Psychoanalytical Approach Essay

?1. Psychoanalytical Criticism ?2. Psychoanalytical criticism is a type ofcriticism that uses theories of psychology to analyze literature. It focuses on theauthor’s state of mind or the state of the mind of fictional characters. ?3. Sigmund FreudPsychoanalytical criticism originated in the workof Sigmund Freud. Freud’s theories areconcerned with the nature of the unconsciousmind. According to Freud, the human mindconsists of three parts: the id, the ego andsuperego. ? The id is source of our instinctual and physical desires. ? The superego is the part of the psyche that has internalized the norms and mores of society. ? The ego is keeps mediating between the demands of the id and the superego. It is rational, logical, and conscious. ?4. Repression? We often repress what the id encourages us to think and do because the ego and superego tell us not to think and do, therefore forcing these unacceptable wishes into the unconscious. All of us have repressed wishes and fears.? Repressed desires emerge in disguised forms: dreams and language (slips). They emerge in symbolic form that require  analysis to reveal their meaning.? Many elements of psychology that Freud described appear in literary works. ?5. Freudian Literary Criticism? Freudian critics try to understand how the operations of repression structure or inform the work They pay close attention to unconscious motives and feelings, whether these be those of the author, or of the characters depicted in the work.? They demonstrate the presence in the literary work of classic psychoanalytic symptoms or conditions. ?6. Carl Gustav Jung and Jungian literary Criticism? Jung developed the theory of the collective unconscious, a collection of shared unconscious memories dating back to the origins of human experience and manifested in dreams, myths, and literature.? A great work of literature is not a disguised expression of repressed wishes, but a manifestation of the desires one held by the whole human race, and now repressed because of the advent of civilization.? Jungian analysis of literature tries to discover the images in a work of literature that a permanent and universal significance. ?7. Harold Bloom and the anxiety of InfluenceThe most important contemporary psychological criticis Harold Bloom. Bloom uses the Freudian concept ofrepression to apply it to literary history in general. Nopoet creates in isolation from his predecessors. In TheAnxiety of Influence, he argues that poetsunconsciously misread the poems of their greatpredecessors. The new poems are essentiallyrewritings of poems by a father-figure predecessor. Poets keep struggling to free themselves from thisinfluence of father-figure poets.

Contingency Planning for a Healthcare Provider Essay

In this paper can be found a generic contingency plan for the health care industry, this paper shows how quickly things can change for health care providers, and what steps that need to be taken in case of a down ward spiral for the provider. This paper explains the seven steps of a contingency plan in detail to achieve maximum effectiveness. In this case, the contingency plan is for a surgical center. Contingency Planning for the Health Care Provider Background In this paper can be found a generic contingency plan for the health care industry, this paper shows how quickly things can change for health care providers, and what steps that need to be taken in case of a down ward spiral for the provider. This paper explains the seven steps of a contingency plan in detail to achieve maximum effectiveness. In this case, the contingency plan is for a surgical center, (The Author, 2014). Practice Overview There are many ways contingency planning can be defined. Contingency planning are steps, procedures, and policies for management that are created to keep business operations on track running and/or to restore them as well possibly during disaster or system failure. Disaster recovery is a number of processes that only pays attention to the processes of recovery. As defined by the Department of Health and Human Services, a contingency /disaster recovery plan is a strategic measure taken if there is a malfunction in a business product or if there is disaster such as flood, or fire or if things don’t go according to plan, (DHHS, n.d.). Contingency is just one part of a  large process for emergency preparedness that includes disaster recovery planning, business practices, and operational continuity. What is also often involved in repairing for such events are processes at a level of organizational processes and implementing policies that may require plans that are numerous and properly prepared for, recover from, respond to, and continue events that impacted by continued activities. What must also be considered by project managers are the disruptions and impacts of the plan, concurrently with organizational policies and standards, for such events. As part of a comprehensive risk management approach, a manager should identify threats and potential vulnerabilities for contingency planning and then he should implement approaches to limit potential impact or to prevent such incidents from happening, (DHHS, 2014). Contingency planning involves seven key factors to success. 1. Identify any regulatory requirements that involve contingency planning. Create a formal contingency planning policy statement. 2. Conduct a business impact analysis to recognize business processes and components, and systems that are critical to contingency planning. Mention the priorities to recovery and include impact events. 3. Identify and implement preventative controls and measures to increase availability, decrease the disruption effects, and reduce the cost of contingency. 4. Develop recovery strategies that make sure if something doesn’t go according to plan or if there is disaster, infrastructure critical systems and business can recover fast. 5. Develop contingency plans that include precise procedures and guidance for recovery from disruptions. 6. Plan testing, training, and exercises to practice and test contingency plans so that if there are and unfilled gaps or holes in the plan they could be filled. Also to make sure recovery personnel is prepared just in case of disruptions. 7. Maintain contingency plans. Update and add new factors to them to show the changes in the factors that influence them. The development of contingency planning is essential to implementing and developing an emergency preparedness program that is comprehensive. According to NIST, there are five main components of contingency plan. Best Practices 1. Concept of operations 1. Notification and activation 2. Recovery of operations 3. Reconstitution of normal operations 4. Supporting information as part as the plans appendices If success is wanted for contingency planning, it is essential for stakeholders to regularly re-look parts of operational importance. The types of contingency plans that should be included are, 1. Business continuity plan 2. Business recovery plan 3. Continuity of operations plan continuity of support plan 4. Crisis communications plan 5. Cyber incident response plan 6. Disaster recovery plan 7. Occupant emergency plan Conclusion In conclusion, contingency plans are created to protect responses to any disruptions or anything that may impact regular operations. The information the plans contain, the types of plans, and the responses all depend on the following factors, risk that a particular type of disruption may occur, resource availability to respond to different types of disruptions, organizational response capabilities, and readiness to deal with any type of disruption(DHHS, n.d.). References DEPARTMENT OF HEALTH AND HUMAN SERVICES(n.d.) ENTERPRISE PERFORMANCE LIFE CYCLE FRAMEWORK Contingency Plan HHS EPLC Practice Guide Contingency planning. How to plan for disasters. Author Delisio ER http://eds.b.ebscohost.com.proxy.cecybrary.com/eds/detail?vid=2&sid=2bc0c2e0-b744-443†¦

Business notes: Creative problem solving

Business notes: Creative problem solving 1 Unit 1 – Creative problem solving 1.1 Introduction A business leader is expected to identify problems, implement solutions and find business opportunities. To do so, they must learn to plan, analyse situations, identify and solve problems (or potential problems), make decisions, and set realistic and attainable goals for the business/unit. These are the fundamental thinking/creative requirements for leadership, and these set direction to a successful future. Without this critical competence, you will have to rely on others to do your thinking for you, or you will simply have to learn to nurture your creative thinking skills which will help you on your journey towards successful business. Creative thinking forms part of this continuous problem solving process, and is the fundamental basis for facilitating in the development of solutions, new initiatives, products or services. In an entrepreneurial context, the end result of this process should be directly linked to a feasible opportunity in the market environment. Quote – What lies behind us and what lies before us, are tiny matters, compared to what lies within us. – William Morrow The creative problem solving process consists of the following four steps: ‘ Problem analysis ‘ Solution analysis ‘ Decision analysis ‘ Solution implementation 1.2 The process The creative problem solving process consists of an important core process, namely the idea generation process see figure 1. This is an important step, especially if you need to come up with creative ideas for products, services, and processes, to solve a consumer problem. The idea generation process consists of the following four steps: ‘ Step 1 – Generating ideas ‘ Step 2 – Developing ideas into a concept ‘ Step 3 – Converting a concept into a tangible or intangible product ‘ Step 4 – Finally protecting the tangible or intangible product Figure 1 – The process of creative thinking (idea generation) Initially you need to understand the problem and find the root cause of the problem. Many techniques are available to find the causes of problems, you can use the 5 Why technique in this case, if you are familiar with it. The more advanced courses will describe how to use the major problem identification techniques, but this course will focus on the idea generation process. 1.3 Where to start In the entrepreneurial phase, the best way to start the idea generation process is when you are required to come up with a new product or service, to identify a potential consumer problem. Initially, focus on identifying problems in the area of your expertise (your knowledge base). If you have no knowledge of the problem, the product development stage could be a challenge for you. You will learn in the next section that not all problems are opportunities, and entrepreneurs should be careful as to how they approach this stage, when generating ideas in trying to identify a new product or service. 1.4 Problem versus opportunity In most cases, the idea-generation phase in the creative problem solving process is neglected. Individuals normally identify a problem or an opportunity (which may seem like an opportunity, but is actually just an idea), and then develop a new product in line with the new assumed idea or opportunity. It is therefore important to distinguish between an idea and an opportunity. Resources may be wasted if a mere idea is incorrectly perceived as an opportunity. Any opportunity is initially problem based (e.g. a coffee shop in a destination where there is a lack thereof, this creates several problem situations and potentially feasible opportunities for the entrepreneur). The creative thinking (idea generation process) involved, is the means to solving these problems, and bring forth solutions to the market problems, which create further opportunities. 1.4.1 Difference between problem and opportunity There is, however, a critical difference between a problem and opportunity. Consider the following: ‘ Is it an idea or an opportunity to develop a high speed train between two major cities which are not far from each other? Some may say it is a great idea, but when you need to pay R200 a day to make use of it, it is simply not an opportunity. Only a few people would make use of the service, resulting in a negative impact on the market. ‘ If it is possible to transport people between the two cities for a lower cost, say R10, it would possibly be a more feasible opportunity. Here is a good example of an opportunity – Around the turn of the twentieth century, a shoe manufacturer sent a representative to Africa, to open up a market in the undeveloped area in that continent. After exploring the culture for a month, the rep sent a telegram to the home office shouting, ‘Disaster! Disaster! These people do not wear shoes. Bring me home immediately!’ A short time later, another shoe company sent their agent to Africa for the same purpose. A month later his home office also received a telegram: ‘Opportunity! Opportunity! These people do not wear shoes! Triple production immediately!’ Quote – Every situation contains the potential for disastrous problems or unprecedented success. The event is what we perceive it to be. Unknown Now the question arises: How do I distinguish between an idea and an opportunity? Looking at above examples, every problem is not an opportunity, and it really depends at how you are looking at the problem. If you see a viable opportunity in a problem then you are looking at the problem with a different perception than most people (the glass is half full or half empty). From a business perspective all opportunities are not necessarily a viable opportunity, the market determines the available opportunities. Without the knowledge to interpret the market conditions, you could miss it totally in terms of your opportunity analysis. Table 1 shows the different industries in South Africa, the level of entrepreneurial activity, and how the same opportunity differs in each of these market areas. 1.4.2 The global entrepreneurship monitor The Global Entrepreneurship Monitor ‘ specifically identified the entrepreneurial activity in the various industries of South Africa. It can be generalized to state that an industry with a high level of entrepreneurial activity, gives away more business opportunities (e.g. manufacturing, retail, hotel, restaurant and business services), while one with a lower level will indicate far less opportunities (e.g. agriculture, forestry, hunting, fishing, finance, insurance, real estate and health, education and social services). If we analyse just one ‘high-opportunity’ industry, for instance manufacturing, it may be an opportunity today to manufacture a final product, and export it to an international market. A ‘low-opportunity’ industry, for instance insurance (especially in the market entry phase), may be negative as having an extremely high crime rate and insurance companies have to pay out claims at an alarming rate. It is also evident that low-opportunity industries may create feasible opportunities. An entrepreneur should therefore be wary of following a fad, (latest trend) and exploiting assumed opportunities in a ‘popular’ industry. Percentage of Entrepreneurs ISIC Category Start-ups New Firms Total Agriculture, forestry, hunting, fishing 1,3 2,6 1,6 Mining, construction 9,7 5,0 4,1 Manufacturing 14,3 19,1 13,8 Transport, communications, utilities 9,8 0,7 8,0 Wholesale, motor vehicle sales, repairs 6,0 6,5 6,3 Retail, hotel, restaurant 40,8 47,7 43,5 Finance, insurance, real estate 0,3 5,2 1,4 Business services 10,1 7,9 9,4 Health, education, social services 2,6 0,7 2,3 Consumer services 11,0 3,5 9,7 Source: Driver. Wood, Segal Herrington, 2001 Table 1 – The percentage of entrepreneurs in the different industries in South-Africa 1.4.3 What is an opportunity? What exactly is an opportunity and how does an entrepreneur exploit a feasible opportunity? According to Hesrich Peters (2002), an opportunity is the process whereby the entrepreneur assesses whether a certain product, service or process, will yield the necessary earnings based on the resource inputs that are required to manufacture and market it. ‘ The nature of opportunities needs to be assessed – thus, what leads to the existence of an opportunity? The following factors may result in an opportunity: ‘ General and specific problems faced by consumers ‘ Market shifts ‘ Government regulations ‘ Competition There are two equally important criteria in the assessment of an opportunity. Firstly, the size of the market – will the number of customers reward the input and energy required, to create and deliver the product? Secondly, the length in terms of the frame of the opportunity (window of opportunity). For example, is the demand for this product only a short fashionable phenomenon or is it based on sustainable business, or how long will it take before someone else (a competitor), to grab the opportunity? These two aspects should also link directly to the personal skills and competence of the entrepreneur. For example, entrepreneurs with no skills or interest in information technology will not necessarily achieve their personal goals. They should rather venture into an opportunity which suits their experience and personality. 1.4.4 Transform opportunity into a business Table 2 shows how the development of a business plan links to the identification and evaluation of opportunities, the determination of the resources required and the eventual management of the enterprise. All of these factors play a significant role in the correct assessment of the business opportunity. This means that the business plan must explain in sufficient detail how the business will exploit the situation, to transform the opportunity, into solving a problem for the consumer, which generates extraordinary profits for the people involved. ‘ Identify and evaluate the opportunity Develop the business plan Determine the resources needed Manage the enterprise Creation and length of opportunity Real and perceived value of opportunity Risk and returns of opportunity Opportunity versus skills and goals Competitive situation Title page Table of contents Executive summary Description of business Description of industry Marketing plan Financial plan Production plan Organisational plan Operational plan Summary Appendices Existing resources of the entrepreneur Resource gap and available supplies Access to needed resources Management style Key variables for success Identification of problems and potential problems Implementation of control systems Source: Hisrich, R.D. Peters, M.P. 2002: 40. Entrepreneurship. Boston: Irwin/McGraw-Hill. Table 2 – Link between Opportunity and business plan 1.5 Instruction Exit and resume to your current page.

AIG Case Study Example | Topics and Well Written Essays - 1000 words

AIG - Case Study Example The risk management division at AIG knew very well of the risks they were taking but still they carried on with this unstable, fraudulent yet lucrative opportunity. In the end, the company almost got to the brink of bankruptcy. Greed and negligence led AIG to be a part of the derivative business. The derivatives are risky investments and many wise investors avoid these instruments because of their highly unpredictable nature as well as the loopholes for exploiting them through scams and frauds. This payment comes in the form of collateralized debt obligations (CDOs). Before the crisis began these instruments were in huge demand because they were offering higher returns than other bonds that had the same credit ratings. Therefore, speculators as well as investors heavily purchase these instruments from insurers such as AIG. Before the crisis the US financial market was going through bullish trends and it appeared improbable for bond issuers to go through bankruptcy (Xinzi, 2013). Hence, CDS seemed the most lucrative selling financial tools for collecting premiums. By the end of 2007 the CDS contract grew to about $60 trillion and there was no doubt that when the times were good CDS were generating huge reve nues for AIG (Xinzi, 2013). In addition, many banks and underwriters of CDS covered their short positions in one instrument while staying long in other CDS (Xinzi, 2013). AIG did not play on both sides of the trade (Xinzi, 2013). The unethical side of AIGs derivative business was not to fully cover the insurance it was providing. When the risk management is underwriting the risks they should keep track of the companys resources in case they have to pay the claim. The company was not oblivion about the risky nature of the securities it was insuring. The management only considered the quarterly premium that kept coming in. In other words AIG failed

Education Essay Example | Topics and Well Written Essays - 1500 words

Education - Essay Example The uneducated individual often is unaware of the happenings and developments that are taking place in the society and in the world surrounding them. As a result they are more involved in the process of looking out for odd jobs, which they could perform to make their livelihood. For the educated individual the scenario is totally different, since a plethora of opportunities open before them to discover the world and apply what they have learned during the years of education. It is a medium that trains the mind of any individual, since it helps to expand and bring out the inner capabilities, which are very much hidden within the self. For this reason education has been considered to be very essential for any person, who wants to make a mark for themselves in the present world. Though many external factors affect the quality of education that is being imparted to each individual, today most of the nations are concentrating inputting up their concerted efforts to make sure that, their c itizens get proper quality education during the course of life. ... Taking the proper and right decisions is very vital for the survival of the human being in the present world. Education thus has got a very great significance as it forces the mind of the human being to think rationally, which very well distinguishes them from the rest of the illiterate crowd. Due to this much importance has been given by the modern day thinkers and the governments alike of the countries worldwide to impart quality education to their citizens, which will create plenty of job opportunities for them to take the right direction and progress in life. Thus the whole educated population present in the society will help the country to make rapid strides in the course of developing their respective economies, which will go a long way to bring prosperity to the entire nation and their fellowmen. (www.ditext.com ) The present day world is scientifically and technologically much advanced only because of the fact that, the majority of the current generation across the world is h ighly educated, which has revolutionized the modern society. It is only through the imparting of proper quality education that has trained the minds of the young generation, to critically think and take rational decisions which have been the cornerstone for all the success that has been achieved in the realms of science, arts and almost all other fields. This has been possible since in recent years, there has been a very wide spread of information as well as knowledge to almost all the corners of the earth, which has been enabled only by means of education. Though in most of the cases where the society and the country impart a form of general and basic education to its country men, it is seen that the vast majority of them do not pursue higher

Ideal Society in the Republic of Plato Essay Example | Topics and Well Written Essays - 1500 words

Ideal Society in the Republic of Plato - Essay Example Plato's ideal society, among others, is inhabited by three classes, namely, Philosopher Kings, Guardians (soldiers) and Artisans. These three represent three elements in human nature – reason, spirit and appetite respectively. These three elements also have three corresponding virtues – wisdom, courage and temperance. There is an oft quoted saying of Plato where he puts philosophy and wisdom on the highest pedestal in the state. He says â€Å"Until philosophers are kings or the kings and princes of this world have the power of philosophy, cities will never have rest from their evils.†As such, his ideal society comprises the three main classes while his Ideal State is constructed through duly trained Philosopher Kings and Guardians. The training and discipline of philosopher kings is such that they are provided all safeguards preventing them form indulging in any digression vis-à  -vis justice in the state. Justice in the state rests in everyone following oneâ₠¬â„¢s own trade and activity for which one is suited best by nature and training (where required). The concept of justice here is linked to the Greek conception of dike, i.e., the just order. In such an order, each individual with respective and corresponding elements, virtues and metals of bronze, silver and gold is doing ones own job to a level of highest excellence. Justice, for Plato, is this excellence of work pursued in the area of one’s own best suited craft. Duly trained Guardians are to protect this Platonic city from invaders and wrong doers. These soldiers are like watchdogs and faithful to the dictates of philosopher kings and justice. Philosopher kings are the ones who can see the reality, knowledge, truth and justice. They are those who ‘know’. The education system and communism of wives and children helps prevent philosopher kings form indulging in any act of digression away from justice. Philosopher kings have come out like shining pieces of gold from the test of fire. Plato starts from state as an institution and moves to individual in his quest for justice. He considers division of labour and reciprocal needs. In this effort, he even discusses various other forms of government such as democracy, totalitarianism and aristocracy etc. He finds his ideal state as the best possible option among them all. Even entry of private property is also abolished in Republic.

Major assignment Essay Example | Topics and Well Written Essays - 1750 words

Major assignment - Essay Example This paper is aimed towards highlighting the phenomenon of pay secrecy and the changing trends in compensation management that propose pay transparency. In the light of the research, solutions will be presented for the case in question. ‘When salaries aren’t secret’ written by John Case for the Harvard Business Review, presents a rather complicated situation that was being faced by the management of a fashion retailer called RightNow! (Case, 2001). The CEO Hank Anderson was facing the retaliation of an ex-employee who had overheard the management discussing employee payment in a meeting and had probed into the company data to find out blatant discrepancies. Displeased with the inequity, she not only resigned but also gave a departing gift to the company, making the individual employee payment amounts known to all through an e-mail to the whole workforce. This had caused a lot of mayhem as many employees discovered they were being paid only a percentage of what their counterparts were being paid. Many demanded a raise and threatened to leave the organization. The CEO was accompanied by the Vice president of the company, Charlie, and CFO, Harriet, to discuss this situation. The furious employees h ad been seen discussing nothing but the revealing e-mail all day and the management had their share of concerns. They discussed how the situation could be manipulated to give a bad name to the whole organization and its practices, publicly. Their concern was also the height of retaliation that could result from the angry and heartbroken employees who had been exposed to the harsh truth. The vice president gave an instance of three highly paid male employees in an all-female department as possible grounds for a gender discrimination suit. The trusted advisors of the CEO, Hank, present their concerns and possible solutions to the problems namely, sympathizing with the employees, listening to their pleas and demands and promising

Image of masculinity through tv program such as two and a half men, Research Paper

Image of masculinity through tv program such as two and a half men, - Research Paper Example a. Charlie Sheen  as  Charlie Harper  (season 1–8)- the archetype of hedonistic bachelor to the mould of Hugh Hefner of Playboy. In the sitcom, Charlie works as jingle/children songwriter and makes more money than his brother Alan who is always in dire straits due to the alimony that he has to pay to his wife Judith. Charlie is the dominant male figure in the sitcom. b. Jon Cryer  as  Alan Harper – Alan’s character articulates soft version of masculinity although it was portrayed as subordinate to the hedonistic type of masculinity with Charlie’s inordinate sarcasm and banter with Alan. c. Angus T. Jones  as Jake Harper – Jake portrays the underachieving son of Alan and Judith. Although Jake is Alan’s son, Jake mirrors the behavior of his uncle Charlie more than his father Alan. The character of Jake provides the subtle approval of Charlie’s hedonistic behavior in the sitcom. Masculinity has always been associated with a powerful social position that is based on class, race, and sexuality, wage structure and other parameters of manhood that spells dominance. This is reinforced through gender order within societies where men are usually ranked as more powerful and more prestigious than others. Although most of this stereotyping is structured through men’s dominance over women or the latter’s dependence on men, it can also be the case of male dominance over other males with other males also dependent to the dominant male. This structure is also present in the animal kingdom with the presence of the Alpha Male. The three characters in the television sitcom Two and a Half Men  makes an interesting case about images of masculinity in contemporary American society. Each of the characters performs their role and acts them out in accordance with how such character relates to the world and how it perceives the world. Often, the expression of

Aspects of Corporate Financial Policy Essay Example | Topics and Well Written Essays - 3500 words

Aspects of Corporate Financial Policy - Essay Example The view that dividend does not matter as far as wealth maximization is concerned has its support in the article by Miller (n.d.) entitled â€Å" Do Dividends Really Matter?† In said paper, Miller explained his position about the few aspects of corporate financial policy where academics and practitioners differ on what really is the effect of dividend policy on stock price. He is aware that the academic consensus that dividends do not matter much and that the market should not be expected to increase prices because of â€Å"generous† dividend policies. He, however, admits that generous dividends may cause share to sell lower due to tax penalties or higher taxes on dividends as against capital gains. On the other hand, he also knows of the continued claims from corporate officials and investment bankers about the big influence of dividend on market prices because of cited instance where there were jumps in price after some announcements of resumption of regular dividends (Miller, n.d.).One may easily notice what caused the world of academicians to differ from those of practitioners. It may be asserted the academicians seem to view things from a long-term point of view while practitioners will look at it at the immediate reaction from the market which is rather a short-term point of view. This must be so since academicians would most probably believe in the result of researchers than a knee-jerk reaction to what happens in a certain stock market. Practitioners, in turn, would like to be guided by academicians but not necessarily. Indeed Miller saw what practitioners perceived as â€Å"an optical illusion† where he used as an example with his students a stick in the water to illustrate his point. He explained that of one who uses his or her eyes and look at the stick in the water, it appears bent yet if one feels it with his or her finger or if one pulls it out of the water one will realize that the stick is not really bent. It is just the loo ks of it that is bent.

Music in China Essay Example | Topics and Well Written Essays - 1000 words

Music in China - Essay Example The towns in China have had the chance to embrace modernity and with the same form of energy from the western counterparts that have embraced the upcoming genres of music. In the small villages and towns there are often loud speakers releasing chunks of sound that carry music especially the latest pop songs. Besides the pop genre, the Pavarotti and Muzak are some of the genres that still carry instances of traditional systems of sound. (Shen 41-44) The music system of China has been basically influenced by the Western music over the past few decades. So much of the western ideas have been embraced mostly by the university students that take up lessons and composition classes that basically contain a model influenced generally by the western genres of music with only a few opting to take up the lessons on the composition of Chinese traditional music. On the other hand, the shops that are basically supposed to be selling music productions have also gone the western way with most of the compositions ranging from the romantic kinds as well as the Italian operas. Furthermore, in the streets whereby there is a booming sale of pirated CDs with low prices as well as the tapes are mostly expected to show higher orders from the young who have it upon themselves to request for the hits from the US and from Europe. There have been instances whereby the authorities have tried to put a stop to this kind of illegal trade but it has still mana ged to thrive underground. (Shen 45-51) In the 90s, there were frequent births of various rock bands of Chinese origins that have grown to become so popular and worth mentioning when we are talking about music in general and how much it has come of age especially in contemporary China. An example of such a band is the Cobra band that was an all women band that has gained a formal level of notoriety for their professionalism in doing their best for this genre of music. During this period, there was little understanding as the Chinese artists were trying to come up with the kinds of materials to reach the level of what was being heard in the west. The most controversial and one of the most famous artists during this time was Cui Jian who was credited as the pioneer that brought rock music to the limelight. He has a similar style in the kind of music he put out though some critics saw his ideas to have a basic antagonistic approach to the Chinese traditions and that some of the songs w ere basically politically oriented in their compositions. He was basically trained as player of the trumpet and he held some form of orchestra leadership position after which he was dismissed in the 80s (Rees 28-36). The traditional music on the other hand has its own form of history and has completely followed a different journey. There were various genres of folk songs that have a close relation to the imperial traditions such as that of temple and courtly music merely survived the great fall of the imperial dynasty and hence some of the traditional forms of music especially the strong folks that were basically revived since the durations of the Cultural Revolution in the villages. Some of the traditional forms of music that are basically available in many public places in china and which are mostly available on CD as well as in cassettes in the United Kingdom include the ritual music. (Rees 37-40) The ritual music comprises of the songs that were performed initially mostly in the Daoist and Buddhist temples. The rituals involved the monks and nuns who basically

Individual Assigment Essay Example for Free

Individual Assigment Essay Narration: The world of technology has evolved over the years, and that means the need for technology has increased as well. Businesses have evolved over time with the use of technology, it allows us to shop, sell, trade, and function overseas. As I read over your business plan it seems that it is designed to compete in the local market, as well as add value to the community. Technology will play a huge part in both, it allows you to create and implement a plan that will help increase profit and customer satisfaction. As your business will compete in the local market, you will need to consider implementing Enterprise 2.0 or Web 2.0. Both Enterprise 2.0 and Web 2.0 offer many benefits to help your company succeed and grow with the ever changing economy and local market, both will allow your company to widen your market from county to county, state to state and even other countries. Enterprise 2.0 The attributes of Enterprise 2.0 practices can be very useful and sufficient in brainstorming, sharing, and evaluating ideas by utilizing enterprise social networking. Enterprise 2.0 helps business decrease IT costs by decreasing the amount of hardware and software that is needed (McAfee, 2010). Enterprise 2.0 would be a good asset to your business, it would keep it cost down and allow the marketing that you need to be competitive in your local market. Web 2.0 Web 2.0 also has many beneficial factors that would also be a good asset to your company, it includes social networking sites that would create great marketing tools, it allows you to create website which can also be a great tool for marketing and it allows you the user to be in control over the data  used. Web 2.0 offer rich user experience, user participation, scalability, and freedom. Web 2.0 offers a wide variety of marketing tools as well as creating a safe and valuable way to increase profit, and safe guard your assets (McAfee, 2010). .

Slumdog Millionaire Essay Example for Free

Slumdog Millionaire Essay ‘Slumdog Millionaire’, directed by Danny Boyle, is the uplifting story of a young street boy who exceeds expectations and wins big on the TV game show ‘Who Wants To Be A Millionaire. ’ Two key themes that the film highlights are Money and Justice, an example of these themes being used is that Mumbai is portrayed as a place of terrifying poverty and unforgettable brutality where both money and justice are a thing of scarcity, Justice in particular is seen as favouring the rich while Money is used as a dividing line between the rich and the poor. Slumdog Millionaire’ presents money as something of high value and a symbol of wealth in comparison to the high level of surrounding poverty; this is clearly seen early in the film when gangster boss Javed is being driven through the slums, his rich facade contrasting with the surrounding poverty. The film commonly suggests that money corrupts; this can be seen in many instances such as when Jamal and his brother Salim begin scamming people into tours of the Taj Mahal or how Javed expresses his wealth through a richly decorated house. Matthew 6:24 explains that you either serve God or are a slave to money, this Christian perspective from the gospel ties in with the theme that money corrupts and emphases the fact that Jamal, Salim and Javed where all at a time slaves to money. A key message brought in towards the end of the film is that Money is less important than love, we see this when Salim sets Latika free and sacrifices himself for the preservation of others, it can also be seen when Jamal speaks to Latika over the phone and realising that she is safe no longer cares about the million dollar question at hand. The story line of ‘Slumdog Millionaire’ is centred on the theme of Justice; the Christian view of justice is the ‘Justice of God’ meaning the prevalence of sin. Justice in the film is seen from a variety of perspectives including that of sinful nature, for example, the film glorifies the cheating, lying and stealing that Jamal and Salim undertake to survive. The overall theme evealed towards the end of the film is that in the end justice prevails, this is seen when the bad guy (Javed) dies and Jamal and Latika are finally free to be together (and win 25 million rupees). Psalm 106:3 basically says that blessed are those that do what is right, this Christian perspective supports the films outcome as Salim’s role as a morally decent person is truly blessed with love and wealth in the end. After watching the film and analysing its key points and themes it is clear that ‘Slumdog Millionaire’ is both uplifting and inspiring, it does however explore the harshness and cruelty of reality in the slums of Mumbai, these negative aspects somewhat dominate the film and for this reason I am led to believe that the film lacks hope, the film presents a succession of depressing obstacles that Salim must face, only ending on a positive note. From the Christian gospel: Luke 6:20-21 explains that those that suffer in the present need not fret as they will be joyous in eternity, this statement in my personal opinion summarises the film from a Christian perspective and provides a clear indication that (even if it wasn’t on purpose) themes from the Christian gospel are present throughout the film.

Nursing Students Perception Of Faculty Role Models Nursing Essay

Nursing Students Perception Of Faculty Role Models Nursing Essay Abstract Background: Professional role modelling is key component in educational arena, where teachers serve as best role models for the students. It serves as a primary way to impact students search for meaning, purpose, and value in their personal and professional life.. Therefore, to be able to assess what students perceived about their faculty approach as role modelling, we conducted a study to explore the students perceptions and experiences about the faculty role modelling at a private School of Nursing in Karachi, Pakistan. Methodology: This study followed qualitative framework, considering group of diploma programme students as a case, data was collected through semi structure interviews from fifteen representatives of all three years of diploma programme. All students of the diploma programme were approached for their voluntary participation. Subsequently, purposefully equal participation was considered from all three years of the diploma programme for their representation in the study. Tape record interviews were transcribed with major thematic analysis of the verbatim. Findings: Participants in the study mentioned their disappointment with the ambiguity in their faculty as role models. While the faculty reinforced students to be equipped with the expected knowledge and demonstration of discipline, they themselves did not follow the same. The findings revealed that Professional role modelling needs to be encouraged with the provision of appropriate mentoring and continued education of nurse educators. Participants strongly felt that though the nurse educators are well equipped with clinical skills, they lack in clinical and classroom teaching skills. Conclusion: There is significant association between professional role modelling by nurse educators and students learning outcomes. Therefore, faculty members should demonstrate proper role modelling and practice what they preach while reinforcing professionalism. Provision of appropriate mentoring and continued education can facilitate nurse educators to become the role models for nursing students to follow. Key words: nurse educator, professional role modelling, students learning outcomes Introduction: The period of college/university education is accompanied by a significant transition of an individual from adolescence to a young adult; often requiring the students to meet several demands and challenges of education. Traditionally, the depth or accuracy of learning is usually expressed through assessment scores without major focus on cognitive, affective or behavioral learning (Lizzio et al, 2002); this reflects the basic educational system of Pakistan too. With transition to the university education, the students are often required to meet several demands and challenges; moving more towards cognitive, affective or behavioral learning than rote memorization. With this shifting paradigm, students perceptions influence their approach towards education and influences their overall learning outcomes (Lizzio et al, 2002), and their health and coping with the challenges of education. Learning environment, course structure and teaching methodology contribute overall towards the students coping and learning within these challenges of education. On the other hand, nature and structure of higher education have an implication on students well-being as they are often concerned with poverty, and become withdrawn and psychologically distressed (Dooris, 2001b). A similar change of educational environment is usually faced by the students when they enter their nursing education. Students in nursing education are required to meet academic demands which make them feel strained. This altered state of mind often impacts negatively on their academic function and health (Seyedfatemi et al, 2007). In this journey, teachers serve as a backbone of educational arena. Similarly, their teaching approach and mode of instruction plays crucial role in the development of conceptual learning in students. Considering nursing as an learning arena of specialized skills, nurse educators has to take prime position to ingrain the knowledge and skills in young future nurses, while motivating them to be self directed learner and sound decision makers. Dooris (2001b) has identified the nature and structure of higher education as one of the factors affecting studentsà ¢Ã¢â€š ¬Ã… ¸ well-being. Nursing education require students to engage in several study hours. Struggle in meeting the requirements of various assignments and clinical (Seyedfatemi et al, 2007) often impacts on the mental health (Dunne and Somerset, 2004) of the nursing students. In the same line, faculty plays a vital role in creating positive learning environment and serve as a role model in the development of knowledge, skills and attitude in students (Glicken and Merenstein, 2007). Students are required to meet the several demands of nursing education, markedly higher then what is expected in pre-nursing education level in Pakistan. Concerns of students poor coping with the academic demands and hostel stay are often reported at various forums and at different nursing programme faculty meetings, at selected School of Nursing, also highlighting students expression of uncertainty and helplessness. This alter state of mind, often make students prone for mal adaptive coping behaviours like excessive worrying, sleeplessness and feeling of loneliness; impacting negatively on their academic function and health (Seyedfatemi, Tafreshi and Hagani, 2007). This study is an identified factor of the Masters study conducted to explore the Emotional well-being of Diploma Nursing students. Since, positive, motivational and unbiased learning environment has optimistic impact on students learning outcome in university setting (Lizzio et al, 2002); Papp, Markkanen and Bonsdorff (2003: 267) have rightly stressed that, students should be treated equally and with consistency throughout their education. In the same line, faculty plays a vital role in creating positive learning environment and serve as a role model in the development of knowledge, skills and attitude in students (Glicken and Merenstein, 2007). Therefore this study was conducted to explore the students perceptions and experiences about the faculty role modelling at a private School of Nursing in Karachi, Pakistan. Methodology Interpretative paradigm was opt to assess diploma nursing students perception their subjective meanings and definitions of the emotional well-being and its related factors (Clough and Nutbrown, 2007; Creswell, 2007; Laverty, 2003; Sandelowski, 2000; Merten, 1998). Qualitative approach was considered to obtain the interpretative in-depth analysis of the experience, perceptions and understanding of research participants (Neuman, 2003; Munhall, 1989). Considering the group of diploma programme students as prospective participants of this study, a Case Study approach was used as a guide to progress in this research project, as it provides chance to the researcher to have intimate knowledge of participants feelings (Polit and Beck, 2004; Yin 2003). Case study involves exploration of case/s within a bounded system (in a specific context) like in this study being in a diploma nursing programme (Creswell, 2007). Study setting Support Services for Students at selected School of nursing Every student at selected school of nursing has a faculty advisor who guides them in their academic issues as and when required. Students are expected to visit their respective advisors at least three times a semester and also on the basis of their need (, 2006; , 2007a; , 2007c). Ambreen.Tharani2011-02-21T12:00:00 How can i refer to meeting minutes of AKU-SONIn addition, to support students emotionally, a student counsellor, who is a professional psychologist, is also available and provides support to students on need basis. Sample: Sampling was done in two stages. Initially, whole population of interest that is all the students of the diploma programme were contacted via their institutions student email identification, providing them with the study details and inviting for voluntarily participation in study. As suggested by Polit and Beck (2004), to obtain the in-depth assessment, limited number of participants was selected in this case study. Considering that the participants perspective may vary with their years of experience in the programme and their status of accommodation (Neuman, 2003); in the second stage, equal participation was encouraged from all years of diploma programme (n= 15), representing both the day scholars (n1=7) and hostel resident students (n2=8). Data collection and Analysis: Systematic data collection was conducted via individual semi-structured interviews using the interview guide to explore participants experiences (Neuman, 2003) and perceptions (Robson, 2002). Interview was audio-taped and a journal was maintained to record participants impressions, reactions and other significant information during the interview (Rudestam and Newton, 2001; Speziale and Carpenter, 2003). Efforts were made to decrease the limitations of the study. Ethical consideration was taken into account throughout the research to maintain confidentiality, anonymity and providing a follow-up mechanism to the study participants to prevent any sort of harm. Audio-recorded information was transcribed and thematic data analysis of data was done based on Laws (2003). Trustworthiness: Credibility, transferability, confirmability and dependability (Polit and Beck, 2004) were ensured in this study. Considering these criteria, credibility was ensured by cautiously interpreting and presenting the responses of the participants. For promoting transferability, detailed description of the context of the study is provided while disseminating the data for possible transfer of findings in other settings (Polit and Beck, 2004). For dependability, the process and the product of the research were carefully examined for its consistency. For confirmability, stepwise record of the raw data was constructed and maintained, followed by data reduction and reconstruction, synthesis of products and subsequent analysis (Polit and Beck, 2004).Ambreen.Tharani2011-02-22T08:28:00 Can we remove these details or as suggested by you we can purely move it to the discussion part Ethical Consideration Ethical consideration was ensured following the British Educational Research Association-Code of Ethics. Along with that, Institutional Ethical Review Committee (of data collection site) was accessed and written approval was obtained for research. Director of Diploma Programme and the Dean of selected school of nursing were approached in person to state the purpose and process of the research, along with obtaining Deans permission for data collection To consent for voluntary participation, adequate information was provided in the consent form regarding the purpose of research, their participation requirement, possible risk and benefits, financial consideration and their wish to decline the participation (Speziale and Carpenter, 2003). Permission was also sought for the participants before tape-recording the interviews. To ensure anonymity and confidentiality during data collection, tape-recording, data transcribing and data analysis, the participants were addressed and referred to with respondent numbers. As this study focuses on the perceptions and feelings of the participants, the possible harm to the respondents would be emotional. My experience as a mental health nurse has helped me to utilize the therapeutic communication, including broad opening, being non-judgmental, paraphrasing and clarifying (Videbeck, 2005) during the interviews. Ambreen.Tharani2011-02-22T08:26:00 How to rephrase this- i m confused Findings: Learning Environment The participants felt that the major focus of the faculty at SELECTED SCHOOL OF NURSING was on professionalism. While reinforcing professionalism, they often put undue restrictions on the students, which in turn lead to limited learning opportunities and they felt that they were being discriminated against other students. Yes, another important thing is environment; environment in terms of professionalism. Again the teachers are around you, students are around you, so there behaviour has an impact on us and you will adopt those things People in other programme are more professional. They [teachers] restrict in dressing which is not on other programmes. (Respondent 6) In this study, the participants identified various factors in the environment that impacted their learning and emotional health likes: high expectations, ambiguity in role modelling, and teaching approach of faculty members. In addition, large classrooms played a crucial role in students learning and eventually on their emotional health. 4.2.2.1 High Expectations Participants in this study reported too many expectations by the faculty members and academia at SELECTED SCHOOL OF NURSING . Three participants strongly mentioned that they should not be considered as born nurses by the faculty members. When faculty are hired they should be taught several things before giving them teaching responsibility. Students are students not born learners. (Respondent 6) They felt that the high expectations in clinical and theory made them stressful. Furthermore, stress of going on clinical made them anxious. To make learning environment positive, they emphasized that faculty should be more supportive and flexible to understand the students problems. Clinical take too much stressor, during performance and skills. We need time to adjust and faculty expect to do each and every thing like skills lab, in front of patient and in front of staff there. It gives stress. (Respondent 12) Teachers expect that on clinical we should know every thing and when we dont know, she doesnt teach us, and say why you dont know this? We are students and in learning process. This thing disturbs students a lot. (Respondent 5) To support students at clinical, one of the participants stressed on the need for more faculty coordination with and emotional support of the students. You [faculty] should keep yourself in students shoe and see how much stress you are giving to studentsYou should coordinate with students more to understand what problems they have? With some personal problem sometimes students does some mistake on clinical and then they are put on learning contract, without thinking what they are going through. Coordination should be done with students. Though we have advisors who guide us but teachers should emotionally support students. (Respondent 2) One of the participants found challenges related to the transition from life at home to life in the hostel and university: In hostel, we have to do many things by ourselves which our parents use to do for us. Like we have to wash our clothes we have to make breakfast and no one to wake-up us. Besides that clinical! When I have to go clinical I even dont sleep previous night. I have disturbed sleep and I become very upset when I go on clinical. (Respondent 14) To study participants, the high expectations set by faculty members at clinical also resulted in poor image of the students. They were highly concerned about their image in front of the faculty members. To participants, a similar image is communicated to the other faculty members with their shift in clinical placement and with their progression to next academic semester and/or year. à ¢Ã¢â€š ¬Ã‚ ¦then these impression goes to other faculty, my image was disturbed in front of all. (Respondent 6) Most of the participants suggested that the students should be provided with ample time to practice their learnt skills and concepts in a non threatening environment under faculty guidance. During clinical, students should be keep relax because these are all practical work and with practical work; more practice makes you perfect. When we are more anxious we even forgot small skills. Teacher should remind us but in relax manner because we are dealing with lives of patients. (Respondent 14) One of the participants also talked about the difference in academic and summer clinical as: I dont know but I feel so because when we go on clinical we are in so much tension that if are going to be put on learning plan. Thats make us more fearful I find summer clinical are different because fear of learning plan was not there. (Respondent 14) Therefore, for policy implementation, participant suggested that: People who are running institution should not take students as sometimes machines. They are here for studies, should get particular stuff and should go back. Yes, there are requirement of institution that should be fulfilled. But still they should consider and policy should be flexible à ¢Ã¢â€š ¬Ã‚ ¦ At time it can be changed, it is not so as it is done by somebody from another planet that we cant change. There should be ways. (Respondent 10) 4.2.2.2 Assessment Criteria Students, in each semester at SELECTED SCHOOL OF NURSING , are required to take multiple subjects and face various assessment criteria. In addition, they are required to meet the clinical component of all the courses. As a result, they complained of being overwhelmed and felt that their productivity got impacted when they had to meet all the requirements. Dont give to much stress to students so there others things are not being suffered. Gap should be given after clinical, before the assignments are expected, so we can work in more productive way. (Respondent 2) Another participant suggested that they should be given ample time after clinical to refresh themselves. Students go on clinical from too long hours so they should get time for refreshing themselves. (Respondent 3) Students, with their transition to university education, also faced difficulty with time management. They always seemed to be struggling to meet the academic deadlines. Similar concern of time management was raised by the participants with the examination schedule, which often gave them stress. Another thing is that, all paper comes together. In a week we have 3-4 paper together and we cannot utilize time effectively [translated]. It gives stress. (Respondent 9) The mostly impacting factors are exams. In which me often feel a lot of burden because there are too many things scheduled together. Then our clinical comes simultaneously and then assignment comes Then you can imagine how much stress it can cause. (Respondent 2) Highlighting similar concerns of time management and university academic schedule, one of the study participants suggested provision of ample time to the students to prepare for the examination and the clinical. Students should be given enough time so they can easily do preparation for themselves. (Respondent 1) 4.2.2.3 Ambiguity in Role Modelling Participants in the study mentioned their disappointment with the ambiguity in their faculty as role models. While the faculty reinforced students to be equipped with the expected knowledge and demonstration of discipline, they themselves did not follow the same. One of the participants reinforced that the faculty should also demonstrate respect for their uniforms when they emphasized that the students should observe a proper dress code. à ¢Ã¢â€š ¬Ã‚ ¦ Faculty says that our uniform should be perfect but there are faculty whose buttons of Koti are open, there dupattas are inside their koti and they are very senior faculty. (Respondent 8) The participants verbalized feelings of uncertainty when the verbal emphasis and role demonstration of the faculty were not congruent. These ambiguities made them feel lost and being targeted. One participant shared her feelings when she received vague instructions from the faculty as: Every time we (student) have to listen. On clinicalà ¢Ã¢â€š ¬Ã‚ ¦ teachers are saying stay with your patient though we are alone with our work patient says go away because we cant stay on their heads. We are lost. (Respondent 8) To participants, the faculty role model also counted in keeping up the image of nursing profession. We are taught professionalism, I have seen teachers un professional in class, using language as they are at home à ¢Ã¢â€š ¬Ã‚ ¦ what impression we are giving to outsiders. (Respondent 6) Students in nursing profession are expected to take responsibility of the action they take. While sharing an incident that took place at clinical setting, one of the participants emphasized that the faculty members should be honest and take responsibility for their action. She mentioned that as a result, she herself was emotionally disturbed and was unable to take care of the patient as expected. The mistake was done by faculty but on asking by staff she said it is students mistake à ¢Ã¢â€š ¬Ã‚ ¦ I feel I cant say anything at that time à ¢Ã¢â€š ¬Ã‚ ¦ Yes it has an impact as I couldnt explain medication to patient properly Teacher should be honest with their student and should take responsibility of their action. (Respondent 12) Referring to the responsible attribute of faculty, one of the participants mentioned: If the faculty is fully prepared for their classes then they have right to scold us and expect from us but there are other teachers who are not prepare themselves and have too much expectation from usà ¢Ã¢â€š ¬Ã‚ ¦ If they are not prepare they should clearly mention; she can have problem as a human. (Respondent 6) Another participant mentioned that this ambiguity on the part of the faculty as role model had ruined her expectation with the institution. I came with very high expectation that I will learn their culture, their languages and I will learn the art of this culture. Then I came I found to some extend teachers abusive. I found that even they themselves are not professionals and asking me à ¢Ã¢â€š ¬Ã‚ ¦ they [faculty members] scold for what I dont know. (Respondent 10) One participant emphasized on appropriate role modelling as: There are teachers who are prepared and excellent in teaching and if they expect/scold. I dont mind at all. They should be proper role model. (Respondent 6) For instance, few participants were open to accept flaws in the faculty role model. Along with that they suggested faculty to be open and transparent with the students. Yeh, student should respect their faculty, but faculty should respect her students also. (Respondent 13) 4.2.2.4 Teaching Approach of Faculty In this study, the participants have identified various factors related to teaching approaches that impacts their learning and emotional health, including faculty preparedness, lack of positive reinforcement, and self directed learning. 4.2.2.4.1 Faculty Preparedness One of the participants in this study, highlighting the concern of faculty knowledge and experience, shared that: Then again I identified that they are prefect nurses but they are not perfect teacher. For being a teacher they need to go through all the strategies and methodologies. They (faculty) are the beginners as I am. They are trying to find their own way in the ocean of institution. So the difference is of 3-4 years of nursing knowledge otherwise its same. (Respondent 10) The participants also discussed about the teaching methodology used by teachers in classroom setting at SELECTED SCHOOL OF NURSING . They expressed feelings of their time being wasted when faculty did not discuss but regurgitated information in class. In some classes teachers just read from transparency. If they want to teach like this they just forward us the soft copy and we will read on our own. This will save your time and our time, and their expectations are too high. (Respondent 6) One participant commented on faculty preparation in clinical area as: They [faculty] should come prepare with their theory in class and in clinical. (Respondent 6) To ensure students learning, the participants suggested that proper training need to be given to faculty members to develop their teaching skills. Teachers should be nicely guided by the institution so they can guide students properly. (Respondent 10) 4.2.2.4.2 Lack of Positive Reinforcement The participants emphasized on the importance of positive reinforcement provided by faculty and verbalized their feelings of hopelessness when they did not receive encouragement from the faculty. I feel there is no use of doing hard work. If I have any weakness teacher should told me how I can make it better. (Respondent 6) They reported that they get motivated and their self-confidence increases when they receive timely feedback from faculty on their (the students) areas of improvement in a non-threatening manner. According to one participant: If a student does something nice they should get encouragement for it Students thinking gets limited when they are not provided encouragement. (Respondent 3) Another participant suggested: Faculty should give constructive feedback on ongoing basis so student improve because it is wrong to give negative feedback at the end if ongoing feedback for improvement was not given. (Respondent 11) 4.2.2.4.3 Lack of Self Directed Learning Participants in this study emphasized on need for self directed learning instead of long direct contact teaching hours at SELECTED SCHOOL OF NURSING . Curriculum should be like that the teacher should give the overview and there should be some how less hours class, credit should be low, so we will use more library and LRC [learning resource centre], so we are more clear (Respondent 14) Students become submissive and dependent on the educators when they do not receive enough opportunity to be self-directed learners. They highlighted that the passive role developed in the nurses during academia continues in their professional life as well. They [faculty] are not professional when they behave with students à ¢Ã¢â€š ¬Ã‚ ¦ thats why the girls [student] are afraid and they break them [students], they break them all nicely, badly damaged showing you are a nurse, nobody else. You cant take decisions, not for the patient and for your self. Then they are send in ward and very nicely they go under doctors, why? Because they are taught here like this. (Respondent 10) One of the participants proposed that faculty should respect individual learning capacity of students and provide opportunities for self directed learning. Allow us study in a way we want, every student strategy is different. If you accept that every teachers teaching strategy is different, why cant you accept that every students learning capacity is different. (Respondent 8) Likewise, participants emphasized that faculty openness and flexibility helped the students in learning and provided them comfort in clarifying their concepts with faculty. If the teacher is very co-operative and if she understands your psychology if she knows your way of learning you will be more close and free to ask when you have difficulty understanding some concepts. If teacher is very dominating like she is very stern and she is not flexible, so you will never ask anything. (Respondent 6) Discussion: Papp, Markkanen and Bonsdorff (2003: 267) have stressed that students should be treated equally and with consistency throughout their education. Equal treatment of students is also highlighted in the principles and perspective of setting-based approach for health promoting university. Participants in this study highlighted that though the institution / universitys rules and regulations, and academic policies are uniform for all of its students, in practice, discrimination appears widespread. They felt that they were discriminated with students of other nursing and undergraduate programmes in the university. An optimistic, motivating, and unbiased environment of learning has a positive impact on students learning outcome in the University setting (Lizzio, Wilson and Simons, 2002). In the same line, participants also highlighted various factors, like positive reinforcement, promotion of self directed learning and positive teaching approach of faculty, contributing towards their positive learning outcome and enhancing their emotional well-being. Professional nurse educators are responsible for students learning in clinical practice (Papp, Markkanen and Bonsdorff, 2003). Simultaneously, the teaching approach of faculty creates the environment of either rote memorization or conceptual learning in education. Rothstein, Wilder and Jacobsen (2007:10) have emphasized that a balanced curriculum should be concerned not only with what subjects schools teach but also with how schools teach them. The participants in this study felt that the appropriate implementation of the nursing curriculum can soothe their emotional distress and could also provide them positive learning outcome. Teaching is a special skill and medical university often come with little or no training or preparation on how to communicate knowledge and experience to the students (Glicken and Merenstein, 2007); a similar situation prevails in nursing education. The participants felt that the teaching skills of faculty members need to be strengthened as they have difficu lty in communicating their concepts and experiences to the students. Agitation was found among participants as, to them, it wastes their time. Curriculum implementation and faculty teaching approach promote self directed learning in students. Along with that, positive reinforcement in nursing education strengthens and supports students positive academic outcome. Hagbaghery, Salsali and Ahmadi (2004) found negative impact on students self-esteem and self confidence when they were not facilitated by their faculty for their problem solving and decision making skills. Ruth (2002: 120) has described self-esteem as a positive regard to oneself and has found it as a key component in restoring and maintaining mental and physical health. Consequently, participants found positive reinforcement as a motivational factor for students. In the same line, clinical practice is considered an important part of nursing education (Papp, Markkanen and Bonsdorff, 2003). Participants reported that they got motivated and their self-confidence increased when they received feedback from faculty from time to time on their areas of improvement in a non-threatening manner. Glicken and Merenstein (2007) have reported that correcting students in front of patients was found to be unacceptable in some cultures; therefore, cultural acceptance and environmental feasibility need to be considered while providing timely feedback to students. Seyedfatemi, Tafreshi and Hagani (2007) found that a large amount of preparatory work for clinical as stressful for students. Participants also felt that high expectation in clinical and theory made them stressful. Participants responses were consistent with the findings of the External Review Report of SELECTED SCHOOL OF NURSING ( 2008) that highlights no promotion of self-directed learning in the dip loma programme. Students become submissive and dependent on the educators when they do not receive enough opportunity to be self-directed learners. Seyedfatemi, Tafreshi and Hagani (2007: 2 of 10) found that, Nursing students had to devote long hours to study, were given multiple assignments, and lacked free time à ¢Ã¢â€š ¬Ã‚ ¦. Participant felt

Alien 3 :: essays research papers

It was in 1979 that the nightmare began, when the spaceship the Nostromo landed on an unknown planet to answer a rescue message and later explore an abandoned vessel. That’s where the crew met for the first time a creature as deadly as beautiful, the Alien. This creature and it’s environment, created by the talented Swiss artist H.R. Giger, were the main antagonists from the movie  « Alien  », directed by Ridley Scott and featuring Sigourney Weaver as the only survivor of the Nostromo crew when the Alien penetrated it. This movie was the first chapter of a cult saga still active these days. From the four movies featuring the Aliens, the third one is considered as the worst one. Even though it’s visual quality was exceptional, it’s poor scenario deceived most Alien fans throughout the world, leaving not much place for improvement for a forth movie. But most people don’t know that the critically acclaimed cyberpunk author William Gibson wrote an alternative scenario to Alien ³, much more researched, focusing on future technology and human contacts rather than on explosions and gratuitous violence. Both Alien ³ and Gibson’s script have a similar opening, where the audience learns that a Face-Hugger (a crab/spider-like creature whose function is to implement an embryo inside a chest cavity from a living organism) has been able to hide in the Sulaco, the ship with which Ripley (Sigourney Weaver), Hicks (an injured marine soldier), Newt (a 12 years old girl) and Bishop (an android seriously damaged) escaped from the Alien colony in the previous movie, Aliens. But this similarity between the to scripts is maybe the only one. From now on, the two stories will take completely different courses. In Alien ³, an electric malfunction (usually attributed to the Face-Hugger) causes the ship to crash on a planet called Fiorina 161 containing a disaffected mining colony now used as a high-security prison. This leads to predictable, violent, confrontations between Ripley (the only survivor from the crash) and the prisoners. From now on, the viewers knows that the movie will be based on sexist debates and on useless violence. However, in Gibson’s version, the Sulaco does not crash on a planet but rather continues on it’s original path but with a small deviation. This deviation makes the ship enter an area claimed by the Union of Progressive Peoples, or UPP, a somewhat clear analogy to the late USSR. It is rumored that this similarity contributed to the demise of Gibson’s script. The presence of a political force in the story would have been the first apparition of any kind of political debates in all the Aliens movies. And at the same time, the audience learns that there’s not only one powerful

The Importance of the Scaffold in Hawthornes The Scarlet Letter :: free essay writer

  The Importance of the Scaffold in The Scarlet Letter   Since the beginning of time humans have had to confront their sinfulness. Some rely on religious faith to help with the struggle against sin while others add to their sins by lying to hide other sins. In the end, man must stand alone – as a sinful creature before God. In Nathaniel Hawthorne’s The Scarlet Letter, Dimmesdale struggles with his sin until he discovers the scaffold as a place to find peace with himself. That scaffold holds more importance than just somewhere to condemn prisoners. It is the one place where Dimmesdale felt liberated to say anything he wishes. In Puritan culture, the scaffold is used to humiliate and chastise prisoners, be it witches at the stake, thieves in the stocks, or a murderer hanging from the gallows. In The Scarlet Letter, the scaffold was viewed more as a place of judgment. â€Å"Meagre ... was the sympathy that a transgressor might look for, from such bystanders, at the scaffold.† (p. 63) Indeed, it was used for castigation, but it was also a place of trial: Hester’s trial was held at the scaffold. Standing upon the platform opens oneself to God and to the world. â€Å"They stood in the noon of that strange and solemn splendor, as if it were the light that is to reveal all secrets, and the daybreak that shall unite all who belong to one another.† (p. 186) Being on the scaffold puts oneself in a feeling of spiritual nakedness- where you f eel exposed to God, but cleansed. It was the one place where Dimmesdale could find complete reconciliation.                Witnessing such an event as reconciliation is quite a fascinating experience. But without knowing what is going on, it can also be quite horrifying. â€Å"Without any effort of his will, or power to restrain himself, he [Dimmesdale] shrieked aloud: an outcry that went pealing through the night, and was beaten back from one house to another, and reverberated from the hills in the background; as if a company of devils, detecting so much misery and terror in it, had made a plaything of the sound, and were bandying it to and fro.† (pp. 178-9) Indeed, the townsfolk felt the latter. â€Å"Drowsy slumberers mistook the cry either for something frightful in a dream, or for the noise of witches.†(p. 179) They did not understand that this was his reconciliation.

Q&A: US Treatment of Suspected Terrorists :: essays research papers

1) Summarize the arguments that the United States used to justify its treatment of the prisoners. Ans. There were many arguments offered by the United States to justify its treatment of the prisoners. One of the arguments was that, Taliban and Al-Qaeda prisoners were ?unlawful enemy combatants? so therefore, Third Geneva Convention does not apply due to the fact they are not prisoners of war. This meant that US could treat the prisoners how ever they favored. Another dispute was raised which was the US human rights, which was argued by the US by raising up a point that the prisoners were not US citizens and were not living there. Lastly another argument raised was that strict rules and conduct was necessary for the prisoners because they have threatened US and strict behavior from US was legitimate. 2) Summarize the arguments that critics used to pressure the United States into changing its treatment of the prisoners. Ans. Various organizations and governments have accused the US for the unsuitable treatment of the prisoners. Critics say that these people are prisoners of war. The conditions do not meet the requirement level that is expected for prisoners of war and also some prisoner?s officials agree with this concept. They have stated that the conditions are below standard for the prisoners and the NGO Human Rights Watch completely opposes the treatment of the prisoners. According to the NGO, US are supposed to treat every detained combatant humanely, including unlawful combatants. Amnesty International wrote: ?The USA has variously used hooding, blindfolding, handcuffing, and shackling of detainees in Afghanistan, Guantanamo Bay, Iraq) 3) Identify some important issues of international law raised by this situation. Ans. The legal limbo is an important issue of international law raised by this situation, in which prisoners existed, a situation for which there was no provision under international law. According to international and human rights law, legal status as a prisoner of war or criminal should be determined by a competent, independent tribunal, not by the US captors. 4) In your opinion, was the United States justified in its treatment of al-Qaeda and Taliban prisoners? Explain your viewpoint. Ans. I fully disagree with the treatment of the Al-Qaeda and Taliban prisoners that took place by the USA. This is because some of them might be innocent, some of them might of changed there thoughts if they were reasoned with.

Hebrew and Mesopotamia

The Jews lived to preserve their culture; that essentially represented the fundamental goal of life to the Jews. The Jews observed the decadence of the Sumerians as a cause of cultural diffusion, and wanted to make sure that same thing would not happen to them. Eventually, the Jews did become vulnerable to cultural diffusion around the 4th century CE when the Greek-Macedonians from the West came; the great and advanced Greek culture was adorned by the Jews, and as a result, the Greeks Hellenized the Jews.The Hellenized Jews and Greeks eventually translated the Torah and the Tanakh from the Hebrew language, to Greek. Before the Greeks, the Jews resisted cultural diffusion between many civilizations. The Jews culturally diffused with the Sumerians, Babylonians, Assyrians, Neo-Babylonians, and the Persians religiously, culturally, and politically, as did the Hebrews also represent continuity with these civilizations. The Sumerians culturally diffused and represented continuity religious ly, culturally, and politically with the Jews.First, cultural diffusion occurs with the story of Abraham, a Hebrew patriarch and the founder of Judaism, who originates from the city of Ur in Sumer. Around 2200 BCE, during the invasions among the Sumerian city-states, Abraham believes his Sumerian God had abandoned him, so he abandoned the Sumerian Gods, and founded Judaism. This accounts for the continuity and parallels between the Sumerians and the Hebrews. A second one of these instances of continuity occurs in the Sumerian Epic of Gilgamesh and the Flood story in the Genesis.In the Epic of Gilgamesh, the hero Utnapishtim tells the great king Gilgamesh of how he built a boat and survived a great flood that lasted for six days and six nights. In the Genesis story of â€Å"Noah’s Ark†, God tells Noah to build an ark and take all the animals on board, for he wants to flood the Hebrews for forty days, to teach them to be loyal to their God. In both stories, the great flo od happens, and Utnapishtim and Noah build boats to be safe from the ravaging waters; also, in both stories, the destruction of human kind happens.The Hebrews must have adapted the Epic of Gilgamesh, before writing â€Å"Noah’s Ark†. Lastly, around 1300 BCE, the twelve Jewish tribes fought over territory with one another; though, when these disputes stopped, and the Jews abandoned this tribal government structure, they adapted to a monarchy like the Sumerians’, a type of government which unified the twelve tribes. The Babylonians represent continuity and cultural diffusion culturally and religiously with the Jews. First, the Code of Hammurabi and the Ten Commandments represent cultural continuity and cultural diffusion.The Code of Hammurabi, the laws that dictated the lines along with the Babylonians should live, influenced the Hebrews in the creation of the Ten Commandments. In the Code of Hammurabi, the Babylonians utilized the concept of lex talionis, or the law of retaliation equal to offense; the Hebrews used this same concept in the creation of the Ten Commandments. The Hebrew priest wrote the Ten Commandments on steles; the Babylonians first found these steles, and wrote the Code of Hammurabi on them. The Ten Commandments paralleled the purpose of the Code of Hammurabi: to explain the relationship between man and God.Just as how Hammurabi climbed a mountain and received the Code of Hammurabi from the Babylonian chief God, Marduk, Moses climbed Mount Sinai, encountered God, and received the Ten Commandments. Second, Lilith the Goddess of the Euphrates River in Babylonian religion, represented continuity from the Babylonians to the Jews; the Jews however invoked the Goddess Lilith with a different meaning from the Babylonians. The Assyrians represented cultural diffusion and continuity with the Jews politically and culturally.First, in the 7th century BCE, the Assyrians arose, and conquered the Kingdom of Israel, representing cultural diffusion; the Assyrian rulers used a reign terror, or ruled by fear, which ultimately led to their military success. The Assyrians did not conquer the Kingdom of Judah, for they agreed to pay tribute. Second, the Assyrians developed an efficient imperial government, and constructed magnificent cities; the Assyrians built a city Nineveh in Babylon, and preserved many Sumerian books and literature in huge libraries there, representing continuity from Sumerian culture to Assyrian culture.Lastly, the Assyrians constructed roads and highways, which acted as agents of cultural diffusion, and allowed for contact with other peoples, such as the Hebrews. The Jews and the Neo-Babylonians culturally diffused and participated in continuity of religious, cultural, and political ideas with the Jews. First, the Assyrian Empire, who previously conquered the Jews, fell to King Nebuchadnezzar of the Neo-Babylonians.Nebuchadnezzar strongly disliked the Jews, and did not allow them religious toleranc e, leading to the Babylonian Captivity. In this period in the 6th century BCE, Nebuchadnezzar destroyed the Temple of Jerusalem, and enslaved the Jews in Babylon. Second, during the Babylonian Captivity, Nebuchadnezzar built a magnificent palace and ziggurat in Babylon, decorated with blue tile; this represents continuity from the Sumerians, who first built ziggurats as temples of worship, and frequently traded and used blue tiles in their art.Lastly, during the Babylonian Captivity, the Jews represented continuity in the fact that they wrote down stores in the Torah, and Jewish priests ritualized common Jewish worship, such as Passover and Seder. The fact that the Torah, compiled in this setting, has been passed down in writing until present day, and that the Jews were able to preserve their culture and religion, and resisted cultural diffusion during the captivity demonstrate the continuity of the Jews until present day.The Persians represented cultural diffusion and continuity wi th the Jews religiously, politically, and culturally. First, Cyrus the Great of the Persians eventually conquered the Neo-Babylonians in 550 BCE, and expands the Jewish empire, representing cultural diffusion. He believes in religious tolerance, and thus frees the Jews from their captivity, and allows the Jews to return home and practice their religion freely, as long as they obey him; Cyrus the Great also allows the Jews to build the Second Temple of Jerusalem.Second, the Persians build the first main road in the Mesopotamian region, which allowed for the transfer of information and for cultural diffusion. Lastly, a wise man named Zoroaster founded the religion Zoroastrianism. He saw the force of light, good as Ahura Mazda, and the force of dark, bad as Angra Mainya. The Jews favored this religion, and liked that there was a counterforce which attempted to undermine God’s will, so they incorporated that idea into Judaism, and called the bad force Satan. This represents syncr etism, or religious cultural diffusion between Zoroastrianism and Judaism.The Jews culturally diffused with the Sumerians, Babylonians, Assyrians, Neo-Babylonians, and Persians and Zoroastrians religiously, culturally, and politically, as did the Jews use ideas from these civilizations. The Jews fulfilled the purpose of their life, to resist cultural diffusion and maintain their own culture and religion, until the 4th century CE at the time of the Greek-Macedonian invasion. The Greek-Macedonians eventually lured the Jews into combining ideas and culturally diffusing, with their highly intellectual and great civilization from the West.Eventually, the Greeks Hellenized the Jews, and the Hellenized Jews translated the Torah, written during the Babylonian Captivity, and the Tanakh from Hebrew, to Greek. The Jews were remarkable in the fact that they resisted cultural diffusion even during times of invasion, as in the Assyrian and Neo-Babylonian conquests. The Jews have been remembered f or their great advancements and contributions, most profoundly, the Hebrew Bible that has been compiled from the Torah and the Tanakh. Hebrew and Mesopotamia The Jews lived to preserve their culture; that essentially represented the fundamental goal of life to the Jews. The Jews observed the decadence of the Sumerians as a cause of cultural diffusion, and wanted to make sure that same thing would not happen to them. Eventually, the Jews did become vulnerable to cultural diffusion around the 4th century CE when the Greek-Macedonians from the West came; the great and advanced Greek culture was adorned by the Jews, and as a result, the Greeks Hellenized the Jews.The Hellenized Jews and Greeks eventually translated the Torah and the Tanakh from the Hebrew language, to Greek. Before the Greeks, the Jews resisted cultural diffusion between many civilizations. The Jews culturally diffused with the Sumerians, Babylonians, Assyrians, Neo-Babylonians, and the Persians religiously, culturally, and politically, as did the Hebrews also represent continuity with these civilizations. The Sumerians culturally diffused and represented continuity religious ly, culturally, and politically with the Jews.First, cultural diffusion occurs with the story of Abraham, a Hebrew patriarch and the founder of Judaism, who originates from the city of Ur in Sumer. Around 2200 BCE, during the invasions among the Sumerian city-states, Abraham believes his Sumerian God had abandoned him, so he abandoned the Sumerian Gods, and founded Judaism. This accounts for the continuity and parallels between the Sumerians and the Hebrews. A second one of these instances of continuity occurs in the Sumerian Epic of Gilgamesh and the Flood story in the Genesis.In the Epic of Gilgamesh, the hero Utnapishtim tells the great king Gilgamesh of how he built a boat and survived a great flood that lasted for six days and six nights. In the Genesis story of â€Å"Noah’s Ark†, God tells Noah to build an ark and take all the animals on board, for he wants to flood the Hebrews for forty days, to teach them to be loyal to their God. In both stories, the great flo od happens, and Utnapishtim and Noah build boats to be safe from the ravaging waters; also, in both stories, the destruction of human kind happens.The Hebrews must have adapted the Epic of Gilgamesh, before writing â€Å"Noah’s Ark†. Lastly, around 1300 BCE, the twelve Jewish tribes fought over territory with one another; though, when these disputes stopped, and the Jews abandoned this tribal government structure, they adapted to a monarchy like the Sumerians’, a type of government which unified the twelve tribes. The Babylonians represent continuity and cultural diffusion culturally and religiously with the Jews. First, the Code of Hammurabi and the Ten Commandments represent cultural continuity and cultural diffusion.The Code of Hammurabi, the laws that dictated the lines along with the Babylonians should live, influenced the Hebrews in the creation of the Ten Commandments. In the Code of Hammurabi, the Babylonians utilized the concept of lex talionis, or the law of retaliation equal to offense; the Hebrews used this same concept in the creation of the Ten Commandments. The Hebrew priest wrote the Ten Commandments on steles; the Babylonians first found these steles, and wrote the Code of Hammurabi on them. The Ten Commandments paralleled the purpose of the Code of Hammurabi: to explain the relationship between man and God.Just as how Hammurabi climbed a mountain and received the Code of Hammurabi from the Babylonian chief God, Marduk, Moses climbed Mount Sinai, encountered God, and received the Ten Commandments. Second, Lilith the Goddess of the Euphrates River in Babylonian religion, represented continuity from the Babylonians to the Jews; the Jews however invoked the Goddess Lilith with a different meaning from the Babylonians. The Assyrians represented cultural diffusion and continuity with the Jews politically and culturally.First, in the 7th century BCE, the Assyrians arose, and conquered the Kingdom of Israel, representing cultural diffusion; the Assyrian rulers used a reign terror, or ruled by fear, which ultimately led to their military success. The Assyrians did not conquer the Kingdom of Judah, for they agreed to pay tribute. Second, the Assyrians developed an efficient imperial government, and constructed magnificent cities; the Assyrians built a city Nineveh in Babylon, and preserved many Sumerian books and literature in huge libraries there, representing continuity from Sumerian culture to Assyrian culture.Lastly, the Assyrians constructed roads and highways, which acted as agents of cultural diffusion, and allowed for contact with other peoples, such as the Hebrews. The Jews and the Neo-Babylonians culturally diffused and participated in continuity of religious, cultural, and political ideas with the Jews. First, the Assyrian Empire, who previously conquered the Jews, fell to King Nebuchadnezzar of the Neo-Babylonians.Nebuchadnezzar strongly disliked the Jews, and did not allow them religious toleranc e, leading to the Babylonian Captivity. In this period in the 6th century BCE, Nebuchadnezzar destroyed the Temple of Jerusalem, and enslaved the Jews in Babylon. Second, during the Babylonian Captivity, Nebuchadnezzar built a magnificent palace and ziggurat in Babylon, decorated with blue tile; this represents continuity from the Sumerians, who first built ziggurats as temples of worship, and frequently traded and used blue tiles in their art.Lastly, during the Babylonian Captivity, the Jews represented continuity in the fact that they wrote down stores in the Torah, and Jewish priests ritualized common Jewish worship, such as Passover and Seder. The fact that the Torah, compiled in this setting, has been passed down in writing until present day, and that the Jews were able to preserve their culture and religion, and resisted cultural diffusion during the captivity demonstrate the continuity of the Jews until present day.The Persians represented cultural diffusion and continuity wi th the Jews religiously, politically, and culturally. First, Cyrus the Great of the Persians eventually conquered the Neo-Babylonians in 550 BCE, and expands the Jewish empire, representing cultural diffusion. He believes in religious tolerance, and thus frees the Jews from their captivity, and allows the Jews to return home and practice their religion freely, as long as they obey him; Cyrus the Great also allows the Jews to build the Second Temple of Jerusalem.Second, the Persians build the first main road in the Mesopotamian region, which allowed for the transfer of information and for cultural diffusion. Lastly, a wise man named Zoroaster founded the religion Zoroastrianism. He saw the force of light, good as Ahura Mazda, and the force of dark, bad as Angra Mainya. The Jews favored this religion, and liked that there was a counterforce which attempted to undermine God’s will, so they incorporated that idea into Judaism, and called the bad force Satan. This represents syncr etism, or religious cultural diffusion between Zoroastrianism and Judaism.The Jews culturally diffused with the Sumerians, Babylonians, Assyrians, Neo-Babylonians, and Persians and Zoroastrians religiously, culturally, and politically, as did the Jews use ideas from these civilizations. The Jews fulfilled the purpose of their life, to resist cultural diffusion and maintain their own culture and religion, until the 4th century CE at the time of the Greek-Macedonian invasion. The Greek-Macedonians eventually lured the Jews into combining ideas and culturally diffusing, with their highly intellectual and great civilization from the West.Eventually, the Greeks Hellenized the Jews, and the Hellenized Jews translated the Torah, written during the Babylonian Captivity, and the Tanakh from Hebrew, to Greek. The Jews were remarkable in the fact that they resisted cultural diffusion even during times of invasion, as in the Assyrian and Neo-Babylonian conquests. The Jews have been remembered f or their great advancements and contributions, most profoundly, the Hebrew Bible that has been compiled from the Torah and the Tanakh.

‘The Making of Modern Russia’, 1856-1964

a) To what extent do these sources agree that Russian government policy on agriculture consistently failed and that peasants resisted it under both Tsarist and Communist rule? Source1 concerns the emancipation statute of 1861. Western historian Ronald Hingley cites the introduction of redemption payments â€Å"serfs resented receiving too little land for their needs† this undermines the fundamental aims of the policy. Source 1 makes reference to how the Mir was in charge of paying the redemption payments for the whole village. Hingley points out that â€Å"individual peasants were bound in various ways to their village communes†; peasants were detained in their villages until the payments were received. Hingley notes the creation of Special Courts delegated to discipline unruly peasants â€Å"the flogging of recalcitrant peasants† this is evidence of peasant rebellion, mainly due to the fact they were in a poorer position after emancipation than they were before the policy was introduced. Source 1 suggests agricultural policies were a failure, and provoked peasant uprising, due to the hope the emancipation edict gave peasants of being free. Source 2, meanwhile, presents a mixed view on Stolypin's agricultural reforms. Unlike Source 1 from 1992, this piece of evidence was documented circa 1906. It is therefore unaffected by later analysis or post-Communist interpretation. The first quote is from Stolypin himself, stating that the government has placed â€Å"its wager† on the â€Å"sturdy and the strong†, this indicates that past agricultural reform, such as emancipation have failed, as further â€Å"wagers† or reforms were needed. The other two quotes deal with Stolypin's reforms more directly. The second quote is from a Tsarist Official. It provides direct evidence of rebellion by peasants towards Stolypin's reforms â€Å"The peasants were very hostile to the Law of 9 November† rebellions were commonplace, peasants feared that if land belonged to an individual as opposed to the commune, a consequence would be some would be left with nothing. The third quote is from a peasant, it is important to not that 10% of the peasants in Russia did take up Stolypin's proposals. Segei Semenov endorses Stolypin's reforms anticipating a â€Å"bright new future† this challenges the notion that all agricultural policies consistently failed. Stolypin's reforms were based on good principles that could have revitalized agriculture in Russia. This does suggest that this reform did bring some success, but the general consensus confirms that many peasants preferred social security resulting in the failure of the policy. Source 3 is an excerpt from a meeting between Churchill and Stalin during the Second World War. We se Stalin's personal view regarding the collective farm policy, it is thus a subjective piece of evidence. Stalin implies suggests that the collective farm policy was a failure; he refers to the policy as â€Å"a terrible struggle†. Stalin insinuates peasant resistance against the policy, stating some kulaks were â€Å"wiped out by their labourers† the resistance was a product of peasant reluctance to work on collectivised farms. The farms provided little reward or incentive to the actual peasants growing the grain resulting in the dramatic deterioration of the quality and quantity of the grain. Source 3 ends with an important comment that food supply had been â€Å"vastly increased† this indicates policy victory. However modern evidence undermines Stalin's statement, STATISTIC more and more people were dying of famine during the period of collectivization. Although, Source 3 opposes the view that agricultural policy failed, its reliability is debateable and should be questioned before it is taken into account. Source 4 is an extract from Eduard Shevardandse's ‘The future belongs to Freedom' Source 4 describes the Virgin Land Schemes introduced by Khrushchev/. One must note that the writer was a Communist Youth League activist, and may have been more likely to exaggerate the support the peasants actually gave to the scheme. There is no mention of opposition to the scheme, on the contrary Shevardandse describes the â€Å"trains packed with young volunteers† this stands for optimism on part of peasantry towards the scheme. Source 5 confirms the implication in Source 4 of support in some measure for the project as the scheme did successfully increase the amount of grain produced between 1958 to 1965 from 100 to 114. While the evidence in Source 4 may be true to some extent, the reliability of the source is questionable. The other factor source 4 presents is the relative success of the scheme. Source 5 does seem to disagree with the statement that the policy failed due to the increase in grain production. In Source 4 it is suggested that the policy could have been a triumph had it not been for â€Å"stupid decisions† which weighed down many successes. These â€Å"ill-conceived strategies† included lack of coherence between the crops and the terrain, and deficiency of storage place for the grain, consequently the â€Å"crops rotted in the fields†. Source 5 reinforces the feeling that the scheme was a failure, as the agricultural output during the seven year plan only increased by 14%, the target for 1965 was 170, only 114 was achieved. Source 6 also argued that Khrushchev's policy was for the most part unsuccessful. However the failure is blamed on Khrushchev's inheritance of â€Å"a generation of neglect†. The reliability of some sources must be taken into consideration. Some sources suggest subjectivity and bias such as Sources 3 and 4. Policies such as Stolypin's land reforms and Khrushchev's Virgin Land Schemes are shown to have limited success, but ultimately they both failed to reach targets required. By and large, all the sources do converge in the belief that most of the agricultural policies did fail consistently to a degree. Similarly there is evidence that it was resisted by Peasantry both under Tsarist and Communist rule.