Midterm-Module PDF

Module 1: The Self from Various Perspectives Lesson 2: Sociological Perspective of the Self Learning Outcomes At the end of this lesson, you will be able to: a) explain the relationship between and among the self, society, and culture; b) describe and discuss...

Module 1: The Self from Various Perspectives Lesson 2: Sociological Perspective of the Self Learning Outcomes At the end of this lesson, you will be able to: a) explain the relationship between and among the self, society, and culture; b) describe and discuss the different ways by which society and culture shape the self; c) compare and contrast how the self can be influenced by the different institutions in the society; and d) examine one’s self against the different views of self that were discussed in the class. Time Frame: Week 3 Introduction In your previous lesson, you were taught on the philosophical views of the different philosophers that have helped you create your own Philosophy of Self and you were also guided to answer the question Who Am I and write something about yourself. In this lesson, series of activities will be introduced that will explain the relationship between the self and the external world. We may be gifted with intellect and the capacity to rationalize things but at the end of the day, our growth and development and consequently ourselves are truly products of our interaction with external reality. Activity “My Self Through the Years” In a bond paper paste a picture of you when you were in elementary, in high school and now that you are in college. Below the picture, list down your salient characteristics that you remember. My Elementary Self My High School Self My College Self Analysis Now that you have examined yourself in different stages, answer the following questions: 1. What are the similarities can you observe in your “self” in the three stages of your life? _____________________________________________________________________ _____________________________________________________________________ ___________________________________________________ 2. What are the differences can you observe in your “self” across the three stages of your life? _____________________________________________________________________ _____________________________________________________________________ ___________________________________________________ 3. What do you think are the possible reasons of those differences in you in the three stages of you life? _____________________________________________________________________ _____________________________________________________________________ ___________________________________________________ Abstraction WHAT IS THE SELF? Characteristics of self Implication Separate Self is distinct from other selves Self-contained/independent Self in itself can exist Consistent Self has personality that is enduring and therefore can be expected to persist Unitary Self is the center of all experiences and thoughts that run through a certain person Private Each person sorts out information, feelings and emotions and thought processes within the self  Sociological Perspective of Self SOCIOLOGY - is the scientific study of society, patterns of social relationship, social interaction, and culture of our everyday life. Social group - is describe as having two Social Networks-refers to the ties or connections or more people interacting with one that link you to your social group. Connection another, sharing similar with your family is blood relation, barkada is characteristics, and whose members friendship, classmate is common interest to learn identify themselves as part of the group. (Family, Barkada, Classmates) Organic group-naturally occurring, Rational Groups-occur in modern societies, made highly influenced by family, formed up of different people coming from different through traditional societies, you join places are formed as a matter of shared this group because your family is also interests, people join this group out of their own part of it free will. Stages of Development According to Mead Language Gives the individual the capacity to express himself or herself while at the same time comprehending what other people are conveying Play Individual’s role play or assume the perspective of others Game The individual takes into account the societal rules and adheres to it. Two Sides of Self Me The product of what a person has learned while interacting with others and with the environment. Learned behaviors and attitudes and even expectations comprise the “me”. The “me” exercises social control over the self. It sees that the rule are not broken. I The part of the self that is unsocialized and spontaneous. It is individual’s response to the community’s attitude toward the person. The “I” presents impulses and drives. It enables him to express individualism and creativity. Application Answer the following questions briefly and honestly: 1. How would you describe yourself? 2. What are the influences of family in your development as an individual? 3. Think of a time when you felt you were your” true self”. What made you think you were truly who you are during this time of your life? 4. Following the questions above, can you provide a time when you felt you were not living your “true self”? Why did you have to live a life like that? What did you do about it? 5. What social pressures help shape yourself? Would you have wanted it otherwise? 6. What aspects of yourself do you think may be changed or you would like to change? Closure Thank you for seriously doing the activities in Lesson 2. Congratulations for a job well done. For your next lesson please have an advance reading on the Anthropological perspective of the self.  Module 1: The Self from Various Perspectives Lesson 3: Anthropological Perspective of the Self Learning Outcomes: At the end of this lesson, you will be able to: a) Discuss the Self as influenced by cultural aspect; b) Differentiate the individual and collective self as it is embedded in the culture; and c) Examine oneself and the human conditions that shape personality. Time Frame: Week 5 Introduction You have already learn how the socialization influence in the formation of the self. The previous lesson helped you understand how interaction with our environment shape our beliefs, values, and philosophies. In this lesson, the learnings you had about the society shall be expanded by examining culture as another important element of human evolution. Activity “Mirror, Mirror on the Wall” Choose one friend and ask about his/her impressions on you. It can be negative or positive. Ask for at least five impressions and write it in the space provided. 1. _____________________ 2. _____________________ 3. _____________________ 4. _____________________ 5. _____________________ Analysis Now that you are done with the activity, answer the following questions: 1. What thoughts you have in mind when you learned about your friends’ impression? ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________ 2. How did you feel? Describe your feelings. ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________ 3. What do you think are the factors that influence your friend’s impressions about you? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________ ___________________________________________________________  The way we behave in the society is based on how we are taught by our primary caregivers. Their shared values and beliefs were also passed to them by their parents and other significant others. This interaction simply defines culture. Established norms are passed from generations to the next and is modified with emerging trends in the society. We can conclude that the impressions we have about others and ourselves is influenced by both personal and cultural factors. Abstraction What is Anthropology? It is the study of people, past and present. It focuses on understanding the human condition in its cultural aspect. It facilitates understanding on how humans evolved and how they differ from one another. Anthropological Views on the Self Katherine Ewing (1990) Described the self as encompassing the physical organism, possessing psychological functioning and social attributes. Joseph LeDoux (2002) He conceptualized the implicit and explicit aspect of the self. Explicit- is the aspect of the self that you are consciously aware. Implicit- is the one that is not immediately available to the consciousness. The self is framed, maintained and affected biologically, mentally and socially. The self is not static, not added to and subtracted from by genetic maturation, learning, forgetting, stress, aging and disease. It is both the implicit and explicit aspects of the self. Ewing (1989) Asserted that a “self” is illusory which means that people construct a series of self- representations based on selected cultural concepts of person and selected chains of personal memories. Catherine Raeff (2010) She believed that culture can influence how you view: relationships, personality traits, achievement and expressing emotions. Culture influences how you enter into and maintain relationships. Culture influences how you value traits, like humility, self-esteem, politeness, assertiveness as well as how you perceive hardship or how you feel about relying on others. Culture influences how you define success and whether you value certain  types of individual and group achievements. Culture influences what will affect you emotionally, as well as how you express yourself such as showing your feelings in public or keeping it in private. The Self Embedded in Culture How individuals see themselves, how they relate to other people and to the environment deeply defined by culture. Individualistic Culture- represents the self as separate, distinct, with emphasis on internal attributes or traits, skills, and values. This is prominent in countries like North America and Europe. Collectivist Culture- stresses the essential connection between the individual to other people. This is common in Southeast Asia countries. Application Answer the following: 1. Think of one particular belief that was shared to you by a significant other (parent, siblings, etc.). How that belief influenced your present life? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _________________________________________________________ 2. What is your view about the impact of social media to the people? Is it changing the culture of the Filipinos? In what way? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ____________________________________________________________ Closure Dear students, thank you for seriously doing the activities in Lesson 3. Congratulations for a job well done. For your next lesson, please have an advance reading on the Psychological Perspective of the Self.  Module 1: The Self from Various Perspectives Lesson 4: Psychological Perspective of the Self Learning Outcomes: At the end of this lesson, you will be able to: a) Identify the different ideas in psychology about the “self”; b) Create your own definition of the self-based on the definitions from psychology; and c) Analyze the effects of various factors identified in psychology in the formation of the self. Time Frame: Week 6 Introduction As discussed in the previous lessons, every field of study, at least in the social sciences, have their own research, definition and conceptualization of self and identity. Psychology may focus on the individual and the cognitive functions, but it does not discount the context and other possible factors that affect the individual. This lesson provides an overview of the themes of psychology regarding the said concept. Activity Johari’s Window Let us deepen you understanding with yourself by doing the “Johari’s Window” activity. On a separate sheet, draw four quadrants and fill in information about you based on the given illustration.  Source: https://successfulculture.com/stronger-culture-using-johari-window/ Analysis Let us explore your experience on the activity by answering the questions below: 1. What is the easiest quadrant to fill in? What made you say so? ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________ 2. To which box, except on the fourth, that you encountered difficulty answering? What could have been the reason? ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________ The activity simply gave us an idea that there are aspects of our personality that we are fully aware and not aware of. We learn about them either by self-discovery or feedback is given to us by significant others. In Psychology, the different dimensions of our personality shall be explained. The concepts presented in the next section of this module will give add to your knowledge about self and its formation. Abstraction As mentioned earlier, there are various definitions of the self and other similar or interchangeable concepts in psychology. Simply put, “self” is “the sense of personal identity and if who we are as individuals. Below is a matrix to help you examine each psychological theory about the self. Psychologists View of the Self William James Viewed self as having two aspects-the “I” and the “me”. The “I” is the thinking, acting, and feeling self, the “Me” is the physical characteristics as well as psychological capabilities that makes who you are. Carl Rogers He noted that humans have one basic motive, that is tendency to self-actualize. Self- actualization means to fulfill one’s potential and achieve the highest level of human beingness. Rogers divided the self into two categories: the ideal self and the real self. This means that self- actualization occurs when a person’s “ideal self” (who they would like to be) is congruent with their actual behavior “real self”. Sigmund Freud Saw the sef, its mental processes, and one’s behavior as the results of the interaction between the id, the ego and the superego. Gordon Allport Asserts that every person possesses “traits”. A trait is your essential characteristics that never, ever changes and sticks with you all your life. Moreover, these traits shape who you are (how you think, feel, or behave, etc.) in any given day. Donald Winnicott He likened the self to an onion. The center of the onion needs to be protected by layers to be able to survive. At the center of the onion lies our true self, surrounded by layers we have developed through our lives as protection. These layers are our false self. Most of us need our false selves as protection to survive childhood, and we carry these layers with us through our adult lives because these protective layers help us endure. Roy Baumeister Believed that the concept of the self loses its meaning if a person has multiple selves (like the view of William James). The essence of self involves integration of diverse experiences into a unity. In short, unity is one of the defining features of selfhood and identity. Gregg Henriques Proposed that human self has three related but separable domains. Experiential Self - the theater of consciousness because it is the first to experience its beingness. These experiences can be generally classified into sensations and perceptions (e.g., seeing red, touching a rock),  motivational urges (e.g., hunger, sexual desire), and feelings and emotions (e.g., sadness, joy, anger), as well as imagined objects or occurrences. Private Self-conscious – can be described as the narrator or interpreter. It is the self that narrates the unfolding events and at the same time tries to make sense of the experience. Public Self/persona - is the image you project to the public. This is the image that interacts with others and will influence how others see you. Application Analyze and answer each statement. Support your answer with citations (sources). 1. What will happen to an individual if his or her real self and ideal self are incongruent? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ____________ _________________________________________ 2. How our traits shape our personality or self? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ____________________________________________________________ 3. What is your view of the contradicting perspectives of Baumeister and James about the self? Which concept you find suited to your understanding of the self? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ____________________________________________________________ Closure Congratulations for doing the activities well. Keep up the good work. For your next lesson please have an advance reading on “The Self in Western and Eastern Thoughts”.  Module 1: The Self from Various Perspectives Lesson 5: The Self in Western and Oriental/Eastern Thought Learning Outcomes: At the end of this lesson, you will be able to: a) Differentiate the concept of self according to the Western thought against Eastern/Oriental perspectives; b) Explain the concept of self as found in Asian thoughts; and c) Create a representation of the Filipino self. Time Frame: Week 7 Introduction It is important in our understanding of the self that we realize the blending of the eastern and oriental traditions of Asia and the pacific, and the western traditions of Europe and North America. The concepts we have ourselves are actual appreciation of the unity between East-West and the North-South. In this lesson, we will discover the diverse Western and Eastern perspectives of the self, unravel the Asian thoughts of self and lastly, make a representation of the Filipino self. It is essential to study other cultures and one’s own culture to understand oneself and others. Activity Instruction: Check (/) the principle that you believe in. Your choices can either be in column A, column B, column C or in columns ABC. Count your scores per column and write on the space provided below A B C Self-actualization. Self is part of the universe. Always respect the elders. Self is part of the divine. People are one with nature. One should return the favor. Man is created by God, in Self is a dynamic process. Festivals are meaningful His image. celebrations. Self-expression is important. We are flawed human beings. Moral values are rooted in religious doctrine. Self is a separate entity to Self is an achieved personality. Family and society practices other external objects. might describe the self. Total: Total: Total: Analysis Answer the questions: 1. Which column has obtained the highest score? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 2. What do you think are the distinctions of each column? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 3. How do these beliefs affect your view to yourself and the world? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ These characteristics and beliefs are diverse but has great impact on who a person is and will become. Therefore, defining the “self.” Abstraction Western Concept of Self The Ancient Greek philosophers see humans as the bearer of irreplaceable values and these values are being viewed and adapted as one’s principle in life up until today. Some of the famous Greek philosophers are Aristotle, Plato and Socrates. Rene Descartes and his famous dictum, “I think, www.azquotes.com/author/3897-Rene_Descartes therefore I am” as the epitome of Western idea of self during the Renaissance. Frank Johnson (1985), a psychiatrist and professor, outlined four categories on how the term “self” is used in contemporary Western discussion: 1. Analytical - By analytic, Johnson meant the “tendency to see reality as an aggregate of parts.” The “self” is an observer separate and distinct from external objects (Me versus Other). 2. Monotheistic – Monotheism involved the tendency toward unitary explanations of phenomena and a closed-system view of “self” as modeled after a unitary, omnipotent power (“Man was created by God, in His image). 3. Individualistic- Individualism is a quality of Western thinking where self-expression and self-actualization are important ways of establishing who one is as well as in finding satisfaction in the world. 4. Materialistic/rationalistic - Western thinking tends to discredit explanations that do not use analytic-deductive modes of thinking. (Johnson, 1985; Goldin, 2000). Eastern Concept of Self The earliest religious writing in the East is the Vedas – a collection of poems, chants or hymns. The Vedas illustrates the Eastern mindset of a non-dual universe but rather a creation that is completely unified with the creator, with no distinction (Watts, 1965; Wolter, 2013). It formed the Hindu philosophy and dharma (the principle of cosmic order). According to these sacred Hindu texts, the true nature of humans is described as “Brahman” www.azquotes.com/author/3897-Rene_Descartes which is the divine universal consciousness encompassing the universe. The Brahman is the Self that is all within us. Thus, one of the main points of Hinduism is “change your perception of the world to perceive the Brahman in oneself and in others” (Watts, 1965; Wolter; 2013). Buddhism is composed of the teachings of Siddhartha Gautama or Buddha. In Buddhist traditions the “self” is a dynamic process. It is interdependent and ever changing. Self is not an entity, a substance, or essence. Buddhist tradition believes that human being’s inborn flawed view of “self” as an enduring entity is the causes his/ or her suffering because he or she tries to hold on to that which is in constant flux (constantly flowing or constantly changing) and has no existence outside of shifting contexts (Galin, 2003). Thus, a new corrective experience of the “self” is needed. In Confucianism, the quest for the “self” in terms of substance, of spirit, of body, or of essence does not exist. The form which Confucius’ wrote about the concept of “self” is that of personality. The qualities that form a person’s character are not something that exists rather, in Confucian thought it is something that is formed through upbringing and the environment (Klemme, 1999; Ames, 1994; Graham, 1990). Personality is not a given human condition rather it is an achieved state of moral excellence. The Confucian concept of self is deeply embedded within the family and society, and it is only in that context that the self comes to be what it is (Quinlan, 2001; Chinavoc, 2007). Thus, such achieved personality, or self, is not to be understood as primarily an individual entity. Taoism does not regard the “self” as an extension of (or defined by) social relationships unlike Confucianism. The “self” is part of the universe and one of the countless manifestations of the Tao or “Way”. According to Chuang-tzu, “The perfect man has no self; the spiritual man has no achievement; the true sage has no name". The ideal is thus selflessness. In sum, Chuang-tzu's beginning of selfhood involves conscious self- transformation leading to the qualities of a balanced life in harmony with both nature and society (Ho, 1995). In conclusion, the Western thoughts are more individualistic, the focus is always looking towards the self - trying to find meaning of life here and now with self at the center, as it is already given and part of the divine. While the Eastern thoughts are drawn more into groups or society or people’s thoughts and actions as one in order to find meaning in life as they try to get rid of the “false” me and find meaning in discovering the “true” me in relation to everything around them as part of the nature and society. www.azquotes.com/author/3897-Rene_Descartes The “Self” in Asian Thoughts Asia is the world’s most populated continent in the world, its culture is diverse and colorful making it immensely interesting. Collectively, Asians are very strongly attached in their homelands which preserve their culture and tradition because of people’s faithful practice – commonly rooted from their different religions. Various languages, dresses, festivals, religious customs and other unique Asian customs exist in Asia. Because of this diversity an individual has his or her own definition of finding oneself or the “self”. One may discover the “self” from values from one generation to another, majority base from their religions (considering that Asia has existing hundreds of religions) and others were also influenced by other practices from other parts of the world. In the case of the Philippines, we can also consider the colonization experience for differences and similarities with our Asian neighbors. We might also find variation among provinces and regions due to geographical conditions. Application Create a diagram or concept map of the Self according to Filipino culture. Provide a brief explanation of your output. Closure We have reached the end and you have successfully completed the activities of this lesson. Congratulations for a job well done! Module Assessment 1) Which philosophical perspective suits your current view of the self? Elaborate your answer. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ____________________________________________________________ 2) What are the influences of family in your development as an individual? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _________________________________________________________ 3) What would you like to change in the culture that you had grown up? Why? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _________________________________________________________ 4) What are the psychological factors that can shape the self of an individual? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _________________________________________________________ 5) Discuss how the Filipinos demonstrate the collective self. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _____________________________________________________ Module Summary This module introduced you to a philosophical, social and psychological analysis of the self. We began by distinguishing the different philosophical perspectives, the self according to sociologist, psychologist and the oriental perspectives. Topics on understanding how you think and feel about yourself, how you want to think and feel about yourself and how these thoughts and feelings develop and guide behavior were explored to help you in your quest in understanding who you are.  Module 2 - Unpacking the Self: Physical, Sexual, Economic/Material, Spiritual, Political, and Digital Self Module Overview: Hello everyone! Welcome to this module: Unpacking the self – the physical and sexual, economical, material, spiritual, political, and digital self. To unpack is quite common in every new thing that we buy. Unpacking is both exciting and fearsome especially if the thing you unpacked is yourself. In this module you are going to discover things that you might have heard before but this time you are going to explore it yourself. You will see that beauty is more that what meets the eye. I hope you will enjoy and learn more about yourself as you unpack the jewel within you. Module Objectives/Outcomes: At the end of this module, you will be able to: Explore the different aspects of self and identity. Demonstrate critical, reflective thought in integrating the various aspects of self and identity. Identify the different forces and institutions that impact the development of various aspects of self and identity. Examine one’s self against the different aspects of Self discussed in class. Lessons in the Module: Lesson 1: The Physical Self Lesson 2: The Sexual Self Lesson 3: The Material/Economic Self Lesson 4: The Spiritual Self Lesson 5: The Political Self Lesson 6: The Digital Self  Module 2 - Unpacking the Self Physical, Sexual, Economic/Material, Spiritual, Political, and Digital Self Lesson 1: The Physical Self Learning Outcomes: At the end of this lesson, you will be able to: Describe how the self is impacted by the body; Explain the impact of culture on body image and self-esteem; Discuss the importance of beauty Time Frame: Week 8 Introduction The Physical-self-concept is the individual’s perception of themselves in areas of physical ability and appearance. The self-concept is a schema that contains knowledge about oneself. It is primarily made up of physical characteristics, intellectual, and aesthetic capacities and traits. This lesson helps us have a better understanding of our physical self and assist in forming our own definition and concept of beauty while learning to appreciate other’s perspective. Activity A. Identify from which parent you have inherited the following attributes. Father Mother Both Neither Height Weight Shape of Face Eyes Nose Ears Lips Color of Hair Skin Complexion Feet size Body size / structure After accomplishing the above table, answer the following questions: 1. In terms of your physical features, who do you resemble more- your father or mother? How do you say so? 2. In terms of temperament or disposition (quiet/loud, jolly/serious, impulsive/conscientious), who do you take after- your father or mother? Explain your answer. Analysis Defining Beauty Complete the sentences below. 1. For me, beauty means ___________________________________________________________________________ ___________________________________________________________________________ _______________. 2. A beautiful person is ___________________________________________________________________________ ___________________________________________________________________________ _______________. 3. I am beautiful because ___________________________________________________________________________ ___________________________________________________________________________ _______________. 4. List down five names of people you know who are beautiful. ___________________________________________________________________________ ___________________________________________________________________________ _______________. Abstraction: The Biological Blueprint The physical self is shaped by biological and environmental factors Heredity Refers to the genetic heritage or traits passed down by our biological parents. The traits are made up of specific information embedded within one’s gene, the basic unit of heredity. Genotype Refers to the genetic makeup of an organism which describes the organism's complete set of genes. Phenotype Refers to the observable characteristics of an organism as a multifactorial consequence of genetic traits and environmental influences. Environmental factors that may influence the phenotype include nutrition, temperature, humidity and stress. Maturation Is known as the completion of growth of a genetic character within an organism or the unfolding of an individual’s inherent traits or potential. Environmental Conditioning As you grow up, you are exposed to environmental influences that shape your physical self, including those from your social networks, societal expectations, and cultural practices. Family Being your first social group, forms a crucial foundation of your development, including that of your physical self.  As you grow older, you get exposed to a larger social group with new practices and standards. As a result, you may begin engaging in acts that would make you attractive and acceptable to others. One aspect of physical beauty is a person’s body type. Contemporary media has portrayed slim bodies as the ideal body type for women and muscular bodies for men. Thus, adolescents indulge in activities that would enable them to achieve these ideal body types. However, some adolescents may resort to unhealthy habits just to achieve the ideal body type. It is important to remember that physical beauty is only skin-deep; that what matters is feeling good about oneself and embracing a healthy perception of one’s physical worth. Achieving Physical Well-being 1. Healthy eating Following a healthy diet result in healthy skin, ideal weight, and better stamina. 2. Embracing a healthy lifestyle Physical activities such as walking, running, going to the gym, and engaging in sports also contribute to a healthier body. 3. Maintaining proper hygiene Taking care of your body by consistently following a hygiene regimen can also help you feel good about yourself. 4. Being confident Be secure in yourself, embrace a positive outlook toward various situations and problems, and love and accept who you are. A crucial aspect of the self is one’s physical features including the face, body structure, hair, skin, and eye color, height and weight. The physical self also surpasses what can be seen by the naked eye: underneath the skin is a dynamic system of biological and chemical responses that contribute to one’s physical features. In addition, it is the physical aspect that is first considered when we are asked what is beautiful or what we find attractive. What is beauty? Beauty is appreciated differently through time, culture, and various perceptions about the world. Every person is unique. We have different colors, sizes, shapes, heritage and roles. Hence, our body is simply a shell that allows us to radiate our experiences where beauty gets to shine through. The nature of beauty is one of the most controversial themes in western philosophy. The two most debated views about beauty are: Beauty is objective. Beauty is subjective. St. Augustine believed that things give delight because they are beautiful. Plato asserted that beauty exists in the realm of Forms, and that objects are found beautiful because they are a reflection of the idea of beauty that already exist in the realm of Forms. Aristotle asserted that the chief forms of beauty are symmetry, order, and definiteness that can be demonstrated by mathematical sciences. Hume stated that each mind perceives a different beauty. Kant also believed that the judgment of taste is not a judgment of cognition and is not logical but aesthetical, thus beauty is subjective. Hutcheson shared the same view that the perception of beauty does not depend on external sense of sight but on internal or reflex sense. With over 3814 distinct cultures around the globe, and having their own standard of beauty, here are a few examples of what is perceived as beautiful according to different cultures. MAORI TRIBE Face Tattoos https://www.pinterest.ph/pin/162481499043114233/ https://www.vice.com/en/article/9k95ey/its-transformative-maori-women- talk- about-their-sacred-chin-tattoos Tattooing the chin and lips of Māori women of New Zealand is considered beautiful. This tradition has been around for centuries, and consists of patterns called Ta-Mako in black or dark blue ink on the woman’s face. Ta-Mako tattoos are also a public declaration of one’s membership in the Māori tribe. INDIA Henna https://www.shaadisaga.com/blog/30-flaunt-worthy-back-hand-mehendi-designs-indian-brides-will- love?pd=492430&bv=2591 While Henna has become popular in the United States, it originated in India, and is a form of temporary body art. Indian women wear Henna on their wedding day, and during certain religious festivals as a form of decoration and beauty. Henna also indicates a higher social standing for Indian women. CHINA Foot Binding Foot binding is the Chinese custom of applying tight bandages to the feet of young girls. This binding severely limits growth of the feet, deforming them painfully. Foot binding became popular as a means of displaying status (women from wealthy families, who did not need their feet to work, could afford to have them bound) and was correspondingly adopted as a symbol of beauty in Chinese culture.  https://openendedsocialstudies.org/2016/06/25/foot- binding-and-the-standard-of-beauty/ SOUTH KOREA Heart or V-shaped Face In South Korea, the current rage is undergoing plastic surgery to make one’s face appear more heart shaped. This procedure involves breaking the jaw bone into three parts, removing the middle part, and fusing the other two together to create a pointed chin. This face shape is seen as the most beautiful facial structure on South Korean women. https://mariamazeem143.wordpress.com/2017/03/06/heart- shaped-face-south-korea/ AFRICA Scarification or cicatrization http://web.prm.ox.ac.uk/bodyarts/index.php https://twitter.com/africanpotato_/status/614448665478959104 /permanent-body-arts/scarification.html Scarification is popular in parts of Africa, predominantly Ethiopia and South Sudan, and can also be found in Papua New Guinea. In these cultures, scarification is done with a knife to leave permanent designs on the skin, and is done to both boys and girls as a right of passage into adulthood. In Ethiopia's Omo valley, the Mursi, practice scarification for largely aesthetic reasons. Both men and women create swirling dotted patterns on their  bodies that may not necessarily mean anything but which attract the opposite sex and enhance the tactile experience of sexual relations. Lip Plates https://www.dailymail.co.uk/news/article-6031177/Women-Ethiopias-Mursi-tribe-traditional-bottom-lip-plates.html Lip plates are common accessories for women of the Mursi tribe in Ethiopia. Usually, the woman’s top or bottom two front teeth are removed to accommodate the lip plate, which is out in during the teenage years and gradually gets larger. The larger the lip plate, the more attractive the women is considered. Full Figures In Mauritania, females with full figures are considered incredibly beautiful, and think women are considered physically undesirable. Mauritanian parents will even send their girls to “Fat camps,” where the girls would eat up to 16,000 calories a day to prepare for marriage. On top of that, stretch marks are considered a bonus, and even more beautiful. https://fashiontone.wordpress.com/2011/06/03/beauty-standards-around-the-world/ JAPAN Yaeba In recent years, Japanese women have been hit with a craze for crooked teeth, called Yaeba, which translate to “Double Tooth.” Women will go to orthodontists to have extensive work done to make one’s teeth look more crooked and uneven. This is supposed to make women appear more approachable, and thus more attractive.  https://www.huffingtonpost.co.uk/2013/02/01/yaeba-japanese-double-tooth-trend-expensive-crooked-smile_n_2596720.html THAILAND Neck stretching Women of the Kayan tribe in Burma, and women in Thailand have participated in neck stretching for centuries. As young as five years old, brass rings are out around the girls’ neck, and every year, more are added. These rings can weigh up to 22 pounds, and the more rings a woman has, the more elegant and beautiful she is considered. https://en.wikipedia.org/wiki/File:Kayan_women_Burma_1.jpg Application: 1. Do you believe in the old saying, “Beauty is in the eye of the beholder?” Why or why not? 2. Is there a culture NOT mentioned in this lesson that you consider beautiful? Which culture and why? 3. What is your own definition of beauty? What helped you form such definition? Closure Well Done! You can now proceed to discovering your sexual self and being a Filipino.  Module 2 - Unpacking the Self Physical, Sexual, Economic/Material, Spiritual, Political, and Digital Self Lesson 2: The Sexual Self Learning Outcomes: At the end of this lesson, you will be able to: Discuss the developmental aspect of reproductive system Explain human sexual behavior and the sexually transmitted diseases Differentiate natural and artificial methods of contraception Examine the self in relation with religious beliefs Reflect selfhood in relation to Filipino identity Time Frame: Week 9 Introduction It has been believed that sex chromosomes of humans define the sex (female or male) and their secondary sexual characteristics. From childhood, we are controlled by our genetic makeup. It influences the way we treat ourselves and others. However, there are individuals who do not accept their innate sexual characteristics and they tend to change their sexual organs through medications and surgery. Aside from our genes, our society or the external environment helps shape our selves. This lesson helps us better understand ourselves through a discussion of the development of our sexual characteristics and behavior. Activity Fill out the table below by listing the common secondary sexual male and female characteristics. MALE SECONDARY SEXUAL FEMALE SECONDARY SEXUAL CHARACTERISTICS CHARACTERISTICS Analysis 1. When do we usually observe the changes listed above for males and females? _______________________________________________________________  2. Were you able to experience the same changes? When? ______________________________________________________________ 3. If you were not able to experience the above listed changes, what might have caused such difference? _______________________________________________________________ 4. How does the society shape the behavior of an individual? _______________________________________________________________ 5. Can we really change our natural or innate sexual organ and sexual responses? _______________________________________________________________ Abstraction: The Reproductive System Marieb (2001) explained that the gonads (reproductive glands that produce the gametes; testis or ovary) begin to form until the twelfth week of embryonic development. During the early stages of human development, the embryonic reproductive structures of males and females are alike and are said to be in the indifferent stage. When the primary reproductive structures are formed, development of the accessory structures and external genitalia formation of male or female structures depends on the presence of testosterone. Usually, once formed, the embryonic testes release testosterone, and the formation of the duct system and external genitalia follows. In the case of female embryos that form ovaries, it will cause the development of the female ducts and external genitalia since testosterone hormone is not produced. https://creativecommons,org/licenses/by-sa/4.0 https://creativecommons.org/liceses/by/3.0 Puberty is the period of life, generally between the ages of 10 and 15 years Old. when the reproductive organs grow to their adult size and become functional under the influence of rising levels of gonadal hormones (testosterone in males and estrogen in females). After this time, reproductive capability continues until old age in males and menopause in females. The changes that occur during puberty is similar in sequence in all individuals but the age which they occur differs among individuals. In males, as they reach the age of 13, puberty is characterized by the increase in the size of the reproductive organs followed by the appearance of hair in the pubic area, axillary, and face. The reproductive organs continue to grow for two years until sexual maturation marked by the presence of mature semen in the testes. In females, the budding of their breasts usually occurring at the age of 11 signals their puberty stage. Menarche is the first menstrual period of females which happens two years after the start of puberty. Hormones play an important role in the regulation of ovulation and fertility of females. Diseases Associated with the Reproductive System Infections are the most common problems associated with the reproductive system in adults. Vaginal infections are more common in young and elderly women and in those whose resistance to diseases is low. The usual infections include those caused by Escherichia coli which spread through the digestive tract; the sexually transmitted microorganisms such as syphilis, gonorrhea. and herpes virus; and yeast (a type of fungus). Vaginal infections that are left untreated may spread throughout the female reproductive tract and may cause pelvic inflammatory disease and sterility. Problems that involve painful or abnormal menses may also be due to infection or hormone imbalance. In males, the most common inflammatory conditions are prostatitis, urethritis, and epididymitis, all of which may follow sexual contacts in which sexually transmitted disease (STD) microorganisms are transmitted. Orchiditis, or inflammation of the testes, is rather uncommon but is serious because it can cause sterility. Orchiditis most commonly follows mumps in an adult male. Neoplasms are a major threat to reproductive organs. Tumors of the breast and cervix are the most common reproductive cancers in adult females and prostate cancer (a common sequel toprostatic hypertrophy) is a widespread problem in adult males. Most women hit the highest point of their reproductive abilities in their late 20s. A natural decrease in ovarian function usually follows characterized by reduced estrogen production that causes irregular ovulation and shorter menstrual periods. Consequently, ovulation and menses stop entirely, ending Childbearing ability. This event is called as menopause, which occurs when females no longer experience menstruation. The production of estrogen may still continue after menopause but the ovaries finally stop functioning as endocrine organs. The reproductive Organs and breasts begin to atrophy or shrink if estrogen is no longer released from the body. The vagina becomes dry that causes intercourse to become painful (particularly if frequent), and vaginal infections become increasingly common. Other consequences of estrogen deficiency may also be observed including irritability and other mood changes (depression in some); intense vasodilation of the skin's blood vessels, which causes uncomfortable sweat-drenching "hot flashes"; gradual thinning of the skin and loss of bone mass; and slowly rising blood cholesterol levels, which place postmenopausal women at risk for cardiovascular disorders. Some physicians prescribe low-dose estrogen-progestin preparations to help women through this usually difficult period and to prevent skeletal and cardiovascular complications. There is no counterpart for menopause in males. Although aging men show a steady decline in testosterone secretion, their reproductive capability seems unending. Healthy men are still able to father offspring well into their 80s and beyond. Erogenous Zones Erogenous zones refer to parts of the body that are primarily receptive and increase sexual arousal when touched in a sexual manner. Some of the commonly known erogenous zones are the mouth, breasts, genitals, and anus. Erogenous zones may vary from one person to another. Some people may enjoy being touched in a certain area more than the other areas. Other common areas of the body that can be aroused easily may include the neck, thighs, abdomen, and feet. Human Sexual Behavior Human sexual behavior is defined as any activity—solitary, between two persons, or in a group—that induces sexual arousal (Gebhard, 2017). There are two major factors that determine human sexual behavior: the inherited sexual response patterns that have evolved as a means of ensuring reproduction and that become part of each individual's genetic inheritance, and the degree of restraint or other types of influence exerted on the individual by society in the expression of his sexuality. Types of Behavior The various types of human sexual behavior are usually classified according to the gender and number of participants. There is solitary behavior involving only one individual, and there is sociosexual behavior involving more than one person. Sociosexual behavior is generally divided into heterosexual behavior (male with female) and homosexual behavior (male with male or female with female). If three or more individuals are involved, it is, possible to have heterosexual and homosexual activity simultaneously (Gebhard, 2017). 1. Solitary Behavior Self-gratification means self-stimulation that leads to sexual arousal and generally, sexual climax. Usually, most self-gratification takes place in private as an end in itself but can also be done in a sociosexual relationship. 2. Sociosexual Behavior Heterosexual behavior is the greatest amount of sociosexual behavior that occurs between only one male and one female. It usually begins in childhood and may be motivated by curiosity, such as showing or examining genitalia. There is varying degree of sexual impulse and responsiveness among children. Physical contact involving neck in or petting is considered as an ingredient of the learning process and eventually of courtship and the selection of a marriage partner. Petting differs from hugging, kissing, and generalized caresses of the clothed body to practice involving stimulation of the genitals. Petting may be done as an expression of affection and a source of pleasure, preliminary to coitus. Petting has been regarded by others as a near-universal human experience and is important not only in selecting the partner but as a way of learning how to interact with another person sexually. Physiology of Human Sexual Response Sexual response follows a pattern of sequential stages or phases when sexual activity is continued. 1. Excitement phase — it is caused by increase in pulse and blood pressure; a sudden rise in blood supply to the surface of the body resulting in increased skin temperature, flushing, and swelling of all distensible body parts (particularly noticeable in the male reproductive structure and female breasts), more rapid breathing, the secretion of genital fluids, vaginal expansion, and a general increase in muscle tension. These symptoms of arousal eventually increase to a near maximal physiological level that leads to the next stage. 2. Plateau phase — it is generally of brief duration. If stimulation is continued, orgasm usually occurs. 3. Sexual climax — it is marked by a feeling of abrupt, intense pleasure, a rapid increase in pulse rate and blood pressure, and spasms of the pelvic muscles causing contractions of the female reproductive organ and ejaculation by the male. It is also characterized by involuntary vocalizations. Sexual climax may last for a few seconds (normally not over ten), after which the individual enters the resolution phase. 4. Resolution phase — it is the last stage that refers to the return to a normal or subnormal physiologic state. Males and females are similar in their response sequence. Whereas males return to normal even if stimulation continues, but continued stimulation can produce additional orgasms in females. Females are physically capable of repeated orgasms without the intervening "rest period" required by males. Nervous System Factors The entire nervous system plays a significant role during sexual response. The autonomic system is involved in controlling the involuntary responses. In the presence of a stimulus capable enough of initiating a sexual response, the efferent cerebrospinal nerves transmit the sensory messages to the brain. The brain will interpret the sensory message and dictate what will be the immediate and appropriate response of the body. After interpretation and integration of sensory input, the efferent cerebrospinal nerves receive commands from the brain and send them to the muscles; and the spinal cord serves as a great transmission cable. The muscles contract in response to the signal coming from the motor nerve fibers while glands secrete their respective products. Hence, sexual response is dependent on the activity of the nervous system. The hypothalamus and the limbic system are the parts of the brain believed to be responsible for regulating the sexual response, but there is no specialized "sex center" that has been located in the human brain. Animal experiments show that each individual has coded in its brain two sexual response patterns, one for mounting (masculine) behavior and one for mounted (feminine) behavior. Sexual Problems Sexual problems may be classified as physiological, psychological, and social in origin. Any given problem may involve all three categories. Physiological problems are the least among the three categories. Only a small number of people suffer from diseases that are due to abnormal development of the genitalia or that part of the neurophysiology controlling sexual response Some common physiologic conditions that can disturb sexual response include vaginal infections, retroverted uteri, prostatitis, adrenal tumors, diabetes, senile changes of the vagina, and cardiovascular problems. Fortunately, the majority of physiological sexual problems can be resolved through medication or surgery while problems of the nervous system that can affect sexual response are more difficult to treat. Sexually Transmitted Diseases Sexually transmitted diseases (STDs) are infections transmitted from an infected person to an uninfected person through sexual contact. STDs can be caused by bacteria, viruses, or parasites. Examples include gonorrhea, genital herpes, human papillomavirus infection, Human Immunodeficiency Virus (HIV) Acquired Immunodeficiency Syndrome (AIDS), chlamydia, and syphilis (National Institute of Allergy and Infectious Diseases of the National Institute of Health of the United States 2017). STDs are a significant global health priority because of their overwhelming impact on women and infants and their inter-relationships with HIV and AIDS. STDs and HIV are associated with biological interactions because both infections may occur in the same populations. Infection with certain STDs can increase the risk of getting and transmitting HIV as well as modify the way the disease develops. Moreover, STDs can lead to long-term health problems, usually in women and infants. Among the health complications that arise from STDs are pelvic inflammatory disease, infertility, tubal or ectopic pregnancy, cervical cancer, and perinatal or congenital infections in infants born to infected mothers. One of the leading STDs worldwide is AIDS, which is caused by HIV or Human Immunodeficiency Virus. The virus attacks the immune system making the individual more prone to infections and other diseases. The virus usually targets the T-cells (CD4 cells) of the immune system, which serve as the regulators of the immune system. The virus survives throughout the body but may be transmitted via body fluids such as blood, semen, vaginal fluids and breast milk. AIDS occurs in the advanced stage of HIV infection. Aside from HIV and AIDS, there are other sexually transmitted diseases in humans. The following list of diseases is based on Sexually Transmitted Disease Surveillance 2016 of the U.S. Department of Health and Human Services Centers for Disease Control and Prevention. 1. Chlamydia In 2016, a total of 1,598,354 cases of Chlamydia Trachomatis infection were reported to the Centers for Disease Control and Prevention (CDC)' making it the most common notifiable condition in the United States. This case count corresponds to a rate of 497.3 cases per 100,000 population, an increase of 4.7% compared with the rate in 2015. During 2015 to 2016' rates of reported chlamydia increased in all regions of the United States. Rates of chlamydia are highest among adolescent and young adult females, the population targeted for routine chlamydia screening. Among young women attending family planning clinics participating in a sentinel surveillance program who were tested for chlamydia, 9.2% of 15 to 19 years old and 8.0% of 20 to 24 years old were positive. Rates of reported cases among men are generally lower than rates among women. 2. Gonorrhea By CDC/ Joe Millar [Public domain], via Wikimedia Commons In 2016, 468,514 gonorrhea cases were reported for a rate of 145.8 cases per 100,000 population, an increase of 18.5% from 2015. During 2015 to 2016, the rate of reported gonorrhea increased 22.2% among men and 13.8% among women. The magnitude of the increase among men suggests either increased transmission or increased case ascertainment (e.g., through increased extra-genital screening) among MSM (men who have sex with men) or both. The concurrent increases among cases reported among women suggest parallel increases in heterosexual transmission, increased screening among women, or both. In 2016, the rate of reported cases of gonorrhea remained highest among African Americans (481.2 cases per 100,000 population) and among American Indians/Alaska Natives (242.9 cases per 100,000 population). During 2012 to 2016, rates increased among all racial and ethnic groups. Antimicrobial resistance remains an important consideration in the treatment of gonorrhea. 3. Syphilis In 2016, 27,814 Primary and Secondary (P&S) syphilis cases were reported, representing a national rate of 8.7 cases per 100,000 population and a 17.6% increase from 2015. From 2015 to 2016, the syphilis rate increased among both men and women in every region of the country. overall, the rate increased 14.7% among men and 35.7% among women. During 2012 to 2016, P&S syphilis rates were consistently highest among persons aged 20 to 29 years old, but rates increased in every 5-year age group among those aged 15 to 64 years. In 2016, rates were highest among African Americans (23.3 per 100,000 population) and Native Hawaiian/ Other Pacific Islanders (13.9 per 100,000 population); however, rates increased among all racial and ethnic groups in 2012 to 2016. 4. Chancroid Chancroid is caused by infection with the bacterium Haemophilusducreyi. Clinical manifestations include genital ulcers and inguinal lymphadenopathy or buboes. Reported cases of chancroid declined steadily between 1987 and 2001. Since then, the number of reported cases has fluctuated somewhat, while still appearing to decline overall. In 2016, a total of 7 cases of chancroid were reported in the United States. 5. Human Papillomavirus Human papillomavirus (HPV) is the most common sexually transmitted infection in the United States. Over 40 distinct HPV types can infect the genital tract; although most infections are asymptomatic and appear to resolve spontaneously within a few years, the prevalence of. genital infection with any HPV type was 42.5% among United States adults aged 18 to 59 years during 2013 to 2014. Persistent infection with some HPV types can cause cancer and genital warts. HPV types 16 and 18 account for approximately 66% of cervical cancers in the United States, and approximately 25% of low-grade and 50% of high-grade cervical intraepithelial lesions, or dysplasia. HPV types 6 and 11 are responsible https://tinyurl.com/y3rnm4t for approximately 90% of genital warts. 6. Herpes Simplex Virus Herpes simplex virus (HSV) is among the most prevalent of sexually transmitted infections. Although most infections are subclinical, clinical manifestations are characterized by recurrent, painful genital and/or anal lesions. Most genital HSV infections in the United States are caused by HSV type 2 (HSV-2), while HSV type 1 (HSV-I) infections are typically orolabial and acquired during childhood. Yale Rosen/Wikimedia Commons/Creative Commons Attribution-Share Alike 2.0 Generic 7. Trichomonas Vaginalis Trichomonas vaginalis is a common sexually transmitted protozoal infection associated with adverse health outcomes such as preterm birth and symptomatic vaginitis. It is not a nationally reportable condition, and trend data are limited to estimates of initial physician office visits for this condition. Visits appear to be fairly stable since the 1990s; the number of initial visits for Trichomonas vaginalis infection in 2015 was 139,000. https://en.wikipedia.org/wiki/Trichomonas_vaginalis Natural and Artificial Methods of Contraception Natural Method The natural family planning methods do not involve any chemical or foreign body introduction into the human body. People who are very conscious of their religious beliefs are more inclined to use the natural way of birth control and others follow such natural methods because they are more cost-effective (www.nurseslabs.com 2016). a. Abstinence This natural method involves refraining from sexual intercourse and is the most effective natural birth control method with ideally 0% fail rate. It is considered to be the most effective way to avoid STIs (Sexually Transmitted Infections). However, most people find it difficult to comply with abstinence, so only a few use this method. b. Calendar Method This method is also called as the rhythm method. It entails withholding from coitus during the days that the woman is fertile According to the menstrual cycle, the woman is likely to conceive three or four days before and three or four days after ovulation. The woman needs to record her menstrual cycle for six months in order to calculate the woman's safe days to prevent conception. https://tinyurl.com/yxjmtj8f c. Basal Body Temperature The basal body temperature (BBT) indicates the woman's temperature at rest. Before the day of ovulation and during ovulation, BBT falls at 0.50F; it increases to a full degree because of progesterone and maintains its level throughout the menstrual cycle. This serves as the basis for the method. The woman must record her temperature every morning before any activity. A slight decrease in the basal body temperature followed by a gradual increase in the basal body temperature can be a sign that a woman has ovulated. d. Cervical Mucus Method The change in the cervical mucus during ovulation is the basis for this method. During ovulation, the cervical mucus is copious, thin, and watery. It also exhibits the property wherein it can be stretched up until at least 1 inch and is slippery. The woman is said to be fertile as long as the cervical mucus is copious and watery. Therefore, she must avoid coitus during those days to prevent conception. e. Symptothermal Method The symptothermal method is basically a combination of the BBT method and the cervical mucus method. The woman records her temperature every morning and also takes note of changes in her cervical mucus. She should abstain from coitus three days after a rise in her temperature or on the fourth day after the peak of a mucus change. f. Ovulation Detection The ovulation detection method uses an over-the-counter kit that requires the urine sample of the woman. The kit can predict ovulation through the surge of luteinizing hormone (LH) that happens 12 to 24 hours before ovulation. https://ovulation.guide/ovulation-test-kits/ g. Coitus Interruptus Coitus Interruptus is one of the oldest methods that prevents conception. A couple still goes on with coitus, but the man withdraws the moment he ejaculates to emit the spermatozoa outside of the female reproductive organ. A disadvantage of this method is the pre-ejaculation fluid that contains a few spermatozoa that may cause fertilization. Artificial Methods a. Oral Contraceptives Also known as the pill, oral contraceptives contain synthetic estrogen and progesterone. Estrogen suppresses the Follicle Stimulating Hormone (FSH) and LH to prevent ovulation. 'Moreover, progesterone decreases the permeability of the cervical mucusto limit the sperm's access to the ova. It is suggested that the woman takes the first pill of the first Sunday after the beginning of a menstrual flow, https://tinyurl.com/y6j2ufpf or as soon as it is prescribed by the doctor. b. Transdermal Patch The transdermal patch contains both estrogen and progesterone. The woman should apply one patch every week for three weeks on the following areas: upper outer arm, upper torso, abdomen, or buttocks. At the fourth week, no patch is applied because the menstrual flow would then occur. The area where the patch is applied should be clean dry, and free of irritation. Shutterstock.com c. The vaginal Vaginal Ring releases combination of estrogen and progesterone and it surrounds the cervix. This silicon ring is inserted into the female reproductive organ and remains there for three weeks and then removed on the fourth week, as menstrual flow would occur. The woman becomes fertile as soon as the ring is removed. https://en.wikipedia.org/wiki/Vaginal_ri d. Subdermal Implants Subdermal implants are two rod-like implants inserted under the skin of the female during her menses or on the seventh day of her menstruation to make sure that she will not get pregnant. The implants are made with etonogestrel, desogestrel, and progestin and can be helpful for three to five years. https://en.wikipedia.org/wiki/Etonogest e. Hormonal Injections https://tinyurl.com/n89j9k7 A hormonal injection contains medroxyprogesterone, a progesterone, and is usually given once every 12 weeks intramuscularly. The injection causes changes in the endometrium and cervical mucus and can help prevent ovulation. f. Intrauterine Device An Intrauterine device (IUD) is a small, Tshaped object containing progesterone that is inserted into the uterus via the female reproductive organ. It prevents fertilization by creating a local sterile inflammatory condition to prevent implantation of the zygote. The IUD is fitted only by the physician and inserted after the woman's menstrual flow. The device can be effective for five to seven years. ttps://tinyurl.com/yyzrdw9c g. Chemical Barriers Chemical barriers such as spermicides, vaginal gels and creams and glycerin films are used to cause the death of sperms before they can enter the cervix and to lower the pH level of the female reproductive organ so it will not become conducive for the sperm. On the Other hand, these chemical barriers cannot prevent sexually transmitted infections. Jules Selmes and Debi TreloarGetty h. Diaphragm It is a circular, rubber disk that fits the cervix and should be placed before coitus. Diaphragm works by inhibiting the entrance of the sperm into the female reproductive organ and it works better when used together with a spermicide. The diaphragm should be fitted only by the physician, and should remain in place for six hours after coitus. https://tinyurl.com/y4f7q56h i. Cervical Cap The cervical cap is made of soft rubber and fitted on the rim of the cervix. It is shaped like a thimble with a thin rim, and could stay in place for not more than 48 hours. https://healthjade.com/cervical-cap/ j. Male Condoms The male condom is a latex or synthetic rubber sheath that is placed on the erect male reproductive organ before penetration into the female reproductive organ to trap the sperm during ejaculation. It can prevent STIs (Sexually Transmitted Infections) and can be bought over-the-counter. Male condoms have an ideal fail rate of 2% and a typical fail rate of 15% due to a break in the sheath's integrity or spilling of semen. chingyunsong/Shutterstock k. Female Condoms Female condoms are made up of latex rubber sheaths that are pre-lubricated with spermicide, They are usually bound by two rings. The outer ring is first inserted against the opening of the female reproductive organ and the inner ring covers the cervix. It is used to prevent fertilization of the egg by the sperm cells. https://en.wikipedia.org/wiki/Female_condom l. Surgical Methods https://www.wikiwand.com/en/Vasectomyrel https://www.medscape.com/viewarticle/891679 During vasectomy, a small incision is made on each side of the scrotum. The vas deferens is then tied, cauterized, cut, or plugged to block the passage of the sperm. The patient is advised to use a backup contraceptive method until two negative sperm count results are recorded because the sperm could remain viable in the vas deferens for six months. In women, tubal ligation is performed after menstruation and before ovulation. The procedure is done through a small incision under the woman's umbilicus that targets the fallopian tube for cutting, cauterizing, or blocking to inhibit the passage of both the sperm and the ova. Application: 1. Agree or Disagree. Are you in favor of legalizing marriage among homosexuals and transgenders in our country? Why? 2. Creative Work: Propose a program in school or community that will raise the awareness of the students and to help eliminate sexually transmitted diseases especially among the youth. Closure: Congratulations! You have just unpacked yourself. Using your body is at your own restriction. May you use it with your welfare in mind.