting point will be the LASER lessons | | |which include activities and suitable reading material if you wish to reinforce your learning and to gai n | | |extra knowledge. | | | | |Explain the sequence and rate of each aspect of development that would normally be expected in children and | | |young people from birth -19years. (chart attached) | | |Explain different theories (for example cognitive, sychoanalytic, humanist, social learning, operant | | |conditioning, and behaviourist) and frameworks including social pedagogy that support the development of | |MU52. 11 |children and young people. MU53. 11 | | |Explain the potential impact on your provision of different theories, approaches and frameworks and how they | | |influence current practice.Give examples please of how these are used in your setting. MU53. 12 | | |Critically analyse the move towards outcome based services for children and young people. MU53. 13 | | | | | |Analyse the difference between sequence of development and rate of development and why the distinction is | | |important. | | | | | | | |Analyse the reasons why children and young people’s develop ment may not follow the pattern normally expected. | | | | | |Analyse how children and young people’s development is influenced by a range of personal factors which include| | |health status, disability, sensory impairment and learning difficulties. | | | | |Analyse how children and young people’s development is influenced by a range of external factors including | | |poverty and deprivation, family environment and background, personal choices, looked after/care status and | | |education | | | | | |Analyse the importance of early identification of development delay | |MU52. 23 | | | |Explain the potential risks of late recognition of development delay. Can you give any examples from your | | |practice? | | | | |Evaluate how multi agency teams work together to support all aspect of development in children and young | | |people. Again if you have had any experience of this please use it in your evidence | | | | | |Explain how play and leisure activities can be used t o support all aspects of development of children and | |MU52. 12 |young people.Please give examples from your setting. | | | | | |Explain how different types of transitions can affect children and young people’s development. Again please | | |write about how you deal with transitions in your setting to add to your evidence. | | | | |MU52. 13 |Explain the importance of children and young people having positive relationships through periods of | | |transition. | | | | |Evaluate the effectiveness of positive relationships on children and young people’s development | |MU52. 21 | | | |Explain different methods of assessing, recording and monitoring children and young people’s development. The | | |methods include assessment frameworks, observation, standard measurements and information from carers and | | |colleagues. | | | | |MU52. 2 | | | | | | |Explain how and in what circumstances different methods are used for assessing, recording and monitoring | | |children and young people’s development in the work setting. Please include as many different methods as you | | |can. | | | | |MU52. 31 |Explain how different types of interventions can promote positive outcomes for children and young people where| | |development is not following the pattern normally expected. | | | | |Evaluate the importance of accurate documentation regarding the development of children and young people | |MU52. 32 | | | |Submission date: 15. 04. 13 | | | | | |Best wishes, | |MU52. 3 |Shahnaz | | |07920 427 284 | | | | | | | | | | |MU52. 34 | | | | | | | | | | | | | |MU52. 41 | | | | | | | | | | | | | | |MU52. 2 | | | | | | | | | | | |MU52. 43 | | | | | | | | | | | |MU52. 1 | | | | | | | | | | | | | | | | | | | | | | | | | | |MU52. 52 | | | | | | | | | | | | | | | | |MU52. 53 | | | | | | | | | | | | | | |MU52. 54 | |

Zeus - Fast Facts About the Olympian God Zeus

Name: Greek - Zeus; Roman - JupiterParents: Cronus and RheaFoster Parents: Nymphs in Crete; nursed by AmaltheaSiblings: Hestia, Hera, Demeter, Poseidon, Hades, and Zeus. Zeus was the youngest sibling and also the oldest -- since he was alive before the regurgitation of the gods by Papa Cronus.Mates: (legion:) Aegina, Alcmena, Antiope, Asteria, Boetis, Calliope, Callisto, Calyce, Carme, Danae, Demeter, Dia, Dino, Dione, Cassiopeia, Elare, Electra, Europa, Eurymedusa, Eurynome, Hera, Himalia, Hora, Hybris, Io, Juturna, Laodamia, Leda, Leto, Lysithoe, Maia, Mnemosyne, Niobe, Nemesis, Othris, Pandora, Persephone, Protogenia, Pyrrha, Selene, Semele, Taygete, Themis, Thyia [from Carlos Paradas list]Wives:  Metis, Themis, HeraChildren: legion, including: Moirai, Horae, Muses, Persephone, Dionysus, Heracles, Apollo, Artemis, Ares, Hebe, Hermes, Athena, Aphrodite Role of Zeus For Humans: Zeus was god of the sky, weather, law ​and order. Zeus presides over oaths, hospitality, and suppliants.For Gods: ​Zeus was king of the gods. He was called the father of gods and men. The gods had to obey him.Canonical Olympian?  Yes. Zeus is one of the canonical Olympians. Jupiter Tonans Zeus is the king of the gods in the Greek pantheon. He and his two brothers split the rule of the world, with Hades becoming king of the Underworld, Poseidon, king of the sea, and Zeus, king of the heavens. Zeus is known as Jupiter among the Romans. In art work depicting Zeus, the king of the gods often appears in altered form. He frequently shows up as an eagle, as when he abducted  Ganymede,  or a bull. One of the main attributes of Jupiter (Zeus) was  as  a thunder god. Jupiter/Zeus sometimes takes on the characteristics of a supreme deity. In  Suppliants, of Aeschylus, Zeus is described as: king of kings, of the happy most happy, of the perfect most perfect power, blessed ZeusSup. 522. Zeus is also described by Aeschylus with the following attributes: the universal fatherfather of gods and menthe universal causethe all-seer and all-doerthe all-wise and all-controllingthe just and the executor of justicetrue and incapable of falsehood. Source:  Bibliotheca sacra Volume 16  (1859). Zeus Courting Ganymede Ganymede is known as the cupbearer of the gods. Ganymede had been a mortal prince of Troy when his great beauty caught the eye of Jupiter/Zeus. When Zeus kidnapped the most beautiful of mortals, the Trojan prince Ganymede, from Mt. Ida (where Paris of Troy was later a shepherd and where Zeus had been raised in safety from his father), Zeus paid Ganymedes father with immortal horses. Ganymedes father was King Tros, the eponymous founder of Troy. Ganymede replaced Hebe as cupbearer for the gods after Hercules married her. Galileo discovered the bright moon of Jupiter which we know of as Ganymede. In Greek mythology, Ganymede was made immortal when Zeus took him to Mt. Olympus, so its appropriate that his name should be given to a bright object that is forever in Jupiters orbit. On Ganymede, from  Vergils Aeneid Book V  (Dryden translation): There Ganymede is wrought with living art,Chasing thro Idas groves the trembling hart:Breathless he seems, yet eager to pursue;When from aloft descends, in open view,The bird of Jove, and, sousing on his prey,With crooked talons bears the boy away.In vain, with lifted hands and gazing eyes,His guards behold him soaring thro the skies,And dogs pursue his flight with imitated cries. Zeus and Danae Danae was the mother of the Greek hero Perseus. She became pregnant by Zeus in the form of a beam of sunlight or a shower of gold. Zeus offspring included  Moirai, Horae, Muses, Persephone, Dionysus, Heracles, Apollo, Artemis, Ares, Hebe, Hermes, Athena, and Aphrodite. Sources Carlos Parada - ZeusTheoi Zeus