Interesting Passages Response from Things Fall Apart Free Essays

â€Å"Clearly his own god or chi was not made for extraordinary things. A man couldn't ascend past the predetermination of his chi. The truism of the older folks was false that if a man said yea his chi additionally avowed. We will compose a custom article test on Intriguing Passages Response from Things Fall Apart or on the other hand any comparable subject just for you Request Now Here was a man whose chi said nay regardless of his own attestation. † (Achebe, 131) This section made an inquiry in my brain. Who’s point of view would we say we are perusing from? It appears as thought we are perusing what a storyteller is stating, however the storyteller is someone from that clan. In many books, if a character doesn’t do the portrayal, the storyteller recognizes what is truly going on or what will occur. In this book, and appeared in this section, the storyteller appears to have full put stock in all that he is stating. With regards to what the entry itself says, I begin to consider what their convictions are doing to them. Is this what they are destined to accept? Their chi is by all accounts pulling them back for than helping them move along. It and their different convictions are continually preventing them from something, which is progressively valuable then they know. For instance, what is so terrible about having twins? On the off chance that anything, that ought to be a gift in light of the fact that the family has more kids, however with a shorter pause. . â€Å"He moaned vigorously, and as though in compassion the seething log likewise murmured. Also, promptly Okonkwo’s eyes were opened and he saw the entire issue plainly. Living fire generates chilly, inept debris. He murmured once more, profoundly. † (153) This was the last section in Okonkwo’s musings on Nwoye and furthermore were he satiated that he was famously called the â€Å"Roaring Flame†. He at that point began to contrast himself with the fire. I truly enjoyed this entry and what was composed before it for different reasons. This activity gives us that he and his kin aren’t any not quite the same as other people. We have various convictions and diverse ways of life, however regardless of anything else there human simply like us. We as a whole relate ourselves to things. One model utilized in English is the utilization of comparisons. Comparisons are only one way we relate ourselves to living and non-living things. Presumably the best motivation to why I like this section so much is on the grounds that I can truly identify with it. I don’t mean I once analyzed or depicted myself as something dislike you’d do in an analogy. I imply that in one point in my life I really contrasted myself with a consuming fire. I despite everything have that correlation. I could truly comprehend where Okonkwo was coming from with this virus debris thing in light of the fact that I’ve done an examination a ton like it. I even referenced a dead fire when I finished that examination and this wasn’t some sonnet I composed for an evaluation, however a genuine diary passage and not only something to get an evaluation. What I am attempting to state is, I truly preferred this entry and I enjoyed how figurative Okonkwo was the point at which he said it. The most effective method to refer to Interesting Passages Response from Things Fall Apart, Papers

A Report On Education In Prison Education Essay

A Report On Education In Prison Education Essay Jail instruction has been depicted as the Cinderella of UK training (Grubb, 2005) and it is the part which I started working in more than two years back in my first educating post. Just the same as other new instructors I was selected on a Cert. Ed. course at my neighborhood school, anyway it immediately became obvious that the difficulties which I looked inside this condition were unique in relation to those experienced by my standard FE associates and that the preparation and direction which I got as a major aspect of my Cert. Ed. contemplates, however helpful for some parts of my work, was not adequate to set me up to encourage successfully a partner containing enormous quantities of understudies with either an absence of enthusiasm for, or an inborn antagonistic vibe towards, training. This article will try to recognize how this condition varies in a general sense from standard further instruction, and will consider these distinctions influences guilty party learning. It will loo k at the circumstances and end results of far reaching antagonism and think about strategies for reengagement and control. At long last the results of permitting a partner containing enormous quantities of understudies with particular should be instructed by conventionally prepared educators will be thought of. Custodial instruction is seen as an extra to the prison’s main role of secure regulation (Irwin, 2008; Wilson and Reuss, 2000) and Simonot, Jeanes, McDonald, McNicholl and Wilkinson (2008) feature the basic issue that inside the custodial setting the standard personality of those partaking in training is that of wrongdoer as opposed to student. This conflictual definition impacts all parts of jail learning and restrains the manners by which jail instructors can try to reconnect the repelled. The system in jail is carefully implemented, inflexible, unaccommodating and in this manner uncomplimentary to learning; further the understudy profile presents extra difficulties to the jail educator with the nearness of broad and critical instructive needs. It is confusing that such a various accomplice of understudies ought to be arranged inside a domain which is basically contradictory to learning and these components consolidated imply that (Simonot et al., 2008, p.7). Moreover, jail training must response to two bosses, the Learning and Skills Council and the Prison Service, and this circumstance prompts innate strains as the operational necessities of the jail should regularly outweigh learning. These elements, joined with the detachment which instructing staff may feel as ‘guests’ inside a complete organization, produce a gaining society which varies incredibly from that accomplished as a rule further training. Research shows that 49% of male and 33% of female detainees were barred from school, with 52% of men and 71% of ladies having no capabilities by any stretch of the imagination. Furthermore, high numbers (65% numeracy, 48% Literacy) have essential abilities at or beneath Level 1 (Bromley Briefings, 2009, p.16). However, the test for jail training is more prominent than simply raising the essential aptitudes level of a noteworthy extent of the detainee populace, the purposes for this absence of accomplishment must be comprehended if jail instructors are to educate successfully. Inside the jail populace 20-30% of detainees have learning incapacities or challenges (Ibid., p.3) with 7% having an IQ of under 70 and a further 25% with an IQ lower than 80(Ibid., p.35); dyslexia is multiple times more typical than in everyone (Ibid) and since there is no systemised strategy for recognizing those detainees with learning handicaps or troubles their necessities are as often as possible undiscovered and neglected (Talbot, 2008, p.63). Also, high quantities of detainees experience the ill effects of psychological well-being issues; 70% of condemned detainees experience the ill effects of in any event two emotional wellness issue, and inside this gathering huge numbers have an insane issue (Bromley Briefings, 2009, p.37). At long last 75% of detainees have a double conclusion of emotional wellness issues joined with medication or liquor abuse (Ibid., p.39).

4 Questions to Ask Your First Week to Make Your Co-workers Love You

4 Questions to Ask Your First Week to Make Your Co-workers Love You Moving into a new office space can feel like the very first day of college â€" It feels strange!You’ve no idea what to do, and you wish things would get less tensed than they are now. That’s where knowing a face or two within your office boundaries can be beneficial in easing yourself into your new job.Breaking the ice with your coworkers can be the toughest challenge for some professionals while it can come naturally to others.Luckily, by following the guide below, you don’t have to exchange too many awkward stares and silent moments with your co-workers in the long run.KEY CHARACTERISTICS THAT MAKE YOU A POSITIVE EMPLOYEE IN YOUR FIRST WEEK OF EMPLOYMENTImportance of listening to talking over your peersBeing a new employee, you might be given a generous amount of time to introduce yourself and speak while others listen to you.It’s important to keep your introduction short and sweet and pass on the chance for others to speak. Listening is just as important as speaking out.Do n’t take the opportunity to introduce yourself as a way of stealing the spotlight from others. Start off with a few lines and let the other coworkers work themselves into a conversation that soon turns into something meaningful and insightful for you to learn about your new office.A recent research has shown signs of increased productivity within employees when social dynamics are involved. The study shifted the usual set of employees with complete strangers and noticed a significant change in job performance levels. The decreased state of productivity showed that the company’s productivity levels are directly linked to office friendships and meaningful banter.Remember, to pay attention to others when they speak, you could learn a thing or two about how to present yourself in the new office block. Many veteran employees can share their experiences and the right practices to maintain to stay in the good books of your bosses and senior managers.Never turn down invitations when you r colleagues ask you for lunchCo-workers are generally friendly towards newcomers and you may receive an invitation to dine with your colleagues on the first day of work. Don’t refuse and politely oblige as this can build a strong relationship with your team in the very first week of work.A simple dining experience can open a world of introductions that you would have possibly missed out on.You can get to know important people that may later be designated to your job and your colleagues will have valuable information to share on the work ethics to be followed by you. You can impress your bosses by demonstrating team spirit attitude right from the get-go and can earn the self-respect of your fellow team members.While it’s natural to be overwhelmingly shy on your first day of work, it’s critical to ensure you don’t bury your head to your computer screen all day and demonstrate your antisocial qualities to the whole office.Even if you don’t enjoy spending too much time with o thers, the first week of work is crucial to develop meaningful work relationships that will play an important role in your future career goals.Don’t be silent throughout the conversationAvoid being silent during breaks or lunchtime. This can project you as being bored or as an anti-social person. In time, your co-workers may think that they are intruding into your private space and may stop inviting you altogether.Take the initiative to introduce yourself even if your coworkers haven’t already. By being the first person to open a conversation, you will seem confident to them and your coworkers will appreciate the effort you’ve taken in introducing yourself in the very first week.Ask questions that you are unsure about, don’t worry about sounding talkative â€" your co-workers expect you to be the one to ask your doubts.Show them that you would like to know them on a professional level and that they can always approach you with anything at any time. By being polite and genuine , you can be sure you will be a real star among your colleagues in no time.Arrive on Time to Catch up on the Latest News doing the Rounds within the CompanyBeing punctual has its own benefits.For one, you can catch up with your co-workers and discuss the various issues that have been bothering them in the company and how you can offer your help in solving them. You can build meaningful communications by arriving on time and impressing your boss.You can share your excitement about joining the team and how coming to work early every day is a joy instead of a chore. Don’t say positive things just to cheer your co-workers up, this can make you sound like you are trying too hard to fit their standards. Maintain a sincere personality, and only say something if you strongly feel it.By coming to work early, you can also understand the ropes on how certain protocols and services within the company function. Demonstrate your eagerness in learning about the company you are working for and en sure you’ve got your team’s back.In return, they will have your back covered when your time of need arises.Rick Conlow demonstrates 7 habits to be an effective employee and how you can accelerate your career development. 4 QUESTIONS YOU SHOULD ASK TO BUILD TRUST DURING YOUR FIRST WEEK OF WORK WITH YOUR CO-WORKERS1. “Can You Fill Me About Your Role in the Company?”On your first day of work, it’s important to understand what the other employees do so you can better facilitate your services.Knowing every co-worker’s role is crucial to understanding how the company functions daily. By asking this question, you open a friendly conversation where you and your co-workers get to know each other better and your job can run more efficiently when you know what everyone’s role in the company is.Let’s say you were given a task to fulfill and you end up roaming aimlessly in the office only to find out that the person you were tasked to find was sitting next to you all along. It’ s quite embarrassing and a complete waste of your precious time.By introducing yourself, you get to ask the right questions to the right people and end up with valuable information in navigating yourself around the office.The question also aims to show your self-interest in understanding more about your co-workers and this can be a wonderful gesture that would be appreciated by them.By conversing and knowing what your co-workers do, you demonstrate strong qualities that can impress your boss and senior managers from your first day of work.2. “Is there anything that I Can Assist You with?”Although on your first week of work, you’d be unable to handle any workload other than your own, it’s always helpful to inquire if your fellow colleagues need any assistance.Most would politely decline and would in-turn try to smoothen your transitional process while others would be glad that you took the initiative to come up to them and ask for assistance.As a new employee, it’s often in your best interests to help others to learn a valuable thing or two about the company. When you’ve got lesser responsibilities to handle for the day, it’s a perfect time to get things done for someone that could really use your time.By completing errands for others, you speed up things in normalizing your daily office routine and understand how things work in different sectors.The hands-on experience that you receive by knowing what others do is invaluable and you also get to win the respect of your colleagues. You don’t have to do the things perfectly; most co-workers will be happy to hand you a few pointers on how to get things right the next time.3. “What’s the biggest obstacle facing the company today?”Knowing your company inside out is the first practical challenge you are likely to face.You can ease this process by asking around on how the company is performing and you are bound to be faced with different opinions by various co-workers.In the end, you get a much c lear picture of how your job role can better contribute to the company as well as pitch yourself as a person that the team can count on.Your co-workers will be more than happy to run you down on all the lows that the company has touched and why it’s important for the company to work as a team. As part of the company culture, you will be part of the wolf pack before you know it by enlisting yourself as a person that is ready to solve the challenges of the company.Once you’ve gotten the grasp of the work demands to be expected by you, you can proceed with a plan for solving it and discuss it with your fellow colleagues. If they are faced with a dilemma you can offer your own solution to their problem and end up making them appreciate your efforts for solving their problems.4. “Can I Join You for Lunch to Discuss how my position can better help you?”There’s no better way of winning hearts of your co-workers than by dining with them in the break room whenever the opportunity a rises. You could offer to share your food or buy them a drink or two on your first week to ensure you go a step further.However, don’t go overboard if you can’t afford it.This gives you an opportunity to understand your co-workers and the departments that they work in a whole lot better.Cultivate business relationships by offering your email and asking them to send you any relevant news that could help you understand the company better.Once you know the basic backdrop of their work environment you can offer up your assistance or clear your doubts in the process.Breaks are usually the perfect time to communicate when things are less stressful, and everyone has removed themselves from the work environment. It’s also important to be polite and not invade their personal space without first consulting them.Not all employees are open to converse and they may have deadlines to deal with.UNDERSTAND THE DIFFERENCE BETWEEN SOCIALIZING AND BEING COUNTER-PRODUCTIVE TO YOUR CAREERThere is a time and place for discussing office banters. Draw a fine line between crossing the boundaries of small talk and intruding into your co-worker’s personal space.Many don’t like to discuss their private lives in a professional environment.Your first week of work should be about understanding how things work and how you can offer your services to your co-workers, so they can better understand you.If someone seems busy, it’s not considered polite to engage in conversation, come back when they aren’t busy. Not all conversations will be positive, there may be times when you co-workers disagree with you and it’s in your best interests to take it in the right spirit. Don’t spend your time arguing about a topic just to have it seen your way, don’t lose focus on why you got the job in the first place.While socializing during the first week one can build better relationships in the workplace, too much talk can cause the reverse effect. The workplace is a “home away from homeâ € and hence, you are bound to be faced by overly socializing co-workers trying to take over your work time.Do let them know politely that you are busy and need to complete the deadline. In this way, they will learn to respect your work time and you will still earn their respect without sounding rude.Never divulge your entire personal life among your co-workers, this is a place to develop meaningful relationships, not the gossip club.   Letting yourself loose with your personal life can cause a spawning ground of mistrust and jealousy to cause harm to your otherwise harmonious work life.Competitiveness is bound to happen in an office environment and there is no way to get past this aspect. The best you can do is to bolster the team’s spirit instead of trying to run everyone down. Remember, teamwork builds creativity and the famous words to live by are “United We Stand, Divided We Fall”.Finally, it’s alright to have a laugh and relax with your co-workers frequently, just draw a fine boundary between yourself and your work life. Office celebrations are a great way to showcase that you truly love your co-workers and you should be able to attend every small celebration that is hosted.Always maintain your emotions when conversing with fellow colleagues.Here’s an informative video by Rebecca on “How to Socialize Well”. The tips deal with responding to individuals and how you should react when a question is raised. 5 REASONS THAT CAN CAUSE YOUR CO-WORKERS TO AVOID YOU    Bragging All the TimeWhile your co-workers would be interested in knowing about you and where you came from, put a tight leash on being boastful.In a professional space, your past achievements will have no role to play unless you can maintain a humble demeanor and convert your achievements into a helping hand.You Complain a LotJust because the coffee machine isn’t working, doesn’t mean you hurl abuses at it and constantly try to derail every positive aspect that the company has in p lace.Your co-workers are bound to take notice of your nasty verbal talk and will begin to maintain a distance from you. Avoid being the “office jerk”.Being LazyYou’re never part of the team meetings, you never come up with a clever idea, yet you are the first to stand in line when the reward of a project gets announced. You will eventually feel the wrath of your co-workers breathing down your neck if you are a lazy individual that tries to get today’s work down, the week after.Inappropriate BehaviorIt’s okay to let loose a slang or two occasionally, but to be constantly using foul language is a strict no. You should also keep your topics off people’s personal affairs and politics.While it’s okay to gossip, it’s not okay to make filthy jokes about your co-workers. Similarly, it’s important to dress well and show up to the office and not look like you just woke up from last Friday’s party.Not Being AutonomousDo you constantly ask your co-workers to do things for yo u that you could’ve easily done yourself? Like trying to crop and edit a picture or a solution that you could have easily found on Google?Co-workers dislike individuals that tend to be ignorant of new age trends. It’s good practice to understand how a system works, it’s okay to ask a colleague to set you up the first time but after that take the initiative to learn the procedure.A CHECK LIST TO TELL IF YOUR CO-WORKERS ADORE YOU AT WORKAs soon as you walk in the door, they start to explain how they forgot to complete their work last nightWhen you feel stressed at work, they offer to ease your pain by guiding you on how to get the work doneThey inform you of big events happening within the company (a major project coming your way, a promotion in the talks, etc.)They find ways to ask you to go out with them after office hours for a movie perhaps (the fun doesn’t just end at work)They find an excuse to come to your cubicle to find a hot topic to gossip about (Did you hear? â€" t he boss was out partying last night while we were all hard at work)They offer compliments on how stunningly well dressed you are and inquire about where you get your shopping doneThey offer you snacks or sweets and invite you to short coffee breaks oftenYour co-workers will often cheer you up when you’ve had a loud session with the bossWhen they ask you minor details about your personal life and want to understand you as a personThey prefer communicating with you verbally even though they have your emails to send a mailThey often smile when your eyes meet during office hoursThey add the selfies and pictures that you took with them to their social media accountsCONCLUSIONEmployees who tend to maintain a solid relationship with their co-workers are known to be extremely happy coming to work. Our brains are hardwired to naturally converse with others and develop relationships or human beings would be extinct. The smaller the company, the higher the rate of interactions with your coll eagues.Motivate yourself every day and indulge in healthy competition but don’t take the reward of the result seriously, the real prize is the profound relationship that you share with your office peers. Maintain an upbeat work culture and stick to “smart” camaraderie.

Comparison Between Optical Telescope Systems And Modern...

Background knowledge: The topic of this investigation is to compare and contrast three different optical telescope systems that are used in modern day times. The three main telescope systems that will be focused on in this report will be reflecting, refracting and cassegrain which is a combination of both and how different types of error such as aberration effect the telescopes ability to capture an image and the quality of the image it produces. Reflecting telescopes use mirrors to reflect incoming light rays onto a secondary mirror which magnifies it through an eye piece to form an image. (BBC, 2015) When light rays come in contact with the mirror they are called the incident ray and then when the ray reflects back off the mirror it is then called the reflected ray. As the light rays hit and leave the mirror at particular angles these are titled angle of incidence and angle of reflection which can be seen in the figure 2 below. By the first law of reflection it is assumed that the angle of reflection is equal to the angle of incidence. This would only be true for totally reflective flat surfaces. When light rays come into contact with convex and concave mirrors parallel to the normal they are reflected onto a ‘focal point’. To find the focal point of a mirror, the mirror formula can be used. 1/f=1/u+1/v Where ‘f’ is the focal length, ‘u’ is the objects actual distance away from the mirror and ‘v’ is the distance the image is formed from the mirror. To find theShow MoreRelatedThe Astronomy Of The Field Of Excellence For All Sky Astrophysics ( Caastro )2077 Words   |  9 PagesAstrophysics (CAASTRO). His main field of study is cosmic magnetism which also encompasses the study of supernova remnants. Because magnetic fields are not visible to the naked eye or regular telescopes, Gaensler’s team must use radio telescopes to view the polarised radiation being emitted. By using radio telescopes to view the fields, they are able to view the â€Å"Faraday Rotation† of distant objects and galaxies. Michael Faraday showed that a magnet is capable of producing a rotational motion in a conductorRead MoreElectronic Mass Planets Orbiting The Pulsar Psr B125710312 Words   |  42 Pagesof several terrestrial-mass planets orbiting the pulsar PSR B1257+12.[31] The first confirmation of an exoplanet orbiting a main-sequence star was made in 1995, when a giant planet was found in a four-day orbit around the nearby star 51 Pegasi. Some exoplanets have been imaged directly by telescopes, but the vast majority have been detected through indirect methods such as the transit method and the radial-velocity method. Early speculations â€Å" This space we declare to be infinite... In it are anRead MoreBasic Functioning Principle of a Satellite Communication System2245 Words   |  9 Pages1.Introduction In today’s ultra modern civilization, with features like wireless communications, high definition television broadcasting and Internet access almost in any point of the world the use of the so called telecommunication satellites is unavoidable. The continuous growth of the satellite industry is due to the fact of the many advantages of it, like low costs, big covered areas, possibility of broadcasting and many others. In the present project there will be presented the basic functioningRead MoreBCH190 Essay14810 Words   |  60 Pagesmembrane bound organelles that originated from bacteria (D) are animal type cells with diverse biochemical compartments (E) only live in extreme environment without oxygen 9. The endosymbiont hypothesis: (A) has been shown to be false by modern molecular biology (B) has been outlawed in Kansas (C) is key evidence in favor of Intelligent Design (D) explains the origins of chloroplasts and mitochondria (E) was first described by James Watson and Francis Crick 10. Eukaryotic cells: Read MoreLogical Reasoning189930 Words   |  760 Pages........................................................................... 251 False Dilemma Fallacy....................................................................................................................... 253 Fallacy of Faulty Comparison .......................................................................................................... 256 Fallacious Appeal to Authority .....................................................................................................

The Common Understanding Of Anxiety - 1355 Words

As technology continues to progress and information spreads at an increasing rate, so does something called anxiety. The common understanding of anxiety in the American society is the nervousness caused by the pressure to conform to other’s expectations. This explains why anxiety rates are much higher in the United States than in many third-world countries, because Americans feel a need to be the best in every situation. As a society, the need to coexist and thrive as a common nation has faded, and has since broken into smaller subgroups by race and social class. The notion that there is a single correct way to behave and perform specific tasks is the root of all anxiety in a relatively stable society. Simply, the cause of all anxiety in†¦show more content†¦They are forced to put on these facades because both groups deviate from the average or norm. Another pressure of society is work, specifically the amount of time available to complete tasks. In schools across the world, students are put under pressure to not only do school work in their long school days, but also when they are at home. The same goes for adults, much like students they have a full work day and then house work after they return. This effect is more prevalent in woman than men and is given the name second shift (Giddens et. All p.A9). At times, this work amounts to more than can be done in a single day, which either leads to a lack of sleep or an excess of work to do the next day. The stress caused by the amount of work that should be done and the potential of not finishing the work is the cause of anxiety. The almighty weekend is an escape from this vicious cycle, and often is not enough for both adults and students alike. The lack of socialization caused by this amount of work can also take a toll on humans, who are social by nature. Lastly, the acceptance of aspect of social life and intimate life such as sexuality is a profound source of anxiety especially in the generati on known as millennials. Until recently, sexualities other than heterosexual were not widely accepted. Because it is not the norm, homosexuals were often forced into anomie, the feeling of discouragement caused by the opinions of others (Giddens et. all p.12). Durkheim’sShow MoreRelatedOvercoming Speech Apprehension1006 Words   |  4 Pagesstudents whenever they are required to give oral presentations. It is quite common to be nervous when addressing an audience. Butterflies in the stomach, sweaty palms, and rapid heart rate are only a few of the symptoms reported by adults making important stand-up presentations and by students in business communication courses. If nervousness about presentations is a significant problem, then one needs to seek understanding of the cause and find solutions to cope with such feelings. Causes of Discomfort Read MoreAnxiety Disorders And Its Effects On Children And Adolescents843 Words   |  4 PagesAnxiety Disorders are a common phenomenon in children and adolescents. Research studies have identified both a biological and environment bases as well as the interplay between risks and protective factors determine the development of anxiety disorders. It is relevant that intervention strategies are research-based, as this will ensure the implementation of effective treatment plans. Because of managed care enterprises, it is essential that intervention strategies utilized are researching-founded;Read MoreBackground Paper : Stress Disorders And Mental Illness876 Words   |  4 PagesBackground Paper: Stress Disorders and Mental Illness Stress disorders are a form of mental illness. Understanding the history of mental disorders and their treatment is important for researching new ways to treat these disorders and potentially prevent some of the disorders from developing. 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The two most common occurring mental illnesses are depression and anxiety disorders. Nearly twenty-seven percent of students experience some form of depression, which takes away all motivation to work hard and achieve. Anxiety disorders range in form, but about eleven percent of students deal with some form of a nervous disorder (Speak). One would assume universities wouldRead MoreAnxiety : Stress Gone Crazy1672 Words   |  7 PagesANXIETY: STRESS GONE CRAZY Imagine a person who becomes anxious about common everyday activities,the person starts to shake, sweat, or even faint. The effects of anxiety disorders range from simple nerves to serious health issues or even death. are a small For some, anxiety is a common problem in everyday life. It is important to understand anxiety, understand the signs and symptoms, and understand how to treat the disorder. UNDERSTANDING ANXIETY In the world today, it is nearly impossible toRead MoreThe Psychology Of Obsessive Compulsive Disorder Essay1146 Words   |  5 Pagesaffects is just step one in understanding the psychology of this disorder. The psychological symptoms of OCD can be quite varied which can make it difficult to diagnose. Understanding the therapy techniques and how people with OCD live their daily lives is one of the most vital part in the psychology of OCD. While the roots of the disorder may be complex, understanding the disorder in everyday life is quite simple. Knowing what OCD is the first step in understanding the psychology of the disorderRead MoreThe Anxiety Of Generalized Anxiety Disorder921 Words   |  4 PagesGeneralized Anxiety Disorder is a disorder that I struggle with personally. It is when a person has a tense feeling of stress, and anxiety for long periods of time without any real cause of it. Even though everyone has fears, and has stress from time to time it isn’t harmful unless the anxiety and stress is keeping someone from living their life, and relaxing. Generalized Anxiety Disorder is different from other anxiety disorders because panic attacks rarely occur, and instead an overpowering senseRead MoreMy Worldview Reflects Who I Am A Hmong Woman982 Words   |  4 Pagesdefines therapeutic change and progress, I will briefly discuss the common factors model and how it serves as a meta-framework in how I work with client. I will also discuss psychodynamic therapy from an Intensive Short Term Dynamic Psychotherapy ( ISTDP) as the specific technique I utilized to uncover a client’s past. Common Factors Model The common factors model was originally proposed by Rosenzweig (1936), posits that there were common elements of therapy responsible for the benefits of psychotherapy

Learning Theories Free Essays

string(61) " constructions that explain his or her physical experiences\." Learning Theories The thought of how we learn can be described in a battalion of different ways. Andrew Pollard describes larning â€Å"as the procedure by which cognition, constructs, accomplishments and attitudes are acquired, understood, applied and extended. Children besides discover their feeling towards themselves, towards each other and towards larning itself. We will write a custom essay sample on Learning Theories or any similar topic only for you Order Now Learning is therefore partially a cognitive, partially societal and affective.† Therefore a brooding professional must concentrate on these major concerns by concentrating on student public presentation within course of study based undertakings and in the long term developing each kid ‘s ability to come on as a successful scholar. Another of import facet for the instructor is the ability to decently understand the procedure of acquisition, as this should enable the professional to cognize best how to prosecute students in the acquisition experience. This thought of acquisition is non new and has been around since the beginning of world, be that the passing on cognition of fire devising to the acquisition of basic linguistic communication within early adult male. It is merely in more recent times that bookmans have attempted to make theories which describe this act that most people carry out without truly believing about. Some of these theories will be looked at in this piece, nevertheless it is of import to observe that the thought of one theory that fits all persons is in its ego a misnomer, as people and the universe they live in alteration faster than these theories can maintain up. Multiple intelligences: Howard Gardner This theory of Multiple Intelligences was suggested in 1983 by the American psychologist Howard Gardener in his book Frames of the Mind. Gardner ‘s theory proposed that scholars have peculiar types of intelligences that can be classified, and each person has differing degrees of competency within each intelligence type or profile. Gardner identified 8 intelligences: Linguistic – the capacity to utilize words efficaciously Logical-mathematical – the capacity to utilize Numberss efficaciously Spatial – the ability to comprehend the visual-spatial universe accurately Bodily-kinaesthetic – expertness in utilizing one ‘s whole organic structure to show thoughts and feelings. Musical – the capacity to comprehend, discriminate, transform and express musical signifiers. Interpersonal – the ability to comprehend and do differentiations in the tempers, purposes and feelings of other people. Intrapersonal – self-knowledge and the ability to move on that cognition. Naturalistic – expertness in the acknowledgment and categorization of the legion species. ( Definitions from Multiple Intelligences in the Classroom – Thomas Armstrong ) Gardner ‘s theory proposed that the thought of I.Q. does non take into history the broad scope of abilities worlds display. In the multiple intelligences theory Gardner states that each intelligence profile can be improved to a high degree and suggests that learning should integrate all intelligences into the schoolroom so as to provide to a broad scope of abilities and intelligences. This will enable the scholar to larn in a manner that bests suits his or her single intelligence profile. Gardner highlights the importance of the instructor admiting that persons have different degrees of competency within certain intelligences, and suggests lessons should be planned to assist the scholar better in the intelligences in which they are weaker. This thought has been reinforced by research that proposes intelligence is developed though chance and the scholar ‘s experience ( Shayer and Addy, 2002 ) Some of the thoughts behind this theory of multiple intelligences have been criticized in the psychological science and educational theory communities ( White, 1998 ) , a common unfavorable judgment is that the theory is based on the theorist personal sentiment. Psychologist such as George Miller believe Gardner ‘s theory is based on his intuition and provinces that the theory lacks empirical informations. Gardner ‘s responds to his critics saying. â€Å" The testimonies and s are legion plenty from tonss of different topographic points to propose it ‘s deserving taking earnestly. † There is a batch of anecdotal grounds in support of MI, but no formal surveies. At the really least, many believe that MI theory virtues farther probe and large-scale research† . Other unfavorable judgments are based on instructors seting students into fixed intelligence profiles. This does non let the scholar to better in intelligences in which they are deemed to be less ab le, taking to a non-inclusive environment. Constructivism and Social Constructivism: Piaget Vygotsky Constructivism theory suggests that people learn through an interaction between believing and experience, and through the consecutive development of more complex cognitive constructions ( Pollard 2002 ) . The most influential constructivist theoretician was Piaget. Jean Piaget ( 1896-1980 ) was a Swiss psychologist, philosopher and instructor. He taught at Grange-Aux-Belles school for male childs, he noticed when taging the students work that immature kids would systematically give the incorrect replies to certain inquiries. When he looked closer at these consequences he found that there was a form to the errors that immature kids made, that older kids did non. This led him to believe that there was an built-in difference in the manner younger people learn than that of grownups. Piaget proposed through a procedure of â€Å"accommodation and â€Å"assimilation† kids construct their ain world by agencies of experimenting on their ain environment. Piaget proposed that there are four cardinal developmental phases in which kids process their experience. 1 Sensorimotor – From birth to age 2 old ages. The baby builds an apprehension of himself or herself and world ( and how things work ) through interactions with the environment. It is able to distinguish between itself and other objects. Learning takes topographic point via assimilation ( the organisation of information and absorbing it into bing scheme ) and adjustment ( when an object can non be assimilated and the schemes have to be modified to include the object. 2 Pre-operational phase – From 2 to 7 old ages The kid is non yet able to gestate abstractly and needs concrete physical state of affairss. Objects are classified in simple ways, particularly by of import characteristics 3 Concrete operations phase – ( 7 to 12 old ages ) . As physical experience accumulates, adjustment is increased. The kid begins to believe abstractly and gestate, making logical constructions that explain his or her physical experiences. You read "Learning Theories" in category "Essay examples" 4 Formal operations stage – ( 12 to 15 old ages ) Cognition reaches its concluding signifier. By this phase, the individual no longer requires concrete objects to do rational opinions. He or she is capable of deductive and conjectural logical thinking. His or her ability for abstract thought is really similar to an grownup. The effect of Piaget work has lead to the thought of a kid centred attack to instruction, this is particularly true in Primary school categories. It has promoted the usage of varied and stimulating schoolroom environments from which kids can deduce ambitious experiences. Some restrictions of Piagets work have been highlighted, one such unfavorable judgment is that due to the fact that the abilitiy of a kid to larn is structured into phases, it can take to the under appraisal of their capacities. Surveies have shown that kids ‘s capacities are much greater than those suggested by Piaget ( Tizard and Hughes ) Another unfavorable judgment of Piagets work is that as it can be hard to run into the demands of all persons in a category, the demand for a trim acquisition experience for each single category can take to a damaging state of affairs whereby the instructor spends so much clip pull offing the category room they are non able to pass adequate clip learning their students. Social Constructivism is a alteration of Piaget ‘s theory and was proposed by Russian psychologist Lev Vygotsky. He believed that Piaget ‘s theory did non take into history a kid ‘s societal interactions which he believed besides had an consequence on cognitive development. Vygotsky ‘s theory proposed that. * interaction and civilization have a dramatic consequence on cognitive development. * Cognitive procedures ( linguistic communication, thought and concluding ) develop though societal interaction. * Learning is a shared societal activity embedded in schoolroom interactions. * The relationship between scholar and instructor is important. Within Vygotsky ‘s theory he introduces the thought of the zone of proximal development ( ZPD ) in larning this is stated as. â€Å" The distance between the existent development degree as determined by independent job resolution and the degree of possible development as determined through job work outing under grownup counsel or in coaction with more capable equals † ( Vygotsky, 1978, p. 86 ) . This helping the scholar by a more capable other has been termed â€Å"scaffolding† . Scaffolding is a procedure whereby the scholar is provided with construction and support which allows them to understand undertaking they could non make entirely. As the scholar develops an apprehension of the undertaking the staging can be removed this consequences in â€Å"more sophisticated cognitive systems†¦ the system of cognition itself becomes portion of the scaffold or societal support for the new learning† ( Raymond, 2000, p. 176 ) . Curriculum for Excellence lends to a great extent from these thoughts with its AifL and inclusion enterprises. AifL formative appraisal constabularies should convey more balance to the place of more knowing other as it aims to hold category equals every bit good as the instructor make fulling this function. The active function of the scholar in this theory should let for a better apprehension of what is being taught and why ensuing in an improved acquisition environment. Theories used in the schoolroom Multiple Intelligences During my clip on SE1A I tried to suit a figure of different intelligences into my lesson. During planning of any lesson I would implement different manners of acquisition, this was non ever possible due to resource and clip restraints, nevertheless in the cases where it was possible I noticed positive consequences. Whilst taking a S1 category covering human organic structure systems, I was able to utilize a choice of larning stuffs. I made certain that all students were exposed to all larning types, the purpose of the lesson was to let all students to make the success standards utilizing three different larning manners. The manners I adopted were the usage of a picture ( Visual ) theoretical accounts of the human organic structure ( kinesthetic ) and group treatment ( Linguistic-Intrapersonal ) . I found this to be a successful lesson as during plenary students were able to joint which larning manner they found most good and which they found least. With this in head I will go on to use the multiple intelligences theory when be aftering my lessons and will seek to suit as many larning intelligences as possible. Social constructivism I implemented societal constructivist theory when puting a undertaking to a S1 category I was learning, the category was split into groups A, B, C, D, E each group was given the undertaking of happening out about a particular cell type/s, during this clip I moved around the category staging. Once the group collected all the information that was required, the groups were rearranged so each member of the group had looked at a different cell. The purpose of the lesson was for each member of the group to learn the remainder of the group what they had found out. Each group successfully completed the acquisition and success standards. The whole category were engaged and there was a high grade of larning taking topographic point, holding seen this theory in pattern I will be go oning to utilize and better it in my pattern. Appraisal schemes In recent old ages appraisal has become the primary focal point in instruction. This has occurred for two grounds ( Pollard 2008 ) . The first and most important has been the demand for authoritiess to hold a manner of mensurating educational end product. This was seen as a manner for parents to be able to compare between different schools trial consequences, and hence be able to do an informed pick as to what school to direct their kids to. The hope was that the publication of conference tabular arraies would promote all schools to raise criterions and invariably better on consequences to raise their place in the school evaluations tabular arraies. The 2nd ground for the increased involvement in appraisal came from the realization of the value of continual appraisal in informing instruction and bettering acquisition ( Black and William 1998 ) . Their research highlighted that appraisal can be used as a tool to find non merely what has been learned i.e. terminal of subject trials and tests, but appraisal can besides be used as a tool for acquisition. Appraisal is for Learning ( AifL ) Appraisal is for larning ( AifL ) is an effort to seek and hold more balance in the Scots course of study, the over accent of summational appraisals schemes, such as terminal of subject trials and tests, does non needfully give a good indicant to the degree of larning that takes topographic point in the category room. Alternatively the usage of formative appraisal schemes should be at the nucleus of effectual instruction pattern. The work of Black and William in 1998 established that there was strong grounds that formative appraisal can raise criterions of student ‘s accomplishment. Appraisal can be said to be formative when the consequences from the instructors and pupils measuring themselves generate an adaptation to the learning methods later employed to run into the demands of the students. ( Inside the Black Box ) . It is this thought of continual student instructor interactions taking to version of learning to run into the demands of single students that lies at the bosom of effectual instruction. The AifL model incorporates three different facets of appraisal: * appraisal FOR larning * appraisal OF larning * appraisal AS acquisition, Appraisal For larning The intent of appraisal for acquisition is to â€Å"focus on the spread between where a scholar is in their acquisition, and where they need to be- the coveted goal† ( LTScotland ) . This end can be attained by a assortment of agencies such as feedback to pupils, guaranting the students are cognizant of the acquisition purposes and effectual inquiring among others. Black and William have defined appraisal for larning as â€Å"all those activities undertaken by instructors and/or by their pupils, which provide information to be used as feedback to modify the instruction and acquisition activities in which they are engaged† Key characteristics The cardinal characteristics as stated by LTS web site are as follows Focus on high quality interactions – Successful appraisal in the schoolroom should affect high quality interactions based on thoughtful inquiries, careful hearing and effectual responses. This should affect giving students equal â€Å"wait time† before seeking to reply inquiries as suggested by Mary Budd Rowe ( â€Å"Wait Time and Rewards as Instructional Variables, Their Influence on Language, Logic, and Fate Control, † Journal of Researching Science Teaching, vol. 11, 1974, pp. 81-94 ) . This could besides be the usage of a no custodies policy when replying inquiries Involving students in their acquisition – Focus on the extent your students and staff are to the full involved in make up one’s minding following stairss in their acquisition and identifying who can assist. This should affect the scholars holding a active function in what they are being taught were possible, and giving the scholar pick in the ways which they learn as stated by Gardner ‘s theory of multiple intelligences Feedback – Students and staff are given timely feedback about the quality of their work and how to do it better. This thought of positive support sing students work it portion of Skinner ‘s behaviorist theory. The importance of both verbal and written feedback allows the scholar to cognize if there are any spreads in their cognition, but besides lets them cognize what countries they perform good in. Sharing standards – â€Å"Pupils, staff and parents are clear about what is to be learned and what success would be like† It is of import that students are made cognizant of the undertaking they are transporting out and what is to be learned by sharing larning purposes, in add-on it is besides of import that they are cognizant of what the success standards are for said undertaking. This pattern of sharing larning purposes and success standards is a critical portion of the appraisal for larning scheme and is similar to Vygotsky ‘s Zone of Proximal Development. Appraisal in the schoolroom During my clip on SE1A I implemented a figure of different formative appraisal techniques, I ever shared the learning purposes with the category, they would be written on the white board leting me to transport out the lesson on the smart board. This would let the students to hold a mention point which they could easy see throughout the lesson, helped the students to set the lesson into context. In my first lessons I did non portion the success standard with the students and would alternatively travel over them in the plenary, nevertheless holding spoken to co-workers I was advised that it would be good to portion the success standard with the students this was reinforced when I went back to the literature which resulted in me watching instructors Television picture ( hypertext transfer protocol: //www.teachers.tv/video/3311 ) . The sharing of acquisition and success standards did better the categories apprehension of a peculiar subject as they had a clear thought of what was expected of them. With both my S1 and S2 I implemented a no-hands up policy, I would get down by inquiring the students a inquiry I would so give them at least a minute to believe of an reply, so I would inquire an person for an reply. This took a spot of clip for the students to acquire used to as certain students were acquiring frustrated by the delay clip as they knew the reply. I think overall this scheme worked good for most kids as it gave the whole category clip to believe and as they did non cognize who would be asked the inquiry it led to a high degree of battle. In a S2 category I was responsible for a alteration lesson for an terminal of topic trial. I implemented a quiz that was to be created by the category, this involved dividing the category into groups and acquiring them to come up with inquiries refering to the subject. This worked good as there was a high degree of competition for the place of top squad. Once I had made certain the students knew the nature of the inquiries they could inquire they were left to come up with inquiries themselves. This really challenged the students as they wanted to come up with ambitious inquiries for their equals, which lead to some high degree acquisition and a high degree of battle. Other schemes I have used include the usage of a traffic visible radiation system whereby students who showed a green visible radiation for understanding a peculiar subject paired up with students who showed ruddy visible radiation. The green visible radiation students would so assist explicate facets of the subject. I will be implementing other assessment schemes in my go oning pattern, such as issue inquiries, demo me boards and head maps, while invariably bettering my oppugning accomplishments. A Curriculum For Excellence The Curriculum for Excellence ( CfE ) is the new Scottish course of study to be taught in all public Scottish schools by August 2010. CfE came approximately due to the â€Å"National Argument on Education† this argument was launched by the Scots Executive in 2002, the purpose of the argument was to construct on the high quality instruction that was being provided to many of the immature people in Scotland but besides to guarantee that â€Å"all immature people were being offered a welcoming and stimulating environment for the 21st century.† ( Scots Executive, 2002 ) . The consequence of this argument was that although there were many positive facets of the current course of study there was a demand for alteration. In November 2004 the proposal for CfE was approved and published, it was implemented to broaden the acquisition experiences of immature people and to do these experiences more gratifying and relevant to a quickly altering environment. CfE has been designed to develop four chief capacities in all immature people between the ages of 3 and 18, these capacities being successful scholars, confident persons, responsible citizens and effectual subscribers. To accomplish this end CfE has 7 rules of course of study design that have been devised to guarantee the four capacities are met. 1. Challenge and enjoyment – Young people should happen their acquisition challenging, prosecuting and actuating. The lessons planned by instructors should reflect this rule by promoting high aspirations and aspirations for all students. 2. Breadth – All immature people should be educated in a wide scope of results and experiences across all course of study countries. The acquisition may be linked to vocational or other specialised contexts and will take topographic point both in the category room and other cross-curricular activities. 3. Progression – The learning experience will take topographic point between the ages of 3 – 18 and will demo a continual patterned advance within a individual curricular model. The rate of patterned advance should be tailored to the person so that it meets their demands and aptitudes, and leaves options open so that no picks within the course of study are closed prematurely. 4. Depth – The scholar should hold chances to derive a deeper apprehension for different types of thought and acquisition. As they progress through the old ages they should be able to make their full capacity by developing cognitive accomplishments, while besides deriving a better apprehension of their moral values and beliefs. 5. Personalisation and Choice – the course of study should suit every single scholars demands and back up their aptitudes and endowments. The scholar should hold an active function in how and what they learn. 6. Coherence – The course of study should be a consistent larning experience from 3-18 and there should be clear links between different facets of their acquisition. This should include lessons which can pull from different strands of larning which cross over traditional capable boundaries 7. Relevance – The leering experienced by immature people should be relevant to them. They should understand why they are larning and it relevancy to their lives both inside and outside the category room. The Curriculum for excellence purposes to give all immature people the accomplishments and cognition they need to win in the modern twenty-four hours universe. If all schools can win at developing the four capacities in all persons so it should give their students an ideal start in life and should do for a shining illustration of what can be achieved. CfE in the category room As the CfE results and experiences have non yet been implemented in the school I was at on SE1 I was non able to be after lessons around them. The school I was placed at was still learning the 5-14 National Guidelines, nevertheless this did non halt me from looking at the similarities in each set of results. Looking at the results it became clear that there was an convergence in both sets of results which allowed me to learn lessons which would cover both 5 to 14 and CfE outcomes. During my observations at school it became clear that in many instances the seven rules within CfE were being adhered to, this allowed me to larn from my equals how best to implement them into my categories. Challenge and Enjoyment During my observation clip on arrangement I was able to see precisely what was working good within certain categories, although at this point I had a batch of thoughts on how best to set together my lessons acquiring a pupils oculus position on the lesson truly helped me to take activities that would work best. I was responsible for a category of S1 students on SE1, through a series of lessons I implemented a scope of different activities to maintain the category stimulated and motivated. During the lessons the students were involved in card kinds, cut and paste activities, single paired and full category probes, smart board activities, pictures, modeling, postings doing and PowerPoint presentations. Appendix? Shows a posting made by a group of my students, the lesson involved making research for the subject in the ICT suite followed by a presentation to the remainder of the category utilizing postings or PowerPoint. All the students were actively involved in the exercising and students had the pick of how they wished to show their information. I besides left it up to the students to depute certain undertakings to each member of the squad. These activities allowed the scholars to hold an active function in their acquisition and take which method of larning they thought worked best for them. During the plenary session at the terminal of the lesson we would discourse if they had met the success standards and in some instances if their chosen type of larning manner was really effectual. Relevance When be aftering my lesson I ever thought of ways to convey in existent life illustrations to the subjects I was learning. When I was covering the electrochemical series with a S3 category I was able to demo why we use different metals in bring forthing batteries, this lead to me explicating the chemical science of nomadic phone batteries and ways to widen their life. During a lesson on the respiratory system to a S1 category I was able to demo the consequence that smoke has on the lungs, and highlighted the importance of a healthy diet in digestion. During the forces topic we investigated the varying degrees of clash of different stuffs on ice, the students were so able to propose the best types of footwear to either cut down or increase clash if they were out walking on an icy winter ‘s twenty-four hours. Literacy and numeracy Literacy Within CfE literacy had been highlighted as a nucleus accomplishment which is to be embedded throughout the course of study regardless of the topic. Literacy is defined as â€Å"the set of accomplishments which allows an person to prosecute to the full in society and in acquisition, through the different signifiers of linguistic communication, and the scope of texts, which society values and discoveries useful.† ( LTS ) Bettering literacy accomplishments is of critical importance as it enables immature people to â€Å"develop accomplishments for acquisition, accomplishments for life and accomplishments for work, † ( www.ltscotland.org.uk/curriculumforexcellence/buildingthecurriculum/entitlements/skills/index.asp ) Literacy skills enable immature people to better understand and interact with their topics in the course of study, non merely this but these accomplishments are movable to the out of school environment, be that the work topographic point or in mundane life. If a student has problem with literacy accomplishments this can take to a deficiency of patterned advance in a peculiar topic, the feeling that the instructor may hold is that the student is non engagement in the topic. However the root of the job is that the students have hapless reading authorship or listening accomplishments. The results for literacy are: Reading, Writing, Listening and Talking CfE demands that all practicians engage with bettering degrees of literacy, as the betterment in literacy will ensue in an increased apprehension of all topics within the school course of study. By guaranting that all practicians take duty for literacy within schools the student will hold the chance to develop their accomplishments for acquisition, accomplishments for life and accomplishments for the work topographic point. Numeracy As with Literacy, numeracy is besides a nucleus accomplishment within CfE â€Å"All instructors have duty for advancing the development of numeracy. With an increased accent upon numeracy for all immature people, instructors will necessitate to be after to revisit and consolidate numeracy accomplishments throughout schooling.† ( Constructing the Curriculum I ) Numeracy has been highlighted as a nucleus accomplishment, as like literacy competent numeracy accomplishments are indispensable in mundane life, and as such to be able to lend efficaciously to society immature people should hold a good foundation in these accomplishments. Strong numeracy accomplishments provide immature people with better apprehension of the universe around them and are a footing for womb-to-tomb acquisition. The edifice of strong numeracy accomplishments throughout the course of study should give immature people â€Å"the assurance and competency in utilizing figure which will let persons to work out jobs, analyse information and do informed determinations based on calculations.† CfE booklet Drumhead It has been shown that strong accomplishments in both literacy and numeracy benefits both the person and the state as a whole. The importance of these accomplishments is highlighted in the ALNIS study which states â€Å"Literacy and numeracy accomplishments are critical for grownups to accomplish the ends they set themselves at work, at place, in the community and as scholars. The personal effects of low literacy and numeracy accomplishments can be serious. The national effects for a modern, multicultural, competitory Scotland, and attempts to accomplish societal justness, are far reaching.† ( ALNIS, p 12 ) Literacy in the schoolroom During placement SE1A, I paid peculiar attending to the literacy results defined by CfE. When lesson planning I integrated literacy results into all my categories be these reading composing speaking or hearing. In one category I used a picture to summarize chief points that had been taught throughout the subject. I asked to take down note sum uping the chief points of the subject, this would let me to estimate whether they had understood the chief learning purpose of the subject. I made certain to halt the picture at cardinal points to let the kids with slower cognitive or composing accomplishments clip to believe and compose. This exercising planned to better the kids ‘s hearing and note taking abilities as this is a of import accomplishment needed in the school and work environment. The kids were so asked to describe back what notes they had taken and why within groups. This exercising was besides developed to better at that place speaking accomplishments as they each had to separately describe back the notes they had taken. I found this exercising priceless as I rapidly realised that there was a broad scope of abilities within the category, as a whole the category found this undert aking hard. There were a figure of facets of the undertaking the kids found hard which arose during the plenary treatment, many of which arose from holding to watch the picture and compose down short concise notes. This undertaking showed me the true extend of the importance of distinction required in lessons, it besides highlighted that note pickings is a accomplishment that may non hold been taught in any deepness within the course of study. In future I will do certain that before transporting out an exercising like this that a important sum of clip is spent learning the accomplishment as I think it will profit students in the short and long term. The creative activity of a lab write up within a category is an first-class manner to better composing accomplishments. Every practical carried out by my categories is accompanied with an experimental write up. The usage of experimental write ups gives kids exposure to an unfamiliar manner of composing. I ever promote my students to compose up studies in a scientific mode with an purpose, hypothesis, consequences and decision. Before the write up I would inquire for suggestion as to how the study should be worded, followed by an illustration provided by myself. This got the kids thin inking about the construction and registry of the piece. In some instances I would inquire an person or group to show their findings to the category. In one category I split the category into four groups and asked each group to compose up the purpose, method and manner to enter consequences for the four different experiments. Once completed the group ‘s swapped studies and tried to transport out experiment utilizing the study they received. I will be go oning to utilize lab study composing as I think it does cover a broad scope of results for literacy, and when carried out good does prosecute students. In a S2 scientific discipline category I took, the students were required to retrieve a peculiar series of reactive metals. To do this easier to retrieve I encouraged the category to come up with acronym to assist them retrieve the series. Before we started I gave them a few illustrations of common acronyms they had likely used such l.o.l and o.m.g. this started a het argument as to the best acronym to utilize for the reactive metals. Each member of the category came up with their ain acronym some more suited than others, nevertheless all students did prosecute and there was a spot of temper in the lesson which is of import when learning some of the more proficient facets of scientific discipline. This undertaking got the kids activity believing about the right pick of words and the usage of their vocabulary, I would state the undertaking worked good and I will be utilizing the technique once more when seeking to assist the kids remember complex scientific sequences. How to cite Learning Theories, Essay examples

Record Keeping free essay sample

Continuous maintenance and regular review of these records is vital to valuate a clients progression and provide positive encouragement and direction. These records provide a means to recognize further learning and development requirements and aid in the structure of assignments which are challenging but achievable accommodating the clients specific learn inning abilities and meeting the clients expectations and aspirations.The continuous maintenance and regular review of client documentation must undoubtedly contribute in sustaining a level of quality and commitment in providing a clear and constructive learning experience for all clients and ensure contractual agreements are met. As collation and recording of data is a regular necessity for a learning centre the data protection act provides assurance to clients by setting out clear and concise guidelines for the processing and storage of an individuals details. Personal data must be adequate, relevant and not excessive in relation to the purpose for which they are to be processed. We will write a custom essay sample on Record Keeping or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They must be fair and lawful and it must be transparent about how the data is intended to be used. Reviews are an integral part of the process for recording and monitoring academic achievements, progression, behavior, a clients wellbeing and for he evolution of the learning centre and tutors. They are crucial in the delivery and collection of tutor and client feedback and it is therefore, essential reviews are held regularly and command an importance within the learning program impressing on the client the commitment of the learning centre.Reviews must be held in a confidential environment and be transparent as to encourage open and honest communication from both parties when providing feedback, informing the client of their academic progression, encouraging a positive change in behavior and supportive with development programmed. The client must be clear on the tutors expectations and what academic progression is required. Feedback should be given with care and attention to standard s of respect for diversity and equality.The reviewer must facilitate the meeting and in achieving this goal should consider using a variety of methods in the delivery of feedback. This could be achieved by discussing a clients work folder, interests and dislikes, achievements and barriers, discussing previous tasks Set and setting new tasks, creating mind maps, tables for long and short term goals, explanation of performance charts and the clients own self assessment. The alternations of visual reference data provides for both client and tutor an understanding of the feedback being delivered and engages with the client on specific topics.

The Matryoshka and Other Symbols of Russia

The Matryoshka and Other Symbols of Russia The Matryoshka, also known as the Russian nesting doll, is one of the most instantly recognizable symbols of Russia. Other common symbols include include the birch tree, the troika, and the Russian samovar. Discover the origins of these symbols, as well as their significance to Russian cultural heritage. The Matryoshka Doll Nalin Nelson Gomes / EyeEm / Getty Images The Russian Matryoshka doll, also called a nesting doll, is perhaps the best-known symbol of Russia around the world. In Russia, the doll is thought to symbolize traditional values of Russian society: respect for the elderly, unity of the extended family, fertility and abundance, and the search for truth and meaning. In fact, the idea that the truth is concealed within many layers of meaning is a recurring motif in Russian folk tales. In one such folk tale, a character named Ivan searches for a needle representing the death of an evil character. The needle is inside an egg, the egg is inside a duck, the duck is inside a hare, the hare is inside a box, and the box is buried under an oak tree. Thus, the Matryoshka, with its many layers concealed within the larger doll, is a perfect symbol for Russian folk culture. As for the first Matryoshka doll, the most popular theory is that the Matryoshka was conceived in 1898, when the artist Malyutin visited the Mamontov family estate in Abramtsevo. At the estate, Malyutin saw a Japanese wooden toy that inspired her to design a series of sketches reflecting the Russian version of the nesting doll. In Malyutins sketches, the largest doll featured a young woman dressed in townspersons attire holding a black rooster. Smaller dolls depicted the rest of the family, both male and female, each with their own object to hold. Malyutin asked a local wood craftsman Zvyozdochkin to create the wooden dolls. The finished set of eight dolls was called Matryona, a popular name at the time that matched the widely accepted image of the strong, calm, and caring Russian woman. The name suited the dolls, but Matryona was considered too solemn a name for a childrens toy, so the name was changed to the more affectionate Matryoshka. The Birch Tree Tricia Shay Photography / Getty Images Birch is the most ancient and well-known symbol of Russia. It is also the most prevalent tree on Russian territory. Birch is associated with the Slavic goddesses Lada and Lelya, representing female energy, fertility, purity and healing. Objects made out of birch have been used in rituals and celebrations in Russia for centuries. During Ivan Kupala night, young women braided their hair ribbons into the branches of the birch tree in order to attract their soul mates. Birch was often kept in the home for protection from jealousy and bad energy, and when a baby was born, birch brooms were left outside the front door of the familys house to protect the baby from dark spirits and illness. Birch has inspired many Russian writers and poets, particularly Sergei Yesenin, one of Russias most beloved lyric poets. The Troika Aleksander Orlowski, Traveler in a Kibitka (Hooded Cart or Sledge), 1819. Lithograph. Public Domain /  The Hermitage Museum, St. Petersburg, Russia The Russian troika was a harness method for horse-drawn vehicles, used during the 17th-19th centuries. The troika was driven so that the middle horse trotted while the other two horses cantered, keeping their heads turned to the sides. This meant that troika horses took longer to fatigue and could travel much faster. In fact, the troika could reach speeds of 30 miles per hour, making it one of the fastest vehicles of its time. Originally, the troika was used to transport mail, with tired horses being exchanged for fresh ones at regular intervals. The Troika was later used to carry important passengers, at which point it became a cultural icon: featured in weddings and religious celebrations and decorated with bright colors, bells, and gold. Because of its innovative design and impressive speeds, the troika came to be associated with the Russian soul, which is often called bigger than life (Ã'ˆÐ ¸Ã'€Ð ¾Ã ºÃ °Ã'  Ð ´Ã'Æ'Ã'ˆÐ °, pronounced sheeROkaya dooSHAH). The symbolism of the number three, which has significance throughout traditional Russian culture, also played a role in the troikas popularity. According to some accounts, the troika was adapted by the Russian government from secret rituals of the Russian North. Every year on St. Elijah the Prophets Day, ritual troika races took place in northern parts of Russia, with the troika symbolizing the fiery chariot that carried Elijah to heaven. To crash in one of these races was considered an honorable way to die- it was said that Elijah himself took those who died in the races to heaven. The Samovar Nikolai Petrovich Bogdanov-Belsky, The Teachers Guests.. Heritage Images/Getty Images / Getty Images A samovar is a large, heated container used to boil water, especially for tea. The samovar is an iconic symbol of Russian tea-drinking culture. Traditional Russian families spent hours chatting and relaxing around the table with traditional preserves, Russian pretzels (Ð ºÃ'€Ð µÃ ½Ã ´Ã µÃ »Ã' ), and a hot samovar. When not in use, samovars remained hot and were used as an immediate source of boiled water. The word samovar (pronounced samaVARR) means self-brewer. The samovar contains a vertical pipe filled with solid fuel, which heats the water and keeps it hot for hours at a time. A teapot containing a strong tea brew (Ð ·Ã °Ã ²Ã °Ã'€Ð ºÃ °) is placed on top and heated by the rising hot air. The first official samovar appeared in Russia in 1778, though there may have been others made even earlier. The Lisitsyn brothers opened a samovar-making factory in Tula in the same year. Soon, samovars spread across Russia, becoming a much-loved attribute of everyday life for Russian families of all backgrounds.

Peacock Facts (Pavo sp. and Afropavo sp.)

Peacock Facts (Pavo sp. and Afropavo sp.) Peacocks are birds known for their showy plumage and piercing calls. While both males and females are often called peacocks, really only the male is the peacock. The female is a peahen, while the young are peachicks. Collectively, they are properly known as peafowl. Fast Facts: Peacock Scientific Name: Pavo cristatus; Pavo muticus; Afropavo congensisCommon Names: Peacock, Indian peacock, blue peafowl, green peafowl, Java peafowl, African peacock, Congo peafowl, mbuluBasic Animal Group: BirdSize: 3.0-7.5 feetWeight: 6-13 poundsLifespan: 15-20 yearsDiet: OmnivoreHabitat: Forests of India, Southeast Asia, and Congo Basin of AfricaPopulation: ThousandsConservation Status: Least Concern to Endangered (depending on species) Species Peafowl belong to the pheasant family (Phasianidae). The three genera are Pavo cristatus, the Indian or blue peacock; Pavo muticus, the Java or green peafowl; and Afropavo congensis, the African peafowl or mbulu. There are also subspecies of green peafowl. The male green peafowl and female Indian peafowl can mate to produce a fertile hybrid called a spalding. Description Peacocks are easily identified by their fan-like crest of feathers and long train of colorful eye-spot feathers. Male birds have spurs on their legs which they use for territorial disputes with other males. While peahens have a feathered crest, they lack the elaborate train. Both males and females have iridescent feathers. Actually, the feathers are brown, but crystalline structures produce vibrant blue, green, and gold colors by the scattering and interference of light. The body of the blue peacock appears blue, while the body of the green peacock appears green. The African peacock is a darker blue-green and brown. Chicks bear cryptic coloring in shades of tan and brown that help them blend in with their environment. Both males and females are large birds, but males are about twice the length of females because of their feather train. On average, adults range from three to over seven feet from beak to tail tip. They weigh between six and thirteen pounds. African or Congo peafowl have shorter trains the green or blue peafowl. Stan Osolinski, Getty Images Habitat and Distribution Originally, the Indian peacock came from the Indian subcontinent. Now it is widely distributed across South Asia. Green peafowl live in Southeast Asia, including China, Thailand, Myanmar, Malaysia, and Java. The African peacock is native to the Congo Basin. The three peafowl species do not naturally overlap ranges. All three species prefer forested habitats. Diet and Behavior Like other pheasants, peafowl are omnivorous, basically eating anything that fits in their beaks. They eat fruits, insects, crops, garden plants, seeds, insects, small mammals, and small reptiles. At night, peacocks fly to tree branches to roost in family units. Reproduction and Offspring The breeding season is variable and depends largely on rain. Males fan their feathers to attract a mate. A female may select a mate based on several factors, which include the visual display, its low-frequency vibration (picked up by the females crest feathers), or the males call. A blue peacock has a harem of two to three peahens, while green and African peafowl tend to be monogamous. After mating, the female scrapes a shallow nest in the ground and lays between four and eight buff-colored eggs. She incubates the eggs, which hatch after 28 days. Only the female cares for the chicks, which follow her around or may be carried on her back when she flies to roost. Peafowl reach sexual maturity at two to three years of age. In the wild, they live between 15 and 20 years, but they may live 30 years in captivity. Green peahen with chicks. Ronald Leunis / EyeEm, Getty Images Conservation Status Peafowl conservation status depends on species. The IUCN classifies the conservation status of the Indian peacock as least concern. The bird enjoys wide distribution across Southeast Asia, with a wild population over 100,000. The IUCN lists the Congo peafowl as vulnerable and decreasing in population. In 2016, the number of mature birds was estimated to range between 2,500 and 10,000. The green peafowl is endangered. Fewer than 20,000 mature birds remain in the wild, with a decreasing population. Threats Peacocks face numerous threats, including habitat loss and degradation, hunting, poaching and predation. Green peacocks are further endangered by introduction of hybrid birds into wild populations. Peafowl and Humans Blue peacocks are agricultural pests in some regions. Peafowl readily breed in captivity. They are most often kept for the beauty and their feathers and sometimes for meat. Peacock feathers are collected after the male molts each year. While peafowl are affectionate toward their owners, they can be aggressive toward strangers. Sources BirdLife International 2016. Afropavo congensis. The IUCN Red List of Threatened Species 2016: e.T22679430A92814166. doi:10.2305/IUCN.UK.2016-3.RLTS.T22679430A92814166.enBirdLife International 2016. Pavo cristatus. The IUCN Red List of Threatened Species 2016: e.T22679435A92814454. doi:10.2305/IUCN.UK.2016-3.RLTS.T22679435A92814454.enBirdLife International 2018. Pavo muticus. The IUCN Red List of Threatened Species 2018: e.T22679440A131749282. doi:10.2305/IUCN.UK.2018-2.RLTS.T22679440A131749282.enGrimmett, R.; Inskipp, C.; Inskipp, T. Birds of India: Pakistan, Nepal, Bangladesh, Bhutan, Sri Lanka, and the Maldives. Princeton University Press, 1999. ISBN 0-691-04910-6.  Johnsgard, P.A. The Pheasants of the World: Biology and Natural History. Washington, DC: Smithsonian Institution Press. p. 374, 1999. ISBN 1-56098-839-8.

Early Modern Architecture Essay Example | Topics and Well Written Essays - 2000 words

Early Modern Architecture - Essay Example While he was working under Behren, Mies developed a design approach that was basically based on advanced structural techniques and Prussian classicism. While still conducting his discovery on architecture he developed sympathy for the aesthetic credos of both Dutch De Stijl group and Russian Constructivism. He also borrowed from the post and lintel construction of Karl Friedrich Schinkel for his designs in steel and glass. In 1923 Mies worked with a new magazine called G which started that every year in the month of July. His architectural philosophies are greatly recognized and were a major contribution in the late 1920s and 1930s as artistic director of the Werkbund-sponsored Weissenhof project and as a director of the Bauhaus (Cohen, 2006). Mies is famously known for his dictum ‘Less is More’ and he attempted to create neutral, contemplative spaces through an architecture that was based on structural integrity and material honesty. After ages spanning twenty years of his life, Mies was able to eventually achieve his vision of a monumental ‘skin and bone’ architecture. Through his dedication, commitment, passion and hard work his later works provide a fitting denouement to a life dedicated to the idea of a universal, simplified architecture. After World War 1, he developed the interest in the skyscraper which eventually led to him studying it and he designed two innovative and ingenious steel framed towers encased in glass. One of the critically acclaimed skyscrapers was the Friedrichstrasse which was designed in 1921 for a competition albeit it was never built but it drew a lot of critical praise and it even foreshadowed his skyscraper designs of the late 40s and 50s. The very same year he desi gned the Friedrichstrasse so did his marriage end and he changed his name.

Philosophy of education timeline analysis Essay

Philosophy of education timeline analysis - Essay Example I will carry this theme further in my essay and will trace its origins and development. The later part of the essay will explore the role naturalism plays in the current educational world. The East and West have rich ethical traditions (Brannigan, 2005). Some like the Confucianism developed in a certain area- China in the case of Confucianism (Confucianism, 2010)- whereas others like naturalism were developed and promoted by philosophers all over the world. Naturalism is that branch of philosophy that adheres to the notion that everything can be explained scientifically. It can be portrayed as the ideology that everything constitutes a part of nature and there is no reality that is beyond the scope of nature (Goetz & Taliaferro, 2008). The philosophical paradigm denounces the supernatural, supporting the ideology that everything in nature can be accounted for by a scientific cause. The philosophy relies on empirical and evidence-based science to prove and ratify the natural phenomena around us. Naturalists believe that everything in the universe is governed through scientific principles and even the social and behavioral elements that constitute an individual’s thought process and rationality have a scientific basis. Naturalism does not have a priori approach to explain the natural world; rather it attempts to provide a scientific justification through knowledge that does not involve the special senses. It is also known as materialism and its basic definition encompasses the tenet that individuals are a completely natural phenomena. In the past centuries, scientific discoveries have replaced many of the myths and superstitions by concrete scientific explanations. The rate at which science has progressed is exponential; as a result, the theory of naturalism has received more factual data to support it. Naturalism has developed overtime by such advances in technology and by the works of many

The communist ideology

The communist ideology The main events of the latter half of the 20th Century remain a topic of intense debate with the reasoning behind these events still a source of speculation. This essay will examine the key events in Soviet Foreign policy through the four leaders of the period between 1945-1991; Stalin, Khrushchev, Brezhnev and Gorbachev and will be contrasted against the teachings of Communist ideology in an effort to determine whether ideology had greater influence in the foreign policy decisions made by said leaders or if state interests played a more significant role. Marxism-Leninism was the ideology of the Soviet Union. Thus, Marxist-Leninist ideas influenced foreign policy. For a Marxist-Leninist, the world is divided into classes rather than individual states and in strict Communist doctrine, the key objective of foreign policy was the ultimate achievement of world revolution by the proletariat. As a result, Marxist-Leninism has no theory of international relations. It was well expressed by Trotsky[1] when he was appointed Peoples Commissar for Foreign Affairs in 1917, I will issue a few revolutionary proclamations to the peoples of the world and then shut up shop. Revolution would displace the state system and end the need for diplomacy. On the other hand, failure of a world-wide revolution to take place meant that the sate interests of the USSR quickly acquired great importance for Soviet foreign policy-makers. The Soviet Union increasingly turned to building a Communist society at home, believing that strengthening Communism within the USSR was the way to ensure a Communist society outside of its borders: Socialism in One Country, and that once strengthened, the Soviet Union would prove strong enough to lead the whole world to Socialism. There are other Marxist-Leninist ideas that strongly influenced foreign policy, one of which was the necessary antagonistic nature of Communism towards Capitalist states, which Stalin strongly believed would inevitably lead to war[2]. Related to this idea was the concept of correlation of forces the Russian equivalent to our balance of power- where the overall strength of capitalism was measured against communism. The idea that capitalism suffered from such profound contradictions; states competing for resources, economic problems, led Communists to believe that their system would prevail and therefore were always on the look out for the correlation of forces to change in their favour. It also reinforced the effect of the Leninist conception of imperialism. Lenin held the view that war would bring the prospect of revolution as the ruling classes became demoralised by the burdens placed by war on the states concerned and the working classes plummeted into misery. As previously mentioned, communism was not adverse to war if the outcome would be revolution. This was a belief strongly held by Lenin. Alternatively, Stalin, was more interested in war that served his interest. An example of which is the Second World War officially known in the Soviet Union as The Second Great Patriotic War. He reasoned that World War I was brought about by capitalists, who inflicted damage and destruction on each other, but is seen as positive as it led to the emergence of the USSR. After the Second World War, the USSR was left absolutely devastated, the class struggle also had to be balanced with the desire of the Soviet population for peace so that they and their country could recover. Soviet leaders were aware of this desire, which tempered any revolutionary ardour they may have felt. Nevertheless the years to follow were also years of great triumph for the USSR. The destruction of the German army meant the USSR was the only great European military power, had b ecome a permanent member of the UN Security Council, and it had broken out of the capitalist encirclement of having allied states on its borders. Stalin sought to increase Soviet power beyond what the Tzars had accomplished now that he had Communist ideology driving him. He was the dominant creator of Soviet foreign policy, the subject of which remains under dispute by several historians. One such historian, LeFeber entertained the notion that (Stalin) displayed a realism, a careful calculation of forces, and a diplomatic finesse that undercut any attempt to explain away his actions as paranoia[3], while another criticises Stalins foreign policy as inexplicable in its parts as incoherent in its whole[4]. It has been argued that Stalins foreign policy from 1945 onwards was a direct result of material interests and power play with the United States of America, that the USA was now perceived as Glavny Protivnik (greatest adversary) and that Stalin was scared of war because of its strength. The exact origins of the Cold War remain under dispute, even with new archival evidence from former Eastern-bloc states. The role to which Stalins foreign policy played in the build up to the Cold War can be categorised in a small number of groups. The orthodox view, which entertained Stalins aggressive and expansionist policy, his desired expansion along all of the USSRs borders from the Pacific to the Atlantic, which can be argued to be in following with Marxist-Leninist theories of expansion[5], even though he permitted discussion on what governments could be formed within newly acquired states. It is interesting to note that Stalins aggressive and expansionist policy has been attributed to his own declining mental health. He had even been diagnosed, albeit incorrectly, in 1927 as a paranoid schizophrenic nevertheless this diagnosis was proved to be inaccurate. The revisionist view, perceived by Marxist and Marxist-Leninist historians, depicted the USA as an aggressive power, to t heir own people and others around the globe, imposing its empire on an unwilling world, ignoring the security interests of the Soviet Union and conforming to the classic Leninist model of Imperialism.[6] This view gained credibility later in the 1960s, partly owing to the Vietnam War. Other historians, not Marxist in inspiration, claim that the USA wanted to establish an economic system across the globe which would promote trade and economic growth from which the USA would benefit. Separate to the ideological views is the notion that the conflict was inevitable and thus both superpowers were responsible for it. That the Cold War was the natural result of a situation in which two superpowers with differing ideologies remained. Tactically speaking, the USSR had only three strategic enemies, of which Japan and Germany had been defeated and China was embroiled in a civil war. In addition, the Soviet Union had the largest army with mobilised resources, it was also geographically the larg est country in the world. The USA on the other hand was a massive economic power and its population had not been morally exhausted by recent war nor were they at odds with their own government. The resulting clash between the two would turn into a global disaster. At this time, it appears Stalin preferred to avoid a military confrontation with the USA and having determined that military probes into Europe would be too hazardous, Stalin sought to expand Soviet influence into regions where there would be less risk of confrontation with the USA and so he turned to Asia[7]. After repeatedly denying approval of North Korean leader Kim Il Sungs proposed military attack of South Korea, the Soviet Union unexpectedly began secretly providing large technological and military assistance to North Korea. This U-turn decision has been cited by both Gaddis and Westad to support their assertion that Marxism-Leninism was of crucial importance in Soviet foreign policy[8]. Westad also provided another theory to Stalins unexpected decision change in that Stalin had seen Mao Zedongs Chinese Communist victory and had been unnerved by it. Stalin therefore gave approval for the attack on South Korean when he realised his rival in Mao would support North Korea with Stalin or without and Stalin did not want to appear less revolutionary than Mao[9]. Regardless of the ideological reasons, be it enthusiasm in response to Maos ambitions or jealousy and an attempt to outmanoeuvre Mao by condoning North Korea, even an avoidance of the USA to prevent a catastrophic war, it is indic ated that ideology was a factor in Stalins foreign policy involvement in Asia. Stalin died in March 1953. He was succeeded by a collective leadership with Nikita Khrushchev soon emerging as the main figure. The new leaders quickly realised that changes in foreign policy were necessary; the main reason for this being the arms race which was now becoming more prominent in world events. In 1952, the USA had detonated the worlds first thermonuclear device followed in 1953 with the USSR testing its first hydrogen bomb. In the years that followed, both powers created and tested various delivery systems for these new weapons that resulted for the USSR in the creation of Intercontinental ballistic missiles (ICBM) which had the range to strike the USA. Khrushchev called these weapons the Gods of War[10]. The realisation of the enormous power of these new weapons caused Stalins successors to abandon key principles of Marxist-Leninist ideology. The precept of the inevitability of war between capitalism and communism, which in Stalins eyes, would be won by communism, had t o be discarded as a conflict would result in the mutual assured destruction of both the capitalist and communist states. In addition, the principle of revolution that, although perceived as inevitable and the only way to a Communist society according to Marxist-Leninist doctrine, could now be the cause of a war that would also end in complete devastation for the warring states and thus it was at the 20th Party Congress in 1956 that a set of initiatives were launched which came to be known as destalinization which established a policy of long-term peaceful cooperation with the capitalist world. The superpowers had inadvertently become partners, with the incentive to prevent thermonuclear war. Although there initially appeared to be a change of direction from Marxist-Leninist doctrine there were still elements of it that were pursued even with the new initiatives in place. The Party leadership was quick to introduce the idea that a peaceful transition to Socialism was still very much possible. The changes to foreign policy included the commencement of armistice talks in areas of conflict, for example, the Korean war. The Soviet regime also attempted to strengthen its satellite states in the bloc and draw them closer to the USSR. This all culminated in 1955 with the creation of the Warsaw Treaty Organisation. In addition, a massive amount of economic and technical assistance was given to the communist nation of the Peoples Republic of China. This assistance has been described as the greatest transfer of technology in world history[11]. The regime also encouraged trading and other forms of communication with the Western world, it opened up to tourism, Soviet citizens were pe rmitted for the first time to visit other states not in the Eastern bloc of which the reverse was also the same. Stalin, would have avoided this as, in his view, it would have potentially opened up the USSR to hostile foreign influences. Competing ideological tendencies and institutional interests allied with Khrushchevs own over-ambition in foreign policy were the prime factors resulting in his fall from power in 1964[12]. During the Khrushchev years, Brezhnev had supported the process of destalinisation but as soon as he became leader, Brezhnev changed direction and reverted to a more regressive, Stalin-type attitude, even taking the title General Secretary, which Stalins held until 1952. Brezhnevs overriding aims were to ensure the primacy of the USSR in the world communist movement. Establish strategic parity in the US and on that basis, to secure western acceptance of the post-war order in Europe while extending Soviet power in the developing world[13]. The first foreign policy crisis of the Brezhnev regime occurred in 1968 when reforms began sweeping through Czechoslovakia, initiated by leader Alexander Dubcek, that posed the reduction of importance of the ruling Communist party. The Soviet leadership attempted to limit the impact of Dubceks reforms through negotiation but their efforts proved in vain. Soon after, Soviet and Eastern bloc troops invaded Czechoslovakia tasked with restoring it to Marxist-Leninist doctrine. This became known as the Brezhnev Doctrine.[14] The doctrine was used to justify the invasion of Czechoslovakia, and also used to put an end to liberalisation efforts that had the potential to disrupt Soviet control within the Eastern bloc. The concerns of the Soviet Union fit an ideology based explanation of Soviet actions. It is interesting to note that while the western states heavily criticised the invasion, they were unable to challenge the Soviet military force in Europe without risking nuclear war. The events surrounding the collapse of Communism and the relatively quiet dissolution of the Soviet Union can be attributed to the euphemistically named Sinatra Doctrine. It was the name that the Soviet government of Mikhail Gorbachev used to describe his new policy of allowing the eastern bloc Warsaw Pact nations to determine their own affairs. This was a complete change of direction from the Brezhnev Doctrine which tightly monitored and controlled the internal affairs of the satellite states. For Wohlforth, once Gorbachev was in office, his perception of the USSRs relative decline grew steadily more pessimistic. He had to accept retreat after retreat from the Soviets great power commitments, which let to the sudden end of the Cold War[15]. Gorbachev had many issues facing him, one of which was the prevention of anti-Soviet violence from breaking out. Previously, any dissident uprising would have been resolved by military intervention, however if a crisis erupted now, then a massive amount of military intervention would be necessary. It was decided that Soviet policy should aim to achieve two basic goals: avoid direct military intervention at any cost[16] and for the rapid transition to a new political order to be achieved peacefully. Gorbachev obviously could not see that the changes he initiated would lead to the demise of the Soviet bloc, it can be argued that he was depending on like-minded leaders to emerge from the Communist groups in Eastern Europe.[17] The question of whether communist ideology played a role in the transformation of Soviet policy still remains. If Gorbachev had decided to maintain the orthodox Communist rule in the Soviet bloc and enforce the Brezhnev doctrine, the Soviet army would have ensured his success. It appears that it was Gorbachevs own choices, on domestic priorities and a desire to lay to rest all remnants of Stalinism'[18] that led the Soviet Union down the path to disintegration. While it is undeniable that the ideological differences of Capitalism and Marxism-Leninism provided the Cold War with a catalyst, it is not outside the realm of possibility that differences between the two superpowers left in the power vacuum after the Second World War would not have provided the fuel to ignite the conflict themselves. Some of the specific policies adopted by the Soviet leaders could have just as easily been pursued by a non-communist government responding to a tense global situation, however that does not mean ideology had no relevance. It appears that the USSRs state interests were themselves influenced by Communist ideology and thus influenced the foreign policy decisions of the leadership. Bibliography Craig Nation, R. Black Earth, Red Star: A History of Soviet Security Policy, 1917-1921 (1992) Fink, C., Junker, D. Gassert, P. (eds) The World Transformed :1968 (1998) Gaddis, J.L. The Emerging Post-Revisionist Synthesis on the Origins of the Cold War (1983) Khrushchev, S. N Memoirs of Nikita Khrushchev Volume 1: Commissar, 1918-1945 (2000) Kramer, M. Ideology and the Cold War Review of International Studies (1999) Kramer, M. (ed.) The Collapse of the Soviet Union (Boulder, CO: Westview Press, (2000) LaFeber, W America, Russia and the Cold War, 1945-1992. Rosser, R.F. Introduction to Soviet Foreign Policy (1969) Taubman, W, Khrushchev: The Man and His Era (2003) Tompson, W. The Soviet Union under Brezhnev (2003) K zasedaniyu Politbyuro 6/X-88 g. 6 October 1988 (secret), reproduced in Tsena svobody: Refornatsiya Gorbacheva glazami ego pomoshchnika (Moscow: Rossika-Zevs, 1993) Westad, O.A. Cold War and Revolution: Soviet-American Rivalry and the Origins of the Chinese Civil War, 1944-1946 Wohlforth, W. Realism and the End of the Cold War. International Security, 19:3 (1994/5) Craig Nation, R. Black Earth, Red Star: A History of Soviet Security Policy, 1917-1921 (1992) p.1 Rosser, R.F. Introduction to Soviet Foreign Policy (1969) p.74 LaFeber, W America, Russia and the Cold War, 1945-1992. p.20. Westad, O.A. Cold War and Revolution: Soviet-American Rivalry and the Origins of the Chinese Civil War, 1944-1946, p.55 Rosser, Introduction p.80 Gaddis, J.L. The Emerging Post-Revisionist Synthesis on the Origins of the Cold War (1983) p.172 Kramer, M. Ideology and the Cold War Review of International Studies (1999) p.542-543 Kramer, Ideology p.541 Kramer, Ideology p.542 Khrushchev, S. N Memoirs of Nikita Khrushchev Volume 1: Commissar, 1918-1945 (2000) Taubman, W, Khrushchev: The Man and His Era (2003) p.337 Tompson, W. The Soviet Union under Brezhnev (2003) p.28 Tompson, W. The Soviet Union under Brezhnev (2003) p.28 Fink, C., Junker, D. Gassert, P. (eds) The World Transformed :1968 (1998) p.163-8 Wohlforth, W. Realism and the End of the Cold War. International Security, 19:3 (1994/5) p.109 K zasedaniyu Politbyuro 6/X-88 g. 6 October 1988 (secret), reproduced in Tsena svobody: Refornatsiya Gorbacheva glazami ego pomoshchnika (Moscow: Rossika-Zevs, 1993) p.368 Kramer, Ideology p.569 Kramer, M. (ed.) The Collapse of the Soviet Union (Boulder, CO: Westview Press, 2000)