The Factors that Gave Rise To Japanese Militarism Essay Example For Students

The Factors that Gave Rise To Japanese Militarism Essay Japans political journey from its quasi-democratic government in the1920s to its radical nationalism of the mid 1930s, the collapse of democraticinstitutions, and the eventual military state was not an overnighttransformation. There was no coup detat, no march on Rome, no storming of theBastille. Instead, it was a political journey that allowed a semi-democraticnation to transform itself into a military dictatorship. The forces that aidedin this transformation were the failed promises of the Meiji Restoration thatwere represented in the stagnation of the Japanese economy, the perceivedcapitulation of the Japanese parliamentary leaders to the western powers, acompliant public, and an independent military. We will write a custom essay on The Factors that Gave Rise To Japanese Militarism specifically for you for only $16.38 $13.9/page Order now The ground work for Japanese militarism was a compliant Japanese public. This pliant public was created through a variety of factors. Beginning in the1890s the public education system indoctrinated students in the ideas ofnationalism, loyalty to the emperor and traditionalist ideas of self-sacrificeand obedience. Thus ideas that were originally propagated to mobilize supportfor the Meiji government were easily diverted to form broad support for foreignmilitarism. Japanese society also still held many of the remnants of feudalculture such as strong confusion beliefs that stressed support for social orderand lack of emphasis on individualist values. These values taught obedience notto a democratic but to the emperor; so the fact that the militaristic governmentof the 1930s ruled under the emperor meant that the Japanese were loyal to thisgovernment just as they had been to the government of the 1920s. So whenJapans militaristic government implemented programs characteristic oftotalitarian governments such as strong media control, a thought police, andcommun ity organizations the public did little to protest. Shintoism provided areligious justification for nationalism and support for the militaristicgovernment. Shintoism before the 1930s was primarily a nativistic religionwhich stressed nature and harmony. But during the 1930s it became a ideologicalweapon teaching Japanese that they were a superior country that had a right toexpand and that its government was divinely lead by a descendent of the sun god. The independence and decentralization of the military allowed it to actlargely on its own will as characterized in the Manchurian incident in 1931 andthe Marco Polo bridge explosion in Shanghai. Because these incidents wentunpunished and the Japanese public rallied around them the military was able topush for greater militarism and an increasingly active role in government tillthe entire government was run by the military. The London Treaty and Japansrejection by large European powers at the Versailles conference angered many inthe military who felt that Japan was being denied its place at the table withthe great powers. This lead to a disenfranchisement with the parliamentarygovernment who the military felt had capitulated to the western powers intreaties and by stopping its colonial expansion during the nineteen twenties. Once Japan commenced on the path of militarism it found that because of itstechnological edge it could defeat other Asian powers this increased Japanssense of superiority and feed the fires of nationalism. These fires grew asfollowing the 1931 Manchurian incident Japan invaded Manchuria then most China. In South East Asia Japan quickly expanded breaking up British, Portuguese, andDutch colonialism. Japanese militarism occurred not by an organized plan butrather through passive acceptance by the Japanese public. A compliant Japanesepublic coupled with a independent army were two factors that pushed Japan towardmilitarism in the 1930s.

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buy custom Dubai essay Over a short time, Dubai has grown from a small town center to a sophisticated city center. Although this is a city that is situated at that the heart of the Muslim world, it has a very thriving nightlife that does not seem to hamper consumers preferences in no significant way. As Rice (2002) observes, Dubai residents do not seem to care what expatriate workers are doing with their nightlife, meaning it does not affect demand of the things that consumers buy in any significant manner. Expatriate workers have a great influence on the bustle of nightlife here since there are very many of them; they comprise about 67% of the entire population. Dubai has many features that are attractive, meaning that a cosmopolitan nature of its nightlife does not seem like a big deal to for consumers. After all, the city is strategically located in terms of proximity to attractive European tourism and economic destination targets. The traditional middle-eastern culture seems like that is what Dubai is all about. With or without influences of the citys budding nightlife, the future prospects for consumers are high. As long as the right marketing styles are put in place, consumers are going to have a great time experience this citys uniquely romantic nightlife. p style="text-align: justify;">Horner (2004) says that Dubai has also gained a positive reputation for the short period that this increasingly developed city is creating investment opportunities and turning real estate investors into multi-billion dollar entrepreneurs. Local in-bound tour operators have said that the nightlife, if anything, makes the city fascinating, such that consumers feel obliged to learn more about what the city has to offer in terms of cultural trends. Dubai has many consumers during the day as well as at night. Many tourists are always booking spaces in new five-star hotels even when owners of these hotels are barely through with the task of popularizing them on the ground and online. Whatever negative perceptions that Dubai may be creating through a liberal approach to nightlife are being compensated for through the city managers efforts to come up with new attractions that feed the curiosity of every visitor who finds time to stop by and take a look of this properly branded city by night. According to Vora (2008), if the nightlife was being experienced prior to 1967, consumers of the citys products would surely think twice about being this liberal, something that would have been considered very non-Islam. Today, the consumer-world, for both muslins and non-muuslins, is very different. Some of the recently completed projects include Dusit Dubai Hotel the Taj Palace Hotel, and the Hilton Dubai Creek, each of which has a capacity of more than 100 rooms. Nightlife in Dubai is fast changing into a form of a trademark symbol that the only thing that one can expect of a modern city with Muslim values. However, it is not possible to rule out instances whereby conservative buyers keep off the streets that boom with western music and where booze flows freely all night long. The number of conservative consumers is expected to remain low well into the foreseeable future considering that the majority of the population in this country is made up of expatriate workers and investors who have been attracted by U.A.E. attractive leasehold property ownership policies. In conclusion, Dubai remains a relatively safe haven in a Muslim region that is always shaken by terrorist threats. Modern consumer shopping tourism trends are rapidly thriving here and the citys rapidly growing nightlife is being seen by some people as contributing rather than inhibiting consumerism trends among Dubai residents. For this reason, Dubais competitiveness as a commercial hub of the Middle East does not seem to be threatened by a simple matter of a rapidly evolving nightlife. Buy custom Dubai essay

Leadership in Health Care Organizations Practicum Coursework - 9

Leadership in Health Care Organizations Practicum - Coursework Example She was not an authoritarian figure but was rather a servant leader. She noticed my anxiety immediately and she empathized. She kept on assuring me that everyone has jitters on her first day including herself and there was nothing to be anxious about. She was very comforting and accommodating in my mistakes and rather than reprimand me for them, she was quick to give me a break to recollect my thoughts and calm down. She was a good listener and she often listened to the patients and the other nurses patiently. In case of any squabbles, she would listen keenly to all sides before making any judgment. This was unlike my previous supervisors who were quick to punish and pick sides so as to deal quickly with the matter and move on. She extended the same servant leadership to the rest of the hospital staff including the subordinate staffs without discrimination (Spears, 2010). Her main goal other than see her patients received the best health care and recovered was ensuring the growth of other people. This she did through making people realize their inner ability and strength and how they can use that to further their personal and professional development. It is this leadership skill in her that made me consider furthering my education and she pushed me and encouraged me to do so. Most individuals in power positions but who are not servant leaders are not concerned about empowering those under them. They are not really concerned about the future of an employee as long as they perform their daily chores as required of them. Having a leader who is therefore committed to growth of the employees was therefore a new thing to me to not only see but understand as well and this made me appreciate my supervisor even more. Her humane spirit and ability was topped up her exemplary role and ability as a servant leader. She had a way that would repair broken hearts and spirits (DelHousaye and Brewer, 2004). This was not only because of her ability

Integrity in Humanistic Organizations Research Paper

Integrity in Humanistic Organizations - Research Paper Example This paper can help to understand what a humanistic organization means. The humanistic organizations can therefore are those organizations that are formed and operate on the basis of the interest of the welfare and interest of human beings Integrity can be defined as the adherence by a person or by the organization to a given set of moral principles and character. The term can also be expanded to mean the quality of having a sound moral character and honesty of actions. Integrity also has to do with being free from the influences or motives that are corrupting. This freedom from influences is especially important in the operations of the humanistic organization. Development on the other hand refers to the activities in the organization that are geared towards enhancing or improving the productivity of the people and the various components of an organization. Development also has to do with the activities that are geared towards enhancing the performance or the quality of leadership i n an organization. This in turn has the effect of improving the productivity of the said organization. Humanistic organizations are usually carefully planned and the activities that are engaged in are coordinated. The elements or people within an organization usually work under a given set of rules and leadership structure that governs their organization. In defining integrity, there are three aspects that should be considered. These aspects are consistency, relational awareness and inclusion. The consistency aspect has to do with the association between the words and the actions. There should be a consistency between what one says and what one does. The two should be the same. Consistency means that what one says should not be affected by influences from others and should also not be affected by the possibility of personal gain. To be consistent also means that one should adhere to their standards and principles despite the circumstances and despite who is watching (Marchica 40). T he aspect of relational awareness means that one is conscious of the different relationships in which they are involved in. this means that the person should have the awareness of one’s identity and how that identity relates to others. The awareness of the relationships that one has with others enables a person to know how to act and react in different circumstances. This connects with the consistency aspect in that integrity means that an individual or an organization must be aware of their identity (this has to do with what an organization is all about) and or their actions (what they should do in different situations). For the humanistic organization, the actions and their mission has to be centered on ensuring the wellbeing of others. The humanistic organization is also centered on ensuring that more potent contributions are made in the workplace (Schneider, Bugental & Pierson 522) The inclusion aspect of integrity means that the organization or the individuals in the org anization must be open to the differences that exist between them. Inclusion means that the

How the SEC has played an important role in accounting standards Essay

How the SEC has played an important role in accounting standards - Essay Example Due to this, the task of protecting investors assumes paramount importance for the government (Sec.gov). The primary concept influencing and controlling the securities industry in the United States is that every investor, whether an individual or institution, should be able to ‘recognize’ the investment properly. This involves having free access to the main features and conditions surrounding the investment, not only before investors spend money in it, but also as long as they continue to retain their money in it. In compliance with this vital concept, the SEC makes it mandatory for public organizations to ‘disclose’ significant financial and other information about itself to the general public. Such disclosures form an accumulation of information that can be accessed by any investor while deciding to purchase, sell or retain a security (Sec.gov). The accumulation of information should be regularly updated with precise and timely inputs to facilitate sound investment decisions from the investing public. The SEC makes sure this objective is achieved by interacting with all players in the securities industry such as private organizations, securities exchanges, securities brokers, securities dealers, investment counselors and mutual funds to ensure they disclose meaningful information, conduct dealings in a fair and proper manner and safeguard against fraud. Realizing that its stature and effectiveness should always be on the highest levels, the SEC makes maximum use of its enforcement authority. The SEC feeds on many sources of information {the most significant being individual investors}, to instigate hundreds of legal cases each year against securities law infractions such as insider trading, supplying untrue or deluding information or fraudulent practices carried out by provide individuals or business organizations (Sec.gov) . In addition to its primary role as guardian of the

Interventions Against Burnout in Mental Health Nursing

Interventions Against Burnout in Mental Health Nursing Are educational interventions effective in reducing the incidence of burnout among mental health nurses? A critical review of the literature Abstract Background There is much evidence to link burnout with mental health nursing, but limited empirical evidence that examines the impact of educational interventions on the incidence of burnout in mental health nurses. Aim The aim of this literature review was to critically evaluate the literature relating to educational interventions associated with burnout in mental health nursing using selective and comparative analysis Method The search strategy involved the use of several electronic databases, and a library search to access relevant journals. Search terms and inclusion/ exclusion criteria are identified. Evaluative criteria (Price 2003) were applied to a critical analysis of the literature. Findings There is limited empirical research in this area; some of it is predictive rather than evaluative. Conclusions Despite the paucity of information, there are some strong arguments for the use of educational interventions to reduce the incidence of burnout in mental health nurses. There are implications for further research to be carried out in this area. Background Burnout is defined as a state of emotional exhaustion, accompanied by a sense of low self- worth (Peveler et al 2000), lack of motivation and a physical as well as emotional, sense of ill- health (Malach-Pines 2005). It tends to involve an insidious process of cumulative stress (Morrisette 2002a). Burnout is most often associated with human- service (helping) professions (Ekstedt and Fagerberg 2005) and frequently, it is those who have a high level of commitment to their work, who are most at risk (van Dierendonck D et al 2005). There is much evidence within the literature that links mental health nursing with burnout ( Barling 2001; Coffey 1999; Duquette et al 1994; Edwards et al 2000; Fagin et al 1995; Happell et al 2003; Harper and Minghella 1997; Kipping 2000; Prosser et al 1999a; Onyett 1997; Wykes et al 1997). Although burnout is associated with different types of nursing (Nolan and Smojkis 2003); mental health nurses in particular, are reported to be at high risk (Nolan et al 1999; Thomsen et al 1999a). Suggested reasons for this high level of vulnerability to stress and burnout are that the profession attracts people who have a predisposition to mental health difficulties themselves (Guppy and Gutteridge 1991) and that working with people with severe mental illness is so stressful that a degree of transference can occur between the patient and health professional (particularly if the latter is inexperienced) (McLeod 1997). The stressors associated with mental health nursing are further compounded if certain factors are present, such as low self- esteem; conflicting demands of home- life, inadequate coping mechanisms (Thomsen et al 1999b) and a lack of job satisfaction, which is especially associated with hospital, rather than community nurses (Prosser et al 1999b). Many sources propose that burnout is preventable (Burnard P 1999; Figley C 2002; Jones 2003 ; Morrisette 2002b; Taormina and Law 2000). It is important therefore, to raise awareness of prevention strategies. It is possible that these could be incorporated into educational programmes and it is suggested that failure to do so can result in informally learned negative behaviours leading to maladaptive coping strategies (Thompson 2003). Aim The aim of this literature review is to critically evaluate the literature relating to educational interventions associated with burnout in mental health nursing using selective and comparative analysis. Method The search strategy involved the use of the Athens Access Management System in order to access such databases as The British Nursing Index, CINAHL, the Cochrane library, Evidence- based medicine (EBM) reviews, Embase psychiatry, internurse.com, Medline, Ovid, PsycINFO, Pubmed, ScienceDirect and TRIP database. The University library was also used in order to conduct a hand search of such relevant journals as The Journal of Psychiatric and Mental Health Nursing; The International Journal of Mental Health Nursing; Mental Health Nursing; Journal of Psychosocial Nursing and Mental Health Services, Journal of Advanced Nursing; International Journal of Nursing Studies; Nurse Researcher and Nursing Research. The search terms and keywords used were: ‘burnout’ and ‘stress’ in combination with ‘mental health nursing’; ‘mental health nurses’; ‘nurses’ ‘education’; ‘nurse education’; ‘training’ (as it was found that this word was used quite a lot within the literature) and ‘prevention’. The search process highlighted the search terms that were most effective in accessing the relevant information using trial and error; otherwise referred to as a process of screening (Fink 2005a) The inclusion criteria were: papers dating back to 1990, the rationale being that a lot of work on burnout was conducted during the 1990’s; some of it in relation to mental health nursing, which is still being cited by published authors; research articles addressing the concepts of ‘stress’ and ‘burnout’ as they relate to ‘mental health nursing’; research articles linking ‘burnout’ with ‘nursing’, ‘prevention’ and ‘education’ as there is limited specific information on educational interventions to prevent burnout in mental health nursing, therefore some transferable principles were applied. For the same reason (shortage of specific information) research articles from other countries were not excluded. Both quantitative and qualitative studies were included. Exclusion criteria were any papers published before 1990; any articles not written in the English language; any articles not specifically addressing stress and burnout and articles about stress and burnout that are not related to nursing. Evaluative criteria adapted from the framework developed by Price (2003) were broadly applied to a critical analysis of the literature. These criteria are: Do the papers address my question? Is the content accessible and comprehensible? Are the research results valid, reliable and authentic? Are there any gaps within the literature and Are there any competing perspectives/ contradictions within the literature? These criteria were supplemented by selective reference to sampling techniques used, strengths and weaknesses of the research designs, methods of data collection and analysis, ethical aspects and presentation issues (Fink 2005b). Findings A recurring theme that emerged from the literature in relation to burnout within the helping professions is the concept of emotional labour, and that education and training can help to make people more aware of this phenomenon and to develop strategies to manage it. Emotional labour is a form of dissonance when the practitioner feels under pressure not to display the emotions which are engendered by the nature of their work (Brotheridge and Grandey 2002). There are two levels of emotional labour; surface or deep acting (Ashkanasy et al 2006). Surface acting is when the practitioner adopts a behaviour that belies their true emotions whereas deep acting is when they struggle to feel the emotion that is expected of them. Mann and Cowburn (2005) conducted a study that aimed to increase understanding about the links between components of emotional labour and stress in mental health nursing. 35 mental health nurses completed questionnaires which yielded information relating to 122 nurse- patient interactions. Three different published research instruments were integrated into the questionnaire; the Emotional Labour Scale, the Emotional Labour Inventory (both of which related more directly to nurse- patient interactions) and the Daily Stress inventory which addressed more general areas of stress. The use of tried- and- tested research instruments helps to ensure validity and reliability of the findings. Published research tools have often been refined several times, with the need to have excellent reliability and validity (Giles 2002). The data was analysed by using Pearsons correlations and multiple regression techniques. The researchers concluded that emotional labour is positively correlated with both the stress that arises from interactions with patients, as well as other sources of stress; that the impact of emotional labour is dependent upon the intensity of the interaction and the range of emotions experienced throughout the interaction, and that surface acting is a more important predictor of emotional labour than deep acting. Only one psychiatric unit was involved in the study with a relatively low response rate of 29%; low response rates can introduce bias and uncertainty into a study (Smeeth 2002). What constitutes a satisfactory response rate varies according to the nature of the research, however a 60% response rate might be considered to be ‘good’, and a 50% response rate to be adequate (Sim and Wright 2000); although many researchers accept that any response rate over 40% can yield meaningful results. The authors acknowledge that generalisability of the results is limited. Interestingly it was the non- cooperation of the unit in general that adversely af fected the response rate because of a lack of flexibility regarding access to respondents which influenced the methodology, in that it was not possible to obtain qualitative data relating to the lived experiences of mental health nurses in relation to emotional labour which might have been more meaningful, and an unwillingness to allow the researchers to follow- up non- responders. There is an implication here for nurses to become more research aware and for healthcare organisations to promote and support research- mindedness. The discussion and conclusion are interesting and relevant to the link between education and burnout in relation to mental health nursing. While acknowledging the limitations of the study, the authors do however stress that the findings have important implications for nurse education in that skills training for performing emotional work should be given a higher priority; that an increased focus be placed on facilitating self- awareness skills to enable mental health nurses to become more introspective about their feelings, so that they can develop effective techniques for dealing with them. However this study does not have the scope to be able to empirically demonstrate that educational interventions are effective in preventing burnout. The value of developing new educational strategies in relation to addressing emotional labour (in addition to other issues) for student mental health nurses was more clearly demonstrated by Turner et al (2004). The purpose of the study was to evaluate a pilot client attachment scheme for student mental health nurses. The rationale for client attachment is that it enables students to form therapeutic relationships with individual clients. This type of educational experience differs from the more traditional route of progressing through different placements. The methodology involved the use of semi- structured interviews to gain the perspectives of students (12), their supervisors (22) and clients (2). Although this is a small sample, the design was qualitative and a depth of meaningful information was obtainable, particularly from the students and the supervisors. The data was organised using thematic analysis, although this was not possible with the client data as there were only two clients and although they gave very positive feedback, the amount of information was very limited. Service user involvement in mental health research is a relatively new and developing concept (Telford and Faulkner 2004). This study is relevant to the discussion because it highlighted that different educational approaches can more effectively promote reflective skills among mental health nurses, which in turn can provide a tool for dealing with emotional labour. The researcher’s literature review revealed that many mental health student nurses report sources of stress as including not feeling part of a team, and dealing with distressing incidents involving clients. These factors lead to emotional containment, causing reduced motivation and increased stress. The client attachment scheme goes some way to addressing these issues by providing more continuity and increased supervision for mental health student nurses. Although the scope and generalisability of this study is limit ed, it flags up important indicators for changes to be made to the student nurse curriculum that will provide students with the skills to recognise and deal with, emotional labour, which should impact upon more effective stress management and prevention of burnout. Another study which concludes that changes should be made to the mental health student nurse curriculum in relation to stress management was conducted by Kilfedder et al (2001). They contend that previous studies on burnout in nursing contain several methodological inadequacies, and so set out to design a more theoretical study. The study sample was drawn from nurses employed in a Scottish National Health Service (NHS) Trust which provided both acute and continuing care mental health services in both hospital and community settings. 510 nurses returned questionnaires (a response rate of 48.8%). A total of 12 published measures were used, together with one purpose- designed measure which related to non- occupational stressors. The others related to such aspects as social support, occupational stress, burnout and coping strategies. As previously highlighted, the use of published measures can enhance reliability and validity. A range of statistical tests were used to analyse the data. H igh levels of emotional exhaustion, depersonalisation and burnout were reported and low levels of personal accomplishment. The researchers concluded that not only should a core part of the nursing curriculum be devoted to stress management and coping skills, but also that management training should incorporate leadership skills that facilitate stress management and that all nurses should be provided with training that equips them to develop coping mechanisms. Education is very much seen by the researchers as an essential part of a comprehensive approach to prevention, which should be emphasised more than the current tendency towards ‘picking up the pieces’ after the event. This study is quite complex which tends to affect its accessibility, however its findings have important implications for stress management in mental health nurses. Sharkey and Sharples (2003) evaluated a learning pack on risk management, developed for use with clinical mental health teams with emphasis on the impact the pack had on team members’ stress. The learning pack was made up of six sections, each one corresponding with a facilitator- led workshop. Participants were expected to carry out some reading and learning activities between workshops. Interestingly the authors identify two aspects of risk management that are potential stressors; the potential risks of the job such as dealing with violence and having to get to grips with the concept of risk management as a relatively new concept, and the systems involved. The researchers adopted a quasi- experimental approach, using pre and post measures, taken eight weeks before and after the learning intervention, in order to be able to measure any change in relation to work- related stress among the participants, as a result of following the educational programme. The researchers highlig hted difficulties with not being able to conduct a controlled experiment which might have affected the outcome, as it was not possible to be certain that any change was attributable to the educational intervention, as opposed to other factors. Sampling was self- selective which might also have affected the findings, as having volunteered; the participants indicated a level of motivation which could have impacted on the effectiveness of the learning programme. The sample (42) was drawn from two mental health locality teams, which included mental health nurses. The pre and post measures used were the Occupational Stress Indicator and the Healthcare- related Work Pressure Scale. Again, these are tried and tested published instruments, the use of which should contribute to the validity and reliability of the findings. These yield quantitative data which was analysed using descriptive statistics, the paired t -test and the Wilcoxon signed rank test. Once again, it might have been of valu e to combine qualitative with quantitative measures, in order to gain an understanding of the participants’ experience of stress; qualitative methods allow researchers to overcome the assumptions inherent in fixed- choice questionnaires, although these also have their value for example, in relation to information about prevalence (Cummings and Galambos 2004). All 42 participants completed the pre measures( although only 32 started the programme and 27 completed it) together with the post measures. It would have been interesting to identify why almost half of the original sample did not complete the programme; whether workload and/ or stress issues contributed to this level of attrition. However it was suggested that quite intensive time commitment was required to complete the programme which might have been an inhibitory factor and there could be implications for redesigning the programme so that it can be accessed more flexibly by participants. Responses were not broken down into professional groups- this also might have yielded some important differences. In relation to the Occupational Stress Indicator, comparing pre and post scores indicated that there was a general decrease in many sources of stress. Interestingly lower means at post measures were observed for the ‘job satisfaction’ subscale which indicated reduced satisfaction. The researchers suggest that this could be due to increased knowledge and expectations as a result of the learning intervention; whether this development could be a source of stress in itself is not speculated upon even though different studies have reported a relationship between stress and reduced job satisfaction (Koslowsky 1998). Scores for the Healthcare- related work pressure scale all show a lowering of item means at post measure. Overall the researchers concluded that the learning intervention brought about positive changes in relation to the work- related stress of the participants; in some cases the i mpact was significant. It is suggested that the ways in which educational interventions can bring about change is by enabling participants to gain knowledge and skills within the ‘safe’ environment of the classroom. A positive outcome of this study is that the learning pack has been modified, following feedback from the pre and post measures together with evaluations from the participants, and is now in use. Ewers et al (2002) evaluated the effect of Psychosocial Intervention Training (PSI), using a controlled experiment, in reducing burnout rates in mental health nurses working in secure units, having identified that this group is particularly at risk of developing clinical burnout syndrome. The hypothesis was that if nurses gained a better understanding of clients’ illnesses and develop more skills to be able to help clients, then they would experience lower levels of burnout within their clinical roles. A self- selecting sample of 20 volunteered to do the PSI course, but these met pre- set inclusion criteria and represented all grades of staff and all wards. 10 subjects were allocated to the experimental PSI group and 10 to the waiting list control group. Baseline measures of knowledge were taken, using a 30- item multiple choice questionnaire which had been used in previous studies; of attitudes, using a measure developed by one of the researchers and of burnout, using the Mas lach Burnout Inventory. It was not clarified whether the attitude measure had been tested for reliability and validity, whereas the other two measures are tried and tested. The experimental group received 20 days of PSI training. On completion of the course all subjects were asked to complete the measure of knowledge, attitudes and burnout. The facilitator had previously received advanced training in PSIs. The course includes both practical and theoretical assessment components and a minimum attendance of 80% was required. The data was analysed using Fisher Exact tests and t tests. The results showed that there was a significant difference in the knowledge scores for each group, with an increase in the knowledge of the experimental group. The same applied to the measurement of attitudes, which it is assumed (although not made clear by the authors) refers to an increase in positive attitudes for the experimental group. Again, the same applied to the burnout measure; this time the res ults are expressed more clearly in that the experimental group had moved in a positive direction along the subscales measured by the Maslach Burnout Inventory. The limitations of this study are that the results might not be generalisable to other units; as only one unit was involved in the study wherein specific factors might exist that contribute to the development of burnout. As with the previous study, the self- selecting nature of the participants might indicate that they were more highly motivated and more responsive to change. However, while acknowledging the methodological weaknesses, the researchers conclude that the significantly positive changes in knowledge, attitudes and burnout measures of participants within the experimental group are indicative of the value of educational interventions in reducing the incidence of burnout among mental health nurses working within secure units. Ho (2007) describes a study which explored the value and meaning of a psychodynamic work discussion for mental health nurses, which is described as a method of working, learning and development in professional practice. A work discussion group can enable psychological and emotional containment for mental health nurses which can impact upon the prevention of burnout. While the work discussion group is a means of learning in itself, education about the psychodynamic processes involved is also necessary in order to unlock the potential of the group. A qualitative design was used in order to be able to explore the feelings, experiences and perceptions of the participants, which seems highly appropriate within a study of this kind. Data was collected from a focus group of 6 mental health nurses ranging from staff nurse to ward manager level. This is quite a small sample, however this is often more acceptable within qualitative research as depth rather than breadth of information is being sought. It is generally considered that the ideal composition of a focus group is between 6-12 people, however when the nature of the subject could be emotionally charged or sensitive, it is preferable to limit the size of the group to 5 or 6 (Polit and Beck 2004). The data was analysed using Bulmer’s framework, a technique derived from grounded theory in order to define meaning through focus groups. This article is quite complex but comprehension has been facilitated by the presentation, in tables and boxes, of the categories and themes within which the discussion was structured. The purpose of the focus group (which was not immediately made clear) was not to act as a work discussion group but to explore the potential for its value with mental health nurses, and the group appeared to be generally responsive to the concept. The author concludes that mental health nurses could benefit from this approach, but would need encouragement and education and that the use of the work d iscussion group could be integrated into nurse education. The researcher acknowledges that the potential use of this approach needs to be explored further, with larger samples from a wider area. Lee (2005) evaluated the effectiveness of a stress management training intervention for care assistants working in a residential home for the elderly; many of whom had dementia, having cited research which links caring for people with dementia with work- related stress. The study took place within one residential home. The training consisted of a three- day programme that aimed to create and maintain an effective work environment by managing stress and stressful situations. The researcher provides an outline of the course content but does not state how many participants there were or how she measured the effectiveness of the programme, despite including sections headed ‘methods’ and ‘findings’. She reports that the stress management training reduced the care assistants’ levels of stress and improved their ability to cope with potentially stressful situations. She also concluded that the age or experience of the care assistants did not have an impact o n their stress levels or coping ability, which did not concur with the findings of a different study. This is a poorly written research article; the lack of detail reduces its value. However given the paucity of research related to educational interventions for mental health workers, it still adds to the existing body of knowledge. An interesting development is that the researcher subsequently contacted 21 residential homes and found that only 3 provided training interventions related to stress management. Conclusions An extensive review of the literature has revealed that there are gaps in the literature relating to educational interventions to reduce the incidence of burnout in mental health nurses; this finding is supported in a review by Edwards and Burnard (2003), who concluded that while there is evidence that stress is a problem for mental health nurses, research on interventions to address this, is insufficient. Many articles on this subject are literature reviews, drawing on broad- based research in related areas, with a definite lack of empirical studies, and these reviews have not been included here. It has been necessary to include studies which predict that educational interventions will reduce the incidence of burnout in mental health nurses as well as those which evaluate existing interventions (which are very few). There are implications for further research into this important area. However there are some interesting and valuable conclusions that can be drawn from the existing lit erature. A synthesis of this review of the literature yields the following outcomes: There is a link between emotional labour and burnout, and adopting strategies (including educational) to enable mental health nurses to recognise and deal with emotional labour (including self- awareness and reflective skills) should impact upon the prevention of burnout. Educational interventions aimed at reducing the incidence of burnout should take place both within pre registration programmes and as part of continuing professional development (CPD). Educational interventions are an important part of a comprehensive strategy to reduce the incidence of burnout among mental health nurses. As well as focussing on stress management, educational interventions can also be used to enhance knowledge and skills (relating to for example, risk management and helping skills) which in turn, positively impact upon stress levels and coping skills. A range of educational approaches should be explored in relation to stress management, allowing for innovation and flexibility, to facilitate access for mental health nurses, who may feel inhibited by such factors as shift patterns, workload or lack of resources References Ashkanasy N, Zerbe W and Hartel E. Emotions in the Work Place: Research, Theory, and Practice. Quorum/ Greenwood. 2000. p. 16 Barling J. Drowning not waving: burnout and mental health nursing. Contemporary Nurse. 11(2-3) 2001 pp. 247-59. Brotheridge C and Grandey Emotional Labour and Burnout: comparing two perspectives of ‘people work’. Journal of Vocational Behaviour. 60 pp. 17-39. Burnard P Practical counselling and helping. Routledge. 1999. p. 115 Coffey M . Stress and burnout in forensic community mental health nurses: an investigation of its causes and effects. Journal of Psychiatric and Mental Health Nursing 6(6) 1999. p. 433 Cummings S and Galambos C. Diversity and Aging in the Social Environment. Haworth press. 2004. p. 157. Duquette A, Kerouac S, Sandhu BK, Beaudet L. Factors related to nursing burnout: a review of empirical knowledge. Issues in Mental Health Nursing. 15(4) 1994 pp.337-58. Ewers P, Bradshaw T, McGovern J and Ewers B. Does training in psychosocial interventions reduce burnout rates in forensic nurses? Journal of Advanced Nursing 2002 37(5) pp. 470-476. Malach-Pines A. The Burnout Measure, Short Version. International Journal of Stress Management. Volume 12(1) 2005. pp. 78-88 Mann S and Cowburn J. Emotional labour and stress within mental health nursing. Journal of Psychiatric Mental Health Nursing. 12(2) 2000 pp.154-162, Nolan P, Dallender J, Soares J, Thomsen S and Arnetz B. Violence in mental health care: the experiences of mental health nurses and psychiatrists. Journal of Advanced Nursing 30(4) 1999. p. 934 Nolan P and Smojkis M. The mental health of Nurses in the UK. Advances in Psychiatric Treatment. 9. 2003. pp. 374-379. Prosser D, Johnson S, Kuipers E, Dunn G, Szmukler G, Reid Y, Bebbington P and Thornicroft G Mental health, burnout and job satisfaction in a longitudinal study of mental health staff. Social Psychiatry and Psychiatric Epidemiology. 34 (6). 1999. pp. 295-300. Sharkey S and Sharples A. The impact on work-related stress of mental health teams following team-based learning on clinical risk management. Journal of Psychiatric Mental Health Nursing. 2003 10(1) pp. 73-81 Sim J and Wright C. Research in Health Care: Concepts, Designs and Methods. Nelson Thornes 2000. p. 359. Smeeth L. Improving the response rates to questionnaires. BMJ 324 2002 pp. 1168-1169 Taormina R and Law C. Approaches to preventing burnout: the effects of personal stress management and organizational socialization. Journal of Nursing Management 8(2) 2000, pp. 89-99 Telford R and Faulkner A. Learning about service user involvement in mental health research. Journal of Mental Health. 13(6) pp. 549- 559. Thompson T. Handbook of health communication. Lawrence Erlbaum Associates. 2003. p. 356. Thomsen S, Soares, J, Nolan P, Dallender J and Arnetz B. Feelings of Professional Fulfilment and Exhaustion in Mental Health Personnel: The Importance of Organisational and Individual Factors. Psychotherapy and Psychosomatics 68 1999 pp.157-164 Turner L, Callaghan P, Eales S and Park A. Evaluating the introduction of a pilot clien

Nicks Self-Discovery in Hemingways In Our Time Essays -- In Our Time

Nick's Self-Discovery in Hemingway's In Our Time The focus of this essay will be to analyze Nick's transition as he moves from mental isolation, to physical isolation, to maturation and self-discovery. If Nick's life were to be chronologically ordered and analyzed, the stories Indian Camp and The Doctor and the Doctor's Wife would definitely come first. It is these two stories that give us the first insight to what kind of character that Nick really is as a child. Because Nick is only mentioned briefly in the latter story, I think that Indian Camp is more significant in analyzing the portrayal of his character. I suppose the one passage that truly gives insight about the innocence (and ignorance) of Nick at the time was "in the early morning on the lake sitting in the stern of the boat with his father rowing, he felt quite sure that he would never die" (19). I believe that the passage was essentially a reaction to the pregnant woman's husband's suicide. Because that was the topic that arose during the story, I believe that Nick interpreted the situation that "death" was equal to "suicide" and, in believing that he would never commit suicide, ultimately believes that he will, thus, never die. Because of the way that his father explained death, Nick's interpretation of the situation would lead him to believe that he would never die. Thus, this story essentially shows Nick's youthful innocence. The next two stories, The End of Something and The Three-Day Blow, become very significant in analyzing Nick's character is that they essentially show the maturation of thought and philosophy that has taken place since Indian Cam... ...ficance is that they accurately portray the desensitization to life that is experienced by soldiers. The last three stories to deal with Nick's character, Cross Country Snow and Big Two-Hearted River (I and II), essentially portray the aftermath of the war and the toll that it had taken on Nick by changing the way that he both lived and thought. The former depicted Nick's reluctance to leave his newfound life of adventure that he had begun to experience during the war. Big Two-Hearted River essentially is the story about the way that Nick tries to recapture this freedom of lifestyle and exploration. Their significance is that they represent the final path that Nick has taken in his life. He went from mental isolation, to physical isolation, but, in the process, seemed to have found himself. Nick's Self-Discovery in Hemingway's In Our Time Essays -- In Our Time Nick's Self-Discovery in Hemingway's In Our Time The focus of this essay will be to analyze Nick's transition as he moves from mental isolation, to physical isolation, to maturation and self-discovery. If Nick's life were to be chronologically ordered and analyzed, the stories Indian Camp and The Doctor and the Doctor's Wife would definitely come first. It is these two stories that give us the first insight to what kind of character that Nick really is as a child. Because Nick is only mentioned briefly in the latter story, I think that Indian Camp is more significant in analyzing the portrayal of his character. I suppose the one passage that truly gives insight about the innocence (and ignorance) of Nick at the time was "in the early morning on the lake sitting in the stern of the boat with his father rowing, he felt quite sure that he would never die" (19). I believe that the passage was essentially a reaction to the pregnant woman's husband's suicide. Because that was the topic that arose during the story, I believe that Nick interpreted the situation that "death" was equal to "suicide" and, in believing that he would never commit suicide, ultimately believes that he will, thus, never die. Because of the way that his father explained death, Nick's interpretation of the situation would lead him to believe that he would never die. Thus, this story essentially shows Nick's youthful innocence. The next two stories, The End of Something and The Three-Day Blow, become very significant in analyzing Nick's character is that they essentially show the maturation of thought and philosophy that has taken place since Indian Cam... ...ficance is that they accurately portray the desensitization to life that is experienced by soldiers. The last three stories to deal with Nick's character, Cross Country Snow and Big Two-Hearted River (I and II), essentially portray the aftermath of the war and the toll that it had taken on Nick by changing the way that he both lived and thought. The former depicted Nick's reluctance to leave his newfound life of adventure that he had begun to experience during the war. Big Two-Hearted River essentially is the story about the way that Nick tries to recapture this freedom of lifestyle and exploration. Their significance is that they represent the final path that Nick has taken in his life. He went from mental isolation, to physical isolation, but, in the process, seemed to have found himself.

Mirror by Sylvia Plath, Analysis

In the Poem ‘Mirror’ by Sylvia Plath, there is a continuing theme of change. In the beginning the changes are simple, like the acts of day turning to night, but at the end we see the life changes of a woman in particular. Through the use of metaphor and personification in the poem, Plath creates images of water, reflections, and colors as having human characteristics to emphasize the strong theme of change throughout the poem. From the beginning of the poem, we see that it revolves around water. We find out that the mirror is â€Å"unmisted† and â€Å"swallows† everything. We see that by the end of the poem, a girl is drowning and a fish is rising to take over her. In the poem water is both a reflecting surface and an actual lake. So, water, in this poem, is both clear and mysterious. In line 2 the word â€Å"swallow† is used as a metaphor for reflecting. The word makes us think of water, which can itself swallow things, taking them beneath its surface. In lines 10-11 we find out that the mirror is a lake, shifting from the silver of a mirror to the silver of clear water. After that we see that a woman is searching the reaches of the water for who she really is. Later on in line 14, the tears of the woman are another form of water, and she is physically interacting with the water of the lake by stirring it up in her hands. In lines 17-18 the young girl is drowning, and the old woman is rising. It seems most likely that the water is a metaphor for time, or aging. (Shmoop Editorial Team) From silver to pink to moonlight, this poem uses colors and light to give the reader images as they read about a mirror. In line 1 the color gives the major clue that the speaker is not a person, but a personified mirror. Since this is the first line, we think of the color silver throughout the poem whenever we think of the mirror. In lines 7-8 the mirror is silver, but now we get the image of the pink wall, that the mirror most often reflects. Later in line 8, we find out that this speckled pink wall is like part of the mirror's heart, which leads us to think of the color red. In line 9 we get our first glimpse of darkness, which separates the mirror from the pink wall. The mirror also mentions that faces play a part in this separation. Later in the poem we hear that, the candles and the moon are liars, and that the light that they provide is false. The mirror's declaration personifies the candles and the moons, giving them human qualities, like the ability to lie. (Shmoop Editorial Team) In a poem about a mirror, we can expect a lot of reflections. Plath only uses the word â€Å"reflect† once, though. Instead of just repeating this word again and again, she uses personification and metaphor to get her point across. The emphasis on reflections in this poem shows the importance of appearance to the woman in the poem. Line 2 is also an example of personification because mirrors don't see or swallow anything but Plath's poem makes this character so believable that we have to remind ourselves that mirrors don't have eyes or mouths. In line 6 the metaphor is that the mirror is reflecting the opposite wall, not â€Å"meditating on† it and the personification is that mirrors don't meditate, but people do. In lines 7-8 we have another example of personification used to create a metaphor for reflection because mirrors don't see and they don't look. In line 11 the mirror is a lake, and a woman is searching its waters to learn something about herself. The woman is treating her reflection in the water as if it could reveal something about herself, and not just her appearance. (Shmoop Editorial Team) In line 13 Plath used the word reflect but not without some personification. The mirror is providing an accurate reflection, as if it takes pride in what it does, or as if it has some loyalty to this woman that is constantly looking at herself. In lines 18-19 we see reflections physical power; however this power is only a figurative. There is a young girl and a figurative old woman in the waters of the lake. This line takes reflections from being about present appearances and makes them about past and future appearances, all through the metaphor of drowning and rising in the waters of the lake. By this evidence through the poem in its entirety, the theme clearly stands out in the poem; and the use of metaphor and personification give abundant evidence that the poem is directed toward a theme of change.

University of Akron Admissions and Acceptance Rate

University of Akron Admissions and Acceptance Rate The University of Akrons acceptance rate is high- 93 percent of applicants were accepted in 2017. The school requires test scores as part of the application; both the SAT and ACT are accepted, although the majority of applicants submit ACT scores. The writing portions of these tests are recommended but not required. The application form from the university does not require a formal essay. You can calculate your chances of getting in with this free tool from Cappex. Admissions Data (2017) University of Akron Acceptance Rate: 93 percentGPA, SAT and ACT Graph for UA AdmissionsTest Scores: 25th / 75th PercentileSAT Evidence-Based Reading and Writing: 510 / 640SAT Math: 480 / 640What these SAT numbers meanState of Ohio SAT comparison chartMid-American SAT comparisonACT Composite: 19 / 26ACT English: 17 / 25ACT Math: 18 / 26What these ACT numbers meanState of Ohio ACT comparison chartMid-American ACT comparison University of Akron Description The University of Akrons main campus occupies 222 acres in metropolitan Akron, Ohio. Originally affiliated with the Universalist church, the school is now non-denominational. The school also has two regional campuses- Wayne College and Medina County University Center. Academics at the main campus are supported by a respectable 18 to 1 student / faculty ratio. Popular majors for undergraduates include Accounting, Education, Marketing, and Nursing. The colleges strengths in engineering and business have been recognized in several national rankings. The university completed $300 million of construction in 2004 to expand and upgrade campus facilities. High achieving students should check out the universitys Honors College. In athletics, the Akron Zips (Whats a Zip?) compete in the NCAA Division I  Mid-American Conference. Popular sports include Football, Soccer, and Track and Field.   Enrollment (2017) Total Enrollment: 20,169  (16,872  undergraduates)Gender Breakdown: 53  percent male / 47 percent female80 percent full-time Costs (2017-18) Tuition and Fees: $10,270  (in-state); $18,801  (out-of-state)Books: $1,000 (why so much?)Room and Board: $12,296Other Expenses: $2,520Total Cost: $26,086 (in-state); $34,617 (out-of-state) University of Akron Financial Aid (2016 -17) Percentage of New Students Receiving Aid: 93  percentPercentage of New Students Receiving Types of AidGrants: 85  percentLoans: 62 percentAverage Amount of AidGrants: $7,816Loans: $7,205 Academic Programs Most Popular Majors:  Accounting, Criminal Justice, Early Childhood Education, Marketing, Mechanical Engineering, Nursing, Organizational Communication, Psychology, Social WorkWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Graduation, Retention and Transfer Rates First Year Student Retention (full-time students): 73 percentTransfer Out Rate: 36 percent4-Year Graduation Rate: 17  percent6-Year Graduation Rate: 43  percent Intercollegiate Athletic Programs Mens Sports:  Track and Field, Football, Soccer, Cross Country, Baseball, Basketball, GolfWomens Sports:  Swimming, Tennis, Volleyball, Cross Country, Basketball, Track and Field, Golf, Softball, Soccer Data Sources: National Center for Education Statistics and the University of Akron website

The Scarlet Letter Essays (1335 words) - English-language Films

The Scarlet Letter Essays (1335 words) - English-language Films The Scarlet Letter When the topic of a Puritanical society is brought up, most people think of a rigorous, conservative, highly devout society. While this may have usually been the case, this was not always so. The Puritan society was also known not to act out of brotherly, Christian love, but to cruelly lash out on those who sinned or were deemed unfit for society. Two works of literature that display both aspects of this society very accurately are The Scarlet Letter, by Nathaniel Hawthorne, and The Crucible, by Arthur Miller. The Scarlet Letter displays a society that treats two people very differently who commit the sin of adultery together. The woman, Hester Prynne, admits her sin, is forced to always wear a scarlet letter A on her bosom, and is ostracized from society. The man, Reverend Dimmesdale, hides his sin from the world, is almost worshipped by the townspeople, but is filled with the shame of his action. Hawthorne illustrates how insensitive a Puritan society can be t! o those who admit their wrong doings. The Crucible is a play that tells the story of the famous witchcraft trial in Salem, Massachusetts. In the story, Abigail Williams, the orphaned niece of the town?s minister, Reverend Parris, is the main person who accuses people of sending their spirits on her and the other girls. What starts as children dancing in the woods leads to the accusation and execution of many innocent people for witchcraft. The two works of literature have very similar qualities, including setting, conflict, and general aspects of the characters, while there are also specific parallels between characters, such as Abigail and Hester, and Parris and Dimmesdale. The settings in both The Scarlet Letter and The Crucible are similar in many ways. The Scarlet Letter takes place around the 1640s, as the The Crucible occurs in 1692. The time period is very important in both pieces, because it is a time of religious intolerance and a conservative attitude pervades in New England, where both works of literature take place. This Puritan setting is also very important in both works of literature. The reason behind the townspeople persecuting sinners is because of the Puritan beliefs of the time period. This is the driving force between the actions of the characters. The setting of a religiously intolerant village is also the main reason behind the conflict that lies in each plot. The conflicts in both works of literature are also similar. They are both caused by the same thing, the excessively devout town in which the setting takes place. The conflict in The Scarlet Letter that occurs between Dimmesdale, Hester, and Chillingworth is caused by the town?s intolerance for sinners. Hester?s life is spent in complete loneliness because of the way the town treats her. Chillingworth, Hester?s past husband, is like most of the townspeople, because he feels the need to punish and inflict pain on sinners, especially those who have personally harmed him. Chillingworth tries to gain revenge on Dimmesdale, the man who commits adultery with his wife. The town?s desire to seek out and personally condemn sinners is also the source of conflict in The Crucible. In The Crucible, the townspeople hunt out the witches in the community as an attempt to rid the town of evil. In both, the conflict is caused by the town?s self appointed right to rancorously persecute a! nd punish anyone who is found sinning. The conflict is also similar because both towns are generally the same. They are both located in the same general area of America, which causes the people to have similar beliefs and traditions. This includes the townspeople, and the general aspects of the characters. The general aspects of characters are also similar in both The Scarlet Letter and The Crucible. Both have a main antagonist, who wishes to punish sinners. In The Scarlet Letter, this person is Roger Chillingworth, who wants to gain revenge on Dimmesdale, and in The Crucible, the antagonist is Abigail Williams, the girl who mainly accuses the people of being witches. Also, both works of literature include ignorant townspeople who contribute to the main conflict. In The Scarlet Letter, these people are the ones who loathe

Threat and Risk Management Essay Example | Topics and Well Written Essays - 3000 words

Threat and Risk Management - Essay Example In most instances, such an action is followed by a wave of terror attacks on key western institutions (Sanchez, Smith-Spark & Almasmari 2015). The United Kingdom has been a vocal supporter of freedom of speech. As a result, its leaders have led the world in condemning the outrageous actions. In addition, they have called for an immediate and strong international response to the issue. The situation has worsened an already volatile working environment in the Middle East. The rise of ISIS has destabilized the region. The group wants to create a new nation that includes part of Iraq and Syria. As expected, the United Kingdom has been a part of an international effort aimed towards defeating the group. Another reason that has altered the risk landscape involves the drone strikes by the United States against terrorist leaders in Iraq. The United Kingdom and the United States have enjoyed a close relationship as key allies. President Barack Obama has pursued a strategy that involves target ed drone attacks against key terrorist targets. Although the strategy has been successful, it sometimes results in the death of young children and other civilians (Coll 2015). Consequently, a significant increase in anti-western sentiments in a region that was already hostile to the West has been witnessed. In addition, the reversal of a military strategy in the country has changed the risk landscape. The Western coalition of forces had started to withdraw from Iraq only for them to be pulled back in by the increasing threat of ISIS. The organization is feared to be planning an aggressive siege of Baghdad (ABC 2015). However, Iraq remains a volatile environment due to an unstable government and political climate. Furthermore, the British Embassy in Iran was attacked in 2011 (BBC 2015). As a result, there is always the need to conduct risk assessments regularly. The methodology of evaluating the risk involves a multi-pronged strategy. Firstly,

Financial modelling Assignment Example | Topics and Well Written Essays - 750 words

Financial modelling - Assignment Example This diversification was given a priority in the study and thus the tests were carried out on 10 different stocks. The study was very important in that it would assist economists and even future ones to understand the magnitudes and signs such as the relationship of beta to the prevailing market returns. With the understanding, they would be able to balance them and with this, the market force would be at a balance. The Australian Stock Exchange (ASX) was very influential in that it provided us with the required resources for the study. In the review of the previous literature in the provided topic, the Capital Assets Pricing and Markets model it was identified that the relationship between the beta and the average return is minimal that what is provided. This is opposed to the major notion that the relationship between the beta and the expected return is explained by the difference in the beta (Pahl, 2009, 27). It was also identified that when carrying out the calculations of the expected returns for small or rather low business markets, the Capital Assets and Pricing Model may not be the best method to use. With regard to the previous studies carried out in the topic, our hypothesis and results are superficial. This is due to the fact that there has been the inclusion of the Fama and French’s three factor model. When this model is put alongside the Capital Assets Pricing Model, it tends to show the benefits and the limitations of the model. The CAPM model has it that a linear relationship is provided between the lone assets and the accompanying risk. This is the major problem associated with the model. The Three Factor Model has an upper hand in this case as the returns are distributed in two groups (Bringham, 2009, 47). There are those that major on the big stocks and there are those that major in small stocks measured using ratios. The model also adds two more factors that are not included in the CAPM.