Human Resource – Escape to the Wild

FINDINGS 1. 4 HR Activities Employee Relations When good employee relations are in place they can help to maintain a happy and motivated workforce. This function will be responsible for putting company policies and procedures in place regarding grievance/discipline, recruitment and selection, employee welfare, training and development, absence management/reporting and negotiating terms and conditions. Doing this will minimise conflict, ensure staff are treated fairly and creates rules that everyone is aware of. At Escape to the Wild there are no policies and procedures in place, there are inconsistencies in terms and conditions, inconsistencies in matters relating to recruitment and selection practises and staff are also overworked. Putting good employee relations in place will minimise/avoid all of these problems within the company. Recruitment and Selection Having a proficient recruitment and selection function within a company can help to select the right people for the job. To implement this the company should look to analyse what jobs need to be filled, what the job description should be, what qualifications the candidates should posses and an idea of the characteristics of the individual. Once this has been decided then the search for staff can begin, this can be done by looking to fill the position internally, use a recruitment agency or by advertising the position. Once all successful applicants have been chosen then appointments should be scheduled for interview and possible aptitude testing. A candidate will then be selected and any references or qualifications should be checked. Letters should be sent out to unsuccessful candidates an offer of employment letter to the successful candidate. Any qualifications and references should also be checked. At Escape to the Wild there are no recruitment and selection processes in place and this has caused problems as there is not enough staff, managers are currently responsible for recruitment so taking up time that could be spent on doing their job and by putting a proper recruitment and selection function in place it will alleviate this problem. Training and Development By making sure employees are properly trained and developed means a company will continue to thrive and make profits. Properly trained staff will improve their attitude and knowledge and help staff meet and perform given tasks properly, by doing this it will help motivate them to undertake higher-grade tasks. When putting this into place the company should be looking at what skills an employee already has, what skills they will require in the future and how to implement the training i. e. if it can be carried out by someone already proficient in the task within the company or if the training will have to be outsourced. An evaluation of the training will have to be done to see if it has been cost effective and whether the training possibly needs modifying. At Escape to the Wild they are having problems with the training being mostly ad hoc which means staff are leaving the company. If a proper training and development system was in place then this would minimise this. Pay and Reward To help motivate and retain good staff an appropriate pay and reward structure should be in place. Rewards should be meaningful and vary with the performance. To implement this a pay structure should be set up against job roles, administration of salaries be done, employee benefits should be implemented i. e. company canteen, creche facilities, free health care. Short-term and long-term incentives should be in place i. e. performance related pay rises each year, extra holidays after so many years service, option to join company pension scheme after so many years. At Escape to the Wild salary administration is outsourced, the Finance Director is having to deal with implementing salary increases. Implementing this function will stop these problems. 2. Diagram of recommended HR Department . Roles of HR Department HR Director The role of the Human Resource Director guides and manages the overall provision of HR services. The HR department and staff members are advocates for both the company and the people who work in the company and the HR Director will make sure this is being achieved. They will implement policies and programs for the whole c ompany, be responsible for performance management and improvement systems, organisational planning and development, policy development and documentation, employee relations, compensation and benefits administration, employee safety, welfare and health. The HR Director will report to the Board of Directors. Recruitment & Selection Officer The Recruitment and Selection Officer is responsible for delivering all operations of recruiting throughout the company. The need to keep up-to-date with recruitment practises and are responsible for making sure the company employ the best possible candidates. Their objectives should be to develop and execute recruitment plans, implement new recruiting ideas, create job descriptions, construct and implement good recruiting and interviewing techniques, fill positions efficiently, keep up-to-date with managers regarding recruitment effectiveness. They will also look to make sure proper induction procedures are in place for when new recruits join the company. They will report to the HR Director. Administrator to the Recruitment & Selection Officer They will maintain records of all applicant and interviewing information. Will assist in reference checking, writing letters of rejection, prepare and send offers of employment, deal with enquiries, keep up-to-date with media advertising costs and perform other duties as required. They will report to the Recruitment & Selection Officer. Training & Development Officer The Training & Development Officer will be responsible for conducting and supervising training and development programs for employees. They will look to seek measures in which to improve employee skills and look to prepare them for jobs within the company requiring greater skill, possibly for people that may be retiring. They will liaise with Line Managers to see what levels of skills employees already have and agree what they are looking to achieve from them. If technological changes are taking place then they will need to make sure employees get the proper training for any new programs/systems. They will need to evaluate training effectiveness and implement any changes if the outcome has not been affective. They are reportable to the HR Director Generalist Officer The Human Resource Generalist Officer manages the day-to-day operations of the HR Team. They will deal with the administration of policies, procedures and programs. They assist in advising managers about any Human Resource issues. They will be concerned with the Health & Safety of the workforce and the development of the workforce. This role will be responsible for staff records and any discipline and grievance issues. They will prepare and analyse reports that are necessary to carry out the functions of the department and company, prepare reports for management and they will assist in the implementation of the performance management system (PDP’s). They will report to the HR Director. Administrator for Generalist Officer and Training & Development Officer They will assist the Generalist Officer in all administration duties involved in their position. If any policies require changing, then once implemented they will have new documents printed for distribution. Keeping up-to-date administration of employee records will be essential. They will report to the Generalist Officer. The Administrator will be responsible for organisation of training, contacting outsourced companies for times, dates, costing information and then book as required. They will need to inform employees of any training taking place and deal with follow-up paperwork getting employees to evaluate what they learnt from the course to give to the Training & Development Officer. If internal training is being carried out then they will look to find out availability of space where training can be carried out and again book relevant dates, times. They will be responsible for making sure paperwork for any employee training is kept up-to-date in employee files. They are reportable to the Training & Development Officer. 4. Line Managers responsibilities The Human Resource responsibilities that will be carried out by the Line Managers will be to conduct Performance Development Plan/Appraisal interviews with the staff in their team. The managers have direct contact with their team so will know them better and it also lets the employee feel more at ease. They will evaluate the team in terms of what training needs they require and discuss with the Training & Development Officer, again as they work with their team on a day-to-day basis they have a better knowledge of what their team requires. They will approve holidays and submit paperwork to the Generalist Administrator to keep staff records up-to-date, along with any absenteeism, this means they can control when staff will be off so that there is no loss of productivity due to too many people being off at the same time. They will hold regular meetings with their team regarding any issues/concerns they may have and have regular meetings with all HR Advisors to report any issues/concerns. This helps to maintain good communication between employees and the company. 5. The Psychological Contract In any company there is a Psychological Contract, this is the mutual beliefs, perceptions and informal obligations between the employer and the employee. It is different from the formal written contract which only identifies mutual duties and responsibilities in a generalized form. Implementing a good psychological contract by introducing a HR Team within Escape to the Wild will be of benefit to the employees as at the moment there is lack of trust within the company as jobs like training and development are not being carried out correctly, there is not enough staff so employees are overworked and not being appropriately compensated. There are no clear policies and procedures so staff don’t know what they are supposed to be doing and are feeling let down. Implementing good practises and communication will help motivate them.

Immigration to the United States and Dream Act

Immigration Immigration policies and immigrants was a major issue in the American Society. The Immigration Act of 1990 raised the amount of immigrants that were allowed in the United States. Each year the number of immigrants that come to the United States were known to be very skillful and talented workers. They could have improved the American Society. Immigrants often traveled with their families. Many of the Immigrants that came to the United States came for a better life and to have more opportunities.The Immigration Act of 1990 also allowed no limit on the amount of visas that a family could have. Because of this 71 percent of immigration visas were going to residents. A law was also formed on how immigrants could get deported. The amout of deportations also increased as the years went on. People were concerned that the laws being passed gave immigration to much power. They get o make to much decisions. In 2012, the DREAM Act was created. It was created based upon immigrants, e ducators, and business leaders.Many people were against the DREAM Act, many people were for it, and their were those who were between it. The DREAM Act was able legalize the undocumented minors that entered the country. The meaning of the DREAM Act is Development Relief and Education of Alien Minors. Their are several requirements that the DREAM Act has in order for a person to eligible for it. To be eligible for the DREAM Act a person must have been 15 years of age or younger when they entered the country. Proof must being given to show that they have been in the country for at least 5 years.Some form of education either a GED or a high school diploma must be shown. They must also be under the age of 30. All of this information can be shown in Document 1. Not many states allow undocumented immigrants to enter the country and receive an education, but New York is one of the few states that allow immigrants to receive an education. I am in favor of the DREAM Act because it has many o pen opportunities for undocumented immigrants. The main goal of the DREAM Act is to makesure that undocumented immigrants can vote, be sucessful, and be apart of the Union.The DREAM Act supports immigrants and wants them to make it somewhere in life and be able to adapt to the American culture. Immigration Policies and Immigrant Policies are discussed in Document 4. Document 4 is stating that the U. S immigration policy wants to keep the United States as a union, which means making undocumented immigrants apart of the United States. Document 4 also shows that the United States also wants to have different cultural mixes involving a variety of different people from different places.Having morals and values are important to immigrants and also the people who are apart of the United States. The current policy for undocumented immigrants is that they still have to go through an interrogation and other processes. Another goal of the DREAM Act is to make sure that everyone is covered with health insurance. As immigrants entered the country, it was possible for them to bring different diseases with them. In 2009, immigrants had more health insurance than the native-borns. About 87. 6 percent of the United States population had health insurance, and the other 14. 1% didn’t.Compared to immigrants the native-borns were no where near having that many people on health insurance, as shown in Document 12. As the years continued, the percentages of immigrants coming to America increased. Most of the undocumented immigrants settled more in the west. The foreign born population was taking over. This is shown in document 9a. Immigrants also took jobs from the Americans because they were more hard-working. Majority of the countries that immigrants came from involved hard labor, so they already knew what it was like to work. Eventually immigrants began to pay taxes.The immigrants who were paying taxes were the ones who were head of their households. Document 9b shows ten d ifferent states that had immigrants paying taxes. The immigrants who were paying taxes were the ones who were the head of their households. Document 9b shows ten different states that had immigrants who were paying taxes. California had the highest amount of taxes being paid. While Washington and North Carolina had the lowest. Georgia, New Jersey, and Arizona are all at the same amount when it comes down to the taxes that are paid by undocumented immigrants who are the head of their households.Undocumented immigrants continue to come to the United states. The number of immigrants who are entering the country continues to increase. Immigrants are settling in the other states also. The DREAM Act applies to and affects immigrants who are entering the United States without any full understanding of how they are going to survive. Since the DREAM Act has been passed for mainly minor immigrants, it affects their level of learning. The DREAM Act requires having some learning experience and stable proof to show that. But depending on what country a inor is coming from the learning curriculum in the United States would be different from how it was to them in their home country. The DREAM Act also says that parents should start teaching their children from home so that when it’s time for them to attend public school they aren’t far behind, and maybe they will be able to pick up quickly. Overall, I still believe that the DREAM Act should be passed, but not in full because it does have a positive impact on our society and it also takes away some of the power that immigration has.

Description of the Organization Essay

The headquarters of the United States Air Force is located at Robins Air Force Base in Warner, Robins, Georgia. It has more than 300 flying and support units charged with monitoring and overseeing activities of the said organization. There are about thirty-six wings that comprise the Air Force. Each has a special mission or assigned activity with the cooperation of other flying units. Reserve units assist the Wings assigned to them and is categorized into 5 classifications namely: 1) Individual Mobilization Augmentee (IMA), 2) Ready, 3) Standby, 4) Inactive Ready Reserve, and 5) the Retired Reserve. The members of the specified reserve and wing units have specific qualifications, duly approved by law or decree of the President of the United States. The Recruitment Process The US Air Force employs a so-called recruiter. Its duty is to contact as much as possible eligible civilians to join the Air Force. Before one can become a recruiter, he/she must undergo specified air force training and some educational lectures on the organization. Recruitment is also tackled in the air force class, with senior military officers as the roster of faculty. The recruiter can also be a non-commissioned officer trained in the following: 1) US Military History, 2) Fundamentals of Management, 3) Principles of War, and 4) Basic Health Care (. http://www. afreserve. com/contact. asp). This is done so that the recruiter can answer the broadest and numerous questions of the potential recruited. Understanding the organization is a requisite for a person to become a recruiter. Nonetheless, being a recruiter necessitates the capability of speaking to a wide array of individuals from different economic and cultural/ethnic background. The US Air Force Civilian Employment provides recruitment and staffing services to almost all air bases in the country. Most recruiters are assigned to this agency. Websites are also posted in order for civilians, who have no contacts to certified recruiters, to have an opportunity to view the programs of the US Air Force. The pattern of recruitment however differs for US Air Force civilian employees and its military personnel (http://www. airforce. com/training/enlisted/index. php). In order to become a civilian employee of the said organization, one must undergo these steps: 1) a required reading of the job kit of the organization, 2) a submission of a resume, indicating educational attainment and other facts about the applicant, 3) the US Air Force Civilian Employment Center will search jobs applicable to the person, and 4) a formal approval of the base head. The recruitment of civilian employees is always connected to the proximity of the air force base to the residential areas of the would-be employees. The recruiters usually go to these residences (close to the field) and ask people if they are willing to join the US Air Force as civilian employees. Of course qualifications must be stated and the priority goes to the unemployed. A questionnaire is presented to the civilians willing to join the US Air Force as civilian employees. The questionnaire contains socio-demographic questions addressed to the civilian. A question and answer forum is the next step in the recruitment process. The applicant is required to ask questions from the recruiter about fundamental facts about the organization, its history, the jobs that can be taken, and other vital information. The recruiter is restricted from answering questions that requires enumerating problems in the organization. This is done to encourage the civilian to join the US Air Force. For civilians who want to become military personnel of the US Air Force, the same procedure is applied although this time the recruitment pattern becomes more complex. A special form of questionnaire is presented to the applicant; socio-demographic questions and a background check on the US Air Force are the main items in this type of questionnaire. The applicant is then asked by the recruiter on a scale of 1-10 how willing will he/she join the US Air Force. The recruiter here is not a civilian employee but rather a non-commissioned officer of the Air Force. After the applicant answered, the recruiter will ask the reasons behind the answer. The recruiter would then present to him/her the list of jobs available (in a particular base) for a military personnel. The reply of the applicant will be received after a couple of days. The applicant then will wait for the recommendation. The applicant must undergo several health tests before the final training begins. Key Issues in the Recruitment Process There are two major issues facing the recruitment process. First is the fact that many civilian employees of the organization are recruited based on the proximity of their residences to an air force field. Socially speaking, this trend may create an ethnic or social division in the Air Force itself. If most of the Air Force civilian personnel in Washington are of American Indian origin, this may affect the reputation of the air force base concerned. In order to avoid this instance, the US Air Force Employment Services posted websites that are accessible to many people. A number of recruiters are presented, and the center hires people regardless of ethnicity and religion. This consideration is also posted to a number of websites created by the US Air Force. Second, the fluctuating number of recruited personnel is due in part to the nature of the salary and benefits of the organization. Recommendations There should be two sets of questionnaires given to civilians who want to become military personnel of the organization. The first questionnaire is identical to the questionnaire given to the would-be civilian employee. This is done so as to identify the commonality of reactions of the two types of personnel; whether distinction in class affects the efficiency of the organization {it is possible that the civilian employees may feel inferior from that of the military personnel}. With regard to salaries, it must be increased to the level that will match the country’s inflation and exchange rates.

European Cultural Adoption of the Cherokee Indians Essay

European Cultural Adoption of the Cherokee Indians - Essay Example One of the most talked about and studied groups of Native Americans are the Cherokee Indians, a group of native occupants of the American continent. Historians believe that the Cherokee Indians occupied the southeast part of America ling before the forces of civilization and the American colonization took center stage. â€Å"Cherokee lands covered parts of Tennessee, North Carolina, south Carolina, Virginia, west Virginia, Kentucky, Georgia, Alabama, and Arkansas.† The tribe was one of the strongest tribes in the American continent and had significant influence during the 14th and 15th century. They existed in smaller groups and sub-tribes ruled by chiefs and kings and other religious leaders who had significant influence on this group of people. â€Å"The various Cherokee villages formed a confederacy. There were two chiefs per village a red (or war) chief and a white chief (most beloved man or woman) who was associated with civil, economic, religious, and judicial functions . Chiefs would be male or female and there was little or no hereditary component† The history of the Cherokee Indians is highly complex and is characterized by episodes of resistance, war conflicts and revolutions that rocked the American continent. Thirteen colonies of North America decided to break from British rule. To register their displeasure towards the new occupants of the American continent who were now fighting against the British, the Indian Cherokees fought from the British side against the Americans. â€Å"Cherokee support towards the British during the American Revolutionary war (1755-1783 brought retaliatory attacks from southern states militia†5 During this time and prior times, the interaction of the Indian Cherokees with the British and other foreign occupants of the country flourished; the tribe experienced a major tribal revolution that resulted into adoption of new cultural and significant cultural assimilation and integration. â€Å"After the Amer ican Revolution, the Cherokee adapted British style farming, cattle ranching, business relation, and government becoming cohesive and prosperous†6 In the paper, the cultural assimilation and adoption that occurred during the 17th and 18th century among the Cherokee Indians will be highlighted. It will thus seek to provide a description of the events that characterized the cultural changes and integration during this period. The adoption of foreign and new cultures significantly affected the lifestyle of the Cherokee Americans that resulted into assimilation and the loss of the prior cultural identity that the tribe enjoyed. The first documented history of the contact between the Cherokee Indians and the Europeans was around 1540. â€Å"The Cherokee encountered Hernando De Soto around 1540, probably not long before they arrived in their historic homeland†¦

Audit Industry Report - Airlines Essay Example | Topics and Well Written Essays - 1500 words

Audit Industry Report - Airlines - Essay Example As a comparison between two airlines, higher performance may just not be a measure of a better unit revenue as for many, the airliner may be facing a higher unit cost in contrast to others operating within the same industry. In parallel to all these factors, capital available for growth or horizontal and vertical integration of services is also a key factor to the industry’s long term success (Taneja, 1987). Many successful airliners may have to prefer long term gains and profits to measure their success and would plan to expand or integrate over a longer period of time. Specifically for the airline industry, growth may be accounted for in terms of the capacity for growth. Datamonitor.com (2007) reports that the United States airlines industry grew by more than 8 percent in 2006 which placed it at a combined value of more than $145 Billion. However, In order to grow, an airline and the industry itself would need more funding. The need for funding will be directly correlated to the performance of the company, as capital is generated form investors and for most equity investors, the airline may have to show growth in its equity over time. Moreover, apart the airline must also be a viable interest to the debt investors. For this to happen, and to conform with the debt investors, a more than reasonable ratio of debt-to-asset is required. Apart from the focus on these direct factors that influence investment, there are several other key factors that play a turning role in raising capital for the airline industry and more focus is placed on international expansion. To wage international expansion into the equity of an airline, a risk assessment factor has to be incorporated in the financial sheet of the airlines in such a way that it has to reflect more associated risks such as currency risks or political risks. These forms of risks are more appropriate

The ideal role of Abu Dhabi Police in improving the traffic safety in Essay

The ideal role of Abu Dhabi Police in improving the traffic safety in Abu Dhabi Emirate (Potential and challenges). (we can make - Essay Example There are also other traffic management centers tasked with the responsibility of ensuring traffic safety and management is well thought of. Introduction The Emirate of Abu Dhabi is contemporary adopting a comprehensive development plan in all aspects of life. It shows a huge interest in developing plans and measures for the renaissance through integration for a future vision for the emirate to 2030. The government has started to prepare the urban plan of Abu Dhabi city, which was adopted in 2007. Achieving this goal will help the government’s strategies to become one of the best five most leading and advanced governments in the world. The realization of the urban plan will require development and improvements of Traffic Management through enhancing traffic safety and improving traffic performance. The collaboration of vehicle and highway to provide transportation must be treated as a system as Rodney K. Lay (2003) suggested in his research. There has been a good effort in Abu Dhabi for the last couple of years between government stakeholders to develop road safety strategy, define rules and responsibilities, and increase a fully coordinated and integrated framework to deal with road safety. It is suitable here to say when you work to prepare a strategy for traffic management, it is very important to consider the most motivating factors for the safety as the humanitarian concerns, economic costs and benefits, and legal and regulatory considerations. The importance of the management in all aspects of the life is indeed consistent with service marketing literature which emphasizes that the ‘people factor’ is an important component of perceived service quality (Ganesh et al, 2000; Chiou et al, 2002). The Henri Fayol as one of the most influential contributors to modern concepts of management considers it to consist of forecasting, planning, organizing, commanding, coordination and controlling [2]. Other scholars, such as Mary Parker Follett, co nsider management as "the art of getting things done through people"[3]. Usually the transportation systems operating in a developing country may not be as economically, or as efficient as the ones in developed countries. According to my point of view the challenges that might be seen as a problem for the future development of Abu Dhabi can be the management and lack of coordination between all concerned parties in the operation. Here we can narrate what Stanley Pickett (1955), said "Think of the things you see in your own city which everyone wishes were otherwise. They might have been otherwise, if there had been careful planning in the past". The proposed study will focus on the development of a framework that will integrate elements of urban planning related to transportation. These will include traffic management systems, speeds management strategy on the roads, application of the principles of management on traffic safety for road projects, rules and responsibilities for the di fference departments involved, and the effective management of the integrated intelligent traffic systems with infrastructure to improve the road safety in Abu Dhabi. All the above will be integrated through the main domain of traffic management which requires an effective structure and organization. As many developing countries are interested in

Bank analysis paper-Economics Essay Example | Topics and Well Written Essays - 1250 words

Bank analysis paper-Economics - Essay Example The second part is done in order to get an idea about the safety and soundness of Citibank Las Vegas branch from a depositor’s perspective. There are a number of ways to examine the profitability of a bank; for example, for measuring the after-tax rates of return, ROA (the return on assets) and ROC (the return on capital), are extensively utilized for testing the performance of banks. The analysts and regulators of the bank use these measures in order to assess the performance of other players in the industry as well as to forecast trends in market structure. This helps them to gather data to predict bank failures and mergers, and also to come up with a strategy that serves the interests of their bank well. Return on assets (ROA) of a firm is an indicator of how profitable the firm is relative to its total assets, and is calculated by dividing the net income of the firm by its total assets. ROA gives us an idea about how efficient the management of the firm is at generating earnings by using its assets. A higher ROA percentage is considered better as this means that the same level of investment is yielding more earnings for the firm. Citibank’s net income in the year 2009 was $107,923,000,000, and its total assets were worth $1,161,361,000,000. This results in a ROA of 9.3% for the year 2009 which is considerably higher than the ROA recorded in 2008 (74,767Mn/1,227,040Mn = 6.1%). This suggests that there has been a rise in Citibank’s ability to earn with lesser amounts of input i.e. the profitability of Citibank has increased. Return on Capital (ROC), on the other hand, is a measure of how efficiently a firm uses the money that has being invested in its processes. It is being measured by the division of net income and the total capital. ROC should always be greater than the rate at which the firm borrows money. This is to ensure that an

Frank Parsons, the Father of Vocational Guidance Essay

Frank Parsons, the Father of Vocational Guidance - Essay Example Instead of the normal three years required to complete this degree, he did it in just one year. He passed the bar exams in the year 1881. This great effort severely damaged his health, leading to his relocation to New Mexico for renewal. Parsons got into practicing law in Boston. However, he found this not satisfying. He joined a publishing firm where he assisted in preparing textbooks of law. He formulated a philosophy that resulted to impeccable outpouring of writing works as well as other community activities. He then developed a liking for reading and making contacts with people. This had great effect on his career later. He lectured on English literature for a long time the YMCA in Boston. He later had his lectures published under the title, "The World's Best Books" in the year 1889. He became a lecturer at Boston University between the years 1892 and 1905. In his work published in the year 1894 and titled "Our Country's Need", Parsons made a formulation of his views of mutualism. He made an attempt to integrate socialism with individual liberty. He was under great influence by Herbert Spencer and Edward Bellamy from England and the United States respectively. Another notable influence on Parson was "Christian socialism." Parson's aim was to come up with ways to control essential firms like the railroad as well as the telegraph but at the same time honoring the private sector and personal initiatives. He made a good combination of conservatism and radicalism. Most of Parsons' great works confirmed him as a competent social critic. They include "Rational Money", published in the year 1899 and "Direct Legislation", published in the year 1900. Others are "Telegraphic Monopoly" and "Cities for the People" that were both published in the year 1899. Between the years 1897 and 1899, he served as a professor at Kansas Sate Agricultural College but still maintained his connections at Boston. During this period, he became extremely radical due to the Populists' Party greatly succeeding in Kansas. This administrational change led to his sacking together with his associates. This led to their founding of the Ruskins College of Social Sciences. He took up the position of a professor as well as the dean. However, the undertaking did not succeed, leading to his return to Boston. While in Boston, Parsons became seriously involved in various reform causes, traveling across the country and beyond. For instance, he persuaded the owners of Filenes Departmental Stores in Boston to add cooperative principles to their human resources policy. He also took part in the construction of the Civic Service Home. This home was to settle the immigrant groups. He assisted in organizing the Breadwinner's Institute, offering a diploma education to the less fortunate in the society. Parson's writings such as "The Trusts", "Stories of New Zealand", "Railroads", "Heart of the Railroad Problem" and "The People", together with his many articles made him a respected voice progressivism. This however played a big role towards his death on 26th September 1908. "Choosing a Vocation" was published in 1909. This was the first such writing in the career guidance. "Legal Doctrines" and "Social Progresses" followed in the year 1911. Frank Parsons is widely referred to as the "Father of Vocational Guidance." Despite being trained as an engineer, he authored many books on the social-reform movement. He also wrote on

Putting the person with diabetes first the team approach in holistic Essay

Putting the person with diabetes first the team approach in holistic assessment and management of diabetes mellitus. The module - Essay Example His cholesterol is high, as is his blood pressure. He is on Lipitor 80mg at night, has no foot ulcers or skin sores. He is also on metformin and sulfonylureas for his blood glucose maintenance. He does his best to comply with his regular medication, mostly his oral anti-diabetic medicines. His HbA1C is however persistently rising and he may need to be put on insulin for the next few months if his blood sugar would not be managed better. He has a strong support system through his wife and children. He is also intelligent and has a good understanding of his disease, however he is in denial about the long-term complications which may relate to his disease. This paper will discuss the appropriate and effective nursing management of this patient, considering mostly the importance of holistic assessment, self-management, and team approach in securing improved patient outcomes. Body The regulation of blood sugar levels are based on negative feedback which seeks to secure homeostasis for the body (Matthews, et.al. 2008). Blood glucose levels are monitored by the pancreas, mostly through cells called the Islets of Langerhans. In instances where the blood glucose would decrease near or below threshold levels, especially during exercise or prolonged lack of food, the Alpha cells of the pancreas discharge the hormone glucagon (Matthews, et.al. 2008). ... f glycogen or through the normal process of food ingestion, another hormone – insulin – is released from the beta cells of the pancreas (Brill 2011). Insulin allows the liver to convert the glucose into glycogen through the process of glycogenesis, thereby prompting majority of the body’s cells to use glucose found in the blood transported through the GLUT4 transporter (Powell 2007). This process would then lead to decreased blood sugar levels. As insulin attaches to the receptors found on the surface of the cells, the GLUT4 transporters bind to the plasma membrane through exocytosis. This would assist in the diffusion of glucose within the cell (Powell 2007). Glucose enters the cell and through phosphorylation, it is transformed into Glucose-6 Phosphate. This process helps maintain the concentration gradients, allowing glucose continued entry into the cell (Woodruff and Saudek 2005). The insulin gives the signal to the different systems, allowing metabolic contr ols to be maintained. In the case of Diabetes Mellitus type 1, non-production or insufficient production of insulin causes high blood glucose levels; and type 2 is often caused by a reduced responsiveness to insulin by the body tissues (Dubois and Bankauskaite 2005). There is insulin resistance, in other words. If unmanaged, diabetes, would persistently cause blood sugar levels to rise, with the glucose remaining within blood circulation, not absorbed or delivered by the cells (Dubois and Bankauskaite 2005). It can then lead to a variety of complications. The deficiency of insulin or the insensitivity of the receptors to insulin has a major role to play in the manifestation of diabetes. Individuals ingest and digest carbohydrates and through the actions of the enzymes within the digestive tract are

Ethics Essay Example | Topics and Well Written Essays - 1250 words - 9

Ethics - Essay Example One common practice includes amniocentesis which is used to determine whether a child will maintain chromosomal problems such as Down Syndrome. Unfortunately, this testing procedure does not identify these genetic abnormalities until the 16th week of pregnancy, long after the child is already well-formed (Ring-Cassidy and Gentles, 2003). A more modern diagnosis process, the Chorionic Villi Sampling method (CVS) occurs during the first trimester however the procedure has been known to cause limb defects (arms and leg) to healthy children (Ring-Cassidy and Gentles). There does not appear to be a viable prenatal testing system which can accurately predict genetic characteristics, plus the long-term damage to both the mother and the child creates a new ethical dilemma. Deemed bioethics, it is the study of whether prenatal, genetic results are sound enough justification for aborting the fetus. This paper describes the ethics behind this controversial abortion practice. Medical screening technology has not yet advanced to where physicians and geneticists can concretely identify future genetic deficiencies in developing fetuses. In a situation where a pregnant woman is relying on prenatal testing results to determine whether to carry a child to full-term, the current stage of medical research simply provides mothers with no viable options other than to prepare for the eventuality of raising a genetically-deficient child or abort the fetus immediately. Kuhse (1998) clearly offers that prenatal diagnostics is wrong at its very foundation, where abortion becomes the only viable alternative to carrying the child full-term. The author suggests that good-spirited attempts to locate genetic defects such as Huntington’s disease or cystic fibrosis will ultimately lead to a social shift where less-critical fetus issues are assessed

Elements of Moral Philosophy Essay Example | Topics and Well Written Essays - 1500 words

Elements of Moral Philosophy - Essay Example The utilitarian primary goal is to maximize happiness. John Mill defined happiness as an existence exempt as far as possible from pain and highest possible enjoyment in both quality and quantity. In other words, if people want to embrace utilitarianism moral viewpoint, they would consider these principles to be morally binding. He claims that happiness is a foundation of morality since people desire to be happy. He also supports the claim, arguing that everything that human desires are to bring happiness. Mill argues that justice is based on utility since the rights are put in place for the human happiness. However, there is no agreement about the goals as people view happiness with considerable disagreement. People from varying cultural background may disagree more profoundly with these views. Utilitarian do not put more emphasis on the importance of motive when analyzing the moral of the action. Motives may be acceptable for an action if they deliver a positive outcome and overall best consequences. For instance, an individual may rescue people from an accident to get recognition; however, this does not take away from the good outcome. However, this theory has been criticized by arguing that happiness is not the only important thing. Critics argue that the theory does not provide enough protection for individual rights, as well as not everything cannot be measured by the same standards. Other issues have not been considered such as rights, justice, depression personal relationships, and neglecting our normal lives.

Trade Liberalization Conflicts with Morally-Conscious Environmental Policies Essay Example for Free

Trade Liberalization Conflicts with Morally-Conscious Environmental Policies Essay With the liberalization of trade, the influence of the corporate elite upon the global economy had increased tenfold. Because multi-national corporations are not beholden to the standards of any one particular government, they are able to maximize their profits by establishing a subsidiary in a country with no rules regarding the use of environmental toxins, minimum wage, or emissions standards. Usually, these are among the world’s poorest countries, which are quickly becoming the most polluted causing damage to the residents as well as the local wildlife. It is commonly known in the sphere of business that the greatest concern that corporations have is maximizing profits for shareholders. As a result, many of the world’s most vulnerable populations have no other alternative than to eat genetically modified Franken-foods or face starvation. In many nations with significant biodiversity such as the Amazon rainforest, enterprising lumber workers and farmers are destroying several acres of forest every second in order to become competitive in the growing produce market. While that would serve to create a significant source of food for an uncertain era, it is only temporary at best and will ultimately cause more problems than it solves. When a land is overly farmed and grazed, it will eventually turn into a desert wasteland, and there would be no way for the people to feed themselves once that happens. Proponents of trade liberalization argue that their practices would end poverty around the world and produce the highest qualities of goods when protectionist strategies fail. However, in order to remain competitive every country in the world would have to turn its territory into a giant corporation and the world’s natural resources would eventually be depleted. Reference Carbaugh, R. J. (2004). International economics (9th ed. ). Mason, OH: Thomson/South-Western Educational Publishing.

The Role Of Customs And Excise Agency

The Role Of Customs And Excise Agency The rapid pace of globalisation is inevitable. Such a rapid global trade is driven by technological changes on transportation and communication, the increasing of population, and multilateral trade agreements. In some aspects, global trade has brought many benefits. It opens up a whole range of job opportunities to the citizens, provides affordable goods and services, accelerates economic growth and offers prosperity to the country. Then, participating in the global trade is desirable. Even though the gains from global trade are obvious, economist agree that the greatest gains go to the country that slashes its own barrier (World Trade Organizations, 2013). There are many forms of trade barrier such as tariffs, quotas, and antidumping duties that may impede market integrations. Thus, trade barriers have become a critical issue to be solved. Reducing tariffs and non-tariffs barriers have become a way to overcome trade barrier issues. However, this prescription has not always led developing countries to achieve desirable gains from global trade. Wulf (2005) pointed out that there are some factors that lead to the failure of many developing countries to generate economic benefits such as poor trade logistics environment and high transaction costs including customs clearance costs. Further, as the growth of global trade, the movement of people, goods, and services across around the globe has increased rapidly. It brings serious challenges in which demand some forms of revenue collection as well as border protection. In this point, Customs and Excise agency as one of key border agencies should take in place. Customs and Excise agency are expected to perform properly to meet the global trade challenges. Indonesia, the largest archipelago country in the world, has a strategic position across major sea lanes from Indian to Pacific Ocean. Its strategic position has led and fostered international trade. This country has become an attractive market because its large population, its economy size and its active membership in many regional trading arrangement (Salim, 2011). On the other hand, Indonesia is not only an attractive market for traders but also it becomes a potential hotspot for transnational organised crime. These situations demand some forms of effective border protection as well as revenue collection. In this point, Customs and Excise service has responsibilities to deal with the goods crossing the borders of the country, including counter illegal cross-border activities and tackle the cross-borders threats. It is clear that Custom and Excise agency, as a border control authority, needs to overcome these new challenges. Regarding to this issue, this paper will specifically discuss the role and responsibilities of Customs and Excise agency in Indonesia. To some extent this paper also discusses the challenges that Indonesian Customs and Excise agency will be faced as it moves toward 2020. The Role of Indonesian Customs and Excise Administration In general, Indonesian Customs has its roles as trade facilitator, industrial assistance, revenue collector, and community protector (Bea dan Cukai, 2013). As changes in the international trade pattern and the world have become borderless, trade will flow toward efficient environment where barriers in trade are eliminated. It seems that the global trade simultaneously requires an efficient and competitive market. As a consequence, many regional, bilateral, and multilateral trade initiatives are trying to reduce tariff and non-tariff barriers gradually. As the tariffs liberalisations are already implemented, Love and Lattimore (2009) stated that there are other main barriers of trade in developing countries, such as customs and administrative technical and procedures. Since 1994, Indonesia has adjusted its tariff to be in line with World Trade Organizations commitment (WTO, 1998). However, Indonesia-European Community (2007) pointed out that Indonesian government consistently fail to generate optimal revenues as well as offer a fair treatment for investors because of its governance problems, particularly in the customs and tax administrations. Similarly, Wakamatsu and Iwakami (2005, p. 14) pointed out that in Indonesia, customs and clearance as one of the major issues to be improved in the business and investment environment. It is clear that international trade requires efficient and effective as well as simple and clear customs procedure. In response to this challenge, Indonesian government has enacted Law Number 10 Year 1995 on Customs which later it is amended with Law Number 17 Year 2006 on the Amendment of Customs Law (Bea dan Cukai, 2013). In general, these two laws have led Customs and Excise agency to accommodate the demand of international trade as the consequence of Indonesias participation in the ratification of General Agreement on Tariffs and Trade (GATT), ASEAN Free Trade Area (AFTA), Asia-Pacific Economic Cooperation (APEC), and other trade agreements (Bea dan Cukai, 2013). Customs agency plays a significant role as a trade facilitator. The WTO defined trade facilitation as simplification and harmonization of international trade procedures, including activities, practices, and formalities involved in collecting, presenting, communicating and processing data and other information required for the movement of goods in international trade (WTO, 2001). Thus, carrying out its roles and responsibilities as trade facilitator requires effectiveness on customs clearance processing. In international trade, lengthy time on customs clearance does really matter. The more complicated its procedures will increase time delays on clearance, and it will increase costs of doing businesses. As a result, Indonesia will be less competitive in the international trade. Indonesian Customs has recognized this challenge. Reducing time delays on customs clearance as well as reducing the cost of doing business can be achieved by simplification and modernisation systems on customs clearance. Even though Indonesia has not signed The Revised Kyoto Convention yet, Indonesia has adopted some principles on Kyoto Convention, including simplification, harmonization and modernisation of Customs administrations. In 1997, Customs has started to use Electronic Data Interchange (EDI) system in which it provides an alternative for the client in the procedure of lodging a customs declaration (Bea dan Cukai, 2013). Later, in 2010, Indonesia has started to implement Indonesias National Single Window (INSW) as part of Indonesias commitment to ASEAN. The development of the INSW was driven by Indonesias commitments to ASEAN under the Agreement to Establish and Implement the ASEAN Single Window that was signed in 2006 (OECD 2012, p. 53). Through this single window, it would improve the flow of exports and imports. Bayhaqi (2011) pointed out that Indonesia has achieved significant rreductions in customs clearance time and technical control for both, imports and exports. For imports, the time taken to customs clearance decreased from seven days in 2006 to four days in 2010, while for exports, it decreased from two days in 2006 to one day in 2010 (Bayhaqi, 2011). However, due to its limitation on information technology systems and legal issues related to information transfer among government agencies and private sectors, the paperless trading through the INSW is only available for a relatively small group of about a hundred traders, which have advanced and qualified technology systems for post clearance audit facilities (OECD, 2012). In the future, Indonesia needs to accommodate and facilitate other traders to use INSW as well as establish cross-border paperless connection within ASEAN countries. Conservatively, the role of Customs agency is as a gate keeper to collect revenues. However, as the vast expansion in people and goods movement, the role of customs agency is not only to collect revenue but also to facilitate trade and protect the community. The needs of Customs agency can be varied among the countries, but in an archipelago country like Indonesia, Customs plays a critical role as the first line of defence against transnational crimes, smuggling, drugs trafficking, terrorisms, illegal fishing, illegal logging, and other illegal activities. As a timber producer, Indonesia has struggled with issues related to illegal logging. Luttrel et.al (2011) calculated that the government was losing US$600 million to US$ 8.7 billion per year because of illegally harvested timber activities. Scheyvens and Casero (2010) pointed out that there are many forms of illegal logging activities that against customs law such as exporting timber without a licence or proper documents, undervaluing export prices and volumes and misclassification or misdeclaration of word products, re-routing and trans-shipment fraud of cargo, attempted bribery, and so on. Goncalves et al. (2012, p. 12) stated that Customs officials play an important role in detecting illegal logging because they are in a position to prevent the movement of unauthorized shipments across borders with false documentation. On the other hand, Scheyvens and Casero (2010, p. vi) pointed out that Customs administrations have only a little or no external support or background information to assist them, except for customs declarations and accompanying documents. In another point of view, Scheyvens and Casero (2010) stated even though exporting countries have clear procedures for wood export permit and verification, its requirements for the clearance of wood product consignments are not well known by Customs agencies in importing countries. To some extent, Customs in the importing countries may not have powers to prosecute imports of illegal timber (Scheyvens and Casero, 2010). In order to overcome this issue, one of the approaches is to prevent the flow of illegal timber entering the importing countries. It can be achieved through Customs agencies co-operation and collaboration between exporters and importers countries. Thus, information sharing among Customs agencies is crucial. Indonesia itself has engaged in many regional Customs networks, and initiatives to combat illegal logging. Through World Customs Organization (WCO), APEC, Asia-Europe Meeting (ASEM) and Association of Southeast Asian Nation (ASEAN) for example, illegal timber trade issues has been raised (Scheyvens and Casero, 2010). In bilateral level, Indonesia has arranged and signed a number of Memorandum of Understanding (MoU), such as United of Kingdom-Indonesia MoU and United of States-Indonesia MoU and to tackle illegal timber trade including various forms of Customs collaboration (Scheyvens and Casero, 2010). Cantham House in Goncalves et al. (2012) reported that in 2008, illegal logging has declined, but it still contributed around 40 to 55 per cent of all logging in Indonesia. Amacher et.al (2012) stated that the major obstacle in combating illegal logging is bribery and corruption of government officials. Further, Nelleman (2012) described that illegal logging syndicates might pay export fees on the timber, but they pay little tax from the actual logging through initial under-reporting. Transparency International (2011, p.3) pointed out that often corruption and fraud have been used to falsify valuable permits from the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES). Combating corruption across government agencies might become a big task. However, there is one small step to curb corruption: building the capacity of Customs. Transparency International (2011) pointed out that the improvement of Customs capacity will assist Customs officials to deal with any complex forms of fraud and corruption in the timber trade. Scheyvens and Casero (2010) stated that strengthening Customs integrity is necessary to combat corruption within Customs administrations. In general, there are ten elements of Customs integrity program under The Revised of Arusha Declaration, including transparency, automation, reform and modernization, audit and investigation, and relationship with the private sectors (McLinden, 2005). The implementation of these ten elements would be beneficial to curb corruption. Conclusion The role of Customs agency might be varied within countries. As the world is becoming borderless, the role of Customs agency in Indonesia has become more complex from revenue collector to trade facilitator and community protector. Carrying out its role as trade facilitator, Indonesian Customs has simplified, harmonized, and modernized its systems and procedures on customs clearance for both, exports and imports. The implementation of INSW aims to accelerate the customs clearance, reduce transaction costs and enhance national competitiveness. However, in the future, INSW needs to be improved to accommodate much more traders. Indonesian Customs has simultaneously made some efforts to combat the existence of illegal activities, particularly illegal logging. In response to this issue, Indonesia Customs has engaged in a number of international organizations as well as bilateral and multilateral agreement. As a result, the number of illegal logging has fallen, but it still has become an issue to be solved. One of the challenges is corruption issue within government agencies, including Customs agency. Thus, strengthening Customs integrity is becoming a crucial task as it is moving toward to 2020.

The Neverending Story: A Classic Novel Essay -- Neverending Story

The Neverending Story:   A Classic Novel  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Neverending Story by Michael Ende perfectly draws the image of a successful novel because it’s overall effect on the reader is intimate and it recognizes itself as a different novel from others especially using a metaphor of stories giving birth to other stories.   Considered as a children’s novel, it should be given a chance to prove itself in the realm of other such intelligent novels. The novel expands this idea that stories are a result of other stories, it resembles the monomyth cycle for a simplified and similar understanding of its complex aspects and it finally reminds the reader of belonging and loving needs.   Thus, this novel by Michael Ende should be considered a major part of English literature because it clearly demonstrates an archetypal flare similarly to how a classic novel would furnish.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Moo-oo-oon Child!† (Ende 225) Screams Bastian.   His hopes of this endless story to rid its endless entity has nothing but created a nightmare in his and Atreyu’s world.   From the Gnomics project of the mammoth-like Sphinxes to the rescue of the Child-like Empress to the Water of Life, Atreyu and Bastian are two separate characters who are parted by two different kingdoms but unknowingly pursue on strange adventures in the same settings.   Not only do they live out tremendous and significant journeys but ironically have a comparable mission in which to save the life of the Child-like Empress, ruler and leader of Fantastica.   Bastians’ peaceful character and Atreyu’s determination sets The Neverending Story apart from the classic scene o... ...ed and the setting is a happy one.      The Neverending Story by Michael Ende perfectly draws the image of a successful novel because it’s overall effect on the reader is intimate and it recognizes itself as a different novel from others especially using a metaphor of stories giving birth to other stories.   Considered as a children’s novel, it should be given a chance to prove itself in the realm of other such intelligent novels. The novel expands this idea that stories are a result of other stories, it resembles the monomyth cycle for a simplified and similar understanding of its complex aspects and it finally reminds the reader of belonging and loving needs.   Thus, this novel by Michael Ende should be considered a major part of English literature because it clearly demonstrates an archetypal flare similarly to how a classic novel would furnish.

the way the media influence our lives Essay -- essays research papers

Are we influenced by the media, if yes how much? Sociologist and Psychologist contemplate that question often. The media has been accused of causing violent behavior, negative racial stereotyping and negative body perceptions mostly among young girls. No one can deny that the media has an effect on society, but is the media just giving society what he or she wants? Has the media taken away our ability to think for ourselves critically? We are constantly feed information from the newspapers, television news and weekly news magazines most of us believing without question because we believe the source credible. â€Å"In 1989 while jogging in central park a women was brutally attacked raped and beaten.† I remember the incident well because it was all over the news, in papers and magazines for months. Five teens Hispanic and African American were accused of the crime. I remember the newspaper articles and reporters on television referring to the teens as an angry wolf pack. The word allegedly was absent form all conversation over the incident. The media convicted the teens before the trail began. I believe because of all the negative exposure from the media the teens didn’t have a snowballs chance in hell. All five of the boy were convicted and served time for the attack on the central park jogger. Thirteen years later, a man named Matias Reyes who was not related to the crime at all is now coming forward from behind bars and saying, â€Å"you know what, by the way, I’m the one who did it. And the five teenagers who served time, they didn’t do it.† And the DNA that was taken from the victim’s body at the time of the attack matches Reyes. Reyes also confessed to an identical crime two days earlier in the same area of the park. The lawyers who defended the teenagers are now saying â€Å"we were never told about a lone, Predatory rapist prowling that same area of the park just days before the jogger was attacked.† The police and the prosecutors may have withheld that information so that they could expedite the conviction of the teens as they sometimes do. I still believe that the media despite of the limited evidence help in the conviction of five youth. The media depicted the teens, as angry mobs and wolf packs constantly to the public this is n ot an isolated incident the media does all the time. In fact judges and attorneys are blaming the media for destroying a person’s righ... ...lated study of emotions. In this study, research assistants acted abusively toward some of the subjects. Later, when they were put in apposition to retaliate, both those who had been provoked and those who had been exposed to violent films (but not provoked) showed an increase in hostile behavior. Although men were more aggressive than women overall, exposure to violent films influenced the behavior of both sexes equally. (Miller, Michael Craig). Although some research can link violent behavior directly to the media our society crave violence in movies music and in newspapers. Should the media be more responsible when entertaining the public? As for the movies television and music the argument can always be if you don’t like it don’t go to see it or simply change the channel. That would set well with adult’s argument, but how about children. The media often states that parents should regulate what their children are watching on television and what music they are listening to. In and age where there are more single parent households and latchkey kids I believe the media also has to be more responsible as to what type of programming is assessable to children between certain hours.

Religious Symbols in Society: Church vs. State Essay -- Religion

In our daily lives, without even recognizing it, there are religious symbols present all around us. If we are carrying money, â€Å"In God We Trust† is a religious symbol that is present on our currency. If we happen to say the pledge of allegiance we are saying â€Å"one nation under God† which alludes to God and the Catholic religion. Around the holidays, there are Christmas decorations present everywhere, which are religious symbols of the Catholic faith. None of these things seem bad or harmful to anyone in any way. They are not harming anyone. Are they? Well, they are not harming anyone directly, but have impacted people because it is through the presence of these symbols that neglects all other religions and is feeding into the issue of the ongoing church versus state argument for separation. Religious symbols are aspects of all different religions that strengthen faith, promote certain beliefs, and represent the fundamentals of that specific religion. According to Furst’s article on the use of physical religious symbols, â€Å"As beings that are both body and spirit, humans use symbols in order to perceive and to grasp realities that are not empirical. As social beings, humans use symbols to communicate with others,† (p 2). But, there are many issues that arise when these symbols are involved and existing in the media, the state, our government, and the public. Mainly this is because symbols are truly powerful and represent controversies that come along with different religions. Furst also states that, â€Å"symbols play a powerful role in the transmission of the culture of human society,† (p 2). If religious symbols transmit culture into society, then people in our society are going to pay very close attention to what symbols are present... ... Case may Determine Direction of Church-State Law." Church & State 62.10 (2009): 220-2. Web. Boston, Rob. "Prayers, Preaching & Public Schools: Religious Right Activists use Wide Variety of Tactics to Evangelize in the Classroom." Church & State 62.10 (2009): 223-6. Web. Furst, Lyndon G., and Stephen J. Denig. "The use of Physical Symbols to Transmit Culture in Religious Schools: A Comparison of Adventist and Catholic Schools in America." Journal of Empirical Theology 18.1 (2005): 1-21. Web. Stevenson, Dwight Eshelman. "Religious Symbols and Religious Communication." Lexington Theological Quarterly 1.3 (1966): 69-79. Web. "Wandering in the Desert: Justice Scalia's Dangerous Plan to Secularize the Cross." Church & State 62.10 (2009): 230-318. Web. Zenit. "Christmas Symbols Not Welcome in Many U.S. Classrooms " National Catholic Register 77.51 (2001) Print.

Compulsory Education in Saudi Arabia

Education is very important as it greatly influences people’s behavior, interpersonal relationships, leadership and the general economy. When people are educated, they become more open minded to new ideas and it is this change in attitudes that enhances innovation and intelligence in society to make people skilled in certain areas such that they positively impact on the society (World Education Forum, 2000). Saudi Arabia is one of the countries in the Middle East whose economy is growing rapidly. The country therefore needs skilled people to work in the industries who will continue propelling the economy to greater heights. For this reasons, education in Saudi Arabia is something that the government considers as a necessity and that is why it is has dedicated itself to improve the literacy levels especially among people in the rural areas. Saudi Arabia being an Islamic state it is ensuring that the citizens follow the culture and traditions as stated in the holy Quran. To enhance this, the school curriculum follows the Islamic principles and belief system. This research will look at the various ways in which education in Saudi Arabia is enhanced in several ways so as to ensure that the children of Saudi Arabia have access to good education. Compulsory Education Compulsory education generally means that children are allowed to go to school without being asked to pay any fees. This is because the government will cater for the expenses that the public schools will incur which are mainly related to school tuition. Compulsory education in Saudi Arabia was initiated during the reign of the two Kings; Faisal and Khalid (1964- 1982). It was then that the education system was changed from the former Egyptian model and a five year plan was formulated so as to enhance human capital development via education and training. Initially, 50% of the best children after finishing primary education went to secondary and the rest were enrolled in the training institutions. Nowadays, compulsory education in Saudi Arabia generally includes primary and secondary education and partly higher education which is funded by the government. Compulsory education has been beneficial to the government as well as the people because the poor and marginalized children can now go to school, more people are becoming educated and skilled and the government now has leant to budget it s money well so that all sectors of the economy get enough funding. This initiative has helped in reducing the cases of unequal distribution of resources (OECD Staff, 230). For easy monitoring of academic progress, the kingdom is divided into school districts (Saudi Arabia, 2009). The Ministry of Education is responsible for formulating educational policies that are used by all schools in the different districts. We will now look at how compulsory education works in the different levels of education. Primary Education. Primary education was made free by the government so that everyone in the country could be educated such that when they become of age and are left on their own , they have high chances of finding a job so that they an meet their daily needs. â€Å"Since Saudi Arabia follows the Sharia Law even in the school system, boys and girls are separated and that is why there are separate schools for both genders but all follow the same education system as the exams set are the same (State University, 2009). † The system therefore includes traditional education for boys, general education for the boys and girls education system. Primary education constitutes the elementary school where upon successfully completing this stage, a child is awarded the general elementary schools certificate and the intermediate schools where after finishing at around the age of 15, one is awarded the intermediate schools certificate. The subjects that are learnt at the primary level are those that are meant to create a strong foundation so that the children can develop an interest on the areas that they would like to specialize (Sedgwick, 2001). The subjects studied include, mathematics, Arabic, English, science, art, history and religious studies. The boys on top of this, they study physical education. o Secondary Education Secondary education is supposed to shape the growing children’s behavior and build on the areas where they can specialize so that by the time they finish high school and get the general secondary education certificate, technical secondary school or the religious Institute Secondary Education certificate, they can choose either to further their studies if they have passed or to engage in other economic activities if they do not join training institutions. Under the secondary education, there is the general secondary education and the religious secondary school which mainly focuses on the social sciences and religious studies (Rothbard, 2006). † Subjects taught in the general secondary education may be optional but there are those that everyone has to learn which include scientific and literary subjects. The technical secondary school offers vocational, commercial and agricultural training progra ms as specified by the general Organization for Technical Education. This system is good as it makes people define at an early age the areas they would like to specialize on. After completion, there is further vocational and training that seeks to emphasize on the skills acquired. o Higher Education There are 7 public universities, teacher training colleges and colleges for women. The universities follow two systems, the modern system that is influenced by the western ways of doing things and the traditional Islamic system which mainly teaches students on Islamic laws and social studies. When students pass their secondary education specifically the Tawjihi or the General Secondary Education Certificate examinations, they will be admitted to the universities (Sedgwick, 2001). † University education is supposed to take four years but there are exceptions in disciplines like medicine, engineering and Pharmacy which can last for up to eight years. The women colleges mostly offer bachelor and masters degrees but there is also a doctorate in education following the provisions made by the General Presidency for Girls Education. The government has also established higher technical institutions and those that deal in financial and commercial sciences. The courses take about two to three years and after completion, certificates and diplomas are awarded. These non-university higher education institutions are governed by the General organization for Technical Education and Vocational Training (GOTEVT). The students who are admitted to these schools have to have undergone secondary education and specialized in the science subjects or gone to the vocational and commercial schools. Teacher training. The government of Saudi Arabia in wanting to offer the best teachers for the schools they have funded and built, they have invested in teacher training colleges. There are about 18 teacher training colleges and the Ministry of Education ensures that the colleges are well supported so that they produce competent and skilled teachers who will be recruited by the government after the completion of their studies to each in the public schools around the country. The teachers are trained for all the levels which include primary, secondary and higher education. King Abdul Aziz University usually trains the teachers who will concentrate in higher education (Sedgwick, 2001). o Special Education Specialized education include taking care of the disable in society, adult education, offering public administration services and educating and training the military personnel in various fields. ? Physically challenged educational initiatives The Saudi government in its quest of equitable distribution of resources has not forgotten the physically challenged people and children in society. Schools have been established within the kingdom to cater for disabilities like blindness, mental cases and the deafness. These schools generally create a safe haven for the pupils who would otherwise been shun away by society by ensuring that there are facilities that will cater for the physical therapy sessions they sometimes undergo through and proper training sessions. King Saud University teaches teachers so that they can take care of special children. The College of Applied Medicine also teaches educators on how they can deal with deaf children. Adult education Research has shown that the illiteracy levels are more in women than they are in men. That that is why adult education programs have been developed to deal with such cases. The ministry of education in conjunction with the General Presidency of Girls Education has opened up institutions that help the elderly in society to read and write. In addition to this, they undergo various vocational training classes so that they can gain skills which ah they can use to earn income. For example the women are taught about weaving and Pottery. Public Administration To enhance the skills that people gain in school, the government offers special training to people who work in hospitals so that they can offer the best health care to patients, people in the banking sector so that they can manage people finances well and also the governments resources as they will be more observant on the changes in the domestic, regional and global market trends. Special training is also given to the people who handle electronic data and secretaries. The goal of building on the skills of the public administrators is to ensure that they serve the public well, manage the country’s resources and perform their duties without any form of biasness (Abir, 1988). ? Military Training and Education The government in its commitment to protecting people’s lives and safeguarding their lives and property from any form of internal and external danger, it has set up military training camps for all the different divisions within the military. Where upon completion of the course, A military science degree is awarded. Health training centers are also in place which train doctors in various fields, nurses, laboratory assistants, pharmacists and intuitionalists who can therefore offer better health treatment to people all over the country. The Ministry of Foreign Affairs is also working with other institutions in conducting research on various things so that they can continue enhancing various sectors of the economy. Funding. The Provision of quality education is something that the government is working on and that is why the government allocates funds to schools in order to buy things like stationery, reading and writing books and also building of classrooms. In building schools, the Ministry of Education emphasizes on the rural development fast because a lot of people are now living in the cities and man people are migrating to the urban areas leaving them underdeveloped. â€Å"That is why they need to make sure that there are good schools in the regions and better facilities so that people stay and develop the areas (UNESCO, 2007). The ministry also offers scholarships to the children who have performed well and they would like to further their education in oversees countries. The ministry thus relies on the budget allocation set aside for educational purposes and several charities got from donors. â€Å"The state is developing ways that will make the private sector more involved in the prov ision of extra funding for educational programs (Raheed, 2008). † The ministry of Education ha therefore come up with ways that aim at increasing the support of the community for this initiative. Since some private institutions fund schools, they are being given a duty of monitoring and evaluating the activities that occur in such schools so that they can perform better and continue giving the funds. Challenges and Solutions Though the compulsory educational system is meant to make the citizens more knowledgeable, it is faced wit various setbacks that need to be addressed if the Ministry of Education objectives are to be fulfilled. One of the challenges is that the number of the children going to school is increasing and this has made the public schools especially the primary schools become congested. This situation is straining the learning process as the teachers have to cope with the large number of children and therefore they cannot address the individual needs of the children. Moreover, performance of the pupils in such schools is diminishing. That is why the private schools are starting to gain popularity because they are offering quality services hence their better performance. If policies are poorly designed, parents will keep their children at home and neither party will gain in the process (Field et al, 2007). For the state to be able to cope with this problem, they have to redefine their policies so that they can build more schools or hire more teachers. Another challenge is that the teachers or educators salaries have not been increased therefore they are not motivated enough to teach students. The ministry needs to adjust the teachers pay packages because if the problem persists, the people who are largely going to suffer will be the students as they will be caught in a tag of war between the teachers and the state. Women education is largely governed by Islamic principles and that is why it is difficult for the women to further their education. â€Å"The women especially those who want to pursue higher education in other countries are not easily allowed to travel to other countries and this restricts then from finding pleasure in careers they want to do (Arabic News, 2003). † On top of this, priority is always given to the boys therefore women have a limited chance again of enhancing their careers. The state as much as it is Islamic, it can allow exceptions and even provide guidelines that will help the women who would like to further their studies. Funding is a major issue and this can be attributed to mismanagement of some of the funds allocated to educational ventures and the leaders both of schools and the state not being accountable for the funds. There are cases where schools do not have records of the money they have spent and this makes it difficult to properly allocate funds (Ghonemy, 1998). The leaders therefore need to guide the people in proper ways and ensure that they positively then to follow in their footsteps. Moreover, they need to properly plan and budget for their activities. In conclusion, compulsory education has helped the state increase its human resource capabilities by supporting education and training programs in almost all sectors of the economy. If they implement the solutions to the various problems mentioned and continually monitor and evaluate the progress of schools, then they have a high chance of improving the education sector and likewise the lives of the people of Saudi Arabia.

China especially Essay

â€Å"River Town: Two years on the Yangtze† is a book written by Peter Hessler describing how his life was in China. This is a book he wrote during his years in rural China when he was an English teacher. During this period, he was working for the Peace Corps in Fuling, a remote town located along Yangtze River. This was even before westerners became common in mainland China. In fact during this time, Hessler was one among the only four westerners in the whole rural town full of hundreds of thousands of people. He provides an account on his everyday struggles with the culture and language of the Chinese people. He tells how he teaches his English students on Shakespeare using the Chinese twist and the way communist party bureaucracy sometimes becomes a hurdle to some developments. Of much interest is the manner in which the education system in china is described as one of the most standardized. According to Hessler (34), students had the responsibility of cleaning the classroom. As explained, there are a lot of responsibilities for Chinese students in their system as they had to wash the blackboards between classes. Moreover, they had to clean the windows and the floor twice a week. Students are required to obey and accomplish their obligations and if for example the cleaning of the classroom was not adequate, they would be fined (Hessler 34). Here, students are fined if they miss morning exercises, if they skipped classes, returned late to the dormitories during the night and if they failed in the examinations. This is an education system that looks very different from that of America since students here have very little extra cash to spend and it was thus possible for the classrooms to be thoroughly and diligently cleaned. The education system has a place for exercises which is mandatory for all in the morning. Some of the exercises involved pressing two fingers on one’s eyes, cheeks or nose. Typically, children go to school as from 7:00am to 4:00pm. However, the elementary schools start as early as 7:30am. Common subjects here include propaganda, writing, reading and studying mathematics. It is during recess when children are expected to attend relaxation exercises and calisthenics. The schools seem to be overcrowded as there were around forty-five in every classroom pressed together seated on old wooden desks. Children here are accustomed to rote learning and this according to Hessler meant that they had to always follow models even to the point of plagiarism (Hessler 100). Students in this system are inveterate copiers and thus it is possible to get an exactly the same paper from a group of students. In this case, copying is not wrong in the Chinese education system as in their whole school life they are taught to imitate models, accept what they have been told by their teacher without questioning, copy things and this is what they often do (Hessler 100). In this education system, books used were mostly published in China and they had political intent overstated. For example, Hessler cites the example of â€Å"A Handbook of Writing† that he was using during his writing class that had model essay titled â€Å"The Three Gorges Project Is Beneficial† which was in the â€Å"Argumentation† chapter (Hessler 99). There is an explanation on the chapter on benefits and risks associated with the project that had made some to be against it. But in the end there was a transition that summed up everything that the worries of those against the project were justified â€Å"But we should not give up eating for fear of choking. † Thus the writer of the handbook had to focus more on the benefits of the project and thus gave examples of improved transport, more electricity and better control of flood. The conclusion was that the Three Gorges Project had more advantages than disadvantages. This is what the students are supposed to be taught and to write. When they are given a composition, they end up writing the same phrase â€Å"But we should not give up eating for fear of choking. † Thus, in short this means that the system stresses to give students literature that would make them to be more patriotic to the administration. Students are supposed to appreciate the ancient poetry as this is taken to be the strongest part in Chinese literary tradition. In comparison to American schools, the environment in Chinese schools is harsh for any writer due to culture. It is actually very difficult for any Chinese to write on what is happening at the present and especially if that writer wants to use fiction. Most of the outstanding fiction writers in China are exiles and since they had that status for a long time, it is quite difficult for them to write about what happened in the recent past in accuracy. It is actually difficult for writers in China especially due to censorship and political issues. Even the cultural elements make it really hard for them as those who are educated in this society usually look down on the working class and the farmers and they seem to have very little interest in that world. Educated Chinese are more preoccupied on ideas than on stories and individuals (Miller 1). In American schools, the structure involves set questions, worksheets and group activities. Children are required to perform most activities as a group and ample time is awarded for individual work. Moreover, more flexibility is seen in the American education system. The Chinese education system however is more relentless on group mentality. In most cases writers are individuals but unfortunately this is an instinct that is commonly broken in a Chinese classroom. Teaching writing in China has no emphasis on character, narrative voice or perspective. The focus is on getting the kids copy poetic phrases day in day out. Children are taught that they must spout off any set opinions instead of generating something unexpected. They also deal with so much handwriting. This is traditional Chinese education system that focuses purely on other values and skills. Communist system establishes funded film-schools which impart vital technical skills (Miller 1). American education system strives to teach the students on how they can think independently as opposed to the Chinese system that aims to teach the students on imitation. Educators in China teach their students to learn via rote. An American student is given room to ask questions. On the contrary, a Chinese student is not supposed to ask any question but should expect to be taught without his/her contribution. Traditionally, children are taught via rote learning, memorizing all material with no space for asking questions. In addition, there are so many topics that are banned and great amount of time spent to learn numerous Chinese characters that are supposed to be memorized. A classroom in China carries between 40 and 50 students and in some cases this may go up to 60. This number encourages rote learning instead of using discussions and other student-driven activities. American students however have more time to engage in self-driven activities and important discussions that encourage thinking (Hays 1). Works cited Hays, Jeffrey. School Life in China, 2008. Retrieved from http://factsanddetails. com/china. php? itemid=1094&catid=13&subcatid=82 Hessler, Peter. River Town: Two Years on the Yangtze, London: HarperCollins Publishers, 2006. Miller, JFK. Why I Write: Peter Hessler, 2010. Retrieved from http://www. urbanatomy. com/index. php/arts/why-i-write/2770-why-i-write-peter-hessler

School Bullying

School bullying is a problem that persists in the society. It affects not only young children who are victims of bullying, but also the adults who were either themselves victims of bullying during their childhood or whose children are victimized. While there is no standard definition of bullying, it is generally interpreted as the â€Å"direct, physical aggression, as well as indirect behavior such as verbal threats† (Smith, 1999, p. 278). Indirect bullying might also include â€Å"leaving others out on purpose, spreading rumors to destroy another’s reputation or getting others to dislike another person† (Olweus). Tattum and Tattum in 1992 described bullying as â€Å"willful, conscious desire to hurt another and put him/her under stress† (Defining Bullying). Some describe it as the systematic abuse of power, and in the cases of children, is reinforced by the lack of awareness of their rights (Smith & Sharp, 1994). Psychologists agree that bullying behaviors occur repeatedly over time and that there is an imbalance of power between the bully and the victim. Smith (1999) also classifies bullying as a subcategory of aggressive behavior, particularly a vicious one, which is repeatedly directed towards a particular victim who is unable to defend effectively. Most focus on the physical aspects of bullying, but indirect bullying poses similar effects on the victims. Bullies seemingly get satisfaction from harming others, may it be physically or psychologically manifested. Studies show that bullies are quite outgoing and socially confident; they rarely show anxiety or guilt in asserting their social position through aggression (Smith & Sharp, 1994). On the other hand, the victims are often those who have no confidence, often exhibiting anxiety in their interactions with peers; they are unable to assert themselves, and they are unable to properly handle the aggression imposed upon them by bullies. Actions are being taken to prevent bullying. The problem in school bullying is that it is often hidden from the supervising adults because the victims are reluctant to complain, perhaps because of fear, while peer groups are also reluctant of providing information. Smith (1999) explained that bullying, at least in schools, exists as a part of the normal interactions between children with different backgrounds and personality characteristics.

Massey-Fergusion Case Study Essay

1. Net sales for Massey-Ferguson actually increased between 1979 and 1980. Despite this, net  income and income from continuing operations both dropped sharply in 1980. Which item  on the income statement was most responsible for this drop in income? The item on the income statement most responsible for this drop in income was the rise in cost  of goods sold due to currency risk exposure. The pound appreciated strongly against currencies  that Massey sold its products. Especially since engine production was highly concentrated in the  United Kingdom. Cost of goods sold rose from $238.18 million to $2568.5 million from 1979 to  1980 because of the rise in strength of the British pound. 2. Why would the Canadian government have any interest in helping Massey-Ferguson  refinance its debt? A bulk of Massey’s operations were centralized in Canada which meant that a large portionof Canada was employed by Massey (6,700 in Ontario) and without the help of  the Canadian  government these jobs would be loss and they would need to pay out unemployment. Also,  Argus Corporation, a stock holding company in Canada, had a 16.5% stake in Massey and was a  conservative supporter who wanted more support for Massey. 3. Why would it be difficult for Massey-Ferguson to conduct an equity issue to pay down its  debt?   It would be difficult for Massey to conduct an equity issue to pay down its debt because of how  much debt Massey accrued and their consistent inability to pay it. Also, Argus refused to take  a block of preferred share issues Massey intended to issue in 1980. Since Argus was Massey’s  largest shareholder, if they lacked confidence in Massey it shows a lot. Massey also fell behind  with dividends to both preferred and common shares due to covenants on their outstanding loans.  So equity capital was out of the question.

Three Sisters

The Three Sisters Summary Act I Act I takes place on May 5th of an unspecified year, in an unspecified provincial town in Russia. It is the twentieth birthday of Irina, the youngest of the sisters mentioned in the play's title. It is also the one year anniversary of the death of their father, Colonel Prozorov, who moved his family there from Moscow eleven years earlier. Irina and her older sisters, Olga and Masha, receive visitors, members of the military battery that is assigned to the town.The sisters discuss how bored they are with the town, how they long to move back to Moscow, and their brother Andrei, who will probably become a university professor. Olga, who is twenty-eight and the oldest sister, expresses interest in the new lieutenant colonel who has been assigned to the town, Vershinin, but is told that he is married, with two children. Chebutykin, the drunken old doctor who had been in love with the girls mother, gives Irina a silver samovar for her birthday, which is cons idered an inappropriate gift.Vershinin arrives, explaining that he knew the sisters' father back in Moscow, and that he remembers them from when they were girls. When he talks philosophically about how time makes all their lives insignificant, Solyony, a rough staff captain, mocks him by spouting gibberish. The sisters explain that they have been teasing their brother Andrei for being in love with a local girl, Natasha, who is married to the chairman of the county board, Protopopov. Masha's husband, Kulygin, arrives to take Masha to a school function, but she angrily refuses to go.Tuzenbach, an army lieutenant, expresses his love for Natasha, but she expresses her disinterest in him. When Natasha enters, Olga feels sorry for her poor fashion sense and suggests that her belt does not match the rest of her clothes. When everyone else leaves for the dining room for the celebration, Andrei tells Natasha of his love for her and asks her to marry him. Act II Almost a year later, in mid-Fe bruary, Andrei and Natasha are married and living in the family house.The sisters have invited their friends and some performers from the carnival that is in town over to the house, but Natasha tells Andrei that she objects to letting them in because she is worried about the health of their baby, Bobik. Ferapont, an old servant, enters with paperwork for Andrei, who is the secretary of the county board. When they leave the room, Masha and Vershinin enter and discuss their love for each other. Irina and Tuzenbach enter; he still is in love with her, and she is still uninterested. They discuss the great gambling losses that Andrei has incurred.Vershinin is called away by a letter from his daughter, saying that his wife has attempted suicide once again. Solyony arrives, is rude to Natasha, and is threatening to Tuzenbach, the reason for which becomes clear later in the scene, when he expresses his love for Irina and vows to kill any rivals. Natasha has the carnival performers sent away when they show up at the door, and, while Irina is upset about Solyony's threatening words, asks her to move out of her bedroom and into Olga's so that the baby can have her room.She goes to the door when she hears a sleigh bell and comes back acting surprised that it is Protopopov, come to take her for a ride, explaining that she feels that she has to accept. Kulygin and Vershinin enter the scene again the former's meeting is over and the latter's wife is all right to find that everyone has gone. The scene ends with Olga complaining of her terrible headaches and Irina repeating her wish to return to Moscow. Act III Act III takes place nearly four years after the opening of the play; Irina, who was twenty then, tells Olga that she is â€Å"almost twenty-four† while explaining how washed up she feels.This act takes place in the bedroom Olga and Irina share, while a fire is spreading across the neighborhood outside. Olga is choosing clothes from her closet to give to the fire victims, who have lost all of their belongings. She has invited people who have been made homeless by the fire, particularly Vershinin and his family, to spend the night there, but when she enters Natasha objects, saying that she doesn't want her son and new daughter to be exposed to the flu. Natasha discussing firing Anfisa, the old nurse who, as Olga explains, has been with the family for thirty years.Kulygin enters, again unable to find Masha, and brings the news that the doctor, Chebutykin, is drunk. When he enters, feeling guilty about a patient that has died, Chebutykin picks up a clock that once belonged to the girls' mother and breaks it: in his embarrassment, while everyone is staring at him disapprovingly, he blurts out that Natasha and Protopopov are having an affair. When Masha arrives, she and Vershinin communicate to each other in code, with musical notes. Kulygin tells Masha how much he loves her, how important she is to him, but she asks him to leave her alone to res t for a short while.When everyone is gone, the sisters talk about how difficult their lives are and about how difficult Natasha has made Andrei's life. Olga's advice to Irina, who hates her job, is to marry Tuzenbach, whether she loves him or not. After Natasha passes through the room with a candle, Masha confesses to her sisters that she is in love with Vershinin. Andrei enters and tells them that he has mortgaged the house to pay his gambling debts and given control of his money to Natasha. Irina announces that she will marry Tuzenbach. Act IVAbout a year after the previous act, in the garden outside of the house. The soldiers have been assigned to a new post and are stopping by throughout this scene to say goodbye. There is gossip about a fight that took place the previous day outside of the theater, during which Solyony challenged Tuzenbach to a duel. Olga is living at the school where she teaches, and Irina is planning on leaving with Tuzenbach later that day for Moscow. Chebut ykin leaves to be a witness to the duel, and Andrei enters, pestered by his assistant to sign more and more paperwork for the county board.As Masha cries over being left by Vershinin, her husband, Kulygin, tries to comfort her, not admitting that he knows what she is upset about. Natasha already has plans for the rooms of the house being vacated: she is moving Andrei down to Irina's room, ever further from her own, so that her baby Irina can have his room. Word comes that Tuzenbach has been killed in the duel, and at the play's end Irina, Olga, and Masha think about the future, hoping that they may one day understand the meaning of it all. The Three Sisters IntroductionChekhov referred to  The Three Sisters  as a â€Å"drama,† preferring to avoid the more confining labels of either â€Å"comedy† or â€Å"tragedy,† although later critics have argued for both of those labels. It is one of the four major plays that he wrote at the end of his life. Chekhov was a n accomplished fiction writer, one of the one of the most influential short story writers of all time. At the time that his plays were being produced there was some criticism that his dramas too closely resembled the style of fiction.Traditionalists found the action too cramped and the characters too inexpressive, noting that there were too many people on the stage at any one time, doing nothing, for audiences to be able to register the significance of it all. Contrary to expectations, though, Chekhov's plays were very popular in Moscow, where they were staged by the famous Moscow Art Theatre under the direction of Constantin Stanislavsky. The Three Sisters  was the first play that Chekhov wrote specifically for the Moscow Art Theatre, having experienced commercial success in his previous collaborations with the company,  The Seagull  and  Uncle Vanya.Like many of Chekhov's works, it is about the decay of the privileged class in Russia and the search for meaning in the moder n world. In the play, Olga, Masha, and Irina are refined and cultured young women in their twenties who were raised in urban Moscow but have been living in a small, colorless provincial town for eleven years. With their father dead, their anticipated return to Moscow comes to represent their hopes for living a good life, while the ordinariness of day-to-day living tightens its hold. First performed in 1901,  The Three Sisters  is a perennial favorite of actors and audiences.The Three Sisters Author Biography Although Anton Pavlovich Chekhov was trained as a physician and practiced as one, he came to dominate not just one field of literature, but two: plays and short stories. He was born in 1860 in Taganrog, a provincial town in the Ukraine area of Russia that was similar to the one described in  The Three Sisters. His family had a small grocery business that went bankrupt, forcing them to move to Moscow in 1876, although Chekhov stayed behind in Taganrog to finish his educatio n. With a scholarship to Moscow University, he studied to be a doctor of medicine, going into practice in 1884.At that time he started publishing short humorous sketches in the Moscow newspapers, though he had no serious artistic aspirations. His writing career became earnest when he moved to St. Petersburg in 1885 and befriended the editor of a literary journal, who recognized his talent and encouraged him. He did write plays, and some of these were produced, but his most memorable work from that period were his short stories, and by late 1880s, he was one of the world's great masters of short story writing. It was in the late 1890s, when Chekhov became associated with the Moscow Art Theatre, that he reached full maturity as a playwright.The theater, under director Constantin Stanislavsky (whose theories about acting method are standard texts for theater students today), producedThe Seagull  in 1896, followed by  Uncle Vanya  (1899),  The Three Sisters(1901) and  The Cher ry Orchard  (1904). Chekhov was very involved in the Moscow Art Theatre's productions of his plays, offering suggestions for the actors and constantly rewriting passages. He courted an actress from the company, Olga Knipper, who played Masha in the original production of  The Three Sisters  (he wrote the part with her in mind); they were married in 1901, just four months after the play opened.During much of their marriage, they were apart, because Chekhov, suffering from tuberculosis since 1884, often went to country retreats for medical treatment. He died of tuberculosis in Yalta in 1904, when he was forty-four years old. Act 1, Part 1 Summary The classic Russian play  The Three Sisters  explores the lives and dreams of three sisters, their brother, their friends and their lovers. The play, like the characters, is moody and atmospheric, gently exploring themes relating to the human capacities for dreaming, inaction in the face of those dreams and despair when those dreams disappear.The first act is set in the drawing room of the home of the Prozoroff sisters, Olga, Masha and Irina. Conversation reveals that they're hosting a party in honor of Irina's Saint's Day. As they wait for their guests to arrive and lunch to be served, Olga recalls in detail the day, exactly a year ago, that their father died. Irina tells her to not think of it. Olga then recalls how the family left Moscow eleven years ago and says that even though it's a beautiful day, she longs to be back there. Tusenbach, Solyony and Chebutykin appear in the dining room, joking about how what is being said is all garbage.Masha whistles quietly to herself as she reads. Olga tells her to stop and says that even though teaching all day gives her headaches and even though she feels her strength draining away, her dreams of – Irina completes her thought, saying that their dreams of going to Moscow are stronger than ever. Chebutykin and Tusenbach laugh as Olga and Irina refer to Masha bei ng the only one who wouldn't be able to go. Irina then talks about how happy she's felt all day, referring to memories of her childhood. Olga talks about how well and happy Irina looks, how lovely Masha is, how their brother Andrei is aining weight and how she herself has gotten older and thinner. She then talks about how being away from the school makes her feel younger and freer. She wishes she'd been married, and she feels she could still be married, saying she'd love her husband. Tusenbach comes in, saying the conversation is nonsense. Tusenbach announces that the sisters will be receiving a visit later that day from their new commander, Vershinin. He describes him as nice but says he talks too much, particularly about his wife and children, and he describes the wife as being half-mad.Solyony comes in, talking to Chebutykin, who ignores him as he makes notes about the components of a medication in a little notebook. Irina goes to him, talking about how happy she is and describin g herself as a little white bird. She has realized that the purpose and happiness of life can be found in hard, physical work. Olga jokes that Irina spends so much time lying in bed thinking, and Irina tells her to think of her as a woman now and not a little girl. Tusenbach talks at length about how he too longs for work.He was born and raised in an aristocratic family, and he feels some kind of storm of change is coming, change that will wipe out laziness, indifference and boredom. He says that in twenty-five years everyone will be working, and Solyony jokes that in twenty-five years Tusenbach will be dead, perhaps even shot by him. Chebutykin talks about how he doesn't really work, saying that since he left university he hasn't read anything but newspapers. A knock is heard, Chebutykin says he's being called downstairs and rushes out.Irina, Tusenbach and Olga talk about how he seems to be up to something, referring to how he always brings Irina extravagant presents. Masha stands and prepares to go, saying she'll be back later and recalling the exciting parties they had when their father was alive. She talks about feeling depressed, and Olga says tearfully that she understands. Solyony jokes about how annoying it is when a woman talks philosophical thoughts, and Masha speaks angrily to them both. Anfisa comes in, followed by Ferapont, who's carrying a large cake. Anfisa announces that the cake came from Protopopov, the Chairman of the District Council.The hard-of-hearing Ferapont can't make out Irina's message of thanks. Olga tells Ferapont and Anfisa to get some lunch in the kitchen, and they go out. Masha says she doesn't like Protopopov, and Irina says he wasn't invited to the party. Chebutykin comes in with a large silver samovar. As the sisters react with embarrassment and Tusenbach laughs, Chebutykin says the girls are all he has in the world. He's an old man, and he loved their mother. Finally, he says that there's nothing wrong with giving expensive presents to people one loves.Act 1, Part 1 Analysis Like most of the full-length plays by this playwright, the dramatic and thematic content of this play is revealed in subtle ways, with its meaning defined by its sense of mood, atmosphere and character. This makes it very different from plays defined by active plots, increasing emotional tension and vivid symbolism. All three elements are present in  The Three Sisters, but they are less relevant to the play's meaning than its overall sense of tone, its gently pointed observations about human nature and its juxtapositions.For example, even though Olga's memories, Irina's dreams and Masha's moods are all very real and very vivid, their true nature is revealed by the repeated comments from the men about conversations being nonsense and garbage. The audience knows perfectly well that they're talking about their own conversations, but because they're carefully juxtaposed with speeches from the sisters, we also know that the playwright is telling us that ultimately, everything the women are saying is nonsense.In other words, their dreams are empty. In spite of the women talking about wanting to go to Moscow, the men are indirectly saying they're never going to get there. As the play continues, we learn why. They're unwilling and/or unable to actually do anything in order to get there. This is the play's central comment about human nature, that extravagant dreams are all well and good but that action must be taken in order to make those dreams reality. Several elements of foreshadowing appear in this scene.These include Solyony's reference to shooting Tusenbach, which foreshadows Tusenbach's death at the end of the play, and also Tusenbach's reference to Vershinin and his family, which foreshadows Vershinin's imminent appearance and the appearance of his family in the sisters' home in Act 3. Other foreshadowing includes the mention of Protopopov, a character who plays an unseen role in the development of the futur e relationship between Andrei and his wife. Two aspects of Russian life play important roles in this scene.The first is the reference to Irina's name day, a celebration of the saint from whom Irina received one of her names. The giving of children the name of a saint is a Russian tradition. The second aspect of Russian life mentioned here is the samovar, a large heated urn in which tea is brewed and served. Because they're usually made of a less expensive metal than silver, Chebutykin's gift is truly extravagant and inappropriate coming from someone who isn't either wealthy or a member of the immediate family. Act 1, Part 2 Summary Anfisa comes in, announcing Vershinin's arrival.As she goes out, urging Irina to behave herself, Vershinin comes in, exclaiming that he's very glad to be there and referring to his memories of having met the sisters when they were little girls. He comments on how time passes. He explains that he knew their father when they were both in Moscow, says he rem embers Masha's face a bit and talks about how he used to visit them all. As Irina and Olga talk about how they'll be back in Moscow by the fall, Masha suddenly recalls Vershinin's visits and how they always used to call him â€Å"the lovesick major† because he was always in love with someone or other.As Vershinin laughs, Masha becomes tearful about how old he now looks. Olga says he doesn't look old at all, and Vershinin says he's only forty-three. He and the sisters talk about which streets they used to live on, with Vershinin recalling a bridge near his home and how â€Å"a lonely man feels sick at heart there. † He quickly changes his mood, talking about the wonderful river running through their small town and how beautiful the climate is. The train station is far away, and nobody knows why. Solyony makes a bad joke, and there is an awkward silence. Then Olga says that she too recalls Vershinin.He says he knew their mother, and Chebutykin talks about how beautiful s he was. Irina mentions that she's buried in Moscow, and Masha says she's starting to forget her face. This leads Vershinin into a long speech about how everyone will be forgotten someday. What's important will one day be insignificant, and their lives will be considered idle. Tusenbach suggests that perhaps their lives will be recalled with respect. Solyony teases him, and Tusenbach asks him to go. When Solyony persists, Tusenbach keeps talking, and Chebutykin jokes about how small people are in general and how small he is in particular.A violin is heard, and the sisters explain that it's being played by Andrei, whom they say is going to be a professor. They also talk about how they've been teasing him for being in love with a local girl, with Masha going on at some length about how vulgar she is and about how she's heard the girl is engaged to Protopopov. She then calls Andrei, who comes in and is introduced to Vershinin. When he hears Vershinin is from Moscow, Andrei jokes that hi s sisters will now never leave him alone. The sisters tease their brother, and he becomes upset.The girls joke that they used to tease Vershinin and that he never minded. Andrei makes them stop, explaining he had an unsettled night and that his lack of sleep has kept him from doing what he really wants to do, translate a book into English. He says their father had high expectations of all his children, and he (Andrei) has gained weight since his father's death as though he's been freed from carrying a heavy load. All the children know several languages, and Andrei refers particularly to Irina knowing Italian. Masha talks about how useless knowing so many languages is.This leads Vershinin to talk at length about how even in their small town, their knowledge will slowly gain influence. Over the years, that influence will grow to the point where the town is populated by people like them. He says that life is meant to be beautiful and that their knowledge is the seed of the beautiful li fe to come. Masha announces she's staying to lunch. Tusenbach starts talking about how that beautiful life must be earned and worked for. Vershinin talks about how beautiful the sisters' home is. Tusenbach tries again to talk about the value of work.Vershinin talks about how he often wonders what would happen if life could be started anew and says that if he had the chance, he'd create a life in which he lived in a house like that of the sisters. Vershinin mentions his wife and daughters and says he wouldn't marry. Act 1, Part 2 Analysis The key element of this section is the introduction of Vershinin and the repeated foreshadowing of his eventual affair with Masha. He and Masha share recollections of each other, and he is also referred to as the lovesick major.His reference to a lonely man, which the audience can easily understand from the context of what he says as a reference to himself, and Masha's sudden change of heart about staying for lunch provide additional foreshadowing. Their relationship is also foreshadowed in Vershinin's comments about wanting to start a new life, something that both he and Masha clearly want to do, as the continuing action of the play reveals. Vershinin's reasons are revealed through his conversation, while Masha's reasons are revealed as the result of the entrance of her husband, who appears at the beginning of the final section of this act.Another piece of foreshadowing is Andrei's reference to Irina's knowledge of Italian, which foreshadows her emotional breakdown later in the play when she laments having forgotten all her Italian. Also, Solyony's continued teasing of Tusenbach continues to foreshadow Tusenbach' eventual death. Finally, the sisters' teasing of Andrei about Natasha foreshadows her entrance and their eventual marriage, while Masha's reference to the rumors about Natasha and Protopopov foreshadow developments later in the play that imply they're having an affair.Vershinin's comments and observations about the f uture can easily be interpreted as some kind of thematic statement. The same point could be made in terms of Tusenbach and Irina's comments about the value of work. They are related to the play's theme, but not in the way they might at first seem. Both men are, in essence, saying that they don't want to live the lives they're living. This state of being, or perhaps non-being might be a better phrase, is also true of the three sisters.Olga and Irina are desperate to live lives in Moscow, and Masha (as we'll see) is equally desperate to live any kind of life as long as it doesn't involve her husband. In short, none of the play's central characters want to live the lives in which they find themselves, a situation that also becomes true of Andrei and Natasha later in the play. The action of the play, such as it is, reveals how these dreams of escape are all futile because, as previously discussed, the characters don't really do anything to bring them to reality. Tusenbach and Irina do g et jobs, and Masha and Vershinin have an affair.However, Irina never does anything to try to get to Moscow, and neither does Olga. By the same token, Vershinin and Masha have their fling, but at the end of the play, they return to life with their respective spouses. Later in the play, the audience also sees how Andrei's dreams of success have evaporated, and he finds himself completely dominated by his wife. Only Natasha, ironically enough, gets everything she wants, but the point here is that she gets it because she works for it, fights for it and doesn't stop until she gets it. She has bad manners. She's pushy, and she's selfish.However, she realizes her dreams. Do the other characters need to be more pushy and more selfish? They may or may not. The dramatic point of the play is not whether selfishness and pushiness are virtues but rather that the characters need to dosomething. The thematic point of the play, therefore, is that all human beings need to work for something. Otherwi se, life will end up as hollow as those of the three sisters and their men. Act 1, Part 3 Summary Kulygin comes in, greets Irina, gives her a little book he wrote detailing the history of the school where he and Olga both teach and introduces himself to Vershinin.Irina tells Kulygin he already gave her a copy of the book. Kulygin takes the book from her and gives it to Vershinin. Vershinin prepares to go, but Olga and Irina insist he join them for lunch. He agrees to stay and goes with Olga into the dining room in the back. Kulygin chatters about the tradition of Sunday rest. He comments on how the rugs should be cleaned, how life must be ordered, how glad he is that Masha loves him, how the curtains should be cleaned and how he and Masha have been invited to join the director of the school for a walk.Masha irritably says she's not going, refusing to explain why. Kulygin talks about his plans to join the director at his home in the evening and comments that the clock is fast. Andrei 's violin is heard as Olga calls everyone in to lunch. As they all go in, Masha sternly tells Chebutykin to not drink. Chebutykin says it's been two years since he was drunk, but Masha says again he shouldn't drink at all. She then complains about having to go to the director's again. Tusenbach and Chebutykin advise her to not go, and she goes into the dining room, complaining about how awful her life is.Solyony teases Tusenbach again. Kulygin drinks a toast to how wonderful Masha is. Vershinin talks about how good he feels being in the house, and they all prepare to sit down to lunch. In the drawing room, Irina comments to Tusenbach on Masha's bad mood, saying she's not happy with Kulygin. Olga calls to Andrei, and he comes in as Irina talks about how uneasy she feels around Solyony. Tusenbach talks about how he feels sorry for Solyony. He's fine when they're alone together, but when they're around people, Solyony becomes crude and bullying.Tusenbach then talks about how much he lo ves Irina, saying his desire for work is bound up with his desire to make a beautiful life for her. Irina tearfully says life isn't beautiful for her or her sisters, saying she feels like grass stifled by weeds. She talks about needing to work, saying she comes from a family that has always despised work. Natasha rushes in, checks herself in a mirror, congratulates Irina and greets Tusenbach. Olga comes in and greets her, commenting that her clothes don't match. Natasha wonders whether it's a kind of omen, but Olga says it just looks odd.She leads Natasha into the dining room as Kulygin toasts a future fiancy for Irina. He and Chebutykin joke about how she's already got a fiancy, and Masha demands a drink. Solyony jokes that the liqueur is made of cockroaches, and Olga invites everyone to come for dinner. Chebutykin jokes about how everyone is made for love, and Andrei loses his temper. Fedotik and Rode arrive. Fedotik takes a lot of pictures, and he offers Irina a toy top. Kulygin jokes about how there are thirteen people at the table, and he says that that means there are lovers there.He jokes that one of them is Chebutykin, who in turn jokes about why Natasha's suddenly embarrassed. Natasha runs into the drawing room, and Andrei runs after her. Natasha says she couldn't help running off, adding that she knows that it's bad manners but just couldn't stay. Andrei comforts her and moves her to a window where they can't be seen. He talks about how wonderful her youth is and how much in love with her he is. Then, he proposes marriage and kisses her. Act 1, Part 3 Analysis The third section of the act develops several key relationships.The first is the romantic triangle involving Vershinin, Masha and Kulygin, whose pedantic boorishness is so vividly portrayed that the audience immediately understands why Masha finds the intelligent and apparently more sensitive Vershinin so attractive. The second is the relationship between Natasha and Andrei, which is something of a mystery. We wonder, as perhaps the three sisters do, why he finds her attractive. The answer might be found in the previously discussed point about Natasha's determination. She may dress badly, but she's got spirit.This is indicated by the way she gets herself away from an uncomfortable situation, as opposed to putting up with it the way that â€Å"ladies† like the three sisters might. The idea is supported later in the play by the way Andrei remains something of a non-entity, with no real career and no personality. In other words, he's attracted to her get up and go, mostly because his own got away. The third relationship developed is that of Tusenbach and Irina. Tusenbach is revealed as a thorough romantic, passionately idealistic in a way none of the characters are. They have dreams and longings, while he has goals and at least a degree of zeal.He believes in his dreams more strongly and actually makes at least some effort to bring them to fruition. He confesses his l ove to Irina and actually gets a job, but like the other characters, he doesn't go all the way. Throughout the play, he seems content to wait for Irina to come to him in the same way as he seems prepared to wait for the future, as opposed to moving directly and determinedly into it. As for Irina, her tearfulness in their conversation suggests that her earlier radiant happiness was actually a mask and that she actually is beginning to despair that her life is never going to be what she dreams.The despair hasn't yet taken over completely. That comes in Act 3, when the world around her is literally destroyed by fire in the same way as her inner, dream-filled world has been destroyed by pointless work, frustrated dreams and the banality of people around her, particularly Natasha. Nevertheless, the seeds of despair are planted in this scene and grow throughout the play. The other key piece of foreshadowing here, aside from the glimpse of Irina's despair, is Masha's reference to Chebutyki n's drinking.This foreshadows his appearance in Act 3, Part 1, in which he refers to having killed a patient after operating on her while drunk. Act 2, Part 1 Summary This act also takes place in the drawing/dining room, some months after the events of Act 1. Natasha comes in, searching to ensure no servants have left any candles burning. She calls to Andrei, who comes in. Conversation reveals that it's Carnival Week. Olga now works at the Teacher's Council office, and Irina works at the telegraph office. Andrei and Natasha now are married and have a child, Bobik, over whom Natasha worries excessively.She tells Andrei she doesn't want the maskers to stop by, saying they'll disturb Bobik's rest. Andrei reminds her they were invited and that the decision is really up to his sisters, who are still mistresses of the house. Natasha says she'll tell them as well and talks about her plans to move Bobik into Irina's room and Irina into Olga's room. After asking why Andrei isn't saying anyth ing, she tells him Ferapont has come with a message from the council. Andrei tells her to tell Ferapont to come in, and Natasha goes. A moment later, Ferapont comes in with some papers and a book.Andrei looks at the papers, commenting as he does about how surprised he is at how life changes. He refers to a book of university lectures he's been reading. He has been named secretary to the council run by Protopopov, and the most he can realistically be now is actually on the council. He still dreams of being a famous lecturer at Moscow University, though. Ferapont comments that he doesn't really hear what Andrei is saying, but Andrei says if he could hear properly, he (Andrei) wouldn't be talking, adding that his wife never listens and that he's afraid his sisters will laugh at them.He reminisces about his days in Moscow, saying that there nobody knows you but you're not a stranger, while here everybody knows him but he's a total stranger. After chatting briefly about whether Ferapont was ever in Moscow, Andrei tells him he can go and then goes back into his own room. Masha and Vershinin come in from another direction, in the middle of a conversation about the bad manners of the people of the town as opposed to the good manners Masha is used to dealing with from her father's fellow soldiers. She also talks about how she married Kulygin when she was eighteen.She was both afraid of him and impressed by him because he was a schoolteacher, but she has since become completely disillusioned. She talks about how miserable she is when she's with his boorish colleagues, leading Vershinin to talk about how everyone in the town, military or otherwise, is as uninteresting as everyone else. He wonders aloud why Russians are such lofty thinkers but live such low, worn out lives. Masha asks why he's unhappy, and he explains that one of his daughters is unwell and that his wife is in a very bad mood.He kisses her hand and apologizes for talking so much, but he says he's got nobo dy in his life other than her. Masha refers to the spooky sound of the wind in the stove, but he goes on talking about how wonderful and beautiful she is and saying how much he loves her. At first she tells him to stop, and then she tells him to keep going. When she sees Irina and Tusenbach coming, she tells him again to stop. As Tusenbach and Irina come in, Tusenbach is talking about how he has a German name but is truly Russian at heart.Irina complains that she's tired, but he doesn't appear to notice, talking about how he'll gladly see her home every night. As he greets Masha and Vershinin, Irina talks about how she was rude to a customer at the telegraph office for no reason, and she asks whether the maskers are coming. Masha confirms that they are, and Irina again says she's tired. Masha jokes that she's starting to look like a boy, and Irina says the mindlessness and soullessness of the work is really starting to get to her. There's a knock on the floor, and Irina understands it to be a signal from Chebutykin, asking if he can come up.She tells Tusenbach to answer and then tells Masha that Chebutykin and Andrei were out gambling again and lost a lot of money. She talks about her continuing dream of going to Moscow, saying she's planning to leave in a few months. Masha comments that Natasha mustn't hear about Andrei's losses, and Irina says it wouldn't matter. Chebutykin comes in and sits at the dining room table. Masha and Irina talk about how he hasn't paid any rent in months. When he calls Irina to join him, she joins him at the table and begins playing solitaire. Act 2, Part 1 AnalysisIn the first part of this section, the audience sees Natasha's previously discussed determination in action as she overrides the wishes of her husband and his sisters about the maskers and makes plans to override their lives even more. In short, she is pursuing what she wants in a way that Andrei has clearly never done. It's also becoming clear that his sisters have neve r done things that way either. The contrast between Natasha and the Prozoroffs is further defined by the way Andrei simply talks about how unhappy he is even while Natasha is acting to improve and/or change her life.Andrei's capacity for, and habit of, talking rather than actually acting is repeated in this section by Irina. It's important to note that even though she talks about leaving for Moscow in a few months, there is no actual evidence that she's doing anything about it. There is no evidence of tickets or packing, and she has no real plans of any kind. The audience sees her being sucked into the same kind of dull, repetitive work that Olga refers to in Act 1 as sapping her of her strength and her will. This is a development in her personality that even Tusenbach's protestations of love and Masha's teasing about her looks seem unable to slow.In contrast to Irina's tiredness, Andrei's dullness and the way they both complain, Masha's flirting with Vershinin stands out as the onl y effort being made by anyone in the Prozoroff family to create desired change in her life. She wants to escape, somehow, from her husband, and she is making carefully modulated overtures to Vershinin so that he will help her get away, whether emotionally, sexually or intellectually. For his part, Vershinin is also making an effort to get out of his misery. His romantic proclamations perform the same unction for him as they do for her, drawing them both out of the lives they can't bear to live and into an existence where there is both excitement and intimacy. As previously discussed, however, they both escape only to a point. Foreshadowing in this scene includes the reference to Protopopov, which foreshadows Natasha's taking a ride with him later in the act, and Irina's despair, which foreshadows her emotional breakdown in the following act. Act 2, Part 2 Summary Vershinin suggests that he, Tusenbach and Masha imagine what life will be like in two hundred years.Tusenbach suggests th at in spite of there being great technological advances, human beings will be exactly the same, complaining about how empty life is and being afraid to die. Vershinin says, as he did in Act 1, Part 2, that life will be very different in two hundred years and that work must begin now to prepare. He adds that there can be no true happiness in the present but there will be in the future, â€Å"for the descendants of [his] descendants. † Fedotik and Rode join Irina and Chebutykin in the dining room as Tusenbach asks what Vershinin would say if Tusenbach claimed to be already happy.Vershinin says he can't be. As Masha laughs quietly, Tusenbach says again life will never change. Birds will migrate the same way, and philosophers will philosophize the same way. Ultimately, he says, life has no meaning. Masha says she believes that life has to have some meaning, or else it's all waste. Vershinin says it's a shame that youth passes, and Tusenbach says it's difficult to argue with them. In the dining room, Chebutykin comments on an article in the paper that he's reading and makes a note in his little book. Tusenbach tells Masha he's resigned from the military.Masha says she doesn't like civilians, and the audience realizes that she's referring back to her earlier conversation with Vershinin, in which she said she prefers soldiers to civilians. Tusenbach talks about how he's looking forward to working hard and joins Irina in the dining room just as Fedotik is giving her some crayons. She complains about how he always treats her like a child, but then she laughs with joy at the pretty colors. The samovar is brought in, and Anfisa pours tea. Solyony comes into the dining room. Natasha also comes in, and several conversations continue at the same time.As Vershinin and Masha talk about the wind, Irina says her game of solitaire will come out, but Fedotik says it won't, joking that it means she won't be going to Moscow. Meanwhile, Chebutykin reads aloud from his newspap er, and Anfisa brings tea to Vershinin and Masha. Natasha chatters to Solyony about how special Bobik is, and Solyony makes a crude joke about how all children should be cooked and eaten. Vershinin tells Masha a story about a prisoner who said he never noticed the beauty of bird song until he was in jail, and who then said once he was released, he went back to not noticing.He says that in the same way, once Masha is in Moscow, she won't notice its beauty, saying again that happiness doesn't exist; we just long for it. Anfisa brings him a note. He reads it and then tells Masha his wife has again tried to commit suicide. He goes out, and Anfisa complains that he hasn't finished his tea. Masha loses her temper and goes into the dining room. Andrei calls for Anfisa, and she goes out to him as Masha messes up Irina's game of solitaire. Irina becomes upset. Chebutykin makes a joke, and Natasha asks why she makes herself look so ugly.She says Irina would be charming if she didn't speak so crudely and that Irina speaks in very bad French. Tusenbach and the others can barely restrain their laughter. Natasha again becomes embarrassed and goes out. Irina asks where Vershinin went. Masha explains that something happened with his wife as Tusenbach goes to Solyony, offers him a drink and offers to make peace and be friends. Solyony says there's no need to make peace, saying there's no quarrel. He goes on to say he's fine when he's alone with someone, but when he's with large groups of people, he can't help behaving strangely.He also says he doesn't dislike Tusenbach and that he makes the comments he does just because he's moody. Andrei comes in, sitting quietly with his book of lectures as Tusenbach tells Solyony he's resigning from the military. Solyony tells him to give up on his dreams and then interrupts as Chebutykin and Irina pass by, talking about the ingredients of a stew. Solyony says Chebutykin has the name of one of the ingredients wrong. He and Solyony argue, an d Andrei asks them to be quiet. Tusenbach asks when the maskers are coming, and Irina says they'll be there soon.Chebutykin and Tusenbach sing and dance in the way the maskers would. Tusenbach then promises to go to the university with Andrei, leading to an argument with Solyony about how many universities there are. After insisting there are two and being ignored, Solyony leaves the room. Tusenbach applauds his leaving and then sits at a piano and plays. As Masha sings and dances by herself, Natasha has a quiet word with Chebutykin and then goes out. Chebutykin then whispers to Tusenbach, who stops playing. Chebutykin tells Irina they need to go.Irina asks why they aren't staying for the maskers, and Andrei sheepishly confesses that the maskers aren't coming because Natasha doesn't want them around when Bobik's not well. Masha suggests it's Natasha who's not well, in the head. Andrei goes out, and Chebutykin follows him. Fedotik and Rode say their farewells and go, and Masha and Ir ina follow them to the door. Act 2, Part 2 Analysis In the same way as the comments of Vershinin, Tusenbach and Irina in Act 1, Part 2 might be interpreted as making thematic statements, comments made by several characters in this scene might be interpreted the same way.These include Vershinin's comments that life will change, Tusenbach' comments that life will never change and is ultimately meaningless, Masha's comments that life must have meaning and Vershinin' story about the prisoner and the birds. The point must be made, however, that philosophical comments made by characters aren't necessarily the philosophical comments of the play. In fact, the point made by all these philosophical conversations is related to the point made earlier – that these characters are talkers rather than doers, intellectuals and dreamers as opposed to actual participants in life.It's true that they participate to a point. Tusenbach resigns from the military, and Vershinin and Masha seduce each other. In general, though, their efforts are pretty minimal. They don't really want to make a change, an idea born out by the way Irina at first resents being treated like a child by Fedotik and then turns around and reacts with very childlike happiness at his little gift. Later in this act, the audience sees again how Natasha is a very different character, doing exactly what she wants and not really thinking at all.Other than the philosophies of the various characters, what's particularly noteworthy about this section of the act is its busyness. Many things seem to be going on at the same time. Aside from creating an effectively realistic portrayal of what happens with large parties – as smaller parties form and individuals move from group to group – the sequence gives a clear sense of the kind of lives these characters live. The audience experiences them becoming involved in petty arguments and minor joys, in discussions about large subjects that actually perform the trivial unction of killing time and in spontaneous music and dancing that is actually an expression of frustration and loneliness. What they're doing is actually important because they're all just waiting, and not just for the maskers. The maskers, in fact, are a symbol of what they're truly waiting for – the future, the chance to feel and hearing someone to say something loving to them. It's no coincidence, therefore, that the maskers come but are sent away. This represents the way the future comes but isn't being faced head on by anyone but Natasha, who faces both the maskers and the future with equal determination.It's this sense of a lack of importance to life, this sense of futility in her activities and those of the people around her, that leads Irina to her moment of climactic frustration at the end of the act and contributes to her emotional breakdown in Act 3. Act 2, Part 3 Summary Chebutykin and Andrei come back in, dressed to go out. Chebutykin talks about how he never married because he never had time and because he was in love with Andrei's mother. Andrei says marriage is boring, but Chebutykin says it's worse to be lonely. Andrei urges him to hurry, saying he's afraid Natasha will stop them.The audience understands that the two of them are going out gambling again. As they go out, Andrei asks Chebutykin what he should do about his shortness of breath. Chebutykin says he doesn't know, adding that he's forgotten everything about being a doctor. After Andrei and Chebutykin are gone, laughter is heard from outside. Irina and Anfisa come in from separate entrances, and Irina says the maskers must be sent away. As Anfisa goes out, Solyony comes in, apologizing for his behavior and saying he deeply loves Irina. Even though she tells him to leave her alone, he talks about how beautiful she is.Finally, her anger gets through to him. He says that even though he's professing noble emotions, it's as though he's not in the room and promises to kill an y rival for her love. He repeats that he loves her. Natasha passes through wearing her dressing gown and becoming embarrassed when she sees Solyony. Solyony goes out, and Natasha comments on how tired Irina looks, suggesting that Irina think about moving in with Olga so that Bobik can have her room. Irina doesn't seem to be listening. A maid comes in and tells Natasha that Protopopov has come to take her for a ride in his carriage.She laughs about how silly men are and tells the maid to tell Protopopov she's coming. She goes out to get ready as Kulygin and Vershinin come in, wondering what happened to the party, looking for Masha and asking why Protopopov is downstairs. Olga also comes in, complaining about how her head aches and talking about how much money Andrei has lost in gambling. Vershinin says his wife is all right. In passing, he mentions the possibility that his regiment will be ordered to leave and asks Kulygin to go out somewhere with him because he can't bear to go home .Kulygin at first says he doesn't want to go but then says he needs to leave, disappointed at the party not happening. He goes out, followed by Vershinin. Olga talks again about her headache. She says the whole town is gossiping about Andrei and she's looking forward to her day off, and then she goes out. Irina comments that everyone has gone. Natasha passes through on her way out, telling her maid she'll be back in half an hour. After she's gone, Irina says to herself, â€Å"To Moscow! To Moscow! To Moscow! † Act 2, Part 3 Analysis Once again in this section the audience sees the characters filling in time.Specifically, Chebutykin and Andrei fill the emptiness and loneliness of their lives with gambling. In their conversation, we also understand for the first time a little more of why Chebutykin is so devoted to the family, and particularly to Irina. His love for them is an outlet for the love he felt for their mother. Love also appears, much more surprisingly, in the conver sation between Solyony and Irina. Up to this point, Solyony might easily have been perceived as being eccentric and angry, but essentially harmless and just a little irritating.At this point, however, he is easily among the most passionate and deeply feeling characters in the play. Unlike the longings of many of the others, which are expressed in terms that come across as either watery or intellectual, Solyony's passion comes across as deeply felt and almost dangerously intense. The fact that Natasha interrupts his conversation with Irina is no coincidence. Natasha and Solyony are both ruthless in their pursuit of what they want and dream of. The fact that Solyony doesn't actually get it is irrelevant.He feels strongly enough to say he'll kill, and he will actually follow through in a way that few of the other characters follow through on their dreams. Irina's crying out for Moscow is a response to everything she's experienced in this act, her fatigue and disillusionment in Part 1, the relative emptiness of the lives lived (including her own) in Part 2 and her distaste for Solyony in this section. She is clearly in despair and sees escape to Moscow as her only hope. Later in the play, however, it becomes clear that she will never actually go.She gets more and more frustrated and disillusioned, but she never, ever goes. The question of why not is answered by the previously discussed idea that she, like so many other characters in the play, is a thinker and dreamer, not a doer. Making her dreams come true is perhaps too hard for her, or maybe she doesn't really know how, her mind having been filled with several languages at the expense of practicality, determination and coping skills. Whatever the reason, her final words represent the present despair felt by Olga, Vershinin, Masha, Solyony and Andrei, and the deeper despair to come for all of them.In fact, in the cries of this idealistic young woman, the audience can hear the cry of every human being that hopes his or her dreams will once, just once, come true. Conversely, in her lack of action we see how the choices of every human being determine whether that actually happens. Act 3, Part 1 Summary The third act is set in what has become Olga and Irina's bedroom, at around three in the morning. Fire alarms ring offstage. Masha lies on a sofa as Olga and Anfisa enter, and conversation reveals that there has been a major fire in the town.As Olga goes through her clothes looking for things she can give to the fire's victims, Anfisa talks about two little girls downstairs, imagining that their father has been killed. Olga comments that Vershinin's house has been almost completely destroyed and that Fedotik's home has burned to the ground. She calls for help with the clothes, and a moment later Ferapont comes in and takes out an armful, commenting as he goes on a fire in Moscow that he survived. After he's gone, Olga tiredly tells Anfisa to give everything away, makes arrangements for the Vers hinin family to sleep there and comments that Chebutykin has gotten very drunk.Anfisa worries that there are plans being made to send her away, but Olga reassures her and tells her to sit and rest. Natasha comes in chattering about how a society for the relief of those left homeless should be formed. Conversation reveals that she's had another child, Sophie, and that Natasha is worried about her catching influenza from one of the many strangers in the house. She looks at herself in the mirror and compliments herself on how well she's kept her figure, and then she shouts at Anfisa for sitting down when she's in the room.Anfisa goes out. Natasha complains to Olga that Anfisa is useless and then comments on how tired Olga looks. Conversation reveals that there's an election coming up for the position of headmistress at the school. Natasha is convinced Olga will get it, and Olga doesn't want it. Olga tells Natasha she was too rude to Anfisa. Natasha apologizes, and Masha goes out, angry at being disturbed. Olga tells Natasha that rude language upsets her, and Natasha again apologizes. Then, she says Anfisa really should be living in the country because she doesn't really work.As the fire alarm bell rings again, Natasha talks at length about how she's running the house while Olga is working at the school. She calls Anfisa names, loses her temper and says that by the next day Anfisa will be gone. As Natasha goes out, Kulygin comes in looking for Masha. Conversation reveals that only one section of town has been destroyed. Kulygin mentions that if he hadn't married Masha he'd have wanted to marry Olga. In a moment of quiet they hear Chebutykin coming, comment on how drunk he is and then hide themselves so that they don't embarrass him.A moment later Chebutykin comes in and washes his hands as he speaks to himself about how he remembers nothing about being a doctor, recalling a patient he was treating recently who died. Olga slips out of the room as Chebutykin looks a t himself in a mirror and wonders whether he's really a man anymore and whether he truly exists. He starts weeping as he wishes he didn't exist. He recalls a conversation at his club during which people were talking about well known writers. He didn't know any of them but pretended he did. He talks about the banality of life and again recalls the patient he killed.Irina, Vershinin and Tusenbach come in, with Tusenbach wearing new and stylish civilian clothes. Vershinin talks about how much of the town was saved because of the efforts of the soldiers, and Irina refers to how many of them, including Solyony, are sitting in the dining room. She also tells Chebutykin to go to bed. Chebutykin says he's all right, and Kulygin comes forward and jokes about how drunk he is. Tusenbach talks about being asked to produce a benefit concert for the refugees from the fire. He suggests that Masha should play the piano as part of it, but Irina says she's forgotten how to play.Kulygin talks about ho w much he loves Masha but says the director of the school might not think her participation is appropriate. Chebutykin picks up a small china clock and studies it as Vershinin mentions that he's heard rumors their brigade is being transferred. Tusenbach says that when they go the town will be empty, but Irina says it won't matter since they're going to Moscow. Chebutykin drops the clock, and it shatters. As Irina says the clock belonged to her mother, Chebutykin suggests philosophically that perhaps it didn't really exist and that nobody really exists.He wonders why people are staring at him, shouts that Natasha is having an affair with Protopopov and nobody knows or cares and then goes out. After commenting on how strange the situation is, Vershinin tells how he ran home when the fire started. He found his wife missing and his little girls terrified and wondered how much more they'd have to suffer. He grabbed them and ran and then discovered his wife at the Prozoroff house. Masha c omes back in and lies down as Vershinin continues, comparing the fire with what happens when enemies at war make sudden raids on each other.He then refers again to his idea that in a few hundred years people will look back on the life they're leading and laugh, and he says again that Irina and her sisters are in the forefront of the process of transformation. He begins to sing. Masha joins in, and Fedotik rushes in, laughing strangely at how everything he owns has been destroyed. Solyony follows, and Irina tells him to go away. Solyony complains about how Tusenbach can come in while he can't, while Vershinin and Masha continue to sing. Solyony makes fun of Tusenbach, and then he, Vershinin and Fedotik go out. Act 3, Part 1 AnalysisAs previously discussed in the analysis of Act 1, Part 3, the destruction caused by the fire represents the destruction of the dreams and hopes of those who continue to have them: the Prozoroff sisters, Tusenbach, Vershinin, Andrei and, to an extent, even Solyony. Those dreams aren't completely destroyed quite yet. Irina still dreams of going to Moscow, and Vershinin and Masha are continuing to flirt with each other, presumably still in the hope that their relationship will alleviate their unhappiness. Also, Solyony is clearly still drawn to Irina, and Tusenbach still has dreams of fulfillment in work and of happiness with Irina.Only Andrei, as will become clear in the second part of this act, has no dreams left at all. Even though the dreams of the others remain, there is the powerful sense in this scene that the destruction of those dreams is both imminent and inevitable, a sense conveyed not only by the fire but also by several other factors. The first factor conveying the hopelessness of the characters' dreams is Natasha's reference to Olga becoming headmistress, which is particularly noteworthy because Natasha seems determined Olga will get the job.The audience has seen what happens when Natasha is determined about something. Th e second factor is the appearance of Chebutykin, which functions on several levels. His drunken musings on his loss of identity represent the way that Irina and the others, who define their identities by their dreams, will lose their identities once their dreams fade away in the same way as Chebutykin's knowledge, which has defined his identity as a doctor. Another level of symbolism in this scene can be found in his accidental destruction of the clock.Because of its association with the Prozoroffs' mother, the woman Chebutykin loved and dreamed of marrying, its destruction symbolizes the destruction of his dreams of happiness and, therefore, symbolizes the destruction of the dreams of the others. Several characters seem to take the fire and its destructive consequences in their stride. This is perhaps because their dreams and goals are being fulfilled (Natasha), because they don't have dreams for a life beyond their own (Kulygin) or because their dreams are so relatively insignific ant to them that their destruction doesn't really matter (Fedotik).For those who continue to dream of a transformed life and continue to have those dreams unfulfilled, the physical devastation caused by the fire and the emotional devastation of its victims clearly and vividly foreshadow the spiritual devastation the many dreamers in this play are about to encounter. Are the characters aware of this connection? It seems as though on a subconscious, spiritual level, they just might be. This is another example of the way meaning in this play can be defined by subtext and juxtaposition, as opposed to overt action and direct comment or revelation by the characters.One final piece of foreshadowing occurs in Vershinin' passing mention of the rumor that he and his brigade are going to be transferred. This is the second time such a rumor has been mentioned, the first being in Act 2, Part 3. The first time the transfer never actually comes to pass, but in Act 4, this time the rumors will prov e to be true. Act 3, Part 2 Summary Irina discovers Tusenbach has fallen asleep. As he wakes, he talks briefly about how he's soon to start a new job at a brickyard. He then talks about how beautiful Irina is, his hopes for living and working with her and his memories of how happy she was on her Name Day (in Act 1).He comments that morning has begun and muses romantically about giving his life for her. As he talks, Masha repeatedly tells him to go out, and finally he does. She also suggests that Kulygin should go home. He repeatedly tells her how much he loves her and how content and happy he is, but Masha talks about how bored she is. She also talks angrily about how much debt Andrei is in and how he's allowing Natasha to control money and property that by rights should be controlled by Andrei and the sisters. Kulygin tells her it doesn't really matter, talking about how he prefers a simple life.Masha tells him justice is important to her and then tells him again to go away. He tal ks again about how much he loves Masha, repeating that he's content, and goes. Irina talks with increasing emotion about how Andrei has changed because of Natasha. His dreams have disappeared, and the whole town is laughing behind his back because of the affair with Protopopov. He just sits in his room and plays violin while the whole town is out fighting the fire. As Olga comes in, Irina begins to weep, saying she can't stand her life. She can't remember anything of her Italian, and she says that they'll never get to Moscow and that she hates her job.She's becoming unattractive and feels no satisfaction or happiness. She also talks about how she feels herself moving away from any kind of beautiful life and towards an abyss of unhappiness, saying she can't understand why she hasn't killed herself. Olga comforts her, suggesting that she marry Tusenbach and talking about h