Behaviors and Practices of Nursing Students

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

Chemistry Review Chapters 1 – 2

Chemistry Review sheet: Unit 1- Lesson 1, 2 *Key notes to keep in mind* u Metals have a high low ionization energy u Non-metals have a high electron affinity  · Atom: The basic unity of an element which still retains the elements properties  · Atomic number: the unique number of protons in the nucleus of a particular element  · Isotope: Atoms of the same element which contain a different number of neutrons  · Periodic law: The chemical and physical properties of the elements repeat in a regular, periodic pattern when they are arranged according to their atomic number. Periodic trend: a pattern that is evident when elements are organized by their atomic numbers o Trends for atomic size: As you go down a group the atoms get bigger. o As you go down a group, valence electrons occupy and energy level that is farther and farther from the nucleus. Therefore the rings of electrons underneath the valence atoms shield the valence electrons from the nucleus so that the atom isn’ t pulled in as tight as the one before it. o Trends for atomic size: As you go down a periodic table, atoms get smaller Because the protons increase as you go down a period, the positive charge on tighter to the nucleus rather looser. o Trends for ionization energy: Ionization energy tends to go down a group o As you go down a period the attraction between the nucleus and the electrons in the outer energy level decreases. o Ionization energy tends to increase across a period. o As you go across a period the attraction between the nucleus and the electrons in the outer energy level increases. Therefore, more energy is needed to pull an electron away from its atom. Lewis structure: a symbolic representation of the arrangement of the valence electrons of an element  · Octet: an arrangement of eight electrons in the valence shell of an atom  · Ionization energy: the energy that is needed to remove an electron from a neutral atom  · Atomic mass unit (u): a unit of mass that is 1/12 of the mass of a carbon-12  · Radioisotope: an unstable isotope of an element, which undergoes radioactive decay  · Mass number: The total number of protons and neutrons in the nucleus of one of its atoms. Each proton or neutron is counted as one unit of the mass number. Energy level: fixed, three-dimensional volume in which electrons travel around the nucleus.  · Valence electron: an electron that occupies the outermost energy level of an atom.  · Stable octet: an arrangement of eight electrons in the valence shell of an atom.  · Electron affinity: the change in energy that accompanies the addition of an electron to an atom in the gaseous state.  · Cation: a positively charged atom.  · Anion: a negatively charged atom. Theories: Law of Conservation of mass: During a chemical reaction, the total mass of the substances involved does not change.Law of Definite Proportions: Elements always combine to form compounds in fixed proportions by mass. (Eg. Water always contains the elements hydrogen and oxygen combined in the following proportions: 11% hydrogen, 89% oxygen) Lesson 3 Ionic and Covalent compounds  · Chemical Bonds: the forces that attract to each other in compounds. o BONDING INVOLVES THE INTERACTION BETWEEN THE VALENCE ELECTRONS OF ATOMS WHICH USUALLY CREATES A MORE STABLE BOND THAT AN ELEMENT ON ITS OWN.  · Ionic compound: between a non-metal and a metal where the metal loses an electron and the non-metal gains it Characteristics of an ionic bond consist of:  § Normally happens between a metal and a non-metal  · Metals tend to lose electrons, non-metals tend to gain them.  § Very high melting point  § Easily dissolved in water  § Good conductor of electricity, in water or on its own.  · Covalent compound: a bond between two non-metals (or a metal and a non-metal when the metal has a high electron affinity), where atoms share electrons o Characteristics of a covalent bond consist of:  § Low melting point  § When contain ed under high pressures or temperatures, becomes liquid  § Weak conductor of electricity Somewhat soluble o Polar covalent compound: a bond where the electronegativity is not great enough to completely bond to the other atom. Although, it does move closer to an atom, it never completely bonds. (between 0. 5 and 1. 7) This therefore means that when the electrons are partially exchanged, rather than having a + or – sign, they receive a ? + or ? – symbol  · Electronegativity: the measure of an atoms ability to attract electrons in a chemical bond. (EN) the opposite of atomic size which therefore means that as the atomic size increase, the electronegativity decreases If the electronegativity difference is 0. 00-1. 6 the bond is covalent. o If the electronegativity difference is over 1. 7 and up the bond is ionic.  · Octet rule: atoms bond in order to achieve an electron configuration that is the same as the electron configuration a noble gas. (8 valence electrons)  · Isoelectric: when two atoms or ions have the same electron configuration. (e. g. Cl and Ar)  · Molecular compounds: See covalent bonds  · Intramolecular forces: the forces that bond covalent bonds together  · Intermolecular forces: the forces that bond ionic bonds together Metallic bonding: in order to combine two metals both metals lose their valence electrons and combine them in a free flowing â€Å"sea† of electrons so that the electrons are shared equally by all atoms that join the bond.  · Alloy: a homogeneous mixture of two or more metals.  · Lone pairs: electron pairs that are not involved in bonding  · Bonding pairs: electron pair that are involved with bonding.  · Polar molecule: a molecule with a partial negative charge on one end and a partial positive charge on the other end.  · Non-polar molecule: a molecule that has neither a positive nor negative end.

Buddhism, Legitimation, and Conflict: The Political Functions of Urban Thai Buddhism Essay

Ideally, Buddhism is a religion with a huge following whereby the believers in the religion follow and interact socially with the Dharma doctrine which is basically what the Buddha taught or his way of living. Dharma is the path to attain such enlightenment and the teachings of Buddha and through the following of Buddhists traditions shows the variances in attaining Dharma and reaching enlightenment. The Buddha way of teaching is only considered helpful to individuals if it is practiced with discipline what the Buddha’s themselves called the VinayaCITATION Jac07 p 44 l 1033 (Jackson 44). The understanding of Buddhism is expressed by the acts of those who abide unwillingly to the apparition of Dharma-Vinaya and preach its beliefs to the masses. Like many other religions, Buddhists have multiple sects and traditions. In essence, the ultimate goal for all Buddhists is to attain enlightenment. Theraveda Buddhism accounts for nearly ninety five percent of the population in Thailand and this shows just how much Buddhism more than any other religion is influential in Thailand. In the long history of the existence of Thailand, the citizens seem to have been predominantly Buddhist by religion at least from the moment they were acquainted with it. Current historical records show that all the previous kings of Thailand were adherents of Buddhism. Most notable is the fact that the Thai constitution clearly states that a Thai King must be a Buddhist and as a result, must be the ultimate upholder of Buddhism. Theravada School of Buddhism has been one of the three major forces that have influence in the country. Despite the existence of substantial regional and local variations, the major themes of Buddhism in Thailand are provided by the Theravada schoolCITATION Mac07 p 87 l 1033 (Mackenzie 87). Traditionally, Pali is the language of religion in Thailand as evidenced by the fact that the scriptures are recorded in Pali through the older Tham and Khom scripts or the modern Thai script. As the primary religious Thai text, Pali is also used in religious rite despite the little number of Thai citizens who understand it. Hindu beliefs from Cambodia also serves are a significant influence on Buddhism in Thailand especially during the Sukothai period. The Thai kingship institution was largely influenced by Vedic Hinduism just as it did in Cambodia which as a result exerted influence in the creation of law and order in the society and religion of Thailand. There are certain rituals that are still practiced in modern Thailand by monks or specialists in Hindu rituals that can clearly be related to Hind practices or of Hindu origin. Essentially, Hindu influence can still be seen within Buddhist ceremonies and institutions in Thailand despite the fact that the visibility of Hinduism within Thai society has diminished significantly during the Chakri DynastyCITATION Suk10 p 34 l 1033 (Suksamran 34). Folk religion is the third major influence on Thai Buddhism as seen in the Buddhist rituals and precepts that are used in trying to appease the local spirits. Although the Thais who have received Western education often tend to define the line between practices of folk religion and Thai Buddhism, this is quite a gray area given the practices of the rural locales. An in-depth analysis of these three influences can clearly be traced through the current development and practices within the political system of Thailand. One of the most striking things that one notices upon arrival in Thailand is the magnificent Buddhist temple with its exquisite architecture coupled with the sight of monks and novices in yellow clad especially in the wee hours of the day. This sight serves as an inevitable reminder to both residents and foreigners of the dominance of Buddhism in the Thai nation Despite the fact that Thailand currently exists as a constitutional monarchy, its political system is quite a reflection of the string Southeast Asian tradition of Buddhist supremacy nature that link the legitimacy of the government to its support and protection for Buddhist institutions. This link has progressed into the modern era as seen in cases where Buddhist clergy and institutions are given special treatment by the Thai government as well as being subjected to a special government oversightCITATION Jac07 p 90 l 1033 (Jackson 90). Besides the cleric leadership of the Sangha, Buddhist temples and monks in Thailand are supervised by a profane government ministry. Good examples of these occurrences have been seen in the legal state of reform movements and Buddhist sects. For example , the case of Santi Asoke received legal prohibition from referring to itself as a Buddhist denomination and in the prosecution of monks who have been persecuted in the case of ordaining women by trying to revive lineage of the Theravada bhikkhuni and in so doing tried to impersonate clergy members hence their demiseCITATION Mac07 p 111 l 1033 (Mackenzie 111). A further examination of the Buddhist ways reveals certain themes and guidelines in the religious teachings of Buddha. The Srakakayana literally translates as the disciples. This is important to the Thai faith because as Buddhists listen to the teachings of Buddha and practice the teachings therefore becoming disciples. They thus listen to the text and scriptures then they can f ind their way to salvation. Generally, this concentration allows them to realize Dharma through listening and practicing. For a monk in Thailand to obtain a passport in order to travel abroad, one must have a Buddhist monk identification card, an official letter granting the permission to travel outside Thailand from the Sangha Supreme Council, any initial Thai passport or a certified equivalent thereof and a copy of House Registration. Beside these insurmountable acts of state recognition and support from the Thai state like the official gifts to monasteries from officials within the royal family and the government , Buddhist monks have quite a number of special rights bestowed upon them. Buddhist monks have access to free public transportation in airports and train stations where they often have special seating allocations. There is no law that directly forbids members of Buddhist institutions like monks and nuns from being candidates in the enrollment for recruitment as government officers. However, both the Sangha Supreme Council which serves as the supervising agency for Thai Buddhist communities a nd the Council of Ministers have placed such prohibition in cases of appropriateness in accordance with the Memorandum of the Administrative Department of the CabinetCITATION Suk10 p 127 l 1033 (Suksamran 127) . On the contrary, it is a crime for ordained monastic to stand for office or vote in elections. No member of the Buddhist community or other religious communities is entitled to either elect or be elected for any government position. The Thai constitution disfranchises a monk, novice, clergy member or priest of Buddhist religion from holding any government post. In addition, any member who is elected as a representative will lose membership upon becoming a Buddhist monk, nun or clergy. This illustrates a clear fact that Buddhist members are not in any way appropriate for Thai politics. The existence of Buddhists members like monks and nuns highly depends on the respect of the public and as a result, society expects them to behave in a way that calls for respect for the entire public and not a specific affiliate communityCITATION Jac07 p 221 l 1033 (Jackson 221). Any involvement by a Buddhist member either in support or participation of an election is considered a breach of the unusual conduct of the law and the Buddhist member is considered to have disgraced his religion, community as well as himself. Thus failure of monk or nun to uphold these stipulated rules is ground enough for them to condemned, disrespected and balked at in various ways. Since 2007 there have been several calls by Thai Buddhists to acquire recognition within the new constitution of Thailand as a state religion. Initially, this suggestion received rejection from the committee that was responsible for drafting the new constitution which consequently triggered quite a number of protests from those who supported the initiative such as a hunger strike by twelve of the Buddhist monk and various protest marches within the capital of ThailandCITATION Mac07 p 210 l 1033 (Mackenzie 210). Opponents of the plan, including Sulak Sivaraksa who is a renowned Thai social critic and scholar, did so based on claims that political gain is the driving force behind the call to declare Buddhism as a national religion and that it may have manipulated by the Thai supported Thaksin Sinawatra who had just been ousted as the country’s Prime Minister. As expected the Committee drafting the constitution later on failed to vote in support of the special status of Buddhism and in so doing provoked intense reaction from religious groups which criticized the committee for being impartial to religious affiliates. The issue also caught the attention of the Queen of Thailand who raised concerns over the matter and on her birthday, she delivered a speech through which she highlighted the notion that Buddhism goes way beyond politics. The reclusive politics of Thailand is in complete upheaval. The Sangha can no longer be dismissed as political force and simply perceived as a legitimacy fount for the country and for the monarchy. The role played by hundreds of monks in ProThaksin redshirts between March and May of 2010 are a clear proof of the growing apprehension within Buddhism. However, beyond these intense displays of complete lack of satisfaction, an important fact is the Buddhism and in this case the Sangha, faces quite a number of serious challenges. From a Buddhist perspective, the solution of Thailand’s approach to Buddhism is twofold. First and foremost, there should be a link between Buddhist base communities in Thailand to create a relatively decentralized society that can thereafter serve as a model for religion. The second solution lays in the attainment of a society that is more just on a national level through fighting for political reforms steered by Buddhist thinkers. The newly established Thai constitution that includes a democratic process that is reformed with a balance of power and structural check serves as a stepping stone towards structural change within Thailand’s political system. References Jackson , Peter A. Buddhism, Legitimation, and Conflict: The Political Functions of Urban Thai Buddhism. Bangkok: Institute of Southeast Asian Studies, 2007. Mackenzie, Rory . New Buddhist Movements in Thailand: Towards an Understanding of Wat Phra Dhammakaya and Santi Asoke. New York: Routledge, 2007. Suksamran, Somboon . Buddhism and Politics in Thailand: A Study of Socio-political Change and Political Activism of the Thai Sangha. Bangkok: Institute of Southeast Asian Studies, 2010. Source document

Vat Increase And The Uk Tourism Industry - Free Essay Example

Sample details Pages: 9 Words: 2649 Downloads: 5 Date added: 2017/06/26 Category Tourism Essay Type Argumentative essay Did you like this example? To evaluate the impact of VAT (Value added Tax) increase on Tourism industry of U.K in 2011. 2) Provisional Working Title: The tourism generates a major contribution to UK economy. It generated about  £85 billion offering 3.5 percent to national GDP. About two million jobs are maintained by the tourism industry in which 1.4 million are directly employed in the sector with five percent of UK employment. Don’t waste time! Our writers will create an original "Vat Increase And The Uk Tourism Industry" essay for you Create order The tourism industry of UK has considerably reduced in the past ten years drastically. The closing stages of the provisional VAT reduction that took place in January 2010 are expected to negatively influence the UK tourism industry completely. Even though the return of the VAT rate to 17.5% will not have a specific unfavorable effect on lodging providers and tourist attractions, it is bounce to minimize the competitiveness of U.K based on the recent measures collected in Europe. For example, consider France lowered the VAT rate for restaurants from 19.6% to 5.5% and hence Germany proclaimed that it will lessen its VAT rate on lodging from 19% to 7% in January. Most of the reports suggested that the tax rate is more when compared to other destinations. Hence, it shows that the visitors to U.K face higher prices that generate the country to be less competitive. Moreover, the lower rate would support savings in the sector that could knock over the turn down in the Balance of Payme nts and add up to  £1.6 bn in the first year in the consecutive years. On an average of the assessment of VAT rates in some crest rival tourist destinations such as France, Spain, Italy, the US and Australia revealed that the visitors of U.K will compensate about 10% more on housing and restaurants and 3.5 % extra on appeals and remaining items than they would in any of those substitute countries. A vat rate of 17.5% places the UK tourism sector at an apparent upgrading in the forceful comprehensive tourism market. In this connection, this research aims at evaluating the impact of VAT increase in the tourism industry of U.K in the year 2011. 3) Aims and objectives of the research: The important aim of this research is to evaluate the impact of VAT (Value added Tax) increase on Tourism industry of U.K in the year 2011. Objectives: To understand about the effectiveness of tourism taxation in U.K To analyze the trends and issues of U.K tourism To understand the economic effects of changing VAT rates on the U.K tourism industry To conduct a primary research evaluating the impact of VAT (Value added Tax) increase on Tourism industry in 2011. To analyze the results of the primary research 4) What is already known about this topic? (Preliminary literature review) Literature review: The following literature provides the information collected from secondary sources of information say ( articles, journals, various websites, white papers, annual reports, magazines, documents, texts , statistics and so on ) Several authors views and opinions are considered to draw a conclusion on the existing literature. The economic evaluation of Tourism: The authors Dwler and Forsyth (1993) explains that Tourism is viewed as an increasing economic action and it is desirable. The positive influence of the economic proceeding is also required in it. Most of the interested parties inquire to determine the effect of tourism on economic activity. Hence, these interested parties might be policy makers charged with the generation of the policy towards the segment. They may involve promoters of events or policy changes and government treasuries observing spending on tourism ventures or may be local authorities. Similarly, the authors Fletcher (1994), Frechtling (1999), Crompton Lee and Shuster (2001), Tyrell and Johnson (2001) illustrates that a predominant method is employed for analyzing the economic impact of the tourism depending on the input and output analysis. Consequently, the authors Wanhill, west, Gamage (2001) says that an input à ¢Ã¢â€š ¬Ã¢â‚¬Å"output model is used to evaluate the change in the question. ii) Effectiveness of Tourism Taxation in U.K: The authors Ramesh Durbarry and Thea Sinclair illustrates that tourism in United Kingdom is considered as a chief source of revenue, service and foreign exchange receipts. Its effects also fall over to remaining divisions of the economy. But, the tourism businesses in U.K underwent plenty of issues in the present days. This imitated major decline in the shares of the world tourism market and decline in the intensity of the valid revenue for every visit for most of the UKs prominent tourism markets. As a result, the level of the price competitiveness on tourism receipts provides some concerns specially. Tourism taxation is a significant resource of measuring price competiveness in the economy. However, tourism makes an imperative payment to the economy. Let us check those points one by one: Tourism and day visitors offered about 5 percent of GDP (gross Domestic product) over  £ total of 61 billion in the year 1999. Number of the people working in the tourism businesses of 125,000 are about 1.78 billion It is also considered as the largest invisible export of UK The uppermost traveler appearances are from USA, France and Germany According to Deloitte report, it is stated that the contribution of tourism to UK economy offers five per cent of the national GDP and seven percent of employment. This is the situation before ten years ago. Hence it can be concluded that the tourism industry of UK economy considerably reduced in the past ten years. Meanwhile, there are many issues that influence the countrys international competitiveness and it is also appropriate to consider the time of the raise in the rate of VAT on tourism services in the UK. Vat has been augmented from eight to 15 percent in the year 1980 to 1981 and to 17.5 percent in the year 1991. The following fig shows the U.Ks Tourism balance from 1982-2006. iii) Trends and issues of U.K tourism: The UK tourism industry suffered two important issues in the year 2010 for sustaining employment and making sustainable economic development. Hence, it is needed that the government important that the new government recognize and boost the industries that are capable to tackle these problems. The attributes such as labor intensive, low barriers of entry and high demand are suited for assisting the current economic and employment problems. According to UK labour force survey, 2008, it is revealed that UK tourism offers youth employment. Based on UK Tourism Survey, 2008, it is revealed that it provides regional employment. In fact, it offers a high return on investment and rapid return on investment. The UK tourism underwent number of issues. Even though, the sector experienced huge growth rate in getting visitors from overseas, it accompanied considerable issues given below: Even though, tourist visitors from aboard augmented about the past two decades, declines ha ppened in the late 1990s The u.ks share of international tourism reduced to about 4.5% during the mid 1990s and remained fairly steady thereafter Reduced the development of the real tourism receipts from overseas Real tourism receipts per capita per tourist also reduced for most important of the chief UK countries Rise of the tourism price index for UK than consumer price index Hence, it can be concluded that the tourism industry in United Kingdom has underwent number of problems, especially in the decline of the share of the world tourism receipts , decline in the price competitiveness and decline in the value of the receipts per each visit of the tourist from most important regions of interest. Hence, this context is against the conversation of the tourism taxation, the price sensitivity and the world wide competiveness of the UK tourism industry that should be measured. iv) Evaluating the economic effects of changing VAT rates on the U.K tourism industry: For most of the countries, VAT is treated as an important tax in the tourism industry. The VAT rates in the European economy change across many countries both in hospitality and application of the standard rates. The member countries can install very less rates and after application of such type of rates when they select tourist facilities. Hence, the vat rates are applicable to tourism industry in industries such as accommodation, restaurants, bars and cafÃÆ' © service and so on. In Europe, merely three states Denmark, Germany and UK yet relate their standard VAT rate to the tourism industry. There appears that to widespread acceptance that reducing taxes on tourism services is advantageous to the countries that have installed reduced rates to the tourism related sectors. Table to show the VAT rates in the hospitality and the Catering sector in European countries, 1998 Table to show VAT rate in hotels of Europe: Hence, from the above tables, it can be concluded that a reduction in the rate of VAT in the hospitality and the catering sector may not imply less revenue tom the government of UK. The tax had doubled during the years 1984 to 1993 due to enormous increase in numerous businesses in this segment and in their extent of business. The government earned more revenue despite of lowering the rate. Hence, the simulation results from BTA (1998) also signify that the output of VAT in UK could augment in the context of a decrease in the existing rate of VAT in the hospitality and the catering sector. Hence, it stated that these outcomes reveal that the correlation among the decrease in the rate of VAT and the increase in the tax may not imply a casual relationship. Furthermore, an econometric model is also considered to understand the VAT effectiveness in the tourism industry of UK, however, this research summarized that an improvement in the price competiveness of the tourism sector in UK could be accomplished with the help of the depreciation of the exchange rate for sterling as well as reducing the rate of VAT by lessening their prices as long as the tourism businesses react to the tax reduction by lessening the prices. Still research is required in this. Trip advisor poll (2010) revealed that the tax will increase from 17.5 % to 20% on 4th January 2011. It will influence both the costs of shopping and accommodation, tourist attractions and even car hire charges. This makes UK very expensive to nearly a quarter (24%) of European respondents. From the research, it is revealed that a quarter believe that the VAT augment will generate British holidays unaffordable. Mean while, further quarters (26%) are yet undecided whether the tax hikes will deter them from holidaying in UK next year 2011. 24% of the Britons claim that VAT increase could make domestic holidays very costlier in the year 2011. Emma O Boyle also stated that UK is considered as one of the Europes most famous holiday destinations and regarded as a world class shopping hub. Due to the VAT increase, the outstanding travel deals in 2011 of British tourism industry should work hard to be viewed as striking and cutthroat celebration alternative.  5) Why is this work important? (What contribution to knowledge / originality is involved?) This research project provides number of benefits to understand about the effectiveness of the tourism taxation in U.K. In depth evaluation of the thesis makes an individual to know about the economic effects of changing VAT rates on the U.K tourism industry. As a result, this project will be helpful to enhance knowledge in taxation, acquiring new skills, understanding ability, decision making skills and time management skills. In this manner, this project leaves a lot of scope for future researches also. 6) How will this work be conducted? (Methodology sources of data) Research methodology: Research Methodology is used to realize the concept of the project. By the research method one can know the products of analysis and also the total process of the project. Various research methods are explained by the researcher in the research methodology to find the aims and objectives of the research. For completing the project effectively a variety of research methods are discussed. For collecting the data that helps in completing the project successfully Primary research and secondary research methods are used. The data is analyzed and then results are made after analyzing the collected data. Some of the research methods are commonly used for any research process. A research work is not merely a work plan but it provides the data that has to be completed. Hence, it can be said that work plan will explain the flow from the projects research design. Moreover, the function of the research design is to facilitate that the evidence acquired permits the user to reply the initial que stion as definitely as likely. Research design handles with a logical problem but not a logical problem. (Yin, 1989: 29) The various research processes are Experiment methods Survey methods Observation methods Case study method Literature review The research methods used for the successful completion of this project are Qualitative research and quantitative research method. Qualitative Research Method: [Marshall PA. 2003]Qualitative research method is a type of logical research. The approach of gathering inà ¢Ã¢â€š ¬Ã¢â‚¬Å"depth information during questioning the participants is done in the Qualitative Research. Qualitative research methods are more flexible when compared to quantitative research methods. The indefinable factors can be recognized by the qualitative research methods. Participant research, in-depth interviews and focus groups are the three types of qualitative research methods. The participant observation is used for collecting the data based on the behaviors. To obtain the group data, focus groups are used. For collecting individual data in depth interviews are used. Qualitative research contains very smaller sample size. In the qualitative research mainly the interviews and group discussions are carried out. In this type of research the customer response forms, information or media clips are provided. This was generally conducted to observe and query the acti vities of the different groups in the present world. The scientific research is considered as the qualitative method. In the present event study, this research provides the higher inspection and survey related areas. This qualitative research offers the in depth information on the research and various issues present in the research, several generating ideas, and finally the conclusions are drawn from the possible results of the study. Qualitative research is a special kind of scientific research. It contains the investigation that: Seeks answers to a question Methodically, it employs a predefined group of procedures to reply the question It gathers evidence It also produces proof that were not determined in advance It also produces the findings that are suitable beyond the immediate boundaries of the research study. A qualitative interview technique is dissimilar from daily conversation in the following ways. First it is a line of investigation tool and a good inte rviewer must prepare questions in advance, and later analyze and report results. (Rubin Rubin, 1995, p.2) (Potter,W. 1996) (William Badke, 2008), (Fetterman, D. 1988) Merits of Qualitative research: It helps in building new theories It uses subjective information Explore new areas of research The questions which are complex to evaluate in the quantitative methods can be examined by the qualitative research method Demerits of qualitative research: 1) It is expensive 2) Time consuming process 3) The information gathered is limited to questionnaires and interviews. Primary research: As a part of the primary data, interviews are conducted with the government officials, higher officials of tourism department and finance department in order to predict conclusion on the impact on the VAT increase in tourism industry of U.K in 2011. Secondary research: As a part of the secondary research, number of articles, journals, various websites, white papers, survey reports, news papers, magazines, texts, documents and so on is referred in order to draw a conclusion on the economic effects of changing VAT rates on the U.K tourism industry and various trends and issues in it. Both primary (interview sessions) and secondary research (literature review) are sources of information collection. Sampling will be decided based on their availability. 7) What are the anticipated outcomes? A literature survey comparing various authors views and opinions of plenty of articles, journals, magazines, different websites, texts, and documents in order to draw a conclusion from it Analysis results of the primary research Probable recommendations for the research by considering the results acquired from the primary and secondary sources

My Views On Education And Policy Cycles - 1390 Words

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Analysis Of The Book The Overthrow Regime Change On The...

1. What is Kinzer’s thesis (what is he arguing in this book)? Kinzer’s thesis in the book the Overthrow is regime change in the United States. The author explains how regime change has been happening over one hundred years and how it is nothing new for the United States. He well explains and gives great example of how the United States is willing to do anything to other governments in order for them to accomplish their goals. Kinzer states that the US has overthrown fourteen different foreign governments around the world such as Hawaii, Chile, Iraq, South Vietnam, and others. The government overthrows these countries without misgiving the outcomes they will cause to them. â€Å"In most cases, however, it acted mainly for economic reasons-†¦show more content†¦Another example is the overthrow of Nicaragua. The United States overthrow Nicaragua with the excuse that they wanted security for the US. 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Intercultural Psychology for Individual and Relational Self

Question: Discuss about theIntercultural Psychology for Individual and Relational Self. Answer: Personal vs social identities Concepts The concepts of personal identity and social identity are fundamental in the personal development of different people. From a philosophical point of view, the concept of personal identity deals with the concept of making a true person at all times where the personal identity remains static at all times. Typically, it is a unique numerical identity of a person in a given period. It reflects the identity of a person at one time and the identity of a person in a different time where the identity reflect the same person (Sedikides Brewer, 2015). On the other hand, social identity refers to a portion of individual self-concept that can be represented in social membership group. This applies social identity theory that predicts intergroup behaviors in group status and legitimacy. From personality identity wheel, the three main adjectives that can be applied to describe personal identity include persistent, motivated and sociable. These are the main descriptive words of myself that can be integrated with concepts of personal identity wheel. On the other hand, social identity is a reflection of individuals in all cultural aspects that demonstrate the relationship between social and cultural identification. The issues of discrimination, privileges, and whiteness are very applicable in personal identity and social identity (Green et al., 2007). Discrimination is associated with whiteness where individuals with different skin colour are privileged based on the personal and social overview. Action The design applied in action was based on characteristics made in the personal identity wheel and social identity wheel. The completion of the two wheels revealed two characteristic draws from social and personal identity (Hattie, 2014). The implication of these characteristics was to determine the view of identity in the society. Again, 20 privileges were generated from one characteristic in social identity. The members of the selected group were expected to enjoy these privileges from social identity perspectives. Reflection There are two examples selected in both personal identity wheel and social identity wheel. Form personal identity wheel, the two examples that I selected are favorite music and favorite hobby. On the other hand, the two examples of the social identity that I selected are age and religious or spiritual affiliation. The example of favorite music is very important to personal identity because it defines the orientation of a person in the cultural aspect. The favorite hobby of a person also establishes the originality and personal interests (Brewer Pickett, 2014). From social identity, the main character that can be selected is gender. There are 20 privileges associated with age. First, other people fail to see you as a sexless being. Second, people assume you are heard to hear when speaking to you thus making them raise their voice. Again, age demographic is represented on TV proportionately. Again, one is view as technologically literate. People tend to respect you based on age where people do not automatically assume you are slow in doing things. Also, individuals do not overlook you when providing job opportunities. Moreover, the privilege of open-mindedness is guaranteed based on age. In that connection, it is challenging to be dismissed. Another privilege is physical fitness. There is no ignorance by advertisers on goods and services you consume. Again, your appearance is views culturally upright. Lastly, age brings the privilege of independence in citizenship. References Green, M. J., Sonn, C. C., Matsebula, J. (2007). Reviewing whiteness: Theory, research, and possibilities.South African Journal of Psychology, 37 (3), 389-419. Brewer, M. B., Pickett, C. L. (2014). The social self and group identification. The social self: Cognitive, interpersonal and intergroup perspectives, 4, 255. Hattie, J. (2014). Self-concept. Psychology Press. Sedikides, C., Brewer, M. B. (Eds.). (2015). Individual self, relational self, collective self. Psychology Press.