The Information needs of women newly diagnosed with breast cancer Research Paper

The Information needs of women newly diagnosed with breast cancer - Research Paper Example To this end, 234 women volunteered but only 180 women served as final subjects. During actual collection of data, packages filled with â€Å"information pamphlet and four self-completed questionnaire† are included for mailing to prospective samples. Survey information are arranged from existing knowledge on breast cancer and related topics, familial health and socioeconomic background, perceptions on the given pamphlet, and intent in utilizing screening (mammography) tests after the exposure to information campaign. The software program of SPSS version 10 is employed for convenient descriptive analysis--organizing data sets according to existing knowledge from socioeconomic and clinical background. More to a point, intentions for undergoing the breast screening examination is divided into positive and negative comment and then treated with t-test to evaluate the relation on gathered response against health knowledge. Moreover, a logistic regression had been utilized to further determine the extent of undertaking the screening test based on current level of knowledge on breast well being.

The Hands Of The Blacks Essay Example for Free

The Hands Of The Blacks Essay CAN‘T REMEMBER NOW HOW WE GOT ONTO THE SUBJECT, BUT ONE DAY TEACHER SAID THAT THE PALMS OF THE BLACK‘S HANDS WERE MUCH LIGHTER THAN THE REST OF THEIR BODIES BECAUSE ONLY FEW CENTURIES AGO THEY WALKED AROUND ON ALL FOURS, LIKE WILD ANIMALS, SO THEIR PALMS WEREN’T EXPOSED TO THE SUN, WHICH MADE THE REST OF THEIR BODIES DARKER AND DARKER. I THOUGHT OF THIS WHEN FATHER CRISTIANO TOLD US AFTER CATHECHISM THAT WE WERE ABSOLUTELY HOPELESS, AND THAT EVEN THE BLACKS WERE BETTER THAN US, AND HE WENT BACK TO THIS THINGS ABOUT THEIR HANDS BEING LIGHTER, AND SAID IT WAS LIKE THAT BECAUSE THEY ALWAYS WENT ABOUT THEIR HANDS FOLDED TOGETHER, PRAYING IN SECRET. I THOUGHT THIS WAS SO FUNNY, THIS THING OF THE BLACK HANDS BEING SO LIGHTER, THAT YOU SHOULD SEE ME NOW- I DON‘T LET GO OF ANYONE, WHOEVER THEY ARE, UNTIL THEY TELL ME WHY THEY THINK THAT THE PALMS OF THE BLACK‘S HANDS ARE LIGHTER. DONA DORES, FOR INSTANCE TOLD ME THAT GOD MADE THEIR HANDS LIGHTER LIKE THAT SO THEY WOULDN’T DIRTY THE FOOD THAT THEY MADE FOR THEIR MASTERS, OR ANYTHING ELSE THAT THEY WERE ORDERED TO DO THAT HAD TO BE KEPT QUITE CLEAN. SENHOR ANTUNES, THE COCA COLA MAN, WHO ONLY COMES TO THE VILLAGE NOW AND AGAIN WHEN ALL THE COKES IN THE CANTINA HAVE BEEN SOLD, SAID TO ME THAT EVERYTHING I HAD BEEN TOLD WAS A LOT OF BALONEY. OF COURSE I DON‘T KNOW IF IT WAS REALLY, BUT HE ASSURED ME IT WAS. AFTER I SAID YES, ALL RIGHT, IT WAS BALONEY, THEN HE TOLD ME WHAT HE KNEW ABOUT THIS THINGS OF THE BLACK‘S HANDS. IT WAS LIKE THIS: -LONG AGO, MANY YEARS AGO, GOD, OUR LORD JESUS CHRIST, THE VIRGIN MARY, ST. PETER, MANY OTHER SAINTS, ALL THE ANGELS WERE IN HEAVEN THEN, AND SOME OF THE PEOPLE WHO HAD DIED AND GONE TO HEAVEN- THEY ALL HAD A MEETING AND DECIDED TO MAKE BLACKS. DO YOU KNOW HOW? THEY GOT HOLD OF SOME CLAY AND PRESSED IT INTO SOME SECOND- HAND MOULDS. AND TO BAKE THEM OF THE CREATURES, THEY TOOK THEM TO HEAVENLY KILNS. BECAUSE THEY WERE IN A HURRY AND THERE WAS NO ROOM NEXT TO THE 3RE, THEY HUNG THEM IN THE CHIMNEYS. SMOKE, SMOKE, SMOKE- AND THERE YOU HAVE THEM, BLACK AS COALS. AND NOW DO YOU WANT TO KNOW WHY THEIR HANDS STAYED WHITE? BECAUSE THEIR HANDS ARE TIED. WHEN HE HAD TOLD ME THIS SENHOR ANTUNES AND THE OTHER MEN WHO WERE AROUND US WERE VERY PLEASED AND THEN ALL BURST OUT LAUGHING. THAT VERY SAME DAY, SENHOR FRIAS CALLED ME AFTER SENHOR ANTUNES HAD GONE AWAY, AND TOLD ME EVERYTHING I HAD HEARD FROM THEM THERE HAD BEEN JUST PACK OF LIES. REALLY AND TRULY, WHAT HE KNEW ABOUT THE BLACK‘S HANDS WAS RIGHT, THAT GOD 3NISHED MAKING MEN AND TOLD THEM TO BATHE IN A LAKE IN HEAVEN. AFTER BATHING THE PEOPLE WERE NICE AND WHITE. THE BLACKS, WELL, THEY WERE MADE VERY EARLY IN THE MORNING, AND AT THIS HOUR THE WATER IN THE LAKE WAS VERY COLD, SO THEY ONLY WET THE PALMS OF THEIR HANDS AND THE SOLES OF THEIR FEET BEFORE DRESSING AND COMING INTO THE WORLD. BUT I READ IN A BOOK THAT HAPPENED TO MENTION IT, THAT THE BLACK HANDS ARE LIGHTER LIKE THIS BECAUSE THEY SPENT THEIR LIVES BENT OVER, GATHERING THE WHITE COTTONS OF VIRGINIA AND I DON‘T KNOW WHERE ELSE. OF COURSE, DONA ESTIFANIA DID NOT AGREE WHEN I TOLD HER THIS. ACCORDING TO HER, IT‘S ONLY BECAUSE THEIR HANDS BECAME BLEACHED WITH ALL THAT WASHING. WELL, I DON‘T KNOW WHAT TO THINK ABOUT ALL THESE, BUT THE TRUTH IS THAT NO MATTER HOW CALLOUSED AND CRACKED THEY MAYBE, A BLACK‘S HAND ARE ALWAYS LIGHTER THAN ALL THE REST OF HIM. AND THAT‘S THAT! MY MOTHER IS THE ONLY ONE WHO MUST BE RIGHT ABOUT THIS QUESTION OF A BLACK‘S HANDS BEING LIGHTER THAN THE REST OF HIS BODY. ON THE DAY THAT WE WERE TALKING ABOUT IT, I WAS TELLING HER WHAT I KNOW ABOUT THE QUESTION, AND SHE JUST COULD NOT STOP LAUGHING. WHAT I THOUGHT WAS STRANGE WAS THAT SHE DID NOT TELL ME AT ONCE WHAT SHE THOUGHT ABOUT ALL THIS, AND SHE ONLY ANSWERED ME WHEN SHE WAS SURE THAT I WOULD NOT GET TIRED OF BOTHERING HER ABOUT IT. AND EVEN THEN SHE WAS CRYING AND CLUTCHING HERSELF AROUND THE STOMACH THAT HAD LAUGH SO MUCH THAT IT WAS QUITE UNBEARABLE. WHAT SHE SAID WAS MORE OR LESS THIS: ? GOD MADE BLACKS BECAUSE THEY HAD TO BE. THEY HAD TO BE, MY SON. HE THOUGHT THEY REALLY HAD TO BE†¦AFTERWARDS, HE REGRETTED HAVING MADE THEM BECAUSE OTHER MEN LAUGHED AT THEM AND TOOK THEM O9 TO THEIR HOMES AND PUT THEM TO SERVE AS SLAVES OR NOT MUCH BETTER. BUT BECAUSE HE COULD NOT MAKE THEM ALL BE WHITE, FOR THOSE WHO WERE USED TO SEEING BLACKS WOULD COMPLAIN, HE MADE IT SO THAT THE PALMS WOULD EXACTLY LIKE THE PALMS OF OTHER MEN. AND DO YOU KNOW WHY THAT WAS? OF COURSE, YOU DON‘T KNOW, AND IT‘S NOT SURPRISING, BECAUSE MANY, MANY PEOPLE DON‘T KNOW. WELL, LISTEN: IT WAS TO SHOW THAT WHAT MEN DO IS ONLY THE WORK OF MEN†¦THAT WHAT MEN DO IS DONE BY HANDS THAT ARE THE SAME HANDS OF PEOPLE WHO, IF THEY HAD ANY SENSE, WOULD KNOW THAT BEFORE ANYTHING ELSE THEY ARE MEN. HE MUST BE THINKING OF THIS WHEN HE MADE THE HANDS OF THE BLACKS BE THE SAME AS THE HANDS OF THOSE MEN WHO THANK GOD THEY ARE NOT BLACK! AFTER TELLING ME ALL THIS, MY MOTHER KISSED MY HANDS. AS I RAN O9 INTO THE YARD TO PLAY BALL, I THOUGHT THAT I HAD NEVER SEEN A PERSON CRY SO MUCH WHEN NOBODY HAD HIT THEM.

The Importance Of Promoting Wellbeing In Children Young People Essay

The Importance Of Promoting Wellbeing In Children Young People Essay What occurs to children in the early years has consequences right through the path of their lives. While there are many occasions to interfere and make a difference to the lives of children and young people, this report suggests that intervening in early childhood is the most effective phase to impact on the future development of the child. This statement explores the factors that effect on life-long health, growth and well-being from environmental, and life path perspectives. Early childhood settings plays an important role in promoting health and a feeling of wellbeing for children, their families and ultimately their communities (Hayden Macdonald, 2000). Therefore the goals of health and wellbeing promotion are supported by parents, staff and early childhood professionals who use early childhood services. There are multiple aspects or dimensions to general wellbeing. For the purpose of this report it is convenient to identify and discuss the most important six areas of health mental, emotional, spiritual, physical, environmental and social. These six areas are overlapping and interrelated, but together provide a useful framework for thinking about childrens growth and development as health, well-rounded individuals. 2. Background The early childhood era sets the phase for how well children view themselves, each other, and their world. Young children actively construct meanings about the world and their place in it, offering alternative but equally valid understandings to adults (Millie Watson, 2009). The communication between careers and children work as building blocks for the growth of children as whole (Hayden et al., 2000). In order to share positive experiences of services delivered for the development of six dimensions of health and wellness in respective childcare settings is the intended objective of this report. 2.1 Health: Towards Wellness and the Six Dimensions Prior to the 1800s, health was simply means the antithesis of sickness (Donatelle, 2006). Therefore, when all parts of body were functioning properly called as a good body having health. However focusing on global health issues at an international conference in 1947, the World Health Organization (WHO) took a landmark step and clarified that what health truly meant: Health is the state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity (Donatelle, 2006). According to Donatelle (2006), Health is complex and involves the interaction of variegated factors, which includes; Physical refers to the capability of human body structure to function properly Social refers to the capability to interact with other individuals Mental refers to the capability to process information and act properly Emotional refers to the capability to cope, adjust, and adapt Spiritual refers to conviction in some force or dynamic other than humans Environmental consist of  · External: refers to ones surroundings (e.g., habitat, occupation)     · Internal: refers to an individuals internal structure (e.g., genetics) Achieving wellness means attaining the optimal level of wellness for a given persons unique set of limitations and strengths (Donatelle, 2006). 2.2 Wellness and Wellbeing: The importance in early childhood One of the greatest indicators of health and wellness in a community is the extent to which it nurtures healthy children, as they will become the healthy adults citizens who make communities vibrant (McMurray, 2007). While we have long recognized that early experiences have an effect on later life, new findings from longitudinal studies and new brain conceivable techniques, are showing that the initial years of life are serious in the purpose of physical, neurological, cognitive, emotional and social growth (Ferber, 1996). In the meantime, studies on social determinants have exposed that enduring health and well-being is predisposed not only by heredity and lifestyle, but also by economic, social and other environmental factors (McMurray, 2007). These findings recommend that accountability for health extends beyond health check professionals: doctors and nurses. Those who are concerned with promoting healthy environments may be uniformly significant in guiding health outcomes. Early childhood professionals are comprehensible contributors in this ground. 3. Six Dimensions of Wellness The six dimensions of wellness interact continuously, influencing and being influenced by one another. For example, spiritual wellness is associated with social skills, which can help build interpersonal relationships, which are in turn linked to physical wellness and longer life expectancy. The self-esteem that comes with emotional wellness is associated with increased physical activity and healthy eating habits, which support physical wellness. 3.1 Physical wellness Physical wellness is basically the overall well being of a persons physical state. This dimension includes characteristics such as size and shape, sensory acuity and responsiveness, susceptibility to disease and disorders, body functioning, physical fitness, and recuperative abilities (Donatelle, 2006). For good health, children need physical activity. Being active promotes healthy frame, strength and joints, builds patience and muscle force, makes it easier to uphold a healthy load, increases power, and even fosters self-respect. Children of all ages need and want places to play. To support the variety of their physical activities, they need many types of entertaining facilities, both public and private, near their homes and schools (Sallis Glanz, 2006). Children may spend more time being immobile indoors, where they remain inactive. These inactive behaviours such as television viewing and videos are dangerous factors for obesity in youth and reducing such behaviours is another strategy for preventing weight gain in children. Similarly using less fruits and vegetables and greater dependence on convenience foods and fast foods contribute to the epidemic of childhood obesity (Sallis et al., 2006). 3.1.1 Experience of our childcare Centre The standard length of reside in a childrens home is making an impact on individual students, so we recognize it as a challenge. We created modified tactics to give confidence to children (and staff) to eat at smallest amount five servings of fruit and vegetables each day and to connect in one hour of physical activity which consist of play and fun, five days a week. The center also provides hands-on training for forefront staff that helped those serves as role models for healthy performance. The center produced partnerships with other group of people organizations to offer nutrition-related services. 3.2 Emotional Wellness Emotional wellness is an active condition that fluctuates with corporeal, academic, spiritual, interpersonal and social, and environmental wellness (Donatelle, 2006). Sound health results from the contentment of basic needs the need for kindness and love; safety and clarity; social acknowledgment; to feel capable; physical needs and for meaning in life. It includes happiness and happiness, efficient social functioning and the dispositions of hopefulness, openness, curiosity and flexibility (Hood, 2009). The infants achieve their satisfaction of basic needs by: attaching themselves to individual and groups of people who can help them survive and to find out how things around them work; to explore their soundings, so they can eventually learn to keep themselves safe and meet their own needs. And since these two behaviours are so fundamental, not achieving success with them causes distress (emotional dysregulation), which, if sustained, affects mental health (Hood, 2009). 3.2.1 Experience of our childcare center: considerations of Emotional Wellness Promotion, Prevention, and Intervention Staff at our center provides opportunity for involvement and plans with careful notice that successfully maintains emotional wellness. Promotion We provide emotionally supportive environment by holding and singing to infants and play with toddlers, and pay attention to and monitor preschoolers vigilantly. We display problem solving skills by using role play indicating words and verbal communication with toddlers, and assist possible group discussions that direct problem solving skills with preschoolers. Prevention Prevent a lack of communication with families We do proper planning for sharing strategies and information with families to better understand childrens likeness and dislikesness attitudes. Avoid escalated situations We do appropriate planning to make sure that all actors of working group have ordinary visions for anticipation, intrusion and endorsement to provide a complete support scheme. Intervention Awareness of interventions services We keep alert ourselves from the need of intervention services such as mental health and child wellbeing agencies, early intervention programs, and medical intervention services for high threat situations. Construct successful collaborations We provide documented information to the intervention service program to provide a complete picture of the childs needs in order that they correspond efficiently with one another and employ follow up strategies. 3.3 Intellectual Wellness The uniqueness of intellectual health include the ability to think clearly, reason impartially, examine seriously, and use intelligence effectively to meet life challenges. Academic health means learning from successes and mistakes and making sound, responsible decisions that take into deliberation all aspects of a situation (Donatelle, 2006). Children have a talent for being inquisitive about everything around them. So the caregivers should try to regain this inquisitiveness about the world and will be astonished at how much children will learn. 3.3.1 Experience of our childcare center Our centers services in this dimension of wellness are not exhaustive; however we try to improve childrens intellectual wellness. To make an action plan to improve children intellectual wellness, we discover issues related to problem solving, originality, individuality, and learning. We try to figure out to children to read for fun! By choosing books for fun (like filling colours in figures), so they not only gain knowledge of about an exacting topic or concentration, but also learn about how others express themselves. 3.4 Spiritual Wellness According to Bone (2008) Spirituality is a term with many definitions and means different things to different people and often confused with religion but my definition of spirituality is a à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..means of connecting people to all things, to nature and the universe. Spirituality adds to my appreciation of the wonder and mystery in everyday life. It alerts me to the possibility for love, happiness, goodness, peace and compassion in the world. Spiritual wellness refers to integrating our beliefs and values with our actions (Donatelle, 2006). A sense of purpose, direction, and awareness form spirituality. 3.4.1 Experience of our childcare center To develop spirituality in children we teach them through fun play and demonstrations and mutual dealings in the setting; To forgive, we replace condemnation or judgmentalism. To love, we replace hatred. To share or to be generous we replace selfishness. To be compassionate, we replace intolerance. To speak kind words we replace contentiousness and meanness. 3.5 Social wellness and wellbeing Social health is a part of psychosocial health which includes our interactions with others and our ability to adopt to range of social situations (Donatelle, 2006). Social wellness is a significant part in every persons life, above all because it helps him be familiar with his normal interdependence with others, despite of the relationship. Donatelle (2006) maintains that people who are more connected to others manage stress more effectively and are much more resilient when they are bombard by life crisis. The shortage of social wellness frequently leads to disruptive behavior and causes incapability to regulate in social environment. The teachers openness to children, parents, and the cultures represented in their classroom influences their overall effectiveness in teaching and their ability to foster childrens social development particularly. When teachers use these strategies, they are more effective in promoting childrens social competence and maintaining a positive learning environment. Therefore, the content of teacher-child interaction should be predominantly related to activities, learning, investigations, and plans (Katz McClellan, 1997). 3.5.1 Experience of our childcare center To develop social wellness, behaviours, and attitudes of children we take the following important steps: Reach out: Offering friendship environment to children as a first step to social wellness- where children of different cultural and social setups interact with each other for knowing and understanding of their mutual needs and develop mutual cooperative attitudes. Promote chosen relationships: Promoting the relationship built between various children and to stay in healthy relationships. These relationships involve children who care about one another and their wellbeing. Since there is trust and compassion, one feels secure and contented, two vital elements for social wellness. Communicate effectively: Effective communication is a first step of initiation of relationship a vital component of social wellness; therefore, we remain in constant interaction with children through play and fun to develop their skills for effective communications. 3.6 Environmental wellness Environmental Wellness means having an understanding of the exterior environment and the role persons play in preserving and improving environmental circumstances. (Donatelle, 2006). An understanding of these connections can be fostered during the early childhood years through play, productive work and daily routines. (Young Elliot, 2003). Opportunities to directly explore the world with all senses are paramount to a childs understanding of their connections to the environment. The role of the adult is crucial in interpreting these connections, both verbally and physically, and in exploring the values that underpin sustainable lifestyles (Young Elliot, 2003). 3.6.1 Experience of our childcare center Our focus on this dimension of wellness and well being is not much thorough; nevertheless we try to give messages to children through play and fun activities relating to: Dont leave water running Demonstrate children about scarcity of water resources and better use of water in daily life. Use of recycled paper bags when shopping To realize children to use paper bags and avoid use of plastic bags due to different biodegradable features of both. Use waste material for play experiences whenever possible such as cloth for sewing, and polishing etc. Care for plants by watering as needed. 4. Conclusion Children change and develop in response to these different health dimensions, so the developmental process plays an important role in shaping and determining their future health and wellbeing. It can be concluded that intervening early in the life course has the greatest prospective to stop or considerably improve some of the health and wellbeing troubles seen in adult life. The most direct way of improving outcomes in childhood and thus influencing the life course is to ensure that all caretaking environments in the early years are consistently nourishing, stimulating, and organize the health and developmental requirements of young children. Therefore when young children spend time outside the home, the caretaking environment needs to be the best we can make it. 5. Recommendations Following the conclusion it is recommended that childcare needs to be conceptualised as an opportunity for learning and socialisation rather than child minding. Actions and policies need to focus on creating a quality early learning environment; this means having staff with appropriate qualifications and training, and child/staff ratios that are appropriate to the developmental needs of the child. Universal and primary care services across the health proportions and education sectors need to be better coordinated with one another, in order to direct various environmental risk factors and respond to the complex needs of children and their families. These services need to be more adaptable, so that they can react to the emerging needs and problems of childrens health and wellness.

Life Is So Good by George Dawson and Richard Glaubman Essay examples --

Life Is So Good by George Dawson and Richard Glaubman Good Afternoon Ms. McCafferty, I made this appointment because I passionately believe that the book, Life is so good written by George Dawson and Richard Glaubman should be on the Carey booklist for Year 9 students. Life is so good is a magnificent part biography, part autobiography of a 103 year old black man named George Dawson who went to school to learn to read and write when he was 98 years old. George Dawson may be 103 but he can still walk without a cane and can remember his life with an uncanny ability. That is why there is so much detail in this book. Life is so good tells of his hard life from when he was only 6 years old and living on a farm in the outer region of a town called Marshall in Southern Texas. In an early c...

Emergent Literacy Support in Early Childhood Education Essay

26 preschool teachers and 8 preschool administrators drawn from 8 preschools in Kasempa and Solwezi districts constituted the sample. A total 680 preschoolers were part of the classroom environments in which naturalistic observations were conducted. The data were collected through questionnaires for preschool teachers, designed to capture preschool teachers’ knowledge of emergent literacy and classroom practices. Questionnaires were also administered to preschool administrators and these were designed to capture the schools’ profile on their teachers, philosophy on literacy instruction and availability of teaching and learning materials. For the naturalistic observation of actual classroom sessions, data were gathered with the aid of a Classroom Literacy Checklist. Further data were collected using semi-structured follow-up interviews to fill in any gaps from questionnaires and observations. The findings were that all the preschools investigated had low literacy support as a result of limited language and literacy opportunities for the children and paucity of learning and play materials. Lack of the preschool teachers’ appreciation of emergent literacy rendered them unable to fully provide environments and practices that support emergent literacy. INTRODUCTION Background: The concept emergent literacy was introduced in 1966 by a New Zealand researcher Marie Clay in her doctoral thesis entitled Emergent Reading Behaviour but the term was coined by William Teale and Elizabeth Sulzby in 1986. The term was used to describe the behaviours seen in young children whereby they imitate adults’ reading and writing activities, even though the children cannot actually read and write in the conventional sense. The development of the emergent literacy perspective can be traced from the reading readiness perspective. In the four decades since Clay’s introduction of this term, an extensive body of research has expanded the understanding of emergent literacy. According to current research, children’s literacy development begins long before they start formal instruction in elementary school; it begins at birth and continues through the preschool years even though the activities of young children may not seem related to reading and writing. Early behaviours such as â€Å"reading† from pictures and â€Å"writing† with scribbles are examples of emergent literacy and are an important part of children’s literacy development. With the support of parents, caregivers, early childhood educators, and teachers, as well as exposure to a literacy-rich environment, children successfully progress from emergent to conventional literacy. In other words their growth from emergent to conventional literacy is influenced by their continuing literacy development, their understanding of literacy concepts, and the efforts of parents, caregivers, and teachers to promote literacy. It proceeds along a continuum, and children acquire literacy skills in a variety of ways and at different ages. Children’s skills in reading and writing develop at the same time and are interrelated rather than sequential. Educators can promote children’s understanding of reading and writing by helping them build literacy knowledge and skills through the use of engaged learning activities. As children are moving into conventional literacy, they pass through different periods of development in their efforts to become successful readers, just as they did at the emergent level. Over the past ten years, the concept of emergent literacy has gradually replaced the notion of reading readiness. Consequently, it has a significant impact on the way the teaching of literacy in early childhood programmes is approached. The theory of emergent literacy developed from research in the fields of child development, psychology, education, linguistics, anthropology, and sociology. It has virtually redefined the field of literacy and made educators, teachers, and parents aware that the term reading readiness no longer adequately describes what is happening in the literacy development of young children (Teale, 1986). Research conducted on emergent literacy indicates that support to children’s emergent literacy in early childhood education facilitates easy literacy development in children. Parents, caregivers, and teachers need to ensure that young children are exposed to literacy-rich environments and receive developmentally appropriate literacy instruction. Such environments and experiences have a profound effect on children’s literacy development by providing opportunities and encouragement for children to become successful readers. Thus a preschool should be an environment that supports the  continuation of emergent literacy. In order for a preschool to promote the continuous emergence of literacy, it must be an environment where there is a high variety of authentic literacy activities. It must also be an environment that affords learners opportunities to engage in purposeful literacy activities which are acknowledged as valid literacy behaviour. In the Zambian context emergent literacy is a fairly new phenomenon. Its practice is dependent on what teachers know and believe about it and this also is dependent upon the training that preschool teachers undergo. Against the background of emergent literacy, the concern of early childhood educators should be â€Å"valuing the knowledge children have than with replacing it by highly dubious and narrow models of what literacy is and how it functions† (Hall, 1989: viii). Little is known regarding literacy teaching in preschools in Zambia. This study, therefore, attempted to find out the extent to which classroom practices in preschools in Zambia, with special reference to Kasempa and Solwezi, support the continuation of emergent  literacy in children. Statement of the problem: Although the theory of emergent literacy has been in use for over four decades, it is not known to what extent emergent literacy is appreciated and supported in early childhood education in Zambia. While research has been conducted in other parts of the world, there has been no investigation into its practice in Zambia’s preschools. Thus the problem that was being investigated was that we do not know the extent to which classroom practices in Zambian preschools, and with particular reference to Kasempa and Solwezi, support the continuation of emergent literacy in children. Objectives: This study sought to achieve the following objectives: (i) To ascertain preschool teachers’ knowledge of emergent literacy in children. (ii) To establish the extent to which the classroom environment supports the continuation of emergent literacy. (iii) To establish what literacy instruction programme is in place and the extent to which it supports emergent literacy. (iv) To find out teaching and learning materials that are available in preschools and the extent to which they support emergent literacy. (v) To establish classroom literacy practices that obtain in preschools and the extent to which they support emergent literacy. Significance of the study: The significance of this study was premised on the fact that it focused on one critical area of education namely early childhood education. While a lot of research has been done on the basic and high school sectors of education in Zambia, very little has been done on preschool education. It is indisputable that good early childhood education is a precursor to the other levels of education. This study sought to investigate the extent to which classroom literacy practices in early childhood education in Zambia support the continuation of emergent literacy. Such a study has not been explored before in Zambia. This study, therefore, is significant in that it might provide valuable data on early childhood teachers’ knowledge of emergent literacy and the extent to which classroom practices support the continuation of emergent literacy. It is hoped that such data might be useful to policy makers such as the Ministry of Education and preschool curriculum des igners. In this way, it might provide data on which future curricula for early childhood educators’ training can be based. It is also hoped that the study will stimulate further research into emergent literacy practices in Zambian preschools, which is currently lacking. METHODOLOGY Research design: This study was qualitative as the researcher sought to interpret his observations and the respondents’ views to establish the extent to which practices in the target preschools support the continuation of emergent literacy. However, the study also employed some quantitative elements in the design. The study was also naturalistic because there was no systematic manipulation of any process during observation. Rather the researcher observed live classroom practices in the preschools as the teachers and learners went about with their activities. Sample size: The sample for the study was drawn from eight preschools in the  two study areas, namely Kasempa and Solwezi Districts in North-western Province. The sample size comprised 26 preschool teachers and 8 preschool administrators. 680 preschoolers were part of the classroom environments where the naturalistic observations took place. The sample structure for the preschool teachers is presented below as Table 1: Highest Qualification Males Female Total Untrained Certificate Diploma Primary Certificate Totals Teacher’s (Table 1): Sample Structure for Preschool Teachers in the Study Areas 5 Sampling techniques: Samples were chosen on a non-probability basis on the understanding that respondents would be available, easy to access and ready to participate in the study. As such and convenient and purposive samplings were used. This is because the researcher selected samples according to what was logistically convenient and feasible. Bearing in mind the period in which the study was to be undertaken, the preschools that were selected were those that were not in hard-to-reach areas. This was in line with Ghosh (2006) who says convenience sampling is used when the universe is not defined and when administrative limitations make it difficult for the researcher to randomly select samples. Since purposive sampling is used to target a group of subjects a researcher believes to be reliable for a study (Kombo and Tromp, 2006), in this study it was used to select the eight schools in the study area. The use of this sampling technique was aimed at ensuring that only well-established preschools were targeted. Data collection: Three instruments were used to collect data. The Classroom Literacy Checklist was used as a classroom observation instrument. It was used to check for classroom practices in terms of literacy-richness of the environment, reading practices, variety of literacy activities, authenticity of literacy activities and teachers’ usage of children’s knowledge of literacy. It was adapted from other literacy observation checklists such as the KS1 Format and the National Centre for Learning Disabilities 2004 Literacy Environment Checklist developed by Groover J. Whitehurst (Ph.D.). These observation instruments are designed to assess whether literacy environments in preschools provide a range of quality literacy experiences and a print-rich environment which are important factors in the facilitation and support of literacy learning. Two types of questionnaire were used, one for teachers and the other for administrators. The questionnaires for the teachers sought to elicit information on their training and knowledge of emergent literacy. The questionnaires for the administrators sought to elicit information on the school profile, instructional materials and the school’s ethos on literacy development. Questionnaires were given on the first day of research at each preschool. The idea was to give respondents three to five days of answering the questionnaire, based on findings from the pilot test. Interviews were conducted with teachers and administrators as follow-ups to help fill in gaps or clarify any matters from 6  questionnaires and observations. For the teachers these were done soon after each observation. For administrators these were conducted at least twice in each school, one of which was on the last day of the research at each particular preschool. Data analysis: Since this study was mainly qualitative, data analysis (particularly preprocessing) began during the data collection stage. During lesson observations the researcher made class profiles by recording the children’s level, age range and enrolment. The researcher was also doing a dairy on each lesson observed. Another thing the researcher did at this stage was to ensure that the data were internally consistent. For example, the researcher would make follow-ups with informants to clarify any contradictions and gaps in the questionnaires or interviews. Data preparation then followed and this included summarizing and organizing the data according to categories. At the final stage the  researcher sought to make interpretations of the questionnaire responses, obs ervations and interview responses. FINDINGS This study sought to find out the extent to which classroom practices in preschools support emergent literacy. The study relied mainly on naturalistic observations of live classroom sessions but this was complemented by questionnaires and follow-up interviews. Below is a discussion of the specific findings, divided into five sections, each discussing the findings in relation to each of the five objectives of the study. Preschool Teachers’ Knowledge of Emergent Literacy: The study has revealed that none of respondents had ever heard of the term ‘emergent literacy’. In spite of this, the findings have also revealed that all the respondents have noticed elements of emergent literacy in children when they just enter preschool. The study has further shown that respondents have high awareness levels of children’s emergent literacy behaviours. However, the study has also revealed that generally, the respondents’ appreciation of the children’s emergen t literacy was very poor. One area major area where this was evident was with regard to knowing how to reinforce children’s display of emergent literacy (for 7  example if a child got a book and began to turn pages or if a child stood up and began to ‘read’ around the room). This apparent disparity between the respondents’ high awareness of emergent literacy behaviours and their low appreciation of emergent literacy can be attributed to the respondents’ training. It was clear that preschool teachers are not taught about emergent literacy, hence the respondents did not regard emergent literacy behaviours as a developmental stage in literacy learning. Generally all the respondents tended to subscribe to the reading readiness perspective. In relation to the purpose of the study, these findings suggest that preschool teachers in the study areas cannot provide the necessary support to children’s emergent literacy if they are ignorant of emergent literacy as a developmental stage in children’s literacy learning. Preschool Classroom Environment: This study has revealed that the classroom environments in the study areas have low literacy support. It has also established that the most common aspects of literacy support were the alphabet frieze and month and day names. This effectively means that the environments were not print-rich. The study has further revealed that the preschool teachers had low knowledge levels of how a preschool environment ought to be. In cases where the respondents revealed high knowledge levels, there was a gap between this knowledge and what was obtaining in the classrooms. The findings established that this was due to paucity of resources and having proprietors/managers who were ignorant of preschool education. These findings suggest serious implications on children’s literacy development. First because preschool teachers and proprietors/managers tended to have low appreciation of what a preschool environment ought to be, they cannot provide the requisite envir onment that fully supports the continuation of emergent literacy. Secondly, because preschool children in the study areas have little exposure to a literacy-rich environment, they may not easily progress from emergent to conventional literacy. Preschool Curriculum: This study has revealed that the study areas do not seem to have any clear philosophy regarding literacy instruction. As such the preschools did not have clear literacy instruction programmes. The study has also established that there is no common syllabus for preschools in Zambia. Preschools were using whatever they could lay their hands on. These findings show that it is difficult to measure the schools literacy instruction success when issues of syllabi are vague. Literacy Instruction Materials: This study has revealed a paucity of teaching and learning materials in the study areas. The most commonly available instructional materials are flashcards, charts and building blocks. The study has established that there is a lack of a variety of reading books, workbooks, literacy objects for pretend play, and generally playthings. In view of the paucity of literacy instructional materials in the study areas, there is less support to children’s emergent literacy as children do not have sufficient interaction with a variety of literacy objects. The other implication is that with the paucity of play things, the children spend less time on play related activities and do more of formal learning. Classroom Literacy Practices: This study has revealed that using music is a practice widely employed in all the eight preschools. However, the study has also established that preschool children in the study areas have limited reading experiences. In almost all cases children seldom handle reading books as this is reserved for Reception or Grade 1 levels. This is because teachers do not see this as necessary since the children cannot read in the conventional sense. Further children are rarely read to and hardly engage in shared book reading. It has also been found that there are hardly any independent activities for c hildren not working with an adult. More formal learning as opposed play-related learning has been found to be a common practice. The implication of these findings is that preschool teachers in the study areas are not using developmentally appropriate activities to teach literacy to the preschoolers. CONCLUSION By analysing the classroom practices, preschool teachers’ knowledge of emergent literacy and the environments in the study areas, this study has established that the practices in the eight preschools do not provide sufficient support for the continuation of emergent literacy. A number of factors have militated against high support for emergent literacy. The first factor is the preschool teachers’ lack of knowledge/appreciation of emergent literacy. This has arisen from the nature of training that preschool teachers undergo in Zambia. Coupled with this is the fact that some of the preschool teachers currently serving in schools have not undergone formal training. In this study almost a third of them were untrained. The other factor is lack of resources to construct appropriate structures for  preschools and furnish them with requisite materials. This has been compounded by the fact that preschool education in Zambia is privately run and as such the Government has had n o stake in it. The third fact is the very fact that Government has had no stake in preschool education. This has led to lapses in the registration of preschools and lack of serious and constant monitoring of preschools. As such there is no quality assurance in the provision of preschool education. The results of this study are significant in two main ways: the results have indicated the need for capacity-building preschool teachers in the area of emergent literacy. The results have also demonstrated the need for Government’s keen participation in preschool education. As regards the need for capacity-building preschool teachers, the study has demonstrated that while preschool teachers may notice emergent literacy behaviours among preschool children, they cannot unwittingly provide the necessary scaffolding to emergent literacy if they do not have sound knowledge of the phenomenon. This, therefore, means that emergent literacy must be part of preschool teachers’ curriculum. The need for government’s keen participation in preschool education arises from the fact that most of the inadequacies noted are a result of lack of stringent regulation and monitoring of preschool education. Stringent regulation will ensure that only individuals/institutions meeting the minimum standards are allowed to run preschools. On the other hand, constant monitoring will ensure that high standards are maintained in preschools. Another key way Government needs to participate in preschool education is through provision of grants or instructional materials. It is commendable that preschools are now falling under the Ministry of Education which has expert personnel to oversee the running of education provision in general and preschool education in particular. There is, however, need to come up with a directorate responsible for preschool education. ACKNOWLEDGEMENTS I wish to acknowledge the valuable contribution of the many people without whom the demands of this research would not have been met. First I pay tribute to my academic supervisor Dr John Simwinga who provided the much needed counsel, guidance and criticisms from the proposal stage right through the completion of this thesis. Thank you for your confidence in me and giving me latitude throughout this academic journey. May God continue to lift you in your academic pursuits. I also wish to thank Mr D.C. Nkosha for having inspired my interest in emergent literacy which led to my pursuing this study. I thank lecturers Mr G Tambulukani and Mr S.B. Hirst for making useful comments at various stages of the study; all lecturers on the NOMA (Norwegian Masters) Literacy Programme for sharpening my academic faculties. Special thanks go to all the participants in Kasempa and Solwezi districts who made it possible for me to undertake the study at no cost. I extend my thanks to all my colleagues on the course with whom I worked well. Notable among them are Ms Mary-Grace Musonda, Ms Georgina Njapau and Mr Benson Kamangala. My gratitude will be incomplete without expressing my indebtedness to my wife for tolerating my academic appetite and for her continued understanding, support and perseverance and remaining a pillar in our home during my long periods of absence. I remain grateful to the girls Tionge and Peggy for enduring my absence and remaining good children while I was away. I am grateful to my employers for granting me paid study leave yet again, without which it would have been impossible to pursue my master’s programme. I shall remain forever grateful for the NOMA scholarship granted to me through the University of Zambia. To God be the glory for the great and many things He has done for me. REFERENCES Barton, D., 2007. Literacy – An Introduction to the Ecology of Written Language. Oxford: Blackwell Publishing Bergen, D., 2001. Pretend Play and Young Children’s Development. ERIC Digest, ERIC Clearinghouse on Elementary and Early Childhood Education  Bredekamp S. (ed.) 1987. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. Washington, DC: NAEYC. Freeman, E.B., and J.A. Hatch 1989. â€Å"Emergent Literacy: Reconceptualizing Kindergarten Practice.† Childhood Education, 66, 21-24. Ghosh B.N., 2006. Scientific Method and Social Research. New Delhi: Sterling Publishers. Gunn, B., D. Simmons and E. Kameenui, 1994. Emergent Literacy: Synthesis of Research. University of Oregon Hall, N., 1989. The Emergence of Literacy. London: Hodder and Stoughton Harste, J.C., V.A. Woodward and C.L. Burke 1984. Language Stories and Literacy Lessons. Portsmouth, NH: Heinemann Educational Books. Hiebert, E. H., 1988. â€Å"The Role of Literacy Experiences in Early Childhood Programs.† The Elementary School Journal, 89 (2), 161-171. 12 Hiebert, E. H. and J.M. Papierz, 1990. â€Å"The Emergent Literacy Construct and Kindergarten and Readiness Books of Basal Reading Series.† Early Childhood Research Quarterly, 5 (3), 317-334. McMahon, R., 1996. â€Å"Introducing Infants to the Joy of Reading.† Dimensions of Early Childhood, 24 (3), 26-29 Morrow, L. M., 1990. â€Å"Preparing the Classroom Environment to Promote Literacy during Play.† Early Childhood Research Quarterly, 5, 537-554. Morrow, L.M. (ed.), 1995. Family Literacy: Connections in Schools and Communities. New Brunswick: International Reading Association Serpell, R., L. Baker and S. Sonnenschein, 2005. Becoming Literate in the City – The Baltimore Early Childhood Project. Cambridge: Cambridge University Press. Sonnenschein, S. L. Baker, R. Serpell, D. Scher, S. Fernandez-Fein and K. Munsterman, 1996. â€Å"Strands of Emergent Literacy and Their Antecedents in the Home: Urban Preschoolers’ Early Literacy Development.† National Reading Research Centre: Reading Research Report No. 48 Teale, W, and E. Sulzby, 1986. Emergent Literacy: Writing and Reading. Norwood, NJ: Ablex Publishing Corporation. Teale, W. H. and E. Sulzby, 1987. Literacy Acquisition in Early Childhood: The Roles of Access and Mediation in Storybook Reading. In D. A. Wagner (ed.), The Future of Literacy in a Changing World (pp. 111-130). New York: Pergamon Press. Van Kleeck, A., 1990. Emergent Literacy: Learning about Print before Learning to Read. Topics in Language Disorders, 10 (2), 25-45. Wilson, N and S. McLean, 1994. Questionnaire Design: A Practical Introduction. Newtown Abbey: University of Ulster Press.

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In the Analects, Confucius gives readers certain guidelines regarding how government and kingship should conduct itself. Through his descriptive text Confucius breaks down many aspects of the expectations of ruling forces. Confucius embodies a sense of traditional and moral values that shine through in his writings. His conservative view appears throughout the Analects as Confucius outlines his guidelines regarding a legitimate, successful government, and the qualities of a good king. Confucius outlines the government as consisting of three major practices: filiality, humaneness, and ritual decorum. These practices which Confucius describes traditionally contain very conservative and moral ideologies. All three practices stress the importance of moral values such as peaceful, egalitarian interactions, respect and concern for others, and dignity. Confucius stems out to expand his definitions of the three practices, but the main traditional concepts remain the same. Filiality involves placing great importance on the care one has of their family members, and treating non-family members as if they were part of their family. Confucius found this practice extremely important in society, and believed that if everyone was â€Å"filial and friendly toward one’s brother†, it would have its effect on the government and influence it in a positive way ( 47). Filiality, according to Confucius was a very important key to a harmonious government. As Confucius wrote â€Å"A young man is to be filial within his family and respectful outside it. He is to be earnest and faithful, overflowing in his love for living beings and intimate with those who are humane† (45). This idealistic view embraces the moral ideologies that Confucius sought after. While some governments rely on enforcing strict, unfair rules to achieve a successful government, they often result in unrest and violence. Confucius promotes ethical goodness for a perfect go vern... Free Essays on Traditional Values Of Confucius Theory Free Essays on Traditional Values Of Confucius Theory In the Analects, Confucius gives readers certain guidelines regarding how government and kingship should conduct itself. Through his descriptive text Confucius breaks down many aspects of the expectations of ruling forces. Confucius embodies a sense of traditional and moral values that shine through in his writings. His conservative view appears throughout the Analects as Confucius outlines his guidelines regarding a legitimate, successful government, and the qualities of a good king. Confucius outlines the government as consisting of three major practices: filiality, humaneness, and ritual decorum. These practices which Confucius describes traditionally contain very conservative and moral ideologies. All three practices stress the importance of moral values such as peaceful, egalitarian interactions, respect and concern for others, and dignity. Confucius stems out to expand his definitions of the three practices, but the main traditional concepts remain the same. Filiality involves placing great importance on the care one has of their family members, and treating non-family members as if they were part of their family. Confucius found this practice extremely important in society, and believed that if everyone was â€Å"filial and friendly toward one’s brother†, it would have its effect on the government and influence it in a positive way ( 47). Filiality, according to Confucius was a very important key to a harmonious government. As Confucius wrote â€Å"A young man is to be filial within his family and respectful outside it. He is to be earnest and faithful, overflowing in his love for living beings and intimate with those who are humane† (45). This idealistic view embraces the moral ideologies that Confucius sought after. While some governments rely on enforcing strict, unfair rules to achieve a successful government, they often result in unrest and violence. Confucius promotes ethical goodness for a perfect go vern...

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Gender and Sexual Identity Stacey Obispo Gender and Sexual Identity Understanding gender and sexual identities and the functions and effects of gender roles is important because it allows one to understand themselves and how to relate to others. The creation of gender identity is a complex process involving biological, cultural, and psychological elements (Yarber Sayad, 2012). A person’s gender identity is the deepest feelings one has about their gender and is expressed by the way they behave feminine, masculine, neither or both (Planned-Parenthood, 2015). For most individuals gender identity is not much of a concern (Yarber Sayad, 2012). Gender roles on the other hand are of much concern to people (Yarber Sayad, 2012). Gender roles tell one how to act as either a man or woman in their culture. In fact, many people question whether they are sufficiently feminine or masculine (Yarber Sayad, 2012). Not only does culture relate to gender identity and gender roles it also relates to sexual identity development. For instance, the world around a person helps shape their sexuality and the ways it is expressed (Yarber Sayad, 2012). Sexual identity is realized in adulthood when one identifies with a sexual identity such as; heterosexual, gay, lesbian, bisexual, or transgender (Yarber Sayad, 2012). This paper will analyze sexual and gender identity relating to how they evolve throughout ones’ lifespan and influences that contribute to their development. Analysis of; how gender identity contributes to sexual expression, functions and effects of gender/role stereotypes and their effects on relationships will be discussed. Additionally, the author will also contribute final thoughts on what male gender roles should be changed to reflect female roles. Gender and Sexual Identity Evolving through Lifespan When one is born, assignment of gender is given based on anatomical appearance (Yarber Sayad, 2012). This assignment tells others how to respond affecting the individual’s social and cultural development (Yarber Sayad, 2012). As development occurs through early childhood the individual is able to identify themselves as boy or girl based on what is internalized from what others have told them coupled by factors that are not yet understood (Yarber Sayad, 2012). The feeling of either femaleness or maleness is the individual’s gender identity and is developed between the ages of 2 or 3 (Yarber Sayad, 2012). During this stage some children may believe that they can change genders by changing their clothes or hair length (Yarber Sayad, 2012). By the age of 6 or 7 children begin to understand that gender is permanent and it is not something that can be altered or changed by clothes (Yarber Sayad,2012). Gender identity evolves with how we feel and express our gender and gender roles (Yarber Sayad, 2012). These expressions are linked to culture and are expressed through clothing, behavior, and personal appearance (Planned-Parenthood, 2015). Although gender identity is established by seven years of age gender identity expression is communicated and it evolves over time through changes in society and culture (Yarber Sayad, 2012). Different pressures from birth through childhood to conform to ones gender are expressed through learning gender roles (Yarber Sayad, 2012). In infancy throughout childhood a girl may be given dresses to wear, have long hair, and may be prescribed to wear colors such as pink (Yarber Sayad, 2012). Conversely boys may be prescribed to wear pants and blue colors. Parents begin assignment of gender roles based on a child’s gender which shapes the formation of their gender identity (Yarber Sayad, 2012). Parents deploy the use of manipulation from infanc y onward by treating girls gently, telling her she’s pretty (Yarber Sayad, 2012). They tell boys they are strong and tell them that boys do not cry (Yarber Sayad, 2012). Channeling is used by directing children’s attention to objects that are gender specific such as dolls for girls and cars for boys (Yarber Sayad, 2012). Parents during childhood also use verbal appellation to describe the same behavior with different words for boys and girls (Yarber Sayad, 2012). Activity exposure is another way parents expose their children to gender roles (Yarber Sayad, 2012). For instance boys are discouraged from imitating their mothers while girls are encouraged to be there mother’s helper (Yarber Sayad, 2012). Throughout childhood and adolescence teachers and peers are socializing agents that also provide standards for gender-role behavior (Yarber Sayad, 2012). Sexual identity/orientation evolves throughout childhood, adolescence and adulthood. In childhood and early adolescence there is most often sex play or sexual experimentation with members of the opposite sex and same sex (Yarber Sayad, 2012). When these exploratory experiences begin there is uncertainty in terms of sexual orientation (Yarber Sayad, 2012). When late adolescence begins and in young adulthood both male and females are confronted with the importance of developing and establishing intimacy (Yarber Sayad, 2012). The need to be able to develop intimacy places pressure on young adults to conform to a sexual identity and in order to establish intimacy in a relationship one needs to solidify with a sexual orientation (Yarber Sayad, 2012). By late adolescence or young adulthood most individuals develop a heterosexual identity (Yarber Sayad,2012). For those who are attracted to the same sex it can take longer to accept their sexual identity because of societal taboos (Yarbe r Sayad,2012). In middle adulthood individuals may question intimacy and commitment due to divorce (Yarber Sayad, 2012). During this stage some people may reevaluate their sexual identity because one’s philosophy continues to evolve (Yarber Sayad, 2012). Influences Contributing to Gender and Sexual Identity Development Parental influence contributes towards gender and sexual identity development. Gender identity is influenced by gender roles which parents instill in the children from birth through childhood (Yarber Sayad, 2012). Sexual identities are influenced by parents through the child observing their parents behaviors and family dynamics and characteristics (Yarber Sayad, 2012) Peers influence gender identity through providing information about gender role and norms through play activities (Yarber Sayad, 2012). Peers provide standards for gender roles by granting or withholding approval with others by deciding what games to play, what television shows to watch, what types of foods to eat, and what music to listen to. Peers influence sexual identity by passing information about sex to each other (Yarber Sayad, 2012). Furthermore, peer influence places sexual pressure on boys to be sexually active even if they are uninterested or unprepared (Yarber Sayad, 2012). Media influences gender identity through the information they provide on gender roles and perceived norms (Yarber Sayad, 2012; Wood). Females on television are attractive, thin, well groomed and most often under 40 (Wood). In contrast, males are most often aggressive, solve problems and rescue others from danger (Wood). The media influences sexual identity by bombarding adolescents and children with sexual images (Wood). The exposure increases teen’s willingness to experiment with sex (Wood). Religiosity influences gender identity development through information they provide on gender roles and norms (Yarber Sayad, 2012). The information religion provides shapes adolescent sexual behaviors (Yarber Sayad, 2012). This in return influences the choices adolescents and young adults will make regarding their sexual orientation (Yarber Sayad, 2012). Gender Identity and Sexual Expression As mentioned earlier gender roles influence the adaptation of one’s gender identity (Yarber Sayad, 2012). The relationship of gender roles and gender identity is also linked with sexual expression (Yarber Sayad,2012). One will sexually express themselves through gender roles that are learned as well as through social and cultural roles which offer sexual scripts that provide rule, acts, and expectations associated with a particular role (Yarber Sayad,2012). The sexual scripts in American culture strongly influence sexual expression in both men and women. Sexual scripts and gender roles may be different for those that are bisexual, transgender, lesbian and gay (Yarber Sayad, 2012). Sexual scripts organize one’s sexual expression (Yarber Sayad, 2012). There is a cultural component to sexual scripts which emphasizes heterosexuality, places sexual intercourse first, and discourages masturbation (Yarber Sayad, 2012).Within cultural scripts there are specific male and f emale scripts that are encouraged by society to be practiced (Yarber Sayad, 2012). Male sexual scripts include; men should not have or express certain feelings, performance is only what counts, the man is in charge and already know what the woman wants, a man is always ready for sex and wants it, all physical contact leads to sex, all erotic contact leads to sexual intercourse, and sexual intercourse leads to orgasm (Yarber Sayad, 2012). Female sexual scripts include: sex is both good and bad, sex is for men and love is for women, men should know what women want, women should not talk about sex, women should look like models, a man’s desires should be over hers and his orgasm over hers, and only through penile penetration can a woman have an orgasm (Yarber Sayad, 2012). Interpersonal scripts deal with shared conventions and signals expressed by a couple signaling sexual behaviors. Intrapersonal scripts deal with the physiological states that lead to or identify sexual arou sal (Yarber Sayad, 2012). Gender Role Stereotypes There are four different types of gender role stereotypes. The first category of gender role stereotype is personality traits (Planned-Parenthood, 2015). Male gender roles include specific personality traits. For instance in America there are specific personality traits related to the traditional male role. Male gender role traits include; aggressiveness, independence, emotional toughness, feelings of superiority, and decisiveness (Planned-Parenthood, 2015). For females gender role stereotypes include: passivity, compliance, physical attractiveness, and being a wife and mother (Planned-Parenthood, 2015). The second category of gender stereotypes is domestic behaviors (Planned-Parenthood,2015). Males are regarded as being best at doing household repairs while females are regarded as being best at caring for children (Yarber Sayad, 2012). The next category of gender role stereotypes involves occupations (Planned-Parenthood, 2015). Most doctors and construction workers are males and un til recently most secretaries and nurses were female (Planned-Parenthood, 2015). The last category of gender role stereotype is physical appearance (Planned-Parenthood, 2015). Men are expected to be strong, broad shouldered and tall and women are expected to be graceful and small (Planned-Parenthood, 2015). Supporting and Refuting Gender Role Stereotypes Evidence that supports the reason why these gender role stereotypes are fulfilled is presented in the article, What is Stereotype Threat?   (2015). In the article gender role stereotypes are thought to be perpetuated not because one agrees with the gender role rather because one perceives the threat as a risk to conformity which inadvertently leads the individual to self-handicapping strategies that in return preserves the stereotype that was being avoided (â€Å"What is stereotype threat?†). Another reason why gender stereotypes are fulfilled is because of the discomfort they cause the individual. For instance gender role stereotypes can also cause an individual enough discomfort to go against the gender role that they cause the individual to alter or redefine their professional career paths (â€Å"What is stereotype threat?†). Evidence that refutes gender stereotypes is that they do not apply to all ethnicities and socioeconomic classes (â€Å"What is stereotype th reat?†). The majority of research on gender roles has been based on research on White and middle class which are mostly college students (â€Å"What is stereotype threat?†). The roles in other words, are not true to all socioeconomic classes or ethnicities. In addition there is evidence which supports that traditional gender roles are no longer valid because there are new ones which have evolved. Traditional gender role stereotypes are evolving from traditional hierarchical roles to ones that are egalitarian and androgynous (â€Å"What is stereotype threat?†). Additionally, scholars have challenged masculine and feminine gender roles and have found that they are unhealthy and fail to reflect the real world (â€Å"What is stereotype threat?†). Functions of Gender Role Stereotypes The overall functions of these stereotypes is to make multiple associations between gender and other non-sex linked qualities such as strength (male) and affection (female), the next function of gender stereotypes is to is to create a basis for social norm, status, taboos and privileges (Yarber Sayad,2012). The problem with gender role functions is that they categorize people and undervalue the uniqueness of individuals (Yarber Sayad,2012). Gender Roles: Affecting Relationships and Sexual Interactions Gender roles affect relationships because they aid in creating sexual scripts for both males and females (Yarber Sayad,2012). These roles are then telling both male and females how to behave in their relationships and what sexual script each should adhere to (Yarber Sayad,2012). The sexual script in return tells each gender how to participate in sexual acts (Yarber Sayad,2012). Conclusion Gender role attitudes and behaviors of the male sex I would like to see become more like my own include men looking like models and being constantly attractive. I think if this same standard was mentioned or even enforced culturally and by media standards there just may be consensus between both males and females that such standards are not ideal and is ridiculous. Another gender role stereotype that would be nice to see in the male sex is for men to become nurturers. It would be nice to see more males make sacrifices for the partner’s careers or the children’s needs even if it may inconvenience them form what they may want . The on taking of this role may help make roles androgynous. The final role behavior I would like to see more like my own is for males to be caregivers of children. Men becoming caregivers of children may allot women more opportunities within the workplace because they have the peace of mind knowing their counterpart is taking care of their child. References Planned-Parenthood. (2015). Sexual orientation and gender are fundamental parts of who we are. Retrieved from http://www.plannedparenthood.org/learn/sexual-orientation-gender What is stereotype threat? (2015). Retrieved from http://www.reducingstereotypethreat.org/definition.html Wood, J. T. (n.d.). The influence of media on views of gender. Retrieved from http://www.udel.edu/comm245/readings/GenderedMedia.pdf Yarber, W., Sayad, B., Strong, B. (2012). Human sexuality: Diversity in contemporary America. (8th ed.) New York: McGraw-Hill.

Canada: The Place?you Want To Be :: essays research papers

Historically, Canada has been a haven for people looking for a peaceful economically sound country to call home, but at no time in history has Canada been more inviting and accommodating to immigrants than now. The Canadian government is hoping to attract between 200,00 and 225,000 new immigrants during the year 2000. And why should Canada not succeed? According to the Human Development Report for 1999 recently released by the United Nations, Canada once again ranks first worldwide among places to live, this time for the sixth year in a row. Factors taken into consideration when determining such rankings include educational levels, health care, life expectancy and income. A country of around 31 million people, Canada currently has around 5 million immigrants. The Canadian social model is one of multiculturalism, which stresses the importance of each distinct group co-existing rather than melting into a single identity. It is an intricate part of Canada's social fabric and has become a world model. Immigrants are very welcome, as they tend to fulfill a number of important functions in Canadian society as a whole. For example, they help to combat the existing problem of under population, a problem augmented by two factors: an aging population combined with low birth rates. The Canadian government has established numerous support programs for newly arrived immigrants to help them make an easy transition into Canadian society. One such initiative is the Host Program, which acquaints immigrants with a volunteer who will help them get on with day to day living in Canadian society. What those people learn is that Canada truly is a land of opportunity. Canadians are some of the best-educated people in the world, with an adult literacy rate of 99%. Children are required by law to attend school up to the age of 15 or 16, depending on the province, and university attendance --mostly funded by the government-- is commonplace. A low crime rate usually follows in countries where good education and social welfare (including universal health care) are standard, and Canada is no exception. Toronto, Canada's largest city with around 4 million people, is continually rated as among the safest urban sprawls in North America. Canada is currently experiencing an almost unparalleled boom in its economy.

Rastafari Culture The Extreme Ethiopian Rasta Vs. The Mellow Dallas Ras

Rastafari Culture The Extreme Ethiopian Rasta Vs. The Mellow Dallas Rasta Many people throughout the world have a hard time understanding what it means to be a Rasta. For some their troubles in understanding Rasta’s come because they look as Rastafari as only a religion. When one does this they run into many problems. This is because Rastafari is much more than a religion. It is a way of life, a social movement, as well as a mind set. Another reason why western people have a hard time understanding Rastafari is because the movement lacks the structure that the western world is use to. A lot of people’s understanding of Rasta’s only goes as far as to think that Rasta’s are people that live in Jamaica, smoke weed, and have Dreadlocks. These people do not begin to think what is behind the movement. The idea that Rastafari is strictly Jamaican is also very wrong. Since the origination of Rastafari, the Rasta movement has expanded far beyond the island of Jamaica. Rasta’s now live all over the world. There are Rasta cultures in all parts of Europe, Asia, New Zealand, United States, and especially Africa. This paper seeks to explain Rastafari and to show it’s expansion by exposing Rasta’s culture from it’s most holy form in Ethiopia to one of it’s least holy in Dallas Texas. The Development of Rastafari The Rastafari movement stems from the teachings of the great Jamaican leader and motivator of masses, Maces Garvey. Garvey told the African people of the world to unite and to return to African, the homeland. Garvey’s vision was for the â€Å"Blacks to overcome their feelings of inferiority and build upon their own unique and evolving culture, and ultimately return to Africa to redeem their homeland and to build a future... ...own That Rasatafarians Built.† Ethiopian World Federation June 1 2002 Dubb, Adjua. â€Å"Rastrari Way of Life† JahWorks.org Nicholas, Tracy. Rastafari A Way of Life (Pamphlet no other info given) Jones, Linda. â€Å"The Rasta Way – Dallas Rastafarian community steadfastly pratices an often misunderstood religion† 08/11/96 Niceup April 4 2002 Lewis, William. Soul Rebels The Rastafari. Prospect Heights: Waveland Press, Inc., 1993 â€Å"Rastafari Campaigner Taking Cannabis Case To African Commission† South African Press Association 20 March 2002

Bacteria Growth and Glucose Percentages

Bacteria’s Growth Affected by Various Glucose Percentages This lab tested whether or not different glucose levels activated bacteria growth. My lab group and I wanted to figure out, if more glucose was spread on the bacteria plates, would there be more bacteria growth in the agar plate. My group predicted that with 25% glucose (the highest percentage of glucose), the bacteria growth would be the greatest. In order to conduct this experiment, my group had 3 ager plates. One plate had 0% glucose, the next plate had 5% glucose and the third plate had 25% glucose in it.Once we received all the plates, we light an alcohol burner. We then used a pipet to sterile collect bacteria from the culture tubes. We then opened the first ager plate (0% glucose) and transferred 10 drops of bacteria culture onto the plate. Then we did the same for the next 2 plates (5% and 25% glucose). Next, we sterilized the spreader by waving it in the flame (alcohol burner) for 15 seconds. Then, we let the s preader cool for 10 seconds, and then opened the first agar plate and spread the bacteria around the plate by quickly and slightly sliding the spreader back and forth across the plate for 5 seconds.Then we closed the plate and did the same thing for the next 2 plates. Next, we sealed each plate with a strip of Para film and then placed the plates with bacteria on the side of the room until the following week. After waiting a week, we received our group’s ager plates back. We noticed that with our experiment, the most amount of bacteria growth had no glucose in it. Our results were the following: with no glucose, there was 25% bacteria growth, with 5% glucose added to the ager plates, there was only 15% bacteria growth, and with 25% glucose added to the ager plates, only 1% of bacteria growth was present.The least amount of bacteria growth contained the largest percentage of glucose. Based off of our group’s results, we can reject our hypothesis. We realized that our pr ediction was not what our results showed us. Our prediction was that 25% glucose would have the most amount of bacteria growth, however we can now conclude that bacteria growth does not need any glucose to reproduce. In fact, the more glucose there is, the least amount of bacteria growth occurs. If glucose is present in the bacteria, it is possible for bacteria to reproduce; however bacteria will reproduce the greatest when no glucose is present at all.