Ancient Greeks And The Roman Empire - 1085 Words

â€Å"There is an old saying, â€Å"Rome wasn’t built in a day.† However, it could also be said that, â€Å"Rome wasn’t built, by the Ancient Greeks, in a day.† (Crest) Ancient Greece was founded in 800 B.C. and was seen to be the first technical, civilized society. Within this society there were large advances in art, poetry and technology. Despite these advances Greece finally fell to the Romans in the Battle of Corinth in circa 146 B.C. and was established as a Province of the Roman Empire. This occupation, by the Empire of Rome inside of Greece was a symbolic moment of their history. The Romans witnessed the success of Greece and evidence suggests that the Romans adopted the Greek culture into their Empire with some minor changes. From a social science perspective evidence seems to suggest that Rome adopted the Grecian systems of politics, culture, and psychological influences. Greece was the first civilization to introduce the Polis, or City-st ate model. A City-state is where a city with its surrounding territory forms an independent state. With the occupation of the Greeks by the Romans, they witnessed the effectiveness and success of the City-state, thus Rome rose politically based on the City-state model much like that of Ancient Greece. Along with the presence of City-states in both the Greek and Roman civilizations, copious amounts of other political advancements in these ancient societies were so successful their systems can be seen in modern day governments. ForShow MoreRelatedAncient Greek And Roman Empires Essay1643 Words   |  7 Pageswas going on in the period. Despite being two vastly different genres of primary sources, Cicero’s letters and Homer’s epic poem The Odyssey, give some of the best ideas into life for the ancient Greek and Roman empires. Through analysis of these two works, some key similarities and differences of how both empires functioned are brought to light. During Odysseus’s travels and Cicero’s exile, both dreamt of nothing but being able to return home to the place they belonged. Calypso, who had beenRead More Ancient Greek And Roman Empire Essay518 Words   |  3 Pages Ancient Greek and Roman similarities. nbsp;nbsp;nbsp;nbsp;nbsp;The ancient Greek and Roman civilizations of Europe began to progress toward a more civilized order of society. As there were no previous establishment to base their ideals on, it was understandable that there were some difficulties in their progression as a society. Although the ancient Greek and Roman governments fell, both had similar paths of creation, conquest, and destruction. nbsp;nbsp;nbsp;nbsp;nbsp;Greek societyRead MoreHow Strongly Ancient Societies Affected The Formation Of Today s Society1434 Words   |  6 Pagesinvestigate how strongly ancient societies affected the formation of today’s society, by analyzing several characteristics basically originating from civilisations of Ancient Antiquity such as Greece and Rome. The civilized culture is dated back to ancient Greeks and Romans. Their contribution to philosophy, literature and politics has undeniably helped to form notions of modern Western cultures. This is because, assorted essential features in the life of Ancient Greeks and Romans which will be broadlyRead MoreThe Civilization Of Ancient Rome1595 Words   |  7 Pagescivilization of Ancient Rome thrived from the sixth century BC to the fifth century AD. The Roman Empire was the second empire to conquer most of the Mediterranean Sea basin, the first being the Ancient Greeks. After taking over the former Greek Empire, the Romans assim ilated many aspects of Greek culture into their own, including the Greek Architecture. The main attributions to Ancient Roman architecture are cement, the arch, the vault, the dome and centralized road systems. The Roman ArchitecturalRead MoreAncient Greece And Roman Civilizations790 Words   |  4 Pagesthe ancient Greek society would practice beliefs and traditions that would lead to the development of advanced civilizations. It started as the Greeks beliefs which would help develop the Roman society, which would later lead to contributing to the development of the Byzantine Empire. The Byzantines would help influence Europe during the Middle Ages, and Europe’s ideas and practices would lead to helping and impacting the modern western civilization with their ideas and beliefs. The Greeks showedRead MoreThe Origins Of Western Civilization1547 Words   |  7 Pagesfive thousand years ago, and slowly moved west into Europe. Tis history is highlighted by the rise of many different kingdoms and empires, each with contribution to modern western culture. The following essay will describe the Ancient Greece, the Assyrians and the Ancient Roman, and the legacy each has the study of weste rn civilization. Between 1100 and 387 BCE, the Greeks evolved from a very primitive agricultural society to the most important cultural and political presence in the Mediterranean worldRead MoreEssay on The Roman and Grecian Effects on Society1261 Words   |  6 Pagesin today’s society that reflect empires from early in human history. Much influence can be found from the Roman and Grecian empires, more than from any other sources. The basic forming of our own government can be traced back to the ideals that formed the Roman and Greek governments, paying attention their strengths and also to what caused the demise of those societies as well. (teachergenius.teachtci.com) Let us examine the Roman influences and facts first. Roman Governmental Influence: There wasRead MoreA Culture Can Be Characterized By Geographical Features,1092 Words   |  5 Pages A culture can be characterized by geographical features, eating habits, family, and religious beliefs. All of these can change over time. However, how it begins is the foundation for all humankind. The Ancient Greek and Roman societies emphasized religion as the heart of their life. Everything in their lives centered on their religion. Religion is a part of any society in the world. It affects people’s lives everyday. Religion is â€Å"the belief in and worship of a superhuman controlling power, especiallyRead MoreThe Roman Medicine991 Words   |  4 Pagessana in corpore sano† (Juvenal 10.356). A healthy mind in a healthy body, the Ancient Romans lived by this motto. The Ancient Romans believed that the health of the people was key to success in war and in creating a prosperous empire. Roman texts that have been gathered overtime have gre atly influenced modern medical practices and without them, modern medicine would not be as advanced as it is today. The Ancient Romans learned numerous details about the human body and applied their knowledge in waysRead MoreComparing Ancient Greek and Ancient Roman Architecture Essay1132 Words   |  5 PagesThe two ancient civilizations of ancient Greece and Rome were the best of the best during their time periods. Ancient Greece began around 2000 B.C. by the inhabitants known as the Mycenaean’s, followed by the Minoans. The Minoans built the foundation of Greece. The Roman Empire was founded around 753 B.C. by the two twins, Romulus and Remus. Romulus ended up killing Remus and built the city of Rome on one of seven rolling hills. Architecture was very important to both civilizations and they were

Discussion As A Learning Strategy Education Essay Free Essays

string(51) " that suits them from work, place, or while going\." Askell-Willams and Lawson ( 2005 ) has carried out a sophisticated survey in teaching-learning treatment, they investigated the subject in different facet, and the overview below are concluded by positions of expertness in positions of psychological, sociological-constructivism and socio-linguists. There is a convincing ground that why treatment can function as instruction and larning intent. Dillon ( 1994 ) stated that treatment can profit in â€Å" apprehension of capable affair and declaration of issues related to the capable affair and its educational map ; personal growing ; and apprehension of the value of group contemplation and deliberation † . We will write a custom essay sample on Discussion As A Learning Strategy Education Essay or any similar topic only for you Order Now Discussion is besides a primary mechanism in pupils ‘ societal minutess. The treatment itself served as a cognition building procedure. Social minutess in schoolroom can promote pupil to set the cognition into â€Å" public sphere † , their logical thinking and understands can so be the augmented, examined, elaborated, critiqued and related to the apprehensions of other people. Tobin, Tippins, and Gallard ( 1994 ) besides stated that the function of treatment provided a perfect platform for pupils to interact. Group interaction can supply a background in which pupil can be negotiate differences of sentiment and seek understanding. It is more of import that pupil can bring forth inquiry and clear up apprehension of specific content. Peers interaction can develop their ability to talk out, fearless in order to take a proper base. Based on the societal cognitive position, discourse is besides a primary deliberation tool for cognitive development. Nuthall ( 1997 ) proposed that the possible benefit of discourse is â€Å" transactional relationship between socio-cultural experience and self-organizational activities of the head † . Such activities of the head are facilitated through treatment, Askell-Willams and Lawson showed us an illustration. If a pupil merely acquires cognition from a instructor, the pupil will merely integrate the â€Å" individual dependent position of the student-teacher relationship † . If, on the other manus, the pupil acquires the cognition in treatment in which different positions are described, explained and debated, the pupil ‘s representation of the scheme will integrate a â€Å" larger web of intertwined societal and logical relationships † . Such a web defines the dimensions of a mental infinite within which the pupil can research, interact with, and se ek out alternate beliefs, statements, and decisions. ( Nuthall, 1997, p. 743 ) Problem rose from treatment Of class utilizing treatment as a acquisition scheme is non suited in every state of affairs. Baxter, Woodward and Olson ( 2001 ) showed that larning through category treatment might non effectual for those â€Å" low-achieving † pupils, it is excessively hard for them to involved in the treatment often and they may non hold opportunity to talk out harmonizing to their shyness. Hollander ( 2002 ) besides noted that the organisation of effectual treatment at the single degree is non straightforward. Some pupil talk much while other negotiations small, the content of treatments can be awkward, there is no warrant that the treatment content will be â€Å" threaded in a coherent mode † and non all pupils might hold developed effectual accomplishment for part. It should besides be noted that, go forthing pupil discuss by their ain will non prosecuting an effectual treatment. Many pupils need specific direction in order to cognize how to inquire proper inquiries and give proper respond. Although the expertness may hold that treatment is a possible acquisition scheme for instruction, the cardinal shareholder is the scholar. If pupils ‘ cognition is non plenty to let them to do effectual usage of a treatment, merely like â€Å" how to move efficaciously † , â€Å" how to inquire proper inquiries â€Å" and â€Å" how to give proper respond † , in this state of affairs, the benefit of treatment as a acquisition attack are improbable to be survey. The value of coaction and treatment in larning scheme for Online acquisition Environment J. Clark / Stimulating coaction and treatment in online larning environments Internet and Higher Education 4 ( 2001 ) 119-124 From the above, we can see that how discussion benefit in pupils ‘ acquisition, here we will discourse the value of coaction and treatment in larning scheme for Online Learning Environments ( OLEs ) . Clark ( 2001 ) stated that although it is accomplishable that larning with pupil interaction ( inactive acquisition ) , active acquisition through interaction including â€Å" module playing as equals, ushers, and moderators † is by and large see more effectual and good suited to OLEs. Discussion is non like the traditional teacher talk method of instruction. Discussion and coaction increased pupils ‘ engagement in which engages pupils actively participated in the acquisition procedure comparison with the traditional teacher talk learning method, treatment are able promote the belonging of â€Å" pupils ‘ accomplishment and satisfaction † . ( Hiltz, 1998 ; Johnson, 1981 ) . † Clark stated that, although the pupil and teacher remained as a cardinal participant in the treatment as larning scheme, there are still some different between the traditional schoolroom and OLEs. The diagram stated below illustrated their different. Tradition Classroom Lecture Time Lecture clip is limited Online categories run 24 hr a twenty-four hours from the beginning to the terminal of the class Class Break Casual conversations in the schoolroom will interrupt the order of the category Discussion forums have replaced the insouciant conversations in the schoolroom and have a lasting written log Discussion quality Discussion in category are ever rapid and experimental Discussions are no longer rapid and experimental. The treatment tool can be good defined in order to ease pupils ‘ treatment Respond Time Discussion in category are ever conduct spontaneously, pupil has no adequate clip to believe about the inquiry and make a proper respond Students have adequate clip to read other pupil ‘s remarks, do research, and explicate a elaborate response Student Secret Dialogues Secret pupil duologues are non easy gimmick during the category For the treatment room there are no concern about secret pupil duologues, all informations will be logged and all the interactivities can be trace out from log Time and Space Limitation Students may non take part at any clip of the twenty-four hours ; the treatment is limited by the location and infinite. Students may take part at any clip of the twenty-four hours that suits them from work, place, or while going. You read "Discussion As A Learning Strategy Education Essay" in category "Essay examples" Students ‘ Motivation The treatment is Instructor mediated, teacher played an of import to actuate pupil to larn. The subject imposed by traditional fixed meeting times and topographic points with reminders of due day of the months is replaced by the demand that the pupils self-motivate and keep control of their parts and deadlines. Fig1. The different between traditional schoolroom and OLEs. The Shift of Face to Face treatment to Computer Mediated Discussion From the last session, we can see that there is advantage of utilizing OLEs in treatment than traditional schoolroom. How about pupil? Do they besides want to utilize the electronic resources to larn and interact with each other? An and Frick ( 2006 )[ I ]found that pupil preferred to utilize computing machine mediated communicating ( CMC ) than face to face ( F2F ) as communicating media under certain status. Here are the grounds: Flexibility The location and clip become an independent variable in CMC such that pupil can execute treatment on web anyplace. Interactivity increased The flexibleness of digital acquisition platform besides contributed to the 2nd point, it will increase the interactivity between the pupils and every bit good as the Instructor. The learning manner of the pupils is therefore transform from independent larning to equals larning by the usage of computing machine AIDSs. Sutton ( 2001 )[ two ]( in An and Frick, 2006 ) suggested that CMC has caused the displacement from â€Å" correspondence acquisition † to â€Å" societal acquisition † . Berge ( 1995 )[ three ]( in An and Frick, 2006 ) has besides suggested the interaction among teachers, pupils, contents and interface have been â€Å" maximized † in the on-line treatment and therefore ease the constructive thought. Allow pupil to larn by their ain gait When comparison to F2F, CMC provide pupil more clip to react the inquiry. It allows pupil to analysis and reflect the inquiry with adequate clip so that they can compose thoughtful responds. Student can therefore larn by their ain extremum in CMC, they can besides take control to their acquisition and interact with the equal in order to construct cognition. Overview of the Discussion Tool – Synchronized and Asynchronous Discussion tool Discussion is decidedly a common execution for Computer Mediate Communication. Generally, on-line treatment tool can split in to two types, they are synchronized and asynchronous treatment tool. And as educational platforms, the two distinguishable format of interaction impact otherwise. In this session, we are traveling to look into the pros and cons of these treatment tools in acquisition. What is asynchronous treatment tool? Harmonizing to Johnson ( 2006 ) , asynchronous direction â€Å" occurs in delayed clip and does non necessitate the coincident engagement of pupil and instructor † . The asynchronous direction was used in distance instruction in the early twelvemonth due to postal holds. The asynchronous voice conferencing are already proven utile in some instructional contexts, text-based asynchronous direction are besides widely used in the post-secondary instruction, it can besides be considered as asynchronous on-line treatment. Johnson stated that pedagogues has been look into the efficiency of asynchronous on-line treatment, they reported that it can â€Å" encouraging in-depth, more thoughtful treatment ; pass oning with temporally diverse pupils ; keeping on-going treatments where file awaying is required ; and leting all pupils to react to a subject † ( Branon A ; Essex, 2001, p. 36 ) . There are besides possible restrictions of the asynchronous treatment room. Student may non look into the forum often, deficiency of self-generated feedback may take pupils experience isolated, it is necessary to pass more clip in the treatment in order to do it mature ( Branon A ; Essex, 2001, p. 36 ) . All in all, Dede and Kremer ( 1999 ) conducted a study to look into the pupils ‘ penchants of asynchronous treatment tool. They found that the asynchronous treatment provided a more comprehensive interchange for them, but it required more clip and provided less societal interaction than synchronal confabs. What is synchronal treatment tool? Harmonizing to Johnson ( 2006 ) , â€Å" Synchronous direction occurs in existent clip and requires the coincident engagement of pupils and instructor † . The synchronal direction was used in the closed circuit telecasting on university campus in the early twelvemonth. Until 1980s, video-conferencing and synergistic telecasting connected distant schoolroom, in which, the synchronal treatment let pupil to inquire inquiry and execute interaction in spontaneously, the pedagogues start behavior survey how synchronal treatment tool aid pupil in acquisition. As you can see, synchronal communicating tools allow multiple users communicate with each other at the same clip utilizing text messages, study ( Branon A ; Essex, 2001, p. 36 ) showed that synchronal confab tools are utile for â€Å" † keeping practical office hours, squad decision-making, and brainstorming, community edifice, and covering with proficient issues † . Spontaneous feedback can do pupil feel connected ; pupil will non experience isolated in this state of affairs, meanwhile, pupil are all actively take part in the treatment tool synchronously, non like asynchronous treatment tool, required pupil to login often to look into for update. But there are still restrictions for the synchronal treatment tool. It is hard to implement synchronal treatment tool comparison with asynchronous treatment tool. It is difficult to acquire pupils online at the same clip, and it is hard in manage large-scale conversation. Lack of contemplation clip for pupil and it is demanding for the hapless typist. ( Branon A ; Essex, 2001, p. 36 ) Synchronous Versus asynchronous online treatment Educators are normally agreed the larning result of asynchronous on-line treatment room is better the face-to-face treatment. But the restrictions stated above ( isolation and often engagement ) deter them to utilize this mechanism entirely. There lead to the tendency of implementing synchronal confabs tool, it is because synchronal confabs can overrule those restriction, as it â€Å" efforts to emulates † face-to-face treatment. Using synchronal confabs non merely enhanced societal dealing but besides better pupil larning result. Johnson ( 2001 ) suggested the best methodological analysis is uniting the synchronal and asynchronous confabs tool in Online Learning Environment in order to acquire â€Å" higher degrees of pupil satisfaction and command of class demands than execution of either manner in isolation † . Johnson stated that there is a study supported pupil who ‘s used both treatment tools are most likely to accomplish the class demand because utilizing the both tools can maximise â€Å" personal battle in larning † . Review on bing system Instructor Controlled Chat System ( ICCS ) ICCS ( Thirunarayanan, 2000 ) was proposed to allow the teacher involve into the pupil treatment, it can repair the job with chat confusion and convergence. He proposed two package sweetenings in order to accomplish the purpose: Instructor mediated confabs Teachers will hold two Windowss on their proctor, one is the pupil treatment window and the other is the teacher control window. Each message raised from the pupil will direct to the teacher window foremost earlier published to the other pupils, the teacher will take the relevant inquiry / response to print. Students are merely type and respond to the inquiry until the teacher sends the message to the pupil window Instructor intimations before the confab subdivision The 2nd point is to salvage short remarks ; inquiries and statement in the database before the confab session Begin. Once the pupil is deficiency of thought, the teacher can do usage of the pre-saved statements to inquire inquiry and remind pupils to remain focused on relevant subject. Potential job of ICCS As the treatment flow is extremely depended to the teacher, it will impact the smoothness of the treatment and do it uneffective. As the treatment stuff is censored by the teacher, the quality of the treatment will extremely depends on the quality of the teacher The less attending paid by the scholar as they can trust on the instructor remark or direction. The work load of the teacher will be increased as at that place may hold many treatment groups in a category. Mediated confabs The mediated confab ( Hugo, Pimentel, A ; Lucena, 2006 ) was designed to avoid â€Å" Message Overload † . Harmonizing to the writers, message overload refers to many messages from the participants are being show at one time. Mediated chat uses the computing machine mediated channel to work out the job. In mediated confab, the pupil message will first direct to the confab waiter and waiting line. The confab waiter will roll up all the messages and print them to the duologue window one by one. The pupil are able to see a queue list in the window, they are able to see their topographic point in the waiting line. If their thought are posted by the pupil in the precedence topographic point in the waiting line, the pupil are able to cancel their submit message and compose a new one to direct to the confab waiter. Potential job of Mediated Chat The system can work out the message overload job is a reasonably effectual manner, nevertheless for the job of easing the effectivity of the treatment. There are some possible jobs in it: With this method it can take down the load of the teacher but there are no AIDSs to assist pupil to believe critically since they are without the aid of the teacher. As the treatment flow is extremely dependent on the confab waiter, there are no manner the quiz or alter the topographic point of the waiting line. CSCL environment for â€Å" Six Thinking chapeaus † Discussion Tamura, A ; Shuichi ( 2007 )[ four ]proposed a scenario-based asynchronous treatment environment by utilizing the six believing hat theoretical account. In which, the pupil are put on a specific chapeau wholly and lend thought for this coloured chapeau. After the first hat session, a facilitator will travel the whole group to the group reappraisal subdivision ( illustrated in figure5 ) and it will further travel to other hat subdivision onward. For the â€Å" Group reappraisal † , each pupil will knock other scholars ‘ statement, and there is a facilitator to command the critic. Fig5 Scenario-based Process of Discussion The ground of the precedence of the chapeau colour: Red gt ; While gt ; Green gt ; Yellow gt ; Black and Blue is because: Red Hat: Emotion chapeau, it is easy for the scholar to province his personal sentiment even they are non familiar with the six believing hat method. White Hat: The chapeau of fact, It provided the pupil cardinal information to discourse. Green hat gt ; Yellow hat gt ; Black chapeau: These chapeaus used to lend thoughts and standing point to the treatment, it is a good manner to set it after the emotion chapeau and the chapeau of fact. Blue chapeau: Using bluish hat as a summarized chapeau. It is the best manner to set it at last. The sum-up of the â€Å" Six Thinking chapeaus † Discussion The treatment tool utilizes the six believing chapeaus theoretical account, in which, it provided a platform for parallel thought. And therefore it fulfilled the five advantages we suggested in the last subdivision. The chapeau sequence is logical. Which make the ruddy chapeau at the first, white chapeau follows and the blue chapeau at the terminal. Tamura, A ; Shuichi ( 2006 ) have examined their theoretical account uses questionnaire, they found this system can lend to the assorted point of view for a given subject and supply the relaxation to sum up. There are some points we can take from this system: It is a good manner to allow the pupil to lend thought wholly ( all pupil contribute to a hat one by one ) at the really get downing. It can coerce to student to believe in different way at least one time. But we believe that it is better to lodge one pupil a peculiar function after the first rhythm. It is because the group may be ignored some minor thought during the ulterior treatment ( e.g. feeling ) . If we stick a pupil to a peculiar function after the first rhythm. The job will be fixed. ( Details flow will be explained in following chapter ) The system should enable some characteristics to ease the pupil to summarized thoughts. Meanwhile, it is besides a of import point to enable characteristic to ease pupil to take up their specific function. Discussion method Structured Academic Controversy hypertext transfer protocol: //www.lawanddemocracy.org/discussionsac.html â€Å" ControversyA exists when one individual ‘s thoughts, information, decisions, theories, and sentiments are incompatible with those of another, and the two seek to make an understanding † ( Johnson A ; Johnson, 1995 ) SAC is a learning attack that encourages pupil to take one side at one time and dispute with the other side, pupil will foremost divided in two squads, and they are traveling to reason a subject alternately, they are traveling to reason the subject BOTH sides of a controversial issue and finally achieved the understanding on the issue. Structured Academic Controversy is a learning attack that encourages pupils to take on and argue for, alternately, BOTH sides of a controversial issue and finally come up with a balanced sentiment about that issue. Students work in braces to go familiar with one side of an issue, and so argument with another brace who has become familiar with the opposing side. Pairs so exchange â€Å" sides, † become familiar with the opposing statement, and argument once more. Finally, the two braces come together to discourse the strengths and failing of each side of the statement, come to a consensus about their corporate sentiment about the statement, and present that thought to the other quads. This learning attack encourages pupils to see all sides of an issue every bit before explicating a concluding sentiment. Philosophic Chairs Discussion Six Thinking Hats Model How to cite Discussion As A Learning Strategy Education Essay, Essay examples

Volkswagen Car for Kant Theory and Nicomacean - myassignmenthelp

Question: Discuss about theVolkswagen Car for Kant Theory and Nicomacean Virtue. Answer: Introduction Over the time, it has been seen that Volkswagen has been dealing with the internal scandal which has dented the integrity of the company. For this, it has been seen that the team tested the different models of the Volkswagen car (VW) where the team tested the different models. The company has been equipped with the different variety of the diesel vehicles where the car manufacturer requires to have the software installed in the car for cleaning any of the diesel exhaust (Griffin et al., 2016). The company made the changes in the software and shut off the normal driving conditions to improve the economy of the fuel and the performance. This led to affecting the diesel cars to release the legal amount of nitrogen oxide in the air with the havoc in the environment. The theories that include are the Kant theory and the Nicomacean Virtue Ethics. Detailed dilemmas for the case study The scandal has been about the Environmental Protection Agency where there is a change in the installation in diesel engine that could be for improving the results. The working over the company is for cheating the testing for the emission in US and the CEO also acknowledged the same. They look for putting efforts with reputation and customer satisfaction that is important for bringing the competition with best products. The competition creates the urge with creating the situation without harming the morals and the ethics. It also includes the opportunities to the consumers to have products and the services at the affordable pricing with the quality and creating choice (Oldenkamp et al, 2016). The increased market for the automobile manufacturers need to focus on the improvement of the car quality and then working over providing and increasing the market at the reasonable price. The focus is also on adopting the unethical ways of manufacturing, with emerging out the competition in US. It includes the values where the goal of the company is to increase the shareholder value with the common financial myth. The proof is about working over the scandals that have resulted mainly due to the short-term rewards of gaining market values and then rising over the competition as well (Rhodes, 2016). VW need to focus on the different standards and the policies which could bring a change in the image of the company. For this, they have started working on the Go Green initiatives where there are objectives related to working over the cleaning and modifying the mistakes that they have done by making change in the software. Along with this, the focus is on the growing technology and the forms that will remove the ethical dilemma. Ethical Theories chosen The theories focus on: The Kantianism theory which is the moral based ethical perspective focusing over the ethical duties to work over and handling the treating of the people with respect and equally capable living in the autonomous life. For this, the people also work over the rights and the justification with the range and the scope of rights that process for the prioritizing and resolving the conflicts as well. The consumers, stakeholders, employees and the dealers works over the incredibly immoral perspectives where VW has never been able to give the people a proper right to know what needs to be done. The people believe in the facts and the images of the company with major focus on the dishonesty. VW has also kept the customers to buy the cars and the shareholders to buy the company stock with the employees working over the company standards and building up the faulty cars and the car dealers (Strittmatter et al., 2017). The focus is mainly on dealing and working over the sales and the business pursu ing without handling the rights for making the decisions. The Nicomacean Virtue Ethics works over the ethical standards to determine the needs and work over handling and discovering the character traits which are for the good and the full human life. The virtues are based on including the courage, honesty, self-control and the justice, where there is a need to offer a detailed version about the business life to make the distinctions that is more than good and bad at the time of describing the person or the company with the actions (Thiroux et al., 2015). The regards are taken to focus on the will to stand over the right ideas and the actions where VW does not need to exemplify the company intentions with creating and installing the defective software. The virtue of honesty is considered important for the employees treatment with the other companies and the customers. The scandal is based on the occurrence where VW is not honest and is working over designing the emission software to test and work with shutting off afterwards to improve the p erformance of the fuel. The temperance and the self-control is important for the expectations and desires that includes the focus on the unattainable desires with the extent that must deal with meeting the personal goals as well. Hence, there is no company, who lies to the government for the improvement of the business. Along with this, the justice needs to be for working hard and producing the quality products with upholding the business practices as well. VW works on creating the software which did not take time for creating and then make a proper emission system to comply to the regulations of the government. The entire scandal could easily be avoided if it is abided by any of the virtues. Discussion Analysis It is important to focus on the actions by VW where the entire situation is to develop a cleaner version for the diesel engine with the major priorities of the company to focus on the sales rather than the quality of the vehicle. With this, the company has also sacrificed the integrity and the image for the company which needs to be dealt along with handling the decisions for the years to come (Tse et al, 2017). With this, it did not lose its customers and the stakeholders but also the trust of the government and the other investors. VW and its other executives are working over achieving the high routes and now they are trying to focus on regaining the trust of the people. Here, the major cause of the pursuits is related to the concern of air pollution and control of the emission which is important for the environmental improvement. There are other strict laws and regulations which are considered important for maintaining the profit of the company. Conclusion The company is currently working over the top-level executives with goal on the attractive, safe and the environmental friendly solutions to compete in the tough market. With this, there are different standards set for the respective classes where the major focus is on striving to the achievement of the goals (Zhang et al., 2016). Along with this, the company has been able to work on creating the different programs for the consumers and following the path of honesty. This will help in gaining the trust of the consumers, stakeholders and the government which involves the detailed reports about the cars and including the tests and the information to verify the data authenticity. Along with this, there is involvement of the different techniques to rectify the situation where the company is working on the buyback program and providing the customers with the free exchange of the vehicle, who bought the vehicle in the time. References Griffin, P.A. and Lont, D.H., 2016. Game Changer? The Impact of the VW Emission Cheating Scandal on the Co-Integration of Large Automakers Securities. Oldenkamp, R., van Zelm, R. and Huijbregts, M.A., 2016. Valuing the human health damage caused by the fraud of Volkswagen.Environmental Pollution,212, pp.121-127. Rhodes, C., 2016. Democratic business ethics: Volkswagens emissions scandal and the disruption of corporate sovereignty.Organization Studies,37(10), pp.1501-1518. Strittmatter, A. and Lechner, M., 2017. Sorting on the Used-Car Market After the Volkswagen Emission Scandal. Thiroux, J. and Krasemann, K., 2015.Ethics: Theory and Practise. 11th ed. Sydney: Pearson Australia, pp.47-48. Tse, Y.K., Zhang, M., Doherty, B., Chappell, P., Moore, S.R. and Keefe, T., 2017. Exploring the hidden pattern from tweets: Investigation into Volkswagen emissions scandal. InSupply Chain Management in the Big Data Era(pp. 172-198). IGI Global. Zhang, B., Veijalainen, J. and Kotkov, D., 2016. Volkswagen Emission Crisis: Managing Stakeholder Relations on the Web. InWEBIST 2016: Proceedings of the 12th International conference on web information systems and technologies. Volume 1, ISBN 978-989-758-186-1. SCITEPRESS.

Understaning the Tito-Stalin Split free essay sample

The split between Josip Broz Tito, leader of Yugoslavia, and Joseph Stalin, head of the Soviet Union, is arguably one of the most watershed moments in Soviet history. It was a sign of a rising and powerful Yugoslavia, the first break in the Eastern bloc, and inspired a shift in Soviet policy and political thought. Focusing on the timespan from 1941 to 1948, I claim that, though the break between the two leaders was caused by a variety of factors, the root cause was Stalins prioritizing of foreign relations with the West. Stalins attempts to appease the Western powers went against Titos interests in spreading Yugoslavias influence. This is particularly true regarding Titos involvement in the Greek civil war, and his relations with Albania. It was a shock to Tito, and to the rest of the world, that Stalin decided to placate the West rather than side with Yugoslavia on these matters. We will write a custom essay sample on Understaning the Tito-Stalin Split or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page l However, realistically speaking, the Soviet Union was in no position to provoke the Western world post-World War II. Therefore, it is my thinking that the main source of friction between Stalin and Tito stemmed rom their disagreements in prioritizing good relations with the West. Background Information Leading up to the Tito-Stalin Split: From 1941 to 1948 After Stalins non-aggression pact with Germany fell through in in 1941, the USSR was pushed into the camp of the Western allies. In the April of that year, the Axis powers invaded Yugoslavia. Thus, the Yugoslav Partisan resistance, led by Marshal Tito, was left to defend the nation. The Yugoslav Partisans were extremely successful at liberating their country, especially when compared to other resistance movements in Europe,2 as the Red Army only arrived after most of the fighting had already been done. The arrival of the Soviet mission after two and a half years of delay turned out to be something of an anticlimax, and Tito himself considered the belated deployment as excess baggage. 3 Nevertheless, Yugoslav and Soviet troops together forced the Nazis to retreat behind the Yugoslav borders in 1944. The following year, the old Yugoslav monarchy was abolished, and in 1946, with Tito as its dictator, the Yugoslavs carried through their own Communist revolution,4 and did so without any help from the Soviet Union. Because of this, Titos prestige stood very high among Communists and left-wing sympathizers in Yugoslavia and throughout the world. This prestige gained Tito much loyalty and legitimacy from his supporters and would be key in making his split with Stalin possible. However, Yugoslavias communist revolution upset the agreement Stalin had made with British Prime Minister Winston Churchill in 1944. They had agreed that control over Yugoslavia would be split fifty- fifty between Britain and the USSR. Now, it was the start of the Cold War, and Yugoslavia was 100 percent on the side of the Soviet Union. For this reason, Tito was een in Britain and the United States as the most hostile and pro-Soviet of all the Communist dictators in Eastern Europe, and consequently, Just by establishing communism in Yugoslavia, was already causing some problems for Stalin. Stalin wasnt a fan of either because these issues were extremely provoking of Western involvement, something he wished to avoid. More details on the happenings are provided later on in my Evidence section, as I tie their relevance back to my thesis. In the end, Tito and Stalin broke apart because of these issues, and In 1948, the Soviet leadership expelled Yugoslavia from Cominform. 9 Official correspondence between the Soviet Party and Tito declared that the USSR cannot consider such a Communist party organization to be Marxist-Leninist, Bolshevik. 0 This provided the USSR with a rationale to cut off relations with Yugoslavia. However, these accusations had little truth to them. Ideology became an instrument of pressure and attack, a means of bargaining and Jockeying for power in Yugoslav-Soviet relations,11 whereas in actuality, The basis of the critical analysis of the Stalinist system undertaken by Titos ideological specialists, only came about a year or so after Yugoslavias expu lsion from the Cominform in 1948. 12 Thus, it was only after the split that the Yugoslav leaders set on a new path, which rejected the Soviet system and developed a new ind of socialism. 13 Literature Review: The Revisionists and the Traditionalists of the Stalin-Tito Split Though its difficult to place blame solely on either Tito or Stalin for their split, historians generally sway their opinions towards one fgure to be more at fault for the break. One historiographical camp is that Titos desire to expand Yugoslavia was the root cause of the break. Perhaps he wanted to use expansionism as a means to reject Stalins supremacy and further solidify his own dictatorship. This is the claim that historian Jeronim Perovic makes in his article The Tito-Stalin Split: A Reassessment in Light of New Evidence. With new access to the Moscow archives, his work concludes that the documents indicate that the main reason for the conflict was Stalins dismay when Tito continued to pursue an expansionist foreign policy agenda toward Yugoslavias neighbors, especially Albania, against Moscows stern advice. 14 Perovic supports his argument by first setting up a counter argument the idea that the main cause of the Tito and Stalin split was a difference in ideology and then debunking it by examining disproving evidence and emphasizing the important role Titos appetite for expansion had to play in the conflict. Yet, other historians might cite Stalin as the catalyst for the break. This camp might rationalize that it was Stalin who rejected Tito as a ta ctical decision to try and torce Yugoslavia to tully succumb to Soviet rule. Vladimir DediJers biography ot Tito, Tito Speaks, takes this very stance. A former Yugoslav partisan and friend of Tito, DediJer asserts that Stalin premeditated the break to try and weaken Yugoslavia. He writes It is clear today that Stalin prepared these steps with considerable cunning. First, he tried to draw all responsible officials in the economic field, in the Party achine, in the Army, in the IJDB into his service, so that he could then deliver the final blow and turn Yugoslavia into a Rumania, Bulgaria, or some other East European country which had met a fate like that prepared for Yugoslavia. 1 5 Both of these aforementioned camps fall into the traditionalist category of the historiography surrounding the Tito-Stalin split. By placing blame on either Tito or Stalin, the camps focus on a fundamental incompatibility between the two actors, which leads to their breachs inevitability. 16 Traditionalist thought is characterized by seeing the Tito- Stalin split as inevitable. It generally stems from analysis that was done before the Moscow achieves wer e opened (but not always, an example being Perovics article). 7 My analysis, however, falls more into the revisionist category. Revisionist work is typically derived from access to sources that became available only after the opening of the Moscow archives. Also, revisionists do not see the break-up of the Yugoslav- Soviet alliance as inevitable, and point to evidence that demonstrates Titos loyalty to Stalin and surprise at Stalins forsaking of Yugoslavia to support this claim. 8 All these factors are true of my analysis of the Tito-Stalin split. I argue that neither Stalin nor Tito bears more of the blame for their break. I fall into a camp similar to that of historian Volin MaJstorovic. His thesis: When Soviet policy makers became convinced that the American commitment to Western Europe was permanent in the wake of the Marshall Plan, Kremlin decided to Stalinize the nascent communist bloc, and it was this that caused the demise of the Yugoslav-Soviet alliance. 19 1 agree with MaJstorovic, but I emphazise the importance of the massive influx of power the West eceived after World War II rather than the impacts of Stalinization. It is my thinking that Stalin had no choice but to acknowledge the strength of the Western world, and shape his foreign policy appropriately. From this standpoint, it was crucial for Stalin to part from Tito in order to appease the Western powers, since Titos actions were not looked upon positively by the capitalist bloc (this becoming ironic once rift opened, as Tito then used Western aid against Stalin). Evidence There are several factors that fueled Stalins break with Tito, but the most significant of them relate back to Stalins tie to the West. Indeed, it was important that Stalin take heed of Western interests into account into post-World War II Soviet foreign policy. Firstly, since the Soviet Union had sided with the allies during World War II, East-West negotiations were brought about that otherwise might not have been had. As research scholar Darko Bekich explains it, The Nazi invasion of Yugoslavia in April 1941 constituted an immediate threat to Soviet security and made the Soviet Union a natural ally of Britain and France even before the faithless German attack on Russia. He continues on to say that from then on, fght for nfluence in the Balkans were an issue of much debate between the allies and the USSR 20 Thus, the East-West alliances ot World W r II nad not yet tully deteriorated into cold war, so Stalin felt obliged to engage in negotiations with his fellow allies, including negotiations relating to Yugoslavia. Still, Stalins connection with the West didnt entirely stem from post-World War II alliances; it also was derived from his caution regarding Western power. The Soviet Union was crippled by the war. Having hosted the Eastern Front of the war, the USSR suffered from the loss of up to 24,000,000 people total. It also had pursued a policy of scorched earth during the war, leading to the destruction of 31,000 industrial enterprises, 65,000 kilometers of railroad track, and ultimately $128 billion worth of damage. 21 The Soviet State Planning Chief Nikolai Voznesensky published his thesis The Economy of the USSR during World War II in 1947, and ended it by saying Not a single capitalist country in all its past history or in modern war has sustained such losses and barbaric destruction on the part of aggressor as has our homeland. 22 In contrast, the United States emerged from World War II as the new global hegemon. None of the fghting was committed on US soil, its gross national product had increased by 63 percent during the war, and it was the only country to have successfully developed atomic weapons. 23 After the war the United States also began to reverse its foreign policy from isolationism towards involvement. Backed by its military and economic might, it became the leader of the Capitalist Bloc and developed containment policy to prevent the spread of communism, which meant that the USSR would have to rebuild without the assistance of US aid. The policy of containment inspired what came to be known as the Truman Doctrine, which stated hat the US would use whatever means necessary to keep Turkey and notably Greece from falling under the sway of communism and Soviet control. Stalin recognized that the West, particularly the United States, had this immense power post-World War II, and was ready and willing to wield it to keep Eastern influences to a minimum. He also recognized that the Soviet Union was in no shape to combat this kind of power. Therefore, he was forced to consider the interests of the Western powers to safeguard his own country, and this influenced his decisions in Yugoslavia that ultimately led to his break with Tito. Since Stalin was, for the aforementioned reasons, in favor of appeasing the West, the actions Tito would take post-World War II severely distressed the head of the USSR. One of these actions was Titos involvement in the Greek civil war. He supported Greek Communist Party in the fight by bolstering them with Yugoslav aid. Perovic declares that The survival of the Greek partisans depended substantially on the scale of Yugoslav support, and the withdrawal of this support would have almost guaranteed the communist insurrection to fail. 24 This Yugoslav involvement was unsettling to Stalin, largely because of prior comittments e had made with Britain. In October, 1944, Stalin and British Prime Minister Winston Churchill negotiated what would later be called the percentages agreement. Historian Ronald Suny describes the agreement to be an explicit acknowledgement of Soviet hegemony in much of the Balkans, with Britain dominating Greece. 25 The two leaders decided that influence in Yugoslavia would be shared 50-50, the Soviets would have the upper hand in Rumainia with 75 percent influence to Britains 25 percent, and Britain would have control over Greece with 90 percent to the USSRs 10 percent. 6 Though this agreement was never formulated into an official treaty, the Soviets stayed true to this compromise atter the war was over . This is demonstrated by the fact that they did not assist the communist rebels in Greece. Suny specifies this by stating When the British occupied Greece in December 1944 and used military force to quell any pretensions of the Left to power in Greece, the Soviets sat silently by as their supporters were shot down or imprisoned. 27 However, Yugoslavia was still the poster child of Soviet satellite states in 1944. Significant signs of tension etween Stalin and Tito only began to emerge in 1947. 8 This is because the Soviet Unions attempts at diplomacy to halt Yugoslavias involvement in the Greek civil war were failing, and Stalin knew that in time this could cause dangerous international complications, in the words of Perovic. 29 He further describes the predicament by asserting that Soviet leaders sensed that victory for the Greek Communists could be achieved only through direct military intervention, which would risk a confrontation with the Western powers that were already preparing a formal military alliance. Stalin was aware that the West regarded the Greek civil war as an indication of Soviet expansionist plans. 30 So, not only did Stalin choose not to engage the Soviet Union in the Greek skirmish, he prohibited Tito from lending Yugoslav support, all in the name of not provoking the West. Perovic cites the memoirs of Yugoslav representatives to Moscow Edvard Kardell and Milovan Djilas. Both write that at the 10 February meeting [of 1948], Stalin explicitly demanded an end to the Greek rebellion. 31 This clearly shows that Stalin was prioritizing foreign relations with the West over championing fellow communists in Greece. Additionally, Stalin and Tito also disagreed when it came to Yugoslavias unification with Albania and, more broadly, Titos ambitions for a federation of the Balkan countries. 32 Tito had forged an alliance with Albania to funnel aid to the Greek communists, since it too shared a border with Greece. This was not looked upon kindly by Stalin, who already wanted to pull Yugoslavia from the Greek civil war. Furthermore, this display of Yugoslav dominance in Albania was a reflection of Titos desire to merge the state with Yugoslavia. Tito had previously discussed the concept of Yugoslav federation, consisting of Albania and also Bulgaria. However, Tito was no longer as gung-ho about a union with Bulgaria as he had been right after the war,33 and so in the immediate post-war years he switched his focus on swallowing Albania. 34 Titos hopes began to come to fruit with the Yugoslav-Albanian Treaty on Friendship and Mutual Assistance, signed July 1946. 35 Four months later, economic and customs agreements were set in stone. 36 Stalin had taken a stance in opposition to the ratification of the Treaty on Friendship and Mutual Assistance with Albania. At a Yugoslav delegation held in January 1945 Stalin asserted that fthe English understand only the language of violence, and that the treaty should be scraped in order to avoid international complications. 37 Undesirably for Stalin, Tito went ahead and ratified the treaty. In hopes of solving this dispute quietly, in January 1948 Stalin asked Tito to send a Belgrade representative to Moscow for consultations. Representative Djilas arrived on the seventeenth, and immediately Stalin had him brought to the Kremlin. There, he explained to Djilas that he was in favor of a bigger Yugoslav federation in theory. He is remembered to have said We agree with you: you ought to swallow Albania the sooner the better. 38 However, in practice Stalin knew that the Western world would see Yugoslavias incorporation of Albania as Soviet expansionism. So ne continued on to say that a tormal merger ot the two countries should be delayed until an appropriate time and format could be worked out, and should be accomplished voluntarily, not against the will of the Albanians. 39 Tito interpreted these statements as endorsement for further Yugoslav involvement in Albania. With Albanias approval he began preparing to move in two Yugoslav military divisions without consulting Moscow. Stalin was outraged by this, but fortunately the damage had not yet been done. He invited Yugoslav officials to Moscow for yet another diplomatic meeting on 10 February and demanded that Tito refrain from moving his forces into Albania. Wacheslav Molotov, one of Stalins aids, remarked that because Tito had not chosen to consult with Stalin about this deployment of forces, serious differences had arisen between the Soviet Union and Yugoslavia. At Stalins behest, Molotov read aloud a telegram that had been sent to Belgrade the month prior. It emphasized the importance of the need for the Soviet Union and Yugoslavia to sort out the mess [regarding the incorporating Albania and the Greek civil war] together in case of an Anglo-American intervention. 40 In the end, Tito did not scrap his plans to deploy his divisions to Albania, and it was this blatant rebuff that caused Stalin to formally stop negotiations with Yugoslavia. He withdrew all Soviet military and civilian advisers in 1948. The former role model Soviet satellite was expelled from the Cominform and Titoism became as condemning a term as Trotskyism. Yet, it is important to note that in every altercation Stalin had with Tito regarding Yugoslav influence in Albania, Stalins reasoning for staying out of the country was to avoid an altercation with the West. There is evidence that demonstrates that Stalin would have been in much more favor of Titos actions in Albania and Greece had it not been for his concern of Western opinion. After all, Tito was helping to spread communism through Yugoslav influence, and would possibly start an international cascade of communist revolutions by defending the Greek Communist Party from his own boarders as well as Albanias. Yet, in spite of these advantages to Titos maneuvers, they all demonstrated a spread of Soviet power to the West. Thus, Stalin chose to split with Tito and instead prioritize the foreign relations with the Western bloc. Analysis of Possible Counter Arguments A variety of counter arguments exist that stand in contrast with my assessment that Stalins prioritizing of foreign relations with the West was the main reason he split with Tito. I have mentioned two of them in my literature review. One is the idea that the Stalin-Tito split was more caused by Stalins fear of Yugoslavia gaining too much ower and rivaling the Soviet Union. The other is that Titos interest in expansion was the key cause of the collapse of his relationship with Stalin. Both schools of thought have their merits. I do not argue that their conclusions are untrue, but merely emphasize less important factors that led to the break. Though Stalin may have been uncomfortable with Yugoslavias steadily growing supremacy, there are a few facts that partially undermine the significance of his apprehension regarding its impact on his break with Tito. Indeed, Stalin was willing to compromise with Tito on the xpansionism issue. During his meeting with Djilas and Kardell on 17 January, 1948, he expressed his endorsement of a larger Yugoslavia, but emphasized that a formal merger of the two countries should be delayed until an appropriate time and format could be worked out that would not irk the West. 42 During his second meeting with the Yugoslav representatives on February 10 ne even went so tar as to put torward a plan that would form a federation comprised of Yugoslavia, Bulgaria, and Albania. He exclaimed This is the federation that should be created, and the sooner the better ight away, if possible tomorrow. 43 However, Stalin stressed the importance of not upsetting the capitalist bloc by further meddling in the Greek civil war via Albania, and instead, as a first step, ordered Yirst a federation between Bulgaria and Yugoslavia, and then both with Albania. 44 This demonstrates that Stalin wasnt extremely apprehensive about Yugoslavia expanding, but was more so worried about the Wests reaction to expa nsion into Albania specifically. Albania was an especially tricky issue because of its proximity to the Greek civil war, and American President Truman had already put forth his own doctrine in 1947, stating that the United States would support free people who are resisting attempted subjugation by armed minorities or by outside pressures. 45 This language refers to the USs promise of economic and military aid to Greece to keep from losing it to the Soviet sphere of influence,46 and Stalin recognized this. Though the West would not favor Yugoslavias merging with Bulgaria, it would not be as hot of an issue as the incorporating of Albania. Thus, it might be a viable alternative that would feed Yugoslavias hunger for xpansion, and not be too upsetting to the Western world. Since Stalin was willing to compromise on the expansion issue with Tito, this demonstrates that he was not so anxious about Yugoslavias increasing influence in the Balkans. Instead, the Soviet leader was more worried about angering the West, and was willing to allow Yugoslavia to gain some power in an attempt to forge a compromise that wouldnt provoke American military action. In addition, Stalins controlling policies towards Yugoslavia were not unique; during this time, the Soviet Union sought to tighten its rip on its entire sphere of influence to placate as well as demonstrate its power to the West. Thus, Stalins inflexible policies towards Yugoslavia were not exceptional, solely directed at weakening the growing Balkan giant. In the words of Perovic, Stalins dismay regarding Tito came at a time when Soviet policy toward Eastern Europe as a whole was hardening. 47 Historian Marshall Shulman sums up this policy shift in his book Stalins Forign Policy Reappriased. He starts off by saying The unsettling factor in the equation was the Soviet perception of the Western societies s inherently and intractably hostile, with the consequent conviction of the inevitability of conflict, and goes on to explain that the USSR chose to compensate for its sense of vulnerability, and consolidate Soviet control over Eastern Europe. 8 Shulman points out the irony in that th ese actions Just stimulated Western military mobilization, which is precisely what Stalin was so carefully trying to avoid. 49 MaJstorovic too writes an analysis of the Tito-Stalin split that is in agreement with Perovics and Shulmans remarks. He states that when the conflict with the West ecame a distinct possibility, Stalin decided to close ranks in the communist movement,50 and actively began to think about Stalinization of Eastern Europe at this time. 51 He defines Stalinization to be replacing the regions communists with individuals whose fortunes crucially depended on Stalin, and whose servility to Moscow was unquestionalable, and goes on to say that This was a logical extension of the Communization process, which climaxed after the Cominforms founding conference, as it assures more effective control of Eastern Europe, during a time Stalin needed his control to prevent a controntation wit ne Wes 52 So, though Yugoslavia was by far the strongest Balkan power, this did not rende r unusually restrictive policies on the part of Stalin. This makes it more difficult to interpret Stalins orders to Tito as solely stemming from his fear of a strong Yugoslavia. Because they were on par with Stalins actions towards the rest of the Soviet bloc, this alludes to the likelihood that Stalin was less concerned with only Yugoslavia and its increasing power, but rather was more concerned with all of the Eastern bloc, and how the West might perceive it on the whole. Its also unlikely that Titos desire to expand was most relevant factor in causing the break. Did Tito want to expand Yugoslavia? Yes. Was he willing to part with Stalin for the sake of expansion? No. This hypothesis can be derived from the knowledge that Tito and his followers were enthusiastic Stalinists pre-spilt. Yugoslavia was the shining example of all the Soviet satellite states for a reason. Under Titos direction, the Yugoslav Communists pursued the construction of socialism more fanatically than did their comrades in the other Eastern European states. 53 They formulated their constitution, ollectivized agriculture policies, economic planning organs, Judicial system, state bureaucracy, health care, educational systems, and even their cultural sphere closely following the Stalinist Soviet model. 4 In turn, when it came time for Yugoslavia to part with the Soviet Union, Tito and his followers were shocked; as former staunch Stalinists, they found it very hard to free themselves from their idol and to accept the new situation. 55 The only reason many of them chose to denounce Stalin post- split was out of fear of being labeled as Cominformist and disappearing off to a Yug oslav concentration camp. 6 This surprise at Stalins transition from idol to enemy indicates that Tito had no preemptive intentions of breaking relations with the Soviet dictator. Though Tito may have wanted to solidify his ictatorship and augment Yugoslavias influence, he did not want nor expect to split otttrom the Soviet Union. On the contrary, ne and his tollowers revered the head ot the Communist bloc up until they were expelled from the Cominform. Moreover, some of the most fundamental sources of friction between Stalin and Tito were from mishaps in communication, and not from reckless expansionist maneuvers. For the most part, Tito was pretty cooperative with Stalin up until February 19, 1948. To further along diplomatic solutions, he had promptly sent high-ranking delegations to Moscow to represent him at Stalins every request. The only reason he didnt come himself was because of health reasons. 61 The game changing event was Stalins order for Yugoslavia and Bulgaria to merge at the February 10 meeting. While Tito had wanted to merge with Bulgaria in part, neither country desired to do so at this point in time. Stalin had hoped that this order would have appeased Yugoslavia, but in actuality it led to Titos first refusal of a direct order from Stalin. 2 Similarly, Tito had misinterpreted Stalins approval of his annexing of Albania so long as it was done voluntarily. 63 It was this misunderstanding that led Tito to deploy his force into Albania without discussing the matter with Stalin first. This event is what called for Stalins first accusations that serious differences exist between [the Soviet Union and Yugoslavia] with regard to questions of foreign policy. 64 It is a lso what ultimately led to the February 10 meeting. These areas of miscommunication, at first glance, can easily be interpreted as evidence of Titos hunger for expansion. However, upon closer inspection, one can see that they are merely misunderstandings in diplomatic rhetoric. From this perspective, Tito wasnt really acting as a power-hungry xpansionist, but was influenced by misconceptions. Plus, even if Stalin had interpreted Titos actions as expansionist desire, he was less concerned about Yugoslavia expanding and more concerned about how this would look to the West. This is evident by his attempt to merge Yugoslavia with Bulgaria, and not with Albania. From this, we learn that Stalin wasnt afraid of a bigger, stronger Yugoslavia; rather, he did not want to trifle with the delicate issue that was the Greek civil war, and take the chance of involving the West. Conclusion Its difficult to know with certainty Stalins motivations regarding his split with Tito. Pinpointing exactly what was the biggest contributing fact to his denouncing of Tito is still one of the most highly contested topics of the Tito-Stalin split, even after the opening of the Moscow archives. Even Djilas, who met Stalin on several occasions for Soviet-Yugoslav negotiations, admits that Not even today am I clear on Stalins motives Perhaps he thought that to create still another Communist state- Greece- in the Balkans, when not even the others were reliable and subservient, could hardly have been in his interest, to say nothing of possible international omplications, which were becoming more and more threatening and even if they did not drag him into war, they might endanger positions he already had won. 65 This being the case, my thesis is somewhat lacking in primary source evidence, as Stalin was not one to dictate his fears, especially when then concerned Western dominance. However, this is not to say that too little evidence exists to make the case that the break was caused by his prioritizing of foreign relations with the West. Other theories that the break was rooted in a specific action done by either Stalin or Tito ave worth ot course, but they tail to tully explain os idolization ot Stalin, and generally dont take into account the communication errors between Tito and Stalin. They are also flawed in that they dont contextualize the split within the bigger picture of East-West interaction. It is for this reason I have chosen to emphasize the importance of Stalins thoughts on the West, and how they informed his decisions regarding Tito. This also explains why I focus mostly on the areas of contention surrounding the Yugoslav relationship with Albania and the involvement in the Greek civil war. Both these sources of disagreement between him and Stalin played key roles leading up to Yugoslavias expulsion from the Cominform, and not coincidentally are intertwined with Soviet-Western relations. To conclude, I speculate that an undertaking of further research into primary source documents would certainly strengthen my argument. Perhaps in time, as the Moscow archives open up more and more, more material will be available to illuminate Stalins thoughts on parting from Tito. Until then, I find that emphasizing his concern about Western strength and opinion is a most reasonable explanation for his decision to break from Tito.

Hsiang Yu the Tragic Hero

Hsiang Yu the Tragic Hero Free Online Research Papers Hsiang Yu: The Tragic Hero Confucius once said, â€Å"Study the past if you would divine the future†. The emphasis traditional Chinese culture has for centuries placed on history as an educational and guiding source is reflected in Ssu-ma Chien’s historical work, Shi Ji. Split into five categories – basic annals, chronological tables, treatises, hereditary houses and biographies – Shi Ji chronicles the history spanning an extensive time ranging from the original Yellow Emperor to the Han Dynasty. Of the five sections, ‘biographies’ remain the most intriguing. Ssu-ma Chien’s cogent yet vivid use of language not only gave insight into the character and fundamental worth of each subject, but also illustrated their particular virtues he deems that make each individual respectable and honorable. In particular, Ssu-ma Chien highlights the importance of reputable traits such as bravery, determination and loyalty through a straightforward and didactic style of writing in his biography of Hsiang Yu. The cultural significance of this biography lays in the authenticity of Hsiang Yu, as reflected in the use of vivid, factual descriptions of Hsiang Yu’s rise and eventual downfall. By illustrating the flaws of Hsiang Yu alongside of his merits, his humanity is reflected, which not only makes him more accessible and relatable to the readers themselves, but also as a result of this instills in the readers the inspiration to emulate Hsiang Yu’s upstanding attributes. Ssu-ma Chien’s biography of Hsiang Yu is thus a notable piece of ancient Chinese literature because it transcends simply being a historical recount of events – it underscores the significance of nurturing and harboring virtuous qualities in our flawed selves, and embracing the notion that it is our vices and merits that determine our fate and how we influence those around us. In the excerpt of Hsiang Yu’s biography as analyzed in this essay, it documents the circumstances surrounding Hsiang Yu’s death. The story begins with Hsiang Yu’s army trapped in a siege by the Han army and Hsiang Yu, recognizing the futility of the situation, weeps, sings and drinks with his concubine, Lady Yuh. However, despite the desolation, Hsiang Yu remounts his horse and leads his troops to break the encirclement. Hearing of this new development the next day, the King of Han orders the pursuit of Hsiang Yu and his men. At this point, Hsiang Yu’s army had dwindled from eight hundred to meager hundred or so horsemen. In addition, having been deceived by a farmer and misguided into a great swamp, Hsiang Yu once again found himself at the mercy of the Han army. By this time, the army’s numbers have reduced to twenty-eight men. Realizing he could not escape, Hsiang Yu delivers a moving speech in his resolve to spend his final moments fighting unti l his last breath. Splitting his army into three groups as a diversion tactic, Hsiang Yu successful breaks the siege, eliminating his enemies while only losing two men. However, as Hsiang Yu approaches Wu River, he reaches an impasse, as he is too ashamed to cross over to the east side of the Yangtze to his people. In his last efforts, Hsiang Yu bravely kills several hundred Han men, yet suffering severe wounds in the process. At an encounter with his old friend Lu Ma-t’ung, Hsiang Yu offers his head to Lu as a favor and slits his own throat, committing suicide. At the death of Hsiang Yu, the only remaining region refusing to submit was Lu, the area in which Hsiang Yu held reign. It was not until the presentation of Hsiang Yu’s severed head did the people surrender. However, instead of annihilating the citizens, the King of Han recognized the people of Lu’s strict honor and loyalty to their sovereign and spared them. In the last scene of this biographical excerp t, The King, further acknowledging Hsiang Yu’s bravery and virtue, buries Hsiang Yu in a respectable and grand ceremony and pardons all his associated family members. From the extract, it is evident that Hsiang Yu not only possesses many valuable and respectable traits, but is also recognized and praised for them. Hsiang Yu’s straightforward, single-minded and brave qualities are the virtues Ssu-ma Chien highlights in his recount of the events surrounding Hsiang Yu’s death. Despite the encirclement Han soldiers have created around the meager number of Hsiang Yu’s people, and although Hsiang Yu realizes the situation as futile as â€Å"they could not escape†, he does not cower or waver. Instead, Hsiang Yu boldly proclaims to fight to his death as he eradicates his enemies. Every grim situation Hsiang Yu was circumscribed in, he demonstrates unshakable intrepidity. Even on the brink of demise, Hsiang Yu continues to display an unyielding attitude and valiantly offers his head to his enemies. This demonstration of such courage and determination is a mirror to Hsiang Yu’s exemplary virtues that have not only inspired his troops to place their faith in Hsiang Yu, but also instilled the same committed belief and gallantry in them. Their resultant strength emanating from this loyalty and conviction is reflected in their ability to have broken through the grasps of the Han army more than two times, despite being overwhelmingly outnumbered. It was not until the third engagement did Hsiang Yu and his men finally suffer defeat. Hence, the power that radiates from Hsiang Yu is indication of his worthiness and respectability. Moreover, the â€Å"eight thousand sons from the land east of the river† that once devotedly followed Hsiang Yu is also testament to the impact and merit of Hsiang Yu, as recognized by those that followed him. This dedication is also ingrained amongst the citizens of Lu. Their refusal to submit and â€Å"willingness to fight to death for its acknowledged sovereign† reflects their allegiance to abide by the same honor Hsiang Yu possesses. The homage the inhabitants of Lu paid to Hsiang Yu to the very end further influenced and moved King of Han to also acknowledge Hsiang Yu’s worthiness and gave Hsiang Yu a dignified burial â€Å"appropriate to a Duke of Lu† (122). Hence, Ssu-ma Chien emphasizes the significance of how determination and moral certainty will diffuse and spread among those around you, infusing them with unwavering loyalty and spirit. As a consequence, this virtue will lead one to achieve great things, and elevate them to prominence, just as H siang Yu did by gaining the faith of his people through the maintenance of a steadfast and lionhearted persona – even Liu Pang, enemy of Hsiang Yu, was affected by Hsiang Yu’s qualities and gave his respects. While Hsiang Yu’s repertoire of righteous traits runs long, he is not without fault and his downfall can be attributed to his own shortcomings. In his biography, Hsiang Yu, as a result of the multiple victories he garnered and relished in, was depicted as one who thinks highly of himself and one who boasts about his achievements. For example, on the eve of his death, Hsiang Yu proclaims to his remaining soldiers, â€Å"I have fought over seventy battles. Every enemy I faced was destroyed, every one I attacked submitted. Never once did I suffer defeat, until at last I became the dictator of the world† (120). Coupled with this arrogance, Hsiang Yu’s direct and bold personality descends into a less virtuous quality – rashness and recklessness. As a final gesture to his foreseeable and imminent doom, Hsiang Yu chooses to slaughter as many Han soldiers instead of crossing over to the east side of the Yangtze river. Refusing to retreat and face the people loyal to him, Hsiang Yu reflects displays an impetuous and proud temperament. However, Ssu-ma Chien chronicles Hsiang Yu’s death with dignity, attributing to the fact that his final hours was in tribute to his men, â€Å"I beg to fight bravely and win for your three victories. For your sake I shall break through the enemy’s encirclement, cut down their leaders and sever their banners† (120). This dedication thus showcases Hsiang Yu’s unwavering loyalty and dedication to his men, which prevents the readers from viewing Hsiang Yu with contempt, as they are reminded of his equally notable and laudable qualities. All in all, the way through which the reputable Hsiang Yu was lead to his defeat by his arrogance and lack of self-awareness epitomizes a tragic hero scenario – a virtuous man falling to his own limitations, but is ultimately somewhat redeemed. The true implication of this historical record is thus to allow the audience to identify and feel sympath y for Hsiang Yu and to reflect on mistakes he made, so as to avoid the same pitfalls. Moreover, Ssu-ma Chien style of writing also suggests a hint of disapproval for Hsiang Yu and his lack of insight into his reasons of failure and tendency to blame everything other than himself. For example, on the brink of his demise, instead of attributing and accepting his personal failure, he repeatedly blames Heaven and not himself for his downfall, â€Å"It is because Heaven would destroy me, not because I have committed any fault in battle† (120) and â€Å"It is heaven that is destroying me† (121). The significance of an individual’s own action and will is an ever important and essential theme the historian prominently calls attention to. It is our own behavior, not the Heavens, that directs our course in life. Moreover, the weight Ssu-ma Chien places in this subject matter is a reflection and comparison to his own experiences. Suffering his own humiliation and setbacks, Ssu-ma Chien not only does not seek to end his life, but instead chooses to continue t he greater task at hand – his historical work. If Hsiang Yu had returned to his people and continued his reign over those loyal to him, it would have mirrored Ssu-ma Chien’s ability to see the bigger picture by carrying on his duty as a historian. Ssu-ma Chien would have thus encouraged Hsiang Yu towards the path of realizing and undertaking in his greater purpose and responsibility above his own pride and honor. Hence, Ssu-ma Chien underlines and encourages those who read his work to accept and maintain their responsibilities and to constantly reflect and learn form others’ examples and mistakes with humility. In conclusion, in the final hours of Hsiang Yu’s death, his actions demonstrated both his virtues and his flaws that reflected a multitude of moral lessons. Through vivid use of dialogue and succinct cogency, Ssu-ma Chien simultaneously illustrates a clear historical picture while subtly promoting the significance of virtuous behavior in oneself to rise to the ranks of distinction and eminence, just as Hsiang Yu did: despite being impetuous and presumptuous at times, Hsiang Yu’s main legacy shall remain and be that of a loyal, respected and fearless individual. Ssu-ma Chien’s depiction of Hsiang Yu as a great but imperfect man encapsulates Ssu-ma Chien’s ability to evoke thought in his readers. Just as Hsiang Yu fell by his own actions, we are all susceptible to the same oversights. Ssu-ma Chien’s intention is thus to acknowledge the weight of our conducts, as it can hoist us up or bring us down. On the other hand, Ssu-ma Chien’s realistic an d pragmatic style also encompasses a large variety of readers, who are also afflicted with flaws, to identify and sympathize with the central figures in his work. By subtly encouraging audiences to evaluate each character and to mirror themselves in adjacent with these commendable yet relatable examples, Shi Ji thus not only functions as an excellent moral guide, but also as a precautionary tool. Hence, the reason that Ssu-ma Chien’s famed work, Shi Ji, continues to be regarded with reverence is a direct result of its acuity and edifying properties that timelessly teaches enduring lessons of the past that either encourages or prevents the same occurrences in the future. Research Papers on Hsiang Yu the Tragic HeroAssess the importance of Nationalism 1815-1850 EuropeHonest Iagos Truth through DeceptionWhere Wild and West MeetComparison: Letter from Birmingham and CritoQuebec and CanadaBringing Democracy to AfricaInfluences of Socio-Economic Status of Married MalesResearch Process Part OneTwilight of the UAW19 Century Society: A Deeply Divided Era

Why You Cant Market A Book Youre Not 100% Proud Of An Interview

Why You Cant Market A Book Youre Not 100% Proud Of An Interview "You can’t market a book that you’re not 100% proud of" - An Interview with ex-SS editor Kiele Raymond As the Reedsy marketplace keeps growing and welcoming exceptional designers and editors, we wanted to interview one of our early â€Å"stars†, as her story is one that many East Coast editors can refer to.After five years honing her editorial skills at Simon Schuster and contributing to multiple New York Times bestsellers, Kiele Raymond eventually left traditional publishing to focus on what really matters: great content. As an editorial consultant on the beautiful New Hampshire seacoast, she helps authors fine tune their voice with detailed and constructive criticism, and especially loves working on suspense, historical and contemporary fiction, and memoir with an ethnographic twist.We’ll discuss editing careers, what â€Å"developmental editing† actually means, as well as give advice to starting authors or your editors out there.Hi Kiele, good to have you here. I really like your story because I think it’s one that many of our editors on Reedsy can rela te to: you previously worked in-house for Simon and Schuster and are now freelance and focusing on developmental editing (or editorial assessments). Did you find that this is what you were most skilled at during your time at SS?I’ll always be grateful that my publishing career started at SS because they’ve built such a strong and collaborative community of editors. From the very beginning, I was able to study the craft under the very best in the business. It’s true that the editorial department shoulders a lot of responsibility in traditional publishing. On top of acquiring impactful content and making sure each final manuscript is the best version of itself, they’re constantly advocating for their list when it comes to marketing, publicity, cover design, back cover copy, and sales placement. In fact, most actual editorial work (reading, content and line edits) happens at night or over the weekend. It’s a 24/7 kind of job – some of my very b est friends are still hustling down there in NYC and I could not admire them more.But yes, I think most book editors enter the fray because they are first and foremost passionate about developing great writing. It was certainly always my primary goal to cultivate a keen editorial eye and help authors maximize their potential. Luckily, in my new role as editorial consultant, that’s exactly where my focus lies.Do you think that developmental editing or content editing has surged in prominence since self-publishing has become more popular?Yes – I do think that self-published authors are more and more cognizant of the innumerable benefits of involving a professional. It’s also helpful that it’s getting so much easier to find us. Just a few years ago, first-time authors were hard pressed to find someone who had been in the trenches of traditional publishing. Now there are multiple avenues.I’ve seen several authors in your testimonials mention that your work was almost â€Å"intuitive†. How big is the role of intuition in an editorial consultant’s job, in your opinion? And how could starting editors develop their content editing skills?Well, I do think that a huge part of editing is the ability to listen very carefully to the author’s voice. At the end of the day, it’s their story. If something’s not working, I don’t immediately go for the cut. I figure out what they’re trying to say in that moment and work with them to make sure it has the effect they intended. It’s a little like acting – you need to inhabit the character but also bring your own experience to the table. This is especially important to me when I’m working on memoirs.Advice for future editors? Read voraciously. You can’t become fluent in storytelling if you’re not constantly studying a wide range of material. Like many of my colleagues, I majored in English Literature. It was a great introduction to the literary canon, but by the time I graduated I was woefully behind in all things contemporary. I spent many sleepless nights catching up. Like any industry, if you want to do well in the marketplace you have to know what you’re up against.Are there any differences in working with an independent/hybrid author? Does the absence of a traditional publishing structure change the way you communicate with the author?When it comes to developmental editing, my job remains largely the same. I do everything I can to make the book better. Some manuscripts do need more grunt work than others, but I’ve found that it varies just as much outside of traditional publishing as it does inside. I’ve also been lucky to consistently work with authors that are extremely open to constructive criticism. It’s always gratifying – and often surprising – to see how they incorporate my notes into the next draft.Do you still have contact with agents sin ce you left Simon   Schuster? What do you think the role of agents can be for indie authors?Yes – I also still have very close friends on the agenting side. There’s always a strong bond formed between junior agents and editors as they climb the ladder together. I do know a few agents who make it their business to seek new talent in the self-publishing community. For instance, Sempre is a book I edited at Gallery that was originally an indie bestseller before an agent snapped it up and brought it to us. I think some indie authors still harbor ambitions to see their book sold nationally in print. Agents can help them make that happen.Are there any books in your portfolio that you especially enjoyed working on?An impossible question! I will say there are a few â€Å"firsts† that hold a special place in my heart. Bruce by Peter Ames Carlin and The Girls of Atomic City by Denise Kiernan were the first books I worked on that became New York Times bestsellers. It doe sn’t hurt that both authors are great talents and great humans.I also have to give a shout out to my first acquisition – Behind the Gates of Gomorrah by Steve Seager. It’s an unbelievable story. Here’s a feature in the New York Times.In an increasingly competitive publishing landscape, what might your recommendation be for authors deciding on how to divide their budgets between editorial work and marketing?I actually got my start at SS as an intern in the marketing department in 2009 and I still write reading group guides for their book club outreach campaigns. I think both editorial and marketing professionals can wholeheartedly agree that you can’t market a book that you’re not 100% proud of. Luckily, editorial budgets can be fixed. Find an editor you trust, listen to them, and do the hard work. When you’re done, be very honest with yourself about your ideal reader and target those markets. If your book has legs, your audience will do the work for you.When I work on a book, I don’t just improve the writing until it reaches a certain standard of professionalism. I impart any and all knowledge (marketing and other) that will help the author feel equipped to send their book into the world.You are a Reedsy editor:  how important do you think it is for quality freelancers to regroup in curated communities? What is your personal goal in joining them?I think it’s vitally important for authors to have access to professionals they can trust without having to rely on the big five. Organizations like Reedsy and NY Book Editors are doing the work to make those connections by recruiting tried and true editors that are excited to offer support to authors outside the relatively insulated New York network. In turn, I’m able to work with clients that I know are as invested as I am in creating great books.Finally, if you had one word of advice for authors (mainstream, indie, hybrid) in 2015, what would it be?Listen to your editor, but trust yourself. I’ve seen the most elegant solutions come from authors who took my note and then made it their own.Learn more about the differences between  developmental editing,  copy editing and  editorial assessments through these links.What’s been your personal experience with developmental editors? Do you think regrouping in curated communities is important for freelance publishing professionals? Is editing more important than marketing? Do leave us your insights in the comments below!

Human Resource Management Practice Essay Example | Topics and Well Written Essays - 1500 words

Human Resource Management Practice - Essay Example The performance of an organization is rooted in the contributions of each and every person working in that organization. Performance therefore is the greatest motivation of HRM. It is however important to note that an organization's culture impacts on the performance of that organization (Denison, 1990). This therefore implies that performance and consequently HRM approach of an organization takes cue directly from the organization's culture. Therefore each organization has embraced HRM approach that closely fits it based on its culture and culture being every aspect of the organization at every level i.e. from explicit manifestations of traditions to the underlying assumptions that drive a company or organization (Schein, 2004). This paper seeks to explain why a given HRM approach closely and uniquely fits a particular organization. This is achieved, by choosing a case organization, identifying its HRM approach and explaining why the HRM approach in that organization fits them. Before we choose the case organization it is important to highlight the major approaches to HRM. These include vision, commitment, appraisal, agile structures and re branding. Vision needs to be communicated to the employees from the top. Commitment can be attained by using motivational approaches so that the personnel can have commitment to their work. In agile structures, there is redesign of organizational structures to embrace flexibility so as to stimulate employees to handle a variety of roles in the growing group dynamics with the aim of maximizing efficiency and output. In appraisal, the employees are evaluated to witness their progress and address areas where they need to be developed. Finally, re branding approach refers to the changing of the old names such as "personnel department" to HRM department with an emphasis that it is a department representing the most caring and considerate part of the company. To get an edge in the market through HRM it is important that the HRM function caters for: planning, consistent design and management of workforce systems, strong policy on employment and manpower strategy, harmonization of HRM activities/ policies with the overt business plan/strategy and considering the workforce as a resource for attaining a competitive edge in the market. (Armstrong, 2006) Take Samsung Electronics Co. Ltd for instance. Samsung is an organization that deals within a fierce market competition. Therefore, to survive in such a market it is imperative to arrange and effectively utilize the human resource at their disposal. Samsung believes strongly that despite the fact that human resource and technological development are two different functions; their interaction creates a synergy that bears on success in the market rooted in internal quality management. It also believes that when good relations exist between the employees and when employees are happy doing their jobs, then this is good for the organization. It is good because the employee is in good frame of mind and he/she has the motivation to beat deadlines, carry out responsibility without much supervision and above all feeling part of the organization. Therefore, Samsung tries to encourage good relations among employees for the purpose of highly motivated and competent workers. Human resource development is a very important and central aspect of human Resource Management. When an organization emphasizes on developing their

The Developmental Process of Clinical Supervisors Essay

The Developmental Process of Clinical Supervisors - Essay Example Newly qualified dentists, also known as foundation dentists, are supervised for a period of one year.     Ã‚  Supervision is an extensive practice that applies and fits various contexts differently. In the clinical setting, the ultimate objective of supervision is to enhance the knowledge and skill base of the supervisee. In so doing, the practitioner realizes all-around competitiveness in his/her line of professionalism. In order to achieve the desired results, the adopted supervisory practices should fit the relationship between the supervisor and the supervisee. Over and above this, the supervision process has to be effective, an aspect that is greatly influenced by the supervisor.   Regardless of the context within which the supervisor and the supervisee interact, the supervisor should discharge his/her role effectively. In order to ensure that the supervisory process runs smoothly, a functional relationship has to be established between the parties involved. Failure to do this could often result in complexities that are likely to derail the entire process. In the clinical context, the situation is even more critical due to the factoring in of the patients or clients. Clinical practitioners do not only have to worry about the supervisor and the supervisee, but also the patient or client who is essentially the central concern in the whole process.   Supervision in the clinical setting develops the supervisee and consequently, impacts on other parties, say the patients or clients. Healthcare provision is driven by health care practitioners for the benefit of patients and clients.

Promoting autonomy of oneself and others Essay Example for Free

Promoting autonomy of oneself and others Essay Introduction                     Autonomy is the ability to have the capacity for self-governance or have self- determination. This is a concept which comes out through various arenas. For example, the moral autonomy is usually governed by the moral laws ( Deci, 2010). Therefore, personal autonomy can be said to be the capacity of a person to pursue actions based on moral content. This paper will compare the philosophical work by Nietzsche and MacIntyre and determine who offers the best tool of promoting autonomy. Over the past centuries, the teachings of Friedrich Nietzsche have transformed and penetrated every realm of social culture in the Western world. In his essays, he examines the significance of people’s ability to make promises. He states that to hold to the promises made requires both confidence about the future and very powerful memory that will ensure that certain issues are not forgotten. According to Nietzsche confidence requires one to be predictable or calculable and, therefore, he or she must share common sets of customs and laws that govern his or her behaviour (Risse, 2001). The society and morality play an important part of making a person predictable, therefore, giving the person ability to make promises. This process according to Nietzsche is complicated as it ends up in the ‘sovereign person’ who can make decisions, not only because the person in question is bounded by social mores but because he or she is the master of his or her own free will. The sovereign of an individual is characterised by tremendous responsibilities of one being free to make claims in regard to his or her future. This sense of responsibility according to Nietzsche is called conscience (Risse, 2001). Nietzsche defines the concept of ‘bad conscience and guiltiness using German words for ‘debt’ and ‘guilt. He suggested that, originally, there were no relationship between guilt and accountability or immorality. Punishments were meted on the basis of reprisal and not on the basis of guilt. If a person failed to honour promises, then they were considered to be in debt the person they failed. The debt could then be balanced by punishing or torturing the person. This happened to a person say the creditor who had no interest of getting his money back from the debtor. Thus, the memory of making promises during this time was burdened and the punishments and cruelty ensured that the debtor does not forget his promises next time (Risse, 2001). Macintyre’s in his book, ‘After Virtue (1981)’ explains his long ethical project. The book diagnoses the rising issues in the society such as ‘culture of emotivism’ where the moral language pragmatically manipulates decisions, attitude and decision. According to the book, those moral cultures are said to be a theatre of illusion where the objectives of moral rhetoric masks the decisions. The books examine the part of the community in making the judgments about the truth or falsity. The work by MacIntyre also examines the reasons why human beings need virtues through investigating the social debts and needs of human agents and the part which they were playing in the formation of an independent practical person who can reason (Borden, 2007). The philosophy by Maclntyre’s is very important especially to the fields of communitarian politics and the virtues of ethics. He points out the insignificance of conventional business ethic as an application of the modern moral concepts in decision making. His work in philosophy has lead tremendous renewal of values over the last decades. For example, in his works his discusses the moral condemnation of Stalinism. His presentation of this concept draws two important conclusions related to morality, one is the fact of the people’s solidarity in discovering what people want in their moral life (Borden, 2007).. According to MacIntyre morality organises life of the community. As he concludes his book, he says that the concepts of morality are neither historical nor timeless and, therefore, the understanding the developments of historical, ethical concepts can liberate people from any falsity claims (Borden, 2007). MacIntyre’s Aristotelian offers the best tool of promoting autonomy of one self and others compared to Nietzsche because he examines the habits that humans should develop in order to make judgement and act efficiently in the pursuit of the true choices which have a worthy end. His examination has a very rich account on the deliberate activities by human that encompass moral formation and society life. He also accounts why humans have practical wisdom to do what is right based on the freedom of morality. References Borden, S. L. (2007). Journalism as practice: MacIntyre, virtue ethics and the press. Ashgate Publishing, Ltd.. Deci, E. L., Ryan, R. M. (2010). The support of autonomy and the control of behavior. Journal of personality and social psychology, 53(6), 1024.Risse, M. (2001). The Second Treatise in In the Genealogy of Morality: Nietzsche on the Origin of the Bad Conscience. European Journal of Philosophy, 9(1), 55-81. Source document