Mental Health Care for Latin Americans Essay

Abstract The Hispanic population in the United States has rapidly increased over the last decade and is underrepresented and cared for in mental health services. By understanding their culture and learning about the environment they live in therapists can better meet the patient’s needs. This paper covers Historical content, Family structure, Education, Rates of Psychiatric Disorders symptoms, and what to do as a therapist for Latino/Hispanic clients. Also discussed will be some research showing patterns of mental health changes between Hispanics that were born in America and those that were born in South America. This paper shouldn’t end your study in this area but serve as a motivator for further education. Mental Health Care for Latin Americans and Hispanic Americans When learning to counsel Latin/Hispanic Americans it is important to know a few facts about their culture and rates of mental illness. There are a few cultural bonds shared be Latin/Hispanic Americans. One of the biggest bonds is the Spanish language. The Spanish language and culture are common bonds for many Hispanic Americans, regardless of whether they trace their ancestry to Africa, Asia, Europe, or the Americas. The immigrant experience is another common bond. Nevertheless, Hispanic Americans are very heterogeneous in the circumstances of their migration and in other characteristics. To understand their mental health needs, it is important to examine both the shared and unique experiences of different groups of Hispanic Americans. One of the most distinguishing characteristics of the Hispanic/ Latin American population is its rapid growth. In the 2000 census the number of Hispanics counted rose to 35. 3 million, roughly equal to the number of African Americans (U. S. Census Bureau, 2001a). In fact, census projections indicate that by 2050, the number of Latinos will increase to 97 million; this number will constitute nearly one-fourth of the U. S. population. Projections for the proportion of Hispanic youth are even higher. It is predicted that nearly one-third of those under 19 years of age will be Hispanic by 2050 (Spencer & Hollmann, 1998). Persons of Mexican origin comprise the largest proportion of Latinos (almost two-thirds), with the remaining third distributed primarily among persons of Puerto Rican, Cuban, and Central American origin, (U.S. Census Bureau, 2001b). It is noteworthy that nearly two-thirds of Hispanics (64 %) were born in the United States (U. S. Census Bureau, 2000c). Another common bond is migration or immigration. Puerto Ricans began arriving in large numbers on the U. S. mainland after World War II as Puerto Rico’s population increased. High unemployment among displaced agricultural workers on the island also led to large-scale emigration to the mainland United States that continued through the 1950s and 1960s. In the 1980s, the migration pattern became more circular as many Puerto Ricans chose to return to the island. One distinctive characteristic of Puerto Rican migration is that the second Organic Act, or Jones Act, of 1917 granted Puerto Ricans U. S. citizenship. Although Cubans came to the United States in the second half of the 19th century and in the early part of the 20th century, the greatest influx of Cuban immigrants began after Fidel Castro overthrew the Fulgencio Batista government in 1959. First, an elite group of Cubans came, but immigration continued with people making the dangerous crossing to the United States by makeshift watercraft (Bernal & Shapiro, 1996). Some of these immigrants, such as the educated professionals who came to the United States during the early phase of Cuban migration, have become well established, where-as others who arrived with few economic resources are less so. Unlike immigrants from several other countries, many Cubans have gained access to citizenship and federal support through their status as political refugees. Central Americans are the newest Latino subgroup in the United States. Many Central Americans fled their countries â€Å"por la situacion†, a phrase that refers to the political terror and atrocities in their homelands. Although the specific social, historical, and political contexts differ in El Salvador, Guatemala, and Nicaragua, conflicts in those countries led to a significant immigration of their citizens. About 21 percent of foreign-born Central Americans arrived in the United States between 1970 and 1979, and the bulk (about 70 %) arrived between 1980 and 1990 (Farias, 1994). The circumstances that caused various Hispanic groups to migrate greatly influence their experience in the United States. Cubans fled a Communist government, and, as a result, the U. S. Government has provided support through refugee or entrant status, work permits (Gil & Vega, 1996), and citizenship. More than half (51 %) of Cuban immigrants have become U. S. citizens, compared to only 15 percent of Mexican immigrants (U. S. Census Bureau, 1998). Puerto Ricans, whether born on the mainland or in Puerto Rico, are by definition U. S. citizens and, as a result, have access to government-sponsored support services. However many Central American immigrants are not recognized as political refugees, despite the fact that the war-related trauma and terror that preceded their immigration may place them at high risk for post-traumatic stress disorder (PTSD) and may make adjustment to their new home more difficult. Many Latinos who arrive without proper documentation have difficulty obtaining jobs or advancing in them and live with the chronic fear of deportation. Finally, many Mexicans, Puerto Ricans, Central Americans, and recent Cuban immigrants come as unskilled laborers or displaced agricultural workers who lack the social and economic resources to ease their adjustment. Hispanics are highly concentrated in the U. S. Southwest In 2000, 60 percent lived in five Southwestern States (California, Arizona, New Mexico, Colorado, and Texas). Approximately half of all Hispanic Americans live in two States, California and Texas (U. S. Census Bureau, 2001b). While many Southwestern Latinos are recent immigrants, others are descendants of Mexican and Spanish settlers who lived in the territory before it belonged to the United States. Some of these descendants, particularly those in New Mexico and Colorado, refer to themselves as â€Å"Hispanos. † More recent immigrants from Mexico and Central America are drawn to the Southwest because of its proximity to their home countries, its employment opportunities, and its established Latino communities, which can help them, find jobs. Outside the Southwest, New York, Florida, and Illinois are home to the largest concentrations of Hispanics. New York has 8. 1 percent, Florida, 7. 6 percent, and Illinois, 4. 3 percent of all the Latinos estimated to reside in the United States in 2000 (U. S. Census Bureau, 2001b). Two-thirds of Puerto Ricans on the mainland live in New York and New Jersey, and two-thirds of Cuban Americans live in Florida (Population Reference Bureau, 2000). Although specific subgroups of Latinos are associated with specific geographical regions, important demographic shifts have resulted in the increased visibility of Latinos throughout the United States. From 1990 to 2000, Latinos more than doubled in number in the following six states: Arkansas (170 %), Nevada (145 %), North Carolina (129 %), Georgia (120 %), Nebraska (108 %), and Tennessee (105 %) (U. S. Census Bureau, 2000c). Of the six States, Nevada is the only one located in a region with traditionally high concentrations of Latinos. Thus, in addition to growing in numbers, Hispanic Americans are spreading throughout the United States. Latinos are often referred to as family oriented (Sabogal et al. , 1987). It is important to note that familism is as much a reflection of social processes as of cultural practice (Lopez & Guarnaccia, 2000). Specifically, the shared experience of immigrating to a new land or of experiencing difficult social conditions in one’s homeland can promote adherence to family ties. In many cases, family connections facilitate survival and adjustment. The importance of family can be seen in Hispanic living arrangements. Although family characteristics vary by Latino subgroups, as a whole, Latinos, like Asian Americans and Pacific Islanders, are most likely to live in family households and least likely to live alone. In addition, children (especially the females) tend to remain in the family until they marry Overall, Hispanics have less formal education than the national average. Of Latinos over 25 years of age, only 56 percent have graduated from high school, and only 11 percent have graduated from college. Nationally, 83 percent and 25 percent of the same age group have graduated from high school and college respectively (U. S. Census Bureau, 2000b). Hispanics’ educational attainment is related to their place of birth. In 1999, only 44 percent of foreign-born Hispanic adults 25 years and older were high school graduates, compared to 70 percent of U. S. -born Hispanic adults (U. S. Census Bureau, 2000b). The dropout rate for foreign-born Hispanics ages 16 to 24 is more than twice the dropout rate for U. S. -born Hispanics in the same age range (Kaufman et al. , 1999). A recent study of middle school Latino students questions why foreign-born adolescents and adults have the worst educational outcomes (C. Suarez-Orozco & M. Suarez-Orozco, 1995). The study concluded that recent immigrants from Mexico and El Salvador had at least the same, or in some cases greater motivation to achieve than white or U. S. -born Mexican American students. The educational achievement of three of the main Hispanic subgroups reveals further variability. Cubans have the highest percentage of formally educated people. Of persons over 25 years of age, 70 percent of Cuban Americans have graduated from high school, whereas 64 percent of Puerto Ricans and 50 percent of Mexican Americans have graduated from high school (U. S.Census Bureau, 2000d). Moreover, one-fourth of Cuban Americans have graduated from college, which is identical to the college graduation rate of Americans overall. In contrast, Puerto Rican and Mexican-origin adults have lower college graduation rates, 11 percent and 7 percent respectively. Although Latinos as a group have poorer educational outcomes than other ethnic groups, there is sufficient variability to offer hope for them to catch up. Another shared area is income. The economic status of three of the main subgroups parallels their educational status. Cuban Americans are more affluent in standing than Puerto Ricans and Mexican Americans, as reflected in median family incomes (Cubans, $39,530; Puerto Ricans, $28,953; Mexicans, $27,883), the percentage of persons below the poverty line (Puerto Ricans, 31 %; Mexicans, 27 %; Cubans, 14 %) and the unemployment rates of persons 16 years and older (Puerto Ricans, 7 %; Mexicans, 7 %; Cubans, 5 %) (U. S. Census Bureau, 2000d). The current income levels of the Latino subgroups are also related to the political and historical circumstances of their immigration. Elite Cuban immigrants have contributed in part to the relatively strong economic status of Cuban Americans. Their experience, however, stands in stark contrast to that of Mexican Americans, Puerto Ricans, and Central Americans, most of who came to the United States as unskilled laborers. Historical and Sociocultural Factors That Relate to Mental Health Historical and sociocultural factors suggest that, as a group, Latinos are in great need of mental health services. Latinos, on average, have relatively low educational and economic status. In addition, historical and social subgroup differences create differential needs within Latino groups. Central Americans may be in particular need of mental health services given the trauma experienced in their home countries. Puerto Rican and Mexican American children and adults may be at a higher risk than Cuban Americans for mental health problems, given their lower educational and economic resources. Recent immigrants of all backgrounds, who are adapting to the United States, are likely to experience a different set of stressors than long-term Hispanic residents. Key Issues for Understanding the Research Much of our current understanding of the mental health status of Latinos, particularly among adult populations, is derived from epidemiological studies of prevalence rates of mental disorders, diagnostic entities established by the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 1994). The advantage of focusing on rates of disorders is that such findings can be compared with and contrasted to findings from studies in other domains (e. g. , clinical studies) using the same diagnostic criteria. Although there are several advantages to examining DSM-based clinical data, there are at least three disadvantages. One limitation is that individuals may experience considerable distress-a level of distress that disrupts their daily functioning-but the symptoms associated with the distress fall short of a given diagnostic threshold. So, if only disorder criteria are used, some individuals’ need for mental health care may not be recognized. A second disadvantage is that the current definitions of the diagnostic entities have little flexibility to take into account culturally patterned forms of distress and disorder. As a result, disorders in need of treatment may not be recognized or may be mislabeled. A third limitation is that most of the epidemiological studies using the disorder-based definitions are conducted in community household surveys. They fail to include nonhousehold members, such as persons without homes or those who reside in institutions. Because of these limitations, it is important to broaden the review of research on mental health needs to include not only studies that report on disorders but include high-need populations not usually included in household-based surveys. Mental Disorders Adults A study found that Mexican Americans and white Americans had very similar rates of psychiatric disorders (Robins & Regier, 1991). However, when the Mexican American group was separated into two sub-groups, those born in Mexico and those born in the United States, it was found that those born in the United States had higher rates of depression and phobias than those born in Mexico (Burnam et al. , 1987). The study found that relative to whites, Mexican Americans had fewer lifetime disorders overall and fewer anxiety and substance use disorders. Like some other findings, Mexican Americans born outside the United States were found to have lower prevalence rates of any lifetime disorders than Mexican Americans born in the United States. Relative to whites, the lifetime prevalence rates did not differ for Puerto Ricans, or for â€Å"Other Hispanics. † However, the sample sizes of the latter two subgroups were quite small, thus limiting the statistical power to detect group differences (Ortega et al. , 2000). A third study examined rates of psychiatric disorders in a large sample of Mexican Americans residing in Fresno County, California (Vega et al. , 1998). This study found that the lifetime rates of mental disorders among Mexican American immigrants born in Mexico were remarkably lower than the rates of mental disorders among Mexican Americans born in the United States. Overall, approximately 25 percent of the Mexican immigrants had some disorder (including both mental disorders and substance abuse), whereas 48 percent of the U. S. -born Mexican Americans had a disorder (Vega et al. , 1998). Furthermore, the length of time that these Latinos had spent in the United States appeared to be an important factor in the development of mental disorders. Immigrants who had lived in the United States for at least 13 years had higher prevalence rates of disorders than those who had lived in the United States fewer than 13 years (Vega et al. , 1998). It is interesting to note that the mental disorder prevalence rates of U. S. -born Mexican Americans closely resembled the rates among the general U.S. population. In contrast, the Mexican-born Fresno residents’ lower prevalence rates were similar to those found in a Mexico City study (e. g. , for any affective disorder: Fresno, 8 %, Mexico City, 9 %) (Caraveo-Anduaga et al. , 1999). Together, the results from the ECA, the NCS, and the Fresno studies suggest that Mexican-born Latinos have better mental health than do U. S. -born Mexican Americans and the national sample overall. A similar pattern has been found in other sets of studies. One study examined the mental health of Mexicans and Mexican Americans who were seen in family practice settings in two towns equidistant from the Mexican border (Hoppe et al. , 1991). This investigation found that 8 percent of the Mexican American participants had experienced a lifetime episode of depression, whereas only 4 percent of Mexican participants had experienced depression. The most striking finding from the set of adult epidemiological studies using diagnostic measures is that Mexican immigrants, Mexican immigrants who lived fewer than 13 years in the United States, or Puerto. Ricans who resided on the island of Puerto Rico had lower prevalence rates of depression and other disorders than did Mexican Americans who were born in the United States, Mexican immigrants who lived in the United States 13 years or more, or Puerto Ricans who lived on the mainland. This consistent pattern of findings across independent investigators, different sites, and two Latino subgroups (Mexican Americans and Puerto Ricans) suggests that factors associated with living in the United States are related to an increased risk of mental disorders. Some authors have interpreted these findings as suggesting that acculturation may lead to an increased risk of mental disorders e. g. , Vega et al. , 1998. The limitation of this explanation is that none of the noted epidemiological studies directly tested whether acculturation and prevalence rates are indeed related. At best, place of birth and numbers of years living in the United States are proxy measures of acculturation. However, acculturation is a complex process (LaFromboise et al. , 1993); it is not clear what aspect or aspects of acculturation could be related to higher rates of disorders. Is it the changing cultural values and practices, the stressors associated with such changes, or negative encounters with American institutions (e. g. , schools or employers) that cause some of the different prevalence rates (Betancourt & Lopez, 1993)? Before acculturation can be accepted as an explanation for this observed pattern of findings, it is important that direct tests of specific acculturation processes be carried out and that alternative explanations for these findings be ruled out. More research would be especially helpful in identifying the key predictors of Latinos’ mental health and mental illness. Older Adults Few studies have examined the mental health status of older Hispanic American adults. A study of 703 Los Angeles area Hispanics age 60 or above found over 26 percent had major depression or dysphoria. Depression was related to physical health; only 5. 5 percent of those without physical health complications reported depression (Kemp et al. , 1987). Similar findings associated chronic health conditions and disability with depressive symptoms in a sample of 2,823 older community-dwelling Mexican Americans (Black et al. , 1998). The findings from in-home interviews of 2,723 Mexican Americans age 65 or older in Southwestern communities revealed a relationship between low blood pressure and higher levels of depressive symptomatology (Stroup-Benham et al. , 2000). These data are somewhat difficult to interpret. Given the fact that somatic symptoms (e. g. , difficulty sleeping and loss of appetite) are related to poor health, these studies could simply document that these somatic symptoms are elevated among older Hispanics who are ill. On the other hand, presence of physical illness is also related to depression. Taken together, these findings indicate that older Latin/Hispanics who have health problems may be at risk for depression. Furthermore, a recent study suggests that the risk for Alzheimer’s disease may be higher among Latin/Hispanic Americans than among white Americans (Tang et al. , 1998). Symptoms The early epidemiological studies of Latinos/Hispanics examined the number of symptoms, not the number of mental disorders, reported by groups of Latin/ Hispanic Americans, and in some cases compared them to the number of symptoms reported by white Americans. Much of this research found that Latinos/Hispanics had higher rates of depression or distress than whites Frerichs et al. , 1981. In a large-scale study of Latin/ Hispanics Americans, Cuban Americans (Narrow et al. , 1990) and Mexican Americans (Moscicki et al. , 1989) were found to have lower rates of depressive symptoms than Puerto Ricans from the New York City metropolitan area Moscicki et al. , 1987; Potter et al. , 1995. In another line of inquiry, Latin/Hispanic American mothers who have children with mental retardation were found to report high levels of depressive symptomatology. It is important to note that measures of symptoms may reflect actual disorders that may not be measured in a given study, as well as general distress associated with social stressors but not necessarily associated with disorders. Two studies provide evidence that depressive symptom indices used with Latinos tend to measure distress more than disorder. In one study, rates of depressive symptoms were found to be similar among poor Puerto Ricans living in New York City and in Puerto Rico (Vera et al. , 1991), even though earlier analyses indicated different rates of major depression for the two samples Canino et al., 1987; Moscicki et al. , 1987. In the second study, symptoms of depression were less related to diagnosis of depression for those Hispanics who were economically disadvantaged than for those Hispanics more socially advantaged (Cho et al. , 1993). If an index of depressive symptoms were an indicator of both general distress and disorder, then that index would have been related to a diagnosis of depression for both economically advantaged and disadvantaged samples. Culture-Bound Syndromes DSM-IV recognizes the existence of culturally related syndromes, referred to in the appendix of DSM as culture-bound syndromes. Relevant examples of these syndromes for Latin/Hispanic Americans are â€Å"susto† (fright), â€Å"nervios† (nerves), and â€Å"mal de ojo† (evil eye). One expression of distress that is most commonly associated with Caribbean Latinos but has been recognized in other Latinos as well is â€Å"ataques de nervios† (Guarnaccia et al. , 1989). Symptoms of an ataque de nervios include screaming uncontrollably, crying, trembling, and verbal or physical aggression. Dissociative experiences, seizure-like or fainting episodes, and suicidal gestures are also prominent in some ataques. In one study carried out in Puerto Rico, researchers found that 14 percent of the population reported having had ataques (Guarnaccia et al. , 1993). Furthermore, in detailed interviews of 121 individuals living in Puerto Rico (78 of who had had an ataque), experiencing these symptoms was related to major life problems and subsequent psychological suffering (Guarnaccia et al. , 1996). There is value in identifying specific culture-bound syndromes such as ataques de nervios because it is critical to recognize the existence of conceptions of distress and illness outside traditional psychiatric classification systems. These are often referred to as popular, lay, or common sense conceptions of illness or illness behavior (Koss-Chioino & Canive, 1993). Some of these popular conceptions may have what appear to be definable boundaries, while others are more fluid and cut across a wide range of symptom clusters. For example, many people of Mexican origin apply the more general concept of nervios to distress that is not associated with DSM disorders, as well as to distress that is associated with anxiety disorders, depressive disorders (Salgado de Snyder et al., 2000), and schizophrenia (Jenkins, 1988). Though it is valuable for researchers and clinicians alike to learn about specific culture-bound syndromes, it is more important that they assess variable local representations of illness and distress. The latter approach casts a wider net around understanding the role of culture in illness and distress. In the following quote, Koss-Chioino (1992) (page 198) points out that a given presenting problem can have multiple levels of interpretation: the mental health view, the folk healing view (in this case, spiritist), and the patient’s view. The same woman, during one episode of illness, may experience â€Å"depression† in terms of hallucinations, poor or excessive appetite, memory problems, and feelings of sadness or depression, if she presents to a mental health clinic; or, alternatively, in terms of â€Å"backaches,† â€Å"leg aches,† and â€Å"fear,† if she attends a Spiritist session. However, she will probably experience headaches, sleep disturbances, and nervousness regardless of the resource she uses. If we encounter her at the mental health clinic, she may explain her distress as due to disordered or out-of-control mind, behavior, or lifestyle. In the Spiritist session she will probably have her distress explained as an â€Å"obsession. † And if we encounter her before she seeks help from either of these treatment resources, she may describe her problems as due to difficulties with her husband or children. Individuals with Alcohol and Drug Problems Studies have consistently shown that rates of substance abuse are linked with rates of mental disorders (Kessler et al. , 1996). Most studies of alcohol use among Hispanics indicate that rates of use are either similar to or slightly below those of whites (Kessler et al. , 1994). However, two factors influence these rates. First, gender differences in rates of Latinos’ use are often greater than the gender differences observed between whites. Latinas are particularly unlikely to use alcohol or drugs (Gilbert, 1987). In some cases, Latino men are more likely to use substances than white men. For example, in the Los Angeles ECA study, Mexican American men (31 %) had significantly higher rates of alcohol abuse and dependence than non-Hispanic white men (21 %). In addition, more alcohol-related problems have been found among Mexican American men than among white men (Cunradi et al., 1999). A second factor associated with Latinos’ rates of substance abuse is place of birth. In the Fresno study (Vega et al. , 1998), rates of substance abuse were much higher among U. S. -born Mexican Americans compared to Mexican immigrants. Specifically, substance abuse rates were seven times higher among U. S. -born women compared to immigrant women. For men, the ratio was 2 to 1. U. S. -born Mexican American youth also had higher rates of substance abuse than Mexican-born youth (Swanson et al. , 1992). The study of mental disorders and substance abuse among Latinos suggests two specific types of strengths that Latinos may have. First, as noted, Latino adults who are immigrants have lower prevalence rates of mental disorders than those born in the United States. Among the competing explanations of these findings is that Latino immigrants may be particularly resilient in the face of the hardships they encounter in settling in a new country. If this is the case, then the identification of what these immigrants do to reduce the likelihood of mental disorders could be of value for all Americans. One of many possible factors that might contribute to their resilience is what Suarez-Orozco and Suarez-Orozco (1995) refer to as a â€Å"dual frame of reference. † Investigators found that Latino immigrants in middle-school frequently used their families back home as reference points in assessing their lives in the United States. Given that the social and economic conditions are often much worse in their homelands than in the United States, they may experience less distress in handling the stressors of their daily lives than those who lack such a basis of comparison. U. S. -born Latinos are more likely to compare themselves with their peers in the United States. Suarez-Orozco and Suarez-Orozco argue that these Latino children are more aware of what they do not have and thus may experience more distress. A second factor noted by the Suarez-Orozcos that might be related to the resilience of Latino immigrants is their high aspiration to succeed. Particularly noteworthy is that many Latinos want to succeed in order to help their families, rather than for their own personal benefit. Because the Suarez-Orozcos did not include measures of mental health, it is not certain whether their observations about school achievement apply to mental health. Nevertheless, a dual frame of reference and collective achievement goals are part of a complex set of psychological, cultural, and social factors that may explain why some Latino immigrants function better than Latinos of later generations. A second type of strength noted in the literature is how Latino families cope with mental illness. Guarnaccia and colleagues (1992) found that some families draw on their spirituality to cope with a relative’s serious mental illness. Strong beliefs in God give some family members a sense of hope. For example, in reference to her brother’s mental illness, one of the informants commented: We all have an invisible doctor that we do not see, no? This doctor is God. Always when we go in search of a medicine, we go to a doctor, but we must keep in mind that this doctor is inspired by God and that he will give us something that will help us. We must also keep in mind that who really does the curing is God, and that God can cure us of anything that we have, material or spiritual. (p. 206) Jenkins (1988) found that many Mexican Americans attributed their relatives’ schizophrenia to nervios, a combination of both physical and emotional ailments. An important point here is that nervios implies that the patient is not blameworthy, and thus family members are less likely to be critical. Previous studies from largely non-Hispanic samples have found that both family criticism and family blame and criticism together (Lopez et al., 1999) are associated with relapse in patients with schizophrenia. Mexican American families living with a relative who has schizophrenia are not only less likely to be critical, but also those who are Spanish-speaking immigrants have been found to be high in warmth. This is important because those patients who returned from a hospital stay to a family high in warmth were less likely to relapse than those who returned to families low in warmth. Thus, Mexican American families’ warmth may help protect the relative with schizophrenia from relapse. The spirituality of Latino families, their conceptions of mental illness and their warmth all contribute to the support they give in coping with serious mental illness. Although limited, the attention given to Latinos’ possible strengths is an important contribution to the study of Latino mental health. Strengths are protective factors against distress and disorder and can be used to develop interventions to prevent mental disorders and to promote well-being. Such interventions could be used to inform interventions for all Americans, not just Latinos. In addition, redirecting attention to strengths helps point out the overemphasis researchers and practitioners give to pathology, clinical entities, and treatment, rather than to health, well-being, and prevention. Availability of Mental Health Services Finding mental health treatment from Spanish-speaking providers is likely to be a problem for many Spanish-speaking Hispanics. In the 1990 census, about 40 percent of Latinos reported that they either didn’t speak English or didn’t speak English well. Thus, a significant proportion of Latinos need. Spanish-speaking mental health care providers. Presently there are no national data to indicate the language skills of the Nation’s mental health professionals. However, a few studies reveal that there are few Spanish-speaking and Latino providers. One survey of 1,507 school psychologists who carry out psychoeducational assessments of bilingual children in the eight States with the highest percentages of Latinos found that 43 percent of the psychologists identified themselves as English-speaking monolinguals (Ochoa et al. , 1996). In other words, a large number of Engli.

Hardware and Software Essay

A way to make the revenue cycle run smoothly is by integrating hardware and software to assist in the setup of the various systems. This setup would make it easier for Riordan Manufacturing to access their financial information. We will discuss what hardware and software is needed, and will go on to identify who accesses this information. Another area to cover is the controls that need to be implemented based around the accounting procedures, and what information should be available through the corporate Internet and intranet. Examining Hardware and SoftwareTo integrate cost of goods sold into the accounting process Riordan Manufacturing would need a system to work for all locations. Currently, the thr ee locations have different systems. It would require software that is compatible for all locations as well. At the present time, each location uses different software as well. Information Shared Between Different Cycles One source of information to be shared would be the balance sheet. It highlights the company’s assets, liabilities, and stockholders equity. Another source of information to share is the income statement. The breakdown of revenue and expenses appear on this statement. The final results capture net profit or net loss. Access to Information While integrating this accounting process into an automated system there should be only a select few people who have access to the information contained in the database. Those people would include the database designer, the people or persons installing the hardware or software and database management. The database designer would need access to the information for obvious reasons along with the persons installing the hardware or software. Database management would need access to the information to insure that the information is being installed correctly and to insure breach of security is not an issue. When creating a database, there should be as few people as possible that have access to the information. That way information contained in the database can be kept as secure as possible. Internal Controls The internal controls required for the revenue cycle  specifically dealing with cost of goods sold are similar to other accounting areas. The first set of internal controls deal with whom has access to the accounting information system. The set of controls that deal with issues of security in the system and are embedded into the system are called IT general controls (Bagranoff 2008). IT general controls deal with whom is authorized to access and change data files. One of the general controls required for the company’s system would be restricting access to programs. The control would prevent unauthorized personal from changing anything in the program. The second area of internal controls or application controls deals with transactions. Application controls can be divided in three parts: input control, processing controls, and output controls (Bagranoff 2008). These three areas of control deal with data input, processing data and the reporting of processed data. Application controls are vital to ensuring accuracy and legitimacy of the data. Two common input internal controls that would be required are feedback mechanism and edit tests. Additional internal controls can be added to better facilitate the input processes. Processing data controls deals with the data after input. The first internal control needed is an audit trail. This control allows a person to follow the route the data has taken and will take. The second area is file control which ensures the integrity of the file. The final step in application control is the output controls. One area of concern in this area is control of company forms. In the area of revenue specifically cost of goods sold the forms that should be managed are purchase orders and inventory control sheets. Reports Generated IT is currently being used to support finance and accounting decisions, inventory control, and logistics. While it is apparent that the inventory methods in use are effective, there is room for improvement. Documenting the receipt of raw materials and shipping of manufactured items is done using paper invoices. IT can be applied to this process to achieve a  more streamlined approach. One way to streamline the process is to automate the receipt of raw materials so that necessary inventory data is automatically entered into the inventory system as raw materials are received, instead of waiting for clerks to input this data manually. Using bar code scanner technology to input this data would be a more efficient and would reduce errors. A similar process could be used for outbound shipping of finished products. Integrating bar code technology with Riordan’s existing database would allow management to receive real-time inventory data on raw materials received and manufactured products shipped. Making the data available in real-time, instead of having to wait for data entry clerks to manually input the data, would further enhance the business intelligence (BI) necessary to support both operational and strategic decision-making. Intranet or Internet As a way to make the accounting process easier for all involved, Riordan Manufacturing must brainstorm on how to provide information through the corporate intranet or Internet. In order to decide on where to list information, some detail on the meaning of the intranet and Internet is provided. â€Å"The intranet is for internal communications purposes. These computer networks use the same software as the Internet, but are internal to the organization that created them† (Bagranoff, 2008, p. 7). â€Å"The Internet is a collection of local and wide area networks that are now connected together via the Internet backbone – that is, the main electronic connections of the system† (Bagranoff, 2008, p. 5). A good way to use the intranet would be to have all locations connected. This in return would allow all information to be accessible to each location. At the same time, it saves time trying to get information forwarded to corporate. The intranet could be used to give updates on key issues relating to the accounting process as well. The Internet is a good place to provide customers with information on the history of Riordan Manufacturing. Another area of interest is listing some information on the products that are being sold. Listing a telephone number with a contact for the customer to call regarding issues is a good idea as well. Conclusion With the hardware and software implemented and having good internal controls over the accounting information will help to have more consistent and more accurate financial reports. The revenue cycle is an important factor in running the business from the time an order invoices to the time the order is collected. Being able to report quicker and faster on internal financial reports will even give the business a quick glance of how they are doing from week-to-week or monthly so they know what they need to work on, or even if they need to make a purchase. This way the business will always know where they stand on their financials. Reference Bagranoff, N. A., Simkin, M. G., and Strand, C. (2008). Core Concepts of AccountingInformation Systems (10th ed.). [Electronic Version]. New York: Wiley. Retrieved July 10, 2008 from University of Phoenix, ACC/340, rEsource Web site: https://mycampus.phoenix.edu/login.aspBagranoff, N. A. (2008). Accounting on the Internet. [University of Phoenix CustomEdition e-text].John Wiley & Sons, Inc. Retrieved July 12, 2008, from University ofPhoenix, ACC340 Web site.

Greenmonkey Organic Baby Food Essay

Background Christchurch, New Zealand was the home town of 100% organic baby food company, Green Monkey. Founded by sisters, Lizzie Dyer and Charlotte Rebbeck in 2002 (Green Monkey Ltd, 2013). The two sisters set out to create 100% organic baby food that was traceable and sourced from only certified New Zealand producers. No other baby food manufacturer within the New Zealand market could claim these same principles, creating a unique opportunity for Green Monkey (Bradley, 2011). Mission. Green Monkey uphold a strong mission, to see a sustainable way of producing their products without harm to the environment, but also to take the most of what the New Zealand pristine environment has to offer (Green Monkey Ltd, 2013). Allowing the customer to trace where the products primarily come from is key to Green Monkeys mission statement. Value Proposition Green Monkeys value proposition is to offer information about each part of the sold product, allowing customers from around the world to see what is in the product. Offering a product that is affordable and of a high standard for small children is one of Green Monkeys founding principles. Size Five employees make up the vital role of managing, marketing and maintaining the highest quality Green Monkey products. Production of Green Monkey is out sourced to a factory in Christchurch, New Zealand, due to high demand. Type of products Green Monkeys product range covers products such as growing up milk powder, meat and non-meat baby food pouches (Appendix 1). All of the products offered by Green Monkey are 100% Organic with no additives. Target customers. The target customers that Green Monkey focus on are in a niche market where parents are concerned about what is in their babies foods. Green Monkey uphold top customer relations to ensure the security within the niche market. Segmentation Base As Green Monkey cannot compete on price alone, their demographic has adapted to high to middle income families in Australia, China, Dubai and New Zealand (South, 2012). Green Monkey follow a differentiation focused strategy as they are in a niche market. According to VALS psychographics research innovators are more like to purchase organic foods (Strategic Business Insights, 2009-2012). Appendices Appendix 1: Example of Green Monkey products Sourced from business. newzealand. com: http://business. newzealand. com/vBY4ddA/media/1185202/GreenMonkey_Event. jpg ? Reference List Bradley, S. (2011). Green Monkey Organic Baby Foods Happy Planet – Happy Monkeys. Retrieved April 7, 2013. from Bord Bia Irish Food Board: http://www. bordbia. ie/industryservices/brandforum/CaseStudies/Green%20Monkey%20Organic%20Baby%20Foods. pdf South, G. (2012). Small Business: Making it in China – Green Monkey. The New Zealand Herald, [online] 28th September. Retrieved from: http://www. nzherald. co. nz/business/news/article. cfm? c_id=3&objectid=10837054 Ecofind. co. nz (2013). Green Monkey – organic baby food | ecofind. co. nz. [online] Retrieved from: http://www. ecofind. co. nz/food-drink/green-monkey-organic-baby-food/ Greenmonkey. co. nz (2002). Green Monkey | Organics born naturally. [online] Retrieved from: http://www. greenmonkey. co. nz/ Strategic Business Insights. (2009-2012). Sample demographic and behaviours. Retrieved April 7th, 2013. from Strategic Business Insights: http://www. strategicbusinessinsights. com/vals.

Scholarship Guide Korea Ksgp

2013 Korean Government Scholarship Program Guideline for International Students Enrolled in Graduate Programs (2013 ) 2013. 2 ! â€Å"#$%&' ( )(*! â€Å"+ National Institute for International Education (NIIED) 2013 Korean Government Scholarship Program Guideline for International Students Enrolled in Graduate Programs 1. Program Objective The Korean Government Scholarship Program is designed to provide higher education in Korea for international students, with the aim of promoting international exchange in education, as well as mutual friendship amongst the participating countries. . Total Number of Grantees : 760 o 2013 KGSP Allocations by respective Korean Embassies : 360 candidates (from 111 nations) ! Among the 360 candidates, 30 (from 13 nations) overseas Korean adoptees are included. Their quotas are allotted to 13 Korean embassies, and are separate from general candidate quotas. Quota No. of Nations 20 1 China 15 1 The United States 10 2 Japan, Vietnam 9 1 Russia 7 1 Indones ia 5 3 Kyrgyzstan, Myanmar, Turkey 4 9 Mongolia, Sri Lanka, India, Pakistan, Philippines, Bulgaria, Uzbekistan, Italy, Kazakhstan 3 20 Name of CountriesAzerbaijan, Bangladesh, Brazil, Colombia, Ecuador, Ethiopia, Germany, Ghana, Iraq, Laos, Malaysia, Nigeria, Peru, Singapore, Thailand, The United Kingdom, Uganda, Mexico Saudi Arabia, Taiwan Afghanistan, Algeria, Argentina, Australia, Austria, Belarus, Belgium, Bolivia, Botswana, Brunei, Cambodia, Cameroon, Canada, Canada(Quebec), Chile, Costa Rica, Cote d'Ivoire Czech Republic, Democratic Republic of the Congo, Denmark, Dominican Republic, Egypt, El Salvador, Fiji, Finland, France, Gabon, Greece, Greenland, Guatemala, Guinea, Honduras, Hungary, Iran, Israel, Jordan, Kenya, Kuwait, Latvia, Lebanon, Libya, Malawi, 2 3 Morocco, Namibia, Nepal, Netherlands, New Zealand, Norway, OMAN, Panama, Papua, New Guinea, PARAGUAY, Poland, Republic of the Congo, Romania, Rwanda, Senegal, Serbia, Slovakia, Spain, Sudan, Sweden, Switzerland, Tajikist an, Tanzania, TIMOR-LESTE, Trinidad and Tobago, Tunisia, Turkmenistan, Ukraine, Uruguay, Venezuela, Yemen, Zambia Total , 111 330 Candidates The basis for quota allocation lies in the mutual agreement between Korea and countries listed above. 5 No. of Nations 1 3 1 2 11 Total 13 Quota Name of Countries The United States Canada Australia, Belgium, Denmark, France, Germany, Netherlands, New Zealand, Norway, Sweden, Switzerland, The United Kingdom 30 Candidates o 2013 KGSP Allocation for the Designated Korean Universities :400 candidates (from 135 nations) No. of Quota Name of Countries Nations 9 1 Mongolia 8 2 Philippines, Thailand 7 2 Indonesia, Vietnam 6 2 Bangladesh, Malaysia 5 12 4 10Brazil, Cambodia, Ethiopia, India, Japan, Kazakhstan, Kyrgyzstan, Myanmar, Russia, The United States, Turkey, Uzbekistan Azerbaijan, Bulgaria, Egypt, Israel, Mexico, Nigeria, Pakistan, Saudi Arabia, South Africa, Tanzania Argentina, Chile, Colombia, Ecuador, Finland, Georgia, Germany, Ghana, Hungary, Iraq, Italy, 3 26 Laos, Lebanon, Morocco, Nepal, Peru, Poland, Rumania, Singapore, Sri Lanka, Taiwan, Tajikistan The United Kingdom, Timor-Leste, Turkmenistan, UgandaAlgeria, Angola, Armenia, Australia, Austria, Bahamas, Bahrain, Barbados, Belarus, Belgium, Belize, Benin, Bhutan, Bolivia, Brunei, Burkina Faso, Cameroon, Canada, Central African Republic, Costa Rica, Cote d'ivoire, Croatia, Democratic Republic of the Congo, Denmark, Djibouti, Dominican Republic, El Salvador, Equatorial Guinea, Fiji, France, Gabon, Gambia, Greece, Guinea, 2 80 Guinea Bissau,Guyana, Iran, Ireland, Jamaica, Jordan, Kenya, Kuwait, Liberia,Lithuania, Mauritania, Mauritius, Maldives, Moldova, Mozambique, Netherlands, New Zealand, Nicaragua, Norway, Oman, Panama, Papua New Guinea, Paraguay, Portugal, Qatar, Republic of the Congo, Rwanda, Senegal, Serbia, Sierra Leone, Slovakia, Slovenia, Solomon Is. , Spain, Sudan, Suriname, Sweden, Syria, Togo, Tunisia, U. A. E, Ukraine, Venezuela, Yemen, Zambia, Zimbabwe T otal 135 , 389 candidates Among the 400 candidates allocated to the Designated Korean Universities, 11 will be allotted into two outstanding specialized universities separately. 3. Eligible Universities and Fields of Study o Eligible Universities : The 60 listed universities (or institutions) as designated by NIIED – Applicants (including Korean adoptees) who apply for this program via Korean Embassies must choose 3 desired universities out of the 60 universities listed below. – Applicants who apply for this program via the designated universities may choose only 1 desired university out of the 60 universities listed below.Ajou University, Cheongju University, Chonbuk Nat’l University, Chonnam Nat’l University, Chosun University, Chung-Ang University, Chungbuk Nat’l University, Chungnam Nat’l University, Daegu University, Daejeon University, Donga University, Dongguk University, Dongseo University, Ewha Womans University, Gangneung-Wonju Nat ional University, Gyeongsang Nat’l University, Hallym University, Handong Global University, Hankuk University of Foreign Studies, Hannam University, Hanyang University, Hongik University, Inha University, Inje University, Jeju National University,Jeonju University, Korea Advanced Institute of Science and Technology, Kangwon Nat’l University, KDI School of Public Policy and Management, Keimyung University, Kongju Nat’l University, Korea University, Korea University of Technology and Education, Kumoh Nat’l Institute of Technology, Kyunghee University, Kyungpook Nat’l University, Kyungsung university, Myongji university, Pohang University of Science and Technology, Pukyong Nat’l University, Pusan Nat’l University, Seoul Nat’l University, Seoul Nat’l University of Science and Technology, Silla University, SogangUniversity, Sookmyung Women’s University, SoonChunHyang University, Soongsil University, Sunmoon University , Sunchon National University, Sungkyunkwan University, The Graduate School of Korean Studies in the Academy of Korean Studies, Ulsan National Institute of Science and Technology, University of Science & Technology, University Of Seoul, University of Ulsan, Wonkwang university, Woosong University, Yeungnam University, Yonsei University o Available Fields of Study : Detailed information about the fields and majors offered by the listed eligible universities can be found in the University Information section on the GKS website (www. tudyinkorea. go. kr). Applicants must choose their desired fields of study from the listed programs in the University Information section provided by participating universities. * Night schools, seasonal programs, broadcasting schools, and cyber-schools (including online distant learning programs) are not eligible for application. o Available Courses : Master’s programs and Doctoral programs 4. Main Notes for the 2013 Selection o Applicants have to apply for this program via either an embassy or a designated university.Overseas Korean adoptees have to apply only via an embassy if their countries are allotted the adoptee quotas. o The selection process for applicants will proceed in three steps. Firstly, applicants must be selected 3 by the institution he or she is applying through (a Korean embassy, or a designated university). Secondly, applicants who passed the first round must be selected by the NIIED Selection Committee. Finally, applicants who passed the second round must gain admission from a university. o Institutions a ccepting applications: 1 11 o verseas Korean embassies o r 6 0 d esignated K orean universities. Applicants who submit applications to more than one of the aforementioned institutions will be disqualified immediately. o Selection Procedure – 1st Selection: Each 1st selection institution will draft a selections standard based on the criteria provisioned by NIIED, and recommend the best applicants a ccording to its respective standards. – 2nd Selection: The NIIED Selection Committee will select the most successful candidates from the pool of applicants recommended by the 1st selection institutions. 3rd Selection: Only the candidates who were recommended by a Korean embassy and passed the 2nd selection successfully will be evaluated for admission by the 3 universities to which they applied; each candidate has to gain admission from at least one university. * Applicants who were recommended by a designated university will automatically be granted admission to the university that recommended them, upon the condition they are selected as a successful candidate in the 2nd Selection.Subsequently, once they pass the mandatory medical examination (when it’s orientation), they will join the ranks of the final successful candidates. 5. Duration of Scholarship o Master’s (01. 09. 2013 ~ 31. 08. 2016) : 1 yr. of Korean language + 2 yrs of Master’s o Doctoral (01 . 09. 2013 ~ 31. 08. 2017) : 1 yr. of Korean language + 3 yrs of Doctoral * (Important) After the Korean language course, the scholarship period of degree course (2 years of master’s or 3 years of doctoral) cannot be extended beyond the designated duration. In the case that a scholar possesses a TOPIK Level that is higher than 5, he or she is exempted from the Korean language course; the exempted period will be deducted from the total scholarship period (2 years for master’s or 3 years for doctoral). * In the case that a scholar possesses a TOPIK Level 6, he or she must be exempted from the Korean language course and must start his/her academic course of Master or Doctoral degree; the exempted period will be deducted from the total scholarship period (2 years for master’s or 3 years for doctoral). 6. Korean Language Course All scholars, unless exempted, must take one year of Korean language course in the designated language institution. o Exemption from the Kore an language course requirement: Korean proficiency at TOPIK Level 5 or 6 (with certification). * Scholars who have surpassed TOPIK Level 5 and want to start their degree course without the Korean language 4 course should obtain permission from NIIED in advance. * Scholars who have surpassed TOPIK Level 6 must start their degree course without the Korean language course should obtain permission from NIIED in advance. Scholars who are exempted from taking the Korean language course may take their degree course starting from September 1st, 2013. o Only the scholars who will have passed at least Level 3 of TOPIK (the Test of Proficiency in Korean) after one year of Korean language course are permitted to start their master’s or doctoral program. o Scholars who do not pass at least TOPIK Level 3 after one year of Korean language course should complete an additional six-month coursework in the Korean language. o Language Institution : the NIIED has designated seven language institu tions for the Korean language course. 7.Application Requirements o The applicant and his/her parents must have foreign citizenships. * Applicants who hold Korean citizenship are not permitted to apply for this program. o Applicants should be in good health, both mentally and physically, to stay in Korea for an extended period of time. * Applicants must submit the Personal Medical Assessment (included in the application form) when he/she apply for this program, and when it’s orientation, an Official Medical Examination will be done by NIIED. A serious illness (For example, HIV, Drug, etc) will be the main cause of disqualification from the scholarship. The handicapped who satisfy the above are also eligible for the program ? NOT Eligible: those who are pregnant o Applicants must be under 40 years of age as of Sep. 1st, 2013 (born after Sep. 1st, 1973). o Applicants must hold a Bachelor’s or Master’s degree as of September 1st, 2013. * (Important) Applicants who h ave ever enrolled in a university in Korea will be disqualified from applying to the KGSP program. Specifically, an applicant who has previously enrolled in an undergraduate program, a master’s program, a doctoral program or an exchange program in Korea cannot apply for this program.However, a KGSP scholar who has graduated or will graduate from a Korean university as of August 31st, 2013 can apply for this program again only via the embassy if only he/she holds at least TOPIK Level 4 and obtain another recommendation within the allotment from the Korean Embassy of his/her respective country of origin (re-application is limited to one instance). * Applicants who apply for the Master’s program must hold a Bachelor’s degree or a diploma that is equivalent to or higher than a Bachelor’s degree. Applicants who apply for the Doctoral program must hold a Master’s degree or a diploma that is equivalent to or higher than a Master’s degree. * Applica nts who are expecting to obtain the relevant required degree or diploma by August 31st, 2013 must submit a certificate of degree or diploma expectation, and submit the official certificate of degree or diploma to NIIED by August 31st, 2013. 5 o Applicants must maintain a grade point average (G. P. A. ) of at least 2. 64 on a 4. 0 scale, 2. 80 on a 4. 3 scale, 2. 91 on a 4. 5 scale, or grades/marks/score of 80% or higher from the previously attended institution.If an applicant does not satisfy the above GPA criteria, he/she will be disqualified from applying to this program. * If the transcript is not indicated in grades/marks/scores format, or is difficult to convert into percentages, attachment of official explanation from the attended institution is required. o Applicants who have Korean proficiency or English proficiency may be given preference. o Applicants who apply for natural science and technology program may be given preference. 8. Scholarship o Scholarship Period : same as the period of invitation. o Payment: -Airfare: Round-trip economy class ticket. Airfare for entry will not be provided to scholars who already presently live in Korea for academic study or employment. * The fees for domestic travel within a scholar’s home country and for travel insurance to and from Korea will not be provided. * Scholars from China and the Czech Republic will not be provided airfare by NIIED, but by their country of origin according to the mutual agreements. -Monthly Allowance : 900,000 won (KRW) per month. -Research Allowance : 210,000 won for scholars in the humanities and social sciences; 240,000 won for scholars in natural and mechanic sciences, per semester. Relocation (Settlement) Allowance : 200,000 won upon arrival -Language Training Fee : Full coverage -Tuitions : All admission fees are waived by the host institution (university). The tuition is paid by NIIED. -Dissertation Printing Costs : 500,000 ~ 800,000 won, depending on the actual costs. -Medi cal Insurance : 20,000 won per month will be provided (limited coverage). -Special funding for scholars who are proficient in the Korean language (TOPIK Level 5 or 6): 100,000 won per month (commencing from the degree program) o NOTES NIIED does not compensate fees for the domestic travel both in the grantee’s country and Korea. – Airfare for entry into Korea will not be provided to a scholar that has been staying in Korea for his or her study, work, etc. as of the date of announcement of successful candidates – NIIED does not compensate fees for insurance for traveling to and from Korea. – The medical fee is to be reimbursed through the insurance company to the scholar after s/he pays first. However, the expense for dental clinic or chronic disease will not be covered. Any scholar who gives up his/her study during the scholarship period will not receive airfare and allowance for repatriation. 6 – Any scholar that quits the program within 3 months after s/he entering Korea, should refund all scholarship fees (The airfare of arriving Korea, settlement allowance, monthly stipend, Korean language training expenses, etc. ). 9. Selection Procedure Details o The guideline, application form, and university information will be available at the website of GKS (www. studyinkorea. go. kr), Korean Embassies, and designated domestic universities. oFor applicants (including Korean adoptees) who apply for KGSP via Korean Embassies – (1st Selection) Korean Embassies make its own selection schedule and plan based on the criteria provided by NIIED, and accept the applications. They select 1. 5 times as many candidates as their quota from the pool of applicants and recommend them to NIIED. * Applicants from China and the Czech Republic should submit their applications to the Ministry of Education (or equivalent institution) in their respective country of origin, in accordance with the mutual agreements between Korea and those countries. Only Korean adoptees who have foreign citizenship can apply for this program via a Korean Embassy if their countries of origin are allotted the adoptee quota. They are selected through a separate procedure; general applicants cannot be accepted through this application category. – (2nd Selection) NIIED Selection Committee selects as many successful candidates as each embassy quota amongst the pool of candidates recommended by the Embassies. (3rd Selection) NIIED submits the documents of successful candidates to their 3 universities of indicated preference, and requests admission examination of the candidates into their master’s or doctoral programs. The universities have to notify the result of examination to the candidates and NIIED by the designated date. The candidates who gain admission from more than one university will have to make a final selection, and notify their respective local Korean Embassy and NIIED by the designated date.Only the candidates who gain adm ission within the 3rd Selection period can be accepted as official KGSP scholars. o For applicants who apply for KGSP via designated domestic universities – (1st Selection) Each designated university will draft its own selection schedule and plan based on the criteria provided by NIIED, and accepts the applications. Each designated university will select up to 20 candidates from all of the quota-assigned countries and recommend them to NIIED. They cannot recommend more than 3 candidates from a single country. (2nd Selection) NIIED Selection Committee selects as many successful candidates as each country’s quota from all of the candidates recommended by the universities. The candidates who are selected in the NIIED Selection Committee will be accepted to the university which recommended them, and will be finally accepted as official KGSP scholars upon a successful comprehensive medical examination. 7 10. Selection Criterion o All documents including transcript, self-int roduction, study plan, certificates of language proficiency (Korean and English), recommendations, published papers and awards, etc. will be evaluated. 11. Required Documentation o Place of submission *NIIED and Foreign embassies in Korea are not 1st Selection Institutions and do not accept applications. *NIIED accepts and judges only the candidates recommended by the 1st Selection Institutions. They are: – For applicants (including overseas Korean adoptees) applying via a Korean embassy : the Korean embassy in the country of origin. *Korean Educational Institutes affiliated with the local Korean embassies may accept applications, and select and recommend candidates in place of embassies in some countries. For applicants applying via a domestic university : One of the 60 designated universities o Deadline of Submission : The date set forth by the 1st Selection Institutions within March 2013 * Deadline for the recommendation of candidates to NIIED by the 1st Selection Institut ions is April 12th, 2013. * If the respective 1st Selection Institutions do not submit their candidates’ documents to NIIED on time, they will be excluded from the examination of NIIED Selection Committee, and their quotas will be substituted by the other 1st Institutions’ reserve candidates. o Required documents : One original document (placed in a separate envelope) nd 3 extra copies. * Documents not in English or Korean must be accompanied by a complete English or Korean translation authenticated by the issuing institution or notarized by a notary’s office. Check List for Application Documents Master’s Doctoral ! ! ! ! 3. Study Plan (Attachment #3) ! ! 4. Letter of Recommendation (Attachment #4) ! ! 5. Pledge (Attachment #5) ! ! 6. Personal Medical Assessment (Attachment #6) ! ! 7. Copy of diploma or certificate of graduation from undergraduate institution ! ! ! ! – ! 10. Official transcript of previously attended graduate institution(s)  œ ! 11.Certificate of TOPIK score (original copy), if available ! ! 12. Certificate of TOEFL or IELTS score (original copy) ! ! ! ! ! ! 1. Personal Data (Attachment #1) 2. Self-Introduction (Attachment #2) 8. Official transcript of previously attended undergraduate institution(s) 9. Copy of diploma or certificate of graduation from graduate institution 13. Published papers, if available (one or two) 14. Awards, if available (one or two) 8 15. Copy of passport (possible to submit after selection) 16. Certificate of citizenship of parents of applicant : birth certificate, passport, etc. (* applicable only to overseas Korean immigrants) ! ! ! 17. Adoption documents (*applicable only to overseas Korean adoptees) ! ! o Note * Selection for successful candidates will be done strictly by the NIIED Selection Committee. Therefore, appropriate documents should be submitted by the deadline. – Dual applications are not accepted. Applicants must apply for this program via only one institu tion. – Documents should be presented in their original form. – Submitted documents will not be returned to the applicants. – Incomplete or incorrect documents may lead to application rejection or failure in the Selection Committee, and scholarship revocation even after entry into Korea. In case of submitting photocopied documents, applicants must submit the original to the 1st Selection Institution and have the original one and the photocopied one collated. The confirmation of collation should be indicated in the photocopied documents. – Applicants who are expected to graduate from their respective home undergraduate/graduate institutions by August 31st, 2013, should submit the certificate (or letter) of expected graduation issued by said institutions when they apply; the official certificate of graduation should be received by NIIED by August 31st, 2013. Applicants must accurately complete the health checklist truthfully. All successful candidates must take a comprehensive medical exam when its’ orientation. In accordance with the requirements of the Korea Immigration Service and the KGSP Program, the candidates who are judged to be physically unfit for this program will not be accepted. – Applicants may submit the copies of published papers, if available. – Applicants may submit the copies of awards, if available. * Applicants must submit all the documents by the checklist order. (Checklist or the application documents should be on the front page, followed by the required documents, stapled and attached. ) * Transferring to a different university after confirming the host university is not permitted in any cases. In regards to changing majors, it would be permitted only under the mutual agreement of the departments concerned only within the same university, with the scholarship period unchanged. (2 years of Master’s, or 3 years of doctoral, in total). However, quitting a program and applying for a new one is not permitted. 12. Selection Schedule o Application Period : Feb. th ~ Mar. 31st (decided by the 1st Selection Institution) o The 1st Selection : The end of March (decided by the 1st Selection Institution) o Deadline for Recommendation to NIIED : April 12th (All documents must be received by NIIED. ) o The 2nd Selection : Mid to End-April (NIIED Selection Committee) 9 o Announcement for the Results of the 2nd Selection : April 30th (posted on GKS websites) o Admission Procedures for the Korean Embassies’ candidates: May 1st~May 31st o Announcement for Final Successful Candidates : June 17th (GKS websites-www. studyinkorea. go. r) o Visa Issue and Air ticket purchase : June 18th ~ July 31st o Entry into Korea : August 26th ~ August 28th o NIIED Orientation : August 29th ~ August 31st o Korean Language Course : September 2nd 13. For further information, please contact : o 1st Institutions : Refer to The Contact Information of Korean Embassies and Universities in the atta chment #8. o KGSP Team, National Institute for International Education (NIIED) – Address: #205 NIIED, 81 Ewhajang-gil, Jongno-gu, Seoul, 110-810, Republic of Korea – www. studyinkorea. go. kr Korean version: -‘. /0(12$3 ! 4567 English version: Korean Government Scholarship Program !Announcement – Phone: +82-2-3668-1364, +82-2-3668-1389 – Fax: +82-2-743-4992 – Email: [email  protected] go. kr, [email  protected] kr 14. Other useful websites 8 KCUE (Korean Council for University Education) http://www. kcue. or. kr 8 Learning Korean http://www. kosnet. go. kr 8 Understanding of Korean culture http://korea. net 8 Overseas Korean embassies http://www. mofat. go. kr 8 Visa and Registration http://immigration. go. kr 15. Application Form : 10 11 REGISTRATION NUMBER 5 +9 * :;< = >? @A (Check List for Application Documents) *Do not write in this area. B C % D (Institute of Application) :E 19 (Confirmer) : 1 (Signature) 1) Name of Applicant: (given /first name) 2) Country 3) Desired Degree Program : (family/last name) : † Master’s † Doctoral (*Please tick (â€Å") in the appropriate box. ) Application Documents Check List Yes 1. Personal Data (Attachment #1) 2. Self Introduction (Attachment #2) 3. Study Plan (Attachment #3) 4. Letter of Recommendation Submission(Y/N) (Attachment #4) 5. Pledge (Attachment #5) 6. PERSONAL MEDICAL ASSESSMENT (Attachment #6) 7. Copy of diploma or certificate of graduation from undergraduate institution 8. Transcripts & student records from undergraduate institution 9.Copy of diploma or certificate of graduation from graduate institution 10. Transcripts & student records from graduate institution 11. Certificate of Korean Language Proficiency (original copy of TOPIK) 12. Certificate of TOEFL or IELTS Score (original copy) 13. Published papers, if available 14. Awards, if available 15. Copy of passport 16. Certificate of Citizenship of the Applicant and His/Her Parents : birth ce rtificate, passport, etc. (*only for overseas Korean immigrants) 17. Adoption documents (*only for overseas Korean adoptees) 12 No Attachment #1 ! † # $ (% & ‘ ( ) ) * + , – . / Only for Applicants (including Korean adoptees) who apply for this program via an Embassy of Korea) Korean Government Scholarship Program(KGSP) Application Form for Graduate Study *Please tick (# ) a box that applies to you. 1. F G % D (Institute of Recommendation) † H04D (Embassy) 2. F G I J (Type of Recommendation) † KLFG(General) † MN1(Korean Adoptee) 3. 5 + # – (Degree Course of Application) † O6#- (Master’s) † P6#- (Doctoral) 4. Q R S T (Desired Field of Study) † 1U6VST (Humanities and Social Sciences) † 9W4$ST (Natural Sciences and Technology) † X=YST (Arts and Physical Education) 5.Z ( [ W C * 9 (TOPIK 5] ^ _ 9 ) ` $ Q R a % (Preferential Entrance Date – Only for TOPIK Level 5 holders, *TOPIK Level 6 holders must start their studying from Sep 1, 2013) † Sep 1, 2013 † Mar 1, 2014 1 b67 (Personal Data) Please read the form carefully. All applicants must complete all sections only by typing. cd ef(Given name) : c(Family name) : † Male † Single (Full Name) † Female † Married * Name should be spelled the same as in the passport and in English. 3ghK g(yyyy) h(mm) K(dd) ie(Age: ) (Date of Birth) (j (Country) kl (Passport) (b (Citizenship) (Number) (Date of Issue) Wmn (Emergency Address) Address: Tel. op$q (Information concerning applicant’s most recent education) (Date of expiry) ) oprs(X-)$! (Name of previously attended Univ. ) $w (Academic Degree recently awarded) op$wyU*z (Title of graduation dissertation, if available) E-mail: tu(j/va (Country/City) † Bachelor 13 † Master x4 (Academic Major) (Photo 3*4) {[cb TOEFL (English Proficiency) Score : [$Yq (Language Proficiency) Published papers, if available(one or two) IELTS Korean Language Profi ciency (only TOPIK) Level: â€Å"1 â€Å"2 â€Å"3 â€Å"4 â€Å"5 â€Å"6 Score: Awards, if available (one or two) 5+|/}$ (Applying University) }$d (Name of Univ. ) $'d (Faculty) $#d (Department) 4 (Academic Major) University 1 University 2 University 3 $q (Academic Career) %~ (Period) $! d (Name of Univ. ) tu(j (Country) x4A (Academic Major) ^_$w (Diploma or Degree) ~ A 1 cb School (Trans Year cripts) Term 1 *eC $%C Bachel / %H -or (only Master / terms attend ed) as aa Waaq (Occupation or Research Career) st year 2 nd rd year th 3 year th 4 year 5 year EN EO (GPA) 2 3 1 2 3 1 2 3 1 2 3 1 2 3 / / / / / / / / / / / / / / / / / / / / / / / / / / / UaOC (converted score) /100 / %~ (Period) %Dd (Institution or company) ac (Position) euse (Operation or Duty) A A 2$eCe ( Sponsorship) 5+ei(Amount) (US$/year) +%Dd (Sponsor) Ce%~ (Period) ( Applicant's Name : ) A ( g(yyyy) / / ) A h(mm) K(dd) (signature) * GPA(Grade Point Average) must be converted on a maximum scale of 100 points (c onverted points) * See Attachment . #7 * Fill out both the records of Bachelor’s & Master’s in the case of those applying for Doctoral programs 14 Attachment #1 012345 *+ ,-. / (Only for Applicants who apply for this program via a Designated University) Korean Government Scholarship Program(KGSP) Application Form for Graduate Study *Please tick (# ) a box that applies to you. 2. F G % D (Institute of Recommendation) † (i}$ (Korean University) . F G I J (Type of Recommendation) † KLFG(General) 3. 5 + # – (Degree Course of Application) † O6#- (Master’s) † P6#- (Doctoral) 4. Q R S T (Desired Field of Study) † 1U6VST (Humanities and Social Sciences) † 9W4$ST (Natural Sciences and Technology) † X=YST (Arts and Physical Education) 5. Z ( [ W C * 9 (TOPIK 5] ^ _ 9 ) ` $ Q R a % (Preferential Entrance Date – Only for TOPIK Level 5 holders, *TOPIK Level 6 holders must start their studying from Sep 1, 2013) † Sep 1, 2013 † Mar 1, 2014 1 b67 (Personal Data) Please read the form carefully. All applicants must complete all sections only by typing. cd f(Given name) : c(Family name) : † Male † Single (Full Name) † Female † Married * Name should be spelled the same as in the passport and in English. 3ghK g(yyyy) h(mm) K(dd) ie(Age: ) (Date of Birth) (j (Country) kl (Passport) (b (Citizenship) (Number) (Date of Issue) Wmn (Emergency Address) Address: Tel. ( op$q (Information concerning applicant’s most recent education) (Date of expiry) ) oprs(X-)$! (Name of previously attended Univ. ) $w (Academic Degree recently awarded) op$wyU*z (Title of graduation dissertation, if available) E-mail: tu(j/va (Country/City) † Bachelor 15 † Master x4 (Academic Major) Photo 3*4) {[cb TOEFL (English Proficiency) Score : [$Yq (Language Proficiency) Published papers, if available(one or two) IELTS Korean Language Proficiency (only TOPIK) Level: â€Å"1 â€Å"2 â €Å"3 â€Å"4 â€Å"5 â€Å"6 Score: Awards, if available (one or two) 5+|/}$ (Applying University) $q (Academic Career) }$d (Name of Univ. ) %~ (Period) $'d (Faculty) $#d (Department) $! d (Name of Univ. ) tu(j (Country) x4 (Academic Major) x4A (Academic Major) ^_$w (Diploma or Degree) ~ A 1 cb School (Trans Year cripts) Term 1 *eC $%C Bachel / %H -or (only Master / terms attend ed) as aa Waaq (Occupation or Research Career) st year 2 nd d year th 3 year th 4 year 5 year EN EO (GPA) 2 3 1 2 3 1 2 3 1 2 3 1 2 3 / / / / / / / / / / / / / / / / / / / / / / / / / / / UaOC (converted score) /100 / %~ (Period) %Dd (Institution or company) ac (Position) euse (Operation or Duty) A A 2$eCe ( Sponsorship) 5+ei(Amount) (US$/year) 5+%Dd (Sponsor) Ce%~ (Period) ( Applicant's Name : ) A ( g(yyyy) / / ) A h(mm) K(dd) (signature) * GPA(Grade Point Average) must be converted on a maximum scale of 100 points (converted points) * See Attachment . #7 * Fill out both the records of Bachelorâ€℠¢s & Master’s in the case of those applying for Doctoral programs 16Attachment #2 9 %ii (Self Introduction) * Please type or print clearly within 1 page using black ink. (in Korean or in English) (*10 points) o Your course of life, your view of life, study background, your hopes & wishes, etc o Your education and work experience, etc. , in relation to the KGSP program o Your motivations for applying for this program o Reason for study in Korea 17 Attachment #3 $ sSn (Study Plan) * Please type or print clearly within 1 page using black ink. (*10 points) Goal of study & Study Plan Future Plan after Study o Goal of study, title or subject of research, and detailed study plan Future plan in Korea or another country after study in Korea 18 Attachment #4 Letter of Recommendation To the applicant: Please fill in your name and the other required information below. In turn, deliver or email this form to the person who will write this letter. NOTE: Request your recommender to seal his or her letter of recommendation in an official envelope and sign across the back flap upon completion. Recommendation letters that are not sealed and signed will not be accepted. Confidential Name of Applicant: (given name) (family name) Nationality: Desired Degree Program: † Master’s † DoctoralDesired Major: To the recommender: The person named above has applied for the ‘Korean Government Scholarship Program’. We ask for your assistance, and would appreciate your frank and candid appraisal of the applicant. * Please type or print clearly using black ink. 1. How long have you known the applicant and in what relationship? Please assess the applicant's qualities in the evaluation table given below. Rate the applicant compared to other classmates who are/were in the same school year with him/her. Truly Excellent Very Good Good Below Average Exceptional Classification N/A Top 2% Top 10% Top 25% Middle 50%Lower 25% Academic Achievement Future Academic Pote ntial Integrity Responsibility/Independence Creativity/Originality Communication Skills Interpersonal skills Leadership 2. What do you consider to be the applicant’s strengths? 19 3. What do you consider to be the applicant’s weaknesses? 4. How well do you think the applicant has thought out plans for graduate study? 5. Please comment on the applicant’s performance record, potential, or personal qualities which you believe would be helpful in considering the applicant’s application for the proposed degree program. Recommender’s Name Date Recommender’s SignaturePosition or Title: University (Institution): Address: (zip-code: Tel: – ) Fax: Please return this form sealed in an official envelope and signed across the back to the applicant. We greatly appreciate your timeliness regarding this letter for your recommendee. 20 Attachment #5 â€Å"Korean Government Scholarship Program for Graduate Study† Pledge (;o; ) As an applicant fo r the 2013 â€Å"Korean Government Scholarship Program (KGSP) for Graduate Study†, I pledge to abide by the following rules: (1) To refrain from violation of university regulations and to fulfill my obligations as a student to the best of my ability. 2) To behave in a manner appropriate to Korean culture and society, and not to participate in any form of political activity (such as organizing a political party, joining a political party, attending political meetings, publishing political articles and declarations, organizing or participating in demonstrations of a political nature, and so on). (3) To accept responsibility for paying any debts incurred in Korea (4) To agree with NIIED's decision concerning the graduate program and the Korean language course. (5) To abide by all terms and regulations set by NIIED. 6) To permit NIIED to use my personal information for the KGSP. If I am proved to have violated any of the above or to have made a false statement in my application d ocuments, I shall accept any resolution or penalty made by NIIED, even when it may/might result in suspension, revocation or withdrawal of my scholarship. I was informed and fully understand that KGSP students are not permitted to transfer schools for the entire duration of scholarship after confirming their host institution. (yyyy). (mm). Applicant’s Name : (dd). (signature) 21 Attachment #6 PERSONAL MEDICAL ASSESSMENTApplicants are not required to undergo an authorized medical exam before passing the 2nd Selection with NIIED; however, all successful candidates must take a comprehensive medical exam when its’ orientation (including an HIV and TBPE drug test**, etc) in accordance with the requirements of the Korea Immigration Service and the KGSP. If the results show that the applicant is unfit to study and live overseas more than 3 years, he/she may be disqualified. **The TBPE (tetrabromophenolphthalein ethyl ester) drug tests are for evaluating past usage of stimulan t drugs. Gender: HEIGHT cm WEIGHT kg When and for what reason did you last consult a hysician? (Please explain in the adjacent space. ) QUESTION YES NO o Have you ever had an infectious disease that posed a risk to public health (such as, but not limited to, tuberculosis, HIV and other STDs)? o 1. 2. 3. 4. allergies? high blood pressure? diabetes? any type of Hepatitis? o Have you ever suffered from or been treated for depression, anxiety, or any other mental or mood disorder? (If you have received treatment, please explain and attach an official medical report. ) o Have you ever been addicted to alcohol? u Have you ever abused any narcotic, stimulant, hallucinogen or other substance (whether legal or rohibited)? u If necessary, are you prepared to undergo physical tests to verify the answers given in response to questions u and u above? u Have you been hospitalized in the last two (2) years? u Have you had any serious injury, ailment or sickness in the last five (5) years? †  Do you have any visual or hearing impairments?  ° Do you have any physical disabilities? ? Do you have any cognitive/mental disabilities? ? Are you taking any prescribed medication?  § Are you on a special diet? †¢ On average, how many standard servings of alcohol do you consume each week? 22 IF YES, PLEASE EXPLAIN Attachment #7 GPA Conversion Table

Nazi Germany Paper Research Example | Topics and Well Written Essays - 1500 words

Nazi Germany - Research Paper Example In Hitler’s opinion, German culture was superior to other cultures in the world and therefore they have the right to rule the world. Hitler in a speech in 1928 argued that brutality rather than humanity is the basis of life! Man has become master of the world through conflict and continual struggle†¦ But mankind is not a uniform and equal mass. There are differences between races. The Earth has received its culture from elite peoples; what we see today is ultimately the result of the activity and the achievements of the Aryans (Kitson, p.1925) In fact, Hitler did succeed in conquering substantial portions of the world through WW2. Westerners initially tried to conduct negotiations with Hitler or Nazi Germany instead of uniting against the common enemy. All these developments motivated Hitler further and he started to expand his wings further and further. Many people believe that Hitler or Nazi Germany committed a tactical blunder which finally cost them victory in WW2. Na zi Germany was not much interested in attacking Soviet Union initially even though communism was indigestible to Hitler. Hitler and Joseph Stalin actually signed an agreement; not to attack each other at the time of WW2. However, the above agreement caused problems later for Hitler and finally resulted in the downfall of Nazi Germany and Hitler. This paper analyses what would have happened if Hitler attacked Soviet Union at the beginning of WW2. In 1938 an international crisis developed around Czechoslovakia, populated mostly by ethnic Germans known as Sudetenland, has started to shake the global peace and Hitler has threatened to go to war with Czechoslovakia unless so-called Sudetenland was immediately ceded to Germany. The British Prime Minister Chamberlain flew to Germany in order to avoid a possible Second World War which resulted in the Munich Peace of 1938 (Zuljan). Hitler started his effort to conquer the world with the help of Sudetenland issue. In fact Hitler’s majo r aim for raising this issue was to study the responses of other global powers. Instead of responding aggressively to Hitler’s claims, global powers like Britain and France tried settle the issue with the help of negotiations. The dialogues between Hitler, Chamberlain and Daladier (the French prime minister) with the help of Mussolini as mediator settled the issue amicably. At least the European thought that the issue was over. However, it was the beginning of other major problems. Hitler started to make more claims up on more areas in Europe after tasting victory in the Sudetenland issue. He has realized that majority of the Europeans countries were afraid of German power and therefore he can expand German territories to more areas. â€Å"At dawn on September 1, 1939, the German army launched a ferocious assault across the Polish border. By October 6, it was all over. Poland ceased to exist as a country. World War II had begun† (The Nazi Occupation of Poland). The inv asion of Poland was quiet unexpected to countries such as France, Britain, Australia etc. In fact this attack served as eye opener to European countries and they started realize the threat from Nazi Germans for their sovereignty. Making all Hitler’s calculation wrong, Britain, France, Australia and New Zealand declared war against Germany as Germany rejected the call for immediate withdrawal from Poland. The declaration of war by Britain, France,

Tuberculosis Essay Example | Topics and Well Written Essays - 1000 words

Tuberculosis - Essay Example But it is also to be remembered that not all types of tuberculosis are infectious. It is only the TB of lungs which spreads like common cold to other people. Couple of decades ago, TB was considered a dreaded disease, as there was no cure for it, but now TB is a fully curable, provided it can be detected in time. The modern lifestyle and the manner in which we treat our environment are stated to be the biggest reasons for the emergence of newer cases of Tuberculosis. The latest WHO report1 on the disease indicates that, there were an estimated 9.2 million new cases of TB in 2006. The danger of infection keeps growing if the disease is left untreated. The micro-bacteria known as Mycobacterium tuberculosis is known as the most prominent as the one causing the disease. Starting from lungs, gradually the disease can spread even to the central nervous system, if it remains untreated for longer period. Some other micro-bacteria causing the disease include; Mycobacterium microti, Mycobacterium canetti, Mycobacterium africanum and Mycobacterium bovis. Weaker immunity system helps in easier entry of the germs inside the human body. Prolonged coughing, coughing up blood, chest pain, fever are some of the common symptoms of the disease, but it has also been found that sometimes, the immune systems, 'walls-off' the TB bacilli, which can help the bacteria to lie dormant for years. In such cases the person need to initiate medication for preventing the TB from becoming active. And if the infected person is not treated for longer periods, the chances of spreading disease to a healthy person increase. In fact such prolongation can also result in other complications. Therefore it is advised that a person must consult the doctor, if following symptoms are found; A bad cough lasting for about 3 weeks or longer The person suffers from undue and unintended weight losses Coughing up continues for longer period or blood oozes out during coughing. Persons suffers from weakness or fatigue If there is prolonged fever. There are symptoms of Night sweats White blood cells, though accounting for less than 1 percent of total blood volume, play a key role in strengthening the immune system of our body. The blood comprises of six kinds of white blood cells namely: Neutrophils, Eosinophils, Basophils, Monocytes, Macrophages, and Lymphocytes. Each of them has a specific role in strengthening the defence mechanism of the human body. Monocytes is the most important WBC types playing a leading role in preventing the Tuberculosis (Nagel and Frey, 2007). With the help of a process called phagocytosis, Monocytes and Macrophages help in protecting the body by engulfing and digesting the bacteria, dead cells or other similar foreign matter. TB can in general be divided into primary and secondary TB. Primary Tuberculosis occurs in previously unexposed, un-sensitized people and such patients are in the danger of developing latent infection. On the other hand secondary TB comes up in patients who have been infected with the germs earlier and previous ly sensitized. Even years after the infection, such a stage might develop, if due care is not taken by the individual. If the initial symptoms are ignored and once the Tuberculosis becomes active, it tends to become incurable and leads to certain death of the individual. Tuberculosis is stated to

Scientific background to Modern philosophy Research Paper

Scientific background to Modern philosophy - Research Paper Example There have been several claims that philosophy grew from science. Some argue that the reverse is the case, while other scholars are for the idea that science and philosophy complement each other. Better than saying, it has been proven beyond doubt that successful philosophical researches, advancements and methodologies have frequently been closely related to science. The history of modern philosophy essentially dates back to the 17th century which was mainly driven and determined by forces such as Renaissance, metaphysics, rationalism, empiricism, idealism and pragmatism. Hence this article is going to give an account and exploration of the relations between science and philosophy by looking at some essential scientific revolutions, especially by looking at persons who advanced these scientific revolutions. In specific, this paper will be examining the contributions and views of Galileo in scientific revolutions that have directly contributed to shaping modern philosophy. In addition , this paper will look at the connection and the degree to which science is connected with life which consequently brings about modern philosophy. Taking Galileo for instance, his scientific mechanics have greatly influenced men’s minds and has also played an important role in coming up with philosophical views and methodologies. Scientific theories and revolutions have to a great extent influenced modern philosophy. Directly or indirectly, scientific theories such as Galileo’s findings on scientific revolutions have influenced philosophy in one way or the other. Galileo is considered as one of the greatest men of age who contributed greatly to philosophy because his findings were very fundamental to laying the foundations of modern philosophy. Galileo was also regarded as one of the initiators in modern philosophy. This is since he was not only a mathematician but also philosopher because the world of today would not be complete without Galileo’s mathematical f indings. Being the mathematician that he was is what makes him to be viewed as the type of philosopher he was at that time. In brief, Galileo in the history of scientific revolutions was an Italian astronomer and mathematician who was the first to use a telescope to study the stars; demonstrated that different weights descend at the same rate; and perfected the refracting telescope that enabled him to make many discoveries, and had his lifetime from 1564 to 1642 (Morgan & Michael, 2011). In precise, Galileo’s contributions were based on a new scientific discovery and methods of mathematical expressions. As much as there were other scientists during the age of his time, Galileo’s contributions were still considered very instrumental in prompting most of the scientific ideas that have shaped philosophy. His finding that has widely shaped and influenced the world of philosophers and astronomers was the discovery of stars in the Milky-Way, and the nebulous stars by the use of the telescope. Apart from that, Galileo formulated three laws of motion based on the force of gravity, which have as well influenced and shaped modern philosophical studies in the field of science and dynamics. He went further to come up with accurate mathematical expressions of time, velocity and distance that could predict and ascertain exact mathematical values. Consequently these mathematical advancements by Galileo have brought about surety in the field of physical phenomenon. The contributions of Galileo and other early scientist have hence promoted and influenced how people think, ways of life and further intellectual revolutions that have helped shape modern philosophy. Darwin’s theory of evolution for instance has had a weighty impact on the conception of man’s niche and place in nature. To a large extent, these successes of scientific theories by Galileo amongst other scientists have influenced what is now new in modern philoso