Final exam ( very important to finish on time ) Essay - 1

Final exam ( very important to finish on time ) - Essay Example As an example, legacy applications are software designed and implemented in the previous decade and have limited functionality. At the same time, web applications use the latest programming techniques, gather inputs from a variety of sources and offer many new functionalities, features and modules (p. 16-17). Hence, the same approach of software engineering cannot be applied to them. Prototyping model is a part of the prescriptive process model and is a part of the evolutionary process model. In prototyping, the customer defines a general set of objectives for functions and features. The developer then uses these requirements as the basis, identifies the requirements and then creates a prototype model for the software that is further refined until the final product is ready (p. 43-44). The prototype model is used to develop applications used by a organizations in different sectors namely, banking, insurance, manufacturing and retail. As an example, banking applications have requirements such as registering the customer, assigning an account number for each customer and tracking their account related activities. On the other hand, a manufacturing firm produces a small range of products with a fixed number of parts. In this case, the prototype model must allow the organization to track each part, assist the marketing department in sales, aid the accounts departmen t to carry out billing and so on (p. 45). The Manifesto for Agile Development has the objective of finding better ways of developing software and it is based on four values (p. 65). However, some situations can arise that can vitiate the development procedure and create trouble for the software team. These possible situations are briefly discussed as follows. Individuals and interactions over processes and tools: Process and tools specify protocols and methods in which they

Product â€Amazon Kindle Fire Essay Example for Free

Product –Amazon Kindle Fire Essay Products are not only the physical goods that we typically think of them; they also include services – sometimes as a different product and many a times as an extension of the product itself. At the heart of every product (or service) is providing value to consumers and getting value in return from them in the form of profits. With virtually every attractive market flooded with numerous competitors, service as an extension of the product offered sometimes becomes the point of differentiation (Zappos. com) and some other times becomes the USP of a product (Dell computers and Southwest Airlines). This extension of the concept of a product which strives to add value to the core product benefit encompasses what we can call as an ‘augmented product’. The concept of the augmented product can be better illustrated with the diagram shown in Appendix 1. Even while competing with hordes of similar products, the Kindle Fire is much more than just another ‘Me too’ tablet. It is a media device, not a substitute for the ipad or the PC. It is simply a device you can use to read books, watch videos, listen to music, play simple games and connect to the web. It is a platform to make Amazon products and services easily accessible. Amazon is a global online retail behemoth which I feel it can leverage very well to spur the growth of a host of its product offerings placed on its Kindle Fire platform. Thus, it really is a bundle of a variety of products and this combination makes it an interesting concept. However, will this strategic move really have any effect on Amazon’s bottom line is still to be seen. Interestingly, the sales numbers of the device don’t say anything about the success of the strategy, the effect of these sales on the bottom line (if people spend on the website services) will hold the key for the company. There are mainly 2 types of Kindle Fire devices available – advertising subsidized and the one without advertising on it. Amazon is, like many other tech players, interested in controlling the underlying system – end-to-end customer interaction. Reports say that the advertising subsidized versions are doing much better sales than the premium version. Pricing The real beauty of the product is its pricing when compared to similar products by Apple, Samsung and Google. The pricier tablets out in the market do offer sometimes larger memories, better picture quality, better screen resolutions, cellular capabilities; the Kindle fire still provides the biggest bang for the buck. The additional features like profile sharing capabilities with innovative content filtering capabilities coupled with Amazon’s huge collection of books, music, movies, games and other such applications make this product well worth its cost. Amazon is trying a revolutionary new strategy on its kindle products – it is selling the hardware at cost to drive its sales of online media products (which enjoy higher profit margins) through their hardware platforms. This is notably different from Apple and Google who make money on every product they sell (Apple even boasts of such a value added services based eco-system). Amazon’s strategy has historically been customer-centric and the Kindle Fire fits perfectly into their strategy going forward. With cheap hardware, it retains present customers and attracts thousands of new ones every day. Place Place is one of the factors that can work both in favor and against Amazon. Amazon wants to sell the Kindle Fire in the countries it can and already does sell its online services. It makes absolutely no money on the devices sold unless people respond to their ads and spend on their website. Currently, the device will be up-for-sale in the US, a few European countries, The major location for sale of the devices is the website itself which saves overhead costs but limits customer reach to a certain extent. Many customers like to see, compare and play with their products to convince themselves of its value. This makes it tougher for the Kindle Fire to compete with other tablet products that have wide physical presence in the market. This can be turned to say that Amazon controls its product strategy and the message it wants to reach the public. Promotion Kindle Fire is being portrayed as a device the whole family can share and use. The new Kindle FreeTime feature enables a parent to filter content available to kids and kids can enjoy an interface and appearance more appealing to them. Amazon, like many other tech companies, does not really appreciate the use of ‘Marketing’ terminologies internally but acknowledges the importance of the marketing tools of consumer-centric approach and a unified strategic approach to all of its products. Amazon thinks of itself as an innovative technology company and does not like to allocate too many resources to the traditional mediums of marketing – like the print or TV ads. Word of mouth is a big positive factor for Amazon’s products. Mr. Jeff bezos, the founder and CEO of Amazon has himself said that they make no money on the hardware but expect to make money on the services (Razor and blades strategy). This is a very bold new approach and is yet to be proven successful or otherwise. This created a media buzz which reached the public (which is the end goal – to reach the mass). Mr. Bezos has appeared on some other shows and has been present at press conferences to address questions, to derive as much promotion from every public event as possible. Kindle has also been placed in visual and spoken product placements multiple times in popular TV series like ‘The Big Bang Theory’ and even featured on the Oprah Winfrey show (with Jeff Bezos himself) and her website (a short tutorial video featuring Jeff Bezos again). Present status Customers began receiving their Kindle Fires on November 15, 2011, and in the following December, customers purchased over 1 million Kindle devices per week. International Data Corporation (IDC) estimated that the Kindle Fire sold about 4.7 million units during the fourth quarter of 2011. Recently, the Amazon Kindle Fire helped the company beat their 2012 first quarter estimates. As of October 2012, the Kindle Fire is the second-best-selling tablet after Apples iPad, with about 7 million units sold according to estimates by Forrester Research.

English As An International Language English Language Essay

English As An International Language English Language Essay Introduction: Teacher of English as a second language is ultimately faced with a dichotomy between knowledge and performance, especially if they teach courses with a major component of written expression. A class of English language learners can perform sufficiently in routine grammatical exercises, but then fail signally to translate this demonstrated knowledge into reality when faced with the task of writing original prose. The purpose of this paper is to present a numerical analysis of grammatical errors in students writing as a means of identifying those aspects of English grammar that do not translate well from routine testing of grammatical knowledge to original work. The results provide some insight into shortfall in the capabilities of students and, more importantly, identify ways to redress them. Interest in the teaching of English as an international language has been growing throughout the Arab countries, and most Arab governments began to launch the teaching of English as compulsory subject in schools. At present, in most Arab countries, all students who finish the public secondary school education must have had at least eight years of teaching in English as a school subject. So, because of the widespread use of English as a second language, the subject of language teaching in general and teaching English as a foreign or second language in particular, has become the focus of attention of most Arab researchers (Al-Khatib, 2000). As far as English at tertiary level in the Arab world is concerned, (Zughoul, 2003; Sultana, (2001) point out that teaching through the medium of English is obvious in the field of higher education with the exception of Syria which maintained a strong teaching tradition through the medium of Arabic. Zughoul, in confirming this issue has said, no law s have been enacted or language plans drawn to be implemented regarding the use of Arabic in Arab universities in any Arab country (ibid, (2003). As far as Arab students are concerned, recently, Rababah has rightly stated that attitudinal studies conducted on Arab students, consistently showed that Arab students are instrumentally motivated to learn English and that they are well aware of the utility of knowing English. The main stimulus for learning English is instrumental, i.e. to achieve a goal, e.g. a career (ibid, 2003).To shed more about the present status of English in the Arab world, Zughoul rightly states: despite the hegemonic and imperialistic nature of English, it is still badly needed in the Arab world for the purposes of communicating with the world, education, acquisition of technology and development at large. Teaching still needs more efforts to be exerted to raise the quality and standard of English of the Arab learners at all levels, (ibid 2003). General Background Language is a means of communication with individuals. It is a system of sound which is structured and used to communicate peoples feeling, intentions, purpose, etc to the others. It is a special characteristic of human or it can also be regarded as one of human criteria because only human beings speak a language. However, the ability to speak a language should be developed in a social group. Sapir (1921:p 8) says language is purely human and non instinctive method of communicating ideas, emotional, and desires by means of system of voluntarily produced symbols. One of the Languages is English. It is one of the languages used in communication almost all over the world. It used mainly in Britain and its commonwealth all over the world and it has become one of the main languages of international communication. It has a very important role in technological and scientific advances. 2.1 Grammar The word grammar has several meanings and there is no universally accepted definition. Different experts define the term grammar differently. There is no fixed definition of grammar. Leech (1982: 3) defined grammar as something in reference to the mechanism according to which language works when it is used to communicate with other people. Harmer (2001: 12) defines grammar as the description of the ways in which words can change their forms and can be combined into sentences in that language. Gerot Wignell (1994: 2) state that grammar is a theory of a language, of how language is put together and how it works. Having known the definition of grammar, it is not hard for us to understand why grammar is useful and important. Without knowing the grammar of a language, one can not be said to have learned the language. Besides, it seems impossible to learn a language without learning the grammar because it tells him how to use the language. People learn how to construct a good message base d on the rules they have known and try to convey the message to the others. These rules are termed as grammar. The mechanism of grammar cannot be seen concretely, because it is rather abstractly represented in the human mind, but we know it is there because it works. One way of describing this mechanism is by means of a set of rules which allow us to put words together in certain ways which do not allow others. The meaning of a message conveyed by language has to be converted into words put together according to grammatical rules and these words are then conveyed by sounds. Preposition and particles Sawn states that Arabic has a wealth of fixed prepositions and particles, used with both verbs and adjectives. Many of these do not coincide with their direct English translation. There are no phrasal verbs in arabic and this whole area is one of the great difficult for Arabic speakers. Defence mechanisms may involve selecting alternative but regular verbs to avoid using phrasal verbs altogether, or the misuse or omission of the preposition or particle. As prepositions in Arabic are always followed by or linked to a noun or pronoun, preposition- stranding patterns in English will usually be avoided in favour of the Arabic patterns, which are often similar to more formal English. Literature Review: A Review of Second Language Acquisition (SLA) Research Over the past years, studies of second languages learning have occupied a significant position in the field of linguistic. The term second language acquisition refer to the subconscious or conscious by which a language other than the other tongue is learnt in natural or a taught setting. It includes the development of phonology, lexis, grammar and pragmatic knowledge (Ellis, 2008). Ellis (2008) defined Second Language Acquisition (SLA) as the study which people have showed great interests although it does not have a long history. Interlanguage Theory (IL) The Definition of Interlanguage According to Selinker (1972), interlanguage refers to the separateness of a second language learners system, system that has a structurally intermediate status between the native and target languages. (p. 201). Nemser (1971:9) stresses the successive approximation to the target language in his term approximative system. Corder (1972:151) makes use of the term idiosyncratic dialect to denote the idea that learners language is unique to a particular individual. While each of these descriptions focuses on a particular idea, they share the idea that second language learners form their own language system. Richards (1974: 124) states that the sources of errors in studying a language might be derived from the interference of the learners mother tongue and the general characteristics of the rule learning. The general characteristics of the rule learning cause the errors which are called the intralanguage errors and the interference of the learners mother tongue causes the errors which are called the interlanguage errors. He (1974) makes a distinction between three sources of competence errors: (1) Interference errors happen as an effect of the use of element from one language whereas speaking another. (2) Intralingual errors reveal the general characteristics of rule learning such as faulty generalization, incomplete application of rules and failure to learn conditions under which rules apply. (3) Developmental errors occur when the learner try to build up hypothesis about the target language on the basis of limited experience. Richards (1971) also classifies intralingual errors into four types: Overgeneralization It occurs when the learner produces an unexpected structure on the basis of other structures in the target language. In other words, it involves the creation of one unusual structure in place of two target language structures. Ignorance of the rule restrictions It includes the application of rules to context where they do not apply. It is in general linked to analogy. It contains a failure to fully develop a structure. As a result, learners of L2 English have been observed to use word order of declaration in questions. This type of intralingual error keeps up a correspondence to what is often referred to as an error of transitional competence (Richards, 1971:174) False concepts hypothesized The final type of intralanguage error, that is sometimes named semantic error, may be derived from faulty comprehension in the target language. The Stages of IL Development It can be said that there are many way to describe the progression of linguistic development and learners are variable in their acquisition. According to Brown (2000/1994:p211), IL development can be classified into four stages. The first stage is random errors, in which the learner cannot recognize that there are some systematic orders to a particular class of items. The second stage is emergent, in which learner becomes consistent in linguistic production. The third stage is a systematic stage in which the learner has a capacity to prove more consistency. When their errors are pointed out, they will correct their errors right away. Certainly, they are more close to the target language. The last stage is stabilization stage which is characterised by the learners ability to self-correct. Approaches to IL Study Contrastive Analysis (CA) According to Johnson Johnson (1998:110), Contrastive analysis is a comparing two linguistic systems, the learner L1 and the target L2 with a view to determining structural similarities and differences. Because of it, making errors in learning language is regularly happen. As said by Brown (1994:193), second language learning basically involved the overcoming of the differences between the two linguistic systems- the native and the target languages. Lado (1957:2) pointed out that the forms meanings and distribution of native language and culture can be transferred to the target language. He also states that those elements that are similar to this native language will be simple for him and those elements that are different will be difficult.(p:2) Error Analysis (EA) Significance of Error Analysis Error analysis in SLA was established in 1960s by Stephen Pit Corder and colleagues. Error analysis was an alternative to contrastive analysis, an approach influenced by behaviourism through which applied linguistic sough to use the formal distinctions between the learners L1 and L2 to predicted errors. According to James (1998:1), error analysis is the process of determining the incidences, nature, causes and consequences of unsuccessful language. It can be said that making errors in language process can be extremely common. As Ubol (1988: 8) said, Errors analysis is a systematic description and explanation of errors made by learners or user in their oral or written production on the TL. That is mean that error analysis is concerned with the explanation of occurrence error and production error of their oral or written expression differs from that of native speaker or Target Language (TL) Corder (1981) noted that Errors can be significant in three different ways. Firstly, teacher can have information about how much the learner had learnt. Secondly, the research can have evidence of how language was learnt. Thirdly, errors served as devices by which the learner discovered the rules of the Target Language (TL) Procedures of Error To analysis the data, I use error analysis method. Corder was quoted by Ellis(2008:46) recommends the following steps to conduct an error analysis investigate: Collection of a sample of learner language by which deciding what patterns of learner language to use for analysis and how to collect thesis patterns. Identification of errors by which underlying the errors the learner made. Description of errors in which errors can be classified as group that found and declaring the classes of the errors. Explanation of errors by which the errors can be established the source of the errors and calculating how often errors appear. Evaluation of errors in which tabelizing errors and drawing conclusion can be involved. Referring to the steps of error analysis method above, the date will be analysis as following: Identification of errors: In this step, I studied the acquired data and tried to find out grammatical errors in particular errors in use of preposition. I tried to analysis the data as objective as possible. Description of errors: Once the errors have been identified. I classified the errors into the category of errors in use of preposition. Evaluation of errors: In this step would be drawing a conclusion based on the analysis. I have to make a valid conclusion in the form of a brief description of the errors. Error Types Brown(1994) pointed out that there are two type (Another division that is widely agreed on is that interlingual errors and intralingual errors believed by linguists. An error that results from language transfer, which is caused by the learners native language, is called interlingual errors. Intralingual errors refer to those produced in using the target language in own terms. They result from faulty or partial of the target language, rather than from language transfer. Errors in the use of prepositions Prepositions are always followed by nouns (or pronouns). They are connective words that show the relationship between the nouns following them and one of the basic sentence elements: subject, verb, object, or complement. They usually indicate relationships, such as position, place, direction, time, manner, agent, possession, and condition, between their objects and other parts of the sentence (Wishon and Burks, 1980: 288). A preposition may be composed of one, two, or three parts. For instance: a. one part: of, on, in, at, for, from b. two parts: because of, according to, etc c. three parts: in front of, on top of, as far as, etc In using a preposition, one should be aware because there is no certain rule for this. One has to determine which preposition should be used based on its context. Previous studies Students on EFL Arab Learners writing Errors Bacha (2002:161) states that L2 writers are known to face problems in developing their writing skills at the university level. These problems are even more accentuated with L1 Arabic non-native speakers of English in required English composition. She has added that Arab learners or a foreign language or second language do have serious problems in writing and may not be motivated to develop their writing skills. Kharma and Hajjaj (1997) described preposition as an everlasting problem for EFL Arab learner. Kharmas statement based on his own empirical and theoretical studies conducted in several Arab countries (e.g. Arab Gulf and Jordan) and because he observed that almost all research on syntactic errors in the Arab world, preposition were found to be the most troublesome grammatical words and constantly continue a significant preposition of error occupied the first of second position among other syntactic and semantic errors. Methodology Participants The participants of this study are the IELTS class of Arab students in English language centre at Manchester Metropolitan University in the academic year of 2010. The class consists of 19 students. I choose nine of their written work randomly. I selected them to be subject of this study because they have already learnt the English grammar and they use English in the classroom teaching learning process as well. Data collection In collection the data, the materials used for analysis were 9 written works on one topic from IELTS course students at Manchester Metropolitan University. The students were asked to write topic about; in my dairy, I will: The topic was chosen for students to practise the simple past tense. The work was done as activity in class, but the students were allowed to use dictionaries. The work created by the students was thoughtful, creative and well structured. I tried to analysis the students errors and to find out the grammatical errors done by students in particular preposition errors. Discussion of errors The subjects of this study made 28 errors ( see appendix 2). There are three subcategories of errors (substitution, addition and omission) will be presented by the side of their source whether it is intralingual or interlingual. The number of errors is small as mentioned above. In the discussion of errors in this study, only few examples for sake of illustration to the three categories will be given and discussed. Errors of substitution Analysis of the data disclosee examples of the substitution of prepositions which seemed to be caused by both, the students mother tongue interference and influence of the target language itself. The majority of the errors were of substitutes, made in the use of prepositions in the composition whether the source was interlingual or intralingual. Interlingual Errors Intralingual Errors Total In instead at: The following are illustrative examples: I felt comfortable to learn English in MMU. I did registration in police. At instead in: Finally, at the first week, I felt homesick. This error are attributed to overgeneralization that arises from the ambiguity in the learners mind, particularly when they face the task of using one preposition to express different connections and meanings. In this case, the learners will overgenerlise one item over the other as in (1) they overgenerlised the preposition at instead of in. To instead for: The following is illustrative example: I took photos to him. To instead in: The following are illustrative examples: I arrived to Manchester. It was my first time to the UK. To instead on: The following are illustrative examples: My teachers asked us to go with group to campus. We took our student cards and to enrolled to our course. For instead to: The following are illustrative examples: I started for study hard. I came here for learn English. About instead for: The following are illustrative examples: My first impression about the university was good. I search about a flat or home. During instead over: The following is illustrative example: During the three weeks. Errors of addition The addition of preposition indicated those redundant propositions are used where they are not needed. The analysis of the date showed that (5) prepositions were added they were not necessary. Analysis of data showed examples of the addition of prepositions which seemed to be caused by both, students s mother tongue interference and the influence of the target language itself. Here some illustrative examples: Addition of of I started stady of Eingliesh. The error in the above example attributed to the TL interference. in the same way, Modern Sanders Arabic does not need a preposition in such context. Therefore, the learner of this sentence overgeneralised the use of the preposition of in position where it is not nedded. Addition of for I spent about three hour for studying. Addition of to I pray everyday to arrive my passport. I met to Staphany at that time. We went to shopping. Errors of omission Analysis of the data revealed that there are prepositions were omitted from places where they were needed. Also, analysis of data revealed examples of omission of preposition which seemed to be caused by both, the student mother tongue and the influence of the target language itself. Here are some examples: Omission of (of) The following are illustrative examples: It was my first time to ride^ a train. I went to Manchester Metropolitan University, because^ registration. Omission of (for) When I came back to my flat with my family^ about one hour. ^the first three weeks, I visited my friend in Manchester. I visited hotel in London ^3 days. Omission of (on) The following are illustrative examples: I got her my passport^ Wednesday. ^the first day in the school language. Omission of (in) The following are illustrative examples: ^ the second week, When I arrived ^Manchester,.. (1) Based on the finding of the analysis, it shows that the students made a total of 235 errors which consists of 153 or 65 % errors in using verb forms, 3 or 1.3 % errors in agreement between subject and verb, 10 or 4.3 % errors in the use of article, 30 or 12.8 % errors in the use of preposition, 12 or 5.1 % errors in pluralization, 23 or 9.8 % errors in the use of pronoun, and 4 or 1.7 % errors in the use of conjunction. (2) According to the findings, it can be concluded that the students have not mastered the use of verb groups. We can see it from the number of the errors made. Although they had been taught about it before, they were still confused which one to use when making a grammatical sentence. It could be because in bahasa Indonesia we do not have the verb conjugations. We do not have time signaling in expressing ideas. They are unfamiliar to this form and because English is still foreign for them. And those are the possible causes of their errors. The students were still confused in making the agreement between subject and verb. It could be because in bahasa Indonesia there is no agreement between subject and verb. The students were still confused in differentiating whether to use the definite or indefinite articles. It could be because in Indonesian language grammar there is no definite article used. The students still confused in deciding preposition which preposition should be used, whether to use in, on, or at. The students overgeneralized the pluralizing of nouns. They just added the -s/ -es without considering that there are some irregular forms of nouns pluralization. The students still confused in deciding which pronoun should be used to substitute nouns, whether it is personal, relative, possessive, or demonstrative pronouns. The students applied rules in forming past time verb to conjunctions. From the explanations above, I can conclude that the students still confused in dealing with English grammar systems. Pedagogical implication:

Relationship Between Gender and Health

Relationship Between Gender and Health Sex, Gender and Health Introduction One of the main objectives of the National Health Service set out in the 1940’s was â€Å"To ensure that everybody in the country-irrespective of means, age, sex, or occupation-shall have equal opportunity to benefit from the best and most up to date medical and allied services available (Ministry of Health, 1944). Although the words equity and equality do not feature in documents from the early days of the NHS, there are many reasons to conclude that the service was intended to provide equal access or actual treatment for those in equal need (Delamothe, 2008). This concept had been refined since then, and an equitable health service is understood to mean â€Å"one where individuals’ access to and utilisation of the service depends on their health status alone.† (Dixon et al., 2003). There are many explanations for factors attributable to differences in the equity of care, such as income, income inequality, social connectedness, and social capital, which have al l shown some association with health and illness (Berkman Syme, 1979; Fiscella Franks, 1997; Kawachi et al., 1997; Lomas, 1998; Naidoo Wills, 2000). This paper shall examine the meaning of gender as another of these determinants of health. The differences between the terms sex and gender shall first be discussed. Secondly pathways through which gender effects health shall be examined, paying particular attention to risk behaviours, gender roles, and gender discrimination. Finally, the differential exposure and differential vulnerability hypotheses shall be discussed. Sex and Gender Raymond Williams argued that vocabulary involves not only ‘the available and developing meaning of known words’ but also ‘particular formations of meaning-ways not only of discussing but at another level seeing many of our central experiences’ (Williams, 1983 p15). Language in this sense embodies ‘important social and historical processes’ in which new terms are introduced or old terms take on a new meaning. Often ‘earlier and later senses coexist, or become actual alternatives in which problems of contemporary belief and affiliation are contested’ (Williams, 1983 p22). The introduction of ‘gender’ in English in the 1970s as an alternative to ‘sex’ was to counter the implicit and explicit biological determinism pervading scientific lay language (Krieger, 2003). Sociologists describe sex as the relatively unchanging biology of being male or female, while gender refers to the roles and expectations attributed to men and women in a given society, roles which change over time, place and life stage (Phillips, 2005). Genetic profile and hormone profile are both examples of sex, a constant set of biological characteristics that remain the same across societies, whereas expectations about the imperative to bear children, the nature of parenting, or the status of being a mother are more to do with gender roles and expectations. Gender has an impact on health in a variety of ways. Gender inequalities in health While women generally experience poorer health than men, the pattern of gender differences in health is varied (Arber Cooper, 1999). Women have lower rates of mortality but, paradoxically, report higher levels of depression, psychiatric disorders, distress and a variety of other chronic illnesses than men ( McDonough Walters, 2001). The direction and magnitude of gender differences in health vary according to the symptom/condition and phase of life cycle (Denton et al., 2004). Female excess is found consistently across the lifespan for distress, but is far less apparent, even reversed, for a number of other physical conditions and symptoms (Matthews et al., 1999). Gender inequalities in income and wealth make women especially vulnerable to poverty. In some parts of the world this makes it difficult for them to acquire the necessities for health, especially during the reproductive years when family needs are greatest (Doyal, 2001). Social norms about the diversions of responsibility mean that many women have very heavy burdens of work, especially those who combine employment with domestic duties, pregnancy and child rearing (Naidoo Wills, 2001). Often, women in the house receive very little support and many are abused by their family members. It has been estimated that 19% of the total disease burden carried by women aged 15-44 in developed countries is the result of domestic violence and rape (World Bank, 1993). Further to this, anxiety and depression are reported more in women than in men in most parts of the world, yet there is no evidence that women are constitutionally more susceptible to such illness (Doyal, 2001). In Africa, powerlessne ss and lack of control underlie much of the exposure to HIV/AIDS amongst the female population. Disproportionate barriers (relative to men) in access to resources such as food, education and medical care disadvantage women in much of the developing world. In males risk taking behaviour is the norm amongst males in the developing world. Risk taking behaviour and its effects on male health There are now many links on the interaction between masculinity and health emerging (Schoefield et al, 2000). The development and maintenance of a heterosexual male identity usually requires the taking of risks that are seriously hazardous to health (Doyal, 2001). One of the most obvious examples of this regards the working environment. In many societies it is traditional for the man to assume the role of the provider, thus putting males at risk of dying prematurely from occupational accidents (Waldron, 1995), and although there are more women in the labour force, men from the poorest communities still do the most dangerous jobs. Further to the risks of the workplace, men often feel compelled to engage in risky behaviour to â€Å"prove their masculinity†, thus they are more likely than women to die in a car crash or dangerous sporting activities (Canaan, 1996). Men are also more likely than women to drink to excess and smoke, which increases ones physiological predisposition to early heart disease and other related problems (Doyal, 2001). They are also more likely than women to desire unsafe sex. A study in Ontario, Canada examined the causes of male deaths between birth and age 45. There reported 1,812 male deaths, of which 1,372 (76%) are due to motor vehicle accidents, suicide, and AIDS, leaving 440 deaths unrelated to behaviour. Although the male excess of deaths from car accidents may, in part be attributable to greater distances driven and not behaviour while driving, the male relationship with the automobile is almost certainly another aspect of gender roles. Only 308 (33%) of the 936 female dea ths are explained by such behaviour. When non-risk taking causes of death are isolated from the data, women under age 45 have a mortality which is 1.43 times that of mens. Over age 45 the leading causes of death for both men and women are chronic diseases. Men die of heart disease in equal numbers but at a younger age than do women. With increasing age the number of deaths for women creeps upward to equal that of men (Phillips, 2005). Differential exposure and differential vulnerability hypotheses Since gender is a measure of both biological and social differences, it is likely that the health inequalities between men and women reflect both sex-related biological and social factors, and the interactions between them (Denton et al., 2004). There are two general hypotheses that account for these gender based inequalities in health. The differential exposure hypothesis suggests that women report higher levels of health problems because of their reduced access to the material and social conditions of life that foster health (Arber Cooper, 1999), and from greater stress associated with their gender and marital roles. Many studies have shown that women occupy different structural locations than men: they are less likely to be employed, work in different occupations, and are more likely to be on lower incomes, and to do domestic labour and to be a single parent than men (Denton Walters, 1999). There are also gender differences in exposure to lifestyle behaviours, such as those prev iously mentioned (that men are more likely to smoke, consume alcohol) as well as having an unbalanced diet and being overweight, while women are more likely than men to be physically inactive (Denton Walters, 1999). De Vries and Watt (1996) also suggest that women report higher levels of health problems because they are exposed to a higher level of demands and obligations in their social roles, as well as experiencing more stressful life events. Women also have lower levels of both perceived control and self esteem than men (Turner Roszell, 1994), though women report higher levels of social support (Umberson et al., 1996). The differential vulnerability hypothesis on the other hand suggests that women report higher levels of health problems because they react differently than men to the material, behavioural and psychosocial conditions that moderate health (Denton et al., 2004). Multivariate analyses have shown that men and women differ in vulnerability to some, but not all, of the social determinants of health (Denton et al., 2004). That is, the moderating effect of gender is determinant specific. Having a high income, working full time, caring for a family, and having good social support have been shown to be more importance predictors for predicating health in women than men (Prus Gee, 2003). Smoking and alcohol consumption are more important as discussed previously, are more important determinants of health for men than women, while body weight and being physically inactive are more important for women (Denton Walters, 1999). Furthermore, the effects of stress may be experienced and personified b y men and women in a variety of different ways. The literature appears to show that women react more to ongoing strains than men do, and are more likely to report and react to stressors experienced by others (Turner Avison, 1987), while men are more likely to mention and react to economic stressors (Wheaton, 1990). Zuzenak Mannell (1998) argues that women have a greater vulnerability to the effects of chronic stressors on health due to the greater stress associated with their family and marital roles. Denton et al., (2004) used multiple indicators of health and its social structural, behavioural, and psychological determinants to gain a comprehensive understanding of the role that social factors play in determining health. They report that women’s poorer health is partly due to the reduced access, on average, to the material and social conditions of life that foster health, to their differential exposure to stressful life events and to everyday stressors associated with a women’s social roles. Men’s health also seems to be reduced by their greater likelihood to partake in risk taking behaviours such as smoking and excessive drinking. These, as well as physical activity are more important to men’s health. Conclusion Gender is a social construct, and sex is a biological construct. They are each distinct, and are not interchangeable terms. The use of the term gender facilitates discussion of the effects of social norms and expectations on the health of both males and females. It is clear that gender has many effects upon health and well being, and that this is a complex issue, with behavioural and psychosocial determinants of health growing out of the social context of peoples lives. This paper has discussed the social and structural context of peoples lives for health benefits – clearly a strong and well studies theme in the literature (Denton Walters, 1999; Denton et al., 2004). It seems that behavioural determinants play less of a role in predicting health, yet there effects also tend to be mediated by social structure (e.g. those with a low income are more likely to smoke, drink excessively, and be overweight and inactive. These factors can then, collectively, lead to chronic health pr oblems later on in life. It also seems reasonable to conclude that men and women suffer from different types of stressor. They also both cope in different ways. For example, the exposure hypothesis proposes that gender-based health inequalities are the result of the differing social location between men and women. There different life style behaviour’s and the differing number of chronic stressors and life experienced by men and women. The vulnerability hypothesis proposes that women’s health differs from men’s because they also react in different ways to factors that determine health. It seems then, that although there are many other sociological factors that can have an impact on health, there are many gender differences to account for also, making this a very complex issue. References Arber, S., Cooper, H. (1999). Gender differences in health in later life: the new paradox? Social Science and Medicine , 66 (6), 61-76. Bank, W. (1993). World development report 1993: investing in health. New York: Oxford University Press. Berkman, L., Syme, S. (1979). Social networks, host resitance and mortality: a nine year follow up study of Alameda County residents. American Journal of Epidermology , 109, 186-203. Delamothe, T. (2008). Universality, equity and quality of care. British Medical Journal , 336, 1278-1282. Denton, M., Walters, V. (1999). Gender differences in structural and behavioural determinants of health: an analysis of the social production of health. Social Science Medicine , 48, 1221-1225. Denton, M., Prus, S., Walters, V. (2004). Gender differences in health: a Canadian study of the psychosocial, structrual, and behavioural determinants of health. Social Science and Medicine , 58, 2585-2600. De-Vries, B., Watt, D. (1996). A lifetime of events: Age and gender variations in the life story. International Journal of Aging and Human Development , 42 (2), 81-102. Dixon, A., Le Grand, J., Henderson, J., Murray, R., Poteliankoff, E. (2003). Is the NHS equitable? A review of the evidence . Londone: London School of Economics. Doyal, L. (2001). Sex. gender, and health: the need for a new approach. British Medical Journal , 323, 1061-1065. Fiscella, K., Franks, P. (1997). Poverty or income inequality as a predictor of mortality: Longtitudinal cohort study. British Medical Journal , 314, 1724-1728. Kawachi, I., Kennedy, B., Lochner, K., Prothrow-Smith, D. (1997). Social capital and health: Implications for public health and epidemiology. Social Science and Medicine , 87, 1491-1498. Lomas, J. (1998). Social capital and health: implications for public health and epidermology. Social Science and Medicine , 47, 1181-1188. Naidoo, J., Wills, J. (2000). Health Promotion-Foundations for Practice. London: BailliereTindall. Phillips, S. (2005). Defining and measuring gender: A social determinant of health whose time has come. International Journal for Equity in Health , 4 (11), 1-4. Prus, S., Gee, E. (2003). Gender differences in the influence of economic, lifestyle and psyhco-social factors on later life health. Canadian Journal of Public Health , 94 (3), 94-102. Schoefield, T., Connell, R., Walker, I., Wood, J., Butland, D. (2000). Understanding mens health and illness: a gender relations approach to policy, reseacrh and practise. Journal of the Amercian Colege of Health , 48, 247-258. Scotland, M. o. (1944). A national health service. London: HMSO. Turner, J., Avison, W. (1987). gender and depression: Assessing exposure to life events in a chronically strained population. Journal of Neurons and Mental Disease , 77 (8), 443-455. Turner, J., Roszell, P. (1994). Psychosocial resources and the stree process. In W. Avison, I. Gotlib, Stress and mental health: Contemporary issues and prospects for the future. New York: Platinum Press. Umberson, D., Chen, M., House, J., Hopkins, K., Slaten, E. (1996). The effect of social relationships on psychological well-being. Are men and women really no different? Sociological Review , 61, 837-857. Waldron, I. (1995). Contributions of changing gender differentials in behaviour to changing gender differentials in mortalitly. In D. Sabo, G. Gordon, Mens health and illness: gender, power, and the body. London: Sage Publications. Wheaton, B. (1990). Life transitions, role histories, and mental health. American Sociological Review , 55, 209-223. Williams, R. (1983). A vocabulary of culture and society. Revised edition. New York: Oxford University Press. Zuzanek, J., Mannell, R. (1998). Life-cycle squeeze, time, pressure, daily stress, and leisure participation: A Canadian perspective. Society and Leisure , 21 (2), 513-544. 1

Comparing Characterization in Alias Grace, Their Eyes Were Watching God

Characterization in Alias Grace, Their Eyes Were Watching God, and Fools Crow      Ã‚  Ã‚  Ã‚  Ã‚   Alias Grace by Margaret Atwood is a novel where the main character Grace is a sort of mystery character.  Ã‚   In the end she is at peace, but there are still many questions about her left unanswered.   Because Atwood's style of writing is informative, yet unclear at the same time, the audience is left to put the pieces of the puzzle that is Grace together themselves.  Ã‚   This leaves the reader guessing about her character.   Two other works that contrast the characterization of Grace Atwood uses in Alias Grace are Janie in Their Eyes Were Watching God by Zora Neale Hurston, and Fools Crow in Fools Crow by James Welch.   The characterization the authors use in these three novels determines how well the reader will get to know the main characters in terms of emotion.      Ã‚  Ã‚   Characterization is one of the main components of writing a novel.   Most of the time in a novel the attributes of the main character are well known.   By the time you've finished the novel, you feel as if you know all that there is to know about that person.   In the case of Alias Grace, Atwood leaves more to questions about Grace's character than are answered.   It seems as if the more you learn about her life, the more of a mystery she becomes.   It is the reader's job to take what is known about Grace and piece her together the best she can. In a review of the book, David Wiley states, "What unfolds is that no one will ever know Grace" (Wiley 3).   Her personality is never totally revealed, and the reader is left wondering who she is. One character, Dr. Jordan never finds out anything new about her personality than any of the other doctors who evaluated her before did.   She t... ...statement:   The characterization the authors use in these three novels determines how well the readers will get to know the main characters in terms of emotion. I.   Characterization of Grace   Ã‚  Ã‚   A.  Ã‚  Ã‚  Ã‚   What role characterization plays   Ã‚  Ã‚   B.  Ã‚  Ã‚  Ã‚   How well the reader gets to know Grace II.   Characterization of Janie   Ã‚  Ã‚   A.  Ã‚  Ã‚  Ã‚   Hurston's development of Janie   Ã‚  Ã‚   B.  Ã‚  Ã‚  Ã‚   What the reader learns about Janie III.   Contrast of Janie and Grace   Ã‚  Ã‚   A.  Ã‚  Ã‚  Ã‚   What makes the two characters different   Ã‚  Ã‚   B.  Ã‚  Ã‚  Ã‚   Contrasting views on love and marriage IV.   Characterization of Fools Crow   Ã‚  Ã‚   A.  Ã‚  Ã‚  Ã‚   Transformation made by his character   Ã‚  Ã‚   B.  Ã‚  Ã‚  Ã‚   How his character is developed V.   Contrast of Fools Crow and Grace   Ã‚  Ã‚   A.  Ã‚  Ã‚  Ã‚   Difference in the two character's emotions   Ã‚  Ã‚   B.  Ã‚  Ã‚  Ã‚   Reaction (emotionally) to different situations   

The Impact of Terrorism on Immigration Essay -- Exploratory Essays Res

The Impact of Terrorism on Immigration    Always on the lookout for opportunities to press their case, anti-immigration advocates lost no time after the attacks of September 11. As one of them pointed out in testimony before the Senate, It seems clear that the 19 terrorists of September 11 were all foreign citizens and entered the United States legally, as tourists, business travelers, or students. This was also true of the perpetrators of previous terrorist acts . . . While it is absolutely essential that we not scapegoat immigrants, especially Muslim immigrants, we also must not overlook the most obvious fact: the current terrorist threat to the United States comes almost exclusively from individuals who arrive from abroad. Thus, our immigration policy, including temporary and permanent visas issuance, border control, and efforts to deal with illegal immigration are all critical to reducing the chance of an attack in the future".1 On a more extreme note, Pat Buchanan urged an immediate moratorium on all immigration, an expansion of the Border Patrol to 20,000, a radical reduction of visas issued to nationals of states that harbor terrorists, and the expedited deportation of "the eight-to-11 million illegal aliens, beginnings with those from rogue nations." Moreover, "President Bush's amnesty proposal" - a reference to ongoing negotiations between the United States and Mexico for a new immigration program, which might include legalization of unauthorized residents - should be quietly interred".2 In the country at large, the attacks unleashed a spate of aggressions against people who were seen as resembling the terrorists or believed to sympathize with them, occasionally with tragic consequences. Overall, Washing... ...d in Newsweek, November 12, 2001. 6 John Torpey, The Invention of the Passport: Surveillance, Citizenship, and the State (Cambridge: Cambridge University Press, 1999). 7 These figures are taken from Annual Reports of the Immigration and Naturalization Service; I am grateful to Fred C for his assistance in gathering the appropriate data. 8 "Longer Visa Waits for Arabs," The New York Times, Nov. 10, 2001: B5. 9 The Washington Post, Oct. 30, 2001: A1. 10 "In Sweeping Campus Canvasses, U.S. Checks on Mideast Students..." The New York Times, Nov. 12, 2001: B8. 11 The Washington Post, Oct, 25, 2001: A24. 12 Christian Science Monitor, September 19, 2001, 1. 13 The San Diego Union-Tribune, October 25, 2001. 14 The New York Times, September 27, 2001: B3. 15 National Post, October 10, 2001. 16 The New York Times, Oct. 26, 2001: A18.

Ethical Issues in Nursing

Critical Thinking Critical Thinking Critical Thinking is based on clever thinking that is focused on deciding what to believe or do. Critical thinking is an analytical thinking that’s help in order to solve problems which occur on an everyday basic. Understanding how to figure out a resolution in order to solve a problem is a very great technique in all areas of life. Which is helpful in everyday living, for example school. While attending college I’ll be taking classes in order to become a Register nurse. This gives me an opportunity to use my thinking skills in new ways.Also critical thinking will help me to have a better view and understanding of material and the capability to perform and succeed in classes. Having the knowledge of critical thinking can help in many different careers. As for nursing, critical thinking plays a very important part in your work. Problem solving and decision making are two of the most essential common thinking processes used in nursing. So it’s very important to identify facts and evidence from opinions keeping a open mind while being a creative problem solver.For example, I use to work at this nursing home and we were having issues with not knowing if residents were having bowel movements. My director of nursing was trying to come up with an idea on what to do. That when I got an idea a BM chart! I had to think it out before I presented it to my director. Finally when I had it all fine points I presented it to her and it worked. That made me believe you can success by staying focus and open minded. You have to try new things in order to see what works. If you don’t try it you will never know.Remember to challenge all information unless it provides you with facts and evidences. Ethical Behavior Ethical behavior is a standard I hold for myself honesty and accountability, and how you treat others in all walked of life. Like the golden rule you treat other as you want to be treated. I live by that rule I do people like I want to be done. I feel like you get further in life having a positive attitude toward others. As for me I work in a hospital so that rule really applies. I’m dealing with all kinds of people, sicknesses and even death.This helps me to relate and have a better understanding toward the patients, families and coworker feeling. Even companies have ethical behavior that’s expected of you and what’s not when hiring an employee. Reflection Reflecting back over the steps it took me in order to write this paper. First off I was totally unsure about what I wanted to write, so I then began to think about the word critical thinking and what it means. That’s when I began to jock things down that I wanted to write in my paper. Finally I got me a cup of coffee sat in front of my computer and began typing.Last but not least I’ve been proof reading over and over, adding and subtracting words and sentences until I had my final essay. Quote â€Å" In order to get the most out of life, everyone needs to develop rational life plan that â€Å"would be chosen by him with full deliberative rationality, that is, with full awareness of the relevant facts and after a careful consideration of the consequences. ( Rawls, 1929-2002, p. 13) Reference Boss, A. J. (2012). Think critical thinking and logic skills for everyday (2nd ed. ). New York: New York.