Strategic Planning Assignment Example | Topics and Well Written Essays - 1750 words

Strategic Planning - Assignment Example It is based on this knowledge that a health care organization may decide on the best approach to use, in competing with their competitors. Another type of competitor identified by Moseley are potential competitors. These are companies that are operating in other industries, but they are showing a high likelihood of wanting to invest in the health care industry. These are always referred to as new entrants (Zuckerman, 2012). It is important to explain that investing in the health care industry is a very costly process, and on this basis, new entrants are normally business organizations that have the capability of raising the necessary capital. Furthermore, it is important to explain that new entrants could be firms operating the same line of business, but operating in a different geographical location (Harrison, 2010). Other possible new entrants include organizations that offer related services, suppliers who are interested in integrating forward in the chain, with the intention of forming a hospital organization, organizations that seek to diversify their portfolios, because of increased competition, etc. Another type of competitors is indirect competitors. These are health care institutions that offer substitute products. It is important to explain that this is competition, because these organizations have the capability of satisfying the customers of a health organization, in a similar manner, as the organization under consideration (Stahl, 2004). In gathering data, concerning the threats that direct competitors pose, there is a need of carrying out market research, through surveys, and observations. Surveys would enable the health care organization to collect data, based on the quality of service it offers, in comparison to the quality of service offered by its competitors. This type of information is very important because it

The influence of Avant Garde film movie in Pop Cinema Essay

The influence of Avant Garde film movie in Pop Cinema - Essay Example ilms where developers strive to capture the social and cultural features of the society, avant-garde film developers infuse their creativity and thoughts into the development of films thereby pushing the boundaries of possibilities in such creations (Kostelanetz & Brittain, 2000). Avant-garde film therefore increased the bounds of film development thereby providing developers with more possibilities, this has consequently revamped the industry thus perpetuating both competition and creativity in the industry as espoused in the discussion below. Mesh of the afternoon is one such film in which the developers experiment with different features and elements of film development. The short is film is a perfect example of avant-garde film. The film adopts a circular narrative structure with the developers repeating similar motifs and symbols. Among the motifs are flowers, a knife and a falling key among others. The simplistic structure easily portrays the ease of developing the film as the developer manipulates the camera angles, shots and lighting of different scenes in order to develop the sequential flow of concepts in the film. The film therefore provides a realistic manifestation of avant-garde film in the contemporary society. Andy Warhol is yet another contemporary developer of avant-garde films who has depicted understanding of the intricate features in film developments and the need to infuse creativity and experimental aspects of films in film developments in the contemporary society. Among his greatest works is Ann the girl who cried a tear. In his works, Andy Warhol portrays the role of arts in the society; he developed films and music that provided a perfect reflection of the society through his artistic and analytical eyes. This provides him with the relativity to experiment on different issues. He for example pioneered the use of computers in the generation of arts including films. Ann the girl who cried a tear is one of his famous works, which portray

Literature Review on Polygamy

Literature Review on Polygamy Polygamy is an intricate phenomenon and a result of power relations, with profound social, cultural, financial, and political roots. Regardless of being prohibited in numerous nations, the practice holds on and has been connected with women marginalization and emotional well-being sequelae. In this study, Daoud, Shoham-Vardi, Urquia and Campo, (2014) tried to enhance comprehension of this progressing, complex phenomenon by analyzing the commitment of financial position, social support to the abundance of depressive side effects and poor self-appraised wellbeing among women in polygamous marriages contrasted with women in monogamous marriages. Measuring the commitment of these elements could encourage approaches and mediations went for ensuring womens psychological wellness. The research was directed among an example of Arab Bedouin women living in a marginalized group in southern Israel (N=464, age 18-50). The females were actually met in 2008-2009. The researchers used logistic regr ession models to figure the commitment of Socio economic position (as characterized by the women training, family SEP, and family attributes) and social support to abundance of depressive indications and poor SRH among members in polygamous versus monogamous marriages. Results showed that around 23% of the members were in polygamous marriages. These women announced twice over chances of depressive signs and poorer self-rated health than those in monogamous marriages. Females training changed these affiliations marginally, yet family SEP and family unit attributes brought about for all intents and purposes no further change. Social bolster lessened the chances for poor SRH and DS by around 23% and 28%, respectively. Polygamy is connected with higher hazard for poor emotional wellness of women paying little mind to their SEP and training. Social bolster appears to have some defensive impact. Another study which was led by Al-Krenawi, Graham and Izzeldin (2001). In this research the sample was taken from refugee camps outside Gaza City. Snowball sampling technique was used to collect the sample of 187 females (100 senior or first spouses, 87 junior or second wives) in polygamous marriages. They completed questionnaires basic demographic information, Rosenbergs Self-Esteem (SE), and the Brief Symptom Inventory (BSI). Senior and junior spouses experienced crowded housing conditions. Senior wives perceived fundamentally more financial issues than did junior wives. In perceived relationship fulfillment significant difference occurred, with junior spouses less disappointed than senior wives. Significant differences occurred in five measurements of the BSI: somatization, interpersonal affectability, gloom, nervousness, and phobic uneasiness, with senior spouses scoring higher than junior wives on all subscales. Self-esteem scores were altogether lower among senior than junior s pouses. Socio-demographic and psychological discoveries are broke down in connection to financial, interpersonal, and intra-familial stressors, and social arrangement settings. On the other hand, Chaleby, (1985) examined that whether Kuwaiti spouses of polygamous marriages were extremely represented to in the inpatient psychiatric instead of the general public. A second intention was to decide the degree of the relationship between psychiatric issue and marital condition. Preliminary data showed that the rate of spouses of polygamous marriages was essentially more prominent in the inpatient psychiatric populace than in the all-inclusive community of Kuwait, as reflected in the 1975 registration. Moreover, the outcomes recommended a relationship between the way of psychiatric issue and the conjugal circumstance. Exchange clarifications of the information are progressed, and the requirement for controlled future studies drafted. However, Slonim, Nevo and Al-Krenawi (2006) conducted a study. For this study, the researchers interviewed 10 polygamous families, who were living in a Bedouin Arab town in the south of Israel. Every one of the 10 families were comprising of 1 spouse, 2 wives, and kids. Five individuals were met in every family: first spouse, second wife, the oldest child of first and second wife, and the husband. Among 10 families five families were viewed as well-working families and five as ineffectively working. Results revealed that polygamy is difficult in both well-working and ineffectively working families, especially for spouses. In any case, there are numerous customs and mastery that encourage individuals from the family to function well. Among them are acknowledgment of polygamy as Gods desire or fate, square with equal distribution of resources among both families by the spouse, partition between the two families, evasion of minor clashes and differences, keeping up a disposition of rega rd toward the other wife, and permitting open communication among all siblings, children and the other mother. Researchers likewise examined the need to create, execute, and assess family mediation programs for polygamous families among various communities in the world. In like manner, working with polygamous families some clinical implications are likewise investigated. A report of research which depends on those females who were being found in essential medicinal services focuses by Al-Krenawi. The sample comprises of 126 Bedouin-Arab women from polygamous families (1999). Of these, 94 were senior spouses who were trailed by another wife in the marriage, and 32 were junior wives, the latest wife joining the marriage. Information uncovered that senior spouses showed lower self-esteem when contrasted with junior wives. Findings additionally revealed that senior spouses showed poorer associations with their husbands contrasted with their junior counterparts. Often when a spouse wedded a second wife, the marriage could be founded on adoration, instead of parental course of action, a trade, or relationship as in the first. These variables likewise add to the senior spouses low self-esteem and marital disappointment. Furthermore, another study was conducted by Al-Krenawi, Graham and Al-Krenawi (1997) this study examined the information in view of understudy documents of 25 Bedouin-Arab children born to senior mothers of polygamous families. The interviews were conducted with children teachers and mothers. Mothers reported that their children had an assortment of behavioral issues, and below average academic achievement. Mothers griped of substantial side effects, financial issues, poor relations with the spouse, and competition and desire between the co-wives and among the co-wives children. Social work practice ought to perceive the social and individual essentialness of polygamy to relatives; value the noteworthiness of polygamy to childrens functioning; select children as an objective framework for intercession; and strengthen the Islamic value base for mediations.

Essays --

Why is Ethiopia Always Hungry? In 1974, Louis Leake discovered a 3.2 million year old skeleton he named â€Å"Lucy† in the Afar region of Ethiopia. This evidence indicates human inhabitants have lived in the region for millions of years. In Ethiopia today, the people are chronically hungry. There have been recurrent famines leading to starvation and death of hundreds of thousands of people. The country’s population is outpacing its food production. Did â€Å"Lucy† die from starvation? Why can’t Ethiopia feed its people? Ethiopia is the oldest independent country in Africa with a long and complex history dating back thousands of years. Located in the eastern Horn of Africa, Ethiopia is a landlocked country slightly smaller than twice the size of Texas. In 1994, a federal republic was created consisting of nine ethnically based states and lead by a president elected by the people (â€Å"Central Intelligence Agency†). It has a current population of 93 million people. In 2013, Ethiopia had a population growth rate of 2.9%, ranking it ninth in the world in population growth. This growth rate is projected to continue over the next 40 years (Population Challenges). The country is made up of many ethnic groups with the Oromo (35%) and the Amhara (27%) making up the largest groups. In general, the population is rural and poor. Only 17% of the people live in urban centers. Agriculture is the main driver of the Ethiopian economy. Most of the farming occurs on small farms and consists of subsi stence agriculture. There is very little commercial farming. Agriculture contributes 46% to GNP and employs 85% of the population (â€Å"Ethiopia†). The geography of Ethiopia is a high plateau divided by the Great Rift Valley. There is a central mounta... ...e weather conditions, the problem continues to grow. Solving these problems requires action on all levels--from the international community and the United Nations, by the Ethiopian federal government, and members of the regional and local communities. The course of action for Ethiopia will take both time and financial support. The problem did not develop overnight and it cannot be solved quickly. By working together to provide sustainable solutions, the people of Ethiopia may one day be protected during times of drought by having enough food available to prevent famine and starvation. Hopefully, Ethiopia will be able to implement the reforms and changes needed to someday sustain itself. By providing adequate food for its people, it will eliminate the need for food handouts. Maybe some day soon we will be able to quit asking, â€Å"Why is Ethiopia always hungry?†

Paraguay Essay

Mushfika Chowdhury Ms. Vives Spanish Paraguay Paraguay is a country in South America. It is surrounded by Brazil, Argentina, and Bolivia. Most people know Paraguay as Paraguay, but the country s official name is Republic of Paraguay. In 2011 it has said that Paraguay has approximately a population of 6,568,290. Most people are living in the oriental region. The country’s official language is Spanish as well as Guarani. The oriental eastern region has hills, waterfalls, exotic plants and the forest.This region makes up 40 percent of Paraguay. This part of Paraguay receives a large amount of rainfall. The region known as occidental also known as Chaco, is made up of grass, course tropical reeds and stunned trees. Some of Paraguay’s natural resources include forest soil, minerals, and the rivers. The rivers are important because tis how most people in Paraguay communicate, it also provides fish. The main industry is farming livestock, cotton, cane, corn, soybeans, potatoe s, bananas, oranges, wheat, beans, tea and tobacco. That was the farming and food recourses of Paraguay.When it comes to the government and money there’s not that many similarities. Some of you may or may not know that the former president of Paraguay was Fernando Lugo (2008-2012). It wasn’t that many days ago that a new president for Paraguay was elected, his name is Mr. Franco. The currency used in Paraguay is Guarani. One dollar in the United States is 4,095. 58 Guarani. One Paraguay Guarani equals to 0. 0002442 cents in the U. S. You also might be wondering what type of government Paraguay has. Well its constitutional republic. I would also recommend you taking a camera if you ever go there, the sites and scenery is breathtaking.

Deepwater Horizon Oil Spill Essay

On April 20, 2010 a catastrophic explosion on the Deepwater Horizon off shore drilling platform caused the largest single release to the environment due to oil drilling. This explosion killed 11 workers and injured 17. This oil spill is very controversial because it can be questioned if this spill could have been prevented and what exactly went wrong. There is much debate on who is to blame, what could have been done to prevent it and who is going to pay for all the damage. Many are not happy with the settlement BP is signing that will keep them from further criminal prosecution if they agree to pay the settlement amount. Paying retribution is fine, but what about the future damaging effects that we have no way of even knowing about now. Who will take care of that? These are some of the basic questions people are asking about this case and my responses. What can this accident teach us? This accident should teach us all that there is a great responsibility taken on when you go into the earth and try to harvest chemical products that have potential for negative effects on human welfare and health. The government needs to be in charge of regulating these activities to preserve the future of our environment. Had you been in charge of granting permit for this, what measures would you have prescribed to prevent or mitigate the impacts of such an accident? Policies need to be in place that ensures that properly trained personnel are on site at all times to ensure the safety of the drilling process. Only experienced personnel could properly react to an emergency and possibly be able to mitigate further damage. Knowledge and experience are required to recognize potential hazards in time and prevent even bigger negative effects. BP engineers were supposedly aware of variations in the pressure prior to the explosion. These engineers probably did not have the authority to request work be stopped so further inspections could be made. Politics involved with the money at stake sometimes lead to dangerous decisions. If someone with the knowledge and authority to make an executive decision was there, this tragedy could possibly have been avoided. If you were in a policy making forum, what national or international policy measures would you recommend for reducing long term risk from off-shore drilling. I think the policies on long term risk from off-shore drilling accidents could be addressed by building some kind of boundary wall to contain the drill site, even if there was not a spill. Just the act of drilling is releasing some form of contamination and if that contamination could be contained before it gets incorporated into the entire different city/ country’s water supply it would be a great benefit to prevent long term effects of oil contamination. International policies need to be in effect that maintain the same standards across the board. If one country has low standards and takes in the contaminated water†¦ they will then be releasing it into the environment and the contamination will still affect neighboring countries/cities that may have stricter standards. If I was involved in any type of policymaking forum, I would try to get policy passed that had strict policies regarding quality control practices regarding the technology being used to drill for the oil and the equipment maintenance. Increased testing of drilling equipment during and between drilling process, not just at the start stage. Sometimes equipment fails during use and quality measures need to be in place to make frequent inspections. What changes would you require in terms of ethical conduct by regulators? Regulators need to not be financially involved with projects the are legislating. This is a huge ethical problem because kickbacks and donations often lead to favorable legislations in favor of the party standing to gain and not for the best interest of the public. To what degree may politics have clouded judgment and influenced decisions that where made? Relaxed government regulation was probably made because the government in efforts to promote business, made acquisitions that were dangerous and costly to the environment in the long run.

buy custom Articles about Observation essay

buy custom Articles about Observation essay Programs for early childhood or preschool age struggle to offer education of a high quality to the children. Such programs involve a vast range of characteristics in order to answer the purpose. These programmes include structural features that are instituted through the policies and regulations, and process features that are experienced be the children directly. For the most part, the programmes cover a physical environment such as spatial, furnishing and learning materials. Social environment also comprises the preschool programmes, which cover a classroom management as well as emotional and instructional support. The most important, they face a challenge of determining the quality of such programmes and its effect or impact on the features of development of the preschool children in terms of literacy, activity, interaction, language and skill. The level of the experience that children gain while being in preschool make significant contributions to their development of skills in li teracy, academic subject, language and competency in their emotional and social life. For this reason, the different educational systems have been developed, which provide the preschool learners with the rich experiences that prepare them for further studying. In addition, the experiences acquired in the preschool thoroughly prepare a child to join the senior classes or school. The development of these programmes is aimed at providing the preschool children with several opportunities in relation to education. One of the benefits of a high quality preschool education is that it is open for disabled children as well, which is very important. The programmes are useful in protecting such children, thus, reducing the gap of development or recognition that occurs at school entry (Burchinal et al., 2000). In the event of the above constraints, the learner can easily cope with the challenges of education due to the high quality preschool programme. Several studies conducted on this subject indicate a considerable connection between a preschool grounding and further educational advancement. Several organizations continuously emphasize the importance of the quality of the preschool programmes providing an appropriate language and interaction skills. They also insist that a conducive- preschool environment forms a strong foundation or basis for protection of the children experiencing difficulties in reading or social risks. Conducive environment means that children can learn with fewer difficulties and rely on the proper support of the teachers. They also imply that the quality preschool programmes are aimed at protecting such group of children prone to various risks being deprived of the possibility to get the due language skills in the educational surroundings. The peak of ability of a person to gain knowledge falls on a very tender age, that is why it is essential to a child to be in a conducive for studying learning environment. The early foundation in most cases will determine the future progress of the children. Poor educational background means that children will h ave difficulties in their future academics. Numerous studies have also shown the strong, positive relations that is intrinsic to children facing economic and social risks as a result of the connection between quality of preschool attended and the development of a child. However, these studies indicated the mixed evidences, which may be caused and explained by establishing the different study methods to evaluate the effects, sample compositions, varying sizes, and the measurements and definitions of a preschool quality (Cunningham, 2010). Several other researches have also found that preschools offering quality programmes to the children are more likely to achieve a greater, positive impact on the literacy of the children, cognitive or reasoning development and language skill. Preschool quality encompasses a wide range of programme characteristics such as the structural features implemented through the regulations and policies, and direct experiences of children provided via the process features. The process quality or features entail the mechanisms used by the preschool in conveying benefits to the children. It consists of the physical environment including furnishings, space and learning materials, as well as emotional support, management of the class, and instructional support. Extensive studies have been conducted to assess the relationship between various features of a preschool programme quality and the development and outcome of the children (Dickinson et al., 2006). The result of the studies indicates a significant relationship between a high quality preschool programme and future development of a child. In order for the programme to be effective, it is essential to use all the previous experience known in the system of the education of a child. For this reason, the programme ensures that all the elements consider the possible and available advantages that could provide the learners with a base needed to higher education. The creators of the programmes realized the essence of a high quality preschool programme in the preparation for the further development and education of the children. However, the connections between the development and a preschool quality tend to remain at the minimal side, with the significant relationships not evident in most of the studies. Similar studies also reflect the differential aspects and impacts of quality programmes in relation to the characteristics of the child such as sex, race and ethnicity, as well as family and home risk factors. The other factors indicate that development and further education of the learner do not mainly depend on the preschool programmes. The moderating effects in most of the studies and high quality programmes have contributed to the successful outcomes among the subgroups that had experienced the delays in development (Early et al., 2007). However, such studies are not to be relied upon because of various factors. Inconsistencies may arise in the relevant studies because of several reasons such as design of the study in detecting developmental effects, characteristic of the participants involved in the study, and definition and measurement of the quality and outcomes. Contradictions that occurs due to the study designs arise when a study measures the parameters of the quality and development at the same time. These studies tend to result into positive relationships, which may not necessarily be accurate in the interpretation of the concurrent associations. The results from studies assessing the associations of preschool program qualities and development of the children take into consideration the characteristics of the participants of the study. Studies conducted in the past incorporated children who were economically disadvantaged, and targeted to get into the programs of prekindergarten. Recent research and studies a longside with a subsequent expansion and growth of the preschool facilities has encouraged the incorporation of participants or children coming from diverse racial or ethnic and economic backgrounds (Cunningham, 2010). Similar studies on the associations of developmental changes of the quality preschool programs also utilize different measures in evaluating the outcome and quality on the magnitude of the program associations. These developmental measures include direct assessments or ratings of the abilities and skills of a teacher that are useful for learning of the preschool children in terms of language, reasoning, cognitive, social-emotional and academic success. Different studies have also reported varying of measurements of the preschool quality. Teachers, administrators, policy makers, and parents in describing the characteristics of prekindergarten programmes use the term of preschool quality. There are two known types of preschool programme qualities, namely, structural and process qualities. Structural qualities encompass those features of the programme that are targeted at financing and regulation, and include the professional training of the teachers and their personal level of education, ratio and size of the clss, service programmes for families and parents, curriculum types, and several other structural features associated with the developmental outcome of the students. The level of education of the teacher would be relevant in the way he or she can be helpful in implementation of the preschool programmes. In the event, the teacher with the task of implementing of the programmes that h a low educational level would not be appropriate for the job. On the other hand, the type of curriculum determines the impact of the programs on the development of the children. The recommended curriculums at this level are those which are student centered. Curriculums, which are not student centered, may not be effective in implementing the high quality preschool programmes. In addition, the high quality programs work well in schools where there is proper regulation of the class size and number. Crowded classes with insufficient supporting materials would make the programmes ineffective, and, hence, would not produce the expected outcomes (Early et al., 2007). Rationale A literacy environment quality entails the social relations and the surroundins that the children directly encounter while participating in various classroom activities. Social relations would comprise the other students and teachers. The available, supporting staff also covers the area of social relations, which children experience while being at school. On the other hand, there is a physical learning environment, which means the learning materials. Learning materials can include books, classrooms, playing toys, charts, drawings, and other relevant materials at this level of education. These global quality programmes can be described as one containing features of the potential to improve the positive development of a child providing the safe environments, appropriate learning activities, and interactions with teachers, parents and fellow children (Hoff, 2006). As much as global quality proves to impact the literacy development of preschool children, advanced research needs to be foc used on the specific quality indicators connected to language and reasoning skills, activities and interactions. There is limited research on the quality of the preschool programme and the literacy environment. Most studies dealing with the relationship between development of the child and quality of the school focus on the quality measures of one dimension, ranging from high quality to low quality. These studies do not explore the quality aspects that are strongly connected to the development of a child, as well as evaluation of specific quality factor that protect the children facing economic and social risks. This study seeks to examine the instructional practice, classroom environment and the impact of these features on development and support of the progression of the children. It is aimed at examining the association or influence of the factors of preschool qualities on the development of the language-reasoning skills of the children, their activities and interactions, using t he Early Childhood Ratting Scale-Revised (ECERS-R) to assess the preschool programmes and ensure that they meet the needs of the student according to the standards (Harms, Clifford, Cryer, 2005). Methodology The study is focused on the prekindergarten schools with convenient and representative sample sizes from diverse cultural, racial and economic backgrounds. Data collection was done by an observational survey using the Early Childhood Environment Rating Scale-Revised (ECERS-R; Harms, Clifford, Cryer, 2005). The use of the scale has been reported for over two decades. It evaluates different subsections that are in line with the objectives of the study. They include such areas as Language and Reasoning, Activities, Interaction, Space and Furnishings, Programme Structure, Personal Care Routine, and Parents and Staff. There are 470 indicators equivalent to 43 items that are rated in a format of a seven-point scale. The descriptors for scoring the variables ranged from 1 (Inadequate), 3 (Minimal), 5 (Good), to 7 (Excellent). Observation Summary The study entailed evaluation of an ECERS-R observation evaluation as a requirement of the course Psychology of Early Childhood. The study was carried out on March 21st, 2012, in a Pre-K classroom, in Lincoln School in New Britain, CT. This observation is focused on three scales, Language-Reasoning, Activities, and Interaction. Participants included 21 students between ages of two to five-years-old. This group of students was from diverse backgrounds, including White, African-American, and Hispanic origin. The staff presented during the study included one head teacher and two assistant teachers. Table 1 shows the ratings based on the observations. Language-Reasoning consists of four subscales: Books and pictures, Encouraging children to communicate, Using language to develop reasoning skills, and Informal use of language. According to the observations, the author believed that all qualifications were met in this area, and rated them with excellent (7). In this Pre-K classroom, there was an assigned center for reading providing students with a variety of books. The teacher, Ms. Thurston, also read stories to the children. The teacher would ask questions and relate the stories to the children as she read. On the free play of the children, four of them played with the books, looking at the pictures and showing to each other. This classroom presented pictures of different subjects at the eye level of the children. In the subscale, the staff and children had constant communication in order to encourage the children to communicate easily. The author observed one particular student who was shy and low in interacting and communicating to the fellow students. The teacher during the free play tried to communicate with that student, and encouraged her to communicate, play and interact with other children by explaining what she was making with clay. As for using language to develop reasoning skills, the author noticed a group of children playing bingo. This game reinforced their vocabulary and knowledge of numbers. For instance, the teacher picked a number and asked them to repeat it then match that number on their bingo cards. In the subscale informal use of language, students were assigned to different centers in the classroom. The staff walked around in order to supervise and communicate individually with the children and inquire them in what activity they were involved in. For instance, one of the teachers asked a girl what she was making with sand. The girl answered: A big house. The teacher continued communicating and interacting with the girl about the house and inquiring whether she was going to add windows, doors, and a chimney. A variety of activities were also observed at Lincoln School. The author assigned a rating of seven (7) to all the subscales under activities except Sand and Water that were rated five (5) and Nature and Science rated six (6). Under refined motor skills, the author noticed that all the materials and tools used by the children were labeled and well organized. For example, the attention was paid to how all the utensils used in the cooking center were labeled and stored in their rightful places. Art work including painting and drawings made by the students were displayed all over the classroom walls. They also had 3D art articles with their names on made by using a clay, and snowmen made of the foam balls. The teacher played music to the children after a story had been read. The students had the chance of singing and dancing to the music separately for the girls and boys. Blocks had an assigned center, where the students had the opportunity to play with different types and sizes, for instance, the coloured plastic and wooden blocks, etc. In this classroom, there was a corner assigned as the sand center with a sand table. The table contained sand tools such as shovels and small buckets among the others. The subscale was rated with a five, as there was no area designated for watter play, either indoors or outdoors. In this classroom, the staff had assigned a theater center for the children to dramatize and change their character into anything they desired. This theater included dress up clothes and puppets. In Science/ Nature subscale, there were a group of books with different themes on nature, animals, and plants. Pictures were also displayed in the classroom that was related to weather. Math/ Number subscale was reflected within the entire classroom. Numbers were everywhere including the date, the blocks, the game they played together (Bingo). Two ch ildren were using the computer with headphones. The use of computers allowed the children to reinforce their knowledge and be able to properly use a computer. This classroom was multicultural; the teachers encouraged the students to play, sing, and dance together despite their ethnic backgrounds. The supervision of gross motor, the general supervision and discipline were well guided. The teachers talked to the children about their activities of interest and promoted an excellent level of discipline in which the students, at the sound of the whistle, knew how to translate the signals to the words Stop, Look, and Listen. Table 2 shows the ratings for the Early Learning Programme (ELP). On March 22nd, 2012, the author visited a preschool programme in New Britain, CT. The number of students present at the time of the observation was ten. Similar to Lincoln School, this programme was diverse in their student admission. The author rated the ELP with an excellent in all subscales because it covered many areas and activities within an hour of observation that were required in the ECERS-R scale. The following aspects were observed in the language-reasoning scale: many books with different topics were accessible to the children, pictures and art works of the children were displayed throughout the classroom. There was also effective communication between staff and students, as well as between staff and parents. The teacher made the children talk about pets at home and their experiences with them. There were four staff members responsible for the talk with the children in the preschool. One of the staff member s played a game with three students in which counting was necessary; she counted with them and also showed them how to count in Spanish. In the activity scale, there was a series of activities that had been observed. Fine motor skills were evident throughout the classroom; materials were all organized and accessible to the children. All the shelves and cabinets were labeled. The author even noticed the teacher bringing books and placing them on the shelf for the students. On the play time, a group gathered in the art center and began to draw whatever they desired. A girl drew her mother and the head teacher. All the previous art works of the children were displayed on the walls. The classroom had a CD player available for music and had music instruments free to be used. The students had the opportunity to play with blocks on their free play time. The children even tried to create a tower that was high enough without the tower collapsing. Previously, the students had played in their sand table center. The table had sand tools stored under the table for the use. This information was made available by one of the teachers in the classroom. The author also observed children playing with puppets, talking to each other as if they were the puppets and imagining stories. The children also played a board game with one of the teachers while parents arrived to pick up their children. In the Nature/ Science subscale, the author observed plants around the room, little flower pots with the attempt to grow grass. There was a classroom pet (beta fish) in which the author witnessed the children taking turns to feed the fish. The board game played by the students had to do with numbers. The personal information of the children was displayed which included their birthdays and a family tree. The classroom had one computer accessible to all children, with different learning programmes for the pupils to learn and play with fellow students. However, it was not used at the time of the observation. The classroom promoted a diverse environment by having children from different backgrounds playing with each other. The author even noticed some Spanish and Polish conversations between mother and daughter. The teachers assisted the kids in using the different tools like working ones, kitchen utensils and grocery shopping materials in an appropriate manner. In general, the supervision was well guided allowing students to work independently but also keeping safety rules in check. At one point, the children started getting rough in their puppet game and so the teacher intervened in order to show them how to play with the puppets and gave them ideas on what to do. The level of discipline in the classroom was excellent; when the teacher was reading a book the children had to raise thei r hand to speak. The author also noticed the children getting a little bit noisy and the teacher let them know that there were interfering with other children, who were trying to play other games. Conclusion Preschool learning age is an essential one and it demands a proper foundation for the preschoolers. The above information explores the experience of the author in the two different schools which were similar to each other. The dynamism of each learning center was unique and adequate for instructional processes and purposes. Both of them were following a protocol and a proper curriculum, which is a necessary element in the implementation of any preschool programme. The teachers used the most effective ways to connect classroom activities with student daily life experiences. This was through encouraging the learners to relate the class activities with the home activities or playground ones. This makes learning to get easier for the preschoolers as they could identify the relationships between class lessons and their life experiences. In addition, the learning expectations of the teacher were focused on academic disciplines (math, language, arts) and social expectations (interactions be tween the students and teachers, respect to others). These are some of the factors which are key determinants of the impacts of the preschool programmes on the development of the children. It is clear from the above discussion and studies that the type of curriculum, level of education of the teacher, and connection of the classroom activities with the daily life experiences results in the positive outcomes (Cunningham, 2010). Evaluation of the environment is necessary in understanding the influence of the environmental features in literacy and social developmental potential of the preschool children. Proper and positive environment will ensure that the learners would gain an advancement due to the preschool programmes. A negative learning environment means that there will be obstacles while implementing the programmes, hence, negative results. Assessment of the quality of the preschool programmes and the environment is essential in improving literacy skills at school entry. Research also indicates that a strong basis or foundation of quality programmes, activities, and literacy developments can prepare students for future successful careers (Campbell et al., 2002). This increases the need to put the priority of the development and future of the students at the topmost position. The high quality programmes and environment that encourage literacy and language development, can also serve to reduce the challe nges that the students might face in the early stages of their growing, thus promoting the development of successful and fluent readers and writers. It is also necessary to put into consideration not only the practice of literacy programmes and quality environment, but also incorporate essential books, experimenting opportunities in a stimulating and a print rich environment. Other notable features with potential benefits include knowledgeable teachers on language skills, meaningful learning choices, and a conducive learning environment with a risk taking, supportive and caring staff. Buy custom Articles about Observation essay

Free Essays on An Influential Personevent

An influential Personevent It seemed like it would make her die, just speaking it. So I didn’t tell anyone, not even my best friends. At school I would slip into a fantastical dreamland, nobody there knew that I should be troubled, pensive. I put on my best front and paraded around the school halls with some sort of smile plastered on my face. At lunchtime I’d stare at my food thinking that my friends should know. I thought of a million different ways to tell them. Each time that I came close to telling them, I would think about their potential reactions. There would be the normal lunchtime banter going on, complaints about the ranch dressing, and I would blurt out, "Hey guys, my mom has breast cancer." The whole cafeteria would turn silent and the plastic forks would drop from their hands, making a sad little clinking noise. Then I would stare at my food mentally kicking myself for having opened my mouth. I chose to say nothing. I remember very clearly the day that I went to go sit with her whil e she got her chemotherapy. I only did this once because it was too hard for me. I walked down an overly-lit sterile hallway trailing behind my dad. When we reached her room I wished that I could just keep walking, pretend I hadn’t seen her. I went in and sat down. Her shirt was partially unbuttoned so that the IV could be inserted into the porto-cath surgically implanted under her collarbone. She was hooked up to three different kinds of poisons, and one normal IV. There were some knitting things spread across her lap and the ever present bag of lemon drops was faithfully at her side. Her head was laid back in the chair, she was tired. She and my dad tried to involve me in some nice chit-chat, I met and shook hands with the doctors and nurses, "It’s nice to meet you Dr. McCoy." Yeah right. They complimented her on what a beautiful daughter she had. I blushed, smiled politely then excused myself to the bathroom. I wiped away my for... Free Essays on An Influential Personevent Free Essays on An Influential Personevent An influential Personevent It seemed like it would make her die, just speaking it. So I didn’t tell anyone, not even my best friends. At school I would slip into a fantastical dreamland, nobody there knew that I should be troubled, pensive. I put on my best front and paraded around the school halls with some sort of smile plastered on my face. At lunchtime I’d stare at my food thinking that my friends should know. I thought of a million different ways to tell them. Each time that I came close to telling them, I would think about their potential reactions. There would be the normal lunchtime banter going on, complaints about the ranch dressing, and I would blurt out, "Hey guys, my mom has breast cancer." The whole cafeteria would turn silent and the plastic forks would drop from their hands, making a sad little clinking noise. Then I would stare at my food mentally kicking myself for having opened my mouth. I chose to say nothing. I remember very clearly the day that I went to go sit with her whil e she got her chemotherapy. I only did this once because it was too hard for me. I walked down an overly-lit sterile hallway trailing behind my dad. When we reached her room I wished that I could just keep walking, pretend I hadn’t seen her. I went in and sat down. Her shirt was partially unbuttoned so that the IV could be inserted into the porto-cath surgically implanted under her collarbone. She was hooked up to three different kinds of poisons, and one normal IV. There were some knitting things spread across her lap and the ever present bag of lemon drops was faithfully at her side. Her head was laid back in the chair, she was tired. She and my dad tried to involve me in some nice chit-chat, I met and shook hands with the doctors and nurses, "It’s nice to meet you Dr. McCoy." Yeah right. They complimented her on what a beautiful daughter she had. I blushed, smiled politely then excused myself to the bathroom. I wiped away my for...

Definition and Examples of Online Reading

Definition and Examples of Online Reading Definition Online reading is the process of extracting meaning from a text that is in a digital format. Also called digital reading. Most researchers agree that the experience of reading online (whether on a PC or a mobile device) is fundamentally different from the experience of reading print materials. As discussed below, however, the nature and quality of these different experiences (as well as the particular skills required for proficiency) are still being debated and explored. See Examples and Observations  below. Also see: ReadingThe Advantages of Slow Reading and Slow Writing Close Reading and Deep Reading How to Become a Creative ReaderOnline WritingReaderReading Speed Writers on Reading Examples and Observations Unlike reading print sources, reading online is nonlinear. When you read a book or an article in print, you follow a reading sequence- beginning at the start of the text and progressing through the text systematically. However, when you read information online, you frequently jump around from source to source using hyperlinks that direct you to a different Web page.(Christine Evans Carter, Mindscapes: Critical Reading Skills and Strategies, 2nd ed. Wadsworth, Cengage, 2014) Comparing Print and Digital Reading ExperiencesCertainly, as we turn to online reading, the physiology of the reading process itself shifts; we don’t read the same way online as we do on paper. . . .When Ziming Liu, a professor at San Jose State University whose research centers on digital reading and the use of e-books, conducted a review of studies that compared print and digital reading experiences, . . . he found that several things had changed. On screen, people tended to browse and scan, to look for k eywords, and to read in a less linear, more selective fashion. On the page, they tended to concentrate more on following the text. Skimming, Liu concluded, had become the new reading: the more we read online, the more likely we were to move quickly, without stopping to ponder any one thought. . . .[P]erhaps digital reading isn’t worse so much as different than print reading. Julie Coiro, who studies digital reading comprehension in elementary- and middle-school students at the University of Rhode Island, has found that good reading in print doesn’t necessarily translate to good reading on-screen. The students do not only differ in their abilities and preferences; they also need different sorts of training to excel at each medium. The online world, she argues, may require students to exercise much greater self-control than a physical book. In reading on paper, you may have to monitor yourself once, to actually pick up the book, she says. On the Internet, that monitoring and self-regulation cycle happens again and again.(Maria Konnikova, Being a Better Online Reader. The New Yorker, July 16, 2014) Developing New Skills for Online Reading- How does the nature of writing and reading change on the Internet? What, if any, new literacies do we require? We are just discovering the answers to these questions (Afflerbach Cho, 2008). First, it appears that online reading comprehension typically takes place within a research and problem-solving task (Coiro Castek, 2010). In short, online reading is online research. Second, online reading also becomes tightly integrated with writing, as we communicate with others to learn more about the questions we explore and as we communicate our own interpretations. A third difference that exists is that new technologies . . . are used online. Additional skills are required to use each of these technologies effectively. . . .Finally, and perhaps most importantly, online reading may require even greater amounts of higher-level thinking than offline reading. In a context in which anyone may publish anything, higher-level thinking skills such as crit ical evaluation of source material and understanding an authors point of view become especially important online.(Donald J. Leu, Elena Forani. and Clint Kennedy, Providing Classroom Leadership in New Literacies. The Administration and Supervision of Reading Programs, 5th ed., edited by Shelley B. Wepner, Dorothy S. Strickland, and Diana J. Quatroche. Teachers College Press, 2014)- [E]ncouraging students to take on a leadership role in sharing their online skills and strategies has proven to be a beneficial means of promoting acquisition of the new literacies of online reading comprehension (Castek, 2008). The findings from this study suggest that students learn online reading comprehension skills best from other students, within the context of challenging activities designed by the teacher. Increased levels of challenge appeared to prompt students to try multiple approaches to making sense of complex information and encouraged them to think deeply about solving problems.(Jacquelynn A. Malloy, Jill M. Castek, and Donald J. Leu, Silent Reading and Online Reading Comprehension. Revisiting Silent Reading: New Directions for Teachers and Researchers, ed. by Elfrieda H. Hiebert and D. Ray Reutzel. International Reading Association, 2010) Reading More, Remembering Less?We might have more access to information than ever before, but reading things online actually has a negative impact on peoples cognition.[In a study conducted at Victoria University of Wellington, New Zealand,] associate professor Val Hooper and masters student Channa Heraths analysis of online and offline reading behaviour found that online reading generally does not have a positive impact on peoples cognition.Concentration, comprehension, absorption and recall rates when engaging with online material were all much lower than traditional text.This is despite people getting through more material thanks to skim reading and scanning online material.(Internet Makes Us Stupid: Study. Sydney Morning Herald [Australia], July 12, 2014) The Transition to Digital ReadingIts still words being taken in on a computer screen, and for millions of people it is a daily occurrence, one that now seems as natural to them as anything else in their lives. To think that mil lions wont be willing or able to make the transition to an overall digital reading experience is naà ¯ve. In large measure, people already do the majority of their reading digitally.(Jeff Gomez, Print Is Dead: Books in Our Digital Age. Macmillan, 2008) The Lighter Side of Online ReadingAnyway, Ive done lots of research for the past, you know, few hours, and I found out that most people will believe anything they read. And I know its true because, you know, I . . . I read it online somewhere.(Dr. Doofenshmirtz, Ferb Latin/Lotsa Latkes. Phineas and Ferb, 2011)

Social work and human services Essay Example | Topics and Well Written Essays - 1500 words

Social work and human services - Essay Example Critical reflection is where attention is paid to not only one aspect but one looks at the whole picture of feeling, thinking, acting and believing. In reflection, one looks at only one aspect and focuses on it fully such as the perspective of the knowledge. This leads to an in depth analysis of the area of focus and shapes this knowledge. Reflexive on the other hand is the whole process of researching the area of reflection and influencing it. During the reflexive research, questions about the knowledge are raised, examination of the consequences understood and this is almost similar to looking and understanding the whole picture as is the case with critical reflection (McMahon, 2002). In all the three aspects of reflection, the important thing to remember is to be objective when carrying out the processes. I learnt a whole lot more about values in this lecture that they are not only about the standards of behaviour which I have always known but they involve the beliefs that people may be holding valuable and they can be changed. The perfect example which I got a chance to learn is about the Australians and their values, how intrinsic there are to their own culture and needs and hence making them different from the values of for example the Americans (Dalton, et al, 1996). When dealing with values, it is important to understand how they relate to positive changes, how they influence the quality of services, the environment, the choice an individual should make their privacy or even their diversity with others. All these core values are tied up with the ethical practice and make the individual hold better choices. It is important to always ensure social justice, upholding of professional integrity as well as respecting other people in addition to upholding the other code of ethics in place (Garton, 1994). Learning about ethics has made me realize that ethics is not simply about the ethical theories alone but is tied down with the values mentioned

The impact of the boxer rebellion Research Paper

The impact of the boxer rebellion - Research Paper Example Their main intention was to end the honors given to foreigners by the Ch’ing Dynasty and was later joined by Empress Dowager and other local municipalities. It was unfortunate that the people whom the Boxers’ fought treated the Chinese citizens like the second class citizens in their own land. The Boxers opted to destroy the properties of the foreigners since apart from being the richest people in the town were given lots of freedom by the dynasty. The uprising became very prevalent and spread all over China and it prompted them to start confronting Christians and non-Chinese at around 1900. Anyone who tried to take relief to that country particularly the international reliefs was attacked by the Boxers in the pretense that foreigners wanted a return of the emperor (Thompson 2-6). This writing analyses some of the impacts of Boxer rebellion. Although the Boxer rebellion did not succeed in their mission, it should be noted that they did a lot to stir up China’s na tionwide pride. The Boxers could not fight all the foreign powers because they angered almost all the foreign powers that were more superior to the boxers such as the Allied Expedition. The boxers defeat was also contributed by the fact that they were disorganized and therefore could not fight for their country and defend it properly. The Boxers only believed in rituals and martial arts which could not help them fight against the superior weapons. Boxers also did not have popular backing from within China and this too made them fail at long last (Thompson 2-6). The Boxers had very serious impacts politically on China especially as far as violation of the national right is concerned. The internal administration and security as well as the national defense were greatly weakened and stunned particularly the demands and the actions of the Boxers. The rebellion which was ended by signing of treaty made most of the Chinese people to have problem with their government (Joseph 43-47). The Q ing Empire continued to rule China since the dynasty was not very much affected by the rebels and even the foreign troops. Even the internal administration did not have power to control the Boxers and therefore they used that as justification to return to power. It was also not possible to fight against the foreigners do to the existing Qing court and this prompted the need to have institutional reforms. The government found it very necessary to come up with reforms that could help it in fighting foreign countries and this led to the begging of reform institutions after a long time of promise by the empire. The government generally had very little control over the provinces and her people at large and this made it very much unlikely to come up with reforms (Joseph 43-47). Socially and economically, China was very much affected such as the evolution of anti-Machu feelings. There was public outcry from everywhere in China when the administration levied more taxes on her people as a wa y of paying for hefty security. There was also a lot of corruption within the governments amid high taxes and this made the public to think that China could only be salvaged via revolution but not reforms (Bickers 115-120). Public were also irritated by the fact that the government could not defend their land from the foreign forces and these series of blames led to the fall of Qing reign. The fall of the regime was stirred

Interpersonal communication Term Paper Example | Topics and Well Written Essays - 1750 words

Interpersonal communication - Term Paper Example However, this is not the only or the notable component of significance in communication because of its intricate steps through which communication and culture affects one another. We have cultural etiquettes, which control the suitable appearance for the language. Furthermore, in real life situations of individuals who are engaged in issues for not pursuing the right etiquettes shows to me that the way something is introduced can scale several significance in relation to the actual implications. Though it can only be entirely true in situation of romance research, there is no precise method of â€Å"you require having some spray to be romantic.† However, the knowledge of this principle of expression may just improve what one need to get through to their loved one (Floyd, 2009). Extensively speaking, communication style differs from one ethnicity to the other because of language development. What you have to know is that theorists have characteristic distinguished verb, digital , analog and communication, nonverbal communication, elements through their language. Based on the language, a number of them measure more on one given communication in relation to the others. ... On the other hand, those who were brought up in American culture may consider this form of treatment from the loved one to be â€Å"cold† because it lacks some basic ingredients of common usual expression. One other thing is that the presenter can be highly perceptive on choosing of verbal or non-verbal nods in relation to their language training that provide introduction of likely that some given nods are juts tuned out of their treatment (Forbes & Santa, 2011). The principles and misconceptions in effective interpersonal communications A number of communication principles apply to everyday live. These principles are based on the functions of real life interpersonal communication and they are common to communication that no one should assume them. The first principle is that interpersonal communication is inevitable. Under this, when individuals state that they ceased to communicate that cannot happen because the very trial not to interact pass something. By not just words bu t by voice tone as well as through posture, gesture, and facial appearance, we often interact to those close to us. By these channels, individuals regularly get interactions from others. Furthermore, also when one is sleeping, they communicate. For this, what need to be understood is that common rules of interaction is persons are not thoughts readers or in other words individuals judge themselves though their conduct and not their intent (Floyd, 2009). The second principle is that interpersonal communication is irreversible. One cannot take back their utterance once they have been declared. The impact should unavoidably remain. In spite of the

International Legal and Ethical Issues in Business Essay - 2

International Legal and Ethical Issues in Business - Essay Example But whether contracts are entered orally or in the written form, they should include the following essential elements for them to be deemed valid: parties capable of contracting, consent of the parties, lawful objects, and consideration (Bhana, Bonthuys, & Nortje, 2009). First and foremost, parties capable of contracting are those of legal age and are not convicted of any crime and thought to have mental or behavioral disorders. Hence anyone, save from the aforementioned exceptions, can enter into contract. In most instances, parties who involve themselves in these legal agreements should provide accurate and sufficient identities: full names, addresses and even titles. In sales contracts, moreover, the terms ‘seller’ and ‘buyer’ are oftentimes designated to the contracting parties (Steingold, 2009). Consent of the parties, which are free, mutual and well-communicated, qualifies for a valid contract. Consent obtained through intimidation, violence, fraud, un due influence and mistake does not make any contract valid. Similarly, consent is not considered mutual unless both parties agree on the same thing in the same sense. Basically, the articulation of an offer and an acceptance from contracting parties are required to make a contract valid (Helewitz, 2010). Furthermore, the thing being referred to in a contract is also called as the object. Objects must be lawful, possible and definite (Helewitz, 2010). Any law of court would not enforce any contract to perform an illegal act. Therefore, disputes in drug deals are not accommodated in legal agencies due to the fact that the contracts concerned are null and void. Of particular importance also in the determination of validity in contracts is consideration: meaning, each party must gain something out of the said agreement (Walston-Dunham, 2008). For example, if someone agreed to repair someone else’s house, and the latter never promised to give anything in return, then the one asked to do the service could not be sued for not showing up because he did not obtain consideration, in this matter. Objective Theory of Contract There are two approaches in deciding whether or not a party has entered into a valid contract. For the most part of legal history, the Subjective Theory of Contract happened to be the universal doctrine. However, during the late nineteenth century, the Objective Theory of Contract had been adopted by majority of lawyers and judges when deciding the merits of a contract dispute case, downplaying the former theory. Essentially, the recent theory upholds that the intention of the parties to a contract or an alleged contract, for that matter, is to be determined from their words and conduct, rather than their unexpressed or supposed intentions. Hence, it eradicates the subjective notion of intention (‘meeting of minds’ concept) which was deemed by most legal experts as vague and prejudicial (â€Å"Objective Theory of Contract,† 2011). But even though the Objective Theory of Contracts applies virtually in all jurisdictions, some aspects of subjectivity are nevertheless existent still. For instance, several strong cases for the nullification contracts are raised via the grounds of mistake or duress, which are practically based upon the subjective beliefs or intentions of one party of another (Farnsworth, 1999). In the ‘Harrier Jet’

Multimedia & design Essay Example | Topics and Well Written Essays - 1250 words

Multimedia & design - Essay Example As programs have integrated with computers, they also need to integrate with human beings (Norman, 2004). Programs need to have a user-friendly graphical interface in order to enhance convenience in their application. If the interface is not user friendly this affects the emotions of the human user negatively, whereby the user finds it frustrating when the program or application is too complex to operate and understand. I strongly agree with Don Norman as he says computers with emotions are necessary in order to facilitate effective operation by human beings. At least computers should have appropriate emotional manifestations. A computer with emotions is able to detect human emotions, which can be used as security features to the computer. In organizations such as banks and security agencies where information is sensitive, computer emotions are highly recommended to be very effective. Features such as facial, voice and fingerprint detection are key security features in the modern soc iety technology. A computer with emotions is able to do most activities, which can be done by human beings (Norman, 2004). It may be costly to purchase a few computers with emotional programs but in the end, it will sum up to being cost effective. Nevertheless, there is a challenge when using computers with emotions in cases whereby the human user lacks the emotions, which the computer has. For instance, human being who does not have fingers or is dump finds it hectic to use the computer. If the password to the computer requires voice or fingerprint recognition, then the human user with disability will not be able to operate the computer. Question 2 Philosophers have in the past come up with various philosophical concepts that people may use to analyze various popular culture. These concepts are what many philosophers consider tools that a philosopher needs to solve various philosophical problems. For each particular category of popular culture, there are specific philosophical tool s that one can use to analyze the culture. If faced with a problem, I would be able to collect various philosophical tools that are displayed in the book to form a philosophical tool kit that will help me in analyzing the problems and dealing with the same problems. The tools are very critical especially in solving day-to-day problems. For a computer scientist, these philosophical tools are vital in making good interfaces. When designing an interface, the developer should ensure that all cultural as well as social factors are considered (Wittkower, 2008). For this small project, I was trying to come up with a tool kit to enable developers to consider some social and cultural aspects of users when designing interfaces. These philosophical tools would provide the developer with a base in which to view model use needs. One of the philosophical tools that I identified to be very critical in designing interfaces is logic. Logic is very essential for the developer to analyze what the user needs. Like when building the iPod interface, the developer needs logic to understand what the user needs (Wittkower, 2008). The other philosophical tool that I identified is Utilitarianism. Developers should use Utilitarianism to come up with the best course of action to take. This is one of the tools that are needed in my kit to ensure that developers consider the best cause of action

American Revolution and Early British Colonies Essay

American Revolution and Early British Colonies - Essay Example Thomas Paine, Thomas Jefferson as well as Alex Hamilton who were great advocates of the republicanism and advocated the formation of a united country based on different British Colonies. Patriots were the people who actually declared independence of thirteen British Colonies to form what is now called United States of America.The writings of Samuel Adams specially his circular letter resulted into the famous Boston Massacre. His writings are considered as one of the key efforts towards the development of an environment which led to the revolution.Thomas Paine’s Common Sense is also considered as one of the most important contribution towards the events leading to the revolution. In this book, Paine extensively advocated the separation of America from United Kingdom. His series of writings with the name of The American Crisis is also considered as important contribution towards the actual revolution which however, materialized after some period of time.The Massachusetts Bay Col ony was owned by the Massachusetts Bay Company and covered most of the areas which are now part of the New England. In Virginia, the first colony established was the Jamestown near Chesapeake Bay and it was financed by the London Virginia Company. Plymouth Colony was established by the people who escaped the religious wrath of the English Authorities whereas Cape Ann was also established as a fishing village in the region. (Taylor) The similarities between these colonies suggest that they were established for the purpose of achieving economic good.

Multimedia & design Essay Example | Topics and Well Written Essays - 1250 words

Multimedia & design - Essay Example As programs have integrated with computers, they also need to integrate with human beings (Norman, 2004). Programs need to have a user-friendly graphical interface in order to enhance convenience in their application. If the interface is not user friendly this affects the emotions of the human user negatively, whereby the user finds it frustrating when the program or application is too complex to operate and understand. I strongly agree with Don Norman as he says computers with emotions are necessary in order to facilitate effective operation by human beings. At least computers should have appropriate emotional manifestations. A computer with emotions is able to detect human emotions, which can be used as security features to the computer. In organizations such as banks and security agencies where information is sensitive, computer emotions are highly recommended to be very effective. Features such as facial, voice and fingerprint detection are key security features in the modern soc iety technology. A computer with emotions is able to do most activities, which can be done by human beings (Norman, 2004). It may be costly to purchase a few computers with emotional programs but in the end, it will sum up to being cost effective. Nevertheless, there is a challenge when using computers with emotions in cases whereby the human user lacks the emotions, which the computer has. For instance, human being who does not have fingers or is dump finds it hectic to use the computer. If the password to the computer requires voice or fingerprint recognition, then the human user with disability will not be able to operate the computer. Question 2 Philosophers have in the past come up with various philosophical concepts that people may use to analyze various popular culture. These concepts are what many philosophers consider tools that a philosopher needs to solve various philosophical problems. For each particular category of popular culture, there are specific philosophical tool s that one can use to analyze the culture. If faced with a problem, I would be able to collect various philosophical tools that are displayed in the book to form a philosophical tool kit that will help me in analyzing the problems and dealing with the same problems. The tools are very critical especially in solving day-to-day problems. For a computer scientist, these philosophical tools are vital in making good interfaces. When designing an interface, the developer should ensure that all cultural as well as social factors are considered (Wittkower, 2008). For this small project, I was trying to come up with a tool kit to enable developers to consider some social and cultural aspects of users when designing interfaces. These philosophical tools would provide the developer with a base in which to view model use needs. One of the philosophical tools that I identified to be very critical in designing interfaces is logic. Logic is very essential for the developer to analyze what the user needs. Like when building the iPod interface, the developer needs logic to understand what the user needs (Wittkower, 2008). The other philosophical tool that I identified is Utilitarianism. Developers should use Utilitarianism to come up with the best course of action to take. This is one of the tools that are needed in my kit to ensure that developers consider the best cause of action

Modern Life Essay Example for Free

Modern Life Essay As beginning, human beings must assure that intelligence is the dominant factor on animals’ behaviors, attitude and conducts. Unfortunately, some people restrict animals’ level of cognition on same issues because of the fact that they are suggesting all attempts of animals shaped instinctively. People must become conscious to resign this kind of biases in that today’s studies on animals show us animals have more intellect, contrary to common belief. Additionally, according to a stunning experiment of a recognized institute in Japan, a chimpanzee knows the food is hidden under a stone and reach it effortless. Then, researches replace stone with a heaviest stone and the chimpanzee could not take the food alone. If two chimpanzees know about food, they work together. At first, they do not synchronize their collaboration in pulling the heaviest stone but eventually, they figure out reward of synchronizing to their pulling. Same experiment is again performed with a human and ultimately, chimpanzee appeals for help from the human partner. What is more, observers behold exciting indications which is related to chimpanzees’ attitudes such as looking up at human partner’s face, vocalizing, and taking the partner’s hand for soliciting (Hirata, S. Fuwa, K. , Chimpanzees learn to act with other individuals in a cooperative task, p. 13). These evidences also indicate that chimpanzees learn coordinate through trial and error method like a child or a dog. Meanwhile, there have been a lot of same studies and results on dogs which is mainly discussed in this paper as well. After all, people have to be convinced of animals’ intelligent and cognition skills. In the meantime, some people still have an idea whose children, old persons or disabled people should not be left alone even with trained animals. To deal with this lack of confidence, such people must realize the bare facts in real life experiences with guide animals. Related to this, the dog that may have done the most to shape the popular conception of dogs and their intelligence was a character born in a short story written by Eric Knight in 1938, Lassie. Lassie, the world’s best known collie, was not only affectionate and courageous dog but nearly was a human in her intelligence and understanding, doubtlessly. According to Stanley Coren, the author of The Intelligence of Dogs, reports that â€Å"We believed that this dog (thus, by extrapolation, all dogs) could think, plan, sympathize, feel pain, have emotions of sorrow and joy, remember complex facts, and even plan acts of retribution† (Stanley Coren, p. 10, paragraph 2). Most of the scenes people watched in the Lassie series, like when Lassie crawled under gunfire, sneaked through a tortuous maze of fallen electrical wires, jumped out windows or leapt through the air to knock a criminal down, actually can be seen in relationships between people who are in desperate straits and their own dogs under some special situations. Many of us know about Jack London and are familiar with his wolf like sled dogs. In all these kind of novels, the dogs had feelings, reasoning ability and intelligence. As an illustration, there is a memorable case which is an epic score in White Teeth; Shep recognizes that his protector is in a danger situation. He must find help immediately while seriously wounded Dan lies on the snow. After that, he remembers an old trapper who had the shack in the valley. He recalls the old trapper had been kind to him before. Then, he gives the same bark which he is always using to tell Dan he is ready to work and starts across the snow to find the closest possibility of help. As it can be seen through these kinds of stories, having a friendly canine in the land of living can mean two indications. They are a true blue friend and a survivor at owners’ emergency too. In addition to social benefits of having assistance dogs, there are considerable amount of advantageous for disabled people in wheelchairs. Having a disability often results in many soul-destroying statements most particularly if someone is obliged to live on a wheelchair. Imagine such a person; he or she always suffers from lack of confidence, social interaction with people in everyday life and also limiting independency. Then, regrettably this can go from bad to worse together leading depression, loneliness and isolated from society. Eileen Hobson who has a limiting of movement emphasizes the social benefits of having guide dog: â€Å"Because of him I have made many friends in the various parks that we go to. He is a great icebreaker, and now, wherever we go, people always want to stop and talk to me to ask about him† (Jenny Moir, p. 331). Furthermore, considering a person with mobility impairment, it is not difficult to estimate the complexity of overcoming daily backsets for them. For instance, dropping a key or a remote control on the floor, bending down to take a pair of slipper those are serious troubles for whom having paresis. At this point, trained dogs become guardian angel of people with wheelchair and kind of impairments. They can pick up the objects, open the doors and even, empty or fill the dishwashers. Additionally, Claire Graham who faced with developed paralysis following a seemingly simple virus summarize her life before the dog partner, Ulli, and after by â€Å"My disability gradually got worse and I had to stop work† and then she adds; â€Å"Since Ulli has been with me, not only has my physical health improved, but also emotionally I feel more positive, confident and not alone any more as I have Ulli with me every day† (Jenny Moir, p. 332). Therefore, people must understand the importance of dogs and their inherent ability to make fundamental changes in our lives, as Jenny Moir, the researcher of relationships between canine partners, says in her article Assistance Dogs and Independent Living for Disabled People; â€Å"A canine partner or assistance dog can put the ‘able’ back into the lives of people living with disabilities, and can quite literally opens doors that would otherwise have been closed† (Jenny Moir, p. 33). Although guide dogs for visually impaired people have long been accepted by the general public, there are some people who stand up for using robotic service dogs. They assert that service dog robots are more advantageous than guide dogs. According to a survey in Japan, rate of visually handicapped persons which take guide dogs is at too low percentage of % 10 nationwide (Development of a Guide-Dog Robot: Leading and Recognizing a Visually-Handicapped Person using a LRF, p. 193). At the this point, such people claim that it is less possible to improve the repletion rate of guide dogs for handicapped persons in a short time period due to required long training period in obtaining guide dogs (Development of a Guide-Dog Robot: Leading and Recognizing a Visually-Handicapped Person using a LRF, p. 94). This is actually insufficient occasion because kind of robotic guide dogs are programmed generally under some particular circumstances such as leading users with consideration of user’s walking speed and detecting obstacles and dangers for its user. Hence, those programming issues not only need huge amount of variants owing to disabled level or age interval of handicapped persons but also need high price. In addition to that guide dogs cost about 70 thousand dollars (Tom Ladyman, Can a robot be a safe and alternative to guide dogs? , videoscript). Moreover, there is some doubt for the guide dog robots in alerting and distinguishing between a stand still thief and a family heirloom urn. On the other hand, the program of leading users with consideration of user’s walking speed with the help of an autonomous maneuvering algorithm system integrated into robotic dogs has to vary from user to user and also off-roading and uneven surfaces . Additionally, if people consider battery life of robotics, a guide dog requires one meal a day and will keep working without it. Regarding memory, guide dogs quickly memorize all people normal routes and will take handicapped persons along them effortlessly. Therefore, it would be ridiculous replacing a super technological heap of microchips and sensors which are also deprived of emotion and affection with a dog. As a result, it clearly makes nonsense replacing modern guide dog robots with obliging dogs.

Collectivization and the Peasant Rebellion

Collectivization and the Peasant Rebellion Collectivization and the Peasant Rebellion Collectivization was one of Joseph Stalins policies in addressing the looming decline in food production in the Soviet Union. This policy, implemented from 1928 through 1940, involved the consolidation of farms from individual farmers into collective farms. Because of the collectivization policy, the Soviet Union experienced significant problems as the peasants opposed collectivization and as the government remained adamant in supporting the policy. Support from the Peasantry One of the main benefits of the collectivization policy was that the landless peasants would be able to experience significant improvements in their economic situations, especially when considering that the policy provided for increased involvement of the landless peasants in the farm activities. This was the major aspect of the policy that attracted the peasants to provide support for the establishment of collective farms. Another important consideration is that the collectivization policy was aimed at providing necessary information in order for decision-making at different government levels to be well-grounded. Such information was the main target of the government in controlling the collective farms, with the information being delivered or made accessible to decision-makers in the timeliest manner possible through the centralized structure of the collective farms. This means that the reach/ scope and effectiveness of the centralized collective farms could significantly contribute to the success of the governments efforts in increasing agricultural output. In this regard, it is arguable that one of the advantages of the collective policy was that it made decision-making more attuned to the current conditions of the Soviet Union. However, an important consideration is the structure of the Soviet Union this influenced how economic information on the collective farms could be disseminated among the de cision-makers at the different government levels. For instance, a centralized structure could readily allow for the dissemination of such information through just a singular effort. In the case of a decentralized structure (as was the case of the non-collective farms prior to the implementation of the policy), however, such information would have proven to be difficult to disseminate. This was important to consider, especially amidst the widely implemented combination of centralized and decentralized economic processes within the Soviet Union.[1] The structure of the centralized collective farms would have had to be well-adapted to this (generally) dual nature of the government for it to be utilized fully. From this perspective, if the structure of the centralized collective farms was indeed designed to support such nature, it would have allow decision-makers to be effective at making use of available information. In a decentralized government as in the case of the farms prior to the implementation of the collectivization policy, a properly configured structure would have allowed for the most appropriate way of allocating of resources. In addition, it would have helped decision-makers in assessing options and in implementing control over a variety of processes. The significance of the structure of the centralized collective farms was greater in the overall performance of the economy of the Soviet Union and its centralized operations. Since decentralization meant that many components produced different sets of information and were likely to make decisions based on such varying information sets, having centralized structure such as the structure of the centralized collective farms that comprehensively covered the government and the Soviet Union and its needs would have meant great improvements in making decision making among the different components well-organized and in harmony with each other. Having this done would have meant that the Soviet Union would be able to col1aborate its efforts, in spite of being decentralized. The challenge, however, was that the different components had different information outputs that did not necessarily conform to each other. The system would have had to make major adjustments to such information-processes before actually being able effectively implement the structure of the centralized collective farms. Under decentralization, there were a number of advantages that the peasants and government could use of when implementing the centralized structure of the collective farms. For instance, the costs of developing the centralized structure of the collective farms and implementing it were relatively lower than maintaining decentralized farms that could barely support the food needs of the Soviet Union. This was because of the â€Å"divided† nature of the system individual components of the system did not have to cover the entire Soviet Union, but only had to be connected to the system core Moscow.[2] In addition, the centralized structure of the collective farms in the economic environment of the Soviet Union at the time meant that the system could be customized in such a way that the specific needs of the individual components are addressed in the best possible way. Therefore, through the centralized structure of the collective farms in such a setting, the processes in the di fferent areas were maintained, thereby theoretically allowing for more efficient production. This, in turn, made the system considerably flexible as some areas could be made to function differently from the rest of the Soviet Union. The centralized structure of the collective farms allowed for more effective implementation of Soviet strategies. Theoretically, it also allowed the government to maintain or improve participation of peasants. Moreover, decision-makers in the different areas, even though having access to information regarding other areas, would still have maintained a sense of responsibility, considering that they were made to perform within their own areas in spite of having better access to the system information. Moreover, the centralized structure of the collective farms had the advantage of being theoretically more reliable. This was because of the use of different systems (or sub-systems) in the different areas. When a problem/ failure occurred in one sub-system, t he centralized structure of the collective farms would still remain functional in other sub-systems. The centralized structure of the collective farms also provided for responsiveness among the government offices. It is important to emphasize on the increased motivation/ satisfaction that, theoretically, peasants would have in such a setting peasants were theoretically encouraged to participate in processes and have a heightened sense of responsibility. Also, since the theoretically took into consideration the various needs of the different areas and not just those of the entire Soviet Union as a whole, theoretically, the decision-makers in the different areas would have been able to achieve improvements in their response times. Peasants Discontent and Its Parameters The main discontent of the peasants with the policy was that it took away land from peasants who already had land prior to the policy implementation, and it effectively decreased the income of the peasants in spite of the supposed improvements in the economic situations of the peasants. One of the parameters of the peasants discontent was their freedom to work on their own lands and on lands of their own choosing. The former farm system prior to collectivization is generally associated with democratic societies. This makes sense because the former farm system prior to collectivization required individual freedom and control of resources, properties and means of production. It is arguable that the framework of democracy was the most appropriate for the former farm system prior to collectivization at least at the village level. In contrast, communism and socialism imposed by the collectivization were not typically associated with democracy, especially when considering that communism an d socialism prohibits individual ownership and control of the economys means of production. As a result, the former farm system prior to collectivization could not exist in purely communist or purely socialist economic systems.[3] It is important to note that the former farm system prior to collectivization was characterized by three main aspects: (a) private ownership, (b) individual economic freedom, (c) competition among farming entities. In terms of private ownership, the entire village accepted and accommodated private ownership. This meant that, in such an economy, resources such as land, as well as the means of production and goods and services were privately owned at the village level by individual members of the society, by groups or entities like partnerships or families. In terms of individual economic freedom, the former farm system prior to collectivization allowed individual members of the villages to pursue their own interests to achieve certain economic goals. This meant that in such a situation, the individual peasants were allowed and accommodated to act for personal gains. Considering that individuals were free to go for whichever occupation they desired, the former farm system prior to coll ectivization was frequently referred to as an enterprise system within the socialist Soviet Union.[4] In terns of competition among farming entities, the former farm system prior to collectivization allowed and accommodated individuals and groups to compete against each other. This aspect of the former farm system prior to collectivization was actually an offshoot of individual economic freedom at the village level people competed against each other because of their desire to accomplish their personal economic interests in a system where resources and, thus, economic opportunities were limited. These three aspects were important factors that contributed to the discontent of the peasants and that distinguished the former farm system prior to collectivization from the collective farming villages upon implementation of the policy. In the new collective farm structure, there was no individual economic freedom, no private ownership and no economic competition among individuals or groups of individuals. In such an economy, there was no private ownership. The main positive effects of the former farm system prior to collectivization were as follows. It supported individual freedom. It also allowed for individual control of resources and properties at least at the village level. This prevented the government (or a few individuals) to control economic resources and properties. Overall, the former farm system prior to collectivization was a dominant factor in the Soviet Unions situation during the implementation of the collectivization policy. In contrast, the new structure of the collective farms entailed economic equality. Peasants were compelled to work, with their efforts ideally being pooled together to be distributed equally among the people. In terms of productivity, the people were theoretically encouraged to be more productive. Socialist and communist strategies (agenda) were similar in that they consider the people as the origin of power. However, they also differ in terms of how such power is utilized and maintained, and in terms of how the people have control of such power once it has already been given to the ruler(s). The new structure of the collective farms meant that the landed peasants would lose their properties, that the landless peasants would gain access to farmlands but lose their economic freedom, and that the farming villages would be subjected to the control of Moscow, mainly for the benefit of the densely populated cities of the Soviet Union. The new structure of the collective farms also meant that, with the aim of increasing overall economic efficiency, there was the very realistic risk of the government making reduced payments to the peasants in spite of the peasants increased agricultural output. Uprising Effectiveness, Expectations of Peasants and Overall Outcome The peasant uprising was effective in the sense that it effectively counteracted the collectivization policy. For instance, the Soviet Union as a whole experienced decreased agricultural output because the peasants refused to the work in the farms.[5] This is completely opposite the initial goal of the collectivization policy, which is to increase agricultural output to support the growing demand of the Soviet Union, especially in urban areas where populations were concentrated.[6] One of the main reasons for the effectiveness of the uprising was that the peasants expectations of maintained or increased income were not met by the collective farms. In fact, many of the peasants experienced decreased income because of the collectivization policy.[7] The result of such failures can be observed in the situation of the Soviet Union by the late 1930s. For instance, large-scale collectivization and the reaction of the peasants resulted in major changes in the effectiveness of Soviet Unions institutions especially at the level of the villages. Such collectivization policy did not necessarily have the power or strength to be successful at being effective, in spite of the fact that the policy was supported, theoretically, by the socialist economic system that framed the economic activities of the villages in general.[8] In fact, the results of the collectivization policy indicate that such policy was met with significant opposition, such that support for the collectivization policy was utterly uncommon throughout the Soviet Union in spite of the outright and well-known mandate of the government for the establishment of the collective farms. The opposition exhibited by the peasants in the villages can be considered akin to the Soviet Unions transition into a state where small democratic institutions are accommodated at the village level. Democratic movements have been making some progress at the time, but they are still weak against the large communist government.[9] In addition, perhaps more importantly, the actions of the Soviet Unions government actually resulted in attention being shifted towards the government and its policies and actions.[10] This led to increased criticism of the Soviet Union government and the policies it implemented. However, movements against the communist autocracy were very difficult, in spite of the large scale refusal of the peasants to work in the collective farms. Thus, this implies that the problems experienced by the Soviet Union during the collectivization of the farms were attributable to the Soviet Unions nature of government. Such problems were very complex and difficult to address by way of movements or activities similar/ related to the collectivization.[11] In this regard, the overall outcome of the peasant uprising was the decline of agricultural production of the Soviet Union and the eventual failure of the collectivization policy. It should be noted that the Russian communist government was the principal reason behind the difficulty in addressing problems of autocracy and problems in sustaining the collectivization policy. For instance, in spite of changes in power distribution within the Russian government, the communist central government remained strong and powerful in addressing challenges and oppositions.[12] The Russian communist government actually had not changed much in terms of influence and thus remained the major obstacle to any democratic move or any move that counters the Russian communist governments initiatives and decisions, even at the lowest levels of the villages. Because of this maintenance of power, the central government was able to impose restrictions on the population even when such restrictions were against the desires of the peasantry. For instance, by controlling the farms at the village level, the Russian central communist government believed that it would be more able to control localities and effectively implement reforms for growth, especially in the agriculture and food supply.[13] Because of its power and the lack of strength of opposition, the central government readily and extremely limited the population in spite of changes in the economic conditions throughout the country. Such strength and apparent lack of flexibility undermined the growing problems linked to the peasant uprising. As a result, the inflexibility of the Russian government contributed to the eventual failure of the collectivization policy. Nonetheless, in spite of the power and oppression that the government exerted on the people in the villages, it was actually suffering from unapparent problems in maintaining central control as well as discipline, especially among the communities involved in the collectivized farms.[14] This made Moscow prone to problems in maintaining the system of government throughout the country, which, in turn, made the government unable to properly, completely and effectively enforce the collectivization policy. This also points out that need for Moscow then to examine large-scale and comprehensive reforms and their effects on the economy. An important part of the situation of the Soviet Union during and immediately after the implementation of the collectivization policy was the transformation of the Russian communist government into a major facilitator of the reform.[15] This is important because the Russian government did not properly accommodate the expectations and needs of the peasantry. There was no effective means of establishing a system that checks and balances on all institutions involved in the collectivization policy, such that there were conflicts of interests among the different offices involved in the collectivization policy, as well as between the government and the peasantry in general. The Russian communist government was then already trying to transform itself into an entity that is more understandable and acceptable to the population through the collectivization policy, which undoubtedly attempted to consider the needs of the growing population as well as the needs of the landless peasants.[16] Another principal consideration for Soviet Unions reforms was its legal system at the time of the implementation of the collectivization policy. In the past, the actions that were made in this system were practically determined by the central government. Thus the system was able to deeply enroot itself into the Russian society. The negative things about this characteristic of the government was that, under communist totalitarian government, power was unlimited, party power was permanent, and the leaders power was indivisible.[17] In addition even if the Russian communist government took on a reversal of action, this would not mean any change in the totalitarian power structure. Such inflexibility, as mentioned earlier, contributed to the eventual failure of the collectivization policy. Because of its strong persistence even to the late 1930s and after the failure of the collectivization policy, this central autocracy had to be dealt with if the country was to sustain its economic pace through reforms in the legal system. The historical task that faced Soviet Union was to create a society under the rule of law, in spite of the increased economic lawlessness of the peasants who refused to work in the collective farms. The path to such a society was a legal one, not an illegal one.[18] However, courts were not independent.[19] There still needed to be some big struggles to be faced in order for the system to be changed in favor of economic and socio-political reform for the benefit of the population. This was important because the legal path was an effective method of struggle towards properly addressing the needs of the Soviet Union.[20] It should be noted though that, in spite of apparent stagnancy and decline resulting from the collectivization policy, the Russian legal system has already exhibited significant changes alongside the decline of the economy upon implementation of the collectivization policy.[21] All these emphasize the complexity that the Russian government actually faced in trying to mold the Soviet Union into a growth-conducive society. Regarding the nature of Soviet Unions system of corruption, it is important to note that corruption was built into the fabric of Russian society such that removing it would have resulted in problems at the basic levels of government and public service.[22] Thus, there was a compelling case that essentially establishes that, probably, to some extent, the Soviet Union would have had to continue addressing the need for growth-conduciveness without actually eliminating corruption and peasant opposition comprehensively at such a large-scale. Analysis and Conclusion Regarding the establishment of collective farms in Russian villages, the problems faced by the Russian government was on the autocracy and the delegation of â€Å"power† to the villages through to ensure proper implementation of collectivization.[23] Through collectivization, the village people are deprived of their power and are compelled to give up their properties for the benefit of populations that the government considered fit for allocation of the produce from such properties. By the end of the 1930s, the country already had large scale implementation of collectivization in villages throughout all its territory. However, in spite of the general interest that such an implementation has gained from critics and analysts around the world, the Russian government was actually having problems with the implementation. The principal issues to consider in the implementation of collectivization in the Soviet Union were as follows: (1) whether or not this collectivization policy would influence lawlessness and rebellion exhibited by villages; (2) whether or not the resulting structure of the collective village farms would function as agents for suppressing village resistance to state initiatives or, on the contrary, as supporters of such resistance; (3) whether or not it is possible to establish a peaceful and beneficial coexistence between the Russian Government and the collective farm structures in the villages; and (4) whether or not the people were actually inclined to accept and participate in the collective farms. In effect, there needs to be an examination of such issues, especially in terms of the objectives of the policys implementation and how it was that the resulting collective farm structures in the villages could be established realistically. The problems and results of the collectivization policy were discussed and analyzed, especially from the perspective of the state government as well as the perspective of the peasants. The bases used for such analysis are considerably robust and makes use of earlier literature on Russian sociology and politics. This paper addresses the issues involved in the implementation and failure of the collectivization policy, with Russian socio-politics as the foundation for the analysis. It is concluded that village opposition and freedom in economic activities was difficult to attain, given the state of government (or lack of it) in the villages at the time the collectivization policy was implemented. However, it was not impossible, especially when considering the economic boom that influenced even to a small extent the villages. Overall, the collectivization policy was a failure because it did not consider all of the needs and expectations of the peasants, and because the uprising of the peasants resulted in a decline in agricultural output, which was completely opposite to the agricultural and economic improvement goals of Stalins collectivization policy for the Soviet Union. Bibliography Allilueva, A. 1946. Vospominaniia. Moscow: Apin. Conquest, R. 1989. Stalin and the Kirov Murder. New York: Free Press. Deutscher, I. 1968. Stalin: A Political Biography. London: Sage. Fotieva, L.A. 1964. Lenin. Moscow: Apin. Hingley, R. 1974. Joseph Stalin: Man and Legend. London: Sage. Jonge, A. 1988. Stalin and the Shaping of the Soviet Union. New York: Free Press. Kaminskii, V., Vereshchagin, I. 1939. Detstvo I iunost vozhdia: dokument y, zapiski, rasskazy. Molodaia gvardiia, no. 12, 1939. Khrushchev, N.S. 1989. Stalin. Vospominaniia, 28, 9-15. Krivitsky, W. 1939. In Stalin s Secret Service. London: Sage. Lewin, M. 1968. Lenins Last Struggle. New York: Free Press. Medvedev, R. A. 1969. Let History Judge: The Origins and Consequences of Stalinism. New York: U. Binding. Nicolaevsky, B. 1965. Power and the Soviet Elite. New York: Ann Arbor. Orlov, A. 1953. The Secret History of Stalins Crimes. New York: Free Press. Rayfield, D. 1976. The Dream of Lhasa: The Life of Nikolay Przhevalsky. Athens: Ohio. Slusser, R. M. 1987. Stalin in October. London: Sage. Souvarine, B. 1939. Stalin: A Critical Survey of Bolshevism. New York: Read Books. Triymfi, I.V. 1956. Stalin: Politicheski Portret. Moscow: Apin. Tucker, R. 1974. Stalin as Revolutionary. New York: Free Press. Ulam, A. 1973. Stalin: The Man and His Era. New York: Viking Press. Volkogonov, D. 1973. Stalin. New York: Free press. [1] Kaminskii, V., Vereshchagin, I. 1939. Detstvo I iunost vozhdia: dokument y, zapiski, rasskazy. Molodaia gvardiia, no. 12, 1939. [2] Krivitsky, W. 1939. In Stalin s Secret Service. London: Sage. [3] Souvarine, B. 1939. Stalin: A Critical Survey of Bolshevism. New York: Read Books. [4] Allilueva, A. 1946. Vospominaniia. Moscow: Apin. [5] Orlov, A. 1953. The Secret History of Stalins Crimes. New York: Free Press. [6] Triymfi, I.V. 1956. Stalin: Politicheski Portret. Moscow: Apin. [7] Nicolaevsky, B. 1965. Power and the Soviet Elite. New York: Ann Arbor. [8] Deutscher, I. 1968. Stalin: A Political Biography. London: Sage. [9] Lewin, M. 1968. Lenins Last Struggle. New York: Free Press. [10] Medvedev, R. A. 1969. Let History Judge: The Origins and Consequences of Stalinism. New York: U. Binding. [11] Ulam, A. 1973. Stalin: The Man and His Era. New York: Viking Press. [12] Volkogonov, D. 1973. Stalin. New York: Free press. [13] Hingley, R. 1974. Joseph Stalin: Man and Legend. London: Sage. [14] Tucker, R. 1974. Stalin as Revolutionary. New York: Free Press. [15] Rayfield, D. 1976. The Dream of Lhasa: The Life of Nikolay Przhevalsky. Athens: Ohio. [16] Slusser, R. M. 1987. Stalin in October. London: Sage. [17] Ibid, 37. [18] Jonge, A. 1988. Stalin and the Shaping of the Soviet Union. New York: Free Press. [19] Ibid, 9. [20] Ibid, 36. [21] Conquest, R. 1989. Stalin and the Kirov Murder. New York: Free Press. [22] Ibid 98. [23] Khrushchev, N.S. 1989. Stalin. Vospominaniia, 28, 9-15.