Change Of Status - Lifelong Advocacy: Fill & Download for Free

Former homophobe here.I am going to overstep the question a bit to address what I see as a common oversimplification of real-world homophobia. Attempting to understand is not advocacy.The irony of the Quora community is that many of its members are so hyper-enlightened and educated that they don't understand the thought processes of the average person. And by "average" I don't mean inferior. Many Quorans are like a piano prodigy or a lifelong piano student who can't understand why the average person would have a hard time learning to play. As far as I know, we are naturally accepting of other people, but our experiences, environments, and teaching from others educate us. That education can guide us towards more unsavory views. Of course we "shouldn't" be bigoted, but should does not always reflect what actually happens. Being poorly educated on acceptance, especially when bigotry can be so deeply hardwired, does not necessarily mean that they are stupid. They are an ignorant person with stupid views, who may or may not be stupid theirself. A better word would probably be "deceived". This is the opinion that I, a member of a racial minority, hold on racists as well. Although many bigots are stupid and hateful, saying that bigots are always stupid and hateful people who chose to be that way is just a convenient and popular cop-out that allows people to stop taking the problem seriously.Disclaimer: I am not offering my support to any viewpoint that I describe here. If you feel that I am mistaken somehow, I would like to hear your criticism in the comments so that I can learn.First off, being brought up in a homophobic environment is not a decision. In some communities, homophobia is:...Tied strongly to community's idea of masculinity or femininity. Some view being gay as being "less than". This is why some people use "gay" as an insult interchangeably with "bitch" or "pussy" for example. "Gay" as an insult values a homosexual as less than a heterosexual just as "bitch" and "pussy" value a woman as less than a man. These insults accuse the victim of being below standard. In many communities, "falling short" of popular gender norms can be punishable for gays and straights alike. Also, there can be can be an irrational fear of being the object of a gay person's sexual desire. Some refer to this phenomenon as the fear of being "feminized" by gays; in other words, being treated the same way that many straight males treat women. This is very common among homophobes....A way to keep the status quo. People tend to get defensive when their plans and ideas of normal get challenged....Made synonymous with loyalty to an ideology, such as a particular interpretation of a religion. Some people believe that gays are only one part of a greater, hegemonic, sinister movement, that wants to do away with supposed righteous and/or traditional values....A shield against the punishment that comes with doing, supporting, or appearing to support a taboo, which tends to reinforce certain behavior in people. I came across a quote from Lance Bass (who is openly gay) where he explained that he made fun of gays in grade school so he could disassociate himself from homosexuality. Sometimes straights will be accused as homosexuals if they don't openly condemn or disclaim it. Ever heard of "no homo"?...A shared, very bad habit that doesn't get discouragedIn a homophobic environment, some escape homophobia to varying degrees.Some people believe that homosexuality is morally wrong and openly hate or dislike homosexuals.Some people believe that homosexuality is wrong, but don't hate homosexuals. They often consider homosexuality to be a choice, not an orientation. They may view homosexuality the same way many people view smoking. The comfort or discomfort level with homosexuality itself can differ from person to person. Some people in this group are not even homophobic despite their anti-gay views (feel free to critique my word usage). They may even have gay friends who they appreciate and love. A friend of mine actually felt upset that she "couldn't" support her lesbian friend's homosexuality, because the worldview (literally, world view, the way that we view and perceive truth in the world) that she was raised in says that homosexuality is wrong. In the worldview that she was taught, the statement "homosexuality is wrong" is factual. Some people in this group resent being grouped in with the people described in the bullet point above. Unfortunately, these people usually end up supporting or inadvertently enabling homophobia. (Once again, this is a description, not advocacy for this way of thinking.)Some people believe that homosexuality is just as valid as heterosexuality. If they used to believe that homosexuality is wrong, they may be overcoming some leftover, gut-level homophobia.Did the people who overcame their own homophobia *decide* to stop being homophobic all on their own? In many cases, no.It's likely that the majority of people do not question what they "know" to be true on their own. And even less people have learned *how* to question their deepest beliefs. Many of these people are fairly intelligent as well. Those who have been "enlightened" through their unique thought process, home, schooling, and unique experiences tend to take questioning for granted. Although many people who escape bigoted ideas are intelligent, some of them had their views guided or formed by their personal "education". Sometimes, they can't take all the credit.For example, say there's this guy Bob who isn't homophobic. Here are some possible, alternate storylines that describe how he got to be that way:Bob was brought up in a church where homosexuality was accepted. His family also discouraged homophobia.Bob was brought up in a church where homosexuality was not accepted, but in the 10th grade, a friend of his came out as gay. He was the first openly gay person Bob had ever known. Bob was not comfortable with this, but this first-hand experience poked at some of his beliefs about gays and homosexuality. In 12th grade, his teacher talked a bit about the life experiences of some gay people. This got him thinking more. At a job a few months later, he began a job with a new team of co-workers, one of whom is gay. His interactions with this co-worker slowly eroded his remaining homophobia. Bob is still religious and still attends church.Bob was brought up in a church where homosexuality was not accepted, but he lost his religion. He changed his mind on the morality of homosexuality after he started to perceive things differently.Bob was brought up by two lesbian moms.Bob was brought up in a mildly homophobic community, but the time he spent with his friendly gay uncle, who visited the family often, was an influence on his ideas about gay people.Bob was brought up in a non-religious family that discouraged homophobia.Bob was brought up in a non-religious home where homosexuality never came up much. He picked up some some homophobia and the use of the word "f-g" from his friends. In high school, a new friend of his explains to him why they find that word offensive and he begins to see the negative impact of homophobia over time thanks to some other experiences.Bob has had openly gay friends as long as he can remember. He never understood why some people are homophobic.Bob was brought up in a homophobic community with hyper-masculine values. Those who express support for gays are suspected of being gay themselves, which leads to mocking from their peers. Bob plays football in 8th grade. When word goes around that one of Bob's teammates is bisexual, the other players start to mock him. Eventually, the coach, who Bob respects as a model of masculinity, tells those guys to cut it out and stop being so homophobic. Bob is shocked. 3 years later, while browsing the internet, he stumbles across an article in which one of his favorite actors comes out as gay. 3 years ago he would have skipped the article and probably felt betrayed, but he reluctantly decides to read it. Hearing his respected coach respects defend a gay player opened his mind up to some things. He begins to empathize a bit with this man's situation, and his ideas about gays continues to evolve. He becomes a big fan of the TV show Mad Men. As he watches, he is presented with the character Salvatore's struggles and frustrations as a gay man. He realizes that his teammate from 4 years ago may have been feeling similar things. Eventually, Bob no longer views gays as the "others". He pushes himself to treat them equally. Over the next few years, he becomes more comfortable with LGBT people and erodes away his homophobia.Every alternate storyline above is about the *same* person, only the experiences are different. But what would Bob's views be like if some of those storylines had even one or two details changed? Homophobia can and should be overcome, but it can be difficult to uproot for someone who's been trained in it. In my opinion, strong bigotry is nearly an ideology of its own. The potentially dangerous thing about ideologies is that they are a collection of not only opinions, but perceptions as well. A deep-seated ideology will color the way that you see the world and influence your reflexes, your gut reactions, for better or worse. And an *ideology* like homophobia or racism always colors things for the worse. It is difficult for a bigoted person to overcome their bigotry, but exposure to a series of particularly eye-opening experiences and ideas can be their "treatment". Bigoted people need help. Some won't be helped, but others can be....It's hard to blame someone for not "turning the other cheek" in response to bigotry though.Note: People who allow bigotry to control their actions, and not just their thoughts, are almost victims of their own way of thinking...but that does not absolve them of their actions. An action made out of bigotry is ultimately accountable to the perpetrator. It still happened, and it still caused pain. That can't be changed.

Nutrition is included in the Home Science subject, so you can apply for the UGC NET exam with Home Science. ... Candidates who are enrolled in the post-graduation and those who have completed also apply for the UGC NET exam. Aspirants must also follow age criteria for NET JRF i.e. 30 . No limitation for net examination..UNIVERSITY GRANTS COMMISSIONNET BUREAUNET SYLLABUSSubject: Home Science Code No. : 12UNIT-I : FOOD SCIENCE AND FOOD SERVICE MANAGEMENT1. Food science and nutrition.2. Properties of food – physical and chemical properties3. Quality evaluation of foods- objectives and subjective.4. Effects of cooking and processing techniques on nutritional components and other physical parameters, food preservation and application.5. Food pigments and additives.6. Food standards, microbiological safety of food, HACCP, food packaging.7. Perspectives of food service-menu planning, food cost analysis.8. New product development – nano technology9. Food service management of institutional level-hospital, educational institutions, social and special institutions10. Research methods-fundamental issues, concept, need relevance, scope and ethics in researchUNIT-II : NUTRITION AND DIETETICS1. Food groups – balanced diet, food pyramid, macro and micro nutrition.2. Nutrients-role of nutrients in the body, nutrient deficiencies and requirements for Indians.3. Public health nutrition4. Nutrition through life span-physiological changes, growth and development from conception to adolescence, nutritional needs and dietary guidelines for adequate nutrition through life cycle, nutrition concerns.5. Community nutrition, sports nutrition, nutrition in emergencies and disasters.6. Nutritional assessment-methods and techniques.7. Nutritional intervention-national nutrition policies and programmes, food and nutrition security.8. Clinical and therapeutic nutrition.9. Diet counseling and management.10. Research methods- research designs, principles and purpose of researchUnit-III : TEXTILES1. Textile terminologies- fibre, yarn, weave, fabric etc., classification of fibers, yarns and weaves, Identification of fibres and weaves.2. Manufacturing process of major natural and manmade fibres, properties and their end uses.3. Different methods of fabric construction-woven, knitted and non woven fabrics, their properties and end uses.4. Textiles finishes-classification, processing and purposes of finishes.5. Dyeing and printing-classification, method of block printing, tie and dye, batik, roller printing, screen printing, discharge, heat transfer printing and digitized printing.6. Traditional textiles of India-embroidered textiles, printed textiles, woven textiles, dyed textiles of various regions in India. Identification on the basis of fibre content, technique, motif, colour and designed.7. Textile Testing and quality control-need of testing, sampling method, techniques of testing fibres, yarn, fabrics and garments. Testing of colour-fastness, shrinkage, pilling and GSM of fabrics.8. Textile and environment-banned dyes, eco-friendly textiles, contamination and effluent treatment, Eco-label and eco marks.9. Recent developments in textiles and apparels- nano textiles, technical textiles, occupational clothing, zero waste designing, up cycling and recycling.10. Research methods-types of research, descriptive, survey, historical, qualitative, quantitative, analytical and action researchUNIT-IV : APPAREL DESIGNING1. Body measurements-procedure, need, figure types and anthropometry.2. Equipments and tools used for manufacturing garments-advancements and attachments used for sewing machine. Types of machines used and their parts.3. Elements and principles of design and its application to apparel. Illustrations and parts of garments.4. Fashion-Terminologies, fashion cycle, fashion theories, fashion adoption, fashion forecasting and factors affecting fashion.5. Pattern making-drafting, draping and flat pattern making techniques, pattern alteration and dart manipulation techniques.6. Apparel manufacturing-terminology used, seams, techniques and machines used, process of fabric to apparel manufacture.7. Apparel Quality testing-Quality standards and specification, Quality parameters and defects of fabrics and garments.8. Care and maintenance of clothing-principles of washing, laundry agents, storage techniques case labels and symbols.9. Selection of clothing for different age groups. Selection of fabrics for different and uses.10. Research methods-hypothesis testing, types and scopeUNIT-V : RESOURCE MANAGEMENT AND CONSUMER ISSUES1. Management-concept, approaches, management of time, energy, money, space, motivating factors, motivation theories, decision making.2. Functions of management-planning, supervision, controlling, organizing, evaluation, family life cycle-stages, availability and use of resources.3. Resources-classification, characteristics, factors affecting use, resource conservation, time management, work simplification techniques, classes of change, fatigue and its management.4. Management of natural resources-land, forest, water, air, water harvesting, municipal solid waste management, concept of sustainable development, SDGs.5. Money management-family income, types, supplementation, budgeting, household accounts, family savings and investment, tax implications.6. Human resource management- functions, need, human resource development-challenges, functions, manpower planning, training need assessment, training methodologies, training evaluation.7. Consumer-definition, role, rights and responsibilities, consumer behavior, consumer problems, education and empowerment.8. Consumer protection- consumer organization, cooperatives, alternative redressal, standardization, standard marks, quality control, buying aids, consumer legislation.9. Entrepreneurship-concept, process, barriers, entrepreneurial motivation, challenges, enterprise setting, project planning and appraisal, enterprise management.10. Research methods-sampling techniques, types of sampling, sampling procedures, probability and non probability samplingUNIT-VI : HOUSING AND INTERIOR DESIGN1. Design fundamentals – elements of art, principles of design, principles of composition.2. Colour – dimensions of colour, psychological effects of colour, colour schemes, factors affecting use of colour.3. Space planning and design-housing need and important, principles of planning spaces, types of house plans, economy in construction, planning for different income groups.4. Building regulations-norms and standards, zoning, housing for special groups and areas, housing finance.5. Housing and environment- building materials- impact on environment, green rating systems, energy efficiency in buildings, energy auditing, indices of indoor comfort.6. Energy as a resource- conventional and non- conventional sources, renewable /non-renewable energy, energy management, national efforts on energy conservation.7. Product design – design thinking process, diffusion and innovation, design communication, ergonomic considerations.8. Ergonomics – significance, scope, anthropometry, man, machine, environment relationship, factors affecting physiological cost of work, body mechanics, functional design of work place, time and motion study, energy studies.9. Furniture and furnishing – historical perspectives, architectural styles, contemporary tends, wall finishes, window and window treatments.10. Research methods-selection and preparation of tools for data collection-questionnaire, interview, observation, measuring scales, ranking and measurement, reliability and validity of toolsUNIT-VII : CHILD/HUMAN DEVELOPMENT1. Principles of growth and development, care during pregnancy and pre-natal and neonatal development.2. Theories of human development and behavior.3. Early childhood care and education – activities to promote holistic development.4. Influence of family, peers, school, community and culture on personality development.5. Children and persons with special needs, care and support, special education, prevention of disabilities, rehabilitation.6. Children at risk-child labour, street children, children of destitute, orphans, child abuse and trafficking.7. Adolescence and youth: changes, challenges and programs to promote optimal development.8. Adulthood, characteristics, changing roles and responsibilities in early and middle adulthood.9. Aging-physical and psychological changes and care needs.10. Research methods-types of variables and their selection.UNIT-VIII : FAMILY STUDIES1. Dynamics of marriage and family relationships.2. Family welfare-approaches, programmes and challenges, role in national development.3. Domestic violence, marital disharmony, conflict, resolution of conflict.4. Parent education, positive parenting, community education.5. Family disorganization, single parent families.6. Family studies-family in crisis, family therapy, initiatives for child development.7. Human rights, rights of children, rights of women, status of women, gender roles.8. Guidance and counseling- across life span and for care givers.9. Health and well being across life span development.10. Research methods- data collection and classification, coding, tabulation, inferential and descriptive statisticsUNIT-IX : COMMUNICATION FOR DEVELOPMENT1. Basics of communication- nature, characteristics, functions, process, models, elements, principles, barriers, perception, persuasion and empathy, types of communication, levels (settings) of communication transactions, process of listening.2. Communication systems and communication theories- human interaction theories, mass communication theories, message design theories, communication systems, culture and communication.3. Concept of development- theories, models, measurement and indicators of development.4. Concept of development- communication models and approaches, diffusion and innovation, mass media, social marketing.5. Role of communication in development- need and importance, development journalism, writing for development-print, radio, television and internet.6. Concerns of development communication- gender, health, environment, sustainability, human rights, population, literacy, rural and tribal development.7. Advocacy and behavior change communication- concept, theories, models, approaches, application and challenges.8. Traditional, modern and new media for development – folk forms of songs, art, dance, theatre, puppetry, advertisement, cinema, ICTs for development-community radio, participatory video, social media and mobile phones.9. Organisation/agencies/institutes working for development communication- international/national/state and local.10. Research methods-analysis of data through parametric and non parametric tests.UNIT-X : EXTENSION MANAGEMENT AND COMMUNITY DEVELOPMENT1. Historical perspectives of extension–genesis of extension education and extension systems in India and other countries, objectives of extension education and extension service, philosophy and principles of extension programme development.2. Programme management- need assessment, situation analysis, planning, organization, implementation, monitoring and evaluation.3. Extension methods and materials- interpersonal, small and large group methods, audiovisual aids-need, importance, planning, classification, preparation and field testing, use and evaluation of audio-visual materials.4. Curriculum development and planning for extension education and development activities, Bloom’s taxonomy of educational objectives and learning.5. Non-Formal, adult and lifelong education-historical perspectives, concept, theories, approaches, scope, methods and materials used, challenges of implementation and evaluation, issues to be addressed.6. Training, skill development and capacity building for human resource development-methods of training, entrepreneurship development.7. Community development- perspectives, approaches, community organization, leadership, support structures for community development, Panchyati raj institutions, NGOs and community based organisations.8. People’s participation and stakeholders’ perspectives, Participatory Learning and Action-methods and techniques.9. Development programmes in India for urban, rural and tribal population groups- programmes for nutrition, health, education, wage and self employment, women’s development, skill development, sanitation and infrastructure.10. Research methods-scientific report writing, presentation of data, interpretation and discussion.

Not all ticks carry the bacteria that cause Lyme disease. Only a few species do, and only in certain parts of the world.Ticks stay attached to the body for a long time before they start feeding… up to 30 hours for the Lyme tick! It will not inject infectious saliva until then, as it is first preparing a feeding tube. You could roll around in infected ticks and not get infected, as long as you remove any that make a feeding tube. If you remove the tick within 24 hours, your chance of getting Lyme is zero. That is why you should always do a tick check immediately after hicking in Lyme endemic areas!You do not need special tools to remove a tick. Just grab and pull or twist. The mouthparts may be stuck inside. That's fine: they pose no more harm than a small splinter. Wash the wound and they will fall out or degrade. Time is of the essence, so just pull as much as you can out quick. Do not try to cut or suck the wound.There are other tick borne illnesses besides Lyme, mostly spread by other species in other regions. It is very, very rare to have more than one infection in one tick. Be very suspicious of sources that claim co-infection is common. It is possible, but very rare.Lyme is not transmitted through saliva, sex, or pregancy. We know this for a fact. Nobody can be born with Lyme. If someone tells you children can be born with Lyme, immediately ignore anything they have to say about Lyme.Lyme can be very debilitating, but rarely fatal. The total number of people who have died from Lyme in the last century or so is about 25. Those were all cases of Lyme that went untreated for years.The treatment of Lyme is a short course of antibiotics, for about a month. This kills all the bacteria, and you are no longer infectious. It also works on other tick borne diseases.You cannot build immunity to Lyme. You can get infected again if another infected tick bites you. There is a vaccine for dogs, but not for people. There used to be one: it was not super effective, and after antivaxxers scared people from it, it became unprofitable and the company stopped making it. Antivaxxers are worse than ticks.The Lyme vectoring ticks, Ixodes, are spreading their range due to climate change. Climate change denialists are almost as bad as antivaxxers. Almost.About 40–60% of cases present with the Bulls-eye rash. This is distinctive and pathognomic: if you have it, then the doctor need not run any further tests and can start treatment, as only lyme and some other tick borne diseases cause it. However, not everyone gets the rash.The universally agreed upon, golden standard of testing is a two tiered test. It does not work until about 6 weeks after you are infected, because your body has not made antibodies to the bacteria yet. So if you get tested too soon, including when you have a bullseye rash, the result will be a false negative. Wait. After 6 weeks, assuming you haven't started treatment, the chance of a false negative is effectively zero: the test is highly sensitive but not specific, so it is impossible to get a negative if you are infected, but possible to get a positive even if you are not. Beware of sources who try to impugn the two tiered test and call it inaccurate, or those who push alternative tests. They are using unreliable tests known to cause false positives.On a related note, a huge industry exists trying to convince uninfected people that they have Lyme. They then tell them they have “chronic” infections that last forever, and put them on lifelong antibiotic therapies. The universally agreed upon scientific and medical consensus is that this is quackery: Lyme is not chronic. More people have died from unnecessary treatment of nonexistent Lyme than from Lyme itself! Chronic Lyme scammers lie to push bad medicine and impugn real medicine. They are just like antivaxxers… and often are both.The scam exists in part because Lyme symptoms can persist even after the infection is cleared. This is not a chronic infection. Your body needs time to repair itself. This is called post treatment Lyme syndrome. More antibiotics will not help. Dozens of studies have proven that. Exercise seems to help. It goes away with time. Note that many victims of the chronic Lyme scam do not have this, or ever had Lyme. They may have other conditions like MS that are similar to Lyme, or they have a delusional infestation.There is a lot of misinformation about Lyme online. A LOT. More than for other infections. The chronic Lyme scam has reached cult-like status, with its victims proudly but delusionally holding onto their fake diagnosis and promoting the scam, calling the quacks stealing their money and hatming their health “Lyme literate doctors” and attacking the hundreds of thousands of infectious disease experts spreading awareness of the scam. Be very, VERY careful of what you read online! If it is coming from a source that claims to be “Lyme Literate” or affiliated with ILADS, the main organization of the scam, ignore it completely.For real facts about Lyme disease: http://www.cdc.gov/lyme/faq/index.htmlFor a good read on the chronic Lyme scam: The Chronic Lyme Cult:One of the best sources for facts about Lyme and for exposing the lies of the chronic Lyme scammers is lymescience.org. It's a true patient advocacy website that puts facts before conspiracy theories. They connect to other great sources too: Good journalism on chronic Lyme pseudosciencePlease upvote and share this answer: several Chronic Lyme scammers abuse Quora to push their pseudoscience, so lets help keep legitimate facts from actual medical and entomological authorities at the top, and help fight the twin diseases of real and delusory Lyme!