How To Stress Syllables in Japanese Pronunciation

How To Stress Syllables in Japanese Pronunciation For non-native Japanese speakers, learning the cadence of the spoken language can be very challenging.  Japanese has a pitch accent or musical accent, which can sound like a monotone to a new speakers ear. It is quite different from the stress accent found in English, other European languages and some Asian languages. This different accent system is also why Japanese speakers often struggle with putting the accent on the correct syllables when learning English.   A stress accent pronounces the syllable louder and holds it longer. English speakers speed up between accented syllables without really thinking about it, as a habit. But the pitch accent is based on the two relative pitch levels of high and low. Each syllable is pronounced with equal length, and each word has its own determined pitch and only one accent summit. Japanese sentences are constructed so that when spoken, the words sound almost like a melody, ​with rising and falling pitches. Unlike Englishs uneven, often halting rhythm, when spoken correctly Japanese sounds like a steadily flowing stream, particularly to the trained ear. The origin of the Japanese language has been a mystery to linguists for some time. Although it bears some similarities to Chinese, borrowing some Chinese characters in its written form, many linguists consider Japanese and so-called Japonic languages (most of which are considered dialects) to be a language isolate. Regional Japanese Dialects Japan has many regional dialects (hogen), and the  different dialects all have different accents. In Chinese, dialects (Mandarin, Cantonese, etc) vary so widely that speakers of different dialects are not able to understand each other.   But in Japanese, there are usually no  communication problems among people of different dialects since everybody understands standard Japanese (hyoujungo, a dialect spoken in Tokyo). In most cases, accentuation doesnt make a difference in the meaning of the words, and the Kyoto-Osaka dialects dont differ from Tokyo dialects in their vocabularies.   The one exception is the Ryukyuan versions of Japanese, spoken in Okinawa and the Amami Islands. While most Japanese speakers consider these to be dialects of the same language, these varieties may not be easily understood by those who speak Tokyo dialects. Even among the Ryukyuan dialects, there may be difficulty understanding each other. But the official stance of the Japanese government is that the Ryukyuan languages represent dialects of standard Japanese and are not separate languages.   Pronunciation of Japanese The pronunciation of Japanese is relatively easy compared with other aspects of the language. However, it requires an understanding of Japanese sounds, pitch accent, and intonation to sound like a native speaker. It also takes time and patience, and its easy to get frustrated. The best way to learn how to speak Japanese is to listen to the spoken language and try to imitate the way native speakers say and pronounce words.  A non-native speaker who focuses too much on the spelling or writing of Japanese without taking into account the pronunciation will have difficulty learning how to sound authentic.

Stare Decisis Definition - Honor Past Precedents

Stare Decisis Definition - Honor Past Precedents Stare decisis (Latin: stand by the decision) is a legal phrase referring to the obligation of courts to honor past precedents.There are essentially two types of stare decisis. One is the obligation that trial courts have to honor the precedents of higher courts. A local trial court in Mississippi cannot legally convict a person for flag desecration, for example, because of a higher court- the U.S. Supreme Court- ruled in Texas v. Johnson (1989) that a flag desecration is a form of constitutionally protected speech.The other concept of stare decisis is the obligation of the U.S. Supreme Court to honor past precedents. When chief justice appointee John Roberts was questioned before the U.S. Senate, for example, it was widely believed that he does not accept the concept of an implicit constitutional right to privacy, upon which the Courts decision in Roe v. Wade (1973) legalizing abortion was based. But he implied that he would uphold Roe despite any personal reservations due to his com mitment to stare decisis. Justices have different levels of commitment to stare decisis. Justice Clarence Thomas, a conservative jurist who often sides with Chief Justice Roberts, does not believe that the Supreme Court is bound by stare decisis at all.Stare decisis doctrine isnt always cut and dry when it comes to protecting civil liberties. While it can be helpful concept vis-a-vis the preservation of rulings that protect civil liberties, excessive commitment to stare decisis would have prevented such rulings from being handed down in the first place. Proponents of civil liberties hope that conservative justices support precedents set by the anti-segregation ruling Brown v. Board of Education (1954) on the basis of stare decisis, for example, but if the justices who handed down Brown had felt similarly about the separate but equal pro-segregation precedent set in Plessy v. Ferguson (1896), stare decisis would have prevented Brown from being handed down at all. Pronunciation: star-ray dee-sigh-sus Also Known As: adherence to precedent; stare decisis is also similar, albeit not identical, to the concept of judicial restraint Common Misspellings: stare dicisis, stare decises

Inequality of Sexual Orientation Essay Example | Topics and Well Written Essays - 1250 words

Inequality of Sexual Orientation - Essay Example They are common terms that are used by teenager without understanding the real meaning of the word. According to the author, the use of these words on someone is attributed to some of the characters that the person exhibits that can be linked to the real construction of a gay person in the society. The author shows that if one if short or too tall, too fast or too skinny, one becomes a target by others in school and will always be referred to in bad words. This means that there are some contractions by the society which leads people to identify someone with some kind of sexual orientation unlike others. However it has been shown that most of the young people use these words in two different ways. First they can use these words for derogatory purposes and second they can be used for purpose of sexual orientation. Although schools have put in place hard polite to deal with the use of these world, they usually face a hard time in trying to curtail the use of the words (Cass, 1999). The use of antigay languages is therefore linked not to the real aspect of student being gay but is it used for the about two purpose. When use for general derogatory remarks, anti gay words generally lead to a lot of emotional strain for student. This is because it leads the student to think how the other is seeing them though it is not what they are. In case an inequality in these sense that student start to think that they are gay while in the actual sense they are not. But when it used for the purpose of sexual orientation, it shows that there are some particular characteristics that the person is bearing that rely can be closely associated with the gays even if they may not be gay themselves. In the other case about the Indian Muslim woman, the author also gives a number of factors that can be attributed to be the main causes of inequality due to sexual orientation. The other brings our the social constitution of a Muslim woman in which it is shows that Muslim women in a hijab for example ill not be considered as a first class citizen but would be relegated below man. The author brings this kind of construction to show how the Muslim society sees the position of a woman in the society. This is a sexual orientation that puts women below men. That author brings out a struggle scenario where we have the woman tiring to find a new sense of identity in another society. It is shown that the women in this case are living in two different works which result from the way the society has constructed the perception of woman. The Indian Muslim is faced with the reality of living a double standard life which is actually a conflicting world between Muslims and the American society. The American woman is not the same as the Indian Muslim though they are living in the same society (Bollough, 1996). The feminist construction in the western world and in Islam results to a sharp conflict between the two worlds with a high level of inequality. The Muslim society has a different construction of a good woman and the western societies well has a different consorting of the same woman. The inequality between the tow sides comes in the fact that the Muslim society wants a woman who lives by the standards dictated by the religion

Housing law assignment Essay Example | Topics and Well Written Essays - 2500 words

Housing law assignment - Essay Example However, the colonial structure was not amply sympathetic towards the tenants until democratic reforms were widely carried out. The political reforms were followed by the social and legislative ones, which empowered the tenants, particularly in the developed countries of the Commonwealth. Nevertheless, there was no strong and well-thought legislative framework to deter violations of the rights of the tenants by the authorities and the landlords. The municipalities were not beneficial to the old buildings, dormitories, etc. and the private companies and firms had no desire to comply with the law and mark the buildings as residential premises under the municipality. Even after widespread modernisation and democratisation, the problems of the tenants could not be eradicated altogether. The Housing Act 2004 (Commencement No. 11), however, aims at redefining the dimensions of housing security of the UK citizens at large. Further, the Homelessness Legislation has energized the community effort and the local governments to safeguard the interests of the tenants. Contextually, the case of James does not appear to be very different from the core issues of tenancy in the UK. After the recent economic crisis and negative growth, housing problems have become preponderant. Particularly, the relationships between the tenants and the landlords have been considerably strained due to the difficult situation of the real estate industry. And the problems that are being faced by James appear to be in continuity with the contemporary housing issues of the UK. James, who is a tenant of a house owned by the South Bank Properties plc, has been suffering from some mental problems. He dwelt in the aforesaid house for a couple of years. Three weeks ago James complained that the central heating system of the house was not working properly. Moreover, condensation in the bathroom and kitchen was faulty. Also, he complained of

Short Case Essay Example for Free

Short Case Essay At your company, a bottler of natural spring water, the advertising department has recently launched a campaign that emphasizes the purity of your product. The industry is highly competitive, and your organization has been badly hurt by a lengthy strike of unionized employees. The strike seriously disrupted production and distribution, and it caused your company to lose significant revenues and market share. Now that the strike is over, your company will have to struggle to recoup lost customers and will have to pay for the increased wages and benefits called for in the new union contract. The company’s financial situation is precarious to say the least. You and the entire senior management team have high hopes for the new ad campaign, and initial consumer response has been positive. You are shocked, then, when your head of operations reports to you that an angry worker has sabotaged one of your bottling plants. The worker introduced a chemical into one of the machines, which in turn contaminated 120,000 bottles of the spring water. Fortunately, the chemical is present in extremely minute amounts—no consumer could possibly suffer harm unless he or she drank in excess of 10 gallons of the water per day over a long period of time. Since the machine has already been sterilized, any risk of long term exposure has been virtually eliminated. But, of course, the claims made by your new ad campaign could not be more false. List all of the stakeholders involved in this situation. Do any stakeholder groups have more to gain or lose than others? Develop a strategy for dealing with the contamination. How much does a company’s financial situation determine how ethical dilemmas are handled? In this situation the list of stakeholders would be everyone in the company. If the company is not able to make money then the company is at stake and this stakeholders are everyone that is employed, this includes myself as the owner of the company to the labor employees that have a newly negotiated labor contract. I do not believe that anyone group has more or less to loose; instinctively, I would think the lower wage workers would have more to loose, but is actually not true, because its all relative. The strategy I would use to deal with this situation is to stay honest an true to the product the company sells and to the employees. First, I would write a detailed letter to everyone explaining the situation. I would explain the position of the company before this incident and the potential implications of this situation. The company’s financial situation has a lot to deal with how this situation. Which is why I feel it is important to be transparent. My plan would be to dispose of the contaminated supply along with any equipment that would contaminate future products. I would work the manager or director of infection control to make sure the contaminated product is appropriately disposed of and to come up with a plan that would insure this does not happen again. One all is said and done, I would relay all relevant information to all the employees of the organization. Further, I would l relay a newly created policy of what how employees will how act in this manner will be dealt with.

Teaching Philosophy Essay -- Education, Higher Education

Teaching Philosophy Stephen Brookfield (2006) defines a teaching philosophy as â€Å"†¦a set of values, beliefs, insights, and convictions about the essential forms and fundamental purposes of teaching† (p. 255). A teaching philosophy should serve to support a teacher and guide his or her actions so that the students’ best interests are always of primary focus. It should also come from within and be an extension of the teacher’s identity. When we consider the difficult environment and circumstances that students face today, the authenticity and actionability of a teaching philosophy is paramount. Students decide to attend college for a variety of reasons, but the essence within these reasons is a desire to grow (Shultz & Higbee, 2007; Cabgrera & La Nasa, 2000). Growth in education has often been defined as accumulating knowledge. This outdated way of thinking about higher education must give way to a different paradigm that focuses on developing the whole student. As our world becomes more connected and complicated, students have an increasing need to reach higher levels of cognitive development. In turn, teachers need to become student centered in their approach. Teachers are no longer tasked with imparting knowledge, but helping students develop abilities to understand and apply knowledge. The increasing needs of our students require an even deeper personal commitment by teachers. Parker Palmer (1998) believes that teaching is a deeply personal activity. I started teaching without much personal consideration. However my dedication to teaching today has grown out of my personal interactions with students. As a result, teaching has become a significant part of my identity. I realize my role in a student’s life is one of a ment... ... fluid and revisited. Dynamic environment demands constant organizational change. Training future business leaders demands a higher level of student analytical ability. Help them construct that through project based learning, dialogical interactions, and cross disciplinary cases. I feel that I am already a good teacher. The question now is how to become a great teacher. Me – I like dialogical – modeling, especially with different topics. ME : Teaching shouldn’t be routine Vaclav Havel (1998), former president of Czechoslovakia and of the Czech Republic, spoke often of seeing the world from a global perspective. Regarding intellectuals, Havel (1998) said, â€Å"Their increased sense of responsibility for this world has not made such intellectuals identify with an ideology; it has made them identify with humanity, with its dignity and its prospects† (p. 208).

Learning institutions in America before public education

In the early part of American history, education was not for everyone. The masses usually came from agricultural communities were planting and harvesting crops were more important than education. On the other side of the fence, were the wealthy families, the businessmen, the landed and the politicians who were able to enjoy the benefits of education. The kind of education that the poor got was a few weeks of schooling during winter where teachers were not trained and school houses were decrepit and materials were lacking. The lessons were limited to basic skills to enable the children to write their names and count hens. The public education system that we presently have is a far cry from what has been in the past century. We owe the present form of education we have to Horace Mann, who campaigned for and worked to bring about social reforms and give each American the right to free education. Mann through his enthusiasm and devotion secured within his own state public support for schools. He encouraged businessmen to support building public schools since he believed that educating the masses would lead to greater economic progress. It goes to say that having a literate nation would spell more skilled and competent workers who would be the backbone of the factories at that time. More so, when the masses were given the right to vote, a growing awareness of the government’s obligations to its people came to light, the clamor for free education was strongest at this period. Mann faced a few difficulties in the form of opposition from prominent politicians and wealthy businessman and the clergy for education would be an equalizing factor between the rich and the poor and most especially because public schools would be competing with private and sectarian schools. Horace Mann also advocated public education for the masses as a means of bringing equality to the society. He argued that pubic schools made it possible for all citizens to exercise their right to free education without the encumbrances of religion or financial burdens. The individual could go to school without having to believe in something that is opposed to his cultural background and everyone could at least finish high school without the need to apply for loans or maintain a scholarship. The poor could concentrate on learning and in some ways to prepare for their future. Furthermore, Mann was able to integrate the schools in his state to a system that became the basis for the public education system in the country. He also advocated the establishment of normal schools to train teachers; he was against corporal punishment and instead focused and emphasized better teaching methods. Thus education gained the attention and funding that it never before had, and was established as one of the institutions of society. By the latter part of Mann’s life, the number of elementary and secondary schools had increased dramatically all over the country, but he did not stop there. He went on to work on changing higher educational system wherein the poor had the opportunity to be admitted to colleges until his death. Thus the door to educational advancement and success was opened to the masses. Â   Â  

Emerging Standards of Care: Cultural Competence Essay

The United States is often referred to as a melting pot. Cultural diversity is an inevitable reality in today’s society. We are faced with an increasingly diverse patient population and a diverse group of health care providers. Culture is a dynamic and complex phenomena that most understand as something that describes a particular ethnic group (Mitchell, Fioravanti, Founds, Hoffmann, & Liebman, 2010). Culture influences a person’s behaviors, practices, norms, customs, and beliefs on health, illness, and health care. According to Freidman, Bowden, and Jones (2003), people view culture as a model for our way of behaving, living, and feeling. There is an existence associated between culture and health practices. As the world becomes more diverse with migration, it is important that nurses and other health care workers understand and recognize the various cultures they encounter. The current U.S. population exhibits unparalleled ethnic and sociocultural diversity, yet the nursing workforce fails to reflect the current state of the nation’s diversity. According to the U.S. Department of Health and Human Services, the U.S. nursing workforce is predominantly White/Non-Hispanic and female (U.S. Department of Health and Human Services, Health Resources and Services Administration, 2010). Nurses face the challenge to meet the health care needs of a culturally diverse population while promoting diversity in the workforce. Nurses promote diversity in the workforce through educating nurses on cultural sensitivity and competence. Cultural competence in nursing is evolving as a standard of care. It is essential that nurses and other health care providers employ knowledge of various social and cultural influences in the care setting to promote  patient-centered care (Mitchell, Fioravanti, Founds, Hoffmann, & Libman, 2010). It is necessary to appreciate and recognize the relevance of diversity in the acute care setting to set standards of culturally competent nursing care, and to improve delivery of care through improving and meeting these standards. It is important that health care providers not only embrace cultural diversity, but also strive for cultural competence in order to ensure that all patients receive the best possible care. It is imperative that health care professionals integrate a patient’s cultural beliefs and practices into his or her treatment and recovery plan. Health care is rapidly changing. Patients and families are more receptive to these changes in modern medicine if their traditions and practices are integrated (Chater, 2008). Cultural competence not only pertains to race, sex, age, and ethnicity, but also encompasses â€Å"other inseparable factors of culture such as economic, political, religious, psychosocial, and biological conditions† (Stein, 2010). Delivery of culturally competent care entails promotion of the principles of social justice. According to the American Nurses Association (2001), â€Å"respect for the inherent worth, dignity, and human rights of every individual is a fundamental principle that underlies all nursing practice† (American Nurses Association, 2001). These principles model the standards in providing culturally competent care. They also guide nurses’ decisions pertaining to patient care. It is crucial that nurses and other health care providers examine their own beliefs and values. They must determine how their beliefs and values influence their interactions with patients, families, and colleagues. The concepts of cultural aspiration, cultural skill, cultural appreciation, cultural knowledge, and cultural acquaintances all produce cultural competency. Motivation of the nurse to become culturally proficient leads to acceptance of cultural diversity. Cultural awareness is the profound self-exploration of an individual’s personal cultural background. This includes identifying one’s cultural assumptions, biases, and prejudices of different cultures. The capability of assessing and assembling relevantly cultural facts that are significant to the patient’s presenting problem  refers to cultural skill. Cultural knowledge includes both seeking for and acquiring a strong educational foundation of the existing multicultural population that includes health beliefs and practices. And, lastly, the process that encourages nurses to interact face-to-face with diverse cultures is cultural encounter. Culturally competent care is reached by incorporating these concepts. By doing so, there is a decrease in health disparities and an increase in the potential for better outcomes and relevant care (Campinha-Bacote, 2003). The HHS Disparities Action Plan was initiated by the Department of Health and Human Services. This plan coordinates with other agencies to reach its goal of promoting health equality by using provisions set forth from Healthy People 2020 and the Affordable Care Act (HHS, 2011). According to HHS (2011), ethnic groups such as Hispanics, Asian Americans, American Indians, and African Americans experience higher mortality rates than other ethnic groups. The HHS Disparities Action Plan identifies factors such as poverty, socioeconomic status, lack of access to health care and racially driven disparities to promote safe patient outcomes and health equality. Several critical components establish standards of practice contribute to an organization’s capacity to provide culturally competent care. These components include: critical reflection, transcultural nursing knowledge, social justice, cross-cultural practice and communication, patient advocacy, health care systems, multicultural workforce education, policy development, training, and evidenced-based practice and research (Brady, 2010). Health care facilities need to ensure that tools such as multilingual teaching materials and interpreters are in place to effectively provide care. The use of cultural knowledge in composing a patient’s plan of care is a way to value diversity. Cultural competency is a continuous learning experience. Health care facilities may collaborate with professional organizations to establish best evidence-based practice in order to develop policies and standardized culturally competent care and reduce disparities (Brady, 2010). So, how does one become culturally competent? The initial step to becoming culturally competent is self-awareness. We must be aware of and value our own culture in order to identify with and recognize the value of the culture of others. We do this by critically reflecting on ourselves. â€Å"Examining and reflecting on one’s own ethnicity, belief structure, and values† determine the impact on our ability to â€Å"deliver culturally competent care† (Brady, 2010). A Nurses who understand themselves are able to understand and appreciate cultural differences. By doing so, the nurse can establish ideal ways to render effective health care services. An example would be that of a patient from the Far East. A nurse caring for a Chinese patient must appreciate that the Chinese adhere to traditional healing practices such as acupuncture, meditation, and homeopathy. Knowing this, the nurse will attempt to integrate these traditional practices into the patient’s treatment plan. The nurse can integrate acupuncture as an alternative treatment for pain management. A nurse who appreciates cultural diversity will strive to understand the cultural practices and beliefs of that patient and integrate applicable elements of the patient’s culture in the plan of care. Explanation of the plan of care and identifying the needs and expectations of the patient and family will aide in reducing tension, hence, develop a trust between the nurse, patient, and family. Nursing is making advances in promoting and implementing culturally competent care. Transcultural Nursing Society is a professional nursing organization involved in ensuring cultural competence is being included in the curriculum of nursing schools throughout the nation. The Transcultural Nursing Society is also involved in ensuring that curriculums are providing nurses with the necessary knowledge base to ensure cultural competence in their practice (Transcultural Nursing Society, 2013). Another organization, the Agency for Healthcare Research and Quality (AHRQ), provides guidelines to enhance culturally competent care in health care facilities. This organization recognizes the disparities in health care delivery due to linguistic differences. They also recognize that there is prevalence in racial and ethnic disparities in health care delivery in the United States. The AHRQ points out that culturally and linguistically  diverse groups, as well as individuals with limited proficiency in English are disadvantaged in the health care system. These groups often experience poor health status and outcomes by accessing inadequate medical care in regards to quality despite consistent insurance status and income. Policy makers, civil rights groups, and health care facilities are responsible to understand the reasons behind persistent disparities and implement effective strategies to eliminate them. One way to do this is to improve cultural and linguistic competence of health care providers (Wilby, 2009). Linguistic competence is the ability of health care facilities to provide individuals with limited English proficiency appropriate oral and written language services. Health care facilities can hire bilingual/bicultural staff, train health care providers, or hire translators to assist during communication. The National Standards for Culturally and Linguistically Appropriate Services, (CLAS), standards are â€Å"intended to advance health equity, improve quality, and help eliminate health care disparities by establishing a blueprint for health and health care organizations† (OMH, 2013). There are four categories under which these standards fall: principle standard; governance, leadership, and workforce; communication and language assistance; and engagement, continuous improvement, and accountability. Health care professionals can make the production of positive health outcomes for distinct populations possible by customizing services to a person’s verbal communication preference and way of life. Pursuing health integrity must remain at the forefront of healthcare’s efforts, with continuous identification of dignity, respect, and quality of care as rights of all, and not the civil liberties of some. According to OHM (2013), culture defines how individuals receive health care information, and how individuals exercise their rights and protections. It is what individuals consider a health dilemma, and how individuals express their indications and anxieties regarding the crisis. Holistic care involves designing care to meet the individual needs of the patients, to care for the whole. This includes considering cultural differences when planning care. Barriers to culturally competent interactions entail verbal communication, communication approach,  individuality, and sometimes a lack of respect for the patient’s preferences and needs. Language is a method by which a patient approaches the health care system, becomes aware of services, and formulates determination in relation to his or her health performance (Woloshin, Schwartz, Katz, & Welch, 1997). Communication endorses the opportunity for people of various backgrounds to learn from each other. Put the patients’ desire to understand first and make certain that they receive a chance to describe, in their own words, the information regarding their health care concerns and plans are fundamental initial measures in eliminating descrepancies and enhancing quality of care. Cultural competence requires people to develop an awareness of the differences of other people and their cultural personality groups. One is not capable of being culturally competent without considering the differences. Cultural competence does not involve giving up one’s own beliefs, values, or practices (Elliott, 2011). According to Elliott (2011), we can crack the cultural competency code by asking questions, listening, and aligning our attitude. The late Madeleine Leininger was a pioneer in the influence of culture on health care. Leininger was a Transcultural Nurse. She advocated two leading standards that nurses can employ in caring for patients from various diverse cultures. First, preserve an extensive, independent, and open attitude in regards to each patient. Secondly, evade the perception that all patients are alike. Leininger believed that by pursuing these principles, we can free ourselves to discovering the way others envision health and illness, and develop relationships that are therapeutic. She viewed every clinical experience as cross-cultural (Leininger, 2002). Diversity at the Workplace I work in a hospital in the small city of Tarpon Springs, FL. Tarpon Springs is located in Pinellas County. According to the 2010 census, the population was 23,484. Tarpon Springs has the highest percentage of Greek Americans than any other U.S. city. The city of Tarpon Springs has a total area of 16.9 square mile. 9.1 square miles being land, and 7.7 square miles  being water. Tarpon Springs has a series of bayous which feed into the Gulf of Mexico, and was first settled around 1876 by white and black fishermen and farmers. It got its name because some visitors spotted tarpon jumping out of the waters. The first local sponge business was founded by John Cheyney. In the 1890s, a few Greek immigrants arrived to work in the sponge industry. It was in 1905 that John Cocoris introduced sponge diving to Tarpon Springs and recruited divers and crew members from Greece. Tarpon Springs became the largest sponge dock industry in the world. Many restaurants serving traditional Greek cuisine line the streets of Tarpon Springs, as well as quaint boutiques. Nearby beaches are popular for swimming, picnics, boating and windsurfing. Viewing bottlenose dolphin are a favorite past-time of many. Tarpon Springs is also known for its Greek Orthodox festivities, including the January 6 Epiphany celebration that includes youths diving for a cross and the blessing of the boats and waters. This celebration attracts Greek Americans from across the country. The racial makeup of the city is 90.07% white, 6.15% African American, 0.29% Native American, 1.04% Asian, 0.06% Pacific Islander, 0.81% from other races. Hispanic or Latino is 4.33% of the population. 11.8% of the total population report their ancestry as Greek, which is included in the white statistic of 90.07%. 8.87% report speaking Greek at home, while 3.46% admit to speaking Spanish, and another 1.09% French. There are 91.8 males for every 100 females. The median income for a household is $38,251. About 7.7% of families and 9.8% of the population are below the poverty level. The hospital which I work is the only hospital in Tarpon Springs. The hospital has 168 beds which comprise 150 acute care beds, 18 transitional care beds, 14 ER beds, 9 ORs, 2 C-Section rooms, and 2 cathlabs. Adventist Health Systems acquired the hospital from University Health approximately 4 years ago. As you can see from the above demographics, this hospital serves a diverse population and community. From a religious perspective AHS is of the Adventist religion, however, welcomes, serves, and does not discriminate against any religion. The primary language is English, however, various  languages such as Greek, Spanish, French and Italian are spoken as well. Unfortunately, there are some patients who only speak their native language, and do not speak, nor understand English. For the most part, the hospital experiences minimal difficulty in assisting the patients and families in translation. Recently, the hospital contracted with a translation service using the internet. The hospital does provide admission and treatment information sheets and consents in other languages, as well. Our hospital is dedicated to serve the multicultural community of Tarpon Springs. Our food service caters to different cultures on a daily basis. Of course, Tuesday is Taco Tuesday. However, other ethnic foods are offered daily such as Greek, Italian, and Chinese cuisine as well as Soul Food and food that is in accordance with the beliefs of the Seventh Day Adventist religion, which excludes pork and shellfish from their diet. Chaplains and different religious figures are available to visit and pray with patients and families. Every Friday at sunset, a prayer recognizing the beginning of the Sabbath is heard over the intercom. Every Saturday evening at sunset, another prayer is heard over the intercom to recognize the end of the Sabbath. All committees, meetings and gatherings are started with prayer. There is signage throughout the hospital to portray our mission: Extending the healing ministry of Christ. I feel confident in saying that this hospital does follow Culture Care Standards. Signage is posted in all patient care areas and public areas regarding the hospitals standards. Signage includes anything from Equal Opportunity Employer to EMTALA. Because the workforce is very multicultural, the hospital is at an advantage at meeting these standards. There is one thing that all employees know; we are family despite our cultural differences. I am very proud to say that I work for this hospital. Conclusion The United States is a melting pot, and is becoming more and more diverse every day. Recognizing that diverse cultures exist is the first step in decreasing health disparities, and providing the best possible care to  individuals. Health care workers, including nurses, need to practice self-awareness. By becoming aware of self, they can then embrace other cultures and the needs of their patients. It is important for all health care professionals to understand the culture and beliefs of the patient population which they serve, in order to integrate these beliefs in his or her practice, whereby enhancing the quality of care provided to all patients. Education and training is vital in ensuring that health care professionals attain clinical excellence and strong therapeutic relations with the patients they serve. We cannot dictate the communities that we serve. Cultural competence does not mean giving up one’s own beliefs or values. It means opening eyes to the beliefs and values of others. The need for health care professionals to integrate cultural competence will allow delivery of optimal care, treatment, satisfaction, and better patient outcomes. References American Nurses Association. (2001). Code of ethics for nurses with interpretive statements. Retrieved from http://nursebooks.org Brady, J.M. (2010). Cultural nursing implications in an integrated world. Journal of PeriAnesthesia Nursing, 25(6), 409-412. doi: 10.1016/j.jopan.2010.10.005 Campinha-Bacote, J. (2003, January). Many faces: Addressing diversity in health care. Online Journal of Issues in Nursing, 8(1), Manuscript 2. Retrieved from www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAperiodicals/O JIN/TableofContents/Volume82003/No1Jan2003/AddressingDiversityinHealthCare.aspx Chater, K. (2008). Palliative care in a multicultural society: A challenge for western ethics. Australian Journal of Advanced Nursing, 26(2), 95. Department of Health and Human Services. (2011). HHS action plan to reduce racial and ethnic health disparities. Retrieved from http://minorityhelath.hhs.gov/npa/templates/ content.aspx?lvl-1&lvlid=33&ID=285 Elliot, G. (2011). Cracking the cultural competency code. Canadian Nursing Home, 22(1), 27-30. Friedman, M.M., Bowden, V.R., & Jones, E.G. (2003). Family nursing: Research, theory, & Practice (5th ed.). Upper Saddle River, NJ: Prentice Hall. Leininger, M. (2011). Culture care theory: A major contribution to advance transcultural nursing knowledge and practices. Journal of Transcultural Nursing, 13(3). 189-192. Mitchell, A., Fioravanti, M., Founds, S., Hoffmann, R., & Libman, R. (2010). Using simulation To bridge communication and cultural barriers in health care encounters: Report of an international workshop. Clinical Simulation in Nursing, 6, 193-198. doi: 10.1016/j.ecsn. 2009.10.001 Stein, K. (2010). Moving cultural competency from abstract to act. Supplement to the Journal of the American Dietetic Association, 110(5), 21-27. doi: 10.1016/j.jada.2010.03.010 Transcultural Nursing Society. (2013). Transcultural Nursing Society mission and vision. Retrieved from http://www.tcns.org U.S. Department of Commerce. (2010). United States Census Bureau Tarpon Spring, Florida. Retrieved from http://quickfacts.census.gov United States Department of Health and Human Services Office of Minority Health (OMH). (2013). The National CLAS Standards. Retrieved from http://minorityhealth.hhs.gov templates/browse.aspx?lvl=2&lvlID=15

Inquire vs Enquire

Inquire vs Enquire Inquire vs Enquire Inquire vs Enquire By Ali Hale One of our readers, Susabelle wrote to ask: Can you take on explaining the difference between â€Å"inquire† and â€Å"enquire?† These are two spellings of the same word, which means to seek information about something or to conduct a formal investigation (usually when followed by â€Å"into†). The corresponding noun is enquiry or inquiry. Either spelling can be used, but many people prefer enquire and enquiry for the general sense of â€Å"ask†, and inquire and inquiry for a formal investigation: I enquired his name The first enquiry in my inbox today was about lost property. We are going to inquire into the incident. The lawyers asked when the inquiry will be completed. In practice, enquire and enquiry are more common in British English, and inquire and inquiry are more common in US English, for both informal questions and formal investigations. However, the Guardian (a British newspaper) tells writers to â€Å"use inquiry† and the Oxford English Dictionary seems to recognise inquire as the more dominant form, deeming enquiry: †An alternative form of INQUIRE. The mod. Dicts. give inquire as the standard form, but enquire is still very frequently used, esp. in the sense ‘to ask a question’.† So, it’s up to you which spelling you use, though if you’re writing for a particular publication, it’s worth asking about their house style. Sticking with inquire is probably best if you’re at all unsure, and whichever you pick, be consistent! Quotation with Inquire and Enquire or if we are called to your home; Ziman said. Even in misdemeanor arrest situations, we are not going to inquire about immigration status. The department does pursue that avenue in conjunction with the federal (www.chicagotribune.com) Mr. Sessions’s overlooked role as a key witness in the investigation into whether Mr. Trump tried to obstruct the inquiry itself. It also suggests that the obstruction investigation is broader than it is widely understood to be (www.nytimes.com) to publicly pressure Mr. Mueller to stick to that timeline and trying to assuage the president by predicting the inquiry will end soon, a strategy that some of his other lawyers tried, with mixed results. (www.nytimes.com) Philisophical enquiry allows children the opportunity to discuss a topic or issue as a class, regardless of their background or ability to speak English. (www.theguardian.com) Video Recap Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:50 Incorrect Pronunciations That You Should AvoidConfusing "Passed" with "Past"Using "May" in a Question

Water Scorpions, Family Nepidae

Water Scorpions, Family Nepidae Water scorpions arent scorpions at all, of course, but their front legs do bear a passing resemblance to scorpion pedipalps. The family name, Nepidae, derives from the Latin nepa, meaning scorpion or crab. You dont need to worry about being stung by a water scorpion – it has no stinger. Description Water scorpions vary in shape within the family. Some, like those in the genus Ranatra, are long and slender. These are often described as looking like aquatic walkingsticks. Others, such as those in the genus Nepa, have large, oval bodies, and look like smaller versions of giant water bugs. Water scorpions breathe by means of a caudal respiratory tube formed from two long cerci that extend to the waters surface. So regardless of the body shape, you can recognize a water scorpion by this long tail. Inclusive of these respiratory filaments, water scorpions range in size from 1-4 inches long. Water scorpions capture prey with their raptorial front legs. As in all true bugs, they have piercing, sucking mouthparts, hidden by a rostrum that folds under the head (much like you see in assassin bugs or plant bugs). The water scorpions head is narrow, with large side-facing eyes. Although they do have antennae, its difficult to see them, as theyre quite small and located beneath the eyes. Adult water scorpions do have developed wings, which overlap when at rest, but dont often fly. Nymphs look much like adult water scorpions, though smaller, of course. The respiratory tube of the nymph is considerably shorter than in the adult, particularly in early stages of molting. Each water scorpion egg bears two horns, which are actually spiracles that extend to the waters surface and provides oxygen to the developing embryo. Classification Kingdom – AnimaliaPhylum – ArthropodaClass – InsectaOrder – HemipteraFamily - Nepidae Diet Water scorpions ambush their prey, which includes other aquatic insects, small crustaceans, tadpoles, and even small fish. The water scorpion grasps vegetation with its second and third pairs of legs, just below the waters surface. It sits and waits for a potential meal to swim by, at which point it straightens out its hind legs, pushes itself forward, and grasps the animal tightly with its front legs. The water scorpion pierces its prey with its beak or rostrum, injecting it with digestive enzymes, and then sucks up the meal. Life Cycle Water scorpions, like other true bugs, undergo simple or incomplete metamorphosis with just three life stages: egg, nymph, and adult. Typically, the mated female attaches her eggs to aquatic vegetation in the spring. The nymphs emerge in early summer and undergo five molts before reaching adulthood. Special Adaptations and Behaviors The water scorpion breathes surface air but does so in an unusual way. Tiny water-repellent hairs under the forewing trap a bubble of air against the abdomen. The caudal filaments also bear these tiny hairs, which repel water and hold air between the paired cerci. This allows oxygen to flow from the waters surface to the air bubble, as long as the breathing tube is not submerged. Because the water scorpion breathes air from the surface, it prefers to stay in shallow waters. Water scorpions regulate their depth using three pairs of special sensors on their bellies. Sometimes referred to as false spiracles, these oval sensors are attached to air sacs, which are in turn connected to nerves. Any SCUBA diver can tell you that an air sac will be compressed as you dive deeper, thanks to the forces of water pressure which are amplified at depth. As the water scorpion dives, the air sacs become distorted under pressure, and nerve signals send this information to the insects brain. The water scorpion can then correct its course if it inadvertently dives too deep. Range and Distribution Water scorpions can be found in slow moving streams or ponds throughout the world, particularly in warmer regions. Globally, scientists have described 270 species of water scorpions. Just a dozen species inhabit the U.S. and Canada, most of which belong to the genus Ranatra. Sources Borror and DeLongs Introduction to the Study of Insects, 7th edition, by Charles A. Triplehorn and Norman F. Johnson.Lecture notes, Entomology for Teachers course, Dr. Art Evans, Virginia Commonwealth University.Water Scorpions, Northern State University. Accessed February 19, 2013.Water Bugs and Water Scorpions, Fact Sheet, Queensland Museum. Accessed online February 19, 2013.Family Nepidae - Water scorpions, BugGuide.Net. Accessed February 19, 2013.Guide to Aquatic Insects and Crustaceans, Izaak Walton League of America.

An Analysis of the Long Term Success of Veolia Water's Joint Ventures Dissertation

An Analysis of the Long Term Success of Veolia Water's Joint Ventures with State-Owned Companies in China - Dissertation Example 1.2 Aims and Objectives of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1.3 Research Problem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦ 1.4 Research Questions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Chapter 2: Review of Literature†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦. 2.1 Joint Ventures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2.2 International Joint Ventures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 2.3 Chinese-Foreign Joint Ventures†¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2.4 Influence of Chinese culture on Chinese-Foreign Joint Ventures†¦.. 2.5 Hofstede’s Cultural Dimensions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2.5.1 Societal Orientation: Collectivism vs. Individualism......... 2.5.2 Power Distance: Low vs. High†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.... 2.5.3 Uncertainty Avoidance: Low vs. High†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦... 2.5.4 Social Gender: Masculinity vs. Femininity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦... 2.5.5 Time Orientation of Goals: Long-term vs. Short-term†¦.. ... .. 2.10 Summary of Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Chapter 3: Case Study of Joint Venture: Veolia Water Company and China’s State-Owned Companies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3.1 Veolia Water†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3.2 Veolia Water in China†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦... 3.2.1 Veolia’s Joint Ventures in China†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦.. 3.2.2 Veolia’s Business Model in Chin†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.... 3.2.3 Performance of Veolia Water in Chin†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦ 3.3 Veolia’s Ori gin Culture’s (France) Cultural Dimensions Profile in Comparison with China’s†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3.4 Human Resource Management†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3.5 Stakeholders’ Interests†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3.6 Organizational Culture†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3.7 Financial Performance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦...†¦ 3.8 Government Involvement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3.9 Summary of Case Study Chapter 4: Methodology 4.1 Introduction†¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦ 4.2 Research Methodology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4.2.1 Survey Questionnaires†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4.2.2 Qualitative Content Analysis of Literature†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦ 4.3 Target Sample†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦.. 4.4 Data Analysis Strategies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 4.5 Reliability and Validity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4. 6 Limitations of the