Hitler vs. Stalin Who Was Worse - Free Essay Example

Sample details Pages: 2 Words: 741 Downloads: 6 Date added: 2019/06/18 Category People Essay Level High school Tags: Adolf Hitler Essay Joseph Stalin Essay Did you like this example? Adolf Hitler and Joseph Stalin were the greatest familiar and known totalitarian leaders in Europe. Hitler is to fault for the burst out of the II World War and for the idea of an ideology which caused the holocaust and agony of many countries. Stalin was a head of the Soviet Union up until 1953. Don’t waste time! Our writers will create an original "Hitler vs. Stalin: Who Was Worse?" essay for you Create order He was the originator of the Great Purges in 1937 and the collectivization which have affected an enormous quantity of victims in his own country. They both were very harsh and dreadful leaders who were cruel massive murderers who believed themselves as military geniuses. Hitler assassinated particularly foreign nationals. Stalin his own people. Hitler was more sensitive and sometimes made unwise judgments when livid which far along cost him greatly. Stalin was calmer and made his in a more sensible fashion. After 1938, Hitler became progressively more uncontrolled. Stalin was typically careful even after the defeat in 1945. Stalin was cooperative to a negotiation at moment in time. Hitler remained not. Hitler was an extreme racially prejudiced. Stalin was not because he was a Communist, he, too, had an aversion for Jews. Stalin, as a collective, believed the class struggle was the essential to considerate the humankind. In Hitlers outlook, it was the struggle between German-and the Jews. Both supposed in the relation of reproduction policies. They controlled the fertility rates through health care strategies, and emerging good policies was a key for an improved society. Hitler trained and supported eugenics, while Stalin never formally supported it. Hitler supposed that womankind should stay at home and educate their offspring, while the fellas work. Women stood to be decent wives, and assist in making of the right sort of kids. The Nazis had termination camps focused on killing the State of asocial elements. The camps in Soviet Russia were for the most part labor camps. Both Stalin and Hitler disallowed tolerance outright. Together Stalin and Hitler believed in having a sturdy army skillful by the State leader, and owed enormous quantities of possessions and capital to the expansion of such a durable army. Hitler was National Socialist and Stalin Communist, is an extremely significant difference, since this produced their hatred against each other. Hitler massacred masses of Jews, and other non-Aryans, while Stalin triggered the death of loads of farmers, which deceased because of the reason of food shortage, so on both individually sides many of individuals pass away, since of the political thoughts of their rulers. Hitler was a fascist that hated communism. He was patriotic about Germany and fought as a German warrior in WWI. He was above emotional and occasionally made unwise choices because of them. He had a dislike for Jews, and was a life-threatening racist. Hitler, even if he wanted to, would never have killed so many associates, military officers etc. He observed himself more as a widely held leader who was only overpowering those conspirators acting against the German society. Stalin was calmer and created his in a more logical manner. Stalins road to rule looked differently, as he did not need the livelihood of common people. Stalin was very suspicious, as known for his purges in 1937. He performed numerous Trotskyites and additional individuals not of the party. Stalin was recognized as a beyond sensible and patient man, as he listened to his war advisors. Hitler did not. The ideologies in whose name they devoted their mass slaughter were radically dissimilar. Stalins was built on class. Hitlers on race. Also Stalin was extra careful. In pursuit of his successes in WW2, he did not thrust his good fortune by looking for a head on hostility with the west. Hitler was irresponsible and constantly pushing his primary winning streak until finally he collected a massively powerful alliance against his country. And that alliance was eventually far off too powerful for him to succeed. Unfortunately, for him the alliance was joint in its objective which was his destruction. Stalin was married two times and had 3 children, Hitler had none. Stalin adored great food and wine, Hitler did not drink and was vegetarian Stalin listen a lot but speaks little, Hitler loved talking, hate listening Stalin had large mustache, Hitler had petite one. Hitler and Stalin had plenty of things that are common and that are different about each other. From the family, how they think even on how they look. Both men came a long way to do what they believed in until death do them appart.

Diversitys Impact on Organizations - 1630 Words

Abstract Diversity must be created and maintained with in organizations. The purpose of this paper is to examine the impacts of diversity onto an organization in addition to explaining the legally mandated and stakeholder driven explanations for mandatory diversity. Diversity’s Impact on Organizations Diversity within an organization is a blending of people from various cultural, religious and ethnic backgrounds. Diversity has challenged organizations to set realistic goals for its leaders as well as its employees. The organization must look at the moral, ethical and social responsibilities it has toward its employees and understand their legal obligations set by laws. It is important for†¦show more content†¦Gender The number of women entering the workforce has increased over the years. To reap the benefits of gender diversity and create an inclusive workplace organizations are developing flexible employment approaches. Flexible employment approaches include arrangements that allow job sharing so that employees are better able to care for their children or flexible employment conditions such as flextime that give employees input into the length and scheduling of their workweek. With the increase in gender diversity, organizatio ns have developed sexual harassment training supported by top management. This training includes: defining quid pro quo, what hostile environments are, providing examples of types of behaviors that are prohibited and describing disciplinary actions that will be taken in instances of sexual harassment. Education Today employees’ educational backgrounds vary considerably; this has led organizations to enhance their training and development programs. â€Å"Functional illiteracy the ability to handle basic reading, math, and arithmetic is a serious problem at work (Dessler, 2002).† Employers are responding in two ways. First more organizations are testing job candidates’ basic skills and secondly more organizations are setting up basic skills and literacy programs. â€Å"For example, Smith and Wesson instituted a comprehensive program. A literacy audit revealedShow MoreRelatedOrganizational Behaviour the Pros and Cons.1634 Words   |  7 Pagesgender (Baytos and Delatte, 1993). Second, determine the needs of the organization. By asking certain questions, an organization can determine its needs based on its culture and resources (U.S. MSPB, 1993). Does the organization have trouble retaining employees who would add to its diversity? In an organization with diversity, which, if any, areas of the workforce are being treated inappropriately? Has the organization impressed upon its leaders and managers the benefits that come from managingRead MoreOrganizational Diversity At The Workplace1355 Words   |  6 PagesOrganizational Diversity in the Workplace I. Introduction: Today, more and more organizations are moving towards the analysis of how to implement diversity as a core value. For an organization to hold people accountable for diversity expectations, leaders must implement, have a clear understanding, and practice diversity policies and procedures (Williams, 2013). By outlining a foundation together with a lateral approach leaders can encourage diversity understanding (Williams, 2013). KnowledgeableRead MoreDiversity1392 Words   |  6 Pagesladder is challenging. In fact, retaining women and minorities in the workplace has become increasingly harder for large companies, especially healthcare organizations. Despite the clear value of having a diverse workforce, like increased innovation, improved financial stats, and enhanced organizational performance, reputation, healthcare organizations are still struggling to attract and retain minorities and women in leadership roles. 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Investigate two to three (2-3) reasons why diversity is important to an orga nization’s success. Speculate on the major potential ramifications to an organization if said organization does not practice diversity management. * Analyze the manner in which job satisfaction impacts both individualRead MoreThe Impact of Diversity Programs on Job Satisfaction from the Employees Perspective: an Empirical Examination.2100 Words   |  9 PagesThe impact of diversity programs on job satisfaction from the employee’s perspective: An empirical examination. Mary White-Burt Argosy University The impact of diversity programs on job satisfaction from the employee’s perspective: An empirical examination. Over the past few decades the buzz word for many organizations has been diversity. The term is not limited to one industry or country. 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Critical Personal Learning Styles Impact On Practice Development

Question: Discuss About The Styles And Impact On Practice Development? Answer: Introduction: The process of learning occurs by different methods or styles in a group of individuals [Banu et al, 2014]. Knowledge is acquired by different individuals by specific styles of learning [Banu et al, 2014].The various skills and attitudes that are adapted or attained by learning essentially occur by means of different learning styles amongst individuals [Banu et al, 2014].A style of learning was defined by Keefe in 1987 as a combination of individual characters of cognitive, physiological, and affective factors or characteristics [Banu et al, 2014]. These factors are typically described to serve as indicators that have relative stability and the perception of the learner about the interactions and the individual response to the environment of learning [Banu et al, 2014].Keefe additionally observed that when these styles of learning amongst a group of students is assessed by facilitators of learning or professors, the student is inclined to learn better [Banu et al, 2014]. According to David Kolb, has noted that the creation of knowledge occurs through the transitions occurring in experience [Banu et al, 2014; Salehi, 2007].Each experience of a novel nature leads to a certain amount of learning in an individual [Banu et al, 2014; Salehi, 2007]. Research has indicated that the experience of learning is largely improvised when the motivation of students is done by adapting to their preferred style of learning [Katsioloudis and Fantz, 2012; Miller, 2001]. Learning styles essentially reflect the qualities of a person that affect the way in which one grasps information presented to them [Katsioloudis and Fantz, 2012]. The learning style additionally impacts the interaction of the individual with the learning environment, peer group, instructors, or information providers [Katsioloudis and Fantz, 2012].The different types of learners find different methods of information provision effective in learning or acquiring the knowledge [Katsioloudis and Fantz, 2012]. The broad division of learners based on their learning styles includes: visual or multimodal style of learning, sensing style of learning, verbal learning style, learning style of an active nature, and sequential style of learning [Katsioloudis and Fantz, 2012]. The style of sensing usually includes an intuitive or sensory method for information procurement such as by means of concept, innovation, theoretical, practical, or real-life examples [Katsioloudis and Fantz, 2012]. The visual or multimodal style includes visual information sources like pictures, flow-charts or diagrams, the verbal style includes learning by listening to others, active learning occurs by participation or thinking about the information, and the sequential style of learning involves the acquisition of information in organised or hierarchical steps [Katsioloudis and Fantz, 2012]. The students of nursing have different styles of learning and it is important for the instructors to identify and adapt their methods of instruction to their style [Katsioloudis and Fantz, 2012]. The VARK analysis tool is especially useful for the identification of the style. The acronym VARK expands to visual, aural, read/write, and kinaesthetic styles[Leite et al, 2009]. The preference of each student is different and the effectiveness of learning largely increases when the student is exposed to that particular style [Leite et al, 2009]. Discussion of learning styles with literature review: Nursing as a profession has a considerable amount of dependence on practice [Tichelaar, et al, course material from Turku University of Applied Sciences, 2013]. The quality of nursing and learning of clinical practice inclusive of the nursing environment has a significant impact on the nursing students and their instructors [Tichelaar, et al, course material from Turku University of Applied Sciences, 2013]. The experience of nursing education draws heavily from the identification of the style of learning [Tichelaar, et al, course material from Turku University of Applied Sciences, 2013]. The experience in the clinical setting is essential for the development of learning that the nursing students acquire during their education and clinical practice [Tichelaar, et al, course material from Turku University of Applied Sciences, 2013]. Instructors are required to provide the appropriate assistance, guidance, and information based on the preferred learning style in the individual students of nursing [Tichelaar, et al, course material from Turku University of Applied Sciences, 2013]. The environment of nursing has developed into a highly technological atmosphere in the recent times [Rassool and Rawaf, 2007]. There is a high degree of autonomy in the nursing staff in the current clinical settings [Rassool and Rawaf, 2007]. The increasing complexity in the divisions and the diagnoses, the complexity of adaptation to the clinical environment increases for the nursing students and practice nurses [Rassool and Rawaf, 2007].The concepts of style of cognition and learning are essentially synonymous in definition [Rassool and Rawaf, 2007]. The description of learning style was formulated by David Kolb in 1984 and he has divided the styles of learning into four primary divisions: assimilator, converger, accommodator, and diverger[Rassool and Rawaf, 2007]. In literature, the definitions of learning styles have changed effectively over time. The definition provided by Honey and Mumford in 1986 and 1992 respectively have divided learning styles into: reflector, activists, pr agmatists, and theorists [Rassool and Rawaf, 2007]. Learning styles have been researched widely in nursing education and practice over several years [Rassool and Rawaf, 2007].Research has extensively studied the students of nursing in order to adapt a style of learning [Rassool and Rawaf, 2007]. Research has found that the reflective style of learning is found predominantly amongst the students of nursing [Rassool and Rawaf, 2007]. Research has additionally indicated that most students and nursing practitioners have well-defined and concrete preferences in the style of learning [Rassool and Rawaf, 2007]. Personal learning styles (VARK) and preferred learning style: In the recent times, the VARK tool for the assessment of personal learning styles amongst nursing students has gained immense popularity [Leite et al, 2009]. The VARK is an inventory of four primary styles of learning: visual, aural, read/write, and kinesthetic [Leite et al, 2009]. The VARK tool uses a specific questionnaire that includes leading questions with preferred options for information acquisition [Leite et al, 2009]. Based on the responses provided by the individual, their personal VARK style of learning is indicated [Leite et al, 2009]. These questions are in the form of small-scale tests that suggest the method of learning for each individual [Leite et al, 2009]. The options provided describe each learning style preference in detail [Leite et al, 2009]. The VARK scale has been found to have a satisfactory level of consistency in the results obtained [Leite et al, 2009]. Potential concerns with the word-choice of the items and the algorithm format of the scale used for sco ring were identified in the VARK scale [Leite et al, 2009].These concerns have to be identified and analyzed [Leite et al, 2009].The visual style is described as the style of learning that prefers visual depiction of information using graphs, charts, maps, flow-charts, or diagrams [Leite et al, 2009]. The aural or auditory mode has a perception-based preference [Leite et al, 2009]. These learners prefer listening to discussions, lectures, informatory talks, or chat sessions [Leite et al, 2009]. The read/write style includes the ability to write and read information extensively. The kinesthetic style involves active participation in the learning process. These learners prefer to experience or practice the information in a practical setting [Leite et al, 2009]. I have identified that my preferred style of learning according to the VARK questionnaire response analysis is the multimodal style of learning. The multimodal style is a combination of the visual and the read/write strategy. This essentially makes me a learner who prefers the visual as well as the reading and writing of information for learning. Therefore, my preference indicates that I can learn the best with the help of visual aids and graphical representations of information such as maps, graphs, diagrams etc. Additionally, I have an ability to write well and read information that is documented in great technical detail [Leite et al, 2009]. Learning environment and staff mix: My learning environment is a hospital setting and has real-time patients in the hospital purview. The staff mix is, in fact, quite diverse and includes experienced nurses who have an approximate of 15 years of experience as registered nurses, a mentor with about 20 years of nursing experience, a few mentees who are furst-year students of nursing, and practice nurses with about 1 or 2 years additional experience as compared with my experience. I believe that my learning environment is challenging and fast-paced. The environment for learning provides several challenges to me as the majority of the staff mix has higher experience than I do, which increases my anxiety in several occasions. I feel challenged during several patient encounters and emergencies where the others in the group are usually aware of the necessary steps to be taken. Not much is expected from the student group due to which I feel singled out and anxious to contribute to the care protocol. Most practical situations r equire that we learn by observing others and make urgent notes, or pick up information from our brief encounters with the patient and the physicians. I find this situation challenging as there are not many opportunities for reading and writing information along with the lack of opportunity to access visual information formats during emergencies and practical patient care situations. Strengths and weaknesses of the preferred learning style in the environment: The styles of learning have a significant role to play in the effectiveness of nursing practice. My preferred style as indicated by the VARK scale is the multimodal style of learning. I have found that my learning environment poses several situations that require practical learning and experiencing the patient situation first-hand. I find that the most noteworthy disadvantage of the multimodal style of learning is that the hospital situation requires a more kinesthetic approach. I believe that there is an urgent need to train myself to adapt a slightly kinesthetic and aural approach in learning. The primary reason for this is that most of my interactions with physicians and patients is verbal. The information that I procure from them is verbal in nature and it requires a high amount of concentration. On the other hand, the advantage of the multimodal style of learning is that my reading and writing abilities are strong and this provides an edge in terms of academic and sound theoretical knowledge. I find that it allows me to understand the physiological and pathological basis for the treatment plan. I have an ability to grasp information through various diagrams, maps, flow-charts, and graphs. The multimodal style of learning has facilitated the amount of technical knowledge gained over the years. The multimodal style of learning has a considerable number of strengths and weaknesses. I believe that along with the understanding that the multimodal style provides, it is essential to develop the other two styles of learning namely the aural and the kinesthetic approach. In the staff mix that I am associated with, there is a strong need for quick and accurate learning and execution which needs to be addressed by adequate improvement of the preferred learning style. Conclusion: Nursing is a profession that is closely associated with practice and involves a considerable extent of practical learning. Learning styles have been long studied, especially in nursing students. The effectiveness of learning and information acquisition is enhanced when the mentors and instructors of students of nursing education make the information more accessible to the students through their preferred style of learning. Each individual has a preferred style of learning and it is most often identifiable and concrete. The adaptation of the instructor to the preferred style of learning greatly enhances the effectiveness of the information transfer. Literature has several divisions and considerations for learning styles. There are several studies in literature that divide the learning style of individuals. The VARK tool for the assessment of learning style is one of the most widely used, recent tools. The adaptation of learning styles to the learning environment is an essential way to learn in a clinical practice setting. The concept of learning style is therefore one of the most prominent and noteworthy aspects of nursing education and practice. References: Alkhasawneh E, (2013) Using VARK to assess changes in learning preferences of nursing students at a public university in Jordan: implications for teaching, Nurse Educ Today, 33(12):1546-9 Katsioloudis, P and Fantz, TD (2012) A Comparative Analysis of Preferred Learning andTeaching Styles for Engineering, Industrial, andTechnology Education Students and Faculty, Journal of Technology Education, 23(2): 61-69 Felder, R. M. (1996). Matters of style [Electronic Version]. ASEE Prism 6(4),18-23. Retrieved on March 27th, 2012 from: https://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LSPrism.htm Miller, P (2001) Learning styles: the multimedia of the mind. Research report, [Electronic version] Accessed at: https://eric.ed.gov/?id=ED451140 Tichelaar, E, Riklikiene, O, Holland, K, Pokorna, A, Antohe, I, Nagy, E, Warne, T, and Saarikoski, M (2013) Empowering the nursing profession through mentorship. Handbook 2: guidance of programme teacher, Course material from Turku University Banu, A, Huilgol, GKB, Rajkumar, J (2014) Learning Style Preferences Among Medical andNursing Students in a Medical College in South India Journal of Educational Research Medical Teacher 2014;2(1):21-24 Ayesha Nuzhat, Raneem O. Salem, Mohammed S.A. Quadri,Nasir Al?Hamdan. Learning style preferences of medicalstudents: a single-institute experience from Saudi Arabia,IntJ Med Edu 2011; 2:70-3. Kanchi S., Junaid A., Nandita S., Srikant N. How differentstudents and their learning styles?.Int J Res Med Sci.2013:1(3):212-15. SalehiSh, (2007) Nursing Students Preferred Learning Styles, Journal of Medical Education, 11(3,4) 85-89 Hardigan, PC, Cohen, SR. A comparison oflearning styles among seven health professions:implications for optometric education. TheInternet Journal of Allied Health Sciences andPractice: 1(1). Ayesha Nuzhat, Raneem O. Salem, Mohammed S.A. Quadri,Nasir Al?Hamdan. Learning style preferences of medicalstudents: a single-institute experience from Saudi Arabia. IntJ Med Edu 2011; 2:70-3. Rassool GH and Rawaf, S (2007) Learning style preferences ofundergraduate nursing students, Nursing Standard. 21, 32, 35-41 AndreouC, Papastavrou E, and Merkouris A (2014) Learning styles and critical thinking relationship in baccalaureate nursing education: a systematic review, Nurse Educ Today. 2014 Mar;34(3):362-71 Frigstad SA, Nst TH, and Andr B (2015) Implementation of Free Text Format Nursing Diagnoses at a University Hospital's Medical Department. Exploring Nurses' and Nursing Students' Experiences on Use and Usefulness. A Qualitative Study, Nurs Res Pract. 2015:179275. Hallin K, Haggstrom M, Backstrom B, and Kristiansen LP (2015) Correlations Between Clinical Judgement and Learning Style Preferences of Nursing Students in the Simulation Room, Glob J Health Sci. 8(6):1-13 Foster MJ, Shurtz S, and Pepper C (2014) Evaluation of best practices in the design of online evidence-based practice instructional modules, J Med Libr Assoc.102(1):31-40 Lau KH (2014) Computer-based teaching module design: principles derived from learning theories, Med Educ. 48(3):247-54. Jin J and Bridges SM. (2014) Educational technologies in problem-based learning in health sciences education: a systematic review, J Med Internet Res. 16(12):e251. Parker S, Mayner L, and Michael Gillham D (2015) E-learning for Critical Thinking: Using Nominal Focus Group Method to Inform Software Content and Design, Nurs Midwifery Stud. 2015 Dec;4(4):e30471 Leite, WL, Svinicki, M, and Shi,Y (2009) Attempted Validation of the Scores of the VARK: Learning Styles Inventory With MultitraitMultimethod Confirmatory Factor Analysis Models, Educational and Psychological Measurement, 70:2, 323 - 3 Personal learning styles (VARK) and preferred learning style: