Graduation Speech High School - 1788 Words

When a student enrolls into high school, there are several transitions to make. There are much more classes to take, people to meet, and goals to reach; including tests such as the SAT. The general high school experience can be overwhelming for some students. However, how well a student can succeed and will ever succeed will begin to be determined here. It is a priority that parents play a dramatic role in their child’s high school career. Parents and high school students nationwide of low socioeconomic class, low education level, or an unstable family should be informed of the long term benefits education has to offer because it would drastically decrease the rate of high school dropouts. High school dropout rates nationwide may be†¦show more content†¦It is difficult to understand why a parent might not want to become involved in their child’s high school experience. Some parents; however, also lack the understanding of the importance of a high school educat ion or have not yet completed high school themselves. The parents of high school students do not realize the opportunities there are to engage with their child’s high school education. The lack of involvement may make a student feel that there is no one to support them. Many parents have the potential to improve their involvement in their child’s success. The risk factor that contributes to high school dropouts when addressing parental involvement is the parents’ educational level. It is common that in most cases, students who drop out come from families where the parents themselves did not spend more than eight years in school (Levin). It is important to inform parents and students alike to have an understanding of the value of a high school education so that parents can provide enough support to their children that will help them throughout high school. Financial issues will often cause a parent to rely heavily on their son or daughter to drop out of high school once they have become at least sixteen years old. Families of low socioeconomic status or that are dysfunctional face difficulties that must be tended to immediately. For example, groceries and clothing for the entire household

Be More Chill by Ned Vizzini - 788 Words

Did you ever want to be cool but didn’t know how to become cool? Well neither did Jeremy Heere, (the protagonist) a high school student, until he found out about the â€Å"squip†, which is a quantum computer in pill form that can communicate with your brain once swallowed. Be More Chill by Ned Vizzini is a book about Jeremy’s life all the way from PRE-SQUIP all the way to POST-SQUIP. It contains loads of excitement, and unusual events. It’s unpredictable; you never know what is going to happen next. The plot of the book begins with Jeremy Heere sitting in math class. In the same class are three of the most popular teenagers Christine Caniglia, (major character) which Jeremy has a crush on, Anne (minor character), and Jenna Rolan (minor†¦show more content†¦She then tells him that Jason Finderman (minor character) is having a party, and asks Jeremy if he wants to go and do ecstasy with her. He agrees to, and asks Michael to go with him. Jeremy drives to the party in his mom’s car with Michael and goes in the basement with Chloe. While in the basement with Chloe, Brock, (minor character) Chloe’s ex-boyfriend, breaks the window and threatens to kill Jeremy. Jeremy then runs off and hides from Brock. Jeremy then walks over to Christine, who seems to be sitting alone, and sits and talks with her. After the party Jeremy had to drop off home Christine, Chloe, Brock, Michael, and Nicole, (minor character) some girl Michael hooked up with at the party. The next d ay Jeremy finds out that there was a fire at Jake’s party last night, and that Rich and Jake were burned. That same day Jeremy’s mom and dad confront him and ask what happened at the party last night and why his mom’s car was parked differently. This then made him tell the truth about him having a â€Å"squip† and what it is. The next day is the play, A Midsummer Night’s Dream, both Jeremy and Christine are in the play. The â€Å"squip† gives Jeremy advice to have Christine like him which turns around the whole story and ends up backfiring, in the middle of the play which makes Christine extremely angry with him, making him look like an idiot in front of everyone. After the scene Jeremy is forced to leave the play by the drama teacher. A couple minutes after thatShow MoreRelatedLiterary Criticism : The Free Encyclopedia 7351 Words   |  30 Pagesartist and shows a growth of the self.[16] Furthermore, some memoirs and published journals can be regarded as Bildungsroman although being predominantly factual (an example being The Motorcycle Diaries by Ernesto Che Guevara).[17] The term is also more loosely used to describe coming-of-age films and related works in other genres. Examples[edit] Precursors[edit] Hayy ibn Yaqdhan, by Ibn Tufail (12th century)[18] Parzival, by Wolfram von Eschenbach (early 13th century) Sir Gawain and the Green

Options for Workplace Bullying Samples †MyAssignmenthelp.com

Question: Discuss about the Options for Workplace Bullying. Answer: Reasons why the policy applies to Chris and her situation. The policy applies to Chris because she is undergoing repeated and unfavorable treatment by her fellow cooks and her supervisor, Brian. This is obviously an inappropriate and unreasonable practice in the workplace because the behaviors include humiliation. More so, the types of behaviors experienced by Chris are closely related to those stated in the policy. These behaviors include belting opinion and constant criticism, this is seen where Alex criticizes the menu which was put together by Chris terming it as boring, outdated and hated by students. Alex also uses offensive language to describe the menu and this behavior is not tolerated in the policy. Chris is isolated by her colleagues due to Alexs remarks as well his demeaning talks about her which have further damaged her interaction, training and career development in the workplace. Going further, this policy applies to Chris because Brian, the supervisor has failed to promote a workplace which is free from intimidation. Options that Chris has in resolving the dispute a) Chris should talk to Alex and her fellow cooks about the bullying and the ways she feels isolated while she is at work. b) Should seek advice from the person in charge of university workers now that Brian, the supervisor has failed to address the issue and even made it worse by endorsing Alex as the next supervisor after he retires. c) Chris can also seek to resolve the bullying issue via mediation where her request should be made to the manager who will ensure that the complainant reaches an agreement with the accused. d) Chris should seek assistance from a bullying adviser who will most likely suggest the most appropriate way of handling the matter. e) Chris should make a formal complaint to the head of the Human Resource department. This complaint should be well written and detailed so that it can provide sufficient information. Benefits and risks of the options. a) Because one of the options is mediation, Chris should think or needs to be aware of the fact that Alex can refuse to participate or even withdraw from the mediation process. b) Facing the bully is an informal way of resolving the issue, the risk is that Alex will most likely disregard Chriss claims and things might even get worse. c) If Chris makes a formal complaint to the Human Resource director, he might request for further investigation. This is another risk because it will paint a bad picture of the accommodation department especially the kitchen. d) The benefit of visiting a bullying advisor is that he will be able to advise Chris on the best possible solution to handle the matter. This will help in reducing consequences related to rush decisions.

Tips for Surviving Being A Writer

Be modest even with your work. My experience has given me a lessen that never be careless about your struggle to write impressive book or novel. I always putt all my weight in every upcoming book like my first book. Each Novel is new, so it need new strength and energies like other previous ones – and, this  regards, it will be the principal since I convey to it an extra aggregation of experience. There is such an incredible concept as an excessive amount of research. There is dependably the allurement to lead your readers up each captivating byway of your given subject which can make reading background as thick as unleavened bread. Clearly, you should comprehend what really matters to you however pick a couple remarkable truths or points of interest is the best approach to accomplish most extreme grip. You may be interested in  Academic writing services Displacing  is an unavoidable truth. It is astute to rehash each day. No, I dont have to do the pressing/shopping/eating/to make long telephone calls. Or on the other hand, go for online shopping. These are enticements (on the off chance that you can call housework an allurement) which are dangled before me to stop me writing. Know thyself. When I began composing novels I immediately understood that a couple home truths should be dealt with, for example, when is it the best time of day to be tacked down onto a seat? I additionally comprehended that its best to be exact and fair about this since I was in for the whole deal. Note: You may like to know about US Top Academic Writing Services Set yourself a feasible target. You may have another employment, or kids to watch over or constrained time. This is superbly reasonable so it is not expected that you will deliver War and Peace in two or three months. When I had an occupation, I kept my every day standard to a do-capable two pages a day. I figured two would lead me into four, four into eight and so on. Guess what? They did. Never surrender your comical inclination. As writer my experience taught me to be constantly fight with feedback, due dates, weariness and frustrating sales of my Novel by searching for the silliness in them. That and the development of the art of a compassionate smile. online paper writing service Don’t forget people will tell you like what it is. Dont forget  that it is human to reveal to you as it is. The woman in the gathering of people, i was in conversation with last days, folded her arms and said, I simply dislike your book, was superbly qualified and fair in expressing her feeling. (At any rate, that is the thing that I always tell myself). As an author, I tune in to concentrate on the reasons, why they say like this, assimilate any valuable feedback and all things considered noted that, regardless of the possibility that she hated my valuable infant, she got to the finish of it. Any book that has life as a character in it, will undoubtedly draw in opposite shades of feeling. A writing work friend is important. Indeed, they are priceless. Nobody else on this planet will comprehend the pathetic yo-yo of feeling that is the writer at work. A written work companion can relieve, support, reprimand or just tune in a way that nobody else can listen or try to listen – absolutely in light of the fact that, in a brief time, you will offer similar thing back to them. Learning at work. You can go to any of experimental writing courses or can find some numerous lectures and read composing manuals however there is nothing so proficient and beneficial as the wrestling session to get your thoughts onto the page. For me, I attempt to do this on daily basis. Its similar to heading off to the gym just for this situation its to chip away at the author muscles not the waistline. a creative hub of the most skilled and competent academic writers, researchers and consultants to ensure you shine in your Academic career Our team of skilled writers and consultants are committed to providing our valued customers with top quality academic papers and projects to help them excel at their academics.We value customer focus as it is one of our core values that drives our passion to deliver the best and to help students shine at their college and universities.

News and Houses

News and Houses News and Houses News and Houses By Maeve Maddox Lately I’ve noticed that several announcers on NPR (National Public Radio)both national and local announcershave taken to pronouncing the word news as [noos]. U.S. and British speakers usually differ in the way they pronounce the vowel in news. Most U.S. speakers say [nooz]. British pronunciation is [nyooz]. The pronunciation [noos] is a new one on me. Long before I heard [noos], I began to notice a shift in the way some U.S. speakers pronounce the words house and houses, pronouncing the [z] of the plural as [s]. I first noticed it in the speech of Chicago speakers, but now I hear it in the national media. House is pronounced differently according to whether it is a noun or a verb. â€Å"Let’s paint the house pink.† (noun) Used as a noun, house is pronounced [hous]. The plural of house is houses [hou-ziz]. â€Å"Relief services must house all the homeless storm survivors.† (verb) As a verb, house is pronounced [houz]. House has an -ing form that can be used as either a noun or a verb: â€Å"Local hotels are providing temporary housing for the survivors.† (verbal noun) â€Å"FEMA is housing the survivors in mobile homes.† (present participle) The pronunciation of housing is [hou-zing] Several rules govern the pronunciation of the letter s in English. I’ll mention only the ones that apply to news and houses. houses If the last consonant sound of the word is a sibilant sound like [s] or [z]), the final sound is pronounced like an extra syllable: [houz-iz] news If the last letter of the word ends in a vowel sound (e.g. bees, flies), the s is pronounced [z]. Don’t let the consonant letter w in news fool you. English has many more vowel sounds than it has vowel letters. The w in news belongs to the vowel digraph ew, the vowel sound heard in news. Such handy rules for the pronunciation of s at the end of words do not exist for s in a medial position. Those you must learn on a word-by-word basis. When in doubt, consult a dictionary. Interesting side note: One of the announcers on my local NPR station pronounces noon as [njun] instead of [noon]. She says that a program is on â€Å"from 11 a.m. to [njun].† I’m waiting for another announcer to do it. I think this kind of thing may be catching. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:Useful Stock Phrases for Your Business Emails20 Pairs of One-Word and Two-Word FormsDouble Possessive

140 Key Copyediting Terms and What They Mean

140 Key Copyediting Terms and What They Mean In the world of publishing, sans serif is not a holiday resort, curly quotes arent a cheese snack, and a bastard title is really nothing to be ashamed about. Likewise, bullets, daggers, and backslashes are rarely fatal. Even dead copy is often livelier than it sounds. What Is Copyediting? Copyediting (or copy editing) is the work that a writer or an editor does to improve a manuscript and prepare it for publication. Here, we reveal some of the jargon of the copyediting trade: 140 terms and abbreviations used by editors in their efforts to produce copy that is clear, correct, consistent, and concise. When do we  need to understand these terms? Usually, only when our work has been accepted by a book or magazine publisher and we have the privilege of working with a conscientious copy editor. Lets hope that time is soon. Glossary of Copywriting Editorial Terms AA. Short for authors alteration, indicating changes made by an author on a set of proofs. abstract.  A synopsis of a paper that often appears before the main text. air.  White space on a printed page. all cap.  Text in all capital letters. ampersand.  Name of the character. angle brackets.  Name of the and characters. AP style.  Editing conventions recommended by The Associated Press Stylebook and Briefing on Media Law (usually called the AP Stylebook), the primary style and usage guide for most newspapers and magazines. APA style.  Editing conventions recommended by the Publication Manual of the American Psychological Association, the primary style guide used for academic writing in the social and behavioral sciences. apos.  Short for apostrophe. art.  Illustration(s) (maps, graphs, photographs, drawings) in a text. at sign.  Name of the character. back matter.  The material at the end of a manuscript or book, which may include an appendix, endnotes, glossary, bibliography, and index. backslash.  Name of the \ character. bastard title.  Usually the first page of a book, which includes only the main title, not the subtitle or authors name. Also called false title. bibliography.  List of sources cited or consulted, usually part of the back matter. blockquote.  Quoted passage set off from the running text without quotation marks. Also called extract. boilerplate.  Text that is reused without changes. bold.  Short for boldface. box.  Type that is framed in a border to give it prominence. braces.  Name of the { and } characters. Known as curly brackets in the UK. brackets.  Name of the [ and ] characters. Also called square brackets. bubble.  Circle or box on a hard copy in which an editor writes a comment. bullet.  Dot used as a marker in a vertical list. May be round or square, closed or filled. bulleted list.  Vertical list (also called a set-off list) in which each item is introduced by a bullet. callout.  Note on hard copy to indicate the placement of art or to signal a cross-reference. caps.  Short for capital letters. caption.  Title of an illustration; may also refer to all text that accompanies a piece of art. CBE style.  Editing conventions recommended by the Council of Biology Editors in Scientific Style and Format: The CBE Manual for Authors, Editors, and Publishers, the primary style guide used for academic writing in the sciences. character.  An individual letter, number, or symbol. Chicago style.  Editing conventions recommended by The Chicago Manual of Style, the style guide used by some social science publications and most historical journals. citation.  An entry directing the reader to other texts that serve as proof or support. clean up.  Incorporating an authors responses to the copyediting into the final hard copy or computer file. close paren.  Name of the ) character. content edit.  An edit of a manuscript that checks for organization, continuity, and content. copy.  A manuscript that is to be typeset. copy block.  A sequence of lines of type that is treated as a single element in design or page makeup. copy edit.  To prepare a document for presentation in a printed form. The term copy edit is used to describe the kind of editing in which errors of style, usage, and punctuation are corrected. In magazine and book publishing, the spelling copyedit is often used. copy editor.  A person who edits a manuscript. In magazine and book publishing, the spelling â€Å"copyeditor† is often used. copyfitting.  Calculating how much space a text will need when typeset, or how much copy will be needed to fill a space. copyright.  Legal protection of an authors exclusive right to his or her work for a specified period of time. corrections.  Changes made in a manuscript by the author or editor. corrigendum.  An error, usually a printers error, discovered too late to be corrected in a document and included in a separately printed list. Also called addendum. credit line.  A statement that identifies the source of an illustration. cross-reference.  A phrase that mentions another part of the same document. Also called x-ref. curly quotes.  Name of the â€Å" and † characters (in contrast to the character). Also called smart quotes. dagger.  Name for the †  character. dead copy.  A manuscript that has been typeset and proofread. dingbat.  An ornamental character, such as a smiley face. display type.  Large type used for chapter titles and headings. double dagger.  Name for the †¡ character. ellipsis.  Name of the . . . character. em dash.  Name of the - character. In manuscripts, the em dash is often typed as (two hyphens). en dash.  Name of the – character. endnote.  Reference or explanatory note at the end of a chapter or book. face.  The style of type. figure.  An illustration printed as part of the running text. first ref.  The first appearance in a text of a proper name or of a source in reference notes. flag.  To call someones attention to something (sometimes with a label attached to hard copy). flush.  Positioned at the margin (either left or right) of the text page. flush and hang.  A way of setting indexes and lists: the first line of each entry is set flush left, and the remaining lines are indented. FN.  Short for footnote. folio.  Page number in a typeset text. A drop folio is a page number at the bottom of a page. A blind folio has no page number, though the page is counted in the numbering of the text. font.  Characters in a given style and size of a typeface. footer.  One or two lines of copy, such as a chapter title, set at the bottom of each page of a document. Also called  running foot. front matter.  The material at the front of a manuscript or book, including the title page, copyright page, dedication, table of contents, list of illustrations, preface, acknowledgments, and introduction. Also called  prelims. full caps.  Text in all  capital letters. full measure.  The width of a text page. galley.  The first printed version (proof) of a document. glance.  A brief listing of information that accompanies a story. GPO style.  Editing conventions recommended by the  United States Government Printing Office Style Manual, the style guide used by U.S. government agencies. gutter.  The space or margin between facing pages. hard copy.  Any text that appears on paper. head.  A title that indicates the start of a section of a document or chapter. headline style.  Capitalization style for heads or titles of works in which all words are capitalized except  articles,  coordinating conjunctions, and  prepositions. Sometimes, prepositions longer than four or five letters are also printed in upper case. Also called UC/lc or  title case. headnote.  Short explanatory material following a chapter or section title and preceding the running text. house style.  The editorial style preferences of a publisher. index.  Alphabetized table of contents, usually at the end of a book. ital.  Short for  italics. justify.  Type set so that the  margin  is aligned. Book pages are generally justified left and right. Other documents are often justified only at the left (called  ragged right). kerning.  Adjusting the space between characters. kill.  To order deletion of text or an illustration. layout.  A sketch indicating the arrangement of pictures and copy on a page. Also called  dummy. lead.  Journalists term for the first few sentences or the first paragraph of a story. Also spelled  lede. leading.  The spacing of lines in a text. legend.  An explanation that accompanies an illustration. Also called  caption. letterspacing.  The space between the letters of a word. line editing.  Editing copy for clarity, logic, and flow. linespacing.  The space between lines of text. Also called  leading. lowercase.  Small letters (in contrast to capitals, or  uppercase). manuscript.  The original text of an author’s work submitted for publication. mark up.  To put composition or editing instructions on copy or layouts. MLA style.  Editing conventions recommended by the Modern Language Association in the  MLA Style Manual and Guide to Scholarly Publishing, the primary style guide used for academic writing in languages and literature. MS.  Short for  manuscript. monograph.  A document written by specialists for other specialists. N.  Short for  number. numbered list.  Vertical list in which each item is introduced by a numeral. orphan.  The first line of a paragraph that appears alone at the bottom of a page. Compare to  widow. page proof.  Printed version (proof) of a document in page form. Also called  pages. pass.  Read-through of a manuscript by a copyeditor. PE.  Short for  printers error. pica.  A printers unit of measure. plate.  A page of illustrations. point.  A typesetting unit of measure used to indicate font sizes. proof.  A trial sheet of printed material made to be checked and corrected. proofread.  A form of editing in which errors of  usage,  punctuation, and  spelling  are corrected. query.  An editors question. ragged right.  Text aligned at the left margin but not the right. redline.  On-screen or hard-copy version of a manuscript that indicates which text has been added, deleted, or edited since the previous version. reproduction proof.  A high-quality proof for final review before printing. research editor.  The person responsible for verifying the facts in a story before it is printed. Also called  fact-checker. rough.  A preliminary page layout, not in finished form. rule.  A vertical or horizontal line on a page. running head.  One or two lines of copy, such as a chapter title, set at the top of each page of a document. Also called  header. sans serif.  A typeface that does not have a serif (crossline) decorating the main strokes of the characters. sentence style.  Capitalization style for heads and titles in which all words are in lowercase except those that would be capitalized in a sentence. Also called  initial cap only. serial comma.  Comma preceding  and  or  or  in a list of items (one, two, and  three). Also called  Oxford comma. serif.  A decorative line crossing the main strokes of a letter in some type styles such as Times Roman. short title.  Abbreviated title of a document used in a note or citation after the full title has been given on its first appearance. sidebar.  A short article or news story that complements or amplifies a major article or story. signposting.  Cross-references to topics previously discussed in a document. sink.  Distance from the top of a printed page to an element on that page. slash.  Name of the / character. Also called  forward slash,  stroke, or  virgule. specs.  Specifications indicating typeface, point size, spacing, margins, etc. stet.  Latin for let it stand. Indicates that text marked for deletion should be restored. style sheet.  Form filled in by a copy editor as a record of editorial decisions applied to a manuscript. subhead.  A small headline in the body of a text. T of C.  Short for  Table of Contents. Also called  TOC. TK.  Short for  to come. Refers to material not yet in place. trade books.  Books meant for general readers, as distinguished from books intended for professionals or scholars. trim.  To reduce the length of a story. Also called  boil. trim size.  Dimensions of a page of a book. typo.  Short for  typographical error. A misprint. UC.  Short for  uppercase  (capital letters). UC/lc.  Short for  uppercase  and  lowercase. Indicates that text is to be capitalized according to  headline style. unnumbered list.  Vertical list in which items are not marked by either numbers or  bullets. uppercase.  Capital letters. widow.  The last line of a paragraph that appears alone at the top of a page. Sometimes also refers to an  orphan. x-ref.  Short for  cross-reference.

Descartes and hinduism Essay Example | Topics and Well Written Essays - 2250 words

Descartes and hinduism - Essay Example Descartes illustrates the understanding that one thesis is core to the entire tradition that is everything behaved for the sake of certain goal. Descartes mechanistic view of the universe shows that events result from prior events as indicated in scientific theories of past events that are capable predicting future events. Moreover, he manages to show that there is dualism in interactions because mental states like beliefs and desires interact with physical states (Wall 215). In Hinduism, Self does not denote the personal self or rather the soul, which embodies and reincarnates but rather the spirit referred to as Atman. According to Wall (30) â€Å"Atman, the spirit of vision is never born and never dies†¦ never-born and eternal†¦. He does not die when the body dies†. Therefore, Atman is never a personal possession for anyone because it remains the one universal Self for all. Therefore, Atman is one often referred to as Brahman and entails the one endless consciousn ess in everything. Hindu scriptures continually show that Atman is Brahman and that a person’s Spirit is the Supreme Spirit; as well, the Self is the Supreme self. Atman illustrates that the manifested universe and everything material is an ultimate illusion when viewed from the high perspective and that Self remains a reality. Western: Descartes Descartes believes that he has to find some motive for doubting his prevailing views in order to search for strong basics for his understanding. Everything the meditator accepts as true he came to learn them from or through his senses and acknowledges that senses can deceive although with respect to small objects small or those far away because the sensory knowledge is quite sturdy. Meditation in Descartes is considered as setting the foundation where doubt is used as an influential tool and a foundation of modern skepticism. Reading the first meditation presents skeptical doubts as subject of study on their own and the idea remains that the uncertainties are not probable but a likelihood that is hard to rule out (Wall 215). Skepticism cuts through the core of the western approach and tries to offer certain groundwork of understanding and comprehending the world. On further consideration, the mediator is able to realize that even simple things can be doubted and finds it hard to keep habitual opinions and assumptions of the head. However, by doubting everything, Descartes believed he would at least be certain not to be deceived to untruth by demon (Wall 217). Considering the omnipotent God has the ability of making the conception of mathematics false. Descartes realizes that he is convinced that when dreaming he senses real objects and although present sensations may be images, he manages to indicate that even dream images result from waking experience similar to painting (Wall 215). Even when painters create imaginary creatures, the composite parts are drawn from real things and in case painters create an enti rely new thing, at least the colour within the painting is attached to real experience. Therefore, Descartes observes that even though it is possible for him to doubt combined things; he hardly doubts simple and common components from which compounds were constructed. Descartes also points out individuals can doubt studies based on composite things such as medicine, physics or even astronomy; however, Descartes

The infuence of goverment on globalisation Essay

The infuence of goverment on globalisation - Essay Example The development thrust of globalisation arresting the movement of people is to be controlled in terms of its speed only. Such control is in the hands of the political forces. Involvement of politicians and their policy decisions play an important role in global trade. Considering the cultural and social implications of globalisation in every country the political top brass either exercise complete control or allow free flow of foreign trade. This fluctuation has its impact on globalisation creating restriction of movement of people and their labour. Since movement of people is their fundamental right, placing hands of pressure on it will retard development of a nation. As far as speed is concerned, globalisation helps much in the development of a country in a speedy manner, lubing the economic friction within the nation. The entire global population is divided into two on globalisation. One group defends and the other opposes the new phenomenon. Defenders are filled with only speed of implementation while opposing group has so many cards in their chest. Economists doubt whether globalisation brings wealth at the price of inequalities. Cultural Marxists worry about the capital drift and historians assume that globalisation will not acquire any archival importance. (Arjun Appadurai, 2001, pp1) The first large scale 'denationalisation' programme of the post-war era occurred in 1961 in Federal Republic of Germany during Konard Adenauer's regime. Major stocks of Volkswagon were sold through public share issue. When Mrs.Thatcher came to power again in 1983 re-election, privatisation programme accelerated dramatically and annual proceeds from asset sales approached 5 billion. (Sudir Naib, 2004, pp138-139) Productivity certainly brings about self-reliance. However the essence and fragrance of it can be felt only at the completion of production and its usage. During the process of production, mobility of labour and individuals tend to reduce the speed of production. This makes the executives and administrators to resort to modalities such as throwing sops and doles to citizens with a view to divert their attention only to the business. Albeit enjoying the tastes of such free aids, restriction on their movement causes mental imbalance in individuals leading to upsurge. People and political parties of leftist ideologies make use of this situation to their advancement. They paint the entire globalisation as something unwanted or misleading. Globalisation has to be conceived correctly first. Allowing globalisation effects on the economy is secondary. As a hypothesis globalisation is a device, which can be harnessed by any country for the internal and international development. Since trade i s the main aspect of globalisation, interaction between nations becomes plausible. Hardships arising at the hour of social and cultural mingling generated by globalisation must be dealt with separately. While handling such issues it should be borne in mind that globalisation is not the crux of the problems but the problems are the spin-off of its implementation. Outright application of globalisation in all fields naturally leads to some problems. Following IMF regulations, the Mexican government reduced many of its food subsidies in 1982. This landed in the increase of 180% of minimum wage and 224% increase in basic food price. During 1984

A Comparison of UK Parliament and US Congress Essay Example for Free

A Comparison of UK Parliament and US Congress Essay A congress and a parliament seem to be very similar things the legislative branches of the majority of the worlds democracies which are filled with popularly elected men and women who come together to decide the legislative issues of their home nation. However, despite the initial impression of sameness, the two are very different in two key areas: What is the constitution of them and what are their functions. This assay will discribe them setting examples of the United States and the United Kngdom. And through this assay, we will learn more about Parliament and Congress especially the US Parliament and British Congress. â…  . Similarities between Parliament and Congress As Political systems of capitalist countries, both Parliament and Congress are the highest legislative branch of their country and exert the highest legislative authority. The legislative process of the US Parliament and British Congress both include three procedures: propose the bill, deliberate the bill and turn into law. In addition, both the US Parliament and British Congress exert supervisory authority. They control the politics and woks of their governments to ensure the governments can service themselves better and more effectively. Both the US Parliament and British Congress consist of two houses and most of members of the US Parliament and British Congress are produced by election. On the other hand, citizens in the country of parliament and congress elect commissaries to compose the representative bodies, participat in politics indirectly, discuss and decide on national affairs in order to reflect the exercise of state power and organizational forms of a democratic system. â… ¡. Differences between Parliament and Congress A. The Constitution 1. The Constitution of the US Parliament Parliament consists of Members of Parliament. Members are often elected , in particular, a bicameral national MPs are elected by the General Assembly of the Republic and some by appointment or special status and access to qualified members. For the patriarchate of members, the House of Lords is longer than the House of Commons. With Speaker of Parliament, as the House shall preside, control the proceedings, the administrative charge and supervision of Parliament, representing the Council. Under the House Standing Committee, there are a variety of supporting agencies as to assist the House to review the motion. The bicameral Parliament also has a full-house committees and both houses of the Consultative Committee. In modern times, all capitalist countries have parliamentary assembly in order to facilitate the political parties to strengthen parliamentary control and influence. 2. The Constitution of British Congress The highest legislative branch of United States consists of the Senate and the House of Representatives. Senator directly elected by the voters in the states, and each state has 2, implementating the principle of equal representation of states. The number of congressmen are distributed by state and by direct election, each state at least one. It is fixed number of 435 and senators must be at least 25 years old. Furthermore, members shall not serve other government functions. B. Functions of the US Parliament and British Congress 1. Legislative Authority As a rule, the procedure of a bill in United States is firstly proposed, then deliberated by the Committee, and finally considered by General Assembly. When one house gets across it, send it the other one, getting through the same procedures in turn. Bills passed by both houses will signed by the President. If the President does not veto, or he veto but re-enacted by two thirds of members of the two houses,the bill will become law. However, in United Kingdom, the legislative process includes three elements: prepare and submit the motion; consider and adopt the motion; approve the bill into law. The motion of Council consideration consists of three points: public motion, private motion and hybrid motion. Public motion could be submitted to both houses of any of the private motion and usually performed by an authorized agent of the party and hybrid motion will be delt with by a special committee. After all of these motions passing through all stages of the Houses of Parliament, then th e king present to the approval of license certificate after being issued by the king, and then announced by the speaker of the houses. 2. Supervisory Authority In the US, implementing agencies are responsible for enforcing the laws passed by Congress. In order to monitor the implementation of the implementing agencies, Congress adopt a series of actions to ensure implementation of laws adopted. Specifically, Congresss oversight of the executive branch involved in the five aspects: First, the administrative implementation of the law; Second, the administrative situation of the use of congressional funds; Third, the political behavior of government officials; Fourth, the sets of the administrative branch; Fifth, decision-making process of the administrative branch. The history of the British Parliament cannot be detached from the struggle for controlling the financial power. Parliament supervisor the policies and work of government by controlling its financial power. Monitoring Committee focused primarily on tracking the appropriate government departments and policy, and the General Assembly through the Liaison Committee Xiangquan Yuan receiv ed the case report. In the Committee, it is the National Accounts Committee work most effectively. The source of the financial control can divided into two aspects: Monitor revenue and monitor expenditure. â… ¢.Conclusion To sum up, there are many similarities and differences between Parliament and Congress and we have learned some spesific information about the US Parliament and British Congress from this assay. However, it just discribes them in some of aspects. For example, I cannot find enough infornation about the similarities between Parliament and Congress so I cannot expatiate perfictlty and just discribe on the surface. Furthermore, I want to know more about the differences between Parliament and Congress but I did not find the information of election and many other things. Therefore, I hope I can learn more about these and have other opportunities to research them in near future.

A Comparison of The Ministers Black Veil and the Birthmark Essay

A Comparison of The Ministers Black Veil and the Birthmark Both of these stories revolve around a lot of symbolism. These stories, since they really don't make a lot of sense on their own, force the reader to look deeper in an attempt to understand the ideas that Hawthorne tries to get across. The first and most evident symbol is the faces of the people. Georgiana has the birthmark if the shape of a hand, and the black veil that Hooper wore. I think that Hawthorne chooses to focus on the peoples faces because a person"s face is pretty much the center of their being. The face is where a person shows the majority of their emotions, and it holds the brain, which well, is where everything starts at. So, a person"s face is very important. Another prevalent symbol to me is the idea of sin. In The Ministers Black Veil Hooper just suddenly one day shows up to church wearing a veil. At first the people are sort of angered by it. People soon start to flock to his congregation to view the spectacle, and go so far as to test their 'courage' by seeing who will go and talk to him. I think that the veil could represent sin. In The Ministers Black Veil Hooper was either trying to hide his sin from the people so that they could not judge him, which is god"s job, or maybe he was trying to protecting his self from the sins of the people. In the end of The Ministers Black Veil Hooper dies, and sees his congregation all wearing black veils, which would probably hint that maybe it represented the sin in all of us. In The Birthmark Georgiana"s birthmark could represent, as some religions believe, the original sin which is bestowed on all by the 'hand' of god. But, unlike Hooper, Georgiana could not help her markings. ... ...iana, almost perfect, is still mortal, and carries the burden of original sin. This is the puritan idea that every human is sinful. The Birthmark is in the shape of a hand because it is the work of God, done by God's own hand and will. In short, Alymer tries to play God by ridding Georgiana of her original sin, and make a perfect being. But no mortal can be perfect, and no mortal can not have original sin. Thus when the experiment works, Georgiana achieves perfection and can no longer be a mortal, thus she dies. Moral of the story: You cannot improve on God's creation. Alymer is a sinner because he tries to be god by trying to improve on God's creation. He is successful in improving georgiana, but is not successful in improving God's creation, because Georgiana can no longer live as a mortal, and she then dies - thus Alymer is unsuccessful.

The Mexican Revolution

Mexico’s Revolution Ariel Elias HIST 112 Proffesor Cummings 17 February 2013 Ariel Elias Professor Cummings Hist 112 17 February 2013 Mexico’s Revolution Many nations across time and the world have experienced a revolution. From the American revolution to the French revolution, history has proven conflict can engage a nation at any moment. Tanter explains that two possible scenarios, changes in the economic development and the level of education are likely to cause revolutions (Tanter 264).A revolution can be composed of a group of individuals who are willing to make the ultimate sacrifice in exchange for change in the existing government. This group of people will stop at nothing until they have completely taken over the territory they wish to control. What was the reason and who played a critical role in the Mexican revolution? Mexican political leaders and the common people would play an instrumental role in the positive or negative impact of the Mexican revolution. During 1910 and 1920, Mexico underwent a difficult and bloody time that would lead to many years of little progress in this nation’s history.The Mexican revolution is not a globally known revolution and most Americans would not initially compare it to the American revolution or understand the impact it had on Mexico. Knight states that compared to other revolutions, during the Mexican revolution many more people fought, died, and more land was destroyed (Knight 28). Some of the reasons the Mexican revolution began was due to the biased distribution of land, education, and wealth. The Mexican farmers and middle class were tired of the government treating them unfairly.The man in control of the nation during 1910 was President Porfirio Diaz. President Porfirio Diaz had ruled Mexico with an iron fist. Knight states that President Diaz had begun as an Army officer who had risen to power during a coup (Knight 28). Mexico’s economy was doing well at the time and Mexicoâ€⠄¢s elite prospered while President Diaz controlled the nation. Diaz originally promoted a no re-election policy, but soon conveniently disregarded that policy and ruled for several years. Under President Diaz’s rule, only the elite people of Mexico shared wealth, land and education.Knight states that this unequal distribution of power, money, and land began to create resentment amongst the common people in Mexico (Knight 29). Many leaders would soon rise up to fight for the people of Mexico and equal rights for all. Soon leaders such as Francisco Madera, General Huerta, and Emiliano Zapata would rise to fight for the country of Mexico. A revolution was inevitable and Mexico had plenty of individuals who would fight for their rights. Knight states that during 1910 President Diaz would be overthrown and Mexico would enter ten years of civil conflict (Knight 29).The first to attempt to overthrow President Diaz was Francisco Madero. Madero appealed to the middle class, Indians, and Mestizos. In 1911, the Mexican army was on the defense and President Diaz was forced to resign; Francisco Madera was immediately inaugurated. Unfortunately, Madero would not last long and in 1913, Madero was assassinated. Knight explains that General Victoriano Huerta would be the next to attempt to lead the war torn Mexico (Knight 31). The military solution would not last long and fierce fighting would continue. Emiliano Zapata would be known as one of the most famous and powerful revolutionaries during this time.Knight states that Zapata always remained a man for the people and fought very hard for his fellow compatriot (Knight 32). Zapata, known for handing out free food to the poor and supporting free education, was a loud voice and strength for the people of Mexico. Unfortunately, during what was meant to be a peaceful meeting, Zapata would be assassinated. These men positively influence the revolution and did everything they could to enable the average Mexican. The Mexican people would dedicate everything and everyone to the revolution. Chavez states that for men and boys there was only one option uring the revolution, becoming a soldier (Chavez 423). Young Mexico believed that the revolution would bring social justice and a stronger Mexico. The men from the mountains, farms and villages would unite under leaders such as Emiliano Zapata and fight against larger Mexican armies. There was a sense of pride and purpose in the revolution. The revolution empowered the average Mexican and encouraged them to fight. Knight states that revolutionaries had inadequate arms and training, but managed to dominate battles against a superior Mexican army (Knight 31).Eventually following many years of fighting a man named Alvaro Obregon was elected president. Washington states that the ideals of the Mexican revolution would eventually provide the people with a Constitution in 1917 (Washington 505). Mexico would finally reach a point in history where nation could focus on the entire nation and not an elite group. Mexico suffered ten years of war, suffering, and turmoil. Mexican leaders during 1910-1920 were unable to hold the country together and a revolution consumed the nation. The Mexican people grew tired of political greed, lack of support, and unequal treatment.Several leaders such as President Diaz would prove to be a man of one interest, himself. Others would quickly rise against him and attempt to claim the presidency. General Huerta and Francisco Madera would take the presidency by force, but would not last very long in the president office. Emiliano Zapata had a significant impact as a revolutionary who fought with the people and for the people. During the Mexican revolution, the nation would join forces and rise against lawless leaders. The men and women of Mexico would fight for many years for the equalities they knew they deserved.Eventually, the Mexican government drafted the constitution and was now able focus on the future. Works Cited Chavez Leyva, Yolanda. â€Å"`I Go To Fight For Social Justice': Children As Revolutionaries In The Mexican Revolution, 1910-1920. † Peace & Change 23. 4 (1998): 423. Academic Search Premier. Web. 16 Feb. 2013. Knight, Alan. â€Å"The Mexican Revolution. † History Today 30. 5 (1980): 28. Academic Search Premier. Web. 17 Feb. 2013. Washington, Walter. â€Å"Mexican Resistance To Communism. † Foreign Affairs 36. 3 (1958): 504-515. Academic Search Premier. Web. 17 Feb. 2013.

Healthy Eating Essay

Healthy eating tip 1: Set yourself up for success To set yourself up for success, think about planning a healthy diet as a number of small, manageable steps rather than one big drastic change. If you approach the changes gradually and with commitment, you will have a healthy diet sooner than you think. Simplify. Instead of being overly concerned with counting calories or measuring portion sizes, think of your diet in terms of color, variety, and freshness. This way it should be easier to make healthy choices. Focus on finding foods you love and easy recipes that incorporate a few fresh ingredients. Gradually, your diet will become healthier and more delicious. Start slow and make changes to your eating habits over time. Trying to make your diet healthy overnight isn’t realistic or smart. Changing everything at once usually leads to cheating or giving up on your new eating plan. Make small steps, like adding a salad (full of different color vegetables) to  your diet once a day or switching from butter to olive oil when cooking. As your small changes become habit, you can continue to add more healthy choices to your diet. Every change you make to improve your diet matters. You don’t have to be perfect and you don’t have to completely eliminate foods you enjoy to have a healthy diet. The long term goal is to feel good, have more energy, and reduce the risk of cancer and disease. Don’t let your missteps derail you—every healthy food choice you make counts. Think of water and exercise as food groups in your diet. Water. Water helps flush our systems of waste products and toxins, yet many people go through life dehydrated—causing tiredness, low energy, and headaches. It’s common to mistake thirst for hunger, so staying well hydrated will also help you make healthier food choices. Exercise. Find something active that you like to do and add it to your day, just like you would add healthy greens, blueberries, or salmon. The benefits of lifelong exercise are abundant and regular exercise may even motivate you to make healthy food choices a habit. Healthy eating tip 2: Moderation is key People often think of healthy eating as an all or nothing proposition, but a key foundation for any healthy diet is moderation. But what is moderation? How much is a moderate amount? That really depends on you and your overall eating habits. The goal of healthy eating is to develop a diet that you can maintain for life, not just a few weeks or months, or until you’ve hit your ideal weight. So try to think of moderation in terms of balance. Despite what certain fad diets would have you believe, we all need a balance of carbohydrates, protein, fat, fiber, vitamins, and minerals to sustain a healthy body. For most of us, moderation or balance means eating less than we do now. More specifically, it means eating far less of the unhealthy stuff (unrefined sugar, saturated fat, for example) and more of the healthy (such as fresh fruit and vegetables). But it doesn’t mean eliminating the foods you love. Eating bacon for breakfast once a week, for example, could be considered moderation if you follow it with a healthy lunch and dinner–but not if you follow it with a box of donuts and a sausage pizza. If you eat 100 calories  of chocolate one afternoon, balance it out by deducting 100 calories from your evening meal. If you’re still hungry, fill up with an extra serving of fresh vegetables. Try not to think of certain foods as â€Å"off-limits.† When you ban certain foods or food groups, it is natural to want those foods more, and then feel like a failure if you give in to temptation. If you are drawn towards sweet, salty, or unhealthy foods, start by reducing portion sizes and not eating them as often. Later you may find yourself craving them less or thinking of them as only occasional indulgences. Think smaller portions. Serving sizes have ballooned recently, particularly in restaurants. When dining out, choose a starter instead of an entree, split a dish with a friend, and don’t order supersized anything. At home, use smaller plates, think about serving sizes in realistic terms, and start small. If you don’t feel satisfied at the end of a meal, try adding more leafy green vegetables or rounding off the meal with fresh fruit. Visual cues can help with portion sizes–your serving of meat, fish, or chicken should be the size of a deck of cards, a slice of bread should be the size of a CD case, and half a cup of mashed potato, rice, or pasta is about the size of a traditional light bulb. Healthy eating tip 3: It’s not just what you eat, it’s how you eat Healthy eating is about more than the food on your plate—it is also about how you think about food. Healthy eating habits can be learned and it is important to slow down and think about food as nourishment rather than just something to gulp down in between meetings or on the way to pick up the kids. Eat with others whenever possible. Eating with other people has numerous social and emotional benefits—particularly for children—and allows you to model healthy eating habits. Eating in front of the TV or computer often leads to mindless overeating. Take time to chew your food and enjoy mealtimes. Chew your food slowly, savoring every bite. We tend to rush though our meals, forgetting to actually taste the flavors and feel the textures of our food. Reconnect with the joy of eating. Listen to your body. Ask yourself if you are really hungry, or have a glass of water to see if you are thirsty instead of hungry. During a meal, stop eating before you  feel full. It actually takes a few minutes for your brain to tell your body that it has had enough food, so eat slowly. Eat breakfast, and eat smaller meals throughout the day. A healthy breakfast can jumpstart your metabolism, and eating small, healthy meals throughout the day (rather than the standard three large meals) keeps your energy up and your metabolism going. Avoid eating at night. Try to eat dinner earlier in the day and then fast for 14-16 hours until breakfast the next morning. Early studies suggest that this simple dietary adjustment—eating only when you’re most active and giving your digestive system a long break each day—may help to regulate weight. After-dinner snacks tend to be high in fat and calories so are best avoided, anyway. Healthy eating tip 4: Fill up on colorful fruits and vegetables Fruits and vegetables are the foundation of a healthy diet. They are low in calories and nutrient dense, which means they are packed with vitamins, minerals, antioxidants, and fiber. Try to eat a rainbow of fruits and vegetables every day and with every meal—the brighter the better. Colorful, deeply colored fruits and vegetables contain higher concentrations of vitamins, minerals, and antioxidants—and different colors provide different benefits, so eat a variety. Aim for a minimum of five portions each day. Some great choices include: Greens. Branch out beyond bright and dark green lettuce. Kale, mustard greens, broccoli, and Chinese cabbage are just a few of the options—all packed with calcium, magnesium, iron, potassium, zinc, and vitamins A, C, E, and K. Sweet vegetables. Naturally sweet vegetables—such as corn, carrots, beets, sweet potatoes, yams, onions, and squash—add healthy sweetness to your meals and reduce your cravings for other sweets. Fruit. Fruit is a tasty, satisfying way to fill up on fiber, vitamins, and antioxidants. Berries are cancer-fighting, apples provide fiber, oranges and mangos offer vitamin C, and so on. The importance of getting vitamins from food—not pills The antioxidants and other nutrients in fruits and vegetables help protect against certain types of cancer and other diseases. And while advertisements  abound for supplements promising to deliver the nutritional benefits of fruits and vegetables in pill or powder form, research suggests that it’s just not the same. A daily regimen of nutritional supplements is not going to have the same impact of eating right. That’s because the benefits of fruits and vegetables don’t come from a single vitamin or an isolated antioxidant. The health benefits of fruits and vegetables come from numerous vitamins, minerals, and phytochemicals working together synergistically. They can’t be broken down into the sum of their parts or replicated in pill form. Healthy eating tip 5: Eat more healthy carbs and whole grains Choose healthy carbohydrates and fiber sources, especially whole grains, for long lasting energy. In addition to being delicious and satisfying, whole grains are rich in phytochemicals and antioxidants, which help to protect against coronary heart disease, certain cancers, and diabetes. Studies have shown people who eat more whole grains tend to have a healthier heart. A quick definition of healthy carbs and unhealthy carbs Healthy carbs (sometimes known as good carbs) include whole grains, beans, fruits, and vegetables. Healthy carbs are digested slowly, helping you feel full longer and keeping blood sugar and insulin levels stable. Unhealthy carbs (or bad carbs) are foods such as white flour, refined sugar, and white rice that have been stripped of all bran, fiber, and nutrients. Unhealthy carbs digest quickly and cause spikes in blood sugar levels and energy. Tips for eating more healthy carbs Include a variety of whole grains in your healthy diet, including whole wheat, brown rice, millet, quinoa, and barley. Experiment with different grains to find your favorites. Make sure you’re really getting whole grains. Be aware that the words stone-ground, multi-grain, 100% wheat, or bran can  be deceptive. Look for the words â€Å"whole grain† or â€Å"100% whole wheat† at the beginning of the ingredient list. In the U.S., Canada, and some other countries, check for the Whole Grain Stamps that distinguish between partial whole grain and 100% whole grain. Try mixing grains as a first step to switching to whole grains. If whole grains like brown rice and whole wheat pasta don’t sound good at first, start by mixing what you normally use with the whole grains. You can gradually increase the whole grain to 100%. Avoid: Refined foods such as breads, pastas, and breakfast cereals that are not whole grain. Healthy eating tip 6: Enjoy healthy fats & avoid unhealthy fats Good sources of healthy fat are needed to nourish your brain, heart, and cells, as well as your hair, skin, and nails. Foods rich in certain omega-3 fats called EPA and DHA are particularly important and can reduce cardiovascular disease, improve your mood, and help prevent dementia. Add to your healthy diet: Monounsaturated fats, from plant oils like canola oil, peanut oil, and olive oil, as well as avocados, nuts (like almonds, hazelnuts, and pecans), and seeds (such as pumpkin, sesame). Polyunsaturated fats, including Omega-3 and Omega-6 fatty acids, found in fatty fish such as salmon, herring, mackerel, anchovies, sardines, and some cold water fish oil supplements. Other sources of polyunsaturated fats are unheated sunflower, corn, soybean, flaxseed oils, and walnuts. Reduce or eliminate from your diet: Saturated fats, found primarily in animal sources including red meat and whole milk dairy products. Trans fats, found in vegetable shortenings, some margarines, crackers, candies, cookies, snack foods, fried foods, baked goods, and other processed foods made with partially hydrogenated vegetable oils. Healthy eating tip 7: Put protein in perspective Protein gives us the energy to get up and go—and keep going. Protein in food is broken down into the 20 amino acids that are the body’s basic building blocks for growth and energy, and essential for maintaining cells, tissues, and organs. A lack of protein in our diet can slow growth, reduce muscle  mass, lower immunity, and weaken the heart and respiratory system. Protein is particularly important for children, whose bodies are growing and changing daily. Here are some guidelines for including protein in your healthy diet: Try different types of protein. Whether or not you are a vegetarian, trying different protein sources—such as beans, nuts, seeds, peas, tofu, and soy products—will open up new options for healthy mealtimes. Beans: Black beans, navy beans, garbanzos, and lentils are good options. Nuts: Almonds, walnuts, pistachios, and pecans are great choices. Soy products: Try tofu, soy milk, tempeh, and veggie burgers for a change. Avoid salted or sugary nuts and refried beans. Downsize your portions of protein. Many people in the West eat too much protein. Try to move away from protein being the center of your meal. Focus on equal servings of protein, whole grains, and vegetables. Focus on quality sources of protein, like fresh fish, chicken or turkey, tofu, eggs, beans, or nuts. When you are having meat, chicken, or turkey, buy meat that is free of hormones and antibiotics. Healthy eating tip 8: Add calcium for strong bones Calcium is one of the key nutrients that your body needs in order to stay strong and healthy. It is an essential building block for lifelong bone health in both men and women, as well as many other important functions. You and your bones will benefit from eating plenty of calcium-rich foods, limiting foods that deplete your body’s calcium stores, and getting your daily dose of magnesium and vitamins D and K—nutrients that help calcium do its job. Recommended calcium levels are 1000 mg per day, 1200 mg if you are over 50 years old. Take a vitamin D and calcium supplement if you don’t get enough of these nutrients from your diet. Good sources of calcium include: Dairy: Dairy products are rich in calcium in a form that is easily digested and absorbed by the body. Sources include milk, yogurt, and cheese. Vegetables and greens: Many vegetables, especially leafy green ones, are rich sources of calcium. Try turnip greens, mustard greens, collard greens, kale, romaine lettuce, celery, broccoli, fennel, cabbage, summer squash, green beans, Brussels sprouts, asparagus, and crimini mushrooms. Beans: For another rich source of calcium, try black beans, pinto beans, kidney beans, white beans, black-eyed peas, or baked beans. Healthy eating tip 9: Limit sugar and salt If you succeed in planning your diet around fiber-rich fruits, vegetables, whole grains, lean protein, and good fats, you may find yourself naturally cutting back on foods that can get in the way of your healthy diet—sugar and salt. Sugar Sugar causes energy ups and downs and can add to health and weight problems. Unfortunately, reducing the amount of candy, cakes, and desserts we eat is only part of the solution. Often you may not even be aware of the amount of sugar you’re consuming each day. Large amounts of added sugar can be hidden in foods such as bread, canned soups and vegetables, pasta sauce, margarine, instant mashed potatoes, frozen dinners, fast food, soy sauce, and ketchup. Here are some tips: Avoid sugary drinks. One 12-oz soda has about 10 teaspoons of sugar in it, more than the daily recommended limit! Try sparkling water with lemon or a splash of fruit juice. Eat naturally sweet food such as fruit, peppers, or natural peanut butter to satisfy your sweet tooth.

How To Write Conclusion Paragraph For Essay, with Example

How To Write Conclusion Paragraph For Essay, with Example How to Write a Conclusion Paragraph for an Essay Thinking over a Conclusion When thinking of how to end an essay, it is necessary to ask yourself questions with regards to your conclusion. Examples of these questions include: Does my conclusion reference the title and thesis of the essay? How relevant is my conclusion to the title of the essay? Is my conclusion in line with the evidence as well as the argument I have presented in my article? Is there any new piece of information that I have introduced within my conclusion? The above questions are simply guidelines that should help you write a conclusion that includes all the necessary issues while avoiding everything that is irrelevant. A conclusion should have a lasting impact on the audience, and hence it is important that the writer gets it right. Start Combinations of Words for Conclusion When writing the introduction, starting has always proved to be a challenge, and the same can also be said when writing a conclusion albeit to a lesser degree. It is important to choose appropriate start combinations of words when writing a conclusion and not just because they signal the end of the article but also because they help elevate the status of an essay. Below are some tips to help you choose start combination of words when writing a conclusion: Select words that signal the end of the article, for example: Finally, In conclusion, In summary, etc. The above words and phrases are indeed overused but, on the other hand, they help to ensure continuity in an article and to signal to the audience that the end is nigh. It is important to consider the option of using one-syllable words. Regardless of how good an article is, the use of simple language while ending the essay often creates or brings about an effect of understated drama. Advices Concerning Conclusion Writing Essay conclusion writing for a perfect essay should be smooth, mainly because no research is involved in this section. Writers are simply expected to use information from their article or essay to conclude. It is, therefore, in comparison to the other sections, the easiest of all. However, few students find it smooth while others struggle with simple things such as synthesizing their main points. Below are some tips on how to write an essay conclusion: Provide a link between the conclusion and the first paragraph. This is often done by using or repeating or reusing a word or a phrase that was included in the first paragraph. Conclude your essay by setting your discussion to a larger or a different context. Increasing the essays limits or coverage is important. If, for example, you were handling an essay on social inequality in the US in the early 20th century, you could expand it or link it to the current social inequality index in the US. Try and avoid providing vague summaries of your main points. Writers should focus on synthesizing their main points and explaining to their audience how their arguments fit in the topic of discussion. Summaries seem flat and might leave much to be desired while also leaving the audience dissatisfied. Include the implications of your study or research. Depending on the topic under study, you should answer the question what does your argument suggest, involve or imply? You should at least try and mention how your line of thinking fits into the world or should shape or affect the overall perception of a topic. Include a section that proposes or suggests a course of action. After reading the article, your audience should be able to apply the information acquired to their life or business or put your argument to test. Reference to Thesis The entire essay should be a reference to your thesis statement including the conclusion. As a matter of fact, an essay conclusion should include a section that restates or rephrases the thesis statement. However, it is essential to remember that restating the thesis is not the main goal. The writer should avoid rephrasing without having a predetermined purpose. You should make a substantive change to the thesis to help elevate and reinforce the main argument of the article. The audience should feel convinced that the argument presented fits perfectly with the topic under study. Other Advices Since conclusions only provide a summary of the essay, it is wise to avoid including a lot of information and risk contradicting some of your arguments. Make your essay conclusion short and include only the essentials. Avoid giving apologies for some of the arguments or ideas included within the article. Things to Avoid in Conclusion Writing When writing a conclusion, students use different strategies, but it is vital to avoid the following methods or strategies: Avoid using ending clichà ©s such as â€Å"In conclusion†, â€Å"In summary†, â€Å"In closing†, etc. The above are often referred to overused phrases and thus paint a negative picture of the writer. In speeches, these phrases might be appropriate, but in writing, it is important to systematically outline the points and prepare the readership for the conclusion. Rephrasing the thesis statement without making any fundamental changes. Students are always advised to end their essays by rephrasing their thesis statements. However, it would appear inexperienced, lacking in creativity, and shallow in the topic under study if they only paraphrase their main argument. For the end to be meaningful, the writer should rephrase the thesis, but make sure that the change if of value. Do not introduce a new idea or topic in the conclusion. These should be included in the main body of the essay. A conclusion is often short and includes information that has already been incorporated in the article or essay. It is, therefore inappropriate to add new information. Avoid including citations or quoting statistics or quotations in the conclusion. Like the above warning, these should also be in the body of the paper. While conclusions often make emotional appeals to audiences, it is essential to avoid making appeals that are not in sync with the rest of the paper. All information that is included in the conclusion should coincide with the rest of the paper. It is, therefore, reckless to include anything that signals differently. Example of Conclusion The truth is, African countries are yet to experience real democracy. Additionally, those who think that they are experiencing or have experienced democracy in the past are only living in denial. The rise of power-hungry leaders who are fueled by their quest for supreme power and material things has undermined the hope for a better future for Africans. Transfer of power is proving to be a big issue, and the citizens are undoubtedly the victims in this story. However, a significant majority is still hopeful of change and have tried their best to forge diplomatic fights against their governments. It is this undying and contagious love for country as well as a resolute spirit of not giving up that motivates this group and albeit fuzzy, the future will indeed be better.

Chronology of Major Events in the 1830s

Chronology of Major Events in the 1830s This decade of the 1800s featured several significant events in America and across the globe: a steam locomotive raced a horse,  the U.S. President beat up  the man who tried to assassinate him,  Darwin visited  the Galapagos, and a tragic siege at the Alamo became legendary. The history of the 1830s was marked by railroad building in America, Opium Wars in Asia, and the ascension to the British throne of Queen Victoria. 1830 May 30, 1830: The Indian Removal Act was signed into law by President Andrew Jackson. The law led to the relocation of Native Americans which became known as the Trail of Tears.June 26, 1830: King George IV of England died and William IV ascended to the throne.August 28, 1830: Peter Cooper raced his locomotive, the Tom Thumb, against a horse. The unusual experiment proved the potential of steam power and helped to inspire the building of railroads.December 10, 1830: American poet Emily Dickinson was born in Amherst, Massachusetts. 1831 January 1, 1831: William Lloyd Garrison began publishing The Liberator, an abolitionist newspaper, in Boston, Massachusetts. Garrison would become one of Americas leading abolitionists, though he was often derided as someone on the fringe of society.July 4, 1831: Former president James Monroe died in New York City at the age of 73. He was buried in a cemetery in the East Village. His body was exhumed and taken back to his native Virginia in 1858, in a ceremony partly intended to calm tensions between North and South. MPI / Getty Images August 21, 1831: A slave rebellion led by Nat Turner broke out in Virginia.Summer 1831: Cyrus McCormick, a Virginia blacksmith, demonstrated a mechanical reaper which would revolutionize farming in America and eventually worldwide.September 21, 1831: The first American political convention was held in Baltimore, Maryland by the Anti-Masonic Party. The idea of a national political convention was new, but within years other parties, including the Whigs and the Democrats began holding them. The tradition of political conventions has endured into the modern era.November 11, 1831: Nat Turner was hanged in Virginia.December 27, 1831: Charles Darwin sailed from England aboard the research ship H.M.S. Beagle. While spending five years at sea, Darwin would make observations of wildlife and collect samples of plants and animals which he brought back to England. 1832 January 13, 1832: American author Horatio Alger was born in Chelsea, Massachusetts.April 1831: The Black Hawk war began on the American frontier. The conflict would mark the only military service of Abraham Lincoln.June 24, 1832: A cholera epidemic which had ravaged Europe appeared in New York City, causing enormous panic and prompting half the citys population to free to the countryside. Cholera was closely linked to polluted water supplies. As it tended to occur in poor neighborhoods, it was often blamed on immigrant populations.November 14, 1832: Charles Carroll, the last living signer of the Declaration of Independence, died in Baltimore, Maryland at the age of 95.November 29, 1832: American author Louisa May Alcott was born in Germantown, Pennsylvania.December 3, 1832: Andrew Jackson was elected to his second term as president of the United States. 1833 March 4, 1833: Andrew Jackson took the oath of office as president for the second time. Hulton Archive / Getty Images Summer 1833: Charles Darwin, during his voyage aboard H.M.S. Beagle, spends time with gauchos in Argentina and explores inland.August 20, 1833: Benjamin Harrison, future president of the United States, was born in North Bend, Ohio.October 21, 1833: Alfred Nobel, inventor of dynamite and sponsor of the Nobel Prize, was born in Stockholm, Sweden. 1834 March 27, 1834: President Andrew Jackson was censured by the U.S. Congress during a bitter disagreement over the Bank of the United States. The censure was later expunged.April 2, 1834: French sculptor Frederic-Auguste Bartholdi, creator of the Statue of Liberty, was born in the Alsace region of France.August 1, 1834: Slavery was abolished in the British Empire.September 2, 1834: Thomas Telford, British engineer, designer of the Menai Suspension Bridge and other noteworthy structures, died in London at the age of 77. 1835 January 30, 1835: In the first assassination attempt on an American president, a deranged man shot at Andrew Jackson in the rotunda of the U.S. Capitol. Jackson attacked the man with his walking stick and had to be pulled back. The failed assassin was later found to be insane.May 1835: A railroad in Belgium was the first railroad on the continent of Europe.July 6, 1835: United States Chief Justice John Marshall died in Philadelphia, Pennsylvania at the age of 79. During his tenure, he had made the Supreme Court into a powerful institution.Summer 1835: A campaign to mail abolitionist pamphlets to the South led to mobs breaking into post offices and burning the anti-slavery literature in bonfires. The abolitionist movement changed its tactics and began seeking to speak out against slavery in Congress.September 7, 1835: Charles Darwin arrived at the Galapagos Islands during his voyage aboard H.M.S. Beagle.November 25, 1835: Industrialist Andrew Carnegie was born in Scotland.November 30, 1835: Samuel Clemens, who would achieve enormous fame under his pen name, Mark Twain, was born in Missouri. December 1835: Hans Christian Andersen published his first book of fairy tales. Kean Collection / Getty Images December 15 to 17, 1835: The Great Fire of New York destroyed a large part of lower Manhattan. 1836 January 1836: The siege of the Alamo began at San Antonio, Texas.January 6, 1836: Former president John Quincy Adams, serving in Congress, began trying to introduce petitions against slavery in the House of Representatives. His efforts would lead to the Gag Rule, which Adams fought for eight years.February 1836: Samuel Colt patented the revolver.February 24, 1836: American artist Winslow Homer was born in Boston, Massachusetts.March 6, 1836: Battle of the Alamo ended with the deaths of Davy Crockett, William Barret Travis, and James Bowie.April 21, 1836: Battle of San Jacinto, the decisive battle of the Texas Revolution, was fought. Troops led by Sam Houston defeated the Mexican Army.June 28, 1836: Former U.S. president James Madison died in Montpelier, Virginia at the age of 85.September 14, 1836: Former U.S. Vice President Aaron Burr, who killed Alexander Hamilton in a duel, died in Staten Island, New York, at the age of 80.October 2, 1836: Charles Darwin arrived in England after s ailing around the world aboard H.M.S. Beagle. December 7, 1836: Martin Van Buren was elected President of the United States. 1837 March 4, 1837: Martin Van Buren took the oath of office as president of the United States.March 18, 1837: U.S. President Grover Cleveland, was born in Caldwell, New Jersey.April 17, 1837: John Pierpont Morgan, American banker, was born in Hartford, Connecticut.May 10, 1837: The Panic of 1837, a major financial crisis of the 19th century, began in New York City.June 20, 1837: King William IV of Great Britain died at Windsor Castle at the age of 71.June 20, 1837: Victoria became Queen of Great Britain at the age of 18.November 7, 1837: Abolitionist Elijah Lovejoy was murdered by a pro-slavery mob in Alton, Illinois. 1838 January 4, 1838: Charles Stratton, better known as General Tom Thumb, was born in Bridgeport, Connecticut.January 27, 1838: In one of his earliest speeches, Abraham Lincoln, at the age of 28, delivered a public address to a lyceum in Springfield, Illinois.May 10, 1838: John Wilkes Booth, American actor and assassin of Abraham Lincoln, was born in Bel Air, Maryland.September 1, 1838: William Clark, who with Meriwether Lewis had led the Lewis and Clark Expedition, died in St. Louis, Missouri at the age of 68.Late 1838: The Cherokee Tribe was forcibly moved westward in what became known as the Trail of Tears. 1839 June 1839: Louis Daguerre patented his camera in France.July 1839: A slave rebellion broke out aboard the ship Amistad.July 8, 1839: John D. Rockefeller, American oil magnate and philanthropist, was born in Richford, New York.December 5, 1839: George Armstrong Custer, American cavalry officer, was born in New Rumley, Ohio.

Information Security Program Survey Research Paper - 1

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Collectivization and the Peasant Rebellion

Collectivization and the Peasant Rebellion Collectivization and the Peasant Rebellion Collectivization was one of Joseph Stalins policies in addressing the looming decline in food production in the Soviet Union. This policy, implemented from 1928 through 1940, involved the consolidation of farms from individual farmers into collective farms. Because of the collectivization policy, the Soviet Union experienced significant problems as the peasants opposed collectivization and as the government remained adamant in supporting the policy. Support from the Peasantry One of the main benefits of the collectivization policy was that the landless peasants would be able to experience significant improvements in their economic situations, especially when considering that the policy provided for increased involvement of the landless peasants in the farm activities. This was the major aspect of the policy that attracted the peasants to provide support for the establishment of collective farms. Another important consideration is that the collectivization policy was aimed at providing necessary information in order for decision-making at different government levels to be well-grounded. Such information was the main target of the government in controlling the collective farms, with the information being delivered or made accessible to decision-makers in the timeliest manner possible through the centralized structure of the collective farms. This means that the reach/ scope and effectiveness of the centralized collective farms could significantly contribute to the success of the governments efforts in increasing agricultural output. In this regard, it is arguable that one of the advantages of the collective policy was that it made decision-making more attuned to the current conditions of the Soviet Union. However, an important consideration is the structure of the Soviet Union this influenced how economic information on the collective farms could be disseminated among the de cision-makers at the different government levels. For instance, a centralized structure could readily allow for the dissemination of such information through just a singular effort. In the case of a decentralized structure (as was the case of the non-collective farms prior to the implementation of the policy), however, such information would have proven to be difficult to disseminate. This was important to consider, especially amidst the widely implemented combination of centralized and decentralized economic processes within the Soviet Union.[1] The structure of the centralized collective farms would have had to be well-adapted to this (generally) dual nature of the government for it to be utilized fully. From this perspective, if the structure of the centralized collective farms was indeed designed to support such nature, it would have allow decision-makers to be effective at making use of available information. In a decentralized government as in the case of the farms prior to the implementation of the collectivization policy, a properly configured structure would have allowed for the most appropriate way of allocating of resources. In addition, it would have helped decision-makers in assessing options and in implementing control over a variety of processes. The significance of the structure of the centralized collective farms was greater in the overall performance of the economy of the Soviet Union and its centralized operations. Since decentralization meant that many components produced different sets of information and were likely to make decisions based on such varying information sets, having centralized structure such as the structure of the centralized collective farms that comprehensively covered the government and the Soviet Union and its needs would have meant great improvements in making decision making among the different components well-organized and in harmony with each other. Having this done would have meant that the Soviet Union would be able to col1aborate its efforts, in spite of being decentralized. The challenge, however, was that the different components had different information outputs that did not necessarily conform to each other. The system would have had to make major adjustments to such information-processes before actually being able effectively implement the structure of the centralized collective farms. Under decentralization, there were a number of advantages that the peasants and government could use of when implementing the centralized structure of the collective farms. For instance, the costs of developing the centralized structure of the collective farms and implementing it were relatively lower than maintaining decentralized farms that could barely support the food needs of the Soviet Union. This was because of the â€Å"divided† nature of the system individual components of the system did not have to cover the entire Soviet Union, but only had to be connected to the system core Moscow.[2] In addition, the centralized structure of the collective farms in the economic environment of the Soviet Union at the time meant that the system could be customized in such a way that the specific needs of the individual components are addressed in the best possible way. Therefore, through the centralized structure of the collective farms in such a setting, the processes in the di fferent areas were maintained, thereby theoretically allowing for more efficient production. This, in turn, made the system considerably flexible as some areas could be made to function differently from the rest of the Soviet Union. The centralized structure of the collective farms allowed for more effective implementation of Soviet strategies. Theoretically, it also allowed the government to maintain or improve participation of peasants. Moreover, decision-makers in the different areas, even though having access to information regarding other areas, would still have maintained a sense of responsibility, considering that they were made to perform within their own areas in spite of having better access to the system information. Moreover, the centralized structure of the collective farms had the advantage of being theoretically more reliable. This was because of the use of different systems (or sub-systems) in the different areas. When a problem/ failure occurred in one sub-system, t he centralized structure of the collective farms would still remain functional in other sub-systems. The centralized structure of the collective farms also provided for responsiveness among the government offices. It is important to emphasize on the increased motivation/ satisfaction that, theoretically, peasants would have in such a setting peasants were theoretically encouraged to participate in processes and have a heightened sense of responsibility. Also, since the theoretically took into consideration the various needs of the different areas and not just those of the entire Soviet Union as a whole, theoretically, the decision-makers in the different areas would have been able to achieve improvements in their response times. Peasants Discontent and Its Parameters The main discontent of the peasants with the policy was that it took away land from peasants who already had land prior to the policy implementation, and it effectively decreased the income of the peasants in spite of the supposed improvements in the economic situations of the peasants. One of the parameters of the peasants discontent was their freedom to work on their own lands and on lands of their own choosing. The former farm system prior to collectivization is generally associated with democratic societies. This makes sense because the former farm system prior to collectivization required individual freedom and control of resources, properties and means of production. It is arguable that the framework of democracy was the most appropriate for the former farm system prior to collectivization at least at the village level. In contrast, communism and socialism imposed by the collectivization were not typically associated with democracy, especially when considering that communism an d socialism prohibits individual ownership and control of the economys means of production. As a result, the former farm system prior to collectivization could not exist in purely communist or purely socialist economic systems.[3] It is important to note that the former farm system prior to collectivization was characterized by three main aspects: (a) private ownership, (b) individual economic freedom, (c) competition among farming entities. In terms of private ownership, the entire village accepted and accommodated private ownership. This meant that, in such an economy, resources such as land, as well as the means of production and goods and services were privately owned at the village level by individual members of the society, by groups or entities like partnerships or families. In terms of individual economic freedom, the former farm system prior to collectivization allowed individual members of the villages to pursue their own interests to achieve certain economic goals. This meant that in such a situation, the individual peasants were allowed and accommodated to act for personal gains. Considering that individuals were free to go for whichever occupation they desired, the former farm system prior to coll ectivization was frequently referred to as an enterprise system within the socialist Soviet Union.[4] In terns of competition among farming entities, the former farm system prior to collectivization allowed and accommodated individuals and groups to compete against each other. This aspect of the former farm system prior to collectivization was actually an offshoot of individual economic freedom at the village level people competed against each other because of their desire to accomplish their personal economic interests in a system where resources and, thus, economic opportunities were limited. These three aspects were important factors that contributed to the discontent of the peasants and that distinguished the former farm system prior to collectivization from the collective farming villages upon implementation of the policy. In the new collective farm structure, there was no individual economic freedom, no private ownership and no economic competition among individuals or groups of individuals. In such an economy, there was no private ownership. The main positive effects of the former farm system prior to collectivization were as follows. It supported individual freedom. It also allowed for individual control of resources and properties at least at the village level. This prevented the government (or a few individuals) to control economic resources and properties. Overall, the former farm system prior to collectivization was a dominant factor in the Soviet Unions situation during the implementation of the collectivization policy. In contrast, the new structure of the collective farms entailed economic equality. Peasants were compelled to work, with their efforts ideally being pooled together to be distributed equally among the people. In terms of productivity, the people were theoretically encouraged to be more productive. Socialist and communist strategies (agenda) were similar in that they consider the people as the origin of power. However, they also differ in terms of how such power is utilized and maintained, and in terms of how the people have control of such power once it has already been given to the ruler(s). The new structure of the collective farms meant that the landed peasants would lose their properties, that the landless peasants would gain access to farmlands but lose their economic freedom, and that the farming villages would be subjected to the control of Moscow, mainly for the benefit of the densely populated cities of the Soviet Union. The new structure of the collective farms also meant that, with the aim of increasing overall economic efficiency, there was the very realistic risk of the government making reduced payments to the peasants in spite of the peasants increased agricultural output. Uprising Effectiveness, Expectations of Peasants and Overall Outcome The peasant uprising was effective in the sense that it effectively counteracted the collectivization policy. For instance, the Soviet Union as a whole experienced decreased agricultural output because the peasants refused to the work in the farms.[5] This is completely opposite the initial goal of the collectivization policy, which is to increase agricultural output to support the growing demand of the Soviet Union, especially in urban areas where populations were concentrated.[6] One of the main reasons for the effectiveness of the uprising was that the peasants expectations of maintained or increased income were not met by the collective farms. In fact, many of the peasants experienced decreased income because of the collectivization policy.[7] The result of such failures can be observed in the situation of the Soviet Union by the late 1930s. For instance, large-scale collectivization and the reaction of the peasants resulted in major changes in the effectiveness of Soviet Unions institutions especially at the level of the villages. Such collectivization policy did not necessarily have the power or strength to be successful at being effective, in spite of the fact that the policy was supported, theoretically, by the socialist economic system that framed the economic activities of the villages in general.[8] In fact, the results of the collectivization policy indicate that such policy was met with significant opposition, such that support for the collectivization policy was utterly uncommon throughout the Soviet Union in spite of the outright and well-known mandate of the government for the establishment of the collective farms. The opposition exhibited by the peasants in the villages can be considered akin to the Soviet Unions transition into a state where small democratic institutions are accommodated at the village level. Democratic movements have been making some progress at the time, but they are still weak against the large communist government.[9] In addition, perhaps more importantly, the actions of the Soviet Unions government actually resulted in attention being shifted towards the government and its policies and actions.[10] This led to increased criticism of the Soviet Union government and the policies it implemented. However, movements against the communist autocracy were very difficult, in spite of the large scale refusal of the peasants to work in the collective farms. Thus, this implies that the problems experienced by the Soviet Union during the collectivization of the farms were attributable to the Soviet Unions nature of government. Such problems were very complex and difficult to address by way of movements or activities similar/ related to the collectivization.[11] In this regard, the overall outcome of the peasant uprising was the decline of agricultural production of the Soviet Union and the eventual failure of the collectivization policy. It should be noted that the Russian communist government was the principal reason behind the difficulty in addressing problems of autocracy and problems in sustaining the collectivization policy. For instance, in spite of changes in power distribution within the Russian government, the communist central government remained strong and powerful in addressing challenges and oppositions.[12] The Russian communist government actually had not changed much in terms of influence and thus remained the major obstacle to any democratic move or any move that counters the Russian communist governments initiatives and decisions, even at the lowest levels of the villages. Because of this maintenance of power, the central government was able to impose restrictions on the population even when such restrictions were against the desires of the peasantry. For instance, by controlling the farms at the village level, the Russian central communist government believed that it would be more able to control localities and effectively implement reforms for growth, especially in the agriculture and food supply.[13] Because of its power and the lack of strength of opposition, the central government readily and extremely limited the population in spite of changes in the economic conditions throughout the country. Such strength and apparent lack of flexibility undermined the growing problems linked to the peasant uprising. As a result, the inflexibility of the Russian government contributed to the eventual failure of the collectivization policy. Nonetheless, in spite of the power and oppression that the government exerted on the people in the villages, it was actually suffering from unapparent problems in maintaining central control as well as discipline, especially among the communities involved in the collectivized farms.[14] This made Moscow prone to problems in maintaining the system of government throughout the country, which, in turn, made the government unable to properly, completely and effectively enforce the collectivization policy. This also points out that need for Moscow then to examine large-scale and comprehensive reforms and their effects on the economy. An important part of the situation of the Soviet Union during and immediately after the implementation of the collectivization policy was the transformation of the Russian communist government into a major facilitator of the reform.[15] This is important because the Russian government did not properly accommodate the expectations and needs of the peasantry. There was no effective means of establishing a system that checks and balances on all institutions involved in the collectivization policy, such that there were conflicts of interests among the different offices involved in the collectivization policy, as well as between the government and the peasantry in general. The Russian communist government was then already trying to transform itself into an entity that is more understandable and acceptable to the population through the collectivization policy, which undoubtedly attempted to consider the needs of the growing population as well as the needs of the landless peasants.[16] Another principal consideration for Soviet Unions reforms was its legal system at the time of the implementation of the collectivization policy. In the past, the actions that were made in this system were practically determined by the central government. Thus the system was able to deeply enroot itself into the Russian society. The negative things about this characteristic of the government was that, under communist totalitarian government, power was unlimited, party power was permanent, and the leaders power was indivisible.[17] In addition even if the Russian communist government took on a reversal of action, this would not mean any change in the totalitarian power structure. Such inflexibility, as mentioned earlier, contributed to the eventual failure of the collectivization policy. Because of its strong persistence even to the late 1930s and after the failure of the collectivization policy, this central autocracy had to be dealt with if the country was to sustain its economic pace through reforms in the legal system. The historical task that faced Soviet Union was to create a society under the rule of law, in spite of the increased economic lawlessness of the peasants who refused to work in the collective farms. The path to such a society was a legal one, not an illegal one.[18] However, courts were not independent.[19] There still needed to be some big struggles to be faced in order for the system to be changed in favor of economic and socio-political reform for the benefit of the population. This was important because the legal path was an effective method of struggle towards properly addressing the needs of the Soviet Union.[20] It should be noted though that, in spite of apparent stagnancy and decline resulting from the collectivization policy, the Russian legal system has already exhibited significant changes alongside the decline of the economy upon implementation of the collectivization policy.[21] All these emphasize the complexity that the Russian government actually faced in trying to mold the Soviet Union into a growth-conducive society. Regarding the nature of Soviet Unions system of corruption, it is important to note that corruption was built into the fabric of Russian society such that removing it would have resulted in problems at the basic levels of government and public service.[22] Thus, there was a compelling case that essentially establishes that, probably, to some extent, the Soviet Union would have had to continue addressing the need for growth-conduciveness without actually eliminating corruption and peasant opposition comprehensively at such a large-scale. Analysis and Conclusion Regarding the establishment of collective farms in Russian villages, the problems faced by the Russian government was on the autocracy and the delegation of â€Å"power† to the villages through to ensure proper implementation of collectivization.[23] Through collectivization, the village people are deprived of their power and are compelled to give up their properties for the benefit of populations that the government considered fit for allocation of the produce from such properties. By the end of the 1930s, the country already had large scale implementation of collectivization in villages throughout all its territory. However, in spite of the general interest that such an implementation has gained from critics and analysts around the world, the Russian government was actually having problems with the implementation. The principal issues to consider in the implementation of collectivization in the Soviet Union were as follows: (1) whether or not this collectivization policy would influence lawlessness and rebellion exhibited by villages; (2) whether or not the resulting structure of the collective village farms would function as agents for suppressing village resistance to state initiatives or, on the contrary, as supporters of such resistance; (3) whether or not it is possible to establish a peaceful and beneficial coexistence between the Russian Government and the collective farm structures in the villages; and (4) whether or not the people were actually inclined to accept and participate in the collective farms. In effect, there needs to be an examination of such issues, especially in terms of the objectives of the policys implementation and how it was that the resulting collective farm structures in the villages could be established realistically. The problems and results of the collectivization policy were discussed and analyzed, especially from the perspective of the state government as well as the perspective of the peasants. The bases used for such analysis are considerably robust and makes use of earlier literature on Russian sociology and politics. This paper addresses the issues involved in the implementation and failure of the collectivization policy, with Russian socio-politics as the foundation for the analysis. It is concluded that village opposition and freedom in economic activities was difficult to attain, given the state of government (or lack of it) in the villages at the time the collectivization policy was implemented. However, it was not impossible, especially when considering the economic boom that influenced even to a small extent the villages. Overall, the collectivization policy was a failure because it did not consider all of the needs and expectations of the peasants, and because the uprising of the peasants resulted in a decline in agricultural output, which was completely opposite to the agricultural and economic improvement goals of Stalins collectivization policy for the Soviet Union. Bibliography Allilueva, A. 1946. Vospominaniia. Moscow: Apin. Conquest, R. 1989. Stalin and the Kirov Murder. New York: Free Press. Deutscher, I. 1968. Stalin: A Political Biography. London: Sage. Fotieva, L.A. 1964. Lenin. Moscow: Apin. Hingley, R. 1974. Joseph Stalin: Man and Legend. London: Sage. Jonge, A. 1988. Stalin and the Shaping of the Soviet Union. New York: Free Press. Kaminskii, V., Vereshchagin, I. 1939. Detstvo I iunost vozhdia: dokument y, zapiski, rasskazy. Molodaia gvardiia, no. 12, 1939. Khrushchev, N.S. 1989. Stalin. Vospominaniia, 28, 9-15. Krivitsky, W. 1939. In Stalin s Secret Service. London: Sage. Lewin, M. 1968. Lenins Last Struggle. New York: Free Press. Medvedev, R. A. 1969. Let History Judge: The Origins and Consequences of Stalinism. New York: U. Binding. Nicolaevsky, B. 1965. Power and the Soviet Elite. New York: Ann Arbor. Orlov, A. 1953. The Secret History of Stalins Crimes. New York: Free Press. Rayfield, D. 1976. The Dream of Lhasa: The Life of Nikolay Przhevalsky. Athens: Ohio. Slusser, R. M. 1987. Stalin in October. London: Sage. Souvarine, B. 1939. Stalin: A Critical Survey of Bolshevism. New York: Read Books. Triymfi, I.V. 1956. Stalin: Politicheski Portret. Moscow: Apin. Tucker, R. 1974. Stalin as Revolutionary. New York: Free Press. Ulam, A. 1973. Stalin: The Man and His Era. New York: Viking Press. Volkogonov, D. 1973. Stalin. New York: Free press. [1] Kaminskii, V., Vereshchagin, I. 1939. Detstvo I iunost vozhdia: dokument y, zapiski, rasskazy. Molodaia gvardiia, no. 12, 1939. [2] Krivitsky, W. 1939. In Stalin s Secret Service. London: Sage. [3] Souvarine, B. 1939. Stalin: A Critical Survey of Bolshevism. New York: Read Books. [4] Allilueva, A. 1946. Vospominaniia. Moscow: Apin. [5] Orlov, A. 1953. The Secret History of Stalins Crimes. New York: Free Press. [6] Triymfi, I.V. 1956. Stalin: Politicheski Portret. Moscow: Apin. [7] Nicolaevsky, B. 1965. Power and the Soviet Elite. New York: Ann Arbor. [8] Deutscher, I. 1968. Stalin: A Political Biography. London: Sage. [9] Lewin, M. 1968. Lenins Last Struggle. New York: Free Press. [10] Medvedev, R. A. 1969. Let History Judge: The Origins and Consequences of Stalinism. New York: U. Binding. [11] Ulam, A. 1973. Stalin: The Man and His Era. New York: Viking Press. [12] Volkogonov, D. 1973. Stalin. New York: Free press. [13] Hingley, R. 1974. Joseph Stalin: Man and Legend. London: Sage. [14] Tucker, R. 1974. Stalin as Revolutionary. New York: Free Press. [15] Rayfield, D. 1976. The Dream of Lhasa: The Life of Nikolay Przhevalsky. Athens: Ohio. [16] Slusser, R. M. 1987. Stalin in October. London: Sage. [17] Ibid, 37. [18] Jonge, A. 1988. Stalin and the Shaping of the Soviet Union. New York: Free Press. [19] Ibid, 9. [20] Ibid, 36. [21] Conquest, R. 1989. Stalin and the Kirov Murder. New York: Free Press. [22] Ibid 98. [23] Khrushchev, N.S. 1989. Stalin. Vospominaniia, 28, 9-15.