China Essay

in that location were multiple compounds and similarities from the time of the Warring States period to the time of the Mongols and the Yuang Dynasty. There were changes mingled with politics and disposal, merely likewise some similarities that helped chinaware grow composition also non master(prenominal)(prenominal)taining the same structures that were successful, but did non prevail forever, because change was needed. From the Qin, Han, Sui, sapidity, straining, and Yuang dynasties, some(prenominal) differences occurred in government and education structures while also maintaining things corresponding Confucianism.Many people were frustrated with the differences some dynasties brought which fueled the revolts against the dynasties, and the rise and f all in all through come out time. The similarities are non too common amongst the multitude of dynasties. The Han better their own dynasty from Qins Legalist principles, while making their own revisions to improve Ch ina. The Han dynasty also continued the Qins start of building roads and canals for trade. Lastly, the Han dynasty followed in the Qins footsteps by sending makeicers to implement policies and maintain order in administrative provinces and districts.The Sui had connections to the Qin too, imposing tight political discipline and having a really centralized government like the Qin. The chilliness did not have many connections to the grow of Qin, Han, or Sui. Tang Taizong wanted to create his own separate, unique dynasty, ask out that they continued the successful Han educational placement, Confucianism. There are multiple differences between the dynasties. The Qin got China out of the Warring States Period with Legalism, but after not too long, people started revolting against Qin due to the extremely centralized government and tightly structured rules.Liu billing and the Han dynasty came after the Qin. Liu have it off wanted a middle government that was not too much like Lega lism, but not too unorganized, since that would bring China back to the Warring States Period. The Han was a very influential dynasty that lasted for a very long time, excepting a in brief period of time when the government was usurped by Wang Mang. After Liu Bang came a very good leader, Han Wudi. Wudi changed the Han dynasty to a dynasty that believes in success in Confucianism. Liu Bang was never a very big supporter of Confucianism.Wudi put Confucianism in place due to the privation of education in China. art object Liu Bang was in power, in that location were about 3,000 students. By the time Wudi was g ane, there were 30,000 students. The Han ameliorate on Qin principles because Confucianism balanced out the Han unlike the Qin, since the Qin dynasty did not believe in Confucianism. Wudi built a bureaucracy out of China, which relied on Legalist principles. The Sui dynasty was a view like the Qin, imposing tight political discipline, which is Legalism.Yang Jian was to be in deposit of Sui dynasty, and was appointed by a Turkish ruler. Emperors of the Sui dynasty placed a saturnine burden on China, making it a very centralized government. While in office, Jian constructed the Grand Canal, which served as a trading route and a talk route between many lands. The Grand Canal make China very rich, due to all the imports and exports coming in and out from trade. Still, The Grand Canal cost a lot of taxes, and forced a lot of labor on the people. Due to that, the Sui got revolted against and did not last as long as other dynasties.Sui also based their education off of the Confucianism system, which worked relentlessly for them, making the people smarter, and a more educated China. The Tang dynasty survived very long, around 300 years. The Tang was very different than all the other dynasties, and notwithstanding kept the Confucian based-elections in place from the root of other dynasties. The Tang dynasty had three main focuses, that kept them effective , powerful, and productive. Those three main focuses were maintaining a well-articulated transportations network, distributing land based on the equal-field system, and relying on bureaucracy.The Tang had desist communications and good trade, due to the high focus on the routes and communication network. Though they thought it would work, the equal-field system did end up hurting the Tang dynasty. The equal-field system stated that every(prenominal) nonpareil would have equal amounts of land, based on their needs. The equal-field system did do a good job of avoiding fighting over land, which was its main focus. The third main focus was bureaucracy, which was to make sure Confucianism stayed around so that the officials elected would be intellectually smart and make the right decisions for China.Tang dynasty also had a very powerful army, taking over lands from nearly every direction. Due to the mass of land size and force successes, the Tang is one of the largest dynasties in his tory. Han dynasty related to the Tang dynasty because the Tang knew they had to keep strong relationships with abutting countries, and treat each other nicely. The Song was like a swing music in the direct opposite way. After the fall of the Tang dynasty, Song Taizu came in and do China into a very weak country.Taizu was one of the most powerful landlords which was part of the reason he got elected as emperor. Basing China on civil administration, industry, education, and the arts more than military, the Song dynasty did not have the strongest of armies. The Song did base their bureaucracy off of Confucianism, but took it overboard. Taizu gave the officials very generous pay and benefits, which eventually drained Chinas deliverance since there was a mass incline in officials. Taizu sent many troops out to war, many of which that never came home because of the lack of military experience and knowledge.Song dynasty lost battles to nomadic people at points due to lack of military. In the long future came along the Mongols and the Yuang dynasty. The Mongols did not like the Chinese, and they were not afraid to show it. The Mongols first compel that a Chinese somebody and a Mongol cannot get married. After the ban of marriage, the Mongols then imposed that a Chinese individual is not allowed to learn Mongol, as if stressful very much to keep the two cultures separated. Then there were rumors that the Mongols only took China for the need of land for their horses.After all the negatives the Mongols brought to China, they put their own officials into Chinese government so they could financially drain China as a last act. China changed drastically between the Warring States Period, when landlords owned China, and there were fights based on who gets what land. From landlords to Legalism, to Confucianism and bureaucracy, there was a wide variety of similarities and differences for China throughout time. Though some dynasties were more successful than others, China m ade it through and is now among the biggest places in the world.

Fashion in the 1950s

The request to start purchase goods created corporate expansion, accelerated mass production and this marked the time of key technological and economic progression. Due to this feeling of liberation after the war, women were at present able to go covert to heir lives instead of serving in the workforce. Most left their Jobs for returning servicemen to take over and could now look for forward to a unfermented start. Although celebrations never reached the height of what it was in the sass, women mollify wanted to flaunt their newfound sense of freedom.G sensation were the days of rationing, of constantly breathing in fear of invasion, of utilitarian formality. Women were more than happy to go back to being homemakers, looking perfectly groomed, with their coiffed hair and always so spic in the way they layed. This is where the master comes into the picture. Crispbal Balancing took hold of this need for a new shift and revolutionized the silhouette of women by creating the unstructured waist. He was aware of his destiny at an early age and preferred to be at the side of his m other, who was a talented seamstress in the village of Guitar.His first base ever patronage came from the Marques De Case Tortes who was quick to notice young Sacristans pertain in mold. When she presented him with the meaner and opportunity to duplicate a designer suit of hers, he passed with flying colors ND the Marques gave him the opportunity of apprenticeship with a tailor, which he took truly seriously. (Myra Walker, 2006, peg. 13) His balloon dresses, peasant and sailor blouses, and later on, the tunics, sack dresses, and turned-down tweed, freed the neck and wrists to bring out Jewelry and hand movement. Pierre Arizona-CLCmental, 2011, peg. 37) While by day, his classic restraint went unnoticed by the multitudes, but by night, his stunning evening gowns and cocktail dresses were a sight to behold as they ignited the senses with their array of color and rough-textu red fabric. Figure 1 . Mantle Coat in grey wool, with screend sleeves and open at the sides, Vogue, pans, sass Figure 2. Evening dress in flocked shantung in blue and black, 1957. Balancing was considered a master of illusion and his designs out of sight the defects of the women who wore them.Through them, he altered the silhouette of a womens body to flatter his clients less(prenominal) than perfect bodies, a great deal defying established conventions. A woman has no need to be perfect or even beautiful to wear my dresses, the dress will do that for her. (Cole, Shawn, 2002, peg. 2) Balancing originally designed the set-back or standards shoe collar for Carmela Snow, the then editor-in-chief of Harpers Bazaar, who as she put it, had no neck. The collar bestowed upon a woman an appearance of a long swan-like neck.Once again, Balancing had managed to disguise a less than perfect body. He also came up with the thinned seven-eights sleeves that gave an appearance of height that h is clients did not often possess. His creations were so flattering that women often ordered more than one so that they could wear them while one was in the wash or so they could keep one at each of their houses. As Billingsgates apparel did not require any undergarment to be worn to shape the body, they were reputed for comfort and it suited the post-war era of women.His use of goods and services of the waist especially, contributed to What is considered to be his most important contribution to the cosmea of fashion a new silhouette for women. (Arizona-CLCmental, 2011, peg. 11) Another great technological advancement that has and sedate holds a colossal social impact in the gentleman up till this day was Television (TV). This vehicle, which carried the dead of a new generation and attitude, catchd the masses more eloquently than any other media element. During the sass, TV became the commanding mass media as more families brought it into their homes.The amount of hours that pe ople attach themselves to the TV increased, a trend, which has not changed since that time. What was shown on TV became accepted as reality and was considered a norm. And designers, businessmen and assume producers were about to take usefulness of that. Audrey Hepburn was one of the rising stars in Hollywood during the sass and stood UT quite a clearly against the likes of Marilyn Monroe and Jane Russell. When Hubert De habituated met her on the set of Sabina in 1954, he was queer at first owing to the fact he was supposed to converge another Hepburn.But later on, as time went by, he soon agnize this Hepburn had a perfect understanding of her own face and figure, and already possess a clear sense of what fashion would suit her best. (Francoise Mohr, 1998, peg. 82) The style of T-shirts and boat-neck dresses of the pointedness ended up as a style so hot that it became know as dcollect Sabina. Given had now ascertained he was in the presence of an authentic personality and f ound soulfulness who would celebrate a new era in the history of fashion.They remained closemouthed throughout her entire lifetime, and eventually became the sole couturier of her entire chiffonier, in life and as well as on screen. Figure 3. Audrey Hepburn in Sabina, 1954. When Hepburn appeared in the early morning scene (which has now become famous) from eat at Tiffany in the elegant little black dress, white gloves and beehive hairdo, it set Off media frenzy and she became synonymous with the Given alienation. Not forgetting the 1957 film Funny face in which Audrey Hepburn wears a black boat neck, detonator sleeve dress, which catapulted her even more so, as the fashion icon of that era.Hubert De Given had finally found his muse, who was as much of a perfectionist as he was and be it whether she wore Scares or was divinely attired in her evening gowns crafted by Given, she lived and breathed the profile of Given. She served as the honorary president at the rite with which G iven was presented the California Lifetime Achievement in the Arts award in 1981 and also resided over an exhibition that was dedicated to the couturier at the Fashion Institute of Technology in New York the following category in May.Given stated that during his four decades of working with Audrey Hepburn, he had never necessary to change the form he had first made for her in 1954. In 1957, the actress became cited as one of the ten most fascinating women in the world by the New York Dress Institute and for decades after, up till this age, she is still considered a fashion icon. In conclusion, a time of peace and change was upon America in the sass.It was the eight time for evolution into the next era, no more material coupons, no more restrictions, it was time to celebrate as Balancing had done with his waist less tunics and peasant blouses, this had great influence in changing the way women dressed and how people viewed their silhouettes. Given, on the other hand, due to the in fluence of television and with the help of Audrey Hepburn, had indeed made a name for himself, so that elegance and simplicity became synonymous with his name. (1351 words) References Bradley, Becky . 1950-1959. American ethnical History.

Modern Day Torture Used by the Government

Techniques Is the governments trend of grammatical construction scud. This Is very prevalent in George Rowels dyspepsia novel 1984. In the determination section of the book, the main char compri visitr Winston is hurt severely for going against gigantic Br other and then killed right after. They brainwashed him in the process and got him to see in things he knew werent true. As horrifying that is, it strangely resembles the way the join States government meets development. Though it Is In no way proven to endlessly get accurate Information, the US along with some(prenominal) other countries stock-still use this Orwellian method of control.The question is why. In 1984, Winston was cosmos spind as a result of him rebelling against Big Brother. The reason the connection pain him was because they didnt want him to die a sick soulfulness. They wanted to completely alter the way he thought and make him desire anything they said. Though he hated the Party originally, after extort he was convinced that, He had won the victory over himself. He loved Big Brother (Orwell 245). To torture information out of someone is one thing but to counterchange the way they think close to something they be strongly opinionated about is another.This Just shows how much torture he went through and how damaging is was. The Party accomplished their mission in changing his mindset, which is much different than the goals when agonising modern day. Today, torture is used to accomplish a much deferential task. The mall purpose Is to extract Information from people, usually terrorists. When officials get no results after Interrogating a terrorist, they might use enhanced interrogative sentence techniques. This is a nice way of formulateing that they physically and psychologically torture information out of them. The reason is they are heroic.If the officials hind America is waiting for them to assure good information, they will get it regardless of how false it i s or how insensate they must be to get it. Even though it is very possible they are being told lies, officials use that Information because they are either desperate for a lead or want to back something up. A regularhandedly recent example Is scouring with the Iraq war. He himself approved of advanced Interrogation techniques and did not seem very sorrowful after seeing images of American soldiers torturing Iraq prisoners. Bush seemed to wave the image off saying they were adept a,few bad apples, (Bush CTD in Johnson).He saw little significance in this story suggesting he was not surprised nor appalled. In 1984, It seems that torture Is almost always successful. The Partys goal Is to make the torture victim believe anything they say, even if it goes against everything the person believes. They are then no longer a martyr and are killed as a lover of Big Brother. However. It is hard to say if anyone really succeeds when torturing modern day. Torturing usually results in cardi nal things false information, psychologically and physically harmed individuals, and disappointed looks from many other nations.It is severe to put value Into any Information received through torture because It can it. If they genuinely know nothing about what they are being tortured for, they will still continuously be tortured until they speak. Bush falsely accused Iraq of holding Weapons of Mass Destruction (Wands) by doing this. This helped arc the Iraq war and lead to the death of thousands of people including innocent civilians. Torture similarly leads to the physical and psychological pain of the torture victim. In 1984, both of these are evident when Orwell described Cilias face and with Winston hanged mindset after being tortured.In America, induction of torture is usually not visible on the persons body because many versions of torture are more psychological than physical. Some examples are pissing boarding or Chinese water torture. Water boarding is the act of trying someone down, putting a rag over their rima oris and pouring water over it to mimic the feeling if drowning. They wait until the person begins suffocating to take the rag off for a quick bypass to ask for information. Chinese water torture is restraining someone on a bed so they cannot range (usually their ands are tied above their matter and their head is in a head restraint so it cannot move at all).They simply let water drop on your forehead one drop at a time usually just in a room. As time passes, the psychological terror builds up in the victim and they eventually beg for it to stop. Other countries and also Americans see this treatment and begin to question the government. They question the methods of obtaining information and what the government considers inhuman treatment. This questioning does not happen in 1984 because no one knows what happens when someone vanishes and if they so much as questioned Big Brother they would be unwished.Todays society is much better because we can question our government and protestor our opinions without being tortured and killed. Orwellian method of torture is used to get people to believe in what the government wants them to believe. Modern day torture is used to get people to give information supporting what the government believes and what it wants to hear. Today, if the government uses torture all they will receive is false information, disappointed looks from American citizens and other nations, and psychologically and physically harmed people.

Cultural Assessment – Nursing

heathen Assessment The population of the joined States is continu eithery rising. The digest rate continues to rise, but more around-valuablely, the number of foreign-born immigrants that relocated to the coupled States in 2003 was a staggering 33. 5 million, and that number rises ein truth yr (Jarvis, 2008). With such a large immigrant population restrain sense impressions the enquire for medical professionals that atomic number 18 paganly competent. be cultur all(prenominal)y competent means that the c atomic number 18givers, run into and determine to the sum context of the individuals mock upuation, including aw atomic number 18ness of immigration status, stress factors, former(a) social factors, and ethnical similarities and differences (Jarvis, 2008, p. 38). Because the United States is so different, it is a federal law of nature that all c argivers must be culturally competent. It should be n one(a)d, however, that is non something that mass be accomplish ed so easily. It is a process that nooky involve a lifetime. To become culturally competent bingle must befool knowledge in several atomic number 18as.These include, but are non especial(a) to, knowing wizards aver soulal inheritance, the heritage of the breast feeding profession, the heritage of the wellness care system, and the heritage of the patient role (Jarvis, 2008). When performing a cultural assessment of an individual whiz must wee-wee into taradiddle five important aspects of the individuals heritage. These aspects depart give the book an idea of the patients heritage consistency. First, is the individuals culture. E reallyone has a culture. There are four basic characteristics of culture. First, it is learned from birth one is learning the language and socialization of that culture.Second, it is varianceake ind. All the members of the same group dispense that culture. Third, it is adapted. Culture adapts to environmental and technical factors, as well as the groups approachability to natural resources. Finally, it is dynamic. Meaning, it is al counsellings changing (Jarvis, 2008). The second aspect of ones heritage is ethnicity. This is a group within the social system that hurl a common geographical origin, race, holiness, values, traditions and food preferences. The term ethnic is foxy in the United States (US) because of how large the US is, and the large diversity of ethnic differences it has.Religion is the third aspect of ones heritage. Religion is exceedingly important because an individuals religious beliefs play a huge classify in ones wellness-related behaviors and how someone perceives malady and death. There are roughly 1500 variant religions in the United States which is why this aspect is so important when performing an individuals cultural assessment (Jarvis, 2008). The fourthly aspect of ones heritage is socialization. When someone is increase in a specific culture, the person naturally acquires the ch aracteristics of that group.M some(prenominal) people in the United States are bicultural, acquiring sure customs and traditions of the United States enchantment staying true to their traditional culture as silk hat they elicit. Time orientation is the ordinal and final aspect of ones heritage. Ein truth culture has a different understanding of separately others perception of time. Depending on the individuals heritage, that person may focus on the prehistoric, the display, the future, or a combination of the leash. It is important for the nurse to recognize the individuals perception of time to gain a better understanding of how to secernate a intend of care.To gain a better understanding of cultural assessment and how it relates to health care and being culturally competent, a sit eat interview was performed with an 84 year old female of German-Ameri tush heritage, who believes that any belief or view differing greatly from hers are strange, and comm precisely wron g (Riley, 2008). In order to preserve her right to privacy, she will be referred to as G. E. Heritage Assessment Cultural gathering G. E. is 84 historic period old and was born and raised in the United States. She tip overs herself an American who is exceedingly proud of her German heritage. She is 100% of German decent.She had one older sis who is departed. Her immediate family was all born in rural Illinois. Her dumbfound create a house in Coal Valley, IL when she was really young, where she resilientd until she was get married at the age of 18. Her paternal grandparents were twain born in Ger umteen a nonher(prenominal). It is inglorious what city or village in Ger more they came from, other than the northern part of Germany. They immigrated to the United States shortly before her mother was born. She remembers her grandparents speaking little to no English, then, eventually abject English. Her father spoke English as a first language and some German. Her mother, her sister and she ever learned the German language. English was the only language spoken in the understructure. Her father was a coal miner and her mother took care of the sept. In her culture, each genesis zippyd in separate understructures, whereas in some cultures, multiple generations live in the same household. However, her grandparents and extended family members did live nearby, so she spent a give bulge of time playing with her cousins, and saw her grandparents, aunts and uncles on a fixture basis. They would all get together on Sun daylights after church service, and have lunch together. She lived at residence until she married at the age of 18. G. E. ent to public schools, then to monument school after graduation. Her keep up was in wish manner 100% of German decent. They had deuce sons and a girl. Both of her sons live close by, but her daughter lives in Nebraska. Her daughter and she talk on the phone e truly day. Her husband was in the US Navy during WW II and her husband and she were very patriotic. Like she has stated earlier, she is an American. another(prenominal) than that, she did not know much just about the war or Hitler or just did not remember. What she did remember when asked about this subject was the fact that a few of her husbands ancestors were drivers for Hitler during his reign.Ethnic Group G. E. s ethnicity focuses around her family and church. crimson though her fathers parents were born in Germany, thither is no indication that they were waiver down many values, traditions, or food preferences to the new generations. By all accounts, they regarded to actualizely immerse themselves into the American way of life. The only German recipes that were passed down to her were for sauerkraut, German pigs-in-a-blanket, which included sauerkraut, and German potato salad. Her family also ingest a lot of beef, pork, and chicken. Potatoes are also a staple of her nutriment.For many old age, G. E. and her husband woul d grow a big garden and produced enough vegetables for the undefiled winter months. Traditions are very important to G. E. For many years her family would come to her house after church for Sunday lunch and also for Thanksgiving. The day after Thanksgiving the grandchildren would come oer to decorate the Christmas tree. She still has her family over every Christmas Eve. She says she does not cook a meal anymore, she orders a subject matter and cheese tray, and makes some side dishes. The other family members bring over the desserts.She also used to have a birthday party for her children and grandchildren. She baked a cake and the family would come over and eat dinner. The birthday person got to adjourn the dinner, and would then open presents. Her grandchildren bring her great-grandchildren to see her at to the lowest degree in one case a month. She says she enjoys it when they come to visit. She really enjoys seeing the great-grandchildren. She says that it makes her rule pro ud. Religious Group Religion is the most important aspect of G. E. s life a identical her family, and always has been. G. E. and her family are Protestants.Knowing that most of her ancestors came from the northern part of Germany, this is interesting because in Germany, Protestantism is practiced predominantly in northern Germany (Fuller & Vossmeyer, 2004), which is where her ancestors lived. This is proof that their religion has been passed down through the generations and still continues to be practiced. Her husband and his family, who are all deceased now, shared the same ethnic and religious supportsideground as her family. She on a regular basis attends a Presbyterian church at least erst a calendar week and is a very participating member of the church.Her husband would fill in as pastor when the regular pastor could not. She practices her religion in her home every day by praying and reading the Bible. G. E. celebrates all of the holidays of her religion which are Easter , Thanksgiving, and Christmas with her family. She states that her religion has no influence on her diet or health practices. G. E. believes in nirvana and hell, which is common to many German religions (Fuller & Vossmeyer, 2004). She insists that younger family members who do not go to church attend church with her at least once a year. She does not bid the fact that her other family members do not attend church.She feels in order to get into heaven one has to attend church occasionally. Social Group Most, but not all, of her friends share the same ethnic and religious terra firma. She also has a few Latino friends whom she enjoys spending time. She still lives in her home in the same resemblance in which she has lived for over 50 years. The neighborhood is located close to the church and most of her neighbors are close in age. Most of them attend the same church and are of the same ethnic background. She has always had a very active social life which can contribute to her ex cellent health.She goes to a senior activities hall twice a week to play keno and has a swimming class twice a week to good example and socialize with friends. She goes to have her hair done every Saturday which she has done for many years. She regularly goes out to lunch and to watch a movie with friends once or twice a month and is on the phone a lot with family and friends. She made sure to mention is that she absolutely does not equal to travel and has neer been outside of the United States. When her children were young they would take tenting trips to Wisconsin and Minnesota. That was pretty much the extent of her travels.As a result, her sons do not like to travel much either but her daughter enjoys traveling. Her daughter has been to many countries and G. E. does not understand why she enjoys it so much. Time Orientation G. E. s time orientation focuses on the present and the future with little to no focus on the past. She feels at her age, focusing on the past is a wast e of time. She says, I just move on (G. E. 2011). She does not like to dwell on the past. She says, whats done is done. Although she misses her husband very much she believes she will meet up with him in heaven one day. She enjoys the thought of that.She does not look of health care in cost of the past either. She follows her desexualizes advice and is open to new treatments and medications. This is another condition she is in excellent health for an 84 year old woman. She does not like the thought of a doctor not knowing the latest in medical technology and treatments. She also is not bothered if health care personnel are not culturally sensitive to her heritage since she sees herself as an American who is proud of her German heritage. G. E. is un complimentson with doctors who are not Caucasian. She also does not like to be cared for by male nurses or other male caregivers who are not doctors.Health Related Beliefs and Practices G. E. has health insurance policy and Medicar e, so she is able to see the doctor on a regular basis. Lack of insurance coverage is not a factor for her. She never goes without her medication because of lack of prescription coverage. Also, with the money she and her husband saved over the years, plus both of their retirement packages and social security benefits, she lives comfortably and does not have to worry about not having enough money to live out the rest of her life in the lifestyle she operates. Developmental site G. E. remembers things her mother did when G.E. was a child to maintain and protect her health. She had to wash her manpower regularly, especially before and after meals and after using the bathroom. She always had three meals a day which consisted of foods from all of the food groups. In the winter she could not go outside until she was bundled up. When she did get sick, she had to stay home in lie with until her mother thought she was feeling better. This was solely the job of her mother since her father worked coherent hours in the coal mines. She states that her mother was the stereotypical strict, but loving, German mother.When she started her own family, she ran her home in the same manner. She was raised during the Great stamp and was raised to be hard working and to appreciate what one has, which G. E. has instilled in her children. G. E. is accomplishing all the developmental tasks of her age group and has successfully resolved Ericksons last ego stage, which is the psychological conflict of ego integrity versus despair. In this stage, resolution to this final conflict occurs when the adult accepts ones one and only life cycle as something that had to be and that, by fatality, permitted of no substitutions (Jarvis, 2008, p. 8). Causes of Illness G. E. describes distemper as not being able to do the things she normally does and she defines health as having no aches or unhinges. She rates her health as good to excellent for a woman of her age. She has never smoked, howeve r, her husband smoked a pipe for years. She does not use any devices to friend her get around and she still goes up and down the stairs to do laundry. She states she has fallen a few generation but has never broken a bone as a result, and was able to get back up on her own. She has never been hospitalized as a result of an illness, only for an occasional elective surgery.What she believe causes illness are environmental change, deitys punishment, grief and loss, stress and anxiety, incorrect food combinations, poor have habits, smoking, inactivity, and viruses and bacteria. Cultural Practices in Healing and Health She maintains and protects her health by process her hands regularly, taking her prescribed medications, staying active, eating a well-balanced diet based on the food pyramid, taking vitamin supplements, seeing her doctors regularly, staying inside when it is too hot or too cold, avoids people who are sick, and does not take on more than she thinks she can handle.When she does get sick she does not make a big deal out of it and does not feel the take aim to worry family members. She stays at home because she fears getting others sick as well, especially her great-grandchildren. She takes care of herself by getting enough rest, keeping herself hydrated, not eating certain foods she knows will make her feel worse, taking indispensable medications, and calling her doctor when she feels she necessarily to be seen. When G. E. feels she affects some lab work done, other tests, or has any concerns, she immediately calls her doctor. She trusts in her doctors advice and always follows his or her orders.It is because of all of this, she believes she is still living an active and healthy life. G. E. is also highly concerned with the health and well-being of her family. When her children, grandchildren and great-grandchildren are sick, she worries about them and calls them regularly to check on them. She also prays for them to get well. Cultural Express ions of Illness G. E. does whatever her doctor suggests and does not believe he would do anything to jeopardize her health. However, as far as family and friends go, she will not externally express indications of pain.She states that it is because she does not want people to worry about her. G. E. believes this is repayable to her strict German up-bringing and growing up during the Great Depression. She believes one can never work too hard, so pain is seen as a weakness to her. The more she expresses pain or illness, the weaker she is seen, and possibly unable to efficaciously take good care of herself. Alternative assisted living is not an option G. E. inquires at this point. G. E. feels she does not charter it, and she absolutely will not burden her children with having to care for her.Cultural use of Alternative Therapies G. E. sometimes uses home remedies when she is ill. When she was a child her mother would use some vapor cancel then put a sock around G. E. s neck. G. E. s mother would feed her chicken soup and give her juice or hot tea to drink, and keep her in bed. G. E. believes that healing and curing are the same and believes that praying, following the doctors orders, getting recommended treatments and taking prescribed medications brings healing. In the past few years G. E. has used alternative therapies to help with pain and arthritis.She gets acupuncture once a week, and sees a massage therapist occasionally. She admits, ten years ago she would have never done these types of alternative therapies, but her daughter is a nurse, and recommended it as an alternative to pain medication. She also admits that it does help, or she would not pay to go, but she feels it does not cure anything. She still has to supplement the pain with medications from time to time. Summary G. E. s interview was conducted at her home, and it took about an hour and a half. She would often change the subject, so having to restate questions happened often.She felt comfo rtable being in her home answering these questions, but often asked why an assessment of this type was so important. She has no issues with cultural sensitivity, or nurses being culturally competent, and has had little experience with other cultures. G. E. does not understand the need for such learning. Her views are ethnocentric, and at 84 years old, that will in all likelihood not change. During the interview, both open-ended and close-ended questions were used to gain the most information. She was very open to doing the interview, but stated she did not think she had much to contribute.She states she has lived a wonderful, privileged life with a loving husband, and a great family. She has never been disappointed by her family and is extremely proud of them. The only regret she has, has to do with her sister. They lived about five properties apart from each other, and some land next to her sister that G. E. owned, her sister planted a garden there for years. Well, G. E. gave the dimension to her daughter and son in-law to build a home. Her sister got extremely upset, which ended up with their families not talking for years. Then she received vocalize that her sister was diagnosed with breast cancer, and G.E. called her up, and they reconciled. Unfortunately, she died shortly after that. G. E. has never gotten over that. Because of that, she is continually telling her family not to bicker over the small stuff, and that ones family is all one has, and the people who love them the most in this world. Even though G. E. will not openly express pain to anyone debar her doctor, the rest of her family will openly talk about any illness they have or pain they are experiencing. This is something she practically requires of them. She says it is like do as I say, not as I do.This goes back to her not wanting to be a burden on anyone, moreover she has to know that her family is alright. It is perfectly fine for her family to be a burden on her, because to her it is not a burden. She sees it as her responsibility. She states that her family always tells her she will never be a burden, but she is too stubborn to listen to them. She is the mother and she knows best. She says her family jokes to her that they are 50 something year old adults, yet they still feel like children when they are around her and have to do what their mother says or there will be trouble. She finds this very amusing.She does not believe in cremation and plans to be buried alongside her husband. She has all of her final arrangements already planned and paid for, again, as not to burden her family. Many members of her family plan to be cremated and she cannot understand why. She believes ones soul will not go to heaven if the body is cremated. There were no communication barriers while interviewing G. E. It was a very easy and pleasant interview. G. E. enjoyed talking about her heritage and family. G. E. is a very active and healthy woman for her 84 years, and she cannot w ait until she can meet with her husband in Heaven.She prays to her husband every night. Personal Reflection authorship a cultural assessment about someone from a different generation was very interesting for me. While some of the information I received during the interview was similar to my own personal beliefs, most were not. Being deuce generations younger than G. E. makes a huge difference in certain beliefs. My mother is 100% Swedish and my father was a Vietnam veteran who is 50% German, with some English, French and more German. Growing up, my family did not follow any ethnic traditions and had no heritage related beliefs other than being American.We were a middle class family and as a child I thoroughly enjoyed life. I have one younger sister, and we, for the most part, were spoiled. I think that has to do with having baby boomers for parents. We took dance classes and I was a gymnast through junior(a) high school. We had a whole neighborhood of other children our age. We were outside from morn until evening, especially in the summer. Both of my parents worked and provided us with whatever we needed. My parents made me attend Sunday school every week until I was about 12. later that, I attended church only a few times a year. Religion does not play a big purpose in my culture.Even at Sunday school, it did not make much sense to me, but I was too young really understand. My parents and grandparents always had a strong work ethic and I also do as a result. My parents wanted me to be my own person and choose my own path as long as it was an honest path. I live within a mile from my parents and from my sister so we see each other frequently. My parents help out my husband and me with our children. I have two sons and a daughter who are ages three, four, and six. integrity thing that differs from G. E. and me is that I like to know about the past as well as the present and future.One thing that we agree on is that we see our doctor regularly and swea r on the latest in medical technology and medications. When we are both ill, we tend to use the same methods to take care of ourselves. However, I am not one to hide any pain or illness I have from my family when I am sick or in pain, everyone knows about it. Also, the way we in which we raise our children is different. G. E. raised her children in a loving, but more strict, manner. I do not raise my children in such a strict manner. I raise them like my parents raised me. They are very different styles, but I do not know that one is better than the other.They both have positive and banish parts to them. In G. E. s generation the woman usually stayed home to take care of the family. In my generation I feel many women enjoy getting an education and usually find it a necessity to work outside of the home. I know I would enjoy the best of both worlds, to contribute to the family income, yet limiting my work outside the home to part time until the children are older. One thing about re ligion I also learned was how important it was to G. E. Other than her family, her religion was most important to her life, which is very different from me.As I stated earlier, religion has roughly no importance in my life. Also, I do not consider myself to be ethnocentric. I have yet to meet a person whose religion, culture, ethnicity, or heritage shocked or bothered me. As long as I do not feel that I am being pushed into one belief or another, I am fine. Everyone needs to find the path that makes one happy, healthy, and whole. I want to be a nurse because I like people. I feel I can make a difference in this career by permit my patients know that I genuinely care for their well-being and want them to lead the best possible life they can.I have been a Certified breast feeding Assistant for the last 6 years and I enjoy it. I think by becoming a nurse I can do even more to help them. It is an awful experience to go to see the doctor, and feel like cattle being shipped in and out o f the office at record speed. I like the thought of, as nurses, we take a holistic approach to healing that I feel doctors lack. Patients need to feel they can openly debate their problems and that someone is actually listening to them and taking time to talk about it with them without judgment or prejudice to come up with a plan of care that suits everyone involved, as much as possible.I realize since I do work in a hospital that there will not always be a happy ending. Some patients can be difficult to care for, but as a nurse, I need to understand that they are there because they are ill, which has an effect on their spirit and mental status. I must have empathy for them, as difficult as that may be sometimes. I know that when I am not feeling well, my personality changes, as does everyones. I feel the issues I need to work on most is the language barriers when they arise, and patients family dynamics. The diverse and often complex dynamics of a patients family is extremely dif ficult to understand.It will take time to develop a way to handle these often difficult situations. No family has the same relationship, so as a nurse I must go in watchful for anything, and keep an open, non-judgmental frame of mind while performing a cultural assessment on the patient. Writing this paper has made me even more sensitive to peoples cultural differences. No matter what background one comes from, most people essentially want similar things when it comes to healthcare. One wants to be seen as an individual, rather than a number. We want compassionate care. We want to be listened to. We want to get well. We do not want to be judged or belittled.We want to be understood and we do not want to be dismissed as just another crazy patient. Nobody reacts well to negativity especially when there is no need to be. These are the things I must keep in mind while doing cultural assessments in the future. References Alexopoulos Y. (2007). Illness, Culture, and Caring Impact on Pati ents, Families, and Nurses. In Chitty, K. K. & Black, B. P. (Ed. ), professional nursing concepts & challenges (5th ed. , pp. 237-269). St. Louis, Missouri Saunders. Baxter, A. (2001). In search of your German roots, A complete guide to tracing your ancestors in the Germanic areas of Europe (4th ed. . A. Baxter (Ed. ), Baltimore, Maryland genealogical Publishing. Carter R. (2008). Cultural competence Cultural care. In Jarvis, C. (Ed. ), Physical examination & health assessment (5th ed. , pp. 35-53). St. Louis, Missouri Saunders. Downing J. (2008). Understanding each other communication and culture. In Riley, J. B. (Ed. ), Communication in nursing (6th ed. , pp. 46-62). St. Louis, Missouri Mosby. Santos S. (2004). In Fuller, B. & Vossmeyer G. (Ed. ) Cultures of the world, Germany (2nd ed. ). Tarrytown, raw(a) York Marshall Cavendish.

Family in Transition Essay

The study of the family faces various difficulties. The difficulties essentially arise from the changing forms of families in the United States in the mod times. The legalization of uniform end up marriages in the alliance is one of the sources of definition problem in the late(a) past. People get it hard to call the union of state of the same sex family since the union may non fulfill the roles of a family much(prenominal) as siring children. A nonher problem has arisen from the internal shift from a human face where the father used to be the leader of the family to much(prenominal) family setups like case-by-case pay backhood and single fatherhood.(b). The Traditional FamilyIn the United States over the years the traditional family was comprised of the father mother and children. The father was the head of the family whereby he provided for the family by working in the public space. The mother was subservient to the father and her duties were certified to the domestic space (Skolnick & Skolnick, 2008, p6).Over the past hundred years changes throw away occurred to the traditional family. The changes have been influenced by the industrialization that led to work for women and in any case by the changing of psychological orientation of the people in the field.The actualization of womens ability to perform in the workplace that was initially the state of matter of men has made women ask for more equality with men in those argonas where they were initially oppressed. With hard economical realities children have to study hard in order to be successful in the future, wherefore Children are industrious in development for close to of their days and are absent from the family most of the time. They have changed from being domestic workers a coherentside their mothers as the community has shifted to education for survival.(c). Sev geological sequencel Myths Regarding The Family Exist In The Contemporary World.Skolnick & Skolnick (2008, p5) write s that four fictions about the family exist. The send-off is the universality fabrication. This myth holds that families are the same all over the world. This myth has been promulgated by anthropologists who seek a universal definition of the family. and this myth is not truth because various cultures have differing constitutions of the family. For instance in that location are incidences of monogamy and polygamy. The myth of universality is thought to be influenced by the notion of taking nuclear monogamous family as the ideal. It is however not fair to subscribe to this myth as different families have different member construction.The myth of harmony is another notion that has been used when referring to the family. on that point has been a long history of seeing families as either joyous or unhappy, or normal and abnormal. This myth has however been proven as false since the family may have many problems that are kept concealed by the members of the family. It is common for families that are seen as normal by the society to have domestic violence going on. This myth has the effect of make people oblivious of the real authoritys that families go through.Another myth is the myth of parental determinism. This myth tries to lift out the responsibility for functional family from the family members by set the blame on the way one was brought up. This myth does not stem in the face of studies that have come out with conclusion that a childs behavior is not totally dependent on what their parents or the society teaches them. The study informs that peoples behaviors are influenced by their have got thinking and temperaments and characteristics.The myth of a stable past holds that in that respect was a golden era of the family whereby members of the family existed with minimum or no conflict. This myth claims that evils that dog the family in the modern times were not existent in the old times. However, no evidence has been adduced to support this myt h. Any attempt to exhibit evidence reveals how past generations were afflicted by social ills such(prenominal) as premarital sex, infanticide and illegitimate children.2. Conservatives, Liberals and Feminists views on the Decline of the FamilyThe family in the USA has been veneer several problems in the modern times. According to buttoned-ups, symptoms of the decline of the family have been seen in the adjoind spot of single parents, reduction of births, increase in man and lesbian relations, couples refraining from getting children in marriage, divorces, fe staminate spouses economic independence in marriages, divorces among others (Skolnick & Skolnick, 2008). Liberals dont see this as the signs of decline but quite an as the signs of welcome change in the way people see the family.Feminists, who have for long pressed for the release of the adult female from her traditionally impose roles in the family, sees the developments that enhance the freedom of women in marriages s uch as economic independence or even divorce as welcome developments.For liberals who direction for the societies breaking away from old traditions the apparent changes in the family today are welcome. They argue that these developments are a source of more liberty to the family members as they help make an environment for the kinsfolk that is new. Liberals place a superior on the capacity of the family to create happiness for its members and they hold that the happiness results from the identification of individual family members desires.The result is a rather flexible definition of the family whereby people get to have diversity of what can be called families and in any case family values. In the circles of liberals these developments are transitional and are essentially progressive hence they should be embraced. They are said to lead to a better society.Conservatives views on the modern changes of the family are directly opposite to those of the liberals. The conservatives s ee them as the signs of the ultimate family decline. The conservatives opinion puts them in contrast with feminists as well. The stance of the conservatives is wide criticized because they support systems that are known to be unprogressive just for its own sake and never adapting to change. They for instance, by advocating for the traditional kind of family, they support male chauvinism in the society whereas women have become empowered and hence play roles men used to play in the past.Feminists have been incriminate for causing breakups in families since they advocate for the liberation of the adult female. The society has faced situations whereby the mother who would like to put their families first is scorned upon by feminists. The role of the woman in the family hence becomes attractive to disagreements some which end up in separation and divorce at that place are questions ranging about the family in the country in the modern day. People ask of the family whether it is an ins titution headed for extinction of whether it is undergoing transition. It is no doubt that the developments on the family are deeply influenced by the ideological speech pattern of the American people on values of individual liberty and choice.thither is no doubt that the society in general and the family in incident must in a way accommodate the changes that have happened in the modern world. The changes such as the financial empowerment of women and the realization of zippy as well as lesbian rights have irrevocable clashing of shapeing change to the roles of members within the family. Consequently relations in the home are bound to be altered of redefined. Equality of the sexes in the society, unalike the traditional patriarchy also contributes to the changes happening to the family.The changes have the impact of bringing more happiness in the society and they are welcome to a great number of people. Caution should be taken, however to avoid the situation of imposed decline on the family by adapting thoughtlessly to the tide of change. The family has for long been a source of emotional and moral support and its end would bring disillusionment to the society. The changes to the traditional family should not destroy the traditional role of the family such as procreation.There is a need to adapt to the roles of the modern woman in the home and do away with the traditional roles, for it seems that it is by bosom roles that the family stays together.3. Decline of gender discrepancy in America sex activity inequality has been on the downward trend since the 1840s. The era of decline of inequality since then is divided into four parts which mark the steps in the progress towards equality (Skolnick & Skolnick, 2008, p105).The era of separate spheres existed between 1840 and 1890. In this era equality of the sexes was formally instituted. Only single women worked and a few number of women attended colleges. This are had minimal divorces that happened only ou t of dire circumstances. In the realm of procreation on that point was no control of births. Also in this era was subordination of the women by their husbands as an aspect of culture.The era of classless illusions followed. This era that is known as the era of assimilation occurred between 1890 and 1940. In this era jobs for married women began to be found in the society. There was increase in the rate of divorce in the society but it was not easy to get divorced. The family also enjoyed increased control over reproduction. Mothers in the society in this era were well educated and could be employ in the public service.1940 to 1990 was the era that followed. Hereby is when jobs became available for women of all kinds and women could gate education the same way as men did. The era also saw the increase divorce in the society as it got increasingly accepted. Again there was increased sexual freedom in the society and the cultural values included pursuing careers and equality in mar riages.The resultant era that is from the 1990s to the present day has seen women occupy the highest offices alongside men. There is a conscience that duties of the domestic setting pull women back. However, in this era whereby women seem to have made the great strides towards equality with men there remains some lucrative domains in education that are prevail by men, for instance the domain of engineering. Moreover evils perpetuated against women in the society such as rape are still at high levels. These counterbalance inequalities are currently being dealt with and it is hoped that the completion of the equality may take effect soon.

Shui Fabrics Question 1 Ans

Economic factors take economic growth, interest grade, commutation rates and theinflation rate. These factors have major impacts on how subscriber linees operate and makedecisions. For example, interest rates affect a firms cost of capital and and so to what purpose a telephone circuit grows and expands. Exchange rates affect the cost of exporting goods and supply and price of imported goods in an economy. There argon economic differences that influence the relationship surrounded by the partners at Shui Fabrics.Chiu Wai, operated Shanghai Fabrics LTC set in chinaware, before it became a go take a chance with Rocky River Industries in the United States. When the companies became a venture, Chiu Wai became the Deputy General passenger vehicle for Shui Fabrics in China and venturing confederation Rocky River Industries located in US. Ray Betzell who is the General Manager for Shui Fabrics came to China from Rocky River Industries. Many companies who do business in others countries and finishings break-dance miserably.Managers mustiness do their planning and learn the business ethic and culture lifestyles before even con officering venturing into markets in different counties. To me it seems like neither of the managers did their homework and are having problems maintaining the economic factors that influence their company. A developing country is a non-industrialized poor country that is seeking to develop its resources by industrialization. A genuine country is a country that has a high level of increment according to some criteria such as in be intimate per capita and industrialization.Political-Legal factors include discrimination, consumer, antitrust, employment, and health and refuge law. They also include how and to what spot a g everyplacenment intervenes in the economy. Specifically, semipolitical factors include areas such as tax policy, labor law, environmental law, disdain restriction tariffs, and political stability. These fact ors can affect how a company operates, its costs, and the demand for its products. Political factors may also include goods and serves which the g all overnment wants to provide or be provided and those that the government does now want to be provided.Furthermore, governments have abundant influence on the health, education, and infrastructure of a nation. Political officials are termination to be a big part of the team because they have self-coloured influence on economic life in China. Ray must reach out to them and understand their goals. Success will depend on the ad hominem involvement of top executives. The partners differ dramatically in wrong of what constitutes an acceptable financial return. Chiu Wai is happy with achieving a 5% to 6% proceeds and believes he is viewed as a local hero.Upon achieving his goal he feels that he has done a good job for his country morally and for their side of enterprise by creating jobs for close to 3,000 people. He wants to grow the s cope of Shui Fabrics and generate a national brand. Ray Betzell wants a 20% ROI and will unaccompanied consider growth if it improves make headwayability, has no interest in creating employment unless it improves the undersur impudence line, is considering maybe having to layoff employees to improve bottom line. He wants to improve quality, and sees no good to creating a Chinese brand because it views China as a affordable manufacturing platform rather than a market.Social factors include the cultural aspects and include health consciousness, populations growth rate, age distribution, career attitudes and emphasis on safely. Trends in companionable factors affect the demand for a companys products and how the company operates. With this being said, Ray of necessity to move outside his personal still zone as a manager. There seems to be a escape of clear, helpingd strategy amongst the two partners. When the company started 10 commodious time ago, Rocky River has launched Shui Fabrics, a 50/50 joint venture between the U. S. extile manufacture and the Chinese company, to produce dye, and coat fabric for sale to twain Chinese and international sportswear manufacturers. Intent seemed clear in ascendent after many obstacles, considerable red tape and several currency losing years the joint venture was fulfilling China expectations and those of local government and companionship officials. It seems there was once a clear strategy that has been forgotten over the course of ten years. Another social factor that is different between the partners would be that a profit over 20% return on investment may be perceived as Western exploitation.When it comes to doing business in China, respect for peoples feelings is paramount this sensitivity that needs to be taken in respect to peoples face. Face a cliche, is the currency of advancement. Its like a social bank account. You spend it and you save it and you invest. And when you take away somebodys face you t ake way someones fundamental sentience of security. Because of Chinas history of exploitation by foreign countries who annex China or raided China for business purposes, particularly in the business sphere, Chinese do not want to be seen culturally as having been had by Western usinesspeople. (http//www. nytimes. com/2010/12/14/business/global/14iht-busnav14. html)Chiu Wai is rejoicing with the way the company is operating and feels that Shui is generating just the right level of profit especially because many U. S. -Chinese joint ventures are still operating in red tape. He sees no reason why Rays American bosses shouldnt be more than satisfied with their 5% yearly return on investment. This tells me that Chiu is unclear of his companys strategic goals. Without a clear strategy it is impossible to choose right structure and extent of cooperation with a foreign partner.Unfortunately Chiu Wai attitude at Shui Fabrics jeopardizes the success of joint venture investment. As you can see the partners dont share the same vision or philosophy at Shui Fabrics, the joint venture within China and the U. S. The disparity in viewpoints can dramatically stymie performance. In order for them to make the company succeed they need to come up with a clear, shared strategy that they both can accept and understand. Power Distance is the extent to which a community accepts and endorses authority, power differences and military position privileges.In China, social relationships are formal, hierarchical. People mostcomfortable in the presence of a hierarchy in which they know their position andthe customs/rules for behavior in the situation. The Americans social relationships are informal, egalitarian. People mostcomfortable with their social equals importance of social rankings minimized. 2. hesitation avoidance is the extent to which a family, organization, or group relies onsocial norms, rules, and procedures to alleviate the whimsey of future events. In China, obligati on relationships with other people involve reciprocalobligations.In American, obligation people avoid interdependent relationships andsituations that might entail long term obligations. 3. Individualism and collectivism Individualism stands for a society in which the ties between individuals are loose and everyone is expected to look after him/herself and hisor her agile family only. Collectivism stands for society in which people from birthonwards are integrated into concentrated cohesive in-groups, which throughout peopleslifetime continue to protect them in fill in for unquestioning loyalty. The Chinese are collectivist because they place higher encourage on groupcooperation and individual modesty.The Americans are individualism because they place higher look upon on self-reliance. Self-promotion is more accepted. High value on freedom from externallyimposed constraints. 4. masculinity/femininity indicates the extent to which dominant values in a society tendto be assertive and look more implicated in things than in concerning for people and thequality of life. The Chinese are relationship-oriented maintaining a harmonious relationshiphas priority over accomplishing tasks. Americans have task-oriented relationships that are less important than gettingthe work done. 5.Assertiveness is the stage to which individuals are assertive, confrontational, andaggressive in their relationships with others. The Chinese avoid direct confrontation, open criticism, and controversionaltopics. fretfulness maintaining harmony and with face. Americans are willing to confront directly, criticize, discuss controversionaltopics, press personal opinions about what they consider the truth. Little concernwith face. 6. Future Orientation is the degree to which a collective encourages and rewards futureoriented behaviors such as planning and delaying gratification.The Chinese pay relatively more attention to the past and the longer termfuture. Americans are less interested i n the past they focus on the near-term future7. Gender differentiation is the degree to which a collective minimized gender inequality. In China, traditionally a persons status in the society was based importantlyon genetic characteristics such as age, gender, and family. This is changing. In America, traditionally a persons status in the society was based importantlyon inherited characteristics such as age, gender, and family. This is changing. 8. Performance orientation

The Rate Of Photosynthesis

1) Construct a interpret of your data 2) Using the graph, project the time at which 50 percent of the leaf disks were afloat(p) on the climb. The point at which 50 percent of the leaf disks are floating will be you point of reference for future investigations Using the graph the estimated time that roughly 50% of the leaf disks were floating on the surface was around the 10th minute. At the 10th minute our number bloom up to 26/50 leaf disks. 3. What variable were you testing in this investigation? We were testing the leaf disks as the control.The fair miniature, and the water were the controlled variables. 4. beg off why the leaf disks started to float after being capable to white light. The leaf disks started floating after being exposed to white light because the process of photosynthesis is light- dependent. Light is required for the process of photosynthesis to begin and so the disks would not start floating unless they were placed under the sun, or in this sheath the white light. 6. In this investigation, you measure outd the dictate of oxygen production. How might you measure the rate of loss of carbon dioxide?The rate of oxygen production was deliberate by the amount of dicks that stated to float at a authoritative time. After the disks have all floated to the top, the rate of carbon dioxide loss could be measured by how long it takes for the leaf disks to float back down to the bottom. 7) Brainstorm possible environmental factors that could affect the rate of photosynthesis. Do search on one of these factors and write a short paper on your findings. Factors that could affect the rate of photosynthesis could be the duration of wavelength, high light intensity, or even air pollutants.The topic we researched was heights Light Intensity. High light intensity happens beyond saturation point. Light intensity reduces the rate of photosynthesis. This affect is called solarization. It can be caused by photo-inhibition and photo-oxidation. Photo -inhibition and photo-oxidation occurs when shade leaves are absolutely exposed to bright light or when sun leaves are exposed to bright light with environmental stresses such as water shortage or extreme temperatures. Both occur when the energy absorbed by the photosynthetic reaction centers exceeds the ability to use that energy in metabolic activity.

Negative Classroom Behaviors Essay

In the schoolroom on that point ar galore(postnominal) opportunities for disruptions to the break a appearance of attainment. When the parade of education is disrupted it affects encyclopaedism outcomes and student progress. Educators and students both constitute a vital role is how smoothly the class is run. In this study we provide examine common disruptions in the classroom and tincture at carious ways that these disruptions coffin nail be resolved productively and efficiently. finished incorporating different discipline and classroom focusing styles most interruptions to learning raft be avoided and the process of education can unfold.Disruptions come in many forms and we exit figure at a few. We will first sense of smell at common disruptions in the classroom thrustd by students and then present a look at those caused by t distri andivelyers. Yes teachers can be a disruption to the learning process and as we will watch over some clocks they cause more dis ruption than their students.It seems that of ten-spot in to sidereal days society when we think of the typical public school classroom, images of chaotic expression, cackle students and paper being thrown quickly come to mind. This behavior, while non uncommon should non be the norm, there is a solution. The first tethersome behaviors that we will address is the seemingly ever-present excessive talking, laughter and cosmopolitan outburst. It seems that no matter how many times the lights are turned off, call of students are written on the board, recess or free time taken away students continue to use their voices out of turn in excess ways, making instruction and learning difficult.Often times when students moderate an outburst in the class or the talking becomes excessive, teachers sometimes break in a general knee-jerk reaction.They may yell at the student who has been systematically talking to be quiet or then some little terror of a punishment is given and the studen t is quiet for a chip and the behavior is alike(p)ly to happen a reach out and the process continues. Educator Barbara Coloroso believed that students should be taught how to govern themselves accordingly and that whatever actions took place in the classroom they were non only responsible for them but that they were held accountable for them. Barbara guided educators to understand that an grievous part of education students was to also teach them inner(a) discipline and egotism control. (Building Classroom Discipline, eleventh edition, 2014)In her book Kids Are Worth It self-aggrandising Your Child the Gift of Inner Discipline, Coloroso outlines key ways in which non only parents but also educators can teach children how to throw away inner discipline. Coloroso suggest that inner discipline be mothered as follows premiere students must(prenominal) be shown what they bring forth sack up wrong, then given possession of the problem hence making them responsible, followin g this students are guided on ways to solve the problem when appropriate. Finally Coloroso encourages to educators to ensure that during this entire process the dignity of the student is kept in tact. I imagine that by incorporating this strategy into my classroom management and discipline style my students will gain more self-control and become more aware of the consequences behind their actions. In this way, they will be far more likely to think to begin with they act. Likewise I as a teacher will shade better about the way in which I handle disruptions. With the king to handle each disruption as a possible commandment moment that encourages students to do better, rather than simply pointing out what they did wrong, students will develop a better sense of trust. Likewise by ensuring that in each situation the student is treated with dignity, students are aware of the respect I have for them and this respect become reciprocal.Two other common disruptions in the classroom are th at of students who get out of their seats at unconnected times and who take a long time to get organized, even up raze and get started on their work . This not only disrupts learning for the student who gets up but it causes a distraction for those around. Often there are tedious reasons for why students are not in their seats. When asked why have they gotten up, a student may respondI was passing play to sharpen my pencil. Likewise when asked why have they not sat pop out and began the warm up they may reply I cannot find my pencil. Educators chafe and Rosemary Wong created a classroom management and discipline theory that creates a way to eliminate many classroom disruptions.The Wongs theory suggest, that outset with the first day of class, students be taught that not only the classroom but that the entire school was a place for successful learning. This theory had to be accepted school wide in order to work effectively. In order to achieve that success teachers, students a nd administrators and support staff, must do their part. The Wongs suggest that the biggest hindrance to learning is not the behavior of the students but the uneffective manner in which teachers disseminate information regarding the roles, rules, procedures and expectations in the classroom. (Building Classroom Discipline, eleventh edition, 2014)Upon introduction to the class, teachers are encouraged to two things. First teachers must go over the roles, expectations and responsibilities of both teacher and student (Building Classroom Discipline, 11th edition, 2014). This is done over a period of several days and may continue through reinforcement throughout the first portion of the school year. In this way students not only understand where they fit in the classroom but they also know how everyone else fits as well. In my own classroom I can visualize my students on their first day. Part of my classroom management style will be to ensure that there is a procedure set in place for m ost of the foreseeable situations in the classroom. One thing that I will make certain to do, is to make the procedures detailed yet simple to understand and follow. In this way my students will be clear on what to do and when. For example, the student who has wasted ten five minutes of the 15 minute warm up time, will know in the beginning of the school year that sitting down and getting started on the warm-up up within the first three minutes of class is mandatory.If you are not prepared and do not have all of your materials, there are always extras that can be checked out from me and then returned at the end of class. Simple procedures like this will eliminate small disruptions and keep the learning process flowing. The following(a) two disruptions are those students who lack respect for teachers and fellowclassmates along with horseplay in the classroom. Teachers must establish and demand respect in the beginning of the class. Students must know not only what is expected of the m, but also what happens when they twilight short of those expectations. Educator Craig Seganti teaches teachers how to take charge in the classroom. Taking the Seganti procession in my class will dictate that my students know that I am the ascendency in the classroom. Establishing this authority by setting the rules along with the consequences of gaolbreak them, and enforcing them from day one will put me in control from the outset. When students see that there is no wavering in the rules, they will take what you are saying seriously.Establishing that the classroom is a place of learning and that anything that disrupts that will have consequences will if not completely eliminate, will certainly minimize disruptions. When teachers and students are disrespected in the classroom it would be good to incorporate civility in the classroom. P.M. Forni was best known for teaching students how to behave civil and with respect n the classroom. By encouraging students to conduct themselve s in a way that reflects the booming Rule students will be far less likely to torment and disrespect their teacher and classmates. (Building Classroom Discipline, 11th edition, 2014). Using these two strategies in the classroom will be of great value in the way the classroom is managed. Finally I want to take a look at three behaviors that are exhibited by teachers that cause disruptions in the classroom and halt the learning process. Disorganization, nagging and the inability to leave whatever you have going on at home, at home can cause the classroom environment to feel un unspoilt and chaotic (Building Classroom Discipline, 11th edition, 2014).Using a combination of strategies from authorities on classroom management can help with these hindrances to education. First knowing what you want your classroom to look and feel like I a huge help in getting and staying organized. Often times teachers become disorganized because they have lost(p) control of the classroom. By establishi ng your authority in the classroom as suggested by Seganti, you are less likely to lose control and if this does happen it should be easier to regain. Constant nagging of students over trivial matters of work habits or behavior are not helpful. In the long run you are not taken seriously. Students must know how to behave in the classroom. Ensuring as suggested by Wong that students are crystalclear on expectations and procedures, teachers will spend oftentimes less time nagging and more time teaching.Lastly when teachers are unable to leave their home life separate from their classroom the results can disrupt and devastate a classroom. Teachers must before anything else, know their role. As a teacher you are there to provide a safe learning environment for your students. When your personal life interferes with that, learning outcomes and student-teacher relationships are compromised. In my classroom I imagine that by establishing an initial foundation of authority based on my ackno wledgement of my role as teacher and educator, I will be able to create safe, fun and effective learning environment. By creating my classroom management style, revisiting it when necessary and setting up rules and procedures from day one, I will have the freedom to teach without disruptions and my students will be able to achieve all of the learning outcomes that have been set for them. name and address Page1. C. M. Charles Building Classroom Discipline, Eleventh Edition, 2014

Bible vs. Native American Creation Stories from the Southwestern United States Essay

Bible vs. inhering American existence Stories from the southwestern United States Human curiosity is shared between both the biblical cosmea theme and the endemic American myths . Both the Bibles account of universe of discourse and the essential American myths tell about an intelligent nobleman that created manifold existences. Creators in both of the stories have a dwelling in the sky. In Genesis, the creator theology dwells in heaven. In Native American stories, the creator lives in the sky and is known as the Sky theology. still very much these two stories have in common, their differences are considerably stronger. One narrative places gentle above nature, while the other place animals above humankind. The creation of valet de chambre is different, and the worlds in which human keep began are unalike. The Bible and the Native Americans both value the importance of human life inversely. In the Bible, it is unsounded that matinee idol places the humans above nature,and let them have dominion exclusively over the fish of the sea and over the birds of the air, and over the cattle, and over all the estate (53).The Native American myths say that the animals ruled over the humans, because in from each one myth the animals were the ones that could talk and reason and think for themselves. In the intro to the Native American Stories, it is stated, Generally, these creation myths hold that life began below ground and that the get-go off creatures were prehumen, insect-like beings. They developed physically and socially into recognizable ancestors (90). The Bible states the importance of human authority, while Native American myths find more intelligent life elsewhere.Additional information that shows how unlike these stories are is how the human form looked when first created. The Native American myths tell of humans that were first created in a form/shape other than what anyone today would expect. The Zuni Emergence Myth says, Their men and feet were webbed and they had tails and no mouths or exits (93). However, when God created humans he created them in his own image. In Genesis, Chapter one verse 26, it says, Then God said, Let us make man in our image (53). When God created humans, they needed no adjustments.In the myths of the Zuni, Hopi, and Navajo, the humans had to be cut in certain places and certain ways so that they could eat, work, and carry out periodical tasks. The prime distinction in the story from the Bible and the myths of the Native Americans is where humans began their existence. In the Bible, God speaks of only one world which is earth. The Bible says, God call the dry land Earth. (52). With the Native American creation myths, all forms of humans began in the first of four worlds. In the Zuni Emergence Myth, They were dungeon in the fourth world. (91).The Hopi man Story is similar as well. The Hopi Creation Story represents the first creatures as passing through four worlds (94). The Nav ajo Creation Story is like these two as well, only they fly kinda of climbing through the four worlds. It is stated in the Navajo Creation Story, quite a than climbing, as in the Zuni story, the Navajo Air-Spirit People fly (95). When God created humans, they began life in the only one world, while Native American myths have humans go through extensive searches in other worlds before they stupefy to the one they are to live in.The Bible creation story and the Native American myths both give credit to a higher being for their creation. This is probably as close to similar as these two stories come. However much these two stories have in common, the differences are stronger. One story places human above nature, while the other place animals above humans. The creation of humans is different, and the worlds in which human life began are unalike. They follow the kindred paths just different journeys.

Caribbean Studies Syllabus

mental faculty 1 CARIBBEAN SOCIETY AND CULTURE OVERVIEW staff 1 introduces disciples to the role vie by geography in shaping the rules of order and assimilation of the Caribbean voice as well as the historical evolution of Caribbean cab atomic issuing 18t, the cultural characteristics of the Caribbean tribe, and the shipway in which Caribbean gild and culture settle and atomic number 18 invited by societies and cultures remote the surface area. ein truthday OBJECTIVES On completion of this faculty, students should 1. Understand the factors which drive shaped Caribbean society and culture 2.Appreciate how cultural traits evident throughout the region overhear resulted from Caribbean peoples fucks 3. Understand the common features which exist at heart Caribbean material body show 4. Understand the relevancy of concepts encountered at heart the mental faculty, to their own lives and to the lives of their communities SPECIFIC OBJECTIVES disciples should be a ble to 1. Locate and line the Caribbean 2. justify the harm society and culture 3. Describe the characteristic features of Caribbean society and culture 4. Analyze the touch of the historical processes in Caribbean society and culture . judge the meet of geographical processes on Caribbean society and culture 6. measure the ways in which companionable institutions impact on their lives 7. Analyze how the arena-wide residential area and Caribbean society impact on to each one other depicted object 1. em come to the forement and Definition of the Caribbean Region i. Geographical location a. Names of territories b. Sub-regions, for example, greater Antilles, Lesser Antilles, Western Caribbean, Southern Caribbean, The Bahamas c. Position of territories in relation back to the Caribbean Sea, Atlantic Ocean and the continental grunge push-down listes i. Definitions of the Caribbean Region a. Geographical b. geologic c. historical d. Political iii. Caribbean Identity and purification 2. Characteristics of Society i. Society a. shared common goal b. A defined territorial space c. perseverance over era and space d. Citizenship indoors a space ii. burnish a. Learned behavior common to all told human beings b. Norms and cling tos which digest a guide to behavior c. Institutions which prescribe behavior 3. Characteristics of Caribbean Society and Culture i. Cultural DiversityPositive and negative personal effects of cultural diversity ethnic and cultural differences the accommodation made among variant ethnic groups with watch to space, polity-making and economical power and friendly visibility. ii. well-disposed Stratification a. grove society and its impact on Caribbean social stratification (that is, race, colour, and money as major factors in social stratification) raising as a grounding for refreshing score formation and upward mobility b. Concepts such as plantocracy, intelligentsia, ticker class, bourgeoisie, working class, underclass, caste iii. brotherly Mobility iv. Hybridization a.Factors such as racial admixture and colour in the formation of Caribbean society and culture cost bid mulatto, meztizo, dougla, transcultuproportionn, creole b. Erasure, retention and renewal of cultural practices 4. Impact of Historical Processes i. Migratory foreparts and the establishment of patterns of settlement by different groups within the Caribbean from pre-Columbian times to the present ii. The training of systems of production encomienda, sla really, indentureship, the plantation system iii. Responses of the Caribbean people to oppression and genocide resistance, revolution, festering of peasant groups v. Movements toward independency a. Political credentials i. Adult suffr advance ii. inside self-government iii. Economic enfranchisement iv. entrepreneurial activities, including shop-keeping and savings societies. 5. Impact of Geographical Phenomena i. Plate tectonics a. Definition b. Location and mov ement of the Caribbean plate c. globequakes and vol ceaseoes social displacement. ii. Hurricanes social and economic consequences iii. Soils erosion, conservation iv. red coral reefs coastal protection, sustainability of fishing industry v. Droughts 6. Impact of Societal Institutions on Caribbean population i. Family i. Education iii. theology iv. Justice System 7. Caribbean-Global Interactions i. Influences of extra-regional societies on the Caribbean a. Consumption patterns sobers and function b. Creative expressions festivals, medication, theater arts, culinary practices c. Education impact of colonialism the selective learning age language curriculum reforms, for example, teaching of Caribbean Studies in universities in the unit of measuremented commonwealth d. Political influences i. Westminister System ii. Rule of law iii. Electoral processes iv. Caribbean contri thation to the political action of the host communities of Europe and North America . Labour the infl uence of migratory labour vi. Sport cricket, soccer, basketball, track and field vii. Religion traditional and non-traditional religious practices e. mickle Media f. tourism ii. Caribbean influences on extra-regional countries a. Important political issues created within countries of Europe and North America by the presence of large verse of Caribbean people (for example, impact of the Haitians and Cubans living in Florida upon the politics of that State). b. The impact of Caribbean festivals like Notting Hill Carnival in the United Kingdom (U. K. Labour sidereal day in Brooklyn, Carnival in Miami and Caribana in Canada on the economics of the areas where they perish the impact of migrant labour on the economies of the countries of North America. c. The impact of festivals and music of the Caribbean ( for example, carnival, calypso, reggae, punta, salsa, zouk) upon the festivals, music, pageants and street parades of the countries of North America, Europe, Africa, and of Japa n. d. The impact of Rastafarianism on countries throughout the domain e. The influence of Caribbean culinary practices within the countries of North America and Europe.Suggested teaching and study Activities To hurry students attainment of the objectives in his module, instructors are advised to act on students in the following teaching and learning activities. 1. Students are encouraged to heap up a Glossary of key cost and concepts drawn from the module 2. Students can create a scrapbook based on news piece, magazine and Internet clippings which are relevant to the themes in the Modules 3. Produce maps and charts to define the Caribbean illustrating features of the physical environment, patterns of settlement and migration 4. private or group be by and bys in which students conduct interviews with members of the society on societal and cultural channels 5. Lectures by elders of the community on the characteristics of Caribbean society and culture 6. Tours of plantations documentaries on slavery, resistance and free villages and independence 7. caste debate on the struggles for, and benefits of independence 8. The use of video footage, photographs from media houses and inter home(a) agencies on hurricanes and volcanoes. Students can produce their judgment of the impact of these disasters on society and economic system 9.Students can design posters on the importance of soils and coral reefs to territories 10. Invite musicians, calypsonians, and folklorists to give lectures on creative expressions 11. Students to turn out 5-7 minute insertions on the impact of societal institutions on Caribbean people RESOURCES Chavannes, B Rastafari Roots and Ideology, Mona Syracuse University Press Series, The Press, 1994 Deosaran, R. Reddock, R And Mustapha, N (eds) Contemporary Issues in Social Science A Caribbean Perspective. Vol 1, 1994 James, C. L. R. Beyond a Boundary, London Hutchinson and confederation Limited, 1993Nettleford, R. Caribbean Cultural Ide ntity, Kingston Institutes of Jamaica, 1978 Payne, A. and Sutton, P. (eds. ) Modern Caribbean Politics, Kingston Ian Randle Publications, 1993 Reddock, R. (ed. ) Ethnic Minorities in Caribbean Societies, St. Augustine ISER, 1996 Sutton, C. and Chaney, S. (eds. ) Caribbean sprightliness in New York City Socio-cultural Dimensions, Centre of Migration Studies, 1987 Thomas, Hope E. Explanation in Caribbean Migration, London The MacMillan Press Limited, 1992 http//www. pwi. netcom. com/hhenke http//www. caricom. org MODULE 2 ISSUES IN CARIBBEAN DEVELOPMENTOVERVIEW Module 2 introduces students to different conditions which satisfy the definition of learning to inter dealingships among social, cultural, political and economic factors in the development of the Caribbean region and to key individuals and institutions which have shaped the regions development GENERAL OBJECTIVE On completion of this Module, students should try out an sagaciousness of the relationship between i. Politics, ec onomics and development ii. Culture and development iii. Technology and development iv. Social justice and development SPECIFIC OBJECTIVES Students should be able to . Describe the concepts of development and the indicators used to measure development 2. label how development in the region is influenced by political, economic, social, cultural, environmental and techno arranged factors 3. measure the ways in which globalization affects development in the region 4. Explain the ways in which the evolution of the integration movement in the Caribbean has influenced development in the region 5. Evaluate the importance of sports to the development of the region 6. Assess the significance of Caribbean thinking to development of the region 7.Critically analyze factors which impact on the mass medias contribution to the development of the region 8. modernize reasoned responses to issues of social justice within their communities CONTENT 1. Concepts and indicators of development i. Conce pts a. sustainable development b. Economic development ii. Indicators a. Levels of income b. Productivity c. Social and economic grading d. Modern knowledge e. Improved institutions and attitudes f. A rationally co-ordinated system of policy measures g. Environmental factors 2. Factors that promote or hinder development i. Political ideologies familiar movements i. Distribution of wealth resources income generation iii. changing class boundaries iv. Definition of Caribbean experience and identity v. Natural and man-made disasters vi. Impact of productive sector vii. Tourism a. Contribution b. Challenges 3. Globalization and training i. Definition and Stages Facilitators of globalization, for example a. World grapple Organization b. International Monetary Fund c. World Bank d. transnational organizations e. Technology f. Trade g. Ideologies ii. Impact and Response a. Industry and commerce b. distributional sector (supermarkets, department stores) . Labour d. Technology e. Ideolo gy 4. The integration movement i. The evolution of federation, CARIFTA, CARICOM, OECS, ACS ii. Achievements and challenges of three of the following a. Caribbean Community (CARICOM) b. University of the West Indies (UWI) c. Caribbean Examinations Council (CXC) d. West Indies play Board (WICB) e. Caribbean Tourism Organization (CTO) f. Caribbean Single Market and Economy (CSME) g. regional Security System (RSS) 5. Contributions of sport i. Generation of Income ii. health and fitness iii. educational opportunities iv. Sense of Caribbean identity v.Discipline and morale vi. Presence on the world scene vii. Sports tourism 6. Intellectual traditions Objectives and impact of the following a. Pan Africanism b. Negritude c. industrialisation by invitation d. Marxism and neo-Marxism e. Caribbean perspectives on British Capitalism f. Trends in Caribbean feminist thought g. Indo-Caribbean thought h. Indigenous perspectives 7. Roles and functions of the mass media i. Provision of information about institutions, events and trends in individual countries, the region and the global community j. Entertainment k. Construction of national identity . Cultural imperialism 8. Social justice i. Knowledge of competing concepts of social justice, for example, realization of natural rights, welfare and mutual advantage ii. Discrimination on the ground of age, gender, ethnicity, race o class iii. Indicators of development affected by breaches of social justice a. Levels of social and economic equalization b. Productivity c. Quality of life Suggested Teaching and Learning Activities To facilitate students attainment of the objectives in this module, teachers are advised to engage students in the following teaching and learning ctivities 1. Students are encouraged to compile a glossary of terms and concepts within the Module 2. Students should compile a scrap book on the lives and world of persons who have contributed to the development of the region in the field of politics, labour, the arts, sports. 3. A class enquiry have for example, the development by groups of students of charts to show a comparative degree performance among countries of the Caribbean region in areas like GNP, provision of health, literacy rates and unemployment 4. Student Parliamentary debate on the 1990 World bank floor for the Caribbean . Class debates on a range of topical issues, for example, the failure of the Federation, CARICOM, social justice, health, nuisance and economic issues 6. Panel banter on Caribbean intellectual tradition 7. Students drop a line a play on globalization and its effects 8. A steer tour to a local media corporation 9. Students can judge tv set and radio programmes, advertisements based on criteria arrived at through class tidings 10. Students write letters to the editor of national newspapers, formulating responses to a range of issues 11. Students reate posters on the improper disposal of industrial waste, and overcrowding in urban centres. RESOURC ES Beckles, H. A animate of Dominance Cricket and Nationalism in the West Indies, Kingston Ian Randle Publications, 1997 Globalization, communication theory and Caribbean Identity, Kingston Ian Randle Publications, 1995 Rethinking Development, Kingston Consortium Graduate School In the Social Sciences, 1995 Black Meteors The Caribbean in Intenational Athletics, Kingston Ian Randle Publications, 1998 Dunn, H. S. (ed. ) Girvan, N. (ed) Ince, B. Leo-Rhynie, E. Bailey, B. and Barrow, C. eds. ) sex activity A Multi Disciplinary indorser on the Caribbean, Kingston Ian Randle Publications, 1996 MODULE 3 INVESTIGATING HUMAN AND mixer DEVELOPMENT IN THE CARIBEAN OVERVIEW This Module introduces students to some(prenominal) of the major concepts and skills which should be master in conducting interrogation. Through the look process, students exit have the opportunity to vary their appreciation of a defined area of Caribbean experience which they have selected GENERAL OBJECTIVES On completion of this module, students should 1. Demonstrate seek and analytical skills . Work individually or in teams to formulate, conduct and report on inquiries into issues they have place as significant to the region 3. Appreciate the importance of ethical issues in conducting look for SPECIFIC OBJECTIVES Students should be able to 1. Explain the nature and purport of inquiry 2. Identify a look business 3. Evaluate living information about the hassle 4. Formulate relevant look questions and or hypothesis 5. List various regularitys and instruments of data collection 6. Apply purloin formats in presenting data 7.Draw conclusions and make recommendations 8. Use American psychological knowledge convention correctly 9. Adhere to basic principles for maintaining ethical standards in conducting research CONTENT 1. Nature and purpose of research i. Systematic examination ii. Generation of new knowledge iii. Reliability and validity in research iv. Problem solving 2. The re search trouble Identification of a research puzzle 3. Sources of Information h. Identifying and nettleing sources a. Existing literature b. Internet Resources c. Oral histories d. paper reports e. Minutes of meetings . Archive i. Criteria for selection and use a. relevancy b. Degree of objectivity c. Adequacy 4. Characteristics of research objectives i. Relevance ii. Direct link to research bother iii. Informed by sources iv. Clarity 5. Methods and Instruments of Data Collection i. Sampling a. hazard and non-probability b. Target population i. Surveys a. Types of surveys b. Interview techniques c. Questionnaire construction 6. Format of Presenting Data i. tabular ii. Graphic iii. Text 7. decisiveness and Recommendation i. Main findings in relation to research objectives ii.Areas of contention in relation to research objectives iii. New and elicit findings, if any iv. Limitations of the study v. Areas for further research 8. American Psychological Association Conventions (APAC ) i. Bibliographies ii. Referencing 9. Principles of ethical conduct, for example i. Consent of research subjects ii. Respect for privacy and confidentiality iii. truth and transparency of the research process THEMES Recommended Areas for Investigation The following themes represent areas of delight to the contemporary Caribbean in terms of their significance to regional development.The list is non considered exhaustive and it is expected that new themes allow be added. Under each theme heading, broad areas for possible study are identified for the steering of students. Students may choose one of the themes to be the subject of the research projection A. The Environment i. ii. iii. iv. v. vi. vii. Pollution Sewage and Solid Waste Management flood tide to terms with Natural and man-made Disasters Housing growing populations Protection of park and the National heritage Toxic Waste Disposal Renewable and non-renewable resources of the Caribbean B. The Mass media i. ii. iii. iv. v.Impact of selected media on cultural expressions and values Issues arising from the control of information by extraregional media organizations Issues surrounding censorship and freedom of information Effects of media messages on the economies of Caribbean countries The effects of new technologies on the growing influence of the mass media in the Caribbean C. Gender Issues in the Caribbean i. ii. iii. iv. v. Changing male-female relationships in the Caribbean causes and characteristic features Gender issues in education Gender relations in the workplace Gender issues in the mass media Gender issues and the lawD. The Productive Sector and Development i. ii. iii. Farming practices and land tenure Development of countenance technologies Impact of new technologies iv. Foreign federal agency of the productive sector Tourism Agro-industries v. vi. E. Health i. ii. iii. iv. v. Changing patterns of disease The impact of cultural habits and value systems Traditional/modern medicine Heal th consider and the economy Sexual and reproductive health social, economic, ethical and legal issues F. villainy in the Caribbean i. ii. iii. iv. v. vi.Crime as a function of changing social structures and technologies Trade in illicit narcotics Impact of crime on the economy and on the political structure Effects of crime on the society Impact on the physical well-being of individuals of the region International relations in the control of crime G. Sports i. ii. iii. iv. v. Effects of identified policies on the development of sports Physical benefits Sports and the regional/national economy Impact of developing technologies on performance in sports Changing patterns of interest and development H. The Work move into i. ii. iii. v. v. vi. Patterns of unemployment causes and effects of unemployment Impact of changing technologies Challenges of entrepreneurial activity in the Caribbean Changing role of labour unions Industrial Law in the work place Providing education for the worl d of work I. The Languages of the Caribbean i. Historical and social factors shaping Caribbean Creoles ii. iii. iv. Implications for maintaining European languages as the official languages of the region Roles and functions of Creole languages within Caribbean societies Oral traditions within the culture J. Religion i. ii.Emergence and persistence of folk forms of worship Religion and education in the region Impact of modernization on godliness in the Caribbean Religion and alternative forms of medicine Religion and social change in the region Impact of religion on family values iii. iv. v. vi. K. Literary, execute and Visual Arts i. Factors affecting the evolution of identified art forms (for example, history, inter-culturation, new technologies) Existing and potential roles for the performing arts in the development of countries within the Caribbean Ethical and legal issues copyright, censorship Impact of globalization ii. iii. v. Suggested Teaching and Learning Activities To f acilitate students attainment of the objectives in this Module, teachers are advised to engage students in the following teaching and learning activities. 1. Discuss the importance of the research paper in terms of the overall examination 2. Discuss research types and methods by teacher and other resource person(s) 3. Provide a range of examples of problems statements, followed by class discussion to critically evaluate the effectiveness and completeness of sample problem statements 4. Provide examples of literature reviews to identify pertinent elements, such as i.Relevance of theories and research findings to topic ii. Agreement or disagreement between the say theories iii. Correct citation of sources 5. Group analysis of sample research reports so as to help students to arrive at an dread of fate parts, and of formats trance to different types of research design 6. Develop a glossary of research terms 7. Guided group library tours to help students to identify and access sourc es of information 8. Develop interviewing skills followed by class evaluation of the interviews 9. Mini-observation assignments within the classroom, the school, community or the workplace 0. Discuss the use and acknowledgment of sources to avoid piracy 11. Discuss the common problems encountered in designing and conducting research 12. Teacher feedback on project 13. Establish time lines for submission of drafts of the project Scope and sense of Study Students should be guided in making decisions about place setting and depth as they conduct and report on this study. Constraints of time and project length testament affect the nature of the problem chosen, the population selected for study, and the result of reportage of the relevant literature.It leave behind also increase the demand that cover chargeage of the literature be relevant and succinct. Time Management During the course of action of study, cardinal contact hours are proposed for teaching the basic concepts of re search and the skills of preparing a research proposal and report, as well as for discussion of factors which must be considered at different stages of the study. Twenty hours are allocated for the students nonparasitic work in carrying out the different phases of the study. At this time, the role of the teacher will be that of an advisor RESOURCES Suggested Reading ListBoxill, I. , Chambers, C. M. , Wint, E. Introduction to Social research with Applications to the Caribbean, Kingston Canoe Press, University of the West Indies, 1997 Roberts, P. West Indians and their Language, Cambridge Cambridge University Press, 2001 Sanders, R. Narcotics, Corruption and Development in the Countries of the OECS The Problem in the Smaller Islands of the Commonwealth Caribbean, Caribbean Affairs 3 1, 1990 West Indian Commission A Time for Action Report of the West Indian Commission, Mona The Press, University of the West Indies, 1992World Health Organization Health and Environment in Sustainable De velopments Five grades after the Earth Summit, 1997 OUTLINE OF ASSESMENT EXTERNAL ASSESSMENT 60% Written papers 4 hours 30 minutes penning 01 (1 hour 30 minutes) Fifteen lordly shirt-response questions 27% make-up 02 ( 3 hours) Eight essay questions of which outlooks must resolution intravenous feeding 33% INTERNAL ASSESSMENT 40% Paper 03A The privileged judicial decision will consist of a research project. The project will enable the student to demonstrate skills and competencies developed from each of the three modules. Paper 03BPrivate candidates are required to write Paper 03B, an Alternative Paper to the versed legal opinion MODERATION OF INTERNAL ASSESSMENT An indispensable sagaciousness Record Sheet will be sent each year to schools submitting students for the examinations. All interior judicial decision Record Sheets and sample of assignments must be submitted to CXC by May 31 of the year of the examination. A sample of assignments will be requested by CXC f or moderation purposes. These samples will be reassessed by CXC examiners who moderate the Internal mind. Teachers attach may be adjusted as a result of moderation.The Examiners comments will be sent to schools. Copies of the students assignments that are non submitted must be retained by the school until three months after publication by CXC of the examination results ASSESSMENT DETAILS External Assessment by Written Papers (60% of Total assessment) There will be a combined question paper and reaction booklet for Paper 01 Paper 01 (1 hour 30 minutes 27% of Total Assessment) 1. account of Questions This paper is made up of 15 compulsory short-response questions covering all three modules 2. Syllabus contendage Knowledge of all topics is required.The intention is to shield candidates knowledge across the breadth of the syllabus 3. Question type Questions will be structured, consisting of cardinal, three or four-spot parts. Questions will test candidates understanding of co ncepts and issues 4. Mark Allocation Questions will not necessarily be awarded the selfsame(prenominal) number of marks. A question may be expense three, four, fiver or at most six marks The maximum number of marks for this paper is 80. This paper contributes 27% of the descend mark for the Unit Paper 02 (3 hours 33% of Total Assessment) 1. Number of QuestionsThis paper consists of eight questions. Candidates are required to answer for questions, two from Module 1 and two from Module 2 2. Syllabus Coverage This paper tests Modules 1 and 2. Four questions will be set on Module 1 and four questions on Module 2. Candidates are required to answer two questions on each module. 3. Question Type Questions in this partition will test higher(prenominal) order thinking skills such as application, analysis, synthesis and evaluation. Candidates will be expected to present a case for or against a particular(prenominal) point of view, using the concepts and issues discussed in the courseT here will be two types of questions. Type A There will be four questions of this type. These will test candidates ability to explain and elaborate on conceptual issues and apply general principles to a problem situation. severally question is worth 20 marks and candidates are required to answer one of two questions on Module 1 and one of two questions on Module 2 Type B There will be four questions of this type. These will require candidates to analyze problem cases, discuss and make evaluate comments or issues and present arguments for or against a particular point of view.Each question is worth 30 marks and candidates are required to answer one of two questions on Module 1 and one of two questions on module 2. INTERNAL ASSESSMENT Paper 03A Internal Assessment (40% of Total Assessment) Internal Assessment is an integral part of student assessment in the course covered by this syllabus. It is intended to assist students in acquiring certain knowledge, skills and attitudes that are associated with the subject. The activities for the Internal Assessment are united to the syllabus and should orm part of the learning activities to enable the student to achieve the objectives of the syllabus. During the course of study for the subject, students obtain marks for the competence they develop and demonstrate in undertaking their Internal Assessment assignments. These marks contribute to the final marks and grades that are awarded to students for their performance in the examination The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers and students in selecting assignments that are valid for the purpose of Internal Assessment.The guidelines provided for the assessment of these assignments are intended to assist teachers in awarding marks that are reliable estimates of the achievement of students in the Internal Assessment component of the course. In order to ensure that the scores awarded by the teachers are not out of line with the CXC standards, the Council undertakes the moderation of a sample of the Internal Assessment assignments marked by each teacher. Internal Assessment provides an opportunity to individualize a part of the curriculum to meet the needs of students. It facilitates feedback to the student at various stages of the experience.This helps to build the self-confidence of students as they proceed with their studies. Internal Assessment also facilitates the development of critical skills and abilities emphasized by this chimneypiece subject, and enhance the validity of the examination on which candidate performance is reported. Internal Assessment therefore makes a significant and unique contribution to both the development of relevant skills and the testing and rewarding of students for the development of those skills. The Caribbean Examinations Council seeks to ensure that the Internal Assessment scores are valid and reliable estimates of accomplishment.The guidelines provid ed in this syllabus are intended to assist in doing so. The interior(a) assessment component of the examination is worth long hundred marks. This contributes 40% of the total mark for the unit. The look Project The internal assessment for this Unit is a research project on a topic selected on any area of the themes outlines on pages 22-25 of the syllabus. The assignment is worth a total of 120 marks for the internal assessment FORMAT OF THE REEARCH purge I. II. Length 2,000 2,500 words Structure Cover Page (Title, Name, Date) Acknowledgements circuit card of Contents III. a. Introduction and decision of Research b. publications Review c. Data Collection sources d. video display of Findings e. Interpretation of Findings f. Discussion g. Conclusion/Limitations of the Research/Recommendations h. Bibliography i. Appendices Allocation of Marks for the Research Project Marks will be allocated according to the following scheme Marks A. Introduction and Purpose of research, Statement of Problem (15) Literature Review Data Collection Sources (10) (15) B. C. D. showing of Findings (18) Interpretation of Findings (20) E. F. Discussion of Findings (15) G. Conclusion, Limitations of the Research, Recommendations (15) Overall Presentation and authorship Skills (12)H. *The points to be considered for section H are as follows Presentation j. Cover Page k. Acknowledgements l. Table of Contents m. Bibliography n. Appendices Mechanics/Writing h. Paragraphing i. Vocabulary, use of language j. Grammar and Spelling marks Total 120 Marks for the Research Project would be allocated across Modules in the ratio 1 1 4. For example if the total marks for the project is 72, fraction the mark in the ratio 1 1 4. Therefore the candidate will receive 12 marks. For Module 1, 12 marks for Module 2 and 48 marks for Module 3 CARIBBEAN EXAMINATIONS COUNCIL CARIBBEAN ADVANCED technique EXAMINATIONCARIBBEAN STUDIES MARK SCHEME Candidates will be awarded a total of 12 marks for communicati ng information in a logical way using correct grammar. The marks are awarded in share H in the mark scheme below RESEARCH PROJECT A. INTRODUCTION marks) (Purpose of research Statement of Problem) ? (15 Excellent explanation of the purpose of the research ? Very good explanation of the statement of the question or problem to be researched ? Explained very well the educational value of the research ? delimit understandably all or nigh all the technical terms used in the study (13-15 marks) ? Explained well the purpose of the research ? verbalize clearly the question or problem to be researched ? Explained well the educational value of the research ? delimit clearly most or nearly all the technical terms used in the study (10 12 marks) ? Explained qualifiedly the purpose of the research ? Stated adequately the question or problem to be researched ? Explained adequately the educational value of the research ? Defined adequately technical terms used in the study (7-9 marks) ? Expl ained in a special(a) way the purpose of the research ? Stated mistily the question or problem to be researched ? Explained vaguely the educational value of the research Defined a limited number of technical terms used in the study (4 6 marks) ? Explained poorly the purpose of the research ? Stated inadequately the question or problem to be researched ? Provided no clear explanation of the educational value of the research ? Provided no purposeful definition of technical terms used in the study (1-3 marks) B. literature REVIEW marks) (15 ? Showed an excellent understanding of the relevant literature and previous(prenominal) research on the problem and related them right to the study, that is, placed the research clearly in linguistic scene (13 15 marks) Showed a good understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research appropriately in context (10 12 marks) ? Showed an adequate und erstanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research satisfactorily in context (7 9 marks) ? Showed a limited understanding of the relevant literature and previous research on the problem and related them in a limited manner to the present study, that is, placed the research in context in a limited way (4 6 marks) Showed a poor understanding of the relevant literature and previous research and showed little or no connection to the present study, that is, was unable to put the research in context (1 3 marks) C. DATA COLLECTION SOURCES (10 marks) ? Gave an excellent description of the different sources, from which information was collected and was obtained and how these sources contribute to an understanding of the research problem (9 10 marks) ? Gave an good description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (7 8 marks) Gave an adequate description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (5 6 marks) ? Gave a limited description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (3 4 marks) ? Gave a poor description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (1-2 marks) D. PRESENTATION OF FINDINGS marks) (18 Gave an excellent presentation of the findings using a variety of dodges, graphs, maps or text and other forms that are appropriate, well tagged, presented stainlessly (16 18 marks) ? Gave a good presentation of the findings using a variety of tables, graphs, maps or text and other forms that are appropriate, well labeled, presented truely most of the time (12 15 marks) ? Gave an adequate presentation of the findings and some tables, graphs, maps or text but not using as galore(postnominal) varied methods as could have been used the data were for the most part accurate and adequately labeled (8 11 marks) Gave a enervated presentation of the findings using few graphs or tables or text, not forever and a day using the most effective method the data were not always well presented or accurate (4 7 marks) ? Gave a poor presentation of the findings little though is given to the labeling and presentation and to the accuracy of the data (1 3 marks) E. INTERPRETATION OF FINDINGSDISCUSSION OF FINDINGS (20 marks) ? Interpretation was very well, accurate and very relevant to the issues being analyse (17 20 marks) ? Interpretation was clear, accurate and relevant to the issues being studied (13-16 marks) Interpretation was not clear, not always accurate and not always relevant to the issues being studied (9 12 marks) ? Interpretation was unclear, inaccurate and of limited relevancy to the issues being studied (5 8 marks) ? Interpretation was generally unclear, inaccurate and was of little relevance to the issues being studied (1 4 marks) F. DISCUSSION OF FINDINGS (15 marks) ? Provided an excellent discussion of findings and their implications and comparison with previous studies (13 15 marks) ? Provided a good discussion of findings and their implications and comparison with previous studies (10-12 marks) Provided a fine discussion of findings and their implications and comparison with previous studies (7 9 marks) ? Provided a limited discussion of findings and their implications little reference to previous studies were made (4 6 marks) ? Provided a very limited discussion of findings and their implications, no reference to previous studies were made (1 3 marks) G. CONCLUSIONS, LIMITATIONS AND RECOMMENDATIONS (15 marks) Conclusions were very clearly stated, very well developed, logical and relevant (13 15 marks) Conclusions were clearly stated, were well developed, logical and relevant (10 12 marks) Conclusions were satisfactorily stated, developed, some recommendations (7 9 marks) Conclusions were inadequately stated, showed limited relevance and development, recommendations were inappropriate and not very practical (4 6 marks) Conclusions were inappropriate and showed little or no relevance or practical value (1-3 marks) H. OVERALL PRESENTATION AND WRITING SKILLS (12 marks) (Communication of information in a logical way using correct grammar) i.Presentation (4 marks) Provided appropriate layout, and relevant tables of content, bibliography, appendices, cover page (4 marks) Provided adequate layout, and relevant tables of content, bibliography, appendices, cover page (3 marks) Provided layout appropriate for the most part, and tables of content, bibliography, cover page (2 marks) Provided a weak presentation and only some of the important elements such as table of content, bibliography, appendice s, cover page and those that were given were not well done (1 mark) ii. Writing Skills (8 marks) demo very high level of writing competence, for example, organization, use of language, grammar, recite (7 8 marks) Demonstrated high level of writing competence, for example, organization, use of language, grammar, spell (5 6 marks) Demonstrated adequate writing skills, for example, organization, use of language, grammar, spell (4 marks) Demonstrated limited writing skills, for example, weak use of language and grammar, several spelling errors (3 marks) Demonstrated poor writing skills, for example, poor use of language, poor grammar, many errors in spelling (1 2 marks)