Professional Development Plan Research Paper Example | Topics and Well Written Essays - 2000 words

Professional Development Plan - Research Paper Example This paper will create a professional development plan for a teacher who is committed to creating an academically and culturally diverse classroom. It will also include a timetable for meeting the goals and a thorough explanation of how the goals will be met. Finally, the paper will address any obstacles that might hinder an educator from reaching the goals and what the educator will do to overcome them. Professional Development Plan (Sample) Name: Will Smith Background/Teaching Context Classes You Teach: 11th and 8th Grade Mathematics, 8th Grade Physics and 6th Grade Web Design. Describe Your Classroom Population: I teach at an independent K-12 school, in a middle school, in the urban California community. Even though, the school is independent, the mathematics and science curriculums strive to reflect the state and national standards. For this reason, the school only incorporates students who do not do well academically. Describe Your Classroom and Students: My Classroom is approxi mately 11 by 8 meters with 20 desks all occupied. However, the classroom is filled with white students who do not do well academically. Teaching Philosophy: My teaching philosophy focuses on identifying the unique values of every student. Each learner should bring unique preferences, experiences, knowledge and skills to the table. My goal as an educator is to create an academically and culturally diverse classroom where learners feel free to interact and mingle with others. They should also ask questions freely to and take part in activities and discussions. We are all mathematicians and scientists. Everyday people observer and gather data or information to solve them so that they could make sense in their lives (Stiles & Mundry, 2009). Mathematics and science are, therefore, significant subjects in students’ lives. Discipline Knowledge Areas of Strength 1. Mathematics: My Bachelor’s Degree is in Mathematics. I tend to be incredibly strong in mathematical concepts, whi ch apply to the daily reasoning of someone’s life. 2. Physics: I also hold a Masters degree in Physics. I grew up loving physics and took it as a Masters course after completing my Mathematics Degree. Areas of Improvement 1. Biology: Biology is an area I struggle with. I only took basic classes, in biology, while in high school, but dropped it after the main course selection. I have been urged a couple of times that I need to understand biology in order to understand the way people function, but I consider this more of a psychological matter than biology. 2. Communication skills. Even though, I consider the way I communicate, with others, to be fair enough, it is always essential to do the best in everything. Goals and Objectives 1. Mindset, Learning and Environment Differentiation: My goal is to set up a classroom for students with different mindsets academically. This means that the class will comprise of students who either want to be scientists, musicians, journalists, or any other job. The classroom should also incorporate students who view academics as a tool that opens their minds instead of just a career tool. My second goal is to create an environment, which includes students from diverse cultures instead of the usual white community. I seek to create an integrated classroom to support the integrated missions of

Mens Rea An Enormous Aspect Of Criminal Law Philosophy Essay

Mens Rea An Enormous Aspect Of Criminal Law Philosophy Essay Mens Rea is an enormous aspect of criminal law. Is the mental element that beseeched by the definition of a circumstantial crime and it encompass three degrees: intention, recklessness and negligence. The most reprehensible form of mens rea is intention, as it is more censurable to cause harm premeditatedly and additionally is used in more crucial offences such as murder which demands intention to kill or to engender Grevious Bodily Harm. A part of analysts considered negligence as the third degree of mens rea, as it refers to a failure to acknowledge the dangers. Hence, it will be evaluated as a distinctive guideline of blame as it mentions to the absence of a state of mind. Notwithstanding, mens rea is engaged with the appellants state of mind at the time of the actus reus, which covers everything except of the defendants state of mind, as it often illustrates the guilty act. Conjointly, the doctrine of transferred malice, appoint liability to the defendant of an offence if he has the appropriate intention and accomplished the actus reus on a different person than the intended. 0n this wise, in Latimer  [1]  , the defendant attempted to blow at one person but he missed and crashed one other, thus the doctrine of transferred malice exists, as the mens rea is the same. Consequently, in order for a criminal liability to subsist, the actus reus and the mens rea must coincide. Obviously mens rea associates with serious crimes such as homicide, theft and burglary, which have a wide range of elements in order to recognise the intention of the defendant. Homicide is an enormous aspect of criminal law which includes all the unlawful killings. The main categories of them are murder and manslaughter. All the homicide offences have a common actus reus, the unlawful killing. If the defendant has the mens rea for the murder, then the prima facie liability for the murder starts to exist. At this stage the jury has to consider if the defendant has the defence of provocation or diminished responsibility. If he has so, then he is liable of voluntary manslaughter, but if he has not, then he is liable for murder. On the other hand, if the defendant does not have the appropriate intention for murder, then he is convicted with involuntary manslaughter. As reported to section 1 of the Homicide Act killing shall not amount to murder unless done with malice aforethought  [2]  , which was illustrated in Cunningham  [3]  , as express and implied malice. Express malice divided into two sections, direct and oblique malice. Direct malice, is an un interrupted intention to kill someone and oblique malice, is not the prime purpose of the defendant. He has no intention to cause death but nevertheless, as a result of his actions, the victim died. Hence, if the jury has satisfied that at the time when the defendant recognised that fatal consequences would be virtually certain to result from his actions, then there is an intention to kill even thought there is no actual desire to achieve that result. In Woolin  [4]  , the defendant had thrown his baby causing him to die. Woolin did not intent to kill his baby, but he could foresight that his actions was about to cause the death of the baby. Moreover, another aspect of malice aforethought is implied malice. This indicates that, the defendants main intention is to cause GBH but as a result of his actions, the victim dies. In consonance with section 8  [5]  , the jury has to consider all the evidence, before adjudicated that the defendant is guilty of murder, and not only if he intended or foresaw a result of actions as a natural and probable consequence. In other words, the jury has to consider only the appellants subjective state of mind. According to this section, a jury has the opportunity to conclude about the mental state of the accused from the objective view of the reasonable man and if they decided that a reasonable man would intended to cause death or serious injury, then they will be persuaded that the defendant did. In Moloney  [6]  , the jury could argue that the defendant foresaw the consequences of his actions as a natural consequence, so he is liable for the death of the victim even if he did not wish or desire to kill him. On the other hand, if the accused did not have the intention to kill or to cause serious injury, as happened in Hancock and Shankland  [7]  , then the co nvictions of murder overturned to those of manslaughter. This is able to happen only if death was not a natural consequence but a probability. As it was stated in Nedrick  [8]  , the evidence of foresight is intention evidence. The judges directed the jury to consider if the death was intended, as natural consequence becomes virtual certainty, as I mentioned above. Apparently, as the mens rea in murder is intention to kill or to cause GBH, under the Homicide Act  [9]  there are three defences which decrease liability from murder to voluntary manslaughter. These defences are provocation, diminished responsibility and suicide pact. If the appellant is liable for murder, meaning that he has the appropriate elements of actus reus and mens rea, and he can rely on one of the above defences, then he is liable for manslaughter. Under section 3  [10]  , a person who charged with murder, was provoked by things said or done or both, to lose his self-control. Pursuant to this the jury has to indentify if the defendant actually provoked to act and whether a reasonable person would be provoked to act as the defendant did. Section 2  [11]  , illustrates the defence of diminished responsibility, where a person cannot convicted of murder if he suffers from an abnormality of mind, as this disorder invalidated his mental responsibility of what he is d oing. Additionally, section 4  [12]  demonstrates the defence of suicide pacts. The defendant kills the victim if there is a common agreement between two or more parties and the object of that agreement is death. This indicate that if a person convicted with murder, then if he has the appropriate proof that he was acting under a suicide pact then he would be liable for manslaughter. In some cases manslaughter can be caused due to negligent actions of the defendant, as he has a duty of care towards the victim. If he failed to perform his duty then he is in a breach of duty and that may cause the death of the victim. In Adomako  [13]  , the breach of that duty caused the death of the victim. I think that people who have duty of care towards others, must be able to recognise if there is a possibility for a death and try to avoid it. Pursuant to the Theft Act 1968, a person is guilty of theft if he dishonest appropriates property belonging to another with the intention of permanently depriving the other of it  [14]  . Conspicuously, there are two essential features of mens rea in theft, dishonesty and the intention of permanently depriving. Dishonesty is the first element of the mens rea in theft and as it construes in section 2(1) of the Theft Act a person cannot be dishonest if he has the presumption that he has the right in law to deprive the other of the property. Additionally, he cannot be dishonest if the embezzlement accomplished in the belief that the others would acquiesce if they have the knowledge of the stealing and if there is an authentic belief that the owner of the property would not be able to detect it by taking reasonable steps. On the contrary, as it reported to section 2(2)  [15]  , a person can be found liable for dishonest if he misappropriates the property of someone else, in spite of his desire to pay for the property. In consonance with Feely  [16]  , the plaintiff apprehended that his action was dishonest and he said that he has the intention to repay for the stealing. Under those circumstances, the jury has to make a determination whether the facts of dishonesty coexist with the standards of the ordinary decent person. As a result, the Court of Appeal, in the case of Ghosh  [17]  , conceived a test so that to be able to recognise if the appellants behaviour considers as dishonest according to the standards of ordinary decent people. If it was not then he is not dishonest. Howbeit, if his behaviour was acknowledged to be dishonest, then the defendant is not dishonest unless he comprehended that people would regard him as dishonest. Although the crucial ambition of that test was to authorize that dishonestys appraisement could be based on objective and subjective archetypes, it does not abolish the capability between the juries to be inconsistence. Indubitably, if the defendant did not find dishonest, then there is no theft. Intention to permanently deprive is the second element of mens rea in theft. In agreement with section 6(1)  [18]  , if a person borrows property which belongs to someone else, then he is not liable for theft. Nevertheless, if he decides to keep the borrowed property, then this situation would be considered as theft, as it stated in Walkington  [19]  , in which the defendant took the property with the intention to decide later whether to keep it or not. In Easom  [20]  , the defendant had a conditional intention to steal if he found something precious. Besides, this was not adequate to adjudge him of theft. In Lloyd  [21]  , the defendant has the intention to treat the property of the true owner as it his own and to deprive the owner of his rights to his property. As Lord Lane stated a mere borrowing is never enough to constitute the necessary guilty mind unless the intention is to return t he thing in such a changed state that it can truly be said that all its goodness or virtue has gone  [22]  . Supplementary, burglary is a serious offence which encompasses mens rea. Under section 9(1)(a)  [23]  , a person is guilty of burglary if he enters into a building or part of it as an invader, with intention to steal, commit GBH or cause criminal damage. Moreover, section 9(1)(b), specific the offences. Keep in line with section 9(1)(a), the defendant at the time of entering into a building must have the appropriate constituent of mens rea, to have the knowledge that his entry is not permitted. In Cunningham  [24]  , in order to recognise if a defendant considered himself as a trespasser, a subjective test has been taken. On the contrary, if a person enters into a building with permission, then the doctrine of trespass ab initio takes effect. As the entry has to be unlawful, this principle does not match the offence of burglary. In Collins  [25]  , the defendants conviction for burglary, with intent to rape, was revoke as the Court of Appeal cannot be sure that the defend ant has the appropriate knowledge that his entrance is unlawful and as it stated, the entry has to be substantial and effective. Accompanying, in ulterior offences, the mens rea has to be acknowledged either in trespass with intention or in trespass which is caused recklessness. However, as Laing  [26]  validates, trespass is one of the features of burglary. In that case the defendant entered into a shop, after closing time, but he had not stolen anything and also he had no intention to do so. As is obvious, trespass is an element of burglary but in order for someone to be charged with burglary, he must have the other essential elements of the offence such as intention. The only thing that is required in order to convict someone of stealing is intention. Besides, in some cases the conditional intention is seated. Before 1979 as is illustrated in Husseyn  [27]  , conditional intention was not adequate, as the defendant did not have the intention to steal unless he found something precious. Afterwards, in consonance with Attorney Genarals References  [28]  , conditional intent will be satisfied, as the only thing that required is intention even if there is nothing worth in the building to steal.

The Rights of a Political Prisoner versus the Rights of a Terrorist :: September 11 Terrorism Essays

The Rights of a Political Prisoner versus the Rights of a Terrorist         Ã‚  Ã‚  Ã‚  Ã‚   In this essay I will discuss why political prisoners are often categorized as terrorists ever since September 11, 2001, also I will examine what rights political prisoners have to that of terrorist. In this essay I will have the contents of first my reasons for why political prisoners are categorized as terrorist. Secondly, I will make the objection to the rights. Lastly, I will respond by explaining my position in which I believe that in any case that in any form a political prisoner who looks to takes in any actions of any form to infringe against my right to live life and to enjoy it should be categorized as terrorist.    Several reasons come into of why political prisoners are categorized as terrorist. Before the tragic events of September 11, 2001, we have had a right to safe society meaning the right to live freely in this America with no interruption with an orderly society free from interference from outside influences. In this case on September 11, 2001 those rights got infringed upon with the attack on America. This showed that for one day in 2001 that America was not so superior. The right of living in a safe society was now a fore gone formality. The right to work was not the same as well meaning in reference to those who were working that morning of the attack. Just when I thought it was safe to go to work I was wrong  Ã‚   with one day that changes my life. I wrestled with this profiling of all actions of the political nature.    A web site called the ABC federation, which supports political prisoners as a totally autonomous unified group, which looks to grow collectively on struggles against government policies. They informed me that Political Prisoners act to carry out support of legitimate struggles for self-determination or for opposing the illegal policies for the government along with its political sub-divisions. In the Common Dreams New Center web site reported a study on what a terrorist was. It explains to me that a terrorist is one who acts or engages in an act of terrorism.

Personal Portfolio Essay

My journey as a student started out as a young child. Coming from nurturing parents, I was always taught my ABC’s, 123’s and colors. I was an eager student and when it was time to go to school, I was excited and motivated. As I moved on in my educational career, I didn’t keep with the same attitude I started with when I was younger. I feel now, I’ve regained my passion to be a student with the maturity I’ve gained over just this past year. I feel that I will always be a student because I will never cease to learn. I’ve been successful and unsuccessful in my efforts in my formal education. With each new endeavor I take, I learn something new about myself and what I can handle. One of the biggest things I’ve accomplished was the completion of high school. For me, my high school years were some of my darkest. I was in regular day school or the first two years and because of personal issues spent the last two years on home instruction. Being able to graduate with a high school diploma in the allotted 4 year time span meant so much to me and still does. Another successful experience I’ve had before coming to MCC was obtaining my Medical Assistant Certification. I worked in the field for some time and decisions I made in my life, lead me to give away what I had worked so hard for. The most recent and successful thing I’ve done thus far is coming to MCC. Before enrolling here, I was in a very lost and dark place in my life. I wasn’t sure if I was ever going to get out. I was given an opportunity at a second chance and I am going to take full advantage of it this time around. I’ve encountered many challenges along the way; some of them I’ve even let stunt me in my growth as a person in society. When I was in grammar school, I lost my father suddenly, as I entered high school I fell into the wrong crowd of friends and my life took a turn down the wrong path for a while and I have a diagnosed mental illness that makes everyday life difficult sometimes. I’ve learned that I need to be open and honest with my life in order to get better. How I’ve learned cope with theses everyday challenges it to just face every day and know my limits. I attend self-help groups that have changed my life and afforded me with nineteen months clean and showed me there is a better way to live. I decided to enroll in Middlesex County College because I need a change of pace. Before coming to MCC, I was stagnant; I wasn’t sure I’d ever move from the dreary place I found myself in. When the Fall 2012 semester was about to close, I had a choice, was I going to participate in life or was another year going to pass me by? I made a decision to put all my fears aside and enroll. Honestly, the first few weeks of that fall semester were great. I felt on top of the world, things were coming so easy. Then reality started to set in. I saw that I was in remedial classes and my friends were in more advanced courses some even in universities. Life started to show up and responsibilities were beginning to knock on my door and tests were on days I wanted to have for myself. I felt trapped and on some days, I really wanted to give up. However, I kept pushing forward because I know that I came this far and wasn’t going to give up over a little pressure. Plus, I had so much support from the people that love me I was doing this more for just selfish reasons this time. I’m not sure how my professors this semester would describe me being we’ve only known each other a short period of time. Going on the opinion of last semester’s professors, I feel they would describe me as outgoing and responsible. I remain accountable for the things I do and the things I don’t do. I’m on time for classes and not shy about asking for help or staying after class to voice a concern. That is something I’ve learned in my short time as a college student and it’s taught me well. An academic goal of mine in the short term has been in the short term to complete my remedial classes and some of my basic psychology classes. In the long term I would then like to matriculate to Rutgers University to complete my Bachelor’s degree. It has always been a dream of mine to graduate from the University my mother did. Although I don’t want to follow in the medical field the same way my mother did, I still want to obtain my doctorate as she did. I feel it is in my blood to help people, just in different ways. I plan to accomplish this goal by staying focused on my plan and using my time wisely. I need to start to identify my weaknesses and work on them more thoroughly. I need to obtain better study skills begin to prepare to the weeks ahead instead of the just the week or the day. Also, I need to get out of the mindset that things will get done for me or over time just go away; in life, things don’t happen like that. In conclusion, I plan to take my new lease on life and my academic career very seriously. I have a pretty good understanding what is ahead of me of me given I keep doing the next right thing. On the other hand I know what is waiting for me if I slip and go back to the life I was leading before I made the decision to change and start this new way of life. The good thing about today is today I am free and have a choice of what I want to do. I no longer have to be dictated to on what I have to get done, it’s my life and from this point on I will decide how I will live each day.

Culture Shock Essay

Culture shock is the personal disorientation a person may feel when experiencing an unfamiliar way of life due to immigration or a visit to a new country or to a move between social environments also a simple travel to another type of life. One of the most common causes of culture shock involves individuals in a foreign environment. Culture shock can be described as consisting of at least one of five distinct phases: Honeymoon, Negotiation, Adjustment, Mastery and Independence, are the most common attributes that pertain to existing problems, further hindrances include: information overload, language barrier, generation gap, technology gap, skill interdependence, formulation dependency, homesickness (cultural), infinite regress (homesickness), boredom (job dependency), response ability (cultural skill set). There is no true way to entirely prevent culture shock, as individuals in any society are personally affected by cultural contrasts differently. The four phases Honeymoon phase During this period, the differences between the old and new culture are seen in a romantic light. For example, in moving to a new country, an individual might love the new food, the pace of life, and the locals’ habits. During the first few weeks, most people are fascinated by the new culture. They associate with nationals who speak their language, and who are polite to the foreigners. This period is full of observations and new discoveries. Like most honeymoon periods, this stage eventually ends.[4] Negotiation phase After some time (usually around three months, depending on the individual), differences between the old and new culture become apparent and may create anxiety. Excitement may eventually give way to unpleasant feelings of frustration and anger as one continues to experience unfavorable events that may be perceived as strange and offensive to one’s cultural attitude. Language barriers, stark differences in public hygiene, traffic safety, food accessibility and quality may heighten the sense of disconnection from the surroundings. While being transferred into a different environment puts special pressure on communication skills, there are practical difficulties to overcome, such as circadian rhythm disruption that often leads to insomnia and daylight drowsiness; adaptation of gut flora to  different bacteria levels and concentrations in food and water; difficulty in seeking treatment for illness, as medicines may have different names from the native country’s and the same active ingredients might be hard to recognize. Still, the most important change in the period is communication: People adjusting to a new culture often feel lonely and homesick because they are not yet used to the new environment and meet people with whom they are not familiar every day. The language barrier may become a major obstacle in creating new relationships: special attention must be paid to one’s and others’ culture-specific body language signs, linguistic faux pas, conversation tone, linguistic nuances and customs, and false friends. In the case of students studying abroad, some develop additional symptoms of loneliness that ultimately affect their lifestyles as a whole. Due to the strain of living in a different country without parental support, international students often feel anxious and feel more pressure while adjusting to new cultures—even more so when the cultural distances are wide, as patterns of logic and speech are different and a special emphasis is put on rhetoric. Adjustment phase Again, after some time (usually 6 to 12 months), one grows accustomed to the new culture and develops routines. One knows what to expect in most situations and the host country no longer feels all that new. One becomes concerned with basic living again, and things become more â€Å"normal†. One starts to develop problem-solving skills for dealing with the culture and begins to accept the culture’s ways with a positive attitude. The culture begins to make sense, and negative reactions and responses to the culture are reduced. Mastery phase In the mastery stage assignees are able to participate fully and comfortably in the host culture. Mastery does not mean total conversion; people often keep many traits from their earlier culture, such as accents and languages. It is often referred to as the biculturalism stage Reverse culture shock Reverse Culture Shock (a.k.a. â€Å"Re-entry Shock†, or â€Å"own culture shock†) may take place — returning to one’s home culture after growing accustomed to a  new one can produce the same effects as described above. This results from the psychosomatic and psychological consequences of the readjustment process to the primary culture. The affected person often finds this more surprising and difficult to deal with than the original culture shock. This phenomenon, the reactions that members of the re-entered culture exhibit toward the re-entrant, and the inevitability of the two are encapsulated in the saying â€Å"you can’t go home again,† first coined by Thomas Wolfe in his book of that title. Outcomes There are three basic outcomes of the Adjustment Phase: Some people find it impossible to accept the foreign culture and integrate. They isolate themselves from the host country’s environment, which they come to perceive as hostile, withdraw into a â€Å"ghetto† and see return to their own culture as the only way out. These â€Å"Rejectors† also have the greatest problems re-integrating back home after return. Some people integrate fully and take on all parts of the host culture while losing their original identity. They normally remain in the host country forever. This group is sometimes known as â€Å"Adopters†. Some people manage to adapt to the aspects of the host culture they see as positive, while keeping some of their own and creating their unique blend. They have no major problems returning home or relocating elsewhere. This group can be thought to be somewhat cosmopolitan. Culture shock has many different effects, time spans, and degrees of severity. Many people are handicapped by its presence and do not recognize what is bothering them. Transition shock Culture shock is a subcategory of a more universal construct called transition shock. Transition shock is a state of loss and disorientation predicated by a change in one’s familiar environment which requires adjustment. There are many symptoms of transition shock, some which include: Excessive concern over cleanliness and health Feelings of helplessness and withdrawal Irritability Anger Glazed stare Desire for home and old friends Physiological stress reactions Homesickness Boredom Withdrawal Getting â€Å"stuck† on one thing Suicidal or fatalistic thoughts Excessive sleep Compulsive eating/drinking/weight gain Stereotyping host nationals Hostility towards host nationals Culture Shock The term, culture shock, was introduced for the first time in 1958 to describe the anxiety produced when a person moves to a completely new environment. This term expresses the lack of direction, the feeling of not knowing what to do or how to do things in a new environment, and not knowing what is appropriate or inappropriate. The feeling of culture shock generally sets in after the first few weeks of coming to a new place. We can describe culture shock as the physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin. Often, the way that we lived before is not accepted as or considered as normal in the new place. Everything is different, for example, not speaking the language, not knowing how to use banking machines, not knowing how to use the telephone and so forth. The symptoms of cultural shock can appear at different times. Although, one can experience real pain from culture shock; it is also an opportunity for redefining one’s life objectives. It is a great opportunity for leaning and acquiring new perspectives. Culture shock can make one develop a better understanding of oneself and stimulate personal creativity. Symptoms: Sadness, loneliness, melancholy Preoccupation with health Aches, pains, and allergies Insomnia, desire to sleep too much or too little Changes in temperament, depression, feeling vulnerable, feeling powerless Anger, irritability, resentment, unwillingness to interact with others Identifying with the old culture or idealizing the old country Loss of identity Trying too hard to absorb everything in the new culture or country Unable to solve simple problems Lack of confidence Feelings of inadequacy or insecurity Developing stereotypes about the new culture Developing obsessions such as over-cleanliness Longing for family Feelings of being lost, overlooked, exploited or abused Stages of Culture Shock Culture shock has many stages. Each stage can be ongoing or appear only at certain times. The first stage is the incubation stage. In this first stage, the new arrival may feel euphoric and be pleased by all of the new things encountered. This time is called the â€Å"honeymoon† stage, as everything encountered is new and exciting. Afterwards, the second stage presents itself. A person may encounter some difficult times and crises in daily life. For example, communication difficulties may occur such as not being understood. In this stage, there may be feelings of discontent, impatience, anger, sadness, and feeling incompetence. This happens when a person is trying to adapt to a new culture that is very different from the culture of origin. Transition between the old methods and those of the new country is a difficult process and takes time to complete. During the transition, there can be strong feelings of dissatisfaction. The third stage is characterized by gaining some understanding of the new culture. A new feeling of pleasure and sense of humor may be experienced. One may start to feel a certain psychological balance. The new arrival may not feel as lost and starts to have a feeling of direction. The individual is more familiar with the environment and wants to belong. This initiates an evaluation of the old ways versus those of the new. In the fourth stage, the person realizes that the new culture has good and bad things to offer. This stage can be one of double integration or triple integration depending on the number of cultures that the person has to process. This integration is accompanied by a more solid feeling of belonging. The person starts to define him/herself and establish goals for living. The fifth stage is the stage that is called the â€Å"re-entry shock.† This occurs when a return to the country of origin is made. One may find that things are no longer the same. For example, some of the newly acquired customs are not in use in the old culture. These stages are present at different times and each person has their own way of reacting in the stages of culture shock. As a consequence, some stages will be longer and more difficult than others. Many factors contribute to the duration and effects of culture shock. For example, the individual’s state of mental health, type of personality, previous experiences, socio-economic conditions, familiarity with the language, family and/or social support systems, and level of education. How to Fight Culture Shock The majority of individuals and families that immigrate from other countries have the ability to positively confront the obstacles of a new environment. Some ways to combat stress produced by culture shock are: Develop a hobby Don’t forget the good things you already have! Remember, there are always resources that you can use Be patient, the act of immigrating is a process of adaptation to new situations. It is going to take time Learn to be constructive. If you  encounter an unfavorable environment, don’t put yourself in that position again. Be easy on yourself. Don’t try too hard. Learn to include a regular form of physical activity in your routine. This will help combat the sadness and loneliness in a constructive manner. Exercise, swim, take an aerobics class, etc. Relaxation and meditation are proven to be very positive for people who are passing through periods of stress Maintain contact with your ethnic group. This will give you a feeling of belonging and you will reduce your feelings of loneliness and alienation Maintain contact with the new culture. Learn the language. Volunteer in community activities that allow you to practice the language that you are learning. This will help you feel less stress about language and useful at the same time. Allow yourself to feel sad about the things that you have left behind: your family, your friends, etc. Recognize the sorrow of leaving your old country. Accept the new country. Focus your power on getting through the transition. Pay attention to relationships with your family and at work. They will serve as support for you in difficult times. Establish simple goals and evaluate your progress. Find ways to live with the things that don’t satisfy you 100%. Maintain confidence in yourself. Follow your ambitions and continue your plans for the future. If you feel stressed, look for help. There is always someone or some service available to help you. What Is It? Culture shock isn’t a clinical term or medical condition. It’s simply a common way to describe the confusing and nervous feelings a person may have after leaving a familiar culture to live in a new and different culture. When you move to a new place, you’re bound to face a lot of changes. That can be exciting and stimulating, but it can also be overwhelming. You may feel sad, anxious, frustrated, and want to go home. It’s natural to have difficulty adjusting to a new culture. People from other cultures (whom you’ll be hanging out with and going to school with) may have grown up with values and beliefs that differ from yours. Because of these differences, the things they talk about, the ways they express themselves, and the importance  of various ideas may be very different from what you are used to. But the good news is that culture shock is temporary. What Causes Culture Shock? To understand culture shock, it helps to understand what culture is. You may know that genes determine a big part of how you look and act. What you might not know is that your environment — your surroundings — has a big effect on your appearance and behavior as well. Your environment isn’t just the air you breathe and the food you eat, though; a big part of your environment is culture. Culture is made up of the common things that members of a community learn from family, friends, media, literature, and even strangers. These are the things that influence how theylook, act, and communicate. Often, you don’t even know you’re learning these things because they become second-nature to you — for instance, the way you shake hands with someone when meeting them, when you eat your meals each day, the kind of things you find funny, or how you view religion. When you go to a new place, such as a new country or even a new city, you often enter a culture that is different from the one you left. Sometimes your culture and the new culture are similar. Other times, they can be very different, and even contradictory. What might be perfectly normal in one culture — for instance, spending hours eating a meal with your family — might be unusual in a culture that values a more fast-paced lifestyle. The differences between cultures can make it very difficult to adjust to the new surroundings. You may encounter unfamiliar clothes, weather, and food as well as different people, schools, and values. You may find yourself struggling to do things in your new surroundings that were easy back home. Dealing with the differences can be very unsettling; those feelings are part adjusting to a new culture.