Differences Between American And Chinese Cultures - 932 Words

Nowadays, exploring the differences in overall cultural value structures among different cultures has gradually grew business’s attention across the world. No matter small companies or global conglomerates, how to get involve and maintain their competitive advantages and long-term sustainable success in global business trade has been a heated topic to discuss. To fully understand the ethic differences and cultural influences, the following four aspects will help us to uncover the similarities and differences between the American and Chinese cultures. Business Perspective In a business perspective, the oriental and western cultures remain a huge difference. Low-context societies such as American egalitarian culture, they emphasize on logic and facts, verbal messages are more direct and concise, individualism and extremely tolerant to changes. However, high-context societies such as Chinese hierarchy culture, they prefer non-verbal methods to express meaningful communications, group-oriented, and pay more attention to interpersonal relationships during business interactions. For example, a successful business interaction will count on interpersonal relationships among businesses and government. On the other hand, business dealings can be completely transactional with Americans, without building relationships to do so. Nevertheless, according to the Hofstede five cultural dimensions, the masculine element in two cultures are both success oriented and driven. For example,Show MoreRelatedChildcare Differences Between American And Chinese Culture Essay1670 Words   |  7 Pagesin many ways compared to American childcare. Generally speaking, this occurs from generations of cultural differences. What are the differences? The main focuses are on values, punishment, actions, and education. We can also compare childhood, adolescence, and maturity. These certain values help mold a culture and shows how a parent chooses to bring their children up in society. Childcare differences show us habits, morals, and the intentions of a child in these cultures, all creating different effectsRead Moreï » ¿Differences between Chinese and American food culture956 Words   |  4 Pagesï » ¿Differences between Chinese and American food culture The histories, boundaries, population, religions, politics, folks, economy of America and China are not the same, so the food culture of the two countries are not the same. Chinese culture starts from 1,700,000 years ago. When someone says something about Chinese food culture, they must praise the color, taste, smell, shape of the Chinese dish and the types of the dish. Most of people in China are used to have rice and wheat as theirRead MoreComparison Of American And Chinese Legal Culture1609 Words   |  7 PagesComparison of American and Chinese legal culture Abstract: The legal culture is a national, regional or national basis in certain social and material conditions, the state power by the creation of a common legal system constraints and determine the status of the legal system of values and attitudes in the whole society and culture. Thus, each country has its own unique legal culture. By selecting the most typical American and Chinese legal cultures of two different aspects: the legal standard, comparativeRead MoreChina And The United States1167 Words   |  5 PagesChina and the United States has its own unique culture. What is culture? According to Kluckhohn and Kroeber ‘Culture consists in patterned ways of thinking, feeling, and reacting, acquired and transmitted mainly by symbols, constituting the distinctive achievements of human groups’ (Dowling, Festing, Engle, 2013, p. 24). There are many interesting facts surrounding their culture. In this paper I will compare China’s culture to the culture of the United Stat es to determine if China is a good matchRead MoreThe Joy Luck Club By Amy Tan Essay1377 Words   |  6 PagesJoy Luck Club is a novel by Amy Tan which tells the individual, cohesive stories of Chinese American daughters and their Chinese mothers. In each story, the cultural differences between mother and daughter acts as a wedge between them. The conflicting cultures of descent and consent causes a conflict between mother and daughter; although they ultimately want to have a relationship with each other, the differences in values make coming together harder. For the mothers, their expectations for theirRead MoreA Comparative Study of Family Values Between China and America960 Words   |  4 PagesA Comparative Study of Family Values between China and America Introduction We were born into a familyï ¼Å' mature in a familyï ¼Å' form new familiesï ¼Å' and leave them at our death. Family life is a universal human experience. The family is among the oldest and the most fundamental of all human institutions. As we know that family is the miniature of the societyï ¼Å' and therefore different family values are the reflections of distinguishing cultures in different countries. In order to get the betterRead MoreAmy Tan s The Joy Luck Club1097 Words   |  5 PagesCulture defines humanity. Culture makes humans different than any other living organism ever known. Culture is what makes humans unique, and yet culture is easily the most misunderstood characteristic of individuals. In Amy Tan’s The Joy Luck Club, Amy Tan develops the theme of incomplete cultural understanding leads to an inability to communicate one’s true intentions through juxtaposition and conflict between mothers and daughters and their cultures. The conflicting Chinese culture of the mothers’Read MoreHa Jin Children As Enemies Summary748 Words   |  3 Pagesfamily along with their importance to an individual changes from culture to culture and even, in some cases which seem to become more and more common in the present times, from generation to generation. Due to this, many clashes have occurred between members of the same family who happen to be part of different generations, or cultures. These clashes become even more intense when the members of the family are from both different cultures and generations. Clashes like these could lead to the family beingRead MoreCultural And Social Capital Theory999 Words   |  4 Pagesaffecting the academic success of Chinese students in Los Angeles Community College. The results of the study indicated that the aspirations of obtaining a higher level academic degree and then transferring to a four-year college or university were considered as the best predictors of academic su ccess for Chinese international students. Whereas, English proficiency was considered to be a weak factor and social interaction factors were not too much related to Chinese international students’ academicRead MoreChinese Relations Between Chinese And American Businesses912 Words   |  4 PagesWith the increasing global economy, it is no surprise that Chinese and American businesses are working together more closely. Despite the anti-Chinese rhetoric that is common in politics, the fact remains that the globalization of business will see the Chinese and Americans crossing paths and working together. Due to the hyperbole involved in politics, myths are common involving Chinese business practices. A closer analysis will likely dispel the common myths involving business practices in China

COED SCHOOLS - 1592 Words

TASK 2: ARGUMENT ESSAYS – 3 MODELS In the column next to each paragraph in the 3 essays below, write ï â€¹ if it is neutral (agrees and disagrees – is balanced) ï Å  if it agrees with the topic (NOT if you agree) ï Å' if it disagrees with the topic (NOT if you disagree). Single-Sex or Co-Ed Schools: Boys and girls SHOULD be educated together. In the UAE, most schools are single-sex. Some people believe that this kind of school offers more benefits for the student. However, others think that coeducational ones are better. This essay will examine the pros and cons of co-ed and single-sex schools. There are several arguments in favour of mixed schools. The first argument is that students will learn to communicate with each other. This is†¦show more content†¦Especially in adolescence, boys tend to distract girls and vice-versa: the subject of study often becomes the other gender rather than English or math! Moreover, boys and girls think in markedly different ways. This suggests, therefore, that they should also be taught using strategies specific to their gender. Girls, for example, may benefit more from listening and speaking tasks whereas boys may prefer hands-on activities targeting their kinaesthetic preferences. In short, girls may prefer to listen and speak, boys to â€Å"do† things such as project-based work. A last compelling point is co-ed schools are against some religions, notably Islam. According to the Q ran, Islamic schools should not be co-ed, especially after students reach adolescence. Therefore, schools should be sensitive to pupils cultural and religious differences and respect such differences by segregating the genders from middle school, if not earlier. To conclude, single-sex and mixed schools both have their merits. However, I firmly believe that single-sex schools offer far better academic preparation than mixed schools. (241 words) TASK 2: ARGUMENT ESSAYS – 3 MODELS (key) Topic - Single-Sex or Co-Ed Schools: Boys and girls should be educated together Model 1: ____Balanced (presents bothShow MoreRelatedSingle sex schools or Coed schools1395 Words   |  6 Pagesï » ¿ Single sex schools have many benefits and are as equally good as coeducation schools. Do you agree or disagree with this statement? Single Sex Schools or Coeducation Schools It is a controversial topic that between single sex schools and mixed schools has been ongoing for a long time. Some people think sex-segregated schools have similar impact on juvenile’s achievement as coeducational schools. This essay will explain why I disagree with this statement. In my perspective, althoughRead MoreSingle Sex School and Coed School961 Words   |  4 PagesSingle-sex and coed schools have long co-exited, each one offering unique benefits. There has been a long standing debate about which one offers a better educational experience for students. Currently, more parents are considering single-sex schools for their children. According to â€Å"Single-Sex School Are the Answer,† Maria Espinoza, a worried mother who feels strongly that same-sex schools will help students reach their full academic potential and their personal development which will eventuallyRead MoreSingle Gender Schools Are Better Than Coed Schools1180 Words   |  5 Pages Have you ever wondered if single-gender schools are better than coed schools? Each side has advantages, but there are also disadvantages to them. My thoughts on this subject is coed schools aren’t as supportive and beneficial as single-gender schools. I think this for many reasons, including that single-gender schools improve student collaboration, self-improvement by not worrying about being judged by the breaking down of stereotypes, and teachers can use better teaching techniques when teachingRead MoreSingle Sex Schools vs. Coed Essay1824 Words   |  8 Pagessay the single sex schools are ineffective, because girls and boys need to know how to communicate with the opposite sex. They should be enforced to help children reach their full dreams without the thought of humility standing in their way. School is a place where students get acquainted with the basics of the life, which further helps them to foster their proficiency level in different aspects of life required in this competitive world, and the most important part of school is not where studentsRead MoreCo-ed versus Same Sex Physical Education Classes1476 Words   |  6 Pagesgirls will then feel less dominate and will be much less likely to participate. On the other hand, with same sex physical education classes students are more likely to stay focused as well as be more competitive with their peers, more so than co-ed schools because they do not have to worry about impressing the opposite sex or being embarrassed. Co-ed and same sex physical education classes both have positive and negative effects because students are influenced by their peers around them and do notRead MoreEvolution Of Education : How Much Has Education1545 Words   |  7 Pagesform of writing in 3100 BC, along with it, the first schools (Guiespi). As Robert Guiespi says, â€Å"Because firsthand experience in everyday living could not teach such skills as writing and reading a place devoted to learning, the school appeared.† As civilization developed they realized that the best form of education was to be in a school. Assigned to be teachers were scribes and priests, although, a small minority of children attended the schools. Their focus of education was on memorization. EducationRead MoreSocial Issues Affecting Females in Jamaica1834 Words   |  8 Pagesand across generations. Investing in girls education is one of the most effective ways to reduce poverty and girl’s results are principally high dividends. In Jamaica I think/ believe girls are cleverer, better-behaved and try harder than boys at school from a very young age. As globalization calls for higher levels of education, persons especially women are on the move to increase their academic standard. However as time progresses and persons get older some tend to loose their focus due to aRead MoreSingle Sex Instruction Is An Old Approach That Is Increasing New Force1243 Words   |  5 PagesSingle-sex instruction is a n old approach that is increasing new force. While single-sex instruction has since a long time ago existed in numerous non-public schools, it s a moderately new choice for state funded schools. The National Association for Single-Sex Public Education gauges that around 400 government funded schools now offer some type of single-sex training. What is filling this development? What s more, what are the dangers and advantages of single-sex training? A main impetus inRead MoreThe Influence Of The University Of San Francisco714 Words   |  3 Pagesout if USF is the right school for you. San Francisco has long been a cultural influence for the country, and USF is no exception. It was established as a St. Ignatius Academy in 1855, and became fully coed in 1964 (â€Å"USF: Our History†). The main campus is 55 acres (â€Å"USF: Our History†) and lies in the heart of the city, with the college’s five other schools located throughout San Francisco (â€Å"University of San Francisco†). However, the real attention grabber isn’t the school itself, but rather theRead MoreDo Children Learn Better? Boys Only Or Girls Only?997 Words   |  4 Pagesor Girls-only School? When it comes with education, Koreans have a lot to talk about. Education is always a hot issue in Korea. Since Korea has no natural resources, we have been investing on education and school systems. Obviously we have boys-only and girls-only schools. We have foreign language schools, science schools, arts schools, and sports schools in the result of long time agony. We tried many different types of schools yet, we could not conclude which types of schools are the best

Consideration of the Patients Situation †Myassignmenthelp.Com

Question: How To the Save Consideration of the Patients Situation? Answer: Introducation Clinical reasoning cycle developed by Levett Jone is an important aspect of nursing practice where the nurses collect cues, information and through understanding of the problem of the patient, plan and implement the interventions (Mather, McKay Allen, 2015). It also encompasses the evaluation of the outcomes and learn and reflect from the whole process. It is effective for the nurses as it helps to facilitate positive outcomes with effective clinical judgment. The clinical knowledge and thinking abilities of the nurses is important for the competent nursing professional practice. The following essay deals with the case study of a 23 year old woman, Katie McConnell diagnosed with mild traumatic brain injury. It encompasses the patient assessment with the help of the clinical reasoning cycle and the key elements incorporated in the assessment. The first step in the cycle is the consideration of the patients situation. In the given scenario, a 23 year old woman, Katie McConnell was admitted to the hospital after being hit by a slow moving car 18 hours ago. She sustained a subdural hematoma as a result of the accident. It is a condition that is associated with the traumatic brain injury where the blood gets accumulated below the layer of arachnoid matter and dura layer (Kanamaru et al., 2016). This occurs in patients who have encountered head injury whether severe or mild. Katie was also diagnosed with mild traumatic brain injury requires neurological treatment as head injury requires detailed assessment and treatment in the neurological department. The next step is the collection of cues and information about patient. After observing Katies present condition, it is important to collect the relevant information that encompasses the vital signs and significant parameters. For the clinical presentation, it is important to review the handoff information and gather the relevant information. The information handed by the previous nurse consists of the vital signs like the blood pressure 142/78, heart rate 89, RR 13 and SpO2 of 96%. The Glasgow Coma Score (GCS) was marked 14 and illustrated some difficulty with her recent information and while recalling (Teasdale, 2014). However, she was able to call with some prompting. It is a neurological scale that provides an objective and reliable way of recording a persons conscious state for the subsequent and initial assessment. The scale provides the assessment where if the patient scores between 3 that indicates deep unconsciousness and used to assess the patients level of consciousness. Th e brain injury is classified into three categories according to the rating on the scale. The score of less than 8 to 9 indicates severe head injury. If GCS score is 9 to 12, it shows moderate brain injury and a score of more than 13 indicates mild brain injury (McMahon et al., 2014). As Katie scored 14 on the GCS, it clearly depicts that she had a mild traumatic brain injury. As a result of this, she is facing problems with her recent memory and developed mild neurological symptoms. Other vital signs of Katie like HR and blood pressure also taken into consideration. She showed normal heart rate depicting stability as her HR is 89. However, she is having high blood pressure which is 142/78. This might have resulted as a manifestation of mild traumatic brain injury. This condition occurs as the brain injury might have damaged and weakened the blood vessels of the brain making them narrow, leak or rupture. One more condition can occur where there would be formation of blood clots in the arteries that head towards the brain constricting the blood flow and raises the blood pressure (Hartvigsen, 2014). This results in hypertension where the intracranial pressure elevates due to systemic or local inflammation changing the brain blood flow. In case of Katie, SpO2 is normal as it is 96% indicating normal breathing. These vital conditions show that Katie needs serious attention towards her memory problem and her neurological symptoms. The next step is the processing of information. In this step, the information gathered from the clinical handover is processed in this step. It presents the symptoms of the patients that is required for the further assessment. The clinical handoff highlighted the important parameters of Katie like hypertension, subdural hematoma as a result of traumatic brain injury and memory problems where it is difficult for her to recall the recent information. These symptoms are caused as a result of the traumatic head injury after was hit by a slowing moving car before she was rushed into the emergency department. As a result, there are memory problems due to the damaging of the parts of the brain that deals with remembering and learning abilities (Kristman et al., 2014). It also affects the areas of the brain that deals with recent memory and recalling of information. These problems greatly hampered her memory, attention and concentration. The clot that is formed between the arachnoid and dura layer called subdural hematoma resulted due to the traumatic brain injury. It is caused by two mechanisms; impact and brain movement inside the skull (Rumalla, Reddy Mittal, 2017). The sudden blow to the head by the slow moving car causes subdural hematoma. This kind of head injury can cause transient neurological loss of function and memory problem. The GCS showed 14 that shows mild traumatic brain injury which is not severe, however, requires medical attention and immediate treatment. As her past medical history says that she had painful ankle while playing football and takes no medication for it, this shows that her treatment requires proper attention to her past medical history. The next step in the cycle is the judgment of the present condition of the patient. In this critical thinking is required to focus on the health assessment and immediate treatment. The memory problems and subdural hematoma are critical parameters that require health assessment with neurological problems. After GCS, it is easy to understand the extent of neurological and memory problems in Katie. She scored 14 on the GCS which shows that it is a mild traumatic brain injury and requires special assistance and neurological rehabilitation (Reith et al., 2016). When compared to normal individuals, the problem with memory and recalling of recent information is not witnessed in them. In normal individuals, this type of brain injury is not sustained. However, Katie had sustained subdural hematoma as a result of mild traumatic brain injury after being hit by a slow moving car. This sudden blow to the head damages the head and causes neurological problems like memory and cognition. This mild traumatic head injury may cause loss of unconsciousness along with confusion, headache and dizziness, trouble with memory, attention, concentration or thinking (Levin Diaz-Arrastia, 2015). These symptoms were manifested as a result of mild traumatic head injury in Katie that showed trouble with recalling of recent information. Therefore, the health assessment involves the treatment of these neurological and memory problems that might progress towards the neurological disorders in Katie. The next step involves the physical assessment that involves the technique and patient consideration. Firstly, it is required to monitor and look for the persistent cognitive, somatic or behavioral symptoms that followed the mild traumatic brain injury. A standardized scale called the Rivermead Post Concussion Symptoms Questionnaire can be used to monitor the above symptoms (De Guise et al., 2016). There should also be assessment for the symptoms like dizziness, headache, confusion or concentration or attention troubles. Further for the assessment of the mild memory problems, it is important to undertake the cognitive assessment test that helps to detect the level of memory impairment in Katie. As her memory and recalling of recent information is impaired and recovered with some promptness due to mild traumatic brain injury, it is important to assess the level of impairment of memory in her. As she is having problem with the recent information, it illustrates that she is having some problem with her limbic system in the temporal lobes that requires proper assessment (Warrington, 2014). Various tests need to be carried out that evaluates her working memory. This can be done by showing her some images or objects and then telling her to recall after a specified time. The level of cognition need to be analyzed via cognitive assessment technique where she would be asked to perform tasks that involves thought process and cognitive skills. Moreover, the neurophysiological assessment is also required to determine the treatment based on the cognitive functioning. This testing determines the level of functioning and cognition in Katie (Kotchoubey et al., 2013). As she is having problem with her memory, it is advised for her to undertake this assessment to study the psychological consequences in Katie. As a result of subdural hematoma, this assessment is important that facilitate Katies treatment. The case study of Katie is the clinical presentation for mild traumatic brain injury with sustained subdural hematoma. The clinical reasoning cycle provides an appropriate framework for the health assessment of the patient. It develops the judgment and critical thinking of the nurses to carry out the assessment of the patient. With the help of clinical reasoning cycle, the assessment for Katie was done who sustained the subdural hematoma after being hit by ba slow moving car. She was diagnosed with mild traumatic brain injury that helps to determine the planning and further assessment based on symptoms and present condition. References Carroll, L. J., Cassidy, J. D., Cancelliere, C., Ct, P., Hincapi, C. A., Kristman, V. L., ... Hartvigsen, J. (2014). Systematic review of the prognosis after mild traumatic brain injury in adults: cognitive, psychiatric, and mortality outcomes: results of the International Collaboration on Mild Traumatic Brain Injury Prognosis.Archives of physical medicine and rehabilitation,95(3), S152-S173. De Guise, E., Blanger, S., Tinawi, S., Anderson, K., Leblanc, J., Lamoureux, J., ... Feyz, M. (2016). Usefulness of the rivermead postconcussion symptoms questionnaire and the trail-making test for outcome prediction in patients with mild traumatic brain injury.Applied Neuropsychology: Adult,23(3), 213-222. Kanamaru, H., Kanamaru, K., Araki, T., Hamada, K. (2016). Simultaneous Spinal and Intracranial Chronic Subdural Hematoma Cured by Craniotomy and Laminectomy: A Video Case Report.Case reports in neurology,8(1), 72-77. Kotchoubey, B., Veser, S., Real, R., Herbert, C., Lang, S., Kbler, A. (2013). Towards a more precise neurophysiological assessment of cognitive functions in patients with disorders of consciousness.Restorative neurology and neuroscience,31(4), 473-485. Kristman, V. L., Borg, J., Godbolt, A. K., Salmi, L. R., Cancelliere, C., Carroll, L. J., ... Donovan, J. (2014). Methodological issues and research recommendations for prognosis after mild traumatic brain injury: results of the International Collaboration on Mild Traumatic Brain Injury Prognosis.Archives of physical medicine and rehabilitation,95(3), S265-S277. Levin, H. S., Diaz-Arrastia, R. R. (2015). Diagnosis, prognosis, and clinical management of mild traumatic brain injury.The Lancet Neurology,14(5), 506-517. Mather, C. A., McKay, A., Allen, P. (2015). Clinical supervisors' perspectives on delivering work integrated learning: A survey study.Nurse education today,35(4), 625-631. McMahon, P. J., Hricik, A., Yue, J. K., Puccio, A. M., Inoue, T., Lingsma, H. F., ... Okonkwo and the TRACK-TBI investigators including, D. O. (2014). Symptomatology and functional outcome in mild traumatic brain injury: results from the prospective TRACK-TBI study.Journal of neurotrauma,31(1), 26-33. Reith, F. C., Van den Brande, R., Synnot, A., Gruen, R., Maas, A. I. (2016). The reliability of the Glasgow Coma Scale: a systematic review.Intensive care medicine,42(1), 3-15. Rumalla, K., Reddy, A. Y., Mittal, M. K. (2017). Traumatic subdural hematoma: Is there a weekend effect?.Clinical Neurology and Neurosurgery,154, 67-73. Teasdale, G. (2014). Forty years on: updating the Glasgow Coma Scale. Nursing Times,110(42), 12-16. Warrington, E. K. (2014). The double dissociation of short-and long-term memory.Human Memory and Amnesia (PLE: Memory),4, 61