The Misinterpretation Of Reality by Arthur Miller - Free Essay Example

Whenever hysteria occurs, it appears to tolerate the misinterpretation of reality, unspeakable actions and baseless allegations causing societies to break. In the novel The Crucible, Arthur Miller the author of the book, depicts this throughout the story. The Crucible takes place in the Puritan town of Salem, Massachusetts, in the year 1692. There are several key settings throughout the story. The entire book is about how an insignificant group of girls create mass hysteria in a small town, and how it impacts hundreds of people. The story begins when a group of girls dance in the woods with a black slave named Tituba. While they dance, they are discovered by Reverend Parris, the local minister of Salem. Betty, Parris daughter, fall unconscious on the ground when she sees him. Soon people gather up in Parris home while rumors about witchcraft go around the town. Everything and everyone in Salem simply belongs to God or to the devil; argument is not merely illegal, it is linked with satanic activity. This contrast functions as the underlying logic of why the witch trials take place. Hysteria plays an important role in the town of Salem through power of manipulation and fear which is evident in the decisions of those who accuse, those who are accused and those who judge them. Back in history, women usually stayed at home, cleaned the house and cooked and sewed. They didnt go out to work as often and many girls didnt even get to go to school. Men were considered to be much more important than women, white people were considered of high status than any other race and the wealthy had more position and power than the poor. The Crucible portrays these divisions, and privileges that certain characters have over the other and how they accuse and manipulate people to their own advantage. Firstly, when Parris say, Such a Christian that will not come to church but once in a month!(Miller 84) or Hers come to overthrow this court, Your Honour(Miller 85). He is unhesitant to blame people that didnt like him, and tries to win favour in the town by being a kiss-up to the judges. Also, in his desperate attempt to protect his reputation, he conveniently hid the fact that Abigail Williams had been caught casting spells in the forest. As Miller says,the paranoid, real or pretended, always secretes its pearl around a grain of fact. Blinded by keeping their public reputation, the people of Salem fear that the sins of their friends, family and their close ones will taint their names. Furthermore, Mrs. Putnams believes, If Jacobs hangs for a witch he forfeit up his propertykilling neighbors for their land(Miller 89). She was too obsessed on blaming other people for the death of her children. She had already turned to witchcraft to find out who murdered her children and without a th ought she jumped on the accusation bandwagon. As Miller says, Not everybody was accused, after all, so there must be some reason why you were. Thomas caused his daughter to cry out against people whose land he wanted to acquire when they were imprisoned. This shows that hysteria only thrives because people benefit from it. Likewise, there is Abigail Williams who accuses Mary Warren,But God made my face; you cannot want to tear my face. Envy is a deadly sin, Mary(Miller 106). When people are inclined to die for a justification, unfortunately theyre often willing to kill for that same justification. In The Crucible, the belief that witchcraft was a manifestation of Satans presence in their town caused them, in their religious vehemence, to eradicate or kill any indications of witchcraft that was thought to be against god. As Weales says, A mood of mass hysteria in which guilt and confession become public virtues. Abby realizes the power of hysteria and uses the situation to accuse Mary Warren of witchcraft and have her sent to jai l. This was significant because if someone was accused and denied the accusations, they were immediately hung, but if one confessed, all they did was muddy their names and not stay true to their faith. Consequently, the people of Salem accept and become active in the hysterical climate not only out of sincere religious holiness or devotion but also because it gives them an opportunity to express repressed sentiments and resentments. Hysteria also plays out in destroying several innocent peoplers lives, mainly because the people of Salem committed ridiculously irrational acts guided by their suppressed emotions, for instance rage and greed or out of utter oafishness. This shows how easy it is for people to accuse one another without any hard evidence due to the fickle nature of the court in town. This is best illustrated through Giles Corey when he said, It discomfits me! Last night mark this I tried and tried and could not say my prayers. And then she close her book and walks out of the house, and suddenly mark this I could pray again!(Miller 38). Later in the story his wife is being accused of cursing the pigs and reading fortunes and when asked the name of the accuser, they say it was Giles who accused her own wife. When she is arrested, he regrets talking about the books and tells the court that he only said she read them, not that she was into witchcraft. But it was already too late. In the same way, Elizabeth, John Proctorrs wife was accused by Abigail Williams who wanted to get rid of his wife so they can be together. But John realizes his sins and confesses to the court of Adultery and the only reason why Abigail is accusing his wife is that she wants to replace her, as John announces, But it is a whorers vengeance(102). As Ditsky observes, The case of Abigail involves moral choice in spite of enlightenment of sorts of the side of wrong by this partner in John Proctorrs love affair. When Elizabeth finds out that Abigail is the one who accused her, she immediately tells John that Abigail is taking a big chance in accusing her, since Elizabeth is a farmerrs wife with some status. But little did she know that Abigail is gambling it all to go after John. Consequently, John tries to convince Mary Warren to testify against her, but Abigail, through her manipulative ability shifts the accusation back onto Mary. In a foolish attempt to save herself, Mary charges John that he forced her to do by saying,He come at me by night and every day to sign, to sign, to-(Miller 121). In brief, the unrelenting desire to want more and own more generated an environment that vitalized falsehood, deception and manipulation among neighbours. This draws the extreme lengths the characters are willing to go to and the innocent lives they are ready to destroy just to have the thing they desire leads to the witch trials. Many characters struggle with judgement before and after the events in the story, trying to figure out if the outcomes of their actions are just or not. Making a judgement on somebody may seem harmless and inconspicuous, but it can be catastrophic. The Crucible outlines this through peoplers poor judgement that led to mass hysteria and calamity in the town of Salem. Take for example Danforth who said, Do you know Mr. Proctor, that the entire contention of the state in these trials is that the voice of Haven is speaking through the children?(82). Danforth has already decided that the girls are innocent and are speaking truthfully, that God is speaking through them, and so anyone they accuse must automatically be guilty. This is clearly the kind of bias that prevents people from getting fair trials and assigns an absurd amount of power to the undeserving. As Miller says, the plot justified the crushing of all nuance, all the shading that a realistic judgement of reality requires. Danforthrs Judgement, which he is always very single-minded and strict about, is obviously wrong: Elizabeth, Martha Corey, Rebecca Nurse are not witches at all. Danforth cant change his mind, even after all the evidence, reasoning and rationale points him towards being wrong. Danforth mindlessly believes that a reliable judge must never reconsider his stance. In contrast, there is Hale who confronts, Excellency, I have signed seventy-two death warrants; I am a minister of the Lord, and I dare not take a life without there be a proof so immaculate no slightest qualm of conscience may doubt it(Miller 92). As the story goes on, his motive starts to change. When faced with the truth, he is unsure about accepting his mistake, probably because he never imagined the idea of the accusers being wrong. If this was the case, then all the death warrants he has signed where a mistake, resulting in the innocent deaths being placed on his shoulders. Also, confessing his sins would automatically destroy his reputation as well as publicrs trust. Lastly, Hathorne with a mystical tone, says: God be praised! It is a providence! He rushes out the door, and his voice is heard calling down the corridor, He will confess! Proctor will confess!(127). As time, the executions go by, Danforth and Hathorne stay convicted of the authority and truth of the court. Hathorne becomes extremely joyful when John Proctor is ready to falsely confess to witchcraft. Hathorne regrets nothing. As a result, hysteria overrides logic and allows people to believe that their neighbours, whom they have always considered honest and upright people, are committing ridiculous and far-fetched crimes namely interacting with the devil, killing babies, and so on. In conclusion, hysteria plays a major role in bringing unreasonable acts to the people of Salem. There is no room for deviation from social norms, as anyone whose private life is not in accordance with established moral laws poses a threat not only to the public good but also to God and his religion. This creates an environment in which people act on their grievance and resentments, which is illustrated by many characters throughout the story, as they eventually destroy each other in the process. Hysteria is displayed by societies all over the world. It is a crucial aspect in establishing and, in particular, breaking relationships.

Communication From Child s Family And / Or Specialist

There are million different ways to communicate. When someone’s communication received by none one all the time or all most of time, it will be frustrating, because the person are not treated as a full human being. Barriers to doing and barriers to being can be removed when shared communication is facilitated. The first step to allow communication to flow in early childhood centre, educator require to understand and research about children’s communication from child’s family and/or specialist. As educator we need to support for communication by make sure that we are facilitating that successful shared communication, allows different communication to be use in the center, and to enable everyone to be heard, and to enrich different communication in the centre, because it is a human right, and fundamental to inclusion, so when Amari’s start attending the centre, other children can understand and respect Amari’s language. 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The more common symptoms include difficulty with communication, difficulty with social interactions, obsessive interest, and abnormal behaviors. Recognizing these symptoms at a very young age isRead MoreWolfgang Mozart Was Born In Salzburg, Austria In January1057 Words   |  5 Pagesimpairments in social interaction — such as being aware of other people’s feelings — and verbal and nonverbal communication.† Experts are still uncertain about the causes of autism. Unlike other disorders autism spectrum disorder has multiple causes. Genetic factors are a big part of the development of autism. â€Å"In a family with one autistic child, the chance of having another child with autism is about 5 percent-or one in 20-much high than in normal population† (What Causes Autism, 2017). Genes

Essay about Regular vs. Special Education Classes

I posed this question prior to my research; do special education students receive the same attention and level of education as students in regular education? Through investigation and observation, I explored the differences between regular education classrooms and special education classrooms to see if there were in fact inequalities between the two. Prior to doing research, I assumed that all education was alike, and that regardless of special needs, the educational institution provided an equal opportunity for all students to learn. This paper will show the level of equity and reflect on the social justice of special education in the current school platform. It will outline the research that I have conducted and demonstrate the†¦show more content†¦The teacher spent the majority of her day controlling the classroom and tending to needs outside education, for example grooming and inappropriate behavior. In this type of setting, there should a full-time aide for every t wo children. When I asked the teacher why she did not have the aides, she said â€Å"there is just no money, the school is already in danger of shutting down, and we can’t afford to spend money when it is not an absolute need†. The teacher also pointed out that she had no chalk, no paper, and no paper clips, just to name a few of supplies needed to run a successful classroom. The staff used the last of the office supplies for the month and had to wait another week until they can replenish the stock. The teachers, aides, and staff work exhausting long days to provide for these students and see very little in return. After spending the day at the Therapeutic Day School, I see a great need for funding. The facilities are not equipped for students who have such a variety of disabilities. Unfortunately, because there is not enough money for teachers, students are falling behind when they could excel at a higher rate. 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Artifact Description free essay sample

I dated the document as when Barton actually was given permission to first go to the battlefield by Colonel Pucker. Then, I signed it as the colonel for authenticity. To be properly and appropriately clothed, Barton wore a dress even on the battlefield as it was disrespectful to wear anything less. The ~’Angel of the Battlefield was known to wear a dress and apron. This artifact explains how Clara Barton was dressed most of the time. Miss Barton was given the task of finding and identifying missing soldiers, prisoners of war, and also dead men. Shed write to family members of these heroes to tell of her findings. In this artifact, the letter is written from Clara Barton to ask people if they have seen any soldiers. One of Miss Bartons later accomplishments was that of helping come up with the original first aid kits. This small and accessible tool forever changed the practice of nursing. We will write a custom essay sample on Artifact Description or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It has a variety of helpful things in the case of an emergency. The First Aid Kit has developed over the years and has contributed to getting aid quickly. The amethyst pansy brooch and smoky topaz brooch presented to Miss Barton by her dear friend, the Grand Duchess Louise, became her most cherished possessions. Clara Barton wore this brooch everywhere she went. It was one of her most valued possessions as well. â€Å"A Memory of Salferino,† by Harry Dunant was one of her favorite books to read in free time. The book gave her many inspirations and ideas of what to do in her life, it motivated her completely. The artifact helped her decide who she wanted to become. A newspaper was written in honor of Clara Barton. It explains why Barton should be entered into the power hall of fame. The artifact was written a few years later after Clara Barton’s death and showed her impact and accomplishments. As I was looking through a box of Clara Barton’s belongings, I found a letter that was written to one of her cousins during the time of The Civil War. The artifact above expresses her feelings to her cousin and how she really misses her. It was one of the pages from her diary. An artifact which was the most important to Clara Barton was the picture of her father. He was a huge impact on Clara Barton’s life and after his death; she kept his picture with her through all of her journeys.

Report of Experiences in Assessments in Matoska International School

Introduction At Matoska International School, assessment is one of the key elements of the teaching and learning process. Assessment is concerned with the gathering of valuable feedback from student in term of what the student know, what the students feel and what the students are able to do at various stages of the teaching learning process in response to what they have learned.Advertising We will write a custom term paper sample on Report of Experiences in Assessments in Matoska International School specifically for you for only $16.05 $11/page Learn More The school has multi faceted assessment criteria that aim at evaluating different types of learning such as skills, knowledge and attitudes. It also means that students are an integral part of the assessment process and that the students are encouraged to develop critical thinking as well as a self evaluation mentality. Assessment at Matoska International School is not only for the purpose of gatherin g information for the sake of enriching the teaching and learning process but is intended to aid in the development of students’ learning and learned abilities. As such it is an ongoing process that also involves the environment, the community as well as the student’s family members. The student is continuously informed of the assessment criteria and adequately prepared before any assessment test is administered (Matoska n.d). Assessment is therefore a continuous process of varied activities intended to develop the student and involves various parties such as the parent community, and the family members while the student is the central figure in the entire process. Assessment methods At Matoska, teaching and learning is multifaceted and as such the assessment criteria is modeled along the Bloom concept of learning domains. It evaluates various aspects of learning such as knowledge skills and attitudes. Knowledge learned is assessed through summative tests at the end of every learning unit. The learner is required to define, describe, knows, lists, or recall knowledge learned. The learner is also expected to show the ability to analyze knowledge learned. Assessment also tests the learner’s attitudes. This involves testing whether the learner’s skills, concept and beliefs have been affected by what has been learned. As such the learner will be observed to identify how he/she cooperates, influences, questions and internalizes learned values. Furthermore, assessment is also intended to evaluate the learners ‘doing’ abilities. This includes testing the learner fro creating, constructing, composing designing and such other physical abilities. Assessment involves both qualitative and quantitative evaluation.Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Quantitative assessment involves awarding of numerical score or grades while qualitat ive assessment appeals to a teachers emotion and responses such as good, satisfactory, excellent are involved. Qualitative assessment is used in assessing both written and unwritten tests. Furthermore, assessment also tests a learners psychomotor skills; the ability of the students to do what they have learned in class. Therefore, the assessment at Matoska involves a variety of methods (Matoska n.d). To begin with the teachers use the paper pencil methods. This involves written response where students will write tests that may either involve multiple choices, short answers or essays. Written assessment is done both as a continuous measurement method of a student learning. Therefore it is achieved through writing daily class room assignment as well as the end of every learning unit or semesters exams. Non paper and pencil assessment involves unwritten evaluation such oral tests and manual task. A student is required to give oral responses to questions as well as completing manual tas ks such as simple laboratory experiments while following simple procedures. Unwritten assessment is also part of co curricula activities such as debating, group discussions, music, as well as sports and physical education. The teacher will also observe the student developmental needs in communication skills, interpersonal skills and the way the student relates to the environment around them (Gredler1999). The purpose of assessment The methods mentioned above are student centered and as such the main purpose of using them is to make the student be part of teaching learning process. Thus the student becomes an active participant in the learning process. Students are encouraged to develop self evaluation mechanism and as such they reflect on what they have learned. They are therefore become aware of their own personal academic progress and as such the student will make self directed effort to improve their grade (Matsoka, n.d; Badders, 2000). The tools mentioned above are also very use ful in gathering information about the teaching learning process. This information is valuable as it will inform the teaching methods applied to the whole class in general as well as for specific learners. Diagnostic tests help the teacher to understand the student entry level knowledge and learning needs. Assessment is also part of the professional teacher’s duty. At Matoska, teachers are supposed to administer tests and examinations at predetermined times in fulfillment of their professional duties. Such include Minnesota Comprehensive Assessment, administered every spring to students to grades 3 to 5 (Matoska n.d.).Advertising We will write a custom term paper sample on Report of Experiences in Assessments in Matoska International School specifically for you for only $16.05 $11/page Learn More Assessment generates valuable information As mentioned earlier, the methods of assessment are used to generate valuable information about the entire tea ching and learning process. The tools for assessment thus have been able to yield valuable information to the teacher as follows. Over a given period of learning a student takes a series of tests of which an average score is calculated. Continuous tests measures learning abilities on given topics. These tests are used by the teacher as to gauge the student’s immediate needs per topic which are addressed before progress to the next topic. Therefore the tests help in gathering information about a student’s continuous progress and needs. The averaging of tests scored is very useful in giving an accurate measure of a student’s academic performance over a given period of time, such a school semester. The series of assessment test a variety of knowledge, skills and talents. This reveals students’ strength, weaknesses and development needs (Marzano 2006). The assessment has also been very valuable in yielding information on teaching methods that will aid a stude nt’s improved learning. It is through assessment that teachers identify weak areas and thus have to vary teaching methods to address those areas (Matoska n.d.). If students score poorly in communication skills or have poor written skills, the teacher will vary the teaching methods, to incorporate teaching communication, both verbal and written. Rating assessment methods The assessment methods applicable at Matoska have been rated very highly and proved satisfactory. The purposes of using these particular methods have had a very significant impact on the curriculum at Matoska International School. These methods are very valid as have allowed students to exhibit what they know and are able to do. Such assessment includes writing down grammatically correct sentences, ability to identify herbivore from carnivores among other activities. The scores for these assessments are recorded, analyzed and used for future reference as well as improving the learning process at the school. Th e assessments are reliably useful as they can be applied to all students at all time not only in Matoska but in other schools in the district. These assessments have been able to produce similar results if applied to various schools and students at different times. They also produce data reliable data that that accurately reflects individual student’s knowledge, attitudes and skills learned.Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Assessment methods are also upgraded periodically to reflect the current thinking in classroom assessment. Furthermore, the methods have been structured in such a way that they address the time available. This reflects the efficiency of the methods in use (Badders 2000). Insight and problems encountered The assessment process has yielded useful insights. Credible assessment is an interactive process between teaching and the learning process where the student is the central figures in the whole process. It therefore means that communication is valuable in the whole process as goals and intentions have to be clearly communicated to the student. To facilitate this mean that the relationship between the student and teacher has to be right for any effective communication to occur. Traditional assessment only involved the teacher as the only one who would develop assessment tools. However modern methods are also encouraging the student to do a self evaluation that will help in student dir ected studying. There are also some problems encountered in using the assessment methods identified in this essay. Assessment is a much more complicated affair especially when it comes to qualitative assessment. The use of adjective such a s good, excellent and such other words that express the quality of learning do not have a universal application because of their subjective nature. What is satisfactory performance to one student may be poor performance from another. Therefore qualitative assessment becomes difficult when assessing student with varying abilities using the same criteria (Black Dylan, 1998). Conclusion Teaching, learning and assessment have symbiotic relationship. Teaching and learning are directed towards assessment while assessment is directed towards further learning which may result in further assessment. As such none can exist without the other. Traditional assessment was content oriented but with changes in the education system, a more student approach has be en adopted. This has resulted in better assessment methods being adopted which have lead to improvement of educational standards. Matoska International School values assessment as an integral part of its teaching and learning process. It is also student centered and as such other than assessing knowledge, the student’s attitudes and physical abilities are also part of assessment the intention of which is to produce an all rounded individual. Reference List Badders, W. ( 2000). Methods of assessment. Web. Black, P., Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy Practice5 (1). Web. Gredler, M. (1999). Classroom assessment and learning. New York: Addison Wesley Longman. Marzano, R. (2006). Classroom assessment and grading that work. Virginia: ASCD. Matoska International PYP assessment policy. Web. This term paper on Report of Experiences in Assessments in Matoska International School was written and submitted by user Sage Durham to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Events Leading to the 1959 Tibetan Uprising

Events Leading to the 1959 Tibetan Uprising Chinese artillery shells pummeled the Norbulingka, the Dalai Lamas summer palace, sending plumes of smoke, fire, and dust into the night sky. The centuries-old building crumbled under the barrage, while the badly outnumbered Tibetan Army fought desperately to repel the Peoples Liberation Army (PLA) from Lhasa. Meanwhile, amidst the snows of the high Himalaya, the teenaged Dalai Lama and his bodyguards endured a cold and treacherous two-week-long journey into India. Origins of the Tibetan Uprising of 1959 Tibet had an ill-defined relationship with Chinas Qing Dynasty (1644-1912); at various times it could have been seen as an ally, an opponent, a tributary state, or a region within Chinese control. In 1724, during a Mongol invasion of Tibet, the Qing seized the opportunity to incorporate the Tibetan regions of Amdo and Kham into China proper. The central area was renamed Qinghai, while pieces of both regions were broken off and added to other western Chinese provinces. This land grab would fuel Tibetan resentment and unrest into the twentieth century. When the last Qing Emperor fell in 1912, Tibet asserted its independence from China. The 13th Dalai Lama returned from three years of exile in Darjeeling, India, and resumed control of Tibet from his capital at Lhasa. He ruled until his death in 1933. China, meanwhile, was under siege from a Japanese invasion of Manchuria, as well as a general breakdown of order across the country. Between 1916 and 1938, China descended into the Warlord Era, as different military leaders fought for control of the headless state. In fact, the once-great empire would not pull itself back together until after World War II, when Mao Zedong and the Communists triumphed over the Nationalists in 1949. Meanwhile, a new incarnation of the Dalai Lama was discovered in Amdo, part of Chinese Inner Tibet. Tenzin Gyatso, the current incarnation, was brought to Lhasa as a two-year-old in 1937  and was enthroned as the leader of Tibet in 1950, at 15. China Moves In and Tensions Rise In 1951, Maos gaze turned west. He decided to liberate Tibet from the Dalai Lamas rule and bring it into the Peoples Republic of China. The PLA crushed Tibets tiny armed forces in a matter of weeks; Beijing then imposed the Seventeen Point Agreement, which Tibetan officials were forced to sign (but later renounced). According to the Seventeen Point Agreement, the privately-held land would be socialized and then redistributed, and farmers would work communally. This system would first be imposed on Kham and Amdo (along with other areas of the Sichuan and Qinghai Provinces), before being instituted in Tibet proper. All the barley and other crops produced on the communal land went to the Chinese government, according to Communist principles, and then some were redistributed to the farmers. So much of the grain was appropriated for use by the PLA that the Tibetans did not have enough to eat. By June of 1956, the ethnic Tibetan people of Amdo and Kham were up in arms. As more and more farmers were stripped of their land, tens of thousands organized themselves into armed resistance groups  and began to fight back. Chinese army reprisals grew increasingly brutal and included wide-spread abuse of Tibetan Buddhist monks and nuns. China alleged that many of the monastic Tibetans acted as messengers for the guerrilla fighters. The Dalai Lama visited India in 1956  Ã¢â‚¬â€¹and admitted to Indian Prime Minister Jawaharlal Nehru that he was considering asking for asylum. Nehru advised him to return home, and the Chinese Government promised that communist reforms in Tibet would be postponed and that the number of Chinese officials in Lhasa would be reduced by half. Beijing did not follow through on these pledges. By 1958, as many as 80,000 people had joined the Tibetan resistance fighters. Alarmed, the Dalai Lamas government sent a delegation to Inner Tibet to try and negotiate an end to the fighting. Ironically, the guerrillas convinced the delegates of the righteousness of the fight, and Lhasas representatives soon joined in the resistance! Meanwhile, a flood of refugees and freedom fighters moved into Lhasa, bringing their anger against China with them. Beijings representatives in Lhasa kept careful tabs on the growing unrest within Tibets capital city. March  1959 - The Uprising Erupts in Tibet Proper Important religious leaders had disappeared suddenly in Amdo and Kham, so the people of Lhasa were quite concerned about the safety of the Dalai Lama. The peoples suspicions, therefore, were raised immediately when the Chinese Army in Lhasa invited His Holiness to watch a drama at the military barracks on March 10, 1959. Those suspicions were reinforced by a none-too-subtle order, issued to the head of the Dalai Lamas security detail on March 9, that the Dalai Lama should not bring along his bodyguards. On the appointed day, March 10, some 300,000 protesting Tibetans poured into the streets and formed a massive human cordon around  Norbulingkha, the Dalai Lamas Summer Palace, to protect him from the planned Chinese abduction. The protestors stayed for several days, and calls for the Chinese to pull out of Tibet altogether grew louder each day. By March 12, the crowd had begun to barricade the streets of the capital, while both armies moved into strategic positions around the city and began to reinforce them. Ever the moderate, the  Dalai Lama  pleaded with his people to go  home  and sent placatory letters to the Chinese PLA commander in Lhasa. When the PLA moved artillery into  the range  of the Norbulingka, the Dalai Lama agreed to evacuate the building. Tibetan troops prepared a secure escape route out of the besieged capital on March 15. When two artillery shells struck the palace two days later, the young Dalai Lama and his ministers began the arduous 14-day trek over the Himalayas  for  India. On March 19, 1959, fighting broke out in earnest in Lhasa. The Tibetan army fought bravely, but they were vastly outnumbered by the PLA. In addition, the Tibetans had antiquated weapons. The firefight lasted just two days. The Summer Palace, Norbulingka, sustained over 800 artillery shell strikes that killed an unknown number of people inside; the major monasteries were bombed, looted and burned. Priceless Tibetan Buddhist texts and works of art were piled in the streets and burned. All remaining members of the Dalai Lamas bodyguard corps were lined up and publicly executed, as were any Tibetans discovered with weapons. In all, some 87,000 Tibetans were killed, while another 80,000 arrived in neighboring countries as refugees. An unknown number tried to  flee  but did not make it. In fact, by the time of the next regional census, a total of about 300,000 Tibetans were missing - killed, secretly jailed, or gone into exile. Aftermath of the 1959 Tibetan Uprising Since the 1959 Uprising, the central government of China has been steadily tightening its grip on the Tibet. Although Beijing has invested in infrastructure improvements for the region, particularly in Lhasa itself, it has also encouraged thousands of ethnic Han Chinese to move to Tibet. In fact, Tibetans have been swamped in their own capital; they now constitute a minority of the population of Lhasa. Today, the Dalai Lama continues to head the Tibetan government-in-exile from Dharamshala, India. He advocates increased autonomy for Tibet, rather than full independence, but the Chinese government generally refuses to negotiate with him. Periodic unrest still sweeps through Tibet, especially around important dates such as March 10 to 19 - the anniversary of the 1959 Tibetan Uprising.

Strategies for Improving Nursing Staff Recruitment and Retention Research Paper

Strategies for Improving Nursing Staff Recruitment and Retention - Research Paper Example This study did entail evaluation of the various techniques that will enhance the appreciation of this profession. It is evident enrollment in nursing is influenced by elements that are inside if not externally instigated. It was the objective of this study to examine these elements and present a comprehensive outlook of enrollment and retention of nursing personnel in the nursing occupation. Introduction According to Castle and Longest (2006), nursing is one of the fundamental professions that are necessary to facilitate the healthy continuity of existence. It entails the additional medical services over the ones that are conducted by doctors. They comprise of the prime collection of health workforce and are liable for the medical transition of patients to better form after the doctor’s treatment and prescription. It is imperative that the health segment incorporates mechanisms that will enable the recruitment and maintenance of the nurses. Schmidt (2004) asserts that this entails the issuance of qualitative attendance by the nurses hence ensuring the patient acquires efficient care. However, the issuance of qualitative attendance by the health practitioners is doubtful following the vacancies of nursing personnel in the health institutions. A proportion of the public backlash is to the management organs of the nursing institutions for their laxity in ensuring they produce com petent practitioners who are capable o handling the complications of their occupation (Schmidt 2004). The rationale that defines the objectives and principles of nursing requires being the motivation of health personnel and surpassing other interests. Problem Statement According to Castle and Longest (2006), the issue of nursing morale is becoming the highlight of the health sector. Numerous nurses are displaying their dissatisfaction with the policies and remuneration with the health sector by withdrawing their services when the patients are in dire need. Universally, nursing is undergoing critical shortages, which is undermining the â€Å"quality assurance† in the clinical services. Inadequate remuneration is a chief influence on their discontent in the health segment and remains a sensitive concern of that debate. Retention of nurses is becoming challenging to numerous health providers since they are experiencing low morale within the nursing employees. Improvement of enro llment and retention in nursing is vital for attainment of organizational goals and enable the advancement of health. This review is resulting from the increase in shortages of nurses in undertaking their tasks and is severally attributed to payment issues. This essay seeks to evaluate the various aspects that define morale in the occupation of nursing. Case report Health institutions and observers are insistent on increasing the self-esteem of health practitioners. Evidently, the input of nurses is significant in facilitating the enhancement of healthy living standards. Numerous researchers are examining the subject of nurses esteem owing to their significance in health dispensation. Their contribution is essential, in