Economics Practice Exam Questions

1. Â  A trade quota:is an explicit limit on the amount of exports of a good from a country.is an explicit limit on the amount of imports of a good into a country.is a tax only on exports.is a tax only on imports.2. Â  An import tariff:is an explicit limit on the amount of exports of a good from a country.is an explicit limit on the amount of imports of a good into a country.is a tax only on exports.is a tax only on imports.3. Â  While an import tariff on a good will both raise the domestic price of that good and its domestic production levels, a quota:will not raise the domestic price but will increase the amount of the good produced domestically.will raise the domestic price but will not increase the amount of the good produced domestically.will both raise the domestic price and increase the amount of the good produced domestically.will neither raise the domestic price nor increase the amount of the good produced domestically.4. Â  If the dollar price of the German mark increase s, then:the German Mark has appreciated while the U.S. dollar has depreciated.the German Mark has depreciated while the U.S. dollar has appreciated.both the German Mark and the U.S. dollar have depreciated.both the German Mark and the U.S. dollar have appreciated.5. Â  An exchange rate measures:the price at which one can exchange one good for another good.the price at which one can exchange one resource for another resource.the discounted price one received when returning defective goods for exchange.the price at which one can exchange one currency for another currency.6. Â  Consider the following two statements:The U.S. dollar will depreciate when U.S. Demand for foreign goods increases.The U.S. dollar will depreciate in the present if the public believes that the U.S. dollar will depreciate in the future.both statements are true.both statements are false.I is true while II is false.I is false while II is true.

Discussion Board: Ann & David

With the current hard economic times, it is necessary for a business organization to put into consideration all the factors that are likely to affect its success in the market. It is true that every company will have to work harder so that it can realize its goals due to the current economic instability. This economic instability has been brought about by the current global economic recession that the whole world is facing. It should therefore be noted that with the currently development in technology in the world, the world is turning out to be a global village and one can buy any product from any part of the world.As Porter, (2000) puts it, even though location may be integrated with the company’s wellbeing financially, socially and in terms of available resources, technology has a major part to play as it is the one that determines the market area of the product the company comes up with. Response to David’s posting Time is the only constant thing in this world. This means that in every organization, there will be some changes needed after some time. However, one cannot just wake up one morning and decide to change.According to Satterlee, (2009) the fast growing technological development in the world today is making some organization’s traditional practices are becoming obsolete and they are being replace by new ones. This means that the organization must change so that it can adapt to the new environment for it to survive. There are some three steps that need to be followed so that one can know how and what to change. In as much as an organization must follow the three steps to change suggested by Nolifer Merchants, it must be well prepared as change comes along with the use of some extra resources. References Porter, M. (2000). Economic Development Quarterly. Location, Competion, and Economic Development. Retrieved July 8, 2010, from http://edq.sagepub.com.ezproxy.liberty.edu:2048/content/14/1/15.full.pdf+html Satterlee, B. (2009). Cross Border Commerce. Roanoke, VA: Synergistics, Inc.

Vicarious Liability -Legal Aspects in Health Care Essay

Vicarious Liability -Legal Aspects in Health Care - Essay Example It further defines and discusses apparent agency and the impact the status of the agent/employee versus independent contractor have on the analysis of liability. When it comes to criminal prosecution of negligence in the medical field, the law is in no way lenient. Murthy defines negligence as carelessness in a situation where the law mandates one to be careful. A breach of this gives the patient a right to file a case in court. In a case between Poonam Verma and Ashwin Patel in India, the terms negligence, acting in a rash and being reckless were defined. Negligence was defined as when one excludes or goes against a positive responsibility unintentionally. On the other hand, a reckless person was defined as one who is aware of the results of his or her actions but chooses not to care. Finally, a rash person was described as one who is aware of the results of his or her deeds, but assumes they will not happen. With regard to this, a doctor should not be criminally charged for the death of an individual until there is evidence of negligence or incompetence. In cases of malpractice, there are two damages provided. One is the compensatory damag e where the hospital compensates the patient and the other is the disciplinary or punitive damage where the hospital is punished for the negligence or omissions that led to malpractice. In fact, the Indian Penal Code, section 304(a) reads that any person who causes a patient to depart this life either due to an act of negligence or rash behaviour should serve two years in prison, pay a fine or receive punishment of the two (Murthy, 2007). In healthcare, a health providing institution can be held liable for any harm done to a patient. According to Donoghue, a hospital can be held liable either directly due to their negligence or vicariously for the negligence of an employee in cases of hospital malpractice. When hiring a member of staff, a hospital has to take great care. The hospital is supposed to

Lesson Plan Creation Assignment Example | Topics and Well Written Essays - 750 words

Lesson Plan Creation - Assignment Example During this lesson, the teacher will have to denote that their students have different capabilities, and come from different cultures. For example, some students are slow learners, while others are fast learners. On this basis, there is a need of developing a program that will carter for all these diverse needs. The standard for passing this unit, is for a child to receive at least a score of 50% and above. The child must also be able to identify not less than seven colors. If a child manages to get these points, then the lesson under consideration will be successful. Asking students questions on the colors of the rainbow, and its composition. This is for purposes of ensuring that they understood the concepts relating to the different colors of the rainbow (Glatthorn, 39). Students will have to undertake an oral assessment, which will contain the different colors that make up the rainbow. The assessment will also test on various colors that do not make up the rainbow, as it is the objective of the lesson for students to identify the various colors that exist. During this lesson, the teacher will have to denote that their students have different capabilities, and come from different cultures. For example, some students are slow learners, while others are fast learners. On this basis, there is a need of developing a program that will carter for all these diverse needs. To pass this paper, a child has to garner a score of at least 50%. These children must also have the capability of verbally identifying various shapes, and the lines that these shapes have the capability of producing. Folding the square shape into a stack of shapes, for purposes of finding out if students can identify a symmetrical shape. In folding these papers, the tutor has to make sure that they are equal on both sides. This is for purposes of achieving symmetry. The teacher should carry on the process with the other shapes under

Compare the concept of Adam and Eve and the original sin in Research Paper

Compare the concept of Adam and Eve and the original sin in Christianity and Judaism - Research Paper Example ( Penny Catechism, Article15, undated) The same document went on to say that:- All mankind has contracted the guilt and stain of original sin, except the Blessed Virgin and her Divine Son, through whose foreseen merits she was conceived without the least guilt or stain of original sin.( Penny Catechism , Article 117, undated) ) . There are two accounts of creation recorded in Genesis. These represent two strands of a very old story based upon long standing oral traditions. These have become the creations myths of both Christianity and the Judaism in which they had their founding. Genesis, Exodus, Leviticus, Numbers and Deuteronomy are described in Judaism as the Pentateuch, and these five books are traditionally said to be the work of Moses. His is death is however actually recorded in Deuteronomy 33, and it is generally considered that a number of different strands wrote theses books in the form we now have them in the 6th or 7th century B.C.E., round about the time of King Solomon . In Genesis Chapter One man is created and in Genesis Chapter Two the creation of Adam is described in more detail. He is made from the earth or clay. The word for ‘formed’ is one which would be used to describe how a potter creates a pot form clay ( Genesis 2 v 7, commentary, Bible New International Version, 2008). The word Adam is linked to the Hebrew word ‘Adamah’ which mean red and it is suggested that this means he was created from red clay ( Mandel 2013) . The story describes how God bought each animal to Adam, who gave then their names. He could not find a suitable helper among them. In Genesis 2 v 18 God says :- It is not good for man to be alone. I will make a helper suitable for him. Genesis 2 v 21, 22 describe the creation of Adam. She is made form part of Adam. Eve is called in Hebrew ‘Haya’ which means ‘live ‘ or ‘to live (Meaning and etymology of the name Eve, undated) . In Genesis 3 v 20 it states :- Adam named his wife Eve, because she would become the mother of all the living. In one version the two appear to be created simultaneously, but in the second version she come later. By the time both stories were written down each would have carried its own authority and could not be discarded. Living in the Garden of Eden with her husband, Eve is approached and then tempted by the serpent. She yields to the temptation offered and eats the forbidden fruit, as well as some to her husband. After this it as if they have woken up, as become aware of their nakedness and make themselves clothes. Later ( Genesis 3 v 12) Adam puts the blame on Eve. As a result God tells Eve that she will have pain in childbirth and will become subject to her husband ( Genesis 3 v 16. It is often interpreted that only Eve who is admonished, but in Genesis 3 v 17ff Adam, too is told what will happen to him as the result of his disobedience. According to Jewish teaching Eve was not created at the same time as Adam becaus e God knew that she would become a reason for complaint ( Eve, Jewish Encyclopedia ,1906). These is also a tradition of another help meet being created before Eve , Lilith , but she goes her own way and refuses to be the wife of Adam ( Hampshire County Council, undated) . According to another Jewish rabbinic tradition Eve was tempted first, as women were more likely to give in than men. Despite Eve’

Bring Your Own Device (BYOD) Assignment Example | Topics and Well Written Essays - 1500 words

Bring Your Own Device (BYOD) - Assignment Example However, these activities also come with much security challenges to the interested organizations. It interferes with the IT community in the group both physically and in ownership of these assets. The real challenge is for these organizations to establish a procedure to accommodate these devices, develop a support mechanism for their works and one that would amicably comply with the security measures put in place. An organization is encountered with similar risks that are posed by BYOD spanning their usage, geographical domain, and the risk profile. BYOD merely magnifies the already existing risks. The landscape risks are categorized into risks relating to the app, management of the environment the mobile is used, and securing the mobile devices. Before the inception of BYOD, it was easier to manage and protect an organizations devices from the now very many risks. It was so because most of these components were acquired from a similar manufacturer who provided a unified management interface platform (Rene Millman, 2012). It was part of an institutionalized security policy control that was consistently and persistently applied. Currently, this is a rather bigger challenge since most of the devices brought by workers in the various organizations are of different types and makes. They are also sourced from different manufacturers and come in various makes and models. They further have been architected to exist on their own and not in an enterprise surrounding with lots of management utilities around. Whereas the case of security risk began long ago even when there were less diverse devices, it has been aggravated by the varied and multiple devices users currently have. They all want to connect a multitude of them to the organizations infrastructure. The latter point does not only scale the number of devices to be secured at any point, it also complicates how this security is deployed since most have varied levels of effectiveness and run on different

Homelessness in the United States Essay Example | Topics and Well Written Essays - 750 words - 1

Homelessness in the United States - Essay Example In addition to this, the opinions about the appropriate salary of both the employer and employee do not coincide. Thus, young people are looking or a job but they cannot get through it. As a result it pushes them to work illegally, to commit a crime or to take drugs and at the end it results in poverty or housing problems. The main task of the government should be the creation of working places for young people in order to bring new ideas to our economy. Another one problem is that the world is facing a drug crisis. There are more young people becomes addicted today than ever before. There are three main types of drugs hard, soft and legal. They can all cause addiction, serious illness and even death. Hard drugs include heroin, cocaine, LSD. To soft drugs we relate marijuana, solvents, ecstasy. Tobacco, alcohol and certain tranquilizers are in the group of legal drugs (Drugs.ie). Thousands of drug-addicts die every year. Some die from drugs themselves, while others die from AIDS. Nev ertheless, those people are dangerous because they may infect others. In addition to this a problem of homelessness appeared. Such category of people includes those who cannot afford to pay a house rent, those who have no personal identification documents and so forth. In this occasion such people come to the street in search of free accommodation. Usually people may be frightened of them without understanding the background and as a result they will not help them. Moreover, the problem of criminality exists.  

Critical Thinking Case - Essay Example | Topics and Well Written Essays - 750 words

Critical Thinking Case - - Essay Example The company should ensure its financial reports abide by the GAAP. The Microsoft Corp may have violated the rules and regulations of the security and exchange commission. Microsoft documented reserves minus a properly substantiated or recorded basis. The SEC noticed that from the year 1995 to 1998, the company maintained secret liability, allowances, accruals, and reserves accounts that are termed as reserve accounts or reserves by the SEC. These undisclosed accounts stretched from $200 million to $900 million on quarter-end in the course of those 4years. At the operational level, regional controllers upheld reserve accounts in conformity with the accepted accounting principles and were correctly documented and reviewed systematically by the internal audit department of Microsoft Corp. However, at the high-ranking company level, the journal entries were carried out to several reserve accounts without applying accurately based statistics, analysis or formulas. Additionally, there was minimal or no recording to support the alterations to these reserv e accounts. The main justification was founded upon the decision of the probability of forthcoming events. Therefore, these reserves lacked the needed documentation as required by the national securities statute and did not have sufficient substantiation as speculated in GAAP (Sandretto, 57). Microsoft Corp was not doing the right thing as all the reserve accounts were not being maintained according to the GAAP, and they were not reviewed accordingly with the company’s internal audit department. Additionally, the documentation and changes depended on subjective judgments instead of factual analysis and statistics. Furthermore, the actions of only maintaining some reserve accounts and having others undisclosed are termed as fraud, and this affects the company’s profitability. Therefore, the company should make sure there are no undisclosed accounts and all

Effective Learning in the Classroom Essay Example | Topics and Well Written Essays - 250 words

Effective Learning in the Classroom - Essay Example Teachers must have the sensitivity and innate talent to discern students’ academic capabilities and tailor one’s skills and abilities to effectively address their varied learning needs  to maintain the interest that brought students to the course in the first place" (Ericksen, 1978, p. 3) As students have diverse skills and abilities, as well as needs and competencies, teachers must be able to tailor their skills and abilities to address the students’ learning needs through motivation and the creation of an appropriate learning environment. By capitalizing on one’s personal and professional strengths, I would be able to achieve the objectives identified in various course modules and expected student outcomes. In one’s past experience as a mathematics teacher to predominantly Spanish speaking students, I have recognized the importance of incorporating diversity in culture and therefore addressing communication barriers. Teachers must have the sensi tivity and innate talent to discern students’ academic capabilities and tailor one’s skills and abilities to effectively address their varied learning.

The Giver by Lois Lowry Essay Example for Free

The Giver by Lois Lowry Essay Using specific examples from the book compare and contrast Jonas world with your world.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Jonas lives in a peaceful and structured community where people follow rules and instructions without hesitation (p.1). Most instructions and reprimands are transmitted over the loudspeakers that are placed around the community (pp.2, 22-23, 37). In Jonas world, children are born to Birthmothers (pp. 21, 53) and are raised in the nurturing center with other newborn infants. Children are given a name and a number and are assigned to couples (p. 13) who are only allowed to have two children, a male and a female (p.8). Underweight infants (pp.148-150), maladaptive citizens (p.7), people who break rules (pp.2 and 9) and the elderly people (pp.7, 28, 31-32) are released from the society. Children are well behaved and they are not allowed to ride the bicycle until they turn nine (p.13). From eight to eleven years of age, children are required to do volunteer work (pp.26 and 45) and at twelve, they are given their assignments or careers as new adult members of the community (pp.53-60). People in the community cannot see colors (p.95) nor feel pains (p.110) and love (p.126-127) because they chose sameness (p.95). In our world, we have the liberty to choose our professions and our spouses. Parents nurture and give birth to their own children. Couples can have as much children as they want. We are open to diversity and we accept individual differences. The law in our society does not permit the practice of euthanasia on children with congenital abnormalities as well as the elderly people. Although we are governed by laws, we are not expected to behave in a structured manner. Most people have the capability to see the colors of our environment, to experience joy, sadness, love and pain. How does the author Lowry use imagery to describe snow and war?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In describing the snow, Lois Lowry use imagery that relates to the visual, tactile and kinesthetic sensation of the body, e.g. sight of a bright, whirling torrent of crystals in the air (p.81), feeling of cold air and snowflakes on Jonas skin and tongue (p.80-81, 92), and the sensation of going downhill on a sled (pp.81-82, 92). Since Jonas has received so many memories in the past, he was asked to share the painful memory of war that was too much for the Giver to endure (p.118). The imagery used by Lowry in describing war is more detailed. The images appeal to our five senses the sight of several groaning men on the field (p118), a boy in uniform glistering with wet, fresh blood (p.119) and witnessing men and animals die (p.120); the scent of the foul-smelling place (p.118); the sense of hearing the thud of cannons and people begging for water (p.119-120); and the sense of touch or feeling as Jonas hold the metal container of water and feel the excruciating pain in his arm (p.119).

Behaviors and Practices of Nursing Students

Behaviors and Practices of Nursing Students Overview and Critical Appraisal of the Studies All of the included studies clearly outlined their research question, purpose, target population, sample and its characteristics. Out of 11 studies, five studies used cross sectional design (1, 9-12), two studies used longitudinal design (13-14), two studies used experimental designs (8, 15), and one study each used qualitative (16) and action research method (17). Out of 11 studies, five studies guided the research through the lens of theoretical framework (9, 11, 12, 14, 17). The sample size ranged from 15-300 and was recruited using convenient sampling. None of the studies used a random sample. Ethical approval and informed consent was obtained in all of the studies and essential measures were taken to ensure confidentiality and privacy of the participants. All of the studies used valid and reliable data collection instruments except some researchers (1, 10, 11, 14). The researchers used appropriate methods for descriptive and inferential analyses. The detail findings and strength s and limitations of the studies are presented in table I. Findings The findings of this review were reported under seven categories namely, physical and physiological self-care behaviors and practices, substance abuse and driving, health screening practices, emotional and psychological healthcare behaviors and practices, factors and interventions influencing healthcare behaviors and practices, comparison of health care practice of nursing and non-nursing students, and comparison of health behaviors and practice across academic years. Physical and Physiological Behaviors and Practices The physical and physiological behaviors and practices of nursing students was the most repetitive theme in most of the studies (1, 9-17). Based on findings of this review, it was defined as the behaviors or practices concerning diet or nutrition, exercise or physical activities, and sleeping habits of students. All of the studies under this theme reported healthy self-care behaviors of students except two studies (1, 10). For example, Horneffer (11) found that out of 300 students, 58% students exercised regularly while only 4% did not exercise. Nevins and Sherman (2016) found that out of 119 students, 77.7% ate a balanced diet while 22.6% rarely ate balanced diet, 62% students reported drinking about 3 to 8 glasses of water daily, 34% exercised regularly and 24.5% exercised rarely, but 70% students did not exercise enough. Consistently, Chow and Kalischuk (12) found that out of 211 students, 83% used to sleep 6 to 8 hours at night; 60% reported that the sleep was adequate while 37% reported inadequate sleep, 65% students reported drinking four to eight glasses of water or juice a day, 77% students ate balanced diet (49% frequently and 28% consistently), and 71% students exercised regularly or occasionally while 4% did not exercise at all. Clà ©ment et al., (13) observed self-care practices of students for three consecutive years: 1992, 1993, and 1994. The authors reported that majority of the students reported having adequate sleep (1992= 73%, 1993= 79%, 1994= 71%), eating balanced diet (1992= 88%, 1993= 81%, 1994= 79%), and carrying out adequate exercise (1992= 81%, 1993= 81%, 1994= 67%). Similar findings were reported by other researchers (8, 14-17). However, Ashcraft and Gatto (1) and Haddad et al., (10) reported that students had low to moderate self-care behaviors. The mean self-care practices on health responsibility, physical activity, and nutrition ranged from 2.07 to 2.58 indicating low self-care practices (10). In general, the evidence suggests that students have good self-scare practices in terms of nutrition, sleep, drinking water, and physical activity. Siappos et al., (16) qualitative findings affirms this because the students realized the importance of balanced diet, active lifestyle, adequate sleep, and body hygiene in maintaining their self-care. Substance Abuse and Driving Practices Several studies reported substance abuse including tobacco, alcohol, and illegal drug use and driving habits of nursing students (11-14, 16). In general, all of the studies reported that nursing students avoided smoking, alcohol consumption, drug abuse, and use safety measures while driving. For example, Siappos et al., (16) reported that students did not want to use tobacco and drugs because they considered them a threat to their health and security. Horneffer (11) reported that 71% students never smoked and 18% never consumed alcohol. However, 5% who smoked were not interested in quitting and 38% who consumed alcohol did not intend to refrain from it. Chow and Kalischuk (12) found that 59% students consumed alcohol occasionally while 35% did not consume at all and 85% students were non-smokers. This was the highest percentage of alcohol consumption in all the reviewed studies. Likewise, Clà ©ment et al., (13) found that over three years, 80 to 93% students did not consume alcohol, 80% to 90% abstained from smoking, and 94% to 90% wear seat belts while driving. Shriver and Scott-Stiles (14) assessed self-care practices of 71 nursing students over two years. The researchers found that there was improvement in the self-care behaviors of nursing students regarding alcohol and illegal drug use; in the first year 9.9% students consumed alcohol and 1.4 % used illegal drugs, while in the second year 8.8% consumed alcohol and 0 % used illegal drugs. Regarding driving habits, an improvement was seen; in the first year 57.7% always wear seat belt as drivers and 39.4% as passengers, while in the second year this percentage increased to 77.2% and 57.9% respectively. On the other hand, the students smoked more in the second year (8.8%) compared to first year (7.0%). However, the results of this study should be generalized with caution due to 9.94% attrition of nursing students in the second year. Health Screening Practices Health screening practices including Pap smear, self-breast examinations, self-testicular examination, and general screening were assessed by only two studies. Clà ©ment et al., (13) assessed self-care behaviors of students concerning self-breast examinations, clinical breast examination, and Pap smear. The researchers found that high percentage of nursing students engaged in clinical breast examination (1992= 75%, 1993= 79%, and 1994= 77%) and Pap smear (1992= 67%, 1993= 69%, and 1994= 81%) compared to self-breast examination (1992= 27%, 1993= 41%, and 1994= 43%). Shriver and Scott-Stiles (14) found that the percentage of students engaged in most of health screening practices increased from first year to second year. For example, self-breast examination (23.3% to 33.3%), self-testicular exam (0% to 33.3%), and blood pressure monitoring (83.1 to 87.7%). However, there was a slight decrease in some areas such as cholesterol monitoring (31.0% to 29.8%) and safe sex practices (63.4% to 50.9%). In general, the results are mixed but indicates that students engage themselves in their health screening and realize its importance in maintaining self-care. Emotional and Psychological Behaviors and Practices Several studies discussed the emotional, psychological and supportive self-care behaviors and practices of students (1, 8-12, 17). For this review, such practices entailed stress management, spiritual growth, interpersonal relations, and use of complementary therapies. Haddad et al., (10) reported low scores on spiritual growth, interpersonal relations and stress management of both Canadian and Jordanian nursing students with mean scores: spiritual growth (2.97 vs 2.98), interpersonal relations (3.12 vs 2.78), and stress management (2.46 vs 2.58). In general, the scores indicated that students did not engage in healthy emotional and psychological self-care practices. Contrary to these findings, Stark (15) reported generally good mean scores on these two domains; spiritual growth (3.27), interpersonal relations (3.43) and low scores on stress management (2.53). With regard to emotional self-care, Padykula (17) assessed emotional well-being of students and reported a high mean score of 4.12. With regard to the use of complementary therapies by students, Nevins and Sherman (9) found that out of 119 students, 45% actively used complementary therapies such as yoga, music, and meditation and while 54% denied using such therapies. This high percentage of students not using complementary therapies could be due to their lack of knowledge. The researchers reported that students rated their knowledge about such therapies 5.5 on the scale of 10. Chow and Kalischuk (12) also found that out of 211 students, 76% students used complementary therapies for maintaining their emotional and psychological well-being. The students mainly used complementary therapies: massage (54%), vitamins (49%), chiropractic (25%), herbal medicine (24%), yoga (21%), aromatherapy (18%), and acupuncture (9%). Based on mixed findings under this theme, it could be implied that the data is insufficient to reach a conclusion as to what extent students engage in self-care practices that promote their emotional an d psychological well-being. Factors/Interventions influencing Self-Care Behaviors and Practices Several factors and interventions were reported to influence self-care practices and behaviors of students (1, 8-13, 15-17). The common factors were cultural beliefs, perceptions about health, watching awareness programs about self-care on TV (10), academic and clinical stress and workload (13, 16), and increased knowledge of diseases, poor life style habits and their consequences, and importance of becoming a role model for patients (14). With regard to interventions, several researchers tested the effect of interventions on self-care practices of students. For example, Stark et al., (8) and (15) tested the effect of health promotion intervention, while Padykula (17) studied the influence on self-care practices in response to a holistic nursing course and reflective journaling. Stark et al., (8) tested an intervention consisting of teaching session about importance of self-care, development of self-care plan, and evaluation of self-care plan over a semester in 82 nursing students, 72 occupational therapy, and 47 speech language pathology students. The speech pathology students were part of comparison group and received no intervention. With regard to intervention, significant differences were noted in the health practices concerning overall HPLP (p=0.014), physical activity (p=0.001), and nutrition (p=0.025). Stark et al., (15) encouraged 67 students to develop a lifestyle self-care plan and engage in 2 hours/week sel f-care practice. The researchers found that this intervention resulted in an improvement of self-care practices in five domains; health responsibility (p=0.001), physical activity (p=0.001), nutrition (p=0.002), spiritual growth (p=0.002), and stress management (p=0.004). However, no significant differences were noted in the interpersonal relations domain (p=0.257). Likewise, Padykula (17) found significant pre-post mean differences in the domains: environment (4.27 vs 4.35), health responsibility (4.17 vs 4.32), and emotional well-being (4.12 vs 4.23). Overall, based on these findings, it could be implied that students may find it difficult to engage in self-care due to the above listed factors but the use of educational and health promotion interventions help in improving their self-care behaviors and practices. Comparison of Self-Care Practices of Nursing and Non-Nursing Students The self-care practices of nursing and non-nursing students were compared in three studies (8, 13-14). Stark et al., (8) compared 82 nursing students with 72 occupational therapy and 47 speech language pathology students. As previously discussed, speech pathology students were part of comparison group and received no intervention. The researchers compared the intervention and comparison groups, but no comparison was made between three groups of students. Clà ©ment et al., (13) compared practices of nursing students with education students and then made an overall comparison of both nursing students with a baseline study of Quebec population (which is beyond the discussion of this paper). With regard to nursing students and education students, the researchers noted no significant difference in the health behaviors of nursing students over three years (pà ¢Ã¢â‚¬ °Ã‚ ¤0.05) and between nursing and education students (pà ¢Ã¢â‚¬ °Ã‚ ¤0.05). Shriver Scott-Stiles, (14) compared self-car e practices of 71 nursing students and 83 non-nursing students in a two years longitudinal study. The number of students decreased in the second year resulting in 57 nursing students and 20 non-nursing students, therefore results should be generalized with caution. Some interesting findings of this study were: non-nursing students (45.8%) exercised more regularly than nursing students (22.5%), but also smoked more than nursing students (non-nursing= 14.5% and nursing = 7.0%). Overall, significant improvements were seen in the self-care behaviors and practice of nursing students compared to non-nursing students in the domains: eating habits (p=0.05) and self-breast examination (p=0.009). Overall, with one positive and one negative finding it was difficult to conclude whether nursing students self-care practices were better than non-nursing students. Comparison of Self-Care Behaviors and Practices across Academic Years Direct comparison of students practices across different academic years was not made, but several studies compared the self-care practices across semesters and over a period of two or three years (1, 8, 10, 11, 13, 14, 17). For example, Ashcraft and Gatto (1) reported that no significant difference was noted among the nursing students as they progressed through different years (p=0.72), but the mean scores of decreased across years. Stark et al., (8) collected data at two points in time; semester I (T1) and semester II (T2) and noted significant differences between TI and T2 scores in the domains: health responsibility (p=0.027), physical activity (p=0.017), and nutrition (p=0.047). Contrary to these findings, Clà ©ment et al., (13) and Nevins and Sherman (9) did not note any statistically significant difference across self-care practices of students across academic years. Padykula (17) also assessed differences in students understanding of self-care practices at three times, that i s, at the beginning of the holistic nursing course, at the mid, and at the end. The researchers reported significant differences at three points in time, but these findings cannot be substituted for self-care practices of students. Overall, these findings indicated that none of the studies directly compared the differences in self-care practices across years, therefore no conclusion can be drawn. Discussion and Areas for Future Research This literature review explored self-care behaviors and practices of nursing students in general as well as across the academic years of study and identified areas for future research. The review of literature indicted that there are limited number of studies conducted to explore self-care practices and behaviors of nursing students. An interesting pattern in the reviewed studies was the inclusion of more female nursing students compared to male nursing students. This could limit the findings of the studies to female population only. Therefore, future studies should recruit an equal number of male and female students or should only focus on male nursing students. Also, future studies should use large, random, and representative samples. The future studies could also employ mixed-method approaches because the use of quantitative studies and self-administered instruments for data collection could have provided an incomplete understanding of students self-care practices. The general conclusion drawn from the reviewed studies is that nursing students understand the importance of self-care for personal well-being and realized the importance of maintaining their diet, sleep, and activity level in order to improve physical and physiological health. They tend to refrain from tobacco, alcohol, and illegal drug use and pay attention to their personal safety. Nursing students also engage in self-screening practices. However, further research is needed to explore general health screening practices of students because reviewed studies provided limited evidence in this area. These studies focused on exploring screening practices related to Pap smear, self-breast and self-testicular examination and did not explore general screening practicing such as regular dental checkups, stress and depression testing, diabetic testing, blood pressure monitoring, blood work and so forth. Also, the findings concerning self-testicular examination are not generalizable because o f the limited number of male studies in the sample. Although studies reported factors and interventions that may influence self-care practices of nursing students, further correlational research is needed to explore the strength of relationship of these factors. Further research is also needed to study the effect previously discussed interventions through more robust experimental studies such as Randomized Control Trials (RCT). Future RCTs should include nursing students as control or comparison group rather than non-nursing students which may help in reducing any possible biases due to matching of characteristics of comparison and control groups. Since none of the studies directly compared the self-care practices and behaviors of students across different academic years, further research is need to fill this research gap too. Further research is also needed to explore the knowledge, attitudes, and practices of students regarding complementary therapies. Limitations This review is subject to several limitations: i) literature search within four databases only and inclusion of limited studies could have resulted in excluding other relevant studies thereby providing an incomplete understanding of students self-care practices, ii) the exclusion of dissertations and theses could have also limited an in-depth understanding, and iii) the thematic analysis of self-care practices and behaviors could have been guided by any pertinent theoretical and conceptual framework. Conclusion In conclusion, nursing students understood the importance of self-care for personal physical, psychological, and emotional well-being and realized the importance of maintaining their diet, sleep, and activity level to improve physical and physiological health. They tend to refrain from tobacco, alcohol, and illegal drug use, pay attention to their personal safety, and focus on several health screening practices including Pap smear, self-breast and self-testicular examination. However, students tend to neglect self-care practices which could improve their emotional and psychological health because of several factors such as academic stress, workload and inadequate knowledge about the strategies to improve self-care in this domain. There seems to be limited evidence for drawing any conclusions regarding students use of complementary therapies for self-care, the difference between self-care practices of nursing and non-nursing students, the usefulness of different interventions for impr oving students self-care practices, and difference is self-care practices and behaviors of students across academic years. Therefore, future research is needed in these areas. References Ashcraft PF, Gatto SL. Careà ¢Ã¢â€š ¬Ã‚ ofà ¢Ã¢â€š ¬Ã‚ self in undergraduate nursing students: A pilot study. Nurs Educ Perspect. 2015;36(4):255-6. Younas A. A foundational analysis of Dorothea Orems self-care theory and evaluation of its significance for nursing practice and research. Creat Nurs. 2017;23(1):13-23. Austen M. Self-care in nursing: A call to action. 2015.[cited 2017 Feb 27]. Retrieved From https://www.arnbc.ca/blog/self-care-in-nursing-a-call-to-action-by-maren-austen-bsn-student/ Mills J, Wand T, Fraser JA. On self-compassion and self-care in nursing: Selfish or essential for compassionate care? Int J Nurs Stud. 2015;52(4):791-3. Pulidoà ¢Ã¢â€š ¬Ã‚ Martos M, Augustoà ¢Ã¢â€š ¬Ã‚ Landa JM, Lopezà ¢Ã¢â€š ¬Ã‚ Zafra E. Sources of stress in nursing students: A systematic review of quantitative studies. Int Nurs Rev. 2012;59(1):15-25. Younas A. Levels of stress and coping strategies used by nursing students in Asian countries: An integrated literature review. The Journal of Middle East and North Africa Sciences,2016; 2(4), 50-57. Clark CS. Stress, psychoneuroimmunology and self-care: What every nurse needs to know. J Nurs Care. 2014;3(2):146. Stark MA, Hoekstra T, Hazel DL, Barton B. Caring for self and others: Increasing health care students healthy behaviors. Work. 2012;42(3):393-401. Nevins CM, Sherman J. Self-care practices of baccalaureate nursing students. J Holist Nurs. 2016;34(2):185-92. Haddad L, Kane D, Rajacich D, Cameron S, Alà ¢Ã¢â€š ¬Ã‚ Maaitah R. A comparison of health practices of Canadian and Jordanian nursing students. Public Health Nurs.2004;21(1):85-90. Horneffer KJ. Students self-concepts: Implications for promoting self-care within the nursing curriculum. J Nurs Educ.2006;45(8). Chow J, Kalischuk RG. Self-care for caring practice: Student nurses perspectives. International Journal for Human Caring. 2008;12(3):31-7. Clà ©ment M, Jankowski LW, Bouchard L, Perreault M, Lepage Y. Health behaviors of nursing students: A longitudinal study. J Nurs Educ. 2002;41(6):257-65. Shriver CB, Scott-Stiles A. Health habits of nursing versus non-nursing students: a longitudinal study. J Nurs Educ. 2000;39(7):308-14. Stark MA, Manning-Walsh J, Vliem S. Caring for self while learning to care for others: a challenge for nursing students. J Nurs Educ. 2005;44(6):266-70. Siappo CL, Nà ºÃƒ ±ez YR, Cabral IE. Nursing students experiences in selfcare during training process in a private university in Chimbote, Peru. Escola Anna Nery. 2016;20(1):17-24. Padykula BM. RN-BS students reports of their self-care and health-promotion practices in a holistic nursing course. J Holist Nurs.2016:0898010116657226. Table I Summary of the Reviewed Studies Authors/ Study Purpose Methods/Sample Findings Strengths and Limitations Shriver Scott-Stiles (2000) To determine if nursing students practice healthy life Styles that would help prepare them to be effective advocates for health promotion and disease prevention. A longitudinal comparative study with a sample of 71 nursing students and 83 non-nursing students. Seven health care behaviors: sleep, diet, activity, tobacco use, alcohol consumption, sexual habits, self-screening were assessed. The Health Habit Inventory was used for data collection. The health behaviors of nursing were significantly higher than non-nursing students in both pre-and post-comparison. Strengths Use of theoretical framework, comparative analysis of two different populations, matching of groups in terms demographic variables, and appropriate statistical analysis. Limitations Convenient sample, more female students compare to male, mismatching in the age and gender of the groups, and use of non-valid and reliable instrument. Clà ©ment et al., (2002) To compare health care behaviors of nursing and education students over three year and to compare their results with general population. A longitudinal comparative study with a sample of 52 nursing students and 93 education students. Seven health care behaviors: sleep, diet, physical activity, tobacco use, alcohol consumption, self-breast examinations, pap tests, and clinical test examination were assessed. The Health Behavior Questionnaire was used for data collection. There were no significant differences in the health behaviors intervention and control group. Strengths Comparative analysis of two different populations, matching of groups in terms demographic variables, and appropriate statistical analysis. Limitations The participants were mainly female nursing students, high attrition rates (73.1% for nursing students and 58.9% for education students), and no random sample. Haddad et al., (2004) To compare healthcare practices of Canadian and Jordanian nursing students A descriptive cross sectional survey with a sample of 49 Canadian and 44 Jordanian nursing students. Data was collected using Health Promoting Life Style Profile-II (HPLP-II) which collects information regarding health responsibility, physical activity, nutrition, spiritual growth, interpersonal relations and stress management. Both Canadian and Jordanian students scored low to m moderate on all domains. The Canadian scored more on health care practices in terms of health responsibility, physical activity, and interpersonal relations. Strengths Comparative analysis of two different cultures. Limitations The participants were mainly female nursing students, use of non-valid and non-reliable Arabic version of HPLSP-II, small and convenient sample. Stark et al., (2005) To study the effect of health promotion intervention on self-care of nursing students. A pre-post intervention study with a sample of 67 students. The intervention consisted of development of lifestyle self-care plan and 2 hours/week self-care practice. The HPLP-II was used for data collection. A significant increase in self-care of nursing students was noted on six domains of HPLSP-II except for interpersonal relations. Strengths Use of a valid and reliable data collection tool, appropriate statistical analysis, Limitations Small and non-random convenient sample, no blinding, and no comparison or control group. Horneffer (2006) To assess nursing students degree of alignment with their self-concepts beliefs and explore the relationship of self-concepts with health behaviors and attitude towards health promotion messages. A descriptive cross sectional survey with a sample of 300 students. Data was collected using a scale to measure dimensions of self-concept (anonymous scale), Health Risk Assessment Form, and Heath Promotion messages regarding diet, exercise, and sleeping habits. Most of the students perceived that health is closely related to taking care of oneself and dimensions of self-concept associated with health behaviors and responses to health promotion messages. Strengths Use of a theoretical framework to conceptualize self-concept and use of large sample. Limitations Data collection from one institution and little information provided about the validity and reliability testing of the used instruments. Chow Kalischuk (2008) To examine undergraduate nursing students self-care behaviors. A descriptive cross sectional survey with a sample of 211 out of 330 students. Data was collected using the Self-Care Complementary Therapies Survey. The nursing students practiced a positive level of self-care. Most of the students reported that they drink enough fluids, have adequate sleep, eat balanced diet, personally used complementary therapies. Strengths Use of a theoretical model as a framework and the use of a valid and reliable data collection tool. Limitations Small and convenient sample, cross-sectional design, and data collection from one institution, and more female participants than male. Stark et al., (2012) To increase health care behaviors of healthcare students by using a health promotion intervention. A pre-post intervention study with a comparison group. The sample consisted of 201 students; 82 nursing students, 72 occupational therapy, and 47 speech language pathology students. The HPLP-II was used for data collection. Speech language pathology students received no intervention. The intervention consisted of teaching session about importance of self-care, development of self-care plan, and evaluation of self-care plan over a semester. The intervention group improved their self-care practices compared to comparison group. There were also significance differences in pre-and post-comparison. Strengths Use of a valid and reliable data collection tool, use of comparison group, appropriate statistical analysis, and matching of comparison and intervention group in terms of age, race, gender and marital status. Limitations Small and non-random sample, no blinding, and discipline specific differences among the participants were not considered, and more female students than male. Ashcraft Gatto (2015) To explore self-care practices among nursing students. A pilot cross-sectional study with a sample of 199 students. Live Well Lifestyle Assessment Scale was used for data collection. Students tend to neglect their self-care and focus more on the care of patients. Limitations Small and convenient sample, pilot design, and data collection from one institution, missing data as 81 (41%) questionnaires were invalid, and more female students compare to male. Nevins Sherman (2016) To investigate baccalaureate nursing student perspectives of self-care practices to gain understanding of their value in health promotion. A descriptive cross sectional survey with a sample of 119 students. Data was collected using the Self-Care Complementary Therapies Survey. The overall health status was rated as 7.8 on 10. Students diet, sleep, and exercise practices were satisfactory. Strengths Use of a theoretical model as a framework and the use of a valid and reliable data collection tool. Limitations Low response rate (44.5%), small and convenient sample, cross-sectional design, data collection from one institution, chances of social desirability bias. Padykula (2016) To explore RN-BS students self-care and health promotion practices (SCHP) in a holistic nursing course. A qualitative study action research with a sample of 15 students. Data was collected using reflective journal writing and the Integrative Health and Wellness Assessment (IHW

The Poetry of Paz Essays -- Literary Analysis

Literature possesses a multitude of forms similar to poetry. It adheres to the human emotion as well as the human senses: sight, smell, taste, hearing and touch. Poems have the ability to express a story whether it be literal or metaphoric regardless of its length text wise. However, through the author’s use of imagery and diction, the reader is subject to envisioning and capturing the image purposefully being conveyed. In the eyes of renowned poet and essayist, including many other occupation titles, Octavio Paz states, â€Å"words refer to another word† (6), therefore stories are independent to their length. Based on Paz’s past history it is evident that he incorporates his experiences as the basis of the structure of his poems and stories. Paz had two fatherly figures beside him as her grew up and writing became almost natural to him. Paz’s father was a journalist as well as a supporter of the Mexican Revolution. Paz’s grandfather was a novelist and a publisher, so evidently writing was in his gene pool. Through their work it is evident that Paz possessed more than enough knowledge about what to incorporate in his own literary works because Paz learned how to write passionately about what he believed in. In the year, 1944, he had earned the opportunity and obtained the Guggenheim fellowship in which he began living in New York and San Francisco. As a result he broadened his knowledge of North American poetry initiating his reflections on Mexico and the underdevelopment from the vantage point of overdevelopment. Paz lived in the village, Mixcoac, in Mexico City which had been impoverished by both civil war and the revolution. Paz remains loyal to his heritage and from time to time includes it in his work s uch as his poem â€Å"Return†. ... ...lity to respect it. His writing speaks to the reader on a higher note, consistently sticking to one theme. Works Cited 1. Academy of American Poets. "Octavio Paz- Poets.org - Poetry, Poems, Bios & More." Poets.org. Academy of American Poets, 1997. Web. 26 Mar. 2012. . 2. "Octavio Paz - Biography". Nobelprize.org. 26 Mar 2012 http://www.nobelprize.org/nobel_prizes/literature/laureates/1990/paz-bio.html 3. Bloom, Harold. Octavio Paz. Philadelphia, PA: Chelsea House, 2002. 4. Paz, Octavio. Alternating Current. New York: Viking, 1973. 5. Paz, Octavio, and Eliot Weinberger. The Collected Poems of Octavio Paz, 1957-1987. New York: New Directions, 1991. 6. Paz, Octavio, Eliot Weinberger, and G. Aroul. Selected Poems. New York: New Directions, 1984. 7. Rahman, Shaifur. European Time. Kindle ed. Amazon.com, 2010.

Corruption of the American Dream in the Great Gatsby by F. Scott Fitzge

Broken Dreams and Fallen Themes In The Great Gatsby, Fitzgerald employs the use of characters, themes, and symbolism to convey the idea of the American Dream and its corruption through the aspects of wealth, family, and status. In regards to wealth and success, Fitzgerald makes clear the growing corruption of the American Dream by using Gatsby himself as a symbol for the corrupted dream throughout the text. In addition, when portraying the family the characters in Great Gatsby are used to expose the corruption growing in the family system present in the novel. Finally, the American longing for status as a citizen is gravely overshot when Gatsby surrounds his life with walls of lies in order to fulfill his desires for an impure dream. F. Scot. Fitzgerald, through his use of symbols, characters, and theme, displays for the reader a tale that provides a commentary on the American dream and more importantly on its corruption. Though success lies at the heart of the American dream, Fitzgerald deftly portrays the ease with which this sacred idea can become tainted by commenting on the corruption of wealth. Gatsby exemplifies the American dream in his ideals, in this case the desire for success and self-substantiation; however, this dream become corrupted because he is not able to distinguish the acquisition of wealth from the pursuit of his dream, embodied by Daisy, and is tainted by the illicit foundations of his wealth as well as his desires for an unsuitable married woman. Fitzgerald uses the symbol of the green light at the beginning of the novel to represent Gatsby’s dream and even uses the light to introduce him for the first time. â€Å"He [Gatsby] stretched his arms out towards the dark water in a curious way, and as far as I was from him, I could have sworn he was trembling. Involuntarily I glanced seaward- and distinguished nothing but a single green light, minute and far away†(Fitzg erald 26). The author uses the light to represent the American dream; initially the color green represented fertility, which plays a prominent role in the dream, but as the story progresses the green light grows to symbolize money. In his essay â€Å"Money, Love, and Aspiration†, Roger Lewis discusses the means by which Gatsby amasses his wealth and poisons his dream. Gatsby’s money does not â€Å"smell† right- however explicitly tacitly condoned by the denizens of Gatsby’s world illegal... ...n dream can poison the family. In addition, at one point in the book, Gatsby works with Nick to bring her over so that he can see her again and show her his house. The moment when they appear truly happy together occurs when they are together in Gatsby’s gardens. Fitzgerald plays upon the classic garden image to show that the two are only happy in their naturally state, but they are not; they live in the world tainted by the actions and more specifically the failings of mankind. Furthermore, Roger Lewis implies the importance of the valley of ashes in the portrayal of the theme of Gatsby. In brief, the world of The Great Gatsby can seem as sordid, loveless, commercial, and dead as the ash heaps presided over by the eyes of dr. T.J. Eckleburg. Indeed, this atmosphere is so essential that one of the alternate titles Fitzgerald considered was Among the Ash-Heaps and Millionaires. Fitzgerald using the valley of ashes, illustrates an environment where love has lost its place, which destroys hope for a family; the eyes of T.J. Eckleburg, clearly intended to represent those of god, emphasizes that this lack of love and filial piety in a sin against themselves as well as society and God

A Two Tale Comparison :: essays papers

A Two Tale Comparison Thinking back to our childhood, we all remember hearing many kinds of fairy tales. Some of them inspired us others confused us, and most of them taught us valuable lessons. Through out centuries tales and stories have been used as a valuable tool to pass on our culture to new generations. There is a strong belief that these fairy tales mirror and influence society. All cultures interpret tales in their own unique way. They add and subtract various aspects of the tale to fit the needs of their particular society. The same tale in the United States is different from the tale told in Asia. A good example of tale evolution can be seen in one of the most famous tales ever told which is â€Å"Cinderella†. As a professor of women’s history Karol Kelley points out in her essay Pretty Woman: A Modern Cinderella â€Å"There are some 700 versions of Cinderella†.This fairy tale as many others has been changing for many years, and in recent years Cinderella has come under s ome criticism for its depiction of women’s roles in society. In present day society, where political correctness and equality are at the top of the priority list, by reading essays such as the one by Karol Kelley we find that this might not have been the case in earlier days. Fairy tales such as Cinderella have been found guilty of possessing subliminal socialization traits. Classifying genders as inferior and molding young girls into the female that society expects them to be. In Charles Perrault’s version, which is considered the most common, Cinderella is seen as passive, limited, dependent and inferior. As critics argue, these traits can hinder a child’s self esteem. Karol Kelley states that the â€Å"expectations and the promises of the Cinderella story are psychologically harmful to women.† (p648). The fact that Cinderella is a limited character may give the girl an impression that she should be happy with what she has and not have any or aspirations in her life. That is, until her Prince comes to rescue her. Since these comments were made, the Cinderella story has been modified and changed. In order to see how gender roles have changed in fairy tales from the old to the new, let’s compare the classic version of Cinderella by Charles Perrault to a recent version which is a movie that was released in 1998 called â€Å"Ever After†which was directed by Andy Tennant.

Fidel Ramos Essay

Fidel V. Ramos, the 12th President of the Philippines (1992–1998), is remembered for steadfastly promoting the principles of people empowerment and global competitiveness. He quickly led the nation out of darkness in 1993, putting an end to the power crisis that crippled Filipino homes and industries for two years. He pursued, focused and converged programs to fight poverty in accordance with the will of the Filipino people expressed by 229 structural/reform laws enacted by Congress during his term. The Philippine economy recovered dramatically during the years 1993-1997. Ramos vigorously implemented a comprehensive Social Reform Agenda (SRA) that addressed the long-standing problem of poverty: jobs and livelihood, health, education and skills training, housing, environmental protection, children and the youth, the elderly and the handicapped, agrarian reform, and access to equal opportunity. Gross National Product averaged 5 percent annually. Average income of the Filipino family grew more during his administration than in the preceding two decades. He pushed for the deregulation of key industries and the liberalization of theeconomy. He encouraged the privatization of public entities, to include the modernization of public infrastructure through an expanded Build-Operate-Transfer (BOT) law. While communist insurgency dwindled to historic lows, he achieved a peace agreement with military rebels and the secessionist Moro National Liberation Front (MNLF) for which he won for the Philippines the coveted 1997 UNESCO Peace Award—the first for Asians. FVR is known as the â€Å"Centennial† President, having planned and supervised the 100th Anniversary of the country’s Declaration of Independence from Spain on 12 June 1998. Economy Overview President Fidel Ramos embarked on an ambitious development plan dubbed â€Å"Philippines 2000. † Under the plan, several industries critical to economic development were privatized, such as electricity, telecommunications, banking, domestic shipping, and oil. Thetaxation system was reformed, and external debt was brought to more anageable levels by debt restructuring and sensible fiscal management. By 1996, GNP was growing at a rate of 7. 2 percent and GDP at 5. 2 percent. The annual inflation rate had dropped to 5. 9 percent from its high of 9. 1 percent in 1995. By the late 1990s, the Philippines’ economic growth gained favorable comparisons with other Asian countries such as Taiwan, Thailand, South Korea, and Malaysia. The Philippine economy took a sharp downturn during the Asian financial crisis of 1997. Its fiscal deficit in 1998 reached P49. 981 billion from a surplus of P1. 564 billion in 1997. The peso depreciated (fell in value) to P40. 89 per U. S. dollar from its previous rate of P29. 47 to a dollar. The annual growth rate of the GNP fell to 0. 1 percent in 1998 from 5. 3 percent in 1997. Despite these setbacks, the Philippine economy fared better than that of some of its Asian neighbors, and other nations praised the Ramos administration for its â€Å"good housekeeping. † Philippines 2000 During his administration, Ramos began implementing economic reforms intended to open up the once-closed national economy, encourage private enterprise, invite more foreign and domestic investment, and reduce corruption. Ramos was also known as the most-traveled Philippine President compared to his predecessors with numerous foreign trips abroad, generating about US$ 20 billion worth of foreign investments to the Philippines. To ensure a positive financial outlook on the Philippines, Ramos led the 4th Asia-Pacific Economic Cooperation (APEC) Leaders’ Summit in the Philippines on November 1996. He also instituted reforms in the tax system which includes a forced increase on VAT (E-VAT law) from 4% to 10% mandated by World Bank and the International Monetary Fund. Under his administration, the Philippines enjoyed economic growth and stability. His visions of ‘Philippines 2000’ led the country into a newly industrialized country in the world and the â€Å"Tiger Cub Economy in Asia†. Philippines 2000 Five-Point Program: * Peace and Stability * Economic Growth and Sustainable Development * Energy and Power Generation * Environmental Protection * Streamlined Bureaucracy

Nonviolence: Martin Luther King, Jr. and Tich Nhat Hanh

Upon engaging the text of Martin Luther King, Jr. ‘s anti-war speech â€Å"Beyond Vietnam: A Time to Break Silence,† one recognizes an undeniable continuity between King's thinking and that of his contemporary Thich Nhat Hanh. It is important to note, however, that King's reflections in this discourse are not entirely beholden to his Buddhist counterpart. The overarching concepts of â€Å"interbeing† and interrelation which drive the speech were evident in King's work and philosophy well before his correspondence with Nhat Hahn. The similarities regarding each man's approach to these notions should be expected given their respective spiritual vocations. Therefore, although King's reflections in this address – which encompass the broader considerations of nonviolence and exhibit a direct rebuke of the war effort – mirror almost identically those made in writings by Nhat Hanh, it is unclear how directly the latter may have influenced the former. Regardless, this speech does reflect elements of Nhat Hanh's nonviolent vision and does so specifically through considering the concept of mutuality in relation to addressing the roots of war, its effects and how to end it. In his address, King makes clear that humanity's failures and the origins of violence stem from the propagation of illusions and artificial perceptions. In particular, King asserts that â€Å"the war in Vietnam is but a symptom of a far deeper malady within the American spirit†¦ ,† whereby Americans suffer from false â€Å"comfort, complacency [and] a morbid fear of communism†¦ † (King). This assertion is clearly reflective of Nhat Hanh's observation that â€Å"thinking is at the base of everything [and that]†¦. ur thoughts can be misleading and create confusion, despair, anger or hatred,† and that â€Å"a civilization in which we kill and exploit others for our own aggrandizement is sick† (Nhat Hanh 68; 120). The societal illness both men perceive is rooted in a proliferation of fear and ignorance, or as King so forcefully asserts, â€Å"legions of half-truths, prejudices, and false facts† (King 14). The influence of these fallacies manifests itself most directly through manufactured notions about our enemies. By reducing our enemies to concepts that we can thoughtlessly abhor, we take no serious deliberation concerning our inherent reciprocity to them, and thus fail to realize the true extent our similarities. Though King had expressed similar sentiments previous to this speech, such as in his sermon â€Å"Loving your Enemies,† one cannot ignore the presence of a comparable position advocated by Nhat Hanh in his 1965 letter to King entitled â€Å"In Search of the Enemy of Man. † In that letter, Nhat Hanh professes that â€Å"[our] enemies are not man†¦ hey are intolerance, fanaticism, dictatorship, cupidity, hatred and [the]discrimination which lie in the heart of man† (Nhat Hanh). Nevertheless, it is clear that King recognizes this point, going so far as to declare: â€Å"We can no longer afford to worship the god of hate or bow before the altar of retaliation†¦ we must not engage in negative anti-communism [but]†¦ with positive action seek to remove those conditions of poverty, insecurity and injustice which are the fertile soil in which the seed of communism [as social strife] grows and develops† (King). As a result of this revelation, part of King's speech calls for peace through an attempt to understand the enemy and the effects war has had on the Vietnamese people. This call for mindfulness clearly resonates with Nhat Hanh's belief that â€Å"[a]ny nonviolent action requires a thorough understanding of the situation and the psychology of the people,† enemy and self alike (Nhat Hanh 40). King exhibits this understanding when stating that the Vietnamese â€Å"must see Americans as strange liberators† and begins a chronological account of the effects an American presence has had in Vietnam since 1945 (King). Speaking of the National Liberation Front, or what he deems in an ironic manner as â€Å"that strangely anonymous group we call VC or Communists†¦ ,† King asks â€Å"[w]hat must they think of us in America when they realize that we permitted the repression and cruelty of Diem which helped to bring them into being as a resistance group [in the first place]†¦ † (King). In essence, King is imploring Americans to put their view of â€Å"the enemy† into context, noting that U. S. actions have done little but imbed a â€Å"deep but understandable mistrust† in its enemies (King). Again, almost all of these deliberations are present in Nhat Hanh's work. Nhat Hanh's statement that â€Å"[e]very escalation of the war, every new contingent of U. S. troops†¦ wins new recruits to the Vietcong† reflects each man's belief that the U. S. is undermining is own efforts in Vietnam because it has implanted soldiers there that â€Å"[know] and [care] little about [Vietnamese] customs and practices and [who are] involved in destroying Vietnamese people and property† (Nhat Hanh 50-51). Moreover, King's optimistic position that the United States has the capability to transcend its obtuseness, reorganize its priorities and lead the cause for a peaceful end to war is a sentiment most certainly shared by Nhat Hanh. To this end, each man's suggestions for ending the war are strikingly similar. In Love in Action Nhat Hanh offers five components that he deems necessary toward a U. S. solution to the war: 1) A cessation of bombing in the north and south. 2) A limitation of all military operations by the U. S and South Vietnamese. 3) A clear demonstration of U. S. intent to withdraw from the country. 4) A declaration of American neutrality and support of a popular government. 5) Extensive aid in the reconstruction effort. (Nhat Hanh 55). Likewise, King calls for an end to all bombing, unilateral ceasefire, curtailing military buildup, an acceptance of the NLF's role in a future Vietnamese government, and a definitive U. S. withdrawal date. The proposals in King's address are almost identical as both men call for material support as well as ideological understanding by America toward its enemies. In addition to these provisions, King demands that the American public take into account the effects war has had on our own soldiers and that they take active steps toward ending it. King calls for a movement away from a † ‘thing oriented' society to a ‘person-oriented' society† where the â€Å"business of burning human beings with napalm, of filling our nation's homes with orphans and widows, of injecting poisonous drugs of hate into veins of people, of sending men home†¦ physically and psychologically deranged†¦ † is deemed unacceptable and impermissible (King). This too echoes portions of Nhat Hanh's nonviolent vision, such as evidenced by his observation during the first Gulf War that â€Å"[s]oldiers live in hell day and night, even before they go into the battlefield, and even after they return home† (Nhat Hanh 75). Hoping that the American public can grasp these realities, King demands that â€Å"we must all protest† in order to awaken others to the fact that â€Å"the American course in Vietnam is an dishonorable and unjust one† (King). Again, although King's attitudes here are not surprising given his own previous writings in nonviolence, when referencing the afore mentioned letter from Nhat Hanh to King, one cannot help but wonder whether the former's description of a fellow monk's self-immolation aimed at â€Å"[calling] the attention of the world [to]†¦. he suffering caused by this unnecessary war† in turn caused King to declare – in reference to anti-war protest – that â€Å"these are the times for real choices and not false ones† (Nhat Hanh; King). On the whole, though it is clear that King's â€Å"Riverside Address† reflects both the large and small aspects of Thich Nhat Hanh's nonviolent vision, whether these parallels were intentio nal or not is unclear. By their very nature, philosophies of nonviolence concern themselves with discipline and awareness of the self, as well as with understanding and empathy for the other. As a result, it is not surprising that King and Nhat Hahn, two practitioners of such philosophies, would both express their concerns about Vietnam around the same theme of humanity's interrelated nature. Therefore, it is not so much important whether one's work or ideas may have influenced the other's as it is that both recognize a common bond between human beings and the supreme need to eliminate the conditions which threaten that inherent relationship.

Case Study Economics †Microsoft and Monopoly Essay

Microsoft has monopoly in PC operating systems, Windows operating systems which are used` in more than 80% of Intel based PC’s. This market has high technological barriers. Threat to Microsoft is not from new operating systems but from alternate products such as browsers, which are new softwares that can be used with multiple operating systems and can also act as an alternative platform to which applications can be written. This posed a threat to Windows monopoly and perhaps its long-term existence. Initially Microsoft had tried to subdue competition by asking for explicit market sharing agreements with competitors (such as Netscape). A failure to do so, allegedly, led Microsoft to adopt anti-competitive strategies. This led to a set of consolidated civil actions against Microsoft in 1994 by the United States Department of Justice (DOJ) and twenty U.S. states. DoJ alleged that Microsoft abused monopoly power in its handling of operating system sales and web browser sales. Issues: The issue central to the case was whether Microsoft was allowed to bundle its flagship Internet Explorer (IE) web browser software with its Microsoft Windows operating system. Bundling them together is alleged to have been responsible for Microsoft’s victory in the browser wars (specifically Netscape) as every Windows user was forced to have a copy of Internet Explorer. It was further alleged that this unfairly restricted the market for competing web browsers (such as Netscape Navigator or Opera) that were slow to download over a modem or had to be purchased at a store. Underlying these disputes were questions over Microsoft’s allegedly anti-competitive strategies – to impose high entry barriers – including forming restrictive licensing agreements with OEM computer manufacturers, entering into exclusionary agreements with ICPs and ISPs, altering its application programming interfaces (APIs) to favor Internet Explorer over third party web browsers, restricting alterations to its boot up sequence and active desktop, and above all Microsoft’s intent in its course of conduct .i.e. to kill competition by any means and deprive consumers of product choice, especially in browsers, by discouraging innovation. Microsoft’s Anti-competitive Strategies: 1. Microsoft invested money to develop, test and promote IE for free to all users. In competition to Netscape browsers which was being sold for a price. They even paid some customers to use IE instead of Netscape browser. 2. Microsoft put a condition to PC manufacturers to license, preinstall and distributes IE on every Window PC. By this, they were able to distribute IE on every PC by tying up IE to Windows 95, which was a monopoly version. 3. This was extended to the Windows 98, successor of Window 95, misusing their operating system monopoly to exclude competition and deprive customer of free choices. They made removal of IE from Windows 98 technically more difficult. 4. Microsoft restricted all OEM’s to remove any part of IE software or to add any other browser in the pc in a more prominent or visible way. So OEM’s are deprived of the choices they can make about which browser should be offered to customer. 5. Microsoft entered with anti competitive agreement with all largest and most popular ISP’s and OSP’s. It gave the list of ISP’s in folders with OS that enabled users to subscribe to their services and substantial value to ISP’s. 6. Microsoft entered anti competitive agreement with ICP’s to not pat or compensate his competitors for the distribution, marketing or promotion of the ICPs’ content, to not promote any other to inhibit competition. This way Microsoft precluded competition on the merits between Microsoft’s browser and other browser, used Windows operating system monopoly to extend to Internet browser market, and maintained Windows operating system monopoly. Microsoft stated that the merging of Microsoft Windows and Internet Explorer was the result of innovation and competition, that the two were now the same product and were inextricably linked together. Also, the consumers were now getting all the benefits of Internet Explorer for free. Those who opposed Microsoft’s position countered that the browser was still a distinct and separate product which did not need to be tied to the operating system, since a separate version of Internet Explorer was available for Mac OS. They also asserted that IE was not really free because its development and marketing costs may have kept the price of Windows higher than it might otherwise have been. The case was tried before U.S. District Court Judge Thomas Penfield Jackson. While the initial verdict went against Microsoft, the verdict was overturned on appeal. Nonetheless, EU recently found Microsoft guilty of anti-trust conduct and slapped a fine of US$1.3 billion in 2008, the largest fine ever imposed on a company.

Online Social Network

Online Social Network: Advantages & Disadvantages Social network is a place for people to interact with each other from around the world, it’s also gave benefits for us to make a new friend. It’s also gave us bad effect. From this assignment we can created a few objective. The objective is †¢We can make a difference between good and bad effect of social network. †¢We can gain more knowledge about social network. †¢Improve communication and productivity by disseminating information among different people. †¢Gain higher GPA, intelligence and general knowledge. IntroductionSince their introduction, social network sites (SNSs) such as MySpace, Facebook, Cyworld, and Bebo have attracted millions of users, many of whom have integrated these sites into their daily practices. As of this writing, there are hundreds of SNSs, with various technological affordances, supporting a wide range of interests and practices. While their key technological features are fa irly consistent, the cultures that emerge around SNSs are varied. Most sites support the maintenance of pre-existing social networks, but others help strangers connect based on shared interests, political views, or activities.Some sites cater to diverse audiences, while others attract people based on common language or shared racial, sexual, religious, or nationality-based identities. Sites also vary in the extent to which they incorporate new information and communication tools, such as mobile connectivity, blogging, and photo/video-sharing. Scholars from disparate fields have examined SNSs in order to understand the practices, implications, culture, and meaning of the sites, as well as users' engagement with them.This special theme section of the Journal of Computer-Mediated Communication brings together a unique collection of articles that analyze a wide spectrum of social network sites using various methodological techniques, theoretical traditions, and analytic approaches. By c ollecting these articles in this issue, our goal is to showcase some of the interdisciplinary scholarship around these sites. The purpose of this introduction is to provide a conceptual, historical, and scholarly context or the articles in this collection. We begin by defining what constitutes a social network site and then present one perspective on the historical development of SNSs, drawing from personal interviews and public accounts of sites and their changes over time. Following this, we review recent scholarship on SNSs and attempt to contextualize and highlight key works. We conclude with a description of the articles included in this special section and suggestions for future research. Social Network Sites: A DefinitionWe define social network sites as web-based services that allow individuals to (1) construct a public or semi-public profile within a bounded system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system. The nature and nomenclature of these connections may vary from site to site. While we use the term â€Å"social network site† to describe this phenomenon, the term â€Å"social networking sites† also appears in public discourse, and the two terms are often used interchangeably.We chose not to employ the term â€Å"networking† for two reasons: emphasis and scope. â€Å"Networking† emphasizes relationship initiation, often between strangers. While networking is possible on these sites, it is not the primary practice on many of them, nor is it what differentiates them from other forms of computer-mediated communication (CMC). What makes social network sites unique is not that they allow individuals to meet strangers, but rather that they enable users to articulate and make visible their social networks.This can result in connections between individuals that would not otherwise be made, but that is of ten not the goal, and these meetings are frequently between â€Å"latent ties† (Haythornthwaite, 2005) who share some offline connection. On many of the large SNSs, participants are not necessarily â€Å"networking† or looking to meet new people; instead, they are primarily communicating with people who are already a part of their extended social network. To emphasize this articulated social network as a critical organizing feature of these sites, we label them â€Å"social network sites. While SNSs have implemented a wide variety of technical features, their backbone consists of visible profiles that display an articulated list of Friends1 who are also users of the system. Profiles are unique pages where one can â€Å"type oneself into being† (Sunden, 2003, p. 3). After joining an SNS, an individual is asked to fill out forms containing a series of questions. The profile is generated using the answers to these questions, which typically include descriptors suc h as age, location, interests, and an â€Å"about me† section. Most sites also encourage users to upload a profile photo.Some sites allow users to enhance their profiles by adding multimedia content or modifying their profile's look and feel. Others, such as Facebook, allow users to add modules (â€Å"Applications†) that enhance their profile. The visibility of a profile varies by site and according to user discretion. By default, profiles on Friendster and Tribe. net are crawled by search engines, making them visible to anyone, regardless of whether or not the viewer has an account. Alternatively, LinkedIn controls what a viewer may see based on whether she or he has a paid account.Sites like MySpace allow users to choose whether they want their profile to be public or â€Å"Friends only. † Facebook takes a different approach—by default, users who are part of the same â€Å"network† can view each other's profiles, unless a profile owner has decide d to deny permission to those in their network. Structural variations around visibility and access are one of the primary ways that SNSs differentiate themselves from each other. After joining a social network site, users are prompted to identify others in the system with whom they have a relationship.The label for these relationships differs depending on the site—popular terms include â€Å"Friends,† â€Å"Contacts,† and â€Å"Fans. † Most SNSs require bi-directional confirmation for Friendship, but some do not. These one-directional ties are sometimes labeled as â€Å"Fans† or â€Å"Followers,† but many sites call these Friends as well. The term â€Å"Friends† can be misleading, because the connection does not necessarily mean friendship in the everyday vernacular sense, and the reasons people connect are varied (boyd, 2006a). The public display of connections is a crucial component of SNSs.The Friends list contains links to each Fr iend's profile, enabling viewers to traverse the network graph by clicking through the Friends lists. On most sites, the list of Friends is visible to anyone who is permitted to view the profile, although there are exceptions. For instance, some MySpace users have hacked their profiles to hide the Friends display, and LinkedIn allows users to opt out of displaying their network. Most SNSs also provide a mechanism for users to leave messages on their Friends' profiles. This feature typically involves leaving â€Å"comments,† although sites employ various labels for this feature.In addition, SNSs often have a private messaging feature similar to webmail. While both private messages and comments are popular on most of the major SNSs, they are not universally available. Not all social network sites began as such. QQ started as a Chinese instant messaging service, LunarStorm as a community site, Cyworld as a Korean discussion forum tool, and Skyrock (formerly Skyblog) was a French blogging service before adding SNS features. Classmates. com, a directory of school affiliates launched in 1995, began supporting articulated lists of Friends after SNSs became popular.AsianAvenue, MiGente, and BlackPlanet were early popular ethnic community sites with limited Friends functionality before re-launching in 2005-2006 with SNS features and structure. Beyond profiles, Friends, comments, and private messaging, SNSs vary greatly in their features and user base. Some have photo-sharing or video-sharing capabilities; others have built-in blogging and instant messaging technology. There are mobile-specific SNSs (e. g. , Dodgeball), but some web-based SNSs also support limited mobile interactions (e. g. , Facebook, MySpace, and Cyworld).Many SNSs target people from specific geographical regions or linguistic groups, although this does not always determine the site's constituency. Orkut, for example, was launched in the United States with an English-only interface, but Portugu ese-speaking Brazilians quickly became the dominant user group (Kopytoff, 2004). Some sites are designed with specific ethnic, religious, sexual orientation, political, or other identity-driven categories in mind. There are even SNSs for dogs (Dogster) and cats (Catster), although their owners must manage their profiles.While SNSs are often designed to be widely accessible, many attract homogeneous populations initially, so it is not uncommon to find groups using sites to segregate themselves by nationality, age, educational level, or other factors that typically segment society (Hargittai, this issue), even if that was not the intention of the designers. A History of Social Network Sites The Early Years According to the definition above, the first recognizable social network site launched in 1997. SixDegrees. com allowed users to create profiles, list their Friends and, beginning in 1998, surf the Friends lists.Each of these features existed in some form before SixDegrees, of cours e. Profiles existed on most major dating sites and many community sites. AIM and ICQ buddy lists supported lists of Friends, although those Friends were not visible to others. Classmates. com allowed people to affiliate with their high school or college and surf the network for others who were also affiliated, but users could not create profiles or list Friends until years later. SixDegrees was the first to combine these features. SixDegrees promoted itself as a tool to help people connect with and send messages to others.While SixDegrees attracted millions of users, it failed to become a sustainable business and, in 2000, the service closed. Looking back, its founder believes that SixDegrees was simply ahead of its time (A. Weinreich, personal communication, July 11, 2007). While people were already flocking to the Internet, most did not have extended networks of friends who were online. Early adopters complained that there was little to do after accepting Friend requests, and most users were not interested in meeting strangers.From 1997 to 2001, a number of community tools began supporting various combinations of profiles and publicly articulated Friends. AsianAvenue, BlackPlanet, and MiGente allowed users to create personal, professional, and dating profiles—users could identify Friends on their personal profiles without seeking approval for those connections (O. Wasow, personal communication, August 16, 2007). Likewise, shortly after its launch in 1999, LiveJournal listed one-directional connections on user pages. LiveJournal's creator suspects that he fashioned these Friends after instant messaging buddy lists (B.Fitzpatrick, personal communication, June 15, 2007)—on LiveJournal, people mark others as Friends to follow their journals and manage privacy settings. The Korean virtual worlds site Cyworld was started in 1999 and added SNS features in 2001, independent of these other sites (see Kim & Yun, this issue). Likewise, when the Swedish we b community LunarStorm refashioned itself as an SNS in 2000, it contained Friends lists, guestbooks, and diary pages (D. Skog, personal communication, September 24, 2007). The next wave of SNSs began when Ryze. com was launched in 2001 to elp people leverage their business networks. Ryze's founder reports that he first introduced the site to his friends—primarily members of the San Francisco business and technology community, including the entrepreneurs and investors behind many future SNSs (A. Scott, personal communication, June 14, 2007). In particular, the people behind Ryze, Tribe. net, LinkedIn, and Friendster were tightly entwined personally and professionally. They believed that they could support each other without competing (Festa, 2003). In the end, Ryze never acquired mass popularity, Tribe. et grew to attract a passionate niche user base, LinkedIn became a powerful business service, and Friendster became the most significant, if only as â€Å"one of the biggest d isappointments in Internet history† (Chafkin, 2007, p. 1). Figure 1. Timeline of the launch dates of many major SNSs and dates when community sites re-launched with SNS features Like any brief history of a major phenomenon, ours is necessarily incomplete. In the following section we discuss Friendster, MySpace, and Facebook, three key SNSs that shaped the business, cultural, and research landscape. ttp://jcmc. indiana. edu/vol13/issue1/boyd. ellison. html Content Pros Of The Social Networking Sites †¢The best advantage of social networking sites is that these sites allow you to keep in touch with your friends, classmates, and relatives. It is also the most cost effective way to keep in touch with your people. Here geographical locations are no barrier to stay in touch. †¢These sites allow you to send and receive messages, upload photos, and videos. As such, they are very interactive as you can get to see what your friends and relatives are up to. With social networki ng sites, you are not bound by any geographical and cultural differences. You get to meet and know a variety of people whose interests are similar to your own. These sites are a window to different cultures and places. †¢You can build a network of contacts and interact with a lot of people at the same time. As such, you can spread your thoughts and interests to a large number of people. †¢The social networking sites also facilitate you to procure information on any subjects from anywhere. These sites also make it easier and faster to collect the information. Social networking sites can also be a tool to promote your business, services, products, or websites. Due to the huge number of people who regularly use networking sites it has found huge favors among advertisers. http://wiki. answers. com/Q/What_are_the_advantages_and_disadvantages_of_social_networking The Cons Of Social Networking Sites †¢The most glaring disadvantage of social networking sites is the risk of id entity theft and fraud. The personal information of users can be used by dubious people for illegal activities. Information like the e-mail address, name, location, and age can be used to commit online crimes. Also, many people pretend to be someone else and prepare their online profiles with false information, so as to dupe unsuspecting users. So, if you do not know the person face to face then it will be very hard for you to find the real identity. †¢Another cause of concern is cases of online harassment and stalking. Since the social networking sites, are very poorly regulated so it can be a very fertile ground for people trying to get even with you. They can spread malicious humor among your friends and also download and morph your photos. http://wiki. answers. com/Q/What_are_the_advantages_and_disadvantages_of_social_networking

Secondary Application Essays for Medical School Essay

Secondary Application Essays for Medical School - Essay Example There are also those who volunteer because they have felt the cruel sting that life had afflicted them with. A few also volunteer as a result of the instilled set of values that compel them to act on deeply held beliefs about the importance of helping others. However, I volunteer to serve my community; address some of the most pressing issues facing people of my community. My volunteerism spirit was inspired by the deep understanding of the problems faced by the people of my background - the Mexican American community. My travel to South East Asia provided me further zeal to pursue volunteerism and serve people in need of help. The trip exposed me, for the first time in my life, to poverty and poor health of immense magnitude. I realized that poverty and inadequate healthcare could lead to grim societal conditions. The trip also made me aware of the realities of the disparities in the global economy. All these time, it made me appreciate volunteerism and the mandates of volunteers even more. As a result of these experiences and owing to my inclination towards a medical career, I volunteered for the American Red Cross in San Francisco in 1992. My work was to instruct blood donors about the forms and procedure. I could make some contribution in this area owing to my ability to speak Spanish, my strong interpersonal skills and my ability to effectively use my ethnic identity. Meanwhile, I received an enhanced understanding of communal diversity and also sharpened my soft skills. When I earned a summer internship at the California Pacific Medical Center in San Francisco in 2003, I realized that my most cherished goal to explore the fascinating world of medicine had finally materialized. Shadowing doctors from different departments of the Medical Center, I quickly learned the essence of healthcare. In other words, I realized that medicine provided the most appropriate career for a person with an aptitude to volunteer and be of service to

Why Do We Do School Assignment Example | Topics and Well Written Essays - 1500 words

Why Do We Do School - Assignment Example Throughout the academic career, the children learn the lesson through proper curriculum and sophisticated educational planning. This paper will elaborate upon the reasons that children do school for. School Just like other educational institutions, the school is such an institution which is specifically intended for the provision of education to the students under proper instructions and directions by the teachers, the system of school is the source of formal education in most of the countries. In such systems, there is a series of schools through which the students progress and proceed in order to complete their formal education and learning process. There are varying names for these academic institutions but mostly they are known as the primary school system for those children who are young and secondary school systems for teenagers who have already passed out their primary school systems. In United States, these schools are known by various names: preschool systems for toddlers, k indergarten for the kids, and then elementary, middle, high school which upgrades to the higher levels of academic with college, university and graduate schools. Reasons for doing School The gaining of knowledge and going to school is the fundamental essential and a right for the children belonging to the modern society and nuclear families these days. Unlike the perspectives of few traditional families, doing school is the most important task in children’s life. Several reasons which define the schooling process as vital are given below: Fulfillment of the basic demands The schools of modern times are the fulfilling aspects and mirror image of the sentimental values, kinship demands, and perception of the modern day nuclear family. The postmodern era of the current world requires the children to be competent to deal with the upcoming burdens and demands of the revolutionary times. Thus, they need to be capable enough to tackle all the issues and challenges of the future (Dav id, 2005). Ethical and Moral learning At the foundation level, the schools are needed to develop children in ethical and moral aspects. This side of the children’s personality affects their image and reputation in the society and boosts their thinking capabilities. It enables them to become better citizens and good human beings in order to survive in the social structure. It teaches them to be considerate towards their peers, family and other members of the social groups. Not only this, but the moral and ethical teachings also makes one satisfied in their innate nature. Professional requirements As soon as the children proceed from the elementary and middle school to the higher levels such as college and university, they begin thinking about their professional growth and future standards. It is the time when they need to take big decision and great commitments in context of time, work, determination and money. Moreover, the professional standards require a professional degree as it fulfills the need of advanced learning which is important for entering into the practical field (Hawaii Community Foundation, 2011). Cultural Congruence The students require an education which is culturally congruent and relevant for them. For this purpose the schools are advised to design their curriculum according to the cultural relevance for the school and college goers. Here, the schools play a part to empower the students socially, intellectually, politically and emotionally by utilizing their cultural referents to impart skills, knowledge and attitudes (Tyrone, 2001). This would help the