The Precursors to World War Two Essay Sample free essay sample

Upon the decision of World War One. much of Europe was in a shambles. In Germany. the state was enduring from terrible economic depression every bit good as a down spirit all ensuing from the ruinous loss in the Great War. From this. Adolf Hitler rose to power mostly on the footing that he would return Germany to its past glorification. At the centre of Hitler’s program for a return to illustriousness was the desire to spread out the imperium militarily. One of the measure steps Hitler had taken was a monolithic armed forces build up of the Rhineland every bit good as brief military incursions into adjacent states. Many in Europe were alarmed over this mobilization. but there was a desire to manage Hitler diplomatically. PM Chamberlain ( of Britain ) desired to avoid confrontation and negotiated a trade with Hitler claiming the accomplishment of â€Å"peace in our time† as Hitler had agreed to be content with his minor appropriations of states. We will write a custom essay sample on The Precursors to World War Two Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page History has proven that Britain made a MONUMENTAL error in misreading Hitler’s purpose. Hitler’s â€Å"National Socialism† was in desperate demand of natural resources in order to maintain the economic system of Germany afloat and it was his purpose of annexing and commanding the states of Western Europe. While Britain and France were marks. they did non recognize the badness of the state of affairs and finally were marked as enlargement marks. Hitler subsequently allied with the Soviet Union and invaded Poland. This action leads to the declaration of war on Germany by France and Britain. This was the start of World War Two and. in a surprise action Germany would turn on the USSR taking to the Soviets allying with Britain and France.

The Concept of Collective Consciousness, Defined

The Concept of Collective Consciousness, Defined Collective consciousness (sometimes collective conscience or conscious) is a fundamental sociological concept that refers to the set of shared beliefs, ideas, attitudes, and knowledge that are common to a social group or society. The collective consciousness informs our sense of belonging and identity, and our behavior. Founding sociologist Émile Durkheim developed this concept to explain how unique individuals are bound together into collective units like social groups and societies. How Collective Consciousness Holds Society Together What is it that holds society together? This was the central question that preoccupied Durkheim as he wrote about the new industrial societies of the 19th century. By considering the documented habits, customs, and beliefs of traditional and primitive societies, and comparing those to what he saw around him in his own life, Durkheim crafted some of the most important theories in sociology. He concluded that society exists because unique individuals feel a sense of solidarity with each other. This is why we can form collectives and work together to achieve community and functional societies. The collective consciousness, or  conscience collective  as he wrote it in French, is the source of this solidarity. Durkheim first introduced his theory of the collective consciousness in his 1893 book The Division of Labor in Society. (Later, he would also rely on the concept in other books, including Rules of the Sociological Method, Suicide, and The Elementary Forms of Religious Life.)  In this text, he explains that the phenomenon is the totality of beliefs and sentiments common to the average members of a society. Durkheim observed that in traditional or primitive societies,  religious symbols, discourse, beliefs, and rituals fostered the collective consciousness. In such cases, where social groups were quite homogenous (not distinct by race or class, for example), the collective consciousness resulted in what Durkheim termed a mechanical solidarity - in effect an automatic binding together of people into a collective through their shared values, beliefs, and practices. Durkheim observed that in the modern, industrialized societies that characterized Western Europe and the young United States when he wrote, which functioned via a division of labor, an organic solidarity emerged based on the mutual reliance individuals and groups had on others in order to allow for a society to function. In cases such as these, religion still played an important role in producing collective consciousness among groups of people affiliated with various religions, but other social institutions and structures would also work to produce the collective consciousness necessary for this more complex form of solidarity, and rituals outside of religion would play important roles in reaffirming it. Social Institutions Produce Collective Consciousness These other institutions include the state (which fosters patriotism and nationalism), news and popular media (which spreads all kinds of ideas and practices, from how to dress, to who to vote for, to how to date and be married), education (which molds us into compliant citizens and workers), and the police and judiciary (which shape our notions of right and wrong, and direct our behavior through threat of or actual physical force), among others. Rituals that serve to reaffirm the collective conscious range from parades and holiday celebrations to sporting events, weddings, grooming ourselves according to gender norms, and even shopping (think Black Friday). In either case - primitive or modern societies - collective consciousness is something common to the whole of society, as Durkheim put it. It is not an individual condition or phenomenon, but a social one. As a social phenomenon, it is diffused across society as a whole, and has a life of its own. It is through collective consciousness that values, beliefs, and traditions can be passed down through generations. Though individual people live and die, this collection of intangible things, including the social norms connected to them, are cemented in our social institutions and thus exist independent of individual people. Most important to understand is that collective consciousness is the result of social forces that are external to the individual, that course through society, and that work together to create the social phenomenon of the shared set of beliefs, values, and ideas that compose it. We, as individuals, internalize these and  make the collective consciousness a reality by doing so, and we reaffirm and reproduce it by living in ways that reflect it.

Articulating The Importance Of Leadership On School Essay

Articulating The Importance Of Leadership On School - Essay Example An educational leader should have the ability to understand himself and develop sufficient self-confidence. Whenever a person develops believe in himself, he or she has the ability to fulfill many things. Those educational leaders who have self-confidence do not get scared or nervous when placed in a position that challenges them to make decisions. In this perspective, they should know how they are supposed to start each day to lead the school, the students as well as their fellow teachers. This way, they would be able to help them accomplish the desired goals of a classroom as well as the school. A good educational leader should be in possession of excellent communication skills. It is not possible for a leader to head a particular group if he is unable to communicate with them. A good leader is able to reach a large number of people through various ways. For example, the principal may have a face-to-face conversation with his subordinates every week as well as send them email updat es every day (Chiappetta, 2004). An education leader is supposed to be resourceful and open to new ideas. For example, with the improvement of technology and the prevailing economic times, educators should be open to new concepts for them to change the classroom or educational environment. Additionally, an educational leader should learn how to use the resources that available. A good leader does not just set his own way, but he uses the information available to him and applies to the future resources.  

Asian Americans V.S. African Americans Essay Example | Topics and Well Written Essays - 750 words

Asian Americans V.S. African Americans - Essay Example With time, these conflicts have intensified as their number keeps on increasing. Economic strength has also greatly enhanced intensity of conflict between these two groups. The battle over who is superior to the other economically seems to intensify as each group try to take control over the other (Andersen, et al 239). Limited economic resources are not enough to cater for everyone thus creating division between those who have and those who do not have. To weaken each other economically, these groups destroy properties that belong to the other group like it was witnessed in 1992 during the ‘Black – Asian’ conflict. In addition, many Asians have made money, by venturing into businesses in the areas occupied by the Africans. Because of anti-black racism that discriminates Africans in America, such as getting loan to start business, many Africans are unable to venture into business. Due to this fact, Africans feel that the Asians are siphoning money from them. Media is another cause, which has been fueling racial conflict between Asians and Africans. Africans are depicted in media as arrogant, gangsters, lazy and poor. On the other hand, Asians are depicted as hardworking, eager to please and opportunistic. Such notions portrayed by media every now and then fuel the rivalry between these two groups (Chang 4). Cultural practices and customs is another root cause of conflict between Asians and Africans in America. Each group has its diverse culture, which it follows and respect. Fear of their culture being dominated or absorbed completely makes the two groups to distance from each other (Takaki 7). A conflict arises as each group try to maintain the benefits of their culture and disrespect cultural practices of the other group. The difference in skin color between Asians and Africans is another cause of conflict between them. Asians compares themselves to white

Patient Classification System Essay Example | Topics and Well Written Essays - 3750 words

Patient Classification System - Essay Example This perception distinguishes important patient characteristics and helps in staffing procedures for fairness in patient staffing and enhancing excellence of care and performance. Information acquired with the use of the PCS can be used by nurse leaders to efficiently and impartially lobby for proper patient care resources (Harper, et al. 2007). To get the required care that is adequate to their uneven patterns of acuity, patients repeatedly shifted a number of times throughout their small of stay in hospital. Because of these shifting, patients some times miss or get their treatment delayed which in turn cause medication errors, patients falling, and personal contact with several caregivers or related health experts. This cause an enlarged workload index, responsibilities and physical movement, which is innate in existing nursing care models and it attach no worth to patients’ care outcomes. The majority of tools for gauging acuity do not reflect on the effects of repeated shifting of patients on healthcare centers or nursing units. However, the estimate of slanted procedures for patients’ acuity, transformed to a workload index, is the process the majority nursing division resources and plans the number of nursing hours per patient day. Present day’s customary nursing unit might move or discharge an astounding 40% to 70% of its patients each day. A rational workload index is a vital evaluator of withholding of nurses; therefore, it is a main area of prospect as it is linked to the flow of patients and the progress of innovative nursing care models. Throughout the last decade, the difference between critical care and medical-surgical care units was uncertain with a rising acuity of patients, ensuing in the development of progressive care units. Patients are admitted to progressive care units as the patients need immediate mechanical aeration, infusions of vasopressors, or physiological

Barriers to Adult Learners

Barriers to Adult Learners Contents (Jump to) Introduction BARRIERS TO ADULT LEARNERS Situational barriers Institutional barriers Dispositional barriers Academic barriers Employment training barrier Cultural and socio-economic barriers OVERCOMING BARRIERS TO ADULT LEARNING CONCLUSION References Introduction Courtney, S. (1989) Adult Education is an intervention into the ordinary business of lifean intervention whose immediate goal is change, in knowledge or in competence. An adult educator is one, essentially, who is skilled at making such interventions. Who are adult learners? Adult learners are normally considered as the learners who are over the age of 25 years. They are normally referred as non-traditional students. Adult learners group has different abilities, wide range of educational backgrounds and cultural backgrounds. They have more responsibilities and experiences. In traditional education system, as soon as students finish the high school, they enrol in tertiary education. It can be a diploma or an undergraduate program. Adult learner typically doesn’t follow the traditional education system. â€Å"The adult education is also called â€Å"workforce education† (Mary Jo Self, Ed.D.) Learning is a life-long process. It starts from the very first day of life to the very last day of the life. Most of the people think that, the learning or studying happens only in school or college life. This thinking may be more from the adults. Adult learners will have many responsibilities unlike a fresh high school student. Most of the adults are full time workers and full time parents too. They always have many barriers to learn. These barriers can be divided into various categories. It can be physical barrier, attitudinal barrier or a structural barrier. It is true that adults always face some challenges that younger people don’t have to face. Some of the studies show that many adult women also face lots of barriers like early pregnancy, low socio-economic status and child care and many more as a barrier to learn. These barriers will be broadly discussed. A fundamental aspect to continuing higher education is identifying and overcoming of barriers to adult learning. The main purpose of this assignment is identifying why adults are less in learning process. In this way, I will mainly focus on the barriers to adult learning. Later in the assignment, I will try to provide some ideas to overcome or reduce the barriers in adult learning. BARRIERS TO ADULT LEARNERS A very basic aspect to continuing higher education is to identify and overcome the barriers to adult learning. â€Å"Adult learners are an increasing population in higher education. Between 1969 and 1984, the number of adults participating in education programs increased 79 percent† (Kristen M. De Vito, Eastern Illinois University). This group of students take learning as a serious work. This group of learners share are large quantity of number students learning in an educational institution. Even though, the number adult learners are increasing day by day there are many barriers for them to learn and to become successful in their life. The barriers to adult learning can be described as follows. Situational barriers Institutional barriers Dispositional barriers Academic barriers Employment training barriers Cultural barriers Situational barriers The situation barriers mostly occur with respect to a certain situation. Due a unfavourable condition in life, some adult do not want participate in learning. Sometime, these conditions make them frustration to go to an educational instate. This barrier is mostly working related or family conditions. There may be a huge number of responsibilities that one has to carry out at the same time. These responsibilities may be more important than going to an educational institute. Due to these unfavourable situations the opportunity to learn and to educate will be very much narrowed for those learners. This barrier may include: Busy work schedule: Most of the adults who are willing learn will be working to earn. Due the busy schedule in their work place, they may not get enough time to go an educational institution. Sometime, due to high living expenses, they may be working more than one place to earn. Their busy schedule may have no time to allocate for studying. The working men and women might have to face this barrier. Family and children: This barrier mainly may face to women. Most of the times, in many societies’ women are responsible for family and children especially. They have to look after children, feeding them, taking them to school or any other house works are mainly done by the women. This condition will even worm if a couple live alone because there may be no one or a few to look after the children. Men also have to face such a situation. Financial problems: Many people stop studying after the high school due to financial problems. That is the one of the main reasons why people join workforce, to earn. Most of the times, adult learners do not earn enough money to spend for their tuition fee. This is very big concern for the most of the adults who want learn and most of the people stop their learning process at point. This is one of the biggest issues that adult learners might face in Maldives. Lack of child care services: Child care centres will help people to move to jobs and as well as to study if time allows for them. But, sadly, this service is rare in many developing and underdeveloped countries. For example, in Maldives, hardly we have any childcare centre. Transportation: This is also one of the conditions that people might face. If there is a good transportation systems people can travel from home to the place of study. Unfortunately, the transportation system may not be very systematic much rural area in the world or may be expensive to travel from one place to another. In addition to above mentioned situational conditions, some other situations that put a barrier to learn are sensory or learning disability, lack of support from others like from family or employer. Institutional barriers Institutional barriers are the inconveniences faced from the educational institutions. This difficulty may be either the design of the course, method of delivering lectures or even sometimes administrative difficulties. Institutional barriers happen intentionally or unintentionally. Some of the institutional barriers include: Difficulty in paying tuition fees: Some of the educational institutes are very strict in paying tuition fees for them. Such institutions have very fixed dates to pay or a very short time line to pay the tuition fees. Due the lack of money or lack of time adult learners may face lots of barriers to pay the tuition fees. Some of the learners may quit the programmes because of this difficulty. Inconveniences faced due to improper scheduling of the programs: There are cases that institutions often offer full-time programmes for the learners. This wills a big issue for the adult learners, since they are working to earn. Attending to a full time programmes will be impossible to an adult learner. No courses are available to meets learners needs: This is again one of the obstacles that leaners might have to face. There may a very limited number of courses available in an accessible institution. There are no wide varieties of programmes available. This will cause adult learners to stop at a point. Lack of necessary qualification to enter the programme: This is again another problem that adult learners or even regular learners might have to face. Since the adult learners are mostly involving in the work skill programmes, they have to stop at this point. Most of the adult learners may not want go back and study as a traditional students so that they can gain enough qualification to enter the programme of their choice. Location: The location of an educational institute also plays an important role to participate adults in learning process. In many cases, the educational institutes are located in developed areas. This will benefit only to those who lives in that area. If we look at the Maldives, most of the adults in atolls will face this problem because almost all the tertiary educational institutions are located in Male’. Though they want study they will not have enough access because of the location. Dispositional barriers Dispositional barriers are connected with the internal or personal factors that put a barrier to learn for adults. This barrier mainly talks about the learners’ attitude to learn. Many adult learners may have negative attitude towards learning. This may be due to age factor and/or may be fewer results are made in the past studies. Of course, if a person did not make a good result in their traditional education system then then most of the people will have a negative attitude to learn in future. This will affect their psychological aspects in learning. The age factor is also an important dispositional factor that can be described as a dispositional factor. People might think they are too old to go for an educational institute. They might ignore the fact that, â€Å"learning is a lifelong process†. There are some situations where the learner might be too sick to carry out the task of leaning. â€Å"Health issues emerged from our fieldwork as a major barrier for learners and potential learners† (Peter Bates and Jane Aston, 2004) .The availability of time is also an important factor. Due to busy of an adult, they might not have enough time to attend an educational institution. The adult are full time workers, full time parents and when they join for education they become full time students too. Not everybody has potential to study with this very schedule in their life. The personal affairs like job, child and family care are more important for them than learning. There is another problem that some adults might think, â€Å"they don’t require any more education.† This may because of peer pressure or how their peers are behaving. Moreover, just after the high school, some people will get a good job which will give a decent amount of salary. This is sometime a barrier for them to come back to learn. In addition to that, inadequate language skill or not having any interest for learning are the factors that will affect the adult learni ng. Academic barriers This barrier includes the needed skills for future learning. This barrier may include the lack of language skills which are very much important in learning process. This skill actually helps to access the information of any form. If the learners cannot access the information, how they can learn. The ability to play with the numbers is also an important factor. Of course, all will understand (if they are literate) basic mathematics. But numerical skills are important for further studies. Today is the information age. Every work is done by using internet and computers. So the basic skill in information technology will be very important. Inadequate skills in computer and IT will put a barrier for some of the adult learners. If a person of academically not good in his/her childhood and teenage, then that will still remain as a barrier for them even though they want goes for higher studies. Employment training barrier These are the barrier in the work place. This may include the factor like not supporting from the employer for adult learners. Moreover, the employer will give much preference to well educated workers for giving / sending for seminars, workshops and/or any other training programmes. The less educated workers will be left over most of the times. Very often, work place, women are given less preference than male while selecting for a training programme. This might create bad impression to learn by the women. The immigrants are also given less preference than locals for training programmes. Most of the employers might think that training women and less educated people will not bring much economic welfare of the employer. Cultural and socio-economic barriers Cultural barriers are basically the barriers due to culture. In some cultures, it believe that women don’t have to go for work and as well as for higher study. The belief that girls should marry at an earlier age will almost stop the girls to go for higher studies. The socio-economic status of the society will also play important role adult learners. As discussed above, in some societies, people will get marry at the earlier and get pregnant soon. This is a big barrier for adults specially women very often. In addition to that, large families, poor economic conditions and unemployment are also barriers to adult learning. OVERCOMING BARRIERS TO ADULT LEARNING Helping adult learners to overcome the barriers is not an easy work or even not possible in some cases. The barriers that adult learners’ face will not be able to fix in overnight. To overcome the barriers, learners need long term support and working environment must need a change. Moreover educational institutes require changes in their administrative and curriculum issues. The adult learners and employers need to create close relationship. With this relationship, the employers can help the learners to learn and create a positive environment for the learners. They may provide some more free time, and also can provide study leave for the adult learners. This will encourage them to participate more in learning process. The institutions must be more flexible and understanding. Institutions have to recognise that adult learners are working people and/or looking after a family, so they cannot be compared as regular traditional learners. The rigid policies and regulations for traditional learners will not work for the adult learners. The rule and regulations must be flexible enough to meet the requirements of the adult learners. They require more help than the mainstream learners. Some flexibility with the adult learners may include, developing flexible policies on punctuality, attendance and schedule that are best suit for the learners so that adult learners can cater for their work and for their family. As mentioned above, the demography is a great barrier for adult learners to participate in learning process. To overcome this, introduction of distance learning with the technological advances can be best used. In this way, the busy adult learners do not have to attend the institute campus. â€Å"Distance learning is an excellent method of teaching adult learners because they need flexibility to contend with competing priorities† (Galusha, Jill M, 1998). They can stay at home and can study on their own. Moreover, they can contact with their lecturers via technology using the appropriate portals established by the educational institute. This will reduce the barriers to transport. This also will solve the problems of strict attendance face by the adult learners. â€Å"Adults studying online have a higher GPA than traditional counterparts† (Schreyer Institute for Teaching Excellence, 2007). Lack of information about the educational opportunities available for adult learner is a big threat for them. This threat need to be avoided so that adult learner have chance to participate in a program of their choice. For this, proper advertising of appropriate form should be selected. If all the information is available on internet, there may be many who cannot reach. Moreover, the employers can play an important role in spreading information. Just a notice for staffs will do more than we think. The barrier within the working environment should be avoided even by using rules and regulation. The employer can arrange in such a way that the leaners can be released from the work to a certain extent to attend classes. Moreover, the training programmes should be arranged in such a way that all the required employees are benefited. Moreover, to overcome the barriers the following actions can be taken: Media campaign using different media to aware and encourage about adult learning. Give more focus on breaking the barriers related with culture. The educational institutes can develop the programmes that are flexible to adult learners such evening class or part – time study programmes of flexible attendance. Flexibility in course completing time is very important. Improving child care services to look after the children so as to help the learner to spend time in working environment as well as study environment. Provide financial supports to adult learners using low interest study loans, paid leaves, or study allowances. Accept that adult learners are busy learners who have taken the decision to join to your program. Celebrate their bravery and willingness to try. CONCLUSION Have you ever wondered why adults are still looking for the opportunities to learn? They seek out and learn new knowledge and skills. But there are barriers for adult learns. Barriers are found to be situational; which are mostly family and work related issues such as looking after children, busy work schedule and lack of support from the employer and/or from the family. Barriers are also found to be institutional: in which it occurs from the side of the educational institutes such as policies and practices related with adult learners. This can be inconvenient scheduling, rigid attendance, lack of proper course or lack of financial supports due to high tuition fees. Dispositional barriers are related with attitudes of the learners such as lack of confidence, health related issues or not wanting study furthermore, and weak performance in academic areas in past. The barriers can be academic; this happens because of not enough language and numerical skills. Some cultural and religious b eliefs also put a barrier for adult learners to learn which is known as socio-economic barriers. With these barriers, the adult learners are increasing and scoring better than the traditional main stream students. So together with employers, institution and learners themselves have try to reduce the barriers to adult learning. References Ellu Saar and Eve-Liis Roosmaa (2010, 7th February): Overcoming obstacles to adult learning. Paper presented at Life Long Learning 2010 Final International Conference. Houle, C. (1996).The Design of Education(2ndEd.)San Francisco: Jossey-Bass, 41. Simon Martin (2011), Barriers to adult learning and training in rural churches, The Arthur Rank Centre Galusha, J. M. (1998). Barriers to Learning in Distance education. ERRIC Bates, P Aston, J (2004). Overcoming Barriers to Adult Basic Skills in Sussex. Falmer; Brighton: UK Medscape.com (2009), An Overview of Adult Learning Processes,  Retrieved from  http://www.medscape.com/viewarticle/547417_4 Chao, R. (2009), Understanding the Adult Learner’s motivation and barriers to Adult Learning,. Retrieve from http://www.academia.edu/ Kristen M. De Vito (2009), Implementing Adult Learning Principles to overcome barriers of learning in continuing higher education programs. Online Journal of Workforce Education and Development. Sreb.org. 2014. Who is the Adult Learner? [Online] Retrieve from, http://www.sreb.org/page/1397/who_is_the_adult_learner.html Aminath Nazeera

A Trip To Panama City :: essays research papers

A Trip To Panama City Day 1:   Ã‚  Ã‚  Ã‚  Ã‚  We arrived at Omar Torrijos airport via American Airlines early in the afternoon. We purchased our required tourist cards (3 balboas, as US dollars are called in Panama) at the airport, then caught a taxi for the 18 mile ride to our downtown hotel. The ride in the battered, un-airconditioned car was rather expensive (30 balboas), but the driver spoke English and was very friendly. We arrived at the hotel and checked in. While my dad was checking in I bought a guidebook in the hotel lobby and read up on the history of Panama City. The original city was founded in 1519 by Pedro Arias Davila, known as Pedrarias the Cruel, because of his eradication of all but three of the local Indian tribes during his tenure in Panama. Davila used the city as a place to store Incan gold before it was shipped to Spain. The original city was sacked and burned in 1671 by a group of buccaneers led by Henry Morgan. The city was rebuilt within a year, this time on a peninsula 18 miles away and surrounded by a strong wall. This old Spanish city is now the in the middle downtown Panama City.   Ã‚  Ã‚  Ã‚  Ã‚  Panama City is an international melting pot and its eating choices range from American fast food to excellent internationall cuisine. Eager to begin our sightseeing, we grabbed lunch at a nearby McDonald's after checking in then caught a bus. The buses in Panama are a tourist attraction in themselves. They are brightly painted, hung with fringe, and have constantly blaring Salsa and Caracas music playing. They are cheap (50 cents a ride). but are very crowded. After asking several drivers â€Å"Donde va este autobus?† we finally found one going to the Plaza Independencia. This plaza is the main square of the colonial town and is bordered on one side by a cathedral with twin mother of pearl towers that took 108 years to complete. On two other sides it is bordered by the Archbishop's Palace, now a university and the Central Post Office. While in the old part of Panama City we also visited the Iglesia de San Jose and saw the Golden Aaltar. This altar was in the original Panama City and was saved from Henry Morgan's pirates by a monk who painted it black to disguise it. When we finished touring we returned to our hotel and then ate dinner at El Pez de Ora, one of the city' famous seafood restaurants. Day 2:   Ã‚  Ã‚  Ã‚  Ã‚  We woke early and headed out for a morning of shopping at the Mercado