Comprehensive Health Needs Assessment: Evaluating Impacts and Reducing Inequalities

Introduction

The assessment of health needs is a measure of fundamental importance for making adequate decisions. This implies not only the health of the population of the victims and those affected. But also the sanitary conditions that exist as a consequence of the event itself. In addition to the evaluation of the establishments that offer health services. The health needs assessment process is carried out in the disaster area to determine the type and extent of the effects on affected populations' health. Damages and areas that require more urgent intervention. On the opposite, the social disparity in health relates to the various privileges and wealth linked to health that individuals have due to their social status, sex, region, or race, which is mirrored in worse health in socially collectives less favored/ Multiple scientific studies indicate that health differences are immense, which in several cases cause excess mortality and morbidity, higher than for other known risk factors for disease. Besides, these disparities almost always escalate in the areas under review as well-being in the most advantageous social groups is improving more rapidly. It may also note that scientific research shows that health inequalities can be minimized if adequate public health and social programs and initiatives are applied. Sociology, our status, and the social comparisons will contribute to our social concerns about how others see us, concerns that extend into the very roots of social life, our social reflectivity, and our propensity to see one another through one's own eyes. The intelligence obtained within the first 8 hours helps them respond to the need to minimize human suffering.

Comprehensive Health Needs Assessment

For assessing the damage's costs and the need for money for its restoration or repair, it is essential to provide data from 48 to 72 hours after the tragedy. Epidemiologists allow us to understand and prepare action strategies to advance the health profile of affected areas. In the early reaction process, however, it is most beneficial to identify immediate needs and goals for assistance to the affected population and information on the emergence of health risk factors and the evolution of the dangerous disease in the environment. Data providing the damage evaluation method information must be rapidly obtained in exceedingly unfavorable conditions and numerous information sources for analyzes inserted.

Discussion

First of all, it is necessary to understand that the succession of routines, processes, and stages commonly called the procedure or methodology to develop a pre-established task is not an inflexible and rigid scheme. However, a guide to action for research teachers, incorporating and synthesizing the previous experience to facilitate the execution of the task, never to make it difficult or impose a straitjacket on initiatives that can improve investigative work results.

In the case of identifying learning needs, this working principle is doubly valid for many reasons, among others, the lack of own experience in the country and the sector, as well as the objective reality that there are no communities, territories, or work units exactly equal to each other, but on the contrary, the peculiarities and specificities, the trajectory and individual experience of the people who investigate, the process of personal and collective development, and many other critical defining elements of the investigation that are casuistic (Muktabhant et al., 2019).

Comprehensive Health Needs Assessment

On the other hand, it is not essential to start from a homogeneous and necessarily common approach, from which the specific elements and the corresponding initiatives would be introduced. To facilitate both trends (the unity of focus and methodology within the framework of the local initiative), the general procedures from which the research should be based are set out below

It is an objective reality that at the level of each province, municipality, polyclinic, hospital, or any other unit, the training needs to be investigated are a combination of those presented. There are no pure manifest needs, totally separated from the hidden ones. Nor is it likely that organizational needs appear entirely isolated from those of a community or those of the individuals who ensure the Health System's functioning at that level. In other words, needs are intermingled, as they occur at the level of what we call Municipality for Health, where whole groups with different needs interact (Muktabhant et al., 2019).

Despite this reality, it is convenient from the methodological, investigative, and practical point of view to understand the specific procedure for each type of need to delve into each one of them and fully understand their content and specificity, a necessary condition for successfully apply the procedure to practical research (Muktabhant et al., 2019).

Comprehensive Health Needs Assessment

In each specific case, the proposed procedure for identifying learning needs for manifest and hidden needs and organizational, occupational, and individual needs will be established, and the consolidation of the investigation in each health municipality will yield a complete result from where the corresponding educational interventions will be designed (Van et al., 2006).

Some health assessment especially studied child mortality, and reduced health disparities produce outcomes. This section also covers systemic determinants of health inequalities such as multiple axes of social system discrimination, social groups, socio-economic status, gender, race, or ethnicity. Those axes define health opportunities and emphasize health inequality due to power hierarchies or access to services, where women, men, and white people of dominant social classes are present. In regards to inequality, the highest wealth and the most fortunate individuals have the most significant access to capital concerning the least power and the lowest access to the most vulnerable hazards (Muktabhant et al., 2019).

These axes of uniformity refer to the notion of segregation, or of 'unjust class, sex and racial relations that are based on social and behavioral processes, under which members of the majority party obtain rights that rely on subordinating others and defend those practices through philosophies called classism, patriarchy or bigotry of dominance or distinction. The social system defines the intermediate inequalities that, in essence, determine health inequalities. (a) material circumstances like accommodation, income, working conditions and residence (b) psychological factors such as lack of social assistance, traumatic situations (negative life situations), lack of influence, etc. (c) compartmental and biological factors such as lifestyles which damage the health system; and (d) healing facilities (c) Furthermore, paying for healthcare services will lead people in these social groups to poverty (Vyhrystyuk et al.,2017).

Comprehensive Health Needs Assessment

Regulation can increase the population's well-being standards. For eliminating the inequalities of well-being between multiple communities, the aim is to improve the least favored health status and not to reduce disparities by reducing the welfare levels of the most favored classes. Different ways of eliminating health inequalities should be employed. The three are the most famous. This approach considers that amongst the various social groups, there is a degree of well-being and illness; therefore, universal politics need to be taken into account. As mentioned, these policies defend the public from inequality, such as welfare state policy (Vyhrystyuk et al.,2017). 

According to Link and Phelan, a vulnerable population has a high-risk factor, whereas a vulnerable population is a subgroup that is more likely to be exposed to certain risks because of common social features. The build-up of risk factors represents the underlying causes associated with society's role (as supposed by the above-mentioned conceptual model). These "causes" are the dangers that contribute to others (Vyhrystyuk et al.,2017).

Population-based health improvement interventions will need to concentrate on reducing differences between multiple social classes. Interventions often do not take differences into account, making life easier for the more fortunate socio-economic classes. The social determinants of health disparities should be addressed, not just health determinants, as the determinants of health inequalities might not be the same. Interventions on public well-being to minimize health inequality need to be multi-spectral. The critical factors of vulnerability are rooted in daily life, which, as described in the preceding section on the conceptual model, are beyond the health sector (e.g., conditions of life and work). Therefore, the health sector's role is to act rather than take on the leadership role and encourage other industries to collaborate to minimize social determinants. The detrimental consequences of the measures introduced should be remembered. Thus in Latin American countries promoted by the World Bank, health-reconstruction programs often raised inequality and primarily impacted the population's most vulnerable industries. Instruments are expected to determine the degree of health inequality and the steps taken. In order to do so, differences in both relative and absolute social classes should be calculated. In relative values, inequality may decrease, but in absolute terms, increase or vice versa (Vyhrystyuk et al.,2017).

It is vital to support and enable the involvement of the most disadvantaged individuals. One critique that target audiences also have diverse perceptions, beliefs, and concerns from politicians and health advocacy staff is that disadvantaged people should not be included from crisis research to program implementation and assessment. This policy solution style reflects a fundamental shift in public health policy that means a model distinct from that built on the disease's clinical paradigm, focusing on daily issues for the population and not on the healthcare workers' problems  (Wells et al., 2017).

The techniques and procedures to be used in the investigative process for determining learning needs are very varied and dissimilar, depending on the timing, magnitude, complexity, and profile of the investigation. It is unnecessary to clarify that the least talked technique is not always the least useful, nor is it the one spoken of the most, nor is it still the most beneficial. Given epidemic situations, health disparities should be defined according to ethnicity or geographical region, in this case, and the socio-economic status or social class; it is essential to look at other axes of inequalities. Health systems must be fair, delivering public services independent of their economic ability. Health systems must be to minimize inequality; strategies must be based on a logical model. Policies may have different entry points based on the above model. Any of the policies can be found here. This section concerns policies that are generally linked to political authority, not just about political parties. This encompasses measures to increase political engagement or reinforce unions or civil societies (Wells et al., 2017).

Implications

Health assessment is not a fixed and static process. On the contrary, it is dynamic and changes with the situation generated from day to day; therefore, it must be carried out periodically using instruments that confirm the needs of the sectors most affected and specifically determine the quantitative and qualitative aspects of healthcare. These must be determined, even if the entire evaluation process has not been completed. The routine epidemiological surveillance system should institute alert and contingency mechanisms, with a list of possible diseases related to each type of disaster, establish a simple data collection program, and implement disease control programs. Disasters cause direct and indirect alterations to the health of the population: during the event, there may be injured, traumatized, or similar, that is, patients with acute and urgent illnesses. After the event, the environment's sanitary conditions and the habitat conditions can cause other diseases considered a tracer (van Bon-Martens, 2017). Tracer diseases have been established based on epidemiological studies and disaster monitoring in various countries; many of these diseases result from the environment's elements and the systems enabled for the affected population. Its solution does not depend exclusively on the health sector; Intersectoral coordination is vital in managing the situation, both in the exchange of information and in the definition of priorities. The prior information, together with the damage assessment, must indicate and identify the risk factors to which the population is subjected or exposed so that adequate control plans can be drawn up in each situation. The main factors that generally change related to the appearance of diseases or epidemic outbreaks are the following. Proportional to the degree of endemicity and the introduction of communicable diseases and the increase in morbidity from endemic diseases in local populations and more frequent diseases: acute respiratory infections, non-specific diarrhea.  The population moves to nearby places and areas located at a certain distance (van Bon-Martens, 2017).

Interventions aimed at strengthening behaviors or lifestyles must consider that these behaviors are not individual choices but are socially conditioned. Some examples would be the increase in tobacco and alcoholic beverages (effective interventions to reduce inequalities in consumption), the construction of public facilities where physical exercise can be carried out, and the control of healthy food prices (Hafsa, Maidin & Sukri Palutturi, 2019).

The government's demand for scientific evidence mobilized the scientific community. Highlight the democratic process to develop the strategy. The entire process was carried out with constant dialogue between those responsible for developing the interventions and the intervention's people. Documents were prepared, and seminars and conferences were organized to promote participation and collaboration (van Bon-Martens, 2017).

The public health function according to the comprehensive care model, a strategy that guarantees care throughout the life cycle with units equipped with the resolution capacity to promote health and quality of life through educational, preventive, curative, and rehabilitative actions, which act both on immediate health needs and the social determinants of the health of individuals and communities (van Bon-Martens, 2017).

Although it is an unfinished process, the experience of building a public health system based on primary health care confirms the importance of incorporating health as a universal right and can serve as an example to other neighboring countries with a similar situation. This type of policy places public health before a great challenge since the reduction of inequalities in health requires moving from the biomedical paradigm focused on health problems, which places the main responsibility in the health field, to one based on the social determinants of health, which requires a high political commitment that involves all government areas and the participation of citizens in prioritizing problems, diagnosing them, designing programs, implementing and evaluating them (Brownson, 2009).

MODULE COIS70735/ COIS71208 DATABASE MANAGEMENT & SECURITY || QestionPaper

 

MODULE COIS70735/ COIS71208 

DATABASE MANAGEMENT & SECURITY

Assignment 1:  Research Paper and Seminar

If these submission dates or times change, or if there is a variation to this specification, you will be informed.

Introduction

This document forms the specification for one of your assignments in this module (there are two assignments in total).  This assignment will address and assess Learning Outcome 2 as indicated below and in the Module Handbook:

Learning Outcome Skill Assessed Through

• Discuss critically the major developments and research in database. security Learning Practical assignment. 
• Discuss critically the major developments and research in database administration Knowledge and Understanding .
• Research paper and seminar.
• Analyse, design and build an appropriate secure database system. Analysis Practical assignment.

Requirements

You are required to write a research paper and to present this in a seminar session.  The theme of the paper is challenges in database administration practices and procedures in contemporary digital environments.

Your paper should focus directly on the above theme.  You will need to determine the specific scope and content, and the manner in which you identify, include, synthesize and report your findings – liaise with your Tutor regarding this and see Point 2.2 below.   

When determining the scope of your research paper, you must liaise with the module team to ensure you are ‘on track’ with your approach. 

The paper and seminar should be structured in accordance with the sections outlined in the Paper Requirements and Assessment Scheme below (see Section 3 and Section 4).

The paper must be formatted in accordance with the formatting guidelines for an IEEE paper (search for IEEE paper template). Note: if you have specific accessibility requirements then adopt a format that is in accordance with your needs.  Let your Tutor know in advance if this is the case.   

You are required to write a research paper and to present this in a seminar session.  The theme of the paper is challenges in database administration practices and procedures in contemporary digital environments.

The word count limit for the paper will be 2,500 words, with a 10% variation allowance (plus or minus). The seminar will have a duration of 5 minutes. It should summarise your research findings in relation to the topic of your research. The seminar element consists of both a submission and a presentation, and is to be submitted (see Section 5) by the deadline prior to presentation. The seminar presentation will take place during the dates specified in the heading of this document.  This session will occur in the usual scheduled laboratory for the weekly taught sessions unless you are informed otherwise.

This coursework is weighted at 40% of the overall module mark.  Further to this, the individual weightings of the paper and seminar are 80% and 20% respectively. The coursework should be completed and submitted as an individual piece of work.  It is not group work.

You should be aware of the rules on academic misconduct.  These rules are very clear. The Faculty takes a strict line in enforcing them. It is important that you understand the regulations as the penalties for infringement can be very serious including: module failure; grade point zero; downgrading your degree classification; award failure; expulsion from the University. To avoid plagiarism please consult the guidelines on the University website.

Paper Requirements

The following table shows the sections that you are required to include in your paper and which you will be assessed upon.  The assessment of your paper will be a matter of academic judgement in the context of the Assessment Guide detailed in Section 4.

Paper Section

• Paper Title, 
• Author, 
• Affiliation
• Abstract
• Introduction
• Body – Incorporating the Literature Survey/Review and Critical Analysis
• Conclusion and Future Work
• References

(Quality of formatting and general paper presentation)

Assessment Scheme

The following sections aim to provide you with guidance when producing your research paper and seminar.  Only grades D (Distinction), M (Merit) and P (Pass) are pass grades.  Pass is divided into Good Pass and Low Pass.

Paper (Distinction): An excellent paper (Distinction) will excel in each of the sections listed in Section 3.1 and provide the assessor with a high degree of confidence in the student’s understanding and ability in the area under investigation.  The paper may provide a basis for subsequently developing a real paper suitable for publication.  The paper will follow the suggested structure, and within this contain content that is further structured in a manner suitable for the topic under investigation.  The style of academic writing will be excellent, with minimal or no spelling and grammatical errors.  The title and accreditation of the paper will be unambiguous, concise, and provide the reader with a clear indication of the topic being addressed.  The abstract will articulate an overall position and statement of the work, and be written in a clear and concise manner.  The introduction will provide an excellent context to the work, outlining key areas of focus or concern and the importance of the topic.  If appropriate, any methodology will be briefly described along with associated rationale.  An overview of the paper structure will also be presented.  The body of the paper will demonstrate excellent critical insight and analysis into the domain under investigation, and the construction of this will demonstrate excellent synthesis of the contributing areas.  Journal papers, appropriately referenced, will underpin this.  The conclusion will draw the paper to a close in a coherent manner by summarizing the key areas of concern and provide an overall concluding statement and position, supported by evidence drawn from the body of the paper.  The future work section will outline areas of possible further development as a consequence of the work presented in the paper.  The references will be accurate with no omissions or errors.  

Seminar (Distinction): The seminar will aim to convey all key aspects of the work, articulated in a clear and comprehensive narrative.  The overall clarity of the seminar and associated content will be of an extremely high academic and professional standard.  

Paper (Merit): A Merit paper will demonstrate a good level of engagement in each of the sections listed in Section 3.1 and provide the assessor with a good degree of confidence in the student’s understanding and ability in the area under investigation.  The paper will follow the suggested structure, and within this contain content that is further structured in a manner suitable for the topic under investigation.  The style of academic writing will be good, and may contain some minor spelling and grammatical errors.  The title and accreditation of the paper will be unambiguous, concise, and provide the reader with a clear indication of the topic being addressed.  The abstract will articulate an overall position and statement of the work, and be written in a clear and concise manner.  The introduction will provide a good context to the work, outlining key areas of focus or concern and the importance of the topic.  If appropriate, any methodology will be briefly described along with associated rationale.  An overview of the paper structure will also be presented.  The body of the paper will demonstrate a good level of understanding into the domain under investigation, and the construction of this will demonstrate an overall understanding of the contributing areas.  Journal and conference papers, appropriately referenced, will underpin this.  The conclusion will draw the paper to a close in a coherent manner by summarizing the key areas of concern, supported by evidence drawn from the body of the paper.  The future work section will outline areas of possible further development as a consequence of the work presented in the paper.  The references will be accurate with no omissions or errors. 

Seminar (Merit): The seminar will aim to convey many significant aspects of the work, although the presentation and articulation of this may not be entirely clear or comprehensive.  There will be good evidence of a high academic and professional standard being adopted. 

Paper (Good Pass):  A good pass paper will demonstrate a reasonable level of engagement in each of the sections listed in Section 3.1 and provide the assessor with confidence in the student’s understanding and ability in the area under investigation.  The paper will follow the suggested structure, and within this contain relevant content – though some of that content and the associated sub-structuring may be lacking.  The style of academic writing will be reasonable, though spelling and grammatical errors may be present.  The title of the paper will provide the reader with an indication of the topic being addressed and the accreditation should be present, but perhaps vague. The abstract will articulate an overall position and statement of the work, though the clarity of this may be lacking somewhat. The introduction will provide an overview of the paper.  If appropriate, any methodology briefly described though the associated rationale may be lacking. The body of the paper will demonstrate an acceptable level of understanding into the domain under investigation, though the construction of this may be weak in parts.  Mainly conference papers, appropriately referenced, will underpin this.  The conclusion will draw the paper to a close although this may be brief and somewhat disjoint from the body of the paper. The future work section may be weak or speculative and not based on the core content of the paper. The references will be generally accurate with some omissions and errors. 

Seminar (Good Pass): The seminar will aim to convey the core aspects of the work, and the presentation and articulation of this may not be entirely clear or comprehensive.  There will be some evidence of a good academic and professional standard being adopted.   

Paper (Low Pass): A low pass paper will demonstrate a weak level of engagement in the sections listed in Section 3.1, but will provide the assessor with some confidence in the student’s understanding and ability in the area under investigation.  The paper will attempt to follow the suggested structure but the associated content may be weak and sparse. The style of academic writing will be acceptable though spelling and grammatical errors may be present.  The title of the paper will provide the reader with an indication of the topic being addressed, though the clarity of this may be poor, or the title may be misleading. The accreditation will be incorrect or missing. The abstract may be weak and written in a speculative/discursive manner. The introduction will provide an overview of the topic under investigation.  If appropriate, any methodology will be described though the associated rationale may be lacking or weak. The body of the paper will demonstrate a weak level of understanding into the domain under investigation, and the content may appear fragmented in parts, and the focus of the paper will not be clear.  This will be underpinned mainly by some conference papers, and Internet-based non-academic references. The conclusion may be brief and somewhat disjoint from the body of the paper. The future work section will be very weak, speculative, or missing. The references may be weak or have omissions and errors. Seminar (Low Pass): The seminar will convey minimal aspects of the work. Some aspects of the work may not be reflected, or missing or superficial - and the overall construction, whilst demonstrating academic and professional engagement, may be weak and disjoint.  



Submission Guidelines

The primary method of submission is via Blackboard.

You should submit a PDF copy of your paper and a Powerpoint, or equivalent, copy of your seminar slides by the submission deadlines.  You may be asked to submit other file formats.  In this case your Tutor will inform you accordingly.  Note that the seminar will consist of both the Powerpoint slides and an in-person or remote presentation.

If necessary, you may be asked to submit via another secondary method – such as an email attachment.  In this case your Tutor will inform you accordingly.

PDF documents should not be password protected or have restricted permissions – specifically, they should allow modifications (for annotations and comments).

You are advised to keep copies of all your work for your own records.

Cultural Capabilities and Cultural Safety in Video Interactions

Assessment Instructions and Guidelines: ( 1500 words )

Write a formal report to observe and analyse whether or not the characters in your chosen video interaction are demonstrating effective (or ineffective) cultural capabilities and maintaining a culturally safe space (or not). Also, recommend how effective cultural capabilities of the people involved could be improved.

Choose ONE of the following videos to analyse in your Report:

Too Strong For You Karen (on YouTube) https://www.youtube.com/watch?v=EsaqmdQIq_0(for context see news report titled Mildura McDonald's franchisee filmed claiming his neighbour is not a 'true Aboriginal' | ABC News)

Dirt Cheap 30 Years on: the story of uranium mining in Kakadu (on Vimeo) https://vimeo.com/73373709(specifically the first 34 minutes)

On this day 11th of December [2005] | Cronulla race riots https://www.youtube.com/watch?v=8ZO6d0VT7gQ

Select at minimum 5 (but you can use more) of the 7 following concepts to incorporate in your analysis of the video interaction.

1. White Privilege (McIntosh or Gilio-Whitaker)
2. Gender Privilege (McIntosh)
3. Identifying Bias (Kandola)
4. Power Relations (Cummins)
5. Generative Interactions (Bernstein et al)
6. Cultural Border Crossings/Cultural Valence (Smolicz et al.)
7. Equity and Equity Literacy (Gorski)
8. Cultural Safety (Bin-Sallik)
9. Safe Spaces (Harless)

References

5-7 Unit readings as listed above are required AND 2-4 Academic texts (which you have found through extended research ie other texts, about bias/cultural border crossings/safe spaces and so forth, to support your analysis) APA Referencing system required including a reference page with ONLY the references you have used in the Report. Reference list must be in alphabetical order. Here is a TEMPLATE: for you to use: use:

A3 template.docx - Alternative Formats

Part 2 : Praxiography ( 250 words )

This small piece links the academic and research work you did on your final assessment report to the

world outside your final.

Learning Outcomes to this Assessment:

Critique the role of power in intercultural interactions and relations.

Analyse and critique principles of equitable and generative social and cultural interactions.

Answer these questions:

How did the concepts you have learnt affect the ways you speak about culturally specific topics? In the workplace and/or educational settings are you more aware of your interactions? Are your interactions with others in the workplace and/or educational settings different than when you first commenced this Unit? How did the learning process (either paired or solo) help or hinder your capacity to be culturally capable? You are not required to use references for this assignment. This is a self reflective exercise which you can write in first person (ie you can use 'I').

An Essay on the concept of '"Bharatvarsha"

An Essay on the concept of '"Bharatvarsha"

“Bharatvarsha” is a term used to describe the ancient Indian subcontinent, which was known as “Bharat” in Sanskrit. The concept of Bharatvarsha has rich historical, cultural and religious significance in the Indian subcontinent. The name “Bharat” is derived from the name of an ancient king, Bharata, who was mentioned in various Hindu scriptures. It is said that he was a righteous king who unified the various kingdoms of India and established a just and prosperous society. The word “rain” refers to an area or land. In ancient times, Bharatvarsha was a vast region that included present-day India, Pakistan, Bangladesh and parts of Nepal, Bhutan and Afghanistan. According to Hindu mythology, it was the land of the Vedas, ancient Hindu scriptures, and the birthplace of various gods and goddesses. 

Many important events in Hindu mythology, such as the Ramayana and the Mahabharata, Happened in India. The concept of Bharatvarsha has also played an important role in the political and cultural identity of India. It has been used as a symbol of unity and cultural heritage, and has influenced the country's nationalistic and patriotic sentiments. The Indian national anthem, “Jana Gana Mana,” mentions “Bharat Bhagya Vidhaata,” which means “Creator of India’s destiny.” The term “Bharat Mata” (Mother India) is often used to refer to the country as a motherly figure who nurtures and protects its people. In short, Bharatvarsha represents the ancient Indian subcontinent with a rich history, culture and religious significance. It has played an important role in shaping the cultural and national identity of India, and remains an important concept in modern times. And this has affected the nationalistic and patriotic sentiments of the country. 

The Indian national anthem, “Jana Gana Mana,” mentions “Bharat Bhagya Vidhaata,” which means “Creator of India’s destiny.” The term “Bharat Mata” (Mother India) is often used to refer to the country as a motherly figure who nurtures and protects its people. In short, Bharatvarsha represents the ancient Indian subcontinent with a rich history, culture and religious significance. It has played an important role in shaping the cultural and national identity of India, and remains an important concept in modern times. And this has affected the nationalistic and patriotic sentiments of the country. 

The Indian national anthem, “Jana Gana Mana,” mentions “Bharat Bhagya Vidhaata,” which means “Creator of India’s destiny.” The term “Bharat Mata” (Mother India) is often used to refer to the country as a motherly figure who nurtures and protects its people. In short, Bharatvarsha represents the ancient Indian subcontinent with a rich history, culture and religious significance. It has played an important role in shaping the cultural and national identity of India, and remains an important concept in modern times. Which means “maker of India’s destiny.” The term “Bharat Mata” (Mother India) is often used to refer to the country as a motherly figure who nurtures and protects its people. 

In short, Bharatvarsha represents the ancient Indian subcontinent with a rich history, culture and religious significance. It has played an important role in shaping the cultural and national identity of India, and remains an important concept in modern times. Which means “maker of India’s destiny.” The term “Bharat Mata” (Mother India) is often used to refer to the country as a motherly figure who nurtures and protects its people. In short, Bharatvarsha represents the ancient Indian subcontinent with a rich history, culture and religious significance. It has played an important role in shaping the cultural and national identity of India, and remains an important concept in modern times. 

 The physical area of ​​Bharatvarsha, as understood in ancient times, is somewhat imprecise and difficult to define. However, it usually refers to the Indian subcontinent, which includes the modern countries of India, Pakistan, Bangladesh, Nepal, Bhutan, and parts of Afghanistan. India's ancient scriptures and texts, such as the Puranas and the Mahabharata, describe the land of Bharatvarsha extending from the Himalayas in the north to the Indian Ocean in the south and from the Hindukush Mountains to the Brahmaputra River in the west. East. 

The region is characterized by diverse physical features including the Himalayan mountain range, the fertile plains of the Ganges and Indus river valleys, the dry Thar Desert in western India, the dense forests of the central and eastern regions, and the coastal plains and plateaus. , The physical area of ​​India has changed over time due to political and geographical factors, And modern-day countries in the region have different borders and territories than in ancient times. However, the concept of Bharatvarsha remains an important part of Indian cultural and national identity. Historical background of India in terms of area – The total area of ​​the Indian subcontinent, known in ancient times as Bharatvarsha, is approximately 4.5 million square kilometers. To give a more accurate breakdown, according to the latest available data from various sources, India's land area is approximately 3.29 million square kilometers, Pakistan is approximately 881,912 square kilometers, Bangladesh is approximately 147,570 square kilometers, Nepal is approximately 147,181 square kilometers, Bhutan is approximately 38,394 square kilometers, and Afghanistan (partially) about 652,230 square kilometers. It is important to note that these figures are subject to change due to changes in boundaries and territories over time, and different sources may report slightly different numbers. Additionally, the exact extent and definition of Bharatvarsha is somewhat vague and may vary depending on cultural, historical or political viewpoint. Current situation of India – The total land area of ​​India as of 2021 is approximately 3.29 million square kilometers (1.27 million sq mi). 

India is the world's seventh-largest country by land area, and includes a wide range of geographical features, from the Himalayan mountain range in the north to the coastal plains and plateaus in the south. India shares its borders with Pakistan in the northwest, China, Nepal and Bhutan in the northeast, and Bangladesh and Myanmar in the east. There is the Indian Ocean in the south, the Arabian Sea in the west and the Bay of Bengal in the east. It is important to note that India's land area may change over time as a result of natural processes or human activities. Additionally, some sources may report slightly different figures depending on their methodology and the specific geographic features included in their measurements. Geographical classification – Physical division of India Vivace Panorama Geographically, India is usually divided into six main parts or regions, each with its own unique physical, cultural and historical characteristics. These areas are:- Northern Mountains: This region includes the Himalayan mountain range, which extends up to India's northern border with Nepal, Bhutan, and China. 

It contains some of the world's highest peaks, as well as several major rivers, including the Ganges and Brahmaputra.India's northern mountains, which include the Himalayan mountain range, are among the highest mountain ranges in the world. The Himalayas extend over a length of 2,400 kilometers (1,500 mi) from the Indus River in the northwest to the Brahmaputra River in the east, and have an average width of 250 kilometers (155 mi). The highest peak in the Himalayas and the world is Mount Everest, located on the Nepal–China border and standing at an altitude of 8,848 meters (29,029 ft). Other notable peaks of the Himalayas include K2, the world's second highest peak, located on the Pakistan–China border, and several other peaks that exceed 8,000 meters (26,247 ft) in height. Apart from high peaks, the Himalayas also have many glaciers, high-altitude lakes and valleys. The Himalayan region is also an important source of water for most of India, as the Ganges, Indo-Gangetic Plain: This region is characterized by vast, fertile plains that lie between the Himalayas in the north and the Deccan Plateau in the south. It is irrigated by several major rivers, including the Ganges, Yamuna and Indus, and is home to some of India's most important cities such as Delhi and Kolkata. 

 The Indo-Gangetic Plain, also known as the North Indian River Plain, is a vast alluvial plain that stretches more than 2,500 kilometers (1,550 mi) from the Himalayan foothills in the north to the Deccan Plateau in the south. It is one of the most fertile and densely populated regions in the world and covers parts of several Indian states, including Uttar Pradesh, Bihar, Punjab, Haryana and West Bengal. The Indo-Gangetic Plain is formed by the alluvial deposits of the Ganges, Brahmaputra and Indus rivers, which have created a vast, flat plain of fertile soil. The region is characterized by its extensive rice and wheat fields as well as sugarcane, cotton and other crops. It is home to some of the most important cities of India including Delhi, Kanpur, Patna and Kolkata. The plain is also an important source of water for the region, as several major rivers flow through it, including the Ganges, Yamuna and Ghaghra. The Ganga, in particular, is considered sacred by many Hindus and is an important cultural and religious symbol in India. The Indo-Gangetic plain is also known for its cultural and historical importance, with many important empires and kingdoms rising and falling in the region over the centuries. It is home to many historical and archaeological sites, including the ancient city of Varanasi, considered one of the oldest continuously inhabited cities in the world. Thar Desert: This region covers the western part of India and includes the dry Thar Desert, which extends from the Sutlej River to the Aravalli Range. 

It is sparsely populated and home to a unique ecosystem of plants and animals adapted to the harsh desert environment. The Thar Desert, also known as the Great Indian Desert, is located in the north-west part of India, spanning parts of Rajasthan, Gujarat and Haryana, as well as parts of Pakistan. The total length of the desert is approximately 800 kilometers (500 mi), extending from the Sutlej River in the northwest to the Aravalli Range in the east. The width of the Thar Desert ranges between 150 to 250 kilometers (93 to 155 mi). The total area of ​​the Thar Desert is approximately 200,000 square kilometers (77,000 sq mi), making it one of the largest deserts in the world. It is a hot and dry region, with temperatures ranging from 50 °C (122 °F) in summer to as low as 0 °C (32 °F) in winter. The desert is home to many unique species of flora and fauna, adapted to the harsh desert conditions. The Thar Desert is an important part of India's cultural heritage, housing many important cities and historical sites, including the city of Jaisalmer, which is known for its sandstone architecture and is sometimes called the “Golden City”. The desert is also home to several indigenous communities, such as the Rajputs and Bishnois, who have developed a unique culture and way of life in the desert over the centuries. Central Highlands: This region is located in central India and is characterized by a series of plateaus, including the Deccan Plateau and the Chota Nagpur Plateau. 

It is known for its rich mineral reserves and is an important agricultural and industrial area. The Central Highlands of India is a vast plateau region that covers a significant portion of central India. It is surrounded by the low-lying coastal plains in the east and north, the Thar Desert in the west and the Deccan Plateau in the south. The total area of ​​the Central Highlands is approximately 200,000 square kilometers (77,000 sq mi). The Central Highlands region extends for a length of approximately 2,500 kilometers (1,550 mi) from the Satpura Range in the west to the Chhota Nagpur Plateau in the east. The plateau has an average elevation of about 600 to 900 meters (2,000 to 3,000 ft) above sea level, and the topography is characterized by rolling hills, plateaus, and valleys. The Central Highlands region is rich in natural resources, with significant reserves of minerals such as coal, iron and bauxite. The region is also an important agricultural area, with several major rivers such as the Narmada, Tapti, and Mahanadi, among others, flowing through the region and providing water for irrigation. The Central Highlands region is home to several important cities, including Bhopal, Nagpur and Jabalpur. 

It is also home to several important wildlife sanctuaries and national parks, including Kanha National Park and Bandhavgarh National Park, which are home to many rare and endangered species of animals such as tigers, leopards and wild dogs. Eastern Coastal Plain: This region covers the east coast of India and includes the states of Andhra Pradesh, Odisha, and West Bengal. It is characterized by a narrow coastal plain, which is heavily populated and is home to several major cities, including Chennai and Kolkata. Western Coastal Plain: This region includes the western coast of India, extending from the state of Gujarat in the north to Kerala in the south. It includes several important port cities such as Mumbai and Kochi, and is known for its beautiful beaches and backwaters. These six regions are broad categories and each has its own distinct sub-regions with distinct cultural, linguistic and ecological characteristics. They contribute to the diverse cultural heritage of India and make it a fascinating country to explore. Native of India – The human species native to India are commonly known as the indigenous or tribal people of India. 

These people are believed to have been the earliest inhabitants of the Indian subcontinent, with a history dating back several thousands of years. There are many different groups of indigenous people in India, each with their own unique cultural and linguistic traditions. Some major groups include: Tribal: Tribal are the indigenous people of India who have lived in the forests and hills of the country for thousands of years. They constitute about 8% of India's population and are spread across several states, including Jharkhand, Chhattisgarh, Odisha and Madhya Pradesh. Dravidians: The Dravidians are a group of indigenous people who are believed to have been the original inhabitants of South India. They speak Dravidian languages ​​and have a unique cultural heritage. Tibeto- Burman people: The Tibeto-Burman people are a group of indigenous people found in the northeastern states of India. They speak Tibeto-Burmese languages ​​and have a distinct cultural identity. Andamanese: The Andamanese are a group of indigenous people who live in the Andaman Islands located in the Bay of Bengal. They are considered one of the oldest indigenous groups in the world and have a unique culture and lifestyle. Risley has divided the inhabitants of India into seven groups- 1. Mongoloid 2. Indo-Aryan 3. Dravid 4. Mongol – Dravidian 5. Arya-Dravidian 6. Scythian – Dravidian 7. Turk-Iranian Racial classification of Dr. Guha – Dr. S.S. Guha was an Indian anthropologist who proposed a racial classification of the Indian population in the mid-20th century. 

Their classification was based on physical characteristics such as skin colour, facial features and body type. According to Dr. Guha's classification, the Indian population can be divided into three major racial groups: Dr. S.S. Guha's racial classification of the Indian population included six racial groups. They were: 1. Negrito: This group was considered the oldest inhabitants of India and was characterized by short stature, dark skin and woolly hair. They are believed to have lived in small, isolated communities in parts of the Andaman and Nicobar Islands. 2. Proto- Australoid: This group was characterized by medium to dark skin, curly hair, and broad noses. They are believed to have lived in the eastern and southern parts of India. 3 . Mongoloid: This group is characterized by light brown skin, straight black hair, and high cheekbones. They are believed to have come to India from Central Asia and settled in the northeastern parts of India. 4. Mediterranean : This group was characterized by fair to dark skin, wavy or curly hair, and thin noses. It was believed that they came to India from the Mediterranean region and settled in the north-west of India. 5. Western Brachycephalic : This group was characterized by a broad head, light skin, and wavy or curly hair. They are believed to have come to India from Western Asia and settled in the western parts of India. 6. Nordic: This group was characterized by fair skin, light hair, and tall stature. They are believed to have come to India from the northern regions of Europe and Central Asia. It is important to note that Dr. Guha's racial classification has been widely criticized as being oversimplified and based on physical characteristics that do not necessarily reflect the genetic and cultural diversity of the Indian population. Many experts believe that race is a socially constructed concept and that there is more genetic variation within racial groups than between them. Today, most anthropologists and geneticists prefer to use more subtle and scientifically based methods to study human populations. India's indigenous people have faced many challenges over the years, including displacement from their traditional lands and the loss of their cultural heritage. However, efforts are being made to preserve their cultural and linguistic traditions and to provide them opportunities to participate fully in the social, economic and political life of the country. 

 Ancient Indian culture and tradition – Ancient Indian culture and tradition is one of the oldest and most diverse cultures in the world. It has a rich history and has been shaped by various factors including religion, language, geography and politics. Here are some major aspects of ancient Indian culture and tradition: Religion: Religion has played a major role in shaping Indian culture and tradition. Hinduism, Buddhism, Jainism and Sikhism all originated in India and have had a profound influence on the country's culture and way of life. The Vedas, the oldest Hindu texts, provide insight into ancient Indian lifestyles, and Hindu mythology is an important part of Indian culture. Language: India is home to a wide variety of languages, with over 22 official languages ​​and over 1,500 dialects. Sanskrit, the ancient language of India, has been the basis of many Indian languages ​​and has played an important role in shaping Indian literature and philosophy. Arts and Architecture: Indian art and architecture are some of the most vibrant and diverse in the world. Indian paintings, sculptures and textiles have been influenced by a variety of cultural and religious factors, and Indian architecture is characterized by intricate carvings, vibrant colors and unique styles. 

 Festivals and Celebrations: India is known for its colorful festivals and celebrations, which are an important part of the culture and tradition of the country. Diwali, Holi, Navratri and Eid are some of the many festivals celebrated in India. Food: Indian cuisine is known for its rich flavors and spices. Each region in India has its own unique cuisine, and traditional dishes are often influenced by religion, geography, and history. Social Structure: Ancient Indian society was divided into a caste system, based on occupation and heredity. The system has been criticized for maintaining social inequality, but it has also helped preserve cultural and religious traditions. Science and Philosophy: India has a rich history of science and philosophy. Ancient Indian scholars made significant contributions in fields such as mathematics, astronomy and medicine. Indian philosophy, including yoga and meditation, has influenced many Western philosophical traditions. 

Overall, ancient Indian culture and tradition is incredibly rich and diverse, with a long and complex history that has been shaped by a variety of factors. Despite the many changes that have taken place in India over the years, these cultural and traditional elements continue to play an important role in modern Indian society. Features of Indian culture – Indian culture is known for its diversity, richness and ancient heritage. Here are some of the main features of Indian culture: Spirituality and Religion : India is known for its spirituality and religion, with Hinduism being the major religion. However, India is also home to other major religions such as Islam, Christianity, Sikhism, and Buddhism. Religion is deeply ingrained in Indian culture and influences many aspects of life, from daily rituals and traditions to festivals and celebrations. Family Values: Family is an essential part of Indian culture, and family values ​​are highly emphasized. Respect for elders, taking care of parents in old age and strong family bonds are important values ​​of Indian culture. Food and Cuisine: Indian cuisine is known for its diverse and delicious dishes, with each region having its own unique style of cooking. Indian food is heavily influenced by spices, herbs and vegetables, and is often vegetarian. There is also a tradition of hospitality in Indian culture, in which the guest is considered like a god. 

 Art and Architecture: India has a rich tradition of art and architecture, with intricate designs and vibrant colors being the hallmarks of Indian art. With ancient temples and palaces being important cultural and historical sites, Indian architecture is also characterized by elaborate carvings and intricate designs. Education and Knowledge: Education and knowledge have always been given utmost importance in Indian culture. Traditional Clothing : India has a rich clothing tradition, with traditional attire such as the saree, salwar kameez and dhoti worn by men and women. Respect for elders: Respect for elders is an important cultural value in India. Hospitality: India has a tradition of hospitality, guests are treated as gods. These characteristics are just a few of the many elements that make up the rich and diverse tapestry of Indian culture.

Literature Review on the Power Industry of Bangladesh

This paper investigates the role of the power industry in Bangladesh, focusing on the strengths, weaknesses, opportunities, and threats of the DPDC.

Keywords: power industry of Bangladesh DPDC strengths, weaknesses, opportunities, and threats future development of the power industry

The report is based on the analysis of the power industry of Bangladesh where the contribution of the power industry has been evaluated. Jamal and Ongsakul (2012) reviewed that the progress and prospect of power grid industry of Bangladesh is dependent on the distribution system. They also found a 30% rise in the electricity industry which is oil-based because a risk has been seen in the rise of price of fuel oil in the global market. Ahmed et al. (2019) described that Dhaka city has enough power of electricity but the authority should look for alternative sources as the population density is rising in the city. They analysed the importance of DPDC in providing enough electricity power in Dhaka city which is also capable of giving better customer service.

This paper on the industry analysis has tried to investigate the role of power industry in Bangladesh. This paper has given its main focus on the DPDC sector which s the largest power distribution company of Bangladesh. A SWOT analysis was conducted on the DPDC to show its strengths and weaknesses and opportunities of this firm and threats for the firm. Five forces model was also applied on DPDC where its buyer power and supplier’s power were analysed and its threats of substitutes and new competitors were identified (Jamal & Ongsakul, 2012). 

Gupta et al. (2012) wrote that Bangladesh is dependent on imported source of power due to its shortage of energy and Bangladesh has no alternative fuels or power source. By 2030, Bangladesh has to import 90% of gasoline to fulfil the needs of primary energy source which was estimated in their journal. Ahmed et al. (2019) also described that all individuals of Bangladesh has the right to use electricity. The journal of Ali, Islam and Rakibul (2018) reviewed that Bangladesh is insufficient in producing hydrocarbon and petrochemical which forced the government of Bangladesh to import gasoline, refinery oil and diesel from Western Asian countries. 

The study of Bakhtiar (2012) showed the strong side of this industry in Bangladesh. He over viewed that Bangladeshi government has proposed tax exemptions of 15 years for foreign investors and local investors to invest in the power industry. He analysed that investors can get a relief from tax customs for 12 years while importing machinery and equipment of power industry in Bangladesh. Jamal et al. (2014) investigated the importance of electricity for fulfilling the demand of other industries of Bangladesh. They studied that only 67% of people of Bangladesh can access to electricity where the government should expand the production of electricity.

Deeba, Shohana and Rahman (2013) tried to investigate the weakness of the power industry of Bangladesh in their journal on the impact of integrating tidal power generation on the reliability of Bangladesh. They analysed that natural gas, fossil fuels and coal are not sufficient in the nation to fulfil the demand of gas supply. The journal of Higano, Yabar and Kamrul (2012) found that SME business can’t invest in this sector as it requires large investment but international investors, joint ventures or capital investors can participate to invest in the power industry. They wrote a journal on socio management policy guidelines for financing in electric power industry of Bangladesh. Ahmed et al. (2019) found the political instability is the biggest weakness for the power industry as investors decline to invest at the last stage due to negative influence from politics. 

HIgano, Yabar and kamrul (2012) explained that Bangladesh has a small reserve of oil and coal which are not sufficient to run a big industry such as the power sector. Hosen and Islam (2019) reviewed a journal on the study and analysis of SRS under DPDC of Bangladesh where they investigated that the Bangladeshi government should build own plants of the power sector by collecting investments from local investors. Bacon and Jones (2021) found that the covid-19 pandemic has affected the financial performance of the power industry where bill collection, meter reading and bill distribution was not possible due to lockdown. Ahmed et al. (2019) described that the power industry of Bangladesh has taken a G2G project and it can reinforce the performance of DPDC infrastructure if the project is successful. 

Higano, Yabar and Kamrul (2012) suggested in their journal that all types of corruption should be stopped in this sector as the development of Bangladesh is dependent on the power industry. Bakhtiar (2012) provided recommendation that the government should develop the model of the electric power grid so that the distribution power of electricity can be optimised. He also evaluated that the government should also convince foreign and local investors of the industry that their investments would be utilised in the right way. 



References

• Ahmed, G., Asadulla, H., and Saha, P. (2019). Micro Wind Turbine as an Alternative Power Source in Bangladesh. International Conference on Sustainable Technologies for Industry 4.0 (STI) IEEE, 1-4.
• Ali, M., Islam, J., Rakibul, M. (2018). Analysis and Finding Problem Solar Rooftop System (SRS) Under Dhaka Power Distribution Company (DPDC) of Bangladesh.
• Bacon, R., and Jones, J. (2021). Global electric power reform, privatization, and liberalization of the electric power industry in developing countries. Annual review of energy and the environment, 26(1), 331–359.
• Bakhtiar, M. (2012). Industry analysis: power industry of Bangladesh.
• Deeba, P., Shohana, K., and Rahman, T. (2013). Impact of Integrating Tidal Power Generation on the Reliability of Bangladesh Power System. International Journal of Energy and Power, 2(2), 38–43.
• Gupta, P., Sabuj D., Ferdous, S., and Saleque, A. (2012). Bangladesh Power Sector Reform and Multidimensional Reflections. International Journal of Scientific & Engineering Research, 3(2), 77–104.
• Higano, Y., Yabar, H., and Kamrul, M. (2012). Introducing SocioEnvironmental Management Policy Guidelines for the Financing of Electric Power Projects in Bangladesh. In: Design for Innovative Value Towards a Sustainable Society. Springer, 936–941.
• Hosen, M., and Islam, M. (2018). Study and Analysis of Solar Rooftop System Under Dhaka Power Distribution Company (DPDC) of Bangladesh.
• Jamal, T., and Ongsakul, W. (2012). Smart Grid in Bangladesh power distribution system: Progress & prospects. In: 2012 Students Conference on Engineering and Systems. IEEE, 1–5.
• Jamal, T., Ongsakul, W., Lipu, M., Hossain, S., and Islam, M. (2014a). An Approach to Integrate Geographic Information Systems to the proposed Smart Grid for Dhaka, Bangladesh. International Journal of Scientific Engineering and Technology, 3(2), 124–129.

Culture Shock in International Students Studying at ICP: Understanding the Challenges and Adaptation Process -2000 words

An investigation into culture shock in international students studying at ICP

Keywords: culture shock, international students, ICP, cross-cultural adaptation, cultural acculturation, language hurdles, educational system, intercultural adjustment, psychological adaptation, overseas students, racial prejudice, mental health, cultural differences, communication mistakes, academic achievement, UK culture, multiculturalism.

Introduction

Although the UK has made several attempts to improve its educational system, overseas students nevertheless experience a culture shock. A cultural shock is experienced by everybody when the familiar symbols of their own culture are replaced by those of their host nation one by one. People may feel disoriented in a new culture when confronted with many changes (Arthur, 2008). They must learn to adapt to new practices and regulations in the new culture in order to survive. Weather, landscape, cuisine, and even people are all different in the new surroundings. They may have a strong sense of homesickness as a result of this. As a result, they will feel irritated. These kinds of difficulties are trapped between them and others in the invisible, producing an impediment. Many characteristics in the receiving nation, such as the ethnic makeup, the composition of multicultural components, and attitudes toward foreigners, limit the cross-cultural exchange process, as we all know (Baier, 2005). 

Cultural shock 

Before examining the cross-cultural adaptation of international students in the ICP, it is essential to understand the UK culture and racial relations to understand cross-cultural adaptation. As well as the lack of axial culture, diversity also exists. The ICP is an ideal laboratory for studying the relationship between modern and contemporary multiculturalism because of its lack of axial culture and coexistence of multiculturalism and its insatiable obsession with technology and a strong sense of national pride triggered by its economic power (Zhou et al., 2008). Communication between Asian and international nations in many economics, technology, culture, and education is intensifying in the backdrop of global economic integration. This one nester has been studying overseas for years, acquiring superior scientific and cultural expertise. In addition to promoting modernity, this has also facilitated the interchange of cultural education between Asia and foreign nations, which is wonderful for the foreign national concerned. Studying abroad, living in a different culture, and gaining professional knowledge and skills simultaneously to comprehend foreign traditions, this seems romantic existence is truly appropriate for many great talents today. They are a tremendous difficulty in and of themselves! In addition to cultural and linguistic obstacles, international students face learning demands and even racial prejudice in a new setting. This creates many problems for international students' psyche, life, and studies (Arthur, 2008). Depression, anxiety, and other unpleasant emotions. This was when negative feelings such as sadness and worry began to develop. To have a good study abroad experience, students must learn how to successfully deal with culture shocks and preserve their mental health while overseas (Selva & Ramchandran, 2016). 

Literature Review 

Students from other countries are welcome to join the ICP as long as they adhere to the ICP's rules. Academic institutions in the UK have a strong organizational culture that is heavily influenced by the UK's academic climate and research facilities (Sandhu, Daya S & Asrabadi, Badiolah R, 1994). The ICP and Asia have vastly different cultures. Having to acclimatize to a new culture when studying to a certain extent, academic achievement is likewise strongly connected to cultural acculturation. For several years, students who have been abroad feeling that it is more difficult to pass the cultural test. Many elderly overseas students say it is more challenging to get a cultural pass than getting an academic one (D’Souza et al., 2016). In the following, we will discuss various opinions and experiences of culture shock and acculturation. However, it should be noted that the cultural level is intense, the content is complex, and each person's experience is quite different from one another. In the first few months, international students studying at the ICP will undergo a culture shock (Winkelman, 1994). There is a cultural gap between two different civilizations that causes culture shock. Unanimously, people realize that everything is different from what they were used to (Arthur, 2008). It does not function anymore. As a result of leaving a familiar setting, a person may feel uncomfortable or even rejected by a new one. Studying abroad may be a culture shock for international students, and the impact might be particularly noticeable.

First, there is the influence of language hurdles and cultural differences, which can lead to misunderstandings. As a result, many international students find it difficult to adjust in a short period to the emotional shocks caused by various languages, cultures, and systems. Because they do not know where they are going to live, they do not have a sense of belonging, which will lead me to feel more or less lonely and frightened. It is also important to note differences in the educational system (Selva & Ramchandran, 2016). Because of the reliance on their performance and the passive acceptance by teachers everywhere, this approach will add extra stress to learning and a sense of powerlessness. Communication mistakes and poor language exacerbate this irritation, and students may not know how to release this psychological strain (Zhou et al., 2008).

Redfield's idea of cultural adaptation is a social psychology phenomenon. An individual's sensation of perplexity, irritation, and powerlessness when living and learning in a nation with a completely different cultural background from his own can be described as a "cultural shock." It is a psychological process that is complex. "Cultural shock" and intercultural adjustment begin the moment we arrive in the target nation. Psychologically, it is a complicated procedure. "Cultural shock" and intercultural psychological adaptation begin when we arrive in the target nation (Sandhu, Daya S & Asrabadi, Badiolah R, 1994). Generally, the phases of intercultural psychological adaption are. Studies in Europe or Asia might result in culture shock, whether studying abroad for a semester or a whole degree (Ching et al., 2017).

Emotional strengths or weaknesses have nothing to do with culture shock, which is a scientifically recognized phenomenon. Others argue that without a culture shock, one would not have fully experienced a new society. A culture shock can be exacerbated in nations and regions where one's own culture is predominant and only minor variations from one's own culture. The culture that appears to be familiar is not that familiar at all (D’Souza et al., 2016). Culture shock in Asian nations might be less intense than imagined because one expects vast cultural differences from the start and has already prepared more psychologically for them than one could have thought. There are many changes in education, living, job, and social environments when studying abroad. The cultural strain and anguish induced by the shock are compounded by the disparities in moral beliefs, thinking, values, and living traditions (Winkelman, 1994). As a result, one will suffer a succession of unpleasant psychological sensations such as sadness, poor self-esteem, and anxiety. In typically, this condition lasts for 3 to 4 months. In the third stage, international students need to handle different difficulties they meet and have learned more about the new culture and environment they have just arrived in. International students need to address difficulties as they arise (Lifang et al., n.d.). They have learned more about their new culture and surroundings and can adjust to their new setting better. A time of adaptation and self-confidence is in order here. Many international students adapt and grasp the local cultural climate after a few months of settling in and getting used to the new environment. Alternatively, they can also adopt the unacceptable component (Selva & Ramchandran, 2016). A more tolerant, peaceful approach is needed. Students can recover their self-confidence at this time, and their emotions tend to settle. For international students, the cultural shock will cause numerous issues. It is more likely that pupils with shy or introverted personalities would be affected by low moods, anxiety, and sadness. Adaptation is complex when there are more severe obstacles to overcome. Since virtually everyone traveling to a foreign country might suffer culture shock, anthropologists and other social psychologists have studied this phenomenon from many viewpoints throughout the years. The causes of this phenomenon are studied in depth. There are several causes for this (Zhou et al., 2008).

There is a distinction between native and local cultures, which is the primary cause behind this. Defining cultural differences "Cultural distance" refers to the degree of difference between a country's culture and its immigrants. There is less of a cultural shock when the home country's culture is comparable to the culture of the destination country and vice versa (Sandhu, Daya S & Asrabadi, Badiolah R, 1994). There is a difference between countries heavily impacted by foreign culture and those that are less so. Studies have shown that international students in Japan, South Korea, and other countries deeply influenced by foreign culture can quickly integrate into local life.

In contrast, students in countries with substantial cultural differences, such as Europe and the USA, are more likely to experience cultural shocks upon arrival. The language barrier is the most visible evidence of this difference (Selva & Ramchandran, 2016). It is challenging to properly adjust to the real language environment, even when they have passed numerous foreign language competence examinations in Asia. Students can recover their self-confidence at this time, and their emotions tend to settle. For international students, the cultural shock will cause numerous issues. It is more likely that pupils with shy or introverted personalities would be affected by low moods, anxiety, and sadness. Adaptation is complex when there are more severe obstacles to overcome.

As a result, individual variations directly influence the degree of culture shock perceived by an individual (Lifang et al., n.d.). The unique variations in age, gender, personality, life experience, etc., of each international student, are strongly connected to the degree of culture shock experienced by international students. It has been found that one pupil is better at adapting to their new surroundings than older students and experiences less social adaptation impact (Baier, 2005). As a result of their inability to live freely, their frustration is mainly rooted in this. Without family, marriage and children make it harder for international students to adjust to their new surroundings and experience more hardships. These students are more likely to be outgoing, less lonely, and integrate more readily into the local cultural and social life than their introverted counterparts, who are less likely to be outgoing and less likely to be integrated. They are also more likely to have significant issues, such as psychological illnesses, due to their introverted personalities and psychological issues (D’Souza et al., 2016). They are less likely to be culture-shocked if they had lived and studied abroad before, especially if the nation were are studying is connected to the country where they lived and studied previously. Students can recover their self-confidence at this time, and their emotions tend to settle (Winkelman, 1994). For international students, the cultural shock will cause numerous issues. It is more likely that pupils with shy or introverted personalities would be affected by low moods, anxiety, and sadness. Adaptation is complex when there are more severe obstacles to overcome.

Significant is the level of social assistance provided by compatriot groups and local social and cultural members. Researchers have shown that the social contact of international students will assist them in better adjust to the new culture in which they find themselves in the UK. In general, international students want to get support from their countrymen (Ching et al., 2017). A group of international students from the same country can establish a social circle with a particular scope of influence, but they can also constitute an unseen rejection of international students from other nations (Lifang et al., n.d.). However, some international students with few countrymen are obliged to extend their social networks through roommates and classmates to meet more people from their home countries (Sandhu, Daya S & Asrabadi, Badiolah R, 1994). Because of differences in cultural origins and communication styles, there are some impediments to the local culture and the interaction of the locals with foreigners under normal conditions. Most of the extracurricular activities given by foreigners are insufficient. Students with introverted personalities may find it difficult to find social support in the local culture. In other words, it is more probable that adaptive obstacles will emerge (Zhou et al., 2008). 

Conclusion

If one is going to study abroad, they are going to experience a culture shock. However, one can forecast how it will develop and design remedies based on the source of the problem to reduce its negative consequences. The responsibility of international students is not only an essential duty for the appropriate departments, but it is also a criterion that international students must meet. It is essential to continue strengthening the applicable rules and ensuring that international students continue to learn and adapt.

References

• Arthur, N. (2008). Counseling international students.
• Baier, S. T. (2005). International students: Culture shock and adaptation to the US culture.
• Ching, Y., Renes, S. L., McMurrow, S., Simpson, J., & Strange, A. T. (2017). Challenges facing Chinese international students studying in the UK. Educational Research and Reviews, 12(8), 473–482.
• D’Souza, C., Singaraju, S., Halimi, T., & Mort, G. S. (2016). Examination of cultural shock, intercultural sensitivity, and willingness to adapt. Education+ Training.
• Lifang, Z., Lanling, Z., Mingke, B., Yong, C., & Bing, F. (n.d.). Analysis on causes and strategies of the cultural shock in international students of clinical medicine in China. Chinese Journal of Medical Education, 40(3), 179.
• Sandhu, Daya S, & Asrabadi, Badiolah R. (1994). Development of an acculturative stress scale for international students: Preliminary findings. Psychological Reports, 75(1), 435–448.
• Selva, L. V., & Ramchandran, S. (2016). A Phenomenological Study About the International Student’s Cultural Shock in India. Australian Journal of Basic and Applied Sciences, 10(1), 631–635.
• Winkelman, M. (1994). Cultural shock and adaptation. Journal of Counseling & Development, 73(2), 121–126.
• Ye, J. (2005). Acculturative stress and use of the Internet among East Asian international students in the UK. CyberPsychology & Behavior, 8(2), 154–161.
• Yu, H. (2021). Cultural shock and how to overcome it.
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The Benefits of Employee Training for Business Growth

 The Benefits of Employee Training for Business Growth

Jiro Dreams of Sushi illustrate both Confucian and Daoist models of knowledge and self-cultivation?

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How does Jiro Dreams of Sushi illustrate both Confucian and Daoist models of knowledge and self-cultivation?

Directed by David Gelb, Jiro Dreams of Sushi tells the story of sushi expert Jiro Ono, 85, as he takes over a three-star restaurant. As Jiro explains, he's been on a quest to perfect the art of sushi for practically all of his life. His two kids, who are both sushi chefs, also appear in the film. In this essay which Confucian and Daoist knowledge and self-cultivation paradigms does Jiro Dreams of Sushi illustrate will be analyzed.  

Both Confucianism and Daoism, commonly known as Daoism, remain China's two most popular faiths. Daoism and Confucianism are difficult to differentiate because to various overlaps in ideas and thinking, as well as the obscurity of their roots and eastern history. There are still a few systemic distinctions that stand out. Dao is the most important element of Daoism. A final reality is described as the universe's and human life's form. Philosophical Daoism and Religious Daoism are the two main schools of Daoism. They believe in preserving wisdom rather than squandering it. Acupuncture, holistic medicine, and meditation are all based on the Daoist concept of chi, or energy. In addition, these practices improve the individual's chi (qi). Daoist’s, in general, allow reality to unfold without interfering or changing it. In ancient China, Confucianism and Daoism were two of the most important religious movements. They are typically viewed as being on opposite ends of the spectrum. Confucianism and Daoism have similar aims and ideas, however their perspectives on religion and politics are very different from one another. The primary focus of Confucianism is on social virtue, ethics, and their influence on the connection between a man and his society, whereas the primary focus of Daoism is on the individual's relationship to the "Dao" As a result, both are seen as a way of life. But in eastern philosophy, the two opposing mental inclinations were always viewed as poles of the same human essence, and were thus complimentary. Children were taught Confucianism to learn the norms and customs of society, whereas older people were taught Daoism to recover and develop their natural spontaneity that had been damaged by societal conventions. An entrepreneur who happens to be an artist, Jiro is both. His business is based on his goods and his skills. Jiro and his restaurant taught me the following things while watching the movie.

Japanese traditional arts are influenced by Zen aesthetics (Dobbins and Cay), as shown in this film. This includes ideas such as less may be better, what is missing is essential than what is on display, living completely in the now is better than waiting for the future, and refining a discipline through practice. Bushido, or "the way of the warrior," is the code of the samurai. It was a time of austerity, discipline, and mental preparation for the samurais. Even though the samurai are long gone, these principles remain true in Japan. So, even though the samurai are long gone, these ideals still hold power in Japan. The idea of Confucius has been important for influencing the culture of the Chinese people throughout the previous two millennia. It is, therefore, not strange that he is so well-known. Throughout the previous two millennia, China's culture has been shaped by Confucius' thinking, which has been a dominant force in nearly every stratum of society. (Lin et al.) 

Contrary to popular belief, Confucius did not believe that knowledge or ethics had to be different for each person, regardless of whether they were rich or poor, strong or defenseless or mature. Because we all need structure to operate in life, know what good and evil are, comprehend the principles that govern our actions, and know what qualities we must nurture, he attempted to create a practical and unified vision for everyone. Confucianism revolves around ethics, as it was the subject to which Confucius devoted the greatest time and attention. Few decades after Confucius' death, the figure of Confucius becomes a cult. "Great Perfection" and "Supreme Master" were among his titles by the first century. Even now, for most of Asia, he remains the epitome of wisdom and understanding. His philosophy aims to develop a universal idea that is valid for everybody (Lin et al.). Conscious of the distinctions between social classes, Confucius did not believe that knowledge or ethics had to be different for each person, regardless of their status (Little et al.). As a result, he was less interested in the divine nature or metaphysics, which he thought were less relevant in the context of daily life and the functioning of communities. Despite this, he nevertheless placed a high value on rites and customs, largely because of their impact on a community. 

Confucianism revolves around ethics (Phong, Nguyen Xuan, and Van), as it was the subject that Confucius placed the most emphasis on. As a result, he was less interested in the divine nature or metaphysics, which he thought were less relevant in the context of daily life and the functioning of communities (Suzuki, Daisetz T). It did not stop him from attaching great significance to the ceremonies and traditions of his culture. Despite this, he nevertheless placed a high value on rites and customs, mostly because of the social impact. To create social and political order, Confucius teaches moral standards that must be adhered to by mankind in order for it to occur. A virtue-based ethic was therefore created, emphasizing benevolence (love of neighbour), reciprocity (giving back what one receives), wisdom, honesty, and justice (understanding good and evil), order, respect for others, and personal work. These values, according to him, were important not just for personal satisfaction but also for peace. 

If everyone tried to be better, the world would be better, too. He battled throughout much of his life to encourage excellence and continual progress in the world around him. Jiro is not a simple celebration of sushi (Suzuki, Daisetz T). It is not just a series of beautiful culinary images - it is a film about obsession, perfection, and the discipline and nearly OCD behavior it takes to become the world's greatest. Japanese chef Jiro Ono is often regarded as the world's greatest. One may follow the flow and spontaneity if One has wisdom. One forgets disjunctions when pursuing what is spontaneous. Every time a person adopts an opinion and chooses one of the extremes, they cut themselves off from "being like this" and the spontaneity of their journey (WeiMing). As a result of the evidence, a certain insight into a thing is gained, which was not gained discursively but can be gained intuitively. However, for cognition, the subject must also be receptive, which entails the capacity to come at the evidence through the sense of the item, internal comparison with previous impressions, and the connections that arise from these comparisons with others. Dao arises as an unconscious process. The route is in front of us. A person may best "grasp" the road if it is not sought but just followed. Daily, he confronts the hidden. Many contents of Daoist theory "still keep the philosophical form"; without this, Daoism will not obtain a footing in China (WeiMing). A very essential and challenging issue in defining Daoist philosophy and its research objects is the link and difference between Daoism and Daoist philosophy and the similarities and contrasts between Daoism and Daoist philosophy. 

The philosophy of life is the mainstay, and the ontology of the universe is the supplement. Take the individual as the basis and pursue the eternity of individual life. Based on this idea, Daoism tries to show the universe's ontology. Nothing more than opening the door to ultimate life and finding a location where life may settle down is what the Daoist picture of the universe entails (Phong, Nguyen Xuan, and Van). Cosmology and epistemology are the embellishments and demonstrative instruments of the theory of life in Daoist philosophy, and immortality is at its center. Chinese philosophy has a tradition of stressing the philosophy of life, and this characterizes it. Daoism is a similar concept. Daoism is the same.

The difference is that the ultimate pursuit of life is unique. Since pure knowledge is not considered important in Chinese philosophy, its major focus is on political ethics. Conscious of people and human interactions, Confucianism does not pay much attention to the environment. Like the ancient Greeks, it does not build philosophy via the in-depth investigation of nature's secrets. In Daoist philosophy, this weakness is partially rectified. For cognition, Daoism places life, society, and nature in a vast framework called "Dao." Ancient Chinese natural philosophy and science have been incorporated into the idea of immortality (Tceluiko). There is a close connection between Daoist views of nature and life. It is like a large university but in nature. A permanent form of human existence is not possible since human life is part of the nature of all things. Daoism tries to manage nature from the everlasting life perspective to overcome nature and discover a means to govern one's own life, which is the ultimate goal. There is a strong connection between Daoist philosophy and nature and life. In nature, there is a lot to learn.  Daoism originates with the immortal life view of immortals to understand nature.

However, even at 82, Sukiyabashi Jiro is constantly thinking of new ways to make food tasty. A person who imagines that they are in charge of their instruction will always be successful when they become autonomous. This is how the ancient Daoism and Confucianism embodied through the life style of Ziro.   

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