Culture and Psychology Assignment Example | Topics and Well Written Essays - 750 words

Culture and Psychology - Assignment Example In spite of the fact that the lofts of Japanese whores are spotless and all around kept up, yet they have lost a significant part of the feeling of dressing due to mimicking European whores. Nonetheless, they may not be very knowledgeable. Subsequently, we can say that prostitution in Japan is an efficient business. German whores, interestingly, might be instructed to the point that, Pitu (2011) composes that, â€Å"In Berlin, you may meet a whore with a PhD.† Prostitution became authorized in Germany in 2002. From that point forward, the business has been developing itself quickly. There are a great many enrolled whorehouses in Berlin and different pieces of the nation. Road prostitution is exceptionally normal, completed under oversight of pimps. The factor that impacts road prostitution is the monetary precariousness of individuals, and particularly ladies, who become whores to satisfy their money related necessities. Whores likewise serve to get medicate business. They likewise work at bars, where they bait men into purchasing costly beverages and profit sexual administrations. We see that in both the nations, the greatest factor that triggers prostitution is the budgetary unsteadiness of certain gatherings of individuals, who carry their ladies into prostitution to meet their money related necessities. These nations are additionally notable for their sex exchange or sex dealing, in which ladies are constrained into prostitution and are mishandled explicitly. Since prostitution is legitimate, houses of ill-repute place promotions with government work offices to employ whores. At the point when insufficient neighborhood ladies are enrolled to fill the spots in whorehouses, ladies from different spots are brought by means of sex dealing to work in the massage parlors. Subsequently, the elements that trigger prostitution in these nations are not social, however dependent on money related necessities and business prerequisites. Japanese have been known to be truly adaptable in tolerating outside sexual practices inside their own way of life. Japanese don't show open

MSC COURSEWORK IN MANAGEMENT QUANTITATIVE METHODS AND EXCEL Assignment

MSC COURSEWORK IN MANAGEMENT QUANTITATIVE METHODS AND EXCEL - Assignment Example The disperse graph for the individual buy share (IPS) indicated that clients spend from 30-60 percent of their absolute pay on Hindon items. In the mean time, the histograms uncovered that client evaluations were broadly scattered for Factors 1, 2, 3, 4 and 7, while Factors 5 and 6, IPS and generally fulfillment were seen as reasonably scattered. The joined scatterplots for Factors 8 and Factors 1 to 7, indicated that: (1) Factor 8 has an exceptionally solid relationship with Factor 5 and generally fulfillment; (2) Factor 8 has a considerable to solid relationship with Factors 1 and 2; and (3) Factor 8 has a low to direct relationship with Factors 3, 6 and 7, albeit 7 will in general be contrarily connected with Factor 8. All these three speculations were confirmed utilizing relationship investigation. The total operations with 26 figures and two tables are appeared in Appendix 1. 2. The HD the board is keen on discovering the normal view of HDÂ Factors 1 to 7 as observed by the entirety of its clients. Do estimations to deliver data on what you can say about these normal recognitions based on your sample.â Answers: The normal consumer loyalty appraisals are as per the following: For Factor 1, 3.5; for Factor 2, 7.9, for Factor 3, 5.2; for Factor 4, 2.4; for Factor 5, 2.9; for Factor 6, 2.7; and for Factor 7, 7.0. From the normal discernments, it might be reasoned that among Factors 1 to 7, Factor 2 or the structure factor acquired the most great rating of 7.9 from the clients, trailed by Factor 7 or the site quality factor with the second most good appraising of 7.0. Factor 3 or the unwavering quality factor was appraised to be unremarkable from a normal of 5.2. The remainder of the variables got exceptionally low appraisals, with Factor 4 or the value factor getting the most minimal normal rating of 2.4. 3. The administration of HD

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

AFGHANISTAN - Essay Example The male individuals from Afghanistan’s populace keep weapons with them as an indication of their own respect. This paper contains a depiction of individuals and culture of Afghanistan. Afghanistan is an Islamic state and is landlocked which implies that it has no ocean courses. It tends to be considered as present in the focal point of Asia. The residents of Afghanistan are called Afghans or Afghanis (Dupree 1977). The name of the state Afghanistan is given to it since it is the place that is known for Afghans as they are the nationals of the nation. The individuals of Afghanistan speak Pushto and Persian alongside numerous nearby lingos. Afghanistan is a rich state regarding society and customs (Jawad 1992). The individuals of Afghanistan view themselves as firmly related to their way of life, religion, personality and opportunity (Toynbee 1961). Afghans live in type of Clans and are profoundly established in the group framework. They felt themselves related to other faction individuals and are consistently prepared to make sure about their family individuals from any assault or burden from any side (Jawad 1992). The nation has experienced numerous hard states of fighting and outside intrusion because of which, the nation alongside its kin and culture has endured hugely (Rall 2002). The nation is for the most part rugged with green valleys in the middle. There are additionally fields and deserts in Afghanistan. Because of fighting in Afghanistan, numerous Afghans moved away from Afghanistan to the neighboring states, for example, Pakistan and Iran (Rall 2002). The individuals of Afghanistan are isolated into numerous ethnicities or it very well may be said that Afghanistan is a nation of individuals with blended ethnicities (Toynbee 1961). It has a multiethnic culture yet most definitely, the prevailing religion is Islam. The ethnic gatherings in Afghanistan are Pashtuns, Tajiks, Hazaras, Uzbeks, Turkmen, Baluch, Nuristani, Pashai, Aimak and Arabs (Dupree 1977). The Afghani individuals are distinguished by their ethnicity by methods for their being dwelled at various

Zero Plural Definition and Examples in English Grammar

Zero Plural Definition and Examples in English Grammar In language, the zero plural is aâ plural type of a tally thing that is indistinguishable from the solitary structure. Likewise called zero [or null] morpheme. In English,â zero plural checking alludes to the nonattendance of the plural markers - s and - es. A few creature names (sheep, deer, cod) and certain nationalities (Japanese, Sioux, Taiwanese) take the zero plural in English. Models and Observations Here are a few models from renowned works: This week the discussion is on a plan to let everybody fish a couple of cod only for food. (Imprint Kurlansky, Cod: A Biography Of The Fish That Changed The World. Walker Publishing, 1997)We crowd sheep, we drive steers, we lead individuals. Lead me, tail me, or escape my direction. - General George S. PattonIn English, plurals of things are typically shown by the consummation â€s or â€es, or in a couple of cases by â€en, as in kids and bulls. Some vernacular assortments of English don't utilize plural endings in estimation expressions, for example, three mile and ten pound. This zero plural has a long history and was not in the past as socially criticized as it is today... In descriptive developments even Standard English has no â€s plural: a five-pound box of treats is adequate, while a five-pounds box isn't. These descriptor phrases get from a â€a addition in Old English that checked plural modifiers. This consummation has since a long time ago fallen away, abandoni ng the plain root structures. The nonappearance of â€s in the plural type of creature names (chasing for bear, a group of wild ox) presumably emerged by relationship with creatures like deer and sheep whose plurals have been plain since the soonest beginnings of the English language. (plural, The American Heritage Dictionary of the English Language, 2000 Im frightened of lobsters. Also, shrimp and lobsters are the cockroaches of the sea. - Brooke BurkeBluefin fish contain more significant levels of mercury than different types of fish since they live more and, similar to people, gather more mercury in their body tissues. (The New York Times, January 24, 2008) Zero Plurals With Numerals, Quantifiers, and Nouns of Measure [Zero plurals] incorporate the names of certain creatures, especially cod, deer, sheep; things signifying amount when they are premodified by a numeral or other quantifier and especially when they are connected to a thing head: 200 (individuals), three dozen (plants), a few thousand (dollars). The measure things foot (length unit), pound (unit of weight or of British money), and stone (British weight unit) alternatively take zero plurals: six foot two, twenty pound, fifteen stone. (Sidney Greenbaum, Oxford English Grammar. Oxford University Press, 1996)His cap, I figure, gauged ten poundTo state the least, and Ill state, shore,His jacket gauged fifty more. (James Whitcomb Riley, Squire Hawkinss Story)I have known when he would have strolled ten mile in the air to see a decent defensive layer. (A lot of trouble about something that is not important, Act Two, scene 3 )The foggers and cooling fans were going to the max in Jims twin 500 foot-long chicken houses. (Baxter Black, Chicken Ho use Attack. Horseshoes, Cowsocks Duckfeet. Crown Publishers, 2002)

Toward a Scotistic Modal Metaphysics :: Philosophy Philosophical Essays

Toward a Scotistic Modal Metaphysics Unique: The difficult I tackle in this article is: Do we have in Scotus a modular rationale or a partner hypothesis? We have to take a somewhat indirect way to deal with this issue. This is on the grounds that, regardless of whether it be in Lewis' unique definition or in others' applications, the vital idea of 'partner' has never been obviously explained. In area two, I will consequently inspect the ongoing discussion concerning Leibniz's perspectives on modalities which bases on the partner connection. By completely misusing the exercises gained from such an assessment, I will at that point dispatch a trilemma against a Leibnizian in segment three. Area four will make the case that not at all like Leibniz's case, Scotus' position isn't jeopardized by the trilemma. One significant reason will be embraced from my postulation introduced somewhere else in regards to the distinctive between Scotus' haecceitas and Leibniz's individual pith. Another will be made sure about from a short re port on Scotus' perspectives on comparability, which may be completely unique to present day eyes embittered by contemporary set hypotheses. 1. The Problem: Scotistic Modal Logic versus Scotistic Counterpart Theory Because of the resurgence of enthusiasm for modalities in the twentieth century, the historical backdrop of modular rationale has been concentrated more widely than any other time in recent memory. One of the more significant exercises is that Scotus instead of Leibniz is the dad of the cutting edge origination of intelligent chance. (1) Insofar as it isn't just recorded interest however a trial of our instinct about modalities that we are keen on the forerunners of current modular rationale, we face the dire assignment of reproducing the Scotistic arrangement of modalities. Truth be told, Douglas C. Langston as of late brought up a fascinating issue concerning what direction of understanding potential universes Scotus may underwrite: the partner see or the authoritative view? In view of Ordinatio, Book I, d. 44, q. 1, n. 11, he presents two elective readings. Eventually, in any case, he settles on the partner perusing on the ground that it is increasingly reliable with Scotus' comments on how God knows contingents. A significant outcome from the partner perusing is that people are world-headed for Scotus. (2) Yet Langston's translation welcomes genuine analysis. As per Simo Knuuttila, if the people in Scotus' model were world-bound, they would not have synchronic de re choices, which isn't perfect with Scotus' change in obligational standards. Knuuttila further calls attention to that Scotus' notable precept of human through and through freedom bars the chance of world-bound people.

Funding your SIPA education (as an international student) part 8 COLUMBIA UNIVERSITY - SIPA Admissions Blog

Funding your SIPA education (as an international student) part 8 COLUMBIA UNIVERSITY - SIPA Admissions Blog If you are an international student (or will be), you may be faced with some challenges in identifying funding sources available for studying in the US.   But each year, approximately half of SIPA’s students are international, and each of them has found their own way to meet the costs associated with furthering their education overseas. As you are probably aware, SIPA offers a number of scholarships for first year students, and scholarships and assistantships for students in their second year of study.   All of these awards are available to international students.   All applicants for admission are automatically considered for funding during their first year, and all interested students should apply for second year funding during the application period (typically early in the spring semester).   Some international students borrow students loans from private lenders while studying here (loans from the US Government are not available to international students).   For more information and a list of lenders that international students at Columbia University have had success with, click here.    Please note lenders require international students to have a US citizen or permanent resident as a co-signer. We certainly recommend that students thoroughly investigate all forms of assistance from government or private sources in their own countries.   Many international students at SIPA have been supported by their governments, employers or other agencies while studying here.   There are also resources available from entities in the United States and elsewhere that may be helpful, and we have compiled a list of websites that contain information that may be of use to international students seeking funding: http://www.foreignborn.com/study_in_us/8-paying4school.htm http://www.intlstudent.org/scholarships.html http://scholarships.berkeley.edu/main_content/schol_details/pdf/int_student_opportunities.pdf http://www.iefa.org/ http://www.usnews.com/education/blogs/the-scholarship-coach/2012/03/22/an-international-students-guide-to-us-scholarships http://www.edupass.org/finaid/ http://www.fundingusstudy.org/StateSearch.asp SIPA’s Financial Aid Office also has a database of external funding opportunities; although it is not specifically for international students (and admittedly has some dead links that we will soon be in the process of cleaning up as SIPA transitions to a new website), we encourage you to visit that site as well.   Click here for details.

Literacy Essay My Journey - 550 Words

Literacy Essay: My Journey (Essay Sample) Content: NameInstructorCourseDateLiteracy NarrativeSchooling was very hectic for me especially in the early years. I never liked it due to the numerous assignments that I had to work on even during weekends. I developed a negative attitude during my second year of schooling. According to me, my new teacher was a nag who would follow up on school attendance and assignments. I hated him because he would punish me for lateness and failure to complete the assignments in time. Although I improved in my performance, I still hated him for his strictness. Regular counseling from my parents became a boring experience because they would do it in conjunction with my teacher. Holidays were an interesting time for me because I did not have to wake up early, do any assignments and go through punishments in school.My perception of school changed during my fifth year of schooling. My new teacher became a friend and mentor who saw me through education positively. More often than not, she would correct me kindly and be not offset for any mistake that I made. Instead, he would correct and follow up on my progress to ensure I do not lapse to my old habits. Therefore, schooling became an interesting activity for me and my best friend, Lenny, who was a Briton. I admired his British accent and flawless English. I thought that his standard British English was a superior language over others. I would listen to him as he talked and repeated some of his utterances in his absence. My desire for English literature became immense after joining an institution of higher learning. I developed interest in writing plays, short stories and novels. Therefore, I closely followed the works of popular writers such as Oscar Wilde, Toni Morrison, Arthur Miller and William Faulkner among many others. I knew that regular reading of literary works would improve my skills.I must admit that mathematics and science were very challenging disciplines for me. I never liked them at all because I thought t hey were boring. I liked literature, and I would read short stories regularly. My love for literature explains my home based library full of short stories, plays and novels. Other materials that I regularly read were newspapers, magazines and tabloids. I co-authored my first short story with a friend, Ahmed when I was a first-year university student at King Abdul-Aziz University. Luckily I got it published, and the university rewarded me for my creativity during the studentà ¢Ã¢â€š ¬s talent day. I become a member of the natio...

Social Contract Is The Formidable Obelisk For...

Social Contract is the formidable obelisk for peacebuilding and statebuilding. One of the oldest and widely cited Social Contract theories is the one of theorist’s John Rawls. His theory proposed an objective perspective of the Social Contract concept that was rooted from medieval Europe, this widely accepted principle that â€Å"all men are by nature free and equal† (Lessnoff, 1990, p. 3) made Rawls disparate to his brethren who too theorized this concept. Rawls rendition of the theory was not only non-traditional to the views of his predecessors (i.e. ‘Junius Brutus’, Thomas Hobbes, Jean-Jacques Rousseau, and John Locke) it also presented principles of social justice, the origin of society, and placed the state’s action as a standard which was a stark difference to other political philosophical theories. For the purpose of this proposal, the Rawlsian contract will be applied as the base of my argument; this proposal will begin by defining key terminologies, it will then proceed to detail the origins of the Social Contract, it will analyze popular Social Contract theories, it will interpret shared and competing assumptions, and lastly the evidence that support my main argument that the Social Contract is the foundation of peacebuilding and statebuilding will be scrutinized. In order to ensure that the argument will have its optimal impact, the definitions of key words will be presented in this section. To begin, the definition of Social Contact that will be utilized is that of

Animals Essay

Creative Writing My Life - 771 Words

He stood tall in the small crowd, no one seemed to notice him leaning against the pole, eyes glued to his phone. I watched him from across the room, his chocolate curls swept to the right a small ringlet protruding the opposite way in protest. He catches me staring, as he looks up, he flashes a mouthful of perfectly straight white teeth. Looking away, I try not to be obvious, I glance back in hope of catching another glimpse of this perfect human but my heart sinks as the slim figure is nowhere to be found. A firm finger taps my shoulder, turning to see who requests my attention I realise it’s the guy from across the room. â€Å"Hi i’m Tom†. A deep English voice fills my ears, his voice bringing me comfort and excitement. I feel small as I look†¦show more content†¦Trudging along the cobblestone path I feel eyes watching my every move following me as I walked along side a man I just met. Trying not to look down every alleyway as my imagination runs wild with fear of what, or rather who could be lurking in the shadows. I keep my eyes forward in the hope that we’ll soon be out of the dark. A large shadow grows beneath the low light of a street lamp up ahead; uncertain of its cause my body is consumed by apprehension. Focusing on the clicking of my heels as we neared the shadow I proceed with caution, dashing past the alley, turning only to see a large rodent scamper across Tom’s foot. â€Å"Hey, you alright?† In my alarmed disposition Tom’s voice gave me comfort â€Å"Uh yeah i’m fine, I just thought it was going to be something else†, hearing the shakiness in my tone Tom stopped turning to me he slid off his shearling coat offering it to me with the kindest of smiles. Not taking no for an answer, he draped the coat over my numb shoulders. Leading out of a one way street and into the city lights I found my cheeks aching from the ecstatic smile plastered across my face. Stopping in my tracks i t suddenly clicked that i’m halfway across the world; with the London eye standing high above me, every carriage lit up as though it was a dream. Continuing on Tom turned back waiting for me to join him in line for tickets. Consisting mostly of asian tourists the line moved sluggishly as the large wheel spun on it’sShow MoreRelatedCreative Writing : My Life1474 Words   |  6 Pagesthat trap you. Toxic plotting cleared the air as the slow creak of the door echoed in the room. Mouths silenced and heads bowed in submission, they were playing the part, cautious and fearful. Hearts spoke prayers in hope of invisibility. From under my eyelashes I faintly distinguished the singed fringes of his tightly wound lace. Feet like anvils, glided across the glossed floor which contrasted with the ebony skinned boots. Thick at the soul and polished at the toes, they deceitfully drifting smoothlyRead MoreCreative Writing : My Life824 Words   |  4 Pagesof it is gone from my memory. My desk sat second in the column, the fifth and furthest row from the door. The movie Sybil wrapping up on the screen off to the side of me. We all sat in the general sleepy fog as the lights switched back on, putting the room back into normal academic mode. My eyes shot around the room, spending a second to scan all the cheesy teacher posters and quotes from Freud that hung on the walls. I yawned as my eyes zo ned out, hearing bits and pieces of my peers comment on theRead MoreCreative Writing : My Life1380 Words   |  6 Pagesgreat time with my new friends. We spent some time walking around the mall, stopped for lunch, and headed back home. John wanted me to go back to his apartment, yet I felt too uncomfortable being alone with him in his domain. â€Å"Thank you, once again for taking me,† I say as I exit the car. â€Å"Thanks for coming out with us,† says Patsy. This time, I wait by the building door and wave them goodbye before heading inside. As I skip my way up the stairs, ready to tell Alice about my day, my phone shrillsRead MoreCreative Writing : My Life966 Words   |  4 Pagesin. Today was August 2005, and school was nearing a little bit faster than I had hoped. I was on the swing, reading one of my favorite books. The blue bird in the distance called out, and I slowly drifted into sleep. â€Å"Calla Andrews you better get your butt up!† Mom yelled to me. I jerked awake, opening my eyes to a tall figure. My entire family had brown eyes, except me. My little brother constantly reminded me of that difference, and sometimes asked if I was adopted. Mom had always laughed atRead MoreCreative Writing : My Life1063 Words   |  5 Pagesaround us. Theres twenty of us all wearing the same dark blue shirt with the saying NYG 2016 stripping the sleeve we all crawl out the door our eyes drooping, backs slumped, legs moving like a baby preparing for walking. My hands fall and fingers go limp as I throw my arms to my side, we head out the door, leaving behind the place on high alert. With thousands of people passing through every day, many sleeping on the black seats that are in rows. Stores, and restaurants that were way overpriced,Read MoreCreative Writing : My Life887 Words   |  4 Pagesright away, making my stomach turn. I continue to walk around the corner, feeling a slight pulse in my ears. â€Å" Have a seat here. â€Å" the office r points to the end stool near the white painted wall. I drag my feet as I walk to the sit stool that connects to the dividing wall, and face the glass. On the other side of the glass is a empty chair that will soon to be filled with many things. â€Å" Remember that I can hear your conversation. â€Å" the officer looked me cold into the eyes, I nodded my head and triedRead MoreCreative Writing : My Life900 Words   |  4 Pagesthe back doors. As my mom and I left the driveway I waved out the window to lucy- the landlord who has been our landlord since I was born. (14 years ago)- and I turned around, placing my headphones on my head. My mom (who was driving) rolled her eyes. â€Å"All teenagers do is listen to their music,† she said thinking I couldn’t hear her. â€Å"Actually, I am listening to a book, thank you very much,† I stated as I took off my head phones. I think I scared my mom. We giggled. I rested my head on the body ofRead MoreCreative Writing : My Life1325 Words   |  6 Pagesstood waiting for you in my apartment, staring out the black window. My reflection in the warm pale light, legs crossed, half-sat on the arm of the broken sleeper sofa, drinking a beer from the corner store up the street. The lamp on the end table next to me, the rest of the room mirrored behind. Taupe walls, dusty gray carpet, slow-spinning ceiling fan. The shine of the microwave in the kitchenette. Cabinets, sink, refrigerator. The high black table at the tile edge. My bed pushed up in the backRead MoreCreative Writing : My Life830 Words   |  4 PagesWhen lunch period came around, I stepped out of my previous classroom and started walking towards the cafeteria to look for Niall. I turned the corner stepping towards the cafeteria entrance when I feel a strong grip tug on my arm. I turn my head in time to see a closed door. I smell the faint cologne Ive grown to feel nervous around. What are you doing, Harry? I ask looking up at his face hidden in the shadows of his features. Howd you know it was me? He asks chuckling and pushing his curlsRead MoreCreative Writing : My Life1895 Words   |  8 Pagesâ€Å"Ms. Swan we have to stop meeting like this.† I’m sure my mouth is doing a perfect imitation of a fish as I stand staring at him. What is he doing here?! His jade eyes seem to almost shine in the evening light, his hair caught in the faint rays of sunlight left, a small smile on his face. What seems like a few hours later, but I’m sure is only a few seconds I finally respond. â€Å"Wh- What are you doing here Edward?† â€Å"Well†¦Ã¢â‚¬  He pauses. â€Å"I couldn’t stop thinking about you after we spoke this morning

Things Fall Apart By Chinua Achebe - 1082 Words

Imagine, you are walking to the river to fetch water, when you spot a pale, ghostly man approaching off the horizon. He carries a book and is dressed peculiarly. Accompanied by a more familiar man, the two enter the village and request audience with the village head. Many, in this instance, understood things were about to changed. Lives would be ruined, and lives will be saved. We’ve seen many cultural collisions throughout history; such as, Nazi Germany or the Indian Removal in the United States. During the Scramble for Africa many native cultures were compromised and altered. For most tribes this intervention was seen as unnecessary. The Ibo culture was no exception. The majority of the Ibo in Umofia protested foreign influence in†¦show more content†¦He was especially hard on Nwoye who appeared to resemble a relative who was considered a failure. Nwoye had become happier after he’d met Ikemefuna, a role model of sorts. Ikemefuna was brought to their house hold as a peace offering from a neighboring village and would be dealt with later. Although Ikemefuna met Nwoye through less than pleasant circumstances, the two quickly became inseparable. Due to tragic circumstances, the two were severed apart by the swift movement of a blade, held by Nwoye’s father, Okonkwo. Ikemefuna’s death caused Nwoye to see his father and culture in another light, leading to his acceptance of a new religion with different values. The culture that had killed his â€Å"brother† and made his father a murderer was no friend of his. Nwoye was skeptical of the new religion at first ,but later became, â€Å"...a young lad who had been captivated,† (Achebe 147). Eventually, Nwoye recognized that despite the negative stigma on the Christians he felt he belonged with them. When he attempted to interact with the Christian community his father tried to strangle him! As a result, Nwoye left his family, â€Å"but he was happy to leave h is father,† and past obligations behind (Achebe 152). The lingering questions and hopes he had for his father were crushed. He set out with his new identity as a Christian, not the son of Okonkwo. Nwoye wasn’t certain of his identity, he was still in the process adolescents. Due to the complexity

Leo Tolstoy Free Essays

string(59) " imported throughout the mid-1870s and later 19th century\." LEO TOLSTOY Leo Tolstoy, or Count  Lyev Nikolayevich Tolstoy[1]  (Russian:   ?) (September 9, 1828  Ã¢â‚¬â€œ November 20, 1910[2]), was a Russian writer of  realist fiction  and philosophical essays. His works  War and Peace  and  Anna Karenina  represent, in their scope, breadth and vivid depiction of 19th-century Russian life and attitudes, a peak of  realist fiction. [3] Tolstoy’s further talents as essayist, dramatist, and educational reformer made him the most influential member of the aristocratic  Tolstoy family. We will write a custom essay sample on Leo Tolstoy or any similar topic only for you Order Now His literal interpretation of the ethical teachings of Jesus, centering on the  Sermon on the Mount, caused him in later life to become a fervent  Christian anarchist  and  anarcho-pacifist. His ideas on nonviolent resistance, expressed in such works as  The Kingdom of God Is Within You, were to have a profound impact on such pivotal twentieth-century figures as  Mohandas Gandhi[4]  and  Martin Luther King, Jr. [5]  Many consider Tolstoy to have been one of the world’s greatest novelists. [6][7] Biography Tolstoy was born in  Yasnaya Polyana, the family estate in the  Tula  region of Russia. The  Tolstoys  were a well-known family of old Russian nobility. He was the fourth of five children of Count  Nikolai Ilyich Tolstoy, a veteran of the  1812 French invasion of Russia, and Countess Mariya Tolstaya (Volkonskaya). Tolstoy’s parents died when he was young, so he and his siblings were brought up by relatives. In 1844, he began studying law and oriental languages at  Kazan University. His teachers described him as â€Å"both unable and unwilling to learn. â€Å"[8]  Tolstoy left university in the middle of his studies, returned to Yasnaya Polyana and then spent much of his time in Moscow and  Saint Petersburg. In 1851, after running up heavy gambling debts, he went with his older brother to the  Caucasus  and joined the  army. It was about this time that he started writing. His conversion from a dissolute and privileged society author to the non-violent and spiritual anarchist of his latter days was brought about by his experience in the army as well as two trips around Europe in 1857 and 1860–61. Others who followed the same path were  Alexander Herzen,  Mikhail Bakunin, and  Peter Kropotkin. During his 1857 visit, Tolstoy witnessed a public execution in Paris, a traumatic experience that would mark the rest of his life. Writing in a letter to his friend V. P. Botkin: â€Å"The truth is that the State is a conspiracy designed not only to exploit, but above all to corrupt its citizens †¦ Henceforth, I shall never serve any government anywhere. † His European trip in 1860–61 shaped both his political and literary transformation when he met  Victor Hugo, whose literary talents Tolstoy praised after reading Hugo’s newly finished  Les Miserables. A comparison of Hugo’s novel and Tolstoy’s  War and Peace  shows the influence of the evocation of its battle scenes. Tolstoy’s political philosophy was also influenced by a March 1861 visit to French anarchist  Pierre-Joseph Proudhon, then living in exile under an assumed name in Brussels. Apart from reviewing Proudhon’s forthcoming publication,  La Guerre et la Paix  (War and Peace  in French), whose title Tolstoy would borrow for his masterpiece, the two men discussed education, as Tolstoy wrote in his educational notebooks: â€Å"If I recount this conversation with Proudhon, it is to show that, in my personal experience, he was the only man who understood the significance of education and of the printing press in our time. Fired by enthusiasm, Tolstoy returned to Yasnaya Polyana and founded thirteen schools for his serfs’ children, based on the principles Tolstoy described in his 1862 essay â€Å"The School at Yasnaya Polyana†. [9]  Tolstoy’s educational experiments were short-lived due to harassment by the  Tsarist  secret police. However, as a direct forerunner to  A. S. Neill’s  Summerhill School, the school at Yasnaya Polyana[10]  can justifiably be claimed to be the first example of a coherent theory of democratic education. Personal life On September 23, 1862, Tolstoy married  Sophia Andreevna Bers, who was 16 years his junior and the daughter of a court physician. She was called Sonya, the Russian diminutive of Sofya, by her family and friends. [11]  They had thirteen children, five of whom died during childhood. [12]  The marriage was marked from the outset by sexual passion and emotional insensitivity when Tolstoy, on the eve of their marriage, gave her his diaries detailing his extensive sexual past and the fact that one of the serfs on his estate had borne him a son. [11]  Even so, their early married life was ostensibly appy and allowed Tolstoy much freedom to compose  War and Peace  and  Anna Karenina  with Sonya acting as his secretary, proof-reader and financial manager. [11]  However, their latter life together has been described by  A. N. Wilson  as one of the unhappiest in literary history. Tolstoy’s relationship with his wife deteriorated as his beliefs became increasingly ra dical. This saw him seeking to reject his inherited and earned wealth, including the renunciation of the copyrights on his earlier works. His fiction consistently attempts to convey realistically the Russian society in which he lived. Anna Karenina  (1877) tells parallel stories of an adulterous woman trapped by the conventions and falsities of society and of a philosophical landowner (much like Tolstoy), who works alongside the peasants in the fields and seeks to reform their lives. Tolstoy not only drew from his own life experiences but also created characters in his own image, such as Pierre Bezukhov and Prince Andrei inWar and Peace, Levin in  Anna Karenina  and to some extent, Prince Nekhlyudov in  Resurrection Anna Karenina Great changes were taking place during the mid-1870s in Russia. The serfs had been liberated in 1861. This was a long-overdue economic change in Russian society, but unfortunately it was not matched with land reform. As a result, most former serfs continued to work on the large farms as â€Å"free† peasants. The â€Å"land question,† also known as the â€Å"peasant question,† was a major political issue in Russia at the time of Anna Karenina. Tolstoy weighs in on this issue in many parts of the book, especially Part Three. At the same time, Russia was slowly and painfully undergoing a process of modernization. Western Europe had already completed many stages of industrialization, and Russia was far behind. Many of the new changes that were happening within Russia were in response to the changes in Europe. Western thought about democracy, liberalism, and social change accompanied the technological innovations that were imported throughout the mid-1870s and later 19th century. You read "Leo Tolstoy" in category "Papers" While many intellectuals and members of society saw this phenomenon in a positive light, others, like Tolstoy, were horrified by the negative aspects of Western â€Å"progress†? the rise of the urban center, the emergence of capitalism, decadent living, and the disconnection of people from the land. Some of Tolstoy’s horror was well-placed: not all Western innovations would work in Russia. For all of its backwardness, Russia was not Europe, and few ideas or technological innovations would change that fact. The scene in which Levin attempts to implement a new agricultural theory on his farm and meets with resistance from his peasants, for example, has a basis in reality. A great deal of the spiritual underpinnings of Anna Karenina, especially Levin’s struggle to find the Lord, are based on Tolstoy’s own life. One critic has called Anna Karenina a â€Å"spiritual autobiography. † Tolstoy went through many religious crises in his life and struggled to find a way of living religiously that fought against the hypocrises and greed of the Greek Orthodox Church. Though the Church is not addressed specifically in this novel? indeed, Tolstoy was excommunicated a few years after its publication and was probably being careful not to upset them with any commentary in Anna Karenina? it is vital to think about Tolstoy’s own spiritual questions when reading this book. Gabriel Garcia Marquez Latin-American journalist, novelist and short story writer, a central figure in the so-called Magic Realism movement. Gabriel Garcia Marquez was born in Aracataca, in the â€Å"banana zone† of Colombia, the first child of Luisa Santiaga Marquez, the daughter of Colonel Nicolas Marquez, and Gabriel Eligio Garcia, an itinerant homeopath and pharmacist. Soon after his birth, his parents left him to be reared by his grandparents and three aunts. At the age of fifteen, he was sent to the Liceo de Zipaquira, a high school for the gifted. He then studied law and journalism at the National University in Bogota and at the University of Cartagena. In 1982 Garcia Marquez was awarded the Nobel Prize for Literature. Love in the time of cholera Love in the Time of Cholera, published in 1985, was  Gabriel Garcia Marquez’s first book after winning the Nobel Prize for Literature in 1982. Although it has often been compared negatively with Marquez’s greatest achievement,  One Hundred Years of Solitude, many critics see Love in the Time of Cholera as a convincing and powerful love story that deftly accomplishes the goal Marquez et for himself: writing a story about love between two people of an age that no respected writer had managed before Gustave Flaubert French novelist of the realist school, best-known for MADAME BOVARY (1857), a story of adultery and unhappy love affair of the provincial wife Emma Bovary. As a writer Flaubert was a perfectionist, who did not make a distinction between a beautiful or ugly s ubject: all was in the style. The idea, he argued, only exists by virtue of its form – its elements included the perfect word, cunningly contrived and verified rhythms, and a genuine architectural structure. Madame Bovary  was first translated into English by Karl Marx’s daughter Eleanor Marx. Gustave Flaubert was born in Rouen into a family of doctors. His father, Achille-Cleophas Flaubert, a chief surgeon at the Rouen municipal hospital, made money investing in land. Flaubert’s mother, Anne-Justine-Caroline (nee Fleuriot), was the daughter of a physician; she became the most important person in the author’s life. Anne-Justine-Caroline died in 1872 Flaubert began to write during his school years. At the age of fifteen he won a prize for an essay on mushrooms. Actually his work was a copy. A disappointment in his teens – Flaubert fell in love with Elisa Schlesinger, who was married and some 10 years his senior – inspired much of his early writing. His bourgeois background Flaubert found early burdensome, and eventually his rebel against it led to his expulsion from school. Flaubert completed his education privately in Paris. On his return Flaubert started  Madame Bovary, which took five years to complete. The realistic depiction of adultery was condemned as offensive to morality and religion. nce Flaubert said: â€Å"Emma, c’est moi. †Ã‚  Delphine Delamare, who died in 1848, is alleged to have been the original of Emma Bovary. Flaubert died of a cerebral hemorrhage on May 8, in 1880. Flaubert’s other, non-literary life was marked by his prodigious appetite for prostitutes, which occasionally led to venereal infections. Direct experiences of the author also were reworked into the novel. For instance, in creating Emma Bovary, the novel’s protagonist, Flaubert was inspired by his mistress Louise Colet, who gave him the insight to consider Emma’s discontented childhood. Moreover, Doctor  Lariviere  was based on Flaubert’s father, and the maid Felicite was based on Flaubert’s nurse, Julie. Flaubert also used medical terminology with the help of his brother Achille and his friend Bouilhet. Initially the novel was considered highly controversial due to its depiction of adulterous affairs, and it was the subject of a trial in 1857. Flaubert delves into the sexual relations between Emma and her lovers and, more importantly, appears to glorify adultery and disgrace marriage. Since it was considered inappropriate for the public, precautions were taken to prohibit access to the book. Setting The setting of Madame Bovary is crucial to the novel for several reasons. First, it is important as it applies to Flaubert’s realist style and social commentary. Secondly, the setting is important in how it relates to the protagonist Emma. It has been calculated that the novel begins in October 1827 and ends in August 1846 (Francis Steegmuller). This is around the era known as the â€Å"July Monarchy†, or the rule of  King Louis-Philippe. This was a period in which there was a great up-surge in the power of the bourgeois middle class. Flaubert detested the bourgeoisie. Much of the time and effort, therefore, that he spends detailing the customs of the rural French people can be interpreted as social criticism. Flaubert put much effort into making sure his depictions of common life were accurate. This was aided by the fact that he chose a subject that was very familiar to him. He chose to set the story in and around the city of  Rouen  in  Normandy, the setting of his own birth and childhood. This care and detail that Flaubert gives to his setting is important in looking at the style of the novel. It is this faithfulness to the mundane elements of country life that has garnered the book its reputation as the beginning of the literary movement known as â€Å"literary realism†. Flaubert also deliberately used his setting to contrast with his protagonist. Emma’s romantic fantasies are strikingly foiled by the practicalities of the common life around her. Flaubert uses this juxtaposition to reflect on both subjects. Emma becomes more capricious and ludicrous in the harsh light of everyday reality. By the same token, however, the self-important banality of the local people is magnified in omparison to Emma, who, though impractical, still reflects an appreciation of beauty and greatness that seems entirely absent in the  bourgeois  class. Flaubert’s novel is a landmark in that unlike the literature of his predecessors, it produces a story of gritty and perhaps even jarring reality. While even today the romanticism of the â€Å"Hollywood ending† is pop ular, the realism of â€Å"Madame Bovary† was quickly reflected in classic works such as Fyodor Dostoevsky’s â€Å"The Idiot† (1869) and Leo Tolstoy’s â€Å"Anna Karenina† (1877). This paper uses the author’s tones in â€Å"Anna Karenina† and â€Å"Chronicle of a Death Foretold† to compare Leo Tolstoy’s and Gabriel Garcia Marquez’s cynical tone towards society. Both authors use satire and irony to criticize the corruption of society and the institution of marriage. The paper shows that Tolstoy focuses on his disapproval of the upper-class aristocracy, while Garcia Marquez satirizes society in general. Tolstoy does not present the aristocracy with much honor or morals, unlike Garcia Marquez who uses a town that, although is corrupted, still has a strong moral back bone. How to cite Leo Tolstoy, Papers

Of simulation and dissimulation Essay Example For Students

Of simulation and dissimulation Essay Dissimulation is but a faint kind of policy, or wisdom; for it asketh a strong wit, and a strong heart, to know when to tell truth, and to do it. Therefore it is the weaker sort of politics, that are the great dissemblers. Tacitus saith, Livia sorted well with the arts of her husband, and dissimulation of her son; attributing arts or policy to Augustus, and dissimulation to Tiberius. And again, when Mucianus encourageth Vespasian, to take arms against Vitellius, he saith, We rise not against the piercing judgment of Augustus, nor the extreme caution or closeness of Tiberius. These properties, of arts or policy, and dissimulation or closeness, are indeed habits and faculties several, and to be distinguished. For if a man have that penetration of judgment, as he can discern what things are to be laid open, and what to be secreted, and what to be showed at half lights, and to whom and when which indeed are arts of state, and arts of life, as Tacitus well calleth them, to him, a habit of dissimulation is a hinderance and a poorness. But if a man cannot obtain to that judgment, then it is left to him generally, to be close, and a dissembler. For where a man cannot choose, or vary in particulars, there it is good to take the safest, and wariest way, in general; like the going softly, by one that cannot well see. Certainly the ablest men that ever were, have had all an openness, and frankness, of dealing; and a name of certainty and veracity; but then they were like horses well managed; for they could tell passing well, when to stop or turn; and at such times, when they thought the case indeed required dissimulation, if then they used it, it came to pass that the former opinion, spread abroad, of their good faith and clearness of dealing, made them almost invisible. There be three degrees of this hiding and veiling of a mans self. The first, closeness, reservation, and secrecy; when a man leaveth himself without observation, or without hold to be taken, what he is. The second, dissimulation, in the negative; when a man lets fall signs and arguments, that he is not, that he is. And the third, simulation, in the affirmative; when a man industriously and expressly feigns and pretends to be, that he is not. For the first of these, secrecy; it is indeed the virtue of a confessor. And assuredly, the secret man heareth many confessions. For who will open himself, to a blab or a babbler? But if a man be thought secret, it inviteth discovery; as the more close air sucketh in the more open; and as in confession, the revealing is not for worldly use, but for the ease of a mans heart, so secret men come to the knowledge of many things in that kind; while men rather discharge their minds, than impart their minds. In few words, mysteries are due to secrecy. Besides to say truth nakedness is uncomely, as well in mind as body; and it addeth no small reverence, to mens manners and actions, if they be not altogether open. As for talkers and futile persons, they are commonly vain and credulous withal. For he that talketh what he knoweth, will also talk what he knoweth not. Therefore set it down, that an habit of secrecy, is both politic and moral. And in this part, it is good that a mans face give his tongue leave to speak. For the discovery of a mans self, by the tracts of his countenance, is a great weakness and betraying; by how much it is many times more marked, and believed, than a mans words. For the second, which is dissimulation; it followeth many times upon secrecy, by a necessity; so that he that will be secret, must be a dissembler in some degree. For men are too cunning, to suffer a man to keep an indifferent carriage between both, and to be secret, without swaying the balance on either side. .u937bbe0e5f6c94c403ce28f7b6ba6068 , .u937bbe0e5f6c94c403ce28f7b6ba6068 .postImageUrl , .u937bbe0e5f6c94c403ce28f7b6ba6068 .centered-text-area { min-height: 80px; position: relative; } .u937bbe0e5f6c94c403ce28f7b6ba6068 , .u937bbe0e5f6c94c403ce28f7b6ba6068:hover , .u937bbe0e5f6c94c403ce28f7b6ba6068:visited , .u937bbe0e5f6c94c403ce28f7b6ba6068:active { border:0!important; } .u937bbe0e5f6c94c403ce28f7b6ba6068 .clearfix:after { content: ""; display: table; clear: both; } .u937bbe0e5f6c94c403ce28f7b6ba6068 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u937bbe0e5f6c94c403ce28f7b6ba6068:active , .u937bbe0e5f6c94c403ce28f7b6ba6068:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u937bbe0e5f6c94c403ce28f7b6ba6068 .centered-text-area { width: 100%; position: relative ; } .u937bbe0e5f6c94c403ce28f7b6ba6068 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u937bbe0e5f6c94c403ce28f7b6ba6068 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u937bbe0e5f6c94c403ce28f7b6ba6068 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u937bbe0e5f6c94c403ce28f7b6ba6068:hover .ctaButton { background-color: #34495E!important; } .u937bbe0e5f6c94c403ce28f7b6ba6068 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u937bbe0e5f6c94c403ce28f7b6ba6068 .u937bbe0e5f6c94c403ce28f7b6ba6068-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u937bbe0e5f6c94c403ce28f7b6ba6068:after { content: ""; display: block; clear: both; } READ: The Darkness of Macbeth EssayThey will so beset a man with questions, and draw him on, and pick it out of him, that, without an absurd silence, he must show an inclination one way; or if he do not, they will gather as much by his silence, as by his speech. As for equivocations, or oraculous speeches, they cannot hold out long. So that no man can be secret, except he give himself a little scope of dissimulation; which is, as it were, but the skirts or train of secrecy. But for the third degree, which is simulation, and false profession; that I hold more culpable, and less politic; except it be in great and rare matters. And therefore a general custom of simulation which is this last degree is a vice, rising either of a natural falseness or fearfulness, or of a mind that hath some main faults, which because a man must needs disguise, it maketh him practise simulation in other things, lest his hand should be out of use. The great advantages of simulation and dissimulation are three. First, to lay asleep opposition, and to surprise. For where a mans intentions are published, it is an alarum, to call up all that are against them. The second is, to reserve to a mans self a fair retreat. For if a man engage himself by a manifest declaration, he must go through or take a fall. The third is, the better to discover the mind of another. For to him that opens himself, men will hardly show themselves adverse; but will fair let him go on, and turn their freedom of speech, to freedom of thought. And therefore it is a good shrewd proverb of the Spaniard, Tell a lie and find a troth; as if there were no way of discovery, but by simulation. There be also three disadvantages, to set it even. The first, that simulation and dissimulation commonly carry with them a show of fearfulness, which in any business, doth spoil the feathers, of round flying up to the mark. The second, that it puzzleth and perplexeth the conceits of many, that perhaps would otherwise co-operate with him; and makes a man walk almost alone, to his own ends. The third and greatest is, that it depriveth a man of one of the most principal instruments for action; which is trust and belief. The best composition and temperature, is to have openness in fame and opinion; secrecy in habit; dissimulation in seasonable use; and a power to feign, if there be no remedy.

Gap Between Wealthy and Poor for Inequality - MyAssignmenthelp.com

Question: Discuss about theGap Between Wealthy and Poorfor Inequality. Answer: Introduction: The gap between wealthy and poor can also be termed as inequality. This inequality is not persisting in the individual but also persisting in the countries as well. This is considered as the major issue these days and this issue of inequality is related to inequality in the education, opportunities, processes and pay. This essay discusses about the trends in the inequality that is exiting in the society these days and also the reason behind this inequality. It focuses on the factors that contribute in widening gap between the wealthy and the poor nada los provides the discussion that helps in understanding the background of this problem. Trends in Developed and Developing Countries: The rise in gap between wealthy and poor is getting wider. This gap is also termed as income equality. Income equality is observed to be rising in many countries. The data of 1980 suggests that the disposable income in average of the people in rich 10% richest OECD countries was observed to be seven times higher than the poor countries. In todays data, it has been observed to be 9.5 times higher (Landes, 2015). That means the gap between the wealthy and the poor people is getting wider. It is not only the scene in the wealthy countries but the countries that are considered as poor are also facing the same situation of widening gap between the rich and the poor. It has been observed that the developing countries have reduced their graph of poverty but at the same time the gap between wealthy and poor is increasing (Reardon, 2013). As far as Asia is considered, the gap between rich and poor in China is increased by 1.6%. It has been analyzed that the main reason behind theses gaps in both the developed and developing counties is income gaps. But, there are some other factors also that contribute in income or wealth inequalities in the countries and in the overall world. These other factors can be the unequal opportunities that are available in the market for the people. This inequality of opportunities occur in the fields such as in education, health care, employment etc. These inequalities in the opportunities restrict the poor people to access these opportunities an d thus they remain poor and the rich people who can have access of these opportunities becomes more rich and wealthy by taking advantage of these opportunities (Gilder, G. (2012). Other causes that can have more impact on the widening of his gap are economic as well as social changes and inequalities. Technology and the globalization are also the factors that play an important role in increasing the income of wealth gaps among the population. In terms of income, the factors such as tax policies, compensation policies etc. also affect the occurrence of gap. Reasons Behind Increasing the Gap between Wealthy and Poor: Globalization and technology: Globalization is considered as one of the major factor that has its impact on the process of widening gap between the rich and the poor. Globalization is the results of technological flow in the society (Reiman, Leighton, 2015). As the technology is going through different advancement the globalization in the world is increasing because the technology is providing different mediums to the people of different countries to connect nada los results in Foreign Direct Investment. Technology also results in industrial revolution in the countries and thus replaced the human workforce with the machineries but still the workforce were required to operate these machineries. Changes in the technology affect the workforce in terms that the introduction of the machineries in the organization leads to devaluing the efforts of the men and their skills. The technology has also created a revolution in the types of jobs and skills required (Gelman, 2009). Earlier, the ph ysical efforts were required to conduct a job but now the skills of operating the machineries are required from the employees. Some of the authors suggest that there is a race between technology and education and thus the people having education can also attain those opportunities because of less technological or technical knowledge. As the technical courses required the money to invest thus the people who cannot afford to gain that knowledge remain in the jobs that require physical efforts and thus get lower pay then the people who are technically strong in their knowledge. These differences in the approach to the technical courses results in widening the gap between rich and poor. This is because rich can have access to such courses and become richer by getting those higher paid jobs and the poor who cannot have access to those courses remain in the low paid jobs and become poorer. As far as the current scene is considered, it has been identified that the education is behind the technology in the technology-education race (Reardon Bischoff, 2011). This leads to growing danger for the people who are educated with lower level of courses because their jobs are eaten by the technological changes. Another factor that has its impact and contribution in widening the gap between wealthy and poor is the changes at the workplace. The changes in types of jobs or traditional jobs are declining at high pace. It has been observed since year the way the people work in the organization is changing, the 9-5 jobs are declining along with the culture of unions (Brzozowski, Gervais, Klein Suzuki, 2010). Both of these factors or trends have large impact on the wealth inequality persisting n the society. the jobs that are persisting these days are called nontraditional jobs such as part time jobs, short term jobs, jobs on contract basis etc. from 1990s it has been observed that OECD countries consisting of half of the jobs that are nontraditional in nature. Now, the question arises how these jobs have an impact on income of wealth inequalities (Atkinson Piketty, 2007). The impact of these factors on income equality is that it is affecting the pattern of the jobs. Most of the people that are recruited or hired at middle and lower level jobs are on contract basis. The companies hire a large number of people for short term and pay them less. It is not only the pay that is affecting the workers but it also leads to unstable working condition for them. They can be fired anytime as the work of the employer gets completed. This instability is affecting the regular income of the people and thus widening the gap between the wealthy and the poor. The decree in union membership has also been observed (Brady, 2009). In New Zealand, 70% of the workers were in union membership till 1980s but after that the number has declined to 17%. This affect the negotiation power of the workers and thus the employer pay according to their will. Conclusion: The overall analysis concluded that income inequality or the gap between the wealthy and poor is increasing day by day. There are various factors that are affecting this process of increasing gap between the poor and the rich. The factors are globalization and technology this is changing the required skills of the workforce and leads to race between the education and the technology (Reardon, 2011). Another factor is the workplace changes, the change in the pay scale of the people and the type of job required in the organization results in low pay scale of the labor class and high pay scale of the higher class who are already rich and wealthy. References: Atkinson, A. B., Piketty, T. (Eds.). (2007).Top incomes over the twentieth century: a contrast between continental european and english-speaking countries. OUP Oxford. Brady, D. (2009).Rich democracies, poor people: How politics explain poverty. Oxford University Press. Brzozowski, M., Gervais, M., Klein, P., Suzuki, M. (2010). Consumption, income, and wealth inequality in Canada.Review of economic dynamics,13(1), 52-75. Gelman, A. (2009).Red state, blue state, rich state, poor state: Why Americans vote the way they do. Princeton University Press. Gilder, G. (2012).Wealth and poverty: A new edition for the twenty-first century. Regnery Publishing. Landes, D. S. (2015).Wealth and poverty of nations. Hachette UK. Reardon, S. F. (2011). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations.Whither opportunity, 91-116. Reardon, S. F. (2013). The widening income achievement gap.Educational Leadership,70(8), 10-16. Reardon, S. F., Bischoff, K. (2011). Income Inequality and Income Segregation 1.American Journal of Sociology,116(4), 1092-1153. Reiman, J., Leighton, P. (2015).The rich get richer and the poor get prison: Ideology, class, and criminal justice. Routledge.

the period of rebirth essays

the period of rebirth essays The Renaissance has always been interesting and fascinating historical period that means rebirth and represents a change in thinking. People were waking up from a deep sleep, which lasted during the Middle Ages. Urgent to learn and know, they started to experiment, put the foundations of things we still use today and created art we still admire. Renaissance has significant impact on development of peoples human consciousness, culture, and spiritual destiny. It was the time when Europe flooded with classical art, literature, new scientific explorations and discoveries. Moreover, three men, Leonardo, Michelangelo, and Raphael, shows best the cultural values of the Renaissance and enter more vitality, emotions and beauty, as well as technology, proportion and philosophy. One great representative of the intellectual society that was formed during the Renaissance was Leonardo Da Vinci-a scientist, an inventor, and an artist. In his art one can easily recognize his knowledge of beauty and the ability of expressing vitality. All his works became masterpieces, but the Last Supper is one of the best known works of art in the world. Even though, the Last Supper had been painted before, Leonardo's version was the first that seemed to depict real people acting like real people. All figures are displayed very human, expressing emotions. As Dr. Napoleon stated in Globe magazine, this painting has a highly dramatic effect, which depicts the moment when pronounces the words, One of you will betray me. The psychological intensity of the apostles reactions to the Masters revelation is almost palpable. The drama of the painting is created through the emotions of the disciples, each of whom reacts in a different and personal way, through their awe-stuck and incred ulous facial expressions, and through the variety of gestures and fluid movement of their arms and bodies. The artist portrays the psy ...

Sentence Structure The Basics of Word Order

Sentence Structure The Basics of Word Order Sentence Structure: The Basics of Word Order A grammatical sentence is more than just the sum of its parts. All those parts have to be in the correct order, too. Using an incorrect word order, on the other hand, may lead to errors or a lack of clarity. Thankfully, the basics of word order are easy to remember if you use the initialism â€Å"SVO.† Subject + Verb + Object (SVO) The minimum required for a grammatical sentence is a subject (i.e., the person or thing that is doing or being something) followed by a verb (i.e., the action or state of being). You can see this in the table below: Subject (S) Verb (V) Steve†¦ †¦dances. The sentence above has only two words: the proper noun â€Å"Steve† and the verb â€Å"dances.† This is enough to create a grammatical sentence, but only if we use those words in the order shown. If we were to reverse the word order here, it would not make sense (â€Å"Dances Steve†). Any sentence with a transitive verb will also require a direct object after the verb. This â€Å"object† is the thing being acted upon in the sentence. For example: Subject (S) Verb (V) Object (O) Sally†¦ †¦kicks †¦the ball. In the sentence above, the subject (â€Å"Sally†) acts upon (â€Å"kicks†) the object (â€Å"the ball†). Any order other than subject + verb + object here would be ungrammatical with adding extra words. And as such, this basic word order is often the clearest, most concise option available. Indirect Objects If you’re feeling a little braver about word order now, you might be ready to tackle indirect objects. An indirect object is the thing that receives the direct object in a sentence, such as in the following: Subject Verb Direct Object Preposition Indirect Object Jimmy†¦ †¦gave †¦the present †¦to†¦ †¦his grandad. To break this down a bit, in this case: â€Å"Jimmy† is the subject. The verb is â€Å"gave.† The direct object is â€Å"the present.† And â€Å"his grandad† is the indirect object. As you can see, then, when following a preposition like â€Å"to† or â€Å"for,† we place the indirect object after the object in the sentence. However, if we omit the preposition the sentence, the indirect object would go before the object (making the correct order subject + verb + indirect object + object): Subject Verb Indirect Object Direct Object Jimmy†¦ †¦gave †¦his grandad †¦the present. This distinction is key, so it’s always worth checking whether your sentence contains a preposition if you’re unsure about the correct word order. Summary: The Basics of Word Order The basic word order in English is captured in the initials SVO: Subject + Verb + Object Each of these plays a specific role in the sentence: Subject (S) – The person or thing that enacts the verb in the sentence. Verb (V) – The action or state of being described. Object (O) – The direct object is the person or thing being acted upon. The minimum required for a grammatical sentence is a subject plus a verb. But any sentence with a transitive verb will have a direct object as well. The word order may be slightly more complicated in a sentence that includes an indirect object (i.e., the recipient of a direct object in a sentence). In this case, the correct word order depends on whether you’re using a preposition. If you are using one, the correct order is: Subject + Verb + Object + Indirect Object If the preposition is omitted, the sentence should be ordered: Subject + Verb + Indirect Object + Object Finally, don’t forget that proofreading is a great way to ensure that your writing is free from grammatical errors. And our expert editors are always here and ready to help, so why not submit a document today?

Why you personally want to be a chemical engineer Essay - 1

Why you personally want to be a chemical engineer - Essay Example These are some of the reasons why I want to be associated with this field of engineering because it allows me a great deal of opportunity to learn new and novel aspects, and thus get acquainted with the explosives and chemicals which are included within this field of education. By becoming a chemical engineer, I have a host of options up my sleeves. I can explore the sub-field of biochemical engineering, metallurgy, plastics engineering or even fuel cell. This is an exciting prospect for me and I would always like to be a part of this valuable field which is making waves throughout the world for all the right reasons. Since chemical engineers discern the basis of developing fruitful and economically feasible ways of making use of materials and energy, their work becomes even more satisfying at the end of the day. I would employ chemistry and engineering to foresee a positive change from the raw materials into useable products, which will shape up the world

What criticisms can be made of Margaret Thatcher's policies as Prime Essay

What criticisms can be made of Margaret Thatcher's policies as Prime Minister - Essay Example Thatcher's policies which include the reduction of taxes, reduction of inflation through the manipulation of money supply, privatization of public industries, suppressing trade union powers through introduction of laws, reduction of the role played by the government in the economy.According to Young (1993), Margaret Thatcher was the first female to become a prime minister in the UK. She was the leader of the Conservative Party and was in office for three consecutive terms. She is known to be the longest serving prime minister as she governed office from 1979 up to 1990. In most cases, she is referred to as the most divisive prime minister of the century. She was greatly reverence but also hated by the divided members of the public particularly because of her reaction towards the trade unions. Margaret Thatcher rule has been criticized as lacking proper and unified policies. Together with her government, she has been associated with several practices and ideals referred to as Thatcher ism (Evans, 2004). Critics have argued that Thatcherism is well known for its rhetoric and not what it achieved. It is viewed as being contradictory and that Thatcher’s rule was differentiated by its strategic purpose. In considering its challenges to the states existing features, Thatcherism is considered as a radical force. The presumptions and priorities which had been established in the prior years were criticized and then discarded. In 1979 when Margaret Thatcher came to power as the first prime minister in the UK,... She established several policies which included; reduction of inflation through the manipulation of money supply. She focused on the idea of monetarism and the free market economics. The conservative administration’s first policies were to handle the inflation and the budget deficit. The monetarism belief indicated that money supply had to be controlled in order to successfully control the inflation. The entire government deficit had to be reduced in order to be able to control money supply. This led to the implementation of deflationary policies. There was increase in tax rates and reduction on government spending. The policies which were intended to reduce inflation in return led to increase in the interest rates. It was possible to reduce inflation through the deflationary policies of both monetary and fiscal nature. This could be attained at the cost of reduced aggregate demand and reduced economic growth. The government continued to pursue deflationary policies regardless of the economy going down to full scale recession, and unemployment being on the rise. It led to several criticisms and a number of economists in the country signed a letter addressing the government to bring the recession to an end and to change the economic policy. Thatcher was greatly criticized by different individuals including those from her own party. According to critics, the reduction of inflation could have been performed with minimal impact. It caused unexpected level of unemployment, while seeking to attain bogus money supply. The unemployment affected individuals in different ways in that it resulted in personal and several social problems. The different riots that came up in Britain in 1981 were attributed to the high rate

Factors When Planning Recruitment In Health And Socialcare Nursing Essay

Factors When Planning Recruitment In Health And Socialcare Nursing Essay Introduction Employment of individuals in health and social care organisations is a challenge given the complex nature of the goals of quality patient care and efficient utilisation of the resources, variety of professionals working in such organisations and different motivation needs of the employees (Benson-Dundis, 2003). Appropriate Human Resources (HR) strategies and leadership and management style can address the issues of staff recruitment and retention in the health and social care organisations (Price, 2003). The following essay aims to critically analyse these factors which should be taken into consideration to recruit and retain individuals in these organisations. The essay begins by understanding the process of recruitment and the HR strategies which can ensure that appropriate individuals are employed for the job position. This is followed by a discussion on team working in the health and social care organisations and the manner in which effective team working can be achieved. Next, the essay will discuss the manner in which the organisations can address the staff’s needs of learning and professional development and the final section of the essay will discuss the role of appropriate form of leadership and management style in retaining the employees and ensuring their job satisfaction. Recruitment in Health and Social Care Recruitment in the health and social care is the process of identifying and engaging appropriate individuals who can help the organisation to meet the health and social care needs of quality and efficiency (Buchan, 2000). However, Eaton (2011) argues that organisations which only focus on developing better recruitment and filtering strategies adopt a very constricted view of Human Resources Management (HR). He mentioned that the organisations should be also concerned about retention of these individuals who were selected, hired, trained and imparted the crucial experiential knowledge. This understanding guides the discussion to value the two pillars of recruitment and retention in health and social care HRM. The aspects of retention and meeting the motivational needs of the staff will be discussed later in the essay. At this point, it is essential to consider the factors which are indispensable while employing individuals in the health and social care organisations. The relevant literature supports that the job vacancy should be sufficiently advertised through appropriate sources which will inform the target set of individuals with desirable skills and knowledge about the prospects of potential employment (Den Adel et al, 2004). However, Price (2003) mentioned that the recruitment officials should be able to respond to the fast-paced nature of the Information Technology (IT). He mentioned that along with advertisements in newspapers, healthcare magazines, agencies and recruitment consultants, the HR staff should also demonstrate the ability to engage the potential employees through e-recruiting. For instance, recent graduates could be informed about the vacancy through their preferred means of communication, such as social networking and e-mails (Truss et al, 2012). Job advertisement should be able to provide concise and comprehensive form of information to the candidates by appropriately describing the role, job description and person specification. Michie and West (2004) supported that this form of information is helpful for the organisations, HR teams and the candidates and should include duties and responsibilities, job purpose, location, type of contract, working hours, wages and benefits. At the same time, Kabene et al (2006) highlighted the importance of skill matching the candidate with the responsibilities of the job position. For instance, Buchan (2000) mentioned that while recruiting health and social care managers, the recruiters should ensure that the candidate is aware of the national health and social care policies legislations and national targets. Similarly, while recruiting nurses, the recruiters should ensure that the candidate is equipped with the 6Cs principle comprising of nursing skills of care, compassion, courage, communication, competence and commitment (O’Brien-Pallas et al, 2001). However, Buchan (2000) highlighted the aspect of the recruiters own knowledge and awareness of the recruitment policies and fair practice. He mentioned that the recruiters should demonstrate adherence to the national employment laws which lay the foundation of equality and diversity at workplaces. Dubois et al (2006) also supported that the recruiters should be able to explicitly demonstrate the fairness and transparency of the recruitment process and any practices of favouritism should be appropriately addressed with immediate actions. The legislative and policy frameworks act as the common reference of guidance for the recruiters in health and social care organisations. The Equality law consisting of the Equality Act 2010, The Maternity and Parental Leave Regulations 1999 and Work and Families Act 2006 prohibits discrimination on the grounds of colour, race, gender, religion, disability, sexual orientation, ethnic origin, nationality and marital status (Truss et al, 2012). The National Health Services (NHS) organisation in the UK has set out its mission statement of aiming to employ a diverse workforce who reflects the communities and groups using the NHS services (Price, 2003). Health and social care organisations in the UK aim to utilise the Individual Merit Principle which directs the recruiters to employ candidates only on the basis of their knowledge, skills and experience (Truss et al, 2012). However, the recruiters also have to consider the factors which ensure adherence to the ethical HR practices such as protection of the information of the employees and candidates. The Data Protection Act 1998 guides the HR staff to maintain the confidentiality of the information of the employees and candidates (Truss et al, 2012). Employees’ and candidates’ personal data should be obtained only for the lawful purposes relevant to the employment (Price, 2003). Similarly, the Freedom of Information Act 2000 guides the recruiters to maintain transparency of the process of recruitment (Truss et al, 2012). The recruitment of the overseas nationals should be undertaken while adhering to the UK immigration policies of right to work in the UK (Price, 2003). The trio of paper or online application, interview and references is the most common framework followed by the recruiters of the health and social care organisations (Hongoro et al, 2004). However, it is argued that in order to ensure that the most appropriate individuals are employed in the health and social care organisations, the recruiters should aim to use a mix of various recruitment approaches (O’Brien-Pallas et al, 2001). These approaches are online questionnaires, aptitude tests, interview performance, assessment centre performance, personality profiles, appraisals for internal candidates and references (Michie West, 2004). Some authors (Hongoro et al, 2004) mentioned that candidate selection on the basis of interview can be misleading as the candidates are highly likely to provide biased responses which might not necessarily reflect the actual thoughts and personality of the candidate. Despite this criticism of interview-based selection, interviews still remain one of the most popular, feasible and economic form of candidate selection (Michie West, 2004). Eaton (2011) supported interviews as the means of providing information to the candidate, addressing the candidates’ queries related to the job position and verifying the assumptions made by the recruiters when they evaluated the candidates’ application and Curriculum Vitae (CV). Similarly, recruiters in the recent years are also acknowledging the importance of the psychometric tests in order to identify any attitude or behaviour-related differences between the candidates and in order to predict their future behaviours while working in the organisation (Hongoro et al, 2004). The recruiters should then undertake the procedure of candidate assessment and comparison. Candidate assessment is the procedure where each candidate is evaluated for the specified job and comparison is the practice of identifying the individual whose skill, knowledge and experience meet the job specification (Truss et al, 2012). Team Working in Health and Social Care In order to understand the manner in which teams work in health and social care, it is first essential to identify the importance of group interaction. Atwal and Caldwell (2005) supported that in a typical health and social care organisation, the groups perform the five important roles of forming, storming, norming, performing and adjourning. In the forming stage, individuals within a team start the process of knowing each other which is followed by storming where these individuals start understanding each other in order to develop a bond and a feeling of mutuality. In the norming stage, the individuals attempt to relate themselves with the internal group values, beliefs and norms and focus on the aim of the team. In the performing stage, these individuals act in order to meet the team goals by following the relationship-oriented leadership style and in the final stage of adjourning, the team members address the issues of closure after achieving the team goals. These five stages of team interaction provide a general overview of the team relationships in health and social care; however Baker et al (2006) argued that team interaction is a highly complex subject and any single theory cannot capture the level of this complexity. They supported this argument by highlighting the different types of leadership and its impact of the motivation levels of the team members. Teams are comprised of leaders and followers who perform in their respective roles in order to meet the overall goals of the team (Nishii-Ozbilgin, 2007). In health and social care, leadership is defined as an organisational role responsible for achieving a structured form of relationship amongst the team members and is able to exert influence in order to derive expected employee performance (Mullins, 2007). Another definition of leadership supported that leadership is an entity which is responsible for removal of the social barriers and is able to meet the highest level of the members’ motivational needs (Mullins, 2007). These two definitions show the two most prominent styles of leadership, the first definition is reflecting an autocratic form of leadership and the second definition is describing a democratic view of leadership. Followership is a more recently studied phenomenon and the two types of followers are described as active or passive followers where the former believes in creative thinking and the latter likes to follow the provided instructions (Nishii-Ozbilgin, 2007). The types of leadership and followership add to the complexity of team interaction which makes every team in the health and social care organisations unique in their functioning and team relationships. Health and social care organisations have a variety of teams with their unique set of knowledge, skills, relationship and experience (Cadman-Brewer, 2001). Some of the common teams are patient handling teams, representatives, carers, campaigning teams, teams of doctors and nurses, management teams and health and hygiene awareness promoters and caterers (Baker et al, 2006). However, Atwal and Caldwell (2005) argued that despite the variety of teams in health and social care, there are certain common factors which should be addressed in order to allow these teams to work effectively. These factors are team collaboration, stability, composition, leadership, senior leadership support, clinical specialist leadership and the members’ knowledge and experience of quality improvement (Nishii-Ozbilgin, 2007). Effective team working in health and social care can be developed by allowing the members to present their diversity of skills, developing inter-team understanding and bonds and maintaining an honest approach (Mullins, 2007). Similarly, Atwal and Caldwell (2005) highlighted the importance of communication between the team members by mentioning that the diversity of skills would not be appropriately utilised in the absence of communication. Many authors (Buchan, 2000; Mullins, 2007; Price, 2003) have identified leadership as the catalyst for effective team working in health and social care and Baker et al (2006) supported that the organisations should invest in leadership development sessions. At the same time, Atwal and Caldwell (2005) mentioned that effective team working can be developed by identifying the individuals’ training and development needs of the members. Staff Training and Development Eaton (2011) mentioned that the team members’ training needs can be identified by collection of feedback from individuals through one-on-one and group discussions. Similarly, Adams and Bond (2000) support that along with discussion-based feedback collection, the organisations should also aim to obtain objective data in the form of questionnaires and information on skills and knowledge provided by the employee on their CV. On the other hand, Benson and Dundis (2003) supported that the data on staff’s learning needs and development can be collected through observation of their performance. The use of SWOT (Strengths, Weaknesses, Opportunities and Threat) analysis framework is supported by other authors (Mullins, 2007) for specifically identifying the future learning needs of the employees. The role of staff brainstorming sessions on the subject of future skill acquisition and development is supported by Benson and Dundis (2003). Following the identification of the training needs, the health and social care managers should undertake measures for continuous professional and personal development of the employees. The organisations can promote academic knowledge acquisition of the experienced staff by funding their advanced academic programmes, such as post-graduation (Buchan, 2000). Similarly, Adams and Bond (2000) mentioned that the organisations should also aim to organise regular staff training and education sessions. The role of the external educators is highlighted by Dussault and Dubois (2003) as they mentioned that often external educators are able to deliver a newer perspective on the quality improvement issues. Benson and Dundis (2003) further mentioned that the organisations can ensure staff learning and development by providing them access to the library resources where the staff can consult the journals in order to update their clinical knowledge and competency. This also allows the staff to reflect on their performance and identify future action-plans (Eaton, 2011). Reflection is a crucial component of nursing professional development and therefore organisations should promote this practice (Benson-Dundis, 2003). In addition to reflection-based learning, the junior and relatively less experienced members of the staff should be guided by a practice-based mentor who can identify the various learning needs of these employees (Eaton, 2011). Based on these strategies and identification of the staff’s learning and professional development needs, the organisations should implement the Staff Development Programme (SDP) which will enable the employees to become competent practitioners. The managers should gather the information of the number of staff members to be enrolled in the programme and this knowledge can be obtained by requesting the target group of staff to submit the SDP application form (Eaton, 2011). Thereafter, the nature of the programme should be taken into consideration; SDP should be feasible, economical and comprehensive in nature (Eaton, 2011). The delivery of the SDP should be meticulously planned so that it meets the initial aims of staff development and learning (Price, 2003). The SDP should also include the assessment system so that the effectiveness of the programme can be evaluated and future SDP improvement goals can be identified (Benson-Dundis, 2003). Most importantly, Adams and Bond (2000) supported that the staff should be adequately informed and engaged during the planning and delivery of the SDP so that the programme can gain from the staff feedback. Based on this understanding, I will attempt to evaluate the effectiveness of the Staff Nurse Development Programme (SNDP). The programme lacked a comprehensive approach in its design as the programme did not include the development of additional competencies. However, the programme adequately informed the staff by providing a set of guidelines for the staff and the assessors, structure of the programme, core competencies, assessment framework, literature on the source of evidence, implementation, review forms and personal development plan. The staff’s feedback was collected after the completion of the programme and most of the members of the staff expressed that the programme was effective and helped them to identify areas of competency development. Leadership in Health and Social Care Organisations As mentioned previously, there are two principle forms of leadership, autocratic and democratic. The present health and social care organisations understand the importance of using democratic form of leadership as the way of promoting strong organisational culture and staff engagement (RCN, 2005). Based on these two forms of leadership, the literature on leadership has identified the relevant styles of leadership, transactional and transformational (Mullins, 2007). A transactional leader believes in reprimanding sub-standard results and rewarding good performance (Sullivan-Decker, 2009). Similarly, a transformational leader concentrates on staff relationships as the means of collectively addressing the organisational goals (Sullivan-Decker, 2009). A transformational leader utilises his/her exceptional communication skills in order to encourage the staff to engage in the decision-making process and express their concerns (White, 2012). On the basis of these characteristics and traits, a transformational leader is supported as more suitable for leading staff in health and social care. This is because a transformational leader will be able to derive better collaborative working amongst different professional groups, such as doctors and nurses (RCN, 2005). Working relationships in health and social care organisations can be managed by change in the organisational culture (White, 2012). Organisational culture is a form of umbrella term which includes the perceptions, behaviours and actions of individuals in an organisation (Michie-West, 2004). In order to achieve an effective Multi-Disciplinary Team (MDT) working , the leadership roles should address the issues of employee job dissatisfaction, lack of staff communication and knowledge sharing (Atwal-Caldwell, 2005). A transformational leader should organise interactive sessions where the employees should be motivated to express these aspects (Mullins, 2007). The management should respond to these concerns and change its existing autocratic style of managing the employees and develop a participative and collaborative organisational culture (RCN, 2005). The understanding of the different management approaches has contributed to my professional and personal development. I have observed that in the bottom-up management practices, the employees are included in the decision-making process and feel valued by the organisation. On the other hand, in the top-down management approach the staff is not included in the crucial organisational decisions and feels more concerned about their own position rather than the organisational goals of quality and efficiency in health and social care. Conclusion The essay critically discussed the factors to be considered for planning recruitment in health and social care organisations. The essay discussed that the job vacancies should be adequately advertised and should include concise and comprehensive form of information on job description and person specification. The HR recruiters should have updated knowledge on the UK employment and other relevant laws such as the Equality Act 2010, Data Protection Act 1998, Work and Families Act 2006 and Freedom of Information Act 2000. The recruiters should utilise the different recruitment approaches such as personality profiles, aptitude tests, online questionnaires, interviews, assessment centre performance appraisals for internal candidates and reference to select the most suitable candidates. Thereafter, the relevant theories of effective team working such as the five stages of team interaction and leadership and followership were discussed. Some of the common teams in the health and social care organisations are patient handling teams, representatives, carers, campaigning teams, teams of doctors and nurses, management teams, health and hygiene awareness promoters and caterers. Effective team working can be achieved by addressing the factors of team collaboration, stability, composition, leadership, senior leadership support, clinical specialist leadership and the members’ knowledge and experience of quality improvement. The staff training needs can be identified through workplace observations, collection of feedback and SWOT analysis. Employees’ continued professional development can be ensured by funding for their advanced education, providing access to library resources, conducting education sessions and providing practice-based mentors for the junior staffs’ learning needs. A transformational leader is more suitable for leading the staff in health and social care because a transformational leader will be able to derive better collaborative working amongst the different professional groups, such as doctors and nurses. My own understanding and experience support that a bottom-up management style is more successful in achieving a better staff participation and commitment towards the organisational goals. References Adams, A., Bond, S. (2000) â€Å"Hospital nurses’ job satisfaction, individual and organizational characteristics.† Journal of Advanced Nursing, Vol. 32 (3) pp: 536–543. Atwal, A., Caldwell, K. (2005) â€Å"Do all health and social care professionals interact equally: a study of interactions in multidisciplinary teams in the United Kingdom.† Scandinavian Journal of Caring Sciences, Vol. 19 (3) pp: 268–273. Baker, D. P., Day, R., Salas, E. (2006) â€Å"Teamwork as an Essential Component of High-Reliability Organizations.† Health Services Research, Vol.41 (4p2) pp: 1576–1598. Benson, S. G., Dundis, S. P. (2003) â€Å"Understanding and motivating health care employees: integrating Maslows hierarchy of needs, training and technology.† Journal of Nursing Management, Vol. 11(5) pp: 315–320 Buchan, J. (2000) â€Å"Health sector reform and human resources: lessons from the United Kingdom† Health Policy and Planning. Vol. 15 (3) pp:319-325 Cadman, C., Brewer, J. (2001) â€Å"Emotional intelligence: a vital prerequisite for recruitment in nursing.† Journal of Nursing Management, Vol. 9 (6) pp: 321–324. Demerouti, E., Bakker, A. B., Nachreiner, F., Schaufeli, W. B. (2000) â€Å"A model of burnout and life satisfaction amongst nurses.† Journal of Advanced Nursing, Vol.32 (2) pp: 454–464. Den Adel, M., Blauw, W., Dobson, J., Hoesch, K., Salt, J (2004) â€Å"Recruitment and the Migration of Foreign Workers in Health and Social Care†. IMIS-Beitrage Vol.25 pp: 201 230. Dubois, C. A., Nolte, E., McKee, M. (2006) â€Å"Human resources for health in Europe.† In Dubois, C.A., McKee, M., Nolte, E (eds.) Human Resources for Health in Europe eds. Maidenhead: World Health Organization, Open University Press. pp. 1–14. Dussault, G., Dubois, C.A. (2003) â€Å"Human resources for health policies: a critical component in health policies† Human Resources for Health. Vol. 1 pp: 1-16 Eaton, S.C. (2011) â€Å"Beyond ‘unloving care’: linking human resource management and patient care quality in nursing homes† The International Journal of Human Resource Management. Vol. 11 (3) pp:591-616 Hongoro, C., McPake, B. (2004) â€Å"How to bridge the gap in human resources for health† The Lancet. Vol. 364 (9443) pp:1451-1456 Kabene, S.M., Orchard, C., Howard, J.M., Sorianol, M.A., Leduc, R. (2006) â€Å"The importance of human resources management in health care: a global context† BioMed Central. Vol. 4 pp:1-7 Michie, S., West, M. A. (2004) â€Å"Managing people and performance: an evidence based framework applied to health service organizations.† International Journal of Management Reviews, Vol. 5 (2) pp: 91–111. Mullins, L.J. (2007) Management and Organisational Behaviour. 8th Edition. Great Britain: Financial Times Pitman Publishing Imprint Nishii, L.H., Ozbilgin, M. (2007) â€Å"Global Diversity Management: A Conceptual Framework†, International Journal of HRM. Vol.18 (11). Pp: 1993-1894. O’Brien-Pallas, L., Baumann, A., Donner, G., Murphy, G. T., Lochhaas-Gerlach, J., Luba, M. (2001), â€Å"Forecasting models for human resources in health care.† Journal of Advanced Nursing, Vol. 33 (1) pp: 120–129 Price, A. (2003) Human Resource Management in a Business Context (2nd edn.) , London: International Thomson Business Press. RCN (2005) RCN Clinical Leadership Programme: Transforming Clinical Leaders to become Agents of Positive Change. Royal College of Nursing. [Online] Available at:http://www.rcn.org.uk/__data/assets/pdf_file/0009/78651/002524.pdf (10 October Accessed 2014) Sullivan, E. J., Decker, P. J. (2009) Effective Leadership and Management in nursing (7th edn.) New Jersey: Prentice Hall Truss, C., Mankin, D., Kelliher, C. (2012). Strategic human resource management. New York: Oxford University Press. White J. (2012) â€Å"Reflections on strategic nurse leadership.† Journal of Nursing Management Vol. 20 (7) pp:835–837