Great Gatsby: Weddings and Social Occasions

Ruby DeFelice 11/14/12 Pd. 2 Mr Brennan Lavish parties are abundant all throughout the novel The Great Gatsby. Luxurious bashes thrown by Jay Gatsby attract the â€Å"foul dust† of East and West egg like moths to a lamp. Those in attendance at Gatsby's parties tend to be the elite scum of the earth caring for no one and nothing except their own personal social reputations. Two occasions are particularly relevant to the development of the novel; the consistently present soirees and Gatsby's funeral together illuminate the realities of the attendees values, develop the readers empathy towards Gatsby, and help uncover a deeper moral.Hundreds of wealthy fools show up at Gatsby's mansion prepared for a fun filled night of drinking and inebriated antics. Night after night people come to Gatsby's, their generous host, trash his house, drink his alcohol and have a grand old time. One would think Gatsby is a well liked man with many friends and loved ones, at least thats what his popul ar parties allude. Yet no one in attendance seems to know who Gatsby really is at all. Guests in Gatsby's house, not even knowing who the man is, twitter rumors about him all night never really knowing the truth, never really caring to know.Gatsby's life is full of people who use him, in other words his life is empty, a fact we don't fully understand the severity of until his funeral. At Gatsby's funeral we discover how alone he really was. Of all of the guests floating in and out of Gatsby's parties, taking advantage of his hospitality, only one cares to show up at his funeral. Even Daisy the woman Gatsby had created his illusionary life for is to self absorbed to make an appearance.The lack of company at Gatsby's funeral infer the carelessness and self absorption of the elite East and West egg citizens. One man even has the audacity to call Nick, our protagonist, a day before Gatsby's funeral looking for his tennis shoes! Of course he cant make it to the funeral of his once genero us host because of prior picnic plans! The sad truth of Gatsby's lonesomeness and the leeches that took advantage of him finalize their appearance during his funeral and cause the reader to succumb to a strong empathetic attitude toward the late Jay Gatsby.Through Gatsby's parties and his funeral emerges a deeper meaning of human hope. Gatsby believed in the green light of the future, the light that although you may never reach will always be there beckoning to you. Gatsby is alone from the start and in the end dies alone, even the one person he cares most about, his â€Å"green light†, doesn’t seem to care enough to show at his funeral. Gatsby's dream fails, but even the terribly sad and lonely life he led couldn’t stop him from trying to reach his dream until the bitter end.

Juicy Red Tomato Company Essay

Point of View In Juicy Red Tomato Company case analysis, we will take the company owner’s point of view. Observation Juicy Red Tomato Company (JRT), a tomato grower operating in Florida is paying attention in determining (1) the effectiveness and competence of its organizational structure, and (2) the selection and prolongation of managerial personnel stay in the company. Internal expenditures are getting higher. Also, key workforces are leaving. Lastly, the company is thinking if they are going to spread out its operations. Preliminary Data Gathering (Interview, Literature Survey) Accomplished introductory interviews within the organization and investigated of the produce industry, and company circumstances with related challenges. For 15 years, the business has been operational. During those years, it has full-fledged at a scale of about 5% per year. For its first 10 years of the company’s subsistence, expenses have remained stable. But over the preceding 3 years, costs have increased by 2.5% to 4%. Grounds mentioned by Juicy Red Tomato Company include unanticipated temperature falling off, pests, and augmented labor expenses. Management has had a tendency to come from inside the organization, as long-standing employees â€Å"rise through the ranks†. Over the previous year, many long-term, key personnel have left because they think they have â€Å"no future† waiting for them with JRT. On the other hand, Juicy Red Tomato Company is on the brink for an improved rate of growth. It is by means of potential spreading out of the business. Problem Definition (Research problem demarcated) It seems that there has been a lack of communication between manufacture and operations. Therefore, it can be concluded that at Juicy Red Tomato Company, the organizational structure needs to be more participatory and adaptable. Furthermore, there is a high need for maintenance across all levels of employees, managerial personnel, as well as frontline workers. Theoretical Framework (Variable clearly identified and categorized) In the world of innovation and alteration we are living today, one of the most important supervision challenges is fabricating more flexible organizational structures. According to Participatory Management, Teamwork, and Leadership by Jaime Herrera S., an expert in human-resource development and organizational development, the participatory model of management must be established on ideology and values. It has to go along together with a statement of purpose and can materialize the foundation of a mission statement. An organization calls for an extensive, shared mental picture of the future, a distinctiveness, a standpoint with relation to its goals and how they can be achieved. It also needs a management that knows how to make everyone head to same direction and a leadership that is a propelling strength for change and which derives its power from a philosophy of absolute trust and dedication. Nowadays, organizations are switching their old vertical hierarchical formation with new horizontal or structures that are matrix based. It is connecting traditional utilities through inter functional teams, and establishing tactical agreement with suppliers, consumers and even competitors. In fact, the future company has an organizational structure that is possible to reconfigure so that it can achieve the finest use of teams that are flexible and whose personality varies over time. It is in coordination with an outcome of the satisfaction of market and consumers’ necessities and expectations. Also, it has to consider the performance of competitors and other market aspects. The acquirement of indispensable competencies and the formation of consortiums to make access available to potentials and resources for those who do not possess them are factors that must not be disregarded. The style of management must transform from one that is of control to one that is of training and supervision. The organization should move to the perception of an organization that is without boundaries. The structure of an organization without boundaries is based on a paradigm that lay emphasis on the free movement of individuals, information, ideas, procedures, responsibilities and resources of every type. (S., 2001) Furthermore, there are two classifications of organizational structures that are widely used today: the mechanistic structure and the organic structure. These are developed by Tom Burns and G. M. Stalker who conducted their study of electronics firms in the U.K. in the case of JRT, the most appropriate organizational structure is the organic structure. It is more flexible and more adjustable to a participative type of administration. Also, it is not as much concerned with a clearly classified structure. An organic structure is receptive to the environment so that it can venture on new opportunities. Organic organizations are also called flat organizations. These organizations have decentralized tactic to management. It encourages high employee participation in making decisions. Its chief purpose is to form small enterprises that are independent and can respond easily and immediately to the needs of the customers or to the changes in the business atmosphere. JRT can also apply boundaryless organizations. Like flat organizations, it put highlight on teams. Horizontal hindrances are dispersed by cross-functional teams. It also enables the company to have immediate response to changes in environment. In additional, it allows the organization to lead innovation. Boundaryless organizations are able to form relationships with customers, dealers, and even with its competitors. These relationships can be regarding shared ventures, intellectual assets, monetary resources, or allocation channels. Tactical associations, customer-organization connections and telecommuting can dissolve external boundaries. Production activities are being modernized and become more efficient. In smoothing the progress of interactions with their customers and suppliers, Jack Welch first applied this un-structure. Welch is the former CEO of General Electric. (Supervision, 1998) A boundaryless organization is also a learning organization. This is for the reason that learning organizations necessitates boundaryless surroundings to assist sharing of information and collaboration of teams. When all members play a functional role in identifying issues that are work-related and able to resolve them, the organization is able to cultivate unremitting capacity to adjust and endure in a gradually more competitive environment. Eventually, it will acquire learning culture. A learning organization is able to fit and respond to alterations. It authorizes employees because they gain and share learning and use it in making decisions. To enhance performance, they bring together cooperative intelligence and accelerate creative thought. They are partaking and aligning the company’s visualization of the future. They also nourish the meaning of community and glaring culture. (Supervision, 1998) On the retention issue of the employees, L. John Mason gives some tips in making your employees stay in the company. He got these advices from top executives and Human Resource managers that are very successful. Employers should be given proper care and concern. First thing to keep in mind is to treat them like your valued customers. Hiring and preparing new ones is more expensive than keeping your old workers. Secondly, tell them in a convincing way that they have a major role in the company’s vision. Also, the employee should know his/her workers and their strengths. The employee can put them in the right jobs and positions in the organization. They should still have fun while working. In the case of JRT, the management can come up with a committee of employees that will help utilize retention strategies. This is effective because employees know the need of their co-workers. In additional, the employee should give his/her best to compromise with the employees regarding their needs. Lastly, recognize their efforts. Make employees feel they are appreciated. (Mason, 2005) To make these things possible, appropriate training, improvement, and education should be given to the employees at the right time. Through this, the employer can make them more productive, increase their knowledge, and gain more loyalty. (S., 2001) Creating Of Hypothesis Juicy Red Tomato Company needs to pay much attention in retention of its managerial personnel and also of frontier manufacture employees. Moreover, JRT has to make some development in communication between production and processes. (â€Å"Philosophy Decision Analysis Homework Help†, 2004-2005) Improvement in organizational structures can also make a big difference in the company’s present scenario. Mason, L. J. (2005). Top 10 Retention Strategies: Save Money on Personnel Turnover [Electronic Version]. EzineArticle. Retrieved September 10, 2006 from http://www.ezinearticles.com/?Top-10-Retention-Strategies:-Save-Money-on-Personnel-Turnover&id=94632. Philosophy Decision Analysis Homework Help. (2004-2005). Retrieved September 10, 2006, from http://www.brainmass.com/homeworkhelp/philosophy/decisionanalysis/47971/ S., J. H. (2001). PARTICIPATORY MANAGEMENT, TEAMWORK AND LEADERSHIP: Key requirements for the success of organizations in the twenty-first century. Retrieved September 10, 2006, from http://www.itu.int/itudoc/itu-d/hrdqpub/hrdq/hrdq86/part_ww7.doc Supervision. (1998). Organizing Process Retrieved September 10, 2006, from http://telecollege.dcccd.edu/mgmt1374/book_contents/3organizing/org_process/org_process.htm

Setting Climate and Culture - The Manager's Responsibility Essay

Setting Climate and Culture - The Manager's Responsibility - Essay Example I believe, establishing and maintaining open communications in an organization is one of the most prime methods of making your employee role playing towards the company's goals and objectives. It makes and feels your company's employees more valuable. Moreover, open communication also results in high productivity with cost effectiveness. It has been observed that conflict between workers and management occurs when communication fails. To create an open communication environment, manager should make a clear distinction among workers to communicate about work issues and listen carefully to supervisor instructions and answer him/her as asked. "A supportive communication climate encourages open, constructive, honest and effective interaction. A defensive climate, on the other hand, leads to competitive and destructive conflict. The competent communicator strives to maintain a supportive communication climate". (http://planet.tvi.edu/idc/Documents/ClassroomClimateweb.htm) I prefer the supportive communication instead of defensive because as far as problem orientation is concerned, the supportive communication provides invitation to the group of workers to open their views by working together to reach a solution of a problem. The supportive communication is responsive to all employees; it coveys a message that is understandable and generates interest problem solving steps. The supportive behavior creates equality among all employees and consequently, the supportive communication in an organization creates message that indicates equal worth of all subjugated employees. On the other hand, the defensive communication lack essence of problems and thus, it creates communication gap in many ways. "Organizational values are moral boundaries - the lines the organization will not cross. They are the ethical standards by which organizations measure themselves, and by which they invite the Community to measure them. The working credo you will create from these values will be a commitment to the community to do your work in a way they would be proud of". (http://www.help4nonprofits.com/ValuesExercise.pdf) One can determine the organizational values of employees by cononsidering the following points, and if necessary do communicate with the employees: (1) What working standards are adopting by the employees and to what extent they are good in decision making process and in what order they are taking decisions (2) What behavior they want to reward either they want supportive behavior or defensive behavior However, on the side of an employer, it is a very important factor considering the organizational values of the employees to make sure that whether the employees are getting competitive fringe benefits or not along with good salaries and sound working conditions. It is a significant part of a manger's duty that he/she should evaluate and understand how ethics can make employees performance better. As far as demographic make up of an organization is concerned, it includes gender, race, level, grade and so on. In my organization, there are different (ethnicities) people are working; Black, white, Hispanic and some employees belong to other countries - they are not

HUM DQ 2 WK6 Essay Example | Topics and Well Written Essays - 250 words

HUM DQ 2 WK6 - Essay Example These events led to Muslims getting education by interacting with other societies and as a result there are renowned Muslim scientists and doctors. Various Muslims have given significant share in developing major scientific plants in the United States as well as other countries around the world (Moore, 1995). Many Islamic individuals who settled in the US as civilians gained good contacts with the resident and managed to build good reputations with them, which made it easy for them to survive and flourish. Muslims have also managed to unite together religiously and politically under one banner making them very strong in the US as well as the world at large. The end of the Cold War also assisted in the development of Islam in the US as most of them moved in search for religion where they later settled in US to develop their different political ideologies and maintain their faith. Terrorism by some factions of the Muslim community has also increased development of Islam in US with various people trying to fight

Arts and culture of Baroque period Research Paper

Arts and culture of Baroque period - Research Paper Example Artists in this period were known for their habit and love for artwork that revealed the fantastic energy and induced emotional reactions from various individuals in the society. Thus, the onlookers and admirers of various artworks exhibited a range of emotional reactions. Equally important, Baroque art was widely known for the use of bright colors and selective illumination of figures. The artists were dynamic in their works revealing various senses of movement while drawing. Furthermore, these artists drew images that were direct and distinct to different people in the community. Although these images were obvious, creative artists made them dramatic. They did this by using dramatic colors and effects on their work. Moreover, they enhanced their artworks by ensuring continuous overlapping of element and figures in their drawings. During this period, there were numerous talented artists whose work were admirable and highly demanded. Although the artists were many, the rules required the every artist to work specifically for or under one patron at a time. The number of patrons at that time was equally large since the demand for the artwork was high. According to the article Baroque art, patrons such as the church, secular government and the courts among other were in need of artists. The rules and regulations set by the artist/patron relationship act empowered patrons giving them total control and authority over contracted artists. Although this rule worked for a very long period, it later changed.

The Challenges Faced By Organizations When Managing Information Essay

The Challenges Faced By Organizations When Managing Information Technology in a Global Business Environment - Essay Example This paper illustrates that organizations often formulate business strategies to gain competitive benefits and information technology helps in gaining competitive edge and advantage in the long run. However, managing information technology is also considered as a challenge by a number of academicians and researchers. It is often believed that with a number of benefits; there are a series of challenges in the form of managing technologies, using them efficiently, and enhancing the acceptance rate. There is no doubt that with competition as the biggest challenge; forms often try to get more benefitted and ahead of others by making effective and efficient use of technologies. The impact of information technology is hard to analyze considering the fact that it requires the thorough analysis of the firms’ productivity and value creation in last few years. Thus, the discussion revolves around analyzing the views and opinions of other researchers in a critical manner to assess the ov erall impact in last few years. For this purpose, a number of academic papers, journals, and articles have been critically analyzed to form the general and later specific conclusion. Carr stated that information technology plays an important and decisive role in transforming business strategies through innovative applications and technologies. Carr further added that few companies attain advantages from specialized applications that may not offer the strong economic incentive for replication but there is no dearth of organizations using IT for business enhancing business processes and activities. Chen, et al stated that not many organizations are successful in delivering value from the IT investment and only handful of them become successful in terms of delivering value and business benefits.

Prohibition of Unsolicited Parties Act 2010 Essay

Prohibition of Unsolicited Parties Act 2010 - Essay Example This paper illustrates that Tom works in the particular business as a sales assistant. His duties are limited, according to the employment contract related to the particular position; the supervision of the organization’s premises is not part of Tom’s duties but his job is related only to sales. The manageress of the business asks Tom to keep an eye on the business while she will be abroad; this means that Tom has acquired the right to have access to the business even when it is closed. However, this right is related only to the check of status/ safety of premises and is not expanded to other rights, at least as explained in the case study. Tom asks his friends to visit a specific part of the business for participating in a party that Tom has organized because of his birthday. This action of Tom is out of his powers, as given by the manageress. Furthermore, Tom uses his e-mail for inviting his friends. The specific means of communication is exposed to risks; the phenome non of technical failures of e-mails is quite common. Still, the specific technical problem is rather unusual. This means that Tom could not expect that his invitation would reach all his e-mail contacts, especially if in the past he had faced no such issue when using the specific e-mail service. The above facts should be taken into consideration when deciding on the overall liability of Tom in regard to the particular case. The individuals who joined the party of Tom were welcomed to participate. There was no warning made to them in regard to the mistake and the need for them to leave the place. At this point, the liability of Tom could not be doubted. It was only under the intervention of a neighbor that the party stopped since the police were also asked to intervene. The liability of Tom, as related to the above facts, will be analyzed by referring to the Act under examination, as influenced by relevant provisions of the UK law.

Questions on Psychology of Aging Essay Example | Topics and Well Written Essays - 2250 words

Questions on Psychology of Aging - Essay Example The SOC theory "involves an orchestration of selection, optimization, and compensation." When an individual decides on the path or goal he wants to achieve, this process is called selection. "During ontogeny, there are several additional sources for selection: individuals and societies sample from a population of possibilities or opportunities (.), limited individual capacity in time and resources, incompatibility of goals and outcomes, and age-related changes. The activities he will do to hit the target is optimization. If the individual can no longer keep his goal he resorts in goal-relevant means to maintain success - this is compensation. An aging journalist who used to go on field for a daily beat applies the theory of SOC in continuously writing news stories (selection), he ensures that he meets with the right sources to beat his deadline and be able to deliver a good output (optimization), but old age hinders him from doing field work everyday, hence, he opted to have a bi-weekly column in a broadsheet to maintain his keenness and visibility in the world of news (compensation). 2. Schaie (1994) asked whether there are differences in life-course patterns for various intellectual abilities with age (i.e., whether different abilities show different trajectories with age). Briefly discuss the answer to this question based on his results (6 points). Also note when reliable decrements in intellectual ability are detectible (2 points) and what role cohort effects might play (2 points). Answer: In his study, K. Warner Schaie (1994), have shown that "there is no uniform pattern of age-related changes across all intellectual abilities, and that studies of an overall index of intellectual ability () do not suffice to monitor age changes and age differences in intellectual functioning for either individuals or groups." The uniqueness of human mind, as well as, cohort, and gender are among the factors that makes the non-uniform pattern of age-related changes in the IQ. The age of 60 is the usual retirement age in most countries. Schaie's study shows "decrements in most psychometric abilities" mostly occur at the age of 60 onwards. Regardless of the individual pathology or genetic factors, "reliable average decrement can be found for all psychometric abilities by age 74. Cohort, generation, or peers also affect an individual's intellectual ability. Although "() patterns of socialization unique to a given sex role is specific historical period may be a major determinant of the pattern of change in abilities." 3. Imagine that you are asked by congress to develop a nation-wide training program that would enhance older adults' cognitive functioning. Based on the results from the Schaie and Willis (1986) study, where they trained reasoning and spatial ability in older adults, would you tell congress that a training program would work (5 points) Why or why not (5 points) Answer: I would be very glad to recommend to the Congress a training program to enhance adults' cognitive functioning. Based on Schaie and Willis (1986) study, "inductive reasoning training help improve everyday problem solving ability, particularly for older adults in their late 70s or early 80s. In the present time where a lot of concerns arise, that even a primary pupil encounter various perplexing matters (classroom and family politics), a cognitive training would be of help. It will boost the future, as well as the present generation's

Asian American and Jeremy Lin Essay Example for Free

Asian American and Jeremy Lin Essay â€Å"Linsanity† Jeremy Lin. Some say he is a god-send, literally. Others say he’s just a one hit wonder who’s had his fifteen minutes in the spotlight. However, many argue especially from the Asian American community, that he’s not just a fad or trend but a full blown star athlete, pushing the envelope not just for Asian Americans, but athletes across all social classes, races, and creeds. So really, with all the media hype and hysteria, who is Jeremy Lin? Why is he the chosen one? More importantly, what has he been labeled and how has he faced this discrimination? What is the cause of this â€Å"Linsanity†? Before the question, â€Å"Why Jeremy Lin? † can be answered, we have to start at his roots. Jeremy Lin was born August 23, 1988, to a Taiwanese emigrant couple. He grew up playing basketball in Palo Alto, Northern California. He excelled not only as an athlete in his young school years, but was also an exceptional student. He went onto Harvard, a fallback school, and continued his academics, majoring in economics. While at Harvard, Lin played for the Ivy Basketball League and quickly made a name for himself. This is where he first encounters racism and discrimination. In short interviews throughout his college days, Lin spoke of his opportunities and how his race had been a factor in his recruitment. Im not saying top-5 state automatically gets you offers, but I do think (my ethnicity) did affect the way coaches recruited me. I think if I were a different race, I wouldve been treated differently. He was never drafted after graduating college and continued to play basically for free as a D-League athlete with the Golden State Warriors. He never sees much action on the court in California and is quickly shuffled across the country during draft season. Rex Walters, an NBA veteran and Asian American says, â€Å"People who dont think stereotypes exist are crazy. If hes white, hes either a good shooter or heady. If hes Asian, hes good at math. Were not taking him. Lin had a brief stint at the Houston Rockets before being traded once again to the New York Knicks. Here, his time came to shine, and he lit a fire under everyone’s collective rear ends that had ever doubted him. It was as if the stars and the heavens lined up for a once in a million year eclipse; so too did Lin’s fortune. He took all his frustration, all his doubts, and all the racism he’s ever faced on and off the court, and brought it to the best, which included the Los Angeles Lakers, the Minnesota Timberwolves, and the NBA Champions Dallas Mavericks. With every successive and progressively impossible win, his infamy grew and so did the media hype. â€Å"Linsanity† had come to full term. â€Å"Linsanity† and many other coined adjectives became headline news. His fame crossed oceans and racial lines making him an overnight media sensation. Shockingly but not surprisingly, during a victory celebration on February 10th of 2012 against the Lakers, Fox News columnist Jason Whitlock posted on his Twitter account, Some lucky lady in NYC is gonna feel a couple inches of pain tonight, a sexual reference to an Asian male stereotype. A few days later after a loss to the Orlando Hornets, ESPN’s Max Bretos reported during a taping of SportsCenter, â€Å"We have found a Chink in the Armor†. Floyd Mayweather Jr., a professional boxer and fellow athlete tweets, Jeremy Lin is a good player but all the hype is because hes Asian. Black players do what he does every night and dont get the same praise. â€Å"Linsanity† was bringing in a negative backlash that Lin was all too familiar with. He looked past it, and went even as far as to forgive. I expect it, Im used to it, it is what it is, says Lin. On the â€Å"Chink in the Armor† slur, Lin responds, â€Å"I don’t think it was on purpose or whatever. At the same time, they’ve apologized, and so from my end I don’t care anymore. [You] have to learn to forgive. And I don’t even think that was intentional, or hopefully not. He was willing to brush it off and be the bigger man and not let it affect his game. But aside from the blatantly racial comments from the media, is â€Å"Linsanity† a breeding ground for unintentional stereotyping? As many members of the Asian American communities can attest, stereotypes of Asian Americans are seen everywhere. A case in point, the corporate world of advertisement tried to cash in on â€Å"Linsanity†. Ben and Jerry’s Ice Cream Factory tried capitalizing on Jeremy Lin by coming up with a new flavor called â€Å"Taste the Linsanity†. The ingredients were basically vanilla ice-cream with a hint of caramel and the addition of fortune cookies. Many members of the Chinese/Taiwanese American community cried foul in this instance, as it did play to some degree more or less on Lin’s Chinese/Taiwanese heritage. In response, an Asian American protestor went as far as to picket the Ben Jerry’s store on Haight and Ashbury in San Francisco. He held a sign that read, â€Å"Taste of Lebron – Watermelon and Fried Chicken in every scoop†. Now piggy-backing on another racial stereotype isn’t exactly politically correct, but it did bring awareness. â€Å"Taste of Linsanity† quickly made its way off of shelves and into trash cans. However, it wasn’t only corporate America playing on stereotypes for publicity. It was the Asian American community itself looking to address positive stereotypes. In the Youtube video â€Å"Superior Lintellect† by studio64comedy, creators Lawrence Kau and Kunal Dudheker (both Americans born of Asian descent) portray Lin solving complex math equations in his mind in order to best his competition during tough situations on the basketball court. Each playback of Lin’s on-court moves are narrated by a forced Chinese accent, and are accompanied with on-screen quadratic formulas and physics theory. It’s no doubt that Asian Americans are poking fun at the â€Å"Asians are good at math† stereotype. But yet in some ways, it just feeds fuel to the fire that stereotypes are okay. The question ultimately comes down to, â€Å"How far is too far? † and â€Å"Who can and who can’t stereotype against Asians? † In conclusion, Jeremy Lin is a unique individual. Yes, he is a Harvard graduate. Yes, he is an incredible athlete. Yes, he is a fiercely loyal Christian. And finally; Yes, He’s Asian. But despite all his unique attributes, why is his race the only thing that seems to overshadow his qualities? After all this time, when the name Lin appears on TV based on performance and skill, the media is still focused on what school he went to and what GPA he had or whether he was Chinese or Taiwanese. Is it the scarcity of Asian Americans in the media that makes it so socially acceptable to shift focus? Is it the Asian American fans all across the country coming to support him, regardless of team pride that focuses the media’s attention to his ethnicity? Is it the blatant ignorance of the general populace? Maybe it’s all of that and then some. But regardless of where all of this attention originates, it is safe to say that Jeremy Lin is on to something very special. He’s allowed Asian Americans into mainstream sports and has brought a positive light to an arena once absent of it. All racial jokes and stereotypes aside, no one can deny his ability and talent, doubt his fierce sense of faith, or question his moral fiber. Jeremy Lin is definitely an Asian American all Asian American’s can be proud of.

Poverty and American Humane Association Essay Example for Free

Poverty and American Humane Association Essay You see it in movies, books, and even real life. The cycle of poverty is an endless cycle that entraps those who have become its victims. Poverty has become one of the largest troubles within America today. It repeats the questions of fear, like, whether or not you will have food on the table? Will I be able to pay the mortgage for the house? How can I pay for my child’s doctor visits if their sick? Families who fall into poverty cycle are usually never able to recover, but there are a select few who find a way to strive and leave its menacing hands, through education. There are kids just like you and me, who are living in conditions unimaginable and have to deal with it almost their whole life. Many people fall to poverty because of the loss of a job, expenses, wages, incomes, and other such money problems, but through the success in education they can prevent this from happening. Poverty has become a universal flaw in both our country and many others. Education is one of the possible reasons why people fall into poverty, because many who do not have an education or a high school diploma usually will cause themselves and their families to fall into poverty. According to roastedpinebark at hubpages. com, people in the U. S who have a high school diploma will have a more likely chance of receiving at least $40,000 yearly salary paying job while those who are dropouts would receive a $20,000-$16,000 yearly salary job. This may sound like a lot of money for all of you but really, it’s not. If you think about it on a $20,000 yearly salary you would only receive about $1,666 a month probably barely being able to pay for mortgage for their house, not including water, electric, and gas bills too ([emailprotected] paragraph 2). That is a lot of money. What it comes down to is that a good education is a divided pathway to getting an average paying job or ending up in poverty. If a family is already in the cycle of poverty then those kids are even more likely to continue that cycle to their next generation. Three years ago in 2010, the Bureau of Labor Statistics released that â€Å"For [all] Americans without a high school diploma the unemployment rate is significantly higher than the national average at 14. %† (Employment Policies Institute). The idea of never getting out of the cycle of poverty moved me, because there can be kids just like you and me who try and try to do well in school but end up failing. According to Celia Baker on Deseret News posted on October 22, 2012 that â€Å"earning a high school diploma can help break the cycle of multi-generational poverty†(Baker paragraph 6). The reason for this is because of the lack of money, family issues, and their social life. It may not make sense as to why a child’s social life effects their education, but it’s because they do not receive the skills to develop their brains to learn or adapt. Another problem that is found through poverty is the backing of a loving and stable family. Generally I assume all of us have a warm loving family that we have the greatest times with. Some kids aren’t so lucky. When they come home from school they are sometimes abused, exposed to drugs, and some may have no family. I know that without my family I wouldn’t be able to be the person I am today. Our families give us the necessary love and attention we need to function as people. According to American Humane Association, kids in poverty are often neglected and abused because their parent or parents are aggravated with being unable to pay bills or even hold a job. It seems horrid but it’s the truth. If you think about your younger siblings or cousins, if you have any, they want a lot of attention right? I know my little sister does, and if a parent just ignores their child and neglects them it breaks their heart, so they keep trying and trying to live up to the approval of their parents only to get rejected again. According to Dr. ’s Ashlee Loughan and Robert Pern, â€Å"brain growth advances in the first 6 years of life and are further supported with high nutrition, appropriate stimulation, attention, and emotional support† (http://www. apa. org/pi/families/resources/newsletter/2012/07/neurocognitive-impacts. spx). So as you can see domestic life is very important in the early stages of life. Other research has found that the kids found in poverty are not given that nutrition, emotional support, or attention therefore they are more likely to have depression or any other psychological or mental illness. The cycle of poverty causes many problems for people; it is a chain reaction that is impossible to get out of. It affects many aspects of a person’s life and I b elieve it is one of the worst things that could happen. Many students in high school, like ourselves, are faced with the decision of staying in school or having to drop out to be able to put food on the table for their families. This is where the rates of student dropouts increases and many wonder why. Some say it’s because the kids are lazy and don’t care about school, but only a few percentage of them are like that. The other percentage of students who drop out of school that live in poverty, make the decision to get a job just to be able to make sure their family gets food on the table, or even keep the place they currently live in. Nowadays, you teenagers, even me, we take it for granted that we have a home to live in, food to eat every day, a bed to sleep in, and all of those things are just something we expect to be there; and for some it is not the case. Studies shown by Chris Isidore proved that those kids who leave school to take on jobs are more likely to become the 20% of adults who earn the bare minimum under a full time job which is $10. 65 at a minimum wage of $7. 45 (Isidore paragraph 2 3). The topic of poverty is sometimes an overlooked topic among students, I believe that it is one that should be more paid attention to; and I believe that there should be a lot more relief efforts to get people out of it. I hope today, that this speech has changed you mind on the topic of poverty and moved you to want to try and help. If so check out to learn more about how you can help stop poverty and get involved in creating a better world (www. peopleagainstpoverty. com). Known to many officials even the President, poverty, is a virus in America that cannot be ridded of until it is right medicine. To help prevent the beginning of epidemics like these from spreading, I suggest you become a good parent when you are an adult, help guide you children, acknowledge their mistakes, help them learn from it, and to create or join any clubs that de-motivate the dropping out of school. Traits such as these will allow your children to strive to do well in school forming a better future for them-selves. To learn more about how to prevent teens and children from going into poverty go to this link and scroll down to the subheading â€Å"What Can We Do? †

Audit of Health and Safety Systems and Records

Audit of Health and Safety Systems and Records Assessment task 1: Audit of health and safety systems and records The organisational requirement is for us to access to and documentation of workplace health and safety systems records are by asking them personally and by providing them the consent form that will serve as an evidence of allowing us. Document details of the records and information stored in these health and safety systems Accident records Name of the person involved I the accident Position of the person involved in the accident Contact information of the person involved in the accident Date and time of the accident Type of accident happened First aid given (if any) Notification of the doctor – name of the doctor notified Name of the person completing the accident form Position of the person completing the accident form Standards and Procedures Occupational health and safety procedures Reporting of accidents and cases of serious harm Preparedness and procedures for emergencies and evacuation Hazard management procedures What harm occur in the individuals at the worksite? How can that harm occur? Assess whether and identified hazards is a â€Å"significant hazard†. If so, action emergency evacuation procedures if necessary Take steps to eliminate hazards Isolate hazards that cannot be eliminated Take steps to minimise the likelihood of harm from remaining hazards Complete the Record of Hazard Identification Form in the register of hazards, accidents and cases of serious harm. implement. The professional and qualify mentors are the key person do handle this program and protect youth safe and wellbeing. However, there is not any training record provided. Standards The CEO oral told the student that their Health and safety system is followed the Health and Safety in Employment act 1992. The organisation does not have formal written down standards. However, they only have a part of standard relate to Health and Safety in Employment Act 1992 was written down in their Employment Contract. Their Youth Mentoring Programme which based on their specific standards of International Standards for Mentoring Programme in employment. Policies and procedures There are clear policies and procedures for their Youth Mentoring Programme manual. This is based on Youth Mentoring Network issued the Guide to Effective Practice in Youth Mentoring New Zealand. The recruitment policy and procedure, training policy and procedure are also based on International Standards for Mentoring Programme in Employment and Safe Practice Guidelines for Youth Mentoring Programmes. However, there is not clearly provide the building and fire evacuation and smoke-free environment policies. The organisation located in the modern building with automated doors, elevator/lifts, modern toilet, emergency lighting, air conditioning, fire alarms, and fire extinguishers. However, there is not fire evacuation scheme. The organisation do not provide the smoke free environment, therefore, some employee and clients come to the office and smoke inside the workplace in the YES Building. Job descriptions This job description has been clearly written down and included in the document of Youth Mentoring Programme Policy and Procedure Manuals. which also based on the International Standards for Mentoring Programme in employment and Safe Practice Guidelines for Youth Mentoring Programmes. Inventories The inventories has been record which include organisation fixed assets such as their appliance, organisation car and fire equipments. Manuals There several manuals of equipment to set up such as the manual of coffee machine, microwave, dishwasher and toilet. All clear provided using process to the user. The main manuals which is their Youth Mentoring Programme Policy and Procedure Manuals which include all the policy should be followed and implement procedures. Establish and document There are couple of industry specific guidelines for Youth Mentoring Programmes of this organisation. Safe Practice Guidelines for Youth Mentoring Programmes This is a specific guidelines cover the Youth Mentoring Programmes for safety measures such as training and supporting mentors have responsibility to carry out their role effectively and safely. International Standards for Mentoring Programme in employment Stakeholder training and briefing which provided participants are aware of the skills and behaviours they need to apply in their roles as mentors and mentees have an opportunity to identify skills gaps. In addition, stakeholders understand the concept of mentoring and their respective roles. Guide to Effective Practice in Youth Mentoring New Zealand. In the second part of the guideline which identifies the programme practices that are essential for strong and effective mentoring are: Training mentors with initially more than six hours of quality training; and Supporting mentors as the relationship is ongoing, with further training and supervision. Other standards Standards of New Zealand-Fire Safety and Evacuation Of Buildings Regulations 2006 NZS 4503:2005 – Hand operated fire-fighting equipment This standards require the fire-fighting equipment such as fire extinguishers, fire hose reels, fire blankets should be portable includes in the buildings and maintenance of operated should be used by one person. This document has been re-assessed by the committee, and judged to still be up to date. NZS 4514:2009 – interconnected smoke alarms four houses This is a specifies requirement for fire protection that provide for the selection of smoke alarms and their location to avoid nuisance activation. Occupational health and safety management systems—General guidelines on principles, systems and supporting techniques This is the main standard that the organization followed for their health and safety management. The CEO of H4Y said to the student. However, they do not have formal written document or folders. Establish and document – the main legislative requirements for each of these systems Accident records Health and safety in Employment act 1992 Child, youth and their family act 1989 This act required that children have to be protected in Part 1 General objects, principles, and duties and Part 2 Care and protection of children and young persons Training record Health and safety in Employment act1992 Child, youth and their family act 1989 This act required that children have to be protected in Part 1 General objects, principles, and duties and Part 2 Care and protection of children and young persons Policy and procedure Building And Fire evacuation Building legislation 1992 The clause C2 of building code in this legislation that issued prevention of fire occurring which means all the fire equipment must be installed in the building. Building Act 2004 In this Act of subpart 2, ection 16, it is clearly explain the purpose of building code which about building’s functional requirement and performance criteria must comply in their intended use. Fire safety and evacuation of building legislation 2006 Part 1, section 6. Owner of building must provide evacuation procedure in place for the safe and efficient evacuation of the building’s occupants in the event of a fire emergency requiring evacuation. Part 2, section 21 which is clearly issue the evacuation scheme for new building. in the section Applications for approval of evacuation scheme for new building Policy and procedure Smoke free environment smoke-free environment act 1990 In Part 1, section 4, which provide the purpose of this act which to prevent the effect of people’s smoking on the health of people in workplace. Section 5, which provide the issue about employer must take practicable steps to ensure there are not smokers at any time in the workplace. Compare the records and information you documented on each of the systems with the organisational and legislative requirements you identified. Document the gaps identified. Health and Safety Standards and Legislation requirement Have they been met? (No, partly, mostly, fully) Accident record Not met Health and safety in Employment act 1992 Accident form did not set up. There is not any industrial standard to require this form, however, Health and safety in Employment act 1992 and Child, youth and their family act required the children and youth must be protect in the risk Legislation requirement that the risk register must be keep by organization. Training record Not met their industry guideline Safe Practice Guidelines for Youth Mentoring Programmes and standard, International Standards for Mentoring Programme in employment it also does not meet Health and safety in Employment act 1992. There is no training record provided in the organisation to meet standard and legislation. However, the industry standard and programme guide and child, youth and their family act required the training mentor have record and register. The legislation required that all employee have to be train in their workplace. Standard Met The organisation standard with met the main industry standard International Standards for Mentoring Programme in employment and guidelines Safe Practice Guidelines for Youth Mentoring Programmes has been written down in the Employment contract, but there is not in formal written document of standard. Policy and procedure Partly met The clear policy and procedure is written done in the Youth Mentoring Policy and Procedure Manuals which met their industry standard International Standards for Mentoring Programme in employment and guidelines. Safe Practice Guidelines for Youth Mentoring Programmes However, their policy and procedure about build and fire evacuation scheme, and smoke-free environment is not provided. However, according the Fire safety and evacuation of building legislation 2006 , which require that must to be developed. This policy and procedure does not provide the smoke-free environment which is not met the smoke-free environment act 1990 Job descriptions Met The organisation provide their main programme clear job descriptions which meet their industry standard International Standards for Mentoring Programme in employment and guidelines Safe Practice Guidelines for Youth Mentoring Programmes and also legislation require the employee must have their job descriptions. Provide an explanation of the degree to which each system covered by the audit meets organisational standards and legislative requirement. Health and safety system Degree of compliance Assessment of risk Accident record Not compliant – the industry standard and guideline, and also not compliant the legislation. The legislation required the organisation must keep and register the accident and near missed record. It is high risk because there is no keeping accident record, there is not any information to prevent the risk happened. Training record Not compliant the industry standard and guideline require the quality and professional train have to be met and record and register. It is high risk due to it may cause children risks which is the main programme work on the organisation. In addition, the employee also have risk due to without aware OHS. Standard Very conformity with their industry standard which has been written down in the Employment contract. Not applicable Policy and procedure Very compliant with their industry standard and guidelines requirement. Not compliant with the fire safety and evacuation of building legislation 2006 requirement High risk will be in the building of fire evacuation scheme Job descriptions Very compliant with their industry standard and guidelines Not applicable Inventories Very compliant with their industry guidelines Medium risk of the lack of fire sprinkler system. Develop a plan for improvements to occupational health and safety systems Identification and prioritisation Health and safety systems Degree of compliance Assessment Cost-benefit analysis Accident record Not compliant – the industry standard and guideline, and also not compliant the legislation. The legislation required the organisation must keep and register the accident and near missed record. It is high risk because there is no keeping accident record, there is not any information to prevent the risk happened. Especially, the organisation provide the programme which focus to youth. Cost of training, cost of lower compliance requirement. Benefit is to meet the legislation and quality of service provide in the future. Training record Not compliant the industry standard and guideline require the quality and professional train have to be met and record and register. It is high risk due to it may cause children risks which is the main programme work on the organisation. In addition, the employee also have risk due to without aware OHS. Cost of re-training and cost of quality performance of the programme. Cost of the trust between mentor and mentee. Benefit is performance high quality activities and mentoring process. Benefit to build up good relationship with mentor and mentee. Standard Very conformity with their industry standard and health and safety act 1992 in employment which has been written down in the Employment contract. Not applicable Not applicable Policy and procedure Very compliant with their industry standard and guidelines requirement. Not compliant with the fire safety and evacuation of building legislation 2006 requirement Medium risk will be in the building of fire evacuation scheme Cost of time to redo policy and procedure. Cost lower compliant with legislation requirement Benefit is increased level of compliant with legislation. Benefit of complete written down and formal policy and procedure. Inventories Very compliant with their industry guidelines Not applicable Not applicable Proposed strategies and corrective actions Cost of corrective action Benefit of corrective action Cost of time to redo the document Cost of time to training people Cost of money to spend on training and time Cost of people who increased workload Cost of time spend for overall Cost of medication levy Gain to increased the quality of workplace Gain to have goodwill Gain to have trust between organisation and employee and other relevant people. Gain to achieve all the standards and legislations Gain to achieve high level of Health and safety organisation Size and location of the workplace Financial viability of the organisation This is a small to medium organisation The location in the wide range of new development area. Seeking funding support for the programme and also for salary payment of the organisation. Existing management systems Commitment to ISO or other quality management The organisation just start their main programme of Youth Mentoring. Currently, they update their programme policy and procedure manuals and recruit mentor to join the programme The CEO and co-director are the qualify of caregiver register in CYFs. They have fully knowledge, idea and experience to manage the programme and organisation. All the management of the organisation is follow their industry standard of International Standards for Mentoring Programme in employment , Safe Practice Guidelines for Youth Mentoring Programmes and Guide to Effective Practice in Youth Mentoring New Zealand requirement. Development overall strategies Corrective action Set up the Accident/incident form and Accident and near missed record. Set up this in the organisation policy and procedure Nominate two employee to take responsibility to keep the record Internal training all employee and relevant programme staff to know how to fill the accident and incident form. Basic, there are two people need to sign this form. Overall Training strategies Training all staff of Health and safety system Training all staff and mentors about first aid skills. Educate all the standard and legislation requirement and be aware the risks and register risks. Indoor training mentor due to their financial status. Some particular mentor such as relate to provide particular sport or activities need to be qualified training and register. Recruit more high quality of knowledge and experience for each department and programme of the organisation. Standards development Develop separately of organisation standard and youth mentoring programme standard. Policy and procedure development Develop separately of organisation policy and procedure and youth mentoring programme standard. Clear written down and file individually Consider all possible situation and environment risks to prevent and protect employee and customers in the workplace. Employer take responsibility to take care employee health and safety, provide smoke-free environment. Reference Building legislation 1992 http://www.legislation.govt.nz/regulation/public/1992/0150/latest/DLM162576.html Building Act 2004 http://www.legislation.govt.nz/act/public/2004/0072/latest/DLM306036.html CYFs New legislation to protect vulnerable children http://www.cyf.govt.nz/about-us/news/2012/new-legislation-to-protect-vulnerable-children.html Family Court of New Zealand Introduction to the Care of Children Act http://www.justice.govt.nz/courts/family-court/what-family-court-does/care-of-children/introduction Fire safety and evacuation of building legislation 2006 http://www.legislation.govt.nz/regulation/public/2006/0123/latest/whole.html Guide to Effective Practice in Youth Mentoring New Zealand. www.youthmentoring.org.nz/content/docs/GYM.1.pdf Heart for Youth Trust (H4Y) http://www.heartforyouth.org.nz/whatwedo.htm Human right act 1993 (PDF downloaded) http://www.legislation.govt.nz/act/public/1993/0082/latest/DLM304212.html International Standards for Mentoring Programme in employment http://www.ismpe.com/ New Zealand Coaching and Mentoring centre http://www.coachingmentoring.co.nz/?gclid=CK_VqM3j_LwCFYUhpQodkh0AVA New Zealand Teacher council http://www.teacherscouncil.govt.nz/content/reapplying-provisional-registration-and-registration-subject-confirmation New Zealand Coaching and Mentoring centre Professional Associations International Standards in Mentoring http://www.coachingmentoring.co.nz/about-us/professional-associations New Zealand legislation 1989 – children, young persons, their family act 1989 http://www.legislation.govt.nz/act/public/1989/0024/latest/DLM147088.html Occupational health and safety management systems—General guidelines on principles, systems and supporting techniques www.saiglobal.com/PDFTemp/Previews/OSH/as/as4000/4800/4804.pdf Safe Practice guidelines for Youth Mentoring Programme www.youthmentoring.org.nz//safe-practice-guidelines-2013.pdf smoke-free environment act 1990 http://www.legislation.govt.nz/act/public/1990/0108/latest/DLM223191.html Gilanne Malicse

European Colonialism and Imperialism in Shakespeares The Tempest Essay

European Colonialism and Imperialism in Shakespeare's The Tempest William Shakespeare’s play The Tempest reveals how ideologies of racial ‘otherness’ served to legitimize European patriarchal hegemony in Elizabethan England. In the Elizabethan/ Jacobean times of England there were many relevant ideologies relevant to this play. In examining the values and ideologies this text endorses and challenges, the society of the time (Elizabethan England), and a knowledge of how it operated serves a great purpose in analyzing these relationships. As in many texts of this time, Shakespeare is endorsing many ideologies of his time, and, although many have labelled him ahead of his time in many respects in his writing, he is, essentially writing from the Elizabethan or Jacobean point of view and time. The Tempest endorses the inequitable relationships between races based upon the belief of European superiority. The representation of race and ethnicity in The Tempest reveals a text that is awash with imperialist European ideologies. In a play which usurpation is a dominant theme, Shakespeare endorses Prospero’s appropriation of the island and it’s aboriginal population. The representation of Caliban and his brother Sycorax reveals the extent to which racist and sexist ideologies function to maintain the balance of power in the hands of a small, ruling, elite. Indeed, it should be noted that The Tempest is more than a simple play. Rather, it is a complex and multi-layered literary construction. As it cannot be reduced to the single issue of race to investigate the imbalance of power in the play. Attention must be given to the way patriarchal notions of gender inform racial representations in order to understand the imbalances of power i... .... An investigation into the imbalance of power in the play reveals the ideologies of race and gender that drive the power dynamics of the play. The construction of the inferior nature of non-European characters is firmly grounded in imperialist, European and patriarchal values. The Tempest presents the appropriation of the island and it’s inhabitants by Prospero’s imperial patriarchal regime as entirely natural and inevitable, based upon the inherent inferiority of the original population. In doing so, the play is a precise repetition of imperialist rhetoric, which legitimizes European annexation of ‘other’ lands and peoples over which they have no legitimate claim. Bibliography/ Works Cited Shakespeare, W. The Tempest. Ed. Sutherland, J.R. (1990) G. Wilson Knight, (1932) The Shakespearean Tempest, Oxford B. Thompson, (1995) Notes on The Tempest

Culture and the Advancement of Technology :: Technological Cultures Essays

Culture and the Advancement of Technology Once humans became settled into their environment and managed to manipulate agriculture until they were able to sustain their population, they were able to spend more time focusing on enhancing the primitive technologies that had already been developed, as well as begin to search for answers about things that were not understood. Thus came the development of religion and engineering. The more developed culture became the more answers and technologies it demanded. Essentially, with human development, culture became the modus operandi for the advancement of technology. Easter Island is a very small island off the coast of South America. (Ponting) Although Easter Island has few permanent residents today, it is the graveyard of one of the worlds greatest early civilizations. The island is small enough that you could walk around the entire thing in just one day. There are no permanent freshwater sources and the soil is not accommodating to agriculture. When settlers from Mesoamerica arrived at the island in the fifth century there were no other mammals on the island. The population peaked at about 7,000 and was mainly supported on the chickens that the settlers had brought with them and an abundance of harvested sweet potatoes (Ponting). Because the harvesting of sweet potatoes requires so little care, the islanders were left with a considerable amount of idle time. In this time they developed one of the most advanced civilizations of the time period. Large stone sculptures and wide disc-like platforms (ahu) are relics of this ancient culture. (Pontin g) The large sculptures are artistically crafted and required a great deal of technological skill and understanding. Additionally, the sculptures were then placed on the ahu's, which was no small task considering that they were twenty feet in length, weighed several tons, and had to be transported all the way across the island. The people of Easter Island clearly had a developed understanding of astronomy and the cosmos as well; each of the ahu are astronomically aligned towards a solstice or equinox. All of this was down in the name of religion, to fulfill a complex system of beliefs. Unfortunately, the people of Easter Island died because they "hit a wall", running out of natural resources. Because of warring people, they were unable to create a "tech fix" to transport them selves off the island. Still, Easter Island is a good example of the way idleness of time leads to culture which demands technology (Ponting).

Men are violent by nature Essay

In the essay â€Å"Men – It’s In Their Nature,† Hoff Sommers states that although the â€Å"radical masculinity† should be addressed and civilized, it should not be eliminated because it is something natural and without it men would not be able to protect women and society. She argues that trying to make boys behave like girls does a disservice to boys’ natural talent. As Hoff Sommers claims, it is more of †Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬Å"men’s nature†Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬  and what society has to do is to civilize and handle the natural masculinity in men. There are strong influences in society, including media, school, and culture that overwhelmingly define aggressive male behavior. While these are undeniable physical properties, even from birth, gender roles are defined for children. Men must abandon notion they are violent by nature I remember my dad telling me about a woman he met this past summer in a small farming community who told hi m her husband beat her every few weeks. We’re surrounded by violence. Kids will see hundreds of violent deaths on television. Children will see other kids get spanked by their parents and learn that violence and love go hand-to-hand. Children The behavior is influenced by the massagers about gender that kids get from their parents, friends, teachers, and the media. Many parents, teachers, and gender reform have not been successful in rooting out male behavior they regard as harmful. For example, an â€Å"equity facilitator† tried to persuade a group of nine-year-old boys in a Baltimore public school to accept the idea of playing with baby dolls. According to one observer, â€Å"Their reaction was so hostile; the teacher had trouble keeping order (Sommers 366).† Sommers’ present’ research that asserts that the nature of men is a matter of biology, not conditioning, and schools should stop attempting to change natural gender roles in society. Biology is a factor in some aspects of male and female behavior, but the education of gender roles is society is constantly broadcast from parents, television, and teachers. Behavior adapts to the prevailing culture, not necessarily to biological ho rmones. â€Å"A Scientific American reviewed the growing evidence that children’s play preferences are, in large part, hormonally determined (Sommers 367).† Scientific date is no longer relevant; it is the culture of a particular society that is the major influence. Because all individual must exist within different societies, much of the behavior is engineered from laws, religion, and culture. If there was a law the demanded that man stay home and women work, then the behavior would respond that law and not to the biological nature of an individual’s sex. â€Å"We have a set of proven social practices for raising young men. The traditional approach is through character education to develop a young man’s sense of honor and help him become a considerate, conscientious human being (Sommers 367).† Yes, there are social practices in society, home, school, that encourage men to be dominant. In Saudi Arabia, Men are entitled to divorce without explanation simply by registering a statement to the court and repeating it three times. By contrast, most women lack the right to divorce. Sommers also discusses, â€Å"the efforts to feminize them with dolls, quilts, non-competitive games, girl-centered books, and feelings exercises will fail; though they will succeed in making millions of boys quite unhappy(Sommers 368).† There is no original or primary gender a drag imitates, but gender is a kind of such as those that encourage men who rape women to marry their victims. I don’t feel we should be trying to redirect their interests or feminize them to accomplish this, instead teach them how to use what comes natural to them for the greater good. Men have helped to get us this far through their competitive drive, risk taking, and sometimes their aggression. Sommers present scientific data that support the hardwired characteristics of men and women. The scientific data is valid, but in everyday life men and women are expected by society, to conform to tradition roles for men and women. There are many instances where there is a behavior that is hardwired from biology, but behaviors are still learned. A man may open a door for a woman because he was told that’s how you treat a woman. Sommers may have valid points about natural gender role, but she forgot the fact that behavior can never be learned from just science.

Autism and Physical Therapy Help

Autism Spectrum Disorders Autism spectrum disorders are very complex neurological disorders that have baffled experts over the years. These have brought numerous questions on the actual causes but there have not been many answers. Pervasive developmental disorders are how Autism spectrums are classified and it includes Autism, Asperger syndrome, Rett syndrome, and Childhood Disintegrative Disorder. Each of these disorders has similarities in the individual’s lack of communication, socialization, and behavior. Autism was first introduced by Leo Kanner in the forties.His research is close in comparison to research conducted today. There will be signs of autism before the age of three and there are some significant deficits that help diagnose these young children. Social interaction, communication, and behavior are three deficits that are very noticeable in children with autism. You could be trying to talk to your own brother and he would be preoccupied doing something else. He w ouldn’t show any signs of comprehending what you are saying and wouldn’t even look you in the eyes while you spoke. Autism can devastate a family, there is no cure and no medicine.You could have a normal developing baby until they just seemingly start to change and show abnormal behaviors before they turn three. They can look normal on the outside but there is some unknown phenomenon that happens to their brain. Genetic and environmental causes have been tested but there is still no definite answer. Asperger’s disorder is named after Hans Asperger in 1944 when he saw significant patterns of behavior in mostly his male patients. Asperger’s disorder is similar to autism in their impairments in social interaction and behavior. But they do not have a delay in language, cognitive development, and adaptive behavior.This disorder becomes clearer in elementary school when obvious social and behavioral problems become apparent. One rare condition that can appear i n individuals is called savantism. These individuals show profound abilities that exceed what would be ordinary in most people. Another syndrome is called Rett and it is a very rare disorder of the nervous system that lead to developmental reversals especially in areas of language and hand use. Kids with this syndrome have normal development for the first five months, but have significant decelerated head growth between five and forty-eight months.It is onset prior to age four but is common to start earlier in life. Rett syndrome appears in nearly only females and can be misdiagnosed with other disorders like cerebral palsy. Some symptoms are floppy arms or legs, seizures, loss of normal sleep patterns, intellectual, and learning difficulties. The last of the Autism spectrum disorders is Childhood Disintegrative Disorder. The children with this disorder have normal development for the first couple years. They are diagnosed if they have a loss of skills in language, behavior, bowel c ontrol, and motor skills.Some other criteria’s are abnormal functioning in social interaction, communication and stereotype behaviors. There is no cure for these disorders but there is some therapy that can help. Behavioral therapy helps with social skills, self care, and can increase independent functioning. Occupational, speech, and physical therapy help the individual as well. Medications like stimulants and antidepressants are also helpful but their so exact medication for autism. But the main way to treat patients is to individualize the treatment.Having impairments in verbal and nonverbal communication would be devastating for any family. To have your child developing normally with the ability to communicate and act normal, then out of know where starts to lose those abilities. I couldn’t imagine how frustrating and sad it would be for the family to have to cope that. It’s crazy to think with all the technology in the world that someone or some organizatio n could find better treatment or even a cure. Hopefully one day there will be a cure and families around the world would be able to have normal lives with their loved ones.

A conflict situation

A conflict situation I had been in was with one of my closet co worker or at least I thought we were close. My co worker and I was always talking behind the store manger back when he wasn’t looking, but then a new assistant manager position came up and my store manger was looking at me to possibly fill the position. My co worker really didn’t like the fact that my store manger was looking at me so my co worker told my manger that I was making fun of him for a long time and he even that cameras to prove it. My manger didn’t give me the position he gave it to my co worker, we didn’t talk to each or not even look at each other for months. That’s what causes a convert conflict. With him and me not talking it made him realize that he was wrong about what he has done about the situation. A few months goes bye and finally my co worker said he was sorry about what he done and the only reason why he did it was because he was about to became a dad with twins babies and he needed the money bad. So at the end I forgive him and I told him that he should have just told me and we would have never gone this long without talking to one another. With the conflict that I had with my co worker I wish I use the five problem-solving stages of conflict resolution, because if I did I really believe my co worker and I would have never gone so long with speaking to one another. I would recommend everyone to use these steps to solve any conflict you might have with another person because you might not get another chance to make things right again. I really think when a person is using use the five problem-solving stages of conflict resolution, there should be nothing but a positive outcome in any situation. I also believe that if it doesn’t want out that you probably really didn’t want to give another chance to solve the conflict. The five problem-solving stages of conflict resolution gives you every chance to make up with that other person even with the last step is to learn and accept the fact that it might not work or you can just start the steps over .

Being Single and Being Married Essay

When I was twenty years old, my mother told me that it was times for me to get married. I replied to my mother whenever I succeed in life and able and anxious to protect our family, I am going to think about having a home of their own. Not only I but also people who is living in today’s society, tends to being single or married later. However, living in every situation has every its own advantages and disadvantages. There are some differences that I know between being single and being married, such as: times, finances and relationships. Firstly, the difference between being single and being married is times. Every morning waking up, doing house work calling to friends or going to shopping is the life of single. That is life without the constraints, so freedom and independence are slogan of single persons. They have a lot of time to go anywhere or do anything that they like. Opposite to being single, married life is a race against time. Exception time spent of work, most of the remaining time is for family. The time for the family as teaching, taking care of child, cooking or housework is one of the conditions required in marriage. Time is seen as a wire to close people in the family together. It creates happiness that everyone wants to be. So, being married is a hot thread that persons who take interest in, spends a lot of time to think and get experiences about it. Another difference between being single and being married is finances. Being single controls money by oneself, and cost of single life is cheaper than married life. Kinds of insurances, types of taxes and everything that relate to life, is anxiety of being married. When a couple wants to get married each other, they always care about cost of their life. On the other hand, single persons are paid salary every month, and they spend their life by their money. Single persons do not need to worry much about finances. However, this case is not always right, sometimes it is reversed. Finally, the difference between being single and being married is relationships. Being single makes many relationships and has many friends. Life of being single is not bind of any relationship. However, that is a serious problem if single person do not have a good relationship. In contrast to being single, being married has family ties. That is a responsibility part of persons in family, but being married has a great moral strength. When people faces to some problems or feeling bad, the first thing which people always think to, is family. Being  married means having a family, and it is a best moral support. Being single never has these things. The love from friends is able to replace to love from family for a single person, but that thing is a big difference. I n conclusion, the differences between being single and being married are times, finances and relationships. Being single and being married have its advantages and disadvantages. Times are important thing to marriage life, but it is normal for being single. In addition, being single differ to being married, finances are big problems with being married while finances is easy for being single. Relationships are one of matter of persons who are interested in life of marriage. All of these things effect to persons who decide being married or being single. In my mind, later marriage is a best way for current economy life.

Chicago Loangitudinal Study Essay Example | Topics and Well Written Essays - 500 words

Chicago Loangitudinal Study - Essay Example The study can be termed as a prospective cohort study for the simple reason that study was followed up over a period of time for the children with the similar demographic characteristics. Their educational and psychosocial outcomes were observed with input of certain programs and policy intervention schemes. The study did inform that higher participation in the child-Parent center program resulted into higher level of school achievement, higher parent participation, and lower rates of school dropout and so on. Programs and policy interventions were used as manipulative or independent variables to measure its impact on behavior and psychosocial outcome along with children’s increasing capacity to lessen their learning difficulties. Family, school-related many individual factors were used to measure child’s development, their social behavior patterns along with attitudinal differences starting from the early days and then throughout the school-age years. Such intensive study was never conducted ever before in the history. A great deal of information was collected and examined through class room adjustment, parent participation, special education placement. Educational expectations of all concerned especially students and parents were also understood with altered programs and policy interventions as an independent variable. All children under study were born in 1980 and belonged to the same community and geographical location. So in a sense it was not only a longitudinal but a detailed cohort study giving a lot of insight on their response characteristics. Data from table 1 clearly reveals that impact of government intervention programs on children’s educational achievement was considerable, when sample characteristics of ‘CPC Preschool’ and ‘No CPC Preschool groups’ are compared in reference to the original and age 14 samples. ‘CPC Preschool’ children outsmarts ‘No CPC Preschool’ group in development

Good teaching Essay Example | Topics and Well Written Essays - 500 words

Good teaching - Essay Example They came just to have a professional degree and more inclined to job perspective. He also described three models of teaching process. When the teacher judges the students according to their level of intelligence and capability, he tries to generalize the students and form a standard pattern of his lectures which intentionally align with the interest and knowledge base of the students. The teacher just tries to share information with the students. The main focus of this stage is to provide clarity of information through lectures and notes for information sharing. This type of teaching is mostly common in Asian countries. Some of its specific characteristics are that the teacher should make eye contact with the student to make sure that the students are understanding the topic, make signals in order to communicate and make clear voice conversation with the students. Understanding the student refers to ensuring that the students are getting and understanding exactly what are intended. This is calculated as one of the important aspect to teaching. The teachers try to make sure that the topic is crystal clear to the students and have solved all their queries regarding the topic. The faculty members search for appropriate tools of teaching procedure such that it cause more engagement of all kind of students in the lecture and classes (Biggs, 2012) (Biggs, 1996). Some interactive activities can be done to understand the students clearly. As a student, I have faced different procedures of teaching practiced by my teachers. The process of teaching differed according to the level and standard of the students in class. I have noticed that information sharing was the main concern for the teachers. They did not try very hard to make us understand clearly the topic, but they tended to share more and more information in very short period of time. They made regular interactions and made easier communication with the students so as

Wage Earnings in Australia, Canada and the United States Research Paper

Wage Earnings in Australia, Canada and the United States - Research Paper Example The game of the numbers is to be adjusted in such a way that there must not be any ambiguity in the statistical manipulation and representation. The main objectives of the particular vary study to get insights in employment records as well as the comparison in the earning rates of USA, Canada and Australia. It was the topical history of America and the broadening of the monetary gap between those at the uppermost and bottommost level of the pay rate. In one of the study, Jack Rasmus (2004) writes that what is the instance of the phenomenon that anybody of us loves to make 200,000 USD per year after completion of 25 successful years on the job. There is a lot of difference in the value of money that is being generated by the workers on the job compared to last 25 years. They are making a very different value right now. If you would like to have the same value and same benefits, then it would be far impossible like you have to get the same advantages as the CEOs get at their jobs. This is the difference of time and value maximization. Things were thought to be regularized rather than alike today those are being worse with the passage of time. It is not only for the American lower wage earning employees who have to get enough economic substances to fulfill the routine matters; it is needed to generate monetary opportunists to find financial aid for the poorer people. Without holding to the economic environment, the lifestyle they deserve for is in the agenda of policy makers along with reviewing statistical monetary indexing and calculation of wages. If review of historical data may be made, we may get a clearer insight about the earning differences, the CEOs in United States got twenty four times more than an ordinary worker in 1965. This was not an end, the proportion raised to thirty five times in 1978, then it went up to a huge figure of seventy one times in 1989. After the debt crisis in USA in 2000, the recovery brought a greatest differential figure, that s howed that CEOs were earning three hundred times more than ordinary workers even who were working at their firms- A noticeable historical moment. After some time, the time turned in to a little change with top management remuneration rate with the economic bubble (worldwide) in 2008. History observed a decline in pay rate of CEOs or top managers at a slighter pace. But it did not mean to be a substantial increase in the pay outs of general workers. The hourly wage rate was suggested to be increased to increase the motivation level of the employees. It could cause in an extravagant state that vivid the opportunity for monetary and financial reforms within the organization. The economic bubble caused an extra ordinary unemployment and the wage rates were not said to be increased in near future. The remuneration declining rate for CEOs was six per cent approximately. The exact figure turned to 10.4 million USD from 11.07 million USD. Here we define the workers, the average work force i nclude all the employees who work in an organization below top management (middle management, first line management and non-managerial employees i.e., clerical workers). The wage earning discrepancy between CEO and the general working employees was observed more in last decade. However the gender discrepancy was insignificant to be observed because females are emerging as top management seats in prestigious organizations. In Canada, the situation was considerably worse; the wage

Career Field Analysis Essay Example | Topics and Well Written Essays - 2000 words

Career Field Analysis - Essay Example A case for this type of lawyer includes the handling of representation for clients whose injuries have resulted from negligence or harm by another person, government organ, and company or through another party. In essence, a personal injury lawyer safeguards the interests of citizens, employees, and consumers of products as they handle cases of injuries that may result from the use of faulty consumable products, automobile, medical negligence, work related injuries among a list of other possible causes. As much as this line of work focuses on attaining compensation for a plaintiff, it involves intense research over a case in which the lawyer has the obligation of applying ethical practice in the execution of their duty (Currier and Thomas 18). Over the years, a personal injury law practice has been on the increase with the increase aspects of industrialization and globalization, but this has also met quite a number of resistances especially in the USA. Many of the civil personal injury cases have been successful as the complainants have been able to secure adequate compensation for the injuries acquired from accidental or neglectful causes either at their places of work or through the government making this practice to relevant to the current times. As earlier mentioned, a personal injury lawyer begins practice by studying all aspects of law, then branch out to specialize in this line of defending the rights of the oppressed. Therefore, there is no shorter way to being this type of lawyer as one has to branch out and specialize in one aspect of personal injury litigation. The specialization aspect helps a personal injury lawyer to gain experience and knowledge in one area of litigation in order for them to deliver representation that is of quality to the clients that they represent. Some begin as personal injury lawyers practicing in other people’s law firms, then end up setting up their own practices after

Guidelines for device based therapy of cardiac rhythm abnormalities Research Paper

Guidelines for device based therapy of cardiac rhythm abnormalities - Research Paper Example Recommendations in guideline for the device based therapy of cardiac rhythm abnormality has proved to be beneficial for reducing the risk of sudden cardiac death and has improved quality of life. However, multi-centric clinical trials are needed to find an optimal timing for the implant for an indication. Guidelines for device based therapy of cardiac rhythm abnormalities. Cardiac arrhythmias are still a major threat to human health and are so deadly that they are responsible for 50% of all the cardiovascular deaths related to the cardiovascular system (Piccini, Al-Khatib, Myers, Anstrom, Buxton, Peterson, & Sanders, 2010). Arrhythmias are not always pathological; they can be physiological like bradycardia in athletes and tachycardia during anxiety. Physiological cardiac arrhythmias usually do not need any treatment, they are recovered spontaneously but, pathological arrhythmias require heroic management. Anti- arrhythmic drugs and anti-arrhythmic devices are employed as a treatment strategy for arrhythmias. Implantable cardioverter-defibrillator, pacemakers and cardiac resynchronization therapy are the devices used to prevent death from arrhythmia; use of anti-arrhythmic devices are significantly associated to reduce mortality associated with arrhythmia (Piccini et al., 2010). Devices are used to prevent arrhythmia according to the guidelines of the American Heart Association, published in 2008. Guidelines for device based therapy of cardiac rhythm abnormalities were designed by experts from the American College of Cardiology in collaboration with the American Association of Thoracic Surgery and Society of Thoracic Surgeons. The Recommendations were made after a thorough literature search so that treatment strategy can be standardized and clinical evaluation of patients can be made easy. The Guidelines aim to reduce inappropriate decisions for implantation of cardiac devices, provide confidence to cardiac consultants.When related to devices, guidelines are mea nt for promotion of their appropriate use and to abandon it’s under and over use (Epstein et al., 2008). Critical evaluation of all diagnostic procedures, diagnostic scales, and guidelines is necessary because it is directly related to appropriate health care delivery ( Epstein et al., 2008). Evidence based critical evaluation of guidelines is a scientific means to judge effectiveness of the guideline in promoting good patient care. Critical evaluation of the guidelines for device based therapy is inevitable to judge the pros and cons of the guideline; it also helps to find any danger, if associated with the recommendations. Scientific critics of the guideline are important means to generate new recommendations in order to make the guideline more favorable. Since it is related to the cardiology, critical evaluation of the guidelines for the implanted anti-arrhythmic devices are more demanding because negligence may take a patient's life in a few minutes. The nursing staff is usually the first hand care providers in hospital settings. Being medical professionals, it is inevitable for them to understand the importance of guidelines; they should know the recommended guidelines of device based management of cardiac arrhythmias because after treatment, patient’

The Limits of Sympathy Essay Example | Topics and Well Written Essays - 750 words

The Limits of Sympathy - Essay Example Notably, Gregor's father hates him, beats him, throws apples at him, and reprimands him to his room. Nevertheless, Gregor Samsa continued to struggle in adapting to his new physical form until he dies. Grete Samsa is Gregor Samsa’s younger sister who takes up the responsibility of taking care of Gregor after the metamorphosis. In the beginning, the two had a close relationship where Grete sympathizes with him and voluntarily feeds him and cleans his room (Johnston 24-28). In addition, Grete would play violin outside Gregor’s room to console him. She would also dream of going to the conservatory. She also assumed the role of providing for the family after Gregor's transformation where she started working as a salesgirl. However, her sympathies faded with time as the burden became too much for her (Johnston 44-45). As a result she stopped cleaning Gregor’s room and even suggested to her parents that they get rid of Gregor. We can see the Samsa’s parents bein g more concerned about Grete’s well-being at the expense of Gregor’s condition. Ultimately, the unsympathetic nature of Grete and her parents led to Gregor’s death (Johnston 54-56). How the Character’s Past Shaped Grete Samsa and Gregor Samsa Life Notably, Gregor’s boss never accepts any excuses or explanation from the employees regardless of how hard they worked (Johnston 3). This prompted Gregor to work extra harder, observe time, and persevere in his challenging work as a travelling salesman (Johnston 8-9). Indeed, Gregor was never late for work. As a result, the incapability to provide for his family disturbed him so much. We can also establish that Grete and Gregor have always had a passion for each other and this led them to developing concern for each other in their lives. Gregor had huge dreams foe her sister and the incapability to achieve them weakened him (Johnston 28). Additionally, Grete’s past shaped her life and that of Gregor as she gets concerned of Gregor’s lateness in waking up (Johnston 4), removes the furniture from Gregor’s room to create some space for him, feeds and takes care of him. Moreover, Gregor’s father was always harsh to him (Johnston 19). As a result, Mr. Samsa hated Gregor, beat him, and threw apples at him after the transformation. Unfortunately, one of the apples got stuck in a sensitive part in his back for about a month which infected him and paralyzed his movements for life (Johnston 39-40). We can also see Mr. Samsa agreeing to get rid of Gregor a situation which terminates Gregor’s life. On the other hand, having been the youngest child, Grete was not used to challenges and lived a happy life. As a result, she easily gave up on taking care of Gregor and suggests that his family gets rid of him (Johnston 52). Ultimately this led to Gregor’s death. In his past, Gregor avoided conflict with anyone and worked hard to achieve what he had. This moti vated him to continue struggling to adapt to his new physical form which he became comfortable with after some time. What the Relationships of Grete and Gregor Reveal About Characteristics The relationship between Grete and Gregor reveal the kind nature of Gregor and Grete as they sought to take care of one another. They also reveal the loving and caring characteristics of the two characters (Johnston 10). Moreover, the relationships reveal the hardworking nature of Gregor as he sought to support his family especially Grete (Johnston 28-29).

Worker compensation Essay Example | Topics and Well Written Essays - 1250 words

Worker compensation - Essay Example nd the companies with modified duty programme to be better, and for these reason insurance companies normally lower the business workers’ compensation premiums for such companies. Placing the injured employees into modified work programme makes the employees to realize that time off of work is a rare event, and not a paid vacation. This move in consequence discourages the employees dishonestly requesting for paid vacations. Another advantage of implementing modified duty programme is that the employees will work within their ability, thus helping the Company to getting productive work its employees; the modified duty programme also makes the employees to return to their regular jobs faster. Modified duty programme also allows the employees to easily get into their normal routine, thus preventing the employees from being overwhelmed with work. This programme also makes the employees to feel important and appreciated by the Company for which they work. The employees under the mo dified work programme are paid by the Company and they are allowed to resume their work earlier. Modified duty programme also helps Companies to maintain a well-informed workforce, which of big advantage to the Company. An effective light/modified duty programme gives a detailed description of each work done in the work place. Since supervisors and managers are aware of the work being done within a business organization, they can make a list of all work done in the business organization. There is need for uniformity on the format for how everything is written down and described in the Company. With this kind of information, employees can easily find jobs that suit injured employees. Bearing in mind the common workplace injuries, the employees can plan beforehand on what kinds of jobs can be done with the employees with certain injuries. There is need for effective communication between the medical providers and the Company in which the Company informs the medical providers of the kind

Gary Hess The United States at War, 1941-1945 Essay

Gary Hess The United States at War, 1941-1945 - Essay Example The book is very concise and straight to the point. It does not drag the reader into arguments that do not have relevance to the author’s primary thesis. The Second World War is often regarded as a historical event of epic proportions. The European and the Pacific stages were considered as different campaigns by themselves, and Hess provides a good narration of history which is both chronological and thematic. Hess attacks the US and its involvement in the Second World War in a thematic approach which makes the historical account very interesting. For example, in the first chapter, â€Å"To Pearl Harbor: The United States and World Crisis†, Hess discusses the nation’s rationale in its inter-continental interference was that first, the US wanted to protect its far-flung allies and second (most importantly, of course) to champion the democratic leadership it had boasted since its independence. Working on this example, it is clear that although Hess provides a mains tream historical narrative on his chosen topic (that is providing facts and accompanying analysis), the author dwells on the matter that the mere analysis and interpretation should be streamlined to a higher argument.

Developmental Psych Core Questions Essay Example for Free

Developmental Psych Core Questions Essay Core Chapter Learning Objectives for PSY 104 Developmental Psychology 1. Explain the role of theories in understanding human development, and describe three basic issues on which major theories take a stand. (pp. 5–7) 2. Describe recent theoretical perspectives on human development, noting the contributions of major theorists. (pp. 21–26) 3. Identify the stand that each contemporary theory takes on the three basic issues presented earlier in this chapter. (pp. 26, 27) 4. Describe the research methods commonly used to study human development, citing the strengths and limitations of each. (pp. 26–31) 5. Describe three research designs for studying development, and cite the strengths and limitations of each. (pp. 34–38) 6. Discuss ethical issues related to lifespan research. (pp. 39–40) Chapter 2 1. Explain the role and function of genes and how they are transmitted from one generation to the next. (p. 46) 2. Describe the genetic events that determine the sex of the new organism. (pp. 46–47) 3. Identify two types of twins, and explain how each is created. (pp. 47–48) 4. Describe various patterns of genetic inheritance. (pp. 48–52) 5. Describe major chromosomal abnormalities, and explain how they occur. (pp. 52–53) 6. Explain how reproductive procedures can assist prospective parents in having healthy children. (pp. 53–57) 7. Describe the social systems perspective on family functioning, along with aspects of the environment that support family well-being and development. (pp. 59–60) 8. Discuss the impact of socioeconomic status and poverty on family functioning. (pp. 60–63) 9. Summarize the roles of neighborhoods, towns, and cities in the lives of children and adults. (pp. 63–65) 10. Explain how cultural values and pract ices, public policies, and political and economic conditions affect human development. (pp. 65–70) 11. Explain the various ways heredity and environment can influence complex traits. (p. 70) 12. Describe concepts that indicate â€Å"how† heredity and environment work together to influence complex human characteristics. (pp. 72–74) Chapter 3 1. List the three phases of prenatal development, and describe the major milestones of each. (pp. 80–85) 2. Define the term teratogen, and summarize the factors that affect the impact of teratogens on prenatal development. (pp. 85–86) 3. List agents known or suspected of being teratogens, and discuss evidence supporting the harmful impact of each.(pp. 86–93) 4. Discuss other maternal factors that can affect the developing embryo or fetus. (pp. 93–95) 5. Describe the three stages of childbirth. (pp. 96–97) 6. Discuss the baby’s adaptation to labor and delivery, and describe the appearance of the newborn baby. (pp. 97–98) 7. Describe natural childbirth and home delivery, noting the benefits and concerns associated with each. (pp. 99–100) 8. List common medical interventions during childbirth, circumstances that justify their use, and any dangers associated with each. (pp. 100–101) 9. Describe the risks associated with prete rm and small-for-date births, along with factors that help infants who survive a traumatic birth recover. (pp. 101–106) 10. Describe the newborn baby’s reflexes and states of arousal, including sleep characteristics and ways to soothe a crying baby. (pp. 106–111) 11. Describe the newborn baby’s sensory capacities. (pp. 111–113) 12. Explain the usefulness of neonatal behavioral assessment. (pp. 113–114) Chapter 4 1. Describe major changes in body growth over the first 2 years. (pp. 120–121) 2. Summarize changes in brain development during infancy and toddlerhood. (pp. 121–129) 3. Describe the development of the cerebral cortex, and explain the concepts of brain lateralization and brain plasticity (pp. 124–125, 126) 4. Describe how both heredity and early experience contribute to brain organization. (pp. 125, 127–128) 5. Discuss changes in the organization of sleep and wakefulness over the first 2 years. (pp. 128–129) 6. Discuss the nutritional needs of infants and toddlers, the advantages of breastfeeding, and the extent to which chubby babies are at risk for later overweight and obesity. (pp. 130–131) 7. Summarize the impact of severe malnutrition on the development of infants and toddlers, and cite two dietary diseases associated with this condition. (p. 132) 8. Describe the growth disorder known as nonorganic failure to thrive, noting symptoms and family circumstances associated with the disorder. (pp. 132–133) 9. Describe four infant learning capacities, the conditions under which they occur, and the unique value of each. (pp. 133–136) 10. Describe the general course of motor development during the first 2 years, along with factors that influence it. (pp. 137–138) 11. Explain dynamic systems theory of motor development (pp. 138–140) 12. Discuss changes in hearing, depth and pattern perception, and intermodal perception that occur during infancy. (pp. 140–147) 13. Explain differentiation theory of perceptual development. (pp. 147–148) Chapter 5 1. Describe how schemes change over the course of development. (p. 152) 2. Identify Piaget’s six sensorimotor substages, and describe the major cognitive achievements of the sensorimotor stage. (pp. 153–155) 3. Discuss recent research on sensorimotor development, noting its implications for the accuracy of Piaget’s sensorimotor stage. (pp. 155–160) 4. Describe the information-processing view of cognitive development and the general structure of the information-processing system. (pp. 160–162) 5. Cite changes in attention, memory, and categorization during the first 2 years. (pp. 162–165) 6. Describe contributions and limitations of the information-processing approach, and explain how it contributes to our understanding of early cognitive development. (p. 165) 7. Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development. (pp. 165–166, 167) 8. Describe the mental te sting approach and the extent to which infant tests predict later performance. (pp. 166, 168–169) 9. Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers. (pp. 169–172) 10. Describe theories of language development, and indicate how much emphasis each places on innate abilities and environmental influences. (pp. 172–174) 11. Describe major milestones of language development in the first 2 years, noting individual differences, and discuss ways in which adults can support infants’ and toddlers’ emerging capacities. (pp. 174–179) Chapter 6 1. Discuss personality changes in the first two stages of Erikson’s psychosocial theory—basic trust versus mistrust and autonomy versus shame and doubt. (pp. 184–185) 2. Describe changes in the expression of happiness, anger and sadness, and fear over the first year, noting the adaptive function of each. (pp. 185–188) 3. Summarize changes during the first two years in understanding others’ emotions and expression of self-conscious emotions. (pp. 188–189) 4. Trace the development of emotional self-regulation during the first 2 years. (pp. 189–190) 5. Describe temperament, and identify the three temperamental styles elaborated by Thomas and Chess. (pp. 190–191) 6. Compare Thomas and Chess’s model of temperament with that of Rothbart. (p. 191) 7. Explain how temperament is assessed, and distinguish inhibited, or shy, children from uninhibited, or sociable, children. (pp. 191–193) 8. Discuss the stability of temperament and the role of heredity and environment in the development of temperamen t. (pp. 193–194) 9. Summarize the goodness-of-fit model. (pp. 194–195) 10. Describe Bowlby’s ethological theory of attachment, and trace the development of attachment during the first two years. (pp. 196–198) 11. Describe the Strange Situation and Attachment Q-Sort procedures for measuring attachment, along with the four patterns of attachment that have been identified using the Strange Situation. (pp. 198–199) 12. Discuss the factors that affect attachment security, including opportunity for attachment, quality of caregiving, infant characteristics, family circumstances, and parents’ internal working models. (pp. 200–202, 203) 13. Discuss fathers’ attachment relationships with their infants, and explain the role of early attachment quality in later development. (pp. 202, 204–205) 14. Describe and interpret the relationship between secure attachment in infancy and later development. (pp. 205–206) 15. Trace the emergence of self-awareness, and explain how it influences early emotional and social dev elopment, categorization of the self, and development of self-control. (pp. 206–209) Chapter 7 1. Describe major trends in body growth during early childhood. (pp. 216–217) 2. Discuss brain development in early childhood, including handedness and changes in the cerebellum, reticular formation, and the corpus callosum. (pp. 217–219) 3. Explain how heredity influences physical growth by controlling the production of hormones. (p. 219) 4. Describe the effects of emotional well-being, nutrition, and infectious disease on physical development. (pp. 219–222) 5. Summarize factors that increase the risk of unintentional injuries, and cite ways childhood injuries can be prevented. (pp. 222–223) 6. Cite major milestones of gross- and fine-motor development in early childhood, including individual and sex differences. (pp. 224–227) 7. Describe advances in mental representation during the preschool years. (pp. 227–229) 8. Describe limitations of preoperational thought, and summarize the implications of recent research for the accuracy of the preoperational stage. (pp. 229–233) 9. Describe educational principles derived from Piaget’s theory. (pp. 233–234) 10. Describe Piaget’s and Vygotsky’s views on the development and sign ificance of children’s private speech, along with related evidence. (pp. 234–235) 11. Discuss applications of Vygotsky’s theory to education, and summarize challenges to his ideas. (pp. 235–237) 12. Describe changes in attention and memory during early childhood. (pp. 237–239) 13. Describe the young child’s theory of mind. (pp. 239–241) 14. Summarize children’s literacy and mathematical knowledge during early childhood. (pp. 241–243) 15. Describe early childhood intelligence tests and the impact of home, educational programs, child care, and media on mental development in early childhood. (pp. 243–248) 16. Trace the development of vocabulary, grammar, and conversational skills in early childhood. (pp. 248–251) Chapter 8 1. Describe Erikson’s stage of initiative versus guilt, noting major personality changes of early childhood. (p. 256) 2. Discuss preschoolers’ self-understanding, including characteristics of self-concepts and the emergence of self-esteem. (pp. 256–258) 3. Cite changes in the understanding and expression of emotion during early childhood, along with factors that influence those changes. (pp. 258–259) 4. Explain how language and temperament contribute to the development of emotional self-regulation during the preschool years. (p. 259) 5. Discuss the development of self-conscious emotions, empathy, sympathy, and prosocial behavior during early childhood, noting the influence of parenting. (pp. 259–261) 6. Describe advances in peer sociability and in friendship in early childhood, along with cultural and parental influences on early peer relations. (pp. 261–264) 7. Compare psychoanalytic, social learning, and cognitive-developmental approaches to moral development, and cite child-rearing practices that support or undermine moral understanding. (pp. 264–269) 8. Describe the development of aggression in early childhood, noting the influences of family and television, and cite strategies for controlling aggressive behavior. (pp. 269–272) 9. Discuss genetic and environmental influences on preschoolers’ gender-stereotyped beliefs and behavior. (pp. 273–276) 10. Describe and evaluate the accuracy of major theories of gender identity, including ways to reduce gender stereotyping in young children. (pp. 276–278) 11. Describe the impact of child-rearing styles on child development, explain why authoritative parenting is effective, and note cultural variations in child-rearing beliefs and practices. (pp. 278–281) 12. Discuss the multiple origins of child maltreatment, its consequences for development, and effective prevention. (pp. 281–283) Chapter 9 1. Describe major trends in body growth during middle childhood. (p. 290) 2. Identify common vision and hearing problems in middle childhood. (p. 291) 3. Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity. (pp. 291–293) 4. Identify factors that contribute to illness during the school years, and describe ways to reduce these health problems. (pp. 293–294) 5. Describe changes in unintentional injuries in middle childhood. (p. 294) 6. Cite major changes in motor development and play during middle childhood, including sex differences and the importance of physical education. (pp. 294–299) 7. Describe major characteristics of concrete operational thought. (pp. 299–301) 8. Discuss follow-up research on concrete operational thought, noting the importance of culture and schooling.(pp. 301–302) 9. Cite basic changes in information processing and describe the development of attention and memory in middle childhood. (pp. 303–305) 10. Describe the school-age child’s theory of mind, noting the importance of mental inferences and understanding of false belief and capacity to engage in self-regulation. (pp. 306–307) 11. Discuss applications of information processing to academic learning, including current controversies in teaching reading and mathematics to elementary school children. (pp. 307–309) 12. Describe major approaches to defining and measuring intelligence. (pp. 309–310) 13. Summarize Sternberg’s triarchic theory and Gardner’s theory of multiple intelligences, noting how these theories explain the limitations of current intelligence tests in assessing the diversity of human intelligence. (pp. 310–312) 14. Describe evidence indicating that both heredity and environment contribute to intelligence. (pp. 312–317) 15. Summarize findings on emotional intelligence, including implications for the classroom. (p. 313) 16. Describe change s in school-age children’s vocabulary, grammar, and pragmatics, and cite advantages of bilingualism. (pp. 316–319) 17. Explain the impact of class size and educational philosophies on children’s motivation and academic achievement. (pp. 319–321) 18. Discuss the role of teacher-student interaction and grouping practices in academic achievement. (pp. 321–322) 19. Explain the conditions that contribute to successful placement of children with mild mental retardation and learning disabilities in regular classrooms. (p. 322) 20. Describe the characteristics of gifted children, including creativity and talent, and current efforts to meet their educational needs. (pp. 323–324) 21. Compare the academic achievement of North American children with children in other industrialized nations. (pp. 324–325) Chapter 10 1. Describe Erikson’s stage of industry versus inferiority, noting major personality changes in middle childhood. (p. 330) 2. Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions. (pp. 330–334) 3. Cite changes in understanding and expression of emotion in middle childhood, including the importance of problem-centered coping and emotion-centered coping for managing emotion. (pp. 335–336) 4. Trace the development of perspective taking in middle childhood, and discuss the relationship between perspective taking and social skills. (pp. 336–337) 5. Describe changes in moral understanding during middle childhood, and note the extent to which children hold racial and ethnic biases. (pp. 337–339) 6. Summarize changes in peer sociability during middle childhood, including characteristics of peer groups and friendships. (pp. 339–341) 7. Describe four categories of peer acceptance, noting how each is related to social behavior, and discuss ways to help rejected children. (pp. 341–342, 343) 8. Describe changes in gender-stereotyped beliefs and gender identity during middle childhood, including sex differences and cultural influences. (pp. 342–345) 9. Discuss changes in parent–child communication and sibling relationships in middle childhood, and describe the adjustment of only children. (pp. 345–346) 10. Discuss factors that influence children’s adjustment to di vorce and blended families, highlighting the importance of parent and child characteristics, as well as social supports within the family and surrounding community. (pp. 347–350) 11. Explain how maternal employment and life in dual-earner families affect school-age children, noting the influence of social supports within the family and surrounding community, including child care for school-age children. (pp. 350–351) 12. Cite common fears and anxieties in middle childhood, with particular attention to school phobia. (pp. 352, 353) 13. Discuss factors related to child sexual abuse and its consequences for children’s development. (pp. 352–354, 355) 14. Cite factors that foster resilience in middle childhood. (p. 354) Chapter 11 1. Discuss changing conceptions of adolescence over the past century. (pp. 362–363) 2. Describe pubertal changes in body size, proportions, sleep patterns, motor performance, and sexual maturity. (pp. 363–366) 3. Cite factors that influence the timing of puberty. (pp. 366–367) 4. Describe brain development in adolescence. (pp. 367–368) 5. Discuss adolescents’ reactions to the physical changes of puberty, including sex differences, and describe the influence of family and culture. (pp. 368–370) 6. Discuss the impact of pubertal timing on adolescent adjustment, noting sex differences. (pp. 370–371) 7. Describe the nutritional needs of adolescents, and cite factors that contribute to serious eating disorders. (pp. 371–373) 8. Discuss social and cultural influences on adolescent sexual attitudes and behavior. (pp. 373–376) 9. Describe factors involved in the development of gay, lesbian, and bisexual orientations, and discuss the unique adjustment problems of these youths. (pp. 376, 377) 10. Discuss factors related to sexually transmitted diseases and to teenage pregnancy and parenthood, including interventions for adolescent parents. (pp. 376, 378–380) 11. Cite personal and social factors that contribute to adolescent substance use and abuse, and describe prevention and treatment programs. (pp. 380–382) 12. Describe the major characteristics of formal operational thought. (pp. 382–384) 13. Discuss recent research on formal operational thought and its implications for the accuracy of Piaget’s formal operat ional stage. (pp. 384–385) 14. Explain how information-processing researchers account for cognitive change in adolescence, emphasizing the development of scientific reasoning. (pp. 385–386) 15. Summarize cognitive and behavioral consequences of adolescents’ newfound capacity for advanced thinking. (pp. 386–388) 16. Note sex differences in mental abilities at adolescence, along with biological and environmental factors that influence them. (pp. 389–390, 391) 17. Discuss the impact of school transitions on adolescent adjustment, and cite ways to ease the strain of these changes. (pp. 390, 392–393) 18. Discuss family, peer, school, and employment influences on academic achievement during adolescence. (pp. 393–395) 19. Describe personal, family, and school factors related to dropping out, and cite ways to prevent early school leaving. (pp. 396–397) Chapter 12 1. Discuss Erikson’s theory of identity development. (p. 402) 2. Describe changes in self-concept and self-esteem during adolescence. (pp. 402–403) 3. Describe the four identity statuses, the adjustment outcomes of each status, and factors that promote identity development. (pp. 403–406) 4. Discuss Kohlberg’s theory of moral development, and evaluate its accuracy. (pp. 407–409) 5. Summarize research on Gilligan’s claim that Kohlberg’s theory underestimated the moral maturity of females. (pp. 409–410) 6. Describe influences on moral reasoning and its relationship to moral behavior. (pp. 410–414) 7. Explain why early adolescence is a period of gender intensification, and cite factors that promote the development of an androgynous gender identity. (pp. 414–415) 8. Discuss changes in parent–child and sibling relationships during adolescence. (pp. 415–417) 9. Describe adolescent friendships, peer groups, and dating relationships and their consequences for development. (pp. 417–421) 10. Discuss conformity to peer pressure in adolescence, noting the importance of authoritative child rearing. (p. 421) 11. Discuss factors related to adolescent depression and suicide, along with approaches for prevention and treatment. (pp. 421–423) 12. Summarize factors related to delinquency, and describe strategies for prevention and treatment. (pp. 423–426) Chapter 13 1. Describe current theories of biological aging, including those at the level of DNA and body cells, and those at the level of organs and tissues. (pp. 432–434) 2. Describe the physical changes of aging, paying special attention to the cardiovascular and respiratory systems, motor performance, the immune system, and reproductive capacity. (pp. 434–438) 3. Describe the impact of SES, nutrition, obesity, and exercise on health in adulthood. (pp. 438–444) 4. Describe trends in substance abuse in early adulthood, and discuss the health risks of each. (pp. 444–445) 5. Summarize sexual attitudes and behaviors in young adults, including sexual orientation, sexually transmitted diseases, sexual coercion, and premenstrual syndrome. (pp. 445–449) 6. Explain how psychological stress affects health. (pp. 449–451) 7. Summarize prominent theories on the restructuring of thought in adulthood, including those of Perry and Labouvie-Vief. (pp. 451–453) 8. Discuss the development of expertise and creativity in adulthood. (pp. 453–454) 9. Describe the impact of a college education on young people’s lives, and discuss the problem of dropping out.(pp. 454–455) 10. Trace the development of vocational choice, and note factors that influence it. (pp. 455–458) 11. Discuss vocational preparation of non-college-bound young adults, including the challenges these individuals face.(pp. 458–459) Chapter 14 1. Define emerging adulthood, and explain how cultural change has contributed to the emergence of this period. (pp. 464–466) 2. Describe Erikson’s stage of intimacy versus isolation, noting personality changes that take place during early adulthood. (pp. 468–469) 3. Summarize Levinson’s and Vaillant’s psychosocial theories of adult personality development, including how they apply to both men’s and women’s lives and their limitations. (pp. 469–471) 4. Describe the social clock and how it relates to adjustment in adulthood. (p. 471) 5. Discuss factors that affect mate selection, and explain the role of romantic love in young adults’ quest for intimacy. (pp. 472, 474) 6. Explain how culture influences the experience of love. (p. 475) 7. Cite characteristics of adult friendships and sibling relationships, including differences between same-sex, other-sex, and sibling friendships. (pp. 475–476) 8. Cite factors that inf luence loneliness, and explain the role of loneliness in adult development. (pp. 476–477) 9. Trace phases of the family life cycle that are prominent in early adulthood, noting factors that influence these phases. (pp. 478–485) 10. Discuss the diversity of adult lifestyles, focusing on singlehood, cohabitation, and childlessness. (pp. 486–488) 11. Discuss trends in divorce and remarriage, along with factors that contribute to them. (pp. 488–489) 12. Summarize challenges associated with variant styles of parenthood, including stepparents, never-married single parents, and gay and lesbian parents. (pp. 489–491) 13. Describe patterns of career development, and cite difficulties faced by women, ethnic minorities, and couples seeking to combine work and family. (pp. 491–495) Chapter 15 1. Describe the physical changes of middle adulthood, paying special attention to vision, hearing, the skin, muscle–fat makeup, and the skeleton. (pp. 502–504, 505) 2. Summarize reproductive changes experienced by middle-aged men and women, and discuss the symptoms of menopause, the benefits and risks of hormone therapy, and women’s psychological reactions to menopause. (pp. 504, 506–509) 3. Discuss sexuality in middle adulthood. (p. 509) 4. Discuss cancer, cardiovascular disease, and osteoporosis, noting sex differences, risk factors, and interventions. (pp. 509–513) 5. Explain how hostility and anger affect health. (pp. 513–514) 6. Discuss the benefits of stress management, exercise, and an optimistic outlook in adapting to the physical challenges of midlife. (pp. 514–517) 7. Explain the double standard of aging. (p. 517) 8. Describe changes in crystallized and fluid intelligence during middle adulthood, and discuss individual and group differences in intellectual development. (pp. 518–520) 9. Describe changes in information processing in midlife, paying special attention to speed of processing, attention, and memory. (pp. 520–523) 10. Discuss the development of practical problem solving, expertise, and creativity in middle adulthood. (pp. 523–525) 11. Describe the relationship between vocational life and cognitive development. (pp. 525–526) 12. Discuss the challenges of adult learners, ways to support returning students, and benefits of earning a degree in midlife. (pp. 526–527) Chapter 16 1. Describe Erikson’s stage of generativity versus stagnation, noting major personality changes of middle adulthood and related research findings. (pp. 532–535) 2. Discuss Levinson’s and Vaillant’s views of psychosocial development in middle adulthood, noting gender similarities and differences. (pp. 535–536) 3. Summarize research examining the question of whether most middle-aged adults experience a midlife crisis.(pp. 536–537) 4. Describe stability and change in self-concept and personality in middle adulthood. (pp. 538–539) 5. Describe changes in gender identity in midlife. (pp. 540–542) 6. Discuss stability and change in the â€Å"big five† personality traits in adulthood. (pp. 542–543) 7. Describe the middle adulthood phase of the family life cycle, and discuss midlife marital relationships and relationships with adult children, grandchildren, and aging parents. (pp. 543–551) 8. Describe midlife sibling relationships and friendships. (pp. 551–553) 9. Discuss job satisfaction and career development in middle adulthood, paying special attention to gender differences and experiences of ethnic minorities. (pp. 553–555) 10. Describe career change and unemployment in middle adulthood. (p. 556) 11. Discuss the importance of planning for retirement, noting various issues that middle-aged adults should address. (pp. 556–557) Chapter 17 1. Distinguish between chronological age and functional age, and discuss changes in life expectancy over the past century. (pp. 564–566, 568–569) 2. Explain age-related changes in the nervous system during late adulthood. (pp. 566–567) 3. Summarize changes in sensory functioning during late adulthood, including vision, hearing, taste, smell, and touch. (pp. 567–570) 4. Describe cardiovascular, respiratory, and immune system changes in late adulthood. (pp. 570–571) 5. Discuss sleep difficulties in late adulthood. (pp. 571–572) 6. Summarize changes in physical health and mobility in late adulthood, including elders’ adaptation to the physical changes, and reactions to stereotypes of aging. (pp. 572–575, 576) 7. Discuss health and fitness in late life, paying special attention to nutrition, exercise, and sexuality. (pp. 575–579) 8. Discuss common physical disabilities in late adulthood, with special attention to arthritis, a dult-onset diabetes, and unintentional injuries. (pp. 580–582) 9. Describe mental disabilities common in late adulthood, including Alzheimer’s disease, cerebrovascular dementia, and misdiagnosed and reversible dementia. (pp. 582–588) 10. Discuss health-care issues that affect senior citizens. (pp. 589–590) 11. Describe changes in crystallized and fluid abilities in late adulthood, and explain how older adults can make the most of their cognitive resources. (pp. 590–591) 12. Summarize memory changes in late life, including implicit, associative, remote, and prospective memories. (pp. 591–594) 13. Discuss changes in language processing in late adulthood. (pp. 594–595) 14. Explain how problem solving changes in late life. (p. 595) 15. Discuss the capacities that contribute to wisdom, noting how it is affected by age and life experience. (pp. 595–596) 16. Discuss factors related to cognitive change in late adulthood. (pp. 596â€⠀œ597) Chapter 18 1. Describe Erikson’s stage of ego integrity versus despair. (p. 604) 2. Discuss Peck’s tasks of ego integrity, Joan Erikson’s gerotranscendence, and Labouvie-Vief’s emotional expertise.(pp. 604–605) 3. Describe the functions of reminiscence and life review in older adults’ lives. (pp. 606, 607) 4. Summarize stability and change in self-concept and personality in late adulthood. (pp. 606–608) 5. Discuss spirituality and religiosity in late adulthood. (pp. 608–609) 6. Discuss contextual influences on psychological well-being as older adults respond to increased dependency, declining health, and negative life changes. (pp. 609–611, 612) 7. Summarize the role of social support and social interaction in promoting physical health and psychological well-being in late adulthood. (p. 611) 8. Describe social theories of aging, including disengagement theory, activity theory, continuity theory, and socioemotional selectivity theory . (pp. 612–615, 616) 9. Describe changes in social relationships in late adulthood, including marriage, gay and lesbian partnerships, divorce, remarriage, cohabitation, and widowhood, and discuss never-married, childless older adults. (pp. 619–623) 10. Explain how sibling relationships and friendships change in late life. (pp. 624–625) 11. Describe older adults’ relationships with adult children, adult grandchildren, and great-grandchildren. (pp. 625–626) 12. Summarize elder maltreatment, including risk factors and strategies for prevention. (pp. 627–628) 13. Discuss the decision to retire, adjustment to retirement, and involvement in leisure and volunteer activities. (pp. 628–632) 14. Discuss the meaning of optimal aging. (pp. 632–633) Chapter 19 1. Describe the physical changes of dying, along with their implications for defining death and the meaning of death with dignity. (pp. 640–642) 2. Discuss age-related changes in conception of and attitudes toward death, including ways to enhance child and adolescent understanding. (pp. 642–644) 3. Cite factors that influence death anxiety, including personal and cultural variables that contribute to the fear of death. (p. 643) 4. Describe and evaluate Kà ¼bler-Ross’s theory of typical responses to dying, citing factors that influence dying patients’ responses. (pp. 647–648) 5. Evaluate the extent to which homes, hospitals, and the hospice approach meet the needs of dying people and their families. (pp. 650–653) 6. Discuss controversies surrounding euthanasia and assisted suicide. (pp. 654–659) 7. Describe bereavement and the phases of grieving, indicating factors that underlie individual variations in grief responses. (pp. 659–660) 8. Explain the concept of bereavement overload, and describe bereavement interventions. (pp. 663, 665) 9. Explain how death education can help people cope with death more effectively. (p. 665)