Free Essays on Rasputin And Empress Alexandra

Rasputin and the Empress Alexandra Rasputin’s power and political significance is often overshadowed by his tragedy. In the empress’s letters to her husband it is hard to realize at first their historical significance. Most of the Rasputin’s tragedy passed unnoticed by many, for the most part, behind closed doors. The only real public part of the tragedy was Rasputin’s obvious indifference toward what was going on outside of the court. Several people have written accounts of the royal family and Rasputin. The most accurate is the account by M. Gillard who expresses in great detail the home life of the royal family. There are also accounts by Madame Vyrubov who was continually with the family and was the chosen middle man between the Empress and Rasputin. Others who wrote about the royals were Madame Lili Dehn, a friend of the empress; Beletsky, the chief of police; M. Paleologue, the French ambassador. A notable exception in this list of small accounts is that of Mr. Michael Rodzianko who prepared his account in exile. Rasputin was born in Porrovskoe, he had no last name as he was just of common birth. When he was old enough he went to a nearby monastery. Upon his return he became a strannik, or roving preacher. During his time at the monastery he became part of a group called Khlysty, a group of men who mixed orgies with religious raptures. These men were condemned by the Orthodox Church. Even after leaving the monastery Rasputin continued his scandalous ways. An investigation of his actions began by looking into his numerous seductions. The investigation was led by Bishop Antony of Tobolsk. During the investigation Rasputin disappeared to St. Petersburg. In St. Petersburg he gained the confidence of Bishop Theophan, head of the Petersburg Religious Academy and confessor to the empress. Rasputin also secured patronage of the daughter of King Nicholas and her husband. It was through them that Rasput... Free Essays on Rasputin And Empress Alexandra Free Essays on Rasputin And Empress Alexandra Rasputin and the Empress Alexandra Rasputin’s power and political significance is often overshadowed by his tragedy. In the empress’s letters to her husband it is hard to realize at first their historical significance. Most of the Rasputin’s tragedy passed unnoticed by many, for the most part, behind closed doors. The only real public part of the tragedy was Rasputin’s obvious indifference toward what was going on outside of the court. Several people have written accounts of the royal family and Rasputin. The most accurate is the account by M. Gillard who expresses in great detail the home life of the royal family. There are also accounts by Madame Vyrubov who was continually with the family and was the chosen middle man between the Empress and Rasputin. Others who wrote about the royals were Madame Lili Dehn, a friend of the empress; Beletsky, the chief of police; M. Paleologue, the French ambassador. A notable exception in this list of small accounts is that of Mr. Michael Rodzianko who prepared his account in exile. Rasputin was born in Porrovskoe, he had no last name as he was just of common birth. When he was old enough he went to a nearby monastery. Upon his return he became a strannik, or roving preacher. During his time at the monastery he became part of a group called Khlysty, a group of men who mixed orgies with religious raptures. These men were condemned by the Orthodox Church. Even after leaving the monastery Rasputin continued his scandalous ways. An investigation of his actions began by looking into his numerous seductions. The investigation was led by Bishop Antony of Tobolsk. During the investigation Rasputin disappeared to St. Petersburg. In St. Petersburg he gained the confidence of Bishop Theophan, head of the Petersburg Religious Academy and confessor to the empress. Rasputin also secured patronage of the daughter of King Nicholas and her husband. It was through them that Rasput...

Visual Arts Movements from 30,000 BC-400 AD

Visual Arts Movements from 30,000 BC-400 AD Prehistory Paleolithic (Old Stone Age) Art  - 30,000-10,000 B.C.Mesolithic (Middle Stone Age) Art  - 10,000-8000 B.C.Neolithic (New Stone Age) Art  - 8000-3000 B.C.Bronze Age Art - 2500-800 B.C.Iron Age Art - 750-50 B.C. Ancient Civilizations Mesopotamia Sumerian Art - 3000-2300 B.C.Akkadian Art - 2300-2150 B.C.Neo-Sumerian Art - 2150-2000 B.C.Babylonian Art - 1900-1600 B.C.Assyrian Art - 900-612 B.C.Neo-Babylonian Art - 625-539 B.C. Egypt Early Dynastic Art - 3500-2686 B.C.Old Kingdom Art - 2686-2185 B.C.Middle Kingdom Art - 2133-1750 B.C.Early New Kingdom Art - 1570-1353 B.C.Amarna Art - 1353-1332 B.C.Late New Kingdom Art - 1332-1075 B.C.Late Period Art - 750-332 B.C.Macedonian Dynasty Art - 332-304 B.C.Ptolemaic Dynasty Art - 304-30 B.C. The Cycladic Islands/Crete Early Minoan Art - 2800-2000 B.C.Middle Minoan Art - 2000-1700 B.C.Late Minoan Art - 1550-1400 B.C. Phoenician Art - 1500-500 B.C. Nomadic Tribes Luristan Art - 700-500 B.C.Scythian Art - 600-300 B.C. Persian Empire Art - 539-331 B.C. Classical Civilizations Greek Art Mycenaean Art - 1550-1200 B.C.Sub-Mycenaean Art - 1100-1025 B.C.Proto-Geometric Art - 1025-900 B.C.Geometric Art - 900-700 B.C.Archaic Art - 700-480 B.C.  Ã‚  Ã‚  Orientalizing Phase - 735-650 B.C.  Ã‚  Ã‚  Early Archaic - 700-600 B.C.  Ã‚  Ã‚  High Archaic - 600-520 B.C.  Ã‚  Ã‚  Late Archaic - 520-480 B.C.Classical Art - 480-323 B.C.  Ã‚  Ã‚  Early Classical - 480-450 B.C.  Ã‚  Ã‚  High Classical - 450-400 B.C.  Ã‚  Ã‚  Late Classical - 400-323 B.C.Hellenistic Art - 323-31 B.C.  Ã‚  Ã‚  Early Hellenistic - 323-250 B.C.  Ã‚  Ã‚  High Hellenistic - 250-100 B.C.  Ã‚  Ã‚  Late Hellenistic - 100 -31 B.C. Etruscan Art Early Iron Age Art - 9th century-ca. 675 B.C.Orientalizing Phase - ca. 675-ca. 575 B.C.Archaic Period Art - ca. 575-ca. 480 B.C.Classical Period Art - ca. 480-ca. 300 B.C.Hellenistic Period Art - ca. 300-ca. 50 B.C. Roman Art Republican Art - 510-27 B.C.Early Roman Empire Art - 27 B.C.-235 A.D.  Ã‚  Ã‚  Augustan - 27 B.C.-14 A.D.  Ã‚  Ã‚  Julio-Claudian - 14-68  Ã‚  Ã‚  Flavian - 69-96  Ã‚  Ã‚  Trajanic - 98-117  Ã‚  Ã‚  Hadrianic - 117-138  Ã‚  Ã‚  Antonine - 138-192  Ã‚  Ã‚  Severin - 193-235Late Roman Empire/Late Antique Art - 235-476 Judean Art - 600 B.C.-135 A.D. Celtic Art Early Style - ca. 450-ca. 350 B.C.Waldalgesheim Style - ca. 350-ca. 250 B.C.Sword and Plastic Styles - ca. 250-ca. 125 B.C.Oppida Period Art - ca. 125-ca. 50 B.C.Britain and Ireland before 600 A.D. Parthian and Sassanidic Art - 238 B.C.-637 A.D. Non-Western Ancient Art China Neolithic – ca. 6,000–ca. 1,600 B.C.Shang Dynasty – 1,766–1,045 B.C.Zhou Dynasty – 1,045–256 B.C.Qin Dynasty – 221–206 B.C.Han Dynasty – 206 B.C.–220 A.D.Three Kingdoms Period – 220–280Western Jin Dynasty – 265–316Six Dynasties Period – 222–589Northern and Southern Dynasties Period – 310–589 Japan Jomon – 4,500–200 B.C.Yayoi – 200 B.C.–200 A.D.Kofun – 200–500 Indian Subcontinent Indus Valley – 4,000–1,800 B.C.Sarasvati-Sindhu Civilization - 3,000–1,500 B.C.Aryan India - 1,500–500 B.C.The Mauryan Empire - 321–233 B.C.Gandhara and Kushan School – 1st–3rd centuries A.D.The Gupta Dynasty - 320–510 Africa Rock Art in Southern AfricaSahara - Bubalus Period – ca. 6,000–ca. 3,500 B.C.Lower Nubia – ca. 3,500–2,000 B.C.Kush – 2,000 B.C.–325 A.D.Pre-dynastic Kemet – to 3,050 B.C.The Nok Culture - 400 B.C.–200 A.D.Aksum - 350 B.C.–1,000 A.D. North America Mexico   Ã‚  Ã‚  Olmec Art - 1,200–350 B.C.  Ã‚  Ã‚  Zapotec Art – 1,400 B.C.–400 A.D.  Ã‚  Ã‚  Huastec Art - ca. 1000 B.C.-1521 A.D.  Ã‚  Ã‚  Mayan Art - 300 B.C.–800 A.D. South America Valdivian Art - ca. 4,000-ca. 1,500 B.C.Chavin Art - ca. 2,600-ca. 200 B.C.San Agustin - ca. 800 B.C.-ca. 1630 A.D.Moche and Nasca Art - ca. 200 B.C.-ca. 600 A.D.

Visual Arts Movements from 30,000 BC-400 AD

Visual Arts Movements from 30,000 BC-400 AD Prehistory Paleolithic (Old Stone Age) Art  - 30,000-10,000 B.C.Mesolithic (Middle Stone Age) Art  - 10,000-8000 B.C.Neolithic (New Stone Age) Art  - 8000-3000 B.C.Bronze Age Art - 2500-800 B.C.Iron Age Art - 750-50 B.C. Ancient Civilizations Mesopotamia Sumerian Art - 3000-2300 B.C.Akkadian Art - 2300-2150 B.C.Neo-Sumerian Art - 2150-2000 B.C.Babylonian Art - 1900-1600 B.C.Assyrian Art - 900-612 B.C.Neo-Babylonian Art - 625-539 B.C. Egypt Early Dynastic Art - 3500-2686 B.C.Old Kingdom Art - 2686-2185 B.C.Middle Kingdom Art - 2133-1750 B.C.Early New Kingdom Art - 1570-1353 B.C.Amarna Art - 1353-1332 B.C.Late New Kingdom Art - 1332-1075 B.C.Late Period Art - 750-332 B.C.Macedonian Dynasty Art - 332-304 B.C.Ptolemaic Dynasty Art - 304-30 B.C. The Cycladic Islands/Crete Early Minoan Art - 2800-2000 B.C.Middle Minoan Art - 2000-1700 B.C.Late Minoan Art - 1550-1400 B.C. Phoenician Art - 1500-500 B.C. Nomadic Tribes Luristan Art - 700-500 B.C.Scythian Art - 600-300 B.C. Persian Empire Art - 539-331 B.C. Classical Civilizations Greek Art Mycenaean Art - 1550-1200 B.C.Sub-Mycenaean Art - 1100-1025 B.C.Proto-Geometric Art - 1025-900 B.C.Geometric Art - 900-700 B.C.Archaic Art - 700-480 B.C.  Ã‚  Ã‚  Orientalizing Phase - 735-650 B.C.  Ã‚  Ã‚  Early Archaic - 700-600 B.C.  Ã‚  Ã‚  High Archaic - 600-520 B.C.  Ã‚  Ã‚  Late Archaic - 520-480 B.C.Classical Art - 480-323 B.C.  Ã‚  Ã‚  Early Classical - 480-450 B.C.  Ã‚  Ã‚  High Classical - 450-400 B.C.  Ã‚  Ã‚  Late Classical - 400-323 B.C.Hellenistic Art - 323-31 B.C.  Ã‚  Ã‚  Early Hellenistic - 323-250 B.C.  Ã‚  Ã‚  High Hellenistic - 250-100 B.C.  Ã‚  Ã‚  Late Hellenistic - 100 -31 B.C. Etruscan Art Early Iron Age Art - 9th century-ca. 675 B.C.Orientalizing Phase - ca. 675-ca. 575 B.C.Archaic Period Art - ca. 575-ca. 480 B.C.Classical Period Art - ca. 480-ca. 300 B.C.Hellenistic Period Art - ca. 300-ca. 50 B.C. Roman Art Republican Art - 510-27 B.C.Early Roman Empire Art - 27 B.C.-235 A.D.  Ã‚  Ã‚  Augustan - 27 B.C.-14 A.D.  Ã‚  Ã‚  Julio-Claudian - 14-68  Ã‚  Ã‚  Flavian - 69-96  Ã‚  Ã‚  Trajanic - 98-117  Ã‚  Ã‚  Hadrianic - 117-138  Ã‚  Ã‚  Antonine - 138-192  Ã‚  Ã‚  Severin - 193-235Late Roman Empire/Late Antique Art - 235-476 Judean Art - 600 B.C.-135 A.D. Celtic Art Early Style - ca. 450-ca. 350 B.C.Waldalgesheim Style - ca. 350-ca. 250 B.C.Sword and Plastic Styles - ca. 250-ca. 125 B.C.Oppida Period Art - ca. 125-ca. 50 B.C.Britain and Ireland before 600 A.D. Parthian and Sassanidic Art - 238 B.C.-637 A.D. Non-Western Ancient Art China Neolithic – ca. 6,000–ca. 1,600 B.C.Shang Dynasty – 1,766–1,045 B.C.Zhou Dynasty – 1,045–256 B.C.Qin Dynasty – 221–206 B.C.Han Dynasty – 206 B.C.–220 A.D.Three Kingdoms Period – 220–280Western Jin Dynasty – 265–316Six Dynasties Period – 222–589Northern and Southern Dynasties Period – 310–589 Japan Jomon – 4,500–200 B.C.Yayoi – 200 B.C.–200 A.D.Kofun – 200–500 Indian Subcontinent Indus Valley – 4,000–1,800 B.C.Sarasvati-Sindhu Civilization - 3,000–1,500 B.C.Aryan India - 1,500–500 B.C.The Mauryan Empire - 321–233 B.C.Gandhara and Kushan School – 1st–3rd centuries A.D.The Gupta Dynasty - 320–510 Africa Rock Art in Southern AfricaSahara - Bubalus Period – ca. 6,000–ca. 3,500 B.C.Lower Nubia – ca. 3,500–2,000 B.C.Kush – 2,000 B.C.–325 A.D.Pre-dynastic Kemet – to 3,050 B.C.The Nok Culture - 400 B.C.–200 A.D.Aksum - 350 B.C.–1,000 A.D. North America Mexico   Ã‚  Ã‚  Olmec Art - 1,200–350 B.C.  Ã‚  Ã‚  Zapotec Art – 1,400 B.C.–400 A.D.  Ã‚  Ã‚  Huastec Art - ca. 1000 B.C.-1521 A.D.  Ã‚  Ã‚  Mayan Art - 300 B.C.–800 A.D. South America Valdivian Art - ca. 4,000-ca. 1,500 B.C.Chavin Art - ca. 2,600-ca. 200 B.C.San Agustin - ca. 800 B.C.-ca. 1630 A.D.Moche and Nasca Art - ca. 200 B.C.-ca. 600 A.D.

Training and Development Paper Essay Example | Topics and Well Written Essays - 750 words

Training and Development Paper - Essay Example This can be done with proper training and education system in place. Following paper deals with 3 aspects: Importance of training and education in health care: It is of vital importance to create awareness among masses and it can be done through training. Importance of measuring competencies: This helps to understand abilities and requirements of people. The process of tracking and evaluating training effectiveness: This forms an important step to understand if efforts are in right direction. Training and Education in Health Care Health care is amongst the most serious problems faced by many countries today. One of the most influential economies; the U.S. economy, has had a huge impact because of rising health care costs associated with health insurance and medical care (â€Å"Health care†, 2011). Because of increasing expenditures on health care, it has become essential to address this issue. Importance of training and education in health care: Let us understand the importanc e of healthcare from a very basic point of view. Each time that a kid enters his house after playing, how many times does he touch food items only after washing his hands clean? The answer is ‘almost never’, until his parents shout at him. Point to take from this is that psychologically we all neglect taking care of our health unless something adverse happens to us. Neglected health care can be fatal at times! For the same reason, training and education is of vital importance in health care. Training basically includes imparting knowledge about certain issues. This is done to improve the skill sets of a person in order to benefit the individual personally or the organization he/she is working with. Training and education are also the ways to spread awareness and hone skills. We are familiar with a popular saying: Health is Wealth. And right it is! If we are able to maintain our health and stay fit, only then we can successfully march towards achieving our goal. With rap id scientific progress, health care is associated with constant introduction of newer technologies. For example, few decades back, it was not possible to measure blood sugar level at home. However with the advent of new technology and better devices which were compact and portable, this measurement became possible within our homes. Thus, developing awareness about the importance of maintaining blood sugar level within certain limits and therefore monitoring it regularly became evident. Here arose the need for training and education in this area. To put forth another simple example, the spot bicycles and the treadmills used for exercises were not available long back. People never knew how to keep track of calories burnt. With the introduction of these machines, our tasks became easy. Being obese or unfit is a sign of bad health. The use of these machines required many dieticians/doctors to explain the importance of fitness and maintaining good health. Health care comes in many facets related to: skin, general cleanliness, hygiene, women’s healthcare, midwifery practice, family planning, nursing, children’s health, dietary health, etc. (Johnson, 2006). Training for all these things can be arranged in various ways as mentioned below: 1. Seminars. 2. Workshops. 3. Case study analysis and evaluation. 4. On-task training. 5. Lecture series. 6. Group projects. 7. Surveys. 8. Short time voluntary service with institutions providing health care support, etc. Importance of

Different representations of constituents of significant plot points Essay

Different representations of constituents of significant plot points in the moral choices as centre stage in the Stagecoach and The Player films - Essay Example These different films present moral choices in very different ways. For example, in the Stagecoach and The Player films, moral choices are at the centre stage in the development of their plots. However, the constituents of their significant plots and the moral choices are represented differently. This paper discusses the way these constituents and the moral choices are represented differently in these two films. The Player (1992) is an American film that belongs to a satirical genre and directed by Altman Robert. The film is based on Michael Tolkin’s screen play based on his 1988 novel by the name The Player. The film recounts a chilling story of Hollywood studio executive who kills a screenwriter after suspecting that he could be the one sending him death threats. The film’s plot is strewn with a series of instances when characters are required to make moral choices. Stagecoach (1939) is adapted by John Ford from Ernest Haycox’s short story ‘the stage to Lordsburg.† The story recounts a journey of strangers riding on a Stagecoach that passes via a precarious apache territory in New Mexico. Among the strangers are a prostitute called Dallas who is being driven from the town by members of the law and order league, an alcoholic doctor alongside a pregnant woman traveling to see her cavalry officer husband and a whiskey salesman. In their dangerous escapade to L ordsburg, the travelers contend with situations where moral choice is inevitable. In the film The Player, Griffin Mill had to make a quick moral choice when his life was threatened. He searched the person who was putting his life at danger to kill him. While they were fighting, he lost the game and decided to kill David Kahane, and he succeeded and got away with it. In the start of the film Stagecoach, Lucy Mallory is boarding a Stagecoach alongside a prostitute Dallas and an alcoholic doctor Doc Boone. She is warned by her friends not to travel along the two evil people. She had to make a moral choice to sacrifice her love for her husband or to avoid being associated with ‘those creatures.’ Lucy was heavily pregnant to take such a risk and was advised by Curley not to take the trip in her status, but she insisted that if her husband is in danger, she wanted to be with him, and it was as she resolved. These two scenes are different in the way each presents moral choice concept (Dudley 51), but they function to kick start significant plots in the two films. In The Player, Griffin Mill, when he was threatened by a rattle snake realized that he was attracted to June, the girlfriend to David Kahane, whom he killed. He had to make a choice to take her and have David’s thoughts haunting him or go against his pleasure pressures and betray his passions. On the other hand, June was aware that Griffin Mill was a chief suspect for having killed her former boyfriend, David Kahane; but she was in love with him and had to make a moral choice to marry a suspect murderer to her boyfriend or stay without a boyfriend and a husband. In a similar plot scene in the film Stagecoach, Dallas was also in a situation to make a moral choice when Ringo proposed to marry her. She was to choose to risk marrying him, or refuse in fear of her checkered past as a prostitute. In the following morning, Ringo had to choice to give up his revenge for plummers and marry Dallas or lose Dallas and avenge by fighting plummers. Both scenes serve to develop a plot in which moral choices are at the centre of the characters, but in a very different way. Moreover, at one point, Bonnie in the film The

Social Movements Essay Example for Free

Social Movements Essay All societies undergo changes. In some cases these may be gradual, i.e., spread over a long period of time. In others they may be rapid. Social change, as we know by now, does not take place merely by chance or due to some factors predetermined by fate. There are several forces operating simultaneously in society, which bring about change. Some of these may be external to social institutions. Changes caused by a change in the economy or the production relations are one such instance. At the same time, there are change- producing agents inside a society as well. Social movements are one of these internal forces, which contribute to changes. A social movement is defined as â€Å"sustained collective action† over time. * Such action is often directed against the state and takes the form of demanding changes in state policy or practice. * Such collective action is often marked by organisation. Spontaneous, disorganised protest cannot be called a social movement. * This organisation may include a leadership and a structure that defines how the members relate to one another, make decisions and carry them out. Those participating in a social movement have shared objectives and ideologies. * The social movements are designed to promote change or resist change in the society in which the attempt is made. So collective attempt may be to alter, inaugurate, supplant, restore or reinstate all or some aspects of the social order. In the recent literature, a distinction is often made between old and new social movements. This distinction is often stipulated on the ground that while old social movements are generally class-based and concerned with issues of economic redistribution, the new social movements (NSMs) are commonly a feature of post-industrial or â€Å"postmodern† societies. They are not narrowly caste based and generally raise questions like ecological protection and climate change or hitherto neglected issues of gender, justice, sexuality etc. However this distinction is neither precise nor universally valid. Old social movements were class based such as working class movements and peasant movements or anti-colonial movements. NEW SOCIAL MOVEMENTS (NSMs) New social movements are the products of a post-industrial social formation where the welfare state had made classic forms of exploitation and deprivation obsolete but where modern society created new forms of alienation. These movements demonstrated that class had become redundant as organising form of social identity and action. Some of the recent movements particularly in and after the 1960s in Europe such as peace movement, ecological movement, women’s movement etc. are called ‘new’ social movement. In India, enormous increase of middle class and in student population as well as a surge of political activism in the 1970s and 1980s engendered a new phenomenon, described as new social movements. These movements revolve around the issue of identity – dalit, adivasi, women, human rights, environment etc. They are called ‘new’ social movements because they have raised the issues related to identity and autonomy which are non-class issues and do not confront with the state. Issues that animate NSMs are less concerned with economic production and redistribution than with removal of corruption, protection of environment, provision of civic utilities, gender equality and child rights, employment , rights of the most vulnerable and marginalised section of population like those living in hilly and forest areas and victims of big dams. Good governance and human rights generally are other areas where NSMs are much in evidence. Characteristics of New Social Movements are described below: 1. The New Social Movements (NSM) are not directing their collective action to state power. They are concerned with individual and collective morality. Individual membership or participation and motivation in all sorts of social movements contain a strong moral component and defensive concern with justice in the social and world order. These movements are primarily social and are more concerned with cultural sphere and mobilisation of civil society on socio-cultural issues than with the political issues like seizure of power. 2. The new social movements are not class–based. They are multi-class. In fact, they do not subscribe to the theory that society is divided on class line and the classes are antagonistic. The new social movements are either ethnic or nationalist and plural. Women’s movement is an example. NSMs are not concerned for the benefit of one class or group. They are concerned for the good of every one irrespective of class. 3. The new social movements are confined to and concerned with civil society. NSMs raise the issue of the ‘self-defence’ of the community and society against the increasing expansion of the state apparatuses: agencies of surveillance and social control. 4. NSMs are not around economic issues of land, wages or property. They are primarily concerned with self- identity and autonomy of an individual and community against the state, market and social institutions. Therefore, dalit movement for dignity and adivasis movement for their autonomy are treated as NSM. 5. These movements tend to focus on single issues, transient questions, regional and local issues and even sectional interests (which are aimed towards narrow identities than larger objective interests) for this reason they are often called â€Å"micro movements†. they catch on the long felt needs of locals and masses at the disempowered grassroots in the top heavy political and economic systems of India. 6. NSM organisations tend to be segmented, diffuse and decentralised. 7. New social movements tend to focus on issues that cross national boundaries, and hence they become internationalist. Environmental movements, LGBT Movement are examples of NSMs that transcend international borders. Non-governmental organisations (NGOs) and New Social Movements on the national and Global planes have flourished as never before. Various New social Movements in India Environmental Movement The Indian environmental movement is critical of the colonial model of development pursued by the post–colonial state. The post–independent state failed to build up a development agenda based on the needs of the people and continued to advocate the modern capitalist agenda which led to the destruction of environment, poverty and marginalisation of rural communities. The environmental movement in India advocated the ideology of ‘environmentalism of the poor’. It not only critised modern developmentalism but also strongly advocated the revival of traditional ‘self –sufficient village economy’. The environmentalist stated that local communities were best suited to conserve natural resources as their survival depended in the sustainable use of such resources. A significant characteristic of environmental movements in India is that they have mainly involved the women, the poor and disadvantaged masses who have been directly affected by or are victims of environmental degradation. Thus, these movements are primarily political expressions of the struggle of local communities and people who are victims of environmental degradation or abuse of resources. The origin of modern environmentalism and environmental movements in India can be ascribed to the Chipko movement in the central Himalayan region. Chipko as a spontaneous movement started in the early 70s and got organized under the able leadership of Sunderlal Bahuguna. It was ignited by the opposition of the people of the Tehri-Garhwal region to the felling of trees by outside contractors. In the Himalayan regions, forests form an indispensable source of livelihood for the tribal population living there. Chipko literally means ‘hugging’ the trees. The movement articulated the concerns of forest-based communities such as depletion of forests, erosion of soil and consequent landslides, drying up of local streams and other water resources and shortages of fuel and fodder for domestic consumption. It also fought against the construction of the Tehri dam which threatened the eviction of around 25,000 hilly residents. Though the movement has not succeeded in all its endeavours, it has achieved some commendable victories. Getting ban on felling trees above an altitude of 1000m and forcing the government to announce certain forest areas as protected regions are some of the successes of the movement. Chipko, being a non-violent resistance movement, embodies the Gandhian spirit of struggle. Chipko movement inspired green cover movements elsewhere in the country, the most important being the Appiko movement in the Western Ghats against the over-felling of trees and covering forest lands with commercial trees replacing the natural ones. Like the Chipko, the Appiko movement revived the Gandhian way of protest and mobilisation for sustainable society in which there is a balance between man and nature. The other popular movements of importance in India, which have environmental protection as one of their objectives, relate to major dams. Notable among them are Tehri Dam, Silent Valley Project and Narmada Valley Projects. In fact, the most popular movement in the environmental history of India is the movement against the Narmada River Valley Project called Narmada Bachao Andolan. Though the movement started as early as late 1970s, along with the clearance of the project, it received momentum only during late 1980s. To start with, this movement was cantered around the issue of human rights. Due to improper implementation of the rehabilitation programmes by the State the human rights activists have become the articulators of anti-dam protests. Their demands included complete stopping of the dam, resettlement and rehabilitation benefits to the oustees. These demands were aptly supported by environmentalists who oppose construction of large dams for ecological reasons. The movement, however, gained wider public attention with mobilization and organization of oustees (mostly tribals ) and the joining of the eminent social workers like Baba Amte, Sunderlal Bahuguna and Medha Patkar. Though its wider public attention is due to its coverage (impact) in three states, the most notable feature of this movement is the international support it has received. The campaign forced international financial agencies like World Bank and USAID to withdraw funding for the project. While this Gandhian movement could not stop the construction of the Sardar Sarovar Dam, it did force the states concerned- Gujarat, Maharashtra and Madhya Pradesh- to address the issue of rehabilitation of the displaced more seriously than before. Thus environmental and ecological movements became prominent in India since the 1970s.The issues raised by them concern all sections of society in varying degrees. These issues are also related to people’s dignity, environmental rights and their decision-making rights on the issues concerning them. Women’s Movement Throughout the period after independence the prevailing view was that development, industrialization and economic growth would deliver the results as they had been seen elsewhere in the developed world; all would be beneficiaries of development, women included. This soon proved not to hold true in the Indian society. A report from the Committee on the Status of Women in India released in 1974 showed that not only had the conditions for women in India not improved, for many women, especially the poor, the conditions had worsened. Gender differences had become greater in political participation, education, health and employment. The 1970s and 1980s witnessed the growth of numerous women’s groups that took up issues such as dowry deaths, bride burning, rape and sati and focused on violence against women. They stressed the sexual oppression of women in a way previous reform or feminist groups had never done. Some of the earliest autonomous women’s groups were the Progressive Organization of Women (POW, Hyderabad), the Forum Against Rape (now redefined as Forum Against Oppression of Women), Stree Sangharsh and Samata (Delhi). Among the first campaigns that women’s groups took up was the struggle against rape in 1980. This was triggered by the judgment of the Supreme Court to acquit two policemen who were accused of raping a minor tribal girl, Mathura, despite the fact that the High Court had indicted them. This led to country- wide demonstrations. Several other rape cases became part of this campaign that culminated after several years of protest in Government agreeing to change the existing rape law. The amended law was enacted in 1983 after long discussions with women’s groups. The POW in Hyderabad organized new and fresh protests against dowry. In the late 1970s, Delhi became the focus of the movement against dowry and the violence inflicted on women in the marital home. Groups, which took up the campaign, included ‘Stree Sangharsh’ and ‘Mahila Dakshita Samiti’. Later, a joint front called the ‘Dahej Virodhi Chetna Mandal’ (organization for creating consciousness against dowry) was formed under whose umbrella a large number of organizations worked. The anti-dowry campaign attempted to bring social pressure to bear on offenders so that they would be isolated in the community in which they lived. Women’s organizations also succeeded in getting the dowry law changed. There were several campaigns in the eighties relating to women’s rights. Among them was a campaign, in 1985, in support of the Supreme Court judgment in the divorce case where Shah Bano, a Muslim woman, had petitioned the Court for maintenance from her husband under Section 125 of the Criminal Procedure Act and the Court granted her demand. The orthodox Muslims, however, protested against interference with their personal law. In 1986, the government introduced the Muslim Women’s (Protection of Rights in Divorce) Bill denying Muslim women redress under Section 125. Women’s associations protested against this outside Parliament. The Committee of the Status of Women also stated in its report that seats should be reserved for women in municipalities, and proposed that panchayats should include women to secure a minimum percentage of female participation. In 1993 this was adopted nationally when the Constitution Act 1992 (73rd Amendment) and The Constitution Act 1992 (74th Amendment) were passed, relating reservations for women to panchayats and municipalities. One-third of seats in all panchayats and municipalities nationwide, as well as one-third of the position of being chairpersons in the bodies, were reserved for women .The reservations acts were passed without any opposition in the Parliament, and with only a minor debate. However, the bill on Women’s reservation in Parliament has not yet been passed. Over the years it has become clear that changing laws alone means little unless there is a will to implement them and unless there is education and literacy which makes women aware of their rights and allows them to exercise them effectively. It was this realization that has led the women’s movement to take up, in a more concerted manner, programmes of legal literacy and education, gender sensitization of textbooks and media. The issues today are sexual harassment at the work place, the violence of development, caste and communal violence, lobbying for increased political participation of women in the highest levels of decision-making, etc. The success of the women’s movement has not been in the number of women appointed to office or in the number of laws passed but in the fact that it has brought about a new consciousness on the entire question of women in Indian society.

Film :: essays papers

Film Legalization: A Debate In the United States today, there is much controversy about the legalization of certain drugs. In a book written by Eliot Marshal entitled Legalization: A Debate, he talks about such circumstances. Not only does he just talk about the U.S., but the laws on drugs around the world. â€Å"Laws regulating drug use vary widely from country to country. In Malaysia, for example, substance abuse is a violation of religious law and drug trafficking is automatically punished by death. In Nepal, by contrast, the government not only tolerates the use of psychoactive substances but collects taxes on the drug trade. Policies concerning drug abuse in the United States lie somewhere between these two extremes and are constantly changing as evidence concerning the dangers and consequences of drug use accumulates.† In the book, the talk about Prohibition comes up. The author writes, â€Å"In time, Prohibition came to be seen not just as a failure but as a desperate and foolish mistake. Today, many people who oppose controls on â€Å"recreational† drugs - particularly controls on marijuana - cite Prohibition as evidence that it is futile to try to outlaw a popular intoxicant. The heart of this argument is that, even if it was desirable in theory, prohibition cannot be carried out in practice. People will find a way to get what they want, the argument goes, and outlawing a drug merely sends drug seekers into an illegal black market.† Another chapter in the book, which is discussed by the author, is Illicit Drugs as Medicine. The author talks about a man named Robert Randall. Robert Randall is a man who can just walk into a pharmacy and pick up a prescription that contains about 300 neatly packed marijuana cigarettes. He had taken this idea all the way to the court as being â€Å"marijuana therapy†. The marijuana is cultivated on a farm run by the federal government in Mississippi and processed under federal government. He had said that the marijuana eased the pain caused by his illness known as glaucoma. Glaucoma, is a progressive disease of the eye and optic disc that often results in blindness. Randall does not have to pay for the marijuana, because the government does not want to put itself in the awkward position of selling marijuana, an illegal activity. Marijuana has also been proven to help out other illnesses. For example, marijuana has been proven useful in preventing the nausea and vomiting com mon in cancer patients treated with strong chemicals and radiation.

TMA from WOU

Corporate Finance (BBF304) TMA 1 (25%) Total Marks: 100% 1. Given the following weighted market value of stocks in your portfolio and their expected rate of return, E(Ri), answer the following questions. (30 marks) Stock Weighted Market Value (%) E(Ri) Gamuda 14 – 0. 05 Public Bank 37 0. 12 Petronas 24 0. 14 SapuraCrest 10 0. 08 Celcom 15 0. 06 (a) W hat is the expected rate of return for your common stock portfolio? (6 marks) (b) Critically discuss why most investors hold diversified portfolio. (4 marks) (c) What is correlation, and explain why it is important in portfolio theory? (5 marks) (d) The capital asset pricing model (CAPM) contends that some risks are diversifiable, but others are not. Critically discuss what is the relevant risk variable considered in the CAPM? In your discussion, provide ONE (1) example for the relevant risk. (10 marks) 2. What is the concept of Efficient Market Hypothesis (EMH)? Compare and contrast between three forms of Efficient Market Hypothesis (EMH) – weak, semi-strong, and strong forms. (10 marks) . Critically discuss TWO (2) evidence supporting and TWO (2) evidence against the Efficient Market Hypothesis (EMH). (10 mark) 4. There are three probable economic outcomes in the evaluation of stock A and B for the second half of 2012. Based on the following information, answer all the questions. (25 marks) State of Economy Boom Normal Recession Probability of State of Economy 20% 50% 30% Returns on stock A Returns on stock B 8% 5% 2% 20% 12% -10% (a) What is the expected rate of return for stock A and B, respectively? 9 marks) (b) W hat is the standard deviation for stock A and B, respectively? (9 marks) (c) Assuming that stock A and stock B have beta of 0. 8 and 1. 6, respectively. The expected return of the market is 8% and the risk-free rate is 5%. W hat is the required return for stock A and B using Capital Asset Pricing Model (CAPM) method? (4 marks) (d) Based on your calculated answer in part (a) and (c) above, which stock should you invest in? Justify your answer. (4 marks) e) Assume that you want to create a portfolio by investing in these two stocks; 50 percent in stock A and 50 percent in stock B. What is your expected return on this portfolio? (4 marks) 5. Compare and contrast Capital Asset Pricing Model (CAPM), Arbitrage Pricing Theory (APT) and Fama and French Three Factor Model (TFM). (13 marks) 6. In Malaysia, Cagamas is currently the sole issuer of mo rtgage -backed securities. Critically discuss THREE (3) contributing roles of Cagamas in the financial sector associated with property market in Malaysia. (12 marks)

How to Effectively Manage Leadership

How to Effectively Manage Leadership [H. D. Williams] [Touro University Worldwide] Executive Summary The paper identifies the key points that Peter Topping has discussed in his book â€Å"Managerial Leadership†. This book is a guide for those who needs to build an effective leadership strategy. As Peter says that the management process involves the formulation of effective management systems right process for their application, have the right people with the right qualifications to manage and continuously improve systems to adapt to changing work environment.The major theme underlie in the book is that the managerial competence is necessary for laying the foundation for a very successful and flourishing career, however, it is a fact that demonstrated leadership skills are important to push the leader up to the organizational ladder and goals How to Effectively Manage Leadership Introduction The leadership is a feature of any organization, the axis motor of the same. It is ther efore important that any person that performs in the business develop leadership skills.According to Allen, (2008) the leader is the people comprising the action, who converts followers into leaders and who can become agents of change. Leadership ability has been identified as one of the central features determinants of successful staff. In this sense, the modern world requires all those who fulfill tasks in the business sector, to be the leaders, because leadership is the key to successful and improving organizations (Allen, 2008). About The Book The book which needs to be analyzed in this project is â€Å"Managerial Leadership† written by Peter Topping.Thus, the book has identified a number of facts which can be helpful as guidance for effective leadership. It is a fact that effective management in the new millennium of competitive business environment needs a solid and efficient leadership skills for which the companies lacks to provide adequate training and development. T here is a need for the Frameworks and top leadership tools for assessing leadership techniques, strengths for handling growth and change and thus, leads to make managerial leadership a veritable learning laboratory (Topping, 2001).Thesis statement The paper identifies how Peter has discussed The Role of effective management prevailing in competitive business environment in his book â€Å"Managerial Leadership†. Discussion and Analysis The book identifies a number of elements which is necessary for manage an effective management strategy. Thus, Leadership can be broadly defined as the process of inspiring, coordinating, directing, mentoring and motivating, individuals, groups of individuals, organizations, societies, or nations toward achieving goals or results.Such a simple definition hides the reality that leadership as a concept is rife with complexity and debate (Allio, 2005). More important, leadership as a field of study is vast and can be a daunting domain of study for newcomers to the field. Part of the challenge for people studying and researching leadership is the high volume of leadership theories and perspectives available (Buus, 2005). Leadership in the new economy with its constant changes required to have an ability to adapt to new emerging business model, maintaining constancy of purpose and core values.This ability increases if the leaders make deliberate choices consistent with the values and beliefs of the company. Therefore, today’s struggling economy is in need of an effective leadership development strategy (Buus, 2005). A simple search of the word leadership will yield several thousand articles and publications on leadership written by academic scholars. As such, any attempt to define and summarize leadership will be a complex endeavor that will never fully capture and account for the concept of leadership.The aim of this encyclopedic entry, therefore, is to provide a general overview of leadership specific to organization s tudies for the novice reader. Major Theme The major theme underlie in the book is that the managerial competence is necessary for laying the foundation for a very successful and flourishing career, however, it is a fact that demonstrated leadership skills are important to push the leader up to the organizational ladder and goals (Topping, 2001). Based in part on Dr.Peter Topping's experience as managing director of the Goizueta Institute for Corporate Learning and Research, a cross-disciplinary think tank created to advance the cause of leaders and leadership, this challenging and illuminating book provides: †¢ A proven, four-tiered approach to becoming a more effective leader †¢ Tools for developing coaching, teaching, and mentoring skills †¢ Methods to determine and strengthen effective leadership behaviors Management process is to take care of your business processes in the best possible way to improve performance.The management process involves the formulation of effective management systems right process for their application, have the right people with the right qualifications to manage and continuously improve systems to adapt to changing work environments (Topping, 2001). While it may be true that managers facilitate while leaders initiate, both skills remain valuable in today's workplace. Thus, from Managerial Leadership we find how to combine management and leadership into a dynamic approach for demonstrating effective leadership in any company or industry. Leadership DevelopmentNumerous studies have led to the same conclusion i. e. organizations that invest in leadership development are more effective than organizations that do not. Periods of economic instability only intensifies this effect. The latest study shows that all companies that have successfully gone through times of crisis have a clear strategy for leadership development. Investments, especially in a crisis, not only recovered but also brought profits. Research shows that the companies believe that it is more important to invest in the development of leadership in times of recession.Such companies not only survived but became stronger than their competitors. Studies show that investments in leadership development can: †¢ Improve the financial performance of companies †¢ Contribute to attracting and retaining talent †¢ Stimulate the development and maintenance of culture results (performance culture) †¢ Increase the agility of organizations (Topping, 2001). Effective Management Process management can effectively transform your business from failure to success in a short time.This means that you make good use of available resources in the organization such as money, personnel and facilities such as offices, equipment and tools and modern technology to achieve the objectives of the organization. Knowledge is also something very important for an organization and must be well managed through effective process management. Effective pro cess management will manifest through a business has improved, increased profits, satisfied customers, motivated employees, willing to go extra miles and improve their skills and a new workplace business (Allio, 2005).Thus, important features to be identified are as under: Instruments to ensure effective management Protected areas are instruments to achieve the objectives of nature conservation. As such instruments require human, material and financial resources, and procedures to achieve their goals. To improve the means and processes to achieve effective management, will develop six lines of work. Adequacy of management structures Success in meeting the objectives for declaring protected areas depends on many factors, some internal systems themselves nature conservation and many other external.The adequacy of the management structures of the areas and systems of protected areas is the basis for effectively achieving its goals. Quality Management for Conservation The nature conserv ation is a priority of the protected natural areas. As the active management progresses, it becomes necessary to develop tools to improve information sharing, standardize procedures, and evaluate the effectiveness of actions. Quality management of public use and tourism Progress has been made n improving the quality of public use and tourism in protected areas (two good examples are the Q for quality of services offered to visitors, and the European Charter for Sustainable Tourism as a joint project between managers and tourism professionals). There are several manuals to guide and establish benchmarks for the management of public use. It is time to consolidate and improve where necessary, the quality of these services (Topping, 2001). Quality management for economic developmentThe integration of socio-economic development objectives of protected areas has progressed over the years through the implementation of development plans and implementation of initiatives with the business o f the territory as marks of quality products and services associated to the parks. According to Peter, the laws of rural development and biodiversity provide a favorable scenario to promote good development practices in terms of sustainability. Evaluation of Management EffectivenessProtected areas are incorporating monitoring as an essential part of evaluating the effectiveness of management and the systematic collection of information and outreach through management reports. Leadership and Management Leadership as a concept in its broadest sense refers in essence to the one that brought forward the fundamental in the governance process and then, there is overlap between the concept of leadership and management. Thus, as the first is one of the components of the administrative process as several other elements of which (organization, planning, implementation and monitoring and follow-up).They also overlaps the other hand, comes in the context of the similarity in performance since b oth of them refers to the organization of group activity to achieve certain goals, as well as from that, the success of management is linked to a large extent the nature of leadership so the need for management capacity and presidents of qualified people with learning and creativity does not almost equivalent (Topping, 2001). The relationship management leadership management is not one year to the private, but it lies in the nature of each of the term management refers more to the policies, procedures and organizational tructure of any aspects of the technical and organizational while the driving means in particular profile of any humanitarian and short, that the administration is broader than leadership that is driving to one of the functions and tasks of management Developing Talent According to Peter, talent is now considered a competitive advantage: it is what differentiates successful companies from the rest. The task then is to identify: What is the talent of their workers? Ta lent is an asset to be managed effectively if you want to succeed in the market and also remain in the right place at the right time (Buus, 2005).While it is intangible, this is achieved by workers' performance and superior results that some of them, with great effort, manage to achieve. Talent is a strategic asset (scarce, valuable and unique) to be managed appropriately in the context of corporate strategy. Organizations can develop talent through: †¢ Design jobs, positions and business roles from the competencies and skills that are required in order to get the most out of it. †¢ Focus on developing leadership talent †¢ Motivate employees constantly Train your employees on the latest techniques, technologies and working methods †¢ Place employees in working jobs suited to their skills and competencies (Allio, pp: 1071-7). These practices are an outstanding for the leadership growth and can be used in leadership growth programs in various organizations. The abi lity of leaders is becoming scarce therefore; developing individuals internally is becoming more and more significant (Allio, 2005). According to Peter, there are many leadership practices that work as guidelines and can be incorporated in an organization to achieve success.Some of them include: Strong executive engagement, tailored leadership competencies, alignment with business strategy, target all levels of leadership, apply a comprehensive and ongoing approach and integrate with talent management (Topping, 2001). Other than these practices a leader may establish his own practices that may help him in achieving organizational goals. Conclusion Leadership growth is best planned and enforced when it takes place as a procedure implanted inside the organizational policy.This has significances for both the invention of â€Å"plans† and â€Å"procedures† (i. e. , numerous stages, numerous learning skills, constantly retreating to the requirements of the business). A lead er is not born overnight. Often it takes time for an individual to become a leader, and even after evolving a leader there is more to learn in alignment to become a productive leader. Leading by example is a mighty procedure. Leaders must possess the qualities they are seeking to incorporate into their team (Topping, 2001).Rather than understanding leadership as a position or an inherent trait, leadership is understood as an activity or process that involves the development of certain skills or capacities. While leadership differs in many ways from management, it is imperative that both functions exist and complement one another. Leadership is ultimately what will lead to innovation and positive change, and management assists in this process. To address the complex and adaptive challenges our society is facing today and will face in the future, we must find new ways to view leadership and engage in leadership in our organizations.Thus, through the book â€Å"Managerial Leadershipâ € , one can get the guide, strategies and tools that is required for implementing and cultivating a string and successful leadership organization and therefore, lead to develop one’s own valuable leadership efficiency and effectiveness (Topping, 2001). References Allen, S. , Hartman, N. (2008), â€Å"Leadership development: an exploration of sources of learning†, Advanced Management Journal, Vol. 73 No. 1, pp. 10-62. Allio, R. J. (2005), â€Å"Leadership development: teaching versus learning†, Management Decision, Vol. 3 No. 7/8, pp. 1071-7. Burke, V. , Collins, D. (2005), â€Å"Optimizing the effects of leadership development programmers†, Management Decision, Vol. 43 No. 7/8, pp. 975-87. Buus, I. (2005), â€Å"The evolution of leadership development: challenges and best practice†, Industrial and Commercial Training, Vol. 37 No. 4/5, pp. 185-8. Peter A. Topping, (2001), Managerial Leadership, Publisher: McGraw-Hill; 1 edition (December 26, 2001 ), ISBN-13: 978-0071375238 Yukl, G. A. (2006), Leadership in Organizations, Upper Saddle River, NJ: Prentice-Hall.

Taking The SAT In 7th Grade Should You Do It

Taking The SAT In 7th Grade Should You Do It SAT / ACT Prep Online Guides and Tips Imagine: you’re in Social Studies. You hear a fellow 7th-grader sitting next to you say â€Å"Ugh, I have to take the SAT this weekend.† What is this person talking about? Why would you take the SAT in middle school? Is there even such a thing as a 7th grade SAT score? If you're a parent, you may have heard of various advanced programs for gifted and talented children that require taking the SAT. But is it worth it to have your child take the SAT so early? Why start the stress around college applications earlier than high school? In this article, I’ll go over the pros and cons of taking the SAT in 7th grade and the programs you can get into with high 7th grade SAT scores.

Arrange Direct Deposit With the Canada Revenue Agency

Arrange Direct Deposit With the Canada Revenue Agency The government of Canada has been pushing to phase out the use of paper checks for government payments. Those who havent yet enrolled in direct deposit can still receive paper checks, but the government is trying to move as many people as possible to the electronic option. Its an optional (but strongly recommended) perk for anyone receiving government checks of any kind. The Canadian government began its campaign to convert people to the direct deposit option beginning in 2012. It estimated that the cost of producing a check was around 80 cents while making a direct deposit payment costs the Canadian government about 10 cents. Government officials said they expected to save about $17 million annually with the conversion to direct deposit, and it would be a greener option as well. Government checks are still being sent by mail in Canada to people living in remote areas where there is little or no access to banks. The rest of the approximately 300 million government payments are being delivered via bank direct deposit. Like with payroll direct deposits, the funds from Canadian programs are made available immediately upon issue, instead of the recipient having to wait for the check to arrive in the mail. The Canada Revenue Agency (CRA) handles payments for a variety of different programs, and all are eligible for direct deposit payments. The list includes: Canadian income tax refundsGST/HST credit and any related provincial paymentsworking income tax benefit (WITB) advance paymentsCanada child tax benefit (CCTB) payments and related provincial paymentsUniversal child care benefit (UCCB) payments Change in Personal Information There are several ways Canadians can request direct deposit of these payments or to inform the CRA of a change in their bank or mailing information, which is required. You can use the My Account Tax Service online or send your income tax return by mail. Canadians can complete a Direct Deposit Enrollment form at any time, and send it via the mail. If you prefer to update your information by phone, call 1-800-959-8281. You can get help completing the direct deposit information, starting or canceling the service, changing your banking information or adding other payments to an existing direct deposit account. Notify the CRA as soon as possible about a change in address or your payments, either by direct deposit or mail, may be interrupted. You must also notify the CRA as soon as possible if you change your bank account. Do not close the old bank account until you have received a payment in the new one. Direct Deposit Not Required When it first began the push toward direct deposit, there was some confusion about whether it was going to be required for Canadian government payments. But those who prefer to receive paper checks may continue to do so. The government wont be phasing out paper checks entirely. If youre not interested in the program, simply dont enroll.

Culturally competent service Term Paper Example | Topics and Well Written Essays - 2000 words

Culturally competent service - Term Paper Example Most often, patients hesitate to visit a doctor because of economic reason, fear from intimidation of their held health beliefs, values, and culture, distance from the clinic, and language barrier. This scenario challenges the health care system in particular on the role of nurses and doctors who act as the front liners in the delivery of care. Cultural competence had been introduced within the health care system years ago however its core concept seems to be elusive among the health care workers. Reason might be their inadequacy of exposure to the minority groups who are in most cases cannot avail of decent health care. Cultural competence is defined based on the concept of the health belief model, Purnell, and multicultural models. The health belief model postulates that health behavior depends on the influence of the patient’s perception on the seriousness of their health problems. With this, purnell model proposes that nurses must consider the health and disease perception of the patient to adapt care that is in congruent with their culture. The multicultural understanding model also suggests that nurses must possess a greater understanding, appreciation, and sensitivity of the patient’s values, beliefs and culture because they all play a critical role in the delivery of a culturally competent service. Along this line, defining cultural competence is the ability of the nurse to acquire the right attitude, knowledge, and skills necessary to provide a meaningful and quality health care to diverse population. Presentation of Literature Review Health disparities are observable in almost all illnesses among minorities in the United States surrounding the delivery of healthcare. However, it is most pronounced in chronic diseases like cancer. Cervical and breast cancers are among the diseases afflicting the minority groups in this country. Although these diseases are preventable, incidences of cervical cancer among African American women seems to roc k their population with a percentage of 12. 4 per 100,000 which is slightly lower with that of the Hispanic American population (www.cureresearch.com). The reason for this trend points to a disparity in detection of the illness and access to treatment. Although, measures to detect the disease early are available in almost all group of population in the United States, it could hardly be accessed by minority groups who are economically disadvantaged. The failure to seek for Pap test is indicated as the factor for the development of cervical cancer among African American women living in poor areas of the State. It was found out that more than 50% African American women did not have Pap smear for 3 years before they are diagnosed to have cervical cancer. When they are diagnosed, it is already in the advance stage thus having higher mortality rate than white Americans (Hicks et al, 2006). The study of Coker and group (2008) reveals almost similar findings where they also explained in the ir study that black Americans are diagnosed when their illness is in stage 3 or 4 where treatment could be difficult and at times hopeless. Coker and group further presented that black American women who receive treatment includes cheaper chemotherapy and radiation and is less likely to undergo surgery than their white counterparts. This is despite in