Outline For The Prince Essays - Monarchy, Feudalism, Free Essays

Outline For The Prince Essays - Monarchy, Feudalism, Free Essays Outline For The Prince Outline for The Prince I. The basics - all dominions are acquired through either fortune (hereditary or exploitable circumstances) or ability (virt - strength, courage, skill, desperate measures; not a reference to moral virtue) II. Hereditary rulers have an easier time keeping power and regaining it because they have less cause and less need to offend than a new one. Unless a hereditary ruler does something truly despicable the people will of him and fight to keep him in power. If a stronger force strips him of the title, he will have an easier time regaining it, because of the necessary cruelties of his overthrowers force on the people make them more affectionate for him. III. Mixed principalities occur when the people overthrow their ruler to join an established neighboring regime in an attempt to improve their lives. This never improves them. The occupying force always injures the new principality, thereby costing their goodwill, yet force cannot be used against them because the new ruler is obligated to them. Therefore, they can neither be satisfied nor forced. Conquering the second time allows the ruler to use force by using the rebellion as an excuse - this makes the lands easier to keep. If customs are the same between the current and soon to be conquered holdings, all one must do is extinguish the ruling family and alter neither the laws nor the taxes. If language, customs ,and laws are different then the prince must make one of three ruling choices. He can either: A. live there - a rulers presence makes it easier to learn of and squash rebellions, installs either love or fear, and keeps potential attackers away for fear of battle and swift retribution. B. colonize - this only offends those who are dispossessed to house your troops and they will have no recourse. C. use a large force of troops - this method is both expensive and annoying to the residents of the new principality. Tip from the Romans - colonize, protect lesser powers without increasing their strength, reduce strong and threatening powers, do not let foreign powers gain footing in neighboring areas. IV. Lands ruled by single rulers are easier to gain and maintain control of than those with a central leader but a number of barons or minor lords (more insurrection, more choices for the people to follow, more threats to your absolute rule). V. The best ways to govern lands had their own lord are: A. destroy it - replace it with your laws (the best choice) B. live there - to keep personal control of things (second best option) C. accept tribute from the near area but leave the laws unchanged - set-up a government to keep it friendly to you. With this method the risks of overrule are still apparent, however the people now in government will do everything they can to keep you in power so that they can stay in power. VI. Nothing is more difficult than establishing a government,; for he who introduces it makes enemies of all who prospered under the old regime and finds but lukewarm defenders from those who stand to benefit from the new one. VII. Those who rise due to good fortune depend entirely on the will and fortune of those who installed them. They rise quickly to the top, but have neither the knowledge nor the power to remain there. Here begin to stress point that people are tools to be used when necessary to gain a desired end. As an example, cite the story of the Duke of Valention (a.k.a. Cesare Borgia) who set a harsh taskmaster with free reign for his cruelties to rule over a new province. Once the man had settled the area to the Dukes satisfaction the Duke noted that the people blamed him for hid dominions cruelty. The Duke rewarded Remirro (the taskmaster) for his work on the Dukes behalf by affixing all the blame upon him. When the people strode into the public square of Cesena they found Remirros body split in two and left for public display. He was found laying next to a wooden block with a blood-stained knife resting beside it. The people were gratified by the Dukes vengeance and never realized that

The Dark Side of Application.ProcessMessages

The Dark Side of Application.ProcessMessages Article submitted by Marcus Junglas When programming an event handler in Delphi (like the OnClick event of a TButton), there comes the time when your application needs to be busy for a while, e.g. the code needs to write a big file or compress some data. If you do that youll notice that your application seems to be locked. Your form cannot be moved anymore and the buttons are showing no sign of life. It seems to be crashed. The reason is that a Delpi application is single threaded. The code you are writing represents just a bunch of procedures which are called by Delphis main thread whenever an event occured. The rest of the time the main thread is handling system messages and other things like form and component handling functions. So, if you dont finish your event handling by doing some lengthy work, you will prevent the application to handle those messages. A common solution for such type of problems is to call Application.ProcessMessages. Application is a global object of the TApplication class. The Application.Processmessages handles all waiting messages like window movements, button clicks and so on. It is commonly used as a simple solution to keep your application working. Unfortunately the mechanism behind ProcessMessages has its own characteristics, which might cause big confusion! What does ProcessMessages? PprocessMessages handles all waiting system messages in the applications message queue. Windows uses messages to talk to all running applications. User interaction is brought to the form via messages and ProcessMessages handles them. If the mouse is going down on a TButton, for example, ProgressMessages does all what should happen on this event like the repaint of the button to a pressed state and, of course, a call to the OnClick() handling procedure if you assigned one. Thats the problem: any call to ProcessMessages might contain a recursive call to any event handler again. Heres an example: Use the following code for a buttons OnClick even handler (work). The for-statement simulates a long processing job with some calls to ProcessMessages every now and then. This is simplified for better readability: {in MyForm:}   Ã‚  WorkLevel : integer; {OnCreate:}   Ã‚  WorkLevel : 0; procedure TForm1.WorkBtnClick(Sender: TObject) ; var   Ã‚  cycle : integer; begin   Ã‚  inc(WorkLevel) ;   Ã‚  for cycle : 1 to 5 do   Ã‚  begin   Ã‚  Ã‚  Ã‚  Memo1.Lines.Add(- Work IntToStr(WorkLevel) , Cycle IntToStr(cycle) ;   Ã‚  Ã‚  Ã‚  Application.ProcessMessages;   Ã‚  Ã‚  Ã‚  sleep(1000) ; // or some other work   Ã‚  end;   Ã‚  Memo1.Lines.Add(Work IntToStr(WorkLevel) ended.) ;   Ã‚  dec(WorkLevel) ; end; WITHOUT ProcessMessages the following lines are written to the memo, if the Button was pressed TWICE in a short time: - Work 1, Cycle 1 - Work 1, Cycle 2 - Work 1, Cycle 3 - Work 1, Cycle 4 - Work 1, Cycle 5 Work 1 ended. - Work 1, Cycle 1 - Work 1, Cycle 2 - Work 1, Cycle 3 - Work 1, Cycle 4 - Work 1, Cycle 5 Work 1 ended. While the procedure is busy, the the form does not show any reaction, but the second click was put into the message queue by Windows. Right after the OnClick has finished it will be called again. INCLUDING ProcessMessages, the output might be very different: - Work 1, Cycle 1 - Work 1, Cycle 2 - Work 1, Cycle 3 - Work 2, Cycle 1 - Work 2, Cycle 2 - Work 2, Cycle 3 - Work 2, Cycle 4 - Work 2, Cycle 5 Work 2 ended. - Work 1, Cycle 4 - Work 1, Cycle 5 Work 1 ended. This time the form seems to be working again and accepts any user interaction. So the button is pressed half way during your first worker function AGAIN, which will be handled instantly. All incoming events are handled like any other function call. In theory, during every call to ProgressMessages ANY amount of clicks and user messages might happen in place. So be careful with your code! Different example (in simple pseudo-code!): procedure OnClickFileWrite() ; var myfile : TFileStream; begin   Ã‚  myfile : TFileStream.create(myOutput.txt) ;   Ã‚  try   Ã‚  Ã‚  Ã‚  while BytesReady 0 do   Ã‚  Ã‚  Ã‚  begin   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  myfile.Write(DataBlock) ;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  dec(BytesReady,sizeof(DataBlock)) ;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  DataBlock[2] : #13; {test line 1}   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Application.ProcessMessages;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  DataBlock[2] : #13; {test line 2}   Ã‚  Ã‚  Ã‚  end;   Ã‚  finally   Ã‚  Ã‚  Ã‚  myfile.free;   Ã‚  end; end; This function writes a large amount of data and tries to unlock the application by using ProcessMessages each time a block of data is written. If the user clicks on the button again, the same code will be executed while the file is still being written to. So the file cannot be opened a 2nd time and the procedure fails. Maybe your application will do some error recovery like freeing the buffers. As a possible result Datablock will be freed and the first code will suddenly raise an Access Violation when it accesses it. In this case: test line 1 will work, test line 2 will crash. The better way: To make it easy you could set the whole Form enabled : false, which blocks all user input, but does NOT show this to the user (all Buttons are not grayed). A better way would be to set all buttons to disabled, but this might be complex if you want to keep one Cancel button for example. Also you need to go through all the components to disable them and when they are enabled again, you need to check if there should be some remaining in the disabled state. You could disable a container child controls when the Enabled property changes. As the class name TNotifyEvent suggests, it should only be used for short term reactions to the event. For time consuming code the best way is IMHO to put all the slow code into an own Thread. Regarding the problems with PrecessMessages and/or the enabling and disabling of components, the usage of a second thread seems to be not too complicated at all. Remember that even simple and fast lines of code might hang for seconds, e.g. opening a file on a disc drive might have to wait until the drive spin up has finished. It doesnt look very good if your application seem to crash because the drive is too slow. Thats it. The next time you add Application.ProcessMessages, think twice ;)

Asian performance Essay Example | Topics and Well Written Essays - 250 words

Asian performance - Essay Example The stiffs’ tapes are Puramvaal, Ulluvaal, Pattuval. The Kacha forms the bulky skirt of the artist. Costume of Kathaakali entails colorful and ornate vests, anklets and jewelry completes and mainly preserves the culture. The prominent music played is Manipravalam. Narrations of the story and the conversations amidst two characters of the play are carried out through gestures expression and rhythmic dancing. The songs are sung on the background, usually by two vocalists. Two drums called Chenda and corresponding maddalam are provided for the music, Cymbals and other instruments are associated in the orchestra. Kathakali performances are conducted after dark but sometimes-special plaayya were played in very early morning. The main reason why kathakali was being performed was to entertain people after the long period work. It was also meant to pass the peoples tradition from one generation to the next Before someone acts the Kathakali, he has to go a rigorous training lasting 8-10 years. The long training period ensures that the actors have the full concentration and physical stamina and male actors played the skill to perform. Traditionally, Kathakali used to dress like woman and played the character, but eventually with time, female participation in Kathakali has become very common. Kathakali is a stylish, ancient and classical dancing form well known for its large costumes and elaborate make-ups. It can be described as a powerfully charged drama and a combination of dance, devotion, drama, music, make up’s and costumers which aims in producing the most impressive sacred theatre in the

Literature Essay Example | Topics and Well Written Essays - 500 words - 5

Literature - Essay Example the lower social status of Atieno as compared to the speaker, the power struggle between the speaker and Atieno and the misery of the characters represented. In focusing on the different social status of the characters represented in the poem, the critic will point out the various ways in which Atieno is essentially a slave to her older and more successful relative. This difference in social status equates to a significant difference in expected responsibilities as Atieno, at only 8 years old, is expected to perform all the basic functions of the house making it possible for the speaker’s wife, the child’s aunt, to sit all day and sew. This gives the impression that the wife’s chores are not as heavy or as tiring as those given to the niece. This kind of difference in expectations is what Marx points to when he indicates that the lower classes will rise up against perceived injustices in the division of labor to reward. The Marxist critic is also likely to focus on the apparent power struggle occurring between Atieno and the speaker as a result of these differences in labor expectations. The girl is covetous towards her cousins’ things, she â€Å"spends too long at market† (26) and is evidently given a place to sleep but not the same access to education that her cousins have. This idea is given voice as the speaker asks, â€Å"Don’t I keep her, school my own ones / Pay the party, union fee† (20-21). Because she has no power of her own and no real chance of escaping her situation, Atieno rebels against her system the only way she knows how. This speaks directly to Marx’s theory that when the laboring classes have finally had enough of capitalist gain being withheld, they will cease to perform until more equitable terms have been made available. Finally, the Marxist critic is likely to take a look at the misery of the lower classes as it is reflected in the lives of all the characters mentioned. Although Atieno is obviously the worse-off among

The eradication of poverty Essay Example for Free

The eradication of poverty Essay Sentence Outline: 1. Government action and charity from the business sector and private individuals helps  in the eradication of poverty. 2. Education is a way of helping the poverty stricken to better themselves and increase  their standard of living. 3. The injection of money into the economy by the government, foreign investment or  foreign aid may help decrease poverty by creating jobs. 4. Family planning is a useful tool in the eradication of poverty. 5. Drug treatment centers will aid in the task of the eradicating poverty. Conclusion: Poverty may be caused by many factors for instance lack of jobs, lack of skills, one may be born into poverty or one may be forced into poverty by lifestyle choices. Irrespective of the cause of poverty the eradication of poverty should be a worldwide goal as it brings benefit to no one. This is why help should be forthcoming from all sectors of the population including the government, the business sector and private individuals to rid society of the problem of poverty. ESSAY: The eradication of poverty. There are many different reasons why poverty occurs and as such there are  many different avenues to pursue in the eradication of poverty. The term poverty may have vastly differing meaning to people from different countries or backgrounds. This occurs because poverty is not uniform everywhere and the methods of eradicating poverty need to be adapted to the different situations that exist. Nevertheless the need for support from governments, the business sector, non-profit organizations and the public is needed on a worldwide basis. Government action, charity from the business sector and private individuals helps in the eradication of poverty. For instance, the government may institute school feeding programmes so that underprivileged children will have at least one meal a day. Members of the business sector may contribute funds towards building a shelter for the homeless and private individuals may donate items such as clothing to the poor. Provision of shelter, meals and clothing to the poor and homeless is the first step towards increasing their standard of living as their basic needs are being met. Education is a way of helping the poverty stricken to better themselves and increase their standard of living. The government and non-profit organizations working alone or together can provide free training to the poor. The provision of training will allow these less fortunate individuals to learn a skill, which they can use to make themselves employable or earn a higher wage. This will enable them to enjoy a better standard of living as they can better provide for themselves and their families. The injection of money into the economy by the government, foreign investment or foreign aid may help decrease poverty by creating jobs. People who were previously unemployed may be able to find gainful employment. They would then be able to increase their standard of living as they now have a reliable source of income to provide for their needs. Family planning is another useful tool in the eradication of poverty. Many families still experience poverty even though both parents are employed. This occurs many of the times because there are too many children to support with the income being earned. Through education about family planning people  can learn to have manageable sized families where they can enjoy a reasonable standard of living even if their income is not very high. Lastly, drug treatment centers will aid in the task of eradicating poverty. Many people become destitute because of their addiction to drugs. Centers are needed where these people can go to for help to overcome their addiction. Overcoming drug addiction will be the first step to overcoming poverty for these people. Once a drug addict has been rehabilitated he can move on with his life and once more become a useful member of society and provide for himself. Poverty may be caused by many factors for instance lack of jobs, lack of skills, one may be born into poverty or one may be forced into poverty by lifestyle choices. Irrespective of the cause of poverty the eradication of poverty should be a worldwide goal as it brings benefit to no one. This is why help should be forthcoming from all sectors of the population including the government, the business sector and private individuals to rid society of the problem of poverty.

Essay example --

Digital library refers to an electronic library in which collections are stored in electronic media formats as opposed print, microform, or other media and accessible via computers. One of the biggest areas for hardware and software development outside the traditional ILS, digital content management for libraries present itself as the newest moving target in library automation. Sometimes as simple as scanning a document for electronic course reverse, or as complex as state-of-the-art digital management, access, and preservations, the digital library movement is probably the most perplexing and promising development for libraries since library automation began almost seven decades ago. Though this subject is worthy of its own textbook , but its ironically, the paper library on digital libraries is a growing one. The more humble the aim of this work is to put digital libraries in the context of library-vendor and library-dot-com relationships. The aggregation of materials in a digital library can be greater than the sum of its parts. Digital libraries can assists, amplify, and to some...

Pinnacle Public Housing and its Uniqueness

The Pinnacle at Tuxedo in the Singapore city can be defined as the most unique Real Estate project, which was undertaken as well as created in the year of 1963 and as the days went, newer reformations went on getting introduced. In recent time it can be easily called as one of the best Real Estate Project which is extremely surpassing as well as buyer or the customer oriented too. It is a huge Real Estate project which general is inclusive of almost 1850 apartments and the presence of the seven towering blocks, inter connected with each other with the desired help of the SkyBridge. This can also be called as one of the most eloquent as well as a brand new feature of this real estate project. Quality associated to the empowerment of the Towers: This Real Estate project can be known as the most familiar project in the Singapore City due to the advancement in the field of technique, as well as the civil constructions. This not only makes the project unique and new, but also keeps them f irm as well as empowered too. The interior as well as the exterior designs made by the civil engineers and the architects are simply excellent and the designs are inanely unique.Important Notes The two sky bridges connecting the different towers are extremely modern and technology oriented. They are meant to avoid any sort of accident or mishap. The balconies attached to the different rooms also are made spacious and strong so that the spring can be enjoyed to the fullest. Keeping apart the balcony and the sky board, there are arrangements of the circuit board like the bay windows and the planter boxes too. Know more about pinnacle tuxedo price from their various websites.The sky bridges can also be aided In the creation of the different sky ardent and they also facilitate the users or the residents to have a clear, wide and a panoramic view of the skyline of the city. In fact, this manifestation makes the thought more and more eternal In a positive manner. Significant Comments on t his Ultra Modern Society The Pinnacle project at Tuxedo can be called as the largest as well as the most anticipated Real Estate project which has a very positive effect on the desired buyers as this housing or the Real Estate Project can be considered to be the most eloquent and the charming one for the purpose of living.The Inhalation of this project Is raked In the year 1963 and even today, this project appears to be exclusive, marvelous , eye dazzling and exceptional too. It can be easily fathomed that this desired Real Estate project, known as pinnacle tuxedo Singapore, Is not only for the natives but even, It offers numerous faculties and help for the expatriates who feels of buying an apartment In the city where the fun and frolic rules the days and the nights. There are Instances of different cases, wherein rebates or discounts were offered during the time of deal and transaction while buying an apartment here. By Frank-Limit websites.The sky bridges can also be aided in the creation of the different sky thought more and more eternal in a positive manner. Significant Comments on this and the charming one for the purpose of living. The initiation of this project is marked in the year 1963 and even today, this project appears to be exclusive, desired Real Estate project, known as pinnacle tuxedo Singapore, is not only for the natives but even, it offers numerous facilities and help for the expatriates who feels of buying an apartment in the city where the fun and frolic rules the days and the nights. There are instances of different cases, wherein rebates or discounts were.

Contributing factors toward SWB of the Institutionalized Elderly Essay

Apart from delineating the cognitive and affective indicators of SWB, this study also attempted to identify the possible factors which contribute to SWB. A host of factors were identified in the largely western literature. These are presented in the succeeding pages. Physical Health: Health is one of the most important variables in predicting whether people are happy (Campbell et al. , 1976). The World Health Organization defines health as, the optimal functioning of the human organism to meet biological, psychological, ethical and spiritual needs (Emeth & Greenhut, 1991). In this study the elderly were said to have ‘optimal functioning’ when he or she had basic competence, which was necessary for maintenance of independent living (Martin, 2001). In the case of the elderly in the study it was denoted by their ability for personal care on their own. It also pertained to mental health, which was a state where the elderly were not prone to depression, or other mental illness, and did not have any major cognitive impairments. Autonomy: Autonomy could be equated to having the capacity for selfdetermination, independence, internal locus of control, and internal regulation of behavior (Ryff, 1989). Having a sense of being in control (autonomy) means that one’s thoughts and actions are one’s own and not determined by others. It is related to physical health too as it gives a sense of mastery over situations. It is important for all and particularly for the elderly to maintain that sense of control or autonomy because a sense of losing control of one’s life or one’s power is to in some ways lose one’s worth, which can have detrimental effect on one’s physical as well as psychological health. Money/Income: Income or money is importantly related to a sense of well-being in old age (Diener, 1984) and the elderly in the study may or may not enjoy financial security Money is important probably because of the sense of security that they experience when they have enough money which could implicitly affect their sense of autonomy and self-worth. Family Relationships: Family is a natural institution constant across time and space which is a very close and intimate group and one’s sense of well-being is sustained by membership in this primary group, as it provides a sense of security, connectedness, and belongingness to the aged. There are no substitutes for the close relationship in the experience of well-being in the case of the aged. In the case of the elderly in the study, family relationship is limited to this intimate group consisting of the spouse, children and grandchildren as the extended family is almost nonexistent in the given context. Friendship: Friendship or close relationship with members of the same age group often sharing personal characteristics, life styles, values and experiences is a source of enjoyment, socializing, and reminiscing the past; promote a higher satisfaction among the older adults (Sorensen & Pinquart, 2000). In the given situation it could be long standing friends from the past, and or the friendship developed among the co-residents of the home. Social Support and Social Interest: To experience a sense of well-being persons should have deep feeling of sympathy, and affection for human beings (social interest/altruism). That is, their ability to go beyond the personal to interpersonal establishing deep, profound interpersonal relationships and social support, to transpersonal, which is relating to the Divine in the social context of one’s life. These play a significant role in maintaining their psychological, social, and physical integrity over time (Witmer & Sweeny, 1992) and consequently the sense well-being. Attitude toward Death: Death can be understood as a natural process of transition from one stage of life to another. Depending on the meaning people attach to death, they fear death or embrace it as a natural transition with a sense of acceptance and surrender (Atchley, 1997). Accepting old age and death meaningfully makes life happier. Fear or acceptance of death is closely related to general satisfaction. According to (Moberg, 2001), when life is lived to the full, death becomes a fulfillment, a completion. Religion and Spirituality: Subjective aspects of religion and spirituality include religious identification, religious attitudes, values, beliefs, knowledge, and mystical/religious experiences. Religious experience provides a sense of meaning and purpose in daily life (Polner, 1989). Spirituality usually refers to a unique, personally meaningful experience of a transcendent dimension that is associated with wholeness and wellness (Westgate, 1996). Spiritual wellness is the dimension that permits the integration of one’s spirituality with the other dimensions of life, thus maximizing the potential for growth and self-actualization (Westgate, 1996). At this point of SWB research, there is already an idea of the variables which correlate with SWB. However, a better understanding of parameters that influences the relationships, the directions of influences between variables, and the different influences interact are still needed (Diener, 1984). Given the assumption that these features are deep cross-cultural, universally applicable, core characteristic features of well being sought by the aged, the researcher believed that the institutionalized care for the aged and their subjective sense of well-being is also context specific. An understanding of psychological well-being necessarily rely upon the moral visions that are culturally embedded and frequently culture specific (Christopher, 1999). In this context, one might ask how the institutionalized aged of Gladys Spellman experience the transition from mathru-pithru devobhava (mother and father are like gods) to institutionalized care, what their experience of the subjective well-being consisted in, and what might be the specific factors that would contribute to their sense of well being. It is possible that the western culture-specific factors of subjective well-being outlined above may not have the same relevance for the population under investigation. This study was expected to help understand the contextspecific aspects of well-being of the institutionalized aged.

Teaching ICT at School Reasons, Concerns and Solutions

Teaching ICT at School Reasons, Concerns and Solutions Abstract Purpose Over the past few years, the significance of information and computer technologies has multiplied several times. New media has opened a pool of opportunities in every single field, increasing the pace of globalization and contributing to business development.Advertising We will write a custom assessment sample on Teaching ICT at School: Reasons, Concerns and Solutions specifically for you for only $16.05 $11/page Learn More Methods The given study is going to provide the themes that should be taught in ICT classes in schools so that students could be able to use the latest technologies to their advantage in studying, learn about the mechanism of their cognitive process and become lifelong learners. Results The introduction of the ICT principles into the education system will help teachers acquire new skills more efficiently. In the course of the research, an overview of the key ICT themes was done. Discussion The results have shown that, amo ng the ICT themes that should be viewed as the school material, digital literacy, informational systems and human communication in ICT should be listed. Introduction: Nature of the Problem There is no secret that with the advent of information technologies, the landscape of communication, business and media has changed radically. Information technology has leaked into very single area and aspect of people’s lives, and it has become crucial to learn to use these changes to people’s advantage; for instance, ICT teaching can shed some light on mobile learning (El-Hussein Cronge, 2010). However, introducing ICT into the school curriculum is fraught with numerous difficulties. Statement of Purpose, Scope and General Method The purpose of the given paper is to define the themes of ICT that should be taught to students at school, as well as the methods for teaching the aforementioned themes. Seeing how the given topic is rather broad, the scope of the paper will concern the themes that can be taught to high school and college students. As for the research method, the principle of grounded theory is going to be used in order to design the basic patterns for teaching ICT. The principle of grounded theory is going to be the key method. Hypothesis Because of the opportunities in terms of technology and communication that ICT opens in front of teachers and students, it is most reasonable to use ICT as the means to accomplish such goals as the shift from an old to a relatively new teaching paradigm (EACEA, 2009, 14), more opportunities for teacher education (UNESCO, 2005, 55 55) and professional development (EACEA, 2009, 14), more efficient classroom management (EACEA, 2009, 14), better cooperation between schools (EACEA, 2009, 14) and availability of the necessary equipment (EACEA, 2009, 14). The given goals can be achieved by introducing such topics as research and e-awareness, communication, control and science, modeling and simulation and handling data.A dvertising Looking for assessment on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Methods As it has been stressed above, the principles of the grounded research were used in the course of defining the key ICT themes to be taught in schools. The key characteristics of a good ICT lesson are going to be defined and most reasonable and efficient strategies for teaching ICT are going to be distinguished. Finally, the challenges regarding ICT teaching at schools will be outlines, and basic means of addressing these challenges will be provided. Results Results and Original Hypothesis An efficient use of interactive materials is a good method of introducing students to the opportunities provided by the ICT, (Eurydice, 2011, 10). The given approach is crucial in that it allows for demonstrating students the benefits of the ICT in a very graphic way. More to the point, the given method helps students apply the acquired skills to practice immediately after these skills were learned, as it was done in Malaysian schools in 2002 (Chan, 2002, 2). The third option that teachers have in terms of methods of teaching ICT to students in schools is to utilize such strategies as project-based learning, personalized learning, individualized, or student-centered, learning, scientific investigations and online learning (Eurydice, 2011, 43). The given methods are equally important, since, though having seemingly different characteristics, they are all targeted at the same goal, i.e., developing students’ independence in the use of ICT. The issue regarding classroom management should also be brought up. As ESEA report says, classroom management process becomes considerably easier with the introduction of the ICT technologies, which allows both students and teachers to focus on the class activities and, therefore, creates the most appropriate learning and teaching environment. Trends Discussion ICT helps students in their meta-cognition process. Phelps and Graham’s study shows that the integration of ICT into meta-cognition process led to rather fruitful results in fourteen schools (Phelps Graham, 2008, 129). At certain points, the goals of ICT studying and meta-cognition cross – both are aimed at helping students recognize the necessity to engage in lifelong learning and choose the best method for self-learning. As Shannon (2008) put it, it is possible â€Å"to become a self-directed learner using metacognition† (Shannon, 2008, 14). Seeing how ICT allows for encouraging self-learning in students (Eurydice, 2011, 43), it seems reasonable to use meta-cognition strategies as the basis for teaching ICT in schools.Advertising We will write a custom assessment sample on Teaching ICT at School: Reasons, Concerns and Solutions specifically for you for only $16.05 $11/page Learn More In addition, ICT clearly affects the teachers’ competence and pro fessionalism as well. ICT provides a plethora of opportunities for professional growth, including fast acquisition of new information, cooperation with other experts and availability of a number of training programs. The last but definitely not the least, such function of ICT as a better control over the technological aspect of the lesson helps teachers focus on the communication with students rather than managing equipment. Finally, more efficient time management is also an obvious advantage. Discussion It would be wrong to claim that there are no tangible problems concerning teaching ICT in schools. To start with, the changes to the curriculum that the inclusion of ICT classes demand is most likely trigger considerable organizational issues, especially regarding time management. According to the data provided above, in most cases, the introduction of the ICT studies came at the cost of other subjects. Therefore, when providing students with a chance to learn using the ICT technolo gy, one must make the required changes to the curriculum and the rest of the classes. To solve the aforementioned issue, it will be most reasonable to apply the principle of online teaching mentioned above. The given approach allows for students to have a more flexible schedule and to choose the time management system that they prefer and that suits them best. Thus, the following themes must be presented in the ICT curriculum: Research and e-awareness; Communication; Control and science; Modeling and simulation; Handling data. Of all the themes mentioned above, the issue regarding research and e-awareness seems the most important one. It allows for both motivating students for learning more and becoming independent in their research. Therefore, the given theme must be the course priority. Conclusion With the advent of information and computing technologies, people’s social, personal and, most importantly, academic life has changed greatly. While the new options opened for s tudents seem rather alluring, including ICT into the school curriculum might be quite a problem.Advertising Looking for assessment on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In order to avoid the possible issues, it is necessary to choose the strategy that will allow teachers to supervise students instead of babysitting them in their ICT exploration. Thus, students will have an opportunity to both learn to use ICT efficiently and to become lifelong learners. Reference List Chan, F. M. (2002). ICT in Malaysian schools: Policy and strategies. Retrieved from http://unpan1.un.org/intradoc/groups/public/documents/apcity/unpan011288.pdf EACEA (2009). Study of the impact of technology in primary schools. Retrieved from http://eacea.ec.europa.eu/llp/studies/documents/study_impact_technology_primary_school/brochure291009_en.pdf El-Hussein, M. O. M., Cronje, J. C. (2010). Defining mobile learning in the higher education Landscape. Educational Technology Society, 13(3), 12–21. Eurydice (2011). Key Data on Learning and Innovation through ICT at School in Europe 2011. Retrieved from http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/129E N.pdf Phelps, R. Graham, A. (2008). Developing technology together, together: A whole-school metacognitive approach to ICT teacher professional development. Journal of Computing in Teacher Education, 24(4), 125–133. UNESCO (2005). ICTs for secondary education. Retrieved from http://iite.unesco.org/pics/publications/en/files/3214640.pdf

Summary of the Russian Civil War

Summary of the Russian Civil War Russia’s October Revolution of 1917 produced a civil war between the Bolshevik government – who had just seized power - and a number of rebel armies. This civil war is often said to have started in 1918, but bitter fighting began in 1917. Although most of the war was over by 1920, it took until 1922 for the Bolsheviks, who held the industrial heartland of Russia from the start, to crush all opposition. Origins of the War: Reds and Whites Form In 1917, after the second revolution in one year, the socialist Bolsheviks had seized command of Russia’s political heart. They dismissed the elected Constitutional Assembly at gunpoint and banned opposition politics; it was clear they wanted a dictatorship. However, there was still stiff opposition to the Bolsheviks, not least of which from the right-wing faction in the army; this began to form a unit of volunteers from hardcore anti-Bolsheviks in the Kuban Steppes. By June 1918 this force had survived great difficulties from the infamous Russian winter, fighting the ‘First Kuban Campaign’ or the ‘Ice March’, a near continuous battle and movement against the Reds that lasted over fifty days and saw their commander Kornilov (who may have attempted a coup in 1917) killed. They now came under the command of General Denikin. They became known as the ‘Whites’ in contrast to the Bolsheviks ‘Red Army’. On the news of Kornilovâ€⠄¢s death, Lenin announced: â€Å"It can be said with certainty that, in the main, the civil war has ended.† (Mawdsley, The Russian Civil War, p. 22) He could not have been more wrong. Areas on the outskirts of the Russian empire took advantage of the chaos to declare independence and in 1918 almost the whole periphery of Russia was lost to the Bolsheviks by localized military revolts. The Bolsheviks stimulated further opposition when they signed the Treaty of Brest-Litovsk with Germany. Although the Bolsheviks had gained some of their support by pledging to end the war, the terms of the peace treaty – which gave substantial land to Germany – caused those on the left wing who remained non-Bolshevik to split away. The Bolsheviks responded by expelling them from the Soviets and then targeted them with a secret police force. In addition, Lenin wanted a brutal civil war so he could sweep away the substantial opposition in one bloodletting. Further military opposition to the Bolsheviks also emerged from foreign forces. The Western powers in World War 1 were still fighting the conflict and hoped to restart the eastern front in order to draw German forces away from the west or even just stop the weak Soviet government allowing Germans free reign in the newly conquered Russian land. Later, the allies acted to try and secure the return of nationalized foreign investments and defend the new allies they’d made. Among those campaigning for a war effort was Winston Churchill. To do this the British, French and US landed a small expeditionary force at Murmansk and Archangel. In addition to these factions, the 40,000 strong Czechoslovak Legion, which had been fighting against Germany and Austria-Hungary for independence, was given permission to leave Russia via the eastern fringe of the former empire. However, when the Red Army ordered them to disarm after a brawl, the Legion resisted and seized control of local facilities including the vital Trans-Siberian Railway. The dates of these attacks – May 25th, 1918 – are often incorrectly called the start of the Civil War, but the Czech legion did swiftly take a large territory, especially when compared to the armies in World War 1, thanks to seizing almost the entire railway and with it access to vast areas of Russia. The Czechs decided to ally with anti-Bolshevik forces in the hope of fighting against Germany again. Anti-Bolshevik forces took advantage of the chaos to coalesce here and new White armies emerged. The Nature of the Reds and Whites The ‘Reds’ - the Bolshevik-dominated Red Army, which was hastily formed in 1918 - were clustered around the capital. Operating under the leadership of Lenin and Trotsky, they had a uniform agenda, albeit one that as the war continued. They were fighting to retain control and keep Russia together. Trotsky and Bonch-Bruevich (a vital ex-Tsarist commander) pragmatically organized them along traditional military lines and used Tsarist officers, despite socialist complaints. The Tsar’s former elite joined in droves because, with their pensions canceled, they had little choice. Equally crucially, the Reds had access to the hub of the rail network and could move troops around quickly, and controlled the key supply regions for both men and material. With sixty million people, the Reds could muster greater numbers than their rivals. The Bolsheviks worked with other socialist groups like the Mensheviks and SRs when they needed to, and turned against them when the chance w as there. As a result, by the end of the civil war, the Reds were almost entirely Bolshevik. On the other hand, the Whites were far from being a unified force. They were, in practice, comprised of ad hoc groups opposed to both the Bolsheviks, and sometimes each other, and were outnumbered and overstretched thanks to controlling a smaller population over a huge area. Consequently, they failed to pull together in a unified front and were forced to operate independently. The Bolsheviks saw the war as a struggle between their workers and Russia’s upper and middle classes, and as a war of socialism against international capitalism. The Whites were loath to recognize land reforms, so didn’t convert the peasants to their cause, and were loath to recognize nationalist movements, so largely lost their support. The Whites were rooted in the old Tsarist and monarchical regime, while Russia’s masses had moved on. There were also the ‘Greens’. These were forces fighting, not for the reds of the whites, but after their own goals, like national independence – neither the Reds or Whites recognized breakaway regions - or for food and booty. There were also the ‘Blacks’, the Anarchists. The Civil War Battle in the civil war was fully joined by the middle of June 1918 on multiple fronts. The SRs created their own republic in Volga – ‘Komuch’, aided greatly by the Czech Legion - but their socialist army was beaten. An attempt by Komuch, the Siberian Provisional Government and others in the east to form a unified government produced a five-man Directory. However, a coup led by Admiral Kolchak took it over, and he was proclaimed Supreme Ruler of Russia (he had no navy). However, Kolchak and his right-leaning officers were highly suspicious of any anti-Bolshevik socialists, and the latter were driven out. Kolchek then created a military dictatorship. Kolchak was not put in power by foreign allies as the Bolsheviks later claimed; they were actually against the coup. Japanese troops had also landed in the Far East, while in late 1918 the French arrived through the south in the Crimea and British in the Caucuses. The Don Cossacks, after initial problems, rose and seized control of their region and started pushing out. Their siege of Tsaritsyn (later known as Stalingrad) caused arguments between the Bolsheviks Stalin and Trotsky, an enmity which would greatly affect Russian history. Deniken, with his ‘Volunteer Army’ and the Kuban Cossacks, had great success with limited numbers against larger, but weaker, Soviet forces in the Caucasus and Kuban, destroying a whole Soviet army. This was achieved without allied aid. He then took Kharkov and Tsaritsyn, broke out into Ukraine, and began a general move north towards Moscow from across large parts of the south, providing the greatest threat to the Soviet capital of the war. At the start of 1919, the Reds attacked Ukraine, where rebel socialists and Ukrainian nationalists who wanted the region to be independent fought back. The situation soon broke down into rebel forces dominating some regions and the Reds, under a puppet Ukrainian leader, holding others. Border regions like Latvia and Lithuania turned into stalemates as Russia preferred to fight elsewhere. Kolchak and multiple armies attacked from the Urals towards the west, made some gains, got bogged down in the thawing snow, and were pushed well back beyond the mountains. There were battles in Ukraine and surrounding areas between other countries over territory. The Northwestern Army, under Yudenich – very skilled but very small - advanced out of the Baltic and threatened St. Petersburg before his ‘allied’ elements went their own way and disrupted the attack, which was pushed back and collapsed. Meanwhile, World War 1 had ended, and the European states engaged in foreign intervention suddenly found their key motivation had evaporated. France and Italy urged a major military intervention, Britain and the US much less. The Whites urged them to stay, claiming that the Reds were a major threat to Europe, but after a series of peace initiatives failed the European intervention was scaled back. However, weaponry and equipment were still imported to the Whites. The possible consequence of any serious military mission from the allies is still debated, and Allied supplies took a while to arrive, usually only playing a role later in the war. 1920: The Red Army Triumphant The White threat was at its greatest in October 1919 (Mawdsley, The Russian Civil War, p. 195), but how great this threat was is debated. However, the Red Army had survived 1919 and had time to solidify and become effective. Kolchak, pushed out of Omsk and vital supply territory by the Reds, tried to establish himself at Irktusk, but his forces fell apart and, after resigning, he was arrested by left-leaning rebels he’d managed to totally alienate during his rule, given to the Reds, and executed. Other White gains were also driven back as the Reds took advantage of overreaching lines. Tens of thousands of Whites fled through the Crimea as Denikin and his army were pushed right back and morale collapsed, the commander himself fleeing abroad. A ‘Government of South Russia’ under Vrangel was formed in the region as the remainder fought on and advanced  out but were pushed back. More evacuations then took place: nearly 150,000 fled by sea, and the Bolsheviks shot tens of thousands of those left behind. Armed independence movements in the newly declared republics of Armenia,  Georgia, and Azerbaijan were crushed, and large portions added to the new USSR. The Czech Legion were allowed to travel east and evacuate by sea. The major failure of 1920 was the attack  on  Poland, which followed Polish attacks into disputed areas during 1919 and early 1920. The worker’s revolt the Reds were anticipating didn’t happen, and the Soviet army was ejected. The Civil War was effectively over by November 1920, although pockets of resistance struggled on for a few more years. The Reds were victorious. Now their Red Army and Cheka could focus on hunting down and eliminating the remaining traces of White Support. It took until 1922 for Japan to pull their troops out of the Far East. Between seven and ten million had died from war,  disease, and famine. All sides committed great atrocities. Aftermath The failure of the Whites in the civil war was caused in large part by their failure to unite, although because of Russia’s vast geography it’s hard to see how they ever could have provided a united front. They were also outnumbered and  outsupplied  by the Red Army, which had better communications. It’s also believed that the failure of the Whites to adopt a program of policies which would have appealed to the peasants – such as land reform – or the nationalists – such as independence – stopped them gaining any mass support. This failure allowed the Bolsheviks to establish themselves as rulers of the new, communist USSR, which would directly and substantially affect European – and world – history for decades. The Reds were by no means popular, but they were more popular than the conservative Whites thanks to land reform; by no means an effective government, but more effective than the Whites. The Red Terror of the Cheka was more effective than the White Terror, allowing a greater grip on their host population, stopping the sort of internal rebellion which might have fatally weakened the Reds. They outnumbered and outproduced their opponents thanks to holding the core of Russia, and could defeat their enemies piecemeal. The Russian economy was massively damaged, leading to Lenin’s pragmatic retreat into the market forces of the New Economic Policy. Finland, Estonia, Latvia, and Lithuania were accepted as independent. The Bolsheviks has consolidated their power, with the party expanding, dissidents being quelled and institutions taking shape. Quite what effect the war had on the Bolsheviks, who started with a loose grip on Russia with little established, and ended firmly in charge, is debated. For many, the war happened so early in the lifespan of the Bolshevik’s rule that it had a massive effect, leading to the party’s willingness to coerce by violence, use highly centralized policies, dictatorship, and ‘summary justice’. A third of Communist party (the old Bolshevik party) members who joined in 1917 – 20 had fought in the war and gave the party an overall feeling of military command and unquestioned obedience to orders. The Reds were also able to tap into the Tsarist mindset to dominate.

Identify the major trends that have influenced world trade and global Research Paper

Identify the major trends that have influenced world trade and global marketing - Research Paper Example International or global businesses are established on the basis of a global marketing strategy that takes product development suitable for global markets into consideration (Joshi, 2009). World trade and global marketing are affected because of environmental, cultural, ethical and social trends. Environmental trends are the most crucial in understanding global marketing and world trade. The marketers have to be well equipped with technological, economical and social developments of a society in order to establish globally (Kerin, Hartley and Rudelius, 2009). By understanding the environmental factors of a society, to design a marketing strategy on global basis is much more easier. According to Kerin, Hartley and Rudelius (2009), demographic characteristics of a country’s population, technological developments and innovations, monetary conditions and economical growth and competitive environment of a country all influence world trade and global marketing. Demographic traits of a society include the gender differences that exist between individuals, cultural values, ethnic diversities and buying capacity of customers (Kerin, Hartley and Rudelius, 2009). For expansion of a business on a global level, environmental trends should be identified explicitly. Culture plays a major role in structuring a society due to which any global firm or organization cannot work in a global set up without understanding culture and its values in a society. According to Marieke K de Mooij and Marieke de Mooij (2009), it is culture due to which, people can know about a community, its individual and its social organizations. Therefore, to know about various kinds of cultures of different societies is essential for global marketing and world trade. Religion, language, literature, education, arts and architectures all inform about culture of a society (de Mooij and de Mooij, 2009). Culture is highly influential for global marketing. The marketing strategy should be

Applied Safety Engineering Assignment Example | Topics and Well Written Essays - 500 words

Applied Safety Engineering - Assignment Example a) Each employee must be provided fall protection by the employer on a scaffold that is greater than 10 feet elevation from the lower level. A qualified individual has to determine the possibility and safety giving fall protection for the workforce that is erecting or taking to pieces the supported scaffold. b) The toprail must be in between 38 and 45 inches (0.9- 1.2 meters). Midrail should be close enough to the halfway point between toprail and platform surface. Whenever a crosspoint of crossbracing is utilized as midrail, it has to be region of 20-30 inches (0.5-0.8 meters) on top of the work platform. d) Scaffold and its components should at least withstand a load that is 4 times the load that it was actually designed for. Suspension rigging of the scaffold should be at minimum 6 times the designed load. e) Prior to each and every work shift and following any situation that has the ability of compromising the structural integrity, a qualified individual has to examine the scaffold and the elements of the scaffold so as to check for any noticeable defects. h) An engineer is required to design scaffold that are not stationary at the time the workforce is working on them and the design of brackets on frames that are fabricated on the scaffold to be used to give support to the cantilever loads plus the workers. i) Access must be provided whenever the platform is greater than 2 feet above or lower than the point of access. Access that is direct is allowed in a situation that the scaffold is less than 14 inches horizontally and lesser than 24