LIFE

A term paper written by

Ann Margaret E. Enabe 11-HUMSS C

I. INTRODUCTION

The meaning of life is a well-kept secret in a glass jar. It stares back at them in the mirror.
It surrounds them on their way to work. It sits quietly in the palm of our hand. When they
pass each other on the street, life’s meaning looks into their eyes. They touch it, feel it,
smell it and sense it every day but they do not realize what it is. They talk about life, and
they meditate about its meaning. They read books to find the answer. They ask those in
high regard, what is the meaning of life? The secret is that there is no secret (Emily,
2015).

What is the meaning of life? This has been one of the major questions of philosophy for
centuries; from Socrates to Nietzsche and from Tolstoy to the famous comedy writers
group Monty Python. People from diverse intellectual backgrounds asked what the
meaning of life is. Human beings are naturally inclined to search for, and achieve
meaning in life as a means of understanding life events, and integrating them into a
coherent whole. Although the experience of possessing meaning in life has been widely
researched, the process of searching for meaning which is of utmost importance, has been
largely neglected (Steger, 2016). However, searching for meaning does not appear to
lead to the attainment of meaning as one might intuitively expect (Steger, Kashdan,
Sullivan, & Lorentz, 2016). Meaning in life appears to share a positive relationship with
well-being such that happiness and life satisfaction are elevated, and depression reduced;
however, search for meaning has been shown to have the opposite pattern of correlates
(Park, Park, & Peterson, 2015).

II. DEFINITION OF LIFE

1. Definition of the Bıble
 According to Genesis 2:7, "The Lord God formed the man from the dust of the
ground and breathed into his nostrils the breath of life, and the man became a living
being.” This "breath of life" does not distinguish human beings from other animals, nor
perhaps even plant life, as can be seen in Genesis 1:29-30. When God declared his
judgment against Noah's generation, all creation in which there was the "breath of life"
would suffer the destruction of the flood ( Gen 6:17 ; Genesis 7:15 Genesis 7:21-23 ).
The breath of life distinguishes the living from the dead, not human beings from animals
(Eccl 3:18-19). Consistently throughout Scripture God is portrayed as the giver of life,
which distinguishes living organisms from inanimate things (Rom 4:17).

1.1. Defıned by Phılosopher

During the 5th century BC, noted philosopher Socrates declared “The
unexamined life is not worth living.” This simple quote is not just influential to a
philosophical mind; it suggests something deeper and more complex. It is a mandate that
compels humanity to examine life’s essence. Socrates influences us by linking meaning
to life and placing a heavy weight to his words. He does not just suggest that there might
be meaning to live; he insists that it must be contemplated, examined (Emily, 2015).

2. Challenges In Life

2.1. Forms of Challenges

Challenges are a part of everyday life. They make them stronger and without them
life becomes somewhat meaningless because we have nothing to compare the good times
to. These challenges come in many forms. For some, the challenge is doing well at
school, for others it is getting to grips with financial worries. But, regardless of the
challenge, facing up to it is key. Doing so will make them feel like they can take care of
their self, it will also make them understand the value of what they have now. Facing up
to challenges and living through that give them the experiences that make up their life
(Hiu-sze, 2015).

2.2. Overcomıng Challenges

 Challenges are opportunities to grow. That growth takes place out of potentiality,
their potentiality, which is infinite and highly active in every moment of life. Come to
know their selves as that. Everybody is pure potential experiencing life through what
seems like limitation. Challenges are spikes in that imaginary limitation barrier that guide
them to awareness (Carver, 2017).

2.3. Lıfe after Challenges

Life is beautiful but not always easy, it has problems, too, and the challenge lies in facing
them with courage, letting the beauty of life act like a balm, which makes the pain
bearable during trying times, by providing hope. Happiness, sorrow, victory, defeat, day-
night are the two sides of the coin. Similarly life is full of moments of joy, pleasure,
success and comfort punctuated by misery, defeat, failures and problems. There is no
human being on Earth, strong, powerful, wise or rich, who has not experienced struggle,
suffering or failure (Bunty, 2015).

III. CONCLUSION

3.1. Summary

Life is all about how they commit theır selves on their daily works. As what the
bible taught as their Lord formed them from the dust of the ground and breathed into his
nostrils the breath of life, and the man became a living being. They also knew that they
are going back to dust after living the live that was given to them. They have to relish
their every moment here on earth. Addition to that the great philosopher Socrates
declared, “The unexamined life is not worth living.” This simple quote is not just
influential to a philosophical mind; it suggests something deeper and more complex.
They have to be realistic and idealistic as well with their life. They need to appreciate our
life and be thankful to our creator. Socrates had also point out that life is an exceptional
thing they have so they need to be accountable with their life. Life is like a race which
has a lot of hurdles. Those hurdles are called challenges. Those challenges are part of
theır life. This makes our life more meaningful as it make as stronger. There are a lot of
challenges that they encounter including their difficulties in school, financial problems,
and family problems. Regardless of those problems they still have to face it. After
overcoming those challenges will make them feel assured that they could take care of
their selves. It will also help them value their life. It will leave them experiences that they
will treasure. Conquering the challenges will be their token to keep moving. Life is not
just all about the challenges but happiness after the encounters. It will be more satisfying
to live more as they had done something great. Life is a roller-costar ride that gives them
various feelings such as happiness, sorrow, victory, defeat, resentment, guilt, and a lot
more. Poor or rich, strong or weak, powerful or powerless, beautiful or ugly, young or
old, whoever or whatever they are, they are still blessed for having the gift of life. No
matter what they had done in the past, they will continue to live. Life is limitless. Life
might have ups and downs it will still be up to them how to live their life.

3.2. Generalızatıon

Look around to the world and wonder why. Life on this planet can be taken for granted
when a species like their achieves an advanced existence in which they have no want for
food, water or shelter. Fight or flight mechanisms are no longer of use and they become
dusty and unused. Life in our modern world seems easy, yet in reality it is very fragile
and very special. To examine life is to become more humble and amazed at how grand
and complex life really is. It been granted a gift from above or won an evolutionary game
of chance; they are in possession of a very special and wondrous thing. They are alive.
Life itself is where they find meaning. Decades of meditation, while spiritually rewarding
is not living. Spending years with their noses in books, searching, is educationally
gratifying but not living. The meaning of life is to be found in their everyday human
experiences. If they spend their lifetimes wringing our hands wondering, theorizing and
seeking life’s meaning, they miss the point entirely. The meaning of life is self-defined.
They must live their lives to their fullest extent with the utmost passion and reverence.
They create the parameters of their lives each day by establishing their own moralities,
ethics and spiritualties. Life’s purpose, their purpose, is defined by the way they treat
their selves and each other. By the way they connect with the rest of the life that
surrounds them. When they achieve that connection, they discover the meaning of life in
a most amazing way. There is a sensation of peace when they see what is already before
us. The meaning of life is simply to live.
 REFERENCES LIST

Carver, L. (2017, December 7). How to Face a Challenge With Confidence. p. 6.

Emily. (2015). What is the Meaning of Life? Life Goals, 10.

Park, N., Park, M., & Peterson, C. (2015). When is the search for meaning related to life
satisfaction? Applied Psychology: Health and Well-Being, 2(1), 1–13.

Schnackenburg, R. Christian Existence in the New Testament.

Steger, M. F. (2016). Meaning in life. In S. J. Lopez (Ed.), Handbook of positive

psychology (2nd ed., pp. 679–689). Oxford: Oxford University Press.

Steger, M. F., Oishi, S., & Kashdan, T. B. (2016). Meaning in life across the life span:
Levels and correlates of meaning in life from emerging adulthood to older
adulthood. Journal of Positive Psychology, 4, 43–52.

Steger, M. F., Kashdan, T. B., Sullivan, B. A, & Lorentz, D. (2018). Understanding the
search for meaning in life: Personality, cognitive style, and the dynamic between
seeking and experiencing meaning. Journal of Personality, 76(2), 199–228.
doi:10.1111/j.1467-6494.2007.00484.x

Steger, M. F., Mann, J. R., Michels, P., & Cooper, T. C. (2016). Meaning in life, anxiety,
depression, and general health among smoking cessation patients. Journal of
psychosomatic research, 67(4), 353–358.

Wolff, H. W. Anthropology of the Old Testament.

 BULLYING

A term paper written by

Ma. Rhea Ann Ano-os 11-HUMSS C

I. INTRODUCTION

Each day children are victims of bullying. These acts of aggression and violence
keep many students from attending school. Many times they are physically threatened or
they are unable to endure another emotionally degrading day. It is important to gain an
awareness of bullying behaviors and to implement prevention and intervention programs
that help promote pro-social behavior (Baier, 2007).

Bullying behaviour has been proven by numerous studies to be a serious problem

worldwide. According to the national Association of School Psychologist, "Everyday
approximately 160,000 children in the United States are absent or skip school out of fear
of being picked on, humiliated or beaten up by a bully." Various reports and studies have
established that approximately 15% of students are either bullied or initiate bullying
behaviors on regular basis students." Bullying occurs in all schools and is not restricted
by race, gender, class, or other natural distinctions, but appears worst during early
adolescence and "There is compelling evidence that the impact of bullying has lifelong
debilitating consequences." (Sullivan, Cleary, and Sullivan, p. 2)

II. Definition of Bullying

1. Defıned by

Bullying is a behaviour that can only be easily recognized when individuals

experience it. Bullying can happen to anyone at any age and anywhere whether at school,
home, or even in a workplace. So far, it is difficult to define bullying since it relates to
both a wide range behavior that may constitute bullying, and the characteristics of
bullying behavior (Montgomery, 1994).

1.1. Defıned by

Bullying is a negative and often aggressive or manipulative act or series of acts by

one of more people against another person or people usually over a period of time. It is
abusive and is based on an imbalance of power. Most definitions of bullying include
repeated aggressive acts that are intended to harm without or provocation by the victim.
(Sullivan, Cleary, Sullivan, p. 5)

2. Types of Bullying

There are many different types of bullying that can be experienced by children
and adults alike, some are obvious to spot while others can be more subtle. The different
types of bullying that we look at below are some of the ways that bullying could be
happening. Some of the types are physical bullying, verbal bullying, and social bullying
where bullies prevent some individuals from exercising certain activities or reject their
friendship or spreading rumors about others. (Quiroz and Stephens, 2006)

2.1.Physical Bullyıng

Physical bullying has also evolved from the physical injuries that were inflicted
on the victims and it has included theft as a method that is used to involve threats and
lead to the violence. (Staffordshire, 2010).

2.2. Social Bullying

Social bullying that was once used to make the victims stay alone without friends
and was experienced by children of all age groups has evolved to also include
homophobic isolation. Homophobic isolation is the type of isolation that is practiced by
the bullies on the children who are termed as gay or they are seen to be gay
(Staffordshire, 2010).

2.3. Cyber Bullying

Cyber bullying may include spreading rumors, posting false information, hurtful
messages, embarrassing comments or photos, or excluding someone from online
networks or other communications. It allows perpetrators to remain anonymous, can
affect the victim at any hour and on any day, and messages and images can quickly reach
a very wide audience. (School Violence and Bullying: Global Status Report, UNESCO,
2017, p.15).

3. Effects of Bullying
 3.1.Depressıon

Past research has shown that involvement in bullying and poor physical and
mental health are related, though in different ways according to the different groups of
students involved (bullies, victims or bully-victims). Depression is a known mental
disorder and affects more than 350 million people of all ages (WHO, 2010). Generally,
victims exhibit statistically lower levels of self-esteem than the remaining students.
(Seixas et al., 2013).

3.2.. Increase Feelıngs of Sadness

Both bullied adolescents and adolescents who were aggressive toward others
showed increase feelings of sadness, lower global self-worth, higher levels of depressive
symptoms, and more broad-spectrum psychological problems than non-involved
adolescents (Undheim & Sund, 2010).

3.3.Loneliness

A meta-analysis of studies investigating the relation between victimization and

psychosocial maladjustment found a stronger association with measures of depression,
anxiety, unhappiness, loneliness or self-esteem. In general, victims reported elevated
levels of psychological distress. (Seixas et al., 2013)

III. CONCLUSION
4. Summary

It is normal to have bullies in some school. Students feel higher than anyone when
they bully other students. Bullying can be acknowledged as it can happen anytime and to
anyone at any age and anywhere whether at school, home, or even in a workplace. It
usually shows aggression and manipulation. It somehow boosts bullies pride and power
over their victims. They tend to repeat this as they already empowered their peers.
Bullying varies and happens in different way. It could be physical bullying where they
use the power of their fist. Physical injuries are inflicted on the victims and sometimes
bullies also steal something from their victim. This type of bullying lead to violence.
Another type of bullying is the social bullying. The bullies make the victims stay alone
without friends. The victims became loner and isolate their selves. The most common

social bullying is the homophobic isolation. Homosexuality is a trend nowadays. Bullies

make fun of those who are feminine and the last one is cyber bullying which is rampant
nowadays. Cyber bullying includes spreading rumors, posting false information, hurtful
messages, embarrassing comments or photos, or excluding someone from online
networks or other communications. Student involved in bullying as victims had shown to
be frail. Some of the victims suffering from depression, a mental disorder which affects
more than 350 million people of all ages. Victims also exhibit statistically lower levels of
self-esteem than the remaining students, increase feelings of sadness, lower global self-
worth, higher levels of depressive symptoms, and more broad-spectrum psychological
problems than noninvolved adolescents. Generally, victims reported raised levels of
psychological suffering.

4.1. Generalızatıon

Bullying certainly is not a new problem in schools throughout history, but the
level of and frequency of violence associated with bullying has soared to an all-time high.
Most victims of bullying don't have physical wounds that are visible to the human eye.
The pain of bullying does not always heal like a bruise. The pain of bullying continues to
haunt victims of bullying long after a student leaves school. The wrath of bullying may
affect one's ability to establish healthy relationship, achieve life and educational goals,
and maintain a healthy sense of self-worth and self-esteem. Bullying behaviors affect
everyone. Due to the vast amount of bullying there is rarely anyone who hasn't been
bullied themselves or been a witness to bullying. It can be concluded that bullying is
harmful behavior that can be traced all across the globe. Self-knowledge and self-care can
be utilized in the future. By having good understanding of power and deep self-
knowledge, one is more conscious about own needs and comprehends own place in
relationship to others. Being thrown in this world, people need sense of belonging. For
youths, the first meaningful bond and belonging is to their peer group in school.
Therefore it is crucial for them to have a healthy bond for the ability to form meaningful
relationships in the future.
 REFERENCES LIST

Baier, S. (2007). A Critical Review of Literature: Understanding Bullying Behaviors of

Children (5th Edition ed.). Menomonie, Wisconsin.

Quiroz, H. C., Arnette, J. L., & Stephens, R. D. (2006). Bullying in schools: Discussion
activities for school communities. Retrieved from http://www.schoolsafety.us

Seixas,R.; Coelho, J. & Gustave, N. 2013. Bullies, victims and bully-victims impact on
health profile. Educação, Sociedade & Culturas, No 38, 2013, 53-75.

Staffordshire, R. (2010). Types of Bullying. Retrieved July 5, 2010, from Staffordshire

Learning Net:
http://education.staffordshire.gov.uk/PupilSupport/AntiBullying/TypesBullying/

Sullivan, D., Landau, M. J., & Rothschild, Z. K. (2010). An existential function of

enemyship: evidence that people attribute influence to personal and political
enemies to compensate for threats to control. Journal of Personality and Social
Psychology, 98(3), 434.

Undheim, A. & Sund, A. 2010. Prevalence of bullying and aggressive behaviour and their
relationship to mental health problems among 12- to 15-year-old Norwegian
adolescents. European Child & Adolescent Psychiatry. Vol. 19, Issue 11, 803-
811.

UNESCO, School Violence and Bullying Global Status Report, United Nations
Educational, Scientific and Cultural Organization, 2017

WHO 2010. Prevention of bullying-related morbidity and mortality: a call for public
health policies. Bulletin of the World Health Organization. Vol.88, 403-403.
Consulted 11.07.2015