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Marketing

Monetary operations

Monetary operation is the exercise by which economists implement monetary policy. On the other hand the mechanism by which the financial authorities in a country manage the circulation of money is what is referred to as monetary policy. Stakeholders widely agree on roles that the economic policy have to play: rapid growth, high employment and stable prices. However, they do not agree that these roles are compatible. Monetary policy can be used to halt inflation but cannot be used to stop recession. The role of monetary operations is to ensure that policies made by the central bank in a country attain their objectives in the financial markets. To meet its operational purposes their target is mainly to obtain a certain interest rate per day and the most successful instruments are those that match the workings of the system in the financial market (Homan 134).

FDI (Foreign Direct Investment) is an individual’s direct investment through his business in a foreign country either by expanding the operations of an already existing business in the foreign country or by purchasing all the shares in a company in the foreign nation. Hot money is an expression common in the financial markets to submit to the streaming of funds from one nation to another so as to gain some short term profits on the differences in interest rates. Production FDI occurs when a company copies the activities it does in its home country at the same production level but in a foreign country (Homan 137).

A capitalist system is one in which the economic system is founded on the personal ownership of the means by which goods are produced. Financial architecture is the wide ranging measures and framework put in place to manage an economic crisis. The Banking system is an important component of the international economy because it accounts for trillions of assets globally. The IMF (International Monetary Fund) is a global financial institution that is affiliated to over 180 countries and works to guarantee international trade, monetary cooperation and financial stability (Homan 139).

The IBRD (International Bank for Reconstruction and Development) one of the five subsidiaries of the World Bank is a global financial institution that provides loans to poor countries. BIS (Bank for international settlements) mainly promote global financial and monetary cooperation and works closely with central banks. However, being a global organization it does not answer to any country (Homan 142).

Hard money is the kind of funding by an organization or government that is continuous rather than an on one occasion funding. On the other hand Soft money is the kind of funding provided by politicians particularly during their campaigns it is done only once (Homan 147).

A foreign exchange risk is a risk that results from an exposure to unexpected changes in the rate of exchange between two currencies. The risk exists because of exchange of currencies between exporters and importers who are subjected to a likelihood of drastic financial costs if they do not properly manage it. For exporters and importers to protect their investments against losses posed by the foreign exchange risk they need to affect various available hedging strategies (Homan 156).

A forward contract is a non consistent contract between two parties to purchase or vend a product on a particular future date on a price settled upon between them prior to the transaction. On the other hand, a forward option starts at a specified date in the future and expires on a further specified future date. However, its premium is paid well in advance and just before it expires. A counter party risk is a risk that affects each part of a contract that the counterparty may not meet its requirement. On the other hand market risks are the probabilities of investors to get losses because of dynamics that impact on the general performance of financial markets (Homan 159).

Works Cited

Homan, P. T. and Fritz Machlup, ed., Financing American Prosperity. New York (2010): (134-159).Print.

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Campbell is a strong advocate for a society free of prejudice and harassment. Race, color, sex, gender, sexual orientation, gender identity, gender expression, national origin, ancestry, citizenship, marital status, military or veteran status, physical or mental disability, medical condition, age, religion, genetic information, or any other protected classification under federal, state, or local law will not be tolerated (Collins, 1994). Every employee is expected to support the company’s commitment to providing all employees with equal employment opportunities.

Campbell encourages its employees to treat one other with decency, respect, and kindness. Every employee has the right to work in a free of harassment, intimidation, and bullying environment. Harassment, bullying, and discrimination can happen in a variety of forms, including unwanted physical contact (sexual or otherwise) (Shea, 2002). jokes or other words, photos, voicemails, or emails made at the workplace that are insulting, aggressive, or unpleasant

The organization places a premium on shared ownership and goal clarity. It plans to offer a demographic data dashboard that represents the demographics of the organization. It also generates a scorecard to track the progress of its approach. It is developing a 360-degree feedback program for our management, and all paid workers have a performance target that is directly related to I&D, in order to instill accountability throughout the firm. It’s also amending its Code of Business Conduct and Ethics to better represent the inclusive organization it aspires to be. At Campbell, we want to foster an environment where people can be themselves while also feeling accepted and encouraged to do their best work.

Campbell is dedicated to keeping and developing correct books, records, and accountings in a transparent and honest manner. Employees are responsible for ensuring the accuracy, completeness, and truthfulness of the company’s financial records, contracts, agreements, and any other papers (however trivial) (Collins, 1994). In the marketplace and among investors, financial honesty helps to retain trust and reputation.

References

Collins, Douglas (1994). America’s Favorite Food: The Story of Campbell Soup Company. Harry N. Abrams, Inc. ISBN 0-8109-2592-3.

Shea, Martha Esposito, and Mathis, Mike (2002). Images of America: Campbell Soup Company. Arcadia Publishing. ISBN 0-7385-1058-0.

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American Culture

According to Ronald Takaki in Chapter 2 of A Different Mirror, how does Mary Rowlandson’s narrative support his interpretation of events in the 1670? Find additional examples and quotations in the excerpt from Mary Rowlandson’s captivity narrative in the Kaleidoscope reader and relate them to Takaki’s interpretation.

According to Takaki, The Tempest, one of Shakespeare’s plays can be used to explain a lot if attitudes and conceptions people have about the Americas and the development of race ideologies and concepts. This play was first released in 1611 and it served as a creation masquerade for a new American society (Takaki 25). Ireland was being invaded by the British and Caliban, a character in the Shakespeare play, was likened with the ‘wild Irish’ that was invaded by Britain. The author indicates that the English invaders destroyed Ireland for a period of two centuries, and even celebrated their triumph over the Irish people by taking slain Irish soldiers’ heads for trophies (27). In this chapter, the author likens these events with the play The Tempest which was really about the newly found world. In the view of the author, the name of Caliban was derived from cannibalism or cannibal. To him the obsession of the European colonizers of this period could be likened with cannibalism. The Indians, on the other hand, were likened to the devil by Takaki. They also represented other attributes such as sin, the body, laziness, sexuality and lack of self- control.

‘… On the surest ways to confirm an identity….. is to find some way of measuring what one is not….’ (Takaki 41). This is probably one of the most significant quotes in this chapter, emphasizing the need and interest of the author in identities. In the same chapter, Takaki relates or associates the narrative of Ki- wa- kwe- skew, which was another creature, thought to be the sister of the story’s main character, the cannibal. In the translations of the author, this creature was probably used to represent the oppressive Europeans.

The captivity narrative of Mary Rowlandson in a way supports the interpretations made by Takaki in his book. Mary was captured by warring Indians who attacked the English people with cruelty. They killed children, babies, women and men and beheaded some of them. They burned people’s houses with people in them and took captive those who remained. The reason why Mary’s story can be used to support the interpretations of Takaki in chapter 12 is because they both have the same views of the Indians. Takaki indicated that Indians could be likened with the devils, with sinful people, who did not have self control. Mary, on the other hand, describes them in the same hateful manner. When she is taken by the Indians, she is taken to a deserted town where they camp for the night. Mary says that spending that night with them was the hardest thing with their ‘… roaring, and singing, and dancing and yelling of those black creatures in the night….’ (Rowlandson 23). She even likens the scene with hell. The same view of Takaki of Indians is supported by Mary when she calls them ‘… brute, savage, barbarous enemies…’ (Rowlandson 24). When she fell over the head of the horse she was placed on with her wounded child, she says that the Indians laughed at her like inhumane creatures, they even enjoyed seeing this happening (Rowlandson 25). This supports the interpretation of Takaki of Indians as devilish, sinful creatures that lacked self control. She also constantly refers to them as pagans and herself as Christian (Rowlandson 25). This further supports the translation by Takaki that the Indians were sinful and devilish creatures. Mary does not have any kind words for the Indians after they destroyed her life, took away her loved ones and destroyed her home. It is no doubt then that she has the same interpretations as Takaki of the Indians. She says that they are savage bears, and roaring lions who did not fear man, God, or even the devil. To her they were the devils themselves who brought mush suffering to her. Though she says they did not abuse her chastity, her descriptions of them show them as the sinful creatures without self control that Takaki talked about.

Both of these authors have a similar interpretation of the events that took place in the 1670s. Though Takaki has additional interpretations of the European who invaded Ireland, he also includes in his interpretations some opinions he had on Indians who went into war with the Europeans. Much of Mary’s text is about the Indians and how barbaric they were in their war. All in all, her description of the events that took place in the night she was captured supports the interpretations of Takaki of the same.

Works cited

Rowlandson, M. (n.d). A narrative of the captivity and restoration of Mrs. Mary Rowlandson: 20- 35.

Takaki, R.T. (2008). A different mirror: a history of multicultural America. New York: Little, Brown, and Co., 2008

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Campus Carry Laws

Shootings have become quite rampant in the United States, and the most alarming thing is that there are no comprehensive laws to govern and restrict gun ownership in the country. Buying a gun is as simple as walking into a store and paying in cash with no additional requirements such as background checks. It comes as no surprise that anyone can purchase a gun and walk into the street and start shooting indiscriminately. Mass shootings have become an almost regular part of breaking news headlines. It is shocking that with all the innocent lives claimed by senseless gun violence, there is yet to be a law that severely limits gun ownership. Even more worrisome is the fact that some Americans staunchly stand by the right to own guns, ignoring the danger that comes with it. Schools and colleges are among the most affected public spaces when it comes to gun violence. It is with this situation in mind that the campus carry laws have been put in place in an attempt to restore sanity in school grounds. However, it is still an intense debate on whether or not people should be permitted to carry firearms inside campus, with both sides of the divide giving compelling reasons for their position.

Some of the most horrific killings are the Columbine High School shootings in 1999 that claimed 15 lives, the 2007 Virginia Tech shootings that claimed 32 and most recently in 2018, 17 people died in a Parklands high school. These statistics show that there was an average of one shooting in the year 2018 (Arrigo & Acheson 136). It is clear that schools and colleges are soft targets for crazed shooters, and more needs to be done to protect the young people in our schools. Other public spaces, such as malls and clubs, have also fallen victim to gun violence. This matter is not restricted to the United States only; Britain and New Zealand have also been victims. On the 15th of March this year, a shooter attacked the Christchurch mosque in the relatively quiet New Zealand, resulting in the death of 51 Muslims in prayer at a mosque. The response to the fatal shooting was fast; the country tightened its gun laws and even banned some types of firearms. Sadly, there has been no similarly swift response in amending gun laws in the US despite the high number of shootings.

Different states in the country have different campus carry laws. These laws refer to the permits to carry concealed weapons within campuses. Some colleges allow licensed holders to carry concealed weapons within campus. These states include Idaho, Arkansas, Georgia, Texas and others. Other states allow individual colleges to choose whether or not to allow weapons within their campuses. Some states impose certain restrictions such as Tennessee gives licensed faculty permission to carry their hidden weapons within the campus, but students are not allowed to do the same. In other states, people can keep their arms concealed in their locked cars within the campus.

There are several reasons given in support of the permission to carry weapons within campus. Statistics have shown that students have the highest percentage when it comes to supporting campus carry at 57%. Faculty are less enthusiastic, with only 37% in support, and the least supportive of campus carry are school administrators, only 19% of whom support carrying weapons on campus (Bennett et al. 348). The most prominent reason is that the student and faculty can keep themselves safe in case of any danger. Within the campus, there are many dangers that students face on a daily basis, including rape, assault, and violent robbery and stalking. Some stalkers show up at their target’s doorstep and follow them around. Despite trying all measures including restraining orders, some stalkers will not relent, and most often they will end up hurting their targets, including raping them and even killing them. If the target were allowed to carry their weapons around, they would feel more secure knowing that they can protect themselves in case of anything.

The second argument for campus carry laws is that the right to carry a weapon is enshrined in the constitution. Students and faculty should be able to enjoy the right to carry their concealed weapons even within campus. There is no reason as to why people should be denied their constitutional rights to carry their weapons simply because they happen to be within campus grounds. Before a person is given authorization to carry a concealed weapon, they have to be trained; it has been found that permit holders are the most law-abiding and they are therefore unlikely to misuse their guns. Citizens should retain their rights so that they can be able to protect themselves in case of any danger to themselves or other people.

There are many views that oppose the campus carry laws. The first reason is that gun laws in the country are quite lenient, and therefore, anyone can get their hands on a gun. There are no background checks carried out when a person buys a gun. If a student or member of faculty that is mentally ill gets their hands on a weapon, their behaviour is quite unstable, and this puts others around them at risk. The second opposition to campus carry is that accidents from the concealed weapons are quite frequent. A person carrying a concealed weapon can accidentally set their gun off injuring themselves and other people. In addition to this, students and faculty will be quite nervous if they knew that one of the people in their class or grounds had a gun (Proffitt). They cannot predict the behaviour of the weapon holder; therefore, they have to be on high alert all the time. For this reason, students and faculty will not be able to concentrate on their core activity on campus, which is academics. Additionally, college students that want to commit suicide will be more likely to do it if they have firearms within their reach. People who attempt suicide with a gun succeed 85% of the time compared to only 2% who try using a drug overdose.

The third reason critics present against campus carry is that many college students engage in behaviours such as alcohol and drug consumption; these activities make them prone to erratic behaviour. For example, if a drunk student were to walk around campus with a gun in their pocket and get into a confrontation with someone, they are likely to draw their weapon and hurt other people. Handling firearms within the campus is, therefore, more likely to increase tensions rather that defusing tense situations. Another reason against campus carry is that it is very easy for a student’s firearm to be stolen from their dorm (Bouffard et al. 327). Theft within campus is quite prevalent, and this creates the danger of someone accessing guns that belong to others, even licensed owners.

Most of the students in college campuses are quite young, and therefore, they cannot be lawfully permitted to hold firearm permits. For this reason, the argument that a student or faculty member might have prevented the mass shootings of the past by countering the gunman holds no water. In further opposition to campus carry, it is argued that the job of dealing with armed assailants should be left to professionals such as campus police. These police have been trained for months, and hence, they are qualified to deal with such situations (Wilson & Wilson 32). Contrastingly, license firearm holders are only trained for a short period, such as one day. For this reason, they are not equipped to deal with explosive situations such as a shooter on campus.

Both sides of the debate give very valid points. Many students in support of the campus carry insist that being able to carry concealed weapons on campus would help them protect themselves. They can be able to fight their attackers on equal grounds. In addition to this, campus carry proponents say that the number of fatalities and injuries from campus shootings would have been significantly reduced if there had been a student or member of faculty who had a gun to retaliate against the gunmen. On the other hand, the arguments against campus carry laws are numerous.

Most states in the country allow campuses to come up with their own policies when it comes to campus carry. Not surprisingly, most of the campuses have chosen a gun-free policy within their grounds. Most of the students on campus are not yet old enough to be permitted to carry concealed weapons. They also engage in alcohol and drug use; thus, most of the time, they are not in a stable frame of mind. If they are allowed to carry a weapon, is it highly likely that accidents will happen that will lead to deaths. In case of any small altercation or argument, a student will be tempted to draw their weapon, and this might result in fatalities. The best course of action is to keep campuses gun-free so that students and faculty can devote their attention and time towards the core business of the campuses, which is imparting knowledge.

Works Cited

Arrigo, Bruce A., and Austin Acheson. “Concealed carry bans and the American college campus: A law, social sciences, and policy perspective.” Contemporary justice review 19.1 (2016): 120-141.

Bennett, Katherine, John Kraft, and Deborah Grubb. “University faculty attitudes toward guns on campus.” Journal of Criminal Justice Education 23.3 (2012): 336-355.

Bouffard, Jeffrey A., et al. “How many more guns? Estimating the effect of allowing licensed concealed handguns on a college campus.” Journal of interpersonal violence 27.2 (2012): 316-343.

Proffitt, Jennifer M., et al. “11 Preventing Violence or Promulgating Fear? ALEC, the NRA, and Guns on Campus.” (2017).

Wilson, Charles P., and Shirley A. Wilson. “Perceived roles of campus law enforcement: A cognitive review of attitudes and beliefs of campus constituents.” Professional Issues in Criminal Justice 6.1 (2011): 29-40.

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According to Sir Ken Robinson on the significance of creativity in education, creativity is more significant in the workplaces due to the fact that most of the companies are looking for more than just graduates to perform specific tasks. Besides, the companies need employees who are able to think for themselves and therefore are able to think differently and be innovative. During the 2006 TED talk, Sir Ken Robinson challenged the way we are educating our children and therefore champions a radical rethink of the present school system in their effort to cultivate creativity as well as acknowledging multiple types of intelligence.

According to Robinson, creativity is essential in education just like literacy is deemed to be significant and therefore, literacy and creativity should be treated with the same status. Children will tend to take a chance, and they are not afraid of being wrong but according to Robinson, being wrong does not necessarily imply creativity but at the same time questions to the questions the dedication of being creative if an individual is afraid of being wrong. During his lecture, Robinson claims that by the time the children matures tom be adults, they already have lost the capacity of creativity as they have become frightened due to the consequent failures. According to Robinson, the current generation is responsible for discouraging creativity, and this is done through stigmatization whereby the society stigmatizes mistakes. It is undoubtedly true that the current educational system is run in such a manner that making a mistake is one of the worst things that a child can do.

Accordant to Robinson, it is due to the stigmatization of the mistakes that are responsible for smothering creativity in schools in the sense that we are educating our children out of creative capacities. Robinson further states by quoting from Picasso that all children are born artists bit the main problem is to remain to be as an artist as one grows up. Robinson believes that individuals don’t grow into creativity but grow out of it, or the children are educated out of creativity. Robinson asserts that in every system, there is a hierarchy within the arts, and within these, arts and music are generally associated with a higher ranking in status in schools than drama and dance. According to him, there is no education system on the globe that is capable of teaching dance every day to the children in the same way that the teachers teach mathematics in schools.

The education system is predicated on the idea of academic ability, and the education system came to meet the needs of industrialism. The education hierarchy is rooted on the basis of two ideas one of which is based on the most useful subjects being listed on the top. Robinson claims that the whole topic of public education is not based on creativity as the things that were deemed creative were stigmatized. During the early times, the possession of a degree earned a person a direct job unlike in the present days where a graduate walks home to play video games.

Through Robinson’s assertion that the present education system doesn’t support or push for creativity among the students, we are able to relate to the present situations, and it is true that the education system is developed and strengthened for the aspiring employees and not entrepreneurs. The fact that the current education system doesn’t foster creativity is due to the fact that schools focus on the subjects to which they deem to be relevant to the job market. While at the same time stigmatize those people who most likely try to expose their creativity especially on such fields as fitness, sports, and physical education as they are not relevant according to the education system. The claim is valid as most of the educational curriculum supports only the theoretical part of learning and doesn’t pay an effort to other aspects of creativity such as in sports and therefore the education system can be termed as being the number one enemy to the growth of talents as well as encouraging creativity among the students.

I have also been a victim bearing in mind that I am one of the students who depend on the same education system that tries to stigmatize people who try to come with new ideas. The resource personnel and the instructors contribute to this as they do according to how the system have taught them to do for years. Everyone in the fitness department is subjected to the same and archaic ways even if they don’t work out just because they are documented as being what is right. In my yoga and eight lifting sessions we are part of this learning every basic details from the books that were written many years ago. The instructor does not take time to include his perceptions on the best way to perform yoga or even lift the weight, the same program is repeated every day.

Suggestions are not really welcomed as they don’t really take our views, as they have no consideration that we are living in another generation where concepts are developed through sharing of ideas. I tried several times but the instructor was very direct that we follow what is documented implying that there is no room provided for creativity and that we are subjected to the same course materials to suit the market demands but not develop new ideas.

Reference

Do schools kill creativity? Sir Ken Robinson. (2006): Retrieved from: https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity#t-64995

Monetary policies are very important when governments are out to stabilize the economies.

This is attributed to the fact that, it is much easier to enact monetary policy decision than a fiscal policy decisions. Having monetary policies is a clear avenue for flexible exchange rates (Betts & Michael, 2000). The ranging inflation makes the domestic level rise, this in the results to appreciation and very high account deficits; fixed exchange rate is actually beneficial by rendering the central bank component. For the fixed exchange rate, it does not move around in the short run. Exporters and importers don’t have to be afraid by the hedging open currency positions or even the demand of goods fluctuating along the relative price (Chari, Patrick & Ellen, 2002).

When monetary policy is implemented through fixed exchange rate system, the main aim is to maintain low inflation and maintaining an adequate level of foreign reserves (Clarida, Jordi & Mark Gertler, 2000). Moreover, when this one is used, the central bank acquires control over the monetary base, since it does not have to do any additional or even subtraction liquidity derived from compulsory interventions in the foreign exchange market. But having a fixed exchange system, the central bank influences interests rates and exchange rtes through the general price level (Devereux, Michael & Charles, 2003).

Due to the transparency in the system, this process is effective in stabilizing the inflation expectations, the exchange rate and the evolution of inflation. Conclusively, under the fixed exchange rate system, a country’s current account deficit can become substantially larger than its account surplus and therefore it is very hard for then to face a balance of payment crisis. Moreover, the rates also act as an automatic stabilizer to external shocks. In other words, they facilitate relatively painless adjustment to negative events in other countries that affect the host country (Devereux, Michael & Charles, 2003)

References

Betts, Caroline and Michael B. Devereux (2000): “Exchange Rate Dynamics in a Model ofPricing-to-Market”, Journal of International Economics 50,1,215-244

Chari, V.V., Patrick Kehoe, and Ellen McGrattan (2002): “Monetary Shocks and Real ExchangeRates in Sticky Price Models of International Business Cycles,” Review of EconomicStudies 69, 533-563

Clarida, Richard, Jordi Galí, and Mark Gertler (2000): “Monetary Policy Rules andMacroeconomic Stability: Evidence and Some Theory,” Quarterly Journal ofEconomics, vol. 105, issue 1, 147-180.

Devereux, Michael B. and Charles Engel (2003): “Monetary Policy in the Open EconomyRevisited: Exchange Rate Flexibility and Price Setting Behavior”, forthcomingReview of Economic Studies.

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Title: Module 2 – Case Planning Health Promotion Programs: Needs Assessment

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Date: 15th August 2013

Module 2 – Case Planning Health Promotion Programs: Needs Assessment

What is the rationale and importance of the study?

This study was conducted after medics realized that the cases of cervical cancer were higher among Canadian women of Chinese origin compared to native Canadian women. The aim of the study was to create an understanding and highlight why Canadian women of Chinese origin are less regular visitors for PAP tests.

Main point of interest is to find out why women of Chinese origin not only living in Canada but also British Colombia had low turn outs for Pap tests.

What steps of the Precede-Proceed model are used as theoretical background for this study?

Factors that predispose, enable and reinforce that are common after a Pap test were examined from women of Chinese origin who lived in British Colombia. The samples from a Pap test 2 years ago from the study were used for comparison.

The study conducted in British Columbia is a basis for comparison, to help the researchers have a deeper understanding and connection.

How was the data collected?

Data was collected through interviews where questionnaires were filled by Canadian women with Chinese origin from age 20 to 79 years. The questions in the questionnaire were formulated from the PRECEDE-PROCEDE model that had been conducted earlier.

The questionnaires were reviewed by specialists who checked for all ambiguity in the answers. Clarity of answers was key in creating a basis to understand and conclude the study.

What were the factors associated with screening?

There were several factors that were associated with screening; Sociodemographic factors. These include social status factors, whether the Lady is single or married also if she was fluent in English.

Another factor was Predisposal; this is in relation to the lady’s beliefs regarding screening and prevention of cervical cancer.

Enabling factors was also a factor of consideration. These include issues of insurance and accessibility to health care facilities. How accessible are health centers for these women.

Finally, the reinforcing factors; these are factors that push the lady to have a pap test for example being advised to have on by her physician.

These factors constitute of issues that the average woman encounters, from marriage to age. They form a general rationale which can be used to construct a questionnaire.

What were the Implications for further research?

It was clear that there were distinct factors which caused Canadian women of Chinese origin not to have a pap test thus leaving unaware. Women who were less educated and single were deemed ignorant on issues of cervical cancer and having a pap test. Also, old women who were still practicing Chinese cultures in Canada did not have the Pap test nor had low turn outs for the test.

While following culture and taking herbs to balance yin and yang, most Chinese women were misled and herbs could not serve various purposes. Further research should be based on convincing these women to visit clinics and have regular tests for cervical cancer and other types of cancer. The study should be used to create public awareness and sensitization on the need of such tests in prevention and early detection of cancer.

In conclusion

The study revealed that it is true most women living in Canada with a Chinese origin pay less attention to testing for cervical cancer.

Reference

Hislop T.G., Deschamps M., Teh C., Jackson C. (2003). Facilitators and barriers to cervical cancer screening among Chinese Canadian women. Canadian Journal Of Public Health. 94(1) 68-73

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Title: Module 1 – Case Health Promotion: The role of Theory and the Ecological Perspective

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Date: August 16, 2013

Did the study find that walkability of the neighborhood affected obesity in all areas and populations?

The aim of the study was to examine if there is a relationship between walking areas in the neighborhood and the body mass index in lower body. If the environment where one lives and its association with obesity and general overweight.

No, the study found that there were some significant factors which affected the thesis. Normally, it is expected that a person living in a walkable area is less likely to be obese or overweight due to the regular walking. However, several factors prove this wrong; the advantaged populations proved this right, with more walking they had a good BMI. Advantaged groups refer to people with higher education and income and are considered more stable. In disadvantaged groups the walking factor did not eliminate obesity. There are factors which seemed to cause obesity such as food environment.

Which populations benefited from walkable neighborhood?

Advantaged members of the society benefited from a walkable neighborhood than less advantaged groups. The study proved a common idea wrong, that when you walk more you are less likely to be obese. Members of the disadvantaged populations walked more, however their BMI was higher.

Why did the study give these results?

There are other factors that affect the BMI of a person other than regular exercise. In the study, a walkable environment was the mode of exercise being used. Other factors that may lead a person to being obese include diet, stress levels and education level. When a person is well educated, they will lead a healthier lifestyle and will know how to deal with stress unlike uneducated people.

Personal approach to reducing obesity in less advantaged populations

The study is an important reference that I would use in raising awareness of lifestyles and obesity. Personally, I would put up campaigns among less advantaged populations and in their neighborhoods. First is to ensure that they are aware that they should lead a healthy lifestyle, convince them to opt for healthier foods rather than fast foods. Healthy eating is the first step towards fighting obesity, drinking lots of water and eating fruits.

Secondly, ensure that members of this population are well informed on ways of fighting stress. Stress is also a factor that leads to obesity. Fighting stress through regular exercise will help in fighting obesity. Take time to have happy thoughts and dedicating time in your daily schedule to relax.

With these two strategies in place, their walking exercise will result to a guaranteed weight loss and help them avoid being overweight.

What would I try to find out?

First, find out which food they prefer, fast foods or healthy foods. How regular do they consume fast foods? What makes them prefer fast foods to healthy foods? Does the cost of fast foods make them prefer them to healthy foods?

What I would do to change that?

I would ensure that they are well informed on the advantages of leaving a healthy lifestyle eating healthy foods and the disadvantages of fast foods. This is the only way that I would make them change their perception towards fast foods and help them embrace healthy eating.

Would I still consider their environment in the intervention?

No, having given them good information on the advantages of healthy eating and disadvantages of fast foods I would not consider changing their environment. Change of food environment is the only change that is required to fight obesity. A person may change their geographical location to a new environment but still consume fast foods and lead an unhealthy life.

These populations will have the knowledge to make the right choices and well informed decisions regarding their lifestyles. There may be a great concern by critics of my strategy in this intervention. One point from critics that I expect is, if they continue to live in the same environment wont they be tempted to continue leading an unhealthy lifestyle? No they won’t, taking them to a different environment does not eliminate temptation rather they should be left to make healthy decisions for themselves.

The ecological perspective of this intervention

Ensure that the intervention is an outreach to create awareness to the entire community in that environment. When everybody is enlightened in the same way and makes a personal decision to lead a healthy lifestyle and make the right health choices, then the environment will be empowered. Rather than choosing a target group in the population to educate about healthy living and eating, educate the entire population.

In Conclusion

Knowledge is power. When people are well informed they make the right choices and live healthier lifestyles than when they are not. All communities should be well informed, plan regular campaigns to create awareness and emphasize on healthy eating. We can fight obesity by providing the right information.

References

Gina S Lovasi,  Kathryn M Neckerman,  James W Quinn,  Christopher C Weiss,  Andrew Rundle. (2009). Effect of Individual or Neighborhood Disadvantage on the Association Between Neighborhood Walkability and Body Mass Index. American Journal of Public Health, 99(2), 279-84. 

Pearce, J., & Witten, K. (2010).Geographies of obesity: environmental understandings of the obesity epidemic. Farnham, Surrey: Ashgate.

Hinton, P. O., Keenan, W. C., & MacLennan, T. G. (1976). The social factors of obesity in the low income population. London: MacPhee.

MODULE 2 ASSIGNMENT

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MODULE 2 ASSIGNMENT

Current Evidence Concerning the Use of Learning Style Inventories and How to Use Such Tools

Empirical evidence clearly shows that there is currently not enough evidence to justify the use of learning style inventories (Newton & Miah, 2017). According to Bhagat et al. (2015), even though learning style inventories are renowned classroom tools, researchers have established little evidence to support that matching the learning preference of a student to the instructional strategy results in improved educational outcomes. The authors further reveal that several scholars have found that learners who are taught according to their preferred learning style do not perform better than those who are unmatched with their learning style.

Learning style inventories are in the form of questionnaires and are mostly utilized in the classroom to help respondents identify their preferred learning style. Supporting this statement, Çakıroğlu (2014) reveals that learners have differing preferences for how they learn new information. As such, I would use learning style inventories at the beginning of a class to learn more about my students’ needs. Since no single tool can be used to measure all domains of learning: psychomotor, cognitive, and affective, I can combine two or more learning style inventories to understand my student’s needs and their preferred learning. Understanding my student’ preferred learning styles will allow me to develop a teaching approach that will incorporate all their learning needs.

Types of Diverse Students and How to Meet Their Learning Needs

One type of diverse student population is auditory learners. This group of students learns by hearing and listening. Auditory learners remember content with ease when it is presented in an auditory format (Rogowsky et al., 2020). Usually, these learners should be introduced to new information by first hearing about it and then providing verbal feedback to reinforce it (Bastable, 2019). Therefore, to meet this group of students’ learning needs, I can record class content and share it with students before the actual class meeting. I can request the students to listen to the audio before we meet for the next class. Allowing the students to listen to the audio and explaining to them the audio content will help meet their learning needs. Also, since these students learn by hearing and listening, I can adopt group discussions as a teaching approach. I can also minimize noise during the class to meet the learning needs of auditory learners.

Visual learners are another type of diverse student population. Instead of words, these students mostly utilize visual imagery, colors, graphics, symbols, and pictures to learn. Usually, visual students must see the information so as to learn it (Rogowsky et al., 2020). Furthermore, visual learners have a photographic memory and may use tone, color, and brightness to recall information. To meet visual students’ learning needs, I can use relevant pictures, charts, and graphs while using projectors to oblige the course content to enhance students’ understanding. Since these students can use color and brightness to recall information, I can also use shading codes and signal to help them remember the content taught. Since Bastable (2019) urges that visual students learn more easily by observing, viewing, and watching, I can ensure that I use demonstrations so as to meet their learning needs.

Another type of diverse student population is tactile learners. This group of learners learns through handling, touching, and manipulating objects (Buşan, 2014). According to Bastable (2019), tactile learners remember when they draw, write, and move their fingers. Therefore, to meet these students’ learning needs, I can empower them to recopy notes during the study time. I can also adopt the use of scientific experiments when teaching this group of students so as to ensure that their fingers are engaged.

Strategies that Affect Students’ Readiness to Learn and Strategies that Can be Implemented Across All Adult Learner Populations.

Students’ readiness to learn can be affected by several factors. To begin with, anxiety level significantly impacts students’ emotional readiness to learn. Anxiety influence’s student’s ability t perform at the psychomotor, cognitive, and affective levels. Fear, a significant contributor to anxiety, adversely affects learners’ readiness to learn in the three learning domains. Different levels of anxiety affect students’ readiness to learn differently. Low anxiety levels may lead to inaction on the part of the student, while a moderate level of anxiety motivates students to learn. As the anxiety level increases, the learner’s emotional readiness to learn starts to increase and starts to decline after reaching a peak (Bastable, 2019). A strategy that can be implemented across all adult learner populations to increase motivation to learn includes ensuring that the learner’s anxiety level is moderate and less emotional. Anxiety levels can be moderated by engaging in physical exercise since it allows the learner to stay active.

Health status also affects a learner’s physical readiness to learn. The student’s health status is crucial for determining the amount of energy available and the learner’s comfort level, influencing their readiness to learn. Energy-reducing demands which result from the body’s response to diseases and illnesses require the student to spend large amounts of psychic and physical energy, thus leaving little energy for actual learning. Consequently, this reduces the student’s readiness to learn. On the other hand, healthy learners have high amounts of energy available for learning, increasing their readiness to learn. A strategy that can be implemented across all adult learner populations to increase motivation to learn includes promoting health-living behaviors such as healthy eating and engaging in physical exercise (Bastable, 2019).

Furthermore, environmental effects also affect a student’s readiness to learn. An environment conducive to learning helps maintain the student’s attention and stimulate their interest in learning. On the other hand, unfavorable environmental conditions adversely affect students’ learning readiness. For instance, very high levels of noise induce vibration of body parts which negatively affects levels of concentration. A strategy that can be implemented across all adult learner populations to increase motivation to learn to include creating a favorable learning environment free from noise and other distractions (Bastable, 2019).

Also, the complexity of tasks affects students’ readiness to learn. Variations in the complexity of a task affect the degree to which behavioral changes are necessary for the psychomotor, cognitive, and affective domains (Bastable, 2019). For example, it is difficult for a student who has learned a psychomotor skill for completing a certain task to learn a new skill if the procedural steps of undertaking that task change. This is because learning new skills and unlearning the past steps increases the complexity of the task. Therefore, a strategy that can be implemented across all adult learner populations to increase motivation to learn entails providing training classes before the change is introduced.

How American with Disability Act (ADA) Affects Learning and Teaching in Higher Education and How to Meet the Needs of Students with Special ADA Needs

The ADA was signed into law on July 26, 1990 by President George H. W. Bush. ADA protects individuals living with disability from discrimination (Bastable, 2019). The ADA affects learning and teaching in higher education in different ways. Firstly, the ADA mandates that higher education institutions should make fair provisions for disabled students (Vance et al., 2014). It requires that higher education institutes that receive federal funding must not discriminate in student care, recruitment, and admission. Also, the ADA provides that students with disabilities can ask for academic accommodations, which may include auxiliary aids, to enable them to enroll and learn from all postsecondary educational activities and programs. This provision ensures that all institutions of higher learning make adjustments to ensure that the academic program is accessible to students with disabilities. The ADA also assists in implementing necessary changes in laws, processes, and procedures and facilitates the accessibility of classes and exams, which are crucial in making sufficient arrangements for disabled students.

To meet the needs of a learner with special ADA needs, several strategies can be incorporated into the teaching/learning plans. First, a universal design and provision of accommodation are the main strategies for increasing the overall accessibility of higher education by disabled students. Secondly, the use of technology in institutions of higher learning can help meet the needs of a student with special ADA needs. For example, technology can be used to facilitate online learning. Notably, online learning may be more suitable for students with physical disabilities than physical classes. Also, adopting technology can be beneficial for creating a favorable experience in institutions of higher education. For instance, assistive technology can be used to deal with print-related disorders by enlarging the text or helping deaf and hard-of-hearing students with hearing aids. Since such technologies may take longer to master, they can be accompanied by sufficient training for both instructors and teachers. Another strategy that can be incorporated in teaching/learning plans to meet the needs of a student with special ADA needs is the introduction of peer to peer mentoring programs as well as academic coaching to help other students understand the needs of the students with disability and learn how they can help them. Higher education institutions can also expand mobility for wheelchairs in restrooms and introduction of door handles and hard products. Also, lifts should be introduced in institutions for higher learning to make movement easy for students with special ADA needs.

References

Bastable, S. B. (2019). Nurse as an educator, principles of teaching and learning practice.

Bhagat, A., Vyas, R., & Singh, T. (2015). Students awareness of learning styles and their perceptions to a mixed-method approach for learning. International Journal of Applied and Basic Medical Research, 5(Suppl 1), S58. https://dx.doi.org/10.4103%2F2229-516X.162281Buşan, A. M. (2014). Learning styles of medical students-implications in education. Current health sciences journal, 40(2), 104. https://dx.doi.org/10.12865%2FCHSJ.40.02.04Çakıroğlu, Ü. (2014). Analyzing the effect of learning styles and study habits of distance learners on learning performances: A case of an introductory programming course. International Review of Research in Open and Distributed Learning, 15(4), 161-185. https://doi.org/10.19173/irrodl.v15i4.1840Newton, P. M., & Miah, M. (2017). Evidence-based higher education–is the learning styles ‘myth important?. Frontiers in psychology, 8, 444. https://dx.doi.org/10.3389%2Ffpsyg.2017.00444Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2020). Providing instruction based on students’ learning style preferences does not improve learning. Frontiers in Psychology, 164. https://doi.org/10.3389/fpsyg.2020.00164Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2020). Providing instruction based on students’ learning style preferences does not improve learning. Frontiers in Psychology, 164. https://doi.org/10.3389/fpsyg.2020.00164Vance, M. L., Lipsitz, N. E., & Parks, K. (2014). Beyond the Americans with Disabilities Act: Inclusive Policy and Practice for Higher Education. NASPA-Student Affairs Administrators in Higher Education. 1875 Connecticut Avenue NW Suite 418, Washington, DC 20009.

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Monastic History in Sri Lanka

The history of Sri Lanka is fundamentally tied to the beginning of Buddhism in this country. This religion was introduced in the 3rd century B.C. from India through a mission fronted by Ven. Mahinda (Strong, 222). This marked an extremely crucial juncture in the country’s history, as it is at this point that the country began developing an identity as a distinctive entity. This religion took root and underwent tremendous growth to become the state religion, thanks to the ample patronage and support from King Devanampiya-tissa, as well as the proper planning of the mission’s leader Ven. Mahinda (Strong, 225). It is worth noting that King Devanampiya-tissa had his own motives for supporting and patronizing the mission. While the growth of this religion has decreased in India, its growth in Sri Lanka has continued to such an extent that it evolved into the largest religion taking more than 70 percent of the citizens. In fact, the oldest Buddhists can now be said to be in Sri Lanka.

However, questions emerge pertaining to the effects of impacts of Buddhism in Sri Lanka. This is especially considering that Sri Lanka has undergone tremendous changes in its sociopolitical landscape and has, in fact, been experiencing varied upheavals. Questions emerge as to the impact of Buddhism on the country’s landscape. It goes without saying that Buddhism has been extremely instrumental to the positive growth of the country.

One of the effects of the introduction of Buddhism in Sri Lanka was the unification of the country. It is worth noting that this religion was effectively used by the ruler as the country’s force of unification, in which case it countered the forces of divisionalism that were plaguing the country. The unification came as a stabilizing force that was necessary for cultural and economic progress (Wickremeratne, 78).

On the same note, the Sinhalese Buddhists recognized the age-old pervasive force that came with the connection between language, culture, religion and education, as well as their combined influence on the national identity. King Devanampiya Tissa borrowed Asoka’s strategy and merged the political state with the new religion. He used the public coffers to support Buddhist institutions and located its temples near the royal palace to enhance control. This patronage positioned Buddhism well enough to evolve into the highest philosophical and ethical expression of Sinhalese civilization and culture. In essence, Buddhism carried a direct appeal to the masses which led to the growth of a shared Sinhalese cultural consciousness.

In addition, the Asokan Missionary approach contrasted the theological exclusivity that Hindu Brahmanism encompassed by preaching and carrying the principles of Buddhism directly to the ordinary or common people. It is worth noting that, the proselytizing enjoyed greater success in Sri Lanka than it did in India in which case it formed the basis as the island’s pioneer experiment in mass education (Wickremeratne, 56).

In addition, Buddhism had an impressive impact on the literary growth and development of the island. It is noteworthy that the Indo-Aryan dialect that the early Sinhalese spoke was comprehensible to the missionaries coming from India, in which case it complemented the early attempts at translating or decoding the scriptures. The Sinhalese literati were studying Pali, which was the language in which Buddhist scriptures were written. This played a critical role in the growth and development Sinhala into a respectable literary language (Wickremeratne, 67).

In conclusion, it is evident that Buddhism has been instrumental to the positive growth of Sri Lanka. It served as a unifying factor thereby establishing stability in the country. In addition, Buddhism was well-positioned to evolve into the highest philosophical and ethical expression of Sinhalese civilization and culture. In essence, Buddhism carried a direct appeal to the masses which led to the growth of a shared Sinhalese cultural consciousness. Moreover, it allowed for the establishment of the Sinhala as a literary language.

Works cited

Strong, John S. The Experience of Buddhism: Sources and Interpretations. 3rd ed. Belmont CA: Wadsworth Publishing Company, 2008. Print

Wickremeratne, Ananda. Buddhism and Ethnicity in Sri Lanka: A Historical Analysis. Delhi: Vikas Publishing House. 1995. Print

(Strong, )