Adult Learning Methodology

Adult Learning Methodology Andragogy Andragogy is an adult teaching methodology which developed from pedagology (the teaching methodology for children) (Rachal, 2002, p. 210). Before the introduction of the concept (andragogy), pedagogy was the only known teaching methodology. Andragogy was basically developed by a group of researchers to focus more on unique adult needs as opposed to the conventional child needs.Advertising We will write a custom research paper sample on Adult Learning Methodology specifically for you for only $16.05 $11/page Learn More In andragogy, there is a strong emphasis on process design as opposed to pedagology which focuses more on the content plan (Rachal, 2002, p. 210). With focus on process design, andragogy is basically aimed at designing and managing processes that are aimed at facilitating the acquisition of content by adult learners; but in the same manner, it also serves as a content resource for peers, supervisors and specialists. Andragogy was spec ifically started by a German educationist in 1833, but it is Malcolm Knowles, an American educational researcher, who essentially turned the learning methodology into a popular adult theory (Rachal, 2002, p. 210). However, in later years, Malcolm changed his stand on the adult theory and gave conflicting statements one whether the teaching paradigm was essentially meant for adults or could be applicable to children as well. This conflict of opinion essentially defines the controversy surrounding the use of andragogy as a unique adult teaching methodology. Considering andragogy basically defines the transition from a teacher-centered to a student-centered learning style, critics note that the shift could equally be beneficial to children, as much as it is for adults. This fact characterizes the conflict surrounding andragogy. Nonetheless, it is important to note that such concerns have been dispelled by the fact that proponents of the adult educational methodology were essentially ad ult teachers and they devised the theory to specifically apply to their unique student group (adults) (Rachal, 2002, p. 210). This makes the teaching methodology uniquely applicable to adult learners. The controversy surrounding andragogy is however not the essence of this study (but contributes to its understanding) because this study focuses more on the basis of the teaching paradigm in imparting knowledge to adult learners. In other words, this study will evaluate the teaching criteria behind its use.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The criteria to be evaluated essentially define the platform through which andragogy is implemented and the guidelines to which it is practiced. Comprehensively, this study will analyze the proffered criteria for its applicability and possible areas that may cause its failures (based on existing literature surrounding its use). Volunt ary Participation Andragogy has been traditionally known to be based on the ability of teachers to identify the right internal motivating factor among adult learners. However, Lindeman (1926) notes that instructors should not identify the internal motivation among adult learners if it is in form of professional advancement; however, this view has been disputed by other researchers such as Knowles (1980) who accepts professional career motivation as a form of personal motivational factor (only if it is not coercive). In other words, it is identified that voluntary participation among learners should not be based on material reward but rather on immaterial reward. From a comprehensive point of view, restricting voluntary participation in the context that only legitimate benefit of andragogy would be learning for its own sake (or for self actualization) is deemed a rather extreme limitation and it also goes contrary to what Knowles said when defining andragogy. Specifically Knowles (19 80) asserted that: Although it acknowledges that adults will respond to some external motivators-a better job, a salary increase, and the like-the andragogical model predicates that the more potent motivators are internal-self-esteem, recognition, better quality of life, greater self-confidence, self-actualization, and the like (p. 281). In a study done by Rachal (2002) to evaluate the motives of adult students to enroll in an adult educational program, it was established that their motives were not exactly internal. Interestingly, it was also affirmed that some of the subjects in the study were paid to join the educational program.Advertising We will write a custom research paper sample on Adult Learning Methodology specifically for you for only $16.05 $11/page Learn More This means that adult learners are sometimes not driven by internal and personal factors but also by external and material factors. Current research studies have proposed more research to be done on non-credit continuing educational programs where there is a good environment to learn, and the students are not coerced in any manner, or motivated by unfamiliar factors to take part in educational programs (Rachal, 2002, p. 212). It is also predicted that in this type of situation, adult learners are bound to view the learning activity as essentially valuable to themselves as opposed to perceiving the experience (or enrolment to the educational program) as a mere means to an end (Rachal, 2002, p. 212). Adult Status In implementing the andragogy approach, it is recommended that an adult learning environment be provided to facilitate the learning process (Rachal, 2002, p. 212). More importantly, it is recommended that college environments, where many young college goers frequent should be avoided if andragogy is to be effectively undertaken. This is in line with Knowles’s view that andragogy is essential for adults and the students should not be subjected to an env ironment that seeks to compare them with another student group (young learners). To affirm his sentiments, Knowles (1980) explains that: â€Å"If a college setting is used, and traditional students are part of the study, it is very desirable to have four groups, including an adult andragogy and an adult pedagogy group. It is not desirable to have two groups where a combined group of adults and traditional students receives an andragogical treatment and a second combined group of adults and traditional students receives a pedagogical treatment, even when the adults are separated in the analysis† (p. 284). However, there is enough evidence to suggest that higher learning environments are quite beneficial to andragogical teaching, but it is more recommended that future studies should be done in scenarios where the environment is exclusively adult-centered (Rachal, 2002, p. 210).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Considering there is a high emphasis on adult environments (when referring to andragogy), there has consequently been an increased need to define adult environments and who an adult is in the first place. Rachal (2002) claims that an adult is a person who perceives himself or herself as an adult and has assumed the social and cultural responsibilities that are characteristic of adults. In the same manner, she also provides another criteria (where the above definitions lack) and defines an adult as a person who has attained a given age ceiling, say, 25 years (whichever is considered adult, considering the social definitions of an adult in a given community setting). Knowles’s (1980) definition of an adult is also congruent with the above definition because he defines adult education as activities intentionally engaged in for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults (p. 215). This definition of an adult is important because andragogy is known to work best in environments that are exclusively adult-centred. Collaboratively Determined Objectives Environments that are critical to the adult learner and which the adult learner plays a vital role in the learning experience should be utilized when implementing andragogy (Rachal, 2002, p. 215). Contracts are one of the tools through which instructors and researchers have been advised to use to achieve the required learning purpose; however, there is no guarantee that such a strategy will work in all situations. Specifically drawn contracts which have a predetermined set of objectives for the adult learners are said to be bound to fail if an adult learner does not know the predetermined objectives in the first place (or if the objectives were not the learner’s main objectives of engaging in the learning experience in the first place). For instance, a course focusing on how to improve one’s saving plan would be congruent with a learner’s personal objectives, as well as the course’s objectives, and this could probably be the reason why a learner would enroll in the given course in the first place. Nonetheless, in situations where this scenario is not the case, it would mean that the instructor would have to collaborate with the learners and negotiate on their learning objectives (as regards what would exhibit a high level of competence for the instructor in the course of using the andragogy learning methodology). Langston (1990) seems to have met the criterion defining this standard when undertaking related research studies on his focus groups where the goal of the instructor or the competence expected of the instructor was second to the learner’s objectives. From this analysis, we can deduce the fact that andragogy works best in environments that are specifically determined by the learner’s objectives and not the instructors’ because it is affirmed that the learner shou ld have more say in the planning of the learning process. The ideal situation should however be when the learner’s and instructor’s objectives are similar (such as that defined in the savings plan example). Performance-Based Achievement Considering andragogy and many other learning theories are specifically based on competence and proficiency (in a given area of study); the will to measure the achievement level of the learners is inevitable. However, it should be understood that under andragogy, the assessment criterion should not resemble those of conventional learning styles because they should seem to be as low-threat as possible (Rachal, 2002, p. 216). In this regard, Knowles (1980) previously went ahead to establish a contract with a portfolio of evidence that specifically exposed the level of learner’s achievement (with regards to well determined learning objectives) but the criterion for carrying out such assessments needs to be mutually negotiated with t he learners and the instructors. The assessment criteria is normally based on the learner’s ability to particularly perform all the learnt content in a rather direct manner, which can be demonstrated by his or her ability to take and print a photograph, as opposed to a learner’s ability to take a paper-pencil test that evaluates how to take and print a photograph (the latter is indirect while the former is a direct assessment method). Studies undertaken by Clark (1991), with reference to assessment criteria (when using the andragogy approach), made use of a performance-based activity as a benchmark for performance where it was easily determined whether a person passed a given assessment test or not. Clark (1991) recommends that the appropriate performance criterion is to be designed in situations where the learner’s learning objective demonstrates a desired learning outcome. For instance, if an adult learner wants to acquire basic computer skills that would enab le him or her send and receive e mails without any assistance; the assessment criteria will be based on whether he or she is able to send and open emails without assistance. This kind of assessment is also what determines the â€Å"book test† approach from the practical knowledge expected of adult learners when the andragogy methodology is applied. With regards to standardized tests to assess adult learners, Knowles (1980, p. 12) cautions that tests often smack of childhood schooling to adult learners, and so should be used with caution and preferably with the participants full participation in the decision, administration and analysis†. Since standardized tests are not essentially recommended by Knowles (1980), he proposes the use of tailor-made tests, but he also expresses caution about this assessment criterion, noting that if instructors use it to compare two adult learners, it would not be in the spirit of andragogy. Unfortunately, most instructors have used this a ssessment criterion in this manner. On the contrary, Knowles, recommends that tailor-made assessment criteria should be used for purposes of the students’ own edification (with regards to the relative gains made in the entire learning process), and if it is possible, adult learners should be allowed to come up with their own assessment criteria in group or individual contexts. Measuring Satisfaction Many adult education activities have been faulted by many researchers as lacking the primary goal of attaining skills and expertise, but rather having the feeling to attain personal satisfaction. In this regard, there is enough evidence to suggest that many adult learners are increasingly participating in various learning activities, merely for the pleasure they derive from it. Since this trend is real, Rachal (2002) affirms that there is a strong need for instructors, using the andragogy approach, to measure the learner’s level of satisfaction in this light. Though this as sessment criterion is not basically recommended (if achievement is not the essential goal), satisfaction in the learning experience should be measured in virtually all spheres of the administration of andragogy because this is basically the primary reason most adult learners are likely to be influenced by when enrolling for learning. Andragogy instructors should therefore measure the variables related to the educational activity, but it is also recommended that they couple the same with the learner’s interests (Rachal, 2002). Conclusion This study identifies the need for adult education to be andragological because the methodology specifically appeals to the needs of adult learners. The above criteria, focused on the effective implementation of andragogy also specifically appeals to situational aspects which are unique to adult learning because the application of andragogy is in itself situational. More importantly, this study points out that andragogy appeals to the learnerà ¢â‚¬â„¢s ability, learner’s motivation, and the facilitative elements of the instructor in the entire learning process. These elements are the successive factors in adult learning and from the above analysis, they are also the basis through which andragogy is based on. The above criteria also seem to succinctly follow the precepts and ideals of Knowles, even though his recommendations and perception about andragoy and adult learning were criticized as idealistic. Nonetheless, it is an undeniable fact that adult learning, just like children learning, should be tailored towards the needs of the learner groups and this is what andragogy seeks to appeal to. Conversely, the issue of the appropriateness of andragogy in adult learning can be contrasted with its effectiveness. Pratt (1988) is also sympathetic to this view and affirms that the appropriateness of andragogy in adult education should be the primary focus of study for future researchers because efforts to understand the a ppropriateness of a given learning methodology would be fruitless if its effectiveness is not established. However, apart from acknowledging the importance of this analysis in this study; this issue would be a separate topic altogether. Comprehensively, we can see that andragogy is essentially based on unique adult needs and the above mentioned criteria act as the blueprint for its implementation. References Clark,J. A. (1991). Self-directed learning skills and clinical performance: A comparison of traditionally taught and learning contract-taught nursing students (Doctoral dissertation, University of Southern Mississippi, 1990). Dissertation Abstracts International, 51(07), 2236A. Knowles, M. S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. Englewood Cliffs, NJ: Cambridge. Langston, L. C. (1990). Self-directed learning, achievement, and satisfaction (Doctoral dissertation, Texas AM University, 1989). Dissertation Abstracts International, 50(12), 3824A. Lindeman, E. C. (1926). The Meaning of Adult Education. Norman, OK: Oklahoma Research Center for Continuing Professional and Higher Education. Pratt, D. D. (1988). Andragogy as a relational construct. Adult Education Quarterly, 38,  160-172. Rachal, J. (2002). Andragogys Detectives: A Critique of the Present and a Proposal for the Future. Adult Education Quarterly, 52(3), 210-227.

Free Essays on What Is A Sequestrian

to define the type of court action, and a good many are sequestrations. Doverdale parish Sequestration for Delapidations to Rectory 13 July 1568 Churchehill, M. Colles late incumbent Sequestration 20 March 1565 St. Peter's Worcester vacancy Sequestration 2 April 1569 Sequestration can be defined broadly or within the confines of Church of England courts. In general terms it means to confiscate or take possession by force; or to remove property temporarily from the possession of the owner and hold against a debt. You will see the word used in Scottish courts and in connection with the records of the English Civil War period, 1643 to 1660. Both sides sequestered; for example, Parliament took the estates of Royalists to gain the revenue; and, after the Restoration, ministers who refused to conform lost their parishes. In American research the word appears in connection with the confiscation of Loyalist property at the time of the Revolution, and in Civil War records. Here, the subject is sequestration in the courts of the Church of England, where it was a legal procedure used primarily when a parish was without a minister, due to the death or suspension of the incumbent. The bishop was concerned with th... Free Essays on What Is A Sequestrian Free Essays on What Is A Sequestrian Sequestration sounds nasty, so I concluded it might get your attention. In actual fact the term relates to money matters, debt, and legal proceedings; but read on, because finding one of these in the parish of your ancestors could lead to useful information. You'll find the word in the list of sources that make up the Gloucestershire, Wiltshire, Berkshire, Oxfordshire, Worcestershire CD (ancestry.com/rd/prodredir.asp?sourceid=831&key=P2464): for the last of these counties there are "Wills and Administrations in the Court of the Bishop of Worcestershire, also Marriage Licences and Sequestrations." What this contains is an index to names, a date, and one or two words to define the type of court action, and a good many are sequestrations. Doverdale parish Sequestration for Delapidations to Rectory 13 July 1568 Churchehill, M. Colles late incumbent Sequestration 20 March 1565 St. Peter's Worcester vacancy Sequestration 2 April 1569 Sequestration can be defined broadly or within the confines of Church of England courts. In general terms it means to confiscate or take possession by force; or to remove property temporarily from the possession of the owner and hold against a debt. You will see the word used in Scottish courts and in connection with the records of the English Civil War period, 1643 to 1660. Both sides sequestered; for example, Parliament took the estates of Royalists to gain the revenue; and, after the Restoration, ministers who refused to conform lost their parishes. In American research the word appears in connection with the confiscation of Loyalist property at the time of the Revolution, and in Civil War records. Here, the subject is sequestration in the courts of the Church of England, where it was a legal procedure used primarily when a parish was without a minister, due to the death or suspension of the incumbent. The bishop was concerned with th...

Monetary Transmission Mechanism Essay Example | Topics and Well Written Essays - 2250 words

Monetary Transmission Mechanism - Essay Example The priors that have been utilized in VARs inculcate, making use of several variables. VARs can result in analytical conclusions for predictive densities. Furthermore, VARs can be applied for shrinking of forecasts that are provided by prior facts. The priors differ from how well they are capable of handling the departures. In accordance, the Structural VAR (SVAR) method is also used in MTM at note-worthy frequencies. The structural form of VAR helps in forecasting the effects of different interventions that can relate to monetary policies. To be noted in this regard, MTM uses three different procedures to interpret a VAR approach. These procedures involve casualty tests that can be used to evaluate the causal relationships between several variables. Apart from finding out the association among variables, these tests can also help in finding lags among those variables. Secondly, impulse response procedure is deemed useful for assessing the dynamic consequences of the shock while impl ementing VAR approaches in MTM. Finally, Variance Decompositions procedure is exploited for examining the percentage of variance, elucidated through shock to variables and aggregate shocks from the remaining variables (Brooks, 2008). Channels of Transmissions Approach The mechanism consists of two types of channels including the ‘neoclassical’ and the ‘non-neo classical channel’. The neoclassical channel deals with perfect financial markets, whereas, the neo-classical channels deal with imperfect financial markets.

The Education system of China Essay Example | Topics and Well Written Essays - 1000 words

The Education system of China - Essay Example The other stage is secondary education; this stage is classified in two groups, specialized education and the academic secondary education (Wang 27). The academic lower and upper middle schools are obligated to provide academic secondary education. On the other hand, a student going for vocational secondary education or specialized education can attend training for two or four years. This system provides training more low skilled personnel, technician, managers and farmers. A student at this category can attend undergraduate level of either two or three years. The two options are also known as short cycle colleges, four-year colleges and universities. They provide both academic and vocational training to students. The Chinese universities and colleges provide graduate programs that make it possible for students to attain Masters or Ph.D. degree. Additionally, undergraduate level is available in either three years or four-year educational program. Three-year program is available in short cycle colleges, universities and four-year colleges. The four-year program is offered in universities and four-year colleges. The difference here is that a student taking four-year program does not attain a bachelor’s degree (Chapman et al. 271). Adult education in Chinese educational system is a reflection of the other two categories, higher education and basic education. They include adult primary education that covers, workers primary education, education for illiterate persons and peasant farmer’s education. Secondary education covers TV and radio specialized education. Peasant and some adult workers are also provided with adult specialized secondary education. TV and radio universities are some of the categories included in Adult higher education program. Other systems available in adult higher education include worker’s colleges, cadre institutes and the correspondence colleges. The mentioned systems of adult education are available in a

Business Analysis of the Film and Its Production Movie Review

Business Analysis of the Film and Its Production - Movie Review Example The film was in production for nine months, from November of 2009 until August 2010. It entered postproduction status at the beginning of September 2010, where it remained until a month prior to its release, which was on December 24, 2010 in America and January 7, 2011 in the United Kingdom. The budget of The King’s Speech was $14,401,000 (ten million in European Euros), which is considered to be a low budget film. The film finished precisely on this budget. As a historical drama, the majority of the budget went to the location and the set design, since the film takes place in 1925, depression-era London. The next greatest portion of the budget went to the salaries of the leading actors, followed by the purchase of a Arricam studio camera with a 14 mm T1.3 Zeiss Master Prime lens, which is a special, albeit expensive, camera that would allow the director to experiment with new shots that would play up on the emotions of the characters. There was only a month or two delay from the time the film was finished until it was released in theaters in the United States. The reason for this delay, as is the case with all films, is to ensure that if extra shots needed to be filmed, they could be done so without risking going over the deadline of the film. It is uncommon that the delay period is as short as just a couple of months, but since the film was a historical piece and required very little of extra actors, the production company of The King’s Speech was able to pull it off with no problems. Distribution The companies that were in charge for distributing The King’s Speech were Australia’s branch of Paramount Pictures, The Weinstein Company of the United States, and Momentum Pictures in the United Kingdom. During its first week of release, The King’s Speech brought in $355,450 in the four theaters that released it in the United States; after this, the film was released to seven hundred more theaters throughout the States, though by the beginning of the New Year, it had been to released to a total of 1,543 screens. In the United Kingdom and Ireland, The King’s Speech earned $5,081,824 from 395 theaters in its first weekend. In Australia, the film made approximately $6,614,615 during its first two weeks. Globally, from the time the film was released until the present, The King’s Speech has earned $374,943,967 in gross revenue. Since The King’s Speech was filmed in Britain, and intended to solely be a British film, only four theaters in the United States saw its release. However, the results of these previews prompted distributors to release in an additional 696 theaters. By January 2011, roughly around the time when the film was released in the United Kingdom, the demand was high for the United States, and so the film was further released into an additional 843 screens. The release was gradual, adding more theaters as the demand for the film grew, which is a common occurrence among independe nt films. The King’s Speech’s distribution overseas was just as successful as the domestic distribution. As the film was based and shot in London, the United Kingdom was always intended to be a part of the release. Furthermore, since one of the lead actors and a producer (Geoffrey Rush) is originally from Australia, the country also played a vital role in the overseas distribution. In revenue, The King’s Speech has received $130,000,000 overseas, a little less than half of what it has made in all. The King’

Research Study: Use of Jargon in Dental Students

Research Study: Use of Jargon in Dental Students ORIGINAL RESEARCH ARTICLE ‘THE ACCEPTANCE AND USE OF JARGONS IN CASE HISTORY TAKING: A CROSS SECTIONAL QUESTIONNAIRE BASED STUDY AMONG CLINICAL DENTAL STUDENTS AND FACULTY MEMBERS OF DENTAL COLLEGES IN ERNAKULAM AND IDUKKI DISTRICTS, KERALA, INDIA’ ABSTRACT Background: The use of jargons has become very common in health care field, especially in medical/dental records. Although use of standard medical jargons, can be seen as professional, efficient shorthand, the lack of awareness regarding the standard medical abbreviations and incessant and overzealous use of slangs among the health care professionals can act as a barrier in effective communication and understanding among patients and peers. Objective: To assess the acceptance and use of jargons in case history taking among clinical dental students and dental teaching faculty members of dental colleges in Ernakulam and Idukki districts of Kerala. Methodology:  A cross-sectional questionnaire based survey containing 15 questions to assess the objective of the study was done. The study was conducted among clinical dental undergraduate students, house surgeons, post graduate students and teaching faculty members of five dental colleges in Ernakulam and Idukki districts, Kerala. Results were expressed as a number and percentage of response for each question and Chi-square test was performed for inferential statistical analysis. Results:  All the 549 respondents used jargons in case history taking. About 22.4% of the respondents admitted that they always used jargons and 55.8 % admitted of using jargons only when there was a lack of time. Majority of the respondents (71.4%) learnt the jargons from their colleagues. About 50% of respondents admitted of using jargons in history section and about 32% of the respondents in all sections of case history taking. About 74% were of the opinion that abbreviations should be permitted in case history taking. Conclusion: This study points out that there is a widespread use of jargons/abbreviations in case history taking among the respondents. There is a lack of knowledge regarding standard medical abbreviations. Although majority of the respondents are comfortable with the use of jargons, majority of the postgraduates and faculty feel the use of jargons should be stopped. Keywords: Jargon, abbreviations, case history, dental students INTRODUCTION Jargon is defined as the language, esp. thevocabulary, peculiar to a particular trade, profession, or group; medical jargon, plumbers jargon All professions use this linguistic shorthand that serves as a means of communication among members but effectively excludes all others(1). It is very useful in a community sharing a common interest as it removes much information redundancy.At the same time, it represents a barrier to those unfamiliar with it.(2) Communication failures created by jargon are especially plentiful and pernicious in healthcare. Medical/dental records consist of information kept by doctors, health care centres, community health clinics or local hospitals detailing what the doctors or other bodies know about the medical condition and history of patients.(3) They consist of case history, details about medical/dental examinations, treatment planning, treatments done, medications prescribed etc. Like every profession, the use of jargons has become very common in health care field as well, especially in medical/dental records. Although use of standard medical jargons, in its most positive light, can be seen as professional, efficient shorthand, the lack of awareness regarding the standard medical abbreviations and incessant and overzealous use of slangs, mistaking them for jargons, among the health care professions can act as barriers in effective communication and understanding among patients and peers. Moreover, communication barriers often go undetected in health care settings and can have serious effects on the health and safety of patients (4). Hence, this study was conducted with an objective of assessing the acceptance and use of jargons in case history taking among clinical dental students and dental teaching faculty members of dental colleges in Ernakulam and Idukki districts, in Kerala. METHODOLOGY The study was a cross-sectional questionnaire based survey. The target population was the dental students with clinical exposure (third year and final year BDS), house surgeons, post graduate students and the teaching faculty members of five dental colleges in Ernakulam and Idukki districts of Kerala. A prefabricated validity tested questionnaire that was administered to the target population.The questionnaire was divided into two parts. The first part consisted of questions on personal and professional data including age, gender and designation. The second part contained 15 questions on the acceptance and use of jargons in dental case history taking.Two of the 15 questions were open ended. Informed consent was obtained from the respondents. The questionnaires were distributed by the faculty members of Department of Public Health Dentistry and house surgeons posted in the department. The respondents were asked to answer and return the questionnaire immediately. All returned questionnaires were coded and analysed. Results were expressed as number and percentage of response for each question and were analysed using the SPSS Version 17 software. Chi-square test was performed to compare the response in relation to gender and designation and the level of significance was set at p = 0.05. RESULTS Respondent’s profile Among a total of 549 respondents, 24.4% (n=134) were males. About 46.3% (n=254) were undergraduate students, 25.9% (n=142) were house surgeons, 11.3% (n=62) were students pursuing post-graduation and the rest 16.6% (n=91) were teaching faculty members. The profile of respondents is given in table 1. Acceptance and use of jargons among respondents The response to questions asked regarding the acceptance and use of jargons in dental case history taking are outlined in Table 2. All the respondents used jargons in case history taking. About 22.4% of the respondents admitted that they always used jargons and 55.8 % admitted of using jargons only when there was a lack of time. About 62.6% used abbreviations as it saved time and about 49.2% used it as it was easy. Majority of the respondents (71.4%) learnt the jargons from their colleagues and 38.25% admitted of having learnt them from their teachers. About half the number of respondents used jargons in history section and about 21%, in clinical examination. However, about 32% of the respondents used abbreviations in all sections of case history taking (personal information, history, clinical examination, diagnosis and treatment). Although, only one half of the respondents opined that they were aware of the standard medical abbreviations, about 65% claimed that they used standard abbreviations only. About 60% of the respondents admitted that they were comfortable with case history with abbreviations and only 10.4% had a discomfort in using abbreviations whilst recording case history. More than half the number of respondents felt a difficulty in understanding abbreviations written by others. However a vast majority of the respondents (74%) were of the opinion that abbreviations should be permitted in case history taking. The jargons used by the respondents are given in Table 3 DISCUSSION Clearly, the world has become â€Å"smaller† due to the use of information and communications technologies.Effective communication requires the parties involved sharing a clear understanding of the various definitions and parameters about which information (and data) are being exchanged in other words, are we talking about the same thing? Here, language and, in particular, jargon, plays a key role. Even assuming that all parties have a reasonable command of a common language – for example, International English – the same words may have significantly different meanings to people from different parts of the world.Jargon is an abbreviated form of language that encapsulates tacit knowledge.(2) As medical students, house surgeons, and residents, we pick it up from our peers and from attending physicians who should know better. We hear it at lectures and conferences. We read it in journals and textbooks. Eventually, we become inured to it, and we no longer recognize how ugly it is and how often it impairs effective communication.(5) Medical jargon is often justified on the grounds that it constitutes a kind of medical shorthand, allowing more efficient communication when time is short. These examplesillustrate that jargon is often less informative.(5) Although studies assessing the impact of jargons used by health care providers on the patients have been reported in the literature, not even a single study was found in the available electronic literature that assessed the impact of use of jargons among the health care personnel. As stated above, with the world becoming much smaller and with great developments in the field of communication, there needs to be uniformity in recording and reporting of medical data. Although, there exists a definite set of standard medical jargons, there is a serious lack of awareness regarding the same and there is a prolific use of abbreviations in case history taking, mistaking them for standard medical jargons. This often can result in a lack of effective communications among the colleagues and patients. With case history deserving a great importance as a medical record presently, uniformity needs to exist in documentation of medical records. Hence this study was conducted to assess the use of medic al jargons among dentists and their impact on the peers. A very significant observation in this study was all the 549 respondents of the study used jargons in their case history taking. Moreover, only 56% of the respondents admitted to using jargons only when there was a lack of time. This habit is significantly greater in students compared to house surgeons and faculty. This highlights the fact that use of jargons/shorthand has become an integral component of writing for a significant proportion of the population. The growing and overzealous use of short messaging service and social media may have a significant role to play in this regard. This has in fact become a current topic of concern. Various researches conducted in this regard (6-8) indicate the influence of texting on English language. Although the results are debatable, there is a clear preference for the present generation to use abbreviations over full forms everywhere. Thus the observation that about half the number of respondents use jargons as they find it easy. Over 70% adm it learning these jargons from their colleagues which is again matter of concern. Yet another important observation is that about 65% of the respondents believe that they use standard medical jargons only. However, in reality, as per this study, vast majority of the jargons used are not standard jargons. Moreover, an institution-wise comparison of the jargons used by the respondents, reveals that there a definite variation among the institutions in the same geographical area. Even more important is the fact that there were abbreviations, the use of which was restricted to a single institution, which the respondents in the neighbouring institutions were unaware of, clearly ascertaining the fact that these abbreviations are created according to one’s convenience. This accounts for the lack of uniformity in the jargons used, as reported. Ironically, only c/o, h/o and w.r.t among the abbreviations reportedly being used by the respondents can be described as standard medical jargo ns (9). It is a noteworthy point that, over 60% of the respondents use jargons in recording patient’s personal information and history section. Guidelines in case history taking indicate that that these sections demand the use of a language which the patient can comprehend. (10) With case history record serving as important legal evidence in medico-legal cases, uniformity needs to be strictly maintained in its recording. Furthermore, in spite of about 55% reporting a difficulty in understanding the abbreviations used by their colleagues/students, a response which is significantly greater among faculty members. About 60% feel they are comfortable regarding case history with abbreviations. This is significantly higher among undergraduate students. However, majority of the post graduate students and faculty members opined that they were comfortable with case history without abbreviations. Although about 50% of the respondents claim that they are aware of the standard medical abbreviations, it was found to be false. This indicates that there is lack of adequate knowledge regarding the same. Most importantly, with about 85% opining that there is no need to stop the use of abbreviations, there is a clear reflection of the attitude of the respondents towards the same. A statistically significant difference in this regard between students and faculty members reveal that faculty members opined regarding the s top of use of abbreviations. This study thus throws a light on an issue which demands a serious action. Furthermore this study warns us that this practice is leading to damage to the use and purpose of medical recordkeeping, which can have a serious impact in the long run. Recommendations With lack of awareness being one of the most common reason for this observation, efforts to improve the awareness by incorporating the same in the curriculum can be recommended. The faculty members have a major role of play in this regard by ensuring that the students record the case history without abbreviations/jargons. CONCLUSION This study points out that there is a widespread use of jargons/abbreviations in case history taking among the clinical dental undergraduate students, house surgeons, post graduate students and faculty members in dental colleges in Ernakulam and Idukki districts. There is a lack of knowledge regarding standard medical abbreviations. Although majority of the respondents are comfortable with the use of jargons, majority of the postgraduates and faculty feel the use of jargons should be stopped. REFERENCES Fenske RE. The Use of Jargon in Medical School Libraries. Bull. Med. Libr. Assoc. 1986;74(1):12-15. Baldi S, Gelbstein E. Jargon, protocols and uniforms as barriers to effective communication. Intercultural Communication and Diplomacy 225-40, assessed online on 25-01-2015. McQuoid-Mason D, Pillemer B, Friedman C, Dada M. Medical records, reports and evidence in court. Crimes against women and children – a medicolegal guide. 2002. Published by Independent medicolegan unit, University of Natal, accessed online on 28-01-15. Graham S, Brookey J. Do patients understand? The Permanente Journal 2008;12(3):67-9. Ronal PM. A bad case of medical jargon. Pitfalls in medical writing. American Journal of Roentegenology 1993;161:592. Aziz S, Shamim M, Aziz MF, Avais P.The Impact of Texting/SMS Language on Academic Writing of Students- What do we need to panic about? Elixir Ling. Trans. 2013;55:12884-12890 Mahmoud SS. The Effect of Using English SMS on KAU Foundation Year Students’ Speaking and Writing Performance. American International Journal of Social Science 2013;2(2):13-22. Ochonogor WC, Alakpodia NO, Achugbue IE.The Impact of Text Message Slang (Tms) or Chartroom Slang on Students Academic Performance. International Journal of Internet of Things 2012;1(2):1-4. Common medical jargons. Assessed online stedmansonline.com/webFiles/Dict-Stedmans28/APP06.pdf on 23/01/15. Ghom AG. Textbook of Oral Medicine. 2014, third edition, Jaypee brothers Publishing. Case Study: Nestle Case Study: Nestle Case Study Report – Nestle Introduction: The case study on the multinational company – Nestle, which happens to be a FMCG global giant reveals the strategies and the well designed plans of the company wherein it tries to shift its image from a food company to that of a nutrition health and welfare company. The moto of the company which has been that of good food, good life is further extended where the company looks forward to enter the arena of health and nutrition products that will encompass products such as infant food, diet food and also that of healthcare products. In the process we see that the company in its process of diversification of its products have also at times failed to achieve its targets. However the general structure of the company happens to be large enough to help the company maintain its position as the leading healthcare company in world with some of the most noted and successful brands. Main Discussion: The case study reveals the well calculated plans of he company Nestle where it had made conscious efforts which would change its very image in the market. It has been reflected through the case study that the then ongoing image where Nestle happened to be a leading brand worldwide in the field of food products looked forward to enter the field of the healthcare food products and also dominate the market in the coming span of time. Hence Nestle soon embarked upon a marketing strategy through it could extensively change its image and develop an image of a nutrition, health and welfare fostering company through the tool of its products. Hence quite clearly Nestle set forward to ake up various measures to effect the same. In the process Nestle did and tried a number of different tactuc to achiev the same. It changed the composition of its products by eliminating excess of sugar and salts and fats and by incorporating more healthier nutrients in its products. Once again we also see that N estle embarked upon a method or business pattern of a large number of acquisitions. Through these acquisitions Nestle tried to buy over certain reputed names of the healthcare product industry and enter the arena on a global scale. It made some of very huge investments in the process of these mergers and acquisitions. In this context one point that can be mentioned which could have been a pressing concern for the company especially during the years that immediately preceded the financial crisis era. The case study reveals that in the year 2005 Nestle did make a drive for the market of the healthcare products nutrition food, which was when the company had to make some huge investments. However as even mentioned by the experts the company could not expect any immediate returns or profits from these investments. In fact the company had to struggle considerably to push the volume of its sales and face a stiff competition from the already existing big layers of the said industry. Another point that happens to be an addition to the mentioned point is that in the effort of being a world player in the NHW segment the company did make huge and well diversified investments. This also could have posed a challenge to the company especially during the recession period. In fact we also see that as mentioned by the then CEO Bulcke, maintaining the company position in those challenging times happened to be quite critical. In those time we see that the company had taken a strategy that tried to maintain its market index and also increase the sales and business volume as far as possible. In fact we do see that in the strive of being a world renowned NHW segment company and of changing the brand image of the company, the management of the company had invested heavily on various measures of entering the industry of NHW and of fortifying the market position of the company in the said industry segment. In comparison to the same not as an aggressive stand was taken by the comp any in boosting its sales vigor and of taking an equally dynamic marketing endeavors. As result we see that the company even failed to achieve its said initial targets which it had set for itself when it entered the NHW sector. Once again we also see that the company at least to some extent did digress away from its path of being a NHW company, when it also bought over some fast food chain. This is company said was a calculated measure since it could not do away with the strategy of being a diversified company. However the company did induce certain health measures in to the fast food items and did incorporate some healthy items into the menu preparations. It can be said that the mission of the company happened to be of providing its customers with a good taste and a healthy life style through its products. To implement the same to an excelled level and to make mark in the market in the longer run the company did embark upon this journey of entering the health and nutrition products. In doing so we see that the company was faced with a serial of advantages that arose from its strengths and also disadvantages that arose from its weaknesses. In the following part of the discussion we take a look at both of the considerations: Strengths: The company that is Nestle happens to be a big name which ensures that the brand already has an acknowledgment in the market and the consumers or the retailers does not need to be briefed regarding the profile of the company. This facet was a particular strength of the company that enabled certain percentage of market penetration. The company had enough capital power which could enable the company to indulge into strategies of acquisition and of elaborate RD endeavors. Nestle was already into the food industry, which gave it considerable leverage. Weaknesses: The company went into a very elaborate process and method of acquisition and mergers which definitely ate into a considerable amount of the financial resources of the company. This could have posed a challenge during the financial crunch period. Nestle in its strive to be a world leader in the arena of the NHW sector did not put enough stress on the marketing part, which led to loos of target achievement. It did pose a contradictory figure when the brand bought over fast food item chains. It helped its critics criticize its image as a NHW company. Conclusion: Quite surely the strategy of Nestle to enter the NHW sector was a well tailored plan that will yield high returns in the future, nevertheless a more profit oriented endeavor could have helped the company overcome its revenue issues that did surface during its transition phase. Recommendation: It could be recommended to the company that the brand instead of trying various products in the NHW field could single out a more streamlined array of products in which the company will try concentrate during its initial period of entering the NHW industry or market segment. This would also help the company streamline its marketing procedure and the company can adopt more aggressive marketing endeavors that will help the company achieve better sales volumes. With time these returns could again be profitably used in the RD endeavors that will help the company come up with better and improved brands and also at the same point establish itself as a global ,market leader.

egypt :: essays research papers

There are many things similar and different between ancient China, Egypt and the Sumerians were lead by the high priests. One important thing is how the three kingdoms were ruled. With Egypt they had Pharaohs, which were appointed by their gods. In Sumeria they had. With Chinese leaders were mostly conquers which lead for a while and passed down through their families. Also each one of the civilizations had made their first writing systems but the writing was different with Chinese but somewhat the same with Egypt and Sumeria. In the Old kingdom Egypt and Sumeria the words were mostly symbols or pictures. With Chinese there are plenty of lines in different directions, which mostly are like symbols, which is almost like the new kingdom Egypt. With China outside wars were not a worry due to the fact of the mountains and the sea and the Great Wall of China. But with Egypt and Sumeria there were plenty of rivers to get to each city which were a good source for conquers to try and get the land. Also with Egypt and Sumeria there were rivers, which gave them good soil, and a good resource for water and transportation for trades. In China they didn’t really have a chance to trade with other countries but it was big enough to trade with themselves and to fight themselves for other Lords to get more land then what they already had. All three civilizations had temples to hold their gods, priests or Pharaohs. These were for the afterlife for their leaders to live good in the afterlife. They all put precious things in there with their leaders. This was for them to live well in the afterlife.

Different Perspectives

The focus on terrorism has become a global exercise and since it is a human behavior that is subject to the needs and motives of those who engage in it. The psychological perspective had been used to analyze terrorism and how man becomes a terrorist and though much has been learned of the psychology of terrorism, much also has been desired to paint an accurate picture of terrorism.One limitation of studying terrorism is that there are no single definition of what it is, for this analysis, we define terrorism as acts of violence motivated by social, political, religious and economic ideologies directed towards certain groups, race, country or institution in peaceful times. Terrorist acts had ranged from the most violent, gruesome, irrational, and brutal and all of which are incomprehensible to the normal citizen.Terrorism by itself is inhuman and is a basic affront to the divine right of man to live for acts of terrorism had claimed thousands of innocent lives. The question of how and why ordinary individuals become terrorists have been dissected by psychologists in the hope of learning what personality traits are shared by terrorists, what antecedent factors provoke the person to cause terror to others and whether becoming a terrorist is a behavior of sociopaths.Due to the vast research on terrorism in this frame of thought, it has been found that there is no single terrorist personality, that terrorist have come from different backgrounds, different religions, different economic status, have high levels of academic achievement, have various professions and careers and have different personalities. Another frame of thought was to look at the social psychological context of the would be terrorist, but it was also found that poverty, oppression or even strict fundamentalism do not preclude terrorism.Majority of those who have been oppressed or from poverty do not become terrorists but instead strive to alleviate their situations, the susceptibility to be recruite d by terrorists have also not been supported. Clinical psychology also tried to define terrorism as a form of sociopath disorders since terrorist seemingly do not feel guilt or remorse when they commit acts of violence, they also have a twisted view of justice and retribution as well, but this analogy did not hold up since terrorists do not have the compulsion to kill if it is not within their cause or their objectives (Ruby, 2002).Moreover, sociopaths have limited mental functioning, whereas terrorists are capable of extremely detailed and careful planning and plotting and function normally as members of the society and do not kill just for the need to kill but it is tied to some specific end goal. With the seemingly incomplete analysis of terrorism and terrorists, the psychological perspective had turned their focus on understanding the root cause of terrorism as a group behavior and how it influences the individual to become a terrorist (Crenshaw, 2000).Terrorism is culturally re lative, this means that American’s may view the siege of a political group of the country’s government as an act of terrorism but to the people of that country, it may be an act of rebellion against an oppressive government which is not terrorism but a necessary action that is for the greater good. Another example is how Israeli’s and the people all over the world view Palestinian suicide bomber attacks as a terrorist act, but to the Palestinian’s it is an act of bravery and loyalty to their country and faith which to them is not a sin but a divine call.Thus, when we study the psychology of terrorism, we must make use of the cultural perspective and identify what is terrorism and what is culturally sanctioned behavior, and from there understand the motives and reasons for being a terrorist (Zimbardo, 1995). For example, the Palestinian suicide bombers are often young men who are idealistic and want to contribute to their family and society, and in a socie ty that encourages and rewards these behaviors are motivated to become terrorists because it gives them the opportunity to become an important person in the society and whose family will be treated with respect.Thus, the suicide bomber would think and believe that what he is doing will benefit those he will leave behind and at the same time be able to serve his country and his God, moreover, suicide is not considered a sin but the ultimate sacrifice. To the Israeli’s, who are the recipient of the terrorist attacks no doubt share with the rest of the world the definition of terrorism, and perceive the Palestinian action as irrational and violent and senseless as it only seeks to inflict pain, fear and terror among them.Psychology however can only identify the reasons and help in the understanding of what makes a terrorist, and the socio-cultural perspective says that it is often influenced by the social and cultural expectations of the particular group and is motivated by inte rnal and external rewards of the act. Another useful perspective to be used in analyzing terrorism is through the lens of the cognitive learning perspective; this approach says that any behavior is a product of learning and the perceptions of the individual.Terrorism is a learned behavior, hence it is taught in various situations and is reinforced by the rewards of the behavior, for example, a terrorist may succeed in bombing of an American building and hence the goal is reached. The behaviors needed to reach this goal are taught in training camps and therefore the achievement of the goal satisfies the objectives of the group. The sense of accomplishment, of being able to see the enemy suffer are rewarding to the terrorist for it validates their skills and knowledge in terrorism.However, one is not just a killing machine; the terrorist is also a mentally functioning individual and makes the choices to behave in such a way (Crenshaw, 1990). Terrorists often believe in something and h ave perceived this as the most important and most worthwhile behavior that would enable them to complete their purpose. Terrorism as a focus of study still needs to be studied and academically investigated, with the new evidence and knowledge that people have of terrorists and terrorism, there will come a time when people would understand what it is and hopefully be able to diffuse the burning coals of terrorism.

poverty1 essays

poverty1 essays Poverty is a global problem, and it has existed from the beginning of civilization. Hunger, homelessness, and lack of health care are major aspects of this world-wide dilemma. Many countries are in complete poverty and the majority are third-world countries. Within the United States of America, a land of valuable, there are also pockets of extreme poverty. Trying to solve this huge problem of poverty. the United States of America, have developed for various reasons, and these situations have led to a great deal of problems. Throughout the world, poverty has plagued all countries. In smaller, under-developed countries many people die from starvation. These countries can not afford to support their citizens. Due to their financial problems, the people lack proper shelter and clothing to keep themselves warm during cold months. Since they lack adequate shelter and clothing, diseases occur all over. These diseases develop a lot easier with poor nutrition. Once again with more financial problems, health care is limited to none. T.L Berry English Professor at Oxnard College says poverty is usually caused by the difficulty in holding and even getting a job. Ability, education, and skills help determine the kind of job an individual gets. That is the matter. Through out our history, people in the United State have valued self reliance, convinced that social standing is mostly a matter of individual talent and effort. This perspective sees society offering plenty of opportunity to anyone able and willing to take advantage of it. The poor are whoever can not or will not work, women and men with fewer skills, less schooling, and little motivation. Everyone does not have the same physical abilities and mental abilities. Poor health and abilities prevent some people from holding a job. Through science people have been able to hold onto jobs a lot easier. It has increased the need for professional workers and lowered the ...

The Art of Effective Problem Solving

The Art of Effective Problem Solving Finding the best strategy to solve a problem depends on the problem itself. Often it is best if students were given an assignment that requires the implementation of their problem solving skills, that they learn all they can about the issue surrounding or even causing the problem. Problem solving is a highly regarded and much-needed  skill in the working or business world – in fact, poor problem-solving practices can do much hard to business relationships and a business’ success. In other words, problem solving is a process of finding solutions to difficult issues. Students in the  academy are often given problem-solving assignments to hone this particular skill set. The opportunities for problem solving  are so ubiquitous, coming every day  to most people, that many do it quite naturally – and yet very effectively. PROBLEM SOLVING SKILLS In either case, the term â€Å"problem solving† is a mental process that seeks to overcome obstacles – a problem, or a doubtful or difficult matter requiring a solution – by finding the best solution to that problem; it involves identifying a problem, then analyzing and solving that problem through what is known as the â€Å"Problem-Solving Cycle,† which includes the development of strategies and organization of thought and action. Problem Solving Cycle Finding the best strategy to solve a problem depends on the problem itself. Often it is best  if students were given an assignment that requires the implementation of their problem-solving skills, that they first learn all they can about the issue surrounding or even causing the problem; then using that knowledge of the issue to assess the problem for possible solutions. Planning and structuring are critical in problem solving. Of course, in other instances, creativity, collaboration and sound judgment may serve the student best in problem-solving practices. All problems have two key features – a goal and a barrier. Without a barrier preventing one from reaching a goal, there would be no problem in the first place. And problem solving involves overcoming these barriers and obstacles that prevent the immediate achievement of these goals. Steps to Solving the Problem As mentioned above, there is a series of steps a student can follow to determine the most effective solution to their problem. Step 1. To solve a problem, a student must recognize that there is a problem, and define it. Although this seems an obvious step, it’s not always a simple task. It’s too easy to identify the wrong problem  or even the wrong source of the problem, so the student must initially consider all possible problems. Step 2.  The student should keenly search to identify the causes of the problem. Step 3.  It is crucial that before the student brainstorms all possible solutions that contribute or create the problem, they should first organize all available information, and ask â€Å"What do I know about the problem? What do I not know?†Ã‚  Subsequently, choose the best solution to solve the problem. Step 4.  The student has to implement or incorporate that solution to solve their particular problem. Step 5.  The student must then evaluate and monitor the implementation of this solution – the results – to see if the problem has been solved. This stage of the problem-solving cycle involves determining if the process was successful, through monitoring any changes that occurred that might have led to the student achieving their goal in solving their problem. It may be best to keep a record of outcomes and additional problems that occurred using each solution. If the solution you think is right does not work, or if it does not solve the problem at hand, you will have to consider implementing other solutions and, therefore, complete the cycle again and again until the problem is ultimately solved. PROBLEM SOLVING STRATEGIES Need help with your problem-solving  assignment? is happy to be your academic advisor. We have effectively helped hundreds of our customers worldwide and have developed considerable expertise in problem-solving  assignments. Just email us your instructions, we will analyze them and will assign you a writing professional who is an expert in your field. We guarantee you a fully authentic, well-written  and properly formatted paper at the end of our cooperation. You will be able to use this paper as a sample to work on your subsequent problem-solving  assignments and you will want to come back to us for me professional services! is the service you can rely on! You can place your order right now.

The successfulness of using a mental disorder as a criminal defense Term Paper

The successfulness of using a mental disorder as a criminal defense - Term Paper Example This might have been due to the recent opinions on the ban of the death penalty for juveniles which might justify the barring of the execution of persons with various mental disabilities. Atkins v. Virginia The Atkins v. Virginia (00-8452) 536 U.S. 304 (2002) 260 Va. 375, 534 S.  E. 2d 312 case, is an example of cases that addresses the issue of death penalty, as a cruel and abnormal punishment and a violation of the Eighth amendment imposed upon a mentally retarded individual. Daryl Renard Atkins was convicted of abducting, robbing, and murdering Eric Nesbitt. During the hearing of Atkins’ sentence, the presented evidence was that Atkins was mentally retarded. The jury gave Atkins a death sentence. The Virginia Supreme Court ordered the second hearing, but Atkins was again given a death penalty; which the Virginia Supreme Court affirmed. The U.S Supreme Court granted certiorari to review the case (Carmen, Ritter, & Witt, 2008). The petitioner, Daryl Renard Atkins argued tha t procedures allowing the infliction of the death penalty on the mentally retarded individuals notwithstanding their diminished accountability violated the Eighth amendment. Atkins further argued that by executing a mentally retarded individual, the decency standards were offended. ... Justification for the death penalty, revenge and preclusion was appropriate for mentally retarded persons. It was risky to impose the death penalty, since the mentally retarded persons are expected to be poor witnesses and unable to support their counsel. Justice Stevens rendered the death penalty as inappropriate. Chief justice Rehnquist, Justice Scalia, and Thomas, agreed to the court’s reliance on the foreign laws, which prohibited the death penalty of mentally retarded persons. Rehnquist found out that when sentencing, jury information was considerable in determining contemporary values. The information and State legislations should be the major factor to determine the contemporary values (Carmen, Ritter, & Witt, 2008). Justice Scalia, Justice Rehnquist, and Thomas disagreed on the sentence after realizing that the court had agreed and followed personal feelings in deciding the case. Scalia noted that the information presented showed that there was a consensus, and that St ate legislation prohibiting execution of mentally retarded persons was not yet developed. Scalia further stated that, it is possible for one to fake the symptoms of mental retardation. Finally, Scalia pointed out that mentally retarded individuals are vulnerable to the death penalty. However, in sentencing, their background could be considered as a mitigating factor (Carmen, Ritter, & Witt, 2008). States that allowed the execution of the mentally retarded persons were forced to modify their statutes with regard to the decision made in the Atkins case. Moreover, it was noted that as a means of avoiding death penalty, more â€Å"mental retardation† claims were expected. The Atkins case is

Muti questions Essay Example | Topics and Well Written Essays - 2000 words

Muti questions - Essay Example (5 marks) Pearl Harbour was the best geographical place for an attack; it was close enough to japan than other places like San Francisco. The more the Japanese attackers moved closer the more they were going to be detected hence a place far away was best suited for them. They wanted to stop any interference coming from the USA government of wanting to attack the Dutch, Singapore, Burma, Malaysia and South Asia. Japan wanted to take over the oil resources of South Asia because the American government had stopped selling oil to them because of their hostility in China (Takaki 323). The pearl harbour had the majority of the USA`s naval force. For Japan to win over America forces, they wanted to destroy most of its naval force that existed in Pearl Harbour. They wanted as well to avoid immediate retaliation of the USA because the needed time to regroup after their naval base was destroyed. Some people in the American government were getting suspicious that the Japanese would attack them, Japanese felt that were running out time and soon the USA government would discover the attack they were planning. The nearest place for them to execute their attack plan was in the harbour. The Japanese army was in control of government resources and they wished that one day that they would conquer all of China. American was not being fair by trying to stop this from happening. What led to the increase in spending in Reagan`s spending 1987? (3 marks) President Reagan financed the development of nuclear weapons. Funds were directed to the research and development of nuclear weapons. Defence spending under Reagan`s government were more than usual. The impacts of World War 2 were still being felt in the USA and the president wanted to put back the economy at its feet. What factors led to the migration of the Vietnamese to USA? (5 marks) Individuals from Vietnam were poverty stricken hence they had to move and find resources elsewhere. The Vietnam country was facing Economic hardships Continuous war in Vietnam led to the immigration of Vietnamese to the USA because peace existed there. There existed social struggle in Vietnam. The country had no Political stability. How did Harry S. Truman manage the war after the death of President Franklin (5marks) (Takaki 373) At first Truman felt he was not a man enough to take the place of Franklin who had just died. He had the problem of continuing the war which wasn’t finished. In his mind the fastest way to finish and win the war was to use atomic weapons against Japan. Trauma worked with the congress and funded heavily in the United Nations and helped in doing away with of communism. He came up with a marshal plan of rebuilding Europe which had been badly destroyed during the war time. He oversaw the lifting of Berlin and the creation of NATO. Trauma`s presidency was a turning point for the country especially in the sector of foreign affairs as America now supported foreign policies and worked closely with other countries. Why were the Americans involved in the Vietnam War? (8 marks) The USA wanted the stop of communism spread in Asia. The Americans strongly opposed communism. Already the USA was in the Vietnam supplying and providing military and financial support. They felt that they needed to be there fully and increases their military personnel. There was a growing risk and support of the National Liberation Front. This was a communist guerrilla group which had attacked the USA in the South Vietnam. The political ego of