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Mizzou Admissions After you have hooked the reader, it is important to give context that will help your reader understand your argument. ...

Wednesday, February 26, 2020

Imrerial Russia Essay Example | Topics and Well Written Essays - 1250 words

Imrerial Russia - Essay Example Caucasus was composed of areas such as Bashkirstan, Tartarstan, Central Asia as well as Siberia. A considerable proportion of the population within the Empire belonged to the peasant group which accounted for about 81.6 percent of the total population within the Empire. The other category was composed as follows; Clergy which accounted for 0.9 percent, nobility, accounted for about 1.3 percent, merchants and burghers all of whom accounted for approximately 9.3 percent of the total population within the Empire. The military on the other hand accounted for about 6.1 percent. According to Resnick and Richard (76) it is estimated that more than 88 million individuals were peasants during this time. Of this group, approximately 10,447,149 were males all of whom were formally serfs while the remaining group was the state peasants. Statistics further indicate that this group was about 9,941,891 males and the type of peasants domain accounted for about 842,740 according to the Empire statistics of the year 1858. One of the major changes that the Russian society underwent in the year 1861 was the famous emancipation of the serfs. It is imperative to note that the problem of serfdom was spread throughout the entire Empire. By mid 19th century, it had become apparent for the rulers within this Empire that this problem could not be ignored in the event that Russia wanted to be modernized and reformed as argued by Resnick and Richard (153). In this regard, the issue of the serfs being freed took center stage throughout the entire Empire. Hence, against this backdrop, serfdom was abolished by Tsar Alexander II during this year. Evidence from literature indicates that Czar Alexander actually managed to emancipate about 44 million peasants from the state oppression. Perhaps this can be attributed to the fact that the said Czar knew very well that the only way for Russia to the rest of the world was indeed ready for modernization and was through the abolishment of such a system of oppression. Though the move was noble, it caused several problems within the Empire. This was further aggravated by the fact that majority of the freed peasants were uneducated. One of these problems was that the land provided to this group was actually quite small in comparison to what they had been allocated as plots when they were serfs to the Empire. In a nutshell, each plot averaged about 8 acres which was a far cry of what was being offered to them after their indictment. Other than ensuring that the serfs were emancipated in mainland Russia, Czar Alexander was also concerned with this problem in Georgia. The process of liberating the serf in Georgia called for delicate negotiations to ensure that he did not loose the much earned nobility loyalty and whose leadership power greatly depended on the readily available labor from the serfs . The other challenge which the Czar was faced with was finding a workable solution that would be agreeable to the land-owners within the Empire. However, fr om the evidence provided above, it is justifiable to state that he failed in this issue of land ownership. Although he eventually succeeded in liberating serfs in Georgia as well, his inability to solve the land problem brought more harm than good. Most notably, he brought them under the colonization of their landlords since most of them still had to work for

Monday, February 10, 2020

Nursing Education System Assignment Example | Topics and Well Written Essays - 750 words

Nursing Education System - Assignment Example According to Chen (1996, pp. 129-149), the first collegiate nursing program was started by Peking Union Medical College (PUMC). This was a five-year program established in 1920. The first secondary level nursing school was established in 1930. The PUMC program remained the only tertiary program in Chinese education until 1952 when the communist government restructured the education system to accommodate the higher education system. However, the political upheavals delayed the implementation of the higher education program until 1980s (Xu et al., 2000, p. 208). Nursing education in Poland was established later than in China, i.e. 1911 (Sztembis, 2006, p. 102). However, the development rate of nursing education in Poland was faster compared to that of China. Polish nursing education ceased in 1914 with the rise of the First World War (Sztembis, 2006, p. 102). According to Wolska-Lipiec (1987, p. 42), most of the teachers and graduates of the school joined the military to train the soci ety on the modalities of caring for the wounded and participating in the civil sanitation. Secondary education in nursing was introduced in 1960s, while the university-based programs were introduced in 1980s (Sztembis, 2006, p. 104). Government and Nursing Organizations Influencing Nursing Education: Comparison of Poland and China. Nursing education in China was predominantly influenced by the missionaries (Xu et al, 2000, p. 207). The horizon for the Chinese health care has been expanded by programs such as the WHO collaborating center in Nursing and Midwifery, Heart to Heart and the Project Hope which have been sponsored by the government and other non-governmental organizations (Xu et al, 2000, p. 208). The prominent source of financial support is China’s Medical Board (CMB), which is an offshoot of Rockefeller Foundation (Xu et al., 2000, p. 212). CMB provides resources for faculty training, purchasing the reading materials and capacity building. In Poland, the programs a imed at preparing women for care of patients were funded by the collaboration of the American Red Cross and Rockefeller Foundation (Sztembis, 2006, p. 103). The Polish Nursing Association undertook the process of redesigning nursing through seeking support from the politicians and leaders. The 1990s witnessed the establishment of the Independent Nursing Section in the Ministry of Health which later culminated into the Department of Nursing. The self-governing body of Polish nurses, i.e. Nursing Chambers, acts as the formal representation of the nurses at the national level. Current System of Nursing Education: Comparison of Poland and China The Chinese system requires a candidate to go through the secondary nursing programs; Zhuake programs, which are equivalent to the associate degree programs in the U.S., and Baccalaureate programs for them to be registered nurses (Xu et al., 2000, p. 209). The secondary nursing program acts as a basic academic unit of a nursing school. The second ary nursing programs occur in two forms; the first, which enrolls high school graduates and a second that admits the middle and junior high school graduates. Post secondary nursing program in China has three levels: Baccalaureate, Zhuanke and Graduate (Xu et al., 2000,