The Impact Of Culture On Healthcare Nursing Essay

The Impact Of Culture On Healthcare Nursing Essay Culture is one of the most important determining factors in healthcare preferences and practices. Thus, the need for transcultural nursing is undeniable. Transcultural nursing requires sophisticated assessment and analytic skills and the ability to plan, design, implement, and evaluate nursing care for individuals, families, groups, and communities representing various cultures (Andrews and Boyle, 2008, p.4). In order to effectively practice transcultural nursing, one must first understand the need for cultural competence. It is vital for nurses to have a desire to become culturally aware, culturally knowledgeable, culturally skillful, and to seek cultural encounters. Cultural desire is the stimulator in the eruption of the process of cultural competence and the nurse must seek and be open to learn and accept others, understand the process is lifelong, and set aside personal feelings to effectively treat unique patients (Campinha-Bacote, J, 2003). The Giger and Davidhizar (2002) Tran scultural Model is a helpful tool that addresses and effectively treats patients who have different cultures. The model takes into consideration 6 important phenomena. Communication keeps culture alive by verbal and nonverbal means; it is one of the biggest obstacles in healthcare. Nurses ask questions to determine patients views on illness, causes, and possible treatments. They listen and interpret their patients level of understanding and ability to follow through with treatment. Also, nurses interact with the patients family. Communication varies from culture to culture. Americans are expected to speak Standard English; however, it varies based on region, ethnicity, and social class (United States, 2001). Americans use a variety of nonverbal communication. Eye contact, which is viewed as a sign of trust and honesty, between patients and healthcare professionals is the norm. Expression of emotion varies in American culture. Americans use a combination of verbal language, body language, and gestures. Americans are often straightforward and rather demanding. Unlike Americans, Asians rarely complain. Silence and withdrawal may be the only indication of a problem. Asians tend to not ask for anything, accept pain, and remain stoic (Fernandez V. K., 2008, Asian Community). Many Asians dont engage in eye contact with powerful persons; the avoidance of eye contact shows respect and reverence (Non-Verbal Communication, p.4). Asians speak more than 100 languages; they vary based on the geographic regions they descend from (Asian Americans, p. 2). Arab Muslims usually cooperate by answering questions, listening, and following directions until they see improvement. They believe their expression, such as pain, should be quickly met with response (Fernandez V. K., 2008, The Middle Eastern Community). The Arabic language uses devices that outmatch reality and is not very direct or explicit (Ayish, 2003). Hispanics are very emotionally expressive. Effective communication with Hispanics is not based on just speaking their language; cultural rules allow for certain discussions with certain people (Fernandez V. K., 2008, The Hispanic Ameri can Community). Eye contact is expected on the nurses part but will not necessarily be reciprocated (Andrews Boyle, p.25). Nurses, if available, should undergo cultural competency training. Berln and Fowkes LEARN Model can assist; LEARN, represents the process of listening to the patient, explaining your view, acknowledging differences and similarities, recommending and negotiating a plan (Campinha-Bacote, J.,2003). Nurses should enlist the help of trained interpreters, preferably of the same gender, mature, and of no relation to patient; if there is no interpreter, the following but not limited to, is necessary: politeness, slow and concise speaking, simplicity, pantomime, validation of understanding, and instructions in the proper sequence (Andrews Boyle, p.29). Space is also important when dealing with various cultures. Nurses are required to interact with patients, often invading personal space. Giger and Davidhizar (2002) state: Territoriality refers to feelings or an attitude toward ones personal area. Each person has their own territorial behavior. Feelings of territoriality or violation of the clients personal and intimate space can cause discomfort and may result in a clients refusing treatment or not returning for further care. (p. 185) Americans tend to require a need for personal space. When family and friends are near, Americans tend to be relaxed; however, when a stranger or mere acquaintance invades space, it can become uncomfortable. Asians prefer a great amount of social distance. Many prefer minimum physical contact with acquaintances; excessive contact is viewed as inappropriate. Unlike Americans, who believe touch is a sign of friendliness, Asians view the head as a personal area that contains the seat of the soul and it should not be touched. Arab Muslims seem to require the least amount of space. It is not uncommon for people from the Middle East to stand closely when conversing. However, gender can play a role; Muslim woman may become distraught when a male, even a healthcare professional, stands or sits near her; Arab Muslims expect females to tend to females and males will care for males. Hispanics, unlike Americans, are use to standing or sitting near people they are not well acquainted with (Non-Ver bal Communication, p.3). Hispanics and Arab Muslims may unintentionally invade nurses space as a means of getting closer and more comfortable (Andrews Boyle, p.26). Nurses should take the patients lead; if the patient seems to gravitate towards you or initiates touch, then it is acceptable to do the same. At all times respect the patient and boundaries. When dealing with patients, there must be consideration of social organizations or what role the patients culture plays in his or her life. Family members are often the providers of a patients eating habits, sick role behaviors, and medications used. Americans view family as a vital part of their healthcare plans. It is common for Americans to be visited and supported by family; they often discuss and make important decisions. Asians are concerned with family interdependence over independence; family usually likes to assist with patient care. In some Asian cultures, some members, such as men and elders, dominate and consider women and children inferior (Galanti, 2005). Arab Muslims regard family as the foundation of their society. The husband answers questions, makes all major decisions, and gives consent. Often times, Arab Muslims dont believe in divulging family history. The family cares for the ill. (The Middle Eastern Community). Hispanics have large families who visit for long h ours as a way to demonstrate their love and genuine concern. Often times, decisions are made by the entire family or designated members (Galanti, 2003). Religious and spiritual beliefs are important factors during illness, recovery, and death. In the United States, most people consider themselves Christians; Catholics singly dominate, but the Protestant groups combined outnumber them. Americans include religious practitioners such as priest, ministers, and rabbis as well as nontraditional leaders during health related situations. Americans include religious objects, such as the Bible, and also rituals, such as communion. Death and end of life choices are also influenced by religion and practices; typically, Americans consider death a sad and somber time. Asians are host to numerous religions; Christian, Muslim, Buddhism, and Hindu are just a few. Many Asians believe in bad spirits; infants attract them and induce death. If the illness is thought to be caused by spirits, healers are sought (Asian Community). Arab Muslims are usually of the Islamic faith and pray 5 times a day to the Holy Land, Mecca. Muslims recharge their spiritual battery during the month of Ramadan; fasting from dawn to sunset accompanies. Arab Muslims often read from the Al Quran (The Middle Eastern Community). Hispanics are usually Catholics with the recent emergence of Pentecostals. Shrines and religious objects are common in practice. Health is viewed as Gods gift and should be revered (The Hispanic Community). Nurses must be accommodating to patients families and the value placed on family within cultures. Nurses must be sensitive to religious beliefs or practices and must not impose personal beliefs. Seeking knowledge is essential. However, exposure to diverse cultures is one the best learning mechanisms. Understanding a cultures notion of time elapsing, specific periods, and clock time are necessary for effective healthcare. Cultures may be past, present, or future oriented. Americans use time to provide order. Americans expect care at designated times; appointments are a prime example. Americans are future oriented; they believe they can manipulate the future by taking certain actions. Americans tend to be proactive; the focus is optimism, coping strategies, and preventive measures. Americans often demonstrate this orientation through self examinations, check-ups, and staying informed about healthcare advances. Asians tend to have a past orientation. They prefer to adhere to traditional methods and treatments; they are apprehensive about new innovations. Recently however, Asians are shifting towards future orientation (Galanti, 2004). Arab Muslims are present oriented and are neglectful of preventive measures. They may be late or not attend appointments at all (The Middle Eastern Community). Hispanics also focus on the present. They believe the future arrives in its o wn time and thus the notion that one cannot be late exist (Galanti, 2004). Nurses must explain the importance of time regarding life processes while being respectful and mindful of cultural views. Nurses should try to refrain from making time oriented promises that cant be kept. Environmental control or the attempt to control nature affects patients health practices, values, and the definitions of health and illness (Giger, Davidhizar, 2002). Americans believe nature can be controlled. Americans equate the body to a machine; if its broken, allow healthcare professionals to fix it (Galanti, 2004). Americans conform to the Western biomedical model which defines health as the absence of disease or the signs and symptoms of disease. The holistic paradigm exists in Asian cultures; it deals with the concept of yin and yang, in which forces of nature must be balanced to produce harmony (Andrew Boyles, 69). Asians tend to view people as part of nature. The land is a resource used to treat disease; herbal remedies are common (Galanti, 2004). Arabs believe the key to good health is personal hygiene and a healthy diet. They place a high value in modern Western medicine and have confidence in the medical profession (The Middle Eastern Community). Hispanics believe nat ural forces are not in their control and preventative measures are not often taken. (Galanti, 2004). Their system, the Curanderismo, combines spiritualistic, homeopathic, and scientific elements; curandero or holistic healers are utilized (The Hispanic Community). Nurses should become familiar with factors. Nurses should not dismiss patients view of their power and accountability or lack thereof. Biological variations exist between races; some groups are sensitive to certain medications, have metabolic differences, and are prone to certain diseases or factors that can affect healthcare. African Americans are three times more likely to get tuberculosis than whites; they also have higher rates of hypertension. Sensitivity to cardiovascular effects from Propranolol occurs more in Asians than Whites. Ethnic minorities, such as Hispanics, have higher HIV rates (Giger and Davidhizar, 2002). Middle Easterners or Arab Muslims have a lower percentage of sweat chlorides (Andrews Boyle, 54). The list of variations is broad and extensive. Accurate assessment and evaluation of clients require knowledge of normal biocultural variations among healthy members of selected populations (Andrews Boyles, 49). Nurses must acquire skills that will allow the recognition of variations. A nurse must always remember that the focus should remain on the patients well being and recovery. It is necessary to understand that individuals will never be the same. A patients health status and treatment is directly influenced by their culture and it is this reasoning, which has been proven through testing and the development of theories that has led to the conclusion that culture cannot and will not be ignored. Human diversity makes tolerance more than a virtue; it makes it a requirement for survival (Dubos). Healthcare will not suffice without negotiation, adjustment, and respect of differences. Transcutlural concepts in nursing care have made cultural competency an expected standard and it is the duty of every nurse to help maintain this standard.

ISTE NETS Standards for Teachers

ISTE NETS Standards for Teachers Module 1: Assessing Strengths and Improvement Opportunities Comparison to NETS-T Standard 1: Facilitate and Inspire Student Learning and Creativity I believe I do a fairly good job of engaging students in exploring real-world issues and solving authentic problems using digital media and tools (NETS-T 1b). For example, most of my international ELLs are majoring in international trade. Therefore, I have my business English students do a business plan proposal and presentation. In small groups, students use the Internet to research opportunities and possibilities for starting their own business. They also have to create a business plan indicating their product or service, cost structure, and projected profits or losses for the first, second, third, and fifth years, among other things. They then organize this information into a PowerPoint presentation and present their proposals to the class. Students then vote for the proposal that is the most realistic and plausible and has the best chance of success. Many aspects of this multi-faceted assignment deal with real-world issues and authentic problems and use digital tools and resource s to address them. I am, however, relatively weak on NETS-T 1c, promoting student reflection. Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments I believe the business plan example discussed above is also decent example of a Digital-Age Learning Experience that adapt[s] relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity (NETS-T 2a). Students learn to do Internet research and use common office productivity software while acquiring and learning to communicate in business English. During the term, students also have to send me several business-related emails such as asking for more information, placing an order, checking an orders status, complaining as a customer, and handling complaints from customers. We do similar topics as phone calls as well. These sorts of activities provide me with formative and summative assessment data (NETS-T 2d). Lawton (2014) says that 21st century assessments must move beyond simple right and wrong answers. PowerPoints, presentations, emails, and phone calls go a long way toward accomplishing that goal. Standard 3: Model Digital-Age Work and Learning I do very little with digital communication or collaboration with students or colleagues beyond email and WeChat (a Chinese real-time messaging and social media app similar to WhatsApp). There are three primary reasons for this: culture, government restrictions, and my own ignorance. Culturally, everyone in China uses WeChat for both personal and professional communications. I, however, find it inadequate for professional or academic correspondence or collaboration. WeChat is so pervasive, in fact, that while most Chinese have email accounts, they rarely use them or even check them. It is common for me to send an email then use WeChat to inform the recipient that an email has been sent. Chinas Great Firewall (i.e. government restriction) is another barrier. The Chinese government blocks many Western websites and web-based services such Google (including Gmail, Google Docs, Google Classroom, Google Translate, Google Scholar, and YouTube, etc.), Twitter, and Facebook. VPNs to get aroun d such blocks are available, but they are often expensive, unreliable, and the government does its best to ban and block them as well. Finally, my own ignorance is a barrier. I simply have not taken the time to research and explore the options that may be available to me in China. Part of the reason is time, part of it is complacency. I simply have not had the motivation to investigate. Standard 4: Promote and Model Digital Citizenship and Responsibility This standard is also quite difficult to meet in my current environment. China has a reputation for weak protection of intellectual property (IP) rights. While Chinas written IP laws are comparable to those of more developed nations, they were written only relatively recently, the courts have little experience with IP cases, and enforcement is inconsistent (Ang, Yingmei, Chaopeng, 2014). For example, from firsthand experience, Beijing is filled with DVD stores that cater to foreigners. Every Western DVD is bootlegged and pirated. Likewise, counterfeit bags, shoes, and clothing are easily available even though the government has shut down many of the offending shops in recent years. They just reopen elsewhere. Similarly, it is very common for university students to purchase photocopies of required textbooks. Any copy center in Beijing is happy to copy a textbook, even the ones on campus. In fact, two years ago I attempted to require my students to buy authentic copies of my class req uired text but I was swiftly reprimanded by my superiors. No, no, no, no, no! my supervisor said. Authentic books are far too expensive. Our students cannot afford them, I was told. Photocopies are better! The universities are owned, operated, and controlled by the same government that writes and enforces IP laws. It is little wonder that foreigners have the impression that copyright laws and intellectual property rights do not exist in China in any meaningful way. Having said that, one thing I am able to do-and I do it zealously-is insist upon proper documentation and citation of sources. I do my best to investigate, verify, and prove suspected plagiarism but it is difficult to do so when Yahoo is the only tool at my disposal. I would like to invest in a service such as Turnitin to catch, or better yet, prevent plagiarism. Standard 5: Engage in Professional Growth and Leadership Rogers (2003, cited in Oncu, Delialioglu, Brown, 2008, p. 21) identified five types of people with regard to technology adoption: innovators, early adopters, early majority, late majority, and laggards. My level of resistance seems to be increasing as I age. I know I am not the innovator I once was; at this point I might classify myself as mid-majority had Rogers included that type in his scheme. I think part of professional growth and leadership with regards to technology is to approach technology with a more critical eye than is typical. While there are many undeniable benefits to using technology in the classroom, there are also potential dangers, drawbacks, and disadvantages that appear to be overlooked, ignored, or dismissed out of hand (Langford, Narayan, Von Glahn, 2016). For example, concerns have been raised that overreliance on technology can cause declines in critical thinking and analytical skills (Porter, 2014; Greenfield, 2009, cited in Langford, Narayan, Von Glahn, 2016) and that overdependence on the Internet hampers peoples ability to think, understand, retain, and analyze information (Carr, 2010; Ciarcia, 2012; Friedman Heafner, 2012, cited in Langford, Narayan, Von Glahn, 2016). Finally, Bauerlein (2008) believes that the digital age has generated access to immense information at the expense of making us dumber. He worries that the younger generation is increasingly disconnected from culture, history, politics and context contributing to ignorance and apathy (cited in Langford, Narayan, Von Glahn, 2016, p. 4). I think it behooves teachers and educators to acknowledge both sides of the debate and not automatically assume that any and all technology is beneficial or even harmless. Our students often embrace new technology cavalierly. Therefore, as teachers, educators, and leaders, it is incumbent upon us to evaluate the use and potential consequences of technology before adopting it rather than blindly follow the pervasive culture. In oth er words, if overuse of technology is part of the problem, as some believe, is more technology really the answer? As leaders we must ask hard questions and be willing to defy the status quo (Bennis, 1989, cited in Shoup, 2016). Conclusion I believe I have done a fairly good job of meeting some of the indictors of the ISTE NETS standards for teachers. On the other hand, some of the standards and their indicators will be difficult to meet in my Chinese university teaching and learning context. Even so, there are two things I believe I can do to further develop the skills I need to meet the NETS-T standards and indicators. My first goal is to research age-appropriate online collaborative tools available and accessible in China. Such tools will help my business English students further develop their English reading and writing proficiency as well as prepare them for their future careers where such collaboration is commonplace. Secondly, I want to develop my professional growth and leadership by researching and understanding the potential problems and pitfalls presented by technology beyond the three most commonly associated with youth-predators, plagiarism, and porn-and how to mitigate them. Technology Integration Matrix (TIM) Below is a Technology Integration Matrix reflecting my business English class for my international university students. I chose this class because I believe it is the most technology-integrated class I currently teach. My TOEFL and IELTS workshops are far less technology-dependent. In fact, I felt it necessary to create and add a new Level of Technology Integration to the Matrix: Non‑Integration. There are several reasons why a teacher may not integrate certain aspects of technology with his or her instruction including, but not limited to, unawareness that such technology exists, ignorance regarding its use, a lack of resources or access, or a rationale where such use is deemed inappropriate (Kayalar, 2016). For example, I myself am unaware of age-appropriate online resources for goal-directed learning that are available and accessible in China. Levels of Technology Integration into the Curriculum Non-Integration Entry Adoption Adaptation Infusion Transformation Learning Environment Characteristics Active Students use technology seamlessly (e.g. Word, Excel, PowerPoint, the Internet) as they create business plans, proposals, and presentations as a means to develop English language proficiency. Collaborative Students primarily work alone or in pairs or small groups when researching and creating their business plans and proposals. Most if not all collaboration is done in person. Constructive Students select and use appropriate technology tools and resources to create and present a complete business plan and proposal in English. Authentic Students select and use appropriate technology tools and resources to create and present a complete business plan and proposal in English. Goal-Directed Students do not use technology in this manner. Goal 1 I would like my business English international students and myself to research and explore age-appropriate goal-directed online resources available and accessible in China that will aid their English-language acquisition and use. This might effectively move us from Goal‑Oriented / Non-Integration to Goal-Oriented / Entry. Researching English-language educational tools in English will itself help build students English-language vocabulary and reading comprehension skills as they try to discover online tools and ways they can be used to facilitate other aspects of their language acquisition and use. Goal 2 I would like to move my business English international students from Collaborative / Entry to Collaborative / Adoption. In China, WeChat is the preferred means of real-time messaging and communication. However, email is more common in other parts of the world, especially in professional business environments. I would like to extend email (or other collaborative tools) use into the arena of real-world collaboration as opposed to the merely academic exercise it is currently. Conclusion While many benefits of integrating technology across the curriculum are strong and undeniable, several barriers remain. These barriers might be categorized as external (relative to the teacher) or internal. External barriers largely involve the availability and accessibility of age-appropriate technological tools and resources, and are largely outside the teachers control. Student social-economic status, school or district funding, or government policy and regulation are all examples of external barriers that may make it difficult to fully integrate technology inside the classroom. Internal barriers to technological integration pertain to teacher willingness, knowledge, and skill, and their legitimate concerns regarding student welfare as well as founded or unfounded prejudices and biases against technology. I would like to echo Langford, Narayan, and Von Glahns (2016) caution against using technology for technologys sake and instead thoughtfully and critically adopt only those techn ologies and methods proven to enhance the student educational experience, in my case, the acquisition and use of the English language at the university level. References Ang, J. S., Yingmei, C., Chaopeng, W. (2014). Does enforcement of intellectual property rights matter in china? Evidence from financing and investment choices in the high-tech industry. Review of Economics Statistics, 96(2), 332-348. Kayalar, F. (2016). Cross-cultural comparison of teachers views upon integration and use of technology in classroom. Turkish Online Journal of Educational Technology, 15(2), 11-19. Langford, S., Narayan, A., Von Glahn, N. (2016). Revisiting the technology and student learning debates: Critical issues and multiple perspectives. Transformative Dialogues: Teaching Learning Journal, 9(2), 1-15. Lawton, D. (2014). Beyond bubble sheets and number two pencils: Assessment in the digital age. Delta Kappa Gamma Bulletin, 81(1), 53-58. Oncu, S., Delialioglu, O., Brown, C. A. (2008). Critical components for technology integration: How do instructors make decisions? The Journal of Computers in Mathematics and Science Teaching, 27(1), 19-46. Shoup, J. R. (2016). Leadership, organizational, and institutional studies: Reconciling and teaching competing perspectives. Journal of Leadership Education, 15(4), 167-182.

Who Needs Friends? :: Friendship Essay

How Needs Friends? As the plane taxied to the runway, I found myself sitting alone with two empty seats next to me. Oh, joy. I fluffed my pillow, retrieved my book, and stretched myself out under a blanket. All was good. If I had had any idea that the seating arrangement was to be the highlight of my trip, I might have just stayed on the airplane. In making plans for this trip, I forgot that life seldom works out according to nice and tidy plans. Life is, in fact, usually messy. The best vacations aren't always the ones really taken but are instead sometimes the ones you take only in your imagination. Judy, Lois and I met when each of our lives was in upheaval. Between us, two marriages ended in divorce, one parent died, one daughter moved across the country, one car was repossessed, one house burned down (it wasn't my fault), and one I.R.S. audit was threatening. Together we had been, if not to hell, at least to purgatory and back. Our friendship seemed solid and assured; even when after remarrying, Lois decided to move to North Carolina to be near her family, especially her daughter. This daughter, this wicked girl, waited until the U-haul pulled up, car in tow, to announce that in six months she was getting married and moving to Texas. For Judy and me, it meant a trip, an engagement not to be missed. The three of us together again was going to be grand. I could hardly wait. I imagined I'd hop on the red-eye and be in Asheville for breakfast. A reunion of unprecedented glee would ensue. After that, we would check out the wedding site, see the monuments to the city's Civil War soldiers, and check out the local watering hole. Later, there would be the meeting with the family and the fulfillment of other pleasantries. Then we would talk into the night, sipping bourbon and tittering quietly so as not to wake the household. The wedding was scheduled for Saturday morning, and I thought it could be potentially awkward for Lois. You see, Lois' first husband, Hank, the father of the bride, would be there. Lois' second husband, Henry, the man she left Hank for, would be there. Lois' third husband, Steven, the man she left Henry for, would be there, too. The only task Judy and I would have was keeping the three husbands at equal distance from each other.

Landmark Supreme Court Decisions Essay -- essays research papers

Landmark Supreme Court Decisions   Ã‚  Ã‚  Ã‚  Ã‚  About 32 years ago, in December of 1965, a group of adults and students from Des Moines, Iowa gathered to show their dislike towards American involvement in the Vietnam War. They decided to wear black armbands and fast on December 16 and 31 to express there point. When the principals of the Des Moines School System found out their plans, they decided to suspend anyone who took part in this type of protest. On December 16 - 17 three Tinker siblings and several of their friends were suspended for wearing the armbands. All of them did not return to school until after New Years Day. Acting through their parents, the Tinkers and some other students went to the Federal District Court, asking for an injunction to be issued by Iowa. This court refused the idea, forcing them to take the case to the Supreme Court. After hearing their case, the Supreme Court agreed with the Tinkers. They said that wearing black armbands was a silent form of expression and that students do not have to give up their 1st Amendment rights at school. This landmark Supreme Court case was known as Tinker v. Des Moines Independent School District.   Ã‚  Ã‚  Ã‚  Ã‚  From the case of Tinker v. Des Moines Ind. School Board obviously came some conflicting viewpoints about the armbands. The school board said that no one has the absolute right to freedom of expression, where the Tinkers said that only banning armbands and not other political symbols was unconstitutional. The school board said that the armbands were disruptive to the learning environment, where the Tinkers said they were not. Finally, the school board said that order in the classroom, where political controversy should be discussed, is entitled to constitutional protection. The Tinkers believed that the armbands were worn as the students views, and therefore should be constitutionally protected and respected by the school. These were all important arguments in the case.   Ã‚  Ã‚  Ã‚  Ã‚  Personally, I agree with the Supreme Court's decision to uphold the 1st Amendment rights of the students in school. Why shouldn't students have the same rights as other people? If the students wore obscene clothing, ran out of classrooms, or set the school on fire in protest of the war, then yes, I could see disciplinary actio... ...chool districts.   Ã‚  Ã‚  Ã‚  Ã‚  In contrast, the time periods in which these cases took place were very different. In the 1960's, the war in Vietnam was going on, and there were a lot of controversial issues and viewpoints facing students at schools. In the 1980's, the war was over and there weren't as many controversial issues surrounding students' rights. One case involved freedom of expression through a school newspaper, the other through articles of clothing, but the major difference between the two cases were the decisions made by the U.S. Supreme Court. They agreed with the Tinkers in the belief that freedom of expression through armbands was okay. However, they disagreed with Cathy Kuhlmeier's belief in freedom of expression through a so-called public forum. As a student, I believe that freedom of expression is one of our most important rights. Without this right people won't know who we are; they won't understand our generation. Because of the many different definitions of freedom of expression, people will always be in controversy over them. Let's hope that our school district never faces a problem as big as the ones presented in this paper. Landmark Supreme Court Decisions Essay -- essays research papers Landmark Supreme Court Decisions   Ã‚  Ã‚  Ã‚  Ã‚  About 32 years ago, in December of 1965, a group of adults and students from Des Moines, Iowa gathered to show their dislike towards American involvement in the Vietnam War. They decided to wear black armbands and fast on December 16 and 31 to express there point. When the principals of the Des Moines School System found out their plans, they decided to suspend anyone who took part in this type of protest. On December 16 - 17 three Tinker siblings and several of their friends were suspended for wearing the armbands. All of them did not return to school until after New Years Day. Acting through their parents, the Tinkers and some other students went to the Federal District Court, asking for an injunction to be issued by Iowa. This court refused the idea, forcing them to take the case to the Supreme Court. After hearing their case, the Supreme Court agreed with the Tinkers. They said that wearing black armbands was a silent form of expression and that students do not have to give up their 1st Amendment rights at school. This landmark Supreme Court case was known as Tinker v. Des Moines Independent School District.   Ã‚  Ã‚  Ã‚  Ã‚  From the case of Tinker v. Des Moines Ind. School Board obviously came some conflicting viewpoints about the armbands. The school board said that no one has the absolute right to freedom of expression, where the Tinkers said that only banning armbands and not other political symbols was unconstitutional. The school board said that the armbands were disruptive to the learning environment, where the Tinkers said they were not. Finally, the school board said that order in the classroom, where political controversy should be discussed, is entitled to constitutional protection. The Tinkers believed that the armbands were worn as the students views, and therefore should be constitutionally protected and respected by the school. These were all important arguments in the case.   Ã‚  Ã‚  Ã‚  Ã‚  Personally, I agree with the Supreme Court's decision to uphold the 1st Amendment rights of the students in school. Why shouldn't students have the same rights as other people? If the students wore obscene clothing, ran out of classrooms, or set the school on fire in protest of the war, then yes, I could see disciplinary actio... ...chool districts.   Ã‚  Ã‚  Ã‚  Ã‚  In contrast, the time periods in which these cases took place were very different. In the 1960's, the war in Vietnam was going on, and there were a lot of controversial issues and viewpoints facing students at schools. In the 1980's, the war was over and there weren't as many controversial issues surrounding students' rights. One case involved freedom of expression through a school newspaper, the other through articles of clothing, but the major difference between the two cases were the decisions made by the U.S. Supreme Court. They agreed with the Tinkers in the belief that freedom of expression through armbands was okay. However, they disagreed with Cathy Kuhlmeier's belief in freedom of expression through a so-called public forum. As a student, I believe that freedom of expression is one of our most important rights. Without this right people won't know who we are; they won't understand our generation. Because of the many different definitions of freedom of expression, people will always be in controversy over them. Let's hope that our school district never faces a problem as big as the ones presented in this paper.

The Cold War :: essays research papers

Harry Truman was the 33rd President of the United States from about the end of World War 2 and from the beginning of the Cold War in 1945 until he retired in January, 1952. Harry Truman was born in 1884, in Missouri. In April 1945 Truman assumed office as the President on the death of Franklin D. Roosevelt. From the 16th of July to the 2nd of August the Potsdam conference was held in Potsdam, Berlin. Truman and Stalin and Churchill attended the conference until Churchill was beaten in an election by Atlee and replaced. Truman was worried about this encounter with Stalin as he was not very well informed on him, as Roosevelt had not involved him in political issues therefore he lacked the knowledge on how to handle Stalin. The main issue at the conference was on Germany. They established the principle occupations, which were to de-nazify,de-militerise, de-centeralise de-industrialise and democrasise all of Germany. Germany’s reparations were decided. They also established that Germany’s future would be jointly worked out, no separate development without consultation of forgien ministers. Also at Potsdam the Polish borders were defined, and Russia agreed entry to the Pacific War. Truman distrusted the Russians before the conference and by the end of the conference in August Truman had developed an even larger distrust towards Russia. He felt the Russians had been given too much at Yalta and he was adopting a harder attitude. He also felt that with the power he held with the Atomic bomb, USSR were under control. The relationship between the superpwers worsened considerably at Potsdam. On the 6th of August 1945 Truman authorised an Atomic bomb to be dropped on Hiroshima, a city in Japan and another in Nagasaki, two days later, they caused horrendous damage, and many thousands of people died. After the bombs were dropped US troops occupied Japan not allowing any other forces in. Truman had told Stalin little about the bomb, first informing him at Potsdam and when he authorised the drop, he had not consulted or warned Stalin, this angered him as he had wanted to gain some Japanese territory before the end of the war and the tension began to build. The rise of two new â€Å"superpowers†developed after the war, the USA and the USSR, both wanting to be the more powerful nation. There was a rising tension between Truman and Stalin, as Truman had a different attitude to the USSR and Stalin than Roosevelt had previously.

Elizbeth Bishop Personal Response Intro Essay

The poetry of Elizabeth Bishop appeals to me because she writes about things which are relevant, in a remarkably vivid and vital way. Bishops misfortune in life has inspired her to write distressing poems in which she describes to us the loss she suffered at an early stage in her childhood. She also tells us about her deepest and darkest moments in life. Out of Bishops troubled life, her poetry was born. Bishop has a painter’s eye and she vividly describes the world around her. She has a keen eye for detail and this is shown in the descriptive language in her poetry. Her strong sense of imagery draws the reader into her poetry. The themes exploded in Bishops poetry have universal appeal. What makes Bishops poetry particularly appealing is her ability to make ordinary everyday objects seem fascinating. Through Bishops poetry we see how close observation leads the poet to have several moments of awareness where she experiences several epiphanies. These moments of awareness are highly dramatic but extremely interesting. The poems ‘Sestina’, ‘First Death In Novia Scotia’, ‘Filling Station’, ‘The Fish’, ‘The Armadillo’ and ‘The Prodigal’ all demonstrate various issues such as nature and childhood memories. What appealed to me most about Bishop’s poetry was her use of striking and powerful imagery. I thoroughly enjoyed ‘The Fish’ for its unusual imagery and detailed description. I was drawn into the poem immediately as she says, ‘I caught a tremendous fish’. She describes the fish as ‘battered’, ‘venerable’ and ‘homely’. Bishop then goes on to compare the fish to everyday domestic items. ‘His brown skin hung in strips / like ancient wallpaper’. I found this statement particularly appealing as it evoked a sense of homely familiarity in me.

Costs and Direct Labor Cost

Midterm2Practice Key 1. The following data have been recorded for recently completed Job 501 on its job cost sheet. Direct materials cost was $3,067. A total of 30 direct labor-hours and 104 machine-hours were worked on the job. The direct labor wage rate is $12 per labor-hour. The company applies manufacturing overhead on the basis of machinehours. The predetermined overhead rate is $11 per machine-hour. The total cost for the job on its job cost sheet would be: A. $4,571 B. $3,757 C. $3,090 D. 3,427 Applied manufacturing overhead = Predetermined overhead rate x Actual machine-hours Applied manufacturing overhead = $11 x 104 Applied manufacturing overhead = $1,144 Total cost = Direct materials + Direct labor + Applied manufacturing overhead Total cost of Job 607 = $3,067 + (30 x $12) + $1,144 = $4,571 Loraine Company applies manufacturing overhead to jobs using a predetermined overhead rate of 70% of direct labor cost. Any underapplied or overapplied overhead cost is closed to Cost of Goods Sold at the end of the month. During August, the following transactions were recorded by the company: 2.The amount of direct materials cost in the August 31 Work in Process inventory account was: A. $10,200 B. $9,000 C. $4,800 D. $4,200 3. The Cost of Goods Manufactured for August was: A. $69,600 B. $69,500 C. $76,900 D. $84,500 4. The balance on August 1 in the Raw Materials inventory account was: A. $4,500 B. $7,000 C. $9,000 D. $11,500 5. Schrick Inc. manufactures a variety of products. Variable costing net operating income was $86,800 last year and ending inventory increased by 1,900 units. Fixed manufacturing overhead cost was $6 per unit. What was the absorption costing net operating income last year? A. 86,800 B. $75,400 C. $98,200 D. $11,400 Fixed manufacturing overhead deferred = $6 x 1,900 = $11,400 Absorption costing net income = Variable costing net operating income + Fixed manufacturing overhead deferred = $86,800 + $11,400 = $98,200 6. Ben Company produces a s ingle product. Last year, the company's net operating income under absorption costing was $4,400 lower than under variable costing. The company sold 8,000 units during the year, and its variable costs were $8 per unit, of which $3 was variable selling expense. Fixed manufacturing overhead was $1 per unit in beginning inventory under absorption costing.How many units did the company produce during the year? A. 12,400 units B. 3,600 units C. 7,120 units D. 7,450 units Unit fixed manufacturing overhead = (Difference in income / Change in inventory) = $4,400 Change in inventory = $1 Change in inventory = 4,400 units Units produced during the year = 8,000 units sold – 4,400 units change in inventory = 3,600 units Ross Company produces a single product. The company has direct materials costs of $8 per unit, direct labor costs of $6 per unit, and manufacturing overhead of $10 per unit. Sixty percent of the manufacturing overhead is for fixed costs.In addition, variable selling and a dministrative costs are $2 per unit, and fixed selling and administrative costs are $3 per unit at the current activity level. Assume that direct labor is a variable cost. 7. Under absorption costing, the unit product cost is: A. $24 B. $20 C. $26 D. $29 Unit product cost = Direct materials + Direct labor + Variable manufacturing overhead cost + Fixed manufacturing overhead cost = $8 + $6 + $10* = $24 * Manufacturing overhead cost of $10 includes variable and fixed costs. 8. Under variable costing, the unit product cost is: A. $24 B. $20 C. $18 D. 21 Unit product cost = Direct materials + Direct labor + Variable manufacturing overhead = $8 + $6 + [$10 x (100% – 60%)] = $8 + $6 + $4= $18 9. Viren Corporation has provided the following data from its activity-based costing system: The company makes 240 units of product T91H a year, requiring a total of 550 machine-hours, 90 orders, and 40 inspection-hours per year. The product's direct materials cost is $16. 98 per unit and its direct labor cost is $12. 09 per unit. According to the activity-based costing system, the average cost of product T91H is closest to: A. $79. 66 per unit B. 90. 81 per unit C. $29. 07 per unit D. $75. 70 per unit 10. Data concerning three of the activity cost pools of Bramhall LLC, a legal firm, have been provided below: The activity rate for the â€Å"meeting with clients† activity cost pool is closest to: A. $125 per meeting hour B. $65 per meeting hour C. $80 per meeting hour D. $665,500 per meeting hour Kleppe Corporation has provided the following data from its activity-based costing accounting system: The â€Å"Other† activity cost pool consists of the costs of idle capacity and organization-sustaining costs that are not assigned to products. 1. How much indirect factory wages and factory equipment depreciation cost would be assigned to the Customer Orders activity cost pool? A. $240,000 B. $72,000 C. $68,000 D. $480,000 12. How much indirect factory wages and f actory equipment depreciation cost would NOT be assigned to products using the activity-based costing system? A. $0 B. $68,000 C. $280,000 D. $200,000 13. In this problem, there are three possible overhead allocation bases: direct labor (present system), machine hours (the proposed system), and number of batches.First, calculate product costs under each of the three allocation schemes: (a). Direct labor cost as the allocation base (present system): Bluethings 120,000 . 50 $60,000 95. 238% 342,857 60,000 $462,857 $ 3. 857 Graythings 6,000 . 50 $3,000 4. 762% 17,143 3,000 $23,143 $ 3. 857 Total 126,000 Number of units Direct labor/unit Direct labor cost % of total direct labor cost Overhead allocated Direct material cost Total cost Unit cost $63,000 360,000 63,000 $486,000 (b). Machine hours as the allocation base (proposed system): Bluethings 120,000 600 200 20 4000 95. 38% $342,857 60,000 60,000 $462,857 $ 3. 857 Graythings 6,000 30 200 1 200 4. 762% $17,143 3,000 3,000 $23,143 $ 3. 857 Total 126,000 Number of units/year ? number of units/batch Number of batches/year x number of hours per batch Number of machine hours/year % of total machine hours Overhead allocated Direct labor cost Direct material cost Total cost Unit cost 4200 $360,000 63,000 63,000 $486,000 (c). Number of batches as the allocation base: Bluethings 120,000 600 200 50% $180,000 60,000 60,000 $300,000 $2. 50 Graythings 6,000 30 200 50% $180,000 3,000 3,000 $186,000 $31. 0 Total 126,000 400 Number of units/year ? number of units/batch Number of batches/year % of total batches Overhead allocated Direct labor cost Direct material cost Total cost Unit cost $360,000 63,000 63,000 $486,000 Notice that allocating overhead by either direct labor or machine hours produces identical product costs. Thus, the proposed system change will not affect decision making. There are two cost drivers in Set-up Company. Unit volume drives direct materials and direct labor, but set-ups (number of batches) appear to drive overhead costs.Allocating overhead using direct labor gives an incorrect impression of how overhead costs vary and distorts product costs. Overhead costs are incurred in setups. While run times per unit of thing is the same for blues and grays, batch sizes differ considerably. In fact, bluethings and graythings each required 200 batches. Therefore, each product line (as opposed to each unit of product) should be allocated an equal dollar amount of overhead. If this is done, then graythings become massive losers and bluethings are seen to be profitable, even with market price of $3 per unit.