Let me not to the marriage of true minds, by William shakespeare.

Let me not to the marriage of genuine personalities, by William shakespeare. ''Let me not to the marriage of genuine personalities'' by William Shakespeare is an Elizabethan piece of 14 lines separated in three Quatrains and the ongoing rhyming couplet. In this specific sonnet Shakespeare utilizes a total diverse methodology, tricking the peruser by accomplishing a sensational difference in style.Although keeping the basic A/B/A/B/C/D/C/D/E/F/E/F/G/G rhyming plan, furnishing the poem with an amicable, liquid sound and giving it the charming impression of a carefree tune ''Let me not to the marriage of genuine personalities'' doesn't satisfy all the run of the mill standards' Shakespearian work, the subject evoked being without correlation with his past pieces.Shakespeare intentionally takes an optimistic turn, lauding love in it's most perfect structure, where it isn't just a straightforward inclination, however a cooperative energy of the spirits, where obstructions appear to be futile out and about of joy, where no Impediments can be conceded in the ''marri age of genuine minds''.William ShakespeareThis extraordinary regard for adoration is now declared by the writer in the very title, as he lectures that he will not come in the middle of affection ''Let me not to the marriage of genuine personalities'' nor acknowledge any hindrances to pulverize this changeless bond.''Love isn't love which adjusts when similar sounding word usage discovers {....} or twists with the remover to remove...'' Here the writer offers a solid expression, guaranteeing that genuine romance is solid, steady and can be not the slightest bit used similar sounding words by difficulty or the hands of time. Whenever changed or shaken by a ''remover'', demonstrated temporary by time as it was not well-suited to persevere through the emerging snags in its way, this affection is therefore not practically identical to the ''genuine affection'' the creator makes reference to, ''love isn't love''.True love is to be sure an ''at any point fixed imprint'', an unfailing varia ble 'that looks on...

Cultural Awareness and Competence Essay

Social mindfulness and skill alludes to the capacity of a person to defer judgment and partiality toward others dependent on their strict foundation, race or ethnicity, sexual direction or sex, age, and such, and furthermore one’s ability of understanding, tolerating, and in any event, adjusting to new culture, perspectives, convictions, belief systems, conventions, and so forth. Raising one’s social mindfulness and fitness requires distributing time and applying exertion in learning and understanding the ideas of multiculturalism or social assorted variety. For example, creating explicit learning objectives and a game plan is a phenomenal beginning to advancing social mindfulness. My longing to raise my social familiarity with two explicit gatherings, especially gay people and people having a place with the dark populace, necessitate that I set individual learning objectives and a game plan that will manage how I will approach the way toward learning and understanding society dependent on race, ethnicity, and sexual direction. For this specific case, I accept that two of my learning objectives ought to incorporate checking on the historical backdrop of the African-American individuals, especially the reasons why they are being segregated upon, just as the new social practices and customs and the importance and essentialness that develops or strengthen their way of life, and understanding the individual assumptions and feelings of gay people with the end goal for me to perceive what they are accustomed to and have the option to identify with them in the process in regards to their awful circumstance particularly with regards to being judged or separated in light of their sexual direction. With the end goal for me to understand the previously mentioned learning objectives, I intend to direct research by understanding books, magazines, paper articles, diary distributions, examine contemplates, online articles, and such, about dark individuals and homosexuality. Also, I feel that there is a requirement for me to associate with people having a place with the African-American culture and gay people with the end goal for me to acquire direct data about their estimations, encounters, information, and such. I accept that through my eagerness and assurance to inundate myself into the African-American culture and the universe of homosexuality, I will have the option to advance social mindfulness basically by being aware of the issues that they trouble themselves with. Mass migration International is an online site that oppresses gay people. It is a religion-based association that gives help to people who need to â€Å"leave homosexuality. † The association inconspicuously repeats that homosexuality is against the will and the expression of God and that â€Å"leaving homosexuality† is a path for people to carry on with a superior life as per what God needs for His kids. Additionally, inside the lines of EXODUS International’s crucial targets, the association unmistakably makes reference to that gay people won't have the option to carry on with a satisfying and blessed life. (Mass migration International, 2005) The blog â€Å"Stuff White People Like† is an online site that oppresses African-Americans essentially in light of the fact that the webpage is dedicated to talk about issues that sum up on the preferences of white individuals. The site records more than one hundred things that white individuals like. I think summing up and naming things or circumstances as something that is valid or agreeable just for a specific race is near preference and predisposition since one is restricting these things and circumstances to a specific race just in spite of the way that others from various racial foundations may share the preferences of white individuals. (Stuff White People Like, 2009) I can genuinely say that I am non-critical or preference in any capacity against any gathering of individuals in the public arena relying upon their race, ethnicity, religion, age, sexual direction, sex, and such. I am additionally glad to state that my folks raised me well. In spite of the fact that my family is American and holds fast to Christianity as a religion, we don't pass judgment on others from various racial foundations and religions. In view of my folks and family, I had the option to comprehend that individuals are not quite the same as one another, and in spite of the fact that we are extraordinary, I don't reserve the option to pass judgment on others as a result of it. In addition, I comprehend that individuals have various attitudes or perspectives and we see things and circumstances in an unexpected way. Dealing with the issue just requires regard and acknowledgment and the comprehension of social assorted variety or multiculturalism. Based on my self-appraisal of my social mindfulness and competency, I trust I will have the option to maintain good and moral standards in my calling, particularly with issues that worry multiculturalism. Maybe the main test that I would need to confront is the manner by which I will create and expand my social attention to adapt to multicultural patterns and new data. References EXODUS International. (2005). Considering Leaving Homosexuality? Recovered January 7, 2009, from Exodus International. Site: http://mass migration. to/help/? option=com_content&task=view&id=327&Itemid=147 Harvey, C. and Alard, M. J. (2008). Comprehension and Managing Diversity, fourth Ed. Prentice Hall. Stuff White People Like. (2009). Recovered January 7, 2009, from Stuff White People Like. Site: http://stuffwhitepeoplelike. com/

Fermentation vs. Anaerobic Respiration

Maturation versus Anaerobic Respiration Every single living thing must have steady wellsprings of vitality to keep performing even the most essential life functions. Whether that vitality comes directly from the sun through photosynthesis or through eating plants or creatures, the vitality must be expended and afterward changed into a usable structure, for example, adenosine triphosphate (ATP). Numerous instruments can change over the first vitality source into ATP. The most effective path is through vigorous breath, which requires oxygen. This strategy gives the most ATP per vitality input. However, if oxygen isnt accessible, the creature should in any case convert the vitality utilizing other means. Such forms that occur without oxygen are called anaerobic. Fermentation is a typical path for living things to make ATP without oxygen. Does this make maturation a similar thing as anaerobic breath? The short answer is no. Even however they have comparable parts and neither uses oxygen, there are contrasts among aging and anaerobic respiration. In certainty, anaerobic breath is significantly more like high-impact breath than it resembles maturation. Maturation Most science classes examine maturation just as an option in contrast to high-impact respiration. Aerobic breath starts with a procedure called glycolysis,â in which a starch, for example, glucose is separated and, in the wake of losing a few electrons, shapes an atom called pyruvate. If theres an adequate flexibly of oxygen, or once in a while different kinds of electron acceptors, the pyruvate moves to the following piece of vigorous respiration. The procedure of glycolysis makes a net increase of 2 ATP. Maturation is basically the equivalent process. The sugar is separated, yet as opposed to making pyruvate, the last item is an alternate atom relying upon the sort of fermentation. Fermentation is regularly activated by an absence of adequate measures of oxygen to keep running the high-impact breath chain. Humans experience lactic corrosive aging. Rather than getting done with pyruvate, lactic corrosive is created. Distance sprinters know about lactic corrosive, which can develop in the muscles and cause squeezing. Different living beings can experience alcoholic aging, where the outcome is neither pyruvate nor lactic acid. In this case, the creature makes ethyl alcohol. Other sorts of maturation are less normal, yet all yield various items relying upon the life form experiencing aging. Since aging doesnt utilize the electron transport chain, it isnt thought about a sort of breath. Anaerobic Respiration Despite the fact that maturation occurs without oxygen, it isnt equivalent to anaerobic respiration. Anaerobic breath starts a similar route as high-impact breath and fermentation. The initial step is still glycolysis, it despite everything makes 2 ATP from one starch molecule. However, rather than consummation with glycolysis, as aging does, anaerobic breath makes pyruvate and afterward proceeds on a similar way as vigorous breath. In the wake of making a particle considered acetyl coenzyme An, it proceeds to the citrus extract cycle. More electron bearers are made and afterward everything winds up at the electron transport chain. The electron transporters store the electrons toward the start of the chain and afterward, through a procedure called chemiosmosis, produce numerous ATP. For the electron transport chain to keep working, there must be a last electron acceptor. If that acceptor is oxygen, the procedure is viewed as high-impact respiration. However, a few sorts of life forms, including numerous kinds of microbes and different microorganisms, can utilize diverse last electron acceptors. These incorporate nitrate particles, sulfate particles, or even carbon dioxide.â Researchers accept that maturation and anaerobic breath are more established procedures than vigorous respiration. Lack of oxygen in the early Earths climate made high-impact breath impossible. Through development, eukaryotes obtained the capacity to utilize the oxygen squander from photosynthesis to make high-impact breath.

Physician Assistant

Do physician assistants get sued? Of course, they do, but based on seventeen years of data from the National Practitioner Data Bank, nationwide physician assistant malpractice demonstrates lower malpractice incidence and average payment amounts compared to MDs and advance practice nurses! Can I get aWhoot Whoot for PAs! PA Malpractice Incidence There isone malpractice payment for every 32.5 PAs while there was one for every 2.7 physicians. That is, the composite payment rate for physicians was twelve times that of PAs over the full study period. Average Malpractice Payment Amount PA average and median payments for malpractice lawsuits were less than that of physicians and advanced practice nurses (APNs). The average and median APN payments were the highest at $350,540 and $190,898.The average and median physician payments were $301,150 and $150,821The average and median PA payments were $173,128 and $80,003. The physician adjusted mean payment was 1.74 times higher than PAs but only 0.86 that of APNs. The physician adjusted median payments were 1.89 times that of PAs but only 0.79 that of APNs. Why are advanced practice nurse malpractice rates higher? Are they reckless practitioners? It is speculated that advanced practice nurse median payments are higher than that of physicians and PAs because the proportion of APNs who work in the high-risk specialties of anesthesia and obstetrics is higher. The proportion of malpractice payments for nurse anesthetists (47%) and nurse midwives (25%) was 72% of total APN payments. Reasons for Disciplinary Action The most common reason for disciplinary action by state and federal monitoring bodies was the same for all three provider types. The most common disciplinary action was a licensing action (suspension or termination of license) by licensing authorities and the most common reasons for the licensing action were for unethical conduct and alcohol/substance abuse. Top Reasons for PA Malpractice Claims The most common reasons for Advanced Practice Nurse malpractice claims were for obstetric and anesthesia errors. This is due to the disproportionate number of APNs who practice in these specialties compared to physicians and PAs. If these are excluded, the top-ranking reasons for malpractice payments were the same for PAs and APNs. In order, they are: Errors in diagnosisErrors in treatmentMedication errorsSurgical errors For physicians, they were in order errors in diagnosis, surgery, treatment, obstetrics, and medication. What can PAs can do to avoid medical malpractice? Recent research suggests that patient communication, compassion and apologizing for mistakes are major deterrents of malpractice litigation. So for Gods sake be nice to your patients. Take time to listen to and address their concerns. Its your patients life, not your license, that should always bethe foundationof your decision-making. Tweet That! The following is an excerpt from the bookBecoming A Physician Assistant by Jody Tomic PA-C. Download it forfree on Kindle Unlimited: How PAs Can Avoid Malpractice Many lawsuits against PAs and their supervising physicians cite the failure of the PA to contact the physician. The PA may fail to recognize the significance of a finding on the history and physical examination and not see the need for contact. Comprehensive protocols, as well as ongoing education, can help minimize this risk. A physician assistant may be apprehensive about disturbing their supervising physician with frequent questions. Both the supervising physician and the PA must cultivate a collaborative relationship, so the PA feels comfortable asking any questions necessary to provide excellent patient care and safety. The PA should always have reliable contact information for the supervising physician. A preceptor of mine told me about a PA who was monitoring a man hospitalized with the flu. The man complained that he was having trouble breathing, and the PA was afraid to bother her supervising physician at home. It turned out that the man had developed Guillain-Barre Syndrome. GBS often follows a minor illness, such as a lung infection or gastrointestinal infection. Most of the time, signs of the infection have disappeared before the symptoms of GBS begin. It can result in ascending paralysis that may affect the diaphragm, requiring breathing assistance. The patient died, and the PA and physician were sued. Obviously, the physician should encourage communication from his/her PA because he is liable for their errors. The PA should realize that he or she can also be sued. So, even if the doctor is testy about being called, do it anyway. If communication with your supervising physician is bad, you should take steps to remedy the situation, including finding a new job. Patients lives depend on your communication and teamwork. Most of the time, doctors cover iPAs under their malpractice insurance. You should definitely have a dialogue to confirm this. The question also arises whether mid-level practitioners should obtain their own malpractice insurance. When the employer is your only insurer, your best interest may not be your employer's best interest. With personal malpractice coverage, you have an attorney who represents you, not your employer. Some basic types of malpractice insurance are Claims Made and Occurrence. Claims Made insurance covers you for incidents that occur during the term of the insurance, only if they are reported during the coverage period. Occurrence coverage covers you for incidents that occur during the coverage period, regardless of when they are reported. So if a patient sues you one year after the incident occurred and your Claims Made policy has lapsed, you will not be covered. You might want to discuss this with your employer. Its a good idea to take some continuing education courses on risk management. Good documentation, excellent communication, and detailed protocols for emergency situations are all important ways to avoid exposure. Finally, if you feel uncomfortable performing a procedure or prescribing a medication, listen to your intuition and get help. If you arent sure about anything, ask. The only stupid question is the one that isnt asked. How to Get More Information on PA Malpractice Insurance I often receive emails from PA school graduates and practicing PAs regarding malpractice insurance and supplemental coverage. Personally, I have never purchased additional coverage above that provided by my employer. But there are times where you may need to purchase your own plan, or you may want to speak with someone to see if the coverage you have is enough. TheAAPA has a resource pageand has partnered with an insurance vendor. This may be an excellent place to start. At a minimum, make sure you have a hard copy of your insurance policy, understand your coverage levels, and keep this copy in a safe place. If you have been at an institution for a while, call HR or speak with the office manager and make sure your policy is active and up-to-date. I worked for a year without coverage once and had no idea! Take-home point: Don't rely on office managers to protect your future and that of your loved ones! References: Expert pages: Physician Assistant Malpractice History You may also like -The 5 Best Books for Aspiring Physician Assistants Are you looking for the best books on how to get into PA school? The sheer number of books and resources for those interested in PA school or wishing to learn more about the PA Professions has grown in lockstep with the PA []What are the Best PA Schools? Physician Assistant School Rankings Does the PA school you attend really make a difference? When it comes to finding a job, probably not so much, but when it comes to obtaining superb clinical experience along with solid faculty, excellent academics, and a top rate []The Best Medical iPhone and iPad Apps for Physicians, PAs, and Medical StudentsMedical App Directory for iPhone on iTunes Anesthesiology Anesthesiology i-pocketcards $3.99 Designed for both the iPhone and the iPad, this app is a clinical reference guide with a compilation of scores, classification, algorithm [] Physician Assistant PA School is Expensive It goes without saying, PA school is expensive. PA school is also demanding, which means you will have limited time (if any) to work while attending school. With the average undergraduate education debt prior to PA school at $36,300 and the average anticipated debt load from PA school at $75,000-$124,000, it is important that you have a rock-solid plan for how you are going to pay for your PA school education. Funding sources vary and federal loan programs will probably form the foundation of your assistance package, many states also offer financial aid funding. Additionally, there are specialized scholarships, traineeships, and loan programs available. Remember apply the resources for scholarships and grants before you accept loans. Then, only accept loans that you need. Work closely with your financial aid department. They will be able to inform you about special loans and scholarships for which you may be eligible. Federal and State Resources Numerous loans and grants guaranteed by the federal government are available to qualified students. Visit the website for Federal Student Aid sponsored by the U.S. Department of Education. Direct Subsidized Loans are loans made to eligible undergraduate studentswho demonstrate financial need to help cover the costs of higher education at a college or career school. Direct Unsubsidized Loansare loans made to eligible undergraduate, graduate, and professional students, but in this case, the student does not have to demonstrate financial need to be eligible for the loan. TheFederal Perkins Loan Programis a school-based loan program for undergraduates and graduate students with exceptional financial need. Under this program, the school is a lender. You must check with your school'sfinancial aid officeto see if your school participates in the Federal Perkins Loan Program Federal Stafford Student Loan Program:These loans are offered through your bank, credit union, or other lending institutions.Graduate students may borrow up to $8,500 per year up to a total of $65,000.To qualify for a Stafford loan, you must demonstrate financial need as determined by the CM formula mentioned above. The interest rate varies. These loans are based on need, not creditworthiness. Therefore, no cosigner is necessary. State sources of financial assistance include an agency in each state that guarantees federal student loans. Also, some states offer their own educational assistance programs with loans or grants. Check with your financial aid office to locate the office(s) in your home state. Tax Credits are another option to explore. Scholarships and Traineeships Americorpsis a national network of hundreds of programs throughout the U.S. and is open to U.S. citizens, nationals, or lawful permanent residents aged 17 or older. This program helps pay for education in exchange for a year of service. The Indian Health Service(IHS)Scholarship program provides financial assistance for American Indian and Alaskan Native (federally recognized only) students enrolled in health professions and allied health professions programs.The IHS Loan Repayment Program (LRP) was created to support this mission by providing health professionals the financial freedom to fulfill your career goals. The IHS LRP awards up to $20,000 per year for the repayment of your qualified student loans in exchange for an initial two-year service obligation to practice full time at an Indian health program site. The National Health Service Corps Program(NHSC) is a competitive federal program. Students dedicated to practicing primary care in communities of greatest need can compete for educational scholarships. I was an NHSC Scholar and you can read more about that here. They also offer a generous loan repayment program in exchange for 2 years service in a designated healthcare shortage area (see the next section below). The Physician Assistant Foundation offers competitive scholarships for PA students who are currently attending an accredited PA program, are in the professional phase of the program and are student members of AAPA. Visit the Foundation web pages for a current application or see below. The United States Navy Health Services Collegiate Program is designed to providefinancial incentives for college students in designated health care professions while completing baccalaureate degree requirements. The U.S. Army Health Care team offers a three-year loan repayment program for any PA- C who wants to serve as an Army PA. PAs for Latino Health (PALH), a Caucus of the AAPA, offers a $500 scholarship to currently enrolled PA students each year. The Tennessee Physician Assistant Foundation awards the following scholarships each year at FallFest, TAPAs fall continuing medical education (CME) conference. Loans, Repayment Programs, and Consolidation Services The National Health Service Corps (NHSC) Loan Repayment Program is available to PAs in primary care or current students who plan to become primary care providers after graduation. You must agree to provide primary care services in a priority health professional shortage area for a minimum of two years. Public Service Loan Forgiveness Program:The Public Service Loan Forgiveness (PSLF) Program forgives the remaining balance on your Direct Loans after you have made 120 qualifying monthly payments under a qualifying repayment plan while working full-time for a qualifying employer. Physician assistants qualify. IMPORTANT: Loan forgiveness is an option after 10 years of payments, but it may not be an option if you refinance your loan during that period. So make sure you read the fine print! Sallie Mae Tuition Pay Plans provide quality, low-cost, innovative solutions to paying for education. Tuition Pay is an interest-free plan that lets you break down the large lump-sum payments due at the beginning of each semester into easy-to-manage installments. Common Bond: Ever wished your student loans could have a positive effect on society? Common Bond seeks to "reimagine finance based on our belief that business has a responsibility to further social good and promote welfare outside of its immediate customer base." Common Bond is unique in that they bring a 1-for-1 model to education through Social Promise. For every fully funded degree on the CommonBond platform, they fund the education of a student in need for one year through the nonprofit Pencils of Promise. They even fund a trip to Ghana with Pencils of Promise so that borrowers (and employees) can go and meet some of the children who the Social Promise has helped to fund. Insider's tip:Looking to refinance a loan? Magnify Money is awonderful website that lets you compare and contrast student loan options. Just beware that if you have federal loans, refinancing to private loans may result in losing protections like special repayment plans (such as the public loan forgiveness program) that can help you in a time of need. Make sure you can comfortably afford your new payments if you refinance. And take the time to get rates from several providers. AAPA Constituent Organization Scholarships The Physician Assistant Foundation offers competitive scholarships for PA students who are currently attending an accredited PA program, are in the professional phase of the program and are student members of AAPA. Visit the Foundation website for a current application. Here are some of their current offerings.The 16 PA students who were awarded scholarships during the 2016 application cycle are listedhere. Thefollowing scholarships will be awardedfor the 2017 cycle(click on the link under each to apply): PA Foundation Scholarship 9 to be awarded @ $1,000 each Open to all applicants who meet the general eligibility criteria listed above. Apply for PA Foundation Scholarship AAPA Past Presidents Scholarship 1 to be awarded@ $1,000 Awarded to studentswho demonstrate service leadership through their PA program or through a community health organization/project. Apply for AAPA Past Presidents Scholarship NCCPA Endowed Scholarship 2 to be awarded@ $2,000 each Awarded tounderrepresented minority studentsand/or those who areeconomically and/or educationally disadvantaged(see definitions of these criteriahere). Apply for NCCPA Endowed Scholarship AAPA Rural Health Caucus Scholarship and Ron Nelson Memorial Scholarship 3 to be awarded@ $2,000 each Awarded tostudents from a rural area who are committed to serving a rural community. Apply for AAPA Rural Health Caucus Scholarship/Ron Nelson Memorial Scholarship Ron Pace Memorial Scholarship 1 to be awarded@ $1,000 Awardedto a Florida-based studentwho is a veteran or the child/dependent of a veteran. Named in memory of Ron Pace, a Florida Academy of Physician Assistants past president and AAPA Outstanding PA of the Year Award recipient, who served in the U.S. Navy for 20 years. Apply for Ron Pace Memorial Scholarship Association of Physician Assistants in Oncology offers a $2,500 award for PA students. The award consists of two parts: $500 to help with travel to AAPA's Annual Conference to receive the award and $2,000 (unrestricted). Apply by March 1st. California Academy of Physician Assistants offers three annual student scholarships for student members. Apply online by December 31. Lesbian, Bisexual, and Gay Physician Assistant Caucus offer $1,000 grants for two PA students to attend AAPA's Annual Conference to help foster involvement and awareness of the caucus within the AAPA. Apply by January 15. Pennsylvania Society of Physician Assistants has six annual student leadership scholarships and three scholarships for students who choose to enter the writing competition. Apply online by June 30. Physician Assistant Academy of Vermont offers a scholarship of $1,000 and free attendance at the annual PAAV Winter CME Conference for PA students who are residents of Vermont. Apply by June 30. Physician Assistants in Orthopedic Surgery offers one or two $500 scholarships from the Susan Lindahl Memorial Scholarship Fund, established to encourage young PA students to enter the field of orthopedics. Apply by August 15. The Society of Army Physician Assistants honors the memory of Captain Sean P. Grimes, through the Captain Sean P. Grimes Physician Assistant Educational Scholarship Award. Apply by February 1st. The AAPA Veterans Caucus Scholarship seeks to recognize the achievements of an outstanding veteran of one of the seven branches of the Uniformed Services who is currently enrolled in a PA program. Note: Grants are similar to scholarships, and availability is based on resources and financial need. When you submit your FAFSA form, you will be considered for Pell Grants. Also, check your place of employment, organizations, and place of worship for any grants for which you may be eligible. Scholarships and Grants Awarded by the AAPA Student Academy Outstanding Student Society Description: This award recognizes three student societies for their outstanding service to the profession. How to apply: Download the Student Academy Outstanding Student Society Award application Award/Prize: $500 for each of the three top placing programs Additional details: All of these student societies documented their work in the following categories: public education and advocacy of the profession, public service, and outreach, promotion of the diversity and professional involvement. Seventy-five percent membership is required to participate in this award. Student Academy Travel Grant Awards Description: A $500 grant for AOR student society representatives and Student Academy selected HOD student delegates or alternates to minimize travel expenses to the annual conference. Eligibility Criteria: HOD students must be one of the selected students; all applicants should be members of AAPA How to apply: Download the Student Academy Travel Grant application Student Academy PA Student Mentor Award Description: This award recognizes a PA who has demonstrated exemplary service to PA students and has furthered the leadership, educational, and professional development of PA students. Eligibility Criteria: none specified How to apply or nominate someone: Download the Student Academy PA Student MentorAward application Student Academy PAragon Student Award Description: This award honors a PA student who has demonstrated exemplary service as a PA student. Eligibility Criteria: Need at least 5 applicants; student should be a member of AAPA How to apply or nominate someone: Download the Student Academy PAragon StudentAward application If you have any questions about these scholarships and grants, you can contact theStudent Academy Staff at the following email address: students@aapa.org. Unites States MilitaryService and Loan Repayment Programs National Guard Healthcare Bonuses and Loans Physician Assistants and Social Workers: $20,000 per year for a three-year contract $15,000 per year for a two-year contract $10,000 per year for a one-year contract National Guard Student Loan Repayment Program Must have 1 or more qualifying and disbursed Title IV federal loans State and private loans are ineligible for repayment PLUS loans are eligible Loans must be listed on the Department of Education National Student Loan Data System (NSLDS) aid summary website Must enlist for a minimum 6-year term of service Must enlist for a critical skills (CS) vacancy in the grade of E-4 or below Information: Payments will not exceed $50,000 with annual repayments not to exceed the maximum amount established by law Must enlist into a qualifying position in a MTOE or Medical TDA unit only Must score a minimum of 50 on the Armed Forces Qualifying Test (AFQT) Navy Clinical Care Provider To qualify for Active Duty employment consideration as a Physician Assistant in the Navy Medical Service Corps, you must meet these basic requirements: Be a U.S. citizen currently practicing in the U.S. Bachelor's degree from an accredited college or university Completion of a physician assistant education program approved by the Committee onAllied Health Education and Accreditation (CAHEA) Certification by the National Commission on Certification of Physician Assistants(NCCPA) Be willing to serve a minimum of three years of Active Duty Be between the ages of 18 and 41 Be in good physical condition and pass a full medical examination General qualifications may vary depending upon whether you intend to serve Active Duty or Reserve Duty and whether you are currently serving, have served before or have never served before. Commissioned Corps of the U.S Public health Services: The U.S. Public Health Service (USPHS) Commissioned Corps offers two excellent opportunities for students to serve their country while completing or continuing their education. If you are interested in a public health career:Internship/Externship Programand Unique Financial Assistance Program Army health Professions Scholarship Program Air Force Health Professionals Scholarship Who Gets the Most Financial Aid? You might think that the families who receive the most financial aid would be the families with the most need. In fact, this is not necessarily true. The people who receive the most aid are the people who best understand the aid process. Can I afford Not To Go To PA School? Can I afford to go to PA school? The question you should be asking is: can I afford not to go to PA school? If your goal is to become a PA, then the answer to this question is easy. The worst thing you can do is shy away from applying because you think you wont be able to afford it, and then live the rest of your life wondering, What if? When I applied to the Rutgers Physician Assistant Programand spoke with students at the open house, they explained that if I were to be acceptedthe program would do its best to ensure I got through financially. They were right. I may have borrowed a little more than I intended, but the money was available and after an initial setback I ended up with a highly coveted NHSC Scholarship. As you will soon find out, there are plenty of opportunities for loans, grants, scholarships, etc. It does, however, take a little work on your part. But since you have set your goals and youre focused, you are prepared for anything. References: AAPA Student Toolkit Paying for your Physician Assistant Education Trust Me, I'm a PA Student Bonus: The Today Show recently had a very good program about loan refinancing and avoiding debt. Take a look at the video here and review their 7 ways to stop loans from ruining your life. You may also like -2017 Physician Assistant Program Tuition and Cost Comparison Table 2017 Physician Assistant Program Tuition and Cost Comparison Tuition and cost data of resident andnonresidenttuition including length and duration of all US PA programs. Average Cost of PA School in 2017 Physician assistant []How to Go to PA School for Free: The NHSC and MeI am a National Health Service Corps Scholar and a Physician Assistant There are two types of us: Those who do loan repayment. Those who are part of the scholarship program. I was one of the lucky ones who had the privilege of []How Much Does it Cost to go to Physician Assistant (PA) School?So you are considering PA school? Great, now how are you going to pay for it? With the average undergraduate education debt prior to PA school at $36,300 and the average anticipateddebt load from PA school at $112,500 it's probably []

Life satisfaction across different cultures - Free Essay Example

Sample details Pages: 19 Words: 5779 Downloads: 9 Date added: 2017/06/26 Category Statistics Essay Did you like this example? ABSTRACT Defining culture by reference to deeply situated societal values and beliefs, this study makes three contributions to the growing field of satisfaction research: first, it tries to uncover the relationship between international students life satisfaction and cultural life satisfaction across different cultures; Second, it explores whether and to what extent a range of cultural values serve as important moderators of international students life satisfaction; Finally, it explains the Life Satisfaction differences between international students across five nations (India, Africa, China, United Kingdom and Turkey). A total of 100 international students from the University of Northampton participated in this study. Analysis of the present study is based on data from two surveys. Don’t waste time! Our writers will create an original "Life satisfaction across different cultures" essay for you Create order The first is the Dieners Satisfaction with Life Survey (SWL) to measure international students overall satisfaction with life across nations. The second is the cultural satisfaction survey which includes the six determinants of cultural factors: satisfaction in general, job, social relationships, health services, authority services and public safety. Using both Pearson and Partial correlation coefficient, statistical analysis showed that except for the General Satisfaction section p value is more than 0.05 (p0.05) for each of the subsections. In addition, hypothesis one showed that there is not any correlation between Life Satisfaction and Cultural Satisfaction amongst International Students. Therefore, null hypothesis is accepted. One-Way between subjects ANOVAs enables us to partially accept hypothesis 2, which states there will be a difference in CS between International Students from different countries. Statistical results of one-way ANOVAs also accepted Hypothesis 3, which stat es there will be a difference in LS between International Students from different nationalities as well. According to these results, Hypothesis 2 is partially accepted because four out of the six subsections of the CS (General and Job Satisfaction) showed these differences. These results show the importance of the cultural determinants of the social relationship, health, authority and public safety satisfaction play a particularly prominent role on individuals Life Satisfaction. Finally, based on the Dieners SWL (Diener et al, 1984) and cultural life satisfaction survey, the empirical results show that several cultural values are indeed very significant influences on individuals assessment of their life satisfaction. INTRODUCTION Psychological research during the past two decades has revealed cultural differences across a wide range of domains. These studies focus on several factors such as what are peoples desires, wants, and needs, and which life domains are decisive in an overall evaluation of living conditions? Does the quality of a society in which a person lives play a significant role? As a result most psychologists are now keenly aware that the way people in different cultures think, feel, and act are, in varying degrees, different. International students have in recent years come to constitute a large proportion of the world-wide student body in higher learning institutions. There are hardly any countries that are unaffected by the presence of international students in its institutions of higher learning, or the pressure to send some of its own students to study abroad (Paige, 1990). Current estimates suggest that up to 1 million students annually study in countries other than their own (Open Doors, 1996/97). One rationale behind the increasing number of international students is the assumption that students can serve both as cultural ambassadors and resources (Klineberg, 1970; Mestenhauser, 1983; Paige, 1990), and as links between cultures (Eide, 1970). It has also been assumed that these cultural links could help reduce inter-group tension, prejudice, hostility and discriminatory behaviour, and to help increase international understanding and co-operation (Amir, 1969; Baron and Bachman, 1987; Fulbright, 1976) . These assumptions, however, have not always been supported. On the contrary mental health problems such as depression, psychosomatic complaints, anxiety and paranoid reactions (Jou and Fukada, 1997a and b; Sam and Eide, 1991; Ward, 1967; Ying and Liese, 1991) have been suggested to characterise international students. These are in addition to socio-cultural problems (e.g., language difficulties, difficulties in negotiating day-to-day social activities and, racial and ethnic discrimination) (Furnham and Bochner, 1982; Kagan and Cohen, 1990; Ward and Kennedy, 1993) and academic problems such as failure (Aich, 1963; Barker et al., 1991) have been documented as characterising international students overseas sojourn. Life Satisfacion (LS) has been defined as a global evaluation by the person of his or her life (Pavot et al., 1991, p. 150), and has been identified as a key aspect of quality of life and Subjective Well Being (SWB) (Mannel and Dupuis 1996). SWB is a way of defining a good life, and is often referred to as happiness. People who experience abundant SWB have many pleasures and few pains, and they feel satisfied with their lives (Diener, 2000). Satisfaction also refers to the cognitive/judgemental aspects of SWB (Neto, 1995). Diener and his colleagues (1999) argued that, SWB and happiness, has both an affective (i.e., emotional) and a cognitive (i.e., judgmental) component. The affective component consists of how frequently an individual reports experiencing positive and negative effects. In addition to this, previous research (Diener et al., 1999) has found college students consider happiness and LS to be extremely important, and there is evidence that increased LS impacts upon academi c performance in college students (Rode et al., 2005). Research has shown that increased LS and happiness may be related to goal progression (Emmons, 1986), close social relationships (Myers, 2000), and being involved in flow activities (Csikszentmihalyi, 1997). Moreover, Veenhoven (1991) uses the definition of LS as the degree to which an individual judges the overall quality of his life as a whole favourably. (1991: 10). This idea emphasises satisfaction with ones life, implies contentment with or acceptance of ones life circumstances, or the fulfilment of ones wants and needs for ones life as a whole. Furthermore, the need satisfaction model (Maslow, 1970; McClelland, 1961) and the spill over (Diener, 1984;Wilensky, 1960) theories provide useful frameworks to conceptualise the processes that underlie happiness in a life domain. The basic premise of the need satisfaction model is that people have basic needs they seek to fulfil in each life domain. Individuals derive satisfaction in a particular life domain when events and experience related to that domain fulfil their needs. Therefore, this model seems to suggest that people who are successful in satisfying their needs are likely to enjoy greater SWB than those who are less successful. For example, a person reports high satisfaction of her health life domain based on positive experiences concerning health-related activities such as a healthy diet, regular exercise and attention to medical needs. Moreover, the spill over theories of quality of life are viewed as having two broad types; bottom-up and top-down theories. Firstly, bott om-up theories assume that LS is a summary evaluation of aspects of ones life. For example, one is satisfied with life because one has good social relationships, enough money, weight under control, and an interesting job (Choi et al., 2007; George and Landerman, 1984; Larsen, 1978). Secondly, top-down theories assume that LS is due to personality influences. For example, a neurotic individual is more dissatisfied in general with his or her job, social relationships, weight, and income in particular ( Shepard, 1974; Kremer and Harpaz, 1982). Although there may be some agreement about the important qualities of the good life, with considerations like health and successful relationships, each individual assigns different values to these factors (Diener et al., 1985). Each person has his or her own values, criteria, and basis for evaluation. Furthermore, considerable research effort has been devoted to the study of adults perception of the quality of their lives, including LS judgements. LS research is supported by the variety of measures appropriate for adults, such as the Satisfaction with Life Scale (Diener et al., 1985; Pavot and Diener, 1993), Quality of Life Inventory (Frisch et al., 1992), Life Satisfaction Index (Neugarten et al., 1961), and the Salamon-Conte LS in the Elderly Scale (Salamon and Conte, 1984). Several studies have been carried out regarding LS and the results of these studies emphasise that LS is related to different factors. A great deal of psychological research has explored the sources of peoples LS. Due to variation in the characteristics of the included samples such as age, gender or culture questions which are commonly found in questionnaires as well as included indicators, different factors have been found to be associated with LS. Campbell (1981) indicates that there are at least 12 domains involved in contributing to LS. These are health, finances, family relations, paid employment, friendships, housing, living partner, recreational activity, religion, self-esteem, transportation, and education (Campbell, 1981). Specific cultural and social factors also have been found to play an important role in determining LS and happiness (Triandis, 2000). LS is used worldwide in research including adults, young people, students, older people etc. (Baiyewu and Jegede 1992; H illeras et al. 2001b,Neugarten et al. 1961; Vitterso et al. 2002; Wood et al. 1969) and is supposed to be a useful outcome variable in different countries. Cultural context is an important element that influences an individuals cognitive evaluation of ones life. Culture affects people in a variety of basic psychological domains, including self-concept, attribution and reasoning, interpersonal communication, negotiation, intergroup relations, and psychological well-being (Brewer Chen, 2007; Fiske et al., 1998; Markus Kitayama, 1991; Oyserman et al., 2002). Sociologists and social psychologists are interested in socio-demographic patterns that emerge when people evaluate their overall living conditions (Veenhoven 1984; Argyle 1999; Headey and Wearing 1992; Hagerty et al. 2000; Glatzer and Zapf 1984). However, socio-demographic factors account for less than 20% of the variance of SWB, a finding confirmed in several studies (Campbell et al. 1976; Andrews and Withey 1976; Diener and Suh 1997). Many efforts have been made to analyse determinants of LS and researchers from several disciplines illuminate this subject from different perspectiv es. The study revealed that the standard of living, access to employment, job satisfaction, marriage, social relationships, social networks, and health were the most decisive factors when explaining variations in LS within countries. Previous research also indicate that these factors have a positive impact on individuals LS (Diener et al. 1999) with results also showing that individuals with high LS have such benefits including physical health, mental health, good interpersonal relationships, and educational and vocational success (Frisch, 2000; Park, 2003, 2004; Veenhoven, 1989). More recently, economists have shown an interest in explaining LS outcomes with respect to reported SWB as a proxy for individual utility. They primarily focus on cross-country comparisons, the question of marginal utility of income, and the relationship between absolute and relative levels of income on SWB (Frey and Stutzer 2002a, b; Oswald 1997; Layard 2005). Moreover, LS differs a great deal between individuals and between European countries. The previous study within the enlarged European Union shows average LS in 2003, measured on a scale from 1 (very dissatisfied) to 10 (very satisfied), ranged from 8.38 in Denmark to 4.41 in Bulgaria. In every country high income goes hand in hand with higher LS scores. However, poor people in Denmark are nevertheless more satisfied than rich people in Bulgaria. The large differences in the overall level of LS between old and new member states have so far been explained with reference to the level of economic prosperity in each country (Fahey and Smyth 2004). Moreover, several studies have pointed out that poorer countries tend to possess lower LS than richer ones. To support this idea, Leelakulthanit and Day (1993) compared the LS scores of Americans and Thais. The results showed that Americans were more satisfied with their lives than Thais. Similarly, Diener et al., (1995) investigated LS among American, Korean, and Chinese college students. The results of the study illustrated that American college students scored more highly on LS, positive feelings and influential factors (e.g., income and wealth of the countries) than both Chinese and Korean college students. The results of these studies emphasized that the countries with high qualities (such as income, wealth, education) have higher LS scores than the countries who have low quality of standards . Conversely, Heady et al. (2004) instead analysed household panel data for five countries and found the happiness measure to be considerably more affected by economic fac tors than found in most of the earlier literature. The economic factors in the study include wealth and consumption expenditures and among the findings are that wealth has a stronger impact on happiness than income and that non-durable consumption expenditures are as important for happiness as income. Recent cross-country studies have therefore returned to this issue, questioning the insignificance of economic factors, which led to a heated debate in Social Science Indicators between Richard Easterlin, who defended the standard conclusion that average income does not matter, and Michael Hagerty and Ruud Veenhoven, who opposed this and argued that positive happiness trends in most nations were caused by income growth (Hagerty and Veenhoven 2003; Easterlin 2005; Veenhoven and Hagerty 2006). Moreover, a number of previous studies exposed evidence about health playing a critical role in overall LS. In fact, health has long been viewed as one of the major factors to LS as previous studies have found that health plays a crucial role on individuals LS (Linn et al., 1988; Michalos, Zumbo, Hubley, 2000; Okun et al., 1984; Parkerson, Broadhead, Tse, 1990). Additionally, a number of previous studies have examined the relationship between LS and health factors such as obesity, alcohol use, suicidal thoughts, physical activity, stress, and academic performance in different populations. For example, the study of the Moum (1996) found that people who score high on LS measures are less likely to attempt suicide. Lewinsohn et al., (1991) also pointed out that people who score high on LS are less likely to become depressed in the future . Several researches have also examined that LS is related to healthy behaviours in a number of different populations (Kelly, 2004; Rudolf Watts, 20 02; Valois, Zullig, Huebner, Drane, 2004b). To support this idea, Statistics Canada Web Site (2009), found that Canadians LS was related to their health. The statistics showed that people who were satisfied with their lives reported that their health was excellent (62.5%) and only 8.4% of people who were satisfied with life reported poor health. Conversely, of those people who were not satisfied with their lives, 54.2% reported that their health was poor. As a result, this study found that weak levels of health are directly related to low levels of satisfaction with life, low levels of morality, and low levels of satisfaction. This study also stresses that public health provisions have an important role on the improvements of individuals quality of life. For example, Life expectancy in France or Germany has risen sharply. However, this improvement is not due to high-technology. These countries attach importance to improve the quality of health in urban sanitation. The main aim here is relatively low-cost treatment (for example; antibiotics for childrens ear infections) (Deaton, 2008). From the past to the present, a great deal of psychological research has explored the sources of peoples LS. These sources include ones overall wealth, whether one is single or married, male or female (Gold et al., 2002; Murtagh Hubert, 2004), or young or old (Diener, 1984; Mercier et al., 1998; Prenda Lachman, 2001) A few studies have investigated international undergraduate students Satisfaction with Life (SWL) in the pattern of culture associates. Definition of the SWL emphasises the individuals own Quality of Life (QoL) based on their selected standards (Shin and Johnson, 1978). Each individuals decisions about their own particular criteria of their QoL can help them to judge and establish their own SWL (Diener et al., 1985). This shows that ones SWL is not a universally determined criteria of QoL, because each individual is judging their SWL by their own evaluation of the QoL. This is one of the important reasons to focus on people of diverse ethnic background and their differ ent values and perceptions of what may characterise the good life (Diener et al., 1985). Another important reason to study SWL and Culture across different nations is based on cultural factors (such as ones quality of life) that play an important role on individuals happiness. Veenhoven (1991) found that living in an economically prosperous country where freedom and democracy are respected; political stability; being a part of a majority rather than a minority; being toward the top of the social ladder; being married and having good relationships with family and friends; being mentally and physically healthy; being active and open minded; feeling in control of ones life; having aspirations in social and moral matters rather than money-making and being politically conservative are significantly related with individuals happiness rather than unhappiness. Moreover, other researchers have established that individuals from different cultures have different levels of economic and social satisfactions with their Jobs. For example, people who have the same jobs but who live in different countries might have different levels of job satisfaction because of cultural influences (Cranny et al., 1992; Gallie Russell, 1998). This signifies that both economic (money) and social (interest) satisfaction with work, such as individuals quality of their working styles, experiences and achievements, is another very important component of individuals overall SWL (Frijters et al., 2003; Kraft 2000). Furthermore, health is a subjective phenomenon manifested as the experience of wellness/illness based on individuals evaluations of how they are feeling and doing. There are variety of factors on an individuals health satisfaction which have been related to their LS such as weight (Ball et al., 2004), alcohol use (Murphy et al., 2005), stress (Schnohr et al., 2005), and physical activity (Valois, Zullig, Huebner, Drane, 2004b) These have been shown to be related to life satisfaction in different populations. The relationship between LS and various aspects of perceived health has been investigated in different nations because in different cultures people have different health institutions and services which can affect both their QoL and SWL. Previous researchers found that there is a positive relationship between subjective health and LS (Arrindell et al., 1999; Lohr et al., 1988; Rapkin Fischer, 1992; Willits Crider, 1988). The information above supports that to study both SWL and culture have been useful in illuminating how individuals differ in their SWL from different nations and the role of culture. A Number of studies emphasize that culture affects individuals from several basic psychological domains. For example, attribution and reasoning, intergroup relations, interpersonal communication, self-concept, negotiation, and psychological well-being (Brewer Chen, 2007; Fiske et al., 1998; Lehman et al., 2004; Markus Kitayama, 1991; Oyserman et al., 2002). From the theory and research presented in this review, it can be seen that cultural factors are the integrative parts of the LS. According to this, this study will focus on the Culture and LS amongst international students to see whether culture plays an important role on the undergraduate students LS from five different cultures. The specific aims of the study are three-fold. Firstly, it determines whether there is a relationship between international students LS and CS amongst five different countries. Secondly, it specifies whether the international students have differences in CS in general factors (i.e. quality of services/ city/life etc.), social relationships, job satisfaction, health, authority and public safety across five different countries. Thirdly, it explores whether there is an LS difference between International Students from five different countries which are China, India, UK, Turkey and Nigeria. In this study, I will focus on more cross-cultural phenomenon of the st udents satisfaction as well as its link with cross-cultural differences in the bases of LS (Schimmack et al., 2002; Suh et al., 1998) and provide tests of an empirically supported explanation for the differences. When people construct judgments about their overall LS, different cultural members place relative emphasis on different aspects of life. Therefore the hypotheses for this study are: There will be correlation between LS and CS amongst International Students from five different countries . There will be a difference in CS between International Students from five different countries There will be a difference in LS between International Students from five different countries. METHOD SECTION Participants A total of 100 students from the University of Northampton (UCN) in Northampton participated in the study. The sample for the current study comprised of 100 students, with twenty participants from each of the five nations India, Africa, China, United Kingdom and Turkey. Participants were selected from these five countries because many students from these countries came across to study in the University of Northampton. All participants were more than 18 years of age. Both males and females between the ages of 18-25 were selected. Each participant was required to complete both Questionnaire Section A of Life Satisfaction and Section B of the Cultural Satisfaction (see Appendix 2). All student participation was voluntary. Apparatus/Measurements The measures for the study were either taken directly or with modification from existing scales as described below. With the exception of the Satisfaction With Life Scale, all the items reported here were answered on a 5-point Likert Scale. Life Satisfaction : Global life satisfaction was measured by the Satisfaction With Life Scale (Diener, Emmons, Larsen, Griffin, 1985) to measure the life satisfaction of the international undergraduate students. The SWLS is a five-item inventory with a 7-point scale. The five items used to measure satisfaction with life are : (a) In most ways my life is close to ideal; (b) The conditions of my life are excellent; (c) I am satisfied with my life; (d) So far I have gotten the important things I want in life; and (e) If I could live my life over, I would change almost nothing. Participants respond to each item on a 7-point scale ranging from 1 (strongly disagree) to 7 (strongly agree), yielding a possible total score ranging from 5 to 35 (see appendix 2). Satisfaction With Culture: Participants cultural life satisfaction was measured by questions both from Quality of Life Satisfaction Survey (2003) (QLS) (cited in Delhey, 2004) and the 2006 General User Satisfaction Survey (GUSS) (Torbay Council, 2006). Researcher also prepared some of the questions. The Satisfaction with Culture survey is a 70-item Likert scale designed to measure international students cultural satisfaction within six cultural life domains: general, social relationships, job satisfaction, health perception, authority and public safety were considered important influences on individuals life satisfaction. Participants respond to each item on a 5-point scale ranging from 1 (strongly disagree) to 5 (strongly agree) (see appendix 2). General : The general questions about the cultural life satisfaction, which consists of twenty-three out of the 70 items, was added to the beginning of the Cultural life satisfaction scale in order to measure general life satisfaction about the cultural factors. The researcher also prepared the questions from 1 to 19. However, questions 20 to 23 from the general section were obtained from QLS. Students were expected to respond to each item based on a five-point Likert scale from strongly disagree to strongly agree. Examples of items are It is a good place to live, overall quality of life in the city, water quality, noise etc. However, nine items were measured on an ordinal scale that assessed satisfaction with current state of general services (e.g. health services, public transport, education system etc.). Participants again respond to each item on a 5-point scale ranging from 1 (poor) to 5 (very high). Higher values indicate higher LS. Social Relationships : To achieve a high level of joy and happiness in life, people must be socially involved with people. This involves getting along well with others, having friends and companions, and offering help to those who need it. This part evaluates international students social relationships in their home countries through sixteen items. However, five questions about the tensions between different groups were obtained from QLS. Scoring goes from 1 to 5, where 1 corresponds to the answer Very many tensions and 5 to No tension at all. Moreover, eleven questions consisted of general problems about parents, children, teenagers etc. These eleven questions were also prepared by the Researcher. Statements such as parents not taking responsibility for the behaviour of their children, noisy neighbours or loud parties and people being attacked because of their skin colour, ethnic origin or religion etc. The items were also based on a 5-point Likert scale ranging from 1 (a very big p roblem) to 5 (not a problem at all). Job Satisfaction: In this section questions asked students to evaluate their overall Job satisfaction and financial situation. Questions in the Job Satisfaction section were adapted from QLS. A list of seven items was constructed to measure the job satisfaction variable. Items were presented on a 5- point Likert scale ranging from strongly agree to strongly disagree. Items included My work is dull and boring , I am well paid, and My job offers good prospects for career advancement etc. Health Perception : The health perception variable was measured on a Likert scale that assessed satisfaction with current state of health services in international students countries. This section consisted of eight items. Questions 1 to 4 from the health section were obtained from QLS. However, questions from 5 to 8 were obtained from GUSS. Items were presented on a 5-point Likert scale ranging from very satisfied to very dissatisfied where 1 corresponds to the answer very dissatisfied and 5 to very satisfied, and included statements such as waiting time to see doctor on day of appointment, Quality of Hospitals and Deal with patients etc. Authority: The authority section consists of seven items. Question 1 and 7 from the authority section were adapted from GUSS . Also, questions 2 to 6 were prepared by the researcher . The items were rated on a 5-point Likert scale, and included statements such as how satisfied or dissatisfied you are with each of the following services provided or supported by your country City Council such as; Sports/leisure facilities and events, libraries, museum, galleries, theatre etc. Scoring goes from 1 to 5, where 1 corresponds to the answer strongly disagree and 5 to strongly agree. Public Safety: Public safety questions about the cultural life satisfaction, which consists of nine items. Questions in the Public Safety section were prepared by the researcher. Questions include how safe do you feel walking in your neighbourhood during the day? and how safe do you feel walking in your neighbourhood after dark? etc. The responses were based on a 5-point Likert scale ranging from very unsafe to very safe, and 1 (strongly disagree) to 5 (strongly agree). Procedure Before the experiment participants were asked to read the standardised instructions (see appendix 3 ) and to give their consent verbally. According to the standardised instructions, participants were fully informed what the study was going to investigate. The standard instructions informed the students of the purpose of the study; that participation was voluntary and the responses were going to be treated confidentially. Also, it explained the details of what participants would have to do and were allowed to ask any questions. Experimenters informed the participants that the aim of the study was to investigate whether there is a relation between participants general life satisfaction and cultural life satisfaction. By giving their consent to taking part in the study, they were agreeing to be involved in this study and were then asked to sign the consent form (see appendix 4) and read the brief (see appendix 4). After that, participants were asked to fill in the questionnaire. The que stionnaire consisted of two sections; section A and section B. Section A was about the Satisfaction with Life Scale (SWLS; Diener et al., 1985) to measure life satisfaction. The scale comprises of five-items and the responses were made on a 7-point agree-disagree Likert scale (Diener et al., 1985). On the other hand, section B was about cultural life satisfaction (Questions were obtained from QoL). The Satisfaction with Culture survey is a 70-item Likert scale and was designed to measure international students cultural satisfaction. The scale provides scores for six dimensions namely for the participants satisfaction with their nations. The six sections of the cultural satisfaction are: general, social relationships, job satisfaction, health perception, authority and public safety considered important on individuals cultural life satisfaction. According to participants responses, negative scores indicate dissatisfaction, whereas positive scores indicate satisfaction of the specific domain for the individuals life satisfaction. In this experiment, participants were not timed. Therefore, all the participants had the same life satisfaction and cultural satisfaction scale. Participants were also aware that they were allowed to withdraw at anytime without giving reason. After the experiment, the experimenter gave the participants a cue sheet which consisted of a brief explanation of what the study was about and the experimenters e-mail address (see appendix 5). Also, each Life satisfaction scale had the participant number recorded on the top of the paper so, if the participants changed their minds and wanted to retract their results from the study, they could email the experimenter and give their paper number by 01-01-2010. Also, participants were allowed to ask any questions. There was no deception of the participants in this study. Finally, no personal data was requested. As a result, the participants were anonymous . Questionnaires will be kept confidential and securely kept in the locked answers cupboard. Design This study was performed to determine the relation between culture and life satisfaction. The dependent variable of the study was the life satisfaction and the independent variable was culture. In this experiment, participants were sampled around the university campus and each participant received only one questionnaire. All experimenters rated using the same grading criteria. In this experiment, participants used to conduct this study were divided into five groups. These groups were formed according to the students nations which were China, India, UK, Turkey and Nigeria (Africa). Ethics A standard ethics form was completed prior to the study (see appendix 1) and approved by the ethical committee of the University of Northampton. The participants were asked for their consent prior to taking part in the study. Once they had read the standardised instructions (see appendix 3) and the participants were also given the chance to ask any questions. After this, participants were asked to sign their consent (see appendix 4). By giving their consent to taking part in the study, they were agreeing to be involved and to follow the instructions from the study. There was no deception to the participants in this study. They were fully informed of what the study was investigating and what they would have to do. The participants were also given the chance to withdraw at any point while they were taking part. They could also have their data removed. This is essential as the participants need to feel at ease and should not be held against their will. They were informed of this on the standardised instructions (see appendix 3 and 4). To ensure that the participants were comfortable and understood the study that they were taking part in, they were debriefed. This was done both verbally after the study had concluded to give the participant a chance to ask any questions and given a handout which they could keep for reference. This also included a contact email address (see appendix 5). The questionnaires that were completed by the participants involved them answering some questions that, unless they were assured of confidentiality, they may not have wanted to answer. In this study, this is done by there being no personal data requested that could link the participant to the data and researcher keeping the data safe. By taking part in a psychological experiment, some people may be affected and this is why there was a contact email on the debrief for the participants (see appendix 5). There had also been no personal data requested; therefore, the participants could no t be contacted or found even if there was a leak in confidentiality. RESULTS Descriptive Statistics were used to summarize the main features of a collection of this studys data in quantitative terms to see the differences between International Students Life Satisfaction (LS) scores from five different nations (India, China, UK, Turkey and Nigeria). A Pearsons r product moment correlation coefficient test was carried out to test if the correlation between Life Satisfaction and the six subsections of the Cultural Satisfaction (General, Social Relationship, Job, Health, Authority and Public Safety Satisfaction) were statistically significant or not with data at interval/ratio level. Partial correlation also used for International Students from five different nations to describe the association between LS and the six subsections of the Cultural Satisfaction (CS) whilst taking away the effects of nationality on this relationship. An analysis of One-Way between subjects ANOVA was also used to see whether international students from five different nations differed i n any six subsections of the CS. A Post-Hoc Tukey test, which is generally used in conjunction with an ANOVA, was also carried out to see whether each nations mean differences between the six aspects of the CS were significantly different from one another. Descriptive Statistics In this study, descriptive statistics are used to describe the main features of a collection of data in quantitative such as mean, median, standard deviation that summarize and interpret some of the properties of a set of data. The participants score from the Life Satisfaction (LS) questions on the LS survey, were collected and entered into SPSS. (see appendix 6). Descriptive statistics were calculated for each of the five nations to obtain the mean scores of Life Satisfaction. Descriptive statistics for five countries are presented in Table 1 below. The descriptive statistics showed that Turkish (Mean= 5.70, SD=0.92) and UK (Mean=5.15, SD= 1.46) students reported the highest life satisfaction scores, and these groups in turn reported higher mean life satisfaction scores than Indian students (Mean=4.40, SD=1.18), Chinese students (Mean=4.75, SD=1.11) and Nigerian students (Mean=4.85, SD=1.22). Indian (Mean= 4.40) and Chinese (Mean=4.75) students were the least satisfied with life. Descriptive statistics also show that Indian students reported the lowest mean scores; these students were less satisfied with their life satisfaction than students from the other four countries. Moreover, it is obvious that Turkish students were the most satisfied with their life satisfaction than the other four countries. Pearsons (r) product moment correlation coeffient In order to test the hypothesis 1, that there will be correlation between Life Satisfaction (LS) and Cultural Satisfaction (CS) amongst International Students from five different countries, a Pearsons (r) product moment correlation coefficient tests (calculations obtained from the SPSS program is shown in Appendix 6) was used to find strength of the correlation between Life Satisfaction and the six aspects of the cultural satisfaction with data at interval/ratio level (see Table 2). Pearsons correlation coefficients results showed that there was no statistically significant correlations between Life Satisfaction and any other subsections of the Cultural Satisfaction because P value is more than 0.05 (p0.05) for each of the subsections. Results from both Pearsons and Partial correlation coefficient indicates that we accept the null hypothesis which is there is not any correlation between LS and CS amongst International Students. One-way between subjects ANOVA test An analysis of the data using One-way between subjects ANOVA was carried out to see whether there were differences in any subsections of the cultural satisfaction (CS) across the five nations (see appendix 6 for calculations). Seven one-way ANOVAs were conducted between the international students from five nationalities (India, China, UK, Turkey, and Nigeria) and subsections (general, social relationships, job, health, authority and public safety satisfaction) of the CS domains. Results can be seen in table 4. A one-way between subjects ANOVA was conducted to compare the international students scores from five different nations (India, China, Turkey, UK, Nigeria) to see whether there were differences in Life Satisfaction (LS) and each of the cultural satisfaction variables, which are general satisfaction, social relationship satisfaction, job satisfaction, health satisfaction, authority satisfaction and public safety satisfaction. One-way ANOVA found a statistically significant difference in the level of LS in relation to the four aspects of social relationship satisfaction (F(4,95)= 2.89, p

Urban Areas Of Chin A Large Portion Of A Population

In many areas of the world, the increase of population always caused an issue with adequate housing. While some countries do better than others at controlling the situation, there is always a percentage of people that live in the slums. About 55.6% of the population in China are currently living in the urban areas which is fairly good in a country such as China, compared to the 18.3% in 1982.1 However the rate of urbanization is at a rate of 3.01%, which is a fairly high rate as compared to the world.32With over 44.4% of China’s population not living in an urbanized area, rises the question of how to quickly and effectively move the slum population into adequate housing. Many questions arise from urbanizing a large portion of a population such as, how can China manage its population, how can China decrease the social barrier between the slums and urban areas, and lastly what classifies as adequate housing? China has already implemented some population restrictions upon its in inhabitants. The one child policy is put in place order to control the Chinese population of the country meaning less people to house in the future. It is proven effective by at least preventing 400 million births in 1980.3 This comes with a drawback of putting more pressure on the China’s economic future with the ratio of the elderly to the working force increasing. Ultimately cutting almost 400 million future workers, it puts a heavy strain on. With one child per household, it is effectivelyShow MoreRelatedExperiencing Urbanization Via Life Story Method1734 Words   |  7 PagesUrbanization of lands in China have had a prominent effect on the lives of its people, including the inhabitants of both the peripheral and central cities throughout the country. 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Where the wild things are free essay sample

â€Å"Forget every sugary kid-stuff cliche Hollywood shoves at you. The defiantly untamed Where the Wild Things Are is a raw and exuberant mind-meld between Maurice Sendak, the Caldecott Medal winner who wrote and illustrated the classic 1963 book, and Spike Jonze, the Oscar-nominated director (Being John Malkovich, Adaptation) who honors the explosive feelings of childhood by creating a visual and emotional tour de force. The movie barrels out at you like a nine-year-old boy filled to bursting with joys, fears and furies he cant articulate. † (Travers, Peter) At the beginning of the film Max the main character is trying to get the attention of his sister who is on the phone with someone not paying any attention to him. After some time Max sees his sister again this time outside in the snow, Max immediately goes into his igloo he has built and rolls up a couple snow balls. Max then gets into a snowball fight with her and her friends; he is soon out-numbered so he decides to take shelter inside his igloo. While inside Max is safe for a little bit, but one of his sister’s friends jumps on top of his igloo caving it in on top of Max. Jonze uses a close up angle during this scene to show what it would have been like inside the caved in igloo. Max soon emerges very upset, soon after he goes into his sister’s room and makes a mess inside. Later Max makes a fort up in his room and wants his mother to come inside and join him but she is busy with her boyfriend. Being ignored doesn’t sit well with Max so he goes down to the kitchen and demands her to come upstairs and play with him. His mother then yells at Max telling him to go to his room, Max reacts by yelling â€Å"I hate you, I’ll eat you up† then runs off into the street. Jonze has the camera shooting straight at the face of Max when he is running instead of following him showing Max’s emotions while running away. Max soon finds a boat and decides to sail away after some time at sea he arrives on an island whose inhabitants are not of the human species. Spike Jonze uses setting and characters in his film adaptation of Where the Wild Things Are to show how Max uses his imagination to control aspects of his real life that he cannot control. (Jonze) Setting is extremely important in this film as it is directly associated with Max’s emotions. In the beginning Max is in his house trying to get the attention of his sister who talking on the phone to someone the viewer over hears her replying to her friends invite saying â€Å"no I can’t this weekend I am supposed to go to my dad’s†. This lets the viewer know that Max’s parents are divorced. When Max is sad the setting is sad and unsettling when Max is happy the setting is happy. One example is when Max is at sea on his way to the wild things the sea is rough and stormy. In the movie it seems Max actually travels across the sea but this is actually what is in his head, thus Max being sad or upset will make the weather or surrounds unfriendly. Another example of Max’s influence on the setting is when he is with the wild thing’s and the main wild thing Carol is mad at Max for not making everything better their surrounding are unfriendly, pitch black with a fire glaring in the background. The same thing goes for when Max is happy also when he first becomes friends with the wild things they romp around in the forest knocking down trees and then take a nap all piled up on top of each other. All while this goes on it is very sunny and their surroundings are friendly. Characters are equally important to this film as they carry the most important points the film is making. Max the main character of the movie is an imaginative lonely kid who sometimes lets his emotions get the better of him. This is shown in two different places, one after he feels betrayed by his sister and he tears up her room. Another is when his mother is ignoring him when he is asking her to play with him his reaction was to bite her and run off. Max’s character is dynamic as he changes and grows throughout the movie. After spending time with the main wild thing Max realizes his shortcomings. â€Å"The central relationship on the island is between Max and the giant Carol (whose voice is provided by James Gandolfini). Carol, for lack of a better term, represents Maxs soul: a need for friendship and unconditional love coupled with the capacity for destruction. By coming to terms with Carol, Max learns to understand himself and, most importantly, the trauma he has been causing his mother. † (Berardenilli, James) Carol is a direct representation of Max so he goes through the same conflicts that Max does one being KW â€Å"who represents the aspect of Max we see early in the movie when he feels betrayed by his sister who chooses her friends over him†. KW is separate from the group because she spends time with her new friends’ two owls. Another character that is directly related to Max’s real life is Judith who is stern and protective. Her character can be related to Max’s mother who had just yelled at him so Max’s first reaction of her would be that she was mean. Finally there is a wild thing representing his dad, the upright bull with people feet. The character plays a small part only having one line, and is always standing off in the distance. This character is relevant because Max takes notice of him curious and afraid wanting to spend time with this wild thing. In the film Max’s father is not pictured but is mentioned by his sister, explaining the distance of the wild thing. Spike Jonze’s use of setting and character to show how Max uses his imagination to deal with his reality. Is the making for a great film that shows â€Å"the explosive feelings of childhood by creating a visual and emotional tour de force. † Bringing in such dynamics to the characters and setting made this movie great and showed how the imagination of a young child can be magical.