The Case for Multicultural Education

The Case for Multicultural Education Venica Blythe Diversity and Achievement EDU507. 90 Prof. Joseph Paige The Case for Multicultural Education Who am I? I am a Female, I am Black, I am Jamaican, and I speak Patois (Jamaican dialect). All the things I just mentioned are just a fraction of who but these same things have been used on numerous occasions to form a stereotype against me. I am also a mother, wife, and an educator. None of the things that I have listed will by itself adequately tell you who I am, but as I stand before you today I want you to understand fully my purpose for being here.My name is Venica Blythe and I am here to promote multicultural education in all our schools curricula. Being an educator for well over a decade I have come to realization that there is a great need for Multicultural Education (ME) Banks (1994) recommended a multicultural curriculum that would teach minority ethnic groups how to free themselves from psychological captivity, stress social action , acquire humanistic dispositions toward all ethnic groups, realize power and ethnic identity without being chauvinistic and ethnocentric, and acquire the national identity and skills necessary to participate completely in the society.What is Multicultural Education? Multicultural Education (ME) can be defined as developing a curriculum that will incorporate all facets of the varied races and cultures that are found within any classroom. Such content will be taught through instruction designed for the cultures of the several different races in an educational system. Bennett (2011) estimates that â€Å"by the year 2020, children of color will exceed forty-five percent of the school-age population in the united Stated† (p. 16).It is because of such numbers why policy-makers and administrators can no longer pretend as if there is no need for educating both the students and the teachers. An ME will help to foster a reduction of fear and ignorance that exists in many races against people from diverse backgrounds. The Need for ME The case for a multicultural education is even greater as American schools continue to become more culturally diverse. The aim of a ME is to create equal educational opportunities for all students regardless of their race, ethnicity or culture.This can be achieved in such a way that it reflects diverse groups found in the society, schools and even in the classrooms (Banks, 1995, 1996; Gollnick & Chinn, 1998). Sleeter and Grant (2006), Bennett (1990), Banks (1994), assert that the inclusion of ME in the curriculum of schools creates an atmosphere where racial attitudes and academic achievement are improved. Decades ago, the concept of ME emerged out of the civil rights era in the U. S. But I am here to tell you today that presently, in the 21st century the U. S. s not alone in the struggles to build a case for a multicultural education. The European continent, Canada, Australia, the United Kingdom, and even Japan are just a few of the countries that now have to consider the implementation of ME. The effects of immigration and even natural disasters have resulted in these countries attempting to cope with the diversity that now exists in their society. To better prepare our student for the 21st century ME is not only for the primary level, colleges and universities must also play a critical role.A survey done by the Association of American Colleges and Universities (AAC&U), on diversity requirements done in August 2000, involved responses from 543 colleges and universities. In this survey, 62% of the respondents reported either already having a diversity requirement or being the in process of creating one. 83% of those institutions with requirements offer â€Å"one or more courses addressing diversity in the U. S. †, and 65% offer â€Å"one or more courses addressing diversity outside the U. S. †.These numbers are evidence that the issue of ME is being promoted throughout higher education; our colle ge graduates MUST learn how to be effective and competitive in the 21st century by mastering the skills needed to work, live and build positive relationships with people from varying background. Conclusion Take Precious from the same titled 2009 movie, Precious (Daniels, Magness, & Siegel-Magness, 2009) was an overweight, African American, teenage mom struggling to finish high school because of her illiteracy.As I watched the movie I remember thinking that many aspects of it was too crude, but the sad reality is, there are many Precious at the school where I teach. These Precious’s are from Jamaica, Puerto Rico, Dominica Republic, and Haiti – just to name a few of the different cultures we work with. As I work with these students I found my self often times forcing them to adapt to the American way, especially since as I was making an effort to do the same.Today, I say to you go back to your schools, go back to your jobs or even your communities and make an effort to k now that student, know that person that you have been avoiding or the student that you seemingly find difficult to deal with and seek to understand what their â€Å"Sparks† are – what is it that student loves to do. Multicultural education can help to develop the sparks in all our students; it will help them to learn how to embrace the differences that lies within them and others.According to Gabelko and Michaelis (1981) and Lynch (1987), the reduction-of-prejudice dimension of ME is geared toward helping students acquire more democratic values, behaviors, and attitudes. According to the National Association of Secondary School Principals (NASSP; 1996), ME should be considered in connection with the school’s curriculum, instructional practices, and staffing. In the end, education ought to equip students for the interdependency life of the 21st century (NASSP, 1996, p. 68). How do you plan to equip yourselves and your students for the 21st century? References: Ba nks, J. A. (1994).An Introduction to Multicultural Education. Boston, MA: Allyn and Bacon. Banks, J. A. (1995). Multicultural education: Historical, development, dimensions, and practice. In J. A. Banks and C. A. McGee-Banks (Eds. ), Handbook of research on multicultural education (pp. 3-24). New York: MacMillan. Bennett, C. (2011). Comprehensive Multicultural Education: Theory and Practice. (Seventh Edition) Boston: Pearson. Bennett, C. I. (1990). Comprehensive Multicultural Education: Theory and practice (2nd ed. ). Boston, MA: Allyn and Bacon. Daniels, L. , Magness, G. , & Siegel-Magness, Sarah (Producers), & Daniels, L. Director). (2009). Precious: Based on the novel Push by Sapphire [Motion picture]. United States: Lionsgate. Gabelko, N. H. , & Michaelis, J. U. (1981). Reducing adolescent prejudice: A handbook. New York, NY: Teachers College Press. Gollnick, D. M. and Chinn, P. C. (1998). Multicultural education in a pluralistic society (fifth edition). Upper Saddle River, NJ: Prentice Hall. Lynch, J. (1987). Prejudice reduction and the schools. New York, NY: Nichols. Sleeter, C. E. , & Grant, C. (2006). Making choices for multicultural education: Five approaches to race, class, and gender (5th ed. ). Hoboken, NJ: Wiley.

Mark O’Connor Imagery

Poet and Environmentalist, Mark O'Connor, expresses his admiration for the cyclical and resilient aspects of which nature is comprised. The persistence of nature depicts the ideas that nature is just as, if not more, dominant as man. His poems Turtles Hatching and To Kill An Olive explore these themes and elucidate O'Connor's compelling perspective of nature. These two poems hold distinctively visual images that enable the reader to envisage the scene presented.Turtles Hatching's poetic recount encapsulates the trials and tribulations of the turtles. O'Connor describes the turtles as â€Å"high revving toys†, ready for their chance at life. He elucidates the persistence of the turtles by using distinctively visual images describing how determined these turtles were at reaching their safe haven: â€Å"Scrambling in sand, scrabbling in slime, or sculling deluded through sand-pools to beaches of death†. This alliteration of the visual images highlights the desperation of t he turtles on their fight for survival.O'Connor has created a distinctive image to aid readers in creating an idea of just how determined and persistent, not only the turtles were, but also just how determined the crabs were at preventing the turtles from reaching their goal. â€Å"Queued up crabs† gives readers an image of an army of crabs; so many as they wait for the turtles to come. Not only was natures tenacity evident in Turtles Hatching, O'Connor has also brought this theme to the readers attention in To Kill An Olive. O'Connor has started out To Kill An Olive, diving straight into the resilience and persistence of olives trees.He has accumulated the many things that are incompetent of killing an olive tree elucidating just how determined they are at overpowering man. â€Å"Hack one down, grub out a ton of main root for furl, and next spring every side-root sends up shoots†. O'Connor has described visually these connotations of just how in destructive these tree s are, despite are the treatment it is being subject to. O'Connor has made reference to the prolonged period of time these olive trees has been persistent in overcoming mans many obstacles. â€Å"Burnt-out ribs  of siege machines† not only highlights how long these olive trees have been standing for, but also how the tree has overcome the old-timed machines and gone and lived another age. The distinctively visual images used here can encapsulate this theme and gives readers a deeper understanding of the tenacity these olive trees are willing to relinquish. O'Connor is fascinated by just how much humans underestimate nature. The smallest creatures can overcome any adversity and the dullest of trees can overpower any man. Nature, if it wants to, can be just as powerful as man. In Turtles Hatching, Mark O'Connor has done just this.

Article Example | Topics and Well Written Essays - 500 words - 4

Article Example In the two projects #1 and #2 the problem is well stated clearly. Project #2 addresses the scarcity of water as a result of pollution while project#1 addressing scarcity of energy in the region (Holtz 119). The information in both projects addresses the problem directly. The project #2 is clearer than project #1 because it touches on the immediate beneficiaries. While given the opportunity to add I would give extra information on the objectives that are to be met. It is the objectives that determine the activities and the budget. The list of activities that will be involved in order to accomplish the tasks would also be included in order to determine the time frame appropriately. The readers were for the beneficiaries in the two projects because they were the targeted groups. The targeted groups directly affected by the problem suffer the most. It is the pain they undergo that appeals to the reader and the reader funds the project (Baugh; Hamper 92). Once the problem of the target group is reduced the project shall have accomplished its objectives and the activities in place successfully. In relation to the context, the information in the two proposals was contextual because they addre ssed the immediate problems. Project #2 captured the whole conditions and therefore was more contextual than project#1. The context in which the project is carried out will determine the success or failure therefore the information should be intact. At this stage of the proposal I inferred that the proposal must meet the standard that is set in order to win the funding. The format depends on the guideline given by the funding agencies. Secondly the problem being addressed must be stated clearly and the target group stated in order to draft the objectives that the project intend to tackles at the end (Pearce 67). The activities in the project are systematic and procedural. They are

The Management of Disasters Essay Example | Topics and Well Written Essays - 250 words

The Management of Disasters - Essay Example Disaster management remains an important aspect of State and National management due to the fact that the occurrence and magnitude of most disasters are unpredictable (Kaser, 2007). Due to the severity in the need of ensuring that the occurrence of disasters does not outwit efforts that can be made by government through state institutions in responding effectively to the disasters, there has often been the call for collaboration with other agencies in disaster management in control. One of such agencies is the non-governmental organizations (NGOs). It is agreed that partnership between government agencies and non-governmental organizations can be very important for disaster recovery and response efforts. Generally, disaster response has been said to be the venture that cannot be accurately budgeted for (McKee, Figueras and Chenet, 1998). This is because of the unpredictable nature of disasters. Consequently, the allocation of resources on the part of government is often inadequate an d thus requires additional input from these NGOs. What is next, the management of disasters has been said to be better approached if they will be carried out in a manner that is holistic and community-based (Healy and McKee,1997). Meanwhile, most of these NGOs are community-based and thus have a better understanding of the needs and demands of the indigenes. Their contribution to planning, recovery and response efforts, therefore, become more people-centered (Kaser, 2007). Finally, it has been said that the decentralization of disaster response enhances effectiveness and efficiency. This is because it guarantees that recovery and response efforts will be carried out in a more proactive manner due to the fact that there will be detailed urgency among the local people (Kaser, 2007). What is more, the fact that the process is decentralized means that much can be achieved within a shorter timeframe? Meanwhile collaborating with NGOs is one way of bringing about decentralization of the d isaster response agenda.

R. Twining and Company Limited Assignment Example | Topics and Well Written Essays - 750 words - 1

R. Twining and Company Limited - Assignment Example These may be seen as primary areas for Twining’s to focus on in the development of a future marketing strategy. Unilever’s second tea brand â€Å"Lipton† has had considerable success in marketing its range of products including iced teas at a relatively young market segment. This may be seen as an area further development. Changing consumer demands have seen a need for producers to change product portfolios in recent years. In general the customer may be seen as looking for healthier option moving away from instant tea and toward alternatives such as green and fruit teas (Parsons and MacLaran, 2009) In general customers may be segmented by type of product consumed and by demographic considerations, such as age (Kotler et al 2009). Key customer product segments include general black tea, healthier options such as green and fruit teas and alternatives to traditional products such as iced teas. While the power of the supplier may be seen as relatively low, given the commodity nature of the product (Porter, 2004). The major problem for producers such as Twining’s is that suppliers in recent years have suffered from several years of poor harvests (OECD, 2009, 2010). As such, overall production has fallen and thus an overall rise in prices has been felt in the market. Further distribution takes place in the restaurant and catering sector, Twinings may seek to develop a competitive advantage here marketing their teas and alternatives as a premium product suited to the distribution channel In summary, the external macro environment in which the tea industry operates in may be seen as generally stable with almost static sales volumes and a number of key growth areas. While the market is generally stable, this is the possibility of further rising costs due to environmental concerns in the come seasons (OECD, 2009,

Taoism Religion Essay Example | Topics and Well Written Essays - 1250 words

Taoism Religion - Essay Example It does not matter whatever religion exists as long as the person becomes a good being to himself and to others. Basically, religions do not only teach morals but also focus on way of life. Rituals are being conducted to help the faithful improve themselves fully as a religious leader assists the religious members in their struggle to be good. The main focus of the paper is the religion Taoism. Taoism came from China as the country had a long history of formation. Taoism became an important part of the history of China though the origin of Taoism is hard to distinguish as it came from complicated roots and Chinese religions mixed as interactions happened. Other religions in China are Confucianism, Buddhism and popular religion. These religions flourished and interact with one another and cultural and traditional mixtures occur resulting to the Chinese religion. Taoism in particular cannot be distinguished easily as it encompasses almost everything about life. Its existence can be com pared to water that composes all bodies of water and even clouds and rain. The discovery of the ultimate purpose is not the same for everybody as pathways are different in that religion as the prominent quality is compared to water that never flows in the same way again. ... Taoism can also be analyzed based on its etymology. The religion comes from the word tao which means road or path as the same term was also used by non-Taoist people. Tao became prominent in Chinese philosophy as their beliefs tend to shape a method or technique and norms of conduct. The term tao first appeared as a philosophical word in the book Analects of the Confucians. They consider tao as the method of behavior for both individual and nation as they pertain to the term as a principle. For the Taoists, the term is not just a principle, it is substance in actuality. Chuang Tzu gave an explanation on the tao and belief of Taoists. According to him, tao is not a substance or a thing only but tao is the sum total of all existence including wastes as a questioner clarified his claim. The main concern of Taoism is the balance of forces which is constant and inseparable that the human mind cannot comprehend its existence. The belief states that humans are indivisible and parts of the o neness as the age of humanity is the same as the age of the sky and earth. As tao is considered as both method and entity, the question arose regarding the purpose of the method. The positive action has no basis in tao. In terms of morals, tao advocates relativity as right and wrong can pertain to the same object depending on the point-of-view. The advice for Taoist practitioners tends to be selfless and let the natural course maneuver the lives of the faithful. They follow the rhythms of nature and environment. Such characteristic of Taoism is called contemplative Taoism which is complemented by the so-called purposive Taoism. As the contemplative Taoism allows calmness for the practitioner, the purposive

Strategic Human Resource Management-11 Assignment

Strategic Human Resource Management-11 - Assignment Example In order to achieve HC-centric management, high involvement approach and global competitor approach can be employed by organizations. However, these two approaches highly depend on efficient employment of talent as a major distinguisher and foundation of competitive advantage. The only difference in the utilization of above approaches is on how they take care of talent and their expectations of gaining competitive advantage (Edward 2). For example, high involvement approach emphasizes on the nature of work that workers are anticipated to do. It also gives room for employees to make decisions about their effectiveness and their level of performance. This means that employees have the responsibility of ensuring that they are capable of self-managing themselves (Edward 2). In the side of global competitor approach, emphasis is on how employees can constantly upgrade their talent. Due to this fact, employees are expected to deliver top scores in their area of duties. Failure to attain th eir goals, they are replaced by other individuals with potentials to perform better (Edward 5). Scott-Jackson noted that very few HR plans have the capacity to address the need to realize competitive advantage through differentiating capabilities. On his side, Edward Lawler argues that organizations need to have the ability to organize and manage people. In fact, Scott argues that most HR plans only aims at developing people in relation to what their competitors’ do, something he argues can not enable competitive advantage. To give solutions to this problem, Edward on his side believes that high involvement approach and global competitor approach can be employed by organizations in order to contribute to effective organization performance, thus competitive

Advertising class Assignment Example | Topics and Well Written Essays - 750 words

Advertising class - Assignment Example The university also has seven professional schools and four professional health science schools. There are various extracurricular activities to choose from and an amazing student life package that includes housing, hospitality, traditions, student government among others. Check out our offers on our open day on the 26th of November 2014. The motive of this campaign is to encourage Lasell College students to enjoy their life in college by experiencing life and love. My audience is Lasell college students, and I will be targeting single students who are interested in enjoying college life and finding a partner to share life’s moments with. I will start a campaign with two different ideas, meaning that two different ads will be developed for this campaign. Here are the following ads: The first ad will develop an announcement for the first meeting for the singles where they will interact as they participate in some fun- filled activities to help them loosen up. I will spread the ad around social media and local newspapers to reach as many audiences as I can. The promise for this session will be to help the singles meet other single people who are likeminded and fun to be with. The theme for this ad will be â€Å"Live and love† The radio advertisement will be as follows: Being in a college without a partner can be boring, and it sucks! Are you single and lonely? Looking for a partner? Well, look no further! Come to the Lasell College student’s hall on the 15th Nov 2014 for the singles night and get hooked up. Meet other likeminded individuals and change your college experience! There will be various fun activities that you can participate in that will get you connected to the right person. Come one come all!! For details call Molly on 09876789 for ad vance booking The second ad will be for a range of outdoor activities for

Production plan Essay Example for Free

Production plan Essay Student #2: Vanessa Mijares ORGANIZATIONAL: Costed Recipes COOKING: Focaccia Bread and Torta Caprese Student #3: Juan ORGANIZATIONAL: Food Requisition COOKING: Braciole Calabresi and Action Plan Components 1. Cover sheet 2. Table of contents 3. Descriptive Copy MENU – MUST include salable descriptions of menu items. (Prepare a second copy for framed presentation. ) 4. Requisition 5. Daily Preplist and Transfer Task List – one per student per day with a time line (Great detail required) Or a threaded production list with timeline. 6. Daily prep lists cont. 7. Daily prep lists cont. 8. Daily prep lists cont. 9. Written Recipe Cards on 3X 5 or 4 X 6 Notecards – 1 per recipe Daily Preplist and Transfer Task List Weekly Topic: Southern Italy Student: Vanessa Mijares Team Members:Cassey Dodd, Greta Schmidt, Juan Vasquez DISHES ON WHICH I’M WORKING Focaccia Bread Torta Caprese TASKSStart Time:Completion Time: Make sponge for focaccia bread330335 Make batter for torta caprese, and bake335350 Make dough for focaccia bread, rest350405. Slice up strawberries for compote405415 Stretch out dough, rest415430 Bake bread430445 JUST BEFORE PLATING and TASKS AT PLATE UP Saute strawberries with sugar Daily Preplist and Transfer Task List Weekly Topic: Southern Italy? Student: Greta Schmidt ?Team Members: Vanessa Mijares, Juan Vasquez, Casey Dodd DISHES ON WHICH I’M WORKING Peperonata Orechietti Pasta with Artichokes TASKS Clean artichokes, clean peppers, peel tomatoes, Mise en place all ingredients. Start Time: 3:30 3:30 3:40 3:40 3: 50 Completion Time: 3:35 3:40 3:50 3:50 3:53 Boil pasta water, season with salt cook al,dente cool. Sautee Panchetta, add onions, artichokes add water cook ? Artichokes until tender. For the peperonata: saute sofrito, tomatoes Sautee peppers, add sofrito and capers? JUST BEFORE PLATING and TASKS AT PLATE UP Reheat pasta and toss with artichokes sauce, herb and cheese Correct seasoning on both dishes Heat plates, present dish Daily Preplist and Transfer Task List Weekly Topic: Southern Italy Student: Casey Dodd. Team Members: Greta Schmidt, Juan Vasquez, Vanessa Mijares DISHES ON WHICH I’M WORKING Insalata di Seppie, Calamari, e Gamberi Tunnu a Palirmitana TASKSStart Time:Completion Time: Ask Chef for wine from the store room330335 Get two big pots of boiling water going335350 While water heats up fabricate all seafood350405 Make tuna marinade as soon as possible405415 Make sauce for the seafood415430 Grill the tuna430445 Finish both procedures445545 JUST BEFORE PLATING and TASKS AT PLATE UP Clean all dishes and clean worktable. Stay organized!

Evaluation of a multiprofessional community stroke team Essay Example for Free

Evaluation of a multiprofessional community stroke team Essay The study aims to conclusively evaluate how effective it is to employ a specialist community stroke team for the rehabilitation of stroke victims in a community based setting. This is clearly established at within the opening lines of the article. In the summary at the beginning of the article the author claims that the available evidence is inconclusive and his aim is to provide conclusive proof with regards to evidence based practise for the patient. A research article should state its’ aims clearly and should assume the audience has no previous background knowledge (Greenhalg, 2006). The literature reviewed in this article was from a variety of sources such as the Cochrane database and a selection of journal articles. On this basis the authors were able to deduce that previous research carried out provided contradicting reports. For example Roderick et al (2001) as cited by Lincoln et al (2004) found no significant difference in the effectiveness of rehabilitation which had taken place in the home to that which had occurred in a hospital setting. On the contrary Gladman et al (1993) as cited by Lincoln et al (2004) found a significant difference in a small group of younger patients. It was also suggested that there was a shift of focus from mainly hospital based rehabilitation to community based rehabilitation of stroke patients. According to Polger and Thomas (2008) a literature review should provide appropriate background information. That is, it should show the current knowledge level in that area of study. The author appears to have utilised much of his own previous work in the study and some are more than ten years old. This could possibly be an indication that indeed, there is a large gap in knowledge of this subject area. On the other hand it may indicate that the author has done a selective search of the literature. A quantitative approach was utilised in this study and the method used was a Randomised Controlled Trial (RCT). The articles’ methodology was well documented. According to Sim and Wright (2000) an analytic study attempts to quantify the relationship between two factors, that is, the effect of an intervention or exposure on an outcome. A term used to describe the design randomized controlled trial according to Greenhalgh (2006) is Parallel group comparison. This is when each group receives a different treatment and both are entered into the experiment at the same time. By comparing the groups an analysis is provided. In the Lincoln et al (2004) study Participants were divided into two groups, A and B with the former receiving routine care while the latter received the intervention – rehabilitation with the multi-professional community stroke team. The question posed by the authors could have been answered using a qualitative approach. The question could possible state; Evaluation of a multiprofessional community stroke team: a phenomenological study. SAMPLE Altman (1991) states that a study should have enough participants recruited in order to detect a significant effect if one exists. The sample group consisted of patients referred to the Nottingham Community Stroke Team who had suffered a stroke within the last two years, who were over sixteen years old and needed intervention from more than one multidisciplinary team member. Patients who lived outside the geographical area and/or had been treated by the community stroke team in the preceding two years were excluded. Four hundred and twenty eight patients were randomly selected at the start of the trial and randomly allocated to either Group A or Group B. An error resulted in seven people being recruited twice. This error was corrected by including only the outcome of their initial recruitment when the results were being analyzed. The target population of this study is relatively clearly defined (patients who have had a stroke within last two years, over the age of sixteen, etc ) and lends credence to the external validity of the study (Payton, 1994). According to Sim and Wright (2000) the accessible population is the portion of the target population that is available to the researcher and the sample is then taken from this accessible population. The groups are similar to each other with regards to gender and age distribution; this also increases the validity of the study as this similarity reduces the variables of the study. The overall population was a convenience sample which was then randomized to two groups. Six months after randomization all the patients were sent a letter asking them to consent to being in a study to evaluate the input of a community stroke team. According to Lincoln et al (2004) the consent forms and outcome questionnaires were sent this late so as to reduce bias. It was thought that group A which was receiving routine care would have lower expectations if confronted with the realization that the alternate group may receive superior care. Some would possibly insist on being referred to the specialist community stroke team The Local Research Ethics Committee granted ethical approval for this study to go ahead. This indicates that the value of the research undertaken outweighed any harm that this consenting method may have caused as patients in Group A were still receiving routine care. However, the department of health has issued guidelines which state that participants must be consented and all pertinent information given prior to the start of any study. Data was collected via a questionnaire comprising of the Barthel Index, Extended ADL, General Health Questionnaire 12 (GHQ-12) and Euroquol. The participants were also asked to rate their knowledge of the expected extent of recovery from their stroke, and their overall satisfaction with the services they received from the community stroke team. The use of a questionnaire for data collection has both negative and positive aspects. Greenhalgh (2006) states that a questionnaire is an instrument used to measure human psychology, so whilst sending the questionnaire via post proves to be cost effective as the alternative would be to hold face to face interviews with the participants as focus groups or individually, it raises concerns about the reliability of the study. This is because the researcher is not present to interpret facial expressions and body language when the participants answer the questions. The alternative of conducting face to face interviews with such a large number of participants would prove to be costly and time consuming. However, according to Oppenheim (2003) long questionnaires are sometimes off putting and may generate low response rates, conducting these questionnaires via the postal service could possibly increase the likelihood of a low response rate. The results were shown as a table and diagram, the Mann-Whitney U-test which was used to compare the groups showed no significant differences on independence in personal or instrumental activities of daily living or on the patients’ mood. There was also no significant difference between the groups in their knowledge with regards to the resources available to assist them in adjusting to life after a stroke. There was also no difference between the two groups with overall satisfaction or in satisfaction with the practical helped received. However, patients in the Community Stroke Team were significantly more satisfied with the emotional care they received. (Lincoln et al, 2004) According to Wright et al (2009) the Mann-Whitney U-test is used when one group from the sample is larger than the other and when both samples are from the same population, as is the case with this study. There was no significant difference in carers’ mood between the two groups. However, the strain on carers of patients seen by the community stroke team was significantly less than that of carers of patients randomized to the routine care group. The carers of patients in the community stroke team group were significantly more satisfied with their knowledge of stroke and had higher overall satisfaction than the carers of those in the routine group. By utilizing the randomized controlled trial design the author lends credence to its validity as this design allows for the eradication of systematic bias. (Sim et al, 2000) This was done through the sampling process of selecting the participants from the target population and randomly allocating them to Group A which received routine care or Group B those in the care of the community stroke team. The collection of data by using a postal questionnaire helps to â€Å"blind† the researcher as he cannot influence the participants’ response. Although some participants did not respond to the questionnaire, others responded with incomplete forms, some died and a few were recruited twice, the author is cognizant of this and incorporates it into his findings. Crombie (2000) states that if the withdrawals and failures to respond can be seen as being consistent between both comparison groups then the results of the research will not be negatively impacted upon. This is because the results show that these failures are random among both groups and not specific to one. However one major fault is the fact that the services received by Group A were not collected due to impracticalities and unreliable recollections of the patients. Critical appraisal is not just an exercise in fault finding, it is the analysis of these faults and the assessment of their potential impact on the research which allows the reader to come to a decision regarding the strength or usefulness of the article being critiqued. In order for the research results to be utilized in clinical practice its’ reliability and validity are essential aspects which need to be covered. (Polger and Thomas, 2008) This article shows a research that was methodically sound and well designed. The sample was representative of the population being examined and attempts were made to minimize bias. The author was aware of the shortfalls of this research and attempted to incorporate this in his findings however, most of the issues identified did not affect the results of the study. The study if repeated would provide comparable results. However, the author states that the study provides evidence supporting the use of a community based stroke team to assist in the rehabilitation of stroke patients because of the increased emotional support for patients and greater satisfaction and reduced strain on carers. This statement would have been better justified on results from a qualitative study as this type of study aims to interpret people’s emotional and psychological response to the intervention or interventions being employed. The results from such a study would be closer to the patients’ and carers true feelings as the methodology behind that study would be different.

Blowfish Algorithm Advantages and Disadvantages

Blowfish Algorithm Advantages and Disadvantages Blowfish is a keyed (piece of information that determines the functional output of a cryptographic algorithm or cipher), symmetric cryptographic block cipher. It was designed by Bruce Schneier in 1993. Since then it has been analyzed considerably, and it is slowly gaining acceptance as a strong encryption algorithm. Blowfish is license-free and is available free for all uses. It is also a symmetric block cipher that can be used as a drop-in replacement for DES or IDEA. It takes a variable-length key, from 32 bits to 448 bits, making it ideal for both domestic and exportable use. Blowfish is also one of the fastest block ciphers in public use, making it ideal for a product that functions on a wide variety of processors found in mobile phones as well as in notebook and desktop computers. The first implementation of the Blowfish Algorithm in LabVIEW. With this set of subvis one can encrypt data in LabVIEW without the need of external software. This can be used to send data securely over Data socket as well as TCP and UDP communications along with protect remote control systems from unauthorized access, by encrypting the control communications. .( B. Schneier, Applied Cryptography, John Wiley Sons, New York, 1994.) 3.2 Strategies and Mechanisms Blowfish has a 64-bit block size and a key length of somewhere from 32 bits to 448 bits. The algorithm consists of two parts. One is a key-expansion part and one more is a data- encryption part. Key expansion converts a key of at most 448 bits into several subkey arrays totaling 4168 bytes. It is a 16-round Feistel cipher and uses large key-dependent S-boxes (basic component of symmetric key algorithms which performs substitution). Each round consists of a keydependent permutation, and a keydependent substitution. It is also similar in structure to CAST-128, which uses fixed S-boxes. Blowfish is suitable for application where the key does not change frequently, like a communication link or an automatic file encryptor. It is significantly faster than most encryption algorithm when on 32-bit microprocessor with large data caches. (Fast Software Encryption, Cambridge Security Workshop Proceedings December 1993) 3.3 The Feistel structure of Blowfish A Fiestel network is a general method of transforming any function (generally called F- function) into a permutation. It was inented by Horst Fiestel and has been used in many block chiper designed. The diagram below shows the action of Blowfish. Each line represents 32 bits. The algorithm keeps two subkey arrays: the 18-entry P-array and four 256-entry S-boxes. The S-boxes accept 8-bit input and produce 32-bit output. One entry of the P-array is used every round, and after the final round, each half of the data block is XORed with one of the two remaining unused P-entries. The diagram to the right shows Blowfishs F-function. The function splits the 32-bit input into four eight-bit quarters, and uses the quarters as input to the S-boxes. The outputs are added modulo 232 and XORed to produce the final 32-bit output. Since Blowfish is a Feistel network, it can be inverted simply by XO7Ring P17 and P18 to the cipher text block, then using the P-entries in reverse order. Blowfishs algorithm initialize with the P-array and S-boxes. The secret key is then XORed with the P-entries in order and then use the same method to encrypt all the zero string. The consequential ciphertext replaces P1 and P2 then encrypt the new P1 and P2 with the modified subkeys. Now the output is P3 and P4. Altogether Blowfish algorithm will repeat 521 times in order to calculate new subkeys for the P-array and the four S-boxes. It is about 4KB data is processed. The blowfish uses a large number of subkeys. These keys must be precomputed before any data encryption or decryption. The P-array consists of 18 32-bit subkeys: P1, P2, P3, P18. There are four 32-bit S-boxes with 256 entries each: S1,0, S1,1,, S1,255; S2,0, S2,1,..,, S2,255; S3,0, S3,1,, S3,255; S4,0, S4,1,..,, S4,255. Figure 3: Feistel Network (John Wiley Sons, New York, 1994) As what mentioned above, blowfish has 16 rounds. The method of calculating it: The input is a 64-bit data element, x. Divide x into two 32-bit half: xL, xR. Then, for i = 1 to 16: xL = xL XOR Pi xR = F(xL) XOR xR Swap xL and xR After the sixteenth round, swap xL and xR again to undo the last swap. Then, xR = xR XOR P17 and xL = xL XOR P18. Finally, recombine xL and xR to get the ciphertext. 3.4 Key Expansion Key expansion converts a key of at most 448 bits into several subkey arrays totaling 4168 bytes. The figure and the explanation of the Key Explanation of Blowfish are showed below Explanation for the Key Explanation of Blowfish figure : Step 1: Expand key to 576-bit XOR with P array Store results of 2 in P array Step 2: datal = 0x00000000; datar = 0x00000000; for (i = 0; i Blowfish_encipher(datal, datar); bf_P[i] = datal; bf_P[i + 1] = datar; } for (i = 0; i for (j = 0; j Blowfish_encipher(datal, datar); bf_S[i][j] = datal; bf_S[i][j + 1] = datar; } } 3.5 Application That Use Blowfish Method Below are the applications that using Blowfish Encryption: AEdit : A free Windows word processor incorporating text encryption. Coolfish: An encrypting text editor for Windows. Foopchat: Encrypted chat and advanced file sharing using a client/server architecture. JFile by Land-J Technologies: A database program for the PalmOS platform. Freedom by Zero-Knowledge: Privacy for web browsing, e-mail, chat, telnet, and newsgroups. JFile is one of the famous application that use blowfish method. JFile5 is the new version of the JFile. It is a flat-file database application for the PalmOS. There are 4 primary views in JFile 5.0. First is Main View, where it is the view that shows a list of all the JFile 5 databases that are currently installed on the Palm device. Second is New/Modify Database Structure View, this is the view when we are creating a new database, or modifying the structure of an existing database. Here is where we have to set the field names, the field types, the database name, and other elements of the database structure. The third view is Database View, this is the view that presented along when we tap on a database name from the Main View. The last view is Record View, this is the view that received when we tap a specific record from the Database View. In this JFile5 we can change the current method of security for each database by tapping the lock icon of the database on the main screen. There are three levels of security for databases in JFile5. The first level is the green/open lock where at this level the database contains no security, any user accessing the device can view and edit the database. The second level is the orange/grey closed lock, at this level the database is protected by the Security applications password (if it is set). To access this database, we will need to provide the password set in the Security application. This security level is appropriate for handing the Palm temporarily to a colleague so they wont have easy access to the database, but the information is not encrypted in any way. The third level is the red/dark closed lock at this level we will choose an encryption password for the database. The entire database will be encrypted, and we MUST remember the password to access the database. Due to the encryption, certain operations within the database will be slower. In addition, we will need to insure that any PC/Mac side utilities that we use w ith JFile support the encryption method. There are also some new features in this JFile5 where the maximum number of databases increased to 120 and it is improved use of color in the application compared to JFile4. There are 5 different sorts and filter settings can be saved for quick and easy usage, it is also easier to use because of the updated user interface. It is also has multiple locked columns for left/right scrolling in the main database view and the encryption of databases using 64-bit Blowfish algorithm. The VFS memory cards made easy movement of databases and have new calculated value field types. There are also default values for fields, read-only field options are also available with the Beam-Via-Coola (www.coola.com) support. They also enhanced resolution for Handera 330 devices, extensive keyboard input support and the Navigation of most common areas of JFile for JogDial equipped devices. The limitations for this JFile5 are 120 databases (1 in the demonstration version), 20 character maximum for field names, 50 fields maximum per databases, 4,000 characters per field of data, 10,000 characters per record of data and 16,000 records per database. 3.6 Hardware Architecture Pipelining is a famous technique for improving the throughput of computers, by using parallel elements so that several instructions can be worked on simultaneously. The basic idea of pipelining is to begin carrying out a new instruction before execution of an old one is completed. When pipelining is used, the number of steps in the basic algorithm is less important than fitting the steps into a framework so that they can be performed in parallel. The figure of the pippelining implementation are showed below These are processed separately (with delayed arithmetic carries shown in the figure as carry) and then combined at the end of processing. Even though more clock cycles are needed, the speed of the clock can be greatly improved, because smaller adders are required at each stage, with smaller internal propagation delays. (Malaysian Journal of Computer Science, Vol. 14 No. 1, June 2001, pp. 16-27) These are some examples of blowfish hardware architecture Figure 18: Chip Specifications What is this table? Explanation needed Mode Specification 0 Idle 1 Initial 2 Encrypt 3 DecryptTable 1: Mode Specification What is this figure? Explanation needed The controller is implemented as a Finite State Machine and described in a behavioral Verilog model. The figure and the explanation of the Finite State Machine are showed below Figure 20: FSM of Controller (Bruce Schneier, Applied Cryptography, John Wiley Sons, Inc. 1996) Explanation of Finite State Machine figure : e1: Finish loading data from ROM to SRAM e2: Finish initialization and mode != 1 e3: Finish encryption and mode != 2 e4: Finish decryption and mode != 3 Datapath includes ROM modules, SRAM modules, and the main arithmetic units of Blowfish. The figure showed below is the architecture of the datapath Figure 21 : The architecture of the datapath Explanation for the figure of the architecture : The  Ã‚ ° string is mapped to ROM_P and ROM_S-box. The P-array is mapped to SRAM_P, and the four S-boxes are mapped to SRAM_Sbox. Because the size of SRAM module is 2n words, P1 and P18 are implemented as registers, and the others are mapped to 1632 bits SRAM. We use a shift register under DataIn to expand 4-bit input to 64-bit input and a shift register over DataOut to reduce 64-bit output to 4-bit output. CORE implements the loop of the 16-round iteration. A pipeline stage is added to the output of the SRAM modules. The pipeline stages will double the performance of the Blowfish hardware but lead to the overhead of area. 3.7 Advantages and Drawbacks Blowfish is one of the fastest block ciphers in general use, except when changing keys. Each new key requires pre-processing equivalent to encrypting about 4 kilobytes of text, which is very slow compared to other block ciphers. This prevents its use in certain applications, but is not a problem in others, such as SplashID. In an application, its actually a benefit especially the password-hashing method used in OpenBSD uses an algorithm derived from Blowfish that makes use of the slow key schedule. Blowfish is not subject to any patents and is therefore freely available for anyone to use. This has contributed to its popularity in cryptographic software. The disadvantages of Blowfish are it must get key to the person out of band specifically not through the unsecured transmission channel. Each pair of users needs a unique, so as number of users increase, key management becomes complicated. For example N(N-1)/2 keys required. Blowfish cant provide authentication and non-repudiation as two people have same key. It also has weakness in decryption process over other algorithms in terms of time consumption and serially in throughput

A soldiers Tale :: essays research papers

You are on a small boat, cramped with scruffy men outfitted in full combat gear. Nervous and pensive they shift about, while you stand and wonder, â€Å"What the hell is going to happen to me?† Suddenly, an older man yells, â€Å"Get ready! We’re going in!† The boat slows down, and a ringing bell goes off. The front ramp slowly opens forward†¦and then all hell breaks loose. A hail of bullets rips and thunders, tearing up your comrades into pieces of flesh and organs, spewing forth the liquid of life. Yet you survive, diving into the cold, murky waters below. The bullets are not content with the open air, and dive below, chasing after you like a dog to fresh meat. You see other men, wearing the same combat fatigue that you do. You struggle to bring your head above the water. Thunder and lightning split the air, striking down your friends, while grim men, cold as ice, plug away at their 150mm guns. It is a barrage on your senses, the smell of ozone, the crackle of gunfire, the sight of death, the taste of salt water, and the coldness of the sea. You struggle out of the water and take cover behind a creature of steel, a device to block tanks, most likely. You hide behind there, while you hear men die, their screams burning into your mind. You see men fight, some die, some live, yet you still hid. Nighttime comes, and with it, silence. You decide then, to leave your cover, and venture out, into the killing fields. It is quiet, and you see other men with rifles in their hand, congregating together. You join them, and devise a plan to destroy the grim men. You and other men take black tubes of death, Bengolers, and insert them into the rough terrain. They explode with a flash and bang, and you charge with the men, ready to attack. This might sound like a movie about World War II, maybe Saving Private Ryan. However, this is no movie. This is real life. That was the story of my granduncle, Bill Zimmerman. He was a corporal, leader of his platoon, in the general infantry. He was only 19 years of age. He survived D-Day, and went on to fight the Battle of the Bulge, and he survived there too. This is the story of the day known as D-Day, the day the tides turned for the Allies.

The Links Between Environmental Ethics and Sciences :: Nature Society Living Papers

The Links Between Environmental Ethics and Sciences Ecologists formulate their scientific theories influenced by ethical values, and in turn, environmental ethicists value nature based on scientific theories. Darwinian evolutionary theory provides clear examples of these complex links, illustrating how these reciprocal relationships do not constitute a closed system, but are undetermined and open to the influences of two broader worlds: the sociocultural and the natural environment. On the one hand, the Darwinian conception of a common evolutionary origin and ecological connectedness has promoted a respect for all forms of life. On the other hand, the metaphors of struggle for existence and natural selection appear as problematic because they foist onto nature the Hobbesian model of a liberal state, a Malthusian model of the economy, and the productive practice of artificial selection, all of which reaffirm modern individualism and the profit motive that are at the roots of our current environmental crisis. These metaphors were includ ed in the original definitions of ecology and environmental ethics by Haeckel and Leopold respectively, and are still pervasive among both ecologists and ethicists. To suppose that these Darwinian notions, derived from a modern-liberal worldview, are a fact of nature constitutes a misleading interpretation. Such supposition represents a serious impediment to our aim of transforming our relationship with the natural world in order to overcome the environmental crisis. To achieve a radical transformation in environmental ethics, we need a new vision of nature. Ecological theories and environmental ethics are reciprocally and dynamically linked. Inquiry into this thesis can provide epistemological and ethical insights for ecologists and environmental philosophers. First, for ecologists it clarifies that environmental ethics is not purely a normative corpus that we should adopt under the pressure of an environmental crisis. Ethical conceptions participate in the genesis and evaluation of ecological theories. Second, environmental philosophers have tended to focus on how ecological sciences could inform environmental ethics. I emphasize, in turn, that it is valuable to analyze and to discuss how ethical conceptions can and do inform ecological sciences. Introduction Ecologists approach nature with the aim of understanding it. Environmental ethicists approach nature asking how we should relate to it, or live in and with it. Two disciplines: ecology looking for the is of nature, environmental ethics seeking for an ought in respect to it. How to bridge these discrete, but parallel courses? How to link the is of ecologists and the ought of eco-philosophers? I propose a circle of continuous reciprocal influences between ecological theories and ethical norms respecting nature.

What Impact did Social and Economic change have upon Germany, 1870 – 1914?

The unification of Germany in 1871 acted as a catalyst for industry that enabled a period of rapid growth and change. This growth in industry changed Germany forever socially and economically and it was this change that was to make Germany a great nation, even rivalling Britain itself by 1890. As soon as the Reich was established in 1871, the German economy took off. Germany possessed huge mineral wealth and this was manipulated to build an incredibly strong economy. Germany possessed areas such as Alsace-Lorraine that contained Europe's largest source of iron ore that was essential to its growing steel industries. In fact Germany was totally independent due to the abundance of all resources that were necessary for an industry at the time. Germany was developing industrially at an incredibly rapid rate and this is shown through its outputs (fig. 1). However it was not until later that Germany began to found colonies that showed exactly how powerful it had become. Another resource Germany possessed was manpower and plenty of it (fig. 2). In 1870 Germany's total population was around forty one million, already nine million more than Britain. This total however increased yet further and by 1890 Germany had an even larger population of forty nine million. This huge population provided an incredibly large labour force that could be drawn from as industry continued to grow. The industrialists themselves became very wealthy as industrialisation took hold of Germany. Labour was cheap and so were the raw materials lending to ever increasing profits that rivalled the wealth of the Junkers. Unlike the Junkers however the industrialists did not have any political power and this was what caused future problems. In 1875 there were eight German cartels however as the industrial expansion began to slow and times became ever harder the numbers began to increase. In 1885 Germany boasted ninety such cartels and two hundred and ten just five years later! These cartels began to exercise enormous influence over the development of the Reich and they began to make demands for things such as protective tariffs and later for naval and colonial development. This is where the industrialists began to taste power and the cartels enabled politically minded individuals a chance to have an influence over Germany's ruling and development however minor. This was all the power someone from the middle class could possess due to Germany's static class system. Germany was a conservative state and so naturally change was frowned upon. What remained of Germany's past during the industrialisation was that of the Junkers political monopoly. Bismarck himself was a Junker and one of his main political aims was to maintain the superiority of this upper class. The Junkers also continued to obtain great wealth due to their hold over agriculture. Without the food stuffs that the Junkers provided, Germany would not have been able to grow in the manner that it had. As well as industrialisation, urbanisation was taking place at the same time as Germany's population was moving from rural areas to cities in search of employment. These people that came in search of work became known as the working class, an entirely new level of German society. It was the industrialists however who actively attempted to draw people from the countryside into the cities. Drawing such large numbers into the cities however created problems such as over crowding which in turn created even more problems such as chronic disease epidemics. As more and more people were drawn to the cities the working class itself grew and as it grew so did it's political influence. People within the class began to think of ways to improve their lives and began asking for better conditions such as better accommodation and wages. If managed badly the working class could easily revolt and cause untold problems for the government so the authorities began to pay ever more attention to the growing voice of the working class. Both regional and religious differences were perpetuated within the new German State meaning Germany at this time was not totally unified. Each region had its differences. These differences were normally minor in nature however some were greater than others were such as language or religion. The southern areas of Germany were Catholic and the Protestant members refused to totally collaborate with them. This led to political and social arguments that could not easily be resolved. The authorities had to watch how tensions rose and fell between both sides so as to avert any possible serious problems that may have arisen. At this time industrialists began to make demands for expansion within the navy and the founding of colonies. This would create even more trade because of a captive market that only German industry would be involved in. By obtaining naval contracts and supplying the colonies themselves a company could make a lot of profit. However at this time, countries such as Britain and France had taken all the colonies of worth. The only way Germany would gain such useful assets would be to take them by force from their custodians. This action could easily lead to war however and so called for a more aggressive foreign policy that in the future would contribute to Germany's involvement in world war one. In conclusion the social and economic changes had a massive effect on Germany. Germany began to change into a whole new place and towards the end of the period it also began to develop it's own identity. Although some problems arose none were too serious as to stop Germany becoming a great nation. The leadership Bismarck supplied enabled Germany to pass through troubled times with ease and differences began to become less of an issue as time went on. However it is ironic that while Bismarck suspected Catholics and Socialists of trying to destroy Germany, it was to be the demands of the industrialists and financiers that led to the downfall of his conservative system.

Kristen’s Cookies Precase Essay

1. It will take 26 minutes to fill one rush order (6+2+10+5+2+1= 26 minutes). Gantt chart is also attached. 2. The cycle time is 10 minutes because the bottleneck is the time they have to wait for the cookies to bake in the oven. They cannot continue the cookie process without baking and the lack of room in the oven or additional ovens are the constraints that are limiting the total operation. The capacity of the operation would be 6 orders per hour (60 minutes/ 10 minutes= six orders), so that means you could fill 24 orders in one night (6 orders an hour * 4 hours). This answer does assume that every order only asks for one dozen each, for example, if one customer orders two dozen, you would only be able to fill 23 orders because that order would require using the oven twice. 3. The amount of labor per dozen for 1 order is 8 minutes per dozen (mixing and scooping takes 8 minutes) for Kristen and 4 minutes for Kristen’s roommate per dozen (the real work she does, the time she spends waiting is negligible so the 1 minute to load, 2 minutes to package and 1 minute to accept the payment). Kristen’s roommate only does slightly less work per dozen when they are all similar because she’ll only accept the payment once, so for two dozen she would do 3.5 minutes, and three dozen she would do 3.33 minutes per dozen. Kristen does the same amount of work per dozen when they are all different. When the cookies have similar ingredients, Kristen does less work because she doesn’t have to continue mixing for each dozen. If it’s two similar dozens of cookies, Kristen does 5 minutes of work per dozen (6 minutes of mixing, 2 minutes of scooping * 2 times/2). When it’s three similar dozens of cookies, Kristen does 4 minutes of work pe r dozen (6 minutes of mixing, 2 minutes of scooping * 3 times/3). If it’s two similar dozen and one different, she will do 6 minutes of work per dozen (6 minutes of mixing* 2 times, 2 minutes of scooping * 3 times/3). Kristen still does 3.5 and 3.33 minutes of work per dozen because her process doesn’t change based on the variety of cookies. 4. I personally wouldn’t because the operation is slow enough and it would incentivize  customers to buy more which isn’t necessarily a good thing for the reputation of Kristen’s cookies in terms of its speed of service. People will probably order different dozens of cookies and as we saw, it didn’t speed up Kristen’s operations which in terms of labor is the most timely. I think this would get more money in the short run, but in the long run people wouldn’t be too happy with Kristen’s speed if everyone ordered three dozens of cookies at a time (some orders wouldn’t be received within hours.) 5. Without any more oven space, buying more electric mixers would not be too beneficial because the bottleneck is the oven. At the moment, Kristen is actually continually waiting on oven space to be available which is what is slowing operations down, so I would stay with one since it would just increase your fixed costs. As for the trays, I would have four, because you could have one tray in the oven and still be able to scoop out the contents of the processor for three dozen cookies which would maximize Kristen’s efficiency and she wouldn’t be waiting. 6. The oven is the bottle neck because it takes the most time and the operations cannot continue without baked cookies. Kristen cannot make more cookies without space in the oven, and her roommate cannot continue to finish the order without the baked cookies either. Adding another oven (assuming it only took one dozen still), would increase the capacity to 10 orders an hour because the bottle neck would become washing and mixing the ingredients which would be 1 minute more per dozen in the process. The new constraint for baking would be 5 minutes because there are two ovens now that it decreases the respective cycle time for baking by half. The maximum amount I would pay for an additional oven would be the increased revenue it generates per month for Kristen’s cookies, because past that the oven wouldn’t be seeing a return on the investment.

Ethnography

AN ETHNOGRAPHY â€Å"When used as a method, ethnography typically refers to fieldwork (alternatively, participant-observation) conducted by a single investigator who ‘lives with and lives like' those who are studied, usually for a year or more. † –John Van Maanen, 1996. â€Å"Ethnography literally means ‘a portrait of a people. ‘ An ethnography is a written description of a particular culture – the customs, beliefs, and behavior – based on information collected through fieldwork. † –Marvin Harris and Orna Johnson, 2000. â€Å"Ethnography is the art and science of describing a group or culture.The description may be of a small tribal group in an exotic land or a classroom in middle-class suburbia. † –David M. Fetterman, 1998. Ethnography is a social science research method. It relies heavily on up-close, personal experience and possible participation, not just observation, by researchers trained in the art of et hnography. These ethnographers often work in multidisciplinary teams. The ethnographic focal point may include intensive language and culture learning, intensive study of a single field or domain, and a blend of historical, observational, and interview methods.Typical ethnographic research employs three kinds of data collection: interviews, observation, and documents. This in turn produces three kinds of data: quotations, descriptions, and excerpts of documents, resulting in one product: narrative description. This narrative often includes charts, diagrams and additional artifacts that help to tell â€Å"the story† (Hammersley, 1990). Ethnographic methods can give shape to new constructs or paradigms, and new variables, for further empirical testing in the field or through traditional, quantitative social science methods. Ethnography has it roots planted in the fields of anthropology and sociology.Present-day practitioners conduct ethnographies in organizations and communitie s of all kinds. Ethnographers study schooling, public health, rural and urban development, consumers and consumer goods, any human arena. While particularly suited to exploratory research, ethnography draws on a wide range of both qualitative and quantitative methodologies, moving from â€Å"learning† to â€Å"testing† (Agar, 1996) while research problems, perspectives, and theories emerge and shift. Ethnographic methods are a means of tapping local points of view, households and community â€Å"funds of nowledge† (Moll & Greenberg, 1990), a means of identifying significant categories of human experience up close and personal. Ethnography enhances and widens top down views and enriches the inquiry process, taps both bottom-up insights and perspectives of powerful policy-makers â€Å"at the top,† and generates new analytic insights by engaging in interactive, team exploration of often subtle arenas of human difference and similarity. Through such findings ethnographers may inform others of their findings with an attempt to derive, for example, policy decisions or instructional innovations from such an analysis.VARIATIONS IN OBSERVATIONAL METHODS Observational research is not a single thing. The decision to employ field methods in gathering informational data is only the first step in a decision process that involves a large number of options and possibilities. Making the choice to employ field methods involves a commitment to get close to the subject being observed in its natural setting, to be factual and descriptive in reporting what is observed, and to find out the points of view of participants in the domain observed.Once these fundamental commitments have been made, it is necessary to make additional decisions about which particular observational approaches are appropriate for the research situation at hand. VARIATIONS IN OBSERVER INVOLVEMENT: PARTICIPANT OR ONLOOKER? The first and most fundamental distinction among observationa l strategies concerns the extent to which the observer is also a participant in the program activities being studied. This is not really a simple choice between participation and nonparticipation.The extent of participation is a continuum which varies from complete immersion in the program as full participant to complete separation from the activities observed, taking on a role as spectator; there is a great deal of variation along the continuum between these two extremes. Participant observation is an omnibus field strategy in that it â€Å"simultaneously combines document analysis, interviewing of respondents and informants, direct participation and observation, and introspection. In participant observation the researcher shares as intimately as possible in the life and activities of the people in the observed setting.The purpose of such participation is to develop an insider's view of what is happening. This means that the researcher not only sees what is happening but â€Å"fe els† what it is like to be part of the group. Experiencing an environment as an insider is what necessitates the participant part of participant observation. At the same time, however, there is clearly an observer side to this process. The challenge is to combine participation and observation so as to become capable of understanding the experience as an insider while describing the experience for outsiders.The extent to which it is possible for a researcher to become a full participant in an experience will depend partly on the nature of the setting being observed. For example, in human service and education programs that serve children, it is not possible for the researcher to become a student and therefore experience the setting as a child; it may be possible, however, for the research observer to participate as a volunteer, parent, or staff person in such a setting and thereby develop the perspective of an insider in one of these adult roles.It should be said, though, that many ethnographers do not believe that understanding requires that they become full members of the group(s) being studied. Indeed, many believe that this must not occur if a valid and useful account is to be produced. These researchers believe the ethnographer must try to be both outsider and insider, staying on the margins of the group both socially and intellectually. This is because what is required is both an outside and an inside view.For this reason it is sometimes emphasized that, besides seeking to â€Å"understand†, the ethnographer must also try to see familiar settings as â€Å"anthropologically strange†, as they would be seen by someone from another society, adopting what we might call the Martian perspective. METHODOLOGICAL PRINCIPLES Following are three methodological principles that are used to provide the rationale for the specific features of the ethnographic method.They are also the basis for much of the criticism of quantitative research for failing to capture the true nature of human social behavior; because it relies on the study of artificial settings and/or on what people say rather than what they do; because it seeks to reduce meanings to what is observable; and because it reifies social phenomena by treating them as more clearly defined and static than they are, and as mechanical products of social and psychological factors (M. Hammersley, 1990). The three principles can be summarized under the headings of naturalism, understanding and discovery: 1.Naturalism. This is the view that the aim of social research is to capture the character of naturally occurring human behavior, and that this can only be achieved by first-hand contact with it, not by inferences from what people do in artificial settings like experiments or from what they say in interviews about what they do elsewhere. This is the reason that ethnographers carry out their research in â€Å"natural† settings, settings that exist independently of the resea rch process, rather than in those set up specifically for the purposes of research.Another important implication of naturalism is that in studying natural settings the researcher should seek to minimize her or his effects on the behavior of the people being studied. The aim of this is to increase the chances that what is discovered in the setting will be generalizable to other similar settings that have not been researched. Finally, the notion of naturalism implies that social events and processes must be explained in terms of their relationship to the context in which they occur. 2.Understanding. Central here is the argument that human actions differ from the behavior of physical objects, and even from that of other animals: they do not consist simply of fixed responses or even of learned responses to stimuli, but involve interpretation of stimuli and the construction of responses. Sometimes this argument reflects a complete rejection of the concept of causality as inapplicable to the social world, and an insistence on the freely constructed character of human actions and institutions.Others argue that causal relations are to be found in the social world, but that they differ from the â€Å"mechanical† causality typical of physical phenomena. From this point of view, if we are to be able to explain human actions effectively we must gain an understanding of the cultural perspectives on which they are based. That this is necessary is obvious when we are studying a society that is alien to us, since we shall find much of what we see and hear puzzling. However, ethnographers argue that it is just as important when we are studying more familiar settings.Indeed, when a setting is familiar the danger of misunderstanding is especially great. It is argued that we cannot assume that we already know others' perspectives, even in our own society, because particular groups and individuals develop distinctive worldviews. This is especially true in large complex soci eties. Ethnic, occupational, and small informal groups (even individual families or school classes) develop distinctive ways of orienting to the world that may need to be understood if their behavior is to be explained.Ethnographers argue, then, that it is necessary to learn the culture of the group one is studying before one can produce valid explanations for the behavior of its members. This is the reason for the centrality of participant observation and unstructured interviewing to ethnographic method. 3. Discovery. Another feature of ethnographic thinking is a conception of the research process as inductive or discovery-based; rather than as being limited to the testing of explicit hypotheses.It is argued that if one approaches a phenomenon with a set of hypotheses one may fail to discover the true nature of that phenomenon, being blinded by the assumptions built into the hypotheses. Rather, they have a general interest in some types of social phenomena and/or in some theoretica l issue or practical problem. The focus of the research is narrowed and sharpened, and perhaps even changed substantially, as it proceeds. Similarly, and in parallel, theoretical ideas that frame descriptions and explanations of what is observed are developed over the course of the research.Such ideas are regarded as a valuable outcome of, not a precondition for, research. ETHNOGRAPHY AS METHOD In terms of method, generally speaking, the term â€Å"ethnography† refers to social research that has most of the following features (M. Hammersley, 1990). (a) People's behavior is studied in everyday contexts, rather than under experimental conditions created by the researcher. (b) Data are gathered from a range of sources, but observation and/or relatively informal conversations are usually the main ones. c) The approach to data collection is â€Å"unstructured in the sense that it does not involve following through a detailed plan set up at the beginning; nor are the categories us ed for interpreting what people say and do pre-given or fixed. This does not mean that the research is unsystematic; simply that initially the data are collected in as raw a form, and on as wide a front, as feasible. (d) The focus is usually a single setting or group, of relatively small scale. In life history research the focus may even be a single individual. (e) The analysis of the data involves interpretation of the eanings and functions of human actions and mainly takes the form of verbal descriptions and explanations, with quantification and statistical analysis playing a subordinate role at most. As a set of methods, ethnography is not far removed from the sort of approach that we all use in everyday life to make sense of our surroundings. It is less specialized and less technically sophisticated than approaches like the experiment or the social survey; though all social research methods have their historical origins in the ways in which human beings gain information about th eir world in everyday life.SUMMARY GUIDELINES FOR FIELDWORK It is difficult, if not impossible, to provide a precise set of rules and procedures for conducting fieldwork. What you do depends on the situation, the purpose of the study, the nature of the setting, and the skills, interests, needs, and point of view of the observer. Following are some generic guidelines for conducting fieldwork: 1. Be descriptive in taking field notes. 2. Gather a variety of information from different perspectives. 3. Cross-validate and triangulate by gathering different kinds of data.Example: observations, interviews, program documentation, recordings, and photographs. 4. Use quotations; represent program participants in their own terms. Capture participants' views of their own experiences in their own words. 5. Select key informants wisely and use them carefully. Draw on the wisdom of their informed perspectives, but keep in mind that their perspectives are limited. 6. Be aware of and sensitive to the different stages of fieldwork. (a) Build trust and rapport at the entry stage. Remember that the researcher-observer is also being observed and evaluated. b) Stay alert and disciplined during the more routine middle-phase of fieldwork. (c) Focus on pulling together a useful synthesis as fieldwork draws to a close. (d) Be disciplined and conscientious in taking detailed field notes at all stages of fieldwork. (e) Be as involved as possible in experiencing the observed setting as fully as possible while maintaining an analytical perspective grounded in the purpose of the fieldwork: to conduct research. (f) Clearly separate description from interpretation and judgment. (g) Provide formative feedback as part of the verification process of fieldwork.Time that feedback carefully. Observe its impact. (h) Include in your field notes and observations reports of your own experiences, thoughts, and feelings. These are also field data. Fieldwork is a highly personal experience. The meshing of fieldwork procedures with individual capabilities and situational variation is what makes fieldwork a highly personal experience. The validity and meaningfulness of the results obtained depend directly on the observer's skill, discipline, and perspective. This is both the strength and weakness of observational methods. SUMMARY GUIDELINES FOR INTERVIEWINGThere is no one right way of interviewing, no single correct format that is appropriate for all situations, and no single way of wording questions that will always work. The particular evaluation situation, the needs of the interviewee, and the personal style of the interviewer all come together to create a unique situation for each interview. Therein lie the challenges of depth interviewing: situational responsiveness and sensitivity to get the best data possible. There is no recipe for effective interviewing, but there are some useful guidelines that can be considered.These guidelines are summarized below (Patton, 1987). 1. Through out all phases of interviewing, from planning through data collection to analysis, keep centered on the purpose of the research endeavor. Let that purpose guide the interviewing process. 2. The fundamental principle of qualitative interviewing is to provide a framework within which respondents can express their own understandings in their own terms. 3. Understand the strengths and weaknesses of different types of interviews: the informal conversational interview; the interview guide approach; and the standardized open-ended interview. . Select the type of interview (or combination of types) that is most appropriate to the purposes of the research effort. 5. Understand the different kinds of information one can collect through interviews: behavioral data; opinions; feelings; knowledge; sensory data; and background information. 6. Think about and plan how these different kinds of questions can be most appropriately sequenced for each interview topic, including past, present, and futur e questions. 7. Ask truly open-ended questions. 8. Ask clear questions, using understandable and appropriate language. . Ask one question at a time. 10. Use probes and follow-up questions to solicit depth and detail. 11. Communicate clearly what information is desired, why that information is important, and let the interviewee know how the interview is progressing. 12. Listen attentively and respond appropriately to let the person know he or she is being heard. 13. Avoid leading questions. 14. Understand the difference between a depth interview and an interrogation. Qualitative evaluators conduct depth interviews; police investigators and tax auditors conduct interrogations. 5. Establish personal rapport and a sense of mutual interest. 16. Maintain neutrality toward the specific content of responses. You are there to collect information not to make judgments about that person. 17. Observe while interviewing. Be aware of and sensitive to how the person is affected by and responds to different questions. 18. Maintain control of the interview. 19. Tape record whenever possible to capture full and exact quotations for analysis and reporting. 20. Take notes to capture and highlight major points as the interview progresses. 1. As soon as possible after the interview check the recording for malfunctions; review notes for clarity; elaborate where necessary; and record observations. 22. Take whatever steps are appropriate and necessary to gather valid and reliable information. 23. Treat the person being interviewed with respect. Keep in mind that it is a privilege and responsibility to peer into another person's experience. 24. Practice interviewing. Develop your skills. 25. Enjoy interviewing. Take the time along the way to stop and â€Å"hear† the roses. SITE DOCUMENTSIn addition to participant observation and interviews, ethnographers may also make use of various documents in answering guiding questions. When available, these documents can add additional insi ght or information to projects. Because ethnographic attention has been and continues to be focused on both literate and non-literate peoples, not all research projects will have site documents available. It is also possible that even research among a literate group will not have relevant site documents to consider; this could vary depending on the focus of the research.Thinking carefully about your participants and how they function and asking questions of your informants helps to decide what kinds of documents might be available. Possible documents include: budgets, advertisements, work descriptions, annual reports, memos, school records, correspondence, informational brochures, teaching materials, newsletters, websites, recruitment or orientation packets, contracts, records of court proceedings, posters, minutes of meetings, menus, and many other kinds of written items.For example, an ethnographer studying how limited-English proficient elementary school students learn to acquire English in a classroom setting might want to collect such things as the state or school mandated Bilingual/ESL curriculum for students in the school(s) where he or she does research, and examples of student work. Local school budget allocations to language minority education, specific teachers' lesson plans, and copies of age-appropriate ESL textbooks could also be relevant.It might also be useful to try finding subgroups of professional educators organizations which focus on teaching elementary school language arts and join their listservs, attend their meetings, or get copies of their newsletters. Review cumulative student records and school district policies for language minority education. All of these things could greatly enrich the participant observation and the interviews that an ethnographer does. Privacy or copyright issues may apply to the documents gathered, so it is important to inquire about this when you find or are given documents.If you are given permission to incl ude what you learn from these documents in your final paper, the documents should be cited appropriately and included in the bibliography of the final paper. If you are not given permission, do not use them in any way. ETHICS IN ETHNOGRAPHIC RESEARCH Since ethnographic research takes place among real human beings, there are a number of special ethical concerns to be aware of before beginning. In a nutshell, researchers must make their research goals clear to the members of the community where they undertake their research and gain the informed consent of their consultants to the research beforehand.It is also important to learn whether the group would prefer to be named in the written report of the research or given a pseudonym and to offer the results of the research if informants would like to read it. Most of all, researchers must be sure that the research does not harm or exploit those among whom the research is done. ANALYZING, INTERPRETING AND REPORTING FINDINGS Remember that the researcher is the detective looking for trends and patterns that occur across the various groups or within individuals (Krueger, 1994).The process of analysis and interpretation involve disciplined examination, creative insight, and careful attention to the purposes of the research study. Analysis and interpretation are conceptually separate processes. The analysis process begins with assembling the raw materials and getting an overview or total picture of the entire process. The researcher's role in analysis covers a continuum with assembly of raw data on one extreme and interpretative comments on the other. Analysis is the process of bringing order to the data, organizing what is there into patterns, categories, and basic descriptive units.The analysis process involves consideration of words, tone, context, non-verbals, internal consistency, frequency, extensiveness, intensity, specificity of responses and big ideas. Data reduction strategies are essential in the analysis (Kru eger, 1994). Interpretation involves attaching meaning and significance to the analysis, explaining descriptive patterns, and looking for relationships and linkages among descriptive dimensions. Once these processes have been completed the researcher must report his or her interpretations and conclusions QUALITATIVE DESCRIPTIONReports based on qualitative methods will include a great deal of pure description of the program and/or the experiences of people in the research environment. The purpose of this description is to let the reader know what happened in the environment under observation, what it was like from the participants' point of view to be in the setting, and what particular events or activities in the setting were like. In reading through field notes and interviews the researcher begins to look for those parts of the data that will be polished for presentation as pure description in the research report.What is included by way of description will depend on what questions the researcher is attempting to answer. Often an entire activity will be reported in detail and depth because it represents a typical experience. These descriptions are written in narrative form to provide a holistic picture of what has happened in the reported activity or event. REPORTING FINDINGS The actual content and format of a qualitative report will depend on the information needs of primary stakeholders and the purpose of the research. Even a comprehensive report will have to omit a great deal of the data collected by the researcher.Focus is essential. Analysts who try to include everything risk losing their readers in the sheer volume of the presentation. This process has been referred to as â€Å"the agony of omitting†. The agony of omitting on the part of the researcher is matched only by the readers' agony in having to read those things that were not omitted, but should have been. BALANCE BETWEEN DESCRIPTION AND ANALYSIS In considering what to omit, a decision has to be made about how much description to include. Detailed description and in-depth quotations are the essential qualities of qualitative accounts.Sufficient description and direct quotations should be included to allow readers to understand fully the research setting and the thoughts of the people represented in the narrative. Description should stop short, however, of becoming trivial and mundane. The reader does not have to know absolutely everything that was done or said. Again the problem of focus arises. Description is balanced by analysis and interpretation. Endless description becomes its own muddle. The purpose of analysis is to organize the description in a way that makes it manageable. Description is balanced by analysis and leads into interpretation.An interesting and readable final account provides sufficient description to allow the reader to understand the analysis and sufficient analysis to allow the reader to understand the interpretations and explanations presente d. Try It Yourself Why do people see things differently? The importance of ethnographic research Apple Example Thomas Kuhn suggests that what people see depends on what â€Å"previous visual and conceptual experience has taught† them. This suggests that what we look at and what we see are two different things. Anthropologists Anne Campbell of Washington State University and Patricia C.Rice of West Virginia University give an excellent example of how what we look at and what we see can be different things, depending on who perceives a situation or thing. Try this: * gather two to three people and mentally place an apple on a table in front of the group. * Without any prior discussion, each group member should take a moment to individually write down what it is he or she sees. * After a few minutes, compare notes. What do you find? Did everyone see the same thing? What color was the apple? Are there specific colors given to the apple?What about the type of apple on the table, d id anyone acknowledge if there was a difference between a golden delicious and a Macintosh? What about the size of the apple? Did anyone include size as a characteristic of the apple? What this example shows is that no two people see the same thing. We may understand what an apple is, but in terms of describing it and â€Å"seeing† it much of our sight comes from pervious â€Å"visual-conceptual† experiences. Someone knowledgeable in produce may know that there are many types of apples, just as someone interested in quantities of food may take note of the size of the apple.

Difference Between Religion and Spirituality

This paper draws from six published works that deal with psychological and scholarly research on religion and spirituality. The works vary in their definitions and use of the concepts and terminology of religion and spirituality. Hood et al. (2009) suggest that that social scientists have traditionally been able to make a distinction between religion and spirituality in their research. However, other psychologists contend that the definitions overlap. Therefore, the conceptual and operational definitions have been inconsistently used. This paper examines Hood et al. 2009) research in relationship to other works to suggest that a definitive definition of religion and spirituality should be developed and agreed upon to advance the science of religion. Keywords: religion, spirituality In order to explore the differences between religion and spirituality one must attempt to define these terms. However, religion and spirituality are complex concepts not easily or definitively definable; a t least not universally. Their meanings have changed over the course of time. At times they have been used synonymously. Yet, at other times religion and spirituality are considered distinct concepts having no overlap.A Study on Religion and the Role of It on People and Media†¦. Furthermore, religion and spirituality are sometimes viewed as if one encompasses the other. It seems to simply be a matter of opinion; who is defining religion, when and for what purpose. To compound this quandary, social Science research suggests that lay people, religious and psychological educators and researchers define religion and spirituality inconsistently. This makes it particularly difficult for the scientific world to even compare research findings on religion and or spirituality. Religion and spirituality are complex and diverse cultural phenomenon. Hood, Hill, and Spilka (2009), stated â€Å"†¦what one person is sure to call religious may be far removed from another person’s understanding, especially when we begin to analyze religion across traditions and cultures† (p. 7). Western societies (especially in the United States) in the not too distant past, typically define religion as an institutionalized set of beliefs and rituals about God that is experienced and or practiced collectively. Conversely, other regions of the world (including eastern Asia) may define religion as encompassing multiple Gods or even no Gods (e. . ungodly supernatural entities) (Hood, et al. , 2009). Hood et al. , (2009) contend that Americans now use the term spirituality in place of religion. Nelson (2009), agrees with Hood et al. , that spirituality has become a synonym for religion. According to Nelson (2009), religion traditionally referred to all aspects of a human’s search for and relationship to a divine or transcendent (something greater than ourselves). Using the terminology of religion and spirituality interchangeably may be common practice but it doesn’t mean that they mean the same things. Like religion, spirituality has been defined in a myriad of ways. In ancient times spirituality was associated with the Hebrew Christian traditions (Ottaway, 2003). Through the 19th century spirituality was often considered to be synonymous with spiritualism. Spiritualism referred to contact with spirits, the supernatural, and psychic phenomena (Nelson, 2009). Hence, spirituality was considered negatively up until the 21st century. According to Nelson (2009), presently â€Å"the term is often used to denote the experiential and personal side of our relationship to the transcendent or sacred† (p. ). Nelson suggests that the people who use this definition tend to view religion as a distinct narrow concept. They typically define religion as â€Å"the organizational structures, practices, and beliefs of a religious group†, (Nelson, 2009, p. 8). The rise in popularity of spirituality in the last two decades has exaggerated the distinction and or lack of distinction between r eligion and spirituality. Whereas, some modern Americans use the terms interchangeably, others (especially those who abhor mainstream religions and all they are associated with) do not. The latter group might prefer to say that they are â€Å"spiritual but not religious†, (Zinnbauer, et al. , 1997). Conversely, people who unknowingly embrace Epstein’s (1993, 1994) Cognitive-Experiential Self-Theory (CEST) may view spirituality and religion as distinct concepts that are nonetheless related (Hill, 1999). I believe that religion and spirituality can be two distinct concepts but that currently the line between the two is too blurry to be able to distinguish one from the other. One could experience religion without experiencing spirituality (e. g. teenager forced to attend church but merely going through the motions). On the other hand, one could also experience spirituality (e. g. a sense of â€Å"awe† in the presence of nature or enlightenment during meditation) in the absence of religion. Additionally, one could experience both spirituality and religion in the context of the other. For example, one could meditate communally with others in an insti tutional setting (typical of a religious experience) and experience spirituality. Another example is that one could attend church (typical of a religious experience) and meditate individually during the church service. At this point in time, religion and spirituality overlap in a plethora of ways. Each can have a reverence to a God, Gods, or a higher supernatural power or powers. Likewise, religion and spirituality can each have private, public, personal, communal, conscious, unconscious, tangible, intangible, subjective and objective components to them. One difference between spirituality and religion is that â€Å"spirituality does not require an institutional framework†, (Hood, et al, 2009, p. 11). Another difference is that religion does not require communal practices (e. g. an elderly invalid can religiously pray at home). My views on religion and spirituality are that of a layperson and an aspiring psychologist and are indubitably confusing. However, my view doesn’t seem to differ substantially from others (laypersons, religious professionals and scholars, and social science professionals and researchers), as a finite definition for religion or spirituality is nonexistent (Zinnbauer et al. , 2010; Hood et al. , 2009, Nelson, 2009). According to Hood et al. (2009), a traditional distinction exists between religion and spirituality in the research literature, therefore the two terms are not used synonymously. Hood et al. (2009) explains that spirituality is viewed as personal and psychological, while religion is viewed as institutional and sociological. Basically, Hood et al. (2009), contends that religion is steeped in tradition and institution, whereas, spirituality has to do with a person’s personal beliefs, values and behaviors. This definition seems to be consistent with how religion and spirituality were defined between the 19th and 21st centuries. However, it should be noted, that Hood et al. 2009) also, later state that â€Å"in fact it is safe to say that even we three authors of this text do not fully agree with each other about the meaning of these terms† (p. 11). To compound matters, other psychologists suggest that religion and spirituality are used inconsistently in the research literature. Zinnbauer et al, (1997) argue that although social scientists have attempted to define, study, and theorize about religion and spirituality, they have done so inconsistently . â€Å"Still, the ways in which the words are conceptualized an used are often inconsistent in the research literature† (p. 549). According to Bender (2007) religion has been associated with a formal or institutional system and expression of belief and practices that is corporate, public, and conscious in scholarly studies. Conversely, spirituality has been defined as individual, private and unconscious, (Bender, 2007). Due to the inconsistencies in the definitions and use of religion and spirituality a pilot study was conducted to ascertain how religious professionals defined and evaluated religion and spirituality. The 2006 study conducted by Corine Hyman and Paul Handal at Saint Louis University in Missouri included Imans, Ministers, Priests, and Rabbis. These religious experts were asked to conceptually define religion and spirituality and to identify if there were any overlaps between the two. The study findings indicate that there were overlaps between the two concepts. However, religion was defined in a traditional sense of objective, institutional and ritualistic and spirituality was defined as subjective, internal and divine or transcendent (Hyman & Handal , 2006). Another study, this time conducted at the Maryland University, attempted to discern how lay people define religion and spirituality and how they make distinctions between the two. The participants in this study consisted of sixty-seven adults aged 61 to 93 who lived in three different retirement communities (Schlehofer, Omoto, A. M. , Adelman, 2008). The research findings indicate that the participants were better able to define religion concretely, than they were able to define spirituality. â€Å"In fact, some participants were not able to define spirituality at all†, (Schlehofer et al. , 2008). The afore mentioned studies illustrate that defining religion and spirituality is an ongoing task and not easily surmountable. This of course, makes the task of operationally defining religion and spirituality even harder. According to Bender (2007), spirituality is typically measured by asking questions about psychological well-being, experience, and self-identification; while religion is measured by questions about activities and doctrine. Although, many operational definitions have been developed and used to measure religion and spirituality, how does one actually know what one is measuring if the thing(s) that one is measuring is not clearly defined? CONCLUSIONS and Future Study: Ergo, in order to try to understand how religion and or spirituality affect all aspects of a person’s life, it is prudent for the scientific community to agree on what it is that they are actually researching. Once, the terms are defined and agreed upon, then they can operationally define each term. Only then, can psychologists more confidently conduct research and analysis to understand the true effects of religion and spirituality and make comparisons about those findings.ReferencesBender, C. (2007). Religion and Spirituality: History, Discourse, Measurement. Retrieved from http://religion.ssrc.org/reforum/Bender.pdf   Hill, P. C. (1999). Giving religion away: What the study of religion offers psychology. The International Journal for the Psychology of Religion, 94(4), 229-249. Hood, R. W., Hill, P. C., Spilka, B. (2009). The Psychology of Religion, 2, 7-11. Hyman, C., & Handal, P. J. (2006). Definitions and evaluation of religion and spiritua lity items by religious professionals: A pilot study. Journal of Religion and Health, 45(2), 264-282. doi:http://dx.doi.org/10.1007/s10943-006-9015-zNelson, J. M. (2009). Psychology, Religion, and Spirituality. Introduction to Psychology, Religion, and Spirituality. Retrieved from http://ucelinks.cdlib.org:8888/sfx_local/img/sfxmenu/dl_logo_1024.png Schlehofer, M. M., Omoto, A. M. and Adelman, J. R. (2008). How do â€Å"religion† and â€Å"spirituality† differ? Lay Defintions among Older Adults. Journal for the Scientific Study of Religion, 47: 411-425. Zinnbauer, B. J., Pargament, K. I., Cole, B., Rye, M.S., Butter, E. M., Belavich, T.G., Hipp, K. M., Scott, A. B., Kadar, J. L. (1997). Religion and Spirituality: Unfuzzing the Fuzzy. Journal for the Scientific Study of Religion, 36 (4). Retrieved from http://www.jstor.org/stable/1387689