Unsafe abortions will continue to be a burdenfor the health and well-being of women in coun-tries where very restrictive abortion laws make ita crime.
Looking through the sentence shows that a country with very restrictive abortion laws considers abortion as crime. Most of those countries are strict Catholic nations. The Vatican’s teaching on abortion is clear: It is a sin.
According to the most recent global estimates,while the total number of induced abortionsdeclined between 2003 and 2008, the numberof unsafe abortions increased proportionately.
The authors raise a problem about the unsafe abortions. Although the total number of abortions declined around the globe, the unsafe abortions subsequently increased. They claims that it virtually escalates the overall abortions rates. The poor women with unwanted pregnancy go unlicensed practitioners and it causes a greater health hazards such as anemia, cervical trauma, and even death.
Brazilian parliamentarians who are currently reviewinga reform in the Penal Code need to have this information urgently.
In fact, the abortion law in Brazil has not been changed.
This paper presents the findingsfrom two studies. One was carried out in February–December 2010 among 1,660 public servants and the otherin February–July 2011 with 874 medical students from three medical schools, both in São Paulo State, Brazil.Both groups of respondents were asked two sets of questions to obtain their opinion about abortion:
This article is based on surveys and opinion polls. The majority of respondents are against the current Brazilian law that women who had had an abortion should be punished with prison. In my opinion, the present legislation about abortion in Brazil is very strict and it needs to be revised under the extreme conditions of Zika virus and microcephaly.
Unsafe abortions remain a major public health problem in countries with very restrictiveabortion laws.
Although Latin America has very restrictive abortion law, unsafe abortion was common. Now, Zika virus has emerged as a serious social problem, so the audience can anticipate the current situation of Latin America that dangerous abortions would increase more than before.
iterature response logs are regular records, usually daily, that children keep as running diaries of their read ing. Third, they may update their reading re cords.
This is a lesson in responsibility as the students update their reading logs after each SSR and of course adds the writing component to independent reading. Students can be proud of their reading logs and it will help them during sharing time as well. Also this instills a sense of ownership for students as it is their reading log about the books they chose which differs from their classmates.
o offset this state of emotional neutrality in classrooms, teachers must thoughtfully re consider how reading instruction may be reor ganized to rekindle a sense of joy and ownershi
Yes! This sense of joy and ownership connected to literature is intended to create interest in literature that will last. Students would hopefully be proud of the book they read and as they grow up, be proud of books they own and can recommend to others. I know this is true for me.
he only problem associated with this second block of sharing time is stopping. Sticking to the 10-minute time limit is often very difficult because children sincerely enjoy this time for sharing their ideas, work, and discoverie
The fact that kids are enjoying the sharing time and what they have to share, is incredible! It shows that allowing students to choose their literature can create an extremely engaged population of students.
r. Sheets also notes that mini-lessons force him to be concise in his demonstrations of skills in real reading situations.
When Mr. Sheets is forced to be concise it can be very beneficial for the students. Since he has to be short and to the point the children are given the information right away and not given too much all at once to take in.
ome teachers like to act in the role of "recorder" for the group or "wait in silence."
I like the idea of the teacher as the "recorder" for the group. This allows for the kids to all stay engaged in what everyone is talking, while you get to write down what everyone is saying so you can reflect on it later.
elf-selected reading. During SSR stu dents may become involved in one or more ac tivities (see Figure 1). To begin the workshop, students and teachers spend 10 minutes en gaged in free reading of a book they have cho sen for recreational reading or they may be reading goal pages established in their litera ture response group.
I like that kids are able to read books of their choice so that they are more engaged. It will help keep them more interested in reading and help with their reading skills.
turn on a CD of classical background music.
Yes! Classical music has been proven to increase brain activity in children and adults. It also will help children focus in on their individual papers and keep interrupting behaviors to a minimum
hen the timer bell sounds, the chil dren begin to write their entries on the lines provided below the spaces where they drew their illustrations. A
Timed writing is an important skill to teach even in younger grades because in a few years students will be taking timed standardized tests.
riting complete sentences writing sentences that ask a question
These are two very important skills that kids should learn at a young age. I think it is great that the kids learn these things so they can better develop their writing from an early age. Complete sentences will also help them in oral language as well.
Each child draws an illustration about the new or ongoing topic he or she has selected to write about. Children may talk with peers or with me about their topics or drawings.
Being able to illustrate and visually represent an idea is very important for all students. This skill touches on fine motor skills, visual processing and conceptual thought. Very important part of the lesson and an effective check for understanding.
any op portunities for connecting reading de coding skills with writing occur during these sessions.
decoding skills for children are so important especially at a young age. If they can "learn to read" earlier then later on they will be "reading to learn" a lot more.
ost of my direct writing instruc tion takes place during these brief ses sions, which may last up to 15 minutes.
Personally I learn better from direct instructions rather than a big long lesson where some information may be lost. This is a good idea to have these mini lessons, as they are very beneficial to the kids.
They ruled their empire through a decentralized network of subject peoples that paid regular tribute–including everything from the most basic items, such as corn, beans, and other foodstuffs, to luxury goods such as jade, cacao, and gold–and provided troops for the empire.
The Spanish was trying to take control over North and Central America. They were taking away valued goods from the Native Americans and made money off of it.
Matthew S. MacLennan
I am the author of this paragraph. I am also one of the scientists doing the metabolomic studies. I am in collaboration with many others in this project.
ZFIN_ZDB-GENO-100308-4
Database: ZFIN
Species: Zebrafish
Name: zf168Tg
Background: unspecified
Affected Gene: None
Genomic Alteration: zf168Tg
Phenotype: None
Notes: None
Availability: None
Catalog ID: ZDB-GENO-100308-4
Proper Citation: RRID:ZFIN_ZDB-GENO-100308-4
promontory
Whitman is comparing his soul to the image of the spider in this line
Hemos mencionado que los actores formulan y de sarrollan estrategias. Estas son intentos de desenvolver los intereses o satisfacer las necesidades . Las estrategias suponen cierto tipo de cálculo en el que cada actor que toma en cuenta, no solame nte sus intereses o necesidades y su vinculación con los componentes objetivos, sino también la exp ectativa sobre el comportamiento de los otros actores. Esto es, la estrategias son el resultado de las relaciones que se dan entre los sistema de actores. Para ello dan lugar a configur aciones que vinculan a actores diferentes.
estrategias de los actores
una lógica subordinada a las otras tres, en la medida que no genera procesos autónomos de toma de decisiones y de acciones sobre la ciudad, sino que lo hace en tanto que alguna de las otras tres la receptan. Estos actores, que pueden definirse en tres polos sociales dis tintos: académico, gubernamental y técnico-privado, contribuyen a las decisiones de los anteriores y, en tal sentido, introducen perspectivas que forman parte de esas decisiones.
actores técnicos
Ese desarrollo parece realizarse de cuatro ma neras fundamentales: a) acciones individuales o colectivas directas; b) organización comunitaria, de base solidaria para la producción directa; c) organización de movimientos reivindicativos frente a los actores gubernamentales; y d) orientación hacia relaciones clientelares, conformándose en clientela de algunos actores gubernamentales o políticos. Esas formas no son excluyentes y pueden combinarse en un mismo momento o sucesivamente.
actores sociales
Existen actores que se determinan en razón de lo que podemos denominar la lógica de la necesidad. Esta se muestra relevante en tanto que se desarrolla fuera (total o parcialmente) del mercado y de las políticas públicas.
actores sociales
Actores que participan en la producción de la ciudad orientados predominantemente en función de una lógica política, sin tener que someterse a la obligación de obtener ganancia económica. Pueden desarrollar procesos no mercan tiles de producción de la ciudad, desde el punto de vista, no ya de cada una de las actividades (o actores) individuales, sino en razón de una doble vinculación
actores políticos
Procesos demográficos: personas o familias que deciden ir del campo a las ciudades o de una ciudad a otra y, una vez en ellas, deciden localizar se en ciertos lugares o cambiar sus localizaciones urbanas anteriores. Procesos económicos que produ cen los soportes físicos para esa gente y sus actividades: viviendas, talleres, locales comerciales, equipamientos e infraestructuras; servicios que permiten la vida en la ciudad: transportes, trat amiento de residuos, educación y salud, etc. Procesos de producción cultural, desde la innovación en su sentido más amplio, incluyendo obviamente la tecnológica, hasta otras formas de la creación so cial: costumbres, artes, comunicaciones, formas sociales, etc.
Entender una ciudad como sociedad local implica suponer que lo que en ella pasa depende de lo que hacen los actores que en ella inci den, depende de sus decisiones. En segundo lugar, implica que esas decisiones surgen dentro de relaciones concretas: entre actores particulares económica, social y culturalmente. En tercer luga r, que esos actores deciden sobre la ciudad y lo hacen dentro en un contexto formado por los ámbitos globales de la realidad (nacional e internacional)
sociedad local, resumen
En segundo lugar, los actores locales, hemos supuesto, tienen capacidad para determinar a los procesos locales. Los actores económicos porque pueden incidir en el mercado local y los actores políticos porque logran incidir en las decisiones fundamentales a nivel local (gobierno local). Esto significa que los actores locales tienen cierta cap acidad de determinación de los procesos locales pero no la tienen (por lo menos en el mismo grado) respecto de procesos no locales: no son determinantes en las decisiones que toman otros gobiernos locales ni sus productos pueden determinar otros mercados locales.
incidencia en los procesos locales de los actores urbanos,
reproducen su poder en relación a los otros actor es locales y en referencia al gobierno local.
2/2 lógica local de los actores sociales
La ciudad es, entonces, una sociedad local que se caracteriza por una particular relación con el territorio: la aglomeración con base en la división social del trabajo, frente a la dispersión de la sociedad rural.
En una sociedad local encontramos unidad de procesos económicos y sociales, también identidades y procesos políticos propios. Es d ecir, individuos o grupos sociales con poderes diferenciados que dependen de su ubicación dentro de l sistema (local) de relaciones. Esto significa que el poder se acumula o se pierde en razón de las relaciones que se dan en la sociedad local.
procesos económicos y sociales
etrás de la urbanización, detrás de la ciudad, encontramos dos tipos de procesos estr ucturales fundamentales: los de la acumulación capitalista y los de la dominación propios de es a forma social.
Son actores que se reproducen como tales predominantemente dentro del ámb ito local. Esto significa, actores económicos que reproducen su capital en función de relaciones dent ro del ámbito territorial local (comerciantes o productores que tienen como mercado predominante a la población local), actores políticos que
lógica local de los actores sociales 1/2
De acuerdo a lo anterior, llamamos "actores lo cales" a los sujetos (individuales o colectivos) cuyo comportamiento se determina en función de una lógica local y/o su comportamiento determina los procesos locales.
Los actores sociales, por su parte, son la s unidades reales de acción en la sociedad: tomadores y ejecutores de decisiones que inciden en la realidad local. Son parte de la base social, son definidos por ella, pero act úan como individuos o colectivos que, además, están sometidos a otras condiciones (culturales, étnico-culturales, políticas y territoriales)
pensar la ciudad como sociedad local implica, inmediatamente, percibirla como un sistema de relaciones entre actores.