The Chemistry of Baking Cookies

The Chemistry of Baking Cookies Baking cookies seems simple, especially if you cook pre-made cookie dough, but its really a set of chemical reactions. If your cookies never turn out perfect, understanding their chemistry may help improve your technique. Follow this classic chocolate chip cookie recipe and learn about the ingredients and the reactions that occur throughout the mixing and baking process. Chocolate Chip Cookie Recipe 3/4 cup granulated sugar (sucrose, C12H22O11)3/4 cup brown sugar (caramelized sucrose)1 cup unsalted butter (a fat)1 large egg (consists of water, protein, fat, emulsifier, and albumin)1 teaspoon vanilla extract (for flavor)2-1/4 cups all-purpose flour (contains gluten)1 teaspoon baking soda (sodium bicarbonate,  NaHCO3, which is a weak base)1/2 teaspoon salt (NaCl)2 cups semi-sweet chocolate chips Youll get the best results if you use room temperature eggs and butter. This helps the ingredients mix into the recipe more evenly and means your cookie dough will be room temperature and not cool when you put the cookies in the oven. The fat in the recipe affects the texture of the cookies and browns them, which influences flavor as well as color. Substituting a different fat in place of butter affects the flavor of the cookies and also the texture since other fats (lard, vegetable oil, margarine, etc.) have a different melting point from butter. If you use salted butter, its usually best to reduce the amount of added salt.Preheat oven to 375 degrees Fahrenheit. Its important to preheat the oven because if you put the cookies in the oven and the temperature is too low, the dough can spread rather than firm up. This affects the thickness of the cookie, its texture, and how evenly it browns.Mix together the sugar, brown sugar, butter, vanilla, and eggs. Mostly, this is to blend the in gredients so the composition of the cookies will be uniform. For the most part, no chemical reaction occurs at this point. Mixing the sugars with the eggs dissolves some of the sugar in the water from the eggs, so the crystals wont be as large in the cookies. Brown sugar adds caramelized sugar flavor to the cookies. While it doesnt matter what color of eggs you use (white or brown), the size matters, just like measuring all of the other ingredients! If you substitute an egg from a different bird than a chicken, the recipe will work, but the flavor will be different. You dont want to over-mix the ingredients because beating eggs for too long affects the protein molecules in the egg white. Real vanilla and imitation vanilla (vanillin) contain the same flavor molecule, but real vanilla extract has a more complex flavor because of other molecules from the plant. Mix in the flour (a little at a time), baking soda, and salt. You can sift the ingredients together to make sure they are evenly distributed, but sprinkling the salt and baking soda onto the mixture works too. The flour contains gluten, the protein that holds the cookies together, makes them a bit chewy and gives them their substance. Cake flour, bread flour, and self-rising flour could be substituted for all-purpose flour in a pinch, but arent ideal. The cake flour might produce fragile cookies with a finer crumb; the bread flour contains more gluten and could make the cookies tough or too chewy, and the self-rising flour already contains leavening agents that would make the cookies rise.  The baking soda is the ingredient that makes cookies rise. The salt is a flavoring, but also controls the rising of the cookies.Stir in the chocolate chips. This last to ensure the other ingredients are properly mixed and to avoid smashing the chips. The chocolate chips are flavoring. Dont like semi-sweet? Switch it out! Drop rounded teaspoons of the dough about two inches apart on an ungreased cookie sheet. The size of the cookies matters! If you make the cookies too big or put them too close together, the interior of the cookie isnt dont by the time the bottom and edges brown. If the cookies are too small, they may not brown enough by the time the middle is done, giving you rock-hard cookies. Theres no need to grease the cookie sheet. While a light spritz of non-stick spray might not hurt, greasing the pan  adds fat to the cookies and affects how they brown and their texture.Bake the cookies 8 to 10 minutes or until they are light golden brown. Which rack you put the cookies on depends on your oven. Usually, the center rack is fine, but if your cookies tend to get too dark on the bottom, try moving them up one rack. The heating element in a conventional oven is on the bottom. The Baking Process If the ingredients are high quality, measured carefully, and mixed as they should be, chemical magic happens in the oven to make great cookies. Heating sodium bicarbonate causes it to decompose into water and carbon dioxide: 2NaHCO3 → Na2CO3 H2O CO2 Carbon dioxide gas and water vapor form the bubbles which make cookies rise. Rising doesnt just make cookies taller. It also opens up space to keep the cookie from becoming too dense. Salt slows down the decomposition of baking soda, so the bubbles dont get too big. This could lead to weak cookies or to cookies that fall flat when they come out of the oven. The heat works on the butter, egg yolk, and flour to change the shape of the molecules. The gluten in the flour forms a polymer mesh that works with the albumin protein from the egg white and the emulsifier lecithin from the egg yolk to form the dough and support the bubbles. Heat breaks the sucrose into the simple sugars glucose and fructose, giving each cookie a shiny, light brown crust. When you take the cookies out of the oven, the hot water gases in the cookie contract. The chemical changes that occurred during baking help the cookie keep its shape. This is why undercooked cookies (or other baked goods) fall in the center. After Baking If the cookies arent devoured immediately, the chemistry doesnt end with baking. The humidity of the surroundings affects cookies after they have cooled. If the air is very dry, moisture from the cookies escapes, making them hard. In a humid environment, cookies can absorb water vapor, making them soft. After cookies have completely cooled, they can be placed into a cookie jar or other container to keep them fresh and delicious.

Assignment 9 - Resumes Essay Example | Topics and Well Written Essays - 750 words

Assignment 9 - Resumes - Essay Example To make use of and expand my full potential with an opportunity for professional growth based on performance. To make the most of every opportunity those comes and make it an achievement. I intend to build a career with top environmental corporate with dedicated and committed people. To make sure I leave behind a positive impact in whichever company that I work in. KEY COMPETENCES Excellent communication skills both oral and written Good leadership, organisational and teamwork skills. High level of professionalism. Active listener – Willing to learn and listen Good interpretation of complex data (Trigonometry, Geometry). Flexible, and able to move around from place to place in duty. Good innovative thinking capabilities. Physical Stamina for Outdoor Work Actively creative with continual acquisition of new skills and knowledge. Elaborate mathematical and analytical skills Ability to deliver desired results within a located time or with the available resources. Good risk assessm ent and management skills Excellent skills in giving out advices. Excellent Information Technology skills PERSONAL INTEREST A well organized individual used to working under minimal supervision, communicates well both in writing and orally, enjoys working in a humanitarian environment, punctual ,reliable and willing to learn with good academic record and strong capacity for directorial growth, self motivated with an outgoing personality and determination to succeed. I believe my interests and skills offer a strong foundation for a good career in Civil Engineering. I like being the mediator in times of conflict between groups or individuals. I am a good problem solver. I seek the chance to combine my interest and creativity in Physics to create and construct. I am drawn by the prospect of being able to interpret and translate ideas that are abstract into physical reality, and of using science to understand solutions that are innovative. My interest in Civil Engineering came at a youn g age when I visited some tall buildings back within our country. I have keen interest in the awesome potential that Civil Engineering has in reshaping the environment, pushing the boundaries of physical possibilities, while on the other hand making a true impact by solving problems that are practical. I am interested in going deeper into civil engineering and get even Masters and PhD credentials. EDUCATIONAL BACKGROUND PROFESSIONAL EXPERIENCE Place of Internship if any (Insert) Extracurricular Activities Attending seminars and technological quiz competitions. Taking part in youth festivals. Attending Guest talks and slide shows. Project presentation. Participating in debates and essay competitions. Participating in talent shows. Watching and taking part in drama. Singing. Referees (Insert) Mr. 1†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Place of work†¦Ã¢â‚¬ ¦.. Address and other contacts†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Mrs. 2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Place of work†¦Ã¢â‚¬ ¦.. Address and other contacts†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Dr. 3†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Place of work†¦Ã¢â‚¬ ¦.. Address and other contacts†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Work cited "44 Resume Writing Tips." Daily Writing Tips. N.p., n.d. Web. 26 Nov. 2012. . "Sample Resume - Civil Engineer Resume." Enterprise IT Solutions and Services | Publishing, IT, Education, Energy, Insurance: Exforsys. N.p., n.d. Web.

Kant vs Mill Essay Example | Topics and Well Written Essays - 500 words

Kant vs Mill - Essay Example Kant’s philosophy fundamentally revolves around the deontological ethics. He has presented a philosophy regarding the duty, or moral obligation of an individual. According to Kant, an act can be deemed as appropriate and right if the individual originally did the act considering it as his/her moral obligation. In view of Kant, it is just nothing else but duty that can entitle an act as right (Schwartz). Kant thinks that duty essentially makes the actions morally sound and justified as compared to their maxims. However, maxims can also be right provided that it is possible to universalize them. Unlike Kant, Mill’s visualization of the concept of moral philosophy is fundamentally teleological. He believes in the consequences of actions. As long as they are good, every action is justified. Mill does not pay any regard to the will or intention behind committing an act. To Mill, it is the act’s consequence that matters at the end of the day. Mill says that an act is r ight as long as it gives rise to pleasure or relieves pain. Unlike Kant, Mill’s visualization of the concept of moral philosophy is fundamentally teleological. He believes in the consequences of actions. As long as they are good, every action is justified. Mill does not pay any regard to the will or intention behind committing an act. To Mill, it is the act’s consequence that matters at the end of the day. Mill says that an act is right as long as it gives rise to pleasure or relieves pain.

Does Violence in the Media Contribute to Violent Children?

Does Violence in the Media Contribute to Violent Children? Alaina Davis While some people may disagree that violent media contributes to violent children, the fact remains that violence is now part of our everyday world. Many tragedies, from the Gulf War to the loss of the World Trade Center Towers were televised nightly or even 24 hours a day on some news channels. I am not suggesting children be deprived of the knowledge that there is violence in our world, rather I would suggest that children must be supervised for such programming, because children cannot always tell the difference between fact and fantasy. In this paper, we will look at three specifically violent events and the feelings of children who viewed the events on television, or were within close proximity to the violence and watched it televised as well. I do not personally believe that television has the exclusive power to create a violent child however; I do believe that it can be an integral part of a storm of events that can help to create a violent child. There is an amazing array of numbers and facts surrounding television alone, regardless of programming and the ages of the children who watch unsupervised. Fremont (2007), states that there is an average of three televisions in 41% of American homes. Children from ages 2-7 watch television unsupervised and alone 81% of the time. In this same age group, 33% have televisions in their own bedrooms. I personally feel that this is far too much television for children of this age to watch television so much with no adult supervision. It is obvious that television has indeed become the new babysitter. Another statistic from Fremont (2007) is that children watch televised news 65% of the time as compared to 44% who read newspapers. Television, and images in general tend to generate a more visceral reaction than reading printed text does. For example, I can write a text only report about the violence surrounding the Twin Towers Attacks on September 11, 2001, and it will no doubt stir up some reaction, in part because we all had such a large amount of television exposure to the event. However, even at that, reading a text only report, will not elicit the same visceral response as showing pictures will, and that response will heighten with each enhancement to the report. Videography, with a narrator and actual live footage of the event, elicits the strongest reaction to any event, good or bad. However, in our society, violence seems to elicit the strongest responses and the most interest. This is true of not only our news broadcasts, but of television shows, movies and video games. A few more facts, which will become more clear as we relate them to specific events: Less than 50% of children display feelings of anger, depression, or sadness after watching the news (Fremont, 2007). Bushman (2007), states that younger children are more likely to imitate what they see on television. Considering the amount of the age 2-7 group of children that are allowed unsupervised viewing and the psychological processing of that age group, it is easy to see why they would imitate what they see without reasoning for consequence. Browne Hamilton-Giachritsis (2007). have shown a correlation between homes that are violent in nature, children who watch large amounts of televisions in these violent homes, and juvenile delinquency in their teenage years. There are many forms of violence available on television, as entertainment, education, or in conjunction with television and the internet, such as on violent gaming. As a starting place, we are going to briefly visit three national tragedies, in order of happening because television coverage increased with each tragedy. As coverage increased, so did the amount of televisions available to view it on, as well as the time of the coverage. The first national tragedy is the Challenger accident, resulting in the destruction of the space capsule, as well as everyone on board, including a civilian female schoolteacher. Compared to the next two national tragedies, the Challenger received little airplay of the accident scene that was aired on the national news of the takeoff, and the very sudden violent explosion of the capsule. As an adult, I briefly remember the news coverage about the accident, and I remember that coverage was short lived. I had a 3-year-old daughter at the time, but she was never allowed to watch television unsupervised as a child, and she did not watch televised news. However, in a small study done at the time of 153 children from Concord, NH, and Porterville, CA, there was no initial reaction difference between the two coasts (Fremont, 2007). There was an increase in post-traumatic stress disorder symptoms in East coast children, as opposed to the West coast children (Fremont, 2007). Fremont (2007). did not state the ages of the children involved in the study, but we know that children under eight are generally less able to tell the difference between fantasy and reality. That is why children from 2-7 still believe in the Tooth Fairy, the Easter Bunny, and the monsters under the bed. Because they do not always process these events as real, and therefore not as horrific as older children, juveniles do and adults do, if they develop symptoms at all, it is likely as an emotional cue that this is how we are supposed to act in response to such a tragedy. The Oklahoma City Bombing was a personal event because I live in Oklahoma. There was more national coverage on the news, and for a longer period of time than with the Challenger accident. Neighbors talked about it for longer periods, even after the news stopped covering it. In another study, seven weeks after the event, 3000 children of middle and high school age were surveyed. Freemont (2007). noted that those who were bereaved through involvement, directly, or indirectly, were more likely to report symptoms than those who were not so closely involved with the incident. However, it is also important to note that the Murrah Building Bombing’s television exposure did lead to trauma related symptoms for more than 2 years past the actual event date (Fremont, 2007). Given the additional coverage time and duration of this incident, which occurred nine years after Challenger, it is obvious that violent television broadcasts do have an effect on children. Our final national tragedy is the day simply known now as 9/11. On September 11, 2001, hijacked jets being flown into each of its twin towers attacked the World Trade Center in New York (Manhattan). Television and radio coverage started before anyone even knew what was happening. First reports were only for a plane of undetermined size having crashed into the North Tower. Before it was all over, a third plane would have crashed into the Pentagon, and a fourth would be diverted by extremely brave passengers into crashing into a farm field, rather than its target, which was assumed to the be the White House. The second crash into the Twin Towers was televised in live time, as it happened. People all over America and the world watched as those towers burned, smoke rolling from them, and people jumping amid the papers blowing off the exposed upper floors. Finally the entire crash of first one tower and then the other, all taking place on live television, in real time. This was horrific f or a number of reasons: the amount of people initially dead and missing, relatives across the country, and around the world were uncertain if they were in shock for the nation, grieving personally, or both. Television coverage went on and on, replaying the horrific images repeatedly on 24-hour broadcasts. Other news was reported while these images played in the background on some channels. Fremont (2007). reports in a study done of grade 4-12 aged children in the New York City School system reported an increase of 8.5% of PTSD symptoms following this tragedy. A supporting study confirmed that there were symptoms of PTSD (particularly anxiety) in children who had excessive television exposure to this event even as far away as the West Coast. The difference was that children at a distance suffered more anxiety over whether a loved one was injured or killed; children on the East Coast suffered grief for those injured or killed in the attacks, as well as anxiety about their futures, and the impact this tragedy would have on their future (Wilson, A.C., Lengua, L.J., Meltzoff, A.N., Smith, K.A., 2010). Again, parental influences did have some bearing on how much stress a child suffered from this event. According to Wilson, A.C. et.al. (2010), children from single parent homes displayed more symptoms than homes where both parents were present. Another important point is that children who had parents who showed positive emotional responses following the 9/11 attacks, such as crying in grief were much more likely to seek out or ask for help with their feelings over the attack. We do see that violence has an effect on children, at least, on school age children. The three events we have discussed so far were real incidents, happening to real people, and being broadcast in real time on television. But what effect does interactive violent media have on our children? The more attractive video games, to the age 8 and above group, are violent. Whether it is fantasy violence, such as Angry Birds, or animated human violence, such as Halo, or other war programs, these are the games that are advertised heavily, promoted as â€Å"great gifts† and come with a great amount of attached peer pressure to play these games. Bushman (2007). noticed that females had become increasingly violent as the media and society supports the tough, aggressive female character. Traditionally, females are exposed to violent video games later than males, because they are not drawn to watch violent sporting events such as football and hockey (Bushman (2007). While news broadcasts of national tragedies obviously cause symptoms of stress and anxiety in older children, what about younger children? For younger children, violence seems to really have not much of an effect. We read Grimm’s stories to our toddlers; it rarely gives them cause for stress, or anxiety. They are unlikely to display infantile reactions to stress from being read Hansel and Gretel, for example by sucking their thumb, or wetting the bed after hearing the story. Yet, this story is violent; two children, left in the woods by their parent, found by a witch, who attempts to murder them. For children under the age of eight, most research seems to agree that televised violence, viewing video games, or even hearing stories such as Grimm’s Fairy Tales, have little to no effect. Kotler and Calvert (n.d.), support that younger children tend to use instrumental aggression; aggression that is used in the quest of controlling or obtaining an object. Therefore, an average preschooler may strike another child in the quest to get a toy, for example. However, by the time the child enters the first grade, at age 6 or 7, they are starting to use words to fight, rather than physical violence, and may even reject physically aggressive school peers. Supporting my theory that violent media alone does not make a violent child, Kotler and Calvert (n.d.) assert that by the time a child is a pre-adolescent or adolescent, they understand that the quest of revenge, such as is displayed in many video games, is the wrong moral path. However, those children without strong social ties, and who tend to be isolated, endorse violent revenge (Kotler Calvert, n.d.). Further support to the fact that while violent media does contribute, but is not the sole reason for violent children, is a study conducted by Johnson, et.al., over 17 years in a community of 707 individuals. In each case, there was significant support for those who watched violent television in early adolescence and subsequent aggressive acts in adolescence and young adulthood. Males outweighed females in the same age brackets, but routinely, those who watched television for more than 3 hours per day, regardless of the violent content, were 14.6% more likely, overall to engage in physical assault or fighting that would result in injury at age 16 or 22. For those same ages and the same amount of television, 12.7% were likely to engage in any aggressive act on another person. These statistics were true whether or not the adolescent had any of the other risk indicators present for aggressive behavior, or a history of aggressive behavior (Johnson, Cohen, Smailes, Kasen, Brook, 2005). I have to admit that when I chose this topic, I was not on the side of violent television causing violent children, or even being a major contributor. However, the facts are irrefutable; children who view violence after the age of 8, particularly when the situation of the children’s lives are coupled with a low income home that may be violent in nature, is more likely to become violent, or at least accept violent behavior in their adolescent and young adult years. Of course, contributing to my own view is the fact that when I was a child, most homes did not even own one television, programming was rarely violent in terms of today’s acceptable programming, and we were generally limited to an hour of prime time, supervised viewing with the entire family between dinner and bedtime. With the research conducted however, it is not possible to deny that younger children (under age 8) are less able to process and disseminate information, because they simply have no frame of reference for what is acceptable and unacceptable in terms of violence. I do not believe, however, that children of this age should watch television unsupervised, simply because they are learning to reference what they see. Without an adult present to help them interpret what they see, in later years, they will not have a frame of reference to fall back on. Society will never be perfect; we will always have those children, as well as adults who suffer rejection, bullying, and other forms of violence simply because they are different. However, I honestly believe if we all take the advice of the researchers, and supervise our young children, rather than forbid violence in all forms, we will raise children who will be able to survive those rejections, bullying’s and other hurts of growing up without becoming violent. On the other hand, limiting and supervising the viewing and use of violent media in the home may help those children who suffer from disabilities that already promote low empathy (such as Autism Spectrum Disorders like Asperger’s) to understand that violence solves nothing. Finally, parents must accept primary responsibility for their children, their children’s viewing and gaming habits, and ensure that their friends have parents who are involved and engaged with their children as well. Fremont (2007). recommends that the age group under eight not view television or other media without supervision. She also recommends that the adults in a child’s life be prepared to help them with responsible interpretation of any violent content that is viewed. References Browne, K.D., Hamilton-Giachritsis, C. (2005). The influence of violent media on children and adolescents: a public health approach. Lancet, 365(9460), 702-210. Retrieved from Ebscohost. October 29, 2011. Bushman, D. B. (2007, March 2). The impact of entertainment media on children and families. Retrieved October 30, 2011, from Iowa State University Extension: http://www.extension.iastate.edu/families/media/pages/qa.bushman.html Fremont,Wanda P., M.D., (2007, November 15). Reactions of children exposed to media coverage of terrorism. Retrieved October 28, 2011, from St. Josephs Hospital and Health Center: www.sjhsyr.org/sjhhc/pdf/chip_FremonReactions07.ppt Johnson, J. G., Cohen, P., Smailes, E. M., Kasen, S., Brook, J. S. (2005, March 29). Television viewing and aggressive behavior during adolescence and adulthood. Science, 295, 2468-2471. Retrieved from Ebscohost. October 29, 2011. Kotler, J. A., Calvert, S. L. (n.d.). Children and adolescents’ exposure to different kinds of media violence: Recurring choices and recurring themes (Research Paper). Retrieved from Children’s Digital Media Center/Georgetown University: http://cdmc.georgetown.edu/papers/children_and_adolescent’s_exposure.pdf Wilson, A.C., Lengua, L.J., Meltzoff, A.N., Smith, K.A. (2010). Parenting and temperament prior to September 11, 2001, and parenting specific to 9/11 as predictors of children’s post-traumatic stress symptoms following 9/11. Journal of Clinical Child Adolescent Psychology, 39(4), 445-459. Doi: 10.1080/15374416.2010.486317, Retrieved from Ebscohost. October 30, 2011

Positive Effects of Video Game in Learning Process and Real Life

Video game has many positive effects in student’s learning process and it also has benefits in real life. First, when you play a video game, it makes you think and increase your logic. There are many games that have strategic and puzzles genre, which is want us to think to solve the problem in the game, it needs accurate of our mind in order to not lose. It will benefit in real life of students or children if they are faced by a problem, they will use their logic and mind more, and be forced to solve their problem themselves, instead of crying to parents and other people for helps.Second, there are many games which increase your eyes speed and accurate to take a decision in fixed time. Game’s genre like races and other speed game which race with time are used for this. Children who are habitual with those games will also habitual to solve a problem with fixed time and they are habitual under the pressure without being stressed. Game also can increase concentrating of mi nd and sometimes increase our languages vocabularies. There are many games that have word puzzle genre which is benefit to increase our vocabularies, especially if the game has English language.And game that has hidden object genre can be used for increase concentrating of mind. It can be benefits for children or students to concentrate on their lesson like math, and can get new vocabularies in English or any other language lessons. Learning process which is implemented with video games or any other games is usually beloved by children or students. So, I think video games or any other games is not always has bad effects for students. They also have many benefits for children and students in real life.

Cultural Competence And Health Promotion, Disease...

Culture may be defined as the learned and shared beliefs, morals and values that guide a group’s lifestyle and ways of thinking (Leininger McFarland, 2009). These concepts are passed down inter-generationally and provide the foundation of a group’s way of life. Culture is often compared to a blueprint; it guides the actions that impact caregiving, health and well-being. Extending far beyond ethnicity and social formalities, culture, includes religious, socioeconomic, geographic, occupational, and sexual orientation-related beliefs and values. Many healthcare providers believe that overcoming linguistic barriers or having a rudimentary understanding of a few ethic practices, is enough to address the diverse needs of the client. However,†¦show more content†¦In order to fully grasp an understanding of the importance of cultural competency in healthcare, it is vital to be aware of the demographic shifts in the United States alone, as it is rapidly growing and inc reasingly becoming more diverse. In 2006, about one in three Americans was a minority (U.S. Census Bureau, 2007) and Hispanics have surpassed African Americans as the largest minority group, comprising 15% of the population. The demographic shifts are changing so rapidly that the U.S. Census Bureau predicts that by 2042, no single ethnic group will comprise the majority percentage of the population. In turn, this would make more than half of Americans a member of a minority group. With these changing demographics, every healthcare worker will care for culturally diverse clients and need to know how to provide culturally relevant care. One of the first steps to providing culturally competent care is to learn about the predominant cultures cared for within a particular healthcare system. This means utilizing community and government resources, analyzing the demographics of the surrounding population, and seeking patient input. Nurses can become culturally competent simply by having daily cross-cultural interactions with both their colleagues and their clients (Killian Waite, 2009, p. 2). Simply inquiring about ethnically diverse clients, provides a better foundation and framework for becoming a

I Had The Grand Honor Of Being Born Into An Culturally...

I had the grand honor of being born into an extremely culturally diverse family. Although Dominican culture dominates our customs, we are Middle Eastern from Lebanon, and Spanish from Barcelona, Spain as well. The cultures have all laced into each other in such a way that I find it completely normal eating Arabic food, listening to Dominican music, and making Spanish desserts all at the same time. My parents came to New York at around the age that I am now. After they met each other, they had my first sister when my mom was 18 and my father was just 22. After her first child, my mother went back to high school to finish her GED and my father enrolled in an institution that he never got around to finishing because his English was not well. After creating a family at such a young age, assimilating to a new country at the same time, and dealing with the constant battles of being a teenager, my parents were not able to further their education. My mother went straight to work in a factory, while my father went into carpentry. The most that I remember from my childhood was jumping from one baby sitter to the next until my grandmother finally decided to take that responsibility. Responsibility over me and my little sister was distributed between my grandmother and older sister. We pretty much raised ourselves, which is the reason we are so close today. I don’t remember much from my childhood, and I have come up with the theory that that’s only because I suppressed most of it atShow MoreRelatedEda 577 Action Inquiry Essay2007 Words   |  9 PagesThe Big Picture: A Strategic Plan Thomas Kordick EDA 575 Grand Canyon University October 12, 2010 To any prospective parent, a school needs to present all the facts about itself, so as the parent may make the choice that is best for their child. Thirty years ago, when I was in school. 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