Corporate strategy Essay Example | Topics and Well Written Essays - 2500 words

Corporate strategy - Essay Example In its early days Nucor corp. served as a manufacturer for Oldsmobile (GE motor). The company has come a long way since its inception in 1964. It has gone through major structural changes, acquired new operations and even closed or disposed some operations. Over 41 years Nucor grew from a small steel company at the edge of bankruptcy, to be the 7th biggest steel maker in the United States a few years back. It is presently the 2nd largest steel maker in the US. Profitability analysis shows that there’s been improvement over the years; especially a better performance than previous year 2003. Nucor is one of the most profitable companies in the US domestic market. Its budget expectation has proved accurate for the year 2004. Gross profit margin and net profit margin were both strong, which tells that the company is strong in areas of manufacturing as well as management / sales. Within the steel industry Nucor has displayed prudence in its finances as suggested by a business comparison with Arcelor Mittal which is a bigger organization but yet the former had managed to keep a surplus in all four profitability areas. Average liquidity ratio recorded at 1.49 is a good determining factor of the financial viability of Nucor business, which is well-funded than its other two rivals. Current ratio gives an indication of the ability of Nucor business to pay its bills. The ratio of 2.69 in year 2004 shows that it has a better ability to meet ongoing and unexpected expenses. Nucor’s financial performances have been quite successful so far, in terms of its steady growth rate as well as its equity value. In order for the company to sustain and maximize this pattern of growth in the coming years, a deployment of strategic analytical tools such as PESTEL will be highly relevant. Domestic market is still in a state of regression among upwards of Kuznets infrastructure investment cycle1. Countries with better economic conditions have more

Female Discrimination in the Workplace Essay Example | Topics and Well Written Essays - 750 words - 1

Female Discrimination in the Workplace - Essay Example It is certainly unethical to discriminate workers based on their gender. These include holding back promotions, giving them a different job title and preventing them from taking part in other work opportunities (Finn n.d.). Keeping the female worker in the team would result in better outcomes for the client as she is better suited to deal with the client’s assignment. Since the consulting firm KPMG itself discourages gender discrimination, this would allow talented individuals to come forward rather than inexperienced and incompetent individuals. By discouraging gender discrimination, there will be equal opportunities for both male and female workers based on their expertise resulting in enhancement of the company’s image. Legally as well, a woman possesses the right to complain to the Human Resource department of the firm regarding the discrimination. If the claim is found to be true then legal actions are taken against the offenders and this might lead to defamation o f the firm ruining its image in the business world. Removing the female worker from consideration might lead to demotivation of the worker. This might also result in low morale, low productivity and can also negatively impact the firm’s revenues. I will keep a watch or a countdown timer that would calculate the amount of time spent playing games or studying. Also, I will keep an Objectives Chart on which I will record the chapters I have completed successfully. I will write down whatever goals I have achieved regarding the topic or subject. Every time I will spend the designated amount of time playing games, which is one hour, I will reward myself by adding $3 to the reward fund that is to be spent at the end of each week. If I spend lesser time than one hour, I will add an additional $1 to the $3.

Community education and use in University

Community education and use in University This essay discusses key approaches to learning which have importance for community education and tries to identify how one could develop the use of these during the time at university. Following wide research in academic literature a clear concept should emerge. It has two main parts; the first one, after a brief definition of learning, focuses on key approaches to learning, their strengths and weaknesses, and their importance for community education as a higher education program as well as profession. The second, more reflective part, will look at how these could be developed during my university studies. Each part is broken down into smaller units which will touch on the phenomenon of Learning, Approaches to Learning, Community Education and the Development of Approaches in Higher Education. It will look at how those are related and what is their significance for community education. As there is extensive amount of literature available on each one of these subjects this essay an introduction to these rather than than an exhaustive account. However as a result of this work a clear understanding of the position of approaches to learning within community education and the ways of their utilisation and development should emerge. Learning Even though there is lots of material available on subject of learning, it seems that this term is largely misunderstood, often used instead of the word teaching or in the narrow sense of formal education as the process through which learners acquire new knowledge and skills. There is another factor which complicates defining learning; Moon (2006) states in A handbook of reflective and experiential learning: Theory and practice that it is a lack of vocabulary that complicates this issue; some languages do not distinguish between teaching and learning, having the same word for both (e.g. Russian). (Moon, 2006, p.12) It is almost impossible to define learning without using the word itself or words like learner. However in terms of community education learning can be defined as a constant, social, interactive and constructionist process'(Burns and Sinfield, 2008, p.50) which takes place regardless of the presence of educator, it is a process in which one is gathering new ideas and information, recording them, organising them, making sense of them, remembering them, using them (Devine 1987 as cited in Burns and Sinfield, 2008, p.50) as well as deepening understanding of prior knowledge which will consequently bring a change. Therefore we should no longer assiduously acquire knowledge once and for all, but learn how to build up a continually evolving body of knowledge all through life- learn to be. (Faure et. al., 1972:vi). (Tett, 2010, p.34). Approaches to learning Biggs (1987, 1989) proposes that students seek congruence between their learning motives and strategies in a particular context. Thus an approach to learning can be understood as a process of students devising learning strategies to solve the challenges their motives have defined for them. (Wilson and Fowler, 2005, p.88) As quote suggests approaches to learning are a combination of motives for learning and strategies or methods used in the learning process. There were several studies focused on the phenomenon of students approaches to learning. The original research was carried out by Marton and Saljo in Sweden in the early 1970s, but in addition to this there were almost parallel studies by John Biggs in Australia, Entwistle in England and others around the world. As a result of these findings three approaches have been identified. These are surface approach, deep approach and achieving/ strategic approach to learning which are recognised independently by numerous researchers, although the terminology originated with Marton and Saljo (Beckwith, 1991). Students adapting the surface approach were described as ones who tend to concentrate on absorbing as much information as necessary, memorising material and not reflecting on it and see learning as something that happens to them. Biggs (1987, 1990) suggested that motivation of these students is extrinsic e.g. external conditions and pressure; where the student tries to meet given requirements and balance between working too hard and failing. This presents itself in the lack of a critical view of material, where content of learning has not been questioned and there are no connections made between learnt material and previous learning or knowledge, its purposes and structure. The student looks to simply reproduce material as evidence of learning; focusing on what appears to be the most important topic or element and does not see interconnections between these (Biggs, 1991). A consequence of this approach may be superficial learning, where the learner might have difficulty to apply what he or she learnt in different conditions or structures. This type of learning is possibly a result of low interest in the material, or perhaps because learners believe that this is the proper way of learning. It may also be the result of a state of anxiety or pressure, for example in learning for assessment situation as suggested by Moon (2004). Students who develop the deep approach to their learning are likely to be interested in the topic or material they are learning and see themselves as an active part of learning process. The motive behind their learning is to actualize interest and to gain an understanding of a particular subject; their motivation is intrinsic coming from inside (Biggs, 1990, 1991). These students relate learnt content to previous knowledge; adapt a critical view of material and question its logic and argument (Moon, 2004). They also draw connections to their own experiences, looking for practical examples as well as applications in the real world. While theorising about a subject, generalising it and drawing out hypothesis, searching for meaning and conclusions they tend to put new knowledge or deeper understanding of previous learning into the bigger picture. Their study behaviour is usually marked by wide reading, reflecting on what one reads and hears; engaging in discussion with teachers and othe r students, and the like (Biggs, 1991). Students adapting the surface approach are more able to demonstrate their understanding and creative in problem solving. In his article Learning Approach and Outcome: Some Empirical Observations, Saljo (1991) states findings of his research on approaches to learning. His experimental session started with interviews, in which participants were to describe how they experience their own learning. The point he makes is that the subjects themselves introduced this (surface and deep) kind of distinction in the interview (Saljo, 1981, p.53). The subjects whose outcome was the deep approach made it clear in all cases that in their view there were significant differences between learning as an active process and memorizing. In their view, trying to understand, comprehend, grasp the meaning and on the whole to think and reflect actively on what they hear and read was a necessary part and the true purpose to learning. They did not understand learning as mere reproduction of learnt material but as a process in which they try to relate what they read, hear or see with what they previously know and then inject meaning into what they are learning. Moon (2004, p.60) states that in the later work by Biggs in Australia and at Lancaster University another approach to learning was identified labelled the achieving approach or strategic approach. The difference between the two aforementioned approaches and the achieving approach is that the surface as well as the deep approach are more closely linked with quality of learning whereas the achieving approach focuses more on how to undertake the task with the aim of succeeding especially in an assessment situation (Biggs, 1991) and (Moon 2004). Students using the achieving approach are highly competitive, motivated by performing well and obtaining the highest grades regardless of whether or not they are interested in the learnt material. They are referred to by Biggs (1985) as model students as they are highly organised and self- disciplined, keeping clear notes, following up all suggested readings, allowing appropriate time to the task given, using time management and schedule planning skills in their learning linked to their perception of importance of the studied material. They are also likely to use one or both of the aforementioned approaches in their learning strategy, creating surface- achieving or deep- achieving approach. There seems to be plenty of evidence, says Moon (2004), that modern learners in higher education need to be strategic especially in modules where they are faced with frequent assessments. Strong lines are drawn here between surface and deep approaches to illustrate clear differences between them. However this distinction is stereotypical and therefore there are cases in which it does not demonstrate itself in practice. Memorising itself, as some studies suggest, does not mean that student has a surface approach to learning. It is often viewed as such in western culture but in Asian students it is more a question of gaining the understanding building up stage by stage Marton and Booth (as cited in Moon, 2004, p.61). Another example could be actors learning their lines and later interpreting them in the character they are playing, or students memorising new vocabulary in order to better understand foreign language. Also one student does not adopt one approach constantly. We could say that every student has his or her preferred approach but in some cases approaches students use in practice are influenced by personal and situational factors Wilson and Fowler (2010, p.88). Students might see the deep approach to learning as desirable but may be unable to use it and could slip into the surface approach if pressed by time, work load or if the environment he or she works in is too noisy for instance. The same is the case for students using predominantly the surface approach to learning, who might adapt the deep approach if the task demands it, e.g. surface approach will not be sufficient in writing reflective essays. It would therefore appear that there are many influencing factors on which approach to learning students use. As suggested earlier, learners usually use more than one approach to learning throughout their lives. However findings of the studies (try to back up with actual studies and dates) on this matter are showing evidence in favour of deep approach. Results of researches linked low performance scores to students who used the surface approach where the scores of those using the deep and achieving approaches were significantly higher. Kember and Gow (date) see encouraging students to adapt the deeper approach as the key task for higher education. (as cited in Wilson and Fowler, date.) Community Education What significance do approaches to learning have for community education? Looking at community education as a higher education course in general it is obvious that the approach to learning adopted by students will influence the study experience and its results. Therefore the chosen approach could affect individuals views on community education and its practice. Selecting the learning approach with the best results would certainly help students succeed in their chosen course and prepare for future employment. Community educations primary purpose is education within and for communities encouraging and engaging people throughout life into learning that is based on what they are interested in. (Tett, 2010, p.1). However providing services and meeting the needs merely on a surface level would not be effective. Keeping issues of individuals and communities isolated, engaging them in leisure, learning and action opportunities without considering their personal, social, economic and political needs (CeVe 1990:2 as cited by Smith) would be only a partial and temporary solution. Within this field there is a great demand for critical and reflective practice, making links between learning, development, socio-cultural, economical and political issues and thus sustaining the deep approach not only to learning but to practice as well. The work of community educators, whether their focus is on young people, adults or community capacity building will always concentrate on purposeful learning and education in communities designed to bring about change.'(Tett, 2010,p.106). And through this practice to provide the learning which will contribute to a more robust and active citizenry through enabling people to review more critically and creatively the values and workings of society and developing tolerance of diversity and difference (Tett, 2010, p.51). Practitioners whose preferred approach to learning is the deep approach have a potential to motivate individuals and communities to reflective and critical thinking about whatever situation they are in, equipping them with needed strategies to address those issues, which will help them to be more independent and active participants in society. Development of Approaches to Learning Wilson and Fowler (2005) Conclusion

Humang Genome Project :: Science Genetics Technology Papers

Humang Genome Project The Human Genome Project (HGP) is an internationally collaborative venture to identify and mark all the locations of every gene of the human species. The HGP in the United States was started in 1990 and was expected to be a fifteen year effort to map the human genome. There have been a number of technological advances since 1990 that have accelerated the progress of the project to a completion date sometime during the year 2003. The U.S. HGP is composed of the Department of Energy (DOE) and the National Institute of Health (NIH) which hopes to discover 50,000 to 100,000 human genes and make them available for further biological study (1). There are a number of other countries that are involved in the project, including Australia, Brazil, Canada, France, Germany, Japan, and the United Kingdom (1). Besides numerous countries involved in the project there is also a number of commercial companies that are involved in sequencing (6). The collaborative 3 billion dollar price tag will be us ed to sequence the possible 3 billion DNA base pairs of human DNA. The possibilities from the information that will be obtained from the project are virtually endless. It will most likely change many biological and medical research techniques and many of the practices used by our medical professionals today. The knowledge that will be obtained will help lead to new ways of diagnosing, treating, and possibly preventing diseases. Through the discovery of the human genome, the possibilities are endless for agriculture, health services, and new energy sources also. The end result of the HGP will be information about the structure, function and organization of DNA, as we know it today. Technical Aspects of HGP There are a number of goals that have been set forth by the HGP that they hope to have finished by their completion date in 2003. One of the first goals of the project is to identify the 50,000 to 100,000 genes that are found in DNA (2,3,4). The second goal of the HGP is to sequence the 3 billion chemical bases that make up human DNA. DNA sequencing is the process of determining the order of the chemical building blocks "bases" that make up the DNA of the human chromosome. This information will then be stored into a large database so that information can be used by other individuals'. The HGP hopes to then be able to develop tools for the analysis of this data.

Ethnographic Research Paper: Latino-American Immigration Experience Essay

The immigration experience as a Latino-American is as diverse as the manifold cultures that the pan-ethnic identity, Latino, aims to subsume. With regards to the immigration experience, Zavella (1991) lays an emphasis on the notion of social location. The difference among Latinos in American society is embedded in their â€Å"social location within the social structure†, in which identity, or one’s sense of self, is emergent from the intersected social spaces formed by class, race/ethnicity, gender, and culture. In order to gain a sufficient understanding of the identity of the Latino-American immigrant, it is necessary to consider the subjective conditions under which individual experiences have shaped behaviors and attitudes. Through examining social location, this essay aims to reveal the significance that an individual immigration experience has had in shaping a sense of self in relation to American culture. In this essay, I discuss his immigration process in light of themes such as Latino identity, assimilation, legal status, immigrant social network in reception context, and family obligations to demonstrate how Mr.  Raya’s personal experiences have constructed his identity as a proud American. In particular, I will consider how these themes contribute to his relation to the Latino community, how an active effort to learn English and familiarize with legal boundaries constituted a sense of belonging, perspective roles in U. S. society, and the influence of family values on his behavior. Latino Identity Suarez-Orozco, Marcelo and Paez (2002) explain how the Spanish language acts as the unifying agent across Latinos in American society. The Latino population is made up of those whom originate, or are descendants from, a vast array of Latin-American countries that ranges from Mexico, reaches oversea to the Caribbean Islands, and down through Central to South America. The cultural difference among immigrants and the way in which American society receives them contributes to their social location and differs greatly between individuals of the Latino community. The ethnic category of Latino is one in which the United States has adopted in an attempt to racially define a particular sect of society. The Latino identity has been crafted by the U. S. overnment and gains its meaning solely in relation to the experience in U. S. society. Although Latinos are often misrepresented by their pan-ethnic title, â€Å"the Spanish language generates a powerful gravitational field bringing them together. † The assimilation experience as a Latino immigrant may be divided largely by structural forces associated with cultural origins, however, the Latino identity stands united under the Spanish language. Originally from South America, Mr. Raya is a proud Peruvian who associates himself with others from Latin American backgrounds due to their common cultural use of the Spanish language. Mr. Raya elucidates, â€Å"I want to begin by clarifying what the term Latinos means. So Spanish comes from Latin†¦so our roots are from Latin. That’s why our language is latino. The language. Not our race. Because I’m from South America, Rigo for instance is from Mexico, but if you see us together then you can call us Latinos. Because it is the general idea. † (p. 1, l. 1-4). Mr. Raya clearly states that his connection to other Latinos, such as his co-worker Rigo, is solely due to their use of the Latin-base language, Spanish. Similar to the experience expressed in the literature, Mr. Raya’s identity as a Latino is only in relation to his association with other Latinos living in America. Assimilation Chavez (2008) demonstrates how the assimilation process of Latinos migrating to the U. S. has been compromised and restricted due to the â€Å"Latino Threat Narrative†. He argues that the popularly held idea that the Latino presence in the U. S. challenges American ideals and society on the whole accounts for the stunted rates of assimilation among Latinos in America. Latinos are viewed as a threat because of a perceived â€Å"refusal† to assimilate into the larger society due to the desire to preserve their own culture. One way in which Latino immigrants are considered as resistant to American society is by their use of the Spanish language rather than what is preferred by the U. S. majority, English (Cornelius, 2002). American disapproval of Latino immigration has been expressed through the implementation of immigration laws, followed with a negative representation of Latino immigration in the mass media. America’s defensive attitude toward Latinos have stigmatized them with being â€Å"illegal†, which in turn, alienates Latino immigrants due to racialization effects from unwelcoming attitudes held by the larger society Gomez, 2007; Martinez, 1998). When first moving to America, Mr. Raya hardly knew a word in English. His initial struggle to incorporate into the U. S. social order was on account his lack knowledge of the English language. His capacity for effective communication was bound to the confines of the Spanish language. He shares his experience, â€Å"I felt alone. I couldn’t, well I say: Good Morning, How are you; that was it you know. Even if somebody talked to me you know I was like a clam you know. I couldn’t, I didn’t, I didn’t want it, those things you know†(p. 1, l. 3-25). Mr. Raya’s experience stresses the separation from the American community felt by the Latino immigrants described in the Chavez study. He explains how a deficit of the English language contributed to a feeling of loneliness. In contrast to the literature however, rather than pushing him farther away from his assimilation goal, Mr. Raya became attracted to learning English. He explains, â€Å"So that’s why I went to school. I started studying English, and then I felt, I got Americanized immediately. † (p. 1, l. 29-30). Discontent with his isolated state, Mr.  Raya recognized the importance of speaking English. He credits learning English for his ability to assimilate and how it lead to a gained sense of belonging as an American. Legal Status Abrego (2011) calls attention to the role that an immigrants’ legal consciousness plays in the incorporation process. Research suggests that adult immigrants with an undocumented legal status often live in a constant state of fear due to threat of deportation. The internalization of the â€Å"illegal† stigma criminalizes undocumented immigrants and legitimizes the exploitation of migrant workers (Menjivar and Abrego, 2012). Their submissive attitude and passive lifestyle under oppression is reinforced through the U. S. structure and ultimately prevents their achievement of assimilation. On the other hand, those considered as being â€Å"with the law†, that is, those with a strong legal consciousness, â€Å"are aware of their rights and are likely to make claims for redress or inclusion†. Immigrants aware of their legal rights under American legislation are shown to have more successful rates of incorporation. Mr. Raya’s experience with applying for U. S. itizenship portrays him as having a strong legal consciousness. Although he is not an American citizen on paper, his awareness of his contractual agreement made with the United States government provides him with the information to back up his confidence that secures his sense of belonging. Mr. Raya recalls his experience, â€Å" When I went to apply, when I went to apply here, they told me, ‘you just sign a paper, saying tha t you’re going back there. ’ After 2 to 3 years, I had to go back there. But my social security, I have a driver’s license; I’m legal here. But if I go out, I can’t come back in 10 years. That’s one of the reasons why I never went out, I never went back there, back to Peru. † (p. 3, l. 1-5 ). In line with the argument provided by Abrego (2011), Mr. Raya’s legal consciousness of what he can or cannot do under administrative decree, constitutes his sense of belongingness in American society. Mr. Raya further explains, â€Å"I really feel like America is my country. I miss Peru of course, but I’m okay. I’m just like an American right now. So I play the rules and everything† (p. 2, 1. 16-18). He asserts his entitled right to live in America, and affirms his entitlement through proper forms of identification. Because he is aware of his legal standing, he cautions himself of the repercussive consequences of leaving the country. He makes conscious decisions based of the knowledge that if he were to return to Peru, he would not be permitted back into the U. S. immediately. Knowing what is and isn’t available to him under the U. S. legal system has given Mr. Raya his confidence due to the autonomy and control he has over his fate. Social Networks  Menjivar (2000) argues against the â€Å"overly romanticized notions of immigrant unity† that surround the image of Latino immigrant social networks. Research examining Salvadorian immigrant social networks provides evidence that refutes the stereotypical assumption that latino family members already living in the U. S. to offer unconditional financial, emotional and material support for their migrating relatives. The presence of existing social networks with individuals living in the U. S. serves for an incentive and resource aid for migration. However, the way in which social ties receive friends and family upon transition is affected by context. In American society, perceptions held among immigration social networks have shown to reflect U. S. structural features such as the labor market rather than the cultural norms of the social culture of national origin. In many cases, social ties were shown to weaken because of a low capacity for reciprocity. The inability to reciprocate aid from reception was especially evident when the participants in exchange had very limited access to resources. Social class insertion, brought by immigrants and potential opportunities, demonstrated a significant relation to an immigrant’s access to resources and ability to assist those within social networks. Male immigrants tended to have stronger and larger social networks than females and the wisdom of immigrants from older generations offered more successful information that had been acquired with age. The immigrant social network experience of Mr. Raya was shaped by social class insertion and reflects of the social context under which he was received. Now 63, Mr.  Raya migrated at the mature age of 31 with a clear objective in mind: to make money. Mr. Raya stresses the economic aspect and demand for labor market participation in American society, â€Å"everyone wants to come over here, because the general idea is like, you come here, and the dollars are on the street, they’re in the tree; you know, its easier to make dollars. Its not easy the way the way we work here†(p. 1, 1. 14-16). Mr. Raya’s perception of America prior to immigration embodies the same spirit of the American Ideal and depicts the notion of social mobility as being tangible by means of hard work. When first migrating to the United States, Mr. Raya was welcome by a friend who had agreed to help him get settled, however was expected to work and provide for himself. Mr. Raya explains, â€Å"when we come over here we become Americans in an economic way. † He further explains, â€Å" Let’s say you want to bring your sister or your brother; you bring them over, and as an American, okay, you help them for 2, 3 months, you tell’em you gotta pay rent, you gotta pay your food. But up there no. You can stay at your parents house forever† (p. 2, l. 28-30). In line with the literature, Mr.  Raya highlights the shift of expectations for social networks as one makes the transition from Latin-American to American context. Mr. Raya’s experience has shaped his perception of the way in which friends and relatives looking to migrate should be received into American society. Family Obligation Abrego (2009) examines the ways in which migrant parents’ gender affects the transnational families’ economic welfare. The term transnational is used to describe families where â€Å"members of the nuclear unit (mother, father, and children) live in two different countries†. Common among migrant parents of transitional families was their practice of sending of remittances. Abrego argues that families with transitional mothers are more likely to experience economic prosperity compared to transitional father-away, families in which families with transitional fathers often received limited or no remittances. Gendered parental obligations imply that men prioritize themselves or new relationships establish in the United States over their family back home, while attributing a strong regard for family values with mothers of transitional families. Mr. Raya’s adolescent years spent in Peru were marked by extreme poverty and its unfortunate contingencies. Poverty-stricken conditions foreshadowed a life in Peru that was static and void of hope. In an attempt to invert his impoverished fate for his family, Mr. Raya’s decision to leave Peru was persuaded by the economic opportunities that America had to offer. Although his family was out of sight, they were never out of mind when it came to his financial gain while living in America. In contrast with the literature illustrating the male, father figure as being self -interested and self- serving, Mr. Raya expresses his obligation to support his family. I was planning to go to college but I couldn’t because I had to send money to my kids, and my kids were in Peru† (p. 2, 1. 3-4). Unlike the experiences described by Abrego, Mr. Raya holds a high regard for family values that transcends material goods, â€Å"we were poor. We didn’t have a car, we didn’t have a house, But the main thing for me is that we had a family†¦ that was the basic; loving your family first†(p. , l. 7-11). Family values defined his goal to provide financial support for his entire family was his main incentive for immigration. Mr. Raya describes his objective, â€Å" That was my main goal: help my people. Send money to them; to my kids, to my parents. And that, that part made me feel good. Even though I mean my kids they were not with me but, they, my kids they had a good education† (p. 2, 1. 10-13 ). Although the separation from his children is hard for him, knowing that they receive a good education assures Mr.  Raya that he has served his duty to his family. Conclusion In the final analysis, Mr. Raya’s immigration experience demonstrates how the positions he occupies within the U. S. social structure has influenced his ultimate sense of an American identity. His personal experience in America as a Latino immigrant reveals his particular social location in which his Latino-identity, motivation for migrations, desire to assimilate, legal consciousness and expectations for reception all contributed significantly to his behavior and perceptions. When examining his experience in light of research, Mr. Raya’s successful incorporation mirrors many theories held regarding Latino assimilation into American society. Mr. Raya recognizes that his Latino profile is one in which language is indicative of his relation to the Latino-American population, and that learning English is imperative to his assimilation process. An active engagement with the U. S. egal system while determining his migrant status has allowed for a positive assertion of legality and provides Mr. Raya with a confident sense of belonging. Moreover, the key feature of Mr. Raya’ experience is his strong will to assimilate. Dissimilar with conclusions of related research, obligation to fulfill his role as a father and support his family was the driving motive behind his successful incorporation. On the whole, his social location has shaped his attitudes and opinions toward Latino-immigration in general. He stresses the importance one’s capacity for adjustment to the American structural context in order to achieve assimilation, and therefore reach economic, social and political success. Through an analysis of the Latino-American experience of David Raya, this essay demonstrates the significant impact social location has had on the formation of Mr. Raya’s American identity as a Latino immigrant.

Verizon vs Sprint

P. P. is a 4-year-old boy who presents to the pediatrician’s office with pain in his right ear. Subjective Data Mom states that her son woke up in the middle of the night crying two nights ago. She gave the child ibuprofen, and he went back to sleep. Last night he woke up in pain, and he was inconsolable. She felt he should be seen by the physician. Attends preschool program Lives with mother Father estranged Objective Data TM appears inflamed – it is red and may be bulging and immobile T 100. 3 Last ibuprofen 3 hours ago 1. What other assessments should be included for this patient? Inspection of the ear with ophthalmoscope. 2. What questions are appropriate for a patient presenting with earache? -When did the pain occur? -On a scale of 1-10 how severe is the pain? 3. What risk factors are associated with earaches for this age group? -This age group of adolescents are more at risk for ear infections, because of the size and shape of the Eustachian tube, and the immune system is not strong yet. 4. From the readings, what is the difference between otitis media and otitis external? -Otitis media is a middle ear infection that effects the ear drum.Otitis external is inflammation, irritation or infection of the outer ear canal. 5. From the readings, what is the most probable cause of earache in this patient? -The most probable cause in this patient is acute otitis media. 6. What are three appropriate nursing diagnoses? -Inspect the ear –Take Medications to reduce the pain. -Check up in about two weeks if the pain does not die down. 7. What interventions should be included in the nursing care plan? -The nurse should prescribe antibiotics to help with the infection and schedule a check-up appointment to make sure the infection is gone or is improving.