Horror and despair Essay Example

Horror and despair Essay By the time we reach chapter 11, the creature has killed Frankensteins brother and condemned his nanny to death by claiming that she committed the murder. At this point we are not inclined to feel sympathy for the creature. After fleeing from the laboratory on the night of his birth, the monster discovers himself cold, unfed, and lonely in the mountains outside Ingolstadt. He describes himself as a poor, helpless, miserable wretch. This quote shows that the creature has taken on Frankensteins name for himself and is recognising himself in the mould that Frankenstein has cast for him. He searches for food and shelter in the woods. Later he finds a cottage and watches and learns form the cottagers about many different aspects of life including how to speak. He hears his own voice for the first time which frightens himself into silence. He clearly feels insecure as well as scared. Mary Shelley is implying that the creature had finally found out why people were so scared of him, and by saying that his voice scared him it suggests that he now knows why people are so mean towards him. The reader is drawn towards sympathy for the creature by the fact that he tries to explain how he feels about being bought into a strange and unknown world where everyone provokes him because he is different. This is portraying prejudice and discrimination against anything or anyone who is different. The language in this chapter helps to create sympathy for the creature as when he states that the clothes he found were insufficient to secure me this creates a sense that even though he is made from adult body parts the create still has to get used to the surroundings just like a new born baby would have to. We will write a custom essay sample on Horror and despair specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Horror and despair specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Horror and despair specifically for you FOR ONLY $16.38 $13.9/page Hire Writer When the creature first wakes up his reactions are that of a very small child, just learning to walk or use their senses, a strange multiplicity of sensations seized me, and I saw, felt, heard and smelt at the same time. He describes to Frankenstein that it was a long time before he got uses to his four senses. When he tells Frankenstein about wandering through the woods of Ingolstadt, he describes hunger and thirst as being living objects. This could imply that he still needs to get used to the idea that not all things are living but that some are inanimate. This personification suggests persecution. In my view the creature was not born a horrible monster. I believe that because Frankenstein was so surprised that his creation actually worked, and also cowardly towards him, it gave the creature a sense of not belonging and loneliness. On his first encounter with humans, the creature is given the perspective of the barbarity of man. With every meeting of humans, the creature is tormented and hurt in such a way that it starts to make him fight back and reinforces the initial perspective. I believe this to be the cause of turning the creature into a horrible monster; had his experiences been different he may have turned out to be an entirely different type of being. At the end of the book the monster is thrown into despair when he finally stands over the dead body of Frankenstein, and realises that he has destroyed himself by destroying Frankenstein and all he loved. He is described as howling with despair. In my opinion evil can mean very different things. It could mean a person being morally bad or wrong. I think that because Frankenstein created such a miserable wretch, this could in some instances be classed as malicious, since it was Frankensteins desire to create a thing that he could bring back to life. However I do not believe that Frankenstein intended it to cause harm but maybe knew deep down that it was a possible outcome of his actions. In some ways the creature is hardly different to Frankenstein. In some instances the creature deliberately causes great harm and pain to several members of Frankensteins family including Frankenstein himself. It was after all Frankensteins deliberate actions that created the creature in the first place. It is almost as if it was his alter-ego. Because each narrator tells his own story, I think that it has some impact on the effect that it tries to cast over the readers sympathy. As a reader you find that your sympathy switches from Frankenstein, the creature and even Henry Clerval. The story is told in the first person narrative and this has a powerful effect on the reader. For example, when Frankenstein is describing his work towards his creation, he is consumed with his own ambitions and gives no thoughts to the consequences of his actions. This leads the reader to have little sympathy with him. In some measures the creatures actions are justified because of what he suffered. He was given no opportunity to develop any kind of warmth or love because he did not experience it himself. Everywhere he went he was harmed in someway, whether it was mentally or physically. This is shown when he is describing his experiences to Frankenstein. The whole village was roused; some fled, some attacked me, until, grievously bruised by stones and many other kinds of missile weapons, I escaped. In conclusion, I felt as a reader, most sympathy with the creature because he was brought into the world with no real sense of right or wrong, just as a child would be. However, he does not have the support of a family and is not shown love and support to enable him to grow in a way that society perceives as right. I think Mary Shelley is warning that meddling with science and things beyond our understanding could have consequences so bad that we cannot even imagine. Mary Shelley had terrible experiences of birth. Her mother died the day after she was born and she gave birth to several stillborn children. I think that the horror of these circumstances led her to express her feelings of grief and despair in the writing of this novel. I also think that there is an element of her blaming herself for these awful events in her own life. Mary Shelley combines these terrible events in her own life with the scientific experiments of the day to produce this tale of horror and despair.

Free Essays on Movie Comparison

Life can be so cruel and scary sometimes. Every now and then I find myself thinking â€Å"What would I do if that happened to me?† After September 11th I wondered what would I do if I were on one of those planes or in the building. What would I do if I lost a loved one in the attacks? I have wondered what I would do if I lost my father to cancer or some other illness. After watching the movies â€Å"And the Band Played On† and â€Å"Kids† I thought about what it would be like to find out you had a deadly disease and I wondered how I would go on with my life. Unfortunately, millions of people have AIDS and have to wake up every morning knowing there is still no cure. The two movies I watched were similar in some ways but very different in others. The first movie I chose to analyze was â€Å"And the Band Played On.† This movie reminded me of chapter eleven in â€Å"The Coming Plague† because it focuses on how the AIDS virus came into focus in not only the United States, but the entire world. The movie showed the fear and confusion of the doctors and scientists when they could not figure out what they had one their hands. The movie was a real-life drama about the tragic, time-consuming battles among government agencies, gay groups and scientists that slowed down the discovery of, and research on, the AIDS virus. In the movie, Bill Kraus, a leader for the gay population is dying. Not one doctor can pinpoint what is killing him. All anyone knows is that some epidemic is attacking homosexual men. But rather than get down to serious experimentation and study, the Center for Disease Control stops any effort to prove that the disease is transmitted through the blood. To make things worse French and American scientists argue about who should get credit for discovering the virus. And to top things off, the gay community, sensitive about criticism of their lifestyle, refuses to admit that their own actions could make a difference in the spread of AI... Free Essays on Movie Comparison Free Essays on Movie Comparison Life can be so cruel and scary sometimes. Every now and then I find myself thinking â€Å"What would I do if that happened to me?† After September 11th I wondered what would I do if I were on one of those planes or in the building. What would I do if I lost a loved one in the attacks? I have wondered what I would do if I lost my father to cancer or some other illness. After watching the movies â€Å"And the Band Played On† and â€Å"Kids† I thought about what it would be like to find out you had a deadly disease and I wondered how I would go on with my life. Unfortunately, millions of people have AIDS and have to wake up every morning knowing there is still no cure. The two movies I watched were similar in some ways but very different in others. The first movie I chose to analyze was â€Å"And the Band Played On.† This movie reminded me of chapter eleven in â€Å"The Coming Plague† because it focuses on how the AIDS virus came into focus in not only the United States, but the entire world. The movie showed the fear and confusion of the doctors and scientists when they could not figure out what they had one their hands. The movie was a real-life drama about the tragic, time-consuming battles among government agencies, gay groups and scientists that slowed down the discovery of, and research on, the AIDS virus. In the movie, Bill Kraus, a leader for the gay population is dying. Not one doctor can pinpoint what is killing him. All anyone knows is that some epidemic is attacking homosexual men. But rather than get down to serious experimentation and study, the Center for Disease Control stops any effort to prove that the disease is transmitted through the blood. To make things worse French and American scientists argue about who should get credit for discovering the virus. And to top things off, the gay community, sensitive about criticism of their lifestyle, refuses to admit that their own actions could make a difference in the spread of AI...

Choose a topic that falls within the time frame of 1945-1964 Essay

Choose a topic that falls within the time frame of 1945-1964 - Essay Example Subsequently, the paper will highlight some of the ways the Jewish population were accepted into American society. Between 1945 and 1960, the United States of America advocated for the survival of the Jews. During this era, world war two had just come to an end and hence an era of human destructiveness was ushered. Only three million Jews were alive in around 1945 out of a total of nine million in 1939. For most of the Jews who were alive during this period, there was no home to go to in Europe1. For the few Jews who attempted to go back to their pre-war homes (Europe), cold hatred, and local ethnic violence awaited them. Between 1945 and 1946, allied forces returned home from war ready to abandon the destructive life they had lived. With this wave came more than half a million Jewish soldiers and marines. The Jews had joined the American forces and fought alongside them during the war. By 1946, they were being referred to as Jewish Americans rather than the more unfriendly term American Jews. The American society commenced accepting the Jewish population in 1945. For example, Miss Myerson was crowned in Atlantic City, New Jersey as Miss America in September 1945. She had Jewish immigrant parents. This gesture implied that the American population was slowly accepting the Jews into their society. 2The era after WWII marked the delineation between what was good and evil. The American nation stood for what was good while fascism, communism and Nazism represented or were considered to be evil. 3The American government commenced on a voyage of destroying anti-Semitic groups between 1946 to 1950. During this exercise, more than 35 anti-Semitic groups in America were banned or shut down. Although some groups remained, they were however pushed to be more receptive to the Jewish population. The stigma associated with being part of the Nazis also helped to reduce

The effect of human resource management on an organisational Dissertation

The effect of human resource management on an organisational performance - Dissertation Example The research will employ the use of case study technique and the organisation that has been selected for this study is the Accenture Plc. Therefore, the researcher will focus on measuring the true effect of Accenture’s human resource management on improving the performance of the company. According to Mathis and Jackson, the roots of human resource management can be traced back to the industrial revolution whereby companies started engaging in mass production for commercial purposes. Therefore, there was an urgent need of hiring more employees to the extent that even children were introduced into the work environment without any consideration to their ages. During this particular, the human resources/ workers have proved to be a critical part of an organisation, but there was little known about effective human resource management and this contributed to widespread violation of employees’ rights. This because the labor sector had not been fully formalized and therefore, there was no formal regulatory framework for the sector. Stewart and Brown stated that the numerous industrial strikes that characterized this era were attributed to the widespread violation of employees’ rights that was going on in nearly all of the manufacturing companies. DeGraff further added that employees’ plight during this era was denoted by low wages and poor working conditions. In the present world, effective human resource management is a source for organisation’s competitiveness meaning that it directly affects the performance of organisations. ... he employees received more focus from the management of the companies in order to avoid future strikes, which had proved detrimental to the companies that were affected. Factors that marked the emergence of effective human resource management included the abolishment of child labour, development of labor unions, and strategic recruitment and selection of workers. DeGraff (2010) further added that the studies by Fredrick Taylor on lean manufacturing sparked an interest on the actual contribution of the workforce on an organisation’s productivity and this resulted to workers been acknowledged as a significant part in the productivity of an organisation. In the present world, effective human resource management is a source for organisation’s competitiveness meaning that it directly affects the performance of organisations. 1.3 Accenture Plc Accenture Plc is a multinational company that specializes in outsourcing, technological services, and management consulting. The consu ltancy services cover five operating groups that include resources, products, health and public services, financial services and communications and high-end technology. The company has employed over two hundred and sixty thousand employees who are based across at its wide branch network. In the United Kingdom, the company has ten office locations of which three are in London (Harmon, 2012). The Company boosts of unrivaled experience, unmatched capabilities wide across all business functions and industries. The business model of Accenture is to collaborate with their clients who include 94% of the fortune global 100 and even a big percentage of the fortune global 500 to ensure they become profitable as well as high performers (Harmon, 2012). Over the past years, the company has been keen on

Workforce Diversity at IBM Essay Example | Topics and Well Written Essays - 1000 words

Workforce Diversity at IBM - Essay Example IBM had already implemented Workforce diversity as early as 1953 while this only became a requirement over ten years later under the Civil Rights Act of the US in 1964. This shows that IBM has always been committed to implementing workforce diversity unlike other firms who do it because it has to be done. IBM had already realized the importance of diversifying the workforce for the sake of the firm in order to not only increase productivity but also to increase their strategic advantage. The fact that IBM had already embraced the idea of workforce diversity as early as the 1950s is very important in considerations that the globalisation of trade had not begun. Globalisation, which was very fundamental in forcing organisations into embracing workplace diversity, only came much later in the 1980s and it is at this time that most international firms realised they had to diversify their workforce in order to ensure that they are globally competitive and that they can meet the challenges of a global market (Strachan, French and Burgess 4). In this regard, IBM can be regarded as the pioneer of the principle of workforce diversity. Looking at the information provided about IBM workforce diversity in this section, it becomes clear that the person is increasingly clear that implementing workforce diversity should not be driven by the affirmative action of the Civil Rights Act of the US in 1964. ... a modern world, any firm, especially those operating in the global environment should be able to make sure that their work is as diversified as much as possible. A diversified workforce is not only more likely to give the firm more innovations but is also able to meet the needs of the diverse market. IBM was the first to realize that diversifying the workforce would help the reorganisations to be able to be competitive in a global market. In fact, according to Richard (477), modern organisations are realizing that diversifying the workforce is not just the right thing to do, but a requirement for the organisation in order to acquire competitive advantage in the market. This probably explains the reason why IBM went on to become one of the most successful companies in the world. The other issue which comes out from the topic is the fact that implementing workforce diversity is not an easy task and it is a task which must be looked at in a very serious manner. Firms should be able to u nderstand workforce diversity is not just about hiring individuals from all categories of people such as from different races, different abilities etc. Workforce diversity however is being able to look for talents from all walks of life. IBM was the first firms to break the ice at a time when segregation in the workplace was very high. Many firms misunderstand workforce diversity and implement it in the wrong way. Not only do firm misunderstand diversity, but also the legislations which have been made such as the Civil Rights Act of the US in 1964 have the wrong view of what diversity should be. Diversity should not be inspired by giving the minority groups an added advantage over the majority. Equal opportunity employment should be inspired by the need to have all people of all sorts of

Relationship Between The Income Inequality And Development Economics Essay

Relationship Between The Income Inequality And Development Economics Essay Income inequality within the majority of developing countries has been rising in some cases, sharply over the years. Various studies such as; (Cornia 2004, Birdsall 2005, Van der Hoeven 2008) concluded that the last two decades have witnessed a widespread and symmetric rise in within-country inequality in developing countries. This persistence rise in income inequality in many developing economies has made it difficult to reduce poverty and promote economic development. There is a growing consensus that excessive inequality can stunt growth itself (Birdsall 2005). The effects are not only economic; there are also political and social consequences of income inequality. Alesina and Peroti (1996) found that high income inequality can also have undesirable political and social consequences. Where the institutions of government are weak, inequality exacerbates the problem of creating and maintaining accountable government, increasing the probability of economic and social policies that i nhibit growth, and poverty reduction and where social institutions are fragile, inequality further discourages the civic and social life that undergirds collective decision-making which is necessary to the functioning of healthy societies (Birdsall 2005). Put differently, high inequality is associated with higher crime rates, lower life expectancy and conflicts. Also According to Alexis de Tocqueville ([1835-40] 1961, 302), Almost all of the revolutions which have changed the aspect of nations have been made to consolidate or to destroy social inequality. Making generalizations about the causes of income inequality in developing countries must be done with care. The situation in each nation depends on country-specific circumstances and policy mixes. Yet, it is clear that there are some common factors behind the widespread surges in income inequality around the world. It has been noted that a worsening situation in the traditional causes of inequality such as land concentration, urban bias and inequality in education has not caused the recent increases in inequality in developing countries, although these factors still do explain most of the variation in cross-country inequality (Cornia 1994). Rather, the evidence points to new causes associated with neo-liberal policy reforms that have increasingly been adopted in transitional and developing countries (Cornia and Court 2001, Birdsall 2005, Van der Hoeven 2008, UNRISD 2010). The most important of such policy reforms are macro-economic reforms including, inter alia, financial and labour market liberalization, privatization, and reforms in the tax and transfer systems. Despite the numerous studies on income inequality, the extent to which it affects development hasnt yet been fully explored. Uganda among other developing countries has been experiencing a gradual and sustained economic growth and poverty reduction over the years. Currently the country is growing at a rate of 6.4% (CIA 2011). The benefits of growth, however, are not being distributed equally. In all regions of the country, income and consumption are growing at a slower rate in rural areas than in their urban counterparts (Ssewanyana N. S. et al, 2009). Moreover, both rural and urban areas are experiencing growing inequality between the top and bottom income quintiles (Appleton Ssewanyana, 2003). According to Valentine (1993), inequality increases as the incomes of the asset-rich rise at a faster rate than those of the asset-poor. Some policies such as privatisation and financial liberalization may contribute to concentrate the ownership of resources among the few hence affecting the distribution of present and future income which then might affect the development of a country. This study therefore will seek to analyse the causes of income inequality and establish its effects on development. Trends in income inequality in Uganda will also be analysed to establish clearly how its increase or decrease has affected the level of the countrys development. This study will also explore the consequences of income inequality to Uganda. Empirical studies, such as Appleton (2001), and Appleton Ssewanyana (2003), provide limited policy guidance on how to address the inequality problem in Uganda. The thesis will also look at policy options to curb the rising income inequality levels in Uganda hence fostering development. Statement of the Problem In order for Uganda whose economy is experiencing economic growth, to continue on a straight and consistent development path, one of the issues that have to be taken into great consideration is the growing disparity in income distribution. Currently the country is experiencing a high level of income inequality with most of the income being concentrated in the hands of the few. If this state of income inequality continues, the development of the country will be greatly affected. Also this disparity in income could lead to social injustices which would have greater consequences on the economy. Research Questions What are the major causes of income inequality in Uganda? Is there a relationship between income inequality and development? What consequences does income inequality pose to Uganda? Scope The study will look at how income has been distributed in Uganda over the years and the countrys level of development in the same years. It will also look at levels of poverty and GDP as a measure of development. Human development will also be taken into consideration while comparing income distribution and improvements in human development of the country. Methodology The study will be based purely on secondary data. It will review journals and books on theories regarding income inequality and development. Statistics from international organisations and Government of Ugandas websites will also be reviewed as part of the study. A comparative analysis of income distribution and Ugandas economic development will be done to assess the relationship between the two variables. Causes of Income Inequality This section looks at the causes of income inequality in Uganda. As highlighted in the introduction section, the rate of income inequality in Uganda has been fluctuating over the years although in an increasing manner. According to the World Bank Gini Index (2011), Ugandas Gini Coefficient was at 44 as of 2009 and rose slightly to 44.3 as of 2011 indicating a rise in income inequality. There is a huge disparity in income distribution in Uganda with a few individuals holding much of the countrys income. The table below shows that as of 2009, 20% of Ugandas population received half of the countrys income indicating a huge disparity in income distribution. Therefore what could be the explanation of the rising income inequality? In response to this question, I discuss the possible causes of income inequality and how they relate to Ugandas case. Table 1: Ugandas income distribution for the years 2006 and 2009 Indicator 2009 2006 Income share held by fourth 20% 20 20.7 Income share held by highest 10% 36.1 34.1 Income share held by highest 20% 50.7 49.3 Income share held by lowest 10% 2.35 2.59 Income share held by lowest 20% 5.84 6.08 Income share held by second 20% 9.64 9.78 Income share held by third 20% 13.8 14.1 Source: World Bank Database Over the years, economists and social scientists have been discussing factors that are responsible for the rising incoming inequality both in developing and developed countries. Some of the identified causes are specific to developing countries and have been discussed from various dimensions. These dimensions range from social, economic to the political causes of income inequality. One of the factors which is familiar with developing and less developed countries and has been associated with rising income inequality is the issue of foreign aid. Developing and less developed countries have been receiving aid since attaining independence yet the question of aid effectiveness is still highly contestable with some studies suggesting that aid hasnt done much to improve the living standards in such countries. Several studies have been conducted to ascertain the association between foreign aid and income inequality. Some studies such as (Herzer and Nunnenkamp, 2012; Alesina and Dollar, 2000) showed that foreign aid contributes to income inequality. However the extent of foreign aids effect on income inequality hasnt been conclusive yet. Donor countries and organisation have been donating large sums of money to developing countries as aid, one of such countries is Uganda, whose ODA (Official Development Assistance) had reached 1.8 billion in 2010 according to Global Hum anitarian Assistance. Despite this figure having risen over the years, some funds which are aimed at improving the well being of the poor actually end up in the hands of a few individuals hence exacerbating the widening income gap in the country. Foreign aid may lead to income inequality through various mechanisms all of which point in the direction of aid money flowing to a particular group of people in a society. Layton and Nielson (2009) in their study titled Aiding Inequality: The Effect of Foreign Aid on Income Inequality, which included Uganda showed that foreign aid has contributed to increases in income inequality in the developing world. In their analysis (although inconclusive), they found that the effect of foreign aid on income inequality is somewhere between zero and weakly positive. They also found that an increase in aid of 10% would increase inequality by 2.5 points which according to them, is substantially significant given the slow moving nature of income inequality. Their study also showed that foreign aid has an impact on income distribution with it favouring mostly rich individuals. Layton and Nielson identified politics as one of the channels through which foreign aid benefits the rich. This finding is s upported by Boone (1996) who stated that all political systems favour a high-income political elite when it comes to income distribution. In most cases this distribution of income is in favour of private and selfish interests of their supporters who are more likely to be societys wealthy and prominent individuals. The assumption here is that these individuals will enable them win subsequent elections in office and also contribute to their campaigns. This creates a widening gap in income inequality with the majority of the population who are poor and supposed to benefit from the aid money usually remaining poor while a few individuals income increasing. With the increase in income, the rich are able to invest and amass more wealth which can lead to a decade of income inequality unless the government embarks on re-distributive policies. Ethnic diversity has also been seen as having a linkage with income inequality. According to Meisenberg (2007), ethnic diversity at certain levels leads to large discrepancies in income distribution. In countries whose ethnicity is diverse such as Uganda, political leaders from a particular ethnic group might favour individuals from such groups both in terms of resource allocations and distribution of opportunities. Such is common in African countries especially those that are undemocratic where political leaders tend to divert funds meant for public services to such individuals. Diversion of funds causes a discrepancy in income distribution since one group is preferred over others hence exposing that group to opportunities such as better jobs and government contracts which allows them to have a higher level of income. Also an interplay between ethnic diversity, politics and institutions contribute to a rise in income inequality Similarly, Milanovic (2003) whose focus was on the political-economy side of the story found that ethnic diversity contributes to income inequality. He found that inequality in African countries is high especially in those countries whose ethnic diversity is high. He added that inequality in such countries is even higher if such countries are undemocratic (This is consistent with Mickiewicz and Gerry (2008) who also discovered that countries introducing sustainable democratic institutions early are characterised by lower inequality), and poor. Millanovic also considers the interplay of ethnic fragmentation, low per capita income and lack of democratic pluralism to be an important determinant of income inequality in Africa. Given the status of developing countries whose ethnicity is diverse and at the same time being recipients of foreign aid, diversion of aid to a particular ethnicity is likely to be much higher. This is likely to contribute to higher income discrepancies especially since the political leaders might divert most of this money to individuals from their ethnicity. Apart from distributing money to people from a particular ethnicity, they will also use the money to directly improve infrastructure in the areas where members of their ethnic group reside. This will ensure that individuals from such areas have better access to certain services, such as; education and health services including better paying jobs; which can guarantee an increase in their income. With only a section of the society being exposed to better services and facilities, the income gap is bound to widen. Another factor which has been cited as a cause of income inequality is Corruption. This is a channel, through which public funds get diverted for private interests. With public funds being siphoned by certain individuals, a country is bound to have a few wealthy individuals while the majority of the population remain poor hence a wide income gap. According to an IMF working paper (May 1998) titled Does Corruption affect Income Inequality and Poverty?, high and rising corruption increases income inequality and poverty by reducing economic growth, the progressivity of the tax system, the level and effectiveness of social spending, and the formation of human capital, and by perpetuating an unequal distribution of asset ownership and unequal access to education. The World of Work report (2008) also suggested a positive relationship between inequality and corruption. According to the First Annual Report on Corruption in Uganda (2010) by the Inspectorate General of Government, corruption remains a hindrance to development and a barrier to poverty reduction in Uganda. The World Bank estimates show that Uganda loses $300 million (Ugx 500 billion) annually to corruption. Likewise, the 2011 Transparency International Perception Index gives Uganda a decimal score of 2.4 on scale of 10, placing it as the 143rd  out of the worlds 183 countries. Currently with the discovery of oil and the prospects of oil revenue in the relatively near future, Uganda is bound to face major challenges with regards to corruption. With evidence showing that corruption accelerates income inequality, then the income gap in Uganda is also bound to widen. Education levels in a country also have an effect on how income is distributed; with those individuals whose level of education is low getting less income compared to their highly educated counterparts. In an economy characterised by globalisation and demand for skilled labour, the less educated tend to receive little pay compared to the highly educated; this exerts income in-equalizing effects. A study by Gregorio and Lee (2002) supports this argument. They found that the level of education of the population in a country has an effect on income distribution. Their study also found that equal distribution of education and higher attainment of education; both have equalizing effects on income distribution. Education levels in Uganda are also unevenly distributed. According to Mugendawala (2012), the Ugandan education system still manifests inequities based on sex, location and income quintile. He further mentioned that the inequities also explain the income gaps in Uganda. The difference in education attainment is also an explanation for the variation in income distribution and inequality levels between urban and rural areas in the country. Mugendawala found that education disparities between rural and urban areas also caused income disparities between the two. Also in terms of socio-economic classes, he found that there is more inequality amongst the poor while more equality prevails among the rich. This could be due to the ability of the rich to afford better education services for their children unlike the poor who are in rural areas with access to free government education whose quality is questionable. With this disparity in access to education, a vicious cycle might be created wh ere the poor remain less educated hence receiving little income while the rich attaining higher education and eventually accessing well paying jobs. This disparity will most likely maintain or accelerate the disparity in incomes over time. Other studies which share the above argument include; Odedokun and Round (2001) who found that a high level of illiteracy (and, hence, low level of skilled workers) exerts in-equalizing effects. Also Ssewanyana et al. (2004) showed that education is as a key factor in explaining most of the observed variations in income in Uganda. In this case, education was seen as a means through which policies that seek to make education accessible could lead to a reduction in income inequality over time. Mickiewicz and Gerry (2008) found that education fosters equality. Other scholars who found that education has income equalizing effects over time included (Morely, 1995; Alderson and Nielsen, 1995; Lee, 2005). According to these studies, the equalizing effect occurs because education allows the poor to escape poverty and enter into jobs that pay better wages. A number of economic factors have also been found to contribute to income disparities; one of such factors is globalisation. Globalisation through a number of variables has also been identified as a determinant of income inequality. Some studies which particularly looked at the effects of trade liberalisation on inequality showed that it might have an income gap widening effect. Meschi and Vivarelli (2009) found total aggregate trade flows to be weakly related to income inequality. However, once total trade flows were disaggregated according to their areas of origin/destination, they found that trade with high income countries worsens income distribution in developing countries, both through imports and exports. Still with regards to trade, Angeles-Castro (2008), found that manufactured exports reduce inequality, whereas the expansion of primary exports does not have any positive effects on income distribution in any way. As of 2011, Uganda manufactured export was 22.9% as a percenta ge of total merchandise exports while export of primary products such as raw material and food accounted for 74%. With developing countries such as Uganda, whose major exports are primary products, the above argument, is bound to hold. Similarly, Breen and Garcà ­a-Peà ±alosa (2005), showed that greater volatility (which they measured by the standard deviation of the rate of growth of output), is associated with a higher degree of income inequality. Breen and Garcà ­a-Peà ±alosa (2005) also examined the effect of volatility on income shares of various quintiles and found that greater volatility results in redistribution from middle income groups (second and third quintiles) to the top-income group (fifth quintile). They also mentioned that an interplay of factors that previous research has shown as determinants of income inequality such as the degree of dualism and the extent of civil liberties together with volatility prove to have a robust impact on the distribution of income. Anyanwu (2011) in his study of International Remittances and Income Inequality in Africa found that, international migrant remittances have a significant positive impact on income inequality. After instrumenting for the possible endogeneity of remittances, he found that a 10 percent increase in remittances as a percentage of GDP will lead, on average, to a 0.013 percent increase in income inequality. Remittances are also contributing greatly to Ugandas economy. According to a Bank of Uganda Report titled International Remittances 2008, remittances increased from US$406 million in the year 2006 to US$732 million in 2008. Income inequality in Uganda could then be explained as being fuelled by international remittances from. In the same study, Anyanwu (2011) found inflation rate as one of the strongest factors influencing income inequality in Africa. This can be substantiated by findings from several works (Bulir, 2001; Easterly and Fischer, 2001) among others which presented evidence correlating high rates of inflation with income inequality and/or poverty. Table 2: Summary of reviewed literature on causes of income inequality Cause Papers Measured variable Effect on Income Inequality Possible problems Foreign Aid The effect of foreign aid on income inequality: Evidence from panel cointegration Herzer and Nunnenkamp, (2012) Foreign Aid and Income Inequality Direct Effect: Foreign Aid exerts an income inequality increasing effect Measures aid using Net Aid  Transfers (NAT) which is problematic for aid research and donor evaluation Aiding Inequality: The Effect of Foreign Aid on Income Inequality, Layton and Nielson, (2009) Foreign Aid and Income Inequality Direct Effect: Foreign aid has a positive effect on income inequality Findings inconclusive Politics and the Effectiveness of Foreign Aid, Boone (1996) Foreign aid and politics Indirect Effect on income inequality: Politics influences allocation of foreign aid. Effects on income inequality not measured Ethnic Diversity Is Inequality in Africa Really Different, Millanovic (2003) Income Inequality and Politics Direct Effect: High ethnic fractionalisation results to high income inequality Findings not satisfactory due to inability to test for ethnicity conclusively Corruption IMF working paper (May 1998): Does Corruption affect Income Inequality and Poverty? Corruption, Income Inequality and poverty Direct Effect: Increase in corruption increases income inequality Education Education and Income Inequality: New Evidence from cross country data. Gregorio and Lee (20020 Education and Income Inequality Education has equalizing effects on income inequality Didnt discuss the issues of reverse causation between variables International Remittances International Remittances and Income Inequality in Africa, Anyanwu (2011) International Remittances and income inequality Direct Effect: International Remittance increases income inequality Inflation International Remittances and Income Inequality in Africa, Anyanwu (2011) International Remittances and income inequality Indirect Effect; International Remittances increase inflation which fuels income inequality Relationship between Income Inequality and Development This section looks at the relationship between income inequality and development. In a bid to ascertain the nature of the relationship, it discusses mechanisms through which income inequality affects or might affect development. Measuring the development of a country can be done using a number of economic and social variables. Such variables include GDP, GDP per capita, life expectancy, and literacy rate among other. The UNDP also developed the Human Development Index which is a compound indicator that uses the above variables to determine the level of human development of a country. In determining the relationship between income inequality and development, the above variables for measuring development are taken into consideration. Studies on the relationship between income inequality and development originated from the groundbreaking research by Simon Kuznets where he studied economic growth and income inequality and came up with a hypothesis that is currently regarded as the Kuznets hypothesis or the inverted U shaped hypothesis. The Kuznets hypothesis formed the basis from which most preceding studies analysed the relationship between income inequality and growth. Kuznets (1955) postulated that in the early stages of development, both a countrys economic growth and its inequality increase. As countries grow and develop, the income gap between the rich and the poor should decrease. Indeed, according to Kuznets, there is a gradual shift from a low-inequality, low-income, agricultural economy, towards a high-income and medium-inequality economy characterized by industrial production. This shift would lead to the inverted U-shaped relationship between real GDP per capita and inequality. Kuznets argues that in th e initial period, agriculture represents the majority of a countrys economy, which is also characterized by low levels of inequality. According to Kuznets, a shift towards the secondary and the tertiary sectors has in essence two effects in the short run. The first effect is that it accelerates economic growth leading to higher levels of GDP per capita. The second and most dramatic effect is that this increases the level of inequality. Consequently, in the initial stages of economic development, the level of GDP per capita and inequality are positively correlated. As countries develop they shift more and more resources from agriculture to industry (and later to services), and this will in time decrease the income gap between the industry and agriculture simply because there will be more and more workers working in the industrial sector. Consequently, the long run relationship between inequality and GDP per capita is negative. The Kuznets hypothesis therefore showed causality from de velopment to income inequality. Although several investigations have found some support for the Kuznets hypothesis (e.g. Oswang, (1994); Milanovic, (1994); Fishlow, (1995) as well as Ali, (1998), some studies such as Ahluwalia, (1976); Bruno, Ravallion and Squire, (1995) and UNCTAD, (1997) however, found no such relationship between growth rates and income inequality. Deininger and Squire (1996) also did not find any evidence for the existence of such (Kuznets Relationship) a relationship between development and inequality. This shows that not all economies follow the inverted U shaped hypothesis during their development path. Apart from Kuznets, several scholars have shown the relationship between income inequality and development mostly through a number of social variables such as; health and education and also through economic variables such as; taxation, credit markets and investment. The political mechanism has also been emphasised as one through which income inequality is associated with development. Most literature on the subject shows evidence of income inequality being detrimental to development. The World Banks World Development Report (2006) says in its introduction that there is considerable evidence that equity is also instrumental to the pursuit of long-term prosperity in aggregate terms for society as a whole. This goes a long way in saying that income inequality is detrimental to the welfare of a society. Galor and Zeira (1993) found that inequality affects growth through credit market imperfections for financing investment in education. In this case, their finding was in regards to the poor who face borrowing constraints in financing education and hence in accumulating human capital. This has further effects on investment by the poor since they are forced to forego human capital even if the investments have a high rate of return. Therefore, the greater the degree of wealth and income inequality, the greater the number of people for which the constraints would be binding and, therefore, the lower is the stock of human capital in the economy. Economic growth is presumed to be enhanced through human capital accumulation. Therefore with less or no human capital accumulation, growth tends to be affected. Low levels of human capital formation are associated with low levels of human development which leads to low levels of development especially among the poor. However, the effect of this c hannel is weaker if education is being financed by the state of if its made compulsory; for example, in a country like Uganda where primary and secondary school education is being financed by the government. The poor though would still find challenges in financing higher education. With education being seen as a mechanism through which the poor can escape poverty, its limited accessibility by the poor has huge impact on the development of the country. Perotti (1996) after carefully examining the various channels through which income inequality may affect economic growth provided support for the Galor-Zeira hypothesis showing that inequality is indeed associated with lower level of human capital formation, and lower human capital formation is associated with lower levels of economic growth. Further support for the education channel is advanced by Deninger and Squire (1998) who utilized the distribution of land as a proxy for the distribution of assets and found that initial inequality has a significant adverse effect on education and economic growth. Moreover, consistent with the theories advanced by the credit market imperfections approach that these imperfections ought to have a larger effect on the investment decisions of individuals with lower income they find that initial inequality primarily hurts the poor. From a social perspective, various studies have shown that social political unrest hurts development. Countries that have experienced such unrests provide evidence of the extent to which their development is affected. Alesina and Rodrik (1993) after studying a set of 70 countries found quite solidly that income inequality increases socio-political instability which in turn decreases investment. Subsequently, Alesina and Perotti (1996) linked inequality to social political unrest where they showed the likely negative effects of high inequality on economic growth through increased crime, social unrest and political instability. Despite its effect on growth, social political unrest also has an effect on development, first since all development activities will be halted in areas experiencing the unrest. This will affect various social variables such as education, health and access to basic services. These unrests tend to cause death and destruction of property in countries where they hap pen. Also institutions in such countries especially when the unrests are severe tend not to function optimally. A countrys development therefore either gets retarded or remains stagnant as a result of the unrests, even the economy ceases to grow. Foreign Direct Investment to such countries gets halted since investors are scared of investing in countries that are unruly. All these factors combined have far reaching dangers on development. Alesina and Rodrik (1994) argued that inequality affects the economy through endogenous fiscal policy or political economy. They argue that a high level of inequality leads to redistributive fiscal policy in the form of higher government expenditure and distortionary taxation which, in turn, are believed to retard growth. They formed the median voter paradigm which is based on the assumption that political power (e.g. one-person-one-vote in a democratic settin

My Bondage and my Freedom Essay -- Literary Analysis, Frederick Dougla

At first glance, the book â€Å"my bondage and my freedom by Frederick Douglass appeared to be extremely dull and frustrating to read. After rereading the book for a second time and paying closer attention to the little details I have realized this is one of the most impressive autobiographies I have read recently. This book possesses one of the most touching stories that I have ever read, and what astonishes me the most about the whole subject is that it's a true story of Douglass' life. â€Å" Douglass does a masterful job of using his own experience to expose the injustice of slavery to the world. As the protagonist he is able to keep the reader interested in himself, and tell the true story of his life. As a narrator he is able to link those experiences to the wider experiences of the nation and all society, exposing the corrupting nature of slavery to the entire nation.†[1] Although this book contributes a great amount of information on the subject of slavery and it i s an extremely valuable book, its strengths are overpowered by its flaws. The book is loaded with unnecessary details, flowery metaphors and intense introductory information but this is what makes â€Å"My Bondage and My Freedom† unique. Throughout the entirety of the book, Douglass presents himself as a neutral figure who can see both the negative and positive side of any issue, even slavery. He presents a rational account of why slavery exists and does so without attempting to discuss the morality of the topic at hand. Despite spending a lot of time discussing the cruel masters and supervisors he encountered in life , his anger is not towards those who support slavery, but the institution of slavery as a whole.â€Å"Nature has done almost nothing to prepare me... ...glass' tumultuous Atlantic crossing on a ship full of slave-owners, his exploits as a traveling lecturer in England, Ireland, Scotland, and Wales, and the "many dear friends" abroad who collaborate to purchase Douglass's freedom from Thomas Auld in 1846 [21]. I understand he does not want to publish his escape for fear others will get caught but it was still very disappointing and ended the book blandly. With all of this said, would I suggest this book to a friend? The answer is both yes and no. Although this is a remarkable piece of literature, it is not easily understood by everyone. If I knew someone who enjoyed reading extremely long and detailed auto biographies I would suggest this book to them without hesitation. This book is not for everyone, but if it is in the hands of the right person this could be a life altering and enlightening book.

Development Of Agriculture In Southwest Asia And East Asia

Southwest Asia is a region surrounded by seas and mountains and lies at the crossroads of Europe, Africa and Asia. Southwest Asia was the center of development of the earth’s civilizations. Towns emerged on the plains of Mesopotamia and highlands of Iran and Anatolia by 7000BC and some of these became centers of chiefdoms. The first efforts to form empires are documented and are used by archaeologists from different countries to reveal the processes that gave rise to these successively more complex socio-political systems. This varied geographical and climatic setting of south west Asia encompasses the natural habitats of wild plants and animals which were the first to be domesticated. The area was conducive for farming as well for hunting-gathering since its annual rainfall was over 250mm. Environmental changes occurred during the period between 11,000-9600 BC and recovery took 50 years. (Human Past 2005).  Plant and Animal Domestication Plant domestication – Southwe st Asia was very conducive for plant domestication especially wild legumes and cereals. The main domesticated cereals were wheat, rye and barley which began in the early aceramic period. This domestication was evidenced by plant species rye in abuhureyra, Jordan valley and southern Syria. Cultivation was intensified during the Neolithic period, which was around 8800 BC, during this time the climate was conducive and population had grown.Hunting and Herding – Southwest Asia’s potential for animal domestication was evidenced from the long-lived settlement sites and may have occurred after plant domestication at around the transition period of earlier and later Neolithic(World Archaeology 2007). The domesticated goats have been found in Ganj Dareh in Iran, sheep and pigs in turkey and northern Syria.Mixed Farming Economies: More settlements emerged during the period of between early and later a ceramic Neolithic period. The demographic theory which states â€Å"that the rise in population following the end of ice age forced people to adopt agriculture† seems to hold water although an agreement is yet to be reached (Human Past 2007).The Evidence of Ali Kosh: Ali Kosh lies in areas which are conducive for wild resources and domesticates (World Archaeology 2007). Successive strata indicate permanent and large buildings as well as increased cultivated and wild plants. The oasis theory which states that â€Å"The relationship between humans and environment is the key reason for agricultural development,† comes forth. Also there were few ecotones for supporting sedentary hunters-gatherers but many locations for domesticated species especially in the sites of hureyra, catalhoyuk and ain Ghazab.Social Exchange and Networking: This is the feasting hypothesis which argues that the desire for new things, new states, respect and recognition as well as ability to throw feasts led to development of agriculture in this region. Due to the fact that th e obsidian and marine shells were found hundred of kilometers from their sources serve as an evidence of exchange networks where communities are believed to have kept and used a proportion of the obsidian acquired and then exchanged the remaining for gifts to be given as tokens during parties. Part.2. Agriculture in East Asia.The Pleistocene- Holocene transition occurred in East Asia between about 14,000-6000BC. Climatical changes also made the plants and animals to change making the hunters-gatherers to begin harvesting and propagating new plants. Between 8000-6000BC farming differed in two areas, in the south, wild rice was domesticated while in the central china region millet was the major domesticated grain. During the last ice age (36,000-10,000BC), hunters-gatherers lived in open cares and river terraces in the yellow river region, presence of arrow needs at the sites was an evidence of hunting cattle and wild sheep whose bones were present.More wild millet seed resources arou nd shunwangpin, xveguan and shizitan, menjiaquan and nanzh vangton were evidence of farming. Although there are not true transitional sites to reveal adoption of agriculture by hunter-gatherers, there are many sedentary Neolithic villagers since 6000 BC. Cultural transformation is however evidenced by permanent villages, houses and inhuman cemeteries. Store jewelry, polished axes, wooden and bone spades were an indication of social strata at sides like dadiwan, cishan and peiligang.  Growth of Agricultural CommunitiesMillet farming in yellow river region intensified resulting into social complexity and formation of states. The yangshao culture in the loess plateau of central plains and dawenkon culture to the east emerged. The yangshao culture varied regionally but their sites share semi-subterranean house, millet storages and ceramics. While dawenkou culture concentrated around the lower yellow river valley and is attributed with population densities and social ranking. There gro wth of agriculture In these two cultures is supported by the oasis theory, Demographic theory and The hilly flanks hypothesis Sedentary settlements with increasing number of cemeteries and grave goods like fenshan bao and hujiawuchang around the rice cultivation region of yangzi river valley are sites that reveal conditions in early Neolithic(Human Past 2005).Between 4500-3300 BC villages increased and spread. Settlement was chosen near dry wetlands in order to facilitate the creation of wet rice fields. Houses were rectangular and made of clay, bamboo leads and rice husks and these villagers were referred to as the Daxi culture (World Archaeology 2007). Domestication of animals was evidenced from the identification of plowing at around 4 millennium BC. Presence of boat and sea faring technology support the believe of family along water routes. The major sites include chengtoushan and Daxi.Historical linguistics is one of the major methods that may have been used to test the idea of migration and expansion movements of farmers. This is evidenced by the presence of several languages and language families in East Asia.   These languages are divided into five linguistic blocks which include; austroasiatic, Austronesian, Hmong Mien, Kadal with Tai and Sino-Tibetan (World Archaeology 2007). Three of the major branches of Austronesian family are in eastern India, Vietnam and south in the islands o Indian Ocean. Wordings of the languages over east and Southern Asia are believed   to have originated from Asian main land (Human Past 2005). Archaeological evidence for the origin and spread of rice agriculture and crafts such as weaving supports this belief.Part 3.Comparing and ContrastingDevelopment of agriculture in southwest Asian and East Asia corresponds with the growth of human population as well as environmental changes. Early theorists argue that the growth of human population resulted to food shortage and hence introduction of domestication of both wild and domesticated plants and animals. Development of agriculture in both regions is supported by evidence produced by the achaeobotanists and archeozooligsts.The beginning of agriculture also corresponds with the reduction in the range of food eaten. This is because in most of the farming societies identified in the two regions, south west Asia and East Asia they grew one or two plant species on which they relied very heavily and equally then domesticated a small range of animals whereas the hunters-gatherers had a wide range of foods that they collected or hunted in their local environment. It is therefore evident that the hunters and gatherers in both regions consumed a good diet than the farmers due to variety.The oasis theory â€Å"the hilly franks hypothesis† which suggests that other than occupying a particular ecological region/niche, where plants and animals could flourish, the transition in agriculture in both south west Asia and East Asia, the shift to agriculture also i nvolved changes in human cognition and people developed, skills needed for successive farming. This was evidenced by emergence of complex social villages, which involved permanent housing, improved technology, and presence of storage pins.Demographic theory is also evident in both regions as to have been the driving force behind adoption of agriculture. This is because during the beginning of agriculture, there were population/demographic increase and environmental changes. People were forced by these external forces to invent/adapt agriculture. Theorists also argue that societies played a significant role in the domestication. This is because of social status. Cultivation may have been adopted in southwest Asia to provide food and drink to be consumed during competitive feasting and this is the feasting hypothesis.Evolution and intentionality hypothesis is supported by the belief that hunters-gatherers were organized through kinships that had flexible membership whereas the farmers had larger groups that were institutionalized with social destinations and due to these complexity there were accumulation of goods and hence population growth as well technological advancement. However, the development of agriculture in both regions deferred in that in southwest Asia was between the end of epipaleolithic and Pleistocene periods while in East Asia. It began during the Pleistocene Holocene transition period. Also in East Asia there was existence of many cultures unlike in South West Asia.Agricultural development began at the end of the last glacial age where wheat and barley were the first domesticated plants. Researchers argue that population growth and climatical changes were the major factors for adoption of agriculture but there are minimal evidences to support the argument since agriculture is labor intensive as compared to hunting and gathering. However, evolution social status, and emulation are other factors behind the development of agriculture other than p opulation growth and climate changes.References:Scarre Chris (2005), the human past. United Kingdom accessed online on 26/09/07http://www/thamesandhudsonusa.com/web/humanpast/links/index.htmlPerkins Phil. (2007), World Archaeology. United Kingdom, Audio CD transcript. (Track2) p6-14Assessment Booklet,  © 2007.World Archaeology: United Kingdom pp 4-6Perkins Phil (2007). World Archaeology Study Guide. (A251) the Open UniversityUnited Kingdom pp 16-17

The Effectiveness of The Learning Contract †Education Essay

The Effectiveness of The Learning Contract – Education Essay Free Online Research Papers The Effectiveness of The Learning Contract Education Essay The aim of this essay is to reflect on the role played by the learning contract in achieving the overall learning outcomes, the effectiveness of the learning contract and to explore the principals that underpin it. In this essay, the author shall explore constraints and advantages encountered while applying the principles of the learning contract in a mentorship relationship. The author shall also explore strategies applied to overcome the constraints and how the advantages were put to maximum use. The learner was a qualified nurse, trained abroad, new to the unit and to ITU.Being new to ITU, the learner was required to demonstrate competence in key areas of critical care nursing. In this regard, the learner with the help of the mentor identified arrhythmias and grieving as the two topics that they were going to work on achieving competence in within a five-week time frame. The department of health promotes and recognizes the need for nursing staff to have high levels of clinical competence (DOH 2000) comprehensive critical care review. Stuart (2003) maintains that it is our duty as individual and accountable practitioners to maintain professional standards in the work place, while Hinchliff (2004) adds that a large part of the qualified nurse as mentor should be directed towards creating and contributing to an environment that promotes the post registration education and practice. Canham (2002) is quick to point out that the task is not easy when considering the demands of ill or distressed patients, carers, relatives, and challenging students. The NMC (2000) also insists that qualified nurses have a duty to facilitate students of nursing and others to develop their competence. After the learner had been assisted in identifying relevant and appropriate learning objectives (Bennett 2003) and an agreement reached on how and when the objectives were to be met, it was agreed that learner and mentor should request to have similar shift so as to maximize the chances of interacting with each other. An integral part of the agreed contract emphasised openness, honesty and reliability to be expected of both parties (Tang et al 2005,Morton-Cooper Palmer 2000,Proctor 2001). Confidentiality was assured and agreed as the most important aspect of the contract (Epling Casseddy 2001,Jarvis Gibson 1997) to dispel the learner’s possible distrust of disclosing information to the wrong person. Only in a trusting relationship can people share thoughts feelings and ideas without fear in the knowledge that no one has an axe to grind (Quinn (2000), Van Ooijen (2000). Quinn (2000) regards trust as the hallmark of any meaningful relationship while Power (1997), insists that the working relationship between mentor and learner is the most significant aspect of the entire process. Brown Bourne (1996) cited by Van Ooijen (2000), concludes that the mentor learner relationship is the means by which other relationships, for example, with patients, clients, relatives, colleagues, doctors, and managers, are reflected and analysed. It was incredibly difficult to set aside time to sit and plan the programme of learning and it was equally difficult to stick to agreed sub sequent meeting times due to work and occasionally personal pressures. Specific, manageable and achievable objectives were eventually agreed upon as part of the learning contract. Learning contracts are an effective tool for developing mentor- learner relationship while promoting learner autonomy (Quinn 2000). Working in a very busy cardiothoracic ITU, it became clear that time management was going to be a very significant factor if the programme of learning was ever going to be a success. Power (1997) asserts that treating and caring for patients is the main reason nurses come to work, while Fish Twinn (1997) add that it is very demanding for nurses to manage the dual responsibility of patient care and mentoring. Time for teaching and learning, therefore, had to be squeezed out of an already tight schedule. While it is accepted that the clinical learning environment is unpredictable (Stuart 2003), the learner and the mentor both felt that there was not enough effort applied by the unit managers in facilitating and enhancing the environment for learning. On some days, either mentor or learner or both would be assigned to side rooms with very ill patients with brief break periods, just about enough for a cup of tea and a quick visit to the toilet. This was despite having made formal reques ts to work side by side. On attempting to raise the issues with the unit manager, the responses the mentor got was mostly to be blamed for poor planning. Their explanation was that it was up to the mentor to facilitate the learning environment and that includes time off the clinical area. A request for supernumerary status for one day a week was also turned down for the same reason. Fish Twinn (1997) argue that allocation of supernumerary helps by removing the learner from contributing to the workforce for the day in question. Morton-Cooper Palmer (2000), while acknowledging that organizational demands and constraints and the distribution of resources, human and material, have to be taken into consideration, insist that mentors should be supported in their work. As it is accepted that mentorship should be a life long activity (Epling Cassidy 2001), therefore, the infrastructure and managerial support need to be in place in order for quality mentorship to occur. Hinchliff (2004) concedes that a large part of the mentor’s role should be directed towards creating and contributing to an environment that promotes the post registration education and practice, while Stuart (2003) adds that the mentor has the responsibility for ensuring that the learning environment is conducive to learning. There are, however, real issues in the real world, which are beyond any mentor or manager’s control, such as the chronic staff shortages where temporary staff are employed for a day and cannot, understandably, be trusted to know their way around. Nicol Glen (1999) warn of acute care settings becoming increasingly complex, hence nurse managers at times find themselves outsmarted by the competing and at times conflicting immediate and long-term needs of the patients. Patient turnover and patient dependency changes dictate the course of events of every day (Stuart 2003). Dolan (2003), however, argues that more resources do not necessarily translate into better learning. It could be that this particular period had a much higher patient turnover and unusually less staff to meet requirements for which nothing could be done. Learners are also increasingly being encouraged to take responsibility for their own learning in developing their skills and becoming life-long learners (Nicol Glen 1999). In this regard, the learner could have done more to avail themselves on agreed days at agreed times. Quinn (2000) suggests that motivation is a very important factor in the learning process but, Epling Cassidy (2001), argue that resistance is indeed an unavoidable part of any introduction of something new. The learner’s lack of motivation, therefore, especially in the initial stages of the contract, made it harder for the mentor to get the learning programme off to a good start. As skills need to be constantly redefined and improved throughout professional life (Butterworth et al 1998), the mentor expected the learner to take advantage of the opportunity to be mentored and maximize the benefits. It is a learner’s and indeed any professional nurse’s responsibility to be willing to learn and change irrespective of experience (Bond Holland 1998). The concept of learner androgogy acknowledges and emphasizes the role of the learner (Humphreys Quinn 1994); hence the expectation from mentor of more proactiveness from learner was appropriate. Knowles (1984) cited by Humphreys Quinn (1994) describes pedagogy as the art and science of teaching children and is contrasted with androgogy, which is the art and science of teaching adults. The RCN (2002) cited by Bennett (2003) state that mentors can expect the learners to direct their own learning, act professionally with regard to punctuality, attitude and appearance, maintain confidentiality, effective communication and give and receive constructive feedback. It was sensible, therefore, for the mentor to expect the learner to honour his obligations. It is possible that contracting could have been given more time and attention with more clarity of expectations. If contracting is carried out effectively and both parties are clear on what to expect from one another, commitment is more likely than if it has been done half-heartedly (Bishop 1998,Van Ooijen 2000). Wilkin (2002) adds that learners who fail to grasp the rationale behind mentorship may renege on their responsibilities. Bennett (2003), however, argues that learning contracts, while requiring the mentor to permit the learner a degree of autonomy, also encourages the learner to be pro-active in learning. At the beginning of the second and subsequent meetings, an evaluation of the previous meeting would be undertaken at which both learner and mentor would work out what had gone wrong and what had gone right (Cavanagh 2002,Bennett 2003) and adjustments to the contract made were need be. Cavanagh (2002) states that reviewing the learning contract and setting achievable objectives within a shorter time scale can often resolve problems, while Bennett (2003) adds that evaluation and regular feedback makes both learner and mentor aware of areas that require further development. The learner became increasingly more cooperative and proactive after the third meeting at which the mentor had to gently and purposefully confront the learner with the suspicion of a general lack of interest on the learner’s part with the evidence behind the suspicion (Wilkin 2002). Failure to do so would have represented, according to Wilkin (2002), a relinquishing of the mentor’s responsibilities. Power (1999) argues for a balanced blend of comment, instruction, advice, and facilitated reflection in order to avoid alienating the learner. The learner had a good theoretical understanding of arrhythmias but it was on applying this knowledge to the clinical setting that help was needed. The mentor made an arrangement with a member of the cardiology department to come to give a bedside talk on arrhythmias and this proved to be a very informative experience for both learner and mentor. Hinchliff (2004) describes the joy of learning in the practice setting as helpful to learners by further categorising and processing existing knowledge by applying the learning directly to care. Price (2004) adds that patient care episodes are key resources and there is much to be gained from observation, discussion and practice. An arranged visit to the bereavement officer failed to take place as it was deemed unessential by the nurse in charge. The mentor felt that, on the overall, the learning objectives were met, as the learner was able to articulate the issues raised in the objectives and relate them to the practice setting. Bennett (2002) states that while it is important to provide the learner with literature on relevant subjects, assistance with developing strategies and techniques to put the knowledge into practice is very important. While the difficulties encountered had a lot to do with the fact that the mentor was also learning, the experience was very rewarding as both learner and mentor eventually realised that they could enjoy the experience and benefit emotionally and professionally from it. It is certainly true that when in the middle of a situation, as was the case in the initial stages of the mentorship relationship, it is difficult to see things for what they really are (Van Ooijen 2001), things look clearer with hindsight and valuable lessons have been learnt by both parties. Epling Casseddy (2001) concl ude that the experience of receiving good quality mentorship makes nurses more receptive to mentorship in the future. The benefits of good mentorship are well documented (Morton-Cooper Palmer 2000,Busen Engbreson 1999,Bond Holland 1999), for the mentor there was personal satisfaction and a level of self awareness (Van Ooijen 2000), and the possibility of professional development. Morton-Cooper Palmer (2000) conclude that the learner benefits from increased job satisfaction and the possibility of advancement while the employer benefits by having a satisfied and motivated workforce with positive outcomes for customers and clients. The ultimate aim of producing competent nurses is to ensure that patients receive the highest level of nursing care possible (Dolan 2003) and the public have a fundamental right to expect competence from qualified health professionals and a fundamental right of protection against unsafe practice (Stuart 2003). The mentor and learner have since developed a mutual ongoing friendship and, while the learner remains grateful for the assistance, the mentor will always look back with pride and joy at a potentially volatile mentorship relationship turned into a very mutually fulfilling one by working diligently by and along the principles of the learning contract. Research Papers on The Effectiveness of The Learning Contract - Education EssayArguments for Physician-Assisted Suicide (PAS)Standardized TestingOpen Architechture a white paperThe Project Managment Office SystemInfluences of Socio-Economic Status of Married MalesThree Concepts of PsychodynamicRiordan Manufacturing Production PlanTwilight of the UAWComparison: Letter from Birmingham and CritoMarketing of Lifeboy Soap A Unilever Product

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aad essays 1.ÈËÃâ€"ÊÔ ¹ÃƒÅ"à ­Ã‚ ½ÃƒÆ'à ¦Ãƒ ¦Ãƒâ€ÃƒÅ¡ÃƒÅ½ÃƒÅ ÃƒÅ' ¡ 2.Establish a de facto management standard in a market that has resisted standardization for the past 30 years. the truth is that EMC, with its current market position, is uniquely positioned to offer its management framework as a de facto standard. third-party storage platforms such as those from Compaq, Hitachi/HP/Sun, NetApp and IBM. Because of a lack of common standards in the storage industry, which prevented products from different manufacturers from working well together, EMC had a lock on customers once they settled on its proprietary platform. This translated into high prices, which led to lofty profit margins and returns on invested capital exceeding 20%.( ¼Ãƒâ€ºÃ‚ ¸Ãƒ Ãƒâ€Ãƒ  ÃÆ'à ¦Ã‚ µÃƒâ€žIBMà HITÓà Ã‚ ¾Ãƒâ€¢Ãƒ ¹Ãƒâ€œÃƒâ€¦ÃƒÅ Ãƒâ€ ) EMC built its business on superior technology. EMC's economic moat has narrowed, however. IBM IBMand Hitachi HIThave worked hard to close the technological gap, and pricing continues to decline. IBM, for example, can bundle hardware, software, and services and practically give the storage away. And in the current environment, many businesses are willing to forgo a superior product for one that meets their basic needs. Despite lowering prices, cutting expenses, and moving into new markets through partnerships with Dell DELL, EMC's profit margins continue to face pressure.(ÃÆ'à ¦Ãƒâ„¢Ãƒâ€˜Ã‚ ¹) Õ ¸ÃƒÅ½ÃƒÅ ÃƒÅ' µÃƒâ€žÃ‚ ½Ã‚ ¾Ã‚ ½ÃƒÅ Ãƒâ€¡Help is on the way for profits, thanks to the firm's investment in software. EMC now offers software that gives organizations the ability to manage their storage networks regardless of the hardware manufacturer. The software investments have already improved margins and strengthened customer relationships for EMC, and we expect more benefits. Key risks include increased pricing pressure, compe...

Comprehensive SWOT analysis for the Proposed performance Improvement Essay

Comprehensive SWOT analysis for the Proposed performance Improvement Plan - Essay Example Additionally, the improvement plan will also be a basis for sufficient financial resources for the Unit from the California Pacific Medical Center, a better image and reputation for the unit along with insulation from any pressures that might arise from other units in the medical center. The improvement plan will further allow the unit to offer differentiated services while offering cost advantages originating from the improved processes, which will be beneficial to the rest of the medical center. A weakness is an aspect or attribute that puts an organization at a disadvantage with the lack of particular strengths being considered as weakness (Schulz & Johnson, 2003). Weaknesses in the improvement plan may result in the medical surgical telemetry unit facing some vulnerability to various pressures. Weakness needs close assessment since some of them may have negative consequences to the organization. A number of the weaknesses intrinsic in the improvement plan of the in the medical surgical telemetry unit include: having an indistinct strategic direction, working with outmoded facilities, inadequate management vision including depth and skills as well as difficulties in raising capital to execute the implementation plan. Additionally, outdated technology in the unit, low morale on the part of the employees, poor previous record in executing strategies and poor image to the rest of the medical center are some of the weaknesses that may affect the implementation plan. Opportunities are seen as advantageous situations that can be used to benefit the organization and is offered from the outside environment so that the management can choose the manner in which they can best use it (Garcarz, Chambers & Ellis, 2003). Opportunities may arise as a consequence of favorable changes in the external environment or from a productive approach created by the management in making the environment beneficial. Some of the

Haemato-oncology practice Assignment Example | Topics and Well Written Essays - 1000 words

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