WEEK 8: SEXUAL SELF

THE SEXUAL SELF: BODY IMAGE AND SELF ESTEEM

This section tackles one of the most crucial aspects of human

development, the sexual self. It highlights biological and
environmental factors that shape sexual
development.
Being a complex and amazing structure, the human body is a source of strength,
beauty, and wonder. Like a well-designed machine, a healthy body has parts
whose parts function smoothly together. Like a harmonious orchestra that
musicians play together, they produce beautiful music, a healthy body that has
parts whose operations are in harmony with
others.

Introduction

● Sexual selfhood is defined as how one thinks about himself or herself as a sexual individual. Human
sexuality is a topic that just like beauty is
culturally diverse. This should be understood
in varied ways.

1. Historical.

● In Ancient Greece, it is the male that assumes

the
dominant
role. The male symbol, the penis, was viewed as the
symbol
of fertility and how the male body was structured and
was
greatly admired. Their wives were considered as objects to be
possessed just like property. Women, on the other hand, were
forbidden to own property and had no legal and only function
was to bear children. The Greek word for woman is “gyne” means – bearer of children.

● In the Middle Ages (476-1450), bore witness to the strong influence of church particularly in
matters of sexuality. The church decreed that all sexual acts that do not lead to procreation were
considered evil. Women were labelled as either temptress (like Eve) or a woman of virtue (like
Virgin Mary).

● In the protestant reformation of the 16 th century (1483-1546) Martin Luther, John Calvin and other
Protestant leaders initiated a movement against the Roman Catholic Church. Protestantism
believed that sexuality is a natural part of life and that priests should be able to marry and have
families. Martin Luther King and John Calvin believed that the reason for sexual intimacy was to
strengthen the physical and emotional bond between husbands and wives and not just procreation.

● By the 17th and 18th century, the Puritans, a group of people who were discontented with the Church
 of England rallied for religious, moral and societal reformation. They had positive view on marital
sex and did not tolerate sex outside marriage. Premarital sex, therefore, was considered immoral.
GED 101 UNDERSTANDING THE SELF
In the Victorian Era (1837-1901), homosexuality and prostitution were rampant and considered to be
threats to social order. People in this era were not comfortable in discussing breast or buttocks, they used
other terms instead.

● Through the years and in the 20th century, interest in sexuality became more evident and accepted in
society. The separation of church and state reduced the influence the church had over sexual
mores. Also, the rise of feminism allowed for changes in employment, home life, and sexual
standards for women. Over time, cultural diversity and social norms offered varied views on what
today may be considered as sexually normal.

2. Biological.

● Knowing the structures and functions of the reproductive system is essential to the understanding of
sexuality. In the nervous system, it is the brain that initiates and organizes sexual behavior.
Through the process of sexual reproduction, the next generation of human beings are created by
the fusion of the egg cell and sperm cell. This will be discussed further in the next pages.

3. Sociobiological/Evolutionary.

● This perspective studies how evolutionary forces

affect sexual behavior. According to sociobiological
theory, natural selection is a process by which organisms
that are best suited to their environment are most likely
to survive. Traits that lead to reproductive advantage tend
to be passed on, whereas maladaptive traits are lost. On
the basis of human sexual behavior, it all begins with
physical attraction.

● Beauty is more than just cultural standard. It is

primarily an evolutionary standard for attracting the best
male or female in the lot to ensure that one’s genetic
characteristics will be passed on to the next generation.

● Although survival is the goal of the evolutionary perspective, physical attraction which ends in sex
does not mean that the attraction will be lasting. For what is really important in human sexual
relationships is the love, care, and responsibility each gender has for the other.

4. Psychological

● Rosenthal (2013) also explained that sexuality is not a mere physical response. Rather, it also
involves emotions, thoughts and beliefs.
● Sigmund Freud was one of the most prominent people to explain sexuality, through his theories.
According to him, human beings are faces with two forces – sex instinct and libido (pleasure)
and death or aggressive instinct (harm toward oneself or towards others).
 GED 101 UNDERSTANDING THE SELF
● Sex instinct does not only pertain to the sexual act rather it could also mean anything that could
give pleasure to the person. Thus, human behavior is geared towards satisfying the sex instinct
and/or death instinct. A person’s libido or sexual energy is located in an area of the body at
different psychosexual stages. These areas of pleasure are called erogenous zones. These will be
discussed further in the following pages.

● Freud also regarded personality as composed of three structures: the id, the Ego and the Superego.
The id is the part which always seeks for pleasure and aggression. It follows the pleasure
principle because it wants the person to attain gratification immediately. It is unconsciously
saying “I want it now!”. The Superego is the person’s sense of morality; it follows the moral
principle whose role is to restrict demands of the id. It is developed when children are taught the
difference between right and wrong. The ego follows the analytical principle. It analyses the need
of the id and its consequences as dictated by the superego and thinks of ways to satisfy the need
in an acceptable manner.

5. Religious

● Judaism holds a positive and natural outlook toward marital sex which they consider as blessed by
God and pleasurable for both men and women. Sexual connection provides an opportunity for
spirituality and transcendence.

● In Islam, family is considered of utmost importance, and celibacy within marriage is prohibited.
Muslim men are allowed to have up to four wives but Muslim women can only have one
husband. Sex is permitted only within marriage and extramarital sex is penalized.

● According to Taoism, which originated in China, sex is not only natural and healthy, but a sacred
union necessary to people’s physical, mental, and spiritual being. The sexual union is a way to
balance male and female energy.

● In Hinduism, sexuality is seen as spiritual force, and the act of ritual lovemaking is a means of
both celebrating and transcending the physical

● For the Roman Catholic Church, marriage is purely for intercourse and procreation. Pope John
Paul II confirmed the idea that married couples should engage in intercourse only for the purpose
of procreation. They further believed that homosexual orientation, in itself is not sinful, but
homosexual acts are immoral and sinful. The use of birth control is strongly opposed but they
agree to natural family planning and prohibit abortion.

Development of Secondary Sex Characteristics and Reproductive System

● This part is understanding the sexual self in Biological manner.

● From a purely physical standpoint, our bodies are made mainly of water. We are also made of
many minerals, including calcium, phosphorous, potassium, sulfur, sodium, chlorine,
magnesium, and iron. In order of size, the elements of the body are organized into cells, tissues,
and organs. Related organs are combined into systems, including the musculoskeletal,
cardiovascular, nervous, respiratory, gastrointestinal, endocrine, and reproductive systems

GED 101 UNDERSTANDING THE SELF

● There are two kinds of reproduction: asexual and sexual. Many biochemical events must occur
before an organism can reproduce either way.

1. Asexual reproduction
The simplest form of reproduction that literally means without sex. A single celled
animal grows to a certain stage or size and divides into two identical organisms. Multi-celled
asexual organisms have developed several unique reproductive strategies. For example, the
jellyfish reproduces by budding, a process where a new individual begins to grow (bud) from
the original organism and is eventually released as a small, free swimming organism.

2. Sexual reproduction
In organisms that reproduce sexually, there are males and females and reproduction
occurs when partners come together. This also involves reproductive cells, including a female
ovum (egg) and a male’s sperm.

● Network of organs and signaling molecules happened in the process of the human reproductive
system. In which, interaction and communication make it possible to the human ability to
produce and bear live offspring. It is distinguished from all other organ systems of the human
body by the fact that it is composed of two anatomically different organ plans, one for the female
and one for the male. It is also a slow-developing system, with the reproductive organs obtaining
full maturity at some point during adolescence, the transitional phase of growth and development
between childhood and adulthood.

● In both male and female embryos, the tissues that will form the structures of the internal genitalia
that are destined to develop in only one way, either as structures in the female reproductive
system or structures in the male reproductive system, but not both.

● Provided all organs are present, normally constructed, and functioning properly, the seven
essential features of human reproduction are:

o (1) liberation of an ovum, or egg, at a specific time in the reproductive cycle; o (2)
internal fertilization of the ovum by spermatozoa, or sperm cells; o (3) transport of
the fertilized ovum to the uterus, or womb;
o (4) implantation of the blastocyst, the early embryo developed from the fertilized
ovum, in the wall of the uterus;
o (5) formation of a placenta and maintenance of the unborn child during the entire
period of gestation;
o (6) birth of the child and expulsion of the placenta; and
o (7) suckling and care of the child, with an eventual return of the maternal organs to
virtually their original state.

● The male reproductive system essential parts are as follows:

1. Penis – a male sexual organ consisting of the internal root and external shaft and glans.
2. Root – the portion of the penis that extends internally into the pelvic cavity. 3. Shaft –
the length of the penis between the glans and the body.
4. Glans – the head of the penis; richly endowed with nerve endings.

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5. Cavernous bodies – the structures in the shaft of the penis that engorge with blood during sexual
arousal.
6. Foreskin – a covering of skin over the penile glans.
7. Corona – the rim of the penile glans.
8. Frenulum – a highly sensitive, thin strip of skin that connects the glans to the shaft on the
underside of the penis.

● The female reproductive system essential parts are as follows:

1. Vulva – encompasses all female external genital structures – the hairs, fold of skin, and the
urinary and vaginal openings.

a. Mons Veneris – a triangular mound over the pubic bone above the vulva.
b. Labia majora – the outer lips of the vulva.
c. Labia minora – the inner lips of the vulva, one on each side of the vaginal opening.
d. Prepuce – the foreskin or fold of skin over the clitoris.
e. Clitoris – a highly sensitive structure of the female external genitals, the only function of
which is sexual pleasure.
f. Shaft – the length of the clitoris between the glans and the body.
g. Glans – the head of the clitoris; richly endowed with nerve endings.
h. Cruca – the innermost tips of the cavernous bodies that connect to the pubic bones.
i. Vestibule – the area of the vulva inside the labia minora.
j. Urethra – the tube through which urine passes from the bladder to outside the body.

2. Internal Structure
a. Vagina – a stretchable canal in the female that opens at the vulva and extends about four
inches into the pelvis.
b. Rugae – the folds of tissue in the vagina.
c. Cervix – the small end of the uterus, located at the back of the vagina.
d. Uterus – a pear shaped organ inside the female pelvis, within which the fetus develops. e.
Fallopian tubes – two tubes in which the egg and sperm travel, extending from the sides of the
uterus.
f. Ovaries – female gonads that produce ova and sex hormones.

● These are the parts of the reproductive organs that are considered to be important. The primary and
secondary characteristics refer to specific physical differentiate males and females in sexually
dimorphic species – species having two forms that are determined by their sex; that is, species in
which males and females look different from each other. Primary characteristics are there from
birth (for example, penises and vaginas). Secondary sexual characteristics emerge at puberty
(such as low voices and beards in men, and high voices and no facial hair in women). Samples
includes:
● These secondary sexual characteristics are not used in reproduction, but are apparent in most
dimorphic species. Hormones secreted through the hypothalamus initiate the development of
classically male or female secondary sexual traits.

GED 101 UNDERSTANDING THE SELF

 ● These secondary sex characteristics can
also be known as some of the first changes in a
boy are the growth of his and growth of pubic
hair. Later, the chest becomes larger, hair grows
in the armpits, muscles grow in the arms and legs
and shoulders become larger and stronger.

● In some males, hair also grows on the

chest, but generally, Asian men are less hairy and
less muscular than Caucasian men, and those
from Africa have coarser body hair. Facial hair,
which usually grows first above the lips and later
grows on the cheeks, may grow into a mustache
and beard unless the boy shaves regularly.
The larynx (voice box) becomes larger as well, resulting in a
deeper voice. In girls, pubic hair begins to grow, followed by underarm hair; breasts develop,
with the areola around the nipple becoming darker. Fat deposits around the hips and buttocks
also contribute to the female's more rounded appearance.

● With girls, the menstrual cycle begins, it may be irregular, with some monthly cycles occurring
without ovulation. Since 1840, menstruation has been beginning a few months earlier every
decade, possibly due to better nutrition or to the consumption of meat that contains hormones. In
general, girls gain less height and weight than boys do during their teenage years.

● The list below shows some of these characteristic differences between human males and females.
For boys, these include For girls, these include

More pronounced body hair Deeper voice

● Less pronounced body hair
characteristics (beard, chest, etc.) and ●
usually more coarse characteristics (mostly in
pubic region, hair all over is
Heavier musculature usually finer)
●● ●●
Angular features (i.e. square jaw, Lighter musculature
triangular mid region) Rounded features (i.e. softer
●
●
Narrow hips facial features, hourglass mid ●
●
region)
Muscular pectorals (chest)
Wider hips (for child bearing) ●
●●
Less fat tissue overall More pronounced breasts with

more fatty tissue

More fat tissue overall
● Higher voice

● Puberty is the stage of physical maturation in which an individual becomes physiologically

 capable of sexual reproduction. The biological changes include: (1) neurosecretory factors and/or
hormones, (2) modulation of somatic growth, and (3) initiation of the development of the sex
glands. The physiology of puberty includes also the activation of the hypothalamic

GED 101 UNDERSTANDING THE SELF

pituitarygonadal axis which induces and enhances
the progressive ovarian and testicular sex hormone
secretion.

● It is also responsible for the profound biological,

morphological, and psychological changes to which
adolescent is subjected. In addition, there are sex
steroid production which appearance and
maintenance of sexual characteristics are included as
well as the person’s capacity for reproduction.

● Puberty proceeds through five stages from

childhood to full maturity as described by Marshall
and Tanner (2006). In both sexes, these stages reflect
the progressive modifications of the Source:
https://goo.gl/8NsTKd

external genitalia and of sexual hair. Secondary sex characteristics appear at a mean age of 10.5
years in girls and 11.5 to 12 years in boys.
● Puberty Stages (Female )
P1 Pre-pubertal
P2 Early development of sub-areolar breast bud
+/- small amounts of pubic hair and axillary hair
P3 Increase in size of palpable breast tissue and areolar
Increase amount of dark pubic hair and axillary hair
P4 Further increase in breast size and areolae that protrude above breast level
Adult Pubic hair
P5 Adult Stage
Pubic hair with extension to upper thigh

● The prepubertal uterus is tear-drop shaped, with the neck and isthmus accounting for up to
twothirds of the uterine volume; then, with the production of estrogens, it becomes pear shaped,
with the uterine body increasing in length and thickness proportionately more than the cervix.

● The rising levels of plasma gonadotropins stimulate the ovary to produce increasing amounts of
estradiol. Estradiol is responsible for the development of secondary sexual characteristics, that is,
growth and development of the breasts and reproductive organs, fat redistribution (hips, breasts),
and bone maturation. The maturation of the ovary at adolescence correlates well with estradiol
secretion and the stages of puberty.

● During puberty, plasma estradiol levels fluctuate widely, probably reflecting successive waves of
follicular development that fail to reach the ovulatory stage. The uterine endometrium is affected
by these changes and undergoes cycles of proliferation and regression, until a point is reached
when substantial growth occurs so that withdrawal of estrogen results in the first menstruation
(menarche). Female secondary sexual characteristics include breast development, pubic and/or
axillary hair, and menses occur earlier than normal variations from the mean, the terms
premature.

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Puberty Stages (Males)

P1 Prepubertal
Testicular length less than 2.5 cm

P2 Early increase in testicul ar size, scrotum

slightly pigmented
Few long and dark pubic hair

P3 Testicular length 3.3-4 cm

Lengthening of the penis, increase of
pubic hair

P4 Testicular length 4.1-4.5 cm, increase in

 length and thickening of
the penisSource: https://goo.gl/d314zv
Adult amount of pubic hair

● Secondary sexual development in boys includes growth kinetics are enhanced from early puberty
on, this is on maximal velocity of attaining it only around 14 to 15 years of age. Testis increases
in size, mainly at the expense of the seminiferous tubules. Also the interstitial (leydig) cells
develop and ensure synthesis and secretion of testosterone. A testicular volume of 4ml or a
longitudinal diameter greater than or equal to 2.5 cm and a slight progressive increase in scrotal
folds and pigmentation constitute the first signs of puberty. The increase in testicular size
observed during pre puberty and puberty results essentially from the development of the
seminiferous tubules.

● The testicular volume increases throughout puberty up to Tanner stage P4 when a longitudinal
diameter of 5.0 + 0.5 cm or a volume of 17.6 + 4.0 ml is reached. A significant increase of plasma
testosterone is found only between Tanner pubertal stages P3 and P4. Dihydrotestosterone shows
a pattern similar to that of testosterone, and the proportion of dihydrotestosterone to testosterone
decreases gradually until adulthood, when dihydrotestosterone levels are approximately 10% of
those of testosterone.

● Remember, that at the start of puberty, changes that happen in the bodies of young males and
females are both secondary and primary sexual changes. Whereas, secondary sexual changes are
physical changes that distinguish males from females.

Discussing Erogenous Zones

● This part could be understanding the sexual self in a Psychological manner.

● Erogenous zones can be understood in a certain way we understand our body. These are areas of
the human body that have heightened sensitivity. The stimulation of these areas may result in the
foundation and production of sexual fantasies, sexual arousal, and orgasm. These are areas that
are more sensitive than others all over the body.

GED 101 UNDERSTANDING THE SELF

● Varieties of sexual excitement may be provoked that will classify the erogenous zones. Erogenous
zones vary from culture to culture and over time. Essentially, these parts have high concentration
of nerve endings, that the result is they are particularly sensitive to touch, pressure, or vibration.

● In psychology, the five stages of Freud’s psychosexual theory of development:

1. Oral stage, the child erogenous zone is the mouth which receives gratification through
eating and sucking.
2. Anal stage, the erogenous zone is the anus in which sexual gratification is derived from
defecation
3. Phallic stage, erogenous zone is the genitals. Here the child experiences sexual attraction
towards the opposite sex parent. Oedipus complex (sexual attraction of the body child
toward the mother) and Electra complex (sexual attraction of the girl child towards the
father)
 4. Latency stage, sexual impulses lie dormant as the child is occupied by social activities
such as going to school and playing.
5. Genital stage, where the erogenous zone is again the genitals. At this time, the sexual
attraction is directed towards others, usually one of opposite sex.
GED 101 UNDERSTANDING THE SELF
● According to his theory, each stage of psychosexual development must be met successfully for
proper development; if we lack proper nurturing and parenting during a stage, we may become
stuck in, or fixated
on, that stage.
Freud’s
psychosexual
theory has been
seriously criticized
for the past few
decades and is
now considered
largely
outdated. However,
the
erogenous zones
were
discussed in each
of the
stages of
psychosexual
development, that if not
outgrown will have
fixations for that certain
stage.

● Erogenous zones is
different from
sexual fetishes.
According to
Freud, a fetish is an
inappropriate object (a
shoe for example) that is
substituted for a woman
and used for
sexual gratification.
An erogenous zone
is a body part (a foot, for
instance) that arouses
sexual curiosity and
draws a man's attention to
the whole female body.
Fetishism is an individual
personality disorder, while
erogenous zones are
sexual preferences
 shared by most men at a
given time or place. Fetishes belong to
the science of psychopathology while erogenous zones belong to the social world of costume
and fashion.

● The phrase erogenous zones was coined near the end of the nineteenth century and used in the early
twentieth century by some psychologists to describe how simple pressure to these parts of the
body could arouse complete orgasm in what were defined as hysterical persons (generally
understood to be women).

● The second general meaning of the phrase, to be dealt with at some length here, refers to a visual
phenomenon associated with clothing and body adornment. For cultural anthropologists,
erogenous zones are those areas of the female body which men find sexually arousing and which
women alter or adorn to attract the male eye.

GED 101 UNDERSTANDING THE SELF

● Because of this understanding, it can be noted that culture determines their unique fixation for
erogenous zones. Examples are Asian men prize the nape of the neck while Europeans are fixated
with waist. In defiance of common sense, the genitals rarely become erogenous zones.
● Human increases their likeness through body paint, cosmetics, mutilation or other procedures like
Western women paint their lips red, enhancing resemblance to the labia; Aristocratic Chinese
women bound their feet so it would be tiny, curled feet more closely resembled the vulva. More
societies alter their erogenous zones to make them more beautiful or prominent.
Understanding Human Sexual Response

● One of the great qualities of a human being is its ability to be modified by experiences. This
process is known as learning and conditioning, which most of the aspects of human behavior,
even sexual behavior appear to be a product of it. Like the preferences people have of type of
individual as partners – tall, short, younger, or varieties of partners like heterosexual/homosexual.
The classification of behavior as normal or away from normal represents culture based rather than
scientifically explained.

● As part of the transition from childhood to adulthood, all adolescents experience sexual feelings.
Some act upon these feelings by having sexual intercourse; others don’t have intercourse but
engage in behaviors stopping short of penile/vaginal intercourse; some engage in anal intercourse
or oral sex (Remez, 2000); and others deny their sexual feelings by focusing intensely on
nonsexual pursuits.

● Other adolescents are able to have socially acceptable intercourse through early, sometimes
prearranged, marriages. Sexual behavior among adolescents is not new – what is new is the delay
in marriage that attends increasing educational attainment, and non-agricultural and increasingly
technological free market societies.

● Individuals become erotically aroused when they observe other individuals engaging in sexual
activity. The human sexual response can be understood through a cycle. This is also called the
sexual response cycle. It refers to the sequence of physical and emotional changes that occur as a
person becomes sexually aroused and participates in sexually stimulating activities.

● Advantages can be known if a person would know how their bodies respond during each cycle.
 Men and women experience sexual arousal very differently, not only physiologically but
psychologically. For many women, the excitement phase has much more of an emotional
component. Women are motivated to have sexual responses by a need for emotional intimacy. It
is this motivation that causes them to react to sexual stimuli and thus enter the excitement phase.

● Master and Johnson categorized the human sexual response into four stages which they called the
Human Sexual Response Cycle (HSRC);
Stage Description

GED 101 UNDERSTANDING THE SELF

Excitement This is the body’s initial response to sexual arousal.

It is characterized by an increase in heart rate and blood

pressure as well as heightened muscle tone.

Plateau This is the period of sexual excitement prior to orgasm

It is characterized by intensification of the changes begun

during the excitement phase.

Orgasm This is characterized by waves of intense pleasure (climax),

often associated with vaginal contractions in females and
ejaculation in males.

Resolution In this phase the body returns to its non-excited stage.

● Sexual response varies from person to person and sexual fulfillment can occur without the
completion of all phases described by Master and Johnson. Rosenthal (2013) has included the
stage of desire prior to excitement which is a drive or motivation to seek out sexual objects or to
engage in sexual activities.

References:

Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding the
Self. Malabon City: Mutya Publishing House Inc.

Gazzingan, L. B. et al. (2019). Understanding the Self. Muntinlupa City: Panday-Lahi Publishing House,
Inc.

Marshall, E. and Tanner, S. Introduction to Psychology. Accessed July 28, 2020.

https://opentextbc.ca/introductiontopsychology/chapter/6-3-adolescence-developing-independence
andidentity/

Master, A. and Johnson, T. Human Sexual Response. Accessed July 28, 2020.
https://canvas.du.edu/courses/24161/files/1152570

Remez, R. Developing Adolescene. Accessed July 28, 2020.

https://www.apa.org/pi/families/resources/develop.pdf

Rosenthal, M. (2013). Human Sexuality from Cells to Society. Asia: Cengage Learning
Seventeeth congress (First Regular session). Accessed July 20, 2020.
http://www.congress.gov.ph/legisdocs/first_17/CR00101.pdf

GED 101 UNDERSTANDING THE SELF

ACTIVITIES ON SEXUALL SELF

This section aims to assess your understanding of some of the topics covered in
Week 8 through the two activities below.
ACTIVITY #9: SEXUAL SELFHOOD (15 points)

A. Reflect on the presented article “The Sexual Self” in Week 8, answer the question. Limit your
answers in 5 sentences each only. Questions:

1. Describe your own Sexual Selfhood.

______________________________________________________________________
__
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What are the changes in your body that lead to your discovery of sexual self?
________________________________________________________________________
________________________________________________________________________
______________________________________________________________________
__
______________________________________________________________________
__
OUTPUT# 1: CASE ANALYSIS (50 points)

Based on the presented topic of Sexual Self, make this case analysis output Direction:

1. Read the article below and analyze the case.

2. Answer the following questions:
 a. What are the challenges that was faced by Lily?

GED 101 UNDERSTANDING THE SELF

b. What you do feel about Lily’s case through all her experiences?
c. How would you analyze Lily’s case in connection with Sexual Self? You may cite
researches, reports and other supporting documents for this
d. What is your conclusion, suggestions and realizations?
Case Study: Lily, Female Genital Mutilation (FGM)

http://www.ashianasheffield.org/case_studies/case-study-3-female-genital-mutilation-fgm/

I was born in Sierra Leone and lived with my mother and sister. I was cut when I was 8 years old. I was
told that there will be a grand ceremony and they bought me a very pretty dress. They invited a lot of
other women and there was music and dance. Then the women took me into an empty room and one
came behind me and pinned me to the floor by pressing my shoulders hard. Another held my left leg and
a third held my right leg. At that point I started panicking and asked them to release me. They did not
listen. My mother has disappeared and the only familiar face was that of my auntie who kept on telling
me to lie down and be quiet. A very old lady came in sat in front of my opened legs and opened a piece
of cloth. She took out a blade and started cutting me. The pain was excruciating. I started screaming. I
tried with all my strength to free my legs but the two women holding me, held harder and harder and I
kept screaming. The woman kept on cutting. I think I fainted at that point.

I felt betrayed by my mother and did not want to talk to her. She told me that when I grew up I would
be able to have children safely and my husband would love me.

Since that day I had a lot of pain when I passed water and when I started having a period I would scream
from the pain sometimes. I never felt anything when my husband came to my bed at night. I cleaned his
house, cooked for him and he forced me to sleep with him all the time. It hurt a lot. I could not have
children; it might have been a result of the cutting. My husband left me because he had the right to take
another wife and because he said I brought him bad luck.

I was at a really low point in my life, I had nobody

Rubrics of the Case Analysis:

Key Grading point % Below Standard Approaching Exceeds Standard
At Standard
Standard

GED 101 UNDERSTANDING THE SELF

Clear explanation of key 20 Shows little Shows superior
strategic issues % Shows some knowledge of
Shows the issues,
• The problems, scope, understanding key
and seriousness was understanding problems, and
clearly adequate
the company’s
identified in the discussions. of the issues,
of the issues, present
knowledge of situation and
• There was a well
focused diagnosis of key strategic
 key issues.
strategic the issues,
Effective
issues and key problems problems, and
Executive
that problems, and
Summary
demonstrated a good key
grasp of the company’s problems, and
present the company’s
situation and strategic the company’s
the company’s
issues. • Effective present
present
Executive situation and
situation and
Summary present
strategic
• Did not waste space strategic
summarizing information situation and
already found in the case. issues.
issues.
strategic
issues.
Executive
Executive
summary
Executive
summary
missing or
inadequate
summary
poorly
adequate
constructed

Valid arguments; analysis 20 Critical issues Critical issues

% Critical issues and key
● Logically organized, Critical issues problems that
key points, key and key supported the
arguments, and and key Case Analysis
important criteria for and key were
evaluating business problems that clearly
strategies were easily problems that
identified identified,
problems that analyzed, and
● Critical issues and key supported the supported.
problems that supported supported the
the Case Analysis were supported the
identified and clearly Case Analysis
analyzed and Case Analysis
Case Analysis
supported.
were
were not
were
poorly
clearly
partially
identified,
identified,
identified,
analyzed, and
 analyzed, and
analyzed, and
supported.
supported.
supported.

Appropriate analysis, 20 Analysis of Analysis of key

evaluation, synthesis for % Analysis of key change drivers
the specific industry Analysis of key and the
identified key change underlying the
change drivers
issues were
● There was complete change drivers
data on which to base a drivers clearly identified
thorough and the
analysis and the
● Key change drivers and the
underlying the issues underlying the
were identified. underlying the
● Synthesis, analysis, and underlying the
evaluations were clearly issues were
issues were
presented and supported
issues
in a literate and
not identified.
effective partially identified
manner. inadequate.

Conclusions and 20 Effective Effective

recommendations are % Effective recommendatio
congruent with strategic Effective ns, solutions,
analysis recommendatio and/or plans of
recommendati action
● Specific recommendati were provided.
recommendations and/or ns and/or plans
Specific data
plans of action ons and/or
ons and/or or facts were
provided.
referred when
● Specific data or facts of action not
plans of necessary to
were referred to when
plans of
necessary to
provided.
action
action were
Specific data or
inadequate.
partially
facts necessary
Specific data or
provided.
to support the
facts were not
Specific data or
analysis and
referred when
facts were
necessary to
occasionally
support the
referred when

GED 101 UNDERSTANDING THE SELF

 support the analysis and conclusions support the
conclusions. analysis and analysis and
● Recommendations and necessary to conclusions.
conclusions were conclusions.
presented and supported support the
in a literate and effective was not
manner. analysis and
provided.
conclusions.

Proper organization, 20 Key points were Key points

professional writing, and % Key points were clearly
logical flow of analysis. Key points identified and
APA formatting poorly identified supported
were not with a well
● Logically organized, were partially thought out
key points, key and supported rationale based
arguments, and identified and on applying
important criteria for identified and specific
evaluating the business with a well concepts or
logic easily identified. supported with analytical
● Key points were supported
frameworks to
supported with a well thought out the data
thought out a well thought provided in the
rationale based on with a well case.
applying specific rationale based
concepts or out rationale Excellent
analytical frameworks to thought out grammar,
the data on applying spelling,
provided in the case. based on punctuation,
● Proper grammar, rationale based professional
spelling, punctuation, 3rd specific writing, and
applying
person syntax
on applying
objective view,
concepts or
professional writing, and specific
syntax. specific
concepts or
concepts or
analytical
analytical
analytical
frameworks to
the data
frameworks to
frameworks to
provided in the
the data
the data
case.
provided in the
provided in the
case.
case.
Grammar,
Grammar,
spelling,
Adequate
 punctuation,
spelling,
grammar,
professional
punctuation,
spelling,
writing, and
professional
punctuation,
syntax needs
writing, and
professional
significant
syntax needs
writing, and
improvement
improvement
syntax

END OF WEEK 8

Well done on finishing Week 8!

GED 101 UNDERSTANDING THE SELF