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Portfolio analysis after the first semester
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Portfolio analysis
The semester has improved my knowledge on academic through various units that I have undertaken. I see my life as a success bearing in mind that the semester teachings have motivated me and increased my ability to succeed in future life. My academic life will be full of successes, socialization and love for education.
Firstly, the topics and tests undertaken throughout the semester have prepared me to face future test challenges without fear. I have created many academic, professional and personal successes by becoming first in the 10th grade. In addition, I managed to pass with a 12th grade with an A plain. I managed to obtain the above grade after preparing for two most challenging papers, SAT and TOEFL. The experience made me extend my comfort zone and work hard to achieve the best from the two papers. The above achievements have shaped my life not only in academics, but also in the external competitive environment.
Passing of SAT and TOEFL at the same time also decreased my fear of facing hardships in life. It prepared me both emotionally, and psychologically to face hard tasks in future life especially next semester where I will take more subjects. Moreover, I had developed a fear of unknown because I was not sure whether I will make it throughout the semester. On attending the next level classes, my mind will be set and prepared for tough work ahead. Academics prepare learners in a manner that they are always ready for activities that are aimed at testing their integrity through paper work. The semester teachings have increased my integrity and capability in future academic life. In addition, the many successes I have achieved in the semester have made me proud of myself more than ever.
Secondly, the semester has changed the status of my academic life through maintenance, creation and support of networks. The semester teachings have introduced of expanding my networks to my fellow students and human beings. Attending ASU introduced a lot of life challenges related to social, academic, independent living, time management, and life balancing. Most units in the last semester concentrated on such challenges, and I am proud to say that they have significantly changed my status. For instance, I had a problem passing my mathematics assignments. In my class, there were many students who had knowledge on handling such cases, but I could not face them. Through social units, I discovered how to become more social with my colleagues and lecturers enabling me seek assistance whenever I was stranded. In addition, the units taught me how to leave an independent life without having to depend on anyone, even my parents.
Maintenance, creation and support of social network lessons also changed my academic status that I will apply in the next semester. My professor assisted me in overcoming life challenges by forcing me to see him in his office rather than using the email communication. After the approach, I gained courage and became brave to face other lecturers and professors. The following aspect will be of help in my future life as an employee because I will not fear meeting my boss. In addition, the lessons had an important resource called the math tutoring center. The mathematics tutors used to meet us at specific hours and dates and getting to the center late meant losing a lot. In the first days, I used to miss a number of lessons, but later managed to keep time and cope with the situation. I gained the aspect of time management and the importance of keeping good time all the time. Currently, I am able to manage my time and work within my specified time schedule, behaviors that will shape my future life outside academics.
After an assessment of the on my term performance in all the subjects I had done, the results indicated an improvement in all life aspects. In accepting my personal responsibility, the score was encouraging showing an improvement from the previous term’s score. In addition, there was an improvement in the gaining self-awareness scores, adapting long life learning, and believing in me. The results have encouraged me to accept the reality and become a changed person when it comes to accepting my responsibilities as a student. The lessons also enables me encourage my fellows on how to leave a standard academic life and wait for sweet fruits in the future. Finally, the semester lessons have left me with a lot of motivation and self respect for myself. I have learned how to love and enjoy education so that I can become more successful in the remaining semesters. In addition, I have learned to make course corrections after every semester preventing me from repeating the same mistakes every semester.
A close examination on each course I did in the semester illustrates how prepared and self-disciplined I have become. Through the course feedbacks, I Have planned my education and life goals that are achievable with the current knowledge and intelligence I gained from studying semester courses. The status of my academic life after this semester makes me a more successful and experienced person
Article Summary The criminalization of HIV in Michigan’
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Article Summary
‘From sickness to badness: The criminalization of HIV in Michigan’ is an article by Trevor Hoppe and to which tries to explain the criminalization of sickness. Sociological approaches regarding social control of illness tend to emphasizes on the process by which the social phenomena get controlled by medicine. Very little is known regarding how the social problems that were historically known as medical came to be regulated by criminal law. According to Hoppe, 33 States in the United States have enacted criminal laws requiring all the individuals who are HIV positive to disclose their infections to their partners before engaging in sexual practices.
The article follows the development of the criminalization of the sickness through the moralization narrative of HIV infection. The criminalization serves to construct HIV as a form of badness that deserves the intervention of legal entities and thus able to have HIV socially controlled. Trevor Hoppe, through a case study of Michigan’s criminal law, traces the mandatory disclosure of a person’s HIV status through a 20-year conviction to illustrate that the move from sickness to badness is grounded on panic and fear, to the public health’s detriment.
Trevor Hoppe goes ahead describing the legislative history of Michigan’s HIV disclosure law of criminalization as a punishment, despite the warnings that the spread of HIV could be fostered and as well the criminalization of sickness would impede public health efforts. The law entirely mandates the disclosure of the HIV status for a wide range of activities that include some with low or no risk of real transmission, leaving out the actual transmission as an essential component of the crime. Portrayals of the same nature of nondisclosure as bad and to which deserves to be punished are evident throughout the case. The article draws evidence from 58 felony nondisclosure convictions based in Michigan. 95% of the convictions were between 1992 and 2010. Individuals with HIV routinely get characterized as reckless AIDS carriers that need to be restrained, the carriers of death and a warrant to death to the innocent third parties as they are placed under the medication of the ARVs for the rest of their life. The HIV-virus was perceived as a weapon that needed to be controlled to minimize the impacts of HIV infections. The virus is likened to a harmful biological device, which according to the definition is a toxic substance that is derived or produced from an organism to which can be used to cause death, disease or injury to humans, plants or animals and therefore, HIV-virus fits in that category. Being a weapon, the virus needs legal intervention and that is the main reason for criminalizing nondisclosures.
The study assists in the explanation of the underlying causes for as well as the sociological mechanisms through which the criminalization of HIV remains prevalent despite the inadequacy of the epidemiological support. Hoppe points out that the sociological arguments have limited application as a direct challenge to criminal law. He argues that the enforcement of Michigan’s HIV disclosure law wasn’t driven by medical reasons or public health considerations but rather is a reflection of the pervasive moralization narratives which frames HIV as a moral infection that requires interdiction and punishment to the offenders.
Discussion questions
1. Should HIV nondisclosure be criminalized?
2. Is there any relationship between HIV nondisclosure and legal interdiction?
Homophobia associated with Homosexual Arousal
1.Is Homophobia associated with Homosexual Arousal??
2.The hypothesis of this study indicate that individuals who score in the homophobic range and admit negative affect toward homosexuality demonstrate significant sexual arousal to male homosexual erotic stimuli.
3.Participants were 35 homophobic men and 29 group of nonhomophobic men were the participants in the study. The participation was assigned to groups on the basis of their scores on the Index of Homophobia.
4. The data were analyzed using mixed model analysis of variance (ANOV) with one between-subjects factor (Groups) and two within-subjects’ factors. The data for each time block for the two groups are presented separately for each stimulus type.
5.During the study the procedure was explained to the participant on arrival at the laboratory. He was informed that he could terminate participation at any time, and he signed informed consent. The participant was accompanied to a soundproof chamber, where he was seated in a comfortable reclining chair and was given instructions on the proper placement of the MIR strain gauge. After the experimenter’s departure from the experimental chamber into the adjoining equipment room, the participant attached the penile strain gauge.
6. independent variables are the ratings that the subject assigned to the partner for Ambition while dependent are Dependent variables intended to capture the success of vocabulary learning included recall accuracy and recognition accuracy.
7.in both studies it was noted that homophobia and nonhomophobia individuals were selected on the basis of their report of having only heterosexual arousal and experiences, their ratings of erection and arousal to homosexual stimuli were low and not significantly different from nonhomophobic men who demonstrated no significant increase in penile response to homosexual stimuli. data are consistent with response discordance where verbal judgments are not consistent with physiological reactivity, as in the case of homophobic individuals viewing homosexual stimuli.
8.This studies implies that both homophobic and nonhomophobic men are associated with homosexual Arousal. It is possible that viewing homosexual stimuli causes negative emotions such as anxiety in homophobic men but not in nonhomophobic men. Because anxiety has been shown to enhance arousal and erection.
9.This study was conducted in an environment that has a melodramatic impression on our knowledge about human homo sexuality and lesbianism.
10. A major difficulty in this area of research was denning and measuring homophobia. with the scale used in the present study, we found it difficult to find heterosexual men who scored in the high-grade nonhomophobic rang. This problem may be due not to a high prevalence of homophobia; rather, it may be the result of the nature of this and similar scales
11.why men were exposed to sexually explicit erotic stimuli consisting of heterosexual, male homosexual, and lesbian videotapes, and changes in penile circumference were monitored??