Population Health As A Unifying Force For Health Care...

History Population health is a unifying force for then health systems intervention from prevention and promotion to health protection, diagnosis, treatment and care. Population health integrate the balance and action between each of the following. According to the Public Health Agency (2015), â€Å"January 1997, the federal, Provincial and Territorial Advisory Committee on Population Health defined population health as the health of a population as measured by health status indicators and as influenced by social, economic and physical environment, personal health practices, individual capacity and coping skills, human biology, early childhood development , and health services.† Population health builds on a long tradition of public health and health promotion. In 1974, the federal government’s White paper, A New Perspective on the Health of Canadians, proposed that changes in lifestyles or social and physical environments would likely lead to more improvements in h ealth that would be achieved by spending more money on existing health care delivery systems. This report gave rise to a number of highly successful, proactive health promotion programs that increased the awareness of the health risk associated with certain personal behaviors and certain lifestyles such as smoking, alcohol, fitness and nutrition. Population health is important because it focuses on the interrelated condition and factors that most closely influence the health of populations over the lifeShow MoreRelatedDesigning Healthcare Services For The Care Of Frail Older People : How Collective Leadership Is Driving Quality And Efficiency3389 Words   |  14 PagesDesigning Healthcare Services for the Care of Frail Older People: How Collective Leadership is Driving Quality and Efficiency for Older Persons Services in the NHS. Introduction The NHS is facing an unprecedented challenge of finding ways to manage an ever increasing aging population. This should be a cause for celebration as it reflects the many successes and advances in health and social care since the inception of the NHS. Indeed in many ways these facts represent the NHS achieving what it setRead MoreThe Paradox of the Affordable Care Act4267 Words   |  18 PagesThe Paradox in the Affordable Care Act Submitted By: Vodney Wynn vewynn@aol.com October 12, 2014 PA582_CourseProject Table of Contents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 The History of Healthcare Reform†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦4 The Problem with the ACA†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 The Current Policy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..8 Policy Alternatives†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 Evaluation Criteria†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 Read MoreEssential Newborn Care Implementation7068 Words   |  29 PagesNewborn care is the most essential procedure in the delivery room, it is a procedure or a proper way of handling the baby and implementing the proper way for the newborn. A newborn baby can acquire complications if the procedure was incorrectly performed. The Intrapartum/Newborn Practices assessment tools were developed through a collaboration between the Philippine General Hospital and World Health Organization (WHO) with Department of Health (DOH) (Sala, 2011). The Essential newborn care protocolRead MoreCharacteristics of Public Administration4146 Words   |  17 Pagesdiscusses how have principles of public administration been applied to positively advance each of the following fields: education, transportation, health care, community development, law enforcement, and environmental policy. Also, the article hypothesizes what would become of the aforementioned services in the absence of a public administration system. The means by which public administration achieves its goals and the responsibilities vested on it are solely dependant on tactical principles andRead MoreNursing Theory of Imogene King5964 Words   |  24 Pagesconstructed of theories and concepts | |METAPARADIGMS IN NURSING | |1. Person | |Recipient of care, including physical, spiritual, psychological, and sociocultural | |components. | |Individual, family, or community Read MoreMetabolic syndrome Essay examples4096 Words   |  17 Pageshead: METABOLIC SYNDROME Metabolic Syndrome James Doucette College of Western Idaho Abstract Metabolic syndrome is an emerging diagnosis in the medical field that has effects on patient care. Becoming familiar with it and having it become a common part of patient care will, if used appropriately will increase the lives of those who have become affected with or are at risk of becoming diagnosed with metabolic syndrome. 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Comparative Psychology Zimbardo s Stanford Prison Study

After going over Readings 37-40 each studies involvement in Social Psychology is astonishing and closely tied together. The first study reviews one of the most well known studies in the history of psychology: Zimbardo’s Stanford Prison Study. While Reading 38 recounts a crucial study that demonstrated the power, conformity in determining behavior and 39 reveals a surprising phenomenon called the bystander effect. However, the fourth study is seen as another famous and surprising milestone in our understanding of the extremes people may resort to in powerful situations seen in Milgram’s study of blind obedience to authority. Nonetheless, starting off with a widely known and controversial study is Zimbardo’s Stand Prison Study. With Zimbardo and several other associates of his wanting to test his belief that the environment around you, the situation, often determines how you behave than who you are that is your internal dispositional nature. Zimbardo took a step ou tside of his comfort zone and many others and created a simulated prison with randomly assigned, typical college students in the role of guards and prisoners in the basement of Stanford’s psychology building. However, this simulated prison was more than just a study but was foreseen as the real thing. While recording, observing, and analyzing behavior Zimbardo called off the 2 week study after 6 days due to the powerful atmosphere and behavioral change the mocked prison gave to those in it. Despite not concludingShow MoreRelatedI Chose The Topic Of Prison Psychology With A Focus On1198 Words   |  5 PagesI chose the topic of prison psychology with a focus on the Stanford prison experiment and the psychological effects of systematic abuse. Zimbardo, Philip G. Revisiting the Stanford Prison Experiment: A Lesson in the Power of Situation. The Chronicle of Higher Education, no. 30, 2007. EBSCOhost, ezproxy.uhd.edu/login?url=http://search.ebscohost.com/login.aspx?direct=truedb=edsgbcAN=edsgcl.161992127site=eds-livescope=site. The Stanford Prison Experiment was a study on the psychological effectsRead MoreUnethical Behaviour12228 Words   |  49 Pagesframework for the unethical behavior of leaders, and (c) an International Journal of Leadership Studies, Vol. 5 Iss. 1, 2009  © 2009 School of Global Leadership Entrepreneurship, Regent University ISSN 1554-3145 Chandler/INTERNATIONAL JOURNAL OF LEADERSHIP STUDIES 70 expanded analysis of the literature related to the framework dimensions. The paper concludes with recommendations for further study. Ethics, Morality, and Ethical and Unethical Leadership Behavior The terms ethics, morality, ethicalRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesand permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturers

Resistance to British Nationalism Free Essays

string(120) " certain regulations for the better management of the affairs of the East India Company, as well in India as in Europe\." Since the French Revolution, the idea of self-determination has spread all around the world, unifying peoples inside nations, starting new revolutions, erasing empires, freeing colonies and scaring modern states. There are few models explaining the emergence of nationalism and the definitions of this phenomenon vary from an author to another. Anthony D. We will write a custom essay sample on Resistance to British Nationalism or any similar topic only for you Order Now Smith says it is an ideological movement aiming at reaching self-determination and independence in the name of a nation. He also says that humanity is naturally divided into nations. But this concept is rather revealing the nationalist way of thinking because a quick look in the past is enough to show that the independence process is not instinctive. Many writers like Boyd Shafer and Louis Snyder have studied the subject since World War I in order to explain the subject but – as says Arthur Waldron – enclosing nationalism in a theory has proved to be a difficult task. An historical case of the nationalism problem is the nationalist movement in India. Indians celebrated 50 years of independence from British rule in August 1997. The end of the empire in India was a massive blow to British imperialism. This term paper first studies the steps of the western intrusion into India and then tries to describe how the Indian nationalism was born. When the European community began to expand in India, a new way of life entered cities. It was copied by the indigenous people who were seduced by western techniques. Occidental education was the main vector of acculturation since young Indians were very receptive to the European message. So the new Indian generation quickly became nationalist, socialist, and democrat. Masters like Cavour or Mazzini were the new heroes for the young students. That is why the British government prohibited the study of British History of the XIXth century in Indian schools. But it was already too late. The process could not be stopped at that stage. Indians had acquired a better knowledge of European culture and it was not received without critique. European authors who were keen on criticizing Europe – Tolstoi, for example – influenced India. So it seems that the introduction of western ideas and their critiques contributed to the emergence of nationalism. The initiation of the indigenous elite to Western History would have founded their quest for independence, following a nationalist scheme transmitted by occidental education. A complex of inferiority began to spread among Indians, mostly because of the British racist attitude. Europeans were neglecting the Indian society. From the 1830s, racist movements began to make British people feel superior. They considered Indians as physically and morally challenged. This inferiority was attested by the failure of traditional revolts like the Mutiny in 1857. Tara Chand1 says that Indians were impressed by the evident superiority of their colons in war, in administration, and in industry. Indians wanted their country to rank among the big nations, politically and industrially. From the 1870s, they became aware of their prestigious past and politicians began to use that argument in their speeches. Those same politicians also used religious festivities to spread their nationalist message. The educated elite could do better than the Congress by using the religious field. Political activities could then enter the smallest village thanks to religion. This tactic allowed leaders to unify a rising population. Mother India was born. 1Chand, Tara. History of the Freedom Movement in India. a. The East India Company and the Conquest of India The intentions of the merchants who formed the East India Company and those of Queen Elizabeth I were rarely matched by the outcome. The venture failed to achieve its stated objectives — it made little impression on the Dutch control of the spice trade and could not establish a lasting outpost in the East Indies in the early years — and yet succeeded beyond measure in establishing military dominance and a political empire for Britain in India. By the middle of the seventeenth century the East India Company could be found trading alongside Indian merchants in the East, and the Company shipped goods as diverse as cloth from southern India to Sumatra, and coffee from Arabia to India. Profits thus generated were ploughed back into buying the spices required back home. Gradually the Company built up its power base in India, opening up trading posts in Madras and Calcutta, and thwarted French attempts to emulate it there. From these secure foundations it was able to seek out new markets and sources for trading products. As European interest in the East Indies increased, so the Company modified native designs and products to suit Western tastes — the growth of the Kashmir shawl industry, and the development of the design that has become known as Paisley being one such example. The process of territorial expansion that started with the annexation of Bengal, the â€Å"private trade† which enabled merchant’s in the Company’s service to make fortunes on the side, coupled with a high level of corruption, meant that more and more men sought their fortunes in India. The early lifestyle of the merchant adventurer in the Company’s trading posts gave way to a more conventional society, with its clubs, churches and social functions. The accoutrements of civilized life had to be imported from England, and many were adapted to suit the new circumstances. Wicker picnic hampers and tonic water all evolved from the needs imposed by the harsh Indian climate. Hugely wealthy men returning from Company service to England attracted much envy as they bought up country houses and seats in Parliament, and many of these â€Å"nabobs† kept the habits they had learnt in India. By the early nineteenth century the East India Company’s writ extended across most of India. In 1773 the British government took over some responsibility for ruling British India. The â€Å"Regulating Act† set up a governor-general and council nominated partly by the East India Company and partly by the government. It was an act for establishing certain regulations for the better management of the affairs of the East India Company, as well in India as in Europe. You read "Resistance to British Nationalism" in category "Essay examples" Here is the beginning of it1: Whereas the several powers and authorities granted by charters to the united company of merchants in England trading to the East Indies have been found, by experience, not to have sufficient force and efficacy to prevent various abuses which have prevailed in the government and administration of the affairs of the said united company, as well at home as in India, to the manifest injury of the public credit, and of the commercial interests of the said company; and it is therefore become highly expedient that certain further regulations, better adapted to their present circumstances and condition, should be provided and established: †¦ †¦ And, for the better management of the said united company’s affairs in India, be it further enacted by the authority aforesaid, That, for the government of the presidency of Fort William in Bengal, there shall be appointed a governor-general, and four counselors; and that the whole civil and military government of the said presidency, and also the ordering, management and government of all the territorial acquisitions and revenues in the kingdoms of Bengal, Bahar, and Orissa, shall, during such time as the territorial acquisitions and revenues shall remain in the possession of the said united company, be, and are hereby vested in the said governor-general and council of the said presidency of Fort William in Bengal, in like manner, to all intents and purposes whatsoever; as the same now are, or at any time heretofore might have been exercised by the president and council, or select committee, in the said kingdoms. c. Clash of Cultures and the Reasons of the Conflict There are three reasons for the Indian conflict: – the religious conflict between Hindus and Muslims – the social conflict about the Untouchables – the colonial conflict about the status of India In the three conflicts, the main actor was Gandhi himself. In the first conflict, the fighting adversaries were the Hindus and the Muslims; in the second one, the adversaries were the Untouchables and Gandhi – who were fighting for their cause –, and the tradition defenders; in the last one, the adversaries were India and the British government. So, Gandhi was the link between Indians and the government. Note that the first conflict was existing before Gandhi even intervened. 1 Internet Modern History Sourcebook In 1857 the British faced a dangerous rebellion, commonly called the Indian Mutiny, a polemical name implying that it was the revolt of undisciplined soldiers. Actually it was a revolt of the Indian army, led by their officers, known as sepoys. Many Indians outside the army had been restless for decades. Rulers had been conquered and dethroned. Landowners had lost their property and been replaced by ones more friendly to the British. Religious sentiments were inflamed. The British regarded Indian beliefs as repulsive: they had outlawed the suttee, or widow burning, and suppressed the Thugs, a small sect of Holy Assassins. One officer even declared that the British were going to abolish the castes. Mysterious propaganda also circulated all over India. It infiltrated the sepoys, who announced to Muslim soldiers that certain newly issued cartridges were greased with the fat of pigs, and said to the Hindus that the same cartridges were greased with the fat of the cow. Since for the Hindus the cow was sacred, and for Muslims, to touch pork was unholy, many soldiers were outraged. The sepoys mutinied in the Ganges valley, and with them the long dormant Mogul and his court, joined in to rise against the British. India’s population was rich with diverse ethnic and cultural groups. Ethnic groups were those based on a sense of common ancestry, while cultural groups could be either made up of people of different ethnic origins who shared a common language, or of ethnic groups with some customs and beliefs in common, such as castes of a particular locality. The diverse ethnic and cultural origins of the people of India were shared by the other peoples of the Indian subcontinent, including the inhabitants of Pakistan, Bangladesh, Nepal, Bhutan, and Sri Lanka. The caste system was pervasive in India. Although it was entwined in Hindu beliefs, it encompassed non-Hindus as well. A caste was a social class to which a person belonged at birth and which was ranked against other castes, typically on a continuum of perceived purity and pollution. People generally married within their own caste. In rural areas, caste could also govern where people lived or what occupations they engaged in. The particular features of the caste system varied considerably from community to community and across regions. The life of Indians was centered in the family. Extended families often lived together, with two or more adult generations, or brothers, sharing a house. Cultural cliches and segregation seemed to be the source of nationalism in India. According to Dov Ronen,1 every human being is looking forward to self-determination. And when this quest is altered, groups crystallize to eliminate the obstacle. The aggression coming from outside provokes the creation of a certain group conscience. According to the same Ronen, there must be an intelligentsia as well as a proletariat to form an effective nationalist movement. In India, the development of the proletariat was late and modest. Nevertheless, the western penetration made new social categories emerge, like the intelligentsia. The Indian National Congress was created by a group of English-speaking urban intellectuals in 1885 to lead the struggle for India’s independence. The original â€Å"moderate† leadership was soon more â€Å"militant† group, led by Bal GangadharTilak, which demanded self-rule for India. The Congress originally advocated limited democratic reforms. In 1920 it adopted the strategy of nonviolent resistance devised by Mohandas K. Gandhi. By 1929 the Congress, led by Jawaharlal Nehru, was demanding total independence. After India gained independence in 1947, the Congress controlled the central government and most of the Indian state governments for 20 years. 2. Gandhi and his fight for freedom in India When Mohandas Karamchand Gandhi came back from South Africa in 1914, he began supporting Britain in World War One. During this period, he was not involved in much politics, but rather stayed on the sidelines, so to speak, occasionally helping to recruit men. 1 Ronen, Dov. The Quest for Self-Determination. 1979 For many years, Gandhi had been friendly with Britain, but he became extremely upset at the passing of the Rowlatt Bills, which were bills that stated that those suspected of sedition could be imprisoned without trial. He immediately called a Satyagraha (â€Å"firmness in truth†, civil disobedience) struggle against Great Britain. Gandhi had meant for the citizens to use ahimsa (non-injury) methods of protesting, but they protested violently in some areas, leading to the killing of 400 Indians. By 1920, Gandhi was extremely influential among Indians. He quickly reformed the old Indian National Congress into a newer, more serious organization. He called a huge boycott of British goods and services, including schools and the like. With a leader like Gandhi, the Indian people were no longer afraid of their foreign rulers and began protesting. When police arrived, they lined up to be arrested, hoping to clog the system and stop the British. Thousands were arrested and the movement was mostly a success, but a few violent outbreaks like in the previous protest caused the INC and their president – Gandhi – to call the protest off and admit it a mistake. Gandhi himself was arrested shortly afterward in 1922 and sentenced to six years, but he was released four years early due to appendicitis. However, even this short sentence took its toll. The INC had split into two parts and the strong bond that had grown between the Hindus and Muslims when they protested together had dissolved as well. Small struggles still took place in villages, prompting Gandhi to fast for three weeks, which brought about peace effectively. Perhaps his most amazing feat was the Satyagraha against the salt tax in 1930. Instead of buying salt from the British, Gandhi and several thousand other Indians marched to the Arabian Sea and made their own salt by evaporating seawater. As a result, over 60,000 people were jailed. A year later, Gandhi met with Lord Irwin and the two agreed to allow Gandhi to act as a representative at conferences in London, but the conferences failed to help them, and upon Gandhi’s return to India, he and the other leaders of the INC were jailed. While in jail, they found out that the new constitution would discriminate against the â€Å"untouchable† caste by placing them in a different electorate. Gandhi immediately started fasting for change. The government knew they had to change this portion of the constitution quickly, for if Gandhi were to die, revolution would be imminent. Gandhi resigned as president of the INC in 1934 and left the organization entirely to pursue a plan to educate â€Å"From the bottom up†, starting with the rural areas of India, which accounted for 85%1 of the population. He encouraged the peasants to spin and weave to supplement their meager incomes. He himself eventually moved to Sevagram and centered his program there. When World War Two started, the INC supported Britain on the condition that they withdraw completely from India. Gandhi demanded their withdrawal as well. The British simply jailed all of them. When the end of the war came, India became independent shortly afterward, in 1947, but it split as it became independent, forming Pakistan. Gandhi was upset that Indian freedom did not come with Indian unity, but nonetheless plunged himself into helping repair the riot ravaged areas and fasting for peace in those places where the fighting continued over religion. In that way, he performed two great feats by stopping the riots in Calcutta in September of 1947 as well as causing a truce in Delhi in January of 1948. Alas, he was not able to celebrate freedom for long, as he was shot to death on January 30, 1948, on his way to the evening prayer. Yet he died with freedom, peace, and love within his heart. The Muslim League was a Muslim political organization founded in India in 1906. Its original purpose was to protect the political rights of Muslims in India and to prevent Hindu political control of the entire Indian subcontinent once independence from the British was achieved. For several decades the group advocated Hindu and Muslim unity within India. Under league president Muhammad Ali Jinnah, however, it came to demand a separate Muslim state from the British out of concern that an independent India would be dominated by Hindus. During World War II, the Muslim League gave support to the British and in return the British allowed the league to gain strength. In 1947 the league succeeded in having the Muslim state of Pakistan separated from Hindu-dominated India. Renamed the All-Pakistan Muslim League, it became the majority political party in the first parliament of the newly created nation. Although the league has remained a political force in Pakistan, internal dissension and major losses in the 1954 elections, particularly in East Pakistan (now Bangladesh), caused the party to fragment into several factions. 1Fischer, Louis. La vie du Mahatma Gandhi. Paris: Calmann-Levy, 1954. On June 3, 1947, the British Government announced the division of India. Though Gandhi had not given his consent to it, he advised the country to accept it. On August 15, 1947, the struggle for independence was over. The British rule in India came to an end after nearly 200 years, and two sovereign states, India and Pakistan appeared on the map. Nehru became the first Prime Minister of India and Sardar Patel the Deputy Prime Minister. The whole country celebrated the day. There were singing and dancing processions and parades everywhere. Free India’s tricolor flag fluttered proudly on the historical Red Fort in Delhi and the National Anthem was sung in chorus. In the story of early resistance to British imperialism since the very beginning of the conflict, Gandhi has played a main role everywhere. His nonviolent philosophy was a key element in the story. That this why a study on this topic had to look at the relation Gandhi had with the masses and with the British. This relation is extremely dramatic if we want to understand how the beliefs of one man succeeded in convincing an entire people. To achieve goals as big as the struggle for independence and the peace between Hindus and Muslims, the action of one man was not enough; he had to rally the men looking forward to the same objectives. The study of British imperialism in India helps to understand some current topics like Kosovo, Eire, Algeria, and Pakistan, even if in the story of India it may be the word â€Å"imperialism† that is most relevant. How to cite Resistance to British Nationalism, Essay examples

ESP Literature Review for Education - MyAssignmenthelp.com

Question: Discuss about theESP Literature Review for Education. Answer: Introduction: While teaching English to the learners of other languages have become indispensible given the lingua franca status given to English language, the problem that has emerged recently is what form of classroom activity should be included in order to ensure a proper grip over the language. On the one hand, scholars and critics have stated that teaching in the traditional methods, by asking the students to translate passages into English, completing the basic grammar exercises and helping them comprehend the English texts can help in laying the basic foundation that can help a student develop his expertise in the language. On the other hand, other critics have explained the importance of incorporating the ICT based education system in order to facilitate an interactive system of education. Research studies have pointed out that the English language learners learning English as a second language tend to learn the foreign language at a faster rate, with the help of adequate network and inter net applications. However, on the other hand, it has also been argued back that providing the vocabulary lists to the students, allowing them to answer the questions of a comprehension process, and letting them translate the languages in class, help the students gain an insight into the language (Kangro and Kangro 2004). Hence, the research issue that the present report intends to analyze and evaluate is should the use of ICT method be considered to be more effective and beneficial than the traditional method, while teaching English to the second language learners of English. Literature Review and Critical Analysis: While the book has replaced the scroll, according to some experts, the digital projector is all set to replace the overhead projector. Although the importance of the ESL textbooks cannot be undermined, the over-reliance of the teachers on the age-old text books may easily hinder the abilities of the students to recall the lessons taught, unless the students are being exposed to the advanced system of education. The use of the ICT tools in education help the Business English students incorporates the linguistic items into the language system itself. The persistent problem here is that the text book writers of the ESL text books focus more on hard and fast rules of teaching that are at once dull, monotonous and ineffective for the young learners, leaving the students unable to use or produce the language in the communicative contexts. The incorporation of the ICT tools help the students go beyond the system of rehearsal of information and achieve communicative competence (Hongye 2004). With the help of effective use of the ICT tools, the students can be introduced to a world of learning, where they can learn from tangible experiences. With the help of audio-visual methods, the students is not only able to gain an insight into the important linguistic rules of English language, but is able to convey his ideas and express the same in well-structured ways to the concerned listener. This helps in improving the inter-communication skills of the readers, who can engage in conversations more independently and illustrate a better understanding of the language (Balula et al. 2014). However, on the other hand, this kind of overmuch emphasis on the communicative skills of the ESP learner can prove to be highly detrimental to the progress of the learner simply because he might learn the specific terminologies associated with his course of study, but fail to abide by the linguistic rules. This will undoubtedly result in his inability to enunciate correct and appropriate utterances. For an ESP learner, it is highly important to not only develop his knowledge regarding the field-specific vocabulary, but to also ensure adequate understanding of the important linguistic conventions which will help him structure his thoughts in an accurate way (Liton 2015). The participation in the face-to-face interaction is not the ultimate goal that an ESP learner is required to achieve, but rather he needs a classroom activity focused on language usage usually practice the Passive Voice, modal verbs, conditional sentences, the Simple Present Tense and the Simple Past Tense, the arti cle, Greek and Latin plurals, specific patterns of word formation, etc. This is why according to many critics, facilitative e-tools are not the only options available for the ESP teacher. According to these critics, the ICT tools intend to develop and enhance the existent knowledge of the learner by using an interactive method, that definitely teaches them the short cuts of learning, and yet compels them to disregard grammar altogether (P?durean and Vizental 2015). For example, the ICT tools help a student learn that the comparative degree of a monosyllabic word can be formed by adding an er (small: smaller), and yet may fail to address the exceptional cases properly such as the comparative form of good cannot be formed by adding an er. However, on the other hand, others studies have suggested that an ESP learner is distinguished from any ordinary learner of an English language in terms of a simple fact that he is not learning the language as an end in itself, but as a means to an end. The very fact that an ESP learner learns the English language for a distinctly specific purpose makes it absolutely necessary to devise his classroom activities in a way that it can imitate closely, the real life scenario useful and relevant to the concerned student (Chostelidou et al. 2017). The student studying Business English may not always enjoy the opportunity of visiting the business meetings, and communicating with the respective members, to understand the nature and style of communication. Hence, it is imperative that he is being given exposure to the more interactive, student-based learning system that can help him develop his skills in a more effective way. Often the teachers are required to maintain their own blogs, and us ually different business meeting videos can be embedded in the blogs, to ensure that the students can participate more actively in the learning process (Zhu and Lan 2016). In case of ESP learning system, it should be noted that the learners like Business English learners will tend to forget the artificiality of the communication task, if the same is not in accordance with their real-life interests. Hence, teaching via textbooks has proved to be irrelevant and inadequate at present times. The learning with digital media have proved to be highly effective and engaging in case of students studying subjects like Business English (Ã… ½ivkovi? 2014). With the help of different audio-visual methods of learning, a student of Business English can be demonstrated and then engaged in role-playing activities, creating an ambience of a proper, real-life business meeting. However, Business English as a subject is being learnt by learners, who already possess minimal expertise, skills and maturity to attain a grip over the language. Hence, it is purposeless to incorporate ICT teaching methods here, to make the class more interesting and grab the attention of the learners. The students are required to have a better understanding of the rules of the specific genre of English language they are studying, and hence the use of textbooks is far more relevant. Being a specialized field, it would require a very unique and tailored instruction on part of the teacher whereby the concerned ESP learners can be exposed to different types of business writing, as in the business context, one is required to possess the oral and written communication skills. Unlike the ELT text books of the earlier times, recent time text books are indeed recognizing the importance of focusing more on functional areas, rather than enriching the vocabulary of the ESP learners (Zhu 2014). Hence, these text books not only help the students learn business vocabulary and phrases, but also provide lessons on giving business advice, showing agreements, and expressing opinions. Besides, the ICT tools being too expensive, are often being considered to be unnecessary for classes, where majority of the students have already got previous business experience, and hence do not require demonstration of the business communication methods, and styles. Hence, offering them basic knowledge about English grammar and technical business meetings are more than enough. However, the traditional approach to learning has been refuted. The scholars have pointed out that the primary goal of the ESP learners getting enrolled in the Business English classes is to improve their job performance, and the language learning goals will be only secondary. Hence, an insight into the text books will only help them speak and write more fluently, that is merely a part of the learning goal (Zhu 2014). The use of ICT tools is highly effective in this context, simply because that allow the students interact, negotiate meaning, self-invest in learning in an independent way and produce the language in real-life situations. Asking a Business English learner complete the transformation of sentences exercise, or learn Relative Clause is useless, and hence should be discarded. However, although the use of the ICT tools has been penetrating the ESL teaching process, many ESP classrooms do not employ the use of the ICT tools. While the huge expenditure involved in a major factor, the more important reason is that most of the teachers lack the technical expertise needed to effectively incorporate the ICT tools in the teaching process. However, the importance of the ICT tools cannot be undermined. It has been observed that students merely learning technical business terms and case studies fail to communicate effectively (Enne and Conor 2014). On the other hand, when the same students are being asked to prepare the video-recorded presentations, of two companies such as KFC and McDonald comparing their business strategies, they not only showed knowledge of technical words like CSR ad marketing mix, but also improved communication skills. In case the learners of the ESP classes are being asked to read and learn Business English chapter by chapter, they tend to lo se enthusiasm, simply because they fail to retain interest in a subject they deem to be distantly related to their subject. On the other hand, as part of their video-recorded project, the students are being asked to conduct a brainstorming session on the strategies of company cost reduction in upcoming years, the students respond more positively to the teaching method. While such interactive teaching procedure facilitated by the use of ICT helps in improving the students knowledge of the Business English vocabulary, such teaching methods grab the attention and interest of the learners as well. Such a teaching system is more learners centered. The use of ICT tools while teaching ESP English, has been found to be highly beneficial in creating a sense of authentic business context (Claros and Oyanedel 2016). Even while practicing the written English skills, the students in non-ICT classrooms are being asked to write on imaginary topics, that fail to offer them proper knowledge. On the other hand, in case of an ICT supported classroom, the students were being asked to send CVs, motivation letters, cover letters as well as business letters to the real companies that not only increased their motivation, but also improved their knowledge of business vocabulary. Conclusion: Keeping into consideration, the fluid needs of the English language learners in an ESP class, the extra-linguistic knowledge of the teachers does prove to be irrelevant and ineffective. On the other hand, it is only through the ICT based education system, the teachers can develop can design the field-oriented course content for the students. With the help of the ICT tools only, is it possible to devise ESP classroom activities which imitate closely real-life communication. There is no denying the fact that ICT enables the English language teacher creates an entirely authentic business context, which helps the learners function productively in the respective workplaces. Research has rightly suggested that the use of technology in Business English classrooms have a measurably positive impact on the performance as well as the improvement of the language and soft skills of the students. Reference List: Balula, A., Martins, C. and Marques, F., 2014. 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Integration of ICT in teacher education and different school subjects in Latvia.Educational Media International,41(1), pp.31-37. Liton, H.A., 2015. ESP Learners Needs Related Learning for the Workplace: A Pragmatic Study for Business School.International Journal of Instruction,8(2), pp.3-16. P?durean, A.N. and Vizental, A., 2015. ICT and English for Informatics Students.Faculty of Humanistic and Social Sciences of Aurel Vlaicu, Arad, p.57. P?durean, A.N. and Vizental, A., 2015. ICT and English for Informatics Students.Faculty of Humanistic and Social Sciences of Aurel Vlaicu, Arad, p.57. Stickler, U. and Emke, M., 2015. Part-time and freelance language teachers and their ICT training needs. InDeveloping Online Language Teaching(pp. 28-44). Palgrave Macmillan UK. Zhu, H. and Lan, Y., 2016. A Summary of Research on Informatization of Specialized Language in the Framework of Sinoforeign Cooperative Education.Theory and Practice in Language Studies,6(9), p.1863. Zhu, Y., 2014. Applications of the situation-task approach to business English teaching in vocational technology colleges, based on ESP theories.World Transactions on Engineering and Technology Education,12(1), pp.89-93. Ã… ½ivkovi?, S., 2014. Constructivisman emerging trend in ESP teaching and learning. InLLCE2014: CONFERENCE PROCEEDINGS(p. 19).