How successful was Lenin in solving the Problems he faced free essay sample

With the October revolution in 1917, Lenin managed to execute a successful coup d’etat against the provisional government of Russia and with the death of the constituent assembly early 1918; Lenin and his Bolsheviks had finally control over Russia. However this was just the beginning of various problems he would be facing. This raised the debate on whether Lenin could deal with these problems or not. Many of the quarrels originated from the Tsar’s regime and the provisional government such as Russia’s participation in WW1 as well as economic underdevelopment. Immediate problems such as the raging civil war existed as well. Lenin tackled these problems with decrees, treaties, terror and various economic policies such as war communism. However these solutions would bring further problems such as famine and revolts such as the Kronstadt Mutiny. Thus Lenin was only successful to certain extent in solving the problems he faced. A major problems Lenin faced was Russia’s participation in the First World War. We will write a custom essay sample on How successful was Lenin in solving the Problems he faced? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As the outbreak was in 1914, this was during Tsar Nicholas II’s rule. The participation was regarded highly but this did not hold. After suffering defeat in Tannenberg and the Masurian Lakes it was apparent that the war would have a destructive impact on Russia. Being a backwards country, as it still heavily relied on agriculture; a prolonged war could destroy Russia. In fact, inflation was increasing rapidly and in Petrograd only, the price of flour, meat, butter and salt all rose by 99%, 232%, 124% and 483% respectively. During the war, harvest was not a problem though. However due to the inflation, there was little incentive for peasants to sell their produce and hoarding became popular. With the Romanov dynasty disintegrated, there were high expectations that the provisional government would bring the war to an end but this did not happen. The provisional government, being weak in authority, lost their rule just after 8 months and thus it was Lenin’s responsibility to end the war. Lenin, knowing Russia’s economic status quo and having to get ready for an upcoming civil war, had to stop the war against Germany no matter the cost. Thus having persuaded Trotsky and Kamanev, supporters of the war, in 1918, the treaty of Brest-Litovsk was accepted. However this came with high sacrificial value. Due to the treaty, Russia lost Riga, Lithuania, Estonia and parts of White Russia. This was a heavy blow to the already weakened economy as these areas were of major importance since they were some of the most fertile farming lands in Russia, while additionally losing 75% of their iron ore and coal deposit. Thus one could see the Brest-Litovsk treaty as an unsuccessful move by Lenin as the loss of economical important lands was a major downfall. However it has to be taken into account that the people of Russia wanted an end to the war and despite the loss, it did help Lenin in winning the civil war in Russia. Thus, Lenin was successful to a large extent in stopping the war but yet again, this was not the only war he would be fighting. As mentioned previously, Lenin won the civil war in 1918. This was crucial for the Bolsheviks to secure their power over Russia. However this did come with a price as well. Lenin essentially came to power through a coup d’etat so it was only natural for there to be political opposition, ranging from monarchists to even foreign nations, collectively named the whites. However a major cause of the civil war was due to the Brest-Litovsk treaty. Because of it, the food situation was dire. The ‘bread basket’ of Russia was lost and due to the inflation, there was no incentive to sell or buy as mentioned earlier. Thus food requisitioning had to be introduced where requisitions squads were sent to look for the grain that the supposed kulaks were hoarding. This crucially made more enemies for the Bolsheviks and thus in 1918, the civil war started. Lenin, with the power of the Cheka, war communism and Trotsky’s excellent leadership in the Red Army, had relative ease in winning the war though. The Bolsheviks essentially were fighting a multi-fronted war. Yet Trotsky managed to defeat the Whites. Of course his leadership was crucial but so was the fact that the Whites’ army was very uncoordinated due to the clash of opinions. The Cheka had the purpose of dealing the ‘enemies of the state’. With the order for the Red Terror by Lenin, the dealing had turned into annihilation. This did go out of control, no government body had control over the Cheka and executions happened without trials. It is said that around 50,000 were shot in 1918 alone. Furthermore with the introduction of war communism in June 1918, all production was concentrated on war effort. Party officials replaced factory committees and not only did the industrial production collapse, food shortages became even more serious as grain production dropped from 80 to 38 millions tons in just a matter of a few years. Thus, in one sense Lenin was very successful in winning the civil war as he completely dominated the Whites with the mentioned tactics but in another sense, these tactics would lead him to more problems, which renders him unsuccessful. One of these problems was the following famine and revolts. Lenin’s joy of winning the civil war was short-lived due to the fact that he now had to deal with increasingly dire agrarian and economic situations. As mentioned in multiple occasions throughout, the economic state of Russia was poor. In fact, inflation between 1917 and 1922 ran at around 1,000,000%. Peasantry discontent grew and finally with the introduction of food requisitioning, peasants started revolting, sometimes even with force. 1920, grain production fell by 20% and around 5 million died due to the famine and diseases. The famine was of terrifying scale and cannibalism was not out of the ordinary anymore. One of the most remarkable revolts is the Kronstadt Mutiny in 1921. The sailors’ discontent grew rapidly as Bolshevik leaders would enjoy special privileges while they existed on starvation rations. Thus in February 1921, the Petropavlosk’ crew mutinied and shortly after Kronstadt Bolsheviks would join the mutiny. The Bolsheviks swiftly crushed the rebellion but with negative effects. Socialists lost faith in the Bolshevik revolution and viewed them as a repressive regime. For Lenin it was clear, he had to relax war communism and introduce a new policy to avoid a new revolution, which would throw out the Bolsheviks. Thus he introduced the NEP in 1921. A new tax on food was introduced, the prodnalog, which later was changed to tax on money. Incentive grew and naturally production soared. By 1922, the tax limit was 10% and fears of famine vanished with agricultural production at 75%. Thus the NEP was a great success as it not only got rid of the famine, subdued armed revolts and increased production, it also secured Bolshevik power once again. However, the NEP was capitalistic in nature, strictly going against the dogmatic beliefs of Marxism, to the discontentment of the communists. but Lenin argued it to be necessary in order to create a communist environment. The NEP practically added another layer of political discontentment to the already troubling political opposition that rose due to Lenin’s unpopular socio-political decrees as well as his land reforms, which he essentially did not keep up with throughout his rule. Therefore in this sense the NEP was unsuccessful as political division was on threatening demand, which would bring further political clashes in the near future. When Lenin and his Bolsheviks came to power, Russia was in a state of chaos. Not only was it raging war against an experienced country, the agricultural and economic state of Russia looked very dim. Productions dwindled down while inflation soared and famine was driving the people’s patience to the limit. Lenin managed to stop the war to Russia’s delight and overcome various problems that threatened his power such as the civil war but his solutions all came with a price of causing even more problems, may it be the Brest-Litovsk treaty that caused the civil war or war communism that worsened the agricultural status of Russia or the million deaths caused by the Red Terror. Thus it is clear that Lenin was only successful to a certain extent in solving the problems he faced during his reign of Russia.

Quarks Essay essays

Quarks Essay essays Physicists are always looking for particles too small to be seen by the human eye. In one such search 'cosmic' rays were discovered using a cloud chamber experiment. These perviously undetected rays contained many elementary particles. The newly encountered particles were found to combine to make sub-atomic particles, that were later divided into groups classified as bayons, mesons, leptons and bosons. Leptons include the electron and neutrino, bosons include protons and neutrons. Most of the new particles were bosons. The bosons all had similar properties which were grouped into a system called the eightfold way. Physicists began to wonder if the behaviour of these new particles were determined by smaller particles within. These theoretical particles were named quarks. The name quark was a nonsense name taken from a phrase in a book. There are six known types of quarks, called flavours. These flavours are grouped into pairs; up down, strange/ charmed, top bottom (sometimes beauty truth). Each quark also has a corresponding anti-quark. Because the charge of quarks is only a fraction they are never found alone. The first pair of quarks found were the up down pair. Their names have no significant meaning because they have no directional orientation in space.(2) Each pair has a complementary total charge of 2/3 and -1/3. The up quark has a charge equal to positive two thirds of an electron and the down quark has a charge equal to negative one third of an electron. A proton is comprised of two ups and one down, and is therefore positively charged. In comparison a Neutron is made up of two downs and one up making its charge neutral. There was a time at the very beginning of the universe, which the electroweak and electromagnetic forces separated, leaving four separate forces. The weakest force only acts over a short distance and governs radio activity. The more common electromagnetic forces govern e ...

A Situation Analysis of a primary school of UK Essay

A Situation Analysis of a primary school of UK - Essay Example The ecological notion of ‘limiting factors’ is a useful concept with much relevance to the interaction of factors so as to facilitate or discourage good-quality learning. A situation analysis carried and represented here deals with the identification of learning difficulties in a primary school in UK which involves consideration of how factors like the curriculum, teaching strategies and school routines and relationships all of which affect children in different ways over a period of time. The aim would be to understand and respond to the educationally relevant individual differences which can create persistent obstacles to children’s learning in different contexts. A key aspect of this process is to give due weight to the interpretation and intentions of the people involved i.e. how does the professional interacts in the class. The tool which was used to derive efficient results was SWOT analysis. It was devised to identify the extent to which the current strateg y of an organization and its more specific strengths and weaknesses are relevant to and capable of dealing with changes in the wider environment. SWOT is an acronym for Strengths, Weaknesses, Opportunities and Threats. The professional should identify the Opportunities and Threats provided by an external environment and Strengths and Weaknesses of the school as an institution.

Standards and Standardization Research Paper Essay

Standards and Standardization Research Paper - Essay Example The international method and schemes that are used are applied to the methods and processes used for the creation and maintenance of content, the specific tools used for content creation and maintenance and the interoperability of the contents. The implementation of international standards and other standardization procedures has the effect of reducing the risks that may be met as well as improving the quality of goods and services that may be offered consequently improving an economy as well as the welfare of the society as a whole. Economists propose a mode of categorization of standards that can be based on the economic effects that come across that is useful in the analysis of both the economic forces that determine standardization as well as the impacts of the standardization. Therefore, it can be authoritatively argued that any standard enhances trade as they reduce asymmetries in information, show the consumers that there is quality and create a common basis of discussion for the partners involved in trade that has an effect in the reduction of costs incurred in transaction (Estevadeordal, Suominen and Teh 2009, p.251). International standards can be used to facilitate trade in terms of imports while national standards are essential in protecting domestic suppliers from competition from foreign markets and through this; consumers are protected as well as reduced costs for companies. In addition, due to the fact that industries rely more on a network of suppliers and differentiated value chains, international standards are an important element in the assessing the quality of products and the reduction of risks to both consumers and the suppliers. Swann (2010) states that there is a positive relationship between international standards and standardization of exports or imports whereby for national standards, the results are inconclusive while internationally it affects trade and the economies depending on their design and mode of implementation (Swann 2010 , p.6). Standardization is a voluntary, consensus-driven activity carried out by all interested parties and along with the code of mutually recognizing others, it plays a noteworthy role in the in the proper running of both the internal and international markets. Harmonization of standards helps ensure that there is a free movement of merchandises within the national and international markets thus making the businesses or enterprises to be more competitive in the market (Chrisdoulaki 2010, p.5). The standards set up by different criteria of standardization has got the beneficial effect of protecting the health and the safety of consumers of the products offered in the market place whether locally or internationally as well as the protection of the environment in which we live in. National/international Product Certification schemes Canadian Standards Association (CSA) The Standards Council of Canada whose main task is to improve and promote efficient as well as effective standardiza tion procedures for products and services used within Canada and internationally has accredits the Canadian Standards Association (CSA). It conducts both standardization and certification after which it awards the CSA certification mark when products meet the required safety and performance levels in its fifty-seven areas of operation. Within the arm bit of CSA group is the CSA International that tests

External Environment of Business Essay Example | Topics and Well Written Essays - 3500 words

External Environment of Business - Essay Example As the paper stresses many non governmental organizations that include many trade organizations and multi lateral forums, have recognized the need for a comprehensive vision on globalization. This has happened in other forums also that could represent the people of the world. World Trade Organization has its own view of the Globalization. While the other experts and researchers have their very own thought process on the issue of global village and globalization. According to the report findings World Trade Organization promotes global trade; ethical global trade. With the increasing technological and political closeness of the countries the national boundaries are merging to produce one single working economy. The fall of the Berlin wall brought about an integration of Germany, as much as the Euro that brought about unified trading partnership between the European Countries. WTO heralds the coming together of all these practices that would include sub groups like the G8, BRIC (Brazil, Russia, India, China), and a number of multilateral forum primarily to work out consensus on the issues that plague the global trade. WTO works on the global trade sine globalization is more pronounced and felt in trade than on any other walks of life, let it be culture or sports exchanges. By bringing together a standard practice of trading code, the WTO aims at presenting a comprehensive Globalization that would bring in equality of all participants and fairn ess of trade for all stake holders of the planet. Globalization brings in multiple dimensions to the stake holders in terms of unfair dumping of products in specific areas, free market economies on one end and controlled or regulated markets at the other. Either of them cause problems to specific groups of people and could kill the lives of millions of people like what it did to the textile industry of India during the eighteenth century when Britain dumped its goods there. WTO wants to ensure that global trade that is at the heart of globalization to be free and fair to all concerned. Laissez faire is what WTO wants to promote. Free movement of goods and services across the boundaries of nations brought in through common governance. The economic globalization is the engine that is driving the process of globalization and the organizations like WTO. WTO wants to ensure that all the parties should be fairly treated and a long term vision of the planet is maintained. This is needed since for the current day gain, it is very often found that the long term vision is lost in many nations. In Indonesia, the smoke that masks the sun during summer has become a common place incident. The world has started ignoring the happening three years after the first time it occurred. Indiscriminate cutting of forests and land clearing are the major cause for the happening. WTO aims at bringing in wood control by ensuring that for every tree that is cut at one end of the forest there is another tree planted elsewhere and the cycle of cutting and planting should be continuous and not destructive. It is not a question of moving over to the next forest but rebuilding and harvesting the same forest area. Social forestry has become the watch word of many a forest departments the

Basic philosophy of the skilled helper model

Basic philosophy of the skilled helper model In the first edition of The Skilled Helper,published in 1975, Egan expounded a model of the helping process with the goal to establish a training technology that applies to helper training and to the helping process itself. The subtitle of The Skilled Helper is A Problem Management and Opportunity Development Approach to Helping, and this reflects Egans focus on problem solving and goal setting rather than dwelling on the past causes of problems. It provides a structured approach to the helping process rather than providing a theory of personality. The Skilled Helper is now in its ninth edition, and with each edition Egan has developed and refined the model, with differing emphasis upon its various stages. Egan does not claim the model asThe Egan Model but regards it as his own version of the basic dynamics of the problem management process (Interview 1995). It is influenced by the Person Centred approach of Carl Rogers and the Cognitive Behavioural theories of Albert Ellis, amongst others. The Rogers Core Conditions help provide the basis of the client-helper relationship whilst the Cognitive Behavioural approach of Albert Ellis can assist with the problem management stages of the model. The model is extremely flexible, and its integrative style allows for the introduction of various psychotherapeutic techniques into the helping process. Its fluidity allows the process to readily flow to any stage of the continuum to suit the clients current needs, whilst providing the helper with orientation on what stage the process is at. It has proved an enduring and successful approach to counselling and problem solving, and has readily crossed into other cultures. Egan partly describes its success as due to its logic being embedded in human beings. The problem solving process is recognised by humans around the world almost as a universal principle and therefore the stages of the model are readily identified with. The use of CBT techniques can introduce problems for under skilled helpers who may provide inappropriate guidance through the problem solving stages. The inexperienced helper may also view the model as a process of rigid stages and this may lead the helper away from the person centred relationship resulting in a poorer outcome for the client. From my own experience in the skills workshops there can be a tendency to rush through each stage of the process rather than develop the relationship at the clients own pace. 2. The key concepts and principles of the model The model breaks the helping process down into three sections, each describing a stage of the helping and problem-solving process. Each stage is further sub-divided into three tasks that help define the stage and the processes involved. Whilst in theory the implementation of the stages is sequential, in practice they overlap, and the helping process may move backwards and forwards freely between stages. Stage 1: The Current Picture This stage sets the scene and is the clients opportunity to say what is happening in their life and to tell their story. Task 1a: The Story The client is encouraged to talk and say why they have come to counselling and what is happening in their lives. The counsellor must draw upon Rogers Core Conditions and their active listening skills to build a relationship that expresses their understanding and acceptance of the client. Such skills would include open questions, reflection, paraphrasing and summarising The narrative should progress at the clients own pace. Task 1b: Blind Spots and New Perspectives The purpose of this task is to help the client recognise the blind spots in their story that they may have overlooked or not recognised, and to help them take a new perspective on them. The counsellor can draw upon their skills of advanced empathy and immediacy to raise questions that challenge the clients perception or understanding. Self-disclosure may be used with caution by the counsellor if it is felt appropriate, whilst the counsellors use of immediacy may challenge the client to consider what is going on here and now. Task 1c: Leverage As part of stages 1a and 1b the client may have raised many issues that could be discussed. However, stage 1a helps the client, through appropriate questioning, to focus and identify one issue that would bring the greater benefit and make a difference in their life. Often managing such a problem or opportunity may minimise or eliminate the other issues raised. Alternatively the large problems in a clients life may seem so unresolvable that they need reducing to smaller issues that will help the client cope with the present, and allow them to address further issues one step at a time. The issue chosen should be of sufficient gravity to continue working with, often clients will choose problems that they can manage happily themselves. It is also important that the client is able to take ownership of the problem and show commitment to resolving it before moving to stage 2 of the model. Stage 2: The Preferred Picture At stage 2 the client is helped to envisage what their ideal outcome would be, what they want their world to look like. From the future possibilities the counsellor can help the client focus on a range of objectives to work towards. Task 2a: Possibilities The client is helped to consider the possibilities for a better future and to explore what that future may be. This task often involves a level of brainstorming and creative thinking. Clients should be encouraged to use their imagination and suspend judgement. A typical question the counsellor may ask would be If you had a magic wand what would you want? Task 2b: Change Agenda From the range of possibilities identified in task 2a, workable goals can be identified which constitute the clients change agenda. The goals should be SMART (specific, measurable, achievable, realistic and time-based) and it is important that they are the clients goals. Task 2c: Commitment When a client leaves a counselling session and has to face the distractions of daily life, goals set at 2b are easily forgotten. The counsellor can help by ensuring that the goals chosen are appealing to the client and the clients own. The client should be helped to embrace and take ownership of the goals Stage 3 The Way Forward Without a strategy, the client may feel that the goals chosen at 2b remain unrealisable. This stage helps formulate strategies for achieving the clients goals. From these strategies a plan can be drawn to help the client move forward. Task 3a: Possible Strategies The client is encouraged to think about the possible paths that can be taken to achieve their goals. Like at stage 2a, the client should be encouraged to brainstorm and be imaginative. The counsellor may use their skills in probing and prompting to help the client focus on different avenues. Task 3b: Best-fit Strategies There may be a number of possible strategies identified at stage 3a, however not all may be suitable to the clients circumstances. At this stage the counsellor can help the client to choose the most appropriate. Ideally, the preferred strategies will be those that are most likely to succeed and that the client has enthusiasm for. 3. The Introduction of Material From Two Other Therapeutic Schools Transactional Analysis (TA) TA is a theory of personality developed by Eric Berne (1910-1970), a Canadian psychologist that looks at the analysis of social interactions. Berne stressed the importance of early life experiences on our personality and was influenced emerging humanist ideas that people are born OK. The philosophy of TA is based upon 3 assumptions: People are born OK We can all make our own decisions Nobody can make us do, think or say anything without our consent. TA comprises three key areas: A theory of personality comprising 3 ego states. Child, Adult, Parent that reflect our thoughts and behaviours A model of communication or transactions. In particular Berne was interested in what ego state people were transacting from and to. A developmental model referring to life scripts. We all develop a life script from an early age and live our life by it. Both the Egan Model and Transactional Analysis challenge clients to have a new perspective upon problems and both are influenced by Rogers Person Centred approach and the core conditions. However whilst TA is a theory of personality based upon ego states, the Egan model does not address personality or social theory and provides framework for helping into which elements of other theories can be introduced. TA therapy is generally over a much longer period than counselling under the Egan model which defines the specific goals of the counselling sessions much more clearly. Psychodynamic Therapy Psychodynamic Therapy is based upon the personality theories of Sigmund Freud (1856-1939) and psychoanalytical psychotherapy. Freud recognised a difference between the conscious and the unconscious, or repressed, mind. A mid way between the two is our pre-conscious where our subconscious filters into our dreams or fantasies. Psychodynamic counselling aims to bring the unconscious to the conscious, enabling the client to construct a more effective personality through their increased awareness. Freud developed three components of personality: Id. Our basic, unconscious instincts. Our animal drives Ego. the ego represents what may be called reason and common sense, in contrast to the id which contains the passions (Freud 1923) Superego. An internal moral, parental voice. Freud believed that our childhood influenced our later personality and that we later re-enacted the patterns established at an early age. Psychodynamic counselling focuses on early development and experiences to help the client understand the present. Psychodynamic Counselling is insight orientated and tries to gain understanding by delving into our past. The Egan approach is goal orientated, looking to a better future created by the clients own actions. Egan is built upon the Person Centred ideas of Rogers and is therefore client centred. The best person to solve the clients problem, is the client. In contrast Psychodynamic counselling is expert based. The counsellor interprets the evidence provided by the client. Egan looks to change current situations whilst Psychodynamic Counselling looks for understanding. However,the flexibility of the Egan framework allows psychodynamic, or other, theories to be introduced if the counsellor believes this would be of benefit. 5. Recognition of Using Methods and Techniques Without Adequate Training

Jane’s Path to Prosperity Essay -- Novels Literature Books Religion Pa

Jane’s Path to Prosperity In The beginning of Jane Eyre, Charlotte Bronte introduces Jane as an orphan girl who is residing at Gateshead with Mrs. Reed and her children. Bronte walks us through the episodes of Jane’s life as she moves to Lowood, Thronfield, Moor House, and finally to Ferndean. Throughout these stages, Bronte will show how charity was depicted through the interactions that Jane had. Through these perspectives we will see that the results of how charity was regarded, based on the nineteenth century concepts and views that Bronte discusses, point out the significance of charity in Jane Eyre. Charlotte’s focus on charity in her novel revolves not only around giving money to orphans, but giving love and care to those in need. An example of this would be Graham Gordon’s view that, "Charity is an active concern to help others in their poverty and weakness†¦. This includes not merely alms-giving, or even the giving of emotional support, but sympathetic understanding as well"(159). What is being said is clearly that charity doesn’t only have to do with money, but the thought of acknowledging peoples’ situations in the world with respect. Charlotte’s attitude toward performing good deeds is quite optimistic in her belief that kindness will lead to happiness. In a letter to her friend Ellen Nussey, Charlotte writes, "The right path is that which necessitates the greatest sacrifice of self interest, which implies the greatest good to others; and this path, steadily followed, will lead, I believe, in time to prosperity and to happiness" (qtd . in Winnifrith 51). This piece of information correlates to the Christian belief that this type of action is "the true way to the end" (Graham 10). This clearly states Charlotte’s vi... ...ng Jane to be the ultimate example of what a charitable person is like. We can see clearly how charity was depicted in the nineteenth century and that there were good people who acknowledged the need of others even though they themselves were deprived. The final image that we get of charity in Bronte’s novel through Jane is that no matter what type of people we may encounter in our lives, we can still be capable of reaching prosperity and happiness through our good deeds. Works Cited Bentley, Phyllis. The Brontes and their world. New York: Viking P, 1969. Bronte, Charlotte. Jane Eyre. Boston: Bedford/St. Martin’s, 1996. Graham, Gordon. The Idea of Christian Charity. Notre Dame, In: U of Notre Dame P, 1969. Hinkley, Laura L. Charlotte and Emily. New York: Hasting, 1945. Winnifrith, Tom. The Brontes and Their Background. New York: Barnes, 1973.

Research-based Reading Program Essay

The Texas Reading Initiative has outlined a fairly comprehensive statement on the value of reading and the significance of infusing the habit of literacy among the young. Besides teaching/conducting a reading program per se, the quality, depth and integrity of such teaching methodology is equally important. This is the main reason why most reading advocates have bannered the discourse of a â€Å"research based† reading program rather than the traditional teaching methodology for teaching children how to read. It works on the emerging assumption that teaching the young is delicate enough for the reading teacher to adapt a research-based method. The paper on Components of a Research-based Reading Program, part of the Red Book Series by the Texas Education Agency, outlines the fundamental attributes of the recent development of teaching reading among the young. It is composed of a deeper understanding of the recesses of a child’s mind, its formation, development and predictable growth (Hilgard, 2001). Generally, the essential attributes of these Twelve Essential Components comprise an advanced understanding of adult-child training and communication: the Teacher-Trainer, the channel and the recipient (the child). These maybe the basic attributes of ordinary communication but an analysis of the paper can reveal that the communication framework is actually the basis of this research-based program, not to mention that the concept of code interpretation and language are involved and mentioned in that paper. The two ends of this communication curve, the Teacher-trainer and the child are the live working elements of this reading program, which makes the simplest components. What is generally interesting in these Twelve Components is the channel element and how the child decodes the communication. The paper frequently discusses the concept of language and how the child perceives instruction from the teacher, which is its whole point. This is the brunt/meat of the teaching methodology, where the paper discusses â€Å"opportunities† and â€Å"strategies† to aid child development. Such things are stated on the paper as to how to exploit the nature of the language channel, where educators strategically use the oral component to understand the written language-the act of reading. According to the authors, by the oral way, the child is directed into opportunities for appreciating sounds, its differences and â€Å"referents†, a concept used by linguists. They say that children may read aloud and â€Å"understand their building blocks† (www. tea. com), which we assume as auditory building blocks. This may imply that to reinforce one’s reading, one has to learn how to speak it first, using the auditory logic of the language’s construction, thus utilizing the nature of the child’s brain to absorb these â€Å"building blocks† into communicative memory (www. childdevelopmentinfo. com). And of course, there is the written format to contend with. This is where the recipient can visually decode using some of the strategies. Decoding in this context means visually playing with the language construction (â€Å"wordplay† as the paper says) through â€Å"blending† and what they call â€Å"word families† and writing patterns. On a lighter note, there is nothing new about the research-based reading program offered by the Texas Reading Initiative. The allegedly â€Å"new† methodology works much like teaching a foreign language to students in the collegiate level, but in the child’s case, localized and specialized for a kindergarten or grade-schooler. The same opportunities and teaching strategies have existed in basic foreign language class in university, and child psychologists seem to find it effective if made easier for children. Reference: Child Development Institute. Reading Improvement. Retrieved January 27, 2008, from http://www. childdevelopmentinfo. com/store/reading-improvement. htm. Hilgard, E. R. (2001). Introduction to Psychology. New York : Harcourt Brace Jovanovich.

Environmental Vocabulary for English Learners

Environmental Vocabulary for English Learners For English-language learners, vocabulary related to environmental issues can be challenging. Tables sectioned according to types of environmental issues can help. These tables provide the word or phrase in the left column and an example of how to use the term(s) in the righthand column to provide context. Important Issues From acid rain to pollution and radioactive waste, there are many environmental issues around which discussion and debate have evolved. Students will likely hear many of these terms on the news or read about them on the internet and in newspapers. The general list of issues should prove helpful. Term or Phrase Example Sentence acid rain The acid rain ruined the soil for the next three generations. aerosol Aerosol can be extremely toxic and must be used with care when sprayed in the air. animal welfare We must consider animal welfare as we strive to create a balance between man and nature. carbon monoxide Its important to have a carbon monoxide detector in your home for safety. climate The climate of an area can change over long periods of time. conservation Conservation focuses on making sure we protect the nature we havent already lost. endangered species There are many endangered species all over the planet that need our help. energy Humans are using an ever increasing amount of energy. nuclear energy Nuclear energy has passed out of fashion after a number of serious environmental disasters. solar energy Many hope that solar energy can wean us off our need for fossil fuels. exhaust fumes The exhaust fumes from cars standing in traffic can make you cough. fertilizers Fertilizers used by huge farms can pollute drinking water for miles around. forest fires Forest fires can burn out of control and create hazy weather conditions. global warming Some doubt that global warming is real. greenhouse effect The greenhouse effect is said to heat up the earth. (non)renewable resources As we move forward, we need to become more dependent on renewable energy resources. nuclear The exploration of nuclear science has created great boons, as well as horrific dangers for humanity. nuclear fallout The nuclear fallout from a bomb would be devastating to the local population. nuclear reactor The nuclear reactor was taken offline because of technical problems. Oil slick The oil slick caused by the sinking vessel could be seen for tens of miles. ozone layer Industrial additives have been threatening the ozone layer for many years. pesticide While its true that pesticides help kill off unwanted insects, there are serious problems to be considered. pollution Water and air pollution situations have improved over the last few decades in many countries. protected animal Its a protected animal in this country. You cant hunt it! rainforest The rain forest is lush and green, bursting with life from all sides. unleaded petrol Unleaded petrol is certainly cleaner than leaded petrol. waste The amount of plastic waste in the ocean is shocking. nuclear waste Nuclear waste can remain active for many thousands of years. radioactive waste They stored the radioactive waste at the site in Hanford. wildlife We must take the wildlife into account before we develop the site. Natural Disasters From drought to volcanic eruptions, natural disasters are a big part of the environmental discussion, as this table shows. Term or Phrase Example Sentence drought The drought has gone on for sixteen straight months. No water to be seen! earthquake The earthquake devastated the little village in the Rhine River. flood The flood forced more than 100 families from their homes. tidal wave A tidal wave hit the island. Luckily, no one was lost. typhoon The typhoon hit and dropped more than ten inches of rain in one hour! volcanic eruption Volcanic eruptions are spectacular, but they dont occur very often. Politics and Action Discussion generally leads to the formation of environmental groups and actions, some positive and some negative, as this final listing demonstrates. Environmental groups are followed by a listing of verbs (or actions) related to the environment and environmental issues. Term or Phrase Example Sentence environmental group The environmental group presented their case to the community. green issues Green issues have become one of the most important themes of this election cycle. pressure group The pressure group forced the company to stop building on that site. cut down We need to cut down on pollution drastically. destroy Human greed destroys millions of acres each year. dispose (of) The government must dispose of the waste properly. dump You can dump recyclable garbage in this container. protect Its our responsibility to protect the natural habit of this beautiful planet before its too late. pollute If you pollute in your own backyard, youll eventually notice it. recycle Make sure to recycle all paper and plastics. save We save bottles and newspapers to take to recycle at the end of each month. throw away Never just throw away a plastic bottle. Recycle it! use up Hopefully, well not use up all our resources before we start solving this problem together.

Civil War Admiral David G. Farragut

Civil War Admiral David G. Farragut David Farragut - Birth Early Life: Born July 5, 1801, in Knoxville, TN, David Glasgow Farragut was the son of Jorge and Elizabeth Farragut. Jorge, a Minorcan immigrant during the American Revolution, was a merchant captain as well as a cavalry officer in the Tennessee militia. Naming his son James at birth, Jorge soon moved the family to New Orleans. While residing there, he aided the father of future Commodore David Porter. Following the elder Porters death, the commodore offered to adopt young James and train him as a naval officer in gratitude for the services rendered to his father. In recognition of this, James changed his name to David. David Farragut - Early Career War of 1812: By joining the Porter family, Farragut became foster brothers with the other future leader of the Union Navy, David Dixon Porter. Receiving his midshipmans warrant in 1810, he attended school, and later sailed aboard USS Essex with his adopted father during the War of 1812. Cruising in the Pacific, Essex captured several British whalers. Midshipman Farragut was given command of one of the prizes and sailed it to port before rejoining Essex. On March 28, 1814, Essex lost its main topmast while leaving Valparaiso and was captured by HMS Phoebe and Cherub. Farragut fought bravely and was wounded in the battle. David Farragut - Post-War Personal Life: Following the war, Farragut attended school and made two cruises to the Mediterranean. In 1820, he returned to home and passed his lieutenants exam. Moving to Norfolk, he fell in love with Susan Marchant and married her in 1824. The two were married for sixteen years when she died in 1840. Moving through a variety of posts, he was promoted to commander in 1841. Two years later, he married Virginia Loyal of Norfolk, with whom he would have a son, Loyall Farragut, in 1844. With the outbreak of the Mexican-American War in 1846, he was given command of USS Saratoga, but saw no major action during the conflict. David Farragut - War Looms: In 1854, Farragut was at dispatched to California to establish a naval yard at Mare Island near San Francisco. Working for four years, he developed the yard into the US Navys premier base on the west coast and was promoted to captain. As the decade drew to a close, the clouds of civil war began to gather. A Southerner by birth and residence, Farragut decided that if a peaceful separation of the country were to occur, that he would consider remaining in the South. Knowing that such a thing would not be permitted to happen, he declared his allegiance to the national government and moved his family to New York. David Farragut - Capture of New Orleans: On April 19, 1861, President Abraham Lincoln declared a blockade of the Southern coast. To enforce this edict, Farragut was promoted to Flag Officer and sent aboard USS Hartford to command the West Gulf Blockading Squadron in early 1862. Charged with eliminating Confederate commerce, Farragut also received orders to operate against the Souths largest city, New Orleans. Assembling his fleet and a flotilla of mortar boats at the mouth of the Mississippi, Farragut began scouting the approaches the city. The most formidable obstacles were Forts Jackson and St. Philip as well as a flotilla of Confederate gunboats. After approaching the forts, Farragut ordered the mortar boats, commanded by his step brother David D. Porter, to open fire on April 18. After six days of bombardment, and a daring expedition to cut a chain stretched across the river, Farragut ordered the fleet to move forward. Steaming at full speed, the squadron raced passed the forts, guns blazing, and safely reached the waters beyond. With Union ships in their rear, the forts capitulated. On April 25, Farragut anchored off New Orleans and accepted the citys surrender. Shortly thereafter, infantry under Maj. Gen. Benjamin Butler arrived to occupy the city. David Farragut - River Operations: Promoted to rear admiral, the first in US history, for his capture of New Orleans, Farragut began pressing up the Mississippi with his fleet, capturing Baton Rouge and Natchez. In June, he ran the Confederate batteries at Vicksburg and linked up with the Western Flotilla, but was unable to take the city due to a lack of troops. Returning to New Orleans, he received orders to steam back to Vicksburg to support Maj. Gen. Ulysses S. Grants efforts to capture the city. On March 14, 1863, Farragut attempted to run his ships by the new batteries at Port Hudson, LA, with only Hartford and USS Albatross succeeding. David Farragut - Fall of Vicksburg and Planning for Mobile: With only two ships, Farragut began patrolling the Mississippi between Port Hudson and Vicksburg, preventing valuable supplies from reaching Confederate forces. On July 4, 1863, Grant successfully concluded his siege of Vicksburg, while Port Hudson fell on July 9. With the Mississippi firmly in Union hands, Farragut turned his attention to the Confederate port of Mobile, AL. One of the largest remaining ports and industrial centers in the Confederacy, Mobile was defended by Forts Morgan and Gaines at the mouth of Mobile Bay, as well as by Confederate warships and large torpedo (mine) field. David Farragut - Battle of Mobile Bay: Assembling fourteen warships and four ironclad monitors off Mobile Bay, Farragut planned to attack on August 5, 1864. Inside the bay, Confederate Adm. Franklin Buchanan had the ironclad CSS Tennessee and three gunboats. Moving toward the forts, the Union fleet suffered the first loss when the monitor USS Tecumseh struck a mine and sank. Seeing the ship go down, USS Brooklyn paused, sending the Union line into confusion. Lashing himself to Hartfords rigging to see over the smoke, Farragut exclaimed Damn the torpedoes! Full speed ahead! and led his ship into the bay with the rest of fleet following. Charging through the torpedo field without any losses, the Union fleet poured into the bay to do battle with Buchanans ships. Driving away the Confederate gunboats, Farraguts ships closed on CSS Tennessee and battered the rebel vessel into submission. With Union ships in the bay, the forts surrendered and military operations against the city of Mobile began. David Farragut - End of the War and Aftermath In December, with his health failing, the Navy Department ordered Farragut home for a rest. Arriving in New York, he was received as a national hero. On December 21, 1864, Lincoln promoted Farragut to vice admiral. The next April, Farragut returned to duty serving along the James River. Following the fall of Richmond, Farragut entered the city, along with Maj. Gen. George H. Gordon, just prior to President Lincolns arrival. After the war, Congress created the rank of admiral and immediately promoted Farragut to the new grade in 1866. Dispatched across the Atlantic in 1867, he visited the capitals of Europe where he was received with the highest honors. Returning home, he remained in the service despite declining health. On August 14, 1870, while vacationing at Portsmouth, NH, Farragut died of a stroke at the age of 69. Buried at Woodlawn Cemetery in New York, over 10,000 sailors and soldiers marched in his funeral procession, including President Ulysses S. Grant.

Developing a conceptual framework is an impossible possibility Essay - 2

Developing a conceptual framework is an impossible possibility - Essay Example Conceptual frameworks have been constantly changed from them. However, individual organizations have come up with their own conceptual frameworks that suit specific organizational needs. A conceptual framework provides an over view of how things should be done in an organization. It is a coherent system of related objectives and fundamentals that should lead to consistent standards that prescribe the nature, function, and limits of financial accounting and financial statements.† (Foulks Lynch 1998) A conceptual framework development takes time. The worst part is that once it is ready, hardly any of those principles are applied since the dynamic economic environment will be experiencing other challenges. Conceptual framework is like a constitution in financial accounting that stipulates its nature, function and its limits. The International Accounting Standards Board (IASB) also came up with an internationally recognized conceptual framework, which aims at streamlining the accou nting principles worldwide. This promotes external investments. The second function of the conceptual framework is to solve any emerging problems in the accounting sector. This explains why the boards are constantly reviewing the conceptual framework to suite the new challenges. ... The risk of not having a conceptual framework is the cropping up of haphazard standards. Without standards, businesses will even come up with their own frameworks that give them an advantage over others. This will lead to inconsistence in the basic principles. A strong conceptual framework will shield the financial sector from manipulation by other powerful forces such as the politicians and other interested parties. The process of developing a conceptual framework is done through a long deliberation among the board members. A good framework forms a good basis for a company. The advantages of a conceptual framework are as follows. It establishes standards that are logical and consistent. The CF stipulates rules and policies on how certain things should be carried out. The company will not just act anyhow, but it will be guided by certain rules, which maintain standardization. The conceptual framework provides rules to be followed when no other accounting principle can be applied. In accounting, rules are followed to the letter, but in some cases, there are no rules. The conceptual framework will come in; though most of its rules are general, they deal with all aspects of accounting. A conceptual framework builds the public trust in accounting. Financial reports and statements are known to be credible. This is because the public knows that there are bodies that set principles to govern them. Other advantages of the conceptual framework include avoiding conflict between user groups and ensuring accountability. The demerit of the conceptual framework is that it does not address the needs of the diverse users. There is no conceptual framework that can address the needs of everybody, and that is

Stereotype paper Essay Example | Topics and Well Written Essays - 750 words - 1

Stereotype paper - Essay Example Moreover, I believe that there is no afterlife because there seems to be no purpose in it and no one has proven it so far. I am prejudiced against these pastors who spread the so-called â€Å"Word of God† in order to convince their congregation to buy everything that they say simply out of faith and perhaps for their own benefit, even if that benefit were only a smug feeling of satisfaction that they have done something good or others have followed them. The more they assert their beliefs, the more they make me feel that it is just easy for them to say those things because they live rich lives and they are not exactly the ones suffering. I believe their convictions about God would be different if they were the ones waiting for their execution in Rwanda or dying of cholera in Sierra Leone. Nevertheless, I have realized that Peter Ditto of the University of California-Irvine was right in saying that â€Å"people are much more skeptical processors of information [that] they don’t want to believe† (â€Å"How Pre-existing Beliefs,† 2012). Perhaps, my arguments were also flawed in that I have assumed that for God to exist, then He must be good, and that for heaven and the afterlife to make sense then they must at least require some proof. It appears that I was not able to consider the idea that God may exist but may be just and not kind, and He may have a purpose that I may not be able to comprehend. Moreover, the afterlife may really actually exist and that just because something does not have proof does not necessarily mean that it does not exist. Lastly, I may have committed the fallacy of argumentum ad hominem against pastors because I may have attacked them and their personal circumstances instead of their actual convictions (Walker, 2009). I may have unjustly assumed that they were rich and had good things happening around them all the time that is why I assumed that they would not be able to exactly understand how hard the poor