Self Directed And Life Long Learning free essay sample

The purpose of this essay is to explore and evaluate an aspect of teaching and learning and the following topic of; ‘self-directed/lifelong learning’ is the authors chosen subject. This essay will determine knowledge of this chosen aspect of teaching and learning, critically evaluate the concept of self directed and lifelong learning from the authors own perspective an a nurse educator. The essay will also identify and consider challenges that arise in the application of self-directed and lifelong learning, identify areas where this chosen topic will assist in bridging the theory practice gap, as well as identifying outcomes for patient/client care. The central question of how adults learn has occupied the attention of scholars and practitioners since the founding of adult education as a professional field of practice in the 1920’s. Some eighty years later, we have no single answer, no one theory or model of adult learning that explains all that we know about adult learners, the various contexts where learning takes place, and the process of learning itself. We will write a custom essay sample on Self Directed And Life Long Learning or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What we do have is a mosaic of theories, models, sets of principles, and explanations that, combined, compose the knowledge base of adult learning. Two important pieces of that mosaic are andragogy and self directed learning (Merriam, 2001). Knowles (1980, p. 47) proposed a programme planning model for designing, implementing, and evaluating educational experiences with adults. Knowles suggested that the adult classroom climate should be one of â€Å"adultness,† both physically and psychologically. In an â€Å"adult† classroom, adults â€Å"feel accepted, respected and supported†; further, there exists â€Å"a spirit of mutuality between students and teachers as joint enquirers†. And because adults manage other aspects of their lives then they are also capable of directing, or at least assisting in planning their own learning. Knowles himself came to concur that andragogy is less a theory of adult learning than â€Å"a model of assumptions about learning or a conceptual framework that serves as a basis for an emergent theory† (1989, p. 12). This acknowledgement by Knowles resulted in andragogy being defined more by the learning situation than by the learner. About the same time as Knowles introduced andragogy to North American adult educators, self-directed learning appeared as another model that helped define adult learners as different from children. Based on the pioneering work of Houle, Tough, and Knowles, early research on self-directed learning was descriptive, verifying the widespread presence of self-directed learning among adults and documenting the process as it occurred (Merriam, 2001). Houle, 1996, p. 29) stated that what is significant is that andragogy has alerted educators to the fact that they â€Å"should involve learners in as many aspects of their education as possible and in the creation of a climate in which they can most fruitfully learn†. What Merriam and Caffarella (1999) term â€Å"instructional â€Å" models of the process focus on what instructors can do in the formal classroom setting to foster self-direction and student control of learning. Historically, in relation to nursing education, the term learner-centred education did not appear frequently. This may have been attributed to the previous accepted nursing curriculum and prejudice against higher education, as evidenced by stereotyped cliches such as ‘nurses are born not made’. Advocates of the ‘hidden curriculum’ in nursing education (Clinton 1982, Crout, 1980) extended the argument to reason that nurse educators ‘de-emphasise’ the theoretical basis of nursing since they seek to train learners to become conformist, non-critical and obedient employees. (Sweeney, 1986). However nurse training did move into higher education, a move born of a desire to increase the ‘professionalism’ of nursing. As the author is a nurse educator within the mental health service area of a district health board, and there is a specific need and desire to both explore and evaluate self-directed/lifelong learning from a mental health educational viewpoint. The author also trained in Scotland in the 1980’s and was trained the traditional hospital apprentice model. Therefore the concept of self-directed /lifelong learning will be explored from my own experiences of learning, both in a pre-registration environment and over the span of my 20 year post qualifying period. In charting the development of lifelong learning as a concept and taking stock of its current location in nursing, one of the prominent elements noticed has been the proliferation of documents in the 1990’s emphasizing the value and the modes of implementation of lifelong learning in general as well as in nursing (Gopee, 2001). In the UK, the government’s nursing strategy document, Making a Difference (DoH, 1999) notes that ‘Lifelong learning is more than a slogan, and access to education, training and development is no longer an aspiration for the few but a necessary part of jobs and careers in most sectors’. The UK nurses’ professional body the Royal College of Nursing (1997) asserts that continuing professional development (CPD) should be seen ‘as a way of life’. Knapper and Cropley (2000) suggest that the term lifelong learning may be no more than a ‘unifying principle’ that links existing trends and tendencies in education. In other words lifelong learning takes a more holistic perspective, and should be a normal and realistic expectation throughout life. Certainly from the authors’ perspective, much has changed since the pre-registration days of my nurse training, whereby the UK was on the precipice of moving from an institutionalised model of care to a community based model and all that this entailed. The nature of mental health nursing delivery in the Western world, like all areas of health care, continues to undergo profound changes (Barling and Brown, 2001; Ryan-Nicholls, 2003). These changes – shifting client populations, case management, changing loci of care (e. g. , from hospital to community) and competing models of care – have impacted upon the practice of mental health nursing. In addition, educational provision for mental health nurses has had to address issues of change in recruitment, retention, career opportunities and practice development (Happell, 2001; Hannigan 2004). Additionally in Australia and New Zealand direct entry to mental health nursing was phased out by the mid 1990s. Despite the passage of time, there remains concern that mental health nursing has not been well served by this change in educational preparation (Happell, 2008a,b). Along with the reported shortage of mental health nurses, there has also been a decline in the number of graduates choosing a career in mental health nursing (Curtis, 2007) with relatively small numbers undertaking postgraduate study in this specialist area (Happell and Gough, 2009). Unlike Australia and New Zealand, the UK continues an undergraduate mental health nursing programme and anecdotal evidence would suggest that the problems of recruitment and retention in mental health nursing are more problematic on this side of the globe. Happell’s (2001) Australian study of almost 300 students showed that initially mental health was not a popular choice amongst undergraduate nursing students but, nevertheless, suggests that clinical experience in mental health settings modifies such erceptions. Educational provision beyond initial registration demonstrates the potential for, as well as the challenges, of continuing professional development for this group of nurses (Robinson and Tingle, 2003). One educational provision is to enhance the practice of particular mental health nursing skills. The use of particular psycho-social interventions, via such initiatives as the Thorn programme, has been highlighted in caring for clients with enduring mental health proble ms (Gamble, 1997). The author of this essay is a strong advocate for such programmes being introduced into a New Zealand post graduate mental health nursing programme, as she herself completed this programme over a 12 month period at the Maudsley Hospital in London. This programme recognised that whilst the UK has maintained an undergraduate mental health nursing programme, gaps continued to remain in nursing and other disciplines in the provision of adequate care for clients with enduring mental illness and their families. The Thorn programme aimed to minimise those gaps in the UK mental health service provision by ensuring that nurses and other disciplines had the necessary skills to meet those needs. As a nurse educator within the mental health services of a District Health Board in New Zealand, the role includes mandatory educational responsibilities for both nursing and allied health staff, within the provider arm and non-government organisations. The role extends to providing non-mandatory education to colleagues and this includes; enduring mental illness, clinical supervision, preceptor training, to name but a few. Also included is involvement in our New Graduate Mental Health Nursing Programme. This variety within my role can and does present both opportunities and challenges when attempting to foster and encourage new learning’s, and influence change. The challenge therefore is acknowledging the wide ranging experience and qualifications that learners have and creating an environment in which the participants and my role support both as being joint enquirers. Therefore whilst I believe my role as educator is not from a hierarchal model, rather one based on being learner centred and inclusive, I am also aware that at times my style of teaching can be more of a didactic model, however I encourage class participants to also share their own learning’s and experiences. I do however find myself wanting to impart as much knowledge as I can, and I believe some of this is fuelled by my own training and experiences and my on-going concerns that New Zealand does not have an ndergraduate mental health nursing programme. Having reviewed the many studies by Brenda Happell on the similar Australian comprehensive undergraduate nursing programme and the recruitment and retention issues within mental health nursing, I find myself concerned, especially for the future of mental health nursing and the ability to attract and retain our mental health colleagues. This however may serve to promote a more didactic teaching style and this is one of the challenges for me to remedy as a nurse educator. The educator role also includes our regular work-force, both registered and unregistered staff, therefore another challenge is to both promote and maintain good clinical understanding of mental health issues that impact our client group and their families, and keeping staff abreast of changes and national strategies and directives. Another challenge is that some attendees at mandatory training and continual professional development training are not there through choice, but rather because their managers have told them to attend and/or they require additional educational and professional development hours for their annual registration. A UK study by Gould et al. , (2007) on nurses’ experiences of continual professional development (CPD), five main themes emerged from the data: Who and what is CPD for? Accessing CPD; One size does not fit all; Managing work, life and doing CPD; and Making the best of CPD. The respondents in this research thought that CPD played an important role in enhancing service provision and maintaining safety for patients and nurses, and made links between CPD and clinical governance as well as bridging the theory practice gap. The importance of maintaining skills, remaining professionally updated and CPD was also considered to play a key role in both career and personal development. A fewer number of respondents expressed a view that ‘nursing had lost its way’ by becoming overly academic. They called for a return to traditional values, when much greater importance was placed on clinical experience. On the subject of managing work, life and CPD, some respondents complained of the expectation that they would invest personal time in CPD intended to primarily improve service delivery. This resulted in considerable resentment, especially when individuals were already feeling the effects of heavy clinical workloads, poor staffing and the rapid pace of change within the health system. Many of the opinions expressed corroborate the findings of other studies. Poor staffing levels and the absence of colleagues to provide ‘backfill’ was the same problem as in earlier reports (Shields, 2002) and as in the study by Gould et al. , 2004b, there was a feeling from some respondents’ that longer courses with academic emphasis were being promoted at the expense of those intended primarily to attain competency in clinical skills. From the authors own experience both as a clinician and as an educator, I would concur with the study findings and therefore, ongoing evaluation of my role and the content of the education being delivered, and how it is delivered is of paramount importance. One of the main objectives of the educator role is to identify the theory practice gap and how this can be reduced, in order to enhance the clinical outcomes for our clients and families, as well as creating job satisfaction, confidence and competence within our staff who deliver our mental health services. In general terms, the theory- practice gap can be defined as the discrepancy between what student nurses are taught in a classroom setting – the theoretical aspects of nursing – and what they experience on clinical placement – the practice of nursing (Jones, 1997). In the late 1980s, as a result of recommendations made in Project 2000’ (UKCC, 1986), nurse education in the UK moved from hospital-based schools of nursing into universities. Exposure of nursing students to the research-based education of universities was perceived as a way of fostering critical, analytical practitioners, capable of applying research to practice. However, there is contention that degree programmes focus on theory and research to the detriment of practice experience. Thus graduate nurses are accused of lack of competence when they first qualify (Roberts and Johnson, 2009). This is an accusation seldom if ever targeted at any of the other graduate professions within healthcare. For nurse education then, it is crucial that graduate programmes combine theoretical and practical learning and develop strategies to ensure that the competency of newly qualified nurses is assured (Taylor et al. , 2010). However changes to competence assessment in nursing have not been without its critics. Following a systematic review of the literature, Watson et al. , (2002) argued that there was no evidence to support the use of competency-based nurse education. Moreover, they asserted that while not wrong in itself, competence driven nurse education may be misguided because it encapsulates an ‘anti-education’ mentality’. Such is the complexity of competence assessment, that not even involvement of mentors in the process is unproblematic. Mosely and Davies (2008) reported that mentors often struggle with the cognitive demands of the role. Moreover, there are a number of organisational and contextual constraints that make assessment difficult. Lack of time is identified as a major constraint (Myall et al. , 2008; Wilkes, 2006). The problem is compounded by increased student numbers that impinge on placement provision and put mentors under pressure (Murray and Williamson, 2009). Additionally, there is lack of recognition for mentors (Bray and Nettleton, 2007; Kilcullen, 2007) and the inherent role confusion inherent in simultaneously acting as mentor and assessor (Bray and Nettleton, 2007; Wilkes, 2006). A UK study conducted by Corlett (2000), attempted to explore and identify the perceptions of nurse teachers, student nurses and preceptors of the theory-practice gap in nurse education. This study identified that without exception, interviewees felt a theory-practice gap does exist, with students saying it was huge, whilst teachers thought it was probably fairly narrow. Some teachers felt the gap was a beneficial phenomenon, encouraging students to develop problem-based learning and reflective skills to overcome the gap. Students viewed the differences as frustrating and gave more credence to what they saw and learned on placement. Whilst the study identified that preceptors played an important role in helping students relate theory to practice, interviewees felt there was little time to facilitate this process due to the shortness of placements – a finding supported by several other studies (Richards, 1993, White Riley, 1993, Philips et al. 1996). Several studies have also identified that nurse teachers are seen to teach an idealized version of nursing, which often did not fit with the realities of practice. Nurse teachers’ credibility is also lessened when students report what they had seen in the clinical area was different to what they had been taught. Sequencing theory and practice appears particularly worrying for students with the academic model and the role of nurse educators being far removed from reality, therefore a collaborative relationship between nurse educators, students and preceptors appears to be a potential way forward. Within the mental health services it is hoped that the nurse educator role, whilst based within the hospital setting, allows for some of the theory practice gap to be addressed and reduced, and that our staff who support and preceptor our students and newer staff also feel supported. In a study conducted by Hallin and Danielson (2010), preceptors who are supported and informed of the university’s expectations of what nursing students ought to achieve and how they should perform are significantly more likely to report and manage students with insufficiencies. However reasons given as to why nursing students with difficulties pass clinical education are primarily RNs’ feelings of guilt, lack of preceptor experience, insufficient time to observe the student, but also feelings of pity for students (Luhanga et al. , 2008b). Critical decisions on student performance are easier to handle when guidance and teacher support are insured, the structured three-way (tripartite) meetings between teacher, student and personal preceptor described in Hallin and Danielson (2010) model would improve evaluation quality. There is therefore no doubt that there is a need for improved communication, information sharing and collaboration between the tertiary institutions and clinical areas, this would enhance the integration of theory to clinical practice for nursing students , whilst supporting the preceptor in the understanding of the nursing programme. Other studies report that with high staff turnover and retention issues concerning RNs, lack of time and opportunity to be supported to take a preceptor-preparation course and other educational opportunities to increase RNs own knowledge, high student numbers and preceptors not being given adequate time and resources to spend with students, could increase RNs resentments of feeling overworked and therefore less eager to work with students. Undoubtedly, efforts must be made that ensure being a preceptor is considered an honour and results in benefits and rewards (Hyrkas and Shoemaker, 2007). In the role as a nurse educator within the District Health Board, preceptors attend a two day training course and there is ongoing education for them to access within our mental health training programme, it is hoped that this therefore minimises some of the negative impacts the research has found. As previously discussed, self-directed/lifelong learning is very much a part of being in the health and specifically the nursing profession, the authors own experience is that to keep abreast of our ever changing health system and how we deliver care now and in the future, nurses have to accept that this is a necessary part of our roles. There are many advantages to lifelong learning, including enhancement of knowledge of skills, promoting the best quality health services that we can deliver and ultimately improving outcomes for the people we deliver our services to. Life long learning within nursing also gives us the opportunity to bridge the transition from initial training to continuing education, especially important in health and from the author’s perspective in mental health. In the past 20 + years, we have moved to having hospital based care, to community care, this has had a profound impact for both clients and families within the mental health services. Whilst we acknowledge this has been an advantaged way of delivering care for those clients, it has also meant a huge reliance on families becoming care-givers, therefore to up skill our families; we must understand and up skill ourselves. Our society continues to evolve, just as how we deliver healthcare services continues to evolve, therefore the challenge may not only be the concept of self-directed/ life long learning, but how we ensure that we have robust supports and services in place to meet the needs of our health profession and the needs of nursing, both now and in the future.

Free Essays on The Effects Of Anti-smoking Ads On The Youth Of America.

The effects of anti-smoking ads on the youth of America. Anti-smoking ads have hit America’s youth like a ton of bricks, and they are working. The â€Å"Truth† ads seem to be especially effective on the youth of today. I did not really realize that there were any other anti-smoking ads before the â€Å"truth† ads. It turns out that there have been anti-smoking ads since 1998. Those ads did not have much of an effect on the youth. They did not state any of the stats that the â€Å"truth† ads do, and they do not have a hard-hitting theme. The ads that did not have a hard impact were â€Å"think, don’t smoke† ads, and they featured such things as young athletes saying no to cigarettes and then going on to win or do good in something. As a result of these ads smoking is way down among high school students. The rate of smokers among teens is at the lowest tat it has been since 1991. In 1991 twenty seven and a half pe4rcent of high school students said that they smoked, and in 2001 the seniors in high school who smoke is about thirty five percent. It is still too many when about one in four kids in high school are still lighting up. More of what the reason this could be is because the price of cigarettes has risen as much as $1.50 more as in New York. 63.9 percent of high school students said that they have had at least taken one puff of a cigarette in their entire lives. Smoking is killing a lot of people. In Asia about 50,000 teenagers start smoking every day. About two-thirds of the people who are under twenty-five will start smoking in China. More than half of the children who are seven to seven-teen smoke in the Philippines. They say that there needs to be better control of the tobacco. Everywhere except a few countries in Asia have some of the world’s weakest tobacco control laws. Many different things affect the rate of smoking in teens. Certain anti-smoking ads have more of an affect than other anti-smoking ads. If you wan... Free Essays on The Effects Of Anti-smoking Ads On The Youth Of America. Free Essays on The Effects Of Anti-smoking Ads On The Youth Of America. The effects of anti-smoking ads on the youth of America. Anti-smoking ads have hit America’s youth like a ton of bricks, and they are working. The â€Å"Truth† ads seem to be especially effective on the youth of today. I did not really realize that there were any other anti-smoking ads before the â€Å"truth† ads. It turns out that there have been anti-smoking ads since 1998. Those ads did not have much of an effect on the youth. They did not state any of the stats that the â€Å"truth† ads do, and they do not have a hard-hitting theme. The ads that did not have a hard impact were â€Å"think, don’t smoke† ads, and they featured such things as young athletes saying no to cigarettes and then going on to win or do good in something. As a result of these ads smoking is way down among high school students. The rate of smokers among teens is at the lowest tat it has been since 1991. In 1991 twenty seven and a half pe4rcent of high school students said that they smoked, and in 2001 the seniors in high school who smoke is about thirty five percent. It is still too many when about one in four kids in high school are still lighting up. More of what the reason this could be is because the price of cigarettes has risen as much as $1.50 more as in New York. 63.9 percent of high school students said that they have had at least taken one puff of a cigarette in their entire lives. Smoking is killing a lot of people. In Asia about 50,000 teenagers start smoking every day. About two-thirds of the people who are under twenty-five will start smoking in China. More than half of the children who are seven to seven-teen smoke in the Philippines. They say that there needs to be better control of the tobacco. Everywhere except a few countries in Asia have some of the world’s weakest tobacco control laws. Many different things affect the rate of smoking in teens. Certain anti-smoking ads have more of an affect than other anti-smoking ads. If you wan...

Cell Transport Mechanisms and Permeability Essay Example for Free (#4)

Cell Transport Mechanisms and Permeability Essay Exercise1 Cell Transport Mechanisms and Permeability Name ____________________________________________________________ Lab Time/Date ______________________________ Activity 1 Simulating Dialysis (Simple Diffusion) 1. Describe two variables that affect the rate of diffusion. * The size of the pores of the membrane * The size of the molecule diffusing through the membrane 2. Why do you think the urea was not able to diffuse through the 20 MWCO membrane? How well did the results compare with your prediction? * Because the pores of the membrane were not large enough * I predicted this correctly. 3. Describe the results of the attempts to diffuse glucose and albumin through the 200 MWCO membrane. How well did the results compare with your prediction? I predicted that only glucose would diffuse through it and was right. Albumin is too heavy to diffuse through that membrane. 4. Put the following in order from smallest to largest molecular weight: glucose, sodium chloride, albumin, and urea. NaCl, Urea, Glucose, Albumin Activity 2 Simulated Facilitated Diffusion 1. Explain one way in which facilitated diffusion is the same as simple diffusion and one way in which it differs. -Similar – They pass through the membrane without the use of ATP, they’re both forms of passive transport. -Different – The solutes in facilitated diffusion pass through a carrier protein while the solutes pass through the membrane in simple diffusion. 2.The larger value obtained when more glucose carriers were present corresponds to an increase in the rate of glucose transport. Explain why the rate increased. How well did the results compare with your prediction? Since there were more carrier proteins, more glucose could diffuse into the cell at one time which made the process go along much quicker. I predicted this correctly. 3.Explain your prediction for the effect Na+Cl− might have on glucose transport. In other words, explain why you picked the choice that you did. How well did the results compare with your prediction? I said that the rate of diffusion would decrease, which was wrong, because I figured that having the NaCl would equalize the concentration gradient and make the concentration gradient and make it a slower process. The rate actually remained unaffected because NaCl is not required for glucose in the simulation. Activity 3 Simulating Osmotic Pressure 1. Explain the effect that increasing the Na+Cl− concentration had on osmotic pressure and why it has this effect. How well did the results compare with your prediction? I predicted correctly in saying that the NaCl concentration would increase the pressure because they are directly related, meaning if one increased, that means the other one must have increased as well. 2. Describe one way in which osmosis is similar to simple diffusion and one way in which it is different. -Similar – Solutes can still pass through the membrane in both simple diffusion and osmosis. -Different – In diffusion, the particles go from high concentration regions to low concentration regions, while in osmosis it crosses from a region of low solute concentration to high solute concentration. 3.Solutes are sometimes measured in milliosmoles. Explain the statement, â€Å"Water chases milliosmoles.† Water follows the solutes (milliosmoles) into higher concentrated areas of solutes, me aning it was going against the concentration gradient and â€Å"chasing the milliosmoles.† 4.The conditions were 9 mM albumin in the left beaker and 10 mM glucose in the right beaker with the 200 MWCO membrane in place. Explain the results. How well did the results compare with your prediction? Keeping in mind the past activities, I predicted correctly before doing this activity. The glucose diffused through to the left beaker forming equilibrium, which created osmotic pressure on the left side. The albumin cannot fit through that membrane so it didn’t reach equilibrium. Activity 5 Simulating Active Transport 1. Describe the significance of using 9 mM sodium chloride inside the cell and 6 mM potassium chloride outside the cell, instead of other concentration ratios. Because the sodium-potassium pump needs a 3:2 ratio to function, meaning once the concentration of the KCl runs out then the NaCl cannot function either. 2. Explain why there was no sodium transport even though ATP was present. How well did the results compare with your prediction? I predicted wrong with this activity because I said that the Na+ would be maximally transported. I know now that although in the presence of ATP, the pump still cannot function without any K. 3. Explain why the addition of glucose carriers had no effect on sodium or potassium transport. How well did the results compare with your prediction? I also predicted incorrectly on this one because I did not realize that the glucose carriers don’t need ATP to function so they were still at the mercy of how much potassium there was in the sodium-potassium pump. I thought that there would be easier access into the cell for the Na and K cells. 4.Do you think glucose is being actively transported or transported by facilitated diffusion in this experiment? Explain your answer. Facilitated diffusion because it is moving with the concentration gradie nt and the glucose carriers don’t require ATP to transport the glucose. Cell Transport Mechanisms and Permeability. (2016, Apr 02).

Impearialism, colonialism. and globalization on how they affect the Essay

Impearialism, colonialism. and globalization on how they affect the middle east - Essay Example On the other hand, the democratization system has become a problem due to the influence of globalization. This is due to the clash of interest between the western industrialized nations and the state aboriginal affair (Alkadry 739). In the recent occurrences, most of the developed and decolonized have been caught up in the matrix of struggle for liberation and self-determination. Likewise, the countries of Middle East are furthering democracy and at the same time struggling to get self-determination in a postcolonial globalization context (Alkadry 739). Most of the countries in Middle East achieved their independence half a century ago. However, no single country in the region has a full-fledged democratic government. This is also evident in the wave of revolutions currently taking place in the region. Only few countries in the region that have made stride towards installing democratic institutions. These countries include Lebanon, Turkey, and Kuwait (Alkadry 740). The issue of self- determination is guided by two principles. They include national independence and freedom. In the Middle East, this has not been possible due to the threat of imperialism. This makes it difficult for the nations to move from a moment of national sovereignty and anti-social resistance to a moment of freedom and democratic governance (Alkadry 740). ... Algeria is one of the countries where imperialism was evident during the colonial period. It congest began in 1830. This occurred after French deployed powerful army in the region. The heavy military presence led to death of many Algerians. This helped France to acquire land in Algeria. This was followed by massive migration on settlers into Algeria to farm in the Algeria coastal plains (Women in World History 1). Most of the Algerians were employed in these farms as laborers. Moreover, France exercised control of public finances such as public works, education, and armed forces and security (Women in World History 1). However, there was armed resistance to the French rule based on tribes. The French armies in harsh means effectively subdued the rebellion. On the other hand, the colonial power was given voting power to elect representatives to the French legislature. Consequently, the colonial power possessed immense power and this helped in gaining enormous wealth. Additionally, mos t of the properties owned by the locals were confiscated both communal and private. In the year that followed, France exercised political, economic, and social dominance over Algeria and its inhabitants (Women in World History 1). This shows that imperialism helped France to develop their own ambitions and influenced wider developments. Imperialism affected countries in different ways. Imperialism helped in reviving the transport sector. This occurred as the colonizing country built roads and railways. This was meant to enhance easy movement for acquisition of raw materials. Moreover, there is an introduction of new technology, education, and improved health care (Hodgepodge 1). On the other hand, imperialism leads to negative effects. First, there was a lack of

Mao's propaganda with arts Essay Example | Topics and Well Written Essays - 2000 words

Mao's propaganda with arts - Essay Example Art propaganda was based on the cult of Mao and his unique vision of communist China. As a charismatic leader, he directed propaganda to mass publics and mass media amplified political and social messages. Mao's art propaganda was a product of the more egalitarian, participant forces that emerged in the communist China (Cheek 82). Unlike members of mass cultures, who were almost wholly dependent on their leaders for propaganda, members of the popular culture have gained the ability to initiate messages as well as respond to them. The aim of art propaganda was to remold the individual (Brady 98). Art propaganda was a part of new mass culture created by Mao. On the domestic front, the new government introduced a system of rationing cards to purchase food, clothing, and other scarce commodities essential for everyday living. Curbing and eliminating social ills also loomed large on the agenda, prompting government officials to crack down on black marketeering, religion, and the sale of opium (Cushing and Tompkins 43). In the case of opium, the government imposed stiff criminal penalties, including the execution of suppliers and dealers. By 1951 addiction to opium had fallen off sharply, enabling the government to focus more on the social consequences of drug abuse and on educational and rehabilitation programs for victims and users. The most extreme of this art propaganda was that which went under the name of the new republic and new social order established by Mao (Cushing and Tompkins 45). Art propaganda was one of the most effective and simple ways to influence Chinese society and form national ideals and values. The propaganda was grounded in the needs of totalitarian society to create and exploit mass cultures. Art propaganda flowed from the leader, Mao, to the led, from a few to many, not from many to a few (Cheek 81). Posters and wallpapers were used to educate the peasants in the political process by making them aware of their political power and encouraging them to seize the land and kill their landlords. Following Knight (2002): "He [Mao] recognized and admired the revolutionary potential of China's peasants that had resulted from centuries of feudal exploitation and oppression. He recognised, too, that conditions were deteriorating in the countryside due to the economic effects of imperialism and the political instability resulting from the collapse of the Qing dynasty and the division of China between hostile warlords" (29). In fact, estimates of the number of counterrevolutionaries executed during the early period of Mao's domestic revolution range between 1 and 3 million people, figures that raised the specter of a government-sanctioned reign of terror (Cheek 80). Emotional appeal was made in every major section of art propaganda, and even legal arguments were fundamentally based upon emotionalism. The effort was constantly made to arouse fear and hate of the capitalists, and pity, love, and admiration for the workers and communist regime. A most important phase of this technique was the practice of exploiting idealism. The Chinese

Harmful Affects of Marijuana :: Marijuana Should NOT Be Legal

Marijuana or cannabis is one of the most commonly abused drugs. Marijuana consists of the dried and crushed leaves, flowers, stems, and seeds of the cannabis sativa plant. Delta 9-tetrahydrocannabinol, also know as THC, is the primary psychoactive, mind-altering ingredient in marijuana that produces the feeling of being â€Å"high.† In this paper I will discuss some of the uses of marijuana, the effects of marijuana, its history, and some of the treatment methods for marijuana. Cannabis is one of the oldest known agricultural plants. Therefore it has a large presence in the history of the world. Woven fabrics have been discovered that are believed to be hemp fibers from 8000 to 7000 B.C. The first know use of hemp comes from China in about 4500 B.C. Which was used for rope, net making, and cloth weaving. Also, China was the first to use the plant for psychoactive purposes. India has documented the use of marijuana, or â€Å"bhang,† in the group of religious books known as the four â€Å"Vedas,† in about 1400 and 1000 B.C. These books refer to marijuana as one of the â€Å"five kingdoms of herbs†¦ which release us from anxiety.† Scientists believe that cannabis was introduced to the Middle East and Europe via India. Evidence has shown the use of cannabis in Norway and Germany in 400 B.C. In America, most believe that the Native Americans were aware of this plant, but most likely introduced by the Spaniards. The Spaniards brought the cannabis seed to Chile around 1545. In America, the plant was first grown in Virginia and Massachusetts in the sixteen hundreds. This plant was considered legal from the 1600’s until the 19th century. There is little evidence that shows marijuana being used for recreationally use in the U.S. during the 17th and 18th centuries. The drug became popular in the mid-19th century and was in most drugstores in though the beginning of the 20th century. Around the same time the recreational use for marijuana was first discovered. The Marijuana Tax Act of 1937 put a heavy tax on manufactures, importers, dealers, pharmacists, and medical practitioners. This tax outlawed the substance for recreational use. There was a very negative attitude toward marijuana during the 1940’s and 1950’s, although there was a resurgence of this drug during the 1960’s. Though this resurgence marijuana is still used for recreational use today.   Ã‚  Ã‚  Ã‚  Ã‚  Marijuana has many harmful effects on the human body.

Dbq Essay Crickets and Politics

The relationship between cricket and politics is clearly portrayed in South Asia from 1880 to 2005 through the easing of the tension between different caste members, although the tension eased was not always from a religious aspect between the Pakistanis, Indians, and the British. The different problems that arose in South Asia was mostly class or caste systems (Docs 2, 3, 4), rivalry (Docs 1, 6, 10), and religious tensions (Docs 5, 7, 8, 9) against the different countries and cricket teams. Cricket in many ways was a unifying force for the different classes in India as well as the relationship between Britain and India.As seen in Document 2, an Indian cricketer was invited to â€Å"†¦ join the Sussex team,† which was a team from England. This shows some equality between the British and the Indians because the British typically saw the Indians as lower than them in standards. However, this paper could have left some things out and used as a source of propaganda seeing tha t it was published by a British newspaper. (POV) This connection between the British and the Indians can also be seen in Document 3 because in the opinion of an English cricketer and historian, he felt that â€Å"Cricket unites the rulers and the ruled. The ruler in this case was Britain and the ruled was India. Cricket was said to be one of the most â€Å"†¦ civilizing influences,† and the one that did â€Å"†¦ least harm,† because rather than making the Indians grief over the fact that they were not an independent country, they gave them the sport of cricket, a source of happiness, moral training, and more. A sense of equality can be seen in Document 4 between the different castes in India. A lower caste Hindu was allowed to be on a team just because he was good at cricket.The other team members took him into the team and ignored the fact that they weren’t from the same caste. This is a very important example of unity because in history, different c aste systems were never allowed to mix. For example, a lower caste woman could not marry a higher caste man. Accepting a lower caste Hindu in a higher caste cricket team is a turn in history. Even though cricket was a very uniting force, it was also the cause of rivalry throughout India. Cricket was a sport brought to India by the British and the Indians were pretty grateful towards the British for bringing cricket.However, what they were not grateful for was the fact that the English would play polo on cricket grounds, as said in Document 1. Document 1 states that â€Å"†¦ more than five hundred young men of all ages and of all castes pursue this healthful sport on the Parade ground where alone they are permitted to play and which is the only ground suitable for cricket. † The Indians were arguing to the governor of the province of Bombay, India that the English were ruining the turf that they were playing cricket on by playing polo. They requested that the English shou ld play somewhere else and not on their turf.Furthermore, shown in Document 6, the Indians felt that when they â€Å"†¦ defeated the European teams of Calcutta†¦ ,† that it was the only time they were playing on the same level as the English. Fair and square. Usually, the British would have the authority potential wise, but the game of cricket evened it all out because when you play a sport, you can’t win by support, but by skill. Document 10 showed another example of rivalry. The chairman feels that Cricket is a sport that can bring people together and makes people ignore the fact that there are problems with water and etc.However, he’s not one to say these things. Cricket has brought Indians and Pakistanis together in so many ways, just like the chairman said, â€Å"We share culture. We share a history. We share so much. † Lastly, cricket played an important role in the religious tensions between the Indians and Pakistanis or the Hindus and Mu slims. Muhammad Ali Jinnah said in Document 5 that he hopes that the game of cricket teaches the different religious sides to unite and not fight about who won the game or lost the game. He believes that cricket â€Å"†¦ has many lessons to teach in other walks of life. This showed that although the religious tension was so great that they had to make two different countries for each religious side, they could still embrace the fact that they both share a common interest, cricket. In Document 7, an editorial in the Indian sports journal, they said that the purpose of the Quadrangular Tournament, a big cricket competition, has changed over the years due to some â€Å"†¦ self-seeking leaders,† who wanted to gain ends by stirring up religious fanaticism. They have turned the sport of cricket into a sport of religious rivalry.However, this editorial still agrees with the fact that cricket â€Å"†¦ did not harm. † This was an â€Å"editorial† so this article must have been very biased in their opinions on this subject. Having opinions in an article is a very powerful force because some opinions can move people and change their thoughts and ideas about something into something different. (POV) Mohandas Gandhi, the leader of the Indian independence movement and the voice of Document 8 also agrees with Document 7. Gandhi believes that having the Tournaments between religions is ridiculous.He says that if the Tournaments were between colleges and institutions, he could understand, but to have the Tournaments be between Hindu, Parsi, Muslim, and other religious teams is not understandable. Segregating teams by religion gave no way for competition to stir up. The game just became more of a religious movement. Document 9 shows a clear sense obvious religious tension. The Hindus feel that they are the superior religion and when the Hindus lose a game of cricket, the Muslims should not be celebrating but mourning for the Hindus’ l oss.I feel that this is very biased because it was written by the founder of a Hindu nationalist organization and it is a very selfish statement as well. Cricket should be a fair game and each side has their own choice of mourning or celebrating. The Hindus should not have to be the judge on who can celebrate and who can be sad. (POV) I feel that it would be helpful if there were two extra documents explaining the cricket and politics connection even more in depth.One of the documents should be from a lower- caste cricket player and the other one should be from a higher-caste cricket player because most of the documents given were from a high status point of view. They were all newspapers, organizations, or high-class leaders. Giving the input from a lower-caste would give us an input on how they felt about the whole class situation in cricket. Did they think it was fair? Did they feel as if they were being treated equally or were they still looked down upon? The other document from the higher-caste cricket player would give insight on how they felt about the lower-caste playing on their teams.How did they feel about it? Do they feel like they betrayed their caste system or was it still the same? In conclusion, cricket was not only a unifying sport between Indians-Pakistanis and Indians-British, it was also a sport that caused some rivalry and religious tensions. All sides had equal chance in winning the sport and for once, the British wouldn’t have to start at the top, which gave the Indians a sense of nationalism and independence in a way. Cricket gave these sides a different way of expressing their rivalry between each other instead of bloodshed.