Free Essays on Kennedy Assassination

The doctors who performed the autopsy and the Warren Commission which had to reach conclusions based on the medical evidence, blundered in substantial ways. These blunders can be presented as evidence of some sinister conspiracy, rather than the result of haste and an excessive concern for the feelings of the Kennedy Family. The Warren Commission published two inaccurate drawings of Kennedy’s wounds. At a news conference on the afternoon of the assassination, the doctors who attended to Kennedy in the Parkland ER discussed the President’s wounds. Although the parkland staff did a highly competent hob of treating Kennedy and Connally, their statements about the nature of the wounds were confused, contradictory, and often mistaken. With possible exception of the Single Bullet Theory, nothing about the assassination has been as controversial as the nature of Kennedy’s head wound. Many witnesses have testified that the back of Kennedy’s head was blown out, su ggesting a shot from ! the Grassy Knoll. Lone assassin theorists have stressed the photographic evidence and the autopsy x-rays, which show the back of the head intact. Randy Robertson claims to have found, in the x-rays of Kennedy’s skull, evidence of two bullet hits to Kennedy’s head. Robertson believes that there is an entrance wound on the back of Kennedy’s head. He also believes that there is a higher wound in the rear of the head. He located this wound in the cowlick area, but unlike the HSCA be believes this wound to be an exit wound rather than an entrance wound. Actually, he apparently believes that a fragment from a shot penetrated Kennedy’s skull from the inside, failed to penetrate the scalp and remained embedded in the skull. There are some problems with this testimony. The HSCA interpreted the cowlick wound as an entrance wound on the basis of beveling on the inner table of the skull. This beveling was visible on photos taken of the inside of the skull ... Free Essays on Kennedy Assassination Free Essays on Kennedy Assassination The doctors who performed the autopsy and the Warren Commission which had to reach conclusions based on the medical evidence, blundered in substantial ways. These blunders can be presented as evidence of some sinister conspiracy, rather than the result of haste and an excessive concern for the feelings of the Kennedy Family. The Warren Commission published two inaccurate drawings of Kennedy’s wounds. At a news conference on the afternoon of the assassination, the doctors who attended to Kennedy in the Parkland ER discussed the President’s wounds. Although the parkland staff did a highly competent hob of treating Kennedy and Connally, their statements about the nature of the wounds were confused, contradictory, and often mistaken. With possible exception of the Single Bullet Theory, nothing about the assassination has been as controversial as the nature of Kennedy’s head wound. Many witnesses have testified that the back of Kennedy’s head was blown out, su ggesting a shot from ! the Grassy Knoll. Lone assassin theorists have stressed the photographic evidence and the autopsy x-rays, which show the back of the head intact. Randy Robertson claims to have found, in the x-rays of Kennedy’s skull, evidence of two bullet hits to Kennedy’s head. Robertson believes that there is an entrance wound on the back of Kennedy’s head. He also believes that there is a higher wound in the rear of the head. He located this wound in the cowlick area, but unlike the HSCA be believes this wound to be an exit wound rather than an entrance wound. Actually, he apparently believes that a fragment from a shot penetrated Kennedy’s skull from the inside, failed to penetrate the scalp and remained embedded in the skull. There are some problems with this testimony. The HSCA interpreted the cowlick wound as an entrance wound on the basis of beveling on the inner table of the skull. This beveling was visible on photos taken of the inside of the skull ...

Absolute Beginner English Personal Information

Absolute Beginner English Personal Information Once English students can spell and count, they can also begin giving personal information such as their address and telephone number. This activity also helps students learn to answer common personal information questions that may be asked in job interviews or when filling out forms.   Personal Information Questions Here are some of the most common personal information questions that students might be asked. Start simple with the verb be  and target simple answers which are shown below.  Its a good idea to write each question and answer pair on the board, or, if possible, create a class handout for reference. What is your telephone number?   -  My telephone number is 567-9087. What is your cell phone number? -  My cell phone / smart phone number is 897-5498. What is your address?- My address is / I live at 5687 NW 23rd St. What is your email address? -  My email address is   Where are you from? -  I am from Iraq / China / Saudi Arabia. How old are you? -  I am 34 years old. / I am thirty-four. What is your marital status? / Are you married? -  I am married / single / divorced / in a relationship.   Once students have gained confidence with simple answers, move on to more general questions about daily life with the present simple  do. Continue with  do you like  questions for  hobbies, likes and dislikes: Who do you live with? -  I live alone / with my family / with a roommate. What do you do? -  I am a teacher / student / electrician. Where do you work? -  I work at a bank / in an office / in a factory. What are your hobbies? -  I like playing tennis. / I like movies.   Finally, ask questions with  can  so that students can practice speaking about abilities: Can you drive? -  Yes, I can / No, I cant  drive. Can you use a computer? -  Yes, I can / No, I cant  use a computer. Can you speak Spanish? -  Yes, I can / No, I cant  speak Spanish. Starting Off Classroom Conversations   What is Your Phone Number? Practice personal information questions by using this simple technique to help students both answer and ask questions.Begin by asking for a students telephone number. Once youve begin, ask the student to continue by asking another student. Before you begin, model the target question and answer:   Teacher:  What is your telephone number? My telephone number is 586-0259. Next, have students participate by asking one of your best students about their phone number. Instruct that student to ask another student. Continue until all students have asked and answered. Teacher:  Susan, hi, how are you? Student: Hi, Im fine. Teacher: What is your telephone number? Student:   My telephone number is 587-8945. Student:   Susan, ask Paolo. Susan:   Hi Paolo, how are you? Paolo:  Hi, Im fine. Susan:  What is your telephone number? Paolo:  My telephone number is 786-4561. What is Your Address? Once students are comfortable giving their telephone number, they should focus on their address. This might cause a problem due to the pronunciation of street names. Before you begin, write an address on the board. Ask students to write their own addresses on a piece of paper. Go around the room and help students with individual pronunciation issues so they feel more comfortable before beginning the exercise. Once again, begin by modeling the correct question and response: Teacher:   What is your address? My address is 45 Green Street.   Once students have understood. Begin by asking one of your stronger students. They should then ask another student and so on. Teacher:   Susan, hi, how are you? Student:  Hi, Im fine. Teacher:   What is your address? Student:  My address is 32 14th Avenue. Teacher:   Susan, ask Paolo. Susan:   Hi Paolo, how are you? Paolo:Hi, Im fine. Susan:  What is your address? Paolo:  My address is 16 Smith Street. Continuing with  Personal Information - Bringing It All Together The final part should make students proud. Combine the phone number and address into a longer conversation asking about nationality, jobs, and other simple questions from information that students have already studied. Practice these short conversations with all of the questions you provided on your worksheet.  Ask students to continue the activity with partners around the class. Teacher:   Susan, hi, how are you? Student: Hi, Im fine. Teacher:   What is your address? Student:  My address is 32 14th Avenue. Teacher:   What is your telephone number? Student:  My telephone number is 587-8945. Teacher:   Where are you from? Student:  Im from Russia. Teacher:  Are you American? Student:  No, Im not American. Im Russian. Teacher:   What are you? Student: Im a nurse. Teacher:   What are your hobbies? Student:  I like playing tennis. This is just one lesson of a series of  absolute  beginner lessons.  More advanced students can practice speaking on the telephone with these dialogues. You can also help students by going over basic numbers in English during the lesson.

Gang violence Research Paper Example | Topics and Well Written Essays - 2500 words

Gang violence - Research Paper Example ThÐ µrÐ µ is thÐ µ constÐ °nt dÐ µbÐ °tÐ µ thÐ µ simplÐ µ quÐ µstion whÐ °t is thÐ µ sociÐ °l problÐ µm. ThÐ µrÐ µ Ð °rÐ µ mÐ °ny diffÐ µrÐ µnt options thÐ °t Ð °rÐ µ Ð °nd cÐ °n bÐ µ rÐ µgÐ °rdÐ µd Ð °s thÐ µ sociÐ °l problÐ µm. SociÐ °l problÐ µm is thÐ °t thrÐ µÃ °tÐ µns vÐ °luÐ µs of sociÐ µty such Ð °s lÐ °w Ð °nd ordÐ µr sociÐ °l cohÐ µsion Ð °nd stÐ °bility of sociÐ °l institutions. HowÐ µvÐ µr somÐ µ of sociÐ °l conditions thÐ °t wÐ µ Ð °rÐ µ now ignorÐ µd it is quitÐ µ possiblÐ µ should bÐ µ sÐ µÃ µn Ð °s sociÐ °l problÐ µms in futurÐ µ. SimilÐ °rly somÐ µ of sociÐ °l mÐ µchÐ °nisms thÐ °t wÐ µ bÐ µliÐ µvÐ µ sociÐ °l problÐ µms Ð °rÐ µ not considÐ µrÐ µd in Ð µÃ °rliÐ µr timÐ µs. Methodology GÐ °ng is thÐ µ group of pÐ µoplÐ µ who through orgÐ °nizÐ °tion formÐ °tion Ð °nd Ð µstÐ °blishmÐ µnt of Ð °ssÐ µmbly shÐ °rÐ µ thÐ µ common idÐ µntity. CurrÐ µntly usÐ µd it usu Ð °lly mÐ µÃ °ns thÐ µ criminÐ °l orgÐ °nizÐ °tion or criminÐ °l bÐ °ckground. In Ð µÃ °rly usÐ µ word gÐ °ng rÐ µfÐ µrs to thÐ µ group of workÐ µrs. ... MÐ °ll of Ð mÐ µricÐ ° locÐ °tion is thÐ µ Ð µxÐ °mplÐ µ of how gÐ °ng violÐ µncÐ µ cÐ °n Ð µrupt Ð °nywhÐ µrÐ µ Ð °nd thÐ °t no pÐ °rt of sociÐ µty is immunÐ µ from this problÐ µm. Ð s trÐ °dÐ µ workÐ µr in this Ð °rticlÐ µ rÐ µÃ °ds: "You simply cÐ °n not bÐ µ sÐ °fÐ µ Ð °nywhÐ µrÐ µ. ЕvÐ µry timÐ µ you turn Ð °round somÐ µonÐ µ is rÐ µmovÐ µd or bÐ µÃ °tÐ µn or killÐ µd." Why Ð °rÐ µ Ð µvÐ µnts such Ð °s mÐ °ll shooting up so oftÐ µn? Why thÐ µsÐ µ trÐ °gÐ µdiÐ µs Ð °rÐ µ still occurring? WhÐ °t is motivÐ °tion for pÐ µoplÐ µ to Ð µngÐ °gÐ µ in such immorÐ °l Ð °nd criminÐ °l bÐ µhÐ °vior? PÐ µoplÐ µ who commit such crimÐ µs Ð °s murdÐ µr fit Ð µxÐ °ct stÐ µrÐ µotypÐ µ? (Rush 85–92) SuthÐ µrlÐ °nd thÐ µory of diffÐ µrÐ µntiÐ °l Ð °ssociÐ °tion cÐ °n hÐ µlp to providÐ µ thÐ µ Ð µxplÐ °nÐ °tion to Ð °bovÐ µ quÐ µstion. SuthÐ µrlÐ °nd Ð °rguÐ µs thÐ °t criminÐ °l bÐ µhÐ °vior is not inhÐ µritÐ µd but it is lÐ µÃ °rnÐ µd in sociÐ °l intÐ µrÐ °ctions. It's just thÐ µ coincidÐ µncÐ µ thÐ °t thÐ µsÐ µ suspÐ µcts in Ð °rticlÐ µ bÐ µst friÐ µnds Ð °nd both hÐ °vÐ µ rÐ µpÐ µÃ °tÐ µdly involvÐ µd in criminÐ °l bÐ µhÐ °vior. ThÐ µ pÐ µrpÐ µtrÐ °tors in this study Ð °rÐ µ dÐ µscribÐ µd Ð °s bÐ µst friÐ µnds who hÐ °vÐ µ thÐ µ long rÐ µpÐ µÃ °tÐ µd history of violÐ °tions of lÐ °w sincÐ µ 11 yÐ µÃ °rs. In Ð °pplying thÐ µory of diffÐ µrÐ µntiÐ °l Ð °ssociÐ °tion with this study it is no coincidÐ µncÐ µ thÐ °t two suspÐ µcts to Ð µngÐ °gÐ µ in sÐ °mÐ µ dÐ µviÐ °nt Ð °ctivitiÐ µs. Judging by thÐ µir intimÐ °tÐ µ connÐ µction with pÐ µÃ µr group such Ð °s gÐ °ngs thÐ µy hÐ °vÐ µ put thÐ µmsÐ µlvÐ µs in thÐ µ Ð µnvironmÐ µnt whÐ µrÐ µ it is Ð µÃ °sy to lÐ µÃ °rn to bÐ µcomÐ µ thÐ µ criminÐ °l. ThÐ µ fÐ °ct thÐ °t mÐ µmbÐ µrs of gÐ °ng Ð µngÐ °gÐ µ d in similÐ °r Ð °ctivitiÐ µs is thÐ µ mÐ °jor fÐ °ctor in Ð µxplÐ °ining why thÐ µsÐ µ commÐ µrciÐ °l shooting took

Independent topic Speech or Presentation Example | Topics and Well Written Essays - 500 words

Independent topic - Speech or Presentation Example In professional polling the importance of sampling validity is immeasurable. The first step is to fully identify the sampling frame from the population that the poll seeks to represent. This is followed by a random selection of a small percentage from within the sampling frame to represent the entire population targeted by that poll. Random here implies that everyone has an equal chance to be selected and this can only be achieved if the method chosen to identify individuals to be interviewed is free of bias. Even though Statistics postulates that the actual number of people interviewed for a given sample is less important than the soundness of ‘randomness’ employed in the process, you still need to balance the economic cost of sample sizes with the desired level of accuracy required. Accuracy of plus or minus three percentage points margin of error is the acceptable level for professional polls. Once the individual to be interviewed has been identified it is important not to change the selected person so as to eliminate possibility of bias. In the case of telephone sampling this would involve performing call-backs until such a time that selected individual is available. However, more importantly for the interview is the wording of the questions and the order in which they are set to be answered. Crafting fair and objective questions requires extensive knowledge of public opinion, care and discipline. To achieve this it is good practice to have exact wording of a question held constant from year to year to analyze trends and also to have multiple questions to help put the research within a certain context. These two practices come in handy when interpreting the poll results. Finally, for accountability purposes the polling company needs to make its data available to the public domain for any interested parties to draw their own conclusions about what the survey data means an d to assess whether the poll was conducted in a professional manner. The New York

Part1. Physical items Essay Example for Free

Part1. Physical items Essay Goods: Physical items produced by business organizations. Operations Management: the management of systems or processes that create goods and/or provide services Process: One or more actions that transform inputs into outputs Services: activities that provide some combination of time, location, form, and psychological value System: a set of interrelated parts that must work together. Technology: the application of scientific discoveries to the development and improvement of goods and services Operations management requires: both knowledge of the facts and how to interpret that info in order to produce and deliver Requires constant improvement: due to competition in the marketplace and advances in technology Good process design is: customer driven. What questions What type of process is best suited that will fulfill our customers needs What is the goal in selecting a supplier? To find the best product available for the best price you can The global market enables the operations manager: the flecibility to choose the most cost effective supplier Honda’s relationship with their suppliers is based on: trust Why did Hillrich Bradsby implement ERP system?: to simplify their processes When do hillrich bradsbey start their production process?: when an order is entered into the system What was the purpose of Disney’s Fast Pass?: remove the need to wait in line by using a virtual queue Measuring is an important method. Monitoring the consistency and repeatability of a process is called: statistical process control What technique does Gortac use to support continuous improvement: in manufacturing, try to be more efficient, improving quality: continuous improvement: record the days productivity numbers and compare – daily production meetings. How did ABTCO increase capacity without adding space or investing capital? : using fundamentals of operations mgmt., reorganized the manuf process to improve quality and efficiency. Closed lines producing unfrofitable products and started idle lines to fill shortages, as a result, their siding unit increased prod capacity w out adding space or capital expense.

Memory (SPEECH OUTLINE) -- essays research papers fc

Memory Specific purpose: to increase my audience's understanding of how memory functions and how it affects them. Central idea: Memory is a process of the brain which is prone to certain failures, although specific steps can be taken to guard against these failures. Introduction I. Memory problems can affect us in many ways. A. Some of you might have had problems finding your keys before you came to class. B. Some of you have certainly suffered from "What's Your Name Again?" syndrome. 1. We can remember attributes of people without being able to recall their names. 2. For instance, you may not know my name but you would be able to recognize me as being in your class. II. I will explain some of the basic ways memory can fail and how to take care of your memory. A. Memory can fail in numerous ways, from the common examples above to more devasting problems, like Alzheimer's disease. B. Fortunately, brain problems like Alzheimer's can be delayed or even prevented. C. In order to understand how human memory fails, we need a basic understanding of how it works. Body I. Memory is a complex process that takes place primarily in the brain. Cite: Cognition Lab @ NASA, website A. Short-term memory is the first memory formed. 1. Short-term memory holds memories that were created recently for a short period of time. a. includes sensory memory b. can turn into long-term memory B. Long-term memory stores memories created throughout our past that we may need at a future time. 1. For long term memory to be formed from short-term memory, three conditions must be met: a. attention b. repetition c. connection 2. There are two basic types of long-term memory: Cite: Dr. Eric Kendel in States of Mind, Columbia professor and director of Columbia's Center for Neurobiology and Behavior a. implicit &nbs... ...p; ii. seems to protect brain's central learning & reasoning regions from shrinkage b. All-around healthy diet is recommended. Conclusion I. Take care of your brain, because your memory is one of your most important assets. II. Keep in mind that your memory is imperfect. A. Memory is generally effective. B. People's memories can make errors such that they believe in a memory that is inaccurate. C. Even your memory can fail, so don't believe everything that you remember. Works Cited Begley, Sharon. "Memory's Mind Games." Newsweek 16 July 2001: 52-54. Conlan, Roberta, ed. States of Mind. New York: John Wiley & Sons, Inc., 1999. Human Memory. 1998. NASA Cognition Lab. <http://eos.arc.nasa.gov/cognition/tutorials/ModelOf/Knowmore1.html>. Lemonick, Michael and Alice Park. "The Nun Study." Time 14 May 2001: 54-65. Loftus, Elizabeth, and Katherine Ketcham. Witness for the Defense: The Accused, the Eyewitness, and the Expert Who Puts Memory on Trial. New York: St. Martin's Press, 1992.

Economic progress in Russia in the years 1981-1982 Essay

Despite frequent changes in policy, Russian and Soviet governments were spectacularly unsuccessful in securing sustained economic progress in the years 1881-1982’. Assess the validity of this statement. Between 1981 and 1982, Russia underwent huge changes, particularly the in economy. Russian history is well known for its frequent changes in policy as the country faced revolutions, changes in regime, changes in leadership and not to mention its involvement in various conflicts. As a result, Russia’s economic policy was subject to major change apart from three key areas, industry, agriculture and the tertiary sector. These three areas of the economy remained a constant in its ever changing climate; however, many historians still argue that Russia’s economy was unsuccessful and poorly managed despite its frequent change in policy. Thus begs the question, ‘To what extent is this true?’ The Tsarist regime, for many Russians, was a period of economic instability as agriculture was seen as a secondary concern. Growth rate was not structured and growth rate fell considerably between the late 1890’s and 1905.[1] Meanwhile, other economies expanded leaving Russia struggling to catch up and some historians see agriculture as a reason for Russia’s economic decline. For example, Carol. S. Leonard argued that Russia’s grain production per capita GDP was lagged far behind that of America in 1913.[2] This argument shows how agriculture in Tsarist Russia wasn’t dealt with effectively and as a result, the economy suffered. On the other hand, some historians have pointed out that agriculture in Russia during the late Tsarist years were not so destructive. One argument maintains that actually, Russia’s agriculture grew and developed quite substantially pre- revolution. For example; from 1890 to 1913, cereal production per capita increased by 35%[3]. Although this evidence is hard to ignore, it is also difficult to turn a blind eye to the contrasting evidence which suggests that agriculture suffered under the late Tsarist regime and consequently, affected the economy as a whole. For example: â€Å"There was very little investment in agriculture in Imperial Russia and this lead to small yields and economic volatility when prices rose and fell†¦lack of investment in agriculture frequently caused grain prices to rise which caused famines†[4] Overall, although agriculture grew slightly during the Tsarist regime, ultimately it suffered greatly as did the Russian people. Looking at agriculture alone, Russia’s economy looked bleak however; industry had slightly more success during this time so perhaps the economy was not so bad after all. S J Lee puts forward a simple statement: â€Å"The periods of most rapid growth were in the reign of Nicholas II (1894-1917) as a result of the economic reforms of Sergei Witte (1892-1903)†[5]. This is easy to see, when one considers that in 1914, Russia produced 35 million tons of coal, ranking Russia fifth amongst the main producers.[6] Building on Lee’s argument, there seems to be a lot of evidence pointing to Sergei Witte as the main reason for Russia’s industrial boom. Upon taking office, Witte raised massive amounts of capital by securing a loan from France and raising taxes and tariffs and interest rates.[7] However, it is the development of Russian railways which Witte is perhaps most remembered for. Under his guidance the railway network grew from around thirty one thousand km to around fifty three km worth of track.[8] With Witte at the helm, Russia’s industry continued to develop with growth rates comparing well next to those of the United States and Germany. Witte has often been credited with modernizing Russia to such a great extent that its industrial boom continued long after he left his post as Finance Minister in 1903. For example, in 1913, Russia’s steel production stood at 4.9 million metric tons next to France’s 4.7 million, with coal and iron not far behind.[9] On the other hand, Witte’s industrialization policies were not always so successful. For example, between 1890 and 1899, Russia’s industrial growth stood at 8.0% whereas between 1900-06, it reduced to 1.4%[10]. His aims of modernizing came with a heavy cost and it was consumers who had to pay the price. Taxes were raised but only for the lower classes, indeed the wealthier classes were spared from taxation although their money was needed for private capital. Tariffs also caused problems as, although they protected Russian industry, they added to the cost of living.[11] Whatsmore, although some historians have credited Witte’s decision to seek loans from foreign investors, some remain critical. This is because the interest added to the loans had to be paid in a secure medium meaning, in order to pay off their debts, Russia was forced to export grain regularly, including during the famine of 1891.[12] Overall, although Witte made huge strides in modernizing the Russian economy, he was not entirely faultless. Industry picked up, but there were still issues and it was the common man who had to pay. The economy still suffered, although, arguably, not as much as it would have done without Witte. However, the tertiary sector also contributed to the economy. Although some historians critique Russia’s dependence of Western investors, these ties had corresponding benefits in the shape of trade. [13] Business also boomed within Russia with eight large banks emerging in 1899 which owned more than half the total bank capital. This provided free access for foreign capital, controlling important branches of the Russian economy, including the fuel and metallurgical industries. [14] Moreover, according to Robert Service, domestic industrialists and banks were thriving too.[15] This argument can be supported by the growth in towns and cities between 1897 and 1914. For example; the population in St Petersburg grew from 1’300 thousand (1987) to 2’100 thousand (1914)[16]. This shows that the economic growth had a positive impact on society and the country was doing well under the Tsarist regime. However, although to the naked eye Russia seemed to be doing well, their growth wasn’t so great. Compared to the other Great powers of the period, Russia was lagging far behind. Between 1894 and 1913, Austria-Hungary had a 79% increase in national income whereas Russia was lagging far behind with only a 50% increase[17]. This clearly demonstrates that Russia’s overall situation was not so great and actually, Russian people did suffer. When Lenin came to power in 1917, he brought with him a change in regime and economic policy including the introduction of war communism. War communism aimed to socialize the economy through state involvement. Rural areas were subjected to grain requisition which was forcibly removed by the military.[18] This inevitably was unpopular and caused much suffering and peasants who stored their crops were often wrongfully prosecuted. It was not just agriculture which suffered. Factories were nationalized by November 1920 and were geared towards war production.[19] Additionally, private trade was banned and rationing was introduced on consumer goods including food and clothing. War communism was, effectively a self destructive policy. Grain requisitioning meant more than three million people died of starvation by late 1922.[20] Moreover, money lost its value and people got by through a system of barter. Inflation shot up and multiplied 1917 costs by four million in 1922. Additionally, in comparison to the growth in city population during the Tsarist regime, people fled the cities. For example; in December 1920 the population in Petrograd fell by 57.5%[21] Lenin knew that it was time for a change. War communism caused more harm then good so Lenin came up with an alternative, the ‘New Economic Policy’ (NEP). Peasants were allowed to sell grain for profit and they paid tax on what they produced rather than giving it up[22]. Things also changed industrially and in the tertiary sector. Businessmen could own small or medium sized businesses however large firms were still state owned.[23] The NEP basically gave the people of Russia freedom and Lenin hoped that it would boost economic growth as well. However, in 1924, Lenin died and Stalin came to power. Stalin also brought new ideas and his own ways of modernizing the economy. In November 1927, Stalin introduced his policies of industrialisation and collectivisation with the aim of modernising the economy. They were supported by a series of five year plans, the first (1928-32) aimed to improve living standards and the second (1933-37) and third (1938-41) aimed to highlight and thus, amend, Russia’s weaknesses[24]. Industrialisation was relatively successful as by the late 1930’s many workers conditions had improved and they had acquired better paid jobs and unemployment was almost non-existent. Accounts from the time support this view: â€Å"Good progress was made†¦4’500 new factories, plants, mines and power stations were commissioned, three times as many as the first Five-Year period’[25]. On the other hand, industrialisation was harsh and lateness for work often led to employees getting the sack. Many prisoners also paid the price by working on the grand engineering projects and working in appalling and dangerous conditions. For example; around 100’000 workers died building the Belmor Canal[26]. Collectivisation was ultimately unsuccessful and peasants were in a worse position than ever before. The concept of sharing farms and thus, sharing salary meant there wasn’t enough money to go around and crop production fell too. For example: â€Å"†¦Grain shortages, combined with continued forced procurements, led to rural famine†¦Ã¢â‚¬ [27] However, some people benefitted from collectivisation such as Bertha Malnick: â€Å"We have more than 600 hectares†¦our farmers have built 70 new houses for themselves during the last few years†¦Ã¢â‚¬ [28]. However, it is reasonable to conclude overall that collectivisation was unsuccessful given the various sources which provide figures of those who died or badly suffered during Stalin’s reign. Stalin died in 1953 and Khrushchev took over. Khrushchev focused on DeStalinisation, distancing the USSR as far away from Stalin as possible. Khrushchev was keen to adopt a different economic policy with the aim of building on the country’s previous economic growth and amending its weaknesses and one way he did this was by abandoning the five year plans and starting a new, seven year plan (1959-65) which aimed to take advantage of newly discovered mineral resources and fit in with industry[29]. Khrushchev pumped a lot of money into agriculture and overall 40% of investment was put into the neglected eastern regions of the USSR[30]. However, the seven year plan had similar flaws to the previous five year plans such as mistakes in resource distribution. Living standards got worse, the opposite to what Khrushchev had hoped to achieve. For example; only five in one thousand citizens owned a car and in 1963, the USSR was forced to import grain from the capitalist west to compensate shortages.[31] There were successes during this time such as the rise in foreign trade however this can’t compensate for the huge failures experienced during this time. Khrushchev made an honest attempt to improve the economy however his plans backfired and once again the country was left to clean up an economic mess. Eventually, Khrushchev was removed from power and in his place came Brezhnev who did little to change the economy. The era of Brezhnev has often been described as ‘a period of economic stagnation’ but some historians believe that this is not fair. Like Khrushchev, Brezhnev wanted to focus on improving agriculture and living standards in Russia. Historians Gwyneth Hughes and Simon Welfare support this view saying: â€Å"†¦After the terror of Stalin’s reign and the chaos of Khrushchev’s, the Soviet Union was in for a period of stability, and that meant everyone kept their job and their perks for life.†[32] Brezhnev allowed farmers to work on state own plots which motivated them to produce as much as possible in order to sell the surplus[33]. This, in theory, should have been beneficial and shows that Brezhnev was trying to improve the economy through new methods however, he was not so lucky. In 1975, the USSR suffered another poor harvest meaning Brezhnev had to increase foreign exports to keep everyone fed. This was just another disaster in Russia but Brezhnev did little to help. His aim to improve agriculture and living standards meant he neglected industry and production rates continued to rapidly fall[34]. However, arguably his biggest flaw was his inability to change the already ridged economy. Brezhnev had new ideas but couldn’t fight the system and by the end of his reign, Russia had made little improvement. Historian Dmitri Volkognov best sums up the Brezhnev period saying: â€Å"If Lenin and Stalin, and to some extent even Khrushchev, were able to enliven the moribund ideology of Communism, it was quite beyond Brezhnev†¦Ã¢â‚¬ [35]. In conclusion, between 1881 and 1982, Russia experienced much hardship especially surrounding the economy. After analyzing this one hundred year period it is hard to deny that the statement ‘Despite frequent changes in policy, Russian and Soviet governments were spectacularly unsuccessful in securing sustained economic progress in the years 1881-1992’. The economy under the Tsarist regime had its faults and during and after the 1917 revolution, it was widely believed that the country’s economic situation would improve. However, from Lenin to Stalin and Khrushchev to Brezhnev, it seemed that no leader was able to sustain a long-lasting and successful economic policy. The economy grew as quickly as it declined and it has taken many years to make any significant progress since. Therefore, this statement is valid. ________________ [1] Heinemann Advanced History: The Modernisation of Russia 1856-1985 [2] Agricultural Productivity Growth in Russia 1861-1913. From Inertia to Ferment by Carol. S. Leonard [3] The Penguin History of Modern Russia by Robert Service [4] www.historymadefun.co.uk/Tsarism [5] Overview from Russia and the USSR: Autocracy and Dictatorship (questions and answers in History) by Stephen. J. Lee [6] Stephen J Lee [7] http://www.slideshare.net/russeltarr/tsar-nicholas-ii-and-industry [8] The Industrialisation of Russia by M. Falkus [9] http://www.portalus.ru/modules/english_russia [10] M. Falkus [11] A2 History OCR: A Russia and its Rulers 1855-1964 [12] A2 History OCR [13] S. J Lee [14] A History of the USSR [15] Penguin History of Modern Russia [16] M. Falkus [17] The Making of the Revolution, 1881-1905 [18] From Years of Russia and the USSR, 1851-1991 by Evans and Jenkins [19] Evans and Jenkins [20] The Russian Revolutions 1914-1924 [21] Evans and Jenkins [22] The USSR, Germany and the USA between the wars [23] Russia and the USSR 1905-1941 [24] The USSR, Germany and Russia between the wars [25] A Soviet view of the second five year plan from History of the USSR by Y. Kukushkin [26] Stalin and the Soviet Economy [27] European History 1848-1945 by T.A Morris [28] Everyday Life in Russia by Bertha Malnick [29] AQA A2 History Triumph and Collapse: Russia and the USSR 1941-1991 by John Laver & Sally Waller [30] Russia 1855- 1964 Flagship History by D. Murray and T. Morris [31] The Soviet Economy 1917-80 by S J Lee [32] Red Empire. The Forbidden History of the USSR by G. Hughes and S. Welfare [33] www.ibguides.com/history/notes.ccom [34] Years of Russia and the USSR, 1851-1991 [35] The Rise and Fall of the Soviet Empire by D.Volkognov

Hobbes and Locke: Social Contract Essay

Thomas Hobbes and John Locke held contrasting theories on how government should limit the rights of men, which they referred to as the social contract. Thomas Hobbes’ theory of the social contract is that a government should have complete discretion over the limitations of men’s rights, while Locke’s theory is that a social contract is necessary, but the rights limited should be solely for the protection of property. Thomas Hobbes’ theory of the social contract is that men should give up all of their rights to an absolute government for the protection of their lives. He writes in Chapter 14 of Leviathan that â€Å"man [should] be willing †¦ for peace and defence of himself †¦ to lay down this right to all things †¦. â€Å" (Hobbes 161). He concludes by describing the motive for man handing over rights as being for his security (Hobbes 162). John Locke’s theory is that the social contract should limit the rights of man only to protect his property. In Chapter 9 Locke describes his theory that man joins the social contract â€Å"only with an intention †¦ to preserve †¦ [his] property† (Locke 171). Locke contrasts with Hobbes where he writes in Chapter 7 of Of Civil Government that anyone that thinks that absolute government improves men should read the history of any age to be convinced otherwise (Locke 170). What role the social contract should have in the lives of men is subjective. Thomas Hobbes’ theory on the social contract holds that an absolute government is needed for the protection of men’s lives, while John Locke’s theory focuses on a limited government solely for the protection of men’s property. Works Cited Thomas Hobbes; â€Å"Leviathan†; The Arts 1000 Reader; Pearson 2007; pp 159-163 John Locke; â€Å"Of Civil Government†; The Arts 1000 Reader; Pearson 2007; pp 167-173.

Lewis Carroll In Wonderland Essays - Alice In Wonderland

Lewis Carroll In Wonderland Essays - Alice In Wonderland Lewis Carroll in Wonderland I.Through the writings of Lewis Carroll in the story Alice in Wonderland the difference between fantasy and reality can be seenthrough the eyes of a child. The stories created by Carroll are a combination of make believe stories made to entertain children he talked to on an almost daily basis. Seen as odd by adults in society Carroll better associated himself with children because of his stammering disability when speaking. A. Charles Lutwidge Dodgson B. Alice in Wonderland C. Impressions II.Charles Lutwidge Dodgeson A. Talents B. Pseudonym of Dodgson 1. Inspiration of Alice III.Alice in Wonderland A. Fantasy vs. Reality 1. Interpretation of Alice a. Growning-up b. Alice's feelings 2. True Fantasy B. Imagery IV.Impressions A. Impact on society 1. Interest of society 2. Ability to learn more Jennifer Stark Mr. Desormier English 12 Honors March 23, 1998 Lewis Carroll In Wonderland Through the writing of Lewis Carroll in the story Alice in Wonderland the difference between fantasy and reality can be seen through the eyes of a child. The stories created by Carroll are a combination of make believe stories made to entertain children he talked to on an almost daily basis. Seen as odd by adults in society Carroll better associated himself with children because of his stammering disability when speaking. Carroll the man of many talents was born Charles Lutwidge Dodgson on January 27, 1832. Out of a family of eleven children Dodgson was the oldest son and third child. As a child he was very academic and had many interest which he pursued after becoming a deacon in the Church of England. His many accomplishments include Mathematician, English logician, photographer, and novelist ("Carroll, Lewis"). From the imagination of Lewis Carroll came Alice in Wonderland and many books like it created for children. These books have been compared and interpreted by adults around the world to get a better understanding of who Carroll was as a person. For ages children have enjoyed reading about Alice and her adventure but that story is not the only thing accredited to Carroll. Carroll the man of many talents was born Charles Lutwidge Dodgson on January 27, 1832. Out of a family of eleven children Dodgson was the oldest son and third child. As a child he was very academic and had many interest which he pursued after becoming a deacon in the Church of England. His many accomplishments include mathematician, english logician, photographer, and novelist (Cohen 52-3). Later in life while writing humorous works he used the pseudonym Lewis Carroll. Dodgson arrived at this pen name by taking his own name Charles Lutwidge, and translating it into Latin as Carolus Ludovicus, then reversing and retranslating them in to English. The pen name he used only for nonacadmemic works. He then in turn used his real name when writing books on mathematics such as Euclid and His Modern Rivals (1879) which is one of historical interest ("Carroll, Lewis"). Carroll's inspiration to write Alice in Wonderland came from his entertaining of the Liddell children. Under the supervision of the governess, Carroll read stories to entertain them on their visits to his college room, where he taught mathematics. The children's father was dean of Christ Church College where Carroll taught (Hudson 264). Alice Liddell the oldest of the children was the one who begged Carroll to write the Alice Adventure's out, he did so and gave it to her. When handing the finished product to Alice he never gave any thought about hearing about it again. In weeks to come Henry Kingsley the novelist picked up the story while sitting in the drawing room of the Liddell house. When Kingsley finished reading about Alice and her Adventurers he urged Mrs. Liddell to persuade the author to publish it. Carroll impressed by Kingsley's suggestion consulted his friend George MacDonald. MacDonald read it to his children, in which they thoroughly enjoyed it and wished for "60,000 vo lumes of it." Carroll then revised it and published it in 1865 ("Carroll, Lewis"). It was all very well to say 'DRINK ME,' but the wise little Alice was not going to do that in a hurry. 'No, I'll look first,' she said 'and see whether it's marked "poison" or not'; for she had read several nice little histories about children who had got burnt, and eaten up by wild beasts and other unpleasant things, all

In Case Of and In the Event Of

In Case Of and In the Event Of In Case Of and In the Event Of In Case Of and In the Event Of By Maeve Maddox A reader asks if there’s a difference between these two phrases: Is there any difference between in case of and in the event of? Some seem to think these two phrases are synonymous; others contend that in case of is used when youre preparing for something, e.g. Take an umbrella in case it rains, while   in the event of when anticipating an unplanned occurrence, like In the event of fire, use the emergency exit.  What is your take on this? The OED defines the conjunction â€Å"in case† as â€Å"in the event that; if it should happen that.† On the Ngram Viewer, â€Å"in case of† is far more common than â€Å"in the event of† from 1800 to 1917, but then begins to plummet. In 2000, â€Å"in case of† is only slightly ahead of â€Å"in the event of† in the English database. A Google search also indicates that â€Å"in case of† is more common: in case of (290,000,000 results)   in the event of (95,400,000 results)   As for â€Å"anticipating an unplanned occurrence,† like a fire, a Google search indicates that the phrases occur about equally: in the event of emergency: 28,400,000 results   in case of emergency: 29,600,000 results   in case of fire: 22,700,000 results   in the event of fire: 19,600,000 results It seems clear that the two phrases are synonymous. 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 Expressions category, check our popular posts, or choose a related post below:7 Types of Narrative ConflictProbable vs. PossibleTypes of Plots

The possible effects of splinting natural teeth to dental implant Essay

The possible effects of splinting natural teeth to dental implant restorations - Essay Example Modern dental implants help these dentally challenged people who have lost their teeth in some unfortunate way. Dental implants are so realistic that they are virtually identical to real teeth in form, sense and purpose. Dental implants allow these persons to eat normally again and are rest assured that their facial structures are back in line. The implants are actually miniature titanium posts, planted in the gaps where a tooth or a set of teeth should be. Once these are in place, these posts act as anchors and as tooth root replacements. The jawbone then bonds with the titanium, providing a base for the new tooth ("What are Dental Implants"). According to surveys, there are a lot of Americans suffering from oral deficiencies (Meskin & Brown; Harvey & Kelly). Implants are seen as appropriate alternatives to other oral correction aids, with about 300,000 to 428,000 implants performed each year (Seckinger et al). Osseo integration (Branemark) or functional ankylosis (Schroeder et al) are the formal terms for bone anchorage attributing to the sound success of dental implants. Osseointegration works at the microscopic level and it involves the bond between the bone and implant (Branemark). There are no unstable soft tissue connection between the bone and implant, and this implant bonds at an amazing level of efficiency. Electron microscope photographs show that the bone and implant are only about 20 nanometres apart (Listgarten et al). On metal implant surfaces, the oxidation reaction between titanium forms an oxide layer (3 to 5A) on the surface of the implant (Albrektsson). This oxide layer is highly desirable as it has a c eramic -like feel to it and is resistant to water and most forms of corrosion and is entirely organically attuned (Hansson et al; "Dental Implants in Periodontal Therapy"). History shows that implants were performed ever since people learned how to replace teeth in some way. The ancient Mayans have performed dental implants as evidenced in their obsidian carvings. In the recent eras, gold and other precious metals , ceramics , rubber, stainless steel were used at some point and has proved to be effective ("Implant history"). In 1952, Per-Ing-var Branemark, based in Sweden made a breakthrough discovery resulting in dental implants using various techniques and tools in dental technology. It turns that the metal titanium can bond with organic material well and when placed surgically in a jawbone, it facilitates anchorage and also the full recovery of gums. Thus the term "Osseo integration" was born ("Implant history"). Osseo integration was actually discovered accidentally by Dr. Brnemark. Dr. Brnemark observed that titanium can combine with bone tissue, a fact that is in contrast with modern scientific facts. He showed that under certain conditions, titanium can be incorporated into living tissue with much success and with out the hassles of tissue swelling or tissue rejection Dr. Brnemark as the discoverer of this occurrence' was also the one who first coined the term "Osseo integration" ("History of dental implants"). 1965 saw the birth of the new screw-shaped implants, but these types of implants wer subsequently improved until 1985. after this time that dentists were confident of this process and it has been used ever since. Throughout those 20