Russian revolution Papers Assignement Essay Example | Topics and Well Written Essays - 1250 words

Russian revolution Papers Assignement - Essay Example Kaiser entitled, â€Å"The workers revolution in Russia, 1917†, the article â€Å"The rise and Fall of the soviet Union† by Laurie Stoff and the academic website, â€Å"Seventeen moments in Soviet History, primary and secondary sources covering 1917 through 1936†, the paper gives also greater insights into the advantages and disadvantages that came with the revolution. In the year 1917, the workers in Russia who were angry, hungry and tired of war carried out a revolution against the government of the then Tsar, Nicholas II 1. The revolution was fuelled by the antagonism of the lower class workers against the high class members of their society. Metalworkers involved in the revolution had radical perceptions in the struggle and called for the creation of a soviet power while the unskilled laborers in the country were fighting for better pays2. The revolution brought forth the birth of the communist state in the year 1922 that eventually collapsed in the early 199 0’s3. Before the formation of the communist state there were various other previous attempts to harmonize all the ethnic communities living within the country. The seizing of power after the revolution was done by the Bolsheviks. They empowered the poor and ethnic minorities with the power to rule the country along with the guaranteeing of greater women rights within their society4. The Bolsheviks also gave the people the opportunity to access universal education and self-improvement alternatives5. The ruling Bolsheviks have also been deemed responsible for the bloodiest crimes against the state that the world has witnessed6. Their crimes were committed through the imprisonments of their political rivals, nonconformist thinkers, the killing of many revolting people and the exiling of whole communities. In spite of all the bloody crimes that the Bolsheviks are responsible for instigating, their economic systems have been accredited with making the country the economic giant it currently is7. However, this was done at the expense of the citizens of the country who were greatly impoverished. The Bolsheviks had seized power from the Mensheviks who had gotten to power through their revolution in the month of February 1917 and created an interim government8. The seizing of power by the Bolsheviks took place in the month of October and was referred to as the Bolsheviks Revolution. The entry of the Bolsheviks into power saw the suppression of all politics along with beliefs that were not communist9. This is because the Bolsheviks claimed that they represented the voice of the workers in the country. In the years between 1917 to 1923, the country was involved in world war I and the Russian civilian war which pitted the Bolsheviks against the opposing white army along with foreign armies from France, the US and the UK (United Kingdom). The Bolsheviks won the civil war and rapidly established itself while spreading its policies throughout the rest of the country10 . The Bolsheviks fought under the leadership of Vladimir Lenin who passed away in the year 1924 only to be succeeded by Joseph Stalin who carried the leadership of the country to the 1950’s11. Previous reports indicate that the country had suffered from famine and a collapse of the economy during the Tsar’s regime in the World War I period12. The communist republic of Russia fought against the Polish Republic whose leader wanted

Poetry Analysis Essay Assignment Example | Topics and Well Written Essays - 1250 words

Poetry Analysis Assignment - Essay Example The speaker is conversing from beyond the grave and describing the journey she undertook with death. The speaker is now a ghost and journeys through the life before and after death together with death. Death is personified and appears to be travelling along with the speaker from life to afterlife. The setting of the poem keeps changing since the speaker and death are on a journey, which begins when the speaker is picked by death for what seems like an adventure. This paper focuses on analyzing the poem by explaining the different themes within the poem, which include mortality, immortality, love, and spirituality. This paper also seeks to analyze the different figures of speech such as personification, alliteration, and rhymes used by the author to emphasize on the themes. The poem â€Å"Because I Could Not Stop for Death† attempts to display the cycle of life. This statement depicts the speaker to have been too busy to notice the presence of death. The poem however analyses t he cycle from behind as it starts with the death. The lines â€Å"We paused before a House that seemed A Swelling of the Ground† (Dickinson, 2011, para. 5) describe the dwelling of the speaker, which shows that she is already dead and buried. The Statement â€Å"The Carriage held but just ourselves –/ and Immortality† (Dickinson, 2011, para 1) is used to depict a period or loneliness and isolation from the world. In this statement, the immortality is personified such that it appears to be accompanying the author. The author also attempts to demonstrate the loneliness that death brings. She then moves to the stage of childhood when she says â€Å"At Recess – in the Ring.† (Dickinson, 2011, para.3) This depicts the author is recalling and describing the prime years of life.  After this stage of delight, a stage full of uncertainty follows which the poet describes as he â€Å"Dews drew quivering and Chill –For only Gossamer, my Gown† ( Dickinson, 2011, para. 4). Some of the uncertainties characterizing this stage include unfulfilled needs. The speaker’s gown is not sufficient to protect her from the cold. â€Å"We slowly drove- He knew no haste† (Dickinson, 2011, para. 2) depicts death as a forward but slow process, which is like a long journey. Personification is used to emphasize the slowness of death. The main themes discussed in this poem include mortality, immortality, spirituality, and love. The theme of mortality gyrates throughout the poem since the poem is a depiction of the speaker’s attitude towards death. The speaker talks of â€Å"A Swelling of the Ground-† (Dickinson, 2011, para.5) indicating presence of a grave. The theme of immortality become evident as the speaker is already dead and yet revisits her before death, which indicates existence of afterlife. The line â€Å"Surmised the Horses’ Heads- Were toward Eternity –† (Dickinson, 2011, para.6) show s belief in life after death. The word Eternity is capitalized to indicate the place the author is travelling towards in her journey. The theme of spirituality in the poem is portrayed by use of a ghost speaker. Thus, the author must have been religious. The theme of love is evident when the speaker appears to be on a date with death though the theme is not clearly spelt. The author has utilized figurative language such as alliteration, repletion, symbolism, anthropomorphism, personification, paradox, and metaphor to accentuate the different themes. â€Å"And Immortality†

The Dramatic Significance of Act 3.4 of Richard III Essay Example for Free

The Dramatic Significance of Act 3.4 of Richard III Essay Dramatic significance is used in several instances in the given extract from Act 3 Scene 4, for various purposes such as to reveal to us the true nature of Richard, foreshadow deaths and ill-fortunes in the upcoming scenes as well as develop themes that have appeared in previous scenes such as the theme of curses and prophesies. The use of diction in the first few lines contributes to the creation of dramatic significance to develop the theme of evil and the role of the supernatural in the play. Words which connote supernatural and evil powers such as devilish, damned and witchcraft are used by Richard as he accuses people of having cursed him and hence caused harm to his body, such as his arm which he describes as a blasted sapling withered up. Dramatic significance is also used to show irony here as Richard is portraying himself as a victim of their evil forces. However, in actual fact, Richard is the one who is evil and conspires against everyone, attempting to deceive and overthrow them. He is also the one who has most often been associated with hell and the devil by many characters in the previous acts of the play. For example, in Act 1 Scene 3 Margaret refers to Richard as The slave of nature and the son of hell!. The hard alliteration of the d sounds in damned, death and devilish also make him sound evil and cruel. As such, we are able to see through his false front and also realise how absurd his argument is as he is born with the deformities that he is accusing others inflicting upon him. In Act 1, he himself used the phrase rudely stamped to describe himself, which shows that he was born with deformities. Punctuation and diction in Hastings responses to Richard also has dramatic significance as it reveals to us his true feelings towards Richard and establishes the hidden conflict present between them. For example, when Hastings says The tender love I bear your grace, my lord, he exaggerates by the using of the word tender to describe his love and the fact that he places my lord at the end of the sentence, causing a pause in the line, suggests the lack of sincerity in his words. Also, the use of If in his next response to Richard gives us a clear hint of the split between them as it is evident that he doubts Richards words. Dramatic significance is also used to foreshadow the evil that is to come. For example, when Hastings says that whoever offends Richard deserved death, he is digging his own grave as he is unknowingly granting permission for Richard to have him executed. He is unaware that Richard would soon throw accusations on him and have him killed. Hence, Hastingss death is foreshadowed. Another instance where death is foreshadowed is at the end of the extract when Hastings says that England will experience fearfulst time to thee/That ever wretched age hath looked upon and that his executioners Lovell and Ratcliffe shortly shall be dead. This also highlights the theme of curses and prophesies as these curses and prophesies actually come to pass towards the end of the play when Richard and his allies get defeated. In many other cases, curses have been fulfilled but the receivers of the curses or bad omens are ignorant of them and hence are not cautious of the danger that they will face and are unable to avoid them. For example, when Hastings was ordered to be executed, he was angry with himself for having brushed away all the warnings that he got, and not having taken Margarets curses seriously. This is shown through the repetition of Margarets name when Hastings says O Margaret, Margaret and the despaired tone that is conveyed through the use of exclamation marks, commas and diction such as scorn, loathe and wretched. We see Hastings regretfully state the several warnings that he had received, such as the stumbling of his horse upon approaching the tower where traitors were taken to for execution, Stanleys dream of a boar attacking them, in Act 3 Scene 2, which he disregarded, as well as Margarets curse in Act 1 Scene 3 saying That none of you may live your natural age, /But by some unlookd accident cut off!. This is also dramatically significant as well as it creates a sense of pathos for Hastings and his unfortunate predicament. We feel sorry for him and understand his pain and anger as he could have avoided this misfortune from happening as he says, For I, too fond, might have prevented this!. Lastly the stage directions in the extract are relevant in creating dramatic significance to show Richards forceful nature and power to control the behaviour of the noblemen and rope in their support. Firstly, he shows how easily he can call for an execution of someone by saying Off with his head. Now by Saint Paul I/Swearlook that it be done, making it sound all religious and official. After which, he says, The rest that love me, rise and follow me almost as if he were threatening those who stay behind with the same ending as what he had just caused for Hastings. As a result, the stage directions in response to Richards ending line is Exeunt [all but] LOVELLE and RATCLIFFE, with the LORD HASTINGS, showing us that the rest do fear Richard, his power, and that they understand the danger of losing their lives. This is also felt by Hastings as he describes him as O bloody Richard!. Hence, dramatic significance has been used effectively in the given extract to help us readers better understand the play and the message and ideas that Shakespeare is trying to convey.

Importance of Human Resource Development

Importance of Human Resource Development Importance of HRD Companies derive competitive advantage from training and development. Training and development programmes, as was pointed out earlier, help remove performance deficiencies in employee. This is particularly true when (1) the deficiency is caused by a lack of ability rather than a lack of motivation to perform, (2) the individual(s) involved have the aptitude and motivation need to learn to do the job better, and (3) supervisors and peers are supportive of the desired behaviors There is greater stability, flexibility, and capacity for growth in an organization. Training contributes to employee stability in at least two ways. Employees become efficient after undergoing training. Efficient employees contribute to the growth of the organization. Growth renders stability to the workforce. Further, trained employees tend to stay with the organization. They seldom leave the company. Training makes the employees versatile in operations. All rounders can be transferred to any job. Flexibility is therefore ensured. Growth indicates prosperity, which is reflected in increased profits from year to year. Who else but well-trained employees can contribute to the prosperity of an enterprise? Accidents, scrap and damage to machinery and equipment can be avoided or minimized through training. Even dissatisfaction, complaints, absenteeism, and turnover can be reduced if employees are trained well. Future needs of employees will be met through training and development programmes. Organizations take fresh diploma holders or graduates as apprentices or management trainees. They are absorbed after course completion. Training serves as an effective source of recruitment. Training is an investment in HR with a promise of better returns in future. A companys training and development pays dividends to the employee and the organization. Though no single training programme yields all the benefits, the organization which devotes itself to training and development enhances its HR capabilities and strengthens its competitive edge. At the same time, the employees personal and career goals are furthered, generally adding to his or her abilities and value to the employer. Ultimately, the objectives of the HR department are also furthered. Reasons for managers having poor views of training There are many impediments which can make a training programme ineffective. Following are the major hindrances: Management Commitment is Lacking and Uneven Most companies do not spend money on training. Those that do, tend to concentrate on managers, technicians and professionals. The rank-and-file workers are ignored. This must change, for, as a result of rapid technological change, combined with new approaches to organizational design and production management, workers are required to learn three types of new skills: (i) the ability to use technology, (ii) the ability to maintain it, and (ill) the ability to diagnose system problems. In an increasingly competitive environment, the ability to implement rapid changes in products and technologies is often essential for economic viability Aggregate Spending on Training is Inadequate Companies spend minuscule proportions of their revenues on training. Worse still, budget allocation to training is the first item to be cut when a company faces a financial crunch. Educational Institutions Award Degrees but Graduates Lack Skills This is the reason why business must spend vast sums of money to train workers in basic skills. Organizations also need to train employees in multiple skills. Managers, particularly at the middle level, need to be retrained in team-playing skills, entrepreneurship skills, leadership skills and customer-orientation skills. Large-scale Poaching of Trained Workers Trained workforce is in great demand. Unlike Germany, where local business groups pressure companies not to poach on another companys employees, there is no such system in our country. Companies in our country, however, insist on employees to sign bonds of tenure before sending them for training, particularly before deputing them to undergo training in foreign countries. Such bonds are not effective as the employees or the poachers are prepared to pay the stipulated amounts as compensation when the bonds are breached. No Help to Workers Displaced because of Downsizing Organizations are downsizing and de-layering in order to trim their workforces. The government should set apart certain fund from the National Renewal Fund for the purpose of retraining and rehabilitating displaced workers. Recommendations The last stage in the training and development process is the evaluation of results. Since huge sums of money are spent on training and development, how far the programme has been useful must be judged/determined. Evaluation helps determine the results of the training and development programme. In practice, however, organizations either overlook or lack facilities for evaluation. Need for Evaluation: The main objective of evaluating the training programmes is to determine if they are accomplishing specific training objectives that are, correcting performance deficiencies. A second reason for evaluation is to ensure that any changes in trainee capabilities are due to the training programme and not due to any other conditions. Training programmes should be evaluated to determine their cost effectiveness. Evaluation is useful to explain programme failure, should finally, credibility of training and development is greatly enhanced when it is proved that the organization has benefited tangibly from it. Principles of Evaluation: Evaluation of the training programme must be based on the principles: Evaluation specialist must be clear about the goals and purposes of evaluation. Evaluation must be continuous. Evaluation must be specific. Evaluation must provide the means and focus for trainers to be able to appraise themselves, their practices, and their products. Evaluation must be based on objective methods and standards. Realistic target dates must be set for each phase of the evaluation process. A sense of urgency must be developed, but deadlines that are unreasonably high will result in poor evaluation Criteria for Evaluation: The last column in Fig. 9.1 contains a number of potential goals Training validity: Did the trainees learn during training? Transfer validity: What has been learnt in training, has it been transferred on the job enhanced performance in the work organization? Intra-organizational validity: Is performance of the new group of trainees, for which the training programme was developed, consistent with the performance of the original training group? Inter-organizational validity: Can a training programme validated in one organization be used successfully in another organization? These questions often result in different evaluation techniques. Techniques of Evaluation: Several techniques of evaluation are being used in organization may be stated that the usefulness of the methods is inversely proportional to the ease with which evaluation can be done. One approach towards evaluation is to use experimental and control groups. Each group is randomly selected, one to receive training (experimental) and the other not to receive training (control). The random selection helps to assure the formation of groups quite similar to each other. Measures are taken of the relevant indicators of success (e.g. words typed per minute, quality pieces produced per hour, wires attached per minute) before and after training for both groups. If the gains demonstrated by the experimental groups are better than those by the control group, the training programme is labeled as successful. Another method of training evaluation involves longitudinal or time-series analysis. Measures are taken before the programme begins and are continued during and after the programme is completed. These results are plotted on a graph to determine whether changes have occurred and remain as a result of the training effort. To further validate that change has occurred as a result of training and not due to some other variable, a control group may be included. One simple method of evaluation is to send a questionnaire to the trainees after the completion the programme to obtain their opinions about the programmes worth. Their opinions could through interviews. A variation of this method is to measure the knowledge and/or skills that employee possess at the commencement and completion of a training. If the measurement reveals that the results after training are satisfactory, then the training may be taken as successful.

OConnors The Lame Shall Enter First :: Lame Shall Enter First Essays

O'Connor's The Lame Shall Enter First "The Lame Shall Enter First" concentrates on the relationship between Sheppard and, on the one hand, his son Norton, and on the other a boy in a reformatory, Johnson. Sheppard's wife is dead and Norton misses his mother. Sheppard can't understand Norton at all and chooses to spend all of his time helping Johnson, who tells him that Satan has him in his power (150). Sheppard of course does not believe in Satan and tries to rationalise the whole situation. He brings Johnson home and Johnson interferes with Norton's mother's belongings which, of course, greatly upsets Norton. Sheppard's reaction to this is that Norton really needs to learn how to share things. Johnson reacts very badly to this and plays Sheppard off against his son. When Sheppard leaves the room after he has told Johnson that he thinks he's good for Norton because Norton needs to share things, Johnson says: "'God kid . . . how do you stand it? . . He thinks he's Jesus Christ!'" (161). As the story proceeds Johnson tries to get Sheppard to see that evil exists and that Satan actually runs the world as he sees it (164). The outcome of the story, as might be expected from the rest of O'Connor's stories, is that Sheppard is unable to use reason to change Johnson. Despite Sheppard's attempts to help Johnson walk better (hence the title "The Lame Shall Enter First") by giving him a wooden leg, Johnson sticks by his notion that what is really wrong with him is evil: Sheppard said . . . "I am going to save you." Johnson thrust his head forward. "Save yourself," he hissed. "Nobody can save me but Jesus." (180) A little later Johnson says to Sheppard: "'The Devil has you in his power'" (185). He then disappears. At the end of the story Johnson is caught by the police in further wrong-doing and Norton commits suicide by hanging himself from the window through which he has been trying to find his mother amongst the stars with a telescope. Towards the end Sheppard realises that he has confused good works with Christian faith. Works won't save you but great faith will: Norton's face rose before him, empty, forlorn, his left eye listing almost imperceptibly toward the outer rim as if it could not bear a full view of grief.

Personal Narrative - The Day the Police Came for Me :: Personal Narrative

The Day the Police Came for Me The door opened and in walked the hated vice-principal of my high school, who walked straight up to my 3rd hour English teacher and whispered something into his ear. They both turned and looked in my direction. I stared back blankly, wondering why they were looking at me. Through an undoubtedly bad experience in high school, I learned a very valuable lesson about life, people, and events. Mr. Burton, also the "dean of discipline", asked me to take my things and come with him. I obeyed as my mind scanned itself over and over to think of what I had done. I had always been a good kid in school, had always received at least honor roll or principal’s list every quarter since elementary school, and never got in trouble. Yet, here I was riding with the vice-principal in his golf cart through the rows of cars in the student parking lot, until he stopped behind mine. We got out and then he asked me to open my trunk, and then asked a very confusing and ridiculous question at the time, "Do you have a gun or any other weapon in your vehicle?" I almost laughed at him, and then stopped, realizing I did have a pellet gun I accidentally left in my car. How he knew or why he cared I didn’t know, so I said "Yeah I have a b.b. gun under the front passenger seat," as I reached under and grabbed it for him. We then proceeded to his office, where a police officer was waiting for me. They then informed me then of what the incident was about. The day before, like I always do, I usually take home about three or four friends in my car. That day, there happened to be about five or six people who wanted a ride. However, me being a nice guy and kind of gullible, and them being my friends, I couldn’t say no. So we crammed about three or four people in the backseat, one in the passenger seat, and one in the trunk. It was not a very wise decision to let my crazy friend Chris ride in the trunk with it open. I had left my b.b. gun in there by accident one day when I was bringing it to a friend’s house. Chris found it as we were driving down the road, so he opened the trunk up and pointed the gun at cars driving behind us.

The Leadership Education

A. Leadership education. While the debate over whether effective leaders are born that way or can learn these skills, the fact remains that even natural-born leaders need some help in understand the dynamics involved in teams. All of the U.S. military branches of services recognized this need early on and established service academies to help train their future leaders, but people in business, academia and other professions also have relevant leadership education available as well. According to Barker and Rost (2000), the content of leadership education courses required for the 21st century should address three general categories: (i) the evolution of social change and development, (ii) the processes that influence social development, and (iii) the dynamics of human nature in change processes. These authors add that, â€Å"Leadership education is aimed at producing citizens for a democratic society† (p. 3). B. Continuing education. Many professions require continuing education credits to maintain credentialing and privileges for practice; for example, lawyers and healthcare practitioners must complete a set number of credit hours each year for this purpose. While all professions may not mandate it, the individual pursuit of continuing education in any field should be regarded as a sound business investment, just as the provision of such training by organizations makes good sense. Because of the importance of having effective leaders in any organizational setting, it is vitally important for them to remain cognizant of changes and innovations in their field, as well as in allied fields that may impact their industry. Today is an excellent time to be a professional in search of continuing educational opportunities, though, because of the explosion in adult education classes designed for this purpose, particularly in online forums of various types. In this regard, Jarvis (2002) reports that, â€Å"Adult and continuing education is changing at a tremendously rapid rate in this contemporary, urban world,† and the purposes for which adult leaders are seeking continuing education have changed in fundamental ways in recent years (p. iii). Likewise, Beaudoin (2002) points out that, â€Å"The proliferation of instructional technology in the past decade, particularly in higher education settings, is having a profound impact on how teaching and learning now occurs, and is transforming the means by which institutions reach and support an emerging worldwide market across time and distance† (p. 131). This author adds that because it is so important to organizational and individual success, continuing education has a well developed format concerning not only to the planning and management of continuing education activities, but also insights in the area of leadership (Beaudoin, 2002). C. Types of education. Because every business situation is unique, leadership is taught in a variety of ways across many disciplines. According to Nirenberg (1998), â€Å"Most schools of business typically include the study of leadership as part of a survey of organizational behavior (OB) theory and not as a course in its own right. By all accounts, though, there are continuing and adult education opportunities available for virtually any vocation and avocation today through community colleges and online learning forums and even busy professionals can take advantages of these services. More importantly, though, effective leaders need to be well-rounded individuals with a basic understanding of how the business world works and what makes people behave the way they do. The types of education required for these complicated purposes are clearly a lifelong endeavor because they must continue to be updated and refined, and the more variety in the educational services taken over the course of a individual's career, the more effective leader that person will likely be. The Leadership Education A. Leadership education. While the debate over whether effective leaders are born that way or can learn these skills, the fact remains that even natural-born leaders need some help in understand the dynamics involved in teams. All of the U.S. military branches of services recognized this need early on and established service academies to help train their future leaders, but people in business, academia and other professions also have relevant leadership education available as well. According to Barker and Rost (2000), the content of leadership education courses required for the 21st century should address three general categories: (i) the evolution of social change and development, (ii) the processes that influence social development, and (iii) the dynamics of human nature in change processes. These authors add that, â€Å"Leadership education is aimed at producing citizens for a democratic society† (p. 3). B. Continuing education. Many professions require continuing education credits to maintain credentialing and privileges for practice; for example, lawyers and healthcare practitioners must complete a set number of credit hours each year for this purpose. While all professions may not mandate it, the individual pursuit of continuing education in any field should be regarded as a sound business investment, just as the provision of such training by organizations makes good sense. Because of the importance of having effective leaders in any organizational setting, it is vitally important for them to remain cognizant of changes and innovations in their field, as well as in allied fields that may impact their industry. Today is an excellent time to be a professional in search of continuing educational opportunities, though, because of the explosion in adult education classes designed for this purpose, particularly in online forums of various types. In this regard, Jarvis (2002) reports that, â€Å"Adult and continuing education is changing at a tremendously rapid rate in this contemporary, urban world,† and the purposes for which adult leaders are seeking continuing education have changed in fundamental ways in recent years (p. iii). Likewise, Beaudoin (2002) points out that, â€Å"The proliferation of instructional technology in the past decade, particularly in higher education settings, is having a profound impact on how teaching and learning now occurs, and is transforming the means by which institutions reach and support an emerging worldwide market across time and distance† (p. 131). This author adds that because it is so important to organizational and individual success, continuing education has a well developed format concerning not only to the planning and management of continuing education activities, but also insights in the area of leadership (Beaudoin, 2002). C. Types of education. Because every business situation is unique, leadership is taught in a variety of ways across many disciplines. According to Nirenberg (1998), â€Å"Most schools of business typically include the study of leadership as part of a survey of organizational behavior (OB) theory and not as a course in its own right. By all accounts, though, there are continuing and adult education opportunities available for virtually any vocation and avocation today through community colleges and online learning forums and even busy professionals can take advantages of these services. More importantly, though, effective leaders need to be well-rounded individuals with a basic understanding of how the business world works and what makes people behave the way they do. The types of education required for these complicated purposes are clearly a lifelong endeavor because they must continue to be updated and refined, and the more variety in the educational services taken over the course of a individual's career, the more effective leader that person will likely be.