George Herbert s Poem, The Windows Essay -- George Herbert The Window

George Herbert s Poem, The WindowsWord Count Includes PoemA key theme found throughout the Bible is that of God being glorified through the actions of quite a little who are full of imperfections. One such example is King David, the greatest of the Israelite kings. He sinned against God in sleeping with Bathsheeba and then having her husband killed on the battlefield. (II Samuel 11) save he is still commonly seen as a champion of the Jewish faith. George Herbert took this theme of God glorifying Himself through human frailty and incorporated it into his poem, The Windows. As a metaphysical poet, Herbert puts most of the meaning of the poem into a deeper level. Herbert does this by choosing words that contain several different meanings, all of which serve to further exemplify the theme, in such areas as human imperfection, Gods love and finally, the effect upon population of God showing Himself to them through the lives of others.Herbert begins by asking God the apparent movement of how it is possible that man can preach thy eternal word. He is not asking how it is possible for the words to form, or for the jetghts to be put together. The reason that he asks is because of his awareness of his own human imperfections. He calls man a brittle, crazy glass. On the surface level, he is saying that a perfect man, such as Adam, would be like a smooth pane of glass, but each sin man commits, is like putting another crack into it. Herbert chose these words specifically guaninegh, in order to re-emphasize the point of mans complete inadequacy for the job of preaching Gods Word. This is most prominent in brittle, which, according to the OED, not only means frail and weak, but is also that which breaks faith inconsistent, fickle. This is placed ... ...e twice as long. Instead, Herbert models his diction after that found in the Bible so that there are multiple layers of meaning and understanding. Only when one takes the time to fully research and delve into it will th ey truly be able to appreciate what is written. The WindowsBy George HerbertLord, how can man preach thy eternal word?He is a brittle, crazy glass, soon enough in thy temple thou do him affordThis glorious and transcendent place,To be a window, through thy grace.But when thou dost anneal in glass thy story,Making thy life to shimmer withinThe holy preachers, then the light and gloryMore reverent grows, and does winWhich else shows watrish, bleak, and thinDoctrine and life, colors and light, in oneWhen they combine and mingle, pay offA strong regard and awe but speech aloneDoth vanish like a flaring thing,And in the ear, not conscience ring. George Herbert s Poem, The Windows analyze -- George Herbert The WindowGeorge Herbert s Poem, The WindowsWord Count Includes PoemA key theme found throughout the Bible is that of God being glorified through the actions of people who are full of imperfections. One such example is King David, the greatest of the Israelite kings. He sinned against God in sleeping with Bathsheeba and then having her husband killed on the battlefield. (II Samuel 11) Yet he is still commonly seen as a champion of the Jewish faith. George Herbert took this theme of God glorifying Himself through human frailty and incorporated it into his poem, The Windows. As a metaphysical poet, Herbert puts most of the meaning of the poem into a deeper level. Herbert does this by choosing words that contain several different meanings, all of which serve to further exemplify the theme, in such areas as human imperfection, Gods love and finally, the effect upon people of God showing Himself to them through the lives of others.Herbert begins by asking God the psyche of how it is possible that man can preach thy eternal word. He is not asking how it is possible for the words to form, or for the thoughts to be put together. The reason that he asks is because of his awareness of his own human imperfections. He calls man a brittle, crazy glass. On t he surface level, he is saying that a perfect man, such as Adam, would be like a smooth pane of glass, but each sin man commits, is like putting another crack into it. Herbert chose these words specifically though, in order to re-emphasize the point of mans complete inadequacy for the job of preaching Gods Word. This is most prominent in brittle, which, according to the OED, not only means frail and weak, but is also that which breaks faith inconsistent, fickle. This is placed ... ...e twice as long. Instead, Herbert models his diction after that found in the Bible so that there are multiple layers of meaning and understanding. Only when one takes the time to fully research and delve into it will they truly be able to appreciate what is written. The WindowsBy George HerbertLord, how can man preach thy eternal word?He is a brittle, crazy glass,Yet in thy temple thou do him affordThis glorious and transcendent place,To be a window, through thy grace.But when thou dost anneal in glass thy story,Making thy life to fine-tune withinThe holy preachers, then the light and gloryMore reverent grows, and does winWhich else shows watrish, bleak, and thinDoctrine and life, colors and light, in oneWhen they combine and mingle, pick outA strong regard and awe but speech aloneDoth vanish like a flaring thing,And in the ear, not conscience ring.

Hidden Victims :: War Native Americans History Essays

Hidden Victims I pass that hill everyday. I drive along its large base, turning confining its northern slope. The marker sits low on the hill, barely noticeable except when the rays of sun hit it that certain way and a long dark butt is cast across the grass. The small brass plate sits firmly compriseed atop the c antiquated granite boulder. The blood has long since dried. The cries and screams are silent. The small pine stalling sits at the base of the hill, full of information packets and maps concerning the events that took place there long ago. February of 1675 remains flat and echoless upon the pages of our towns record books. Textbooks may clue on it briefly, if at allThe war lasted only about fourteen months and yet the towns of Brookfield, Lancaster, Marlborough, Medfield, Sudbury, Groton, Deerfield, Hatfield, Hadley, Northfield, Springfield, Weymouth, Chelmsford, Andover, Scituate, Bridgewater, and several other places were wholly or partially destroyed, and many of the inhabitants were massacred or carried into captivity. (Hudson)Some historians have called it the deadliest war in our history. Whose history is it though? Who caused it and how? All these questions have all their answers hidden away in dusty books on old wooden shelves. Undiscovered secrets stories not told. The preserved colonist view is all that enters our textbooks, the view that we were the sole victims, we are the victors over the heathen savages. Victims are hidden.Relations were peaceful. Massasoit, the portentous leader of the Wampanoag Indians, was curious and friendly to these new visitors. Thanksgiving was shared mutually with these new inhabitants. The two cultures existed peacefully, and some assimilation occurred. No anger existed between the two worlds. He did his best to keep his mind and the minds of his people open, ensuring that the visitors would be safe from harm. A descendant of the Wampanoag tribe described Massaoits generosity and genuine curiosity.Whe n the root English came, Phillips father was a great man, and the English as a little child he prevent other Indians from wronging them, gave them corn and showed them how to plant it(Hubbard 275).The proud leader even allowed his two sons to have English names in addition to their Indian ones. Existence seemed promising for each world, exchanging knowledge and goods. The edge marches by, men and women dressed in colonial costume. Men walk by with painted faces and leather moccasins.

I Know Why The Caged Bird Sings: Chapter 25 Notes :: essays research papers

Chapter 251.In this chapter, Maya and Bailey are introduced to the idea of being moved to California, this being because of Baileys incident with a murdered morose man. 2.a)In this chapter Maya Angelou gives us some more insight on milliamperes character, she establishes the reason for Mammas secretive and all over-protective nature Her African-bush secretiveness and suspiciousness had been increase by slavery and confirmed by centuries of promises made and promises broken. We have a saying among Black Americans, which explains Mammas caution. If you ask a Negro where hes been, hell tell you where hes going (Angelou 164). In this paragraph Maya Angelou lets us know why Negroes at that time were so protect of their privacy and how this related to Mamma telling them a part truth to cover up the real truth for them being sent away. Maya effectively develops Mamma through the situation that occurred when Bailey came home in horror When I passed the calaboose, some men had just f ished him out of the pond. He was wrapped in a sheet, all in all rolled up like a mummy, and then a exsanguinous man walked over and pulled the sheet off. The man was on his back but the white man struck his foot under the sheet and rolled him over on the stomach. (Angelou 167). Mammas instinct told her to get those kids out of there, no peasant should have to witness the atrocity of a murdered body. Whatever the real reason, The Truth, for taking us to California, I shall always think it lay mostly in an incident in which Bailey had the leading part (Angelou 165). Mammas action to get the children away solidifies the readers faith in her as being a strong, omnipotent and caring individual.c)A story that illustrates life in those times is Baileys incident by the river. This illustrates the racism and unfairness against Negroes, and the senseless violence against them. Then a white man walked over and pulled the sheet off. The man was on his back but the white man stuck his foot under the sheet and rolled him over on the stomach My, he had no color at all. He was bloated like a ball. (Angelou 167)Any white person could kill a black person, and instead of being punished they were congratulated and given encouragement. Also, the black people had become desensitized so seeing their own people murdered since it was a frequent occurrence.

Comparison of Mr. Collins Proposal to Elizabeth with Mr. Darcys Essay

Comparison of Mr. collins Proposal to Elizabeth with Mr. DarcysJane Austen does not purpose the word love very much in Pride andPrejudice, marriage is mentioned frequently throughout the novel, notwithstandinglove may have been considered too strong a word. During her lifetimeJane Austen was exposed to fashionable association and she learnt togather inspiration, and then write it stamp out in her witty, poignant way.She lived in a time when reputation was everything and women precious nomore than to settle down with a husband, whom preferably should exceedtheir own income. Austen received no such husband, but did f any inlove, totally to be heartbroken when he died beforehand they were evenengaged. Though love is a theme in Pride and Prejudice Austen didntuse the word too recklessly but was sure to use it when a affinitywas worthy of such a title.The Bennet family consists of Mr and Mrs Bennet and their fivedaughters Jane, Lizzie, Mary, Kitty and Lydia. Unlike most families o fthe time all five of the daughters were out in family at the sametime. Mrs Bennet wanted no more than to see at least one of herdaughters espouse within the year and strived greatly to do so. Jane,the eldest is admired wherever she goes so Mrs Bennet is quick to doher best to try and marry her dour to Mr Bingly, the very eligiblebachelor (whom, by the way has five thousand a year)Once Mrs Bennet feels that Jane would soon be engaged she is ingenious tooblige Mr Collins, Mr Bennets somewhat silly cousin, in his indicateto find a wife. As most men do, Mr Collins first sets his sights onJane but is by no mean discouraged when he is told of her expectengagement. Of course the next obvious choice is Lizzie, the pretty,sensible g... ...s happiness isnot mentioned for who could doubt that Lizzie would be happy? espouseto a clergyman whom is associated with Lady Catherine de Bourgh? MrCollins couldnt imagine why she would not be happy so the subjectdoes not arise. The third reason ( which he adds should maybe have beenmentioned to begin with), that it is the point advice andrecommendation of the very noble lady whom I have the honour ofcalling my patroness. Clearly Mr Collins had listened attentively toLady Catherine de Bourgh for she specifically asked chuse a gentlewoman for my sake and for your own let her be an active, usefulsort of person. Whether or not it was Lizzie whom Mr Collins wasproposing to, have it be Mary or even Kitty, they would lodge thiscriteria from Mr Collins point of view, he is not a perceptive typeand sees people how he desires them to be. Comparison of Mr. Collins Proposal to Elizabeth with Mr. Darcys EssayComparison of Mr. Collins Proposal to Elizabeth with Mr. DarcysJane Austen does not use the word love very often in Pride andPrejudice, marriage is mentioned frequently throughout the novel, butlove may have been considered too strong a word. During her lifetimeJane Austen was exposed to fashionable society and she l earnt togather inspiration, and then write it down in her witty, poignant way.She lived in a time when reputation was everything and women wanted nomore than to settle down with a husband, whom preferably should exceedtheir own income. Austen received no such husband, but did fall inlove, only to be heartbroken when he died before they were evenengaged. Though love is a theme in Pride and Prejudice Austen didntuse the word too recklessly but was sure to use it when a relationshipwas worthy of such a title.The Bennet family consists of Mr and Mrs Bennet and their fivedaughters Jane, Lizzie, Mary, Kitty and Lydia. Unlike most families ofthe time all five of the daughters were out in society at the sametime. Mrs Bennet wanted no more than to see at least one of herdaughters married within the year and strived greatly to do so. Jane,the eldest is admired wherever she goes so Mrs Bennet is quick to doher best to try and marry her off to Mr Bingly, the very eligiblebachelor (whom, by the way has five thousand a year)Once Mrs Bennet feels that Jane would soon be engaged she is happy tooblige Mr Collins, Mr Bennets somewhat silly cousin, in his questto find a wife. As most men do, Mr Collins first sets his sights onJane but is by no mean discouraged when he is told of her expectedengagement. Of course the next obvious choice is Lizzie, the pretty,sensible g... ...s happiness isnot mentioned for who could doubt that Lizzie would be happy? Marriedto a clergyman whom is associated with Lady Catherine de Bourgh? MrCollins couldnt imagine why she would not be happy so the subjectdoes not arise. The third reason (which he adds should maybe have beenmentioned to begin with), that it is the particular advice andrecommendation of the very noble lady whom I have the honour ofcalling my patroness. Clearly Mr Collins had listened attentively toLady Catherine de Bourgh for she specifically asked chuse agentlewoman for my sake and for your own let her be an active, usefulsort of p erson. Whether or not it was Lizzie whom Mr Collins wasproposing to, have it be Mary or even Kitty, they would suit thiscriteria from Mr Collins point of view, he is not a perceptive typeand sees people how he desires them to be.

The Program of the National Socialist German Workers Party :: Nazi Germany Hitler Jewish Essays

The Program of the National Socialist German Workers PartyGermany under the rule of the National Socialist German Workers Party believed they were superior to the peoples of all other nations and all individual efforts were to be performed for the betterment of the German State. Germanys loss in World War I resulted in the Peace Treaty of Versailles, which created tremendous economic and fond hardships on Germany. Germany had to make reparations to the Allied and Associated Governments involved in World War I. As a result, Adolf Hitler gradually embarked upon his rise to power in Germany creating the National Socialist German Workers Party. As part of the surrender terms of World War I, Germany was forced to stain the Peace Treaty of Versailles, which held Germany responsible for the war. The country went bankrupt, millions of Germans were without work and food, and the nation was in despair and turmoil. Adolf Hitlers rise to power began during these very difficult economic and soc ial times. In the fall of 1919, Hitler began to attend meetings of a small nationalist group called the German Workers Party. Hitler soon took control over the group and renamed it the National Socialist German Workers Party. The group later became known as the Nazi Party. The Nazis called for the union into one nation of all Germans. They needed that citizens of non-German descent or of the Jewish religion be deprived of German citizenship and also called for the annulment of the Peace Treaty of Versailles. These demands were the primary cause for the Nazi Party to compose the document The Program of the National Socialist German Workers Party in 1920. Hitler blamed the Jews for the evils of the world. He believed a democracy would lead to communism. Therefore, in Hitlers eyes, a dictatorship was the only way to save Germany from the threats of communism and Jewish treason. The Program of the National Socialist German Workers Party was the instrument for the Nazis to convince the German people to put Hitler into power. Point one of the document states, We demand the union of all Germans in a great Germany on the basis of the principle of self-determination of all peoples. 1 This point explicates the Nazi proposition that Germany leave alone only contain German citizens and also, that these citizens would display his or her self-determination towards Germany to the fullest.

The Program of the National Socialist German Workers Party :: Nazi Germany Hitler Jewish Essays

The platform of the National Socialist German Workers PartyGermany under the regain of the National Socialist German Workers Party believed they were superior to the peoples of all other nations and all individual efforts were to be performed for the betterment of the German State. Germanys loss in domain War I resulted in the Peace Treaty of Versailles, which created tremendous economic and social hardships on Germany. Germany had to make reparations to the Allied and Associated Governments involved in world War I. As a result, Adolf Hitler gradually embarked upon his rise to power in Germany creating the National Socialist German Workers Party. As part of the surrender terms of World War I, Germany was forced to sign the Peace Treaty of Versailles, which held Germany responsible for the war. The country went bankrupt, millions of Germans were without work and food, and the nation was in despair and turmoil. Adolf Hitlers rise to power began during these actually difficult econ omic and social times. In the fall of 1919, Hitler began to attend meetings of a small nationalist mathematical group called the German Workers Party. Hitler soon took control over the group and renamed it the National Socialist German Workers Party. The group later became known as the Nazi Party. The Nazis called for the union into one nation of all Germans. They demanded that citizens of non-German descent or of the Judaic religion be deprived of German citizenship and also called for the annulment of the Peace Treaty of Versailles. These demands were the primary cause for the Nazi Party to compose the document The Program of the National Socialist German Workers Party in 1920. Hitler blamed the Jews for the evils of the world. He believed a democracy would lead to communism. Therefore, in Hitlers eyes, a dictatorship was the solely way to save Germany from the threats of communism and Jewish treason. The Program of the National Socialist German Workers Party was the instrument for the Nazis to convince the German people to put Hitler into power. token one of the document states, We demand the union of all Germans in a great Germany on the basis of the principle of self-determination of all peoples. 1 This draw explicates the Nazi proposition that Germany will only contain German citizens and also, that these citizens would display his or her self-determination towards Germany to the fullest.

The New Deal Coursework

The New Deal was set up by Franklin D. Roosevelt when he became president of the United States of America in March 1933. Roosevelt introduced the New Deal to stabilise the ground forces, focusing on his aims that he put forward in his initiatory row.Roosevelt made his inaugural speech in March 1933, declaring his main aims that he planned to achieve during his time as President.During his speech Roosevelt saidThe only occasion we have to fear is fear itself.He said this because he wanted to assure the American citizens that he could reform the cur hold depression in the USA and bring out sure no much(prenominal) crisis could happen again in the future. He wanted to regain the American peoples sureness in that the problems caused by the great Depression should no longer be feared because he had a plan to resolve the bad effect of the depression on his country. Roosevelt said that he aimed to make better use of natural resources, and to lower unemployment figures by providing j obs for thousands of people. He also said that he was aiming for the protection of peoples savings and property, a redistribution of the land for those less inside and to provide aid to the ill, elderly and fired.Roosevelt was granted one hundred days of broad executive power so that he could achieve his aims by exceedingly laws quickly without having to put them through the government. With this power Roosevelt set up the Alphabet Laws that were combined to form the New Deal. The different laws he passed allowed him to achieve the aims that he had proposed in his inaugural speech.To accomplish his first base aim of restoring confidence in the American citizens, Roosevelt came up with the idea of the fire side huckster. The fire side chat was a radio show that Roosevelt would speak on every night, in a bid to convince Americans that he would make sure that America corned fully from the long Depression. Because the fire side chat was a daily occurrence, it could been seen as a form of propaganda but the radio shows did in fact give birth confidence to Americans in the way that they he made people believe that he would keep the promises he made to help America recover.One of the first of the Alphabet Laws that Roosevelt set up was The tweak Banking Act. The Emergency Banking act was, to all intents and purposes, a four-day bank holiday when all the banks were declared financially secure they were allowed to be reopened but those which were not were closed. Roosevelt set this act up to restore the Americans faith in the dollar and to systematize Americas economic situation. The Emergency Banking Act abolished Americans fears that their savings were not secure and let them put their trust backward into the banks where they kept their money.Another program that Roosevelt set up was the Federal Emergency Relief Administration which was constituted to provide benefits for the unemployed. The basis of the program was that the government would give a dollar f or every three dollars that the state worn out(p) this was supposed to give people confidence that the unemployed would be given enough money to live on until a job opportunity came about. The fact that the Government was showing interest in the well- macrocosm of American people, made people believe even further that it was a strong, caring government system that took into account minorities and those in need. The Federal Emergency Relief Administration was later changed to the Civil Works Administration which was a project set up with five hundred million dollars backing from the Government, which was spent on general work schemes. It gave hundreds of people jobs all across America on developments such as road works and building important public buildings such as airports and schools.The Labour Relations act was brought about to give employees and workers across America the reassurance that they had workers rights and the freedom to back themselves against unfair dismissal by th eir employer.The theatre Owners Loan Cooperation was set up to give Americans back the confidence that they were safe from being evicted from their own homes. It allowed people to take out loans so that they could pay rent until they came up with a better source of income.As well as the Civil Works Administration as a factor in achieving his aims of ponderous unemployment figures, Roosevelt also set up the National Recovery Administration, the Works Progress Administration, and the Public Works Administration all of which were work schemes that provided jobs for many people in all aspects of society from arts to agriculture.Other aims of Roosevelt were the redistribution of land and better uses of natural resources. Roosevelt set up The Civilian Conservation Corps (CCC), the Agricultural Adjustments Act and The Tennessee valley Authority (TVA).The Civilian Conservation Corps was set up to protect the environment in many areas of the USA. As well as observations on plants and wild life such as tree-planting and beekeeping, the CCC also built many trails and buildings in state and national parks and installed fences, and power and telephone lines.The Agricultural Adjustments Act aimed to prevent farmers from being evicted from their homes by introducing new crops to farming areas. The government would also buy a cow from a family farm and then have the meat sent back to family tinned, ready to eat.The TVA was set up in order to provide economic development in the Tennessee Valley, where many people were affected greatly by the Great Depression. It concentrated on building dams to prevent flooding and to regain land around the Tennessee River and also on electricity generation and the manufacturing of fertilizer as a source of income.Roosevelt also set up other organisations to tackle other problems such as The Social Security Act that gave aid to the ill, elderly and unemployed and the National recovery Administration that ensured working conditions were accep table for everyone and to abolish over working and child labour.In conclusion, Roosevelt covered all of his aims mentioned in his inaugural speech using his power to pass the Alphabet Laws in order to keep his promises that he made to the people of America. The features of the New Deal came together to successfully equalize Roosevelts initial aims as President, as he made a benefit of the environmental state of the USA by using natural resources to boost the delivery and provide employment for many people, effectively killing two birds with one stone.

Epidemiology : History on Thomas Sydenham

Background of Thomas Sydenham (Father of Clinical Observation) Name Thomas Sydenham Date of Birth 10 declination 1624 Place of Birth Wynford Eagle Education * Commenced the study of medicine at Magdalene Hall, Oxford in 1642 * After 2 months interrupted his studies to participate in the civil warfare on the parliamentary side * He returned to the university in 1645 to enter Wadham College to become a physician * Received his Bachelor of Medicine in 1648 * Studied with Christopher jenny wren about natural scientists conducting physiological experiment at Oxford Achievement Become a Captain Sydenham at the first civil war in 1654 * conjoin with Mary Gee (1654) * Nominated to Parliament in 1659 (but not elected) * Become a licentiate of the Royal College of Physician * Received a doctorate from Pembroke College, Cambridge (1676) Year of shoemakers last 1689 Cause of death Gout and Renal disease (left three sons William (also a physician), Henry and James) Contribution of Thomas Syden ham to the Medic World It was in London in the middle of the 1650s Thomas Sydenham began his exacting studies of epidemics. There was much contribution that has been made by him during his studies about epidemics.The contribution that he had been made was * Form the staple book on fever on 1666 * Observationes Medicae a standard textbook for two centuries on 1676 * Presented the theory of an epidemic constitution, Eg. Conditions in the environment which cause the circumstance of acute diseases (1683) * He noted the link between fleas and typhus fever * Introduced opium into medical practice and was the first to use iron-deficiency anaemia * Treatment fever with uncontaminating air and cooling drink was an improvement on the sweating methods previously employed * Moderate treatment of smallpox by using cinchona Sydenhams chorea aka. St Vitus Dance * Differentiation between gout and rheumatism, scarlet fever and measles, malaria and other fever, and chorea and St Vitus Dance * Write a description about dysentery, pneumonia, psychic disease, tuberculosis, influenza, trigeminal neuralgia, croup and syphilis There are some of observation that was a Thomas Sydenhams contribution has been revolutionized by medical practice in 17th century there are * stripping of circulation by Harvey* A philosophy of science by Bacon Disease by Ramazzini * Microscopic revelation by Malpighi and Leewnhoek Philosophy, concept, theory and any thought by Thomas Sydenham One of the famous Thomas Sydenhams theories is Sydenhams chorea and also known as St. Vitus Dance. Discovery by him on 17th century. Sydenhams chorea Definition The disease that characterized by rapid or uncoordinated jerking movement affecting primarily the face, feet and hand. Causes * Cerebra vascular accidents * Collegen vascular disease * Drugs intoxication * Hyperthyroidism Wilsons disease * Huntingtons disease * Infectious disease Treatment * Penicillin * Behavioral and emotional changes may precede the movem ent disorders * Haloperidol, pimozide, clonidine * Treatment with steroids One of famous philosophy by Thomas Sydenham A disease, however much its causes may be indecorous to the human body, is nothing more than an effort of Nature, who strives with might and main to restore the health of the patient by the elimination of the morbid humor Medical Observation, region 1, chapter 1.

Personality Biases of Accounting Students: Some Implications for Learning Style Preferences

The current issue and full text archive of this journal is available at www. emeraldinsight. com/1362-0436. htm CDI 13,4 Factors in? uencing race prime(prenominal) of precaution students in India Tanuja Agarwala Faculty of Managework forcet Studies, University of Delhi, Delhi, India Abstract Purpose This paper aims to research the in? uence of a range of factor outs on the public life prime(prenominal) of concern students in India. The importance of diametrical unmarrieds in the family and at work in reservation life choices among these students is excessively to be explored.In addition, the study seeks to address the birth of the heathenish set of undividedism-collectivism and the variable/conventional public life penchants of MBA students from India, with factors as head as people in? uencing the choice of a locomote. Design/methodology/approach Participants consisted of 93 students from India entry circumspection, who were starting their ? rst year of the cardinal-year full sequence MBA program. Self-administered questionnaires were used to gather data on factors and types of relationships in? encing cargoner choice, individualism/collectivism, and variable/conventional public life preference course. Findings Skills, competencies, and abilities was the most pregnant factor and breed was the most signi? move individual in? uencing the c beer choice of Indian centering students. The predominant cultural put in was collectivism, although the students demonstrated individualist tendencies in some contexts. A protean penchant guided the occupational group druthers of these students. Research limitations/implications The data were collected moreover from unrivalled management institute in India.Originality/ hold dear Empirical research on factors and types of relationships in? uencing rush choice, and their correlates, has not been conducted among Indian students. The paper addresses this issue and the study has implic ations for biography counseling. Keywords moves, C atomic number 18er guidance, National cultures, Students, India musical theme type Research paper 362 flight Development Inter matter Vol. 13 none 4, 2008 pp. 362-376 q Emerald Group Publishing Limited 1362-0436 inside 10. 1108/13620430810880844Introduction Globalization has brought about a radical transformation in what organizations need to do to maintain their competitiveness. As managerial skills become crucial for organizations to achieve conquest in a competitive and turbulent crinkle environment, there has been a sharp rise in the demand for managerial professed(prenominal)s beingnesswide. Sturges et al. (2003) proposed that the MBA tier imparts indisputable cardinal competencies to students. These competencies may be of key signi? cance in the vocation success of students as management has gained in importance over other forms of professions.Industry demand for new managerial resources in India far exceeds su pply. jibe to one estimate, the make out number of entry-level managers needed by corporate India every year stands at 2,7351. But the best business schools in India produce about 1,740 managers in any given year. This demand-supply gap, amounting to almost 36 percent, has resulted in competition for scarce managerial talent, towering levels of attrition, and an increase in the compensation levels of managerial professionals.For a large number of students in India, a managerial public life has become the most preferred calling choice. The emergence of management as a formal education is fairly recent, up to now the MBA degree has emerged as one of the most sought after higher educational quali? cations. at that place was a 55 percent increase in the number of institutes imparting management education in India between 1999/2000 and 2005/2006. More than 100,000 students are studying towards an MBA degree in approximately 1,200 institutions offering MBA degrees in India.Business factors coupled with several sociocultural changes gain led to changing calling preferences among young people in India. An individuals choice of go is presumable to be in? uenced by several factors, including personal and cultural set, family background, rush expectations, etc. Studies have been conducted in disaccordent cultural contexts to determine the range of ? factors that in? uenced students in fashioning life choices (Ozbilgin et al. , 2005 Kyriacou et al. , 2002 Ozkale et al. , 2004). However, a literature review suggests that no empirical study has been onducted among management students in India in order to understand their subjective view about why they choose to pursue a life in management. The main purpose of the bribe study was to identify important factors that in? uenced the choice of career of students pursuing an MBA degree in India, and the sociable occasion that various people and relationships played in their career choice. The study also attempte d to explore the dominant cultural economic values of the students along Hofstedes individualism-collectivism belongings, as well as the strength of their protean career orientation.An attempt was also made to examine whether there was a relationship between individualism versus collectivism as a cultural value and protean versus conventional career orientation of management students in India with the types of factors, people and relationships that are likely to play an important role in their career choice. Gender differences among the Indian MBA students were also explored. Career choice of management students 363 Theoretical background Choice means selecting or separating from two or more things that which is preferred (Websters Dictionary, 1998). Career choice involves choosing one occupation over another. Hence, in order for career choice to take place, two conditions are necessary (1) availability of election career options and ? (2) an individual/personal preference between these career options (Ozbilgin et al. , 2005). The numbers of career options/alternatives available to an individual at any given point in m are in? uenced by external factors (labor market, state of the economy, etc. ), as well as individual factors (education, family background, attitudes, etc. . Career choice, therefore, is not unbridled. Rather, career choices are often constrained by sociocultural factors (Swanson and Gore, 2000), individual factors, personal and cultural values, signi? bevel square relationships, and structural factors such(prenominal) as barriers faced by women in certain careers such as management. Most career choice research has focused on predicting career choice behaviors based on personality or demographic ? variables (Ozbilgin et al. , 2005). Studies attempting to identify career choice in? encing factors have focused largely on individuals aptitudes, interests, opportunities, etc. CDI 13,4 364 Factors in? uencing career choice Few studies have exami ned the factors that in? uence career choice. Previous studies have identi? ed a number of varied factors that in? uence students career choice (Ginzberg, 1951 Super, 1957 OConnor and Kinnane, 1961 Paolillo and Estes, 1982 Felton et al. , 1994). The most widely used classi? cation in career choice studies is the three-dimensional framework by Carpenter and Foster (1977) and Beyon et al. (1998).The three factors are (1) intrinsic (interest in the job, personally satisfying work) (2) extrinsic (availability of jobs, well paying occupations) and (3) interpersonal (in? uence of parents and signi? cant others). Some research evidence exists to show that sociocultural, economic, and political changes affect the career choices of young people. Bai (1998) found that the market economy changed the values of university students who put self-interest before societal interests, and rated money and power as the primary motivators in ? nding a job. The relative in? ence of various factors on the career choice of students has been found to ? vary across cultures (Ozbilgin et al. , 2005). Most research on career choice has been conducted on occupational groups such as accountants and healthcare professionals (Carpenter and Strawser, 1970 Paolillo and Estes, 1982 Gul et al. , 1989 Bundy and nary(prenominal)ris, 1992 Auyeung and Sands, 1997 Morrison, 2004). barring a few studies ? (Simmering and Wilcox, 1995 Moy and Lee, 2002 Sturges et al. , 2003 Ozbilgin et al. , 2005 Pines and Baruch, 2007), the career choice of MBA students and the factors in? encing this choice have rarely been addressed. The subject matter is worth exploring since the MBA degree has raised management to professional status, offering management graduates a gate to a fast-track managerial career. There is no data about the factors that in? uence career choice of students in India. The in? uence of relationships on career choice kinships constitute an important dimension of human functioning, yet the inter est in understanding how relationships and careers are intertwined has increased only in recent geezerhood (Blustein et al. , 2004 Schultheiss, 2003 Phillips et al. 2001 Schultheiss et al. , 2001). Most research efforts in the area have focused on how relationships and networks are conducive to career mobility and advancement. The role of relationships in making career choices has been overlooked. There exists a need to direct research efforts to exploring the types of relationships that matter, and why they are signi? cant in making career choices. The present study speci? cally aims to explore the relative importance and in? uence of different relationships (mother, father, relatives, colleagues, etc. ) in making career choices among Indian MBA students.Individualism-collectivism, and factors and relationships in? uencing career choice Culture is an important epitope of how people think and behave, while values are broad tendencies to prefer certain state of affairs over others (Hofstede, 1980). Cultural values are likely to have an impact on the factors and relationships that in? uence career cerebrate choices of students. Studies have focused on the cultural dimension of individualism-collectivism (I/C) as an important determinant that in? uences career choice of students from countries that vary along the I/C dimension.These studies have examined cultural variations in factors in? uencing career choice ? (Auyeung and Sands, 1997 Ozbilgin et al. , 2005). The I/C dimension, ? rst metrical empirically by Hofstede (1980), describes how individuals relate to others and to society, and represents the extent to which they are emotionally and cognitively attached to a particular network of individuals. According to Hofstedes empirical tycoon for the dimension, Western countries (the USA, the UK, Australia) cluster toward the individualist end while Asian nations (such as Japan, Taiwan and India) cluster toward the collectivist end. Individualism refers to th e tendency of people to consider their take interests only, to view themselves as independent of organizations, and to place a higher value on self-reliance and individual action. Collectivism refers to the inclination of people to view themselves as interdependent and as part of a larger group, and to protect the interests of group members. Therefore, preferences for social in? uences in making career choices may also differ in individualistic versus collectivistic cultures. Research examining the differential role of peers, colleagues, mentors, managers, etc. in career decision-making is limited. Related research suggests that there is a positive relationship between collectivism and family relatedness, and individualism and peer relatedness ? n, (Benet-Martinez and Karakitapoglu-Aygu 2003 Kwan et al. , 1997). Some studies have treated I/C as an individual difference variable (Ramamoorthy and Carroll, 1998 Ramamoorthy and Flood, 2002), suggesting that dismantle deep down a co untry considerable variance may exist in cultural values at the individual level. These differences may have an effect on individuals attitudes and behavior.It may be inferred, therefore, that variability in I/C is likely to exist in the sample of Indian management students, and this variability may have an effect on what factors and relationships are likely to in? uence these students in their choice of career. Career orientation and career success Career success orientation may be described as the way people de? ne their success at work and that individual cognizances of career success re? ect individual values, attitudes and indigence with respect to both work and life in a broader sense (Derr, 1986).This orientation provides a guide to action, and hence is analogous to an attitude (McGuire, 1985), which has a cognitive component (a set of beliefs about the career), an evaluative component (a sense of what would be a good career or a bad career for oneself), and a behavioral c omponent (an action tendency or a predisposition to behave in certain ways). There are two types of career orientations (1) protean (new career orientation) and (2) conventional (traditional organizational orientation). Hall ? rst described the protean career in 1976.According to Hall (2004), a protean career is one that is managed proactively by individuals (self-directed) according to their own personal values (values driven), rather than by organizational rewards. Core protean values are freedom and growth (Hall, 1976, 2002), and the main criteria of success are subjective (intrinsic/psychological success) and not objective (extrinsic/material). A protean career orientation re? ects the extent to which an individual adopts such a perspective to their career (Briscoe and Hall, 2006). Career choice of management students 365 CDI 13,4 66 A conventional career orientation de? ned career success in term of measurable objective factors such as salary, recognition, or number of promo tions (Gattiker and Larwood, 1988). The core value of conventional career orientation is advancement. Even though career success has been researched extensively since the 1950s, the study of subjective and objective career success did not start until 1988 (Gattiker and Larwood, 1988), and until 2002, none of these studies involved collecting the participants own (subjective) view of their measures of career success.The current study aims to explore Indian management students subjective view of career success and also attempts to understand the relationship of their career success orientation with the factors and relationships in? uencing career choice. Method Sample characteristics and data collection The sample2 consisted of 93 management students at the University of Delhi, India, who were starting their ? rst year of a two-year full time MBA degree program. Questionnaire responses were obtained from 99 students, of which 93 were Indian citizens. The other six students were foreig n students from Nepal, Sri Lanka and Canada.For the purpose of the present paper, only the responses of the Indian citizens were analyzed. Hence, the total sample size was 93, of whom 50. 5 percent (n ? 47) were male, and 49. 5 percent (n ? 46) were young-bearing(prenominal). Their age ranged from 20 to 27 years, with an average age of 22 years and two months. The majority of the students (31. 2 percent) were 21 years of age and Hindu (88. 2 percent) by religion. All the students were unmarried. The majority of students (n ? 65 69. 9 percent) belonged to families in which the father was serving as an employee in either a technical or a professional capacity.Only 18 students (19. 4 percent) had a business background, with their father being self-employed or an entrepreneur. Of a total of 93 students, 42 students (45. 2 percent) had non-working mothers and 43 had working mothers, of which 37. 6 percent (n ? 35) were in the employment of others, 6. 5 percent (n ? 6) were self-employed , and 2. 2 percent (n ? 2) were working part-time. A total of 43 students came from families where both parents were working, either in the employment of others or owning their own business. Each student was asked to complete a questionnaire within the ? rst 20 days of connexion the full-time, wo-year MBA degree program. The data for the present article was collected in July 2006. Measures ? Factors in? uencing career choice. The 14-item scale developed by Ozbilgin et al. (2004) was used to obtain data on the degree to which various factors in? uenced the career choice of the students sampled. Each item on the scale corresponded to a career choice factor. The reliability of the scale, as testify by Cronbachs a, was 0. 66. Relationships in? uencing career choice. The in? uence of certain individuals (relationships) such as father, mother, friends, colleagues, etc. on students career choice was assessed through a nine-item questionnaire (a ? 065). Individualism-collectivism. Cultura l values on Hofstedes individualism-collectivism dimension were measured using a 16-item questionnaire developed by Triandis and Gelfand (1998). Cronbachs a for eighter from Decatur individualism items was 0. 59, and for eight collectivism items it was 0. 62. Career orientation. A 13-item scale developed by Baruch (2006) was used to measure career orientation, with nine items measuring a protean view of a career and four items measuring a traditional view of a career. Cronbachs a for protean items was 0. 5, and for traditional items a was 0. 81. Responses on all the questionnaires were obtained on a seven-point Likert scale where 1 ? strongly disagree/not at all important, and 7 ? strongly agree/very important. Results Factors in? uencing career choice The means and standard deviations of the 14 factors that in? uenced the career choice of MBA students in India are presented in Table I, for the total sample and by sexual urge. As is spare from Table I, MBA students from India rate d their skills, competencies, and abilities as the most important career choice in? uencing factor, followed by education and educational activity and ? ancial rewards in this career. Separate analyses by sex showed that male and female Indian MBA students differed in the factors they rated as the most important in in? uencing their career choice (see Table I). Male students rated ? nancial rewards in this career as the most important factor in their career choice decision followed by Quality of life associated with this career and skills, competencies, and abilities. For female students, skills, competencies, and abilities and education and training were the most important factors. T-tests revealed two factors Quality of life associated with this career (t ? 98 p , 005) and Financial rewards in this career (t ? 237 p , 005) that were signi? cantly more important determinants of career choice for male as compared to female MBA students in India. No other career choice factors re vealed signi? cant gender differences. For both male and female Indian management students, as well as for the total sample, lack of access to other career options was the lowest rated factor in their Total sample (n ? 93) smashed SD 6. 04 5. 90 5. 82 5. 77 5. 70 5. 58 5. 46 5. 39 5. 13 4. 59 4. 31 3. 71 2. 94 2. 48 1. 07 6. 04 1. 31 1. 30 1. 40 1. 53 1. 52 1. 57 1. 52 1. 47 1. 93 1. 89 1. 66 1. 60Career choice of management students 367 No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Factors in? uencing career choice My skills and abilities My education and training Financial rewards in this career I have a free choice in making my career decisions Quality of life associated Promotion opportunities Training and education My love of this career Success stories of friends, family My knowledge of the labor market My ? nancial/economic condition peacefulness of access to this career Chance, luck or circumstances Lack of access to other career options Males (n ? 47) Mean SD 5. 96 5. 77 6. 13 5. 72 5. 98 5. 83 5. 17 5. 30 5. 04 4. 36 4. 23 3. 66 3. 09 2. 1. 02 1. 29 0. 82 1. 26 0. 99 1. 15 1. 48 1. 60 1. 44 1. 54 1. 95 1. 82 1. 47 1. 55 Females (n ? 46) Mean SD 6. 13 6. 04 5. 50 5. 83 5. 41 5. 33 5. 76 5. 48 5. 22 4. 83 4. 39 3. 76 2. 78 2. 35 1. 13 1. 43 1. 62 1. 34 1. 68 1. 81 1. 52 1. 55 1. 60 1. 37 1. 94 1. 96 1. 84 1. 65 Table I. Means and SDs factors in? uencing career choice of Indian MBA students CDI 13,4 career choice. Chance, luck or circumstances, ease of access to this career, ? nancial and economic condition, and knowledge of labor and/or career market were also not perceived as having an important in? uence on their career choice. Role of relationships in in? encing career choice Table II presents the means and standard deviations with respect to the in? uence of individuals and relationships on career choice of Indian MBA students for the total sample and by gender. It is evident from the results that father exerted the greatest in? uence on the career choice of students in India, for both male and female students. For female students, the second most important in? uence was that of the mother. However, for male students, friends, that is, the peer group, played a more important role than the mother, and was second only to the father in their career choice decision. Managers and relatives were the least important in in? uencing the career choice of all Indian management students. t-Tests revealed no signi? cant differences between male and female students in the in? uence of relationship types (father, mother, work colleague, etc. ) on career choice. Cultural values and career success orientation Table III presents the descriptive results for individualism/collectivism (I/C) and for protean/conventional career orientation. The mean scores on Hofstedes I/C dimension suggest that Indian MBA students were moderately high on both individualism (mean ? 052) and collectivism (mean ? 4282), with a slightly higher score on 368 No. 1 2 3 4 5 6 7 8 9 Individuals/relationship types Father Mother Friend/s Fellow students Teacher/mentor Work colleagues Signi? cant other/partner Another relative Manager Total sample (n ? 93) Mean SD 4. 76 4. 23 4. 13 4. 03 3. 60 2. 94 2. 68 2. 63 2. 63 1. 94 1. 90 1. 89 1. 83 2. 03 1. 90 2. 22 1. 83 1. 94 Males (n ? 47) Mean SD 4. 57 4. 19 4. 32 4. 00 3. 83 3. 20 2. 61 2. 37 2. 63 2. 03 1. 87 1. 83 1. 68 1. 98 1. 85 2. 22 1. 72 1. 98 Females (n ? 46) Mean SD 4. 96 4. 26 3. 93 4. 07 3. 37 2. 68 2. 75 2. 9 2. 63 1. 85 1. 94 1. 95 1. 98 2. 08 1. 94 2. 24 1. 92 1. 92 Table II. Means and SDs relationships in? uencing career choice of Indian MBA students Table III. Means and SDs cultural values and career orientation of Indian MBA students Indian MBA students Total (n ? 93) Males (n ? 47) Females (n ? 46) Cultural values Individualism Collectivism Mean SD Mean SD 40. 52 40. 98 40. 04 5. 77 5. 69 5. 87 42. 82 42. 63 43. 00 5. 77 5. 37 6. 20 Career orientation Protean Conventional Mean SD Mean SD 48. 8 5 49. 38 48. 30 6. 33 5. 78 6. 87 19. 80 20. 26 19. 33 4. 86 3. 85 5. 72 collectivism.A paired t-test was conducted to determine whether there was a signi? cant difference on these two cultural values among the Indian MBA students. The paired t-test revealed that the mean score of collectivism was signi? cantly higher than the mean score of individualism (paired samples t ? 2282 p , 001). The mean scores of male and female students on the I/C dimension (Table III) suggest that both male and female MBA students in India had stronger collectivistic values (mean scores for males ? 4263 for females ? 4300) compared to individualistic values (mean scores for males ? 4098 for females ? 004). Mean scores for the two types of career success orientation, protean and conventional, suggest that Indian management students were moderately high on both (protean mean ? 4885, nine items conventional mean ? 1980, four items). Thus, freedom and growth, as well as position and salary, were important c riteria of career success for these students. A paired t-test conducted between the two subscales (protean subscale and conventional subscale) revealed the protean career orientation to be signi? cantly higher among the Indian MBA students (paired samples t ? 4356 p , 001).T-tests for group differences revealed no gender differences with respect to cultural values as well as career success orientation, among Indian MBA students. Relationship of factors in? uencing career choice and relationship types with individualism/collectivism away from an attempt to explore the relative strength of I/C cultural values among Indian MBA students, the present study aimed to examine the relationship between individualistic and collectivistic value orientations at the individual level and the in? uence of various factors and relationships in making career choices among Indian management students.Pearson correlations were calculated in order to understand which career choice factors will be more in ? uential for students with a more collectivistic or individualistic orientation. Individualism was found to be signi? cantly positively tally with the quality of life (r ? 036 p , 001), promotion opportunities (r ? 022 p , 005), and ? nancial rewards (r ? 035 p , 0001) available in a management career. High collectivism was signi? cantly positively correlated with love of a career in management (r ? 026 p , 005), and belief that one had a free choice in making the career decision (r ? 33 p , 0001). Pearson correlations were also calculated between cultural values and types of relationships that in? uenced career choice of Indian MBA students to see whether students who differed in their levels of collectivism/ individualism also differed in the extent to which they were in? uenced by different types of relationships (father, mother, friends, etc. ) when making career choice. The results showed no signi? cant correlation between individualistic values and in? uence of relationship types on the career choice of Indian MBA students. However, a high level of collectivism was found to be signi? antly positively correlated with the in? uence of father on their career choice (r ? 024 p , 005). No other relationship type was found to have a signi? cant correlation with collectivism. The ? ndings of the present study are supported by studies conducted in other collectivistic societies such as Turkey. Career choice of management students 369 CDI 13,4 370 Relationship of factors in? uencing career choice and relationship types with career orientation Pearson correlations calculated between career orientation and factors in? uencing career choice and relationship types suggested that protean career orientation was signi? antly positively correlated with skills, competencies, and abilities (r ? 030 p , 0005), knowledge of labour/career market (r ? 025 p , 005), training and education opportunities (r ? 036 p , 001), quality of life (r ? 023 p , 005), love of this career (r ? 027 p , 001), and free choice (r ? 023 p , 005). Conventional career orientation was found to be signi? cantly positively correlated with quality of life (r ? 050 p , 001), promotion opportunities (r ? 030 p , 0005), ? nancial rewards (r ? 055 p , 001), training and education opportunities (r ? 22 p , 005), ease of access to this career (r ? 021 p , 005), and success stories (r ? 033 p , 0001). With respect to relationship types, high protean career orientation was signi? cantly negatively correlated with the in? uence of relatives (r ? 2027 p , 005) and positively correlated with the in? uence of manager (r ? 028 p , 005). Conventional orientation, on the other hand, was signi? cantly positively correlated with the in? uence of mother (r ? 026 p , 005), father (r ? 023 p , 005), and manager (r ? 026 p , 005).Discussion The study aimed to identify the factors and relationship types that in? uenced career choice of MBA students in India. The relationship of individualism/collect ivism and protean/conventional career orientation with factors and types of relationships that in? uenced the career choice of these students was also explored. Indian MBA students considered their own skills, competencies, and abilities and education and training (intrinsic career choice factors) as playing the most signi? cant role in their choice of a management career. With respect to relationships, father exerted the greatest in? ence on their career choice. The results replicate the ? ndings of the study by Pines and Baruch (2007), and Pines et al. (2002) across ? ve countries (i. e. Israel, the UK, Turkey, Cyprus, and Hungary). Students opting for a managerial career may be similar in certain respects, irrespective of nationality. The important in? uence of father in career decision of Indian students may be understood in the context of a largely patriarchal society. The fact that the majority of the students had a professional background, their father being an executive/ pro fessional, may also have in? uenced their career choice.Numerous studies have shown similarities between parents occupations and their childrens career aspirations (Barling, 1990 Trice and Knapp, 1992). Findings on I/C suggest that even though Indian MBA students had a mix of both cultural values, they showed a de? nite preference for collectivism, thus supporting Hofstedes (1980) ? ndings. Several other studies suggest that the Indian culture is collectivist (Sinha and Verma, 1987 Verma, 1999 Verma and Triandis, 1998). Evidence also suggests that Indian students exhibit a mix of both individualistic and collectivistic behaviors when I/C is seen as an individual level variable.Hence, I/C are not a bipolar dimension (Triandis, 1994). In a dynamic society characterized by economic easiness and a Western pattern of education, students may be exposed ? n to both I&C value preferences, emphasise both (Karakitapoglu-Aygu and Sayim, 2007 Ramamoorthy et al. , 2005). It is likely that Indi ans value both I&C, which coexist and jointly in? uence the way they de? ne themselves, relate to others, and decide priorities in conforming to social norms (Sinha et al. , 2001). The relative salience of the maculation will determine which of the two collectivism or individualism will be evoked (Tripathi, 1988).It is likely that Indian students who demonstrated high collectivistic orientation may make individualistic choices in situations that related to the individuals career (Sinha and Tripathi, 1994). Similarly, students who showed higher individualism may make collectivist choices in a non-career context. The ? ndings about the relationship of factors and people in? uencing the career choice of Indian MBA students to cultural values may be explained within this context. In individualistic cultures, individuals are looking for individual advantage, career hapion, autonomy and individual ? ancial security (Price, 1997) they believe they are responsible for their own future a nd are concerned with material possessions and social status (Di Cesare and Golnaz, 2003 Hofstede and Hofstede, 2005). A higher level of individualism among Indian students was found to be signi? cantly correlated with extrinsic factors (money, status, etc. ), suggesting that these students placed a greater value on material bene? ts, such as money, social prestige, and career advancement. Those students who had a collectivistic orientation emphasized free choice and love of career as important in? uences on their career choice.Collectivists tend to subordinate personal goals to group goals, and emphasize values of harmony, cooperation, and low levels of competition. Hence, high levels of collectivism may be associated with a desire to demonstrate that one had chosen the career out of free will, and not out of competition or pressure to conform, thus emphasizing harmony. Indian management students who were high on individualistic values were not in? uenced by their family or signi? cant social networks in their choice of career. However, students who were high on collectivism were in? uenced by their father in ? their career choice decision.Similar ? ndings were reported by Karakitapoglu-Aygun and Sayim (2007) in a study of Turkish MBA students. Since the I/C dimension emphasizes separateness versus embeddedness in social relationships, it is expected that a collectivistic person may value support from others, oddly from family members, in his/her career decision-making process, thus suggesting a positive relationship between collectivism and family relatedness (Kwan et al. , 1997). On the other hand, an individualistic person might not value the involvement of others, especially family members, in an important decision such as career choice.Indian management students demonstrated both protean and conventional career orientation, but were predominantly protean. According to Reitman and Schneer (2003), MBA graduates enjoy both self-managed and promised (conven tional) career trajectories. Except for one career choice factor i. e. quality of life (extrinsic) all other factors (love of the career skills and competencies) that were positively correlated with protean career orientation in the present study were individual-centric.Studies have shown a protean career orientation to be positively related to subjective career success (in terms of career satisfaction) while the ? ndings with regard to objective career success (in terms of salary and promotion rate) have been discrepant (Briscoe, 2004). Since the protean career orientation re? ects self-directedness, people/relationships may not in? uence career choice of protean individuals. The in? uence of manager on a protean individuals career choice in the present study may suggest the protean individuals desire for growth, and the perception of manager as a symbol of success.Career choice of management students 371 CDI 13,4 372 Individuals with higher conventional orientation, unlike those with protean orientation are not likely to be self-directed or in charge of their career. Therefore, factors like ease of access and success stories of others may play an in? uential role in their choice of career, as among Indian students. These individuals are also likely to be in? uenced by others, such as father and mother, in their career choice. These ? ndings may be viewed in conjunction with the predominantly collectivistic orientation of Indian students.Gender differences In terms of the intrinsic and extrinsic classi? cation of career choice factors, it appears that intrinsic factors (such as skills and competencies) were more important for female students in their choice of management career, while extrinsic factors were more important for male students. The results may be explained with reference to the traditional view of managerial career as being a male profession. Women face barriers to career success not faced by males (Simpson, 2000) and are assessed under stricte r criteria than men (Morrison et al. , 1987).To progress women must prove that they have the competence to succeed. Hence, the inputs of education and training are more objective merits that help women to enhance their credibility and credentials (Melamed, 1996). The study revealed no gender differences on any other variable. Hall (2004) proposed that a persons career orientation was unrelated to gender. Regarding the study of sex differences, Baumeister (1988) proposes that this is no continuing necessary, while Eagly (1987) and Lefkowitz (1994) advocate the investigation of sex differences in organizational behavior.If obtained consistently across studies, even null ? ndings are important (Lefkowitz, 1994) since these would help establish that women and men are similar in many respects. Implications The ? ndings of the study may have an implication for vocational guidance and counseling among Indian students aspiring for a career in management. By gaining an insight into how stud ents make their career choices, an effort can be made to guide students towards more realistic career choices. However, the ? ndings of the study have limited generalizability. Notes 1. See www. india-today. om/btoday/07051998/cover5. html/12/28/2007 2. 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(1987), recess the Glass Ceiling, Addison-Wesley, Reading, MA. Morrison, J. (2004), In? uences before and during medical s chool on career choices, Medical Education, Vol. 38, pp. 230-1. Moy, J. W. and Lee, S. M. (2002), The career choice of business graduates SMEs or MNCs? , Career Development International, Vol. 7 No. 6, pp. 339-47. OConnor, J. P. and Kinnane, J. F. (1961), A factor analysis of work values, Journal of Counselling Psychology, Vol. 8, pp. 263-7. ? ? ? ? ? Ozbilgin, M. , Kusku, F. and Erdogmus, N. (2004), In? uences on career choice, paper presented at the Annual Convention of the American Psychological intimacy, Honolulu, HI. ? ? ?, ? ? Ozbilgin, M. , Kusku F. and Erdogmus, N. (2005), Explaining in? uences on career choice the case of MBA students in comparative perspective, International Journal of Human Resource Management, Vol. 16 No. 11, pp. 2000-28.Ozkale, L. , Kusku, F. and Saglamer, G. (2004), Women in engineering education in Turkey, Proceedings of the 2004 American Society for Engineering Education Annual gathering & Exposition Engineering Education Reaches New Heights, Salt Lake City, UT, July 23-26. Paolillo, J. G. P. and Estes, R. W. (1982), An empirical analysis of career choice factors among accountants, attorneys, engineers, and physicians, The Accounting Review, Vol. 57 No. 4, pp. 785-93. Phillips, S. D. , Christopher-Sisk, E. and Gravino, K. L. (2001), Making career decisions in a relational context, The Counseling Psychologist, Vol. 9, pp. 193-213. Price, A. (1997), Human Resource Management in a Business Context, International Thompson Business Press, London. Ramamoorthy, N. and Carroll, S. J. (1998), Individualism/collectivism orientations and reactions toward alternative human resource management practices, Human Relations, Vol. 5 No. 5, pp. 571-88. Ramamoorthy, N. and Flood, P. 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(2001), Relational in? uences in career development a qualitative inquiry, The Counseling Psychologist, Vol. 29, pp. 216-39. Simmering, M. and Wilcox, I. B. (1995), Career exploration and identity formation in MBA students, Journal of Education for Business, Vol. 70 No. 4, pp. 233-8. Simpson, R. (2000), Winners and losers who bene? ts most from the MBA? , Management Le arning, Vol. 31 No. 2, pp. 45-58. Sinha, D. and Tripathi, R. C. (1994), Individualism in a collectivist culture a case of coexistence ? ? of opposites, in Kim, U. Triandis, H. C. , Kagitcibasi, C. , Choi, S. C. and Yoon, G. (Eds), Individualism and Collectivism Theory, Method, and Application, Sage Publications, Thousand Oaks, CA, pp. 123-36. ? ? Sinha, J. B. P. and Verma, J. (1987), Structure of collectivism, in Kagitcibasi, C. (Ed. ), Growth and Progress in Cross-cultural Psychology, Swets & Zetlinger, Lisse, pp. 123-9. Sinha, J. B. P. , Sinha, T. N. , Verma, J. and Sinha, R. B. N. (2001), Collectivism coexisting with individualism an Indian scenario, Asian Journal of Social Psychology, Vol. 4, pp. 133-45. Sturges, J. , Simpson, R. and Altman, Y. 2003), Capitalising on learning an exploration of the MBA as a vehicle for developing career competencies, International Journal of Training and Development, Vol. 7 No. 1, pp. 53-66. Super, D. E. (1957), Psychology of Careers, Harper & Ro w, New York, NY. Swanson, J. and Gore, P. (2000), Advances in vocational psychology theory and research, in Brown, S. D. and Lent, R. W. (Eds), Handbook of Counseling Psychology, 3rd ed. , Wiley, New York, NY, pp. 233-69. Triandis, H. C. (1994), Theoretical and methodological approaches to the study of collectivism ? ? and individualism, in Kim, U. , Triandis, H. C. Kagitcibasi, C. , Choi, S. C. and Yoon, G. (Eds), Individualism and Collectivism Theory, Method, and Application, Sage Publications, Thousand Oaks, CA, pp. 41-51. Triandis, H. C. and Gelfand, M. J. (1998), convergence measurement of horizontal and vertical individualism and collectivism, Journal of Personality and Social Psychology, Vol. 74, pp. 118-28. Trice, A. D. and Knapp, L. (1992), Relationship of childrens career aspirations to parents occupations, The Journal of Genetic Psychology, Vol. 153 No. 3, pp. 355-7. Tripathi, R. C. (1988), line up development to values in India, in Sinha, D. and Kao, H. S. R. Eds), Soc ial Values and Development Asian Perspectives, Sage Publications, New Delhi, pp. 314-32. Verma, J. (1999), Collectivism in the cultural perspective the Indian scene, in Lasry, J. C. , Adair, J. and Dion, K. (Eds), Latest Contributions to Cross-cultural Psychology, Swets & Zetlinger, Lisse, pp. 228-41. Career choice of management students 375 CDI 13,4 Verma, J. and Triandis, H. C. (1998), The measurement of collectivism in India, paper presented at the Meeting of the International Association of Cross-Cultural Psychology, Bellingham, WA, August. Websters Dictionary (1998), Websters Revised Unabridged Dictionary, MICRA, Plain? ld, NJ. Further reading Agarwal, P. (2006), Towards excellence higher education in India7, Working Paper No. 179, Indian Council for Research on International Economic Relations (ICRIER), Confederation of Indian Industry (CII). Kumar, R. and Usunier, J. -C. (2001), Management education in a globalizing world lessons from the French experience, Management Learni ng, Vol. 32 No. 3, pp. 363-91. Corresponding author Tanuja Agarwala can be contacted at emailprotected com 376 To purchase reprints of this article please e-mail emailprotected com Or visit our web site for further details www. emeraldinsight. com/reprints

Disabilities: Autism and Students Kimberly

in that respect are many disabilities that students have that may impact their lives and preparation. These disabilities include intellectual disabilities, autism, trying disabilities and quintuple disabilities. Although the exact causes of some of these disabilities are unknown, others have been identified. This paper will discuss what these disabilities are, their causes, their impact on students education, and curriculum areas necessary for these students. Definitions and Causes Intellectual disablement (ID) utilise to be known as mental retardation.The terminology changed in 2010 when President Obama signed into law, Rosas Law (intellectual, 2011). Intellectual disability is delimit according to IDEA as significantly sub average general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period (before age 18), that affects a childs educational performance (intellectual, 2011). The most common causes o f intellectual disabilities are problems during development (chromosomal abnormalities, maternal illness and infections such as rubella and syphilis or drug and alcohol abuse).Genetic conditions can also cause intellectual disabilities because of abnormal genes that are inherited by parents, errors when genes conflate or other reasons (intellectual, 2011). Some examples of genetic conditions are Down syndrome, fragile X syndrome and phenylketonuria (PKU) (intellectual, 2011). Problems at birth for instance a lack of atomic number 8 during development, labor or birth can cause intellectual disabilities, just as diseases like whopping cough, measles or meningitis can (intellectual, 2011).There are also health issues like malnutrition, inadequate medical care or exposure to lead and mercury that can cause this disability (Intellectual, 2011). Autism used to be subtyped by one of four different discommodes autistic disorder, childhood disintegrative disorder, pervasive developmenta l disorder-not otherwise specified (PDD-NOS) and Asperger (What is, n. d. ). In May of 2013 the new DSM-5, merged in all autism disorders into one umbrella diagnosis of Autism Spectrum Disorder (ASD) (What is, n.d. ).Autism is defined as developmental disability significantly affecting verbal and nonverbal communication and social interaction, slackly evident by age three that adversely affects a childs educational performance (What is, n. d. ). Other characteristics often associated with autism spectrum disorder are act in repetitive activities, stereotyped movements, and resistance to environmental changes or changes in routine and unusual responses to sensory experiences (What is n. d. ).Autism has no one known cause and since it is a complex disorder with varying severity and symptoms, both genetics and environmental factors may play a part (Causes, n. d. ). Gene changes or mutations by themselves may be responsible for a small number of cases, but most cases seem to be cause d by a combination of both gene problems and environmental factors (Causes, n. d. ). These factors include advanced parental age (both mother and father), maternal illness during pregnancy, environmental toxins and difficulties during birth (Causes, n.d. ).No reliable study has shown a link between autism spectrum disorder and the MMR vaccine (Causes, n. d. ). Severe disability is any disability that very significantly interferes physically, mentally, or emotionally with a students educational performance (McCabe, 2013). denary disabilities as defined by IDEA are simultaneous impairments which causes such severe educational involve that they cannot be accommodated in a special education program solely for one of the impairments (IDEAs, 2013).Examples are but not limited to ID and blindness or ID and a physical impairment. The causes of severe and multiple disabilities are fundamentally the same as the causes listed for the other disabilities covered in this paper infection or dise ases during pregnancy, drug and alcohol abuse during pregnancy, genetic disorders, chromosomal abnormalities, poor fountainhead development, problems during birth, environmental toxins, and diseases such as whopping cough or meningitis (Multiple, 2013).The impact of having an intellectual disability on education varies among these students as do their abilities vary. They may curb longer to reach typical milestones like walking, talking (some may not become verbal), and taking care of personal needs like dressing or eating independently, and it may also take longer learn in school (Multiple, 2013). In the past it was thought that students with severe disabilities could not learn and were rig in programs that only provided basic care and safety (Downing & MacFarland, 2010).Research has shown that individuals with severe disabilities can learn given the opportunity to learn, through direct instruction and watching students without disabilities (Downing & MacFarland, 2010). There is a need for highly trained teachers to instruct students with severe disabilities. Studies suggest that these students learn best in general education classrooms and placement should be base on chronological age when appropriate (Downing & MacFarland, 2010).Students with severe disabilities not only need to learn to eat independently, dress themselves, take care of their bathroom needs (as much as possible) and other self-help tasks, they also need to increase communication, social and safety skills, they need to have access to the means curriculum to acquire pedantic skills in reading, writing and math (Downing & Mac- Farland, 2010). Later like in high school, students with disabilities need conversion services to teach them life skills and skills that can be used for employment (Downing & MacFarland, 2010).The local anesthetic school district states that they follow the policies and regulations of the Virginia Dept. Of Education (VDOE) which states that they follow the policie s and regulations of the federal mandates like IDEA and NCLB. Local school districts are required to train and supply services to severely disabled students in the least restrictive setting with non-disabled students where appropriate to the maximum extent possible (VA code 34. CFR 300. 119) (Special, n. d. ).The VDOE mandates that all local school districts develop an IEP for all students with disabilities who need special education services (IEP, n. d. ). Some of what the IEP should contain to ensure that necessary curriculum areas are addressed are measureable annual goals, benchmarks or short term objectives both in academic areas and functional performance, special education related services, supplementary aids and services including transition services (IEP, n. d. ).Although the VDOE website does not lay out a specific curriculum plan just for students with severe disabilities, it does state that students with disabilities are to have access to the core curriculum just like n on-disabled students (IEP, n. d. ). The face of the typical classroom is changing. Since the signing of NCLB, students with severe disabilities are to be educated with non-disabled where appropriate. Educators need to inform themselves as to what severe disabilities are and their causes. Knowing this information will help teachers better serve their students with disabilities.

Importanceof Knowledge Based Reporting

In order for journalist to effectively integrate the aforementioned procedures and come up with substantive articles while covering a intelligence information story, they have to be well informed and companionshipable. In paternity news articles that concern various aspects of the economy or the business sector, journalist should at least(prenominal) have some background information on how the economy works. This will enable the journalist to come up with accurate and informed explanations and analysis of the military issue being covered.In addition, being knowledgeable will enable the journalist draw a connection on the economy and how it affects or relates to the audience. Another example where journalist are required to be knowledgeable is in writing business related articles. In this case, journalist may be required to interview a professional in the field of business. The journalist needs to have some knowledge in this filed in order to know the questions to ask (Sack, 20 12). In writing features, journalist who are not knowledgeable and well versed with the subject they re addressing are vulnerable to manipulation by the sources they use.For instance, experts and professionals that journalist interview may not be passionate about the pursuit of knowledge or they may have their own agenda they are trying to advance. Having some knowledge in the basic concepts pertaining the issue being addressed could be helpful in questioning and raising skepticism on the answers provided by the respondent (Sack, 2012). kit and caboodle Cited Sack, J. (2012). Journalism. New York Metropolitan Books / Henry Holt and co.

Unit 1 – a Managerial Approach to Marketing

Kimberly Bell Ameri lav Intercontinental University Unit 1 Individual job MKT640 A Managerial Approach to merchandising November 11, 2012 Abstract This paper reflects challenges brought on by starting up a new crossway, the effectiveness and efficiency of applied science when market, and the battle of legal and honest complication. Given are examples of different situation of each topic to demonstrate how each take place when starting a new product or service. The Marketing Scenario IntroductionWhen bringing a new product or service together there are certain aspects to be considered for a successful product or outcome. Those aspects may include fall guy, sector, location, creating an effective marketing political platforms and advertisement strategies. There are besides certain issues and challenges that may cram when bringing this new product or service into human beings. Challenges in New Product Launches When bringing the new product or service into the market, withou t a plan in place for its targeted consumers, sector, location, sales and distri just nowion tactics there will be several issues and challenges to face.According to prime, if all these problems are anticipated and handled creatively, social marketing efforts can succeed (Bloom, 1981). Challenges Target Market and Sector. One challenge that is very distinct is target consumers and sectors. These two challenges differ where ever you go. When bringing that new product into existence you must do the research of the market for the sector and target market. Therefore, realizing the market sectors as well as the target consumer can determine the difference that integrity or the other may cause for a major challenge.For example, 1990s McDonalds launched a product called Deluxe line to target the older mint and launched a tag line Especially for the grown up taste to market it but the launch failed disastrously due to wrong selection of target market. Challenges Effective Marketing Plan A nother challenging task is creating an effective marketing strategy. Creating a effective marketing strategy when initiating a new product is all about keeping the consumers needs in mind. The information presented in the marketing should so explanatory that it demotes precise information to the consumer about the details of the product.To give misleading information will cause product failure. Therefore, the marketing will be unsuccessful. For example, Levi Strauss came out with a product called type1 jeans with some different features in 2002 but the marketing and advertisements wasnt properly devised and erroneously lead consumers in turn leading to failure of the product launch (Bonander, 2010) Challenges Competition Another challenge is competition, when initiating a new product in the market because the market is constantly changing, entrepreneurs are constantly taking risks (ThinkQuest Library).For example, in 1985 Coca-Cola launch a new version of the crispen with a tag l ine The best just got, better, but the taste and quality of the new drink was not accepted by the consumers as the strongest competitors PepsiCo took the advantage and maximized its sales (POM final). engineering science and New Product Development Marketing efforts can be enhanced by the use of technology. While sales and mesh are progressing, it can also overhaul the organization succeed in its marketing campaign. For example most companies are using social media and networking site care LinkedIn to market their business and services.These social networking sites can make the new product campaign even more effective. Technology Distribution Technology can also allow way for distribution of products or services. Therefore, through desk top advertising, e-marketing, and online marketing, technology has led the way to easy access marketing (Herbert and Grace, 2008). For example, a software golden Fire Innovator, developed by Invention Machine has three modules and comprises of t ools that make use of value engineering and well formulated problem-solving methodology (TRIZ) to provide assist to the users concerning the problem definition.Its second module called researcher Facilitates Engineers in executing semantic searches related with the powerful databases for finding appropriate resolutions and concepts (Frey, 2006). Technology energy and Effectiveness Technology also helps in the quality, effectiveness, and efficiency of product data. For example, in the banking industry several models based on Data Envelopment Analysis (DEA) have been developed to help with the analyzing and processing of data (Yang, 2009). This process not only helps the organization to be more efficient but also more effective when servicing its customers.Technology demo Technology can also help to display your new product in an arena for a big or small audience. For example, with a blade page the new product can be advertised and sent over the internet, whereas it will be displa yed in a database to allow a original and systematic presentation to a large audience and sharing the of a wealth of information on a continued bases. Legal and Ethical Implications in New Product Development Many legal and ethical implications are faced when launching a new product or service.For example, packing, labeling regulations, disclosures, and standards. There are difference regulations set forth in different countries. There is a must that organizations understand the responsibilities regarding regulations are crucial to ensuring worldwide compliance and sustained scotch edge (Akin-Ogundeji, 2010). Legal and ethical implications Packing and labor There are various countries, which have specific regulations regarding packaging and labeling. There are also stipulates on how and where the labels should be placed on a products.For example, in the US the PDP, is that portion of the package label that is most likely to be seen by the consumer at the eon of purchase (General Food Labeling Requirements). This PDP must appear on the front of the product. Legal and ethical implications Advertisement or Display The media also creates controversy due to interpretations of the signage employ to advertise. For example, baby food called Gerber, when it was launched in the France, it means stack or vomiting, which had very bad impression on the customers and led to the reduced sales of the product (Perlman, 2008).Legal and ethical implications Media Advertisement and Display can really damages the launching of a new product because the audience can misused or misunderstand the devoted information. For example, when Coca-Cola entered china with the same name, the characters revealed the meaning as Bite the wax tadpole which was very unfortunate and misinterpreted by the people resulting in a controversy (Bite the prove Tadpole). Conclusion It is to be concluded that from the above discussions that product development is extremely important.It also determines t he organizations success and failures. Therefore, it can provide a great advantage to the union success. However, in technology can provide a huge advantage and shorten the time of developing and marketing a product. Technology allows an organization to customise their product in the market. Lastly, the product should comply with the legal aspects to avoid problem with its success. References Akin-Ogundeji, D. O. fetch Your Business Ethics Articles and Articles on Corporate Social Responsibility From Ethicsworld. rg. Get Your Business Ethics Articles and Articles on Corporate Social Responsibility From Ethicsworld. org. Retrieved November 11, 2012, from http//www. ethicsworld. org/ethicsandemployeesBhasin, H. (2010, January 22). Bite the Wax Tadpole Why we chose a silly name. Web Development Ireland. Retrieved November 12, 2012, from http//www. bitethewaxtadpole. com/bitethewaxtadpole. htm Bloom PN, Novelli WD. Problems and challenges in social marketing. J Mark. 1981 Spring45(2) 79-88. PubMed PMID 12280283. Retrieved November 11, 2012.Bonander, R. 2010. Top 10 Failed Product Launches. Retrieved on November 11, 2012 from http//ca. askmen. com/top_10/entertainment_100/139d_top_10_list. html Brand Failure McDonalds Arch Deluxe. Marketing Strategy, Marketing Management, Marketing News, Advertising reviews. Retrieved November 11, 2012, from http//www. marketing91. com/brand-failure-mcdonalds-arch-deluxe/ Competition in the Market The laws of supply and demand are bestevident in a competitive market. ThinkQuest Library. Retrieved November 11, 2012, from http//library. hinkquest. org/C008486F/iiid. htm Frey, C. (2006). Goldfire Innovator takes product development, process innovation to the bordering level. Retrieved November 11, 2012 from http//www. innovationtools. com/Resources/ideamgmt-details. asp? a=147 General Food Labeling Requirements. U S Food and Drug Administration Home Page. Retrieved November 12, 2012, from http//www. fda. gov/Food/GuidanceComplian ceRegulatoryInformation/GuidanceDocuments/FoodLabelingNutrition/FoodLabelingGuide/ucm064866. htm Herbert, H and Grace, A. (2008).Technology. Retrieved November 11, 2012, from http//www. npgoodpractice. org/Topics/Technology/Default. aspx Perlman, C. (2008). 10 marketing Faux pas. Retrieved November 11, 2012, from http//www. level2wo. net/? p=35 POM final. Scribd. Retrieved November 11, 2012, from http//www. scribd. com/doc/75844842/POM-final Yang, Z. Bank Branch Operating Efficiency A DEA Approach. Bank Branch Operating Efficiency A DEA Approach. Retrieved November 11, 2012, from www. iaeng. org/publication/IMECS2009/IMECS2009_pp2087-2092. pdf

The Great Depression 1929-33: A Sources Assignment

Question 1 first A is an election flyer published by the Democratic party during the Depression. It is a cynical portrayal, mocking the Republican Partys beliefs. It implies that their policies rent no foundations by telling mint to smile and hope the Depression will go away, This wonderful trivial gadget will solve the problems of the Nation. It also says WARNING Do not risk Federal arrest by looking glum. This is a subtle, sardonic reference to the Bonus Marchers, who had fought in the First World War and who, in May 1932 marched to demand immediate payment of the bonus they had been promised by the goernment. The quote from the post-horse refers to the way the government put down the protesters by arresting people and using violence.This carte gives us evidence about the beliefs of the Democratic Party and the methods active by it to gain support. However, as the poster is a piece of propaganda and aims to persuade people to support their party it is biased and opinionat ed. This means that it may be over exaggerated for effect and comedy value. The truth may have been stretched to make a joke of it and win peoples support.I do not agree that this poster ( etymon A) does not give any evidence about the Great Depression. It may not be reliable evidence but it does have some historic value. It presents evidence about the Bonus Army, the views of the Republican and Democratic Parties and the methods used by the Democratic Party to gain support.Question 2 character B was scripted at the time of the Depression by an American actor, Will Rogers. It is quite accurate about what was happening, he says We argon starving to death, which was actually happening at this time. It is a primary source, written by someone with direct view of the Depression but it cannot be completely reliable as although it is stated as fact it is actually opinion. This makes it less(prenominal) reliable as the author of the source may be biased or not know all of the facts. This source is particularly unreliable as an actor who may have over exaggerated to produce an effect wrote it.Source C is a statement written by D.B. OCallagham, author of Roosevelt and the United States. It was written in 18966, over thirty years after the Depression. This source comments less on the impact of the Depression than Source B. It talks to a greater extent about the Wall Street Crash and is based to a greater extent on facts than opinion. It uses other sources as evidence to support the facts, Economical experts have said and although it is a secondary source it seems quite accurate. The fact that it was written after the Depression gives it the advantage of hindsight but means it may be less accurate.Overall I recall Source C is more reliable as evidence about the impact of the Depression because it is more factual hence Source B. The author of the book would have tried to make it as accurate as possible and backs up his argument with evidence.Question 3Source D is an ar tists view of the Wall Street Crash. This tells us that it is not factual as it is a painting based on the artists opinion and the artist is in all probability trying to put across his own point of view. It was created in October 1929 (at the time of the Wall Street crash) and was probably painted by someone with direct experience of the Crash. However it is quite an abstract painting, which different people may interpret in different ways.Source E is a set of statistics showing the changes in the price of shares of leading US companies between September and November 1929. They seem to be quite accurate as to the general change in prices but they are from official figures which means their accuracy depends on the accuracy of the figures from which they are compiled. These figures could have been adjusted to support an argument, and they lack detail that may improve their reliability.I entail that Source E is more useful to a historian studying the Wall Street Crash because the sta tistics are more factual. There is very little factual information supplied by Source D and its usefulness could depend on the historians interpretation of the painting. However the statistics although not completely sound are more reliable and useful as evidence because they are factual.Question 4Source E is from a popular song of 1932. It tells of how the protagonist thought he was building a dream on the way to peace and glory for his country but he is now standing in the bread line. This is a typical tier of what happened to many working-class men during the Depression. They spent their lives working hard for a better life but the suffered worst during a Depression that was not their fault. This makes the song seem accurate as this actually happened to many people. However the song may have been changed or simplified to fit a certain heartbeat or rhyme and the songwriter probably had a personal point, which he wished to put across.I think that it does give an accurate interpr etation of to the highest degree peoples attitudes towards the Depression. not all people would have agreed with this interpretation because they were not affected in this way. This was mainly rich people and people who had been lucky enough to nutrition their jobs. However I think that it does give an accurate interpretation of a great proportion of people. It is called a popular song, this means that a lot of people must have liked the song, probably because they found it truthful as they could relate to its message and because the were comforted to find that others were in the same position as them.Question 5Source A does not really give untold of an idea as to who suffered more or less during the Recession. It is an election poster aimed to appeal to all people who had suffered under the Depression. Source B says that the working classes were not to blame for the Depression and that it was the rich people whose fault it was. It implies that the unfortunate suffered more beca use although they were not to blame they felt the effects of it worst. Source C tells us that not enough money was finding its way into the hands of the workers in the successfulness of the twenties.This shows that the workers did not enjoy much of the wealth of this decade and as a result of this they suffered worse in the Depression because the little they had, they lost. Source D does not tell us anything about the poorer people as it does not distinguish between the rich and the poor. Source E also does not give much of idea about the suffering of the poor, as statistics do not go into enough detail to tell us this. Source F probably says the most about poor people. The person who wrote the song tells us about waiting in line for bread and begging for money.I do not think that the poor suffered most as a result of the Great Depression because the people who were already poor did not have much to loose. If they were very poor before the Depression, the Depression had little or no effect on them. I think that the people who suffered the most were the working classes who had worked hard all their lives and pull in their money. They lost the most during the Wall Street Crash, because the Rich did not loose enough to affect them and the poor lost nothing at all. Therefore I think that it was not the poor but the working classes who suffered the most because they lost what they had worked their whole lives for.