Essay on Reverse Discrimination and Affirmative Action

Reverse Discrimination and Affirmative Action Discrimination in employment has been an issue that has plagued our society throughout history. At the turn of this century it was acceptable to advertise job openings and specifically state that people of a certain race, color, religion, gender, or national origin need not apply. A lot has changed over the last 100 years. The proverbial pendulum has swung in the direction of federal protection of certain people, but the problem now is that it has swung too far. Title VII of the 1964 Civil Rights Act states that it is unlawful for an employer to fail or refuse to hire or to discharge any individual, or otherwise to discriminate against any individual with respect to his†¦show more content†¦In Wygant v. Jackson Board of Education, (476 U.S. 293)(1981) the Supreme Court took into account the harmful effects suffered by whites from government policies designed to serve the permissible purpose of redressing the continuing effects of past racial discrimination are constitutionally significant inequities that can be justified only by compelling state interests. (Chang 1) This case dealt with layoff procedures in a public school system during the height of affirmative action. An important aspect of this case was that there had been prior racial discrimination lawsuits litigated in 1976 and again in 1979, Jackson Education Assn. v. Board of Education (Jackson I and Jackson II, respectively). The Board of Education relied upon these cases as proof of past misconduct and racial discrimination in order to validate their current remedial attempts. Nonetheless, the court decided that ultimately, two wrongs do not make a right. The layoff policy was as such that tenured nonminority faculty members were being laid off while minority faculty members (some of whom were still classified in a probationary status) were retained in order to fulfill remedial requirements. The court found that this policy was in violation of the EqualShow MoreRelatedEssay on Affirmative Action is Reverse Discrimination1010 Words   |  5 PagesAffirmative Action is Reverse Discrimination    When the Civil Rights Bill was being debated on the floor of the Senate, Barry Goldwater predicted that this particular bill might be abused. Herbert Humphrey, however, stated that he would eat every page of the bill if ever it were used to justify discrimination against anybody on account of race or sex. The bill eventually passed and became the Civil Rights Act. From college admissions to government contracts, the Civil Rights Act has been grosslyRead MoreAffirmative Action is NOT Reverse Discrimination Essay2079 Words   |  9 Pages Affirmative action is not the source of discrimination, but the vehicle for removing the effects of discrimination. The Labor Department report found less than 100 reverse discrimination cases among more than 3,000 discrimination opinions by the U.S. District Court and the Court of Appeal between 1990 and 1994. Discrimination was established in only six cases. The report found that, â€Å"Many of the cases were the result of a disappointed applicant†¦. erroneously assuming that when a woman or minorityRead MoreAffirmative Action to Reverse Discrimination Essay2454 Words   |  10 PagesAffirmative Action to Reverse Discrimination Question at Issue Affirmative action was implemented with the idea and hope that America would finally become truly equal. The tension of the 1960s civil rights movement had made it very clear, that the nations minority and female population were not receiving equal social and economic opportunity. The implementation of affirmative action was Americas first honest attempt at solving a problem, it had previously chose to ignore. However, thereRead MoreAffirmative Action is Reverse Discrimination Essay example1814 Words   |  8 PagesAffirmative Action is Reverse Discrimination Even though slavery has not been a part of America for over a century now, racial discrimination still exists in various parts of our culture. A controversial policy known as affirmative action was introduced in the 1960s to try and promote racial equality in society. Affirmative action is supposed to give minorities an equal chance in life by requiring minority employment, promotions, college acceptance, etc. At first this sounds like a perfectRead MoreEssay about Affirmative Action is Not Reverse Discrimination1293 Words   |  6 PagesAffirmative Action is Not Reverse Discrimination Affirmative Action is not meant to help blacks because of the color of their skin, but because they deserve compensation for past and continuing injustices. Opponents may criticize the wisdom of how this compensation is meted out, but they cannot question the principle of compensatory damages, which enjoys a long tradition in our society. To many opponents of affirmative action, a color-blind society should not discriminate at hiring timeRead MoreAffirmative Action vs Reverse Discrimination Essay1614 Words   |  7 PagesAffirmative Action or Reverse Discrimination Colleen Koehn Business Law 1038 Instructor Jackie Sexson March 1, 2010 South University Online There has been a large debate in recent years if affirmative action has gone against the American way, has affirmative action caused reverse discrimination? The establishment of affirmative action was put into place to create equal rights for racial minorities, ethnic minorities, women, the physically disabled and those who served in the militaryRead MoreExercise 3.4 : Reverse Discrimination Or Legal Affirmative Action?1945 Words   |  8 PagesExercise 3.4 - Reverse Discrimination or Legal Affirmative Action? FORM 3.4.1 1. What conditions are necessary in order for an organization to show preference for one group over another? As long as it is not sexual, racial or discrimination because of any disabilities which has no connection with the performance of the job, the organization can differentiate between different groups through job qualifications, skill sets education levels, interviews, , and many other conditions required by certainRead MoreBUSI 642 DB 1 Essay990 Words   |  4 Pages BUSI 642: Week 2 Discussion Board 1 Liberty University Discussion Board 1 In a world that is quick to state discrimination has taken place, there is a new discrimination emerging (i.e. reverse discrimination). Is this form of discrimination really discrimination? What diversity practices would you put in place to prevent any kind of discrimination? Generally speaking, discrimination is rooted in within the â€Å"cultural fabric of the United States† along the lines of â€Å"housing, employment, health,Read More Affirmative Action Essay1503 Words   |  7 Pages Affirmative Action is defined by Websters New World College Dictionary as a policy or program for correcting the effects of discrimination in the employment or education of members of certain groups. The phrase affirmative action was coined by President John F. Kennedy in 1961 when he issued Executive Order 10925, initiating the Presidents Committee on Equal Employment Opportunity. In 1965, President Lyndon B. Johnson issued Executive Order 11246. This order required federal contractors toRead MoreEssay on Affirmative Action Policies912 Words   |  4 PagesThe past few days the human resources department has been discussing the importance of implementing an affirmative action policy to assist in assuring that the company complies with equal employment opportu nity laws. The department has decided that the best action is to contact the members of the board of directors. The Federal Government has passed several laws to prevent employment discrimination, and not complying with these laws can cause serious consequences. The purpose of equal employment opportunity

Impact of drugs on the social view of health Free Essays

Stress Is a major Issue amongst teenagers and this can be caused by a variety of Issues but today, I will be talking about drug abuse amongst teenagers. Firstly, stress Is the body’s reaction to any sort of pressure. Chemicals are released into the blood and these chemicals give the body more energy and strength (Helped. We will write a custom essay sample on Impact of drugs on the social view of health or any similar topic only for you Order Now Org (2014)). Drug abuse is the dependence by teens to illegal substances which can lead to stress and can affect many different aspects of a teenager’s life such as physical, emotional and social health aspects. This usually happens at the time of when teenagers are shifting from dependence to independence. However, in building a supportive environment with friends, family and outside organizations will aid in the development of knowledge and personal skills that will increase people’s abilities to deal with and overcome stress related to substance abuse. Drug abuse is a stress related Issue which can have an impact on any environment; on peers In school as well as the environment In a teenager’s house. They have an Impact not only on the user but on their surroundings. Firstly, taking drugs can have many stressful side effects as It may damage relationships at home and with friends, leisure as well as the performance in school. In families, the parents may be very attentive with the child which is involved with drugs, forgetting their other siblings and putting stress on them. But drugs do not only affect social health as well as physical health; Heavy use of some drugs can damage organs and lead to illness and sharing needles to inject drugs can transfer serious diseases. Physical damage can also lead to further stress being implemented on the person taking drugs, as well as those who are willing to help or provide support (National Drugs Campaign, (2014)). Over the last 30 years there have been various fluctuations In data relating to drug usage. Drug abuse amongst teens had Its major start earlier In the ass’s, where 42% of teens were Involved with drugs; this declined In the ass’s, as 34% of Australians had admitted to smoking marijuana. The percentage of teens Involved with drugs has gone from 38% to 20% and the percentage of other drugs such as inhalants, LSI and for the first time cocaine, had declined in 1999. (Gallup, l. (2002)). To obtain recent data, a survey has been conducted amongst several teenagers in Helplessness High to determine the extent of drug usage. It has been demonstrated that half of the students either have experienced drugs or know someone who has, and 80% of the eons that were surveyed find that drugs are a cause of medium or very high stress. Some evidence that supports the data collected amongst the Helplessness students is a study reported August 4, 2008, which reveals that stress and drug abuse of any sort are highly linked. The stress goes both ways as one can lead to the other, setting up a vicious circle; 73% of teens have admitted that school stress Is a primary reason for drug abuse ( Miranda, L. (2008)). In order to reduce stress related to drug abuse amongst teens, changes are necessary In order to successfully provide social Justice ND improve policies that are currently being advocated. Strategies such as looking even rehab have been suggested by Helplessness High students for those who suffer from the stress linked to drug abuse. Seeking help from an organization has been the most popular option amongst the teens surveyed in Helplessness High as 82% of the students have suggested this approach. This is due to the fact that in organizations, teens are often able to seek advice from a third party. This will increase the supportive environment for teens as they can access more information in order to help them deal with their own issues. Organizations such as the Queensland Injectors Health Network, the Mental Health and Wellbeing that can be found in the Queensland government website, as well as the Australian Drug Foundation have been suggested as good options (SLD. Gob. AU, (2014)). The UDF is a well-known organization which deals specifically with drug and alcohol addiction and seems to have been successful as many suggested this option. Talking to a family member was the second best chosen option with 78% of the students’ votes followed by talking to friends with 66%. These two options may help those who are in the early stages of their drug addiction and can yet be talked out of it. The support provided by either one can help the teen to find a healthy way to relieve stress or also, having someone to talk to can further help the teen. Although there are many services available and offering to help those in need, there are also many barriers which can interfere on the success of these initiatives. Barriers such as the denial of help as well as the inaccessibility can deprive many teens from overcoming their addiction. This is why organizations should be positioned in spread out areas. An idea of a strategy could be a school based support group for those who are in need of help in Helplessness State High and this group would be funded by the government. Overall, we can see how stress and drug abuse are two major issues which are highly linked and one aspect can lead to the other. However, anyone who suffers from drug addiction is not trapped to the issue as there are many strategies which can offer the help needed and support the teen to going back to living a normal life. The UDF organization is, once again an option that teens can turn to. We can see that these strategies have been successful throughout the past years as the percentage of teens addicted to drugs has decreased. In conclusion, anyone can overcome a drug addiction due to the supportive environment provided by our school and pears, and social Justice that can be created for them if enough effort is displayed on their behalf and also on the government’s behalf to continue in providing support and information. How to cite Impact of drugs on the social view of health, Papers

Gysin and Burroughs Essay Example For Students

Gysin and Burroughs Essay Poets are meant to sing and to make words sing. Poets have no words of their very own. Writers dont own their words. Since when do words belong to anybody? Your very own words, indeed! And who are you11 It really made me realise the importance of the way you interpret the words, and the chance within that in cut-ups and the way one word being in a different place from normal in a sentence, can really change the meaning in the entire thing. It is not only that; it also made me think of song lyrics and how much some of those lyrics mean to me and perhaps how they could mean completely different things to other people. It is also interesting when you realise that one person interprets the same song so differently from how you might, one tends to realise this only when you really discuss one particular song deeply with another person. As Burroughs stated: any narrative passage of any passage of poetic images is subject to any number of variations, all of which may be interesting and valid in their own right cut-ups establish new connections between images12 The images that we envisage when reading any text can vary so much when the words are in a different order. We intrinsically read, interpret and take in what we read and this means that what people write affects us more than we realise, we can be controlled to a great extent by the media. One of the main aims of reading and creating cut-ups, for me is to find meaning beyond the parameters of control. Burroughs had a general theory that the Word is literally a virus, and that it has not been recognized as such because it has achieved a state of relatively stable symbiosis with its human host. The Word clearly bears the single identifying feature of a virus: its an organism with no internal function other than to replicate itself. 13 That someone can be so sure that the Word is so bad for us, that it can have such a negative affect, gives me the inclination understand why he attempted to change the way we read. Words become images when written down, they should not become images of words, but images of the thing that is being described (or at least that it appears to the reader is being described), often, when told to think of a word, one just sees the word as it would be written down not as what it symbolises or means. The cut-up techniques of Gysin and Burroughs aimed to enthusiastically release meaning from texts and to evade the oppression of deliberate attempts at organisation of ideas. Burroughs believed that it was best to write only about what you really know about. Being a life-long addict, he saw some unconventional things as addictive things. Manipulation becomes easier the more dependent the addict becomes, Burroughs ever-present addiction to drugs became the mechanism through which he lived his fractured, intuitive life. Adopting the style of the cut-up was a movement against the control of consciousness by words. I feel that the principal instrument of monopoly and control that prevents expansion of consciousness is the word lines controlling through feeling and apparent sensory impressions of the human host14 Burroughs maintained that the only way to escape the negative affects of traditional communication, was to stop communication completely and that that would be a very difficult task. He maintained that the word images ingrained in our minds are inflexible and trap us all into one way of thinking. .u38d7e575bb2536f29dacb3dca320f6a8 , .u38d7e575bb2536f29dacb3dca320f6a8 .postImageUrl , .u38d7e575bb2536f29dacb3dca320f6a8 .centered-text-area { min-height: 80px; position: relative; } .u38d7e575bb2536f29dacb3dca320f6a8 , .u38d7e575bb2536f29dacb3dca320f6a8:hover , .u38d7e575bb2536f29dacb3dca320f6a8:visited , .u38d7e575bb2536f29dacb3dca320f6a8:active { border:0!important; } .u38d7e575bb2536f29dacb3dca320f6a8 .clearfix:after { content: ""; display: table; clear: both; } .u38d7e575bb2536f29dacb3dca320f6a8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u38d7e575bb2536f29dacb3dca320f6a8:active , .u38d7e575bb2536f29dacb3dca320f6a8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u38d7e575bb2536f29dacb3dca320f6a8 .centered-text-area { width: 100%; position: relative ; } .u38d7e575bb2536f29dacb3dca320f6a8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u38d7e575bb2536f29dacb3dca320f6a8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u38d7e575bb2536f29dacb3dca320f6a8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u38d7e575bb2536f29dacb3dca320f6a8:hover .ctaButton { background-color: #34495E!important; } .u38d7e575bb2536f29dacb3dca320f6a8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u38d7e575bb2536f29dacb3dca320f6a8 .u38d7e575bb2536f29dacb3dca320f6a8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u38d7e575bb2536f29dacb3dca320f6a8:after { content: ""; display: block; clear: both; } READ: Comparing war poems: Harold Begbie "Fall in" and "Who's for the game? "by Jessie Pope EssayEven though words are essential to our existence, the accumulation of predetermined and rigid ideas in relation to the world, word forms, and the subsequent standard way of thinking puts a stop to our consciousness increasing. Gysin recommends taking texts that have meaning for you and some that do not, cut them up and rearrange in order to find what you are looking for (if not, you will at least be reading something new and different) in your interpretation of what results from the cutup. Another aspect of cut-ups that really appealed to me is the concept that consciousness is a cut-up; every time you look around you, any time you are conscious, you are taking in snippets and creating a montage in your head to create an image of your surroundings. Cut-ups free us from the confinements of linear reading, so that we can produce experience, not just simply record it. The cut-up procedure was not only introduced as an avant-garde literary technique, but it was seen as a tool for everyone, it was a tool of liberation; Burroughs and Gysin saw peoples minds being controlled using words and image lines emitted by the mass media in order for us to produce conventional reactions, to prevent awareness; as a method of control. Cut-ups were a way to get around conventional thinking, to a place where new ideas and perceptions were possible. Whatever you do in your head bears the pre-recorded pattern of your head. Cut through pattern and all patterns if you want something new15 Some people agreed that there was no fun in the inclination toward destruction, that Burroughs was an old-fashioned man trying to escape his own narcissism and that his work was a shock factor to start with, but essentially, provided no lasting impression. The cut-up method is an interesting experiment; it destroyed the standard method of writing. Cut-ups can lead to stunning results, and introduce a more realistic method of randomness (unlike the usual way of writing where the author attempts to make you believe the text entirely), cut-ups give us a freedom in reading, one does not have to take everything seriously and as it comes. Cut-ups produce a text more like life as it is lived, a more realistic text, but are difficult to maintain for the length of a book before making the reader unbalanced, disorientated and unable to fully take in or fully comprehend. This could be because, although we are used to taking in the world in this cut-up way, we are not adept to doing the same with words, therefore it is too difficult for the brain, or it could be that it is impossible to take in this method in long chunks. I would say, knowing what a brain is capable of, that it is possible, as long as one has learnt to read that way, and has not been infected by the word virus or learnt to read their entire life with the linear method. It is the word virus which, deeply rooted in images, infects the human being. Ideally, one would escape this via total silence, but this is impossible, as your mind is affected by the virus as well. Otherwise, one should attempt to escape from verbal forms totally and replace them with something other than words. It has not yet been deciphered how one would do this. Cut-ups attempt to partially escape the word virus, in that they avoid traditional word forms. Personally, I can think of one way to communicate on paper not in a word form. This type of communication is picture letters. My grandmother often wrote to me in this form. I have enclosed a copy. It does obviously, still follow typical phrase patterns, but it creates more flexibility in that in order to communicate a word, one can use many different ways. If one attempts to write a picture letter, one will easily see this. For example, in communicating the word dear on could either draw a picture of a deer, or draw an ear with an E in front of it, or draw a picture of a beer and draw a crossed out B with a D next to it. See Fig.

What Art Is and How Art Should Contribute To Society an Example of the Topic Arts Essays by

What Art Is and How Art Should Contribute To Society? Undoubtedly, art is a very multifaceted concept, which has many different meanings. Art can be defined as a number of forms (ex. music, poetry, cinema, sculpture and others), which help to express human mind, feelings, vision, imagination, etc. Also, art means applying a persons talents, skills or abilities in a creative manner to reflect his or her personal apprehension and perception of the reality. Finally, art is an important element of any national culture, which accumulates spiritual and aesthetic values of the nation. Need essay sample on "What Art Is and How Art Should Contribute To Society?" topic? We will write a custom essay sample specifically for you Proceed College Students Very Often Tell EssayLab specialists: Who wants to write paper for me? Essay writers suggest: If You Think About Someone To Write Your Paper - Essaylab The Right Place! Essay Company Cheap Essays Online Custom Essay Writing Service Reviews Make Money Writing Papers For Students It is impossible to underestimate the significance of art and its influence on our social life and personal development. As a cultural phenomenon, art plays valuable role in social evolution as a reflection of all historical eras and epochs. Certainly, another principal function of art is educative. It helps to broaden ones outlook, to understand human life, to develop creative thinking, and so on. In the article What is Art?, Shelley Essak says that "Art is something that makes us more thoughtful and well-rounded humans." (Essak, n.d.) First of all, art should contribute to society by giving any individual an opportunity of free expression of any personal exclusive idea or feeling. At any time and place, people should be able to turn to art in order to express their views and thoughts without any pressure or fear for retribution. Besides, art is a universal language that helps to establish strong interconnections between people of different ethnic and cultural groups, uniting them with each other and creating global chain of harmony. Art is everything that surrounds us in our daily life. It enters our homes from TV screens or other mass media, and it can be appreciated in cinema theaters, galleries or exhibitions. "Art is something that is both functional and (hopefully) aesthetically pleasing to our eyes," Shelly Essak underlines (Essak, n.d.). Therefore, to my mind, the main contribution of art to our life is bringing more positive emotions and inspiration, encouraging people to be more optimistic, understanding, kind and hopeful. Bibliography: Essak, S. (n.d.). What Is Art? About: Art History. About, Inc. A Part of New York Times Company.

Before Exams 7 Helpful Memory Improvement Tecniques

Before Exams 7 Helpful Memory Improvement Tecniques Exams often cause a lot of anxiety to students because of the amount of information theyre expected to master in a short time. If youre afraid your memory will fail you during your tests, dont worry. There are several ways you can boost your memory and retention before test day. Here are some great practices that will improve your memory: Get Your Zs While pulling an all-nighter to cram the night before an exam may seem like a good idea, allowing you extra hours of studying, it can actually have a negative effect on your exam outcome. Thats because sleep is an important part of brain function. Your brain actually synthesizes the information it learned during sleep. Sleep also aids in memory formation, allowing you to recall information later. Without these hours of rest and rejuvenation, the brains cognitive abilities are inhibited. Its much more effective for you to get a good nights sleep than to push through until dawn looking over information you may not be able to remember anyway. If you have no choice and need to study at night, at least find out how to study for a test the night before without harming your he Diet Give yourself some healthy brain food before an exam. Dont skip any meals. Eat plenty of fruits, vegetables, lean proteins and omega 3 fatty acids. Some high-power brain foods are: Broccoli and cauliflower Walnuts Chickpeas Red meat Blueberries Olive oil Salmon Avocado Eggs Exercise Getting a bit of exercise before a test is a great way to increase the blood and oxygen flow to the brain. A quick run or bicycle ride in the morning or some jumping jacks, yoga or calisthenics should be enough to get your heart rate up and your blood pumping. Physical exercise is also a great way to boost your mood and overall sense of well-being an ideal state of mind and body to be in before you take your exam. Association A lot of exam studying is memorization, but, unfortunately, memorization is short term, meaning youll likely forget the information soon after you take the test. Learning how to make associations can help you to retain the information for longer. For example, you could make up Acronyms or letter associations for certain concepts such as Please Excuse My Dear Aunt Sally which stands for the order of operations for mathematical problems (Parentheses, Exponents, Multiplication, Division, Addition, Subtraction). Creating a rhyme could also help you remember important names or dates (In 1492, Columbus sailed the ocean blue). More tips on memorizing you can find in our post on how to develop photographic memory. Visualization Visualization is a powerful technique that can be used for all subjects. If youre studying for a History exam, try to imagine the events as they take place. If youve watched a documentary or film about the events, try to incorporate those images into your memory. For a Biology exam, recall the slides of the different specimen you studied. Visualize their movements and behaviors and apply that to the concepts you learned in class. For a math exam, you can visualize equations in their most simple forms and use that to apply to more complicated equations on the exam. Also, you should try the technique of building mind palace (like Sherlock, you know?). Divide and conquer Dont study for all of your exams all at once. Instead, focus on one at a time. By taking one subject and reviewing your notes and using some of the techniques mentioned above, youre creating a specific compartment in your brain for you to recall that information. Mixing all of the information up will cause some confusing cross-referencing when its time to take the exams. See your studying through from start to finish on one subject, allowing some time to review your notes before the big test. Relaxation Probably the worst thing you can do to your exam performance is stress out. A little adrenaline is natural, but going into a downward spiral of negative thinking, anxiety and even hyperventilation will only make things worse. Stress causes your blood vessels to constrict, inhibiting the flow of blood and oxygen throughout the body, including to the brain. Without these necessary elements, the brains function also gets reduced. If you have a tendency to stress out before a big test or exam, try taking some time right before the test to relax. Find a quiet spot, or put on some headphones and listen to some soothing music. Take several long, deep breaths. Search for any tension in your body and see if youre able to relax those tense areas. When the time comes to start the exam, maintain that relaxed state of mind and if you feel yourself tensing up, take deep breaths and remember to relax.

Introduction to the Lapita Cultural Complex

Introduction to the Lapita Cultural Complex The Lapita culture is the name given to the artifactual remains associated with the people who settled the area east of the Solomon Islands called Remote Oceania between 3400 and 2900 years ago. The earliest Lapita sites are located in the Bismarck islands, and within 400 years of their founding, the Lapita had spread over an area of 3,400 kilometers, stretching through the Solomon Islands, Vanuatu, and New Caledonia, and eastward to Fiji, Tonga, and Samoa. Located on small islands and the coasts of larger islands, and separated from one another by as much as 350 kilometers, the Lapita lived in villages of stilt-legged houses and earth-ovens, made distinctive pottery, fished and exploited marine and aquacultural resources, raised domestic chickens, pigs and dogs, and grew fruit- and nut-bearing trees. Lapita Cultural Attributes Pottery making workshop demonstrating Lapita pottery styles as part of Heritage Month 2017 in New Caledonia. Gà ©rard Lapita pottery consists of mostly plain, red-slipped, coral sand-tempered wares; but a small percentage are ornately decorated, with intricate geometric designs incised or stamped onto the surface with a fine-toothed dentate stamp, perhaps made of turtle or clamshell. One often-repeated motif in Lapita pottery is what appears to be stylized eyes and nose of a human or animal face. The pottery is built, not wheel thrown, and low-temperature fired. Other artifacts found at Lapita sites include shell tools including fishhooks, obsidian, and other cherts, stone adzes, personal ornaments such as beads, rings, pendants and carved bone. That artifacts are not completely uniform throughout Polynesia, but rather seem to be spatially variable. Tattooing The practice of tattooing has been reported in ethnographic and historical records throughout the Pacific, by one of two methods: cutting and piercing. In some cases, a series of very small cuts is made to create a line, and then pigment was rubbed into the open wound. A second method involves the use of a sharp point which is dipped into the prepared pigment and then used to pierce the skin. Evidence for tattooing in Lapita cultural sites has been identified in the form of small flake points made by alternating retouch. These tools sometimes categorized as gravers have a typically square body with a point raised well above the body. A 2018 study combining use-wear and residue analysis was conducted by Robin Torrence and colleagues on a collection of 56 such tools from seven sites. They found a considerable variation across time and space as to how the tools were used to intentionally introduce charcoal and ochre into wounds to create a permanent mark on the skin. Origins of the Lapita Young men in canoes in Northwest Malakula, Vanuatu.   Russell Gray Heidi Colleran (Max Planck Institute for the Science of Human History) In 2018, a multidisciplinary study of DNA by the Max Planck Institute for the Science of Human History reported support for ongoing multiple explorations of greater Oceania beginning about 5,500 years ago. The study led by Max Planck researcher Cosimo Posth looked at the DNA of 19 ancient individuals across Vanuatu, Tonga, French Polynesia and the Solomon islands, and 27 inhabitants of Vanuatu. Their results indicate that the earliest Austronesian expansion began 5,500 years ago, starting from modern-day Taiwan, and ultimately carrying people as far westward as far as Madagascar and eastward to Rapa Nui. About 2,500 years ago, people from the Bismarck archipelago began arriving on Vanuatu, in multiple waves, marrying into the Austronesian families. The continual influx of people from the Bismarcks must have been fairly small, because islanders today still speak Austronesian, rather than Papuan, as would be expected, given that the initial genetic Austronesian ancestry seen in the ancient DNA has been almost completely replaced in the modern residents.   Decades of research have identified obsidian outcrops used by the Lapita in the Admiralty Islands, West New Britain, Fergusson Island in the D’Entrecasteaux Islands, and the Banks Islands in Vanuatu. Obsidian artifacts found in datable contexts on Lapita sites throughout Melanesia have allowed researchers to refine the previously established massive colonization efforts of the Lapita sailors. Archaeological Sites Lapita, Talepakemalai in the Bismarck Islands; Nenumbo in the Solomon Islands; Kalumpang (Sulawesi); Bukit Tengorak (Sabah); Uattamdi on Kayoa Island; ECA, ECB aka Etakosarai on Eloaua Island; EHB or Erauwa on Emananus Island; Teouma on Efate Island in Vanuatu; Bogi 1, Tanamu 1, Moriapu 1, Hopo, in Papua New Guinea Sources Johns, Dilys Amanda, Geoffrey J. Irwin, and Yun K. Sung. An Early Sophisticated East Polynesian Voyaging Canoe Discovered on New Zealands Coast. Proceedings of the National Academy of Sciences 111.41 (2014): 14728–33. Print.Matisoo-Smith, Elizabeth. Ancient DNA and the Human Settlement of the Pacific: A Review. Journal of Human Evolution 79 (2015): 93–104. Print.Posth, Cosimo, et al. Language Continuity Despite Population Replacement in Remote Oceania. Nature Ecology Evolution 2.4 (2018): 731–40. Print.Skelly, Robrt, et al. Tracking Ancient Beach-Lines Inland: 2600-Year-Old Dentate-Stamped Ceramics at Antiquity 88.340 (2014): 470–87. Print.Hopo, Vailala River Region, Papua New Guinea.Specht, Jim, et al. Deconstructing the Lapita Cultural Complex in the Bismarck Archipelago. Journal of Archaeological Research 22.2 (2014): 89–140. Print.Torrence, Robin, et al. Tattooing Tools and the Lapita Cultural Complex. Archaeology in Oceania 53.1 (2018): 58â⠂¬â€œ73. Print.Valentin, Frà ©dà ©rique, et al. Early Lapita Skeletons from Vanuatu Show Polynesian Craniofacial Shape: Implications for Remote Oceanic Settlement and Lapita Origins. Proceedings of the National Academy of Sciences 113.2 (2016): 292–97. Print.

Ukraine and Russia conflict Essay Example | Topics and Well Written Essays - 1250 words

Ukraine and Russia conflict - Essay Example This essay demonstrates the social and cultural context of the crisis, the political crisis from theory perspective, e.g. realistic conflict theory, social dominance theory perspective, social dominance theory from the perspective of exploitation etc. The crisis are not just political in the nature, rather their roots are originally rooted in the social and cultural aspect. The Crimean region consists of the population where percentage of the people is originally settled in Russia or they are affiliated in the ethnic manner with the Russian nation and its citizens. This gives the Russian government an excuse to protecting their rights. The paper also looks into the domains and dimensions of this particular conflict through the perspective of the two prominent theories of political science. While the overall event and disturbance came to a boiling point in the form of military intervention of Russia, the crisis were precipitating in the form of the political turmoil and unrest which was building against the interests of Russia. It all started with the ousted of the elected President and the overall toppling of the elected government. The sequence of events followed by the ousted resulted in building of two blocks. The West, United States of America making up for the first bloc, the second bloc in the form of Russia itself. Russia was totally against the concept of ousting the previous government while United States of America and Europe extended their support to the stance and cause of government change in the troubled region.

The development and acquisition of language over the span of lifetime Essay - 1

The development and acquisition of language over the span of lifetime - Essay Example Language acquisition in human beings is evident during infancy most probably at four months. At this time the babies start to discriminate speech sounds and uses babbling which commonly comes from their mothers. They use preverbal Communication which involves gestures and vocalization to make their intents known. The way they acquire this type of language skills is universal and therefore the syntax process takes place slowly as they develop1. The syntactic development of the child is explained using two theories or approaches. The first one includes Nativist theory which argues that children have an innate language acquisition device (LAD). It assumes that LAD is a small area in the brain which has a collection of syntactic rules for all the languages that he or she may be interacting with. The theory notes that the environment alone gives communication full of errors and therefore the device provides the child with novel ability to construct sentences using learned vocabulary. Ther efore because of possession of this LAD they are able to learn any language without the interference of the incomplete information from the environment. The second theory known as the empiricist opposes the fist theory. It argues that there is enough information that can develop the linguistic domain of a child and not LAD.Empiricist believes that brain process is sufficient enough for language development in babies. For a child to acquire language fast, then engagement with environment more often is needed in order to stimulate the rate of development.

The Purchase of Alaska Essay Example for Free

The Purchase of Alaska Essay My dear countrymen, I strongly believe that the purchase of Alaska will help America in a number of ways. This bargain will prove fruitful for our country geo-strategically, in respect of natural resources and open numerous business avenues as well. At present our country is passing through difficult times and this move is definitely in our greater interests. If we purchase this land it will affect America, Russia and Britain in a number of ways. Our geo-strategic interests demand that we must buy this piece of land. Russia is a friend of America and she proved immensely helpful during the civil war. Russia at present is in fear of losing this land to her adversary, Britain, in a possible military conflict as she is not in a position to defend Alaska physically and her financial position is not sound as well. At present Russia wants to unburden herself of Alaska in a positive way. The purchase of this land by America will help a friendly country – Russia, and affect the interests of an almost declared enemy of our interests- the Great Britain. This way we will also be in a position to surround and off set the influence of Britain in the neighbouring territories which are at present under her influence and control. The future will stand testimony to the fact that our decision of purchasing Alaska from Russia was a wise and timely decision. We know that our drive towards expansion has brought us in competition with the Russian businessmen. If we buy this land it will help in improving America’s financial strength and strategic influence in the Asia-pacific region. This way the expansion of settlements and commercial interests of Russia to the pacific coast of North America can be checked and America’s financial position can be improved to a great extent. Alaska is a vast territory with sparse population. This vast land will prove helpful to us in military manoeuvres as in recent times Napoleon’s misadventure and defeat in Russia has proved that vast territories help enormously in defeating strong armies. This vast territory will allow the Americans to go to this place and explore its potentials and get themselves settle there if they like. Alaska will bring business and prosperity to the Americans in a number of ways. The increase in territory of America will help in boosting the pride and confidence of Americans in their motherland. Their respect and honour in the company of nations will also get a boost. I also believe that Alaska will add to America’s power in another way. Alaska is immensely rich in natural resources. It has forests that can provide us timber to burn and build houses and utilize in industries. It has mines that will provide us with innumerable minerals including coal and it may happen that gold may also be found there. Our growing industries will have a huge source of raw material in the shape of Alaska. It will also allow America to have expensive fur and an increased supply of fish. The coast of this land will help America in increasing trade by sea and the American navy will also draw immense benefits from it. Keeping in view all these benefits I recommend that for the sake of America’s long term and multi dimensional interests we should buy this piece of land from Russia.

A Portrait of the Artist as a Young Man Passage Commentary :: essays research papers

Passage: Page 248: â€Å"-You made me confess the fears that I have†¦Ã¢â‚¬  – Page 249: â€Å"Cranly did not answer.†   Ã‚  Ã‚  Ã‚  Ã‚  In this passage, Stephen is saying how Cranly has made him confess all of his fears to him, but then he tells Cranly what he does not fear. Stephen tells Cranly that he does not â€Å"fear to be alone or to be spurned for another or to leave whatever† he has to leave. Stephen has gone through several stages in his life, and now that he has gone through all of those stages, he feels that he needs to go further into himself to try to discover his real self. Stephen also mentions to Cranly that he is â€Å"not afraid to make a mistake, even a big mistake, a lifelong mistake and perhaps as long as eternity too.† This shows that Stephen feels that making mistakes is fine because in the end, he will learn from his mistakes. Meanwhile, Cranly repeats the word â€Å"alone† twice to try to enforce the word to Stephen and make sure that the word stands out to him. He is trying to make sure that he understands what Stephen is really saying. Cranly also points out that the word â€Å"alone† means â€Å"not only to be separate from all others but to have not even one friend.† By saying this, Cranly is trying to point out to Stephen that if he leaves everything, he will also be leaving Cranly, who is Stephen’s best friend. Stephen replies without hesitation that he â€Å"will take the risk.† This shows how determined Stephen is to pursue art as a career. Cranly goes on, while ignoring Stephen’s last sentence, talking about how if a person is truly alone, he or she would not â€Å"have any one person†¦who would be more than a friend, more even than the noblest and truest friend a man ever had.† At this point, it is unclear about whether Cranly is addressing Stephen or talking to himself. Cranly remains quiet afterwards pondering that thought while Stephen looks at Cranly’s face for any reaction. Stephen then realizes that Cranly had been speaking of himself, and of â€Å"his own loneliness which he feared.† After some time, Stephen finally asks who Cranly is speaking of, but Cranly remains silent and does not answer. In this passage, it becomes very clear that Stephen and Cranly are two very different people despite the fact that they are best friends.

History and Development of the Charismatic/Pentecostal Movement Essay

Charismatic movement is a religious revival movement that developed during the late 1960’s among members of several Christian denominations, notably Roman Catholics, Episcopalians, and Methodists. Charismatic believe they can become infused with the Holy Spirit. When so infused, they believe, they may be granted such charisms (gifts) as the ability to speak in tongues, to make prophecies, and to heal by faith. Charismatics share many beliefs and practices with the Pentecostal churches but do not consider themselves to be Pentecostals (Duin, 2000). Moreover, Pentecostal churches base their faith and practice on certain religious experiences that are recorded in the New Testament. Pentecostal churches teach that every Christian should seek to be â€Å"filled with the Holy Spirit. † The proof of this occurrence comes when the person speaks in tongues. That is, the person will speak in a language he has never learned. The New Testament refers to the disciples speaking in tongues on the day of Pentecost (Acts 2), and mentions speaking in tongues elsewhere (Blumhofer, 2004). Pentecost is an important springtime Jewish and Christian feast. Its name comes from the Greek word fifty because Pentecost occurred on the fiftieth day after the first day of Passover. As a Jewish thanksgiving feast for the harvest, it was called Feast of Firstfruits (Exodus 23:16) and Shabuot or the Feast of Weeks (Leviticus 23: 15-21): â€Å"From the day after the Sabbath, the day you brought the sheaf of the wave offering, count off seven full weeks. Count off fifty days up the day after the seventh Sabbath and then present an offering of new grain to the Lord. From wherever you live, bring two loaves made of two-tenths of an ephah of fine flour, baked with yeast, as a wave offering of firstfruits to the lord. Present with this bread seven male lambs, each a year old and with out defect, one young bull and two rams†¦Ã¢â‚¬  From the least the 200’s, Christians celebrated Pentecost on the seventh Sunday after Easter as one of their greatest feasts. It commemorated the descent of the Holy Spirit (called Holy Ghost in older English) upon the apostles on this day (Acts 2: 1-4): â€Å"When the day of the Pentecost came, they were all together in one place. Suddenly a sound like the blowing of a violent wind came from heaven and filled the whole house where they were sitting. They saw what seemed to be tongues of fire that separated and came to rest on each of them. All of them were filled with the Holy Spirit and began to speak in other tongues as the Spirit enabled tem. † He had been promised by Jesus as â€Å"another Comforter† (John 14:16) and came to strengthen the apostles after their nine days of prayer following the ascension of Jesus into heaven. Then they showed themselves more courageous and zealous than they had been before. Pentecost was later called Whitsunday or White Sunday, because the newly baptized wore their white baptismal robes on that day, marking the end of the joyous Easter season (Pentecostalism. The Columbia Encyclopedia, Sixth Edition, 2004). In masses of the Latin Rite of the Roman Catholic Church, red vestments are worn on Pentecost to symbolize the tongues of fire representing the Holy Spirit (Acts 2:3). This paper studies the origin of Pentecostal/Charismatic movement and knows some denominations that practice the Pentecostal beliefs. II. Discussion Pentecostal churches that emphasize glossolalia (speaking in unknown tongues). The term â€Å"Pentecostal† refers to the day of Pentecost, soon after the death of Jesus, when the disciples spoke in unknown tongues. In present-day Pentecostal churches, during the highly emotional moments of the service, members make utterances that have not been identified with any known language (Wakefield, 1999). Pentecostals also believe that they can receive other supernatural gifts. For example, they believe they can be given the ability to prophesy, to heal, and to interpret what is said when someone speaks in an unknown tongue. The New Testament refers to these gifts in I Corinthians 12-14. Aside from these distinctive qualities, however, individual Pentecostal denominations do not usually resemble each other. There are more than three dozen Pentecostal groups in the United States of America alone. They differ radically in size as well as in their interpretations of matters of faith and practice. Some of the largest Pentecostal bodies are: Church of God in Christ, 3,700,000 members; Assemblies of God, 2,100,000; United Pentecostal Church International, 500,000; Church of God (Cleveland, Tennessee), 455,000; Church of God in Christ, International, 200,000; International Church of the Four-square Gospel, 180,000; Pentecostal Holiness Church, 110,000; and the Pentecostal Church of God, 90,000. Pentecostal churches trace their origins to revivals of tongue-speaking that occurred at Bethel Bible College in Topeka, Kans. , in 1901, and at the Azusa Street Mission in Los Angeles in 1906. Similar revivals also took place in Great Britain and in Europe, Asia, and Latin America during the early 1900’s. Since the 1930’s, the Pentecostal denominations have grown rapidly. With a worldwide membership estimated at seven million, the Pentecostals are sometimes called Christianity’s â€Å"Third Force,† alongside the Roman Catholicism and traditional Protestantism (Ferm, 2001). Many Pentecostal churches are Methodist in origin. John Wesley, one of the founders of Methodism, believed on perfectionism. As Methodism later decreased its emphasis on perfectionism, many American Methodists broke away and formed their own churches. Stressing the perfectionist doctrine, these bodies are became known as Holiness churches. The Pentecostal churches are usually defined as those Holiness churches that consider speaking in tongues an important sign of having attained holiness. A. Assemblies of God Assemblies of God are Protestant Christian churches forming the largest of the Pentecostal denominations. The basic belief of this denomination is that conversion is a spiritual rebirth. Speaking in tongues is the first sign that that the Holy Spirit has been received by the reborn. Members believe in the infallibility of the Bible, the second coming of Christ to rule the world, eternal bliss for believers, and eternal punishment for the wicked. The denomination is composed of churches (assemblies) that are self-governing in local affairs. Each ordained minister and one lay delegate from each assembly is a member of the General Council, which is responsible for missions, publications, and other matters affecting the entire denomination (Assemblies of God. The Columbia Encyclopedia, Sixth Edition, 2004). The church arose out of a rival movement about 1900. The General Council was organized in 1914. Membership is about 2,100,000 in the United States. The church has missions in a number of African and Latin American nations. International headquarters are in Springfield, Missouri. B. Practices and Beliefs †¢ Gift of Tongues Gift of tongues in Christianity is the ability to praise God in words that cannot be identified with any known language. It is also called glossolalia (Greek: tongue talking). Speaking in tongues occurs during moments of intense religious emotion. Many people believe that the speaker is possessed by the Holy Spirit. In Pentecostal churches, the gift of tongues is considered a sign of spiritual perfection. Early in the 1960’s, speaking in tongues spread through some congregations in other denominations, especially in the Episcopal, Roam Catholic, and Methodist churches (Glossolalia. The Columbia Encyclopedia, Sixth Edition, 2004). According to the Bible (Acts 2:1-13), 50 days after the Resurrection of Jesus, on the Jewish Pentecost, the Holy Spirit entered the disciples of Jesus and caused them to speak strange words. Many foreign Jews who were present understood the words, even though they were not spoken in their language. Instances of the gift of tongues are recorded in later New Testament books. However, in all these cases the words were directed to God and were not understood by any human being (Pentecostal movement. Grolier Encyclopedia of Knowledge). †¢ Faith healing Faith healing is another practice of Pentecostal church. Faith healing is the curing of physical and mental ailments through religious faith of the sufferers. Medical science recognizes many kinds of physical disorders that are caused or made worse by the patient’s state of mind. These ailments can often be cured or relieved by mental therapy—by changing the patient’s outlook rather than by prescribing medicine. Faith in the curing power of religion or religious relics has often brought about this mental change. Some reported cases faith healing, however, cannot be explained medically (Foster, 2006). Faith healing has been recorded in many religions under various conditions. In the Old Testament, the Syrian general Naaman was cured of leprosy when, as instructed by the prophet Elisha, he washed himself seven times in the River Jordan (II Kings 5:10-14). Jesus performed many miracles of healing. After healing a leper, Jesus said to the man: â€Å"Arise, go thy way; thy faith hath made thee whole† (Luke 17:19). The apostles performed acts of healing. They believed that â€Å"prayer of faith shall save the sick† (James 5:15). III. Conclusion The Pentecostal churches stress the doctrine of perfectionism, or holiness, which states that man has free choice, while still on earth, may become sinless through uniting with God. This doctrine rose in reaction to the Calvinist doctrine of predestination, which states, in part, that man is sinful by nature and may be saved only through God’s choice. Other beliefs common to many Pentecostal churches are the fundamentalist ideas that the entire Bible is literally true and that Jesus will return physically to rule the earth; some of the Pentecostal churches also practice faith healing (Pentecostal churches.New Standard Encyclopedia). Reference 1. Blumhofer, Edith L. Thinking in the Spirit: Theologies of the Early Pentecostal Movement. The Christian Century. Volume: 121. Issue: 7. Page 43+. April 6, 2004. 2. Duin, Julia. Charismatic Movement Transcends Sects. The Washington Times. Page Number: 2. March 31, 2000. 3. Pentecostalism. The Columbia Encyclopedia, Sixth Edition. Columbia University Press, New York, 2004. 4. Wakefield, Dan. Fire from Heaven: The Rise of Pentecostal Spirituality and the Reshaping of Religion in the Twenty-First Century. The Nation. Volume: 260. Issue: 3. Page Number: 98+. January 23, 1999. 5. Pentecostal churches. New Standard Encyclopedia. Vol. 13, Page 456-457. 6. Assemblies of God. The Columbia Encyclopedia, Sixth Edition. Columbia University Press. New York, 2004. 7. Glossolalia. The Columbia Encyclopedia, Sixth Edition. Columbia University Press. New York, 2004. 8. Foster, Mark. Sugar Grove Pentecostal Church Draws Members. Daily Herald. Page Number: 4, Dec. 18, 2006. 9. Ferm, Vergilius. An Encyclopedia of Religion. Philosophical Library. New York,

Grief and Loss in Adolescence: Principles, Responses and Challenges

Grief and loss are fundamental aspects of life; they are inevitabilities that stem from our mortality and our natural propensity to form deep emotional bonds with those closest to us—our family, friends and colleagues.Perhaps C. S. Lewis captured the sensation of grief best when he said: â€Å"No one ever told me that grief felt so like fear.  I am not afraid, but the sensation is like being afraid. The same fluttering in the stomach, the same restlessness, the yawning. I keep on swallowing. — C. S. Lewis, A Grief Observed How one physically manifests grief may vary between age groups and cultures but it is a universal occurrence in humans who are of normal cognitive development.In this paper, grief and loss will be reviewed in the context of Worden’s principles and theories; specifically, what these principles say about grief and loss, how they might apply to the adolescence demographic, what challenges the health care provider might expect to encounter when working with a grieving adolescent, and how a health care provider can best respond to a grieving teenager. A series of hypothetical acute care settings will be presented to illustrate how a nurse might best proceed in responding to a grieving adolescent.Death during AdolescenceAdolescence is a transitionary stage of life that poses unique challenges for the individual. Change is the hallmark of this developmental period as teenagers struggle with hormonal changes, newfound desires for independence, confidence issues, and concerns about body image. Grief and loss during this stage of life, whether it be the loss of a parent, relative, or close friend, often greatly exacerbates the emotional state of a teen who is already experiencing the stresses associated with the transition from child to adult.According to Metzgar, typical grief responses of teenagers include anger, depression, withdrawal, frustration, confusion, acting out, and noncompliance (Metzgar, 2002). Unlike young childre n, who often do not fully contemplate the finality of death, adolescents are usually aware that death is final (Freeman, 2005). According to Freeman, adolescents have the mature intellectual development necessary to understand the core concepts of death—universality, non-functionality, irreversibility, and causality—and can elucidate fully the details (Freeman, 2005).This greater understanding of death places adolescents closer to adults on the level of death awareness; however, teens may wonder if a dead person will return; this thinking may include supernatural elements as teens often associate an unexpected death or serious illness with a supernatural event or cause (Brewster, 1982). An adolescents’ grief experience is highly personal in nature, and unlike adults, teens tend to grieve more intensely.Often their grief response is not expressed smoothly or continuously but takes the form of a series of punctuated outbursts; in some cases an adolescent may make a concerted effort to control his or her emotions (Worden, 1996). In attempting to control their emotions, a teen may retreat inwardly by immersing themselves in highly personal activities such as reading, writing, listening to music, or exercising; in other cases, a teen may want to release the anger and sadness associated with their grief; in this case, he or she may act out angry or antisocial behavior (Worden, 1996).Of particular importance from a health care perspective is the recognition that teens often perceive death as something that happens to others even though they recognize that death is a phenomenon that can and will happen to everyone. When a teen is confronted with the death of a close friend or relative, their perception of death as being a phenomenon that is distant from them, is abruptly challenged. In the case of the death of a peer, death is often sudden—in an American study, the three leading causes of death in the 15 to 24 year-old age group are acciden ts, homicide, and suicide (Minino and Smith, 2001).In such cases, a teen’s sense of pseudo-immortality is often shattered (Freeman, 2005). The trauma associated with this may cause a teen to experience an overwhelming sense of helplessness or powerlessness (Aronson, 2005). In the case of the loss of one or both parents, a teen may experience a grief reaction that is unique for their age demographic—an irrational guilt associated with the normal desire to detach from their parents (Freeman, 2005). For the health care worker, it is crucial that this particular grief reaction is considered when helping a teen deal with the loss of one or both parents.Theoretical Principles: Grief and Loss according to Worden.In Grief Counseling and Grief Therapy, Worden conceptualizes the process of grief into a framework of four tasks that he suggests need to be addressed and completed before the process of mourning can be concluded (Worden, 1991). Worden’s four task paradigm cons ists of:Task 1. To accept the reality of the lossTask 2. To work through the pain of griefTask 3. To adjust to an environment in which the deceased is missingTask 4. To emotionally relocate the deceased and move on with lifeAccording to Worden, children and teens, like adults, must acknowledge and accept the reality and finality of death before they can begin to deal with the emotional impact of this loss (Worden, 1991). Generally this is easier for teens than children because their concept of death is more developed and in tune with that of an adult’s. In order to help facilitate acknowledgement of loss, a health care worker needs to explain the circumstances of the loss in a language that is both accurate and age appropriate.Since maturity levels vary within the teen demographic, one must not assume a given maturity level based on age; in this case the carer should make a concerted effort to determine the maturity level of a teen through dialogue and observation (Smead, 199 4). In task two, Worden suggests that the painful emotions associated with grief need to be worked through. By working through, Worden suggests that emotions need to be released in a healthy manner such that a teen is able to cope with the nature of their loss.In this case, the carer needs to assist the teen with opening up—helping the teen discuss their fears and anxieties in a non-judgmental way. Encouraging teens to express their grief through creative arts and by engaging in rituals can be therapeutic in this regard. (Silverman and Nickman, 1999) In Worden’s third task, adjusting to the loss of a deceased peer, sibling or parent requires that the adolescent develop an adaptation to this loss.Adaptation will be heavily influenced by what role the deceased played in the teen’s life; often this adaptation requires an extended period of adjustment (Worden, 1991). In this case, the health care worker’s role is to help the teen adapt to the loss of old role s (roles associated with the deceased) and adjust to the emergence of new roles (roles previously associated with the deceased now taken up by other individuals). In Worden’s final task, the deceased are relocated—they are placed in an appropriate emotional place such that the bereaved can move on with their lives.For many bereaved individuals, relocation may involve the pondering of existential questions: Where did the deceased go? Why did they die? Is there a Heaven? Children and teens are often more open to supernatural explanations, and in this case, belief in an afterlife can be therapeutic as it helps the individual maintain a healthy and tangible link to the deceased—it may give the bereaved a sense that the deceased is watching over me from Heaven (Silverman, Nickman and Worden, 1992).Grief and Loss in the Acute Care Setting: A Nurse’s RoleWhen a nurse is expected to provide emotional care to a bereaved teen, he or  she must consider a number of factors that may influence the grieving process. These may include: age, level of maturity, psychological state, physical state, and circumstances of the loss. In the following hypothetical case studies, a nurse will offer emotional support directed specifically at teens whom are experiencing different stages of grief as outlined by Worden. The question to be answered in each case is this: What would be the most appropriate nursing response? In each case, as the attending nurse, you will note the individual’s age, statements, stress level, and physical demeanor.Case Study One – The immediate loss of a best friendTom is an 18 year old who has been admitted to a hospital emergency room after a traumatic car accident. His best friend Bret was a passenger and has been killed in the accident. Tom has minor physical injuries that you are tending to. He has just been informed that his best friend died at the scene. Emotional and in disbelief, he yells: â€Å"You’re a ll lying! Bret is not dead! He can’t be dead! He can’t be! It’s my fault!† Bret is shaking.Response:Using compassionate but clear and direct language you reaffirm that Bret has died. You show empathy to Tom but avoid making value judgments for him that offer explanations for the death or attribute blame. When interfacing with Tom’s parents you explain to them the stage of grief their son is going through and how best to assist him through it.Case Study Two – Working through the loss of a parentSarah is a somewhat rebellious 17 year-old with a strong sense of independence. She doesn’t always see eye to eye with her mother, Jenifer. Six months previous, Jenifer died suddenly in car accident. Since the accident, Sarah has suffered major anxiety attacks and has been plagued by guilt. At school she has been involved in arguments and fights with other girls; on this occasion she is in the school infirmary after fighting with another girl. Af ter initially appearing angry, Sarah breaks down in tears  and says: â€Å"Why did my Mom have to die! I didn’t really want her out of my life!†Response:You consol Sarah, and listen to her—you let her release her emotions without restraining or judging her. You reassure Sarah that it is ok and normal to feel fear, guilt and doubt, and that is ok to express her feelings. You tell Sarah that she can come and share her feelings with you whenever she feels the need. If interfacing with Sarah’s father, explain to him what Sarah is experiencing, and offer helpful suggestions that are in line with Worden’s model for task two grief.Case Study Three – Adapting to the loss of a siblingJanet and Karen are sisters close in age, 15 and 17 respectively. They were inseparable and enjoyed doing things together such as sports, shopping and talking about boys. Janet looked up to Karen who she thought of as being her pillar of strength and confidant. Last ye ar Karen died suddenly from a rare form of meningitis. Janet has accepted the loss but has had a hard time readjusting to life without her sister. She is in the hospital being attended to for self inflicted cuts on her arms. Janet states that life is unexciting now because her sister is gone.Response:With empathy you help Janet recognize and reassign the emotional roles filled by her sister. You may suggest ways to help Janet remember Karen in a desensationalized way such that the memory of Karen is retained and respected but that recognizes that life must go on. The suggestion of doing activities (previously done with Karen) with friends or classmates might be helpful. This information should be relayed to Janet’s parents to help them understand how they might be able to assist Janet adjust to life without Karen.Case Study Four – Relocating a deceased grandparentFourteen year old Ben loved fishing with his grandfather. Granddad was Ben’s best friend. Earlier th is year Ben’s granddad died suddenly from a heart attack. Ben accepted that granddad was gone, and he knew that there would be no more fishing. Ben was admitted to the hospital to receive stitches for a fall; Ben asks you: â€Å"Miss, where do dead people go? My Granddad died this year you know.† In a melancholy tone he continues, â€Å"I’ll never have a friend like him again.†Response:In a compassionate tone reply that you are not sure where people go when they die and that it is one of life’s great mysteries. You may suggest that many people have different ideas as to where people go after death. Suggest to Ben that life is about continuing to develop special moments with people we associate with in life. Keep in mind that grief resolution involves reflecting on the meaning of a deceased person’s life, and keeping this as a pleasant memory. It is not meant to focus on the death itself.ConclusionsGrief is a fundamental aspect of life. Adole scence, being a major transitional stage in human growth and development brings with it unique emotional challenges. These challenges need to be addressed by the health care worker if he or she is to effectively assist a teen who is grieving for a deceased peer, sibling or parent. Worden suggests a four step paradigm for the grieving process that can serve as a guide for elucidating the stage of grief an individual may be experiencing.Knowledge of this model can assist the health care worker in grief stage recognition, and in making informed decisions that will ultimately help a teen deal with challenges involved in the of grieving process. With the support and encouragement of health care workers, peers, and relatives, adolescents can learn to successfully manage grief and loss, and move forward with their lives.

Free Essays on Meno By Plato

Meno by Plato â€Å"Learning As Recollection† In Meno by Plato, Socrates and Meno are involved in somewhat of a heated argument about virtue. During this discussion, insults and rhetorical games are exchanged between the two men. During this debate, the idea of â€Å"learning as recollection† is introduced by Socrates. Socrates calls this idea of â€Å"learning as recollection† a meaningless argument. He states that â€Å"nothing can be taught.† Learning and education are not accomplished in the way that we think it is, according to Socrates. It is simply done by recollection. If one learns an idea or concept, how did they know they learned anything if they never knew it was there? The answer is that people know things through experience and memory. Socrates says that the human soul is immortal and can be reborn again and again. The soul has been born many times in many shapes (human, animal, etc.). This is not personal immortality but transmigrational immortality. The human soul, much like the actions of a human, is very rash and doesn’t think through its decisions. So when it is reborn or reincarnated, it tends to ‘hop’ into the first thing or person it sees or encounters (which is usually worse than what it previously was). The soul has learned everything there is to know. So when we â€Å"learn† we are just â€Å"recollecting† what our souls have learned or the soul’s knowledge from a former life. Therefore, it is not true that nothing is learned even though nothing is taught. All human beings passively have knowledge about everything but it is with guidance that they can come to actively know. Through questioning, knowledge is recovered from within. A good example of this is the part of Meno when Socrates questions a slave boy about a geometry problem. The boy seemed to know nothing about Socrates’ problem. However, through a series of questions, the boy actually knew the answer without knowing h... Free Essays on Meno By Plato Free Essays on Meno By Plato Meno by Plato â€Å"Learning As Recollection† In Meno by Plato, Socrates and Meno are involved in somewhat of a heated argument about virtue. During this discussion, insults and rhetorical games are exchanged between the two men. During this debate, the idea of â€Å"learning as recollection† is introduced by Socrates. Socrates calls this idea of â€Å"learning as recollection† a meaningless argument. He states that â€Å"nothing can be taught.† Learning and education are not accomplished in the way that we think it is, according to Socrates. It is simply done by recollection. If one learns an idea or concept, how did they know they learned anything if they never knew it was there? The answer is that people know things through experience and memory. Socrates says that the human soul is immortal and can be reborn again and again. The soul has been born many times in many shapes (human, animal, etc.). This is not personal immortality but transmigrational immortality. The human soul, much like the actions of a human, is very rash and doesn’t think through its decisions. So when it is reborn or reincarnated, it tends to ‘hop’ into the first thing or person it sees or encounters (which is usually worse than what it previously was). The soul has learned everything there is to know. So when we â€Å"learn† we are just â€Å"recollecting† what our souls have learned or the soul’s knowledge from a former life. Therefore, it is not true that nothing is learned even though nothing is taught. All human beings passively have knowledge about everything but it is with guidance that they can come to actively know. Through questioning, knowledge is recovered from within. A good example of this is the part of Meno when Socrates questions a slave boy about a geometry problem. The boy seemed to know nothing about Socrates’ problem. However, through a series of questions, the boy actually knew the answer without knowing h...

Battle of the Sexes

The concept of being a man, and the idea of manliness, has been debatable in recent decades due to acts of feminism. Paul Theroux wrote Being a Man and was very opinionated as he said the idea of manliness was wrong and oppressive. Harvey Mansfield wrote The Partial Eclipse of Manliness, and stated that the concept of being manly has diminished and been overpowered by feminism. Both of these readings have provided valid and doubtful points in the discussion of what constitutes being manly, as well as how North American culture views the stereotypical man. Both authors are very opinionated and biased in their readings as they do not have any outside sources supporting their beliefs, but they do make effective arguments which further their attitude and outlook on manliness. In Paul Theroux’s reading Being a Man, it is stated that man can be categorized as stupid, arrogant, and much like pre-historic cavemen. Theroux continued to say that if someone were born as a man, there would be limits of what he is physically, emotionally, and mentally capable of. His highly personal view of how men act relates to a time when men were expected to aspire to be the so-called perfect man. The stereotypical perfect man is theoretically defined as brash, built, strong, athletic, and overall a poor loser when it involves any form of competition. It is also claimed that the typical man should be stupid, unfeeling, obedient, and ultimately soldierly. Theroux argued that these qualities eventually create poor husbands, sadists, and potentially rapists. Although this could happen, it is very unlikely that the majority of men with those characteristics will end up malicious and violent like Theroux stated. Mansfield’s approach to the deterioration of masculinity faulted women. He believed manliness is dubious as women over the years have been referred to with manly intentions. He felt that feminism has not only succeeded, but dominated current culture. For example, policemen and mailmen are no longer in existence, but rather they are police officers and mailpersons. Mansfield thought the concept of manliness had diminished to the point of becoming obsolete. He felt the concept of manliness, being strong, emotionless, and violent, cannot include women. He wanted women to continue to be meek, petit and frail; the direct opposite of what his ideal man is supposed to be. As a view from people who have rarely been referred to as masculine, many women are able to offer an unbiased honest opinion when it comes to the broad term of being manly. As someone who has never personally been associated with masculinity, I feel these readings present both current and outdated views on what manliness is. Both readings had a similar message of establishing man but they portray them in different ways. Theroux’s reading expressed how he felt uneasy, unsure, and apprehensive when it came to the term manly as he viewed it as degrading. As a woman’s perspective, I feel that the term manly is far from shameful or dishonourable. A manly man is something many women look for in a prospective partner as a shy, emotional, and weak male is undesirable. This is not because women are too concerned with physical appearance and mental capacity, but because women are wired to look for mates with these qualities. This dates back to days of cave men and women when language was limited and appearances were the only means of finding a mating partner. In my view, it appears that Theroux is attempting to understand the term â€Å"being a man† at face value while disregarding the fact, that not everyone associates a man with the qualities he has previously stated. In comparison to Theroux’s reading, Mansfield concentrated more on the aspect of how manly qualities are being given to women. Women are now able to take on the characteristics of being masculine and as a result, the definition of being a man has been altered and is unclear. Mansfield’s reading demonstrates a fear of being second-rate in comparison to female counter parts when in truth he has nothing to be concerned over. In my opinion, his panic of inferiority in unnecessary as women will always be considered the lesser sex. Regardless of how much effort is put into gender equality, women will always be initially seen as soft and sweet while men will be primarily viewed as rough and tough. Both Theroux and Mansfield refer to the same point but in different ways: Are men to just live with this degraded status? If women can take on the characteristics of being manly then what makes a man? Being manly is in no way considered a degraded status from my perspective, but a term of affection instead. As for women taking on characteristics of being manly, I feel they choose to be referred to masculine. It does not deteriorate the idea of men being manly but rather makes women much more like man. The authors have very old fashioned views of how a modern culture should be when they state: a male should be masculine and a female should be feminine.

The nature of the Kingdom which described in the Gospel of Thomas Term Paper

The nature of the Kingdom which described in the Gospel of Thomas - Term Paper Example The quotations on the Kingdom of Heaven, in particular, have been a focal point of discussion and argument as to what exactly the author of the text intended, especially in reference to its nature and how exactly one attains it. This paper analyses this Gospel’s allusions to the Kingdom of Heaven and what it entails with regard to the historical, cultural, social and political atmosphere of the time in which the Gospel was written. Discussion The strongest approach for interpretation of the Gospel of Thomas seems to be the Gnostic approach, with several factors lending credence to this theory. The scriptures seem to indicate that the main characteristic of the Kingdom of Heaven is that it is within us, and all that is required of us is inward reflection and self-knowledge. The emphasis on knowledge is a major selling point for this argument, with the word Gnosis itself being Greek for knowledge. Gnostics held the belief that the realization of knowledge was the path to salvati on and deliverance. In what can be viewed as Gnostic tradition, the scriptures are viewed as holding a secret meaning, and only those who attain a deeper understanding have the truth revealed to them and are finally worthy of entering the kingdom (Valantasis, p 79). This attitude of secrecy and mystery is visible from the very first line in which the author states; â€Å"These are the secret sayings that the living Jesus spoke and Didymos Judas Thomas recorded†. Gnosticism encouraged mysticism and regarded deep thinking and meditation on texts as important to the path of eventual revelation, a sign that one was worthy of the rewards from the higher powers (Wylen, p 239). One interpretation of these texts could argue strongly for the case that the reigning Gnostic attitude at the time influenced the writer to use the veiled references, parables and allegories so as to motivate the reader into attempting to perceive more than just the written text. Examples of this approach can be seen in the verses quoted below: â€Å"Jesus said, "If your leaders say to you, 'Look, the (Father's) kingdom is in the sky,' then the birds of the sky will precede you. If they say to you, 'It is in the sea,' then the fish will precede you. Rather, the kingdom is within you and it is outside you.†(v.3). This verse encourages reflection and introspection, a look at what is inside us and directly outside us so as to discover the kingdom. It discourages the reader from taking others’ opinions, especially leaders, as to what to do to enter the kingdom. This opinion could derive from the fact that there were many preachers at the time who all claimed to hold the one true key to salvation, each suggesting different paths to attain said salvation. It could also appeal to the rational, philosophizing movement at the time that argued for reason and rationale to prevail over emotions and blind following. â€Å"Simon Peter said to them, "Make Mary leave us, for females don' t deserve life." Jesus said, "Look, I will guide her to make her male, so that she too may become a living spirit resembling you males. For every female who makes herself male will enter the kingdom of Heaven." (v.114). This verse is especially enlightening as to the times in which the Gospel was authored and the socio-cultural context thereof. The commonly held view then was

Supervision Assignment Example | Topics and Well Written Essays - 500 words

Supervision - Assignment Example Michael would be encouraged to participate in peer counseling. This would help in building self-confidence, self-direction and independence. This will serve to enhance his counseling skills, provide reassurance, self-growth and allow him to approach his counseling sessions in a professional manner. The supervisor’s role as consultant As a consultant to Michael, I would encourage him to be independent in thoughts and actions. He would be provided with various options and alternatives rather than answers. He would be encouraged to discuss the problems experienced by clients, and to brainstorm alternatives or interventions for each situation (Pearson, 2004). While I am acting as a process observer and collaborator, Michael would have the ultimate responsibility for the resolution of the problem (Young & Basham, 2010). Supervisory shills for each role The role as a teacher can incorporate the skill of process or intervention. This is to help Michael to focus more on what he learnt rather than contemplating if he did it right (Ward).

Food chemistry lab report about Philadelphia cheese

Food chemistry about Philadelphia cheese - Lab Report Example All the results given below were found experimentally and then compared with those given by McCance and Widdowson. Methodology The experiments were carried out by reference to a given set of methods (see Appendix 1), although some changes had to be made, and some sections had to be omitted. For example, Philadelphia cheese does not contain any vitamin C or sugar, and as such those experiments were not undertaken. Between experiments, the cheese was kept refrigerated as instructed by the packaging. To prepare the Philadelphia for use, all that was required was to remove an appropriate sample of cheese and place this in the appropriate receptacle ready for use. Results Moisture Content of Food Mass of tin (g) Mass of tin + sample (before) (g) Mass of tin + sample (after) (g) Sample mass (g) % Moisture 24.56 27.29 25.37 2.74 29.70 24.20 27.61 25.33 3.42 33.20 25.10 27.46 25.87 2.36 67.10 Mean 24.62 27.45 25.53 2.84 43.33 Standard Deviation 0.45 0.16 0.30 0.53 20.66 Calculations used: (t in+sample)initial sample – (tin+sample)final mass x 100 = % Moisture mass of sample Ash Content of Food Mass of cruicable (g) Mass of cruicable + sample (before) (g) Mass of tin + sample (after) (g) Sample mass (g) % Ash 11.50 14.45 11.54 2.95 1.44 10.59 13.42 10.63 2.82 1.42 9.96 12.82 9.97 2.86 0.36 Mean 10.69 13.56 10.72 2.88 1.08 Standard Deviation 0.77 0.82 0.79 0.06 0.62 Calculations used: final mass-crucible mass x 100 = % ash mass of sample Determination of the protein content of food Mass of sample (g) Titre /ml Factor (from ‘Pearson’) %N % Protein in 0.32 1.96 6.38 0.86 5.47 0.34 0.99 6.38 0.41 2.60 0.33 2.11 6.38 0.90 5.71 Mean 0.33 1.69 6.38 0.72 4.59 Standard Deviation 0.01 0.61 0.00 0.27 1.73 Calculations used: Titre x 0.0014 x 100 = N% mass of sample Titre x 0.0014 x 100 x Factor = Protein % mass of sample Fat analysis by Buchi method    Sample weight (g) Empty cup weight Cup weight with fat Grams of fat per 100g sample    7.61 29.60 32.47 37.7 1    7.34 29.22 32.83 39.18 Mean 7.48 29.41 32.65 38.45 Standard Deviation 0.19 0.27 0.25 1.04 Calculations used: cup weight with fat – empty cup weight x 100 original sample weight Final results table: Experimental Values % McCance & Widdowson Values % Moisture Content 0.43 0.58 Ash Content 1.08 2.40 Protein 4.59 8.60 Fat 38.45 31.00 Carbohydrate 12.55 Trace Discussion The results gained experimentally were calculated in a similar way to those found in Atwater and Bryant’s tables that were published in 1904, all obtained by difference. The water, fat and protein content were all calculated and then subtracted from 100 to give a carbohydrate value. This is different to the McCance and Widdowson values, and this shows in some of the results. The experimental value for the ash content was 1.08%, which is only very slightly different from the given value of 2.40%. This suggests that the ash content measurement used (see Appendix 1) was fairly accurate. The standard devi ation for this value was only 0.62, which is very small, again suggesting that this measurement is accurate and very consistent. The moisture content found, 0.43%, was also very similar to the given value of 0.58%. However, the standard deviat

The Information Seeking Behavior of Graduate Students

The Information Seeking Behavior of Graduate Students People seek information in different ways and using different methods to access the information they need. One individual might prefer to get the information from a news agency while another might prefer to access the latest news online or from TV, newspapers, and SMS services. Academics and students have their own unique seeking behavior and their own ways of obtaining information whether it is from a scholarly database, the web, library collections, or from their peers, therefore, it is important for us to know in this thesis how students go about seeking and obtaining their information needs taking into account their behavior. Another important factor that this research is looking at is whether the information seeking behavior of the graduate students follows an already previously established information behavioral model, and if that model can help us explain more clearly the seeking behavior and the process students go through when searching for and obtaining the information they need. From my experience as a university graduate student in Kuwait University, graduate students face problems related to how to search and seek out related information in the appropriate databases for their work. Because there is an absence of a course and a curriculum in Kuwait University that teaches the basics of information, information types, information searching process, information seeking behavior, and an information seeking guide or strategy design, the graduate students spend most of their time struggling to find a suitable way to seek and obtain the information they need correctly. This information seeking process is done on a trial and error basis by the graduate students during their coursework assignments and projects. It would be more helpful to have this kind of information incorporated in the universitys courses and curriculum especially in the first year of study to help the students improve their information seeking process. Some students also face access problems bec ause they are not given access to the databases from outside the campus by some universities. This thesis will investigate how students go about seeking and obtaining their information needs taking into account their behavior. It is also important to know in this research whether the students were satisfied with the material they found during their searching process, and whether the resources found was enough for them in which they got to a point where they stopped searching for any more materials. Another important area of investigation that this research is looking at is whether the information seeking behavior of the graduate students follows an already previously established information behavioral model, and if that model can help us explain more clearly the seeking behavior and the process students go through when searching for and obtaining the information they need. It is interesting that there arent many or enough previous research studies that study graduate students research activities and problems students faced during the information seeking process. For this reason, graduate students information seeking behavior will be examined to identify the types of search activities undertaken, and the problems they faced during their coursework and research papers. Although a number of studies have been conducted on information seeking behavior, but the issue of research activities interrelation with topic-related activities, how the results of the search activities were understood by the students, and whether the students feel that they have satisficed their information needs and achieved information fulfillment particularly in the context of Kuwait University graduate students in Kuwait, as one of the developing countries, have not been given much consideration. Also, there is a gap in the information seeking models described in the literature revi ew, whereas the models dont show the integration of students library usage or knowledge about their resources as well as citation analysis. There needs to be an integration of library use and citation analysis in these models to give a better understanding of students information seeking behavior. It is important to understand how students browse the variety of resources because it helps educators in developing and assessing courses designed to instruct their students in library and electronic usage. However, there might be a possibility that students may not be familiar with library resources, or not be aware of which resources a library might have, or how to make use of them. It is therefore of interest to us to try and understand what makes one student go out and explore library resources, while another one might not use the library for printed material but instead uses only electronic or web resources to access the material needed from a remote location such as from the working offices or from home (Waldman, 2003). 2. Related Work Since this thesiss research questions focuses on investigating the information seeking activities that are undertaken by graduate students, when students feel that they have satisficed their information needs, and did the students achieve information fulfillment, it is important to define these terms in relation to this research. There is an increasing recognition that in order to understand information seeking we need to understand the context in which it takes place and which to some extent shapes it (Allen and Kim, 2001; Brezillon and Saker, 1999; Chang and Lee, 2000; Cool, 2001; Kuhlthau and Vakkari, 1999; Solomon, 2002; Sonnenwald, 1999; Talja et al., 1999; Vakkari et al., 1997; Wilson and Allen, 1999 cited in Ford, 2004, p. 183). Information seeking within its broader context is often termed information behaviour, defined by Wilson (1999, p. 249, cited in Ford, 2004, p. 183) as: those activities a person may engage in when identifying his or her own needs for information, searc hing for such information in any way, and using or transferring that information. The notion of information behavior broadens that of information seeking by including consideration of the use of information in satisfying the purposes for which it was required. But taking into account such wider context may also have a narrowing effect, since the contextual elements that broaden the focus of a model may at the same time narrow its generality, in that they may be specific to particular domains of activity (Ford, 2004, p.183). Simon defines satisficing as a decision-making process through which an individual decides when an alternative approach or solution is sufficient to meet the individuals desired goals rather than pursue the perfect approach (Simon, 1971, p. 71 cited in Prabha et al., 2007, p. 78). When individuals satisfice, they compare the benefits of obtaining more information against the additional cost and effort of continuing to search (Schmid, 2004 cited in Prabha et al., 2007, p. 78). In fact, in many organizations, problems are considered resolved when a good enough solution has been found, that is the manager satisfices as she looks for a course of action that is satisfactory (Choo, 1998, p. 49 cited in Prabha et al., 2007, p. 78). Theoretically, decision makers consider all potential alternatives until the optimal solution emerges (Stroh et al., 2002 cited in Prabha et al., 2007, p. 78). However, such an exhaustive analysis would require additional time and expenditure which information se ekers must weigh against the likelihood that they will find additional information of sufficient value to offset the cost of continued searching. The consequences of putting time and effort into finding optimal solutions can be costly; therefore, decision makers must be willing to forgo the best solution in favor of one that is acceptable (Stroh et al., 2002, p. 94 cited in Prabha et al., 2007, p. 78). In so doing, information seekers à ¢Ã¢â€š ¬Ã‚ ¦satisficeà ¢Ã¢â€š ¬Ã‚ ¦and choose the one [solution] that produces an outcome that is good enough' (Stroh et al., 2002, p. 94 cited in Prabha et al., 2007, p. 78) The foregoing examples suggest that users may satisfice their need for information based on what they are able to find and thus stop looking for more information. Users may also stop looking for information prematurely if the information systems are difficult or unusable. The very abundance of information makes it crucial for information seekers to decide what information is enough to meet their objectives. (Prabha et al. 2007, p. 78). Information Fulfillment can be defined as the achievement of all information needs. The provenance of the term can be traced back to the 1870s when it was used to describe the fulfillment of a commercial order. The aim of an information system is to ensure that the end user is able to function effectively within the organization and able to access all the necessary information in order to complete a task. There have been a variety of information models proposed which aim to plot the sequences of events from the initial information seeking to information finding (Burke, 2006, p.446). Seeking information is still a fundamental activity which involves searching, collecting, organizing, storing, retrieving, and using information (Abouserie, 2007). Abouserie (2007) stated that it has become easy to save time and make less effort in retrieving information on a subject or to get a information source by its title, author, subject, and date of publication through the use of information based research tools. He also explained that the tasks of making several information seeking strategies and retrieving information have been improved by the emergence of new generations of hardware and software (Machionini, 1995 cited in Abouserie, 2007, p.3). Adequate knowledge about the information needs of users is imperative for libraries in re-orienting their collections, services and activities to synchronize them with the information seeking behavior of users. New technologies have affected the information seeking process. These technologies have affected some functions and processe s in universities, schools, libraries, and information centers (Abouserie, 2007). Abouserie (2007) also described that storing, organizing, retrieving, and providing access to information are the main processes that have been positively affected. Many library materials are available in online databases. In addition, it becomes possible for many users to use each database at the same time without affecting the quality of the service or the response rate. He also stated that information seeking is a broad term that includes the ways individuals formulate their information needs, seek, evaluate, select and use the needed information. Many factors contribute to the selection and use of different information sources such as: cost, past success, accuracy, reliability, comprehensiveness, usefulness, currency, response time, accessibility, technical quality, and the format. Investigations into the information needs and information seeking patterns of individuals would help improve the current information systems and resources for providing to the continuous changing needs of their users (Abouserie, 2007). In this thesis information seeking behavior is described as an individuals way and manner of gathering and sourcing for information for personal use, knowledge updating and development (Kakai et al, 2004 cited in Ajiboye, 2007, p.546). Waldman (2003) stated that information seeking behavior is the way people search for and utilize information. It is important to understand what factors are relevant in motivating a person to seek out information. A particular focus of inquiry has been on those factors that play a role in deciding to use the library and its resources as a place to seek information, either physically or virtually, as opposed to just surfing the Internet. He also stated that it would appear that more people are using the Internet to find information they need, and information that is unmediated by the library. He stated that informed library users are aware that libraries have resources that are more comprehensive and scholarly in nature than most Web resources available on the Internet. Also, libraries may provide access to scholarly literature that is not freely available on the Web, or may not be online at all. Equally important, users become aware of libraries resources, usually while having to write research papers in their undergraduate or graduate studies. Waldman (2003) also said that it is critical to understand what makes students use the librarys resources whether (print and/or electronic) while others will not think of the library as a place to find scholarly resources for their papers. One difficulty to the use of a librarys resources, and in particular its electronic resources, is that they are not seen as being direct. In contrast to an Internet search engine, where a single keyword search will usually result in thousands of hits, no matter what the topic is, on the other hand, in the library, students have to choose a particular database and be more selective in the search words they use according to Waldman (2003). 3. Objective of the research and the proposed methodology The aim of this thesis is to know how students go about seeking and obtaining their information needs taking into account their behavior. It also aims at knowing whether the students were satisfied with the material they found during their searching process, and whether the resources found was enough for them in which they got to a point where they stopped searching for any more materials. Another important factor that this research aims at is whether the information seeking behavior of the graduate students follows an already previously established information behavioral model, and if that model can help us explain more clearly the seeking behavior and the process students go through when searching for and obtaining the information they need. The following objectives will be used in the study to structure the inquiry and to guide the development of the research procedures and methodologies: To identify and synthesize the literature relevant to information seeking behavior. To determine the place of this research within the published literature. To select and develop a method of data collection. To examine and analyze how students obtain the information they need. To gather and represent data on the information seeking activities and strategies of students. To investigate the extent to which model of the information seeking models could explain the information behavior of graduate students. To test the applicability of a generic (Wilsons first information seeking behavior model of 1981) and a non-linear information model (Fosters 2005 information behavior model) to the information behavior of graduate students. To examine what difficulties students face and what types of behavior they experience during their information seeking process when finding or not finding the appropriate information. For this reason, an exploratory qualitative research approach with semi-structured, in-depth interviews was chosen as the methodology, because this research focuses on studying the information seeking behavior of graduate students, and the most suitable method to study the behavior of students as well as their information needs and process of acquiring information is through the qualitative method. According to Ambert et. al. (1995) qualitative research seeks depth rather than breadth, and instead of drawing from a large sample of an entire population, qualitative researchers seek to acquire in-depth information about a smaller group of persons. The aim of qualitative research is to clear about how and why people behave, think, and make meaning as they do, rather than focusing on what people do or believe on a large scale. In addition, qualitative research frequently results in discovery of new information, and new practices or behaviors rather than verification. It may also involve complete redirection, or modification of, or additions to, existing ideas or models. Qualitative methods are a set of data collection and analysis techniques that can be used to provide description, build theory, and to test theory Van Maanen (1979 cited in Shah and Corley, 2006, p.1824). The reason why quantitative method is not being used in this research is because this thesiss aims and objectives are not to develop and employ mathematical models and hypotheses concerning phenomena using calculations and statistical procedures. Qualitative research is a better method to be used for this thesis because it provides a deeper understanding of the issues and insight into the process we are studying. Researchers in this field such as George, C. et al. (2006) study explored graduate students information behavior related to their process of inquiry and scholarly activities. Qualitative method was used through in depth, semi-structured interviews that were conducted with one hundred graduate students representing all disciplines and departments from Carnegie Mellon Univers ity. Other researchers like Foster (2005) offers a new, nonlinear model of information seeking behavior, which contrasts with earlier stage models of information behavior and represents a potential cornerstone for a shift towards a new perspective for understanding user information behavior. The model is based on the findings of a study on interdisciplinary information-seeking behavior. The study followed a qualitative approach using interviews of 45 academics. The interview results were inductively analyzed and an alternative framework for understanding information seeking behavior was developed. The research approach that will be applied in this thesis will be the use of Grounded Theory (GT). This thesis and its research questions try to find an answer or an explanation to the phenomenon which is the graduate students information seeking behavior. This research has no previous theory or a hypothesis to test, but it seeks to generate a new idea, information, added value, or a theor y to previous research done in the subject of information seeking behavior of graduate students. Therefore, the most suitable qualitative data analysis method chosen for this thesis is Grounded Theory (GT). Grounded Theory is a general, inductive, and interpretive research approach which was originated in 1967 by Barney Glaser and Anselm Strauss (Glaser and Strauss, 1967). Glaser defines grounded theory as an approach that is based on the systematic generation of theory from the data collected and analyzed that is obtained from social research. Theory is generated during the actual research, and this is achieved through continuous interplay between analysis and data collection. Researchers who use GT as their research method do not test or verify any preconceived hypothesis. In contrast, researchers in this approach develop new theory based on the collected data. Instead of having hypotheses to test, researchers in GT studies have research questions to address. In grounded theory, a researcher should keep his/her mind open to any possible evidence that might exist in the dataset. In Glasers words (1992, p. 8) GT is inductively generating theory through qualitative analysis of qualitative and/or quantitative data. To define the meaning of qualitative analysis, Glaser (1992, p. 1) states that qualitative analysis entails any kind of analysis that generates findings or concepts, as in grounded theory, that are not arrived at by statistical methods. Although GT is a well-established methodology, it is an approach to research rather than a detailed research method. The general goal of GT research is to develop theories in order to understand the phenomenon under study. GT has been developed and also used within the field of social science, and has been successfully employed by people in a variety of different disciplines including information science. In addition, Pace (2004) states that the main and essential stages in the process of GT development involves first coding the data collected, memo writing, sorting the data, and then writing the theory. This study is also significant because the uses of information resources especially electronic resources are used by students in universities and academic libraries. Since the access and use of electronic resources is faster and less time consuming, it makes it more appealing for students than that of obtaining printed resources. This research will be applied in Kuwait University in the College of Graduate Studies by choosing a sample of graduate students to study, because students in Kuwait face problems related to how to search and seek out related information in the appropriate databases for their research papers. Graduate students in Kuwait University need a strategy to guide them in their information seeking process. New information, added value, and a theory integrated with the information seeking models will be proposed in this research paper. 4. Results of data collected The sample was drawn from the population of graduate students enrolled at the College of Graduate Studies at Kuwait University. The 24 students that were interviewed and observed in the library and computer labs were from the Information Systems, Social Sciences, and Library Departments. The data that was collected from the students transcribed interviews were coded into meaningful categories using qualitative data analysis and represented in the figure below and will be described in 8 key points that will hopefully help in answering the research questions of this thesis and address the gap or problem in this research. From the data collected it is clear that the students information seeking behavior and activities were only caused by their course-related homework and that they mainly used online resources to find information they needed for their coursework in a hope to reach information fulfillment. Also from the data collected during the interviews, the students expressed that the y dont seek information or make any research activities outside their university coursework or for personal use. Plus, so far from the data collected, the students seem to follow Wilsons first information seeking behavior model of 1981 and Fosters 2005 information behavior model that were explained in the literature review and they are applicable in their situations. The findings were summarized in the following key points, topics, or themes: types of research activities, activities interrelation with topic, library usage and role in obtaining information needs, Internet usage and role in obtaining information needs, result of search activities understood by students, support from instructors and fellow students in getting information, achieving satisfaction with information needs, and achieving information fulfillment. 4.1 Data Analysis The main approach to the data analysis involved a detailed analysis of the interview transcripts collected from the graduate students at Kuwait University. First of all, notes from each interview, made both during the interview and immediately after it, were reviewed and then highlights as well as new concepts were identified. Secondly, the transcript from each interview was reviewed and coded. Thirdly, each new interview was compared to the previous ones for confirming or disconfirming evidence. Open coding using Key Point Coding was used for coding the responses from the interviews to give P1, P2, and so on where P indicates key point (Allan, 2003). The codes are then analyzed and those that relate to a common theme are grouped together. Concepts are then grouped and regrouped to find categories. Then these concepts and categories lead to the emergence of a theory. If the data has been analyzed without a preconceived theory or hypothesis, that theory is truly grounded in the data b ecause it came from nowhere else. Preliminary patterns describing the factors that influence information-seeking behavior were developed based on concepts identified during the literature review (Mansourian, 2006). Key Points Responses from sample P1: Types of research activities Only university courses related activities from (I1 to I27). I3, I26 also researched for personal work. P2: Activities interrelation with topic Activities are interrelated with topics from (I1 to I27) P3: Library usage and role in obtaining information needs I3, I4, I6, I9, I11,I13, I16, I22, I25 P4: Internet usage and role in obtaining information needs I1, I2, I3, I4, I5, I6, I7, I8, I9, I10, I11, I12, I13, I14, I15, I16, I17, I18, I19, I20, I21, I22, I23,I24, I25, I26, I27 P5: Result of search activities understood by students I1, I2, I3, I4, I5, I6, I7, I9, I11, I12, I13, I14, I15, I16, I17, I18, I19, I20, I24, I25, I26, I27 P6: Support from instructors and fellow students in getting information I1, I3, I4, I5, I6, I7, I8, I9, I10, I11, I12, I14, I15, I16, I17, I18, I19, I20, I21, I22, I23, I24, I25, I26, I27 P7: Opinions on achieving satisfaction with information needs I1, I3, I4, I5, I6, I7, I8, I10, I11, I12,I13, I14, I15, I16, I17, I18, I19, I20, I21, I22, I23, I24, I25, I26, I27 P8: Achieving information fulfillment I18, I24, I25 Key Points are presented using the code (p) as in key point no.1 (P1), key point no.2 (P2). Responses from the sample that was interviewed are presented as (I1, I2). The code (I) refers to Individual 1, Individual 2. This thesis examines what types of research activities are undertaken by graduate students, and how these activities were interrelated with topic-related activities. This thesis identifies how the results of the search activities were understood by the students, when students feel that they have satisficed their information needs, and did the students achieve information fulfillment. Also, this thesis sets out to investigate the extent to which model of the information seeking models could explain the information behavior of graduate students, and to test the applicability of a generic (Wilsons first information seeking behavior model of 1981) and a non-linear information model (Fosters 2005 information behavior model) to the information behavior of graduate students. From the data collected during the interviews and observation, it is clear that the students search activities were interrelated with topic-related activities. Their information seeking behavior and activities were only caused by their course-related homework and that they mainly used online resources to find information they needed for their coursework in a hope to reach information fulfillment. Also from the data collected during the interviews, the students expressed that they dont seek information or make any research activities outside their university coursework or for personal use. Plus, so far from the data collected, the students seem to follow Wilsons first information seeking behavior model of 1981 and Fosters 2005 information behavior model that were explained in the literature review and they are applicable in their situations. The findings were summarized in 8 key points, topics, or themes. The students all expressed that they always feel that they havent satisficed their information needs and dont achieve information fulfillment. They also face problems during their information seeking behavior and demanded that Kuwait University find a solution to these obstacles to improve their i nformation seeking experience. One student recommended that, Kuwait University must provide us with training courses and workshops for all types of searching that is organized with the library and should be incorporated within our courses. Also, skilled librarians should be hired who are aware of other fields and majors so that they can help us with our searching process and save us time when finding materials. Plus, the university should subscribe to more databases as well as English and Arabic journals in addition to the ones that are already available. Moreover, there should be one web page or portal to unite the access to all database web sites by entering just one username and password, because there is the burden and difficulty of entering a username and a password for each database web site. There is no portal that unites all of the universities databases where only one username and password is entered at the beginning and then you can browse all the databases. Another studen t suggested that, My information seeking process and obtaining experience could be improved by being able to download all articles from the universitys databases, because right now I face a problem in downloading some articles. Also, the university needs to subscribe to more databases so that I have a variety of resources to search for my topics. The databases that the university is currently subscribed to should work. Finally, there needs to be more organization in the university library in terms of keeping articles or books so that we can easily find them and not take so much time in searching for resources that could be lost without us knowing. Furthermore, a student said that it would be lovely to see the university, Provide me with full access to databases off the university campus. Additionally, meetings should be organized with librarians and students to help them on the ways of searching for materials, and on how to get the printed and electronic resources available physical ly at the library or on the universitys online web site. Equally important, all students suggested that the university should provide them with up-to-date software programs and good hardware devices with no technical problems or defaults. 4.2 Graduate Students Information Seeking Behavior Model at Kuwait University The following proposed model describes and shows the steps and process of what graduate students actually go through and what they do in their information seeking behavior. The boxes in the model show processes, inputs, outputs, steps, and people, and the arrows represents a mixture of information and decision making trajectories and the relationships and inter-relationships between them. First, the graduate student is given the option of choosing his or her topic to do a research on, or a topic is assigned to them by the instructor during the coursework. The topic is interrelated with the research activities or the information seeking behavior. Then, the students seek for information either from the library or from the Internet. The graduate students use mostly electronic resources from the web via Google Scholar, The Invisible Web, and from the databases that the university is subscribed to. When the students are experiencing their information seeking behavior, they sometimes get h elp, support, and advice from their instructors and fellow students or friends. Afterwards, the student gets the results of his or her search activities and the information seeking behavior might result in satisfaction and happiness to the student or non-satisfaction which then leads to lack of satisficing and information fulfillment. Finally, the satisfaction of the information should lead to information fulfillment for the student. 5. Conclusion Academics and students have their own unique seeking behavior and their own ways of obtaining information whether it is from a scholarly database, the web, library collections, or from their peers, therefore, it is important for us to know in this thesis how students go about seeking and obtaining their information needs taking into account their behavior. Another important factor that this research is looking at is whether the information seeking behavior of the graduate students follows an already previously established informatio