Health Disparities in African Americans

Health Disparities in African Americans Despite the continuous improvement and attention to the entire health of Americans, the African Americans are prone to more chronic health problem as compared to other races. The disparities are multi-variant and are contributed by numerous issues such as the social, economic status and the lifestyle behaviors. The heart and cancer disease are the major leading causes of death among the African Americans aged from 18years as per the 2002 census. In 2009, health expenditure of USA reached $2.5 trillion, but despite the tremendous increase, there exists a disproportionate health condition that is defined according to ethnic and racial lines. Though the causes related to disparities in health are diverse, it remains significant to understand the part played by the social-economic status in the health of an individual. People experiencing low economic status can be characterized by poor sanitation, poor housing, poor working conditions and unbearable social environment (Airhihenbuwa and Liburd 3). Moreover, issues of inadequate health care resources and poor health care system, accessibility that impact the health directly or indirectly are evidenced in communities where economic instability exists. Among the African Americans, the effects of poor economic status are pronounced with mortality and morbidity remaining high in America. The African Americans have the highest level of obesity in America with 58% of the men and 59% of the women being either overweight or obese. An overweight person is a 2-6 time likely to experience high blood pressure as compared to normal weight. This can be substantiated by the continuous increase of African American suffering from health problems related to obesity, such as hypertension, high cholesterol, and stroke among other problems. As per the American Heart Association, cardiovascular disease ranked as number one in killing the African American as compared to the other races as a result of their lifestyle and the poor economic status that subject them to poor health conditions. It is documented that 36% of the African American deaths are caused by cardiovascular disease which is more than 290000 people who die each year (BRANNON 214). The smoking behavior among the African American is high as compared to other races living in America and is associated with an increase of dis ease manifestation since it raises the blood pressure overworking the heart as it tries to maintain the blood flow. The culture of African American also facilitates to health disparities among the races (Braithwaite, Austin and Taylor ). The tradition of the African American revolves around the family, interacting and sharing, which mainly centered on foods that have high levels of fat, calories and thus these people are less concerned about health consequences. Intervention plan The intervention purpose to reduce the racial and ethnic disparities that exist in health among the Americans. The disparity in America has been extensively documented, and thus an intervention program is needed to reduce it, ranging from quality of care, language difficulties, and accessibility to health care and the insurance cover. The intervention plan revolves around a program designed to enhance equity as well as compelling the government to assess on policies that uphold health equity among the Americans. Equity, according to the Institute of Medicine is one of the major fundamental realms towards high-quality care. The plan purposes to encourage an integrated approach that is evidence based and adopt practices that can reduce the existing disparities. The plan aims to transform the health care in America and can be accomplished through the government focusing on the equitable distribution of healthcare amenities in all regions to ease the accessibility that has resulted to increased disparities. The effectiveness of pay for performance strategy need to be evaluated to ascertain the best mechanism to be adopted to enhance effective services. In terms of increasing the efficiency and accountability, the plan reflects on the well-being of the people. The economic status subject people in different classes and the disadvantaged people economically face the challenge of accessing the best health care services and thus a health insurance that is standardized need to be implemented to ensure the health care professional equality treats the patients. Sensitize the people on the importance of upholding various issues to ensure disparities in health is reduced. For instance, the African American need to understand their culture facilitate to disparities realized in America (Airhihenbuwa and Liburd). Through sensitizing on the importance of creating a culture of equity through ensuring the people understand disparities are problems and that they exist among themselves through their patients and thus a need for responsibility is required to address the issue as a way of accomplishing health equality in America. In advancing the health, safety and the wellbeing of the Americans, the plan reflects on the impact of the lifestyle adopted by the people facilitates the disparities in health care. America has different races with African American culture identified as vulnerable to attract numerous health issues. In this consideration, an awareness initiative to uphold activities towards better health services and low level of diseases need to be put in place. Initiating a system that facilitates a collaboration of all stakeholders to warrant an efficient system that will reduce the gap existing among the people as a result of cultures can be managed with a program focusing on equality among the American people. The importance of radical science and innovation is key considering the diseases that are causing increased mortality, and thus in terms of reducing the disparity, the plan encourage innovative mechanism to be adopted to ensure the treatment is available. This can be accomplished through strengthening the American health human resources and infrastructures. Awareness of the factors that influence the eating style in terms of how much and what an individual eats can assist in making the appropriate eating choices. In America food is adequate and this poses options of something to eat especially unhealthy eating. In my nutrition plan, the issue of routine remains a priority to ensure people, upholds balanced meal while the children learn the cultural and social skills (Braithwaite, Austin and Taylor ). Highlighting of unhealthy food and discouraging them and encouraging the consumptions of fruits and vegetables. Nutrition plan Ensure your daily meal upholds balance diet. On this part avoid pre-packaged, frozen, microwavable and any other unhealthy food. Timing is a key factor that needs to be observed on issues of food to avoid eating many times in a day. Take one breakfast, lunch and supper and a snack in a day and uphold this diet. For breakfast, you need to take a strong one to have the energy for the day and should be nutritious and uphold balanced diet. Lunch should uphold balanced diet and adequate as well as dinner with avoidance of snacks and unhealthy eating prevailing. Benefits of physical activities As reflected above the African American have problems with weight with a big percentage suffering from obesity. Obesity and overweight lead to energy imbalance where people consume more calories as compared to those being burnt. The calories burnt are determined by many factors such as age, gender, and body size among others, but the activities performed is the most variable factor. Activities can assist people to maintain weight, lose weight and keep it lowered the risk of heart diseases, hypertension, stroke, diabetes among others. Adopting this strategy among the African American community the level of health issues and the mortality rate will reduce significantly. To implement the strategy in an effective way can be through sensitizing the people through the available media sources on the importance of physical activities. Through this mechanism, adopting a foundation that aims at enlightening the African American on the importance of checking the weight and assisting them in various ways to activities they can engage into work on their body weight. Though the foundation might not reach every person, but the sensitization remains the key factor to manage body weight and other lifestyle activities that subject them to continuing health problems (Jackson 4). The issue of inadequate knowledge of the measures that can be upheld to enable an individual to overcome issues of obesity, overweight, hypertension and heart diseases that are heavily associated with the mortality of the African American and the entire pop ulation of America. The economic stability of African Americans is way down as compared to other races in the country, and thus the issue, taking precautions remain a vital issue, and a foundation can be in a position to facilitate accomplishment of this issue. The foundation is in a position to raise enough money that is required to enable the mobilization and sensitization of the people on the importance of clean environment. Cleanliness reduces the transmission of diseases, and thus, despite the few health amenities in this area, knowledge remain a substantial among the people to prevent themselves from diseases. The education will also involve the significance of balanced diet and observe the mode of feeding as a way to reduce health problems. The inadequate knowledge on the best diet to control the increasing of calories and cholesterols in the body requires this program to enlighten people on the best way to balance the physical activities and the calories taken. The foundation also understands th e gap that exists on the issue of understanding how insurance works and the importance of being insured either by the government or a private insurance company. Through the foundation that specifically focus on bettering and enlightening the people in the various ways, they can naturally avoid health issue could highly reduce the health problems aiming the African American community as well as the other communities in America. Conclusion Disparities in health care in America are relevant and requires substantial policies to reduce or even equate every person in the country. As reflected in the paper the African American are disadvantaged in various ways subjecting them to poor health care. However, the adoption of the right programs, equality, and health care services that fit all American can be attained. Airhihenbuwa, Collins O., and Leandris Liburd. Eliminating Health Disparities in the African American Population: The Interface of Culture, Gender, and Power. Health Education Behavior (2006): 3-14. Braithwaite, Ronald L, John N Austin and Sandra E Taylor . Health issues in the black community. San Francisco: Jossey-Bass, 2013. BRANNON, LINDA. Health Psychology: An Introduction to Behavior and Health. Belmont: CENGAGE LEARNING, 2017. Jackson, Allen W. Physical Activity for Health and Fitness. Leeds : Human Kinetics, 2004.

From Servitude to Freedom in Charlotte Brontes Jane Eyre Essay

From Servitude to Freedom in Jane Eyre   Ã‚   Charlotte Bronte's novel, Jane Eyre, skillfully reveals that Jane, the protagonist, has the qualities of endurance, valor, and vitality, yet she is refused self-contentment by the confined society in which she lives. Not only is this work a love story, but it is the tale of a young orphaned girl and her struggle for love and independence. Through the various environments Bronte provides, Jane oscillates between education and containment and also between freedom and servitude. Beginning at Gateshead, Jane has her first experience of containment in dealing with the Reeds. John Reed blatantly smothers Jane's space by treating her like a slave, and Mrs. Reed enslaves her in every way. Mrs. Reed treats Jane as a stepchild instead of a niece and oftentimes sides with her children even if Jane is right. For example, in the incident with John Reed, Jane is reading a book about birds and secretly wants to be able to fly away from all of the bad things at Gateshead. When John condemns Jane for reading "his" books, Mrs. Reed sends Jane to the Red Room even though Jane did not initiate the fight. The torturous experience for Jane becomes a type of containment in which she must obey her aunt and cousins, as a slave would obey his master. Jane feels then that she must resist everyone, Bessie, Miss Abbot, her cousins, and especially her aunt. She is urged by these same people to pray and repent and is locked yet again in an eerie room. Jane encounters another character, Mr. Lloyd, who attempts to degrade her by making fun of her for crying. Her physical containments, along with her mental ones, are coming to her one after another and take her to her limit. Jane deals with many emotions she fee... ...rlotte Bronte. Boston: G. K. Hall, 1990.    Jane Eyre. Dir. Franco Zeffirelli. Perf. William Hurt, Charlotte Gainsborough, and Anna Paquin. 1996    Jane Eyre. Dir. Julian Aymes. Perf. Timothy Dalton, Zelah Clarke. 1983    Kadish, Doris. The Literature of Images: Narrative Landscape from Julie to Jane Eyre. New Brunswick: Rutgers UP, 1986.    Linder, Cynthia A. Romantic Imagery in the Novels of Charlotte Bronte. London: MacMillan, 1978.    McLaughlin, M.B. "Past or Future Mindscapes: Pictures in Jane Eyre." Victorian Newsletter 41 (1972): 22-24.    Peters, Joan D. â€Å"Finding a Voice: Towards a Woman’s Discourse in Dialogue in the Narration of Jane Eyre.† Studies in the Novel. 23 no 2. (1991): 217-36. Zonana, Joyce. â€Å"The Sultan and the Slave: Feminist Orientalism and the Structure of Jane Eyre.† Signs. 18 no 3. (1993): 592-617

Psychological Testing Essay

The Kaufman Assessment Battery for Children measures simultaneous and sequential processing skills as well as subscales that measure academic achievement. The age range this test investigates is ages 2-12 years. There are ten mental processing subtests as well as six achievement subtests. Only three of the subtests are administered to all ages groups, making the sub-testing age-specific. The older the child in question, the longer the tests will take. The sequential processing scale measures short term memory and problem solving is organized around sequences. The simultaneous scale measures several problems that need to be solved at the same time. Achievement scales measure applied skills of the individual. b) Intelligence in children of preschool age is very unstable whereas their intelligence begins to stabilize as they reach school age. The assessment tools for infants are different to school-going children in the sense that they measure development rather than academic foundations. These tests measure how quickly the child is developing in terms of motor skills, linguistic development, adaptive behavior and social interaction. It has to be given that school-aged children have a higher vocabulary and language skill that can be better tested than the infant who is still using monosyllabic noises rather than words. Motor skills also develop more rapidly as well as reasoning skills. c) Mental age does not refer to the actual age of the person in question. A person with a mental age of 5 years may actually only be 4 years chronologically and vice versa. Due to this anomaly, data derived from IQ testing does not follow a bell-curve on data sheets. The deviation IQ is implemented to smooth out inconsistencies. Instead of actual scores, the person is allocated a percentile score so that it can be placed more realistically on a normal curve chart. Mental age does not necessarily increase over time in the same way that chronological age does and this age difference gradually decreases around adolescence. For these reasons a deviation IQ is used as opposed to actual raw scores. d) Originally named the Binet-Simon test, the Testing underwent several revisions over time with the most significant change being that it included the first Intelligence Quotient after 1916 when it became the Stanford-Binet test. The Binet-Simon test was initially used to determine the intelligence of retarded children, came to the conclusion that rather than portraying a chronological age, the children displayed a mental age instead. The 1986 version of the test include a wider perimeter sample group in order to decrease inequities that occurred in race and gender previously. It had been engineered for children alone but in 2003 was amended to accommodate adults as well. Design changes were made also to accommodate and measure behavior at age levels. e) Fluid and crystallized intelligence both form part of general intelligence. Fluid intelligence relates to reasoning and problem solving and is largely thought of as being independent of learning or experience. It is therefore an inherent or instinctual intelligence. Crystallized intelligence on the other hand refers to the intelligence that you gain from experience and what you have learnt in life. This intelligence is something that increases with age due to experiences and the assimilation of knowledge through what we have learned. Fluid intelligence therefore decreases with age and peaks during adolescence while crystallized intelligence will continue to grow. f) The general intelligence factor (g-factor) is meant to be a measurement of the persons overall intelligence. The two-factor theory was initiated by Spearman who derived a g-factor from two functions: a generalized ability and a specific ability. Therefore according to Spearman a person’s intelligence could be determined by a general intelligence as well as a specific intelligence (s-factor). Multi-factor intelligence theories implement the individual ability to be intelligent in various fields. Thurstone found that there were multiple areas in which a person could display intelligence and derived 7 factors that he called primary abilities: word fluency, verbal comprehension, spatial concept, numerical facilitation, memory by association, reasoning and perceptual speed. g) Individual tests require one-one-one consultation and measure verbal and non-verbal abilities. The Stanford-Binet and the Wechsler tests both require this environment. Group tests are most often administered to large groups and do no require one-on-one consultation. These tests are most often aptitude tests or cognitive abilities. Scoring in these terms is most often more objective than in individual tests and also simplify the role of the coordinator. Group testing is not culture-specific as opposed to individual testing which can be more culturally loaded and also more subjective. It is not as easy to establish a relationship with the person in a group testing environment as it is when the person is tested individually. h) Army alpha and beta tests were prototypes initially used in group testing to place soldiers during the First World War. Alpha groups were those who were proficient in the English language. Those who were not initially considered alpha groups were those who were placed in beta groups who were intelligent but not native English speakers. This hypothesis was that people’s intelligence was inherited. This method was first used to identify where in the army the person was likely to be placed, given their responses to the tests and the results. The beta test decreased its use of verbal knowledge presumably because they are non-English and it used mainly pictographic references. i) Aptitude and achievement tests are both standardized. Aptitude testing assesses the ability of the person to learn in certain areas. These tests are developed in order to determine which field of proficiency the person is most likely to excel in. These also measure numerical and literal ability as well as mechanical and abstract reasoning. Achievement tests on the other hand measure how well a person has achieved a skill. It is mostly used to ascertain academic levels and therefore is useful in determining whether a person is inherently able to learn something or not. An aptitude test will be able to validate that a person is most likely to achieve highly in a certain area and not as highly in others. j) The Wechsler Intelligence Scale for Children is an individual test that does not require reading or writing. It measures verbal intelligence and response times which can be useful in the diagnosis of Attention Deficits or other such disorders/abnormal patterns. This form of testing is significant in that it supplies the coordinator with information as to how fast the child can assimilate and react to questions. It also ascertains the quality and efficiency of vocabulary as well as word processing. The test is significant also in that t determines the respondent’s concentration levels and possible problems in their attention span. This is useful in that answers require verbal reactions. k) Physical disability does not necessarily mean that there will be discrepancies in the IQ of the person. Testing a person who is deaf for instance, requires a different approach to testing as well as a different means for the test. These individuals need a non-verbal based test and verbal ability is therefore a non-entity in their testing. A blind person on the other hand will not benefit from spatially based tests or units that require sight. The tests used to identify IQ would have to be verbally based and not pictorial. This considered, a speech impaired individual will also not have the same verbal component as someone who is able to speak. However, this does not mean that a mute person is not able to understand verbal interjection. For this reason, the IQ test has to be tailored to the specific disability reflected by the individual. l) Certain cultures encourage some skills more than they do others. The culture fair test is non-verbal and does not therefore test linguistic understanding insomuch as if the person tested is not an English speaker, they cannot be expected to understand English word and sentence structure. The culture fair test therefore measures analytical and reasoning ability and makes use of abstract and unusual visual spatial pictographs. From this the spatial and pictorial representations are believed to be universal to all cultures and thus understood well from one culture to the next. It was initially meant to reduce cultural or ethnic bias that can be produced when a test is designed to be effect for a certain culture. It is also independent of educational foundations and therefore measures inherent skill rather than acquired skills. 2 a) Personality testing identifies certain traits inherently part of an individuals psychological make-up. These tests basically help you determine what personality attributes you have and therefore help to identify what career types may be more pertinent to whom. Aspects of the personality often denote what particular attributes the personality has and thus what lifestyle s better suited to whom. Jung and Myers-Briggs typology identify different personality types that are said to help the individual determine their best career path. The ability test measures a person’s ability to learn new skills and also their potential in certain fields. Ability tests also seek to ascertain what the person has learnt or assimilated in terms of whatever they are studying, for example, school tests. b) Personality traits are characteristics of the individual and certain personality qualities that are inherent to the person. There are theories that propose that all traits are present in all people but to varying degrees (lesser or more). Idiographic personality trait view maintains that each person has a unique psychological structure that is not shared by anyone else. For this reason, it is impossible to compare any two people. The nomothetic view however, sees people as unique in their combination of traits. This means that while they do share personality traits to various degrees this can be compared by degrees of each trait in comparable people. c) Items are chosen depending on the specific group that is being studied. For example, screening of normal behavior in police officer applicants will be given items that pertain to the criminal justice system. The group is split into two: one group is what the coordinator would think of as displaying abnormal reactions/behavior and the other would be normal. Items are distributed equally in both groups and reactions towards the stimuli are recorded. The empirical criterion key does not assume that respondents are able to observe their own behavior but rather sees the objects or items as stimuli that require a response. Those they believe to be normal are used as a scale by which abnormal behavior can be compared. d) Forced-choice format gives a more well-rounded result then standard testing. The forced choice format basically allows the respondent one of two statements that they most likely agree with. The advantage of this is that it not only gives an accurate representation of reality, but it prevents the choice from becoming monotonous. It is easier to score these kinds of questions than if the respondent was asked multiple choice questions. As a design this format prevents the respondent from being consciously manipulated and therefore makes sure that the answers are truthful. This form of questionnaire is also shorter, preventing the individual from becoming tired and losing focus on the questions that are being asked. This prevents answers from becoming distorted. e) Response sets or response style refers to the person’s propensity to answer the same response for all or most of the questions. For instance, if the person responded ‘yes’ to the above question and then ‘yes’ again, regardless of the nature of the question. This is usually counterbalanced in tests because there are times when the person is biased towards a certain question based on its contents. Counterbalancing this response requires the same question to be asked in a different way and later in the questionnaire. This situation of response bias is also termed ‘acquiescence’ as the person performs this unconsciously or with lack of interest in the nature of the questions. f) Factor analysis is used to describe variables in a research situation. For instance, we have a research questionnaire that we now have to translate into data specific terms. We have the variables that were studied and the scores for each variable. In psychometric intelligence testing we could have any number of variables that determine the overall factor. An example of this would be that while we are aware that there are multiple factors within the intelligence study, all these factors contribute to the g-factor or general intelligence factor. In this case ‘g’ is the only factor that is common in all persons. What this analysis does is ascertain what particular factors which people are most affiliated with. Basically we could determine which factor is specific to which person. g) Objective self reporting methods of personality assessment is based on standardized questionnaires with limited responses available as well as a fixed scoring system. It is based on nomothetic principles and is therefore less ambiguous then the progressive methods. Progressive personality assessment techniques use intuitive responses and the intuitive scoring is also use. This personality assessment is based on idiographic principles which make it entirely different to the objective method. The problem with progressive techniques is that there is no fixed scoring system, however the problem with the objective method is that it does not leave room for intuitive or interpretive responses which are natural human conditions. h) Word association tests require the coordinator to present the group or person with a word. The person responds to this with the first word that comes to mind. This is a free association and therefore does not give the person the chance to think about their answer. A table measures the test word, the response time and the response. Responses to the words can be either the opposite in meaning; an association with the word (green-yellow); or even a definitive answer. The basis of this test is that it provides a pattern of how the individual sees words and how they associate with things. The association of about 100 words will give the coordinator a pattern of response that can be determined as normal, abnormal or as an anomaly. Most people will have a set pattern of responses. i) The interaction between a need and a press is called a thema. There is a need that is ensued by a press. To simplify this, Murray identified 28 needs and forces that press them into fruition. This makes the relationship interactive and determined by this interaction is the thema. The thema therefore can be linked to other units of these interactions to form serial thema. The greatest portion of the persons thema is dependent on the amount of press and needs that are present in that specific thema. This theory is used to determine personality types that are identified by specific needs and forces of press. Murray conducted this typology on Adolf Hitler in order to ascertain the needs and forces that culminated in his erratic behavior. j) Interest inventories conduct in-depth investigation into a person’s likes and dislikes and this helps to determine what type of career path is best suited to the individual. Clearly you should not study or undertake careers in which you would have to partake in activities you intensely dislike. Neither would it be advisable to become involved in vocations that you are indifferent to. The key would be to become involved in a career that contains more of your inventories ‘likes’ than ‘dislikes’. These interest inventories help you to discover what it is exactly that you like or dislike. This particular form of inventory is highly related to personality in the sense that certain personalities are more likely to enjoy certain key activities. An example of this would be an artist or writer enjoying solitude in a way that an actor might not. 3 b) Test name: Stanford-Binet Intelligence Scale. Test uses: The Stanford Binet was initially indicated for the correct placement of children in educational settings. It is now one of the most widely used intelligence tests. It is useful for determining cognitive skills and intelligence in children and adults. Population test was designed for: As already stated, it was designed for children in educational settings in order to ensure that they were placed in the right class environment. Administration of test: The time it takes to administer this test depends on the age of the respondent and how many subtests are administered. It may take from 45-90 minutes standard but may take longer depending on the conditions at the time and the variables concerned. The respondent is timed at each subtest and is determined by estimated entry level. Timing is approximately 5 minutes per test. Depending on the age, the articles measured include: fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing and working memory. Characteristics of normative samples: The Stanford Binet normative sample reflect the 2000 U. S census and bias reviews are conducted on race, ethnicity, gender, religion and socio-economic status. Because it is a standardized test, normative or mean scores are derived per age group and the representative sample is matched to the individual standing. It was standardized on a national representative sample of 5 000 subjects. Reliability information: Reliability in this test is considered high. The internal median consistency score was . 97. Subtest reliabilities differ from age-group to age-group. Reliability coefficients ranged from . 91 to . 98, with coefficients for the five factor indices ranging from . 90 to . 92. Subtest coefficients ranged from . 84 to . 89. Validity information: correlations in the validity were considered high with an approximate value of . 90 compared to earlier Stanford Binet editions and high compared to other tests. Strengths of the test: This test can assist in the diagnosis of learning disabilities as well as determine the level of competency for young children compared to a normative structure. It can be used to determine developmental stages and knowledge and can be used in all age-groups from pre-school to adults. Weaknesses of the test: Due to the lack of co-operation sometimes shown in very young preschoolers the test results may not be indicative of true ability because of their lack of interest in partaking in the study. Different age-groups are administered different subtests which may also be considered a criticism in terms of its universal application.

How Did Lenin and Stalin Transform He Society and Economy...

How did Lenin and Stalin transform the society and economy of the USSR? After the devastation of World War I, the Revolution, and Civil War, Russia was a total wreck. Factories were in ruins and half the working class gone, either dead or returned to the farms. Millions had died, mainly from the famine and disease accompanying war. Two million more, mostly nobles, middle class, and intellectuals, had emigrated to other countries. Lenin returned to Russia from exile in 1917 and it was up to him to restore some degree of prosperity, order and eventual control of all aspects of Russian economy and society. Lenin’s policy of War Communism proved a disasterous failure. It’s aim was to bring an immediate change to Communist. It involved†¦show more content†¦Rewards were also given to get workers to work harder. Stakhanovite became a role-model for workers. Whole new cities and even lakes appeared where none had existed before, many of them named after Stalin himself. Oil production trebled, while coal and steel production rose by a factor of four times. Stalin also established a massive system of public schools and universities to provide a literate (and more easily brainwashed) work force as well as engineers for his factories. By 1940, the Soviet Union had an 85% literacy rate and was the third largest industrial power in the world behind only the United States and Germany. Industrialisation also brought substantial benefits to Russian society. Life was made bearable for many by the provision of work, a flat, free schooling and basic health care. A greater equality in society meant that careers such as doctors, teachers and engineers were open to women. Creches and day-care centres in factories meant mothers could go to work. Russia changed from a mainly agricultural society to a major industrial power resulting in a massive population transfer from the countryside to the cities where the urban workforce trebled in size. 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