The Importance of Jade in Precolumbian America

The Importance of Jade in Precolumbian America Jade occurs naturally in very few places in the world, although the term jade has been often used to describe a variety of minerals used since ancient times to produce luxury items in many different regions of the world, such as China, Korea, Japan, New Zealand, Neolithic Europe, and Mesoamerica. The term jade should be properly applied to only two minerals: nephrite and jadeite. Nephrite is a calcium and magnesium silicate  and can be found in a variety of colors, from translucent white, to yellow, and all shades of green. Nephrite doesn’t occur naturally in Mesoamerica. Jadeite, a sodium and aluminum silicate, is a hard and highly translucent stone whose color ranges from blue-green to apple green. Sources of Jade in Mesoamerica The only source of jadeite known so far in Mesoamerica is the Motagua River valley in Guatemala. Mesoamericanists debate over whether the Motagua river was the only source  or ancient peoples of Mesoamerica used multiple sources of the precious stone. Possible sources under study are the Rio Balsas basin in Mexico  and the Santa Elena region in Costa Rica. Pre-Columbian archaeologists working on jade, distinguish between â€Å"geological† and â€Å"social† jade. The first term indicates the actual jadeite, whereas â€Å"social† jade indicates other, similar greenstones, such as quartz and serpentine which were not as rare as jadeite but were similar in color and therefore fulfilled the same social function. Cultural Importance of Jade Jade was especially appreciated by Mesoamerican and Lower Central American people because of its green color. This stone was associated with water, and vegetation, especially young, maturing corn. For this reason, it was also related to life and death. Olmec, Maya, Aztec and Costa Rican elites particularly appreciated jade carvings and artifacts and commissioned elegant pieces from skillful artisans. Jade was traded and exchanged among elite members as a luxury item all over the pre-Hispanic American world. It was replaced by gold very late in time in Mesoamerica, and around 500 AD in Costa Rica and Lower Central America. In these locations, frequent contacts with South America made gold more easily available. Jade artifacts are often found in elite burial contexts, as personal adornments or accompanying objects. Sometimes a jade bead was placed within the mouth of the deceased. Jade objects are also found in dedicatory offerings for the construction or ritual termination of public buildings, as well as in more private residential contexts. Ancient Jade Artifacts In the Formative period, the Olmec of the Gulf Coast were among the first Mesoamerican people to shape jade into votive celts, axes, and bloodletting tools around 1200-1000 BC. The Maya achieved master levels of jade carving. Maya artisans used drawing cords, harder minerals, and water as abrasive tools to work the stone. Holes were made in jade objects with bone and wood drills, and finer incisions were often added at the end. Jade objects varied in size and shapes and included necklaces, pendants, pectorals, ear ornaments, beads, mosaic masks, vessels, rings, and statues. Among the most famous jade artifacts from the Maya region, we can include funeral masks and vessels from Tikal, and Pakal’s funeral mask and jewels from the Temple of the Inscriptions at Palenque. Other burial offerings and dedication caches have been found at major Maya sites, such as Copan, Cerros, and Calakmul. During the Postclassic period, the use of jade dropped dramatically in the Maya area. Jade carvings are rare, with the notable exception of the pieces dredged out of the Sacred Cenote at Chichà ©n Itz. Among Aztec nobility, jade jewelry was the most valuable luxury: partly because of its rarity, since it had to be imported from the tropical lowlands, and partly because of its symbolism linked to water, fertility, ​and preciousness. For this reason, jade was one of the most valuable tribute item collected by the Aztec Triple Alliance. Jade in Southeastern Mesoamerica and Lower Central America Southeastern Mesoamerica and Lower Central America were other important regions of the distribution of jade artifacts. In the Costa Rican regions of Guanacaste-Nicoya jade artifacts were mainly widespread between AD 200 and 600. Although no local source of jadeite has been identified so far, Costa Rica and Honduras developed their own jade-working tradition. In Honduras, non-Maya areas show a preference for using jade in building dedication offerings more than burials. In Costa Rica, by contrast, the majority of jade artifacts have been recovered from burials. The use of jade in Costa Rica seems to come to an end around A.D. 500-600  when there was a shift towards gold as the luxury raw material; that technology originated in Colombia and Panama. Jade Study Problems Unfortunately, jade artifacts are hard to date, even if found in relatively clear chronological contexts, since this particularly precious and hard-to-find material was often passed down from one generation to another as heirlooms. Finally, because of their value, jade objects are often looted from archaeological sites and sold to private collectors. For this reason, a huge number of published items are from unknown provenience, missing, therefore, an important piece of information. Sources Lange, Frederick W., 1993, Precolumbian Jade: New Geological and Cultural Interpretations. University of Utah Press. Seitz, R., G.E. Harlow, V.B. Sisson, and K.A. Taube, 2001, Olmec Blue and Formative Jade Sources: New Discoveries in Guatemala, Antiquity, 75: 687-688

Learn About Natural Numbers, Whole Numbers, and Integers

Learn About Natural Numbers, Whole Numbers, and Integers In mathematics, youll see many references about numbers. Numbers can be classified into groups and initially it may seem somewhat perplexing but as you work with numbers throughout your education in math, they will soon become second nature to you. Youll hear a variety of terms being thrown at you and youll soon be using those terms with great familiarity yourself. You will also soon discover that some numbers will belong to more than one group. For instance, a prime number is also an integer and a whole number. Here is a breakdown of how we classify numbers: Natural Numbers Natural numbers are what you use when you are counting one to one objects. You may be counting pennies or buttons or cookies. When you start using 1,2,3,4 and so on, you are using the counting numbers or to give them a proper title, you are using the natural numbers. Whole Numbers Whole numbers are easy to remember. Theyre not fractions, theyre not decimals, theyre simply whole numbers. The only thing that makes them different than natural numbers is that we include the zero when we are referring to whole numbers. However, some mathematicians will also include the zero in natural numbers and Im not going to argue the point. Ill accept both if a reasonable argument is presented. Whole numbers are 1, 2, 3, 4, and so on. Integers Integers can be whole numbers or they can be whole numbers with a negative sign in front of them. Individuals often refer to integers as the positive and negative numbers. Integers are -4, -3, -2, -1, 0, 1, 2, 3, 4 and so on. Rational Numbers Rational numbers have integers AND fractions AND decimals. Now you can see that numbers can belong to more than one classification group. Rational numbers can also have repeating decimals which you will see be written like this: 0.54444444... which simply means it repeats forever, sometimes you will see a line drawn over the decimal place which means it repeats forever, instead of having a ...., the final number will have a line drawn above it. Irrational Numbers Irrational numbers dont include integers OR fractions. However, irrational numbers can have a decimal value that continues forever WITHOUT a pattern, unlike the example above. An example of a well known irrational number is pi which as we all know is 3.14 but if we look deeper at it, it is actually 3.14159265358979323846264338327950288419.....and this goes on for somewhere around 5 trillion digits! Real Numbers Here is another category where some other of the number classifications will fit. Real numbers include natural numbers, whole numbers, integers, rational numbers and irrational numbers. Real numbers also include fraction and decimal numbers. In summary, this is a basic overview of the number classification system, as you move to advanced math, you will encounter complex numbers. Ill leave it that complex numbers are real and imaginary.

Making Ethical Decisions Essay Example | Topics and Well Written Essays - 250 words

Making Ethical Decisions - Essay Example What is the problem? The problem faced by the manager is to determine if it is indeed the best option to fire the employee based on absenteeism and customer complaints versus the employee’s possession of personal virtues of honesty and not stealing. 2. What are your alternatives? The alternative courses of action are: (1) fire the employee; (2) give the employee a warning or reprimand depending on the number of absences and customer complaints; (3) consult the company’s code of discipline that should guide the decision-maker on appropriate courses of action depending on violations of company policies; (4) do nothing. 3. What are the effects of each alternative? Firing the employee without just cause will subject the manager under legal complaints for violating labor laws, especially if the employee is a permanent employee. Giving the employee a warning or reprimand, depending on the number of absences or customer complaints would make the employee aware that management does not tolerate his inefficiency in his working behavior. This would also give the employee a chance to improve his performance. Consulting the company’s code of discipline would ensure that the employee knows the penalties for his absences and the manager would implement the option depending on what company policies state. Finally, by doing nothing, the employee would not have the chance to improve on his working performance. 4.

Elaboration Likelihood model analysis Term Paper

Elaboration Likelihood model analysis - Term Paper Example Today businesses are constantly developing new persuasion mechanisms to market their products and services. They are looking for innovative ways of creating and delivering the content of the message. They aim to capture the audience attention, create assurance, spawn preferred attitudes, create social norms and eventually influence behavior. In this paper, I will explain the theory of elaboration likelihood model and show how it explains the persuasive strategy apparent in a television ad campaign for Budweiser puppy love commercial. A lot of research studies conducted in this field of persuasion indicates the challenges of developing a persuasive message. The results are varying particularly on issues dealing with public policies (Rucker & Petty, 2006). These results are linked to the thinking of the early 1970s researches about persuasion. The variables suggested by researchers during the 1970s continue to be investigated till now; they include message characteristics. This will encompass its credibility, attractiveness, emotional appeal, the mood it creates, and the channel used to present the message (Petty, Barden, et al., 2009). The assumption was that these variables achieved a single goal, which is persuasion. They could produce only one outcome, the effect of the persuasion message would be either successful or reduced. Some studies show that including only positive arguments in the message improved persuasion efforts. However, other studies found no similar benefits of incorporating positive aspects only; sometimes it reduced the effect of persuasion efforts. Some studies found also that incorporating negative aspects enhance the impact of persuasion rather than reduce it as earlier thought. The contentious issues in these results were the uncertainty on how these negative effects were relayed and steps involved in conveying them (Wagner & Petty, 2011). It was due to the

Look At Causal Comparative Research Psychology Essay

Look At Causal Comparative Research Psychology Essay Causal-comparative research design can be defined as a research that permits researchers to study naturally occurring, cause and effect relationship through comparison of data from participant groups who exhibit the variables of interest. Causal-comparative research can also be referred to as ex post facto, Latin for after the fact (Sowell, 2001). In other words, causal-comparative research can be studied in retrospect since it attempts to determine reasons or causes for the existing condition between or among groups of individuals. This research design is often found in the fields of education, medicine and social sciences. According to Sullivan (2001), The belief that there is order in the universe, that there are reasons why everything happens, and that scientists, using the procedures of science, can discover what those reasons are explains that researchers usually go on to examine the reasons why the observed pattern exist and what they suggest. For this reason, the basic element of causal-comparative approach involves starting with an effect and seeking for possible causes or vice versa. The basic approach, which involves starting with effects and investigating causes, is sometimes referred to as retrospective causal-comparative research. Retrospective causal-comparative studies are much more common in educational research. Meanwhile, the variation which starts with causes and investigates effects is called prospective causal-comparative research. The cause and effect relationships may influence how a problem is formulated and a research design developed. It can be said that the major purpose of causal-comparative research is to investigate potential cause-and-effect relationships that occur naturally without manipulation of variables. In this particular research design, researchers try to find the reasons why certain forms of behaviour occur. To formulate this research design it requires at least two variables namely independent and dependent variable to support the objective of the research. In this approach, it can be said that some independent variable (IV) is the factor, or one of several factors, that produces variation in a dependent variable (DV) (Sullivan, 2001). Consider, for instance a researcher formed 3 groups of preschoolers consist of those who never watched Sesame Street, those who watched it sometimes, and those who watched it frequently. The 3 groups were then tested by making comparison on a reading readines s test. Based on the mentioned case study, it shows that the independent variable affect the dependent variable. In this case, Sesame Street is the independent variable (IV) while the preschoolers reading performance is the dependent variable (DV). The Characteristics of Causal-comparative Research According to Babbie (2013), there are three main characteristics for causal-comparative. Firstly, to infer the existence of a cause and effect relationship, the causal-comparative research must demonstrate an association between the independent and dependent variable. Therefore, it involves two or more groups and one independent variable. In addition, it determines the cause or consequences of differences that already exists between or among groups of individuals. The groups are assigned to the treatments and the study is carried out. The individuals are not randomly assigned to treatment groups because they were already selected into groups before the research began. In this research, it can be said that cause and effect depends on each other, whereby the cause may precedes the effect or vice versa. It is important to note that the independent variables in causal-comparative cannot be manipulated, should not be manipulated, or simply not manipulated but could be manipulated because the independent variable has already occurred. Thus, it is not possible to manipulate the independent variable. Causal-comparative research requires the study to be non-spurious. In this context, non-spurious refers to a causal relationship between two variables. According to Babbie (2013), spurious relationship is a coincidental statistical correlation between two variables, shown to be caused by some third variable. However, in causal-comparative research, only two variables are required and not caused by the action of some third variable, therefore it is shown that causal-comparative research is non-spurious. There are two types of causes that contribute to this research design, namely necessary and sufficient causes. Generally, the term cause is assumed to mean something that produce an effect, result, or consequence. A necessary cause represents a condition that must be present for the effect to follow. For example, it is necessary for you to attend driving classes in order to get a driving license. However, by only attending driving classes is not a sufficient cause of getting a license. This is because it is required to pass the driving test to get the driving license. On the other hand, a sufficient cause represents a condition that, if it is present, guarantees the effect in question (Babbie, 2013). This is not to say that a sufficient cause is the only possible cause of a particular effect. Take the case of the driving test mentioned earlier; not attending the test would be a sufficient cause for failing it, though students could fail it in other ways as well. Thus, a cause can be sufficient, but not necessary. Design and Procedure The selection of the comparison groups is very important in causal-comparative procedure. Although the independent variable is not manipulated, there are control procedures that can be exercised to improve the interpretation of results. The researcher selects two groups of participants, the experimental and control groups, but more accurately referred to as comparison groups. These two groups may differ in two ways; whether one group possesses a characteristic that the other does not or each group has the characteristic, but they differ in terms of degrees and amounts. The independent variable differentiating the groups must be clearly and operationally defined, since each group represents a different population. In designing this research, the random sample is selected from two already existing populations, and not from a single population. A causal-comparative design is chosen, for example, when researchers want to study the possible influences of Montessori school enrolment on childrens mathematical ability. Researchers locate a population in which several levels of mathematical ability are known to exist and then select a sample of participants. The researchers collect data from all participants on measures of mathematical ability and school enrolment. Once they have collected their data, researchers decide how many levels of mathematical ability they wish to study. In this case, suppose the researchers want two groups. They could classify the participants scores accordingly from highest to lowest, and then locate the middle score of the list. All those participants whose measures are above the middle score are designated as high mathematical ability and those below it, low mathematical ability. Next, the researchers compare task performance scores in each group to see whether Montessori school enrolment appears to influence task performance. There are three possibilities that could emerge from the study. Montessori school children have higher scores than non-Montessori school children. Montessori school children have lower scores than non-Montessori school children. No discernible pattern shows in the scores of Montessori and non-Montessori school children. This shows that each statement suggests a possible relationship between the two variables which are Montessori school enrolment and the childrens mathematical ability. Measurement of second variable Group B Group A Measurement of first variable determines group placements of participants Participant selection Generalized example Montessori school children Participant selection Measurement of mathematical ability Measurement of Montessori school enrolment Non-Montessori school children Example of school enrolment and mathematical ability FIGURE 1: Procedures in causal-comparative designs. 3.1 Control Procedures In other study design, random assignment of participants to groups is probably the best way to try to ensure equality of groups, but random assignment is not possible in causal comparative studies because the groups are naturally formed before the start of the study. There is a possibility to have extraneous variable in a causal comparative research that may affect the overall purpose of the study. Thus, control techniques are used to compare the sample groups equally. There are three common control techniques that can be used, namely matching, comparing homogenous groups or subgroups and analysis of covariance. Matching can be defined as a technique for equating groups on one or more variables. If researchers identify a variable likely to influence performance on the dependent variable, they may control for that variable by pair-wise matching of participants. In other words, for each participant in one group, the researcher finds a participant in the other group with the same or very similar score on the control variable. If a participant in other group does not have a suitable match, the participant is eliminated from the study. Thus, the resulting match groups are identical or very similar with respect to the identified extraneous variable. Another way to control extraneous variable is to compare groups that are homogenous with respect to the extraneous variable. The more similar the two groups are on such variables, the more homogenous they are on everything but the variable of interest. This homogeneity makes a stronger study and reduces the number of possible alternative, explanations of the research findings. Not surprisingly, then, a number of control procedures correct for identified in equalities on such variables. This approach also permits the researcher to determine whether the target grouping variable affects the dependent variable differently at different levels of control variable. That is, the researcher can examine whether the effect on the dependent variable is different for each subgroup. Analysis of covariance is a statistical technique used to adjust initial group differences on variables used in causal comparative and experimental studies. In essence, analysis of covariance adjusts scores on a dependent variable for initial differences on some other variable related to performance on the dependent variable. Analysis of covariance statistically adjusts the scores of the group to remove the initial advantage so that at the end of the study, the results can be fairly compared, as if the two groups started equally. 4. Data Analysis and Interpretation Analysis of data in causal-comparative research involves a variety of descriptive and inferential statistics. The most commonly used descriptive statistics are mean and standard deviation. Mean indicates the average performance of a group on some measure of a variable. Standard deviation is a measure of the dispersion of a set of data from its mean. The more spread apart the data, the higher the deviation. Standard deviation is calculated as the square root of variance. The most commonly used inferential statistics are t tests, analysis of variance (ANOVA) and chi square. T tests are used to determine whether the means of two groups are statistically different from one another. ANOVA is used to determine if there is significant difference among the means of three or more groups. Babbie (2013) defined chi square as a frequently used test of significance in social science. In other words chi square tests are used to determine whether there is an association between two or more categories. Chi square test explains that observed frequencies of the items or events in categories are compared with expected frequencies. Similarities and Differences between Related Research Designs Causal-comparative versus Correlational Research It is better to know that the major purpose of correlational research is to determine the magnitude and direction of associations or relationships among variables. Even with different purpose, correlational research is sometimes confused with causal-comparative since both lack manipulation of variables and requires caution in interpreting results. In addition, both researches seek to explore relationships among variables, and when relationships are identified, both research designs are often studied at a later time by means of experimental research. However, causal-comparative and correlational research still can be differentiated. Compared to correlational research, causal-comparative compare two or more groups of subjects, whereas correlational research only focus on one group. In addition, correlational research has no attempts to understand cause and effect whereas; causal-comparative studies purpose is to identify the cause and effect relationships between the variables. Apart from that, correlational research involves two or more variables and one group while causal-comparative involves two or more groups and one independent variable. Causal-comparative versus Experimental Design Causal-comparative can also be confused with experimental research both attempt to establish cause-effect relationships between variables and both involve group comparisons. In addition, both causal-comparative and experimental research can test hypotheses concerning the relationship between an independent variable and a dependent variable. The difference between the two researches is that in causal-comparative, the individuals are already in groups before study begins, whereas in experimental design, individuals are randomly assigned to treatment or control groups. Moreover, the random sample studies for causal-comparative is selected from two already-existing populations, while in experimental research, the random sample is selected from only one population. The researcher in experimental research manipulates the independent variable; that is, the researcher determines who is going to get what treatment. In contrast, in causal-comparative research, individuals are not randomly assigned to treatment groups because they are in established groups before the research begins. The example for the established group can be male or female, college graduates or non-graduates. In causal-comparative research the groups are already formed and already differ in terms of the key variable in question. In other words, the independent variable in experimental research can be manipulated by the researcher to determine the researchs effect, whereas the independent variable in causal-comparative cannot be manipulated since the independent variable has already occurred. Advantages of Causal-Comparative Research Like other research designs, causal-comparative research has its strength and weaknesses. One of the strengths is that the causes are being studied after they presumably have applied their effect on another variable. The researchers might administer a questionnaire to study the causes or they can also do interviews and observation to find the cause or effect related to their research. For example, a researcher may hypothesize that participant in preschool education is the major factor contributing to differences in the social adjustment of first graders. To examine this hypothesis, the researcher would select a sample of first graders who had participated in pre-school education and a sample of first graders who had not and would then compare the social adjustment of the two groups. If the children who participated in pre-school education exhibited the higher level of social adjustment, the researchers hypothesis would be supported. Thus, the basic causal-comparative approach involve starting with an effect (i.e., social adjustment) and seeking possible causes (i.e., did pre-school affect it). Another advantage of causal-comparative research method is that it allows us to study cause-and-effect relationships under conditions where experimental manipulation is difficult or impossible. Unlike experimental research, the variable in causal comparative research is not manipulated because it has already occurred. For example, a researcher might be interested in determining the effect of poor parenting on the issue of juvenile delinquency. Clearly it would not be ethical to approach the parents and ask about how they raise their children because it is too personal to discuss family issues to an outsider. Thus, causal comparative research permits investigation on a number of variables that cannot be studied experimentally. In addition, causal-comparative studies help to identify variables worthy of experimental investigation. In fact, causal comparative studies are conducted solely to identify the probable outcome of an experimental study. In other words, many relationships can be studied in a single research study. Suppose for example, a researcher were considering implementing computer assisted language learning in the school system. Before implementing the mentioned program, the researcher might consider trying it out on an experimental basis for a year in a number of schools or classrooms. However, even such limited adoption would require costly new equipment and teacher training. Thus, as a preliminary measure, to inform the decision, the researcher could conduct a causal comparative study to compare the English language achievement of students in school who are currently using the instruction with the English language achievement who are not using it. If the results indicated that the students le arning through computer assisted language learning instruction were achieving higher scores, the researcher would probably decide to go ahead with an experimental tryout of computer assisted language learning instruction. If no differences were found, the researcher would probably not go ahead with the experimental tryout to save time, cost and effort. Disadvantages of Causal-Comparative Research Despite its many advantages, causal comparative research has some serious limitations to be caution of. In causal comparative research, the researcher has limited control over the study and extreme caution must be applied in interpreting results. This is because the groups are already formed at the beginning of the study. An apparent cause-effect relation may not be as it appears. The alleged cause of an observed effect may in fact be the effect itself, or, a third variable may have caused both the apparent cause and the effect. In other words, an observed relationship between variable A and B can mean that A causes B, B causes B, or a third variable C causes both A and B. A causes C causes B A B causes B B causes Figure 2: Relationships of variables For example, suppose a researcher hypothesized that enrolment to preschool is a determinant of reading achievement. The researcher would compare the achievement of two groups, one comprising individuals with children who went to preschool and children who did not go to preschool. If those who went to preschool performed better on reading measures, the researcher could be tempted to conclude that going to preschool influences reading achievement. However, this conclusion would be groundless. Because the participants arrived at the beginning of the study with an established group of children who went to preschool and children who did not, and an established level of reading achievement, it is not possible to determine which came first and which influence the other. Moreover, it is very plausible that some third variable, such as parental attitude, is the main influence on both reading achievement and pre-schooling. For example, parents who sent their children to preschool and encourage their children may have children who have higher reading achievement. Analysis of Studies Using Causal-comparative Research Design One of the major findings within the field of Second Language Acquisition (SLA) research is the different rates of success with which children and adults achieve nativelike proficiency in a second language (L2).() It is also common in SLA studies that mostly L2 learners do not attain nativelike proficiency because of their first language maintenance. In a research report entitled Does first language maintenance hamper nativelikeness in a second language? by Bylund, Abrahamsson and Hyltensam of Stockholm University, they aim to address the role of L1 proficiency in L2 attainment. In this study, the researchers hypothesized that the second language learners do not attain nativelike proficiency because of their first language maintenance. It is recognized that the independent variable in this research is the first language maintenance, whereas, the dependent variable is the nativelikeness in a second language. It shows that there is clearly an association between the two variables since the independent variable (IV), which is the first language maintenance might probably affect the dependent variable, which is the second language. To examine the hypothesis, the researchers select a sample population consists of Spanish-speaking immigrant community in Sweden, where residents of Chilean origin are in the community. 30 L1 Spanish-and L2 Swedish residents participated in the study where they acquire their second language before the age of twelve. The bilinguals came from countries throughout Latin America with a specific concentration in Chile. The participants were either university students or degree-holder. A common denominator of the participants was that they exhibited a generally high level of L2 proficiency. For the second group, fifteen native speakers of Spanish and fifteen native speakers of Swedish were recruited as monolingual controls. The researchers choose small sample populations to represent the study populations. The control groups were matched to the bilingual participants by educational level. In the process of matching the variables and groups, it can be said that pure monolingualism was not a criterion for participation, and the majority of the participants had foreign language skills such as English language. In addition, none of the control participants had lived abroad for any significant length of time in a setting in which their foreign language skills could be practiced. These two groups will be referred to as Spanish-speaking control and Swedish-speaking controls participants. Bilingual participants were tested individually in each language on two different occasions. The bilinguals and the Swedish-speaking controls were tested in the same setting and instructors and the Spanish-speaking controls were tested in another setting with another instructor. The language proficiency of the participants were investigated by piloting a grammaticality judgment test (GJT) to find out about the samples grammatical intuition. Furthermore, in order to measure the participants semantic and grammatical inferencing skills, a cloze test was piloted to all participants.

Support Individuals with Specific Communication Needs

Assignment 303 Principles of diversity, equality and inclusion in adult social care settings Assignment composition Assignment overview In this assignment you will consider best practice in promoting diversity, equality and inclusion which does not discriminate against others. You will look at relevant legislation, codes of practice and regulations governing adult social care and consider the consequences for a variety of people if these are not followed. You are asked to consider your own attitudes and beliefs and how these may impact on how you treat people and to reflect on your own practice.Tasks There are three tasks to this assignment. A Short answer questions B Leaflet C Reflective account This is a summary of the evidence required for the unit. Task Evidence Learning outcomes covered A Short answer questions 1. 1, 1. 2, 3. 1 B Leaflet 1. 3 2. 1, 2. 2 3. 2, 3. 3 C Reflective account 2. 3, 2. 4, 2. 5 Question Booklet Task A Short answer questions Ai Using the table below, expla in in your own words what each term means. Give one example from care practice to illustrate your explanations. (8 marks) |Explanation |Example | |Diversity | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Equality | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Inclusion | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Discrimination | | | | | | | | | | | | | | | | | | | Aii For each of the following people/groups of people, describe two different possible effects of discrimination. (16 marks) An individual | | | | | | | | | | | | | | | | | | | Their families | | | | | | | | | | | | | | | | | | | | | Wider society | | | | | | | | | | | | | | | | | Those who discriminate | | | | | | | | | | | | | | | Aiii Using the table below, identify three ways of challenging discrimination, and describe how each will promote change. (9 marks) Way of challenging |How this will promote change? | |discrimination | | |1. | | | | | | | | | | | |2. | | | | | | | | | | | | | | | | | | | | | | | | | |3. | | | | | | | | | | | | | | | | | | | | | | | | | Task B LeafletBi Your work setting is running an induction course for new social care workers in an adult social care setting. Create a leaflet which can be used to support this course. The leaflet must include the following: a) A description of the legislation and codes of practice relating to diversity, equality, inclusion and discrimination. b) An explanation of the possible consequences for individuals, social care workers and others if the legislation and codes of practice are not followed. c) A description of how inclusive practice can promote equality and support diversity. d) An explanation of how to support others to promote diversity, equality and inclusion.Bii Give two examples of how you could raise awareness of diversity, equality and inclusion. 1. 2. Task C Reflective account Ci Write a reflective account describin g: †¢ How your personal preferences, attitudes, heritage and beliefs might impact on working practice. †¢ How to ensure that your own practice is inclusive and respects the beliefs, culture, values and preferences of individuals. Suggested word count: 500 – 700 words Cii Write a brief account that describes examples of inclusive practice. Suggested word count: 150 – 200 words Ciii Write a brief account that describes practice which excludes the individual and is discriminatory. Suggested word count: 150 – 200 words Support Individuals with Specific Communication Needs Assignment 303 Principles of diversity, equality and inclusion in adult social care settings Assignment composition Assignment overview In this assignment you will consider best practice in promoting diversity, equality and inclusion which does not discriminate against others. You will look at relevant legislation, codes of practice and regulations governing adult social care and consider the consequences for a variety of people if these are not followed. You are asked to consider your own attitudes and beliefs and how these may impact on how you treat people and to reflect on your own practice.Tasks There are three tasks to this assignment. A Short answer questions B Leaflet C Reflective account This is a summary of the evidence required for the unit. Task Evidence Learning outcomes covered A Short answer questions 1. 1, 1. 2, 3. 1 B Leaflet 1. 3 2. 1, 2. 2 3. 2, 3. 3 C Reflective account 2. 3, 2. 4, 2. 5 Question Booklet Task A Short answer questions Ai Using the table below, expla in in your own words what each term means. Give one example from care practice to illustrate your explanations. (8 marks) |Explanation |Example | |Diversity | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Equality | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Inclusion | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Discrimination | | | | | | | | | | | | | | | | | | | Aii For each of the following people/groups of people, describe two different possible effects of discrimination. (16 marks) An individual | | | | | | | | | | | | | | | | | | | Their families | | | | | | | | | | | | | | | | | | | | | Wider society | | | | | | | | | | | | | | | | | Those who discriminate | | | | | | | | | | | | | | | Aiii Using the table below, identify three ways of challenging discrimination, and describe how each will promote change. (9 marks) Way of challenging |How this will promote change? | |discrimination | | |1. | | | | | | | | | | | |2. | | | | | | | | | | | | | | | | | | | | | | | | | |3. | | | | | | | | | | | | | | | | | | | | | | | | | Task B LeafletBi Your work setting is running an induction course for new social care workers in an adult social care setting. Create a leaflet which can be used to support this course. The leaflet must include the following: a) A description of the legislation and codes of practice relating to diversity, equality, inclusion and discrimination. b) An explanation of the possible consequences for individuals, social care workers and others if the legislation and codes of practice are not followed. c) A description of how inclusive practice can promote equality and support diversity. d) An explanation of how to support others to promote diversity, equality and inclusion.Bii Give two examples of how you could raise awareness of diversity, equality and inclusion. 1. 2. Task C Reflective account Ci Write a reflective account describin g: †¢ How your personal preferences, attitudes, heritage and beliefs might impact on working practice. †¢ How to ensure that your own practice is inclusive and respects the beliefs, culture, values and preferences of individuals. Suggested word count: 500 – 700 words Cii Write a brief account that describes examples of inclusive practice. Suggested word count: 150 – 200 words Ciii Write a brief account that describes practice which excludes the individual and is discriminatory. Suggested word count: 150 – 200 words

Review Of Related Literature And Studies - 1921 Words

CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES Various publications and studies related to the topic being studied were read and analyzed by the researcher to support the claims presented by this study. 2.1 Mobile Robot According to Al-Sahib (2015), the term robot is derived from the Czech word â€Å"robota† which means forced labor. Goris (2004) also said that a robot can be defined as a device that can execute automated tasks, either with the influence of direct human control, or a set of general procedures by means of artificial intelligence techniques. Almost all of the robots that are used in the industry are stationary. They operate from a fixed position and have restricted operating range. The area which surrounds the robot is typically designed for the sole purpose of securing it from external influences for it to be able to do its tasks. These robots are usually efficient in completing tasks such as welding, drilling, packaging, assembling and also painting. Still, in some applications it can be very advantageous if a robot can function with larger mobility. Unlike stationary robots, the surrounding area need not to be adjusted just to suit the mobile robots because they are programmed to be the one to adapt their behavior towards their surroundings. Rather than performing a fixed system of actions, mobile robots need are actually those robots that can transfer from place to place across the ground. Mobility gives robot more flexibility and ability to move in aShow MoreRelatedReview of Related Literature and Studies1403 Words   |  6 PagesCHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES Studies rely on information researched by the proponents. Review of Related Literature In exploration, we find new techniques, new knowledge, even develop new substances, gadgets, equipment, processes or procedures, imagination and skill is employed by the researcher. The commodities, new devices, services, in technology are needs of man for a better fuller life which is the concern of the research. These useful arts are the products of the technologicalRead MoreReview Of Related Literature And Studies1438 Words   |  6 PagesChapter 2 Review of Related Literature and Studies This part of the study contains related literature and studies after the thorough and in-depth research of the researcher. Related Literatures come from both Foreign and Local published literatures that became the basis for the researcher to pursue this study. Related Studies come from both Foreign and Local Studies that has relationship or in relation on her study. Foreign Literature Culture-shaping is a methodological and comprehensive approachRead MoreReview Of Related Literature And Studies Essay1585 Words   |  7 PagesCHAPTER 2 Review of Related Literature and Studies This part of the study contains related literature and studies after the thorough and in-depth research of the researcher. Related literatures come from both foreign and local published literatures that became the basis for the researcher to pursue this study. Related studies come from both foreign and local studies that has relationship or in relation on her study. Foreign Literature Culture-shaping is a methodological and comprehensive approachRead MoreReview of Related Literature and Studies1069 Words   |  5 PagesCHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES LOCAL LITERATURE Josefina Estolas in the book Fundamentals of Research (1995). In exploration, we find new techniques, new knowledge, even develop new substances, gadgets, equipment, processes or procedures, imagination and skill is employed by the researcher. The commodities, new devices, services, in technology are needs of man for a better fuller life which is the concern of the research. These useful arts are the products of the technologicalRead MoreReview of Related Literature and Studies3079 Words   |  13 PagesREVIEW OF RELATED LITERATURE AND STUDIES Several studies have been conducted here and abroad which have a direct and indirect bearing on the subject to be investigated in this study. A brief review of the related literature and studies are presented hereunder. Literature In the present educational system, studies based on the achievement levels of elementary and secondary students revealed that the equality of education has deteriorated over the years. In a recent UNESCO statistics Barsaga (2000)Read MoreRelated Literature and Review of Related Studies for Fertilizer1803 Words   |  8 PagesChapter II Review of Related Literature and Studies Related Literature Polystyrene Commonly known as Styrofoam that is one of the most widely used type of plastics. It is a strong  plastic  created from erethylene and benzine that can be injected, extruded, or blow molded; making it a very useful and versatile manufacturing material. It is also a rigid, transparent thermoplastic, which is present in solid or glassy state at normal temperature. But, when heated above its glass transition temperatureRead MoreReview of Related Literature and Studies (Autism)4684 Words   |  19 PagesCHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents the review of related literature and studies for both foreign and local underlying the framework of the study. Synthesis was also created based from the gathered information and facts in literature and studies. FOREIGN LITERATURES According to the study of the orbitofrontal–amygdala circuit and self-regulation of social–emotional behavior in autism that. Autism is centrally characterized by developmental disruption in social–emotionalRead MoreChapter2: Review of Related Literature and Studies1861 Words   |  8 PagesChapter II Review of Related Literature and Studies This chapter presents the literature and related studies which have direct bearing on this study. It also discusses the values reflected in the proverbs and the proverb as a reflection of Filipino character, its function in the society, its nature and purpose, its stylistic peculiarity and its significance in Filipino culture. Folklore Prof. Damiana Eugenio (2002), a renowned Filipina folklorist, said that there is no universally acceptedRead MoreImportant Consideration in Making a Research Paper820 Words   |  4 Pagesmost important early steps in a research project is the conducting of the literature review. This is also one of the most humbling experiences youre likely to have. Why? Because youre likely to find out that just about any worthwhile idea you will have has been thought of before, at least to some degree. I frequently have students who come to me complaining that they couldnt find anything in the literature that was related to their topic. And virtually every time they have said that, I was ableRead MoreA Literature Review : The Walden University Library Essay1070 Words   |  5 PagesA literature review is an interpretation of arrays of circulating articles written by the scholar-authors’ of researchers related to several topics. A literature search for evidence-based research can be over powering. The Walden University library illuminates on the superlative quality of evidence-based research and which databases to utilize with research searches. Filtered resources are the superlative quality of studies related to evidence-based practice and encompasses systemic reviews, critically