The Humoral Theory Of William Shakespeares Romeo And Juliet

The humoral theory is one of the oldest theories of Medicine that proposed that our bodies are made up of four different humours: black bile, blood, phlegm, and yellow bile. It was believed that while in good health the humours were in a harmonious balance throughout the body but illness is said to have disrupted that balance causing one or more humour to become disordered. It is also said that the mind is effected by the equilibrium of the four temperaments known as melancholic, sanguine, choleric, and phlegmatic and that they dispersed to make up certain characteristics or personality traits. Critics have long described Shakespeare as using these humours and temperaments as a way for the audience to understand the character, plot and other aspects of his plays. In such plays as Romeo and Juliet where critics have described Romeo as being a melancholy figure it is exceptionally brought about by using the four humours involved in the humoral theory that is said to have first originat ed by Hippocrates and later elaborated on by Galen. The four humours include Black Bile which is related to the melancholic temperament and said to be associated with the element earth, the season of winter, the planet Saturn, the spleen, and cold and dry qualities. The humour Blood is related to the sanguine temperament and associated with the element air, the season spring, the planet Jupiter, the heart, and hot and moist qualities. While Phlegm is associated with the temperament phlegmaticShow MoreRelatedWilliam Shakespeare s Romeo And Juliet1998 Words   |  8 PagesIn the plays, Romeo and Juliet and 1 Henry VI, by William Shakespeare, the concept of humoral theory helps to explain many of the behaviors the characters display in the plays. Humoral theory works to explain workings within the human body. According to the Welcome Library of London, â€Å"Humors existed as liquids within the body and were identified as blood, phlegm, black bile and yellow bile. These were in turn associated with the fundamental elements of air, water, earth and fire.† The elements are

Global Capitalism And Its Impact On The United States

It is not just the arbitrary concepts of capitalism which have a tendency to expand, under the Marxist understanding of the state, capitalist states will make foreign policy decisions for the benefit of global capitalism. The increased intervention by western states in the Marxist view is about the sole purpose of the expansion of capitalism in the search of profit for the companies, using the state as a mobiliser for action towards such an end. Mark Rupert brought forward a case study of such â€Å"imperialism† in action, in the case of the US. Global capitalist activities require huge amounts of energy, and the cheapest or most efficient form is petroleum. Despite not being a democracy and not practising equality, or respecting human rights, all core values to the US, Saudi Arabia remains one of the US’s closest allies. If the actions of the US abroad primarily concerned democracy promotion, human rights and core liberal values, this alliance does not make sense, but when you use a Marxist lens, and consider that alliances are about capitalism, you quickly understand why Saudi Arabia, a large producer of oil is a huge geopolitical ally of the US. This also applies to explaining enemies, for example Cuba and Qaddafi’s Libya. Cuba on the one hand is one of the few countries which still ideologically rejects capitalism as a form of organising society, which has resulted in a ban on all trade with Cuba. Alternatively, Qaddafi, who was the leader of an oil rich Libya for many yearsShow MoreRelatedEssay on Political Science1406 Words   |  6 Pagesconstitutes an element of the United States’ national political culture? The rights and liberties citizens have 2) No political belief has been more widely held across social groups and generations in the United States than ________. individual liberty 3) The Declaration of Independence asserts the primacy of the principle of ________, that â€Å"all men are created equal.† equality 4) The fastest growing ethnic group in the United States is ________. Hispanics Read MoreThe Corporate American Model Of Capitalism1316 Words   |  6 PagesCapitalism is good. In reading the articles, it seems scholars are either pro or anti-capitalism. The corporate American model of capitalism is built upon free enterprise and encourages competition. It’s also called the Liberal/Social Democratic model. Our economy, supposedly, encourages and rewards competition and equality. Yet the lack of competition and equality in our economy are issues scholars take aim at the most. George (2013) wrote in his editorial, â€Å"In the United States, income inequalityRead MoreThe Reasons For Anti Globalization Protests1263 Words   |  6 PagesMarx’s critique of the problems of capitalism in 19th century Europe. In the following essay, the reasons for anti-globalization protests will be examined and the comparison between capitalism in 19th century and now. Problems depicted by the Anti-globalization protestors Although there are many benefits brought by globalization, drawbacks are involved. Anti-globalization protesters such as Greenpeace and Anti-WTO focus on the problems created by global capitalism like uneven wealth distribution andRead MoreAmerican South And German Imperialism Essay1257 Words   |  6 PagesBooker T. Washington’s Tuskegee Institute. The Tuskegee Institute is a continual concept played throughout the book, having a large impact on the German colony of Togo. There is a great deal of similarities between the American South and German imperialism, known as the global South. To Zimmerman, the idea of the global South is a novel concept. The concept of the global South began to grow its roots after the American Civil War. Following the Civil War, the South began to redevelop once they facedRead MoreThe Impact of the Cold War on Developing Nations Essay1175 Words   |  5 PagesIntroduction Third world countries became the perfect battleground for cold war proxy battles during the early 1940’s to late 1990’s. United States wanted to flex its political muscle and try to curtail the spread of Soviet Communism in the developing nations. Most of the nations in developed world had already made their political and socio-economic stand regarding the form of governance and leadership pursued. Underdeveloped nations in Asia, Latin America and Africa were still vulnerable and easilyRead MoreThe Influence of the Communist Manifesto on the Development of Industrial Capitalism1249 Words   |  5 PagesCommunist Manifesto left a tremendous impact on a society that was rapidly becoming industrialized, and its effects can even be seen on the dominating economic system of the twenty-first century. In the later nineteenth century, however, industrial capitalism was on the brink of ruin. â€Å"On many occasions during the past century, Marxists have thought that capital ism was down for the count . . . Yet it has always come back with renewed strength.† Industrial capitalism succeeded in the face of communismRead More ¬an Inevitable Consequence of Economic Growth Is Increasing Inequality1241 Words   |  5 Pagesdiscuss how inequality affects states and the individuals living in the state. There are increased demands for educated workers; dependence of technology; privatization of markets; and the rise of capitalism which have led people to have drastic socioeconomic differences in wealth and lifestyle. Inequality in the economic sense is the difference in distribution of wealth and income between the people of a population, or even the difference in wealth between states. Though it is an outcome ofRead MoreJapans Changing Culture and the Global Economy661 Words   |  3 PagesJapans Changing Culture and the Global Economy: Japan is an Eastern nation that is equivalent to the United States with regards to her economic status. The countrys capitalistic philosophy started during the Meiji restoration in the late 1860s and was further developed and embedded through the work of Deming. Throughout its history, Japan is regarded as a religiously and ethnically standardized society with a feudal past of strong nationalistic and internal allegiances. While the country fallsRead MoreDemocracy : The Causes Of Capitalism And Democracy1167 Words   |  5 PagesThe question of whether democracies create capitalism, or the other way around, I think is too simple and ignores the circumstances in which both are initially created. Historically, it was changes in the economic system and in structures of society, without appropriate simultaneous shifts in the government structure, that created enough tension within societies to warrant a complete reconstruction of governmental institutions. I tend to think that democrac y does not have the potential to reallyRead MoreWalter Lafeber s Michael Jordan And The New Global Capitalism1511 Words   |  7 PagesLaFeber’s Michael Jordan and the New Global Capitalism, capitalism is seen through the eyes of basketball, and LaFeber argues that capitalism will always dominate culture. From the Cold War to present-day the United States has become a capitalist society, but in its wake left many Americans struggling for the American dream and even brought war to parts of the world. American capitalism took hold in the United States after the Second World War and this capitalism shaped the views and dreams of the

List of Ministers and Advisors Free Essays

List of Ministers and Advisors | SL| Name| Designation| Joining Date | Distribution of Ministry/Division | Name| From| To| | | 1| Sheikh Hasina  | Prime Minister  | 6-01-2009  | Armed Forces Division   | 6-01-2009  | Till Date  | | Cabinet Division   | 6-01-2009  | Till Date  | | | Ministry of Defence   | 6-01-2009  | Till Date  | | | Ministry of Public Administration   | 28-04-2011  | Till Date  | | | 2| Mr. Abul Maal Abdul Muhith  | Minister  | 6-01-2009  | Ministry of Finance   | 6-01-2009  | Till Date  | | Finance Division   | 6-01-2009  | Till Date  | | | Economic Relations Division   | 6-01-2009  | Till Date  | | | Internal Resources Division   | 6-01-2009  | Till Date  | | | Bank and Financial Division   | 6-01-2009  | Till Date  | | | 3| Begum Matia Chowdhury  | Minister  | 6-01-2009  | Ministry of Agriculture   | 6-01-2009  | Till Date  | | 4| Mr. Abdul Latif Siddique  | Minister  | 6-01-2009  | Ministry of Textiles and Jute   | 6-01-2009  | Till Date  | | 5| Barrister Shafique Ahmed  | Minister  | 6-01-2009  | Ministry of Law, Justice and Parliamentary Affairs   | 6-01-2009  | Till Date  | | Law and Justice Division   | 6-01-2009  | Till Date  | | | Legislative and Parliamentary Affairs Division   | 6-01-2009  | Till Date  | | | Parliament Secretariat   | 6-01-2009  | Till Date  | | | 6| Air Vice Marshal (Rtd. We will write a custom essay sample on List of Ministers and Advisors or any similar topic only for you Order Now ) A K Khandker  | Minister  | 6-01-2009  | Ministry of Planning   | 6-01-2009  | Till Date  | | Planning Division   | 6-01-2009  | Till Date  | | | Statistics and Informatics Division   | 6-01-2009  | Till Date  | | | Implementation, Monitoring and Evaluation Division   | 6-01-2009  | Till Date  | | | 7| Mr. Rajiuddin Ahmed Raju  | Minister  | 6-01-2009  | Ministry of Labour Employment   | 15-09-2012  | Till Date  | | 8| Advocate Shahara Khatun  | Minister  | 6-01-2009  | Ministry of Posts and Tele-Communications   | 15-09-2012  | Till Date  | | | Syed Ashraful Islam  | Minister  | 6-01-2009  | Ministry of Local Government, Rural Development and Co-operatives   | 6-01-2009  | Till Date  | | Local Government Division   | 6-01-2009  | Till Date  | | | Rural Development and Co-operatives Division   | 6-01-2009  | Till Date  | | | 10| Engr. Khandker Mosharraf Hossain  | Minister  | 6-01-2009  | Ministry of Expatriates’ Welfare and Overseas Employment   | 6-01-2009  | Till Date  | | 11| Mr. Suranjit Sen Gupta  | Minister  | 28-11-2011  | Without portfolio. | 17-04-2012  | Till Date  | | 12| Dr. Muhiuddin Khan Alamgir  | Minister  | 15-09-2012  | Ministry of Home Affairs   | 15-09-2012  | Till Date  | 13| Mr. Md. Rezaul Karim Hira  | Minister  | 6-01-2009  | Ministry of Land   | 6-01-2009  | Till Date  | | 14| Mr. Abul Kalam Azad  | Minister  | 6-01-2009  | Ministry of Cultural Affairs   | 6-01-2009  | Till Date  | | 15| Mr. Enamul Hoque Mustafa Shaheed  | Minister  | 6-01-2009  | Ministry of Social Welfare   | 6-01-2009  | Till Date  | | 16| Mr. Dilip Barua  | Minister  | 6-01-2009  | Ministry of Industries   | 6-01-2009  | Till Date  | | 17| Mr. Obaidul Quader  | Minister  | 28-11-2011  | Ministry of Communications   | 5-12-2011  | Till Date  | | Roads Division   | 5-12-2011  | Till Date  | | | Bridges Division   | 5-11-2011  | Till Date  | | | 18| Mr. Ramesh Chandra Sen  | Minister  | 6-01-2009  | Ministry of Water Resources   | 6-01-2009  | Till Date  | | 19| Mr. Ghulam Muhammed Quader  | Minister  | 6-01-2009  | Ministry of Commerce   | 5-12-2011  | Till Date  | | 20| Mr. Hasanul Haq Inu  | Minister  | 15-09-2012  | Ministry of Information   | 15-09-2012  | Till Date  | | 21| Mr. Muhammad Faruk Khan  | Minister  | 6-01-2009  | Ministry of Civil Aviation and Tourism   | 5-12-2011  | Till Date  | | 22| Dr. Md. Abdur Razzaque  | Minister  | 6-01-2009  | Ministry of Food   | 15-09-2012  | Till Date  | 23| Dr. Md. Afsarul Ameen  | Minister  | 6-01-2009  | Ministry of Primary and Mass Education   | 31-07-2009  | Till Date  | | 24| Dr. A. F. M. Ruhal Haque  | Minister  | 6-01-2009  | Ministry of Health and Family Welfare   | 6-01-2009  | Till Date  | | 25| Dr. Dipu Moni  | Minister  | 8-01-2009  | Ministry of Foreign Affairs   | 6-01-2009  | Till Date  | | 26| Mr. Nurul Islam Nahid  | Minister  | 6-01-2009  | Ministry of Education   | 6-01-2009  | Till Date  | | 27| Mr. Abdul Latif Biswas  | Minister  | 6-01-2009  | Ministry of Fisheries and Livestock   | 6-01-2009  | Till Date  | | 28| Mr. Shajahan Khan  | Minister  | 31-07-2009  | Ministry of Shipping   | 31-07-2009  | Till Date  | | 29| Dr. Hasan Mahmud  | Minister  | 28-11-2011  | Ministry of Environment and Forest   | 29-11-2011  | Till Date  | | 30| Mr. Abul Hasan Mahamood Ali  | Minister  | 15-09-2012  | Ministry of Disaster Management and Relief   | 15-09-2012  | Till Date  | | 31| Mr. Mostafa Faruque Mohammed  | Minister  | 15-09-2012  | Ministry of Information Communication Technology   | 15-09-2012  | Till Date  | | 32| Mr. Md. Mazibul Hoque  | Minister  | 15-09-2012  | Ministry of Railways   | 15-09-2012  | Till Date  | | 33| MR. H. T. Imam  | Adviser  | 7-01-2009  | Public Administration Affairs   | 5-06-2011  | Till Date  | | 34| Dr. Mashiur Rahman  | Adviser  | 7-01-2009  | Economic Adviser   | 22-01-2009  | Till Date  | | 35| Professor Dr. Syed Modasser Ali  | Adviser  | 7-01-2009  | Health Family Welfare and Social Welfare Affairs   | 22-01-2009  | Till Date  | | 36| Dr. Alauddin Ahmed  | Adviser  | 7-01-2009  | Education, Social Development and Political Affairs   | 22-01-2009  | Till Date  | | 37| Dr. Tawfiq-E-Elahi Chowdhury, BB  | Adviser  | 14-01-2009  | Adviser to the Hon’ble Prime Minister   | 14-01-2009  | Till Date  | | 8| Dr. Gowher Rizvi  | Adviser  | 9-07-2009  | International Relations Affairs   | 9-07-2009  | Till Date  | | 39| Advocate Mostafizur Rahman  | State Minister  | 6-01-2009  | Ministry of Land   | 31-07-2009  | Till Date  | | 40| Capt. A B Tajul Islam (Rtd. )  | State Minister  | 6-01-200 9  | Ministry of Liberation War Affairs   | 6-01-2009  | Till Date  | | 41| Arch. Yeafesh Osman  | State Minister  | 6-01-2009  | Ministry of Science and Technology   | 5-12-2011  | Till Date  | | 42| Begum Monnujan Sufian  | State Minister  | 6-01-2009  | Ministry of Labour ; Employment   | 6-01-2009  | Till Date  | | 43| Mr. Dipankar Talukdar  | State Minister  | 6-01-2009  | Ministry of Chittagong Hill Tracts Affairs   | 6-01-2009  | Till Date  | | 44| Mr. Ahad Ali Sarkar  | State Minister  | 6-01-2009  | Ministry of Youth and Sports   | 6-01-2009  | Till Date  | | 45| Advocate Md. Shahjahan Miah  | State Minister  | 24-01-2009  | Ministry of Religious Affairs   | 24-01-2009  | Till Date  | | 46| Advocate Abdul Mannan Khan  | State Minister  | 24-01-2009  | Ministry of Housing and Public Works   | 24-01-2009  | Till Date  | | 47| Advocate Md. Kamrul Islam  | State Minister  | 24-07-2009  | Ministry of Law, Justice and Parliamentary Affairs   | 24-01-2009  | Till Date  | | Law and Justice Division   | 24-01-2009  | Till Date  | | | Legislative and Parliamentary Affairs Division   | 24-01-2009  | Till Date  | | | Parliament Secretariat   | 24-01-2009  | Till Date  | | | 48| Advocate Shamsul Hoque Tuku  | State Minister  | 24-01-2009  | Ministry of Home Affairs   | 31-07-2009  | Till Date  | | 49| Advocate Jahangir Kabir Nanak  | State Minister  | 24-01-2009  | Ministry of Local Government, Rural Development and Co-operatives   | 24-01-2009  | Till Date  | | Local Government Division   | 24-01-2009  | Till Date  | | | Rural Development and Co-operatives Division   | 24-01-2009  | Till Date  | | | 50| Mr. Md. Motahar Hossain  | State Minister  | 24-01-2009  | Ministry of Primary and Mass Education   | 24-01-2009  | Till Date  | | 51| Mr. Muhammad Enamul Huq  | State Minister  | 31-07-2009  | Ministry of Power, Energy and Mineral Resources   | 31-07-2009  | Till Date  | | Power Division   | 31-07-2009  | Till Date  | | | Energy and Mineral Resources Division   | 31-07-2009  | Till Date  | | | 52| Mr. Mozibur Rahman Fakir  | State Minister  | 31-07-2009  | Ministry of Health and Family Welfare   | 31-07-2009  | Till Date  | | 53| Mr. Promode Mankin  | State Minister  | 31-07-2009  | Ministry of Social Welfare   | 16-09-2012  | Till Date  | 54| Begum Shirin Sharmin Chaudhury  | State Minister  | 31-07-2009  | Ministry of Women and Children Affairs   | 31-07-2009  | Till Date  | | 55| Mr. Md. Mahabubur Rahaman  | State Minister  | 31-07-2009  | Ministry of Water Resources   | 31-07-2009  | Till Date  | | 5 6| Mr. Omor Faruk Chowdhury  | State Minister  | 15-09-2012  | Ministry of Industries   | 15-09-2012  | Till Date  | | 57| Mr. Md. Abdul Hyee  | State Minister  | 15-09-2012  | Ministry of Fisheries and Livestock   | 15-09-2012  | Till Date  | | 58| Maj. Gen. (Retd) Tarique Ahmed Siddique  | Adviser to the Hon’ble Prime Minister  | 8-01-2009  | | | | | How to cite List of Ministers and Advisors, Papers

Cultural diverse of education in the health science †Free Samples

Question: Discuss about the Cultural diverse of education in health science. Answer: Healthcare practitioners should understand the legitimacy of cultural differences- cultural sensitivity. Entails an understanding by the health care practitioner that there is cultural difference to overcome- cultural awareness. Characterized by a willingness to translate cultural awareness and sensitivity into health care delivery-cultural safety Giger and Davidhizar (2004) propose that cultural assessments should assess the following, except- perception of safety Culture is acquired, dynamic, and largely unconscious- true Curriculum content-anthropology of health Role of the educator- democratic Learning climate- caring and respectful Educational strategies- problem based learning Evaluation and Learning-Awarding of credits to groups for collaborative assignments Information that is deliberately left out- omission Reflects the attitudes, values or other points of view of a particular ethnic group in the society as being the best and therefore superior to those of others- ethnocentrism Stereotyping and ill-presentation of the information creating confusion and misunderstanding- distortion Individuals of a particular group are portrayed as having the same attributes by creating false impressions through inaccurate information therefore perpetuating a particular view- prejudice Educational instructional material must be devoid of- racism, sexism, ageism and cultural bias (a, b, d, e). Social accountability, which is an essential component of transformative education, requires that attention be paid to the issues of- governance, curricula, nurse educator preparedness, student recruitment and communication (a, b, c, d) This is a uniting construct within a culture- belief system Implies that students, independent of a specific culture, learn in different ways- learning style Is pertinent in formal education where cultural foreign terminology might be used- world view Leads to integration into a society- socialization Multicultural education implies using assessment strategies that are non-discriminatory- true Tests and examinations should be continually monitored for racial, gender and social bias- true Introducing the humanities in curricula- scientific potential Participants can apply Heideggerian hermeneutics- benefits of health sciences education Building self-esteem and rapport- cultural sensitivity Preserving culture of various groups- preserving history Which one of the following principles of storytelling is incorrect? - people ignoring the past history. The closer a students culture is to that of the educator, the greater his or her chances of academic success- false Requiring alertness to students comments about differences and similarities- success orientation Reassuring students that differences are valued and that students are cared for because of their uniqueness- establishing trust Educators need to be proactive about creating situations that offer meaningful entry into an area that is unfamiliar to the student- using teachable moments An important strategy that educators can use to motivate all students, particularly discouraged students or students of limited ability- inclusivity Effective educators send out clear, positive messages to students that increase their feelings of self-worth- praising students The educator in a multi-cultural setting should have an understanding of anthropological theory relating to the expression of symptoms as an organizational framework underlying effective cross-cultural communication- false Ignoring cultural differences in the educational setting could result in- isolation of individuals, erosion of group cohesion, behavioral problems and learning problems (a, b, c, d) God is a shadowy figure who made the world, but no prayers or rituals are directed at him- supreme being A being who is a stranger or someone who is in some way different from the rest of the community- witchcraft Mystical ability possessed by certain individuals enabling them to use their powers and the forces of nature to bring harm to others- sorcerer Shadows or spirits of deceased people constitute an important religious entity- ancestors Nurse educators perform an assessment interview to elicit cultural data from their students- true The concept of transcultural nursing in nursing and nursing education, has been conceptualized as a strategy of caring that takes into account, with sensitivity, the individuals culture involving specific values, beliefs and practices- true Culturally congruent care is defined as behaviors or decisions that are designed to fit with cultural values to provide meaningful, beneficial, and satisfying health care- true The following are universals of world views, except- self and other In order to render culturally sensitive nursing education, health sciences educators ought to recognize their own cultural mindset- true Teaching the attitudes and behaviors required in clinical situations- It is an organizing framework underlying effective cross-cultural communication. The process through which educators seek and obtain a sound educational foundation concerning various world views of different cultures- describing one group after another This format occurs if courses lack theoretical organization- the reason for teaching cultural competence Becoming familiar with culturally diverse groups world views, beliefs, practices, lifestyles and problem-solving strategies- cultural knowledge The educator should also have some knowledge of anthropological theory- the goal of the educator who attempts to gain cultural knowledge. The fields of transcultural nursing, sociology, transcultural psychiatry, anthropology and medical anthropology can provide the educator with information needed to teach nursing education- true Themba has been reported to be inactive in classroom. His classwork is of poor quality. Lastly, when the nurse educator starts a conversation with him, he always looks away. Themba being in a multi-cultural classroom the following are possible explanations to his behavior: his communication perception, perception of space, perception of time and biological variation are different from that of the teacher (Giger and Davidhizar, 2007) Communication is important in human behavior and interactions. Communication establishes commonality among people which allows sharing of feelings, ideas and information. Culture is shared through communication. Different communities have different communication perception. In some cultures, the children should not start a conversation with elders. It is rude for a woman to be talked to while staring at the man. A child should not be facing an elder when being talked to, it is considered rude. In some cultures, when one faces away while being engaged in a conversation it is considered rude. It is clearly evident that Themba and his nurse educator are from different cultures. Themba looks away when the teacher speaks to him as a sign of respect. The teacher views this as being rude. The second barrier to effective learning, in Thembas situation is perception of space. In most communities, cultural space increases with increase in age. He was reported not to participate in classroom discussion. In this case, it could be that Themba belongs to a community whereby children and elders interactions are unidirectional. The elders talk while the children listen. In this case Themba is doing the same. He listens to the nurse educator. In addition, biological variation may explain his behavior. In many communitys female gender has no voice. They are looked down. Themba may be coming from such a community. He wonders what the female teacher can teach him. This is a huge barrier in learning. In conclusion, Thembas behavior is as a result of cultural differences. The way the teacher and Themba views communication patterns, perceives space and their gender differences are possible explanations of his behavior. This clearly shows that multi-cultural classroom is faced by so many challenges that affects learning. The guidelines to be followed when writing a multicultural lesson plan. According to Banks, J., (2008); Bennett, C., (2003) when writing a lesson plan for a multi-cultural lesson plan the following guidelines should be adhered to. The institutional goals, curriculum objectives, multicultural goal, instructional delivery, materials/resources and lastly the assessment and evaluation. Institutional goal. It is dictated by the schools motto, mission, values and vision. The lesson plan should be able to achieve this objective. Curriculum objectives. The curriculum dictates what the students should learn and at what time. It is wise to consult the curriculum so as to achieve the objectives at that given stage. Multicultural goals. There are several multi-cultural goals. There are those that develop historical perspectives, cultural consciousness, intercultural competence, social action skills, and awareness of the surround. In some cases, they combat racism, discrimination and prejudice. When making a lesson plan, the nurse educator should focus on achieving at least one of the goals. Instructional delivery/ student activity This focusses on the teaching methodology. There are several types of methodology used; lectures, videos, small group, reports, or reading. For effective learning, when choosing a learning methodology, the nurse educator should consider the following; the individual differences, students interests, promote team work/building, should ensure that the students finds a connection of the past learning. Materials/Resources. Choosing the materials, resources to use so as to teach. The factors considered when choosing a material includes the following; those with ethnic cultures and cultural diversities that reflects the reality accurately. Factual resources that are historically accurate. Fictional books that contains very strong ethnic. Those that accurately portrays the attitude and perspectives of a society accurately. Assessment and evaluation After every lesson there should be an evaluation of the students comprehension and teaching methodology. The following are questions that can be used to assess; Are the methods used culturally appropriate? Has the lesson used multiple methods? Do the methods assess skills, understanding and student knowledge? The nurse educator has the following duties regarding personal cultural capacity building to accommodate cultural differences in the classroom- know they self, think globally, act locally, identify the pitfalls affecting marginalized students, listen and learn (a, b, c, d, e) Judgement or opinion against, or in favor of a person or thing, formed beforehand- discrimination Considering ones own race as superior to another race- racism Create mental categories in order to place people, items or events in conceptually specified groups- prejudice When you meet a gay person for example, and your perception is that all gay people are immoral, you may be intolerant towards that person, based on your perception of his/her behavior. This example describes- cultural alienation Noise and dilapidated buildings- physical barriers Hearing impairment or stammer- physiological barriers Differences in age, background, education, gender and interests- perceptual barriers Emotions such as fear of punishment- psychological barriers Social accountability, which is an essential component of transformative education, requires that attention be paid to the issues of- governance, curricula, nurse educator preparedness, cultural diverse education (a, b, c, e) A common source of frustration in transcultural communication is the different ways people from different cultures regard time- true Culturally congruent care is defined as behaviors or decisions that are designed to fit with cultural values to provide meaningful, beneficial, and satisfying health care- true The educator must not only pay attention to words but to meaning too- listen Suspend judgement while listening, checking perceptions and seeking feedback- resist judgmental reaction The educator must clarify feedback so that what has been said is mutually understood- seek feedback The educator must become conscious of how he/she is communicating, thereby learning from their own communication- develop self-awareness Learning styles are largely determined by inherent characteristics, but it is also influenced by the way a student is socialized at home and in the community. This can be shown as- cultural values-socialization practice-learning style (4) Light, weather, seating arrangements and sound- environmental factors Primarily motivated by extrinsic or intrinsic rewards, persistence, need for structure-psychological factors Working together in a group of peers- sociological factors Educator must distinguish between analytic and global students- physical factors Requires alertness to students comments about differences and similarities- use teachable moments Reassure students that differences are valued and the students are cared for because of their uniqueness- establish trust An important strategy that educators can use to motivate all students, particularly discouraged students or students of limited ability- being success oriented Effective educators send out clear, positive messages to students that increase their feelings of self-worth- praise students Reflect only the values, attitudes and viewpoints of the dominant group, which is generally portrayed as being superior- ethnocentrism Depict all individuals of a particular group as having the same attributes that lead to inaccurate information and the creation of false impressions- distortion False information that results in a one-sided account- omission Omission, stereotyping and inaccurate information lead to confusion and misunderstandings or the misrepresentation of facts, motives and statements- stereotyping Cooperative learning has emerged as one of the most promising teaching strategies for diverse groups of students- true According to Leininger, culturally congruent care is provided by combining the professional and generic health care systems creatively- true Refers to groups whose members share a common social and cultural heritage passed on to each successive generation- ethnicity A stratum of people of similar position on a continuum of social status within a society- social class Distance and intimacy techniques that people use when relating verbally and nonverbally to others- space Groups who are either orientated to the past, present or future might differ with regard to culture, age, gender, place to place, region to region and socio-economic groups- time Health sciences educators in the Western world have contributed towards inequality of health by using educational approaches that are inappropriate to the poor- false Cultural imposition refers to all the following, except- people tending to see what they expect to see. Have adopted a scientific approach to life- naturalistic People do not have control over their destiny- mechanistic When conducting culturally-related assessments, the health sciences educator should consider- difference in world views, cultural values may vary, that cultural of people may vary (a, c, d) When analyzing culturally-related assessment data, the health sciences educator should teach students the following, except- negotiation skills When analyzing culturally-related assessment data, the student should acquire the following skills, except- psychomotor skills Non-verbal components of the senses are taken into consideration-listening The professional point of view is discussed with the student- explaining Parties come to a conclusion that changes the health sciences educators professional position while encouraging the student to make change until a workable solution is found- compromising Points of view of students are weighed against each other, emphasizing areas of both agreement and disagreement- comparing Multicultural education is an educational course which the health sciences educator must not undergo- false Gaming strategies in the culturally diverse classroom can enhance the effectiveness of, learning, and reduce communication and cultural barriers- true Teaching style categories which can be used by the health sciences educator excludes Being- emotional exciting In terms of informal educator-constructed class tests, cultural bias can be reduced if educators have sufficient information about the languages and cultures of students- true SEMESTER 2: ASSIGNMENT 2 Semester 2 Question 1 Duties of nurses educator in ensuring accommodation of cultural differences classroom. The nurse educator should ensure that children respects other peoples values and culture. The teacher should also teach them how to live harmoniously in a multi-cultural society. Should also be able to restore a positive self-concept in those who have been greatly affected by racism. Should teach the children to appreciate cultural differences and view each community as being special (Giger and Davidhizar, 2007). The roles of the nurse educator so as to enable the students to accommodate different cultures can be achieved through the following; cultural identity, cultural awareness, cultural sensitivity, cultural diversity and lastly cultural safety. Cultural diversity. The nurse educator has a role in teaching his or her students on existence of many cultures. Should elaborate on the importance of the cultural diversity. Cultural identity. The nurse educator has a role in ensuring that his/her pupils identifies to a certain community. It is important as it gives the students a sense of belonging and feel loved. It also enables them to know their cultural history and traditions. This boosts their self- esteem hence facilitating learning. Cultural awareness The nurse educator has a role in making sure that his or her pupils understands other peoples culture. Should ensure that they understand there are similarities and differences between their cultures and other peoples cultures. These differences in attitudes, beliefs, values, social structures and perceptions of different items/issues. Cultural sensitivity Cultural awareness if not taught well causes harm in a society. For example, some can become stereotypes whereby they view a certain culture and in most cases their own, as superior. The role of the nurse educator is to ensure that cultural awareness grows to be cultural sensitivity. This is whereby one acknowledges the cultural differences. One behaves in such a way that they respect the cultures. They do not award any culture a positive or negative points. They view all cultures to be equal. Cultural safety Cultural awareness and cultural sensitivity leads to development of cultural safety. In this case the nurse educator has a role in ensuring that the students develop cultural safety. In this case the educator should create a safe environment for learning. The safety should be felt in terms of physical and emotional safety. The nurse educator has a role of ensuring that his or her students are able to develop cultural safety. Be able to install a sense of security/safety in those people they interact with. This will support their socialization. Conclusion For effective learning, there has to be effective communication. This will only be achieved when students get to respect each other. This respect will only be earned after the students gets an understanding of the cultural diversity, cultural awareness, cultural sensitivity and cultural safety. This will enable harmonious living. Reference Banks., (2008) Teaching strategies or ethnic studies. Boston: Allyn Bacon Bennet. C (2003) comprehensive multicultural education theory and practice, Boston: Allyn and bacon. Giger and Davidhizar,.