Misuse of Emergency Services - Particularly Fire and EMS Essay

Misuse of Emergency Services - Particularly Fire and EMS - Essay Example This paper seeks to identify the reasons why people misuse emergency services, in this case the emergency medical services and fire emergency services. Emergency Medical Services (EMS) serves to provide emergency medical care to affected people. This is a system that is well coordinated, and includes response and emergency medical care, driven by different people and agencies. On the other hand, the fire and emergency services comprises highly trained personnel, who hold the responsibility of reducing loss of life and property, which is caused by fire, natural disasters, and terrorist attacks, among others. The personnel are trained in firefighting. These are also knowledgeable and competent in rescue techniques, and sometimes in emergency medical services, search and rescue, among other. There are various conditions that qualify use of emergency services. For instance, it is right to call emergency medical services when one’s life is in danger due to an illness. In addition, one may call emergency medical services when they are sick, and unable to transport themselves to hospital. Furthermore, in case of a traffic accident involving many casualties, one may call emergency medical services. On the other hand, emergency fire services are provided in cases involving fire. Although the cases where one might call emergency medical and fire services are clearly outlined, many people have continued to call these emergency services in irrelevant cases. Nonetheless, calling emergency services in cases where they do not apply is misusing emergency services. There are various reasons why people misuse emergency services. The major reason is that the emergency lines are toll free. This means that a person can call emergency services line without being charged. For this reason, many people call emergency services for nonsense reasons, since they know that it does not cost them anything.

Life without Art Essay Example for Free

Life without Art Essay Life without art is boring and dull. But often at times, art is a subject that is underestimated in schools. The art courses in many schools are being cut back across the country. Many classrooms now have little supplies, and some courses are being taken away entirely. There are many reasons to which students need the aspect of art education in their curriculum, whether it is because it is an outlet for them to explore their creativity, or to work in a way that is soothing and in a stress- free environment. Art should be a mandatory subject to be taught in elementary and middle school as a child is growing up, but cutting back on art programs in schools seems to be a common solution to budget cuts since the 1970s when budget cuts began. Fewer public schools are offering art classes, whether it is in drama, dance, or visual art. This decline is due to budget cuts and an increased focus on math, science, and reading. Unfortunately, art classes are the first to be cut from schools, because the arts aren’t taken as seriously as subjects such as math and science because the arts programs are the first to be cut. This is a major problem in education. The movement to cut art from many schools has been growing in recent years. Education cuts are becoming more prevalent as schools face tough decisions on budgets. Unfortunately, art classes are usually some of the first victims of these cuts. Recent protests in California reflect the growing concern about budget cuts. Schools have already made cuts of $18 billion in California and more cuts totaling $4. 1 billion may be necessary (Kirkland 1). California is not the only state facing this situation. Lower tax revenues, increasing prices and the slow economic recovery have created problems across the United States. The event of recent cuts in the art programs is a serious issue, and when I become an art teacher I want to take a stand against it and teach my students how important art is in school. Why do people view art as a â€Å"light† or and â€Å"unimportant† subject? In the old days, fine art was considered a hobby for the rich and privileged. Now, it is talked down upon. According to Olivia Hauck, the author of 2009-10: Against Cutting Art and Music Programs in School, the study of music, theatre, and other forms of art have been shown to stimulate other parts of students’ minds and even keep them out of gangs and other harmful situations (1). Art and music programs in schools provide a different kind of learning environment that supplies alternative activities, while avoiding bad behavior. If kids are having fun in this different kind of stress free and expressive environment, they will be less likely to want to go and act recklessly. The arts are a way to present opportunities for jobs to students and other forms of self-discipline. Art increases critical thinking skills and enhances creativity, because drawing and working with different mediums to create pictures is expanding thinking and working on solving problems in a new way. This is important, especially for students that aren’t skilled at math or science. Art is crucial in schools so students have the opportunity to explore their interests and passions. The students that are affected by cuts in the art programs may not be able to afford private lessons or classes after school. And for some of these students, arts are what pushes them to continue going to school. Bob Sabol, president of the National Art Education Association, says, You hear students say, I found out who I was because I was able to explore my identity in the visual arts. ’ It validates who they are as individuals† (2). Art programs in education make it possible for students to explore themselves and their talents, which is the most important aspect of school. Its the responsibility of educators to make sure that every kid is exposed to the arts, that they get their shot at being creative because — who knows — the person who cures something like cancer will probably be somebody who thinks like an artist† (Stauter, 1). Having an open mind and seeing things in different ways makes a person more likely to succeed in all areas of life. You could have a budding Beethoven that could go undiagnosed because you didnt have a music teacher to identify and nurture that talent, said Debbie Fahmie, fine- and performing-arts resource teacher for Osceola County. If schools had no fine art classes, many students would have no opportunity to identify and develop their talent. They would be forced to go into fields that aren’t meant for them. Students are our future, and a future education without fine art could mean no more musicians, artists, actors, etc. Our world would be bland and lifeless without our artists, and the last thing that should be cut from schools are the art programs. I believe that all schooling should be divided into science, humanities and art. Science deals with the concrete, direct figures, and numbers that neglect emotions and view all humans as representatives of the living world and nothing more. Humanities are the classes that deal with the behavior, problems, and society. Art on the other hand is the subject that deals with the forms and beauty and allows us to think of the things around us as of useful objects that are worth our attention, time and effort. It should be treated just as equally as all other subjects. When I become an art teacher, I will make sure that I stress how important art is. I will show my students that art goes into all aspects of life. I want to expose my students with all different kinds of art, and encourage them to take different classes like drama, music of creative writing. It is important that students experiment with these subjects, because if not they may not have a chance to discover their passion. Cutting art programs in schools will be detrimental to education, especially for students that are more creative thinkers than concrete ones. Students mold our future, and they need to be able to explore their creativity as they grow up.

The ecological approach to classroom management

The ecological approach to classroom management An ecological approach to classroom and behaviour management accounts for the distinct individuality of each teaching setting. Such environments constitute a fusion of the many unique experiences, needs and expectations of their individual occupants. Hence, an ecological perspective embraces, attends to and nourishes this heterogeneity through the construction and maintenance of proactive, inclusive and positive learning environments. In the secondary school setting, this needs-based approach is both valuable and practical. (Arthur-Kelly, Lyons, Butterfield Gordon, 2003) Bronfenbrenner (1979, p.16) posits that behavior evolves as an interplay between person and environment. In the secondary classroom socio-cultural factors that have helped to shape each individual are also at play. These include race, family dynamics, gender, socioeconomic status, values and attitudes (Arthur-Kelly et al., 2003). As students mature, their histories of interacting with significant others must also be considered. For example, children with easygoing dispositions generally evoke positive reactions from social counterparts whereas those with less favourable dispositions attract negative, impatient or punitive responses. These bi-directional relationships may have contributed to lasting developmental effects (Berk, 2009). In educational settings coercive interactions, deficient teaching strategies and unfavourable learning environments may also lead to ingrained behavioural deficits (Conroy, Sutherland, Haydon, Stormont Harmon, 2009). Using an ecological approach, the classroom may be viewed as an ecology consisting of connected and intertwined personalities, activities, procedures and occurrences, all of which may impact upon behaviour (Arthur-Kelly et al., 2003). In comprehensively examining student behaviour, it is essential that all ecological contributions are identified and considered. With this approach, the relationship between the adolescent and influential environment factors is considered most critical rather than any suspected or diagnosed issues that the student may present with (Johnson Fullwood, 2006). This facilitates proactive manipulation or adjustment of the environmental context in which the behaviour occurs. Additionally, it ensures that actions are not merely reactive but seek to address causative imbalances (Arthur-Kelly et al., 2003). An ecological approach concerns itself with the construction and maintenance of positive learning environments comprised of effective preventative measures, targeted interventions where necessary and the fostering of student self-discipline. The provision of well delivered, engaging classroom activities that are perceived as worthwhile and meaningful by students, and attention to building positive, cooperative relationships are also imperative. An inclusive environment where students feel safe to contribute is created. In this way, classroom management becomes a collaborative process. The teachers task involves a cycle of providing structure, warmth and guidance, encouraging participation and belongingness, then monitoring and adjusting as necessary. (Osher, Bear, Sprague Doyle, 2010) In secondary classrooms, teachers face multiple challenges. By employing an ecological approach, the learning environment is enhanced, allowing students to share the burden by learning to participate constructively within a nurturing, dynamic system (Osher et al., 2010). Much research exists that extols the ecological approach as both practical and successful (Osher et al., 2010). Moreover, it is positively correlated with social and personal developmental gains and enhanced academic outcomes (McLeod, Fisher Hoover, 2003; Osher et al., 2010). 4 References Arthur-Kelly, M., Lyons, G., Butterfield, N., Gordon, C. (2003). Classroom management: Creating positive learning environments. (2nd ed.). South Melbourne, VIC: Cengage Learning Australia. Berk, L. E. (2009) Child development. (8th ed.). Boston, MA: Pearson. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press. Conroy, M., Sutherland, K., Haydon, T., Stormont, M., Harmon, J. (2009). Preventing and ameliorating young childrens chronic problem behaviors: An ecological classroom- based approach, Psychology in the Schools, 46, 1, 3-17. Johnson, H. L., Fullwood, H. L. (2006). Disturbing behaviors in the secondary classroom: How do general educators perceive problem behaviors? Journal of Instructional Psychology, 33, 1, 20-39. McLeod, J., Fisher, J., Hoover, G. (2003). The key elements of classroom management: Managing time and space, student behaviour and instructional strategies. Alexandria, VA: Association for Supervision and Curriculum Development. Osher, D., Bear, G. G., Sprague, J. R. Doyle, W. (2010). How can we improve school discipline? Educational Researcher, 39, 1, 48-58. 5 PART 2- TASK 4: In what ways could communication methods based on mutual respect alter the classroom ecosystem? How could these affect disruptive children as well as those who already exhibit positive behaviour? In the secondary school setting, effective communication skills are a vital component of positive learning environments. They enable teachers to alter the classroom ecology in such as way as to develop mutually respectful reciprocal interactions with students that serve to augment classroom experiences and outcomes. Well-developed communication methods may be used to enhance interpersonal exchanges, promote effective problem-solving and expedite conflict resolution. These are the vital building blocks that serve to build trust and understanding. Moreover, they assist greatly in facilitating warm reciprocal student/teacher relationships and productive learning environments which in turn, foster positive behaviour and learning outcomes. The use of effective communication processes in secondary classrooms has the potential to benefit students who exhibit disruptive behaviours as well as those who do not (Arthur-Kelly, Lyons, Butterfield Gordon, 2003). Many secondary school students perceive this time period to be especially challenging. Developmentally, such students are experiencing considerable upheaval as they begin to negotiate the maze to emotional, social, physical and cognitive maturity. The secondary school years are further complicated as adolescents begin to consolidate their sense of identity, strive for greater autonomy and freedom and expand their social networks. These momentous changes may cause many students to flounder and struggle both behaviourally and academically. Fortunately, through the use of effective interpersonal communication techniques teachers are able to build respectful, reciprocal relationships that bolster secondary students throughout this tumultuous journey. (Martin, 2010) 6 Effective communication skills have long been regarded as the backbone of classroom management that results in the creation and maintenance of positive learning environments (den Brok, Fisher, Wubbels, Brekelmans Rickards, 2006). As such, communication and more specifically, teacher interpersonal skills may be viewed as the single most influential tool in altering classroom ecology to facilitate positive behavioural and academic outcomes (den Brok, Fisher, Wubbels, Brekelmans Rickards, 2006). Much research also supports the notion that effective teacher interpersonal behaviour is positively correlated with greater student cognitive and behavioural outcomes (den Brok, Levy, Brekelmans Wubbels, 2006; Fraser Walberg, 2005; Urdan, Schoenfelder, 2006). More particularly, student motivation, learning and degree of compliance are predominantly shaped by their perception of their relationship with their teacher (den Brok, Levy, Brekelmans Wubbels, 2006). During the tumultuous secondary school years students care a great deal about establishing positive relationships with their teachers and the level of support this provides. Hence, students who exhibit challenging behaviours and their counterparts who do not, both respond with far greater enthusiasm, pronounced engagement and augmented effort, behaviourally and academically, when they perceive that their teachers care about them (Urdan, Schoenfelder, 2006). By using effective communication skills, teachers are equipped with the tools to impart this powerful belief in their students, thus leading to respectful reciprocal relationships, positively altered classroom ecology, increased compliance and associated behavioural and academic growth. 7 References Arthur-Kelly, M., Lyons, G., Butterfield, N., Gordon, C. (2003). Classroom management: Creating positive learning environments. (2nd ed.). South Melbourne, VIC: Cengage Learning Australia. den Brok, P., Fisher, D., Wubbels, T., Brekelmans, M., Rickards, T. (2006). Secondary teachers interpersonal behaviour in Singapore, Brunei and Australia: A cross-national comparison. Asia Pacific Journal of Education, 26, 1, 79-95. den Brok, P., Levy, J., Brekelmans, M., Wubbels, T. (2006). The effect of teacher interpersonal behaviour on students subject-specific motivation. The Journal of Classroom Interaction, 40, 2, 2-33. Fraser, B. J., Walberg, H. J. (2005). Research on teacher-student relationships and learning environments: Context, retrospect and prospect. International Journal of Educational Research, 43, 103-109. Martin, A. (2010). Building classroom success: Eliminating academic fear and failure. London: Continuum International Publishing Group. Urdan, T., Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331-349. 8 PART 3- TASK 7: Read the four scenarios on pages 174-176 in Arthur-Kelly et al., [2006] and using goal-centred theory identify in each of the four scenarios: a. How the child achieving his or her goal of misbehaviour helps the child to belong? b. How might the teacher restructure the learning environment to avoid future recurrences of these problems? Scenario 1: Liana is a pain (Attention) Liana requests continuous attention that commands teacher concern and assistance in order to fulfil her need for social belonging (Edwards, 2008). Liana mistakenly believes that she only matters when the teacher is actively paying her attention (NSW Department of Education, 1987). Scenario 2: Maria pouts (Power) Maria demonstrates a power focussed approach. By refusing to cooperate, Maria announces to her teacher and peers that she can prove her societal worth by doing whatever she likes. Asserting her authority enables Maria to achieve her goal of feeling powerful and important within the group. (Balson, 1992) Scenario 3: Ivan is violent (Revenge) Ivan seeks revenge. He feels misunderstood, unfairly treated and hurt. These feelings have accumulated over time as a result of negative interactions with others and negative student appraisals (Balson, 1992). To cope with such strong emotions and to achieve his goal of feeling uniqueness and group belonging, Ivan resorts to forcing others to share his pain (Ming-tak Wai-shing, 2008). Scenario 4: Rodney is lazy (Inadequacy) Rodney has become extremely discouraged and entrenched in a firm belief of his own inadequacy and inability. This belief acts like a shield which protects Rodney from further 9 humiliation. By demonstrating such pervasive disability, Rodney hopes that nothing will ever be expected of him. This affords him special status within the group as he is increasingly able to manipulate others into leaving him alone (Balson, 1992). To prevent perpetuating the abovementioned behaviours in a secondary school setting the teacher needs to reconstruct the classroom environment to promote positive behaviour. This may be achieved by conveying a genuine sense of caring, respect and inclusivity to all students. Additionally, adolescents need to feel empowered by being recognised for positive behaviours and receiving opportunities to shine. Teachers needs to impart the belief that the classroom is a welcoming place where students are valued, encouraged and treated fairly. (Arthur-Kelly, Lyons, Butterfield Gordon, 2003) Four factors are involved, the first being the establishment of democratically negotiated class rules with coordinated logical consequences. The second factor is the inclusive formulation of an effective conflict resolution mechanism, perhaps taking the shape of class discussion or negotiation meetings. Thirdly, the teacher should provide regular positive feedback and encouragement to all students, thus nurturing their need for belonging. Lastly, the teacher should employ specialised approaches to address the needs of discouraged students. (Arthur-Kelly et al., 2003) This may involve using strategies such as regularly rewarding attention-seekers when they display appropriate behaviour (Tauber, 2007). Power seekers might be enlisted to assist, exercise judgement or to tutor others with subsequent teacher encouragement (Nelsen, 2000). For revenge-focussed students, the teacher could focus on strengthening classroom relationships, perhaps by regularly manoeuvring situations that allow the student to shine in front of peers so that their negative appraisals begin to diminish (Ming-tak Wai-shing, 10 2008). Genuine support and encouragement may be expressed for students who display inadequacy. Additionally, carefully tailored learning situations may be used to enable frequent experiences of success and acknowledgement. Particular attention should be paid to expressing faith in ability at every opportunity (Ming-tak Wai-shing, 2008). 11 References Arthur-Kelly, M., Lyons, G., Butterfield, N., Gordon, C. (2003). Classroom management: Creating positive learning environments. (2nd ed.). South Melbourne, VIC: Cengage Learning Australia. Balson, M. (1992). Understanding classroom behaviour. (3rd ed.). Hawthorn, VIC: ACER. Edwards, C. H. (2008). Classroom discipline and management. (5th ed.). Hoboken, NJ: John Wiley Sons. Ming-tak, H., Wai-shing, L. (2008). Classroom management: Creating a positive learning environment. Aberdeen, Hong Kong: Hong Kong University Press. Tauber, R. T. (2007). Classroom management: Sound theory and effective practice. (4th ed.). Westport, CT: Praeger Publishers. Nelsen, J. (2000). Positive discipline: For teachers. Retrieved 25 November, 2010, from http://www.positivediscipline.com/questions_teacher/quest005.html NSW Department of Education. (1987). Understanding the roles and directing the characters goals of misbehaviour and how to respond. Retrieved 25 November, 2010, from http://alex.edfac.usyd.edu.au/localresource/schooldocs/respond.html 12 PART 4- TASK 9: Discuss the view put in Chapter 9 that you should develop and apply a model of classroom management that is aligned with both your personal philosophy of learning and teaching, and your personal approach to classroom management. It is crucial that pre-service teachers establish a model of classroom management that is in agreement with their personal learning/teaching philosophy and individual approach to classroom management. In constructing such an integrated structure, it is necessary to consider the contribution of personal values and beliefs as well as the various theories associated with instruction, pedagogy, development, behaviour, curriculum and assessment and the complex environmental attributes that constitute classrooms. A congruent and amalgamated philosophy, classroom management model and personal approach are prerequisites for facilitating success in dynamic secondary classroom ecologies. (Arthur-Kelly, Lyons, Butterfield Gordon, 2003) The process of developing such structures may be viewed as equally important as it enables the pre-service teacher to focus on and articulate a personal rationale (Goodyear Allchin, nd.). For pre-service secondary school teachers, this integrated approach is ak in to a blueprint, designed as a guide that all future classroom interactions may be evaluated against (Bosch, 2006). The process of creating an aligned teaching/learning philosophy, classroom management approach and model may be viewed as an essential planning phase (Arthur-Kelly et al., 2003). During this process, the pre-service teacher clarifies their assumptions, knowledge and beliefs regarding effective teaching/learning, the importance of classroom management, the theories that drive ones personal approach and the importance of ecological factors. Employing such scrutiny allows the pre-service teacher to reveal any discrepancies between their beliefs and intended actions and to develop a unique, consistent personal style. Any inconsistencies may be rectified, thus averting potential impediment to teaching practice (Osterman Kottkamp, 1993). 13 Pre-service secondary teachers are wise to conduct a thorough self-examination of their values, beliefs and their theoretical underpinnings prior to settling on a model of classroom management and corresponding learning/teaching philosophy. This synchronised technique engenders a surefooted base that maximises the potential for successful classroom interactions and achievements. Subsequent to employing this unifying approach, intentions, goals and methodology may be clearly communicated to all stakeholders (Raymond, 1997). Moreover, this framework allows the success of outcomes to be accurately measured and serves as a guide for reflective practice (Titus Gremler, 2010). This is especially important in secondary classrooms where a persistent, consistent and systematic approach is essential for the respectful and unambiguous communication that is a requirement in building positive learning environments (Arthur-Kelly et al., 2003). It is the pre-service teachers beliefs and values systems that drive their teaching practices and behaviour. An aligned model and approach to classroom management and personal philosophy of learning and teaching leads to consistent patterns of classroom communication and instruction and a well coordinated teaching style. Indeed, Heimlich and Norland (2002, p. 17) describe teaching style as a predilection toward teaching behaviour and the congruence between an educators teaching behaviour and teaching beliefs. Furthermore, the decisions that pre-service teachers make and the actions that ensue are reflections of their conscious beliefs regarding what constitutes effective teaching/learning. A teaching style marred by incongruity, lacks pedagogical reflection and direction, hence minimising the likelihood of effective and coordinated teaching practices (Titus Gremler, 2010). 14

Liberation of Woman Essay example -- Argumentative Persuasive Essays

The Liberation of Woman      Ã‚   The terms "Liberated Women" and "Women's Liberation" are not necessarily synonymous. In fact, much like the chicken and the egg, one may wonder which came first. While the term "Liberated Women" was probably not a widely used phrase until the height of the women's liberation movement, I maintain that liberated women emerged first. Moreover, it was the liberated women who inspired and initiated the women's liberation movement.    In "The Politics of Housework" Pat Mainardi writes, "Liberated women - very different from women's liberation! The first signals all kids of goodies, to warm the hearts (not to mention other parts) of the most radical men. The other signals - housework" (Bloom 492). As this quote describes, a main theme in the discussion of liberated women is sexual liberation. This theme is explored though the characters of Esther Greenwood in Sylvia Plath's The Bell Jar and Brenda Patimkin in Philip Roth's Goodbye, Columbus. Several readings from "Takin' It to the Streets" discuss the politics of the women's liberation movement in terms of housework and class conflict.    Liberated women of the 1960's exercised freedoms that shocked and dismayed their mothers. They wanted the freedom to choose a career over domesticity, the freedom not to be sexually pure, and the freedom to express themselves as individuals. Liberated women wanted to have the choice to wear pants instead of skirts and avoid spending hours on hair and make-up. They did not want the primary purpose of their outward appearance to be simply to attract men. The expression of individual style and personality was key in becoming independent, freethinking women unbounded by the restrictions o... ...are still issues our society is struggling with today.    To conclude, liberated women and the women's liberation movement are two separate, but related, concepts. The concerns of liberated women are more individualized than those of the women's lib movement. Liberated women are more concerned with their own personal identities and independence, whether it's their sexual freedom or freedom from their bras. The women's liberation movement, however, is more about women's collective interests and the actions that can be taken to remove the sexual oppression that denigrates all women.    Works Cited Bloom, Alexander and Wini Breines. "Takin' it to the Streets" A Sixties Reader. New York: Oxford UP, 1995. Plath, Sylvia. The Bell Jar. New York: Bantam Books, 1971. Roth, Philip. Goodbye, Columbus. New York: Vintage International, 1993.   

Cuban Culture

Cuban culture is known to be very expressive and vivid, because it inherited the mixture of Spanish and African cultures. Therefore Cuban culture is sometimes referred to as â€Å"melting point† of cultures. Firstly it is necessary to underline that interactions between parents and children are really special, because the family is the most important in their lives and very often several generations are living together in the same house. It is partly to economic situation and traditions. Therefore interactions in the family are friendly and open.Children display respect to elder generations as well as for teachers in schools. Nevertheless, it is common for them to refer to teachers by their first names. They use â€Å"Senor† only when addressing a foreigner with a higher social rank. (Cultural Information 2006) Concerning communications styles it is known that Cubans prefer to stand very close in informal situations, especially in line-up or crowd. However, in formal si tuations they tend to keep a distance of approximately two feet. Cubans are fond of eye contact considering it a sign of sincerity.It is apparent that Cubans communicate making lots of gestures and they are able to maintain the communication process even without speaking. The most popular nonverbal gestures used are wrinkling nose asking in such a way â€Å"What did you just say? † and pointing a index finger meaning â€Å"I am referring to a person of color†. Actually it is very important to learn all the gestures and their meanings. (Cultural Information 2006) Cubans always use gestures as well as facial expression to emphasize and to illustrate something. Especially they speak in a very loud voice. Their emotions are displayed in an open manner and in public.Display of affection is accepted whereas display of anger and negative emotions in public is considered negative behavior and is strongly criticized. Exaggerated manners are a part of Cuban culture; however it i s not accepted as good social pattern of behavior. Cubans tend to be very expressive. Concerning nonverbal communication it is necessary also to mention shaking hands with both women and men and giving a kiss. (Cultural Information 2006) Cubans’ communication style is very loud and direct compared with used in USA, England, Canada and other countries, but such style is not offensive.In such a way Cuban express their personality. Often Cuban may refer to even to unknown people with affectionate phrases such as â€Å"sweetheart† (mi amor). Light-hearted humor is appreciated, whereas sarcasm is not. Cubans are known for their sense of humor and very often their jokes refer to social and political situations in the country. Nevertheless, they won’t discuss government with unknown people, because their socialism system doesn’t allow freedom of expressions and they are afraid of becoming enemies of the government. (Cultural Information 2006)Cubans prefer to dre ss more informally compared with other states in Latin America because of scarcity of imported clothing. For example, men rarely wear formal suits. Nevertheless, if the occasion is formal they will wear guayabera (an elegant embroidered shirt for tropical hot weather). Women usually wear skimpy and close-fitting clothing which is not seen in USA. Cuban dress is informal, although it is always neat, ironed and tucked in as most Cubans are neat persons. It is necessary to underline that â€Å"women are respected as professionals, but other than that roles are fairly traditional†.Usually women are doing housework taking care of their children whereas men are relaxing watching TV after the ending of the working day. Concerning sexuality, the atmosphere is liberal and no taboos are applied. It is known that sexual harassments common and not considered serious problem compared with USA and European countries. (Cultural Information 2006) Earlier class differences were apparent and w ealthy were employing the servants. After the revolution the situation changed; property and wealth were redistributed. Nevertheless, nowadays due to economic reforms the slight difference is creeping back into society.The majority of population is considered mulatto i. e. mixed race inherited Spanish and African traits. Race discrimination is prohibited by the law, although â€Å"lingers somewhat in unconscious attitudes and prejudices†. Workplaces are heterogeneous and Cubans are aware of the underlying attitudes. (Cultural Information 2006) The main Cuban religion is Afro-Cuban or Santeria. Cubans worship African gods being identified with a Catholic saint. It is interesting that all religious rituals are expensive and elaborate; they involve even making offerings to the god.However, growth in evangelical and protestant religions is slight. Cubans government doesn’t recognize religious holidays except Christmas. The most important holiday is Mother’s Day and it is accepted to present cards, flowers and small gifts to all the mothers. It is strong evidence that family is the most important for all Cubans. (Cultural Information 2006) It is noted that Cubans don’t have any serious food prohibitions, typically they prefer fried sliced banana, beans and rice, boiled Yucca plant, garlic marinades and different rice dishes.Usually meat is v with a marinade creola style. Cubans are fond of sweet desserts such as yucca crullers in anise-flavoured syrup and guava marmalade with yellow cheese slices. After eating they dance till daybreak and drink rum. In conclusion it is necessary to outline that it is important to establish personal warm and friendly relations with Cubans, because their country is considered politically a very controversial place. Cubans have to know what motivates a person, who he/she is. It is possible to explain personal interest in communicating and display friendliness.Only the Cubans will trust a person and enter in to relations. Actually, it is favorable to talk about family as puts people at ease and provides common ground. It is apparent that Cubans are friendly and expressive people; they won’t hurt anybody without serious reason. They treat people the same way they are treated. Cuban culture in general is a very interesting example for discussion as it combines many cultural heritages. (Cultural Information 2006) References â€Å"Cultural Information: Cuba†. (2006, June 14). Retrieved October, 3, from http://www. intercultures. ca

Tensions in 1852-60 That Led to the Civil War essays

Tensions in 1852-60 That Led to the Civil War essays Tensions in 1852-60 That Led to the Civil War The conflicts in the United States during the 1850s were numerous and brought the nation closer to civil war each day. These conflicts were mainly caused by the diverging society between the North and the South. The North and the South had different goals. The Norths aggression to control the South had led to the point where it was intolerable. The issue of slavery was one of the causes of the Civil War. Slavery and slave trades had become a big part of the Souths economy. The slaves were needed to work on plantations which helped the South prospered. During the 19th Century, the North worked hard on acquiring free states so that the South would not outnumber them. As the conflict between the North and the South got more intense, the Compromise of 1850 came into the picture to attempt to please both sides. The Compromise included admitting California as a free state and interstate slave trade to be abolished which went in favor of the North. The Compromise also went with the South when it included stricter fugitive slave laws and New Mexico and Utah were created without slave restrictions. The compromises seemed to have settled the issue of slavery but it was just putting back the problem. The North and the South were far from settling the slave issue. The Fugitive Slave Act was part of the group of laws referred to as the Compromise of 1850. In this compromise, the North gained the admission of California as a free state, and the prohibition of slave trading in the District of Columbia. The slavery party received concessions with regard to slaveholding in Texas and the passage of this law. Passage of this law was so hated by abolitionists, however, that its existence played a role in the end of slavery a little more than a dozen years later. This law also urged the continued operation of the legendary Underground Railroad, a network of over 3,000 homes and ot...