Baby Baptismal Movie Maker Sample

: D

If the previous post was very happy to have met another dysautonomic, this post is to be a more emotional for me, and thanks to the alert Blog therapist mom, more people came and with it, beautiful comments.
I'm glad to know that this space can really be a brace, to see ourselves reflected in the experiences and feel more accompanied.
If you read the comments of the previous post, you can tell that dysautonomia is manifested in different ways, some mentioned "have a bad thermostat, for my part," Orthostatic Intolerance "(can not be very long standing ), some constant dizziness and I'd like to ask all, when exacerbated the symptoms "is accompanied by a lot of stress?
for me is a big if, though more than physical fatigue, I mean that which is to be the one constantly against the EMOTIONAL , if not addressed, not verbalize what's bothering you, when one gives up its energy to the rest and just leave it to you physical rest.

And pcs. When given the brakeman ? :)

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Sex Education ... What is it?


The working definition proposed by the WHO guide the need for education and human sexuality that is important to recognize sexual and reproductive rights, among them are the right to sexual freedom, the right to autonomy, sexual integrity and security of the body, the right to sexual privacy, the right to sexual equality, the right to sexual pleasure, the right to emotional sexual expression, the right to reproduce, to form a family, overall health, the right to information based on scientific knowledge and the right to sex education as a trainer of the autonomy and on the basis of citizenship, emphasizing sexuality with its primary role of identity formation and personality of the subject and establishing links with other people.
Sexuality should be viewed as not only enjoy the intimate contact of intercourse and education as a mere transmission of content information on prevention and sexually transmitted diseases, but it should be viewed as enjoyment in the relationship and bond with the other and consideration of it. Then we show in the sexuality education that covers all areas of life of the individual, since the formation of personality, enjoyment of the bond, affection and communication with others, the reproducibility, intertwining all the human dimension and even contextual framework of values \u200b\u200bthat determine the individual.
Teachers must evaluate their students as sexual persons, we must incorporate sexuality of which we speak in the practices to enable the exchange and relationship of the group in the classroom, we know the process of development of the students to identify what stage of evolution meet and promote the stage they are living, we promote students to reflect on sexuality in every one of the areas we talked to foster students' moral development. It is essential to promote reflection of the problems that brings about sexuality, as well as those found in sex with the problems of homophobia, violence against women, discrimination, gender inequality, sexual orientation and gender problems as bonding partner violence, jealousy, control of the couple, the eroticism and problems such as sexual dysfunction or sexually transmitted infections, and problems with reproductive and fertility disorders, abandonment of children, violence and abuse child.
Teamwork, cooperative, in an environment that generates trust, invited to interact with others, share experiences, communication, dialogue, to think, reflect, discuss in good faith, want to discover, involved, interested in learning and knowledge, encourages the encounter with oneself and with others, is revalued the importance of affect in the life of the person listening is achieved primarily peer, tolerance and mutual respect so important for coexistence in society, for democracy and individual autonomy
Sex education-as well as any of the materials of high school-should aim to develop human beings capable of assessing the living world and themselves, as well as express themselves fluently and creatively and carefully to others. Reflecting on any issues regarding sexuality, young people ask themselves, identify themselves and give meaning to their life issues not previously understood. Students are open to dialogue and reflection and feel of the consequences it brings about being discriminated against by race, sexual orientation or even think differently, reflect on what is fair or not, what is good or bad and well developed concepts and different attitudes-especially a critical attitude towards life-or to human relations in a present where these are so disqualified.

So while some of the biology, sexual urges, a device that handles a hormonal reproductive tract, can not explain all of the individual human sexual behavior through instinct. The culture, values, norms in which we are immersed from birth, the links that form in society, each and every one of them involved in what we call human sexuality. The complexity of human sexual behavior is a product of their culture, their intelligence and complex societies, and are not governed entirely by instinct, as in almost all animals because its form and expression depend on culture and personal choices.
a child's sexuality is not the same as that of an adolescent or an adult and therefore every stage of life and education it is imposed should address specific needs in human development, it is necessary then to recognize the child as a sexual being, in relation to himself and others, in order to build their own sexual identity. Should be encouraged to make children aware of your body parts, who can care for and defend it, should be taught to children are different but they both deserve the same rights and opportunities, they must learn to love, to win and lost support, also look of the smallest (future reproductivity = pets or puppets.) As adolescents must be shown that they can live their sexuality freely, should be taught not only refers to the sexual act but a multitude of reproductive and emotional conditions, and although it was not to be afraid to talk about it. They should be taught the importance of reproduction, the values \u200b\u200bof affection and ties, teach that we are all equal, there should be no discrimination and basically taught to be autonomous and free ... my sexuality, my decision to play, my affections my sexual choices are just mine and nobody else.
Sexuality is a broad concept that covers everything related to reality, is a way of life and so each person has their own way of life being a woman or a man, his own way of being in the world, appearing as is. Sexuality including sexual identity and is manifested through gender roles are aware of being a gendered person, meaning that each person of this fact. Demonstrations
Then you have your own sexuality are constructed along life, and to the extent that sexual rights are recognized, upheld and respected, we sexually healthy societies.

school then, and of course the family- must promote a genuine sense critical thinking and action and should teach students to be free, to know themselves, to enjoy the pleasure of emotional ties, must educate the feelings or emotions and human tendencies, including that love has vital importance. Affective-sexual education, is a necessary cultural framework that enables creativity and encounter. Stefanie R

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"Metaphysical Meditations" Descartes What is the strategic value of the piece of wax example in Cartesian thought?

"Metaphysical Meditations"
René Descartes
Second Meditation: Analysis of the piece of wax example
What is the strategic value of the piece of wax example in Cartesian thought?

As we saw earlier, Descartes clearly and distinctly known by its nature as a thinking subject ("I think therefore I am"). Following Descartes's concern will be out of that immediate knowledge of its existence, to move towards the reality outside it.
We wonder so how can we know? How can we say other stocks? To answer Descartes carefully examine this different possibilities of knowing by the example of the piece of wax. First, refer to the senses, saying that we can not rely on what they show because sensitive or accidental qualities of objects (color, flavor, aroma, etc.) Are subject to change, but is superfluous because, although These vary not affect what the object is, its essence (primary qualities), in this case "be" the wax. Second Descartes referred to the imagination that allows us to know the physical body wax as extensive, but still could never imagine any changes to the extension (length, width, and depth) and figure they could have. Thus concluded that I can not know the wax senses or imagination, but because I understand that I may have the idea of \u200b\u200bthe wax.
say then that I have a clear and distinct idea that "am", but it is important to note that the existence of ideas in my mind is not proof of the existence of the things they represent out of me. Thus we find what he called innate ideas, one of them is the idea of \u200b\u200bhimself that by this example has been improved (the idea of \u200b\u200bthinking substance finite = res cogitans) and the idea of \u200b\u200bbodies (the idea of \u200b\u200bfinite extended substance = res extensa ) that are clearly in the already worked "Distinction real body and soul "and the example of the piece of wax.


What shortcomings gives the example of the piece of wax?
As we saw, the example of the piece of wax allows Descartes to know a little more of himself, what place have their senses and understanding in the know. But this will raise some difficulties, the first of these is the question of what are the things then? And we find that for now things are just ideas of them has my mind-body idea, sky, feeling, etc., which are included in my thoughts without realizing whether or not outside of me. Is thus the world reduced to my ideas, my understanding But why was there nothing else?.
Another problem deeper into the question - is also raised by Mario Caimi - is to ask what I'm worth to judge which is the same wax or not in spite of noticeable changes. In the example of wax and also to observe the window and see suits and umbrellas which are finalized or judging men see clearly how the activity of judging (to say such a thing is ...) is fully subordinated to a previous experience by example say it is a man or wax because I've seen in my previous experiences through the senses. The judge and insurance seems to be a mode of thought, but if we think we see that allowing us to make judgments of what is such a thing is based on previous sensory experiences. And notice how it takes a substantial sensory and almost inevitable in the Cartesian system, so as Octave Hamelin said "Our only option is cognitive understanding, but know the task involves other faculties and even threatened the senses ... for some hazards, the senses are made to serve. " Thus, the understanding as well as the senses could be totally wrong, returning again to doubt because of those deceptions of the Evil Genius. So that we do not know if we are awake or asleep, and therefore do not know if that piece of wax actually exists or is generated by the genius that produced it with all his qualities. We would return here in the first and only certainty that continually imposing and is easier to learn than any other: my existence as a thinking, understanding, reason ... "I think therefore I am." Stefanie R.

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source Descartes, René: "Meditations" Bibliography

Caimi, Mario: "René Descartes. Discourse on Method "Colihue Ed. Buenos Aires 2004
Hamelin, Octave: "The system of Descartes' Ed Losada. Buenos Aires 1949