Developing educational leadership in study circle Essay

As previously mentioned, Study Circle leaders are highly look upon as respectable individuals in the program. Even though the leader is just a representative or could be consider as equal among others, it could not be deny that their role is crucial in the success of the Study Circle. According to Blid (2000), there are two main functions that can be used to identify a leader. One is the ability to secure that studies progress smoothly and two, the ability promote a positive social climate during meetings. The first characteristic of the leader implies that he is willing to set aside his personal time to ensure that the program would run smoothly and effectively. However, the Study Circle was created to work collectively and each member is expected to be responsible for their own progress so it doesn’t mean that the Study Circle leader should do everything. He is just their in order to guide the participants in accordance with the program. Most of his organizational functions could be consider as presidential or secretarial work (Bjerkaker, 2003). The second functions or commonly known as the social and emotional role of the leader is consider as an important tool in developing a positive atmosphere of cooperation and respect wherein everyone would feel at ease while learning (Blid, 1990)). A Study Circle leader may be the key to an inspiring first meeting or a failure leader would cause the Study Circle to lose some of its members or participants. In order to carry out those two functions, Kindstorm (2002) cited some tasks that would help them perform their task. They are the following: 1) Helping the participants in strengthening their self-confidence; 2) Developing team spirit so that participants would feel welcome and secure; 3) Putting the participants own development in focus and ask the right questions; 4) On the process of knowledge, applying common views from time to time will help the participants to apply what they have learn in different situations of their everyday life; 5) Preventing competition by promoting cooperation among the participants; 6) Encouraging the participants to discuss solutions and ask questions among other through dialogues; 7) Making different options very clear; The leader will always play a crucial role in the interplay of the group. He/she, for an instance, need to face problems that could inhibit the members from participating in activities or learning from the program. The course subject that the Study Circle will tackle will be in accordance to the leader’s general knowledge. On the other hand, Study Circle leaders are considered as unpaid work since it is look upon as part of their engagement in a voluntary organization (Persson, 2006). However there are some who get paid but most of them are either retired or were specifically hired for the job due to certain circumstances. Most Study Circle leaders do have ordinary employment and their only few who are consider as full time Study Circle leaders and most of them are teachers. Methodology Introduction A multiplicity of concepts and ideas may bring confusion in terms of meanings. Clarity of key concepts, ideas and how could they be applied after the study would be an important parts in determining whether they are qualitative or quantitative. The purpose is to generate information about the application of the research design and its method to the current study. Research Design By focusing on textual data and spoken word rather than relying in numerical data and statistical method, qualitative research is meant to describe human experiences in various subjects and topics. The multiple perspectives of each participant are the direct source of data for this research design. By analyzing frequent phrases, patterns or statements from the participants, the researchers are in the process of developing a theory or foundation needed for the study. Furthermore, this procedure may often produce additional information that could start further research. In order to carry out their goal, the researchers should observe and jot down notes during the process of the research (Patton, 2002). According to Patton (2002), qualitative design is very tedious and time consuming. Researchers are force to adapt to the participants conditions and situations in order to extract the information they needed without jeopardizing the content and value of the data. However, analysis of data could pose as a major threat to the success of the study. After being influence by the participant’s environment, interpretation of this data could be subject to biases and personal opinions of researchers (Myers, 2002). However, the risk of taking this design lies in its descriptive reports and explorations of human views that could offer the future readers of the study a better understanding of the problem. Research Method While the Study Circle shall be used as a method, the characteristics of Focus Group Discussion to capture multiple perspectives of different participants at the same time will be useful in this study. Similar to the Study Circle, by assembling group of people to discuss certain topic, focus group discussion could generate social interactions between these people that are not acquainted with each other (Heiskanen, 2008). By generating interactions among them and seeing it evolve, various ideas and concepts are generated at the same time. Ideas and concepts are being generated through a communal process wherein participants could share and elaborate their viewpoints about the subject and concern topics. Furthermore, researchers could understand how participants handle, react and approach the issue being presented to them by observing, recording and analyzing the interaction and discussion of the group (Heiskanen, 2008). Multiple ideas and concept necessary to form the foundation of the school-community framework could be supplied by focus group discussion while minimizing time and cost for the research. Furthermore, the concept of Study Circles and focus group discussion are parallel with each other, thus preventing overlaps of information.

Managerial communication

Interpersonal skills. An example of a barrier to effective listening is inattentiveness. This is a barrier because there is more concentration on the speaker's delivery rather than on the message. Background noises also play a part to inattentiveness as it is distracting. For instance when I was working as a waitress at a restaurant I served a large family, which placed a large order of 3 different pasta dishes, one with cheese and the rest without, and 6 pizzas with different toppings and sizes and one with no mushroom ND another with extra olives.Due to my inattentiveness, I failed to place the correct order to the kitchen. Instead I gave them 3 pasta dishes all with cheese and one pizza with extra mushrooms and the other with no olives. In the future I could improve my listening skills paying full attention to what is being said and also by double checking the order with the recipients in order for certainty. Emotional intelligence is a person's ability to recognize and use emotio ns.It Is a concept that helps to understand human communication. It can also be described as relevant to the accurate appraisal and expression of emotion In oneself and In others, the effective regulation of emotion in self and others, and the use of feeling to motivate, plan, and achieve In one's life (Salvoes & Mayer,1990). Leary et al describe emotional Intelligence as a precise awareness of emotion In self and others, an absorption of emotion to ease thought and an understanding of emotion.For Instance there was a time where I failed to reflect emotional Intelligence when my rope leader approached me about complaints that were made about my behavior and attitude. The confrontation made me defensive which made me react by attacking other group members and ask for clarification.

Persepolis Critical essay

As a native to this strict Middle-Eastern country', Satraps had much to discuss about the expected public behavior of women and the higher standards men were granted through gender inequality. Following the Islamic Revolution of 1 979, the new theocratic regime enforced strict moral conduct codes for females that, in effect, opposed women's rights. Satrap's description of her country aligns itself with the idea that women who openly spoke out and opposed the regime's traditional values were negatively received by the government.Women were expected to be complacent and diet, and failure to do so resulted in severe punishments, such as execution or imprisonment. When magazines published a photograph of Maria's mother demonstrating for freedom, she quickly transformed her appearance and suppressed her rebellious personality in fear of the government's retribution (5). This outspoken attitude was passed down to Marci who, on various accounts, was reprimanded and kicked out of schools and several residences.Aware of the potential consequences her words held, Maria's parents went to such drastic lengths to ensure the protection of their daughter that they sent ere to Vienna where freedom of speech was right was not restricted (147). Furthermore, women were especially disemboweled because their individuality was minimized when they were forced to wear a veil in public, a theme and image that are frequently depicted through Satrap's style of drawing. The similarity between the female characters' images evokes the sentiment that the veil erases all sense of individuality.This obligatory accessory came to eliminate a woman's body shape and protect women from the potential rapists who got excited by their hair. When Maria's mother went UT in public without wearing the symbol of modesty, two'0 fundamentalist men saw it as their right to verbally attack and insult her since she was challenging the regime (74). The executives were very critical towards women who strayed from their straight and narrow path, as demonstrated when Marci was almost taken to the headquarters of the guardians of the revolution for wearing â€Å"symbols of decadence† (132-134).This radical government system was not fully welcomed by the citizens, and Satraps described it as a suffocating and oppressive state where discrimination against women was a jugular occurrence. Gender roles and the power associated with them were clearly detectable throughout the comic; men were viewed as the bread makers and intelligent leaders of society, and women were housewives. Boys were indoctrinated from a young age to become soldiers, tempted with literal keys to open the gates of heaven, and fighting on the front line to earn their entry into paradise (99).War propaganda glorified being a soldier, and it became less about fighting for a country values and more about using the military to protect territorial and financial investments. The young soldiers ere filled with a false sense of p ower because they were hypnotized into believing it would grant them access into an â€Å"afterlife even better than Disneyland† (101). Girls, on the other hand, were kept at home to make winter hoods for soldiers, still with the expectation of remaining complacent and quiet.Satraps also criticized government officials by calling them hypocritical in their judgment of modest appearances. Numerous restrictions were imposed on what and how women were allowed to dress, whereas men were given the freedom to â€Å"present themselves with all clothes so tight they were practically sculpted on† (297). At one point during a convocation, Marci publicly confronted the administration by questioning if â€Å"religion was defending [their] physical integrity or if it was just opposed to fashion† (297).Even more, Satraps depicts how men's Offensive actions could be justified by the comportment of women, and how women were objectified and degraded by men. It was acceptable for a guardian of the revolution to marry and steal the virginity of a rebellious girl before her execution, as was the case with Nonlinear, the eighteen-year-old communist who was only given a dowry equivalent to five dollars (125). For a country that placed a lot of importance on modesty, the gender inequalities were far more apparent.Although Satraps shares many of her memories on controlling leaders and discrimination against women, that is not to say that there are only radical portrayals of gender in Prolepsis. Satrap's connection to Iran is strong and loyal; she believes the â€Å"entire nation should not be judged by the wrongdoings of a few extremists† (introduction). Maria's family and her circle of friends were very avian-garden and would make subtly oppose the government by hosting secret parties with the opposite sex, wearing makeup, ND exposing tufts of hair through the veil.Capitalism and anything relating to the Western world was banned and a cultural revolution was supported by the theocratic regime. Because of this uprising, females were expected to follow an enforced and strict conduct, and the conformity often became so familiar that an escape from the chains seemed impossible. Gender inequality is also explored throughout the comic, highlighting how men were given more freedom and power than women. Satraps portrayed men as being able to contribute to society and hold high-ranking titles, whereas the AR required women stay confined by the walls of their house.

Strategic Analysis & Planning 2 Coursework Example | Topics and Well Written Essays - 3000 words

Strategic Analysis & Planning 2 - Coursework Example This report analyses British Airways’ competitive position and, through audit of the firm’s resources and value systems, determines how the company might achieve growth effectively in what is a rather mature and low-growth market. The report primarily analyses the operations function of the business to best analyse its most potent competitive advantages and opportunities for strategic growth. British Airways now pursues a cost leadership position against major competition. The airline industry in Europe is characterised by many price-sensitive consumers that select low-frills airlines as a means of satisfying their own budgetary needs. The ability of BA to control costs allows the airline to keep ticket prices lower for these price-sensitive buyers in an environment where price wars continue to improve market share for smaller competition (Payne, McDonald and Frow 2011). Predominantly, BA had maintained a reputation for being a high-priced airline company, however the firm better controls its operating costs in order to provide lower fares in an effort to compete with these growing and influential budget carriers (Smith 2013). Where BA maintains its cost leadership advantages is in operation cost controls. This cost leadership strategy is maintaining a lower price to value ratio, or satisfying customers by offering prices that are satisfactory for the value they receive (Thompson, et al. 2010; Murray 1988). Primarily, cost leadership as a new competitive strategy is achieved through economies of scale, cost-related advantages that are realised through size, scope of the firm and through scale of service production (Truett and Truett 2007). British Airways maintains the capacity and hub capabilities that allow the firm to turn around different European flights very quickly. BA maintains a total fleet size of 292 planes and maintains its own, self-owned and self-managed maintenance division that allows for

Policy Paper Proposal Essay Example | Topics and Well Written Essays - 5250 words

Policy Paper Proposal - Essay Example When countries start equating security and national defense with equipping or stockpiling its weapon reserves, we begin to look for the concealed agenda behind such act. Defense weapons take up a considerable appropriation from the national budget which could be diverted to purposefully serve the common good of its constituents. Yet the United States has continued its current defense system spending with its war against Iraq and terrorism. There is no question about the country's vital interest in security and economic growth; it is every American's moral obligation but to see beyond the influence over weapons of mass destruction creates the skepticism on its exact concept. Japan as a unique homogenous country represents opposing extremes in individual relationships and freedom against the US fondness for multicultural diversity. Delor's1 comparison of Japan's model is based on society's excessive guardianship over the individual in contrast to the American model of individual triumph over society. Both countries as equal foes during WWII have created a fair amount of wariness to warrant an extra-close bilateral relation. Yet, when Japan conducted a significant amount of cooperation with the United States to increase its defense capability under the Treaty of Mutual Cooperation2, it was harder to gauge where the possibilities would lead. After September 11, the United States and the Bush Administration had increasingly built enough confidence on an alliance with Japan that has resulted to the best relations of both countries. Currently, there are more than 47,000 US military personnel in Japan who will assume the obligation to maintain and develop the capacity to protect both countries in case of an armed attack on territories under the Japanese administration. In November 2005, the Japanese proposed constitutional revisions that would create a cabinet level Defense Ministry while keeping the old clauses mandating official pacifism. Under the revisions, the Japan Self-Defense Forces (JSDF or SDF) would formally be referred to as a military force and the new wording proposed is "in order to secure peace and the independence of our country as well as the security of the state and the people, military forces for self-defense shall be maintained with the prime minister of the cabinet as the supreme commander." The amendment has widespread support and is expected to pass through as a popular referendum3. Japan and US Relations after the WWII To recall, Japan's defeat in WWII created lasting effects on the national consciousness towards the war and military involvement in governmental politics. The devastation brought about by the effects of Hiroshima and Nagasaki has evoked and attitude that was clearly exhibited by the public's wide acceptance of disarmament and demobilization of military leaders after the war. Dismantling of the Japanese Imperial Army and Navy gained a wide support under General Douglas McArthur. Defeat created a pacifist attitude and sentiment that fostered the 1947 Japanese Constitution which, under Art. IX forever renounces war as an instrument for settling international disputes and declares that "Japan will never again maintain land, sea, or air forces or other war potential". The deprivation any military capability after 1945, created only the US occupation forces and a few domestic police on which to rely for security. The Cold War tension in Europe and Asia coupled with leftist-inspired

Operations Management - Inventory Essay Example | Topics and Well Written Essays - 500 words

Operations Management - Inventory - Essay Example Here, when t he inventory of raw materials is over, it does not prompt a requirement. The entire action is towards coming up with the end product or the complete product. It is important to distinguish between both the philosophies, since goods are classified as end products and raw inventory. Each of these is governed by a particular kind of demand, which in turn, is governed by the above philosophies. Therefore, inventory management requires the differentiating between the two philosophies. Independent demand inventories are the ones that include the finished goods or the spare parts of these goods. The demand is independent of the operations and is solely dependent on the market conditions. On the other hand, dependent demand inventories are unfinished raw materials that go into the making of goods. These are governed by the demand for the end product as well, apart from the market conditions. Therefore, it is dependent, not only on the market scenario, but also the operations and the demand for the end product. For instance, if a toy wagon is the subject, then the wagons would fall under independent demand, while the wh

Differentiation between Customer Relationship Management Essay

Differentiation between Customer Relationship Management - Essay Example In the yester years banks used to invest in maintenance & development of operational systems but now they are considering their marketing campaigns (mainly offline) to boost up their overall earnings. (Rajola, 2003, p.17) Benefits that can be derived through CRM are the reporting tools that enable companies to have strategy in their businesses & also have the opportunity to keep the consumer’s contact. (Sharp, 2003, p.175) On the other hand Customer Experience Management (CEM) is an entire process of accumulating a consumer’s experience with a product or a particular company. The idea of CEM is mainly built on the orientation of the process & hence it tries to relate the relevance of a product or for that matter, the producer firm, to a customer’s life. In CEM the overall motto is not to sale the goods to any particular consumer, instead the idea is to maintain & share the experiences of the product with the consumers even after the sale. By doing this, value is created for the firm & a loyalty is built up among consumers. (Schmitt, 2003, pp 17-18) Customer Experience Management is an approach that focuses mainly on the experience of consumers. It focuses on the consumers’ purchase & usage mannerisms. Thus the customers may feel delighted with newer products while on the contrary Customer Relationship Management rarely focuses on the emotional bond with the customer. In CRM customer’s feedback regarding a product or a service is not considered. (Schmitt, 2003, pp 16-17)

Is it a good idea to use the term 'knowledge management in Essay

Is it a good idea to use the term 'knowledge management in conversations with top managers in our days - Essay Example In order to get acquainted with the major postulates of knowledge management we turned to â€Å"An Illustrated Guide of Knowledge Management† issued by Wissensmanagement Forum in 2003. This guide offers a very detailed description of objectives and benefits, basic concepts and logistics, and gives a precise description of implementation of knowledge management in practice. It becomes clear from the contents already that the â€Å"new† science covers such field of management as information and communication technologies and expert systems. The guide provides psychological and philosophical bases for the importance and necessity of knowledge management, explaining facts that are either well-known and widely-discussed or obviously far-fetched. They start with declaring the significance of knowledge and organizational learning for the success of any enterprise (which has been exhaustively discussed in the vast literature on strategic, business and operations management, as well as in that devoted to management of technologies, intelligent systems and the like), happily informing us (as if nobody guessed before) that well-trained and clever personnel contributes to this success, and claiming that â€Å"effective knowledge management not only forms the basis of successful innovation processes, but also greatly enhances an organization’s ability to innovate† (p.1). There arises the first question of a puzzled audience: have they found some new method of turning usual employees into creative and invaluable workers? Further, they provide a detailed scheme of cognitive processes connected with knowledge and memory (it stays unclear what a top manager needs it for – general education?) and introduce some cleverly-sounding terms (the purpose is still unclear). They speak of tacit and explicit knowledge and write many other abstruse things (p.2-7). T.D.Wilson (2002) fairly wonders how knowledge of an individual can be managed at all (incre ased and

JMC 620 Final Exam Essay Example | Topics and Well Written Essays - 1000 words

JMC 620 Final Exam - Essay Example Set objectives will be measured against achieved results. Some of the evaluation tools that will be used include website hits, number of enquiries and questionnaires. Marketing can at times be so discouraging, it becomes even more daunting if there is no budget for the marketing tasks. Even so, it is possible to market the Kentucky Boat Show and increase the attendance without a budget. Some of the ways I would use include; We would build relationships within the community to help the business and the show gains exposure. The network would include online influencers, we would share their comments with friends and ensure we are discerned in their platforms. The link to our sites will always be included whenever we give comments. Print advertising has had a tremendous comeback in the recent years. It is affordable and always brings value to the investment (Parente, 2006). We are going to use a multi-faceted approach to our visual communication by making the fliers and posters in different ways though conveying the same message. The visual advertisements will be visually captivating and appealing. The posters will attract the eyes and be convincing to the mind. It is in line with recent research that suggests that an attention drawing advertisement with a quick response code draws just as much attention as a well written copy. Higher institutions of learning are rich in skills and creativity. Our plan is to organise a contest for creating fliers and banners of all types with awards for every acknowledged entry. Fliers will be given to customers, employees and sent to shareholders. Banners will then be placed about the business premise and at strategic places in town where there is large human traffic to ensure a large audience is reached. Multiple fliers made in different ways will ensure that the attention of several people is grabbed The effectiveness of this approach is expected to be high. Our method is aimed at grabbing attention

ZOO Observations Assignment Example | Topics and Well Written Essays - 1000 words

ZOO Observations - Assignment Example It has a lifespan of 15 to 20 years in its natural habitat and more than 20 years when in a controlled environment, for instance, in a zoo. I observed that the patas monkey is a quite animal and one with a great appetite. On its feeding habits, I observed that the monkey ate gluttonously - it fills its cheeks with food. It uses its fingers to feed itself. As a result of its quick feeding habits, the feeding time was very little - 3 minutes that is about 15 percent of the observation time. I also found the Patas monkey to be quite active. After eating, the monkey seemed excited wearing a playful face. It jumped as if it was dancing every often food went its way. I assumed its jumping was a way of soliciting for more food. The jumping was carried out for about a minute or less, that is, about 5 percent of the observation time. It was further observed that the Patas monkey walked on its fingers. I also noted that the monkey had a nice way of resting – it leaned back and put up it s feet. It spent about 5 minutes in this position of relaxing – that is approximately 25 percent of the total time of observation. In the course of resting, I am not sure whether the monkey went to sleep because there are moments when it stayed still. After the sleep and relaxing, the monkey engaged in grooming and being groomed by other monkeys for some time – this was approximately 5 minutes (about 25 percent of the time). The patas monkey also engaged in what seemed like warm up exercises running up and down. I noted that it had an admirably great speed when it was being chased or chased other monkeys. The time spent in running up and down was about 30 percent of the observation time. Bornean orangutan The scientific name for Bornean orangutan is pongo pygmaeus. I found this ape to be bored and much of the observation time was spent not doing much. It took almost fifty percent of the observation time resting. In its resting position, the ape sat upright on the groun d with its hands touching the ground. During my observation time the ape did sleep for roughly two to three minutes – that was about 15 percent of the observation time. When sleeping the ape lay on its back and stretched out its legs and hands. The ape did not seem to be interested in eating anything though it could reluctantly bite once or twice some fruits I threw to it. The ape did walk at some time using its four limbs – the walking style is what we described as terrestrial quadrupedalism in class. The ape did not seem to be in hurry when walking and I guess even if it tried to run it could not or at least it could not run very fast. Unlike the patas monkey which could ran very fast thus can easily evade being caught by its predators, the Bornean orangutan did not seem like one that could be easily intimidated by predators. In the course of the observation, I neither noted any facial expression by the orangutan nor any vocal expressions. The best way to describe th e ape from the observations I made is that it was a solitary animal which did not express its feelings easily and one that seemed to be bored with its environment. It spent a good percentage of the observation time sitting down and strolling around. I must note it was not very interesting observing the Bornean orangutan especially after having a great time with a proactive patas monkey. Western lowland Gorilla The scientific name for the western lowland Gorilla is Gorilla gorilla gorilla. It was interesting watching this animal. It was quite active during the observation time. I also noted that it easily moved about. With the exception of the times when the gorilla sat down for about five minutes, I really did not see it resting. When it was sat, it was not exactly still but went

Chinese food in the United States( food as culture) Annotated Bibliography

Chinese food in the United States( food as culture) - Annotated Bibliography Example Furthermore, the author determines how the Chinese cuisines have shaped the American cuisines. This source utilizes both primary and secondary evidence on how Chinese food came to America. I find this source to be helpful in explaining the origin of the Chinese foods in the United States. It will help in developing a background for my topic. It will help the reader realize how this food increased in the foreign land, America. The source credibility is from the author who is a writer of different newspapers including the popular New York Times, and has experience in Chinese restaurants. In this article, Hayford explores one of the Chinese Cuisines that has become dominant in the United States. In particular, this researcher examines how â€Å"Chop Suey† went through different challenges before it was accepted in different restraints and be used by different ethnic groups. The Northerners believed that â€Å"Chop Suey† was not authentic (7). Congress laws on immigration after the World War II saw a decline in Chop Suey. As a result of education and restaurants competitiveness, this cuisine was also appreciated. Asian-Americans students use it to embrace national heritage in showing cultural fusion. However, this journal article does not provide methods used in collecting data. Fortunately, its arguments are well explained using both secondary and primary sources of data. This article will be helpful in explaining how Chinese food helps them in embracing their national heritage in the age of cultural fusion. I believe that relating Hayford integration of Chop Suey with china will help in explaining how food can identify a given nation. This article relates to Coe book, which provides history on how different Chinese foods reached the United States. The article credibility comes from the use of primary and secondary data. Also, the author is an independent scholar who has worked

Voltammetric Methods for Trace Analysis of Chromium Essay Example for Free

Voltammetric Methods for Trace Analysis of Chromium Essay Voltammetric methods of analysis, which have been used since the invention of polarography in 1922, witnessed a serious decline in use and was even threatened with extinction with the development of Atomic Absorption Spectrometry (AAS) in the mid-1960s (Bond, 1980, pp. 2-3). The remarkable detection limits of AAS, coupled with its ability to determine almost all the metallic elements, was beyond the reach of classical polarography, which had come to be regarded as a very unattractive technique due to its clumsy instrumentation. However, there has been a resurgence of interest in the electroanalytical techniques during the past years, mainly as a result of the appearance of vastly improved, commercially available instrumentation which has taken full advantage of the electronic revolution. In parallel with the instrumental developments, there have also been accompanying advances in the theoretical aspects of electroanalytical techniques with the development of, for example, ax, pulse and stripping techniques. As a consequence, voltammetry is now established as an extremely versatile, sensitive, rapid and inexpensive analytical technique which has found applications in most areas of analytical chemistry. The fundamental principles of polarography are described by Bond (1980), though he recounts developments in polarographic techniques that have led to the renaissance and widespread adoption of voltammetry. Over the last 15-20 years, there has been a revolution in the existing data regarding the distributions and chemical behavior of trace elements in natural waters. This revolution has been brought about by the realisation that any analytical methodology has to account for the risks of contamination as well as analyte losses involved during the sampling and sample handling steps. Thus clean techniques have been developed and adopted for the collection, preservation, storage and analysis of water samples for trace analysis. This, coupled with the advent of extremely sensitive techniques, has resulted in concentrations of trace elements in seawater being shown to be factors of 10 to 1000 times lower than those previously accepted (Donat, et al. , 1995, p. 247). This in turn has led to a demand for more accurate data to be generated at lower concentrations. The focus of this paper is to discuss voltammetric methods for the analysis of one of the biogeochemically important trace metals in natural water: chromium. Voltammetric Methods AAS (especially Electrothermal AAS) techniques are generally regarded as the ultimate methods of detection for ultra-trace analysis because of the detection limits attainable by these techniques. However, in the form of Anodic Stripping Voltammetry (ASV), voltammetry offers a technique that, in specific cases, can rival these techniques with respect to detection limits, reproducibility and ease of operation. The extreme sensitivity of ASV is due to the analyte preconcentration step inherent to the technique, whereas the spectrometric techniques rely on a prior analyte preconcentration step. Another advantage that ASV offers is that it can speciate the analyte species on the basis of their lability in the natural medium (Florence, 1986) The high sensitivity of ASV allows for the determination of metal speciation in natural waters without the necessity of external pre-concentration. ASV involves two steps: deposition step, which is an internal pre-concentration, during which a negative potential is applied at the mercury drop (i. e. the working electrode) and the metal ion is reduced to the metal which dissolves in the mercury drop forming an amalgam, followed by the stripping step, during which a positive-going potential scan causes re-oxidation of the metal in the amalgam. Thus, the amalgamated metals are stripped out of the mercury electrode and give rise to anodic peak currents, whose heights are proportional to the ASV-labile (i. e. ASV-measurable) metal species (Willard et al. , 1988, p. 719). The applicability of ASV is contingent on the metal to be determined being soluble in mercury to form an amalgam. This requirement severely limits its widespread application in environmental analysis and ASV has remained more or less confined to the determination of Cu, Pb, Cd and Zn. In this respect, the applicability of ASV is very restrictive, in contrast to the capability of AAS or ICP techniques, which are readily applicable for the determination of most of the elements in the Periodic Table (Willard et al. , 1988). In parallel with ASV, Cathodic Stripping Voltammetry (CSV) techniques have also been used for trace element analysis. Until relatively recently, this technique was viewed as the mirror image of ASV (Wang, 1985). In classical CSV, the analyte species is electrolytically preconcentrated as an insoluble Hg species on the electrode by the imposition of a relatively positive, constant potential during the deposition stage. The applied potential results in the formation of Hg22+ ions on the electrode surface. Analyte species capable of forming insoluble Hg compounds react with the Hg22+ to form an insoluble film on the surface of the electrode. During the stripping stage, a negative potential scan is applied on the electrode, resulting in the reduction of this insoluble compound to Hg0 and the original analyte ion. The faradaic current resulting from this reduction forms the analytical signal. In this preconcentration mode, CSV is applicable to the analysis of mainly anionic species and has been used for the analysis of halides, cyanide, sulphide and a variety of organic compounds (Wang, 1985). The applicability of CSV has now been extended to the determination of metallic species following considerable research into a new, non-electrolytic method of preconcentration during the last decade. This preconcentration method is based on the observation that many organic compounds exhibit surface active properties that are manifested by their adsorption from solution onto the surface of a solid phase. Adsorption has been regarded as an undesirable adverse effect in polarography for a long time but enhancements in polarographic waves had been observed and attributed to adsorption since the early days of polarography (Bond, 1980). Pihlar et al. (1981) were the first to exploit adsorption of the dimethylglyoxime complex of Ni on the Hg electrode for the preconcentration of Ni before its stripping. Since then, procedures for the determination of a large number of trace elements have been developed and applied to environmental samples. Wang (1989) provides excellent review on the development, potentials and applications of CSV, which contains a detailed treatment of the fundamental principles of CSV, the mechanisms of complex adsorption and of the stripping step. The principle behind the new method is very simple: under optimized solution conditions, the analyte (generally metal ions) reacts with an added ligand to form a complex which is adsorbed on the surface electrode during the preconcentration stage. This complex is then reduced during the stripping stage, which consists of the application of a negative potential scan on the electrode. During the stripping stage, the reduction process producing the peak current may be due to the reduction of the metal ion, the reduction of the ligand or the simultaneous reduction of both the ligand and the metal ion. The selectivity of the method is determined by the judicious choice of the complex-forming ligand and, since the reaction between the ligand and the analyte is usually dependent on the oxidation state of the analyte species, speciation analysis is generally achieved (Wang, 1985). A comprehensive review of ligands used in, and metals determinable by CSV is given by (Paneli, 1993). It can be conceived that with the choice of a proper ligand, any metallic species should be amenable to CSV determination, opening up the whole Periodic Table to this extremely sensitive, selective and inexpensive analytical technique. The reduction of the ligand can be used for the determination of metals which are reduced at very negative potentials. It is no wonder therefore that so much activity has been channeled towards the search for new ligands for CSV of trace metals in environmental samples. Almost two decades after the technique was first used for the determination of nickel, there is some continuing debate as to the name of the technique. Since the adsorption phenomenon is utilized for preconcentration of the analyte species, the technique has also been referred to as Adsorptive Stripping Voltammetry, (AdSV), as well as Adsorptive Cathodic Stripping Voltammetry (AdCSV), whereas many workers simply refer to it as CSV based on the direction of the current flow during the reduction. Following a discussion on the pros and cons of the different names used for the technique, Fogg (1994) reached the conclusion that the term cathodic stripping voltammetry with adsorptive accumulation would be more informative. However, he acknowledged that the term cathodic stripping will continue to be used. In contrast to the analytical methods, electrochemical methods for trace metal analysis are very fast and require relatively simple and inexpensive instrumentation. If the complexing ligand is chosen such that the reaction occurs selectively between the ligand and the analyte in a given oxidation state, speciation is achievable without lengthy separation steps and the preconcentration inherent to the technique precludes the need for a potentially contaminating preconcentration step (Wang, 1985). The whole analytical procedure can generally be carried out within the confines of a clean bench, which is a major asset in trace analysis. The fact that the material adsorbed on the mercury electrode is readily accessible for instantaneous reduction during the stripping stage leads to the flow of a large current, which is the analytical signal. Hence high sensitivities, i. e. , extremely low detection limits, can be achieved. In CSV, detection limits in the sub-Â µg/L level are routinely achieved using preconcentration times of 1-3 min (Wang, 1985). All these assets make CSV potentially the most appropriate technique for environmental, and, specifically, natural water analysis. Voltammetric Analytical Methods for Chromium Chromium occurs principally in nature as the extremely stable mineral chromite, FeO. Cr2O3. In most soils and bedrocks, it is similarly immobilized in the trivalent state; however, the environmental concentrations of chromium are significantly in excess of the natural mobilization of the element by weathering processes. This is because chromium and its compounds have widespread industrial applications, resulting in large quantities of the element being discharged in the environment (Bowen, 1979). The chromium concentrations encountered in natural waters are very low; concentrations vary from 0. 1 to 0. 3 Â µg/L in seawater and from 0.3 to 6 Â µg/L in unpolluted surface waters (Bowen, 1979). The study of the chemical speciation of chromium in natural waters has been a topic of great interest for 40 years. The speciation studies have almost exclusively focused on the distribution of chromium between Cr(III) and Cr(VI) (Fukai, 1967, p. 901). Polarographic methods for the analysis of chromium have long been established but the detection limits do not permit their application to natural waters. However, it was during the polarographic study of Cr in supporting medium containing EDTA and nitrate ions that an important observation was made by Tanaka and Ito (1966). These authors found that the Cr polarographic waves were unusually high in this medium and attributed it to the catalytic re-oxidation of an intermediate Cr(II)-EDTA complex by nitrate ions. Golimowski et al. (1985) were the first to recognize the role of adsorption in the polarographic determination of Cr in the presence of DTPA as supporting electrolyte. They showed that the Cr-DTPA is adsorbed on Hg whereas Cr-EDTA is not, hence the notion that DTPA is more suitable than EDTA for the polarographic determination of Cr. Golimowski et al. (1985) exploited the adsorption of the Cr-DTPA complex for the preconcentration of the analyte at a Hanging Mercury Drop Electrode and thus published the first CSV method for chromium. DTPA was used as the complexing ligand and the catalytic effect of nitrate ions was used for enhancement of the reduction currents. In what would be the first application of a voltammetric technique for the determination of chromium at levels prevalent in natural waters, they reported a detection limit of 20 Â µg/L for a 2-min deposition time. The superiority of this analytical method vis-a-vis the non-electrochemical methods was unquestionable. The CSV method provided not only the required detection limit, but it did so without the need for any separate sample pretreatment steps (Golimowski et al. , 1985). However, Golimowski et al. (1985) failed to consider that the sensitivity of Cr(III) was less than that of Cr(VI), although this observation had already been made by Zarebski in 1977. These authors also failed to observe that the response of Cr(III) was transient (see below). According to Golimowski et al. (1985) therefore, the method was applicable for the determination of total chromium and they claimed success in its application for the determination of chromium in river, lake, sea and rain water. Given the view of Golimowski et al. (1985) regarding the applicability of the DTPA method for the determination to Cr(III), Torrance and Gatford (1987) made a very thorough study of the CSV of the Cr-DTPA complex and confirmed that the responses of Cr(III) and Cr(VI) were indeed different. They found that the Cr(VI):Cr(III) response ratio was 14:1 at 0. 1 Â µg/L and 1. 2:1 at 1 Â µg/L of Cr respectively. These authors also found that with both Cr(III) and Cr(VI) there was a kinetic effect that produced a decrease in peak current with time; this decrease was more severe for Cr(III), with a decrease of 15% in the first 5 min after the addition of DTPA. Therefore it was concluded that Cr(III) and Cr(VI) cannot be determined in a solution unless all Cr(III) is oxidized to Cr(VI). They achieved this by heating the sample solutions with bromine water and attained detection limits of 0. 023 Â µg/L Cr as Cr(VI) (Torrance and Gatford, 1987). Scholz et al. (1990) also confirmed that the DTPA method works reliably only for Cr(VI) and proposed that, for the speciation of chromium, total chromium be determined as Cr(VI) after prior conversion of Cr(III) to Cr(VI) by uv-irradiation. Cr(VI) only was determined after a prior step in which the Cr(III) was removed from solution by coprecipitation with AI(OH)3. Cr(III) could then be obtained by difference. The use of DTPA as the complexing ligand in the determination of chromium was further studied by Boussemart et al. (1992), who devised and optimized a method for the speciation of chromium in natural water. These authors observed that the sensitivity for Cr(III) was about 70% of the Cr(VI) sensitivity. They also found that the response for Cr(III) was transient, disappearing completely in about 30 min. They therefore devised a method whereby the CSV peak current was recorded under optimized conditions immediately after the addition of DTPA to the voltammetric cell. The peak current at this time would be equivalent to the response due to Cr(III) and Cr(VI). Then, after 30 min (when the Cr(III) was believed not to be responding), they carried out a determination of Cr(VI) by a Cr(VI) standards addition. The concentration of Cr(III) was estimated from the initial response of Cr(III) plus Cr(VI). Thus, they reported a detection limit of 0. 1 nM (ca. 5 ng/L) for a 2-min deposition time. Although they used this method for the speciation of Cr in natural water, it is deficient in that the Cr(III) can only be estimated (Boussemart et al. , 1992). Apparently, these authors failed to consider the findings of Torrance and Gatford (1987) regarding the differing ratios of Cr(VI):Cr(III) responses at different concentrations as well as the rapidly decreasing response of Cr(III). The rate of decrease of the Cr(III) response is such that by the time the solution is purged and the first voltammetric run completed, there already is a substantial loss in signal. If, as is normal practice, voltammetric runs are carried out in triplicate and, as proposed, a deposition time of 2 min is chosen, it would be impossible to quantify the initial response due to the Cr(III). However, this method is very useful because it enables total Cr(VI) to be determined without any sample pretreatment step. Probably having realized the deficiencies of the above method, Boussemart and van den Berg (1994) later published another method for the determination of Cr(III) in natural water. In this case, the Cr(III) was preconcentrated by adsorption on silica. The adsorbed Cr(III) was later released by converting it to Cr(VI) by uv-irradiation and this Cr(VI) was determined by CSV, with DTPA as the complexing ligand. Conclusion From the discussion above it can be seen that analytical methods with the required sensitivity for the speciation determination of chromium in natural water can be based on electrochemical techniques with better attainable detection. Additionally, the electrochemical techniques generally involve less sample pretreatment and are faster and cheaper to perform. For these reasons, electroanalytical methods are preferable for the determination of chromium. Of the stripping techniques discussed, the method based on DTP A seems best suited to the determination of Cr(VI) in natural water, because Cr(III) does not respond. However, the difficulty faced in determining Cr(III) is a major drawback. Considering the methods described above, the complete speciation of chromium would need the complete oxidation of Cr(III) to Cr(VI) or the physical separation of the Cr(III) species as done in the methods by Boussemart and van den Berg (1994), or Scholz et al. (1990). These pretreatment steps are lengthy and are potentially likely to introduce analyte losses as well as contamination in the analytical method. The incorporation of sample pretreatment steps seems to be contrary to the spirit of electroanalytical techniques where excellent sensitivity coupled with simplicity and minimal sample handling is lauded as the great asset of the technique. The complete speciation of chromium could in principle be achieved without any need for sample pretreatment by the use of two different complexing ligands, for example, DTPA for Cr(VI) only and then cupferron or 2,2-bipyridine for total chromium (Cr(III) plus Cr(VI)). The difference between total chromium and Cr(VI) would then be equivalent to Cr(III). However, adoption of such a speciation scheme has apparently not yet been investigated, probably because it would entail undesirable additional time and costs (costs and purification of additional chemicals etc. ) in the overall process. References Bond, A. M. (1980). Modern Polarographic Methods in Analytical Chemistry. New York: Marcel Dekker. Boussemart, M. , van den Berg, C. M. G. , Ghaddaf, M. (1992). The determination of the chromium speciation in sea water using catalytic cathodic stripping voltammetry. Anal. Chim. Acta, 262, 103–115. Boussemart, M., van den Berg, C. (1994). Preconcentration of chromium (III) from seawater by adsorption on silica. and voltammetric determination. Analyst, 119, 1349-1353. Bowen, H. J. M. (1979). Environmental Chemistry of the Elements. Academic Press. Donat, J. R. , Bruland, K. W. (1995). Trace Elements in the Oceans, in Salbu, B. and Steinnes, E. (Eds. ), Trace Elements in Natural Waters. CRC Press. Fogg, A. G. (1994). Adsorptive stripping voltammetry or cathodic stripping voltammetry? Methods of accumulation and determination in stripping voltammetry. Anal. Proc. , 31, 313-317.

Jungs Theory of Psychological Types

Jungs Theory of Psychological Types Explain C.G. Jungs theory of psychological types as a developmental model As Anthony Stevens (1990) details, Jung’s theory of psychological types has many precedents in psychology and the philosophy of mind; it can be seen to be connected to such notions as Hippocrates’ concept of the four temperaments, its medicalisation in Galen’s four humours, the ancient Egyptian systems of astrology and the Chinese binaries of Yin and Yang. Jung, however, in his essay ‘A Psychological Theory of Types’ (1960) despite acknowledging his debt to such systems, stresses the notion that his theory can be distinguished from such intuitive ones through its use of scientific and analytical understanding, as he states: The historical retrospect may set our minds at rest as to the fact that our modern efforts to formulate a theory of types are by no means new and unprecedented, even if our scientific conscience no longer permits us to revert to these old, intuitive ways of handling the question.[1] As this paper shall assert, this image of change and continuity is crucial in understanding how Jung’s theory has and can be used as a developmental model to examine not only childhood development but that of the whole lifecycle. Jung’s theories on this area can be seen as a being constantly adapted by himself and others to widening their theoretical importance and, more importantly perhaps, to broaden their practical application. To this end, this paper is divided into three main sections: the first looks at Jung’s theory of psychological types as laid out in texts such as ‘A Psychological Theory of Types’ (1960), The Development of Personality (1981) and Psychological Types (1983); the second section looks how this was adapted and altered by Isabel Myers and Katherine Briggs (Myers, 2000; Myers, 1962; Bayne, 1997) and lastly, the third and final section details briefly how each of these has been used as a full developmental model in practical psych ology and developmental science. It is hoped then that this paper represents not only a historical explanation of Jung’s theories but how they fit into a developing discipline. Jung describes the basics of his theory of types concisely in the introduction to the work Psychological Types (1983): In my practical work with nervous patients I have long been struck by the fact that besides the many individual differences in human psychology there are also typical differences. Two types especially become clear to me; I have termed them the introvert and the extraverted types.[2] There are two things of interest in this simple statement: firstly, as we have already stated Jung asserts the scientific method of his research (his theory arises out of observations in a clinical setting) and secondly, as Stevens (1990) details, Jung’s theory of types aims to accommodate both individual difference and universal similarity. The two basic psychological types in Jung’s framework, the introvert and extrovert, describe the basic relationship the individual has with the world and the objects around them: the extravert is defined by an outward flowing of libido, and as Fordham (1964) states â€Å"an interest in events, in people and things, (and has) a relationship with them and a dependence on them.†[3] The extravert draws energy from the world in which they inhabit and as Jung (1983) states, is more likely to have a ready acceptance of external events and happenings. They also show a need to be influenced by events happening to them and will have mo ral and ethical leanings that gravitate towards the collective[4]. The extravert is likely to be more willing to share views, to engage with others and to see their ideas as existing within a network of influencing factors (Shamdasani, 2003: 68). Conversely, the introvert presents us with the opposite view, as Fordham (1964) details: The introverted attitude, in contrast, is one of withdrawal; the libido flows inward and is concentrated upon subjective factors, and the predominating influence is ‘inner necessity’. When this attitude is habitual Jung speaks of an ‘introverted type’.[5] The introverted type, then, is happiest alone, ‘in their own company’ (to use Jung’s own phrase), draws energy from solitude, is more likely to formulate their own ethical judgements and frameworks, has a tendency towards pessimism and anxiety and finds safety and warmth with other people only when security has been established and the relationship boundaries have been fixed (Jung, 1983: 142-5). As we can see here, Jung’s basic taxonomy recognised only two general types and each of these corresponded to the individual’s interaction with themselves and the world about them. In his work ‘Psychological Types’, however, Jung also characterises ‘four basic psychological functions’ that he lists as: thinking, feeling, sensation and intuition. Each of these functions, taken as individual tropes and as two pairs of binaries (thinking/feeling and sensing/intuiting) enables us to frame not only the two basic types per se but how they are manifested in situation and behaviour. The two basic types and the four functions can be combined to form a series of eight major psychological types that serve to define and characterise an individual’s psychic propensity (Extraverted thinking, Introverted thinking, Extraverted feeling, Introverted feeling and so on). As Jung explains, this grouping was seen more as a flexible framework than a rigid meth od of pseudo-scientifically condensing the richness and breadth of humans as a species. As Stevens (1991) details, although these initial eight types have been expanded upon and used as the basis for psychometric testing, Jung’s interest in them was largely clinical, his writings outline how they can be used to understand the ways in which individual’s react to their environment and how clinical and pedagogical strategies can be formulated to best work with an individual’s own behaviour. As Knox (2003) suggests, the eight basic types of Jungian theory can be seen more as a method of classification than a developmental model. Whereas Jung’s concept of the archetypal lifecycle employed similar processes of taxonomy (the notion of life stages for instance) it was Isabel Myers and her mother Katherine Briggs who were to take Jung’s work and fully utilise it as a developmental model. As Myers (2000) details, the Myers-Briggs model expanded on Jung’s original thesis by adopting and adapting the concepts of the ‘dominant’ and the ‘auxiliary’ functions, this allows for the types to be seen, not so much as a series of binaries, but as a set of dichotomies that can be used to measure the relative make up of personality types within each individual. This resulted in an expansion of the eight types to sixteen, each of which was assigned a series of letters that allowed psychologists to formulate questionnaires and to calibrate results, as Myers herself details: Jung’s theory and the 16 MBTI types do not define static boxes; instead, they describe dynamic energy systems with interacting processes.[6] The Myers-Briggs adaptation of Jung’s original types made it possible for them to be used in more general, non-clinical situations (Waktins and Campbell, 2000). The sixteen types in the Myers-Briggs system have specific characteristic traits that can be used as a developmental model, not only in terms of how the individual may react to the changing life stages outlined by Jung (childhood, adolescence, early maturity, mid-life transition, middle age, late life transition, late maturity, death – [Stevens, 1990: 62]) but also in terms of the challenges that face individuals everyday. Myers (2000) for instance outlines the ISTJ individual (Introverted Sensing with Extraverted Thinking) as having: †¦a strong sense of responsibility and great loyalty to organisations, families and relationships in their lives. They work with steady energy to fulfil commitments as stated and on time. They go to almost any trouble to complete something they see as necessary but baulk at doing anything that doesn’t make sense to them.[7] Myers (2000) places such descriptions within a developmental context that highlights problems and potential areas for growth, asserting for instance that ISTJ personalities can â€Å"become rigid about time, schedules and procedures† and â€Å"find it difficult to delegate† (Myers, 2000: 14). Alternatively, those classified as ENFP (Extraverted Intuition with Introverted Feeling) can be described as innovative, stimulated by new people, see connections where others don’t and are likely to be curious, creative, imaginative and spontaneous. In terms of personal development, however, they can become frustrated â€Å"become scattered, have trouble focusing (and) be easily distracted† (Myers, 2000: 21). We can see how the Myers-Briggs model not only adapts the taxonomy of Jung’s original classification but also expands its uses – employing it far more as a general developmental model than a clinical tool, as Allen and Brock (2003) state: (The MBTI is) a tool for assessing those individual differences and has given millions of people a positive understanding of their own patterns of communication as well as an understanding of the mutual usefulness of differences.[8] As McCaulley (2000) suggests, Myers-Briggs Type Indicators can be used a developmental and psychometric model in many areas of counselling and education to determine such things as teaching styles, lifestyle strategies and methods of dealing with challenges and life situations. The development of type is a process that continues throughout one’s life: youth is seen as the stage in which we develop the dominant and auxiliary functions that form a major part of one’s personality, midlife allows us to develop and set the third and fourth functions and the latter stages of life allow us to adopt a lifestyle that is in conjunction with our own type preferences. As McCaully (2000) states, here Jung’s theory of psychological types and his theory of the developing lifestyle can be seen to coincide, with the latter being able to be used as a way that individuals can negotiate the former. Psychological types, especially as they were framed and described by Isabel Myers and Katherine Briggs, can be used as a basis with which to formulate strategies that aid in the transition from one life stage to another. As a developmental model then it seeks to be both descriptive and curative. Isabel Myers saw the a whole range of uses for Jungian psychological types as a developmental model, most notably in the area of education and child development, for instance she states that It is particularly important to apply the ethics and values of type to relationships with children. Often in trying to meet a child’s needs, adults assume that what has worked best for them will also work best for the child. Lack of validation or acceptance of one’s preferences as a child can lead to low self esteem, defiance or adaptation of that creates strain.[9] The Jungian based MBTI developmental model has been used by all manner of different disciplines from management practice (Davidson Frame, 2003, Bess, 1995) to education (Morgan, 1997) from organisational theory (Schneider and Smith, 2004) to religion (Watts, Nye and Savage, 2002). Its use by such a wide variety of fields is surly a reflection of its place as a model that seeks to understand both individuated personality and universal archetypes. Also, as we have seen, it is a theory is constant evolution and one that is being utilised by an ever growing range of academic and practical disciplines. References Allen, J and Brock, S (2003), Health Care Communication Using Personality Types: Patients Are Different, London: Routledge. Bayne, R (1997), The Myers-Briggs Type Indicator: A Critical Review and Practical Guide, London: Nelson Thornes. Bess, J (1995), Creative R and D Leadership, London: Quorum Books. Davidson, Frame, J (2003), Managing Projects in Organisations, London: Jossey Bass. Fordham, F (1964), An Introduction to Jung’s Psychology, London: Pelican. Jung, C.G (1960), Modern Man in Search of a Soul, London: Harvester. Jung, C.G (1991), The Development of Personality, London: Routledge. Jung. C.G (1983), Jung: Selected Writings, London: Fontana. Knox, J (2003), Archetype, Attachment, Analysis: Jungian Psychology and the Emergent Mind, London: Brunner-Routledge. McCaulley, M (2000), ‘The Myers-Briggs Type Indicator in Counselling’ published in Watkins, E and Campbell, V (2000), Testing and Assessment in Counselling, London: Lawrence Erlbaum Associates, pp. 111-174. Morgan, H (1997), Cognitive Styles and Classroom Learning, London: Praeger. Myers, I (1964), The Myers-Briggs Type Indicator, London: Consultant Psychologists Press. Myers. I (2000), Introduction to Type, London: OPP. Schneider, B and Smith, D.B (2004), Personality and Organisations, London: Lawrence Erlbaum Associates. Shamdasani, S (2003), Jung and the Making of Modern Psychology, Cambridge: Cambridge University Press. Stevens, A (1990), On Jung, London: Penguin. Watkins, E and Campbell, V (eds) (2000), Testing and Assessment in Counselling, London: Lawrence Erlbaum Associates. Watts, F, Nye, R and Savage, S (2002), Psychology for Christian Ministry, London: Routledge. 1 Footnotes [1] C.G. Jung (1960), ‘A Psychological Theory of Types’, published in Modern man in Search of a Soul, London: Harvester, p. 83 [2] C.G. Jung (1983), Psychological Types, published in Jung: Selected Writings, London: Fontana, p.129 [3] Frieda Fordham (1964), An Introduction to Jung’s Psychology, London: Pelican, p.29. [4] See for instance Jung’s assertion that â€Å"the extravert’s philosophy of life and his ethics are as a rule of a highly collective nature with a strong streak of altruism, and his conscience is in large measure dependant on public opinion.† (Jung, 1983: 141) [5] Fordham (1964), p. 30. [6] Isabel Myers (2000), Introduction to Type, London: OPP, p.7 [7] Myers (2000), p.14 [8] Judy Allen and Susan Brock (2003), Health Care Communication Using Personality Types: Patients Are Different, London: Routledge, p.7 [9] Myers (2000), p.36

Analysis Of So Far From The Bamboo Grove History Essay

Analysis Of So Far From The Bamboo Grove History Essay So Far From the Bamboo Grove was written by Yoko Kawashima Watkins. The story took place in the final days of World War II from 1945 to 1953. The story happened in a time when Koreans were determined to take back their county from Japan. They were tired of the Japanese people having control of them after the war. The affects of World War II left many countries devastated and in ruins especially Japan and Korea. The author of So Far From the Bamboo Grove Yoko Kawashima Watkins wrote this book to tell the world her story of how World War II affected her and her family. The Kawashimas are a Japanese family living in Korea. Yoko Kawashima Watkins was born in Japan in 1933. Yoko and her family lived in Manchuria. Her father Worded as a Japanese government official in the northern region of China. Her family then moved northern Korea to Nanam; where she was given the nick name little one or Yoko. Her father was then assigned to manage the Japanese political benefits. Her family was living well in Korea until Japan started losing World War II on July of 1945. Yoko, her sister KO and their mother had to leave Korea to the mainland of Japan where they will be safe from being killed by other Koreans and Russians. Yoko finished middle and high school in Japan and attended Kyoto University where her major was the English language. She graduated and worked at the US Air Force Base as a translator, where she meets Donald Watkins an American pilot. In 1953 Donald Watkins and Yoko got married and moved to the United States. They lived in Minnesota, Wisconsin, and Oregon and then later moved to Brewster, Massachusetts where they still live today. Together they had four kids. Yoko wrote her book So Far From the Bamboo Grove in 1986 and won many awards like the ALA Notable Childrens Book and the Parents Choice Gold Award. Yoko now travels to public schools telling her story to little kids. So Far From the Bamboo Grove is about the author, Yoko Kawashima life and struggles in Nanam, Korea. The story starts when Yoko and her family were living peacefully in Northern Korea when Japan started losing the war. Yoko and her family had to escape Japan or face being capture by the communists Russian military or the Korean military. (Watkins 68) Yoko father was already separated from the family but a couple hours after Yoko brother Hideyo left to go to work at ammunition factory, Yoko sister KO, Yoko and their mother were force to flee from their house by Corporal Matsumura who was a kind and loving friend to the Kawashima family. Corporal Matsumura heard that the Korean Army was looking for the Kawashima family because of the intel that their father have. KO, Yoko and their mother followed Corporal Matsumura directions and fled to the train station where they will found Major Ryu who would get them on a train to Seoul. (Watkins 81) On their way to Seoul the train was attack and was unable to work. KO, Yoko and their mother started walking to Seoul which was about forty five miles away. On their walk to Seoul they were attack by Korean soldiers but were saved by a bomb that went off and killed the soldiers. They took the dead soldiers clothes and continue their journey. After many days and nights KO, Yoko and their mother made it to the Seoul train station. At the station they heard that Japan had lost the war. After five weeks at the Seoul station KO, Yoko and their mother tried to wait for Hideyo but were force to leave again. This time to the main land of Japan but before they left they wrote all over the station hoping that Hideyo would see it and know where to go. When they arrive on the homeland of Japan, KO and Yoko mother left them at the train station to enroll them in school and see if her parents were still alive. (Watkins101) Their mother came back in a few days and told Yoko and KO that their grandparents were dead. Few days went by and Yoko a nd KO mother became very ill and died a couple days later. KO and Yoko were given a free place to live by an old couple who knew Yoko and KO mother. Yoko went to school and earns straight As her first year there. She also won an essay contest and 10,000 yen. (Watkins139) A few days and Corporal Matsumura saw Yoko essay in a newspaper and went to her school to check and see how she was doing. Corporal Matsumura helps the two sisters anytime he was able to. He put missing people reports hoping to find Hideyo and their father. Their brother Hideyo was working at an ammunition factory, when the factory was attack by Korean Communist soldiers. Hideyo and three of his friends Shoichi, Makoto, and Shinzo manage to escape through a bathroom window before the factory was blown up. Hideyo and his friends hike back to his house and found that his house had been ransacked. He examined the rooms carefully, the hanging scroll painting in the receiving room had been slashed to pieces, closet doors stood open and their contents had been stolen. (Watkins57) Hideyo continued to examine the room and found that his mother have let him a secret note wish told him to meet them at the train station in Seoul. Hideyo grab whatever he can to make his trip to Seoul. Hideyo and his friends went to each of their house to check on their love ones. Shinzos and Shoichis parents had fled south, where their relatives lived but Makotos parents were dead. Shinzo and Shoichi told Makoto and Hideyo that they can live with them in the south but Hideyo said he must found his family at the train station in Seoul. The next morning Hideyo headed to Seoul by himself. On his way there he began to get weak and then a buzzard started. He was later found by the Kim family. The Kim family was taking a very dangerous risk taken in Hideyo. If they were caught by the Korean military, they could have all been killed on the spot for helping Japanese. When Hideyo came to, he started working and he learned the way of the Korean people and how to speak the language. He helped the Kim family anyway he can until he had enough strength to continue his journey. Hideyo continued his journey to the Seoul train station hoping that his sisters and mother was still alive. When he arrived he couldnt find his sisters or mother anywhere. He stayed there for about two weeks until right when he was about to give up he saw writing the wall that looked like Yoko hand writing telling him to go to the mainland. Hideyo took the next ship to Japan where he continue to see Yoko handwriting on the ship and the station where he arrived. He wonders the streets of Japan looking for his family. Then one month later he read in a newspaper about a little girl who won 10,000 yen in an essay contest. He ran as fast as he can to the newspaper office when he saw his sister name. One year had passed since Yoko seen her brother or father, then one day when Yoko and KO came from school, a man was standing in front of their door. They started crying and hugging each other. It was there brother Hideyo who final reach his family. Yokos father was later released from a prison camp in Siberia six years later. 1945 was a terrible time live especially if you were a Japanese girl living in Northern Korea. The Koreans hated the Japanese people for conquering their country. The Russians were about to join England and the United States in the war against Japan. The United Sates were already starting to bomb industrial sites in northern Korea. The history and interest in Korea started because Koreas geographic position has made it main ground of power struggles between Russia, China and Japan. (Watkins174) In the seventeenth century, the Russia fought with China for control of many territories of Manchuria and southern Siberia. Japan was interested in Korea more than two thousand years.(Watkins174) The Japanese warlord Hideyoshi invaded Korea in 1592 in an attempt to control the country and conquer China. The invasion failed and caused Korea to have hatred toward Japan. Early in the seventeenth century Korea began to be dominated by China and was called the Hermit Kingdom. After Hideyoshis death in 1598, Japan began its own period of isolation that ended with the arrival of the American Commodore Matthew C. Perry, who opened trade with the West in 1854. (Watkins175) In 1876, Japan showed renewed interest in Korea by forcing a commercial treaty. The first Sino Japanese War started in 1894 and was fought for control of Korea. The war ended one year later in 1895. By the 1900, the Japanese had a strong base in Koreas capital city, Seoul. (2) They controlled the Korean royal family and had begun to take over their political and economic life of the people. (3) Korea was at war again with Japan and Russia. When Japan won, Theodore Roosevelt from the United States sustained a claim with Japan for special interest in Korea and Manchuria. (4) In response, Japan agreed not to terrorize the United States position in the Philippines. The Treaty of Portsmouth allowed Japan to convert Korea into a colony. Korea was no longer a nation but continued to exist as a nation in the hearts of its people. Most people continued to live in their homeland under the strict Japanese rule. Other people who couldnt stand the Japanese military and wanted Korea to have their own Independence moved to China, United States, Siberia and Manchuria. Manchuria was north of Korea and was a refuge for Korean nationalists. Many people turned to the communists for aid and as guerilla soldiers and fought the Japanese military with increasing intensity during the 1930s and 1940s. (9) The Chinese Communists controlled a number of the supporter groups. These groups were called the Northeast Anti-Japanese United Army. The Soviets also supported the Korean independence movement. Japan established military and governmental control in Korea and denied Koreans basic rights, the right to bear arms, freedom of press and freedom of the speech. The Japanese closed Korean schools and opened new ones making Korean students study the Japanese language and were forbidden to study Korean language or history. Japans surrender to the Allies in 1945 and ended the thirty six years of Japanese rule in Korea. (2) The emperor announced the surrender of Japan on August 6 and Nagasaki on August 9. (5) Korea did not gain its independence because the Allies decided that, after so many years of foreign rule, Korea would not be able to govern itself immediately. (6) Great Britain, China, the United States, and the Soviet Union set up a trusteeship, which meant the four countries would supervise the governing of Korea. Korea was divided along the thirty-eighth parallel. The area north of this line was occupied by the Soviet Union. The land south of this line was occupied by the United States. In 1948 Korea was officially divided into two separate republics North Korea and South Korea. Many book open different doors to other countries and cultures. Many books like So Far From the Bamboo Grove give an understanding of the consequences of domination and war. War alone is bad and the after effects can leave a country in ruins. Japan was in this position because of their domination and determination to still win the war even after they were hit with two atomic bombs. Japan was given a chance to surrender even before the bombs were drop on the city of Hiroshima and on Nagasaki. These bombings happen three days apart given Japan plenty of time to surrender because of this over a 100,000 people were killed. Japan surrender on August 14, 1945 five days later after the bombings. The after affects not only left Japan cripple but Korea as well. In 1950 on June 25 the Korean War broke just 5 days after World War II. The Cease Fire Line was established after the end of the Korean War three years later in 1953 on July 27. Stories like Yoko Kawashima Watkins teach the important value of life and family. Also how the story of courage and survival bring out the best of a individual person in the time of war. Also how Yokos brother is an inspiring reminder of the strength and resilience of the human spirit.

What Title? Essay -- essays research papers

A Clockwork Orange : Chosen Evil vs. Forced Morality   Ã‚  Ã‚  Ã‚  Ã‚  What becomes of a man stripped of his free will? Does he continue to be a man, or does he cease? These are questions that Anthony Burgess tries to answer. Written in the middle of Burgess’ writing career, A Clockwork Orange was a reflection of a youth subculture of violence and terrorization that was beginning to emerge in the early 1960s. The novel follows Alex, a young hoodlum who is arrested for his violent acts towards the citizens of London. While incarcerated, Alex undergoes a technique in which his free will towards acts of a barbaric - or even harmless - nature is taken from him, then is forced to face the world once more as a machine-like creature. In A Clockwork Orange, Burgess explores the controversial idea of whether it is better to be forced into morality, or choose evil as a life path.   Ã‚  Ã‚  Ã‚  Ã‚  Like most of Burgess’ other novels, A Clockwork Orange explores the conflicts between good and evil, the spirit and the flesh (Galens). The novel- a satire detailing the violent exploits of a futuristic gang - was published in 1962, and is narrated in Nadsat - a language pasted together from Russian and American slang - by fifteen year old Alex.   Ã‚  Ã‚  Ã‚  Ã‚  The original American edition of A Clockwork Orange came out without the last chapter. In the Americanized version, there were only twenty chapters, as opposed to the twenty-one - a number that signifies adulthood. This chapter was cut out due to the fact that the publisher thought it was too sentimental (Galens).   Ã‚  Ã‚  Ã‚  Ã‚  Though Burgess says that A Clockwork Orange is neither his best nor his favorite book, the novel established Burgess’ international reputation. Stanley Kubrick contributed to his international fame, with a 1971 film adaptation of the novel. The film won Burgess numerous new readers. The film also secured the A Clockwork Orange as the most controversial novel in English literature (Galens).   Ã‚  Ã‚  Ã‚  Ã‚  Before and after A Clockwork Orange was published, Burgess wrote steadily, publishing eleven novels between 1960 and 1964. He edited and published many more works, including novels, screen plays, autobiographies, critical studies, and an opera. None ever achieved the notoriety that A Clockwork Orange received (Galens).  ... ...ex â€Å"matures and begins to [grow] weary of his violent ways† (Galens).   Ã‚  Ã‚  Ã‚  Ã‚  One of the more fascinating aspects of â€Å"A Clockwork Orange† is the language that Burgess invents. Known as Nadsat, it is derived from British, Russian, and American slang, rhyming words, and Roma, or gypsy talk. The patterns and rhythms of Nadsat in A Clockwork Orange convey a sense of rhythm about to be destroyed (F).   Ã‚  Ã‚  Ã‚  Ã‚  John Anthony Burgess Wilson was born in 1917. He was born in Manchester, England, to Joseph (a cashier and pub pianist) and Elizabeth (Burgess) Wilson (Galens). Both Bugess’ mother and sister died of the flu in 1919. He was raised by a maternal aunt, and later by his stepmother.   Ã‚  Ã‚  Ã‚  Ã‚  Once he went on to college, Burgess studied English at Xaverian college and Manchester University. He graduated with a degree in English language and literature (Galens).   Ã‚  Ã‚  Ã‚  Ã‚  During World War II, Burgess served in the Royal Army Medical Corps. â€Å"With World War II and the prospect of total annihilation†¦the fear that haunted the ivory towers of philosophers became a part of every living being.† (F). Unfinished?†¦

artificial intelligence Essay -- essays research papers

Artificial intelligence or Al for short capability of a computer to perform functions that is normally associated with human intelligence, such as reasoning, learning or self-improvement. Its concept requests a lot more than present information to the user; it requires that the machine is not only able to store and manipulate information but also to deal with its "meaning". AI is what we call understanding, a combination of computer science, physiology and philosophy. The element that the fields of Al have in common is the creation of machines that can "think". In order to classify machines as "thinking", it is necessary to define intelligence. To what level does intelligence consist of, for example, solving complex problems, or making generalizations and rel...

Early egyptian art :: Essays Papers

Early egyptian art Egyptian art has a very distinctive style and overall layout. The most important figures are always the largest and often the most apparent, which are often represented by gods or kings. The artists of that era carefully followed artistic trends and commonly practiced strategies in representing humans, gods, and animals that made the figures disproportional. There is often a noticeable difference in the way humans and gods dress and the jewelry that is worn. In this particular piece, the humans appear to be humbled in the presence of the gods and they come bearing gifts of an isstrum and two blossoms of blue lotus. The poses of everyone in the piece is such that it is seen in almost every other Egyptian piece. The feet are facing forward while their bodies are turned so the viewer can see their chest. The faces of all the figures are in a profile view, yet the eyes are on the side of the figures head as in a frontal portrait. If a photograph was to be taken of this scene, the people would be in a more relaxed, natural pose. In terms of how the figures are portrayed in the painting, nothing flows with anything else too well. It seems like it was more important to tell the story and get the point across through painting rather than writing what happened. The king is the most obvious character in this piece because everyone in the painting is focusing and looking at him. He is also the tallest in the piece. Even while sitting in a chair he is signifagently taller than everyone else. The queen, Nakht, and Tjuiu are all relatively the same height as opposed the taller king. In reality it would be a difficult thing to do to coincidentally find a king as tall as this one and find his subjects and his queen to be shorter. The mountain in the background is not in proportion with what a mountain should be as it is not too much taller than the people in the piece. This mountain would tower over everyone in reality, but to tell the story and get the point across, certain sacrifices had to be made.

Culturally Competent Paper Essay

Introduction Cultural competence care is borrowed from the aspects of cultural competence in any other work or personal environment. Cultural competence refers to the aspect of developing awareness of the personal existence, thought, sensation as well as the environment, without letting this knowledge have any form of influence on other people’s backgrounds, thoughts and opinions (Murphy, 2011). This means that one has to respect the cultural aspects of those around them, by accepting and appreciating their differences without any form of prejudice. When this element of cultural awareness is introduced in the nursing field, cultural competence care thus can be said to refer to the ability of the registered nurse to offer highly specialized care, with complete knowledge and appreciation of the patient’s cultural beliefs and attitudes in mind, with respect to disease, pain, healing, diet, religion, communication and death among others (Douglas et al., 2014). Due to our society consisting of people from many diverse backgrounds, the registered nurse is always faced with new challenges as they meet and interact with patients from differing backgrounds (Taylor, 2011). The most important aspect of health care delivery that is centered on the patient is that the nurse needs to respect the decision of the patient (Douglas et al., 2011). This aspect is due to the fact that, the patients are supposed to be incorporated in every other decision that the nurse and other members of the health care team have to make over the life and treatment of the patient. With close reference to the aspect of cultural differences, there are patients that will be particularly cautious of their cultural beliefs and in most of the cases will want these beliefs to be respected and maintained at all times. As mentioned earlier, these beliefs may range from, diets, clothing, gender of the attendant, religious observations to matters relating to pain, healing and death (Peterson-Iyer, 2014). As such the nurse has to work with the patient and the family to come to an understanding and  agreement on the best way forward. In an example, it is common for registered nurses to be faced with patients who do not want to be attended by nurses of the opposite sex. It is important that the nurses understand that this is not the patient’s way of saying that they do not need help. They just want help that coincides with their cultural beliefs, which they are entitled to at all time (Murphy, 2011). Guidelines for Registered Nurses For the registered nurse to be in a position to offer the best care on the ground of cultural competence there are a few guidelines that can help them achieve their goals with much ease. It is important, that guidelines are implemented across the board, such that all the nurses from the different sections integrate them into their practices (Douglas et al., 2014). This way there will be uniformity in the provision of care among all the nurses and thus streamline the nursing practice culture in the health care facility involved. a. Personal Reflection For a nurse to understand the beliefs of the patient that come their way, they would have to first evaluate their own beliefs. The term cultural self-awareness comes to mind in which one objectively examines their own beliefs, values, practices and family experiences (Taylor, 2011.) Cultural self-awareness is important, that way the nurse can create the same level of self awareness that the patient has. Much like the nurses have their own preferences that are culturally related, the patients too have the same and would want to be understood and respected not judged on these grounds (Peterson-Iyer, 2014). This is the first step towards enhancing the nurse’s ability to provide culturally competent care. b. Gaining Knowledge of the Cultures Ideally this means that the nurse should take their time to gain understanding of the cultures of the patients that they are attending. The registered nurse should take interest in learning the traditions, perspective, values, family systems and practices among other culturally relevant material of the patient (Douglas et al., 2011). Different patients will have different beliefs that they observe and it is important for the nurse to stay ahead of the curve, by familiarizing themselves with the  different cultures around them. c. Involve the Patient Patient empowerment and advocacy is one of the crucial pillars of any health care practices that put the patients at the center of their practices (Douglas et al., 2014). When treating the patients, registered nurses should make sure that they include the patient, family and friends in the decision-making circle (Murphy, 2011). Making health decisions is crucial to the patient, and it has to be done in manner that, the patient is actually involved in the process. d. Communicating Cross-Culturally Communication is very important in any relationship, but it is particularly important in the patient/nurse relationship. In this case, it is crucial that the registered nurse learns how to communicate with the patients. Communication is defined as the process of exchanging information and generating and transmitting meanings between two or more individuals (Taylor, 2011). Communication is not limited to verbal but also spreads to the ability to interpret nonverbal language cues (Murphy, 2011). This is essential as it indicates that the nurse actually respects and dignifies the patient. Miscommunication between nurse and patient much like in general conversation between any two strangers can cause a lot of controversies. It is important that the nurse understands the information being transmitted and looks at their patient’s response before making a rushed judgment. Incorporating culturally competent care in nursing practices Self-awareness is the initial step that every regist ered nurse should take before trying to understand their patients. By becoming self-aware, it is much easier for the nurse to understand the beliefs and the values of their patients (Peterson-Iyer, 2014). To integrate this aspect in their practices, registered nurses need to get in touch with their inner values and reflect on them, before making any assumption on the part of the patient. By doing this the nurse will be in a position to challenge their assumptions and personal believes as they dispense personal practices and professional ones. It is also important to note that this is a practice that should start at the student nurse level and go into the professional levels. Building on one’s cultural knowledge, can help the nurse go along way into the aspect of understanding the patients and their needs. Registered nurses should never  make assumptions and generalize the patients and their beliefs. Different patients will have different sets of beliefs and it crucial to understand the specific details, creating the differences. Nurses should use their knowledge of the cultural differences to understand the impacts they will have on values, behavior and attitudes of each patient. They will also use this knowledge to establish the impact they will have on the health care policies and the resources at the hospital (Douglas et al., 2014). At the center of the cultural awareness and health care provision is the ability of the nurse to communicate with patients and other medical team members. One of the basic aspects of integrating proper communication skills in their work, registered nurses should understand the essence of quality communication (Douglas et al., 2011). This means that they need to value the basic rules of communication. At the same time they also need to have a wealth of understanding with reference to the verbal and nonverbal communication elements. It is advisable that the nurse try and pick up some of the common phrases used by the patient’s culture. In the example, when a nurse asks their patient whether they are having any pain, in the patient’s language, there is the element of the patient feeling appreciated. While it may be taken as a light gesture, it is actually very strong and creates a strong between the patient and the nurse (Murphy, 2011). The idea of having patient-centered care that is culturally nourished cannot happen if the patient is not actually involved in their own care (Peterson-Iyer, 2014). In the implementation of the patient-centered care, the registered nurse needs to understand that, whether all the other guidelines are observed, if the patient is not involved in their health care decisions, the program is doomed to fail. Understanding the patient’s language, values, practices and preferences are not enough if these are not recognized in creating a platform where the patient is involved in the decision-making process. The Importance of Incorporating Patient’s Cultural Needs Health care has made some very, major leaps since the 60s. It is no longer a practice associated with helping the patient heal and go back to their lives, but it is much more complex and patient-centered. In the past, the doctors and the nurses made the decision and told the patient when they felt the need to inform (Douglas et al., 2011). Due to the level of  globalization, nurses now get to treat patients from across the globe while at the same time they also get a chance to work in different areas of the world. Learning to interact with the different cultures across the globe is crucial to the development of the patient-centered health care services. For nurses, it is very crucial to ensure that they understand the various cultures to deliver quality care. By understanding the various communications cues in a certain language, whether verbal or nonverbal, it reduces friction between the nurse and the patient. This means that the nurse is able to establish a cordial relationship with the patient and their families. At the same time the nurse also understands the barriers that can inhibit their delivery of care and avoid them or work to refine their skills. When a registered nurse incorporates cultural awareness in their care, they give the indication that they are respectful to the patients. Patients recovering in a hospital are not only battling with physical illness, rather they are also having social and emotional difficulties to deal with. When the nurse shows that they understand, it makes the patient feel much better and this increases the chances of recovery, physically and mentally. For a nurse, incorporating the cultural awareness aspect into their care delivery ensures that they are liberated from social stereotypes (Douglas et al., 2014). By learning the different cultures across the cultural divide, the nurse is skilled with the right knowledge to work anywhere in the world. It is not possible to work across borders if one is still affected by cultural prejudice and preferences (Murphy, 2011). By making sure that one understands their culture, they adapt an open mind, where they are able to relate to the different cultures. It also means that the nurse is able to work with different nurses from varying backgrounds. Cross cultural skills are not limited to the nurse-patient relations, due to the fact that the workplaces are now multicultural. Cultural Practices in Health Care Cultural needs have to be incorporated in the delivery of quality health care where possible. The different aspects that demand patient needs are incorporated in the health care services. Diet is one of the major aspects that has to be incorporated in the health care services. Different cultures have different diets that they observe, and these have to be maintained even  at the hospital (Peterson-Iyer, 2014). Patients that are of the Muslim faith do not eat pork and as such cannot eat meals containing the same in the hospital. Dietary teaching must be individualized according to cultural values (Taylor, 2011). Some cultures also do not allow nurses of the opposite sex to attend to them (Douglas et al., 2011). It is also common that patients will have some form of preferential clothing that they would want to wear. At the time of death, some cultures have rituals that may involve the services of spiritual/religious leaders and traditional healers. Some of the most common rituals in the Hispanic culture include prayers, placing candles in the room, picture of saints in the room, cleansing the body and inviting priests. It is also common to find that some patients may not support some of the medical practices such as cloning, blood transfusion (Murphy, 2011). Understanding these differences creates the balance between the nursing practices and the cultural practices. Incorporating the cultural practices in medical care is crucial for the benefit of the patient and their families. Where possible the nurse can try and suggest alternatives such electric candles for safety issues among others. It also streamlines the delivery of health care services with minimal friction among the patients and their nurses (Douglas et al., 2014). Culturally Competent Nursing Care The Hispanic community consists of very religious people and follow their culture quite closely. As such when providing care to Hispanic patients, it is crucial for the nurses to take note of their beliefs and respect their wishes. They place a lot of faith in the Virgin Guadalupe and place a lot of emphasis on the traditional means of healing (Peterson-Iyer, 2014). According to the Hispanic traditions that are borrowed from the Greeks, when one is sick, their balance of the four humors is out of place. The four humors include black bile, yellow bile, blood and the phlegm. Ideally when one is sick from any disease including the chronic diseases, they have a form of imbalance in these humors or they may have too much cold or heat (Taylor, 2011). Some parts of the Hispanic community also believe that there are supernatural powers responsible for diseases. In some cases, chronic diseases are believed to be caused by the supernatural powers and cannot be cured using medicine. Sensory impairments, according to the Hispanics are  sometimes caused by supernatural powers while witchcraft is also attributed to patients losing some of their senses (Murphy, 2011). During the end of life care, the Hispanic community believe that a death is just an extension of life. Many may perform cleansing rituals as they prepare their relatives for the next life after their death (Douglas et al., 2014). Nursing care considerations As a registered nurse, it is important to understand the cultural believes of the Hispanic patients and the community in general to make sure that the health care delivery is highly improved. In the case of the chronic diseases, most of the families are going to prefer the use of herbal medicine for treating patients at all ages (Peterson-Iyer, 2014). In the case of the children it is important to try and explain to the families with a lot of understanding, the benefits of the modern medical practices. This also means that, one has to be careful not to look like they are bashing their cultural beliefs. Families can be asked to try the modern medical practices while at the same time they may decide on the traditional practices they are comfortable with. This also goes for the elderly patients, given that like children they are more susceptible to injury or illness and may give in to the treatment or the disease (Murphy, 2011). When it comes to the impairment of sensory organs, most of the time, the Hispanic community will take that the patient has been bewitched, or a supernatural power is responsible. This mostly cuts across the age divide, for the children, youngsters and the old (Douglas et al., 2011). Communicating the importance to the families or the patient to try the modern medical practices is important. This is due to the fact that it can be difficult to convince an asymptomatic patient that they are ill (Taylor, 2011). The end of life experience takes different shapes across the age divide. In the case of the children, the families may believe that their child has been bewitched and may require performing cleansing rituals. At the same time, the rituals are also directed at helping the diseased join their next life and find peace, whether old or young. Conclusion Nursing practices have been revolutionized over time, and delivery of care to the patient is no longer the mandate of the medical teams alone (Murphy,  2011). Patient-centered care is the baseline for most of the health care services across the globe. With reference to the globalization levels and the multicultural interactions, nurses have to develop cross-cultural competency skills. Culturally Competent Nursing Care skills are crucial for any one that wants to be a registered nurse (Douglas et al., 2011). References Douglas, M. K., Rosenkoetter, M., Pacquiao, D. F., Callister, L., Hattar-Pollara, M., Lauderdale, J., & †¦ Purnell, L. (2014). Guidelines for Implementing Culturally Competent Nursing Care. Journal Of Transcultural Nursing, 25(2), 109-121. doi:10.1177/1043659614520998. Douglas, M., Pierce, J., Rosenkoetter, M., Pacquiao, D., Callister, L., & Hattar-Pollara, M. et al. (2011). Standards of Practice for Culturally Competent Nursing Care: 2011 Update. Journal Of Transcultural Nursing, 22(4), 317-333. doi:10.1177/1043659611412965. Murphy, K. (2011). The importance of cultural competence. Nursing Made Incredibly Easy, 9(2), 5. Peterson-Iyer, K. (2014). Introduction to Culturally Competent Care. Scu.edu. Retrieved 24 September 2014, from http://www.scu.edu/ethics/practicing/focusareas/medical/culturally-competent-care/introduction.html. Taylor, C., Lillis, C., LeMone, P., & Lynn, P. (2011). Cultural Diversity. In Fundamentals of nursing: The art and science of nursing care (7th ed.). P hiladelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.