‘The Making of Modern Russia’, 1856-1964 Free Essays

a) To what extent do these sources agree that Russian government policy on agriculture consistently failed and that peasants resisted it under both Tsarist and Communist rule? Source1 concerns the emancipation statute of 1861. Western historian Ronald Hingley cites the introduction of redemption payments â€Å"serfs resented receiving too little land for their needs† this undermines the fundamental aims of the policy. Source 1 makes reference to how the Mir was in charge of paying the redemption payments for the whole village. We will write a custom essay sample on ‘The Making of Modern Russia’, 1856-1964 or any similar topic only for you Order Now Hingley points out that â€Å"individual peasants were bound in various ways to their village communes†; peasants were detained in their villages until the payments were received. Hingley notes the creation of Special Courts delegated to discipline unruly peasants â€Å"the flogging of recalcitrant peasants† this is evidence of peasant rebellion, mainly due to the fact they were in a poorer position after emancipation than they were before the policy was introduced. Source 1 suggests agricultural policies were a failure, and provoked peasant uprising, due to the hope the emancipation edict gave peasants of being free. Source 2, meanwhile, presents a mixed view on Stolypin’s agricultural reforms. Unlike Source 1 from 1992, this piece of evidence was documented circa 1906. It is therefore unaffected by later analysis or post-Communist interpretation. The first quote is from Stolypin himself, stating that the government has placed â€Å"its wager† on the â€Å"sturdy and the strong†, this indicates that past agricultural reform, such as emancipation have failed, as further â€Å"wagers† or reforms were needed. The other two quotes deal with Stolypin’s reforms more directly. The second quote is from a Tsarist Official. It provides direct evidence of rebellion by peasants towards Stolypin’s reforms â€Å"The peasants were very hostile to the Law of 9 November† rebellions were commonplace, peasants feared that if land belonged to an individual as opposed to the commune, a consequence would be some would be left with nothing. The third quote is from a peasant, it is important to not that 10% of the peasants in Russia did take up Stolypin’s proposals. Segei Semenov endorses Stolypin’s reforms anticipating a â€Å"bright new future† this challenges the notion that all agricultural policies consistently failed. Stolypin’s reforms were based on good principles that could have revitalized agriculture in Russia. This does suggest that this reform did bring some success, but the general consensus confirms that many peasants preferred social security resulting in the failure of the policy. Source 3 is an excerpt from a meeting between Churchill and Stalin during the Second World War. We se Stalin’s personal view regarding the collective farm policy, it is thus a subjective piece of evidence. Stalin implies suggests that the collective farm policy was a failure; he refers to the policy as â€Å"a terrible struggle†. Stalin insinuates peasant resistance against the policy, stating some kulaks were â€Å"wiped out by their labourers† the resistance was a product of peasant reluctance to work on collectivised farms. The farms provided little reward or incentive to the actual peasants growing the grain resulting in the dramatic deterioration of the quality and quantity of the grain. Source 3 ends with an important comment that food supply had been â€Å"vastly increased† this indicates policy victory. However modern evidence undermines Stalin’s statement, STATISTIC more and more people were dying of famine during the period of collectivization. Although, Source 3 opposes the view that agricultural policy failed, its reliability is debateable and should be questioned before it is taken into account. Source 4 is an extract from Eduard Shevardandse’s ‘The future belongs to Freedom’ Source 4 describes the Virgin Land Schemes introduced by Khrushchev/. One must note that the writer was a Communist Youth League activist, and may have been more likely to exaggerate the support the peasants actually gave to the scheme. There is no mention of opposition to the scheme, on the contrary Shevardandse describes the â€Å"trains packed with young volunteers† this stands for optimism on part of peasantry towards the scheme. Source 5 confirms the implication in Source 4 of support in some measure for the project as the scheme did successfully increase the amount of grain produced between 1958 to 1965 from 100 to 114. While the evidence in Source 4 may be true to some extent, the reliability of the source is questionable. The other factor source 4 presents is the relative success of the scheme. Source 5 does seem to disagree with the statement that the policy failed due to the increase in grain production. In Source 4 it is suggested that the policy could have been a triumph had it not been for â€Å"stupid decisions† which weighed down many successes. These â€Å"ill-conceived strategies† included lack of coherence between the crops and the terrain, and deficiency of storage place for the grain, consequently the â€Å"crops rotted in the fields†. Source 5 reinforces the feeling that the scheme was a failure, as the agricultural output during the seven year plan only increased by 14%, the target for 1965 was 170, only 114 was achieved. Source 6 also argued that Khrushchev’s policy was for the most part unsuccessful. However the failure is blamed on Khrushchev’s inheritance of â€Å"a generation of neglect†. The reliability of some sources must be taken into consideration. Some sources suggest subjectivity and bias such as Sources 3 and 4. Policies such as Stolypin’s land reforms and Khrushchev’s Virgin Land Schemes are shown to have limited success, but ultimately they both failed to reach targets required. By and large, all the sources do converge in the belief that most of the agricultural policies did fail consistently to a degree. Similarly there is evidence that it was resisted by Peasantry both under Tsarist and Communist rule. How to cite ‘The Making of Modern Russia’, 1856-1964, Papers

Government scholarship free essay sample

Transcripts from all high school and post-secondary institutions Copies of any degrees or certificates achieved Proof of completion of work experience relevant to course (Post graduate applications only) Letter of Acceptance from college or university (provisional or unconditional) Note: Unconditional offer must be produced prior to disbursement of funds Correspondence from the institution regarding successful transfer of credits (if req’d) Official documentation from college/university stating specific costs per semester Degree Plan, outlining schedule of courses throughout programme Birth certificate and proof of having the Right to be Caymanian (notarized copies will suffice). If applicable, adoption papers are also required. Proof of Domicile in the Cayman Islands Letter from parents’ employer(s) verifying salary Letter from surety’s employer, if over 21 2 Character References: Academic Reference letter from parents’ bank Reference letter from surety’s bank, if over 21 Personal Applicant’s cover letter, to be addressed to the Scholarship Secretariat, Ministry of Education, Employment Gender Affairs, 3rd Fl. , Government Administration Building, 133 Elgin Avenue, P. O. Box 2256,Grand Cayman, KY1-9000, CAYMAN ISLANDS FOR OFFICIAL USE ONLY o Copy of Offer Letter o Financial Statement for Surety 0 Contact Details Form 0 Student Bond o Authorisation of Release of Grades Section 1: APPLICANT DETAILS Degree Type: ASSOC BACH MAST PhD Solomon Kayla Sherelle Name: _________________________________________________________________ (last/family) (first) (middle) 07/12/1994 Single Date of Birth: _______________________ Marital Status: _________________________ (dd/mm/yyyy) P. O. Box 511 Savannah Local Mailing Address: _____________________________________________________ KY1-1502 Local Postal Code: ________________ Email Address: ____________________________ [emailprotected] com Local Telephone: ___________________ Alternate Telephone: _____________________ 345-917-3889 345-947-1856 128 Rackley Blvd. Savannah Local Physical Address: ____________________________________________________ Overseas Mailing Address: ___________________________________________________ __________________________________________________________________________ ____________________________________________________________________ Overseas Telephone: __________________ Alternate Telephone: ___________________ Email Address (if different from above): _________________________________________ OFFICIAL USE ONLY Date of Application Submission: ____________________ Confirmation Receipt Sent: _______Date: _____________ Date of Interview: ________________________________ Panel Recommendation: ______________________________ Panel Comments: _____________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ Date of Council Review :_____________________________________________________________________ _________________________ Council Decision: _____________________________________________________________________________ ________________________ Council Comments:___________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ Decision Notification Letter Sent: ________Date: ___________________ Programme available locally: ________ Is the institution: accredited? : ________ competitive? : _______ better than competitive? : _______ Is the programme accredited? : ________ Section 2: INSTITUTION AND PROGRAMME OF STUDY University of Portsmouth Name of Institution: _______________________________________________________ Physical Address: _________________________________________________________ Winston Churchill Avenue, Portsmouth P01 2UP,United Kingdom www. port. ac. uk + 44 (0) 20 8411 5555 Telephone Number: + 44 (0) 23 9284 8484 Website Address: _________________________ ________________ September 15, 2014 Proposed Start Date: _________________ Estimated Graduation Date: ________________ 2017 Proposed Major: _____________________Minor: ________________________________ Early Childhood Studies Total length of Programme: __________________________________________________ 3 Years Number of Semesters Completed (if any): ________________________________________ none minimum of 60 credits at Level 3 Graduation Requirements: ___________________________________________________ Is the Institution Accredited: YES / NO The minimum accreditation rating is Regional Council for National Academic Awards Please name the Accrediting Body: ______________________________________________ US $29847. 43 Total Programme Cost: ____________________ (*Please complete the University Cost Excel Spread sheet and attach official university documentation to verify the amounts. ) Have you submitted application for private sector scholarship funding: YES / NO (* If yes, please give details of where applications have been submitted to and attach the award / decline letter from private sector indicating their decision and reasons, if available. ) Maples and Calder __________________________________________________________________________ HSBC __________________________________________________________________________ Cayman Insurance Managers Association __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Section 2: INSTITUTION AND PROGRAMME OF STUDY Middlesex University Name of Institution: _______________________________________________________ Physical Address: _________________________________________________________ The Burroughs, London NW4 4BT, United Kingdom www. mdx. ac. uk + 44 (0) 20 8411 5555 Telephone Number: + 44 (0) 20 8411 5555 Website Address: _________________________ ________________ October 1, 2014 Proposed Start Date: _________________ Estimated Graduation Date: ________________ 2017 Proposed Major: _____________________Minor: ________________________________ Early Childhood Studies Total length of Programme: __________________________________________________ 3 Years Number of Semesters Completed (if any): ________________________________________ none unsure Graduation Requirements: ___________________________________________________ Is the Institution Accredited: YES / NO The minimum accreditation rating is Regional Quality Assurance Agency Please name the Accrediting Body: ______________________________________________ US $32848. 15 Total Programme Cost: ____________________ (*Please complete the University Cost Excel Spread sheet and attach official university documentation to verify the amounts. ) Have you submitted application for private sector scholarship funding: YES / NO (* If yes, please give details of where applications have been submitted to and attach the award / decline letter from private sector indicating their decision and reasons, if available. ) Maples and Calder __________________________________________________________________________ HSBC __________________________________________________________________________ Cayman Insurance Managers Association __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Section 3: EDUCATIONAL BACKGROUND SECONDARY SCHOOLS NAME OF SCHOOL SCHOOL MAILING ADDRESS Clifton Hunter High School Cayman Prep and High School SCHOOL TELEPHONE DATES ATTENDED P. O. Box 10013 KY1-1001 345-947-7353 Sept. 2010 June 2011 345-949-5932 P. O. Box 2736 Savannah KY1-1508 Sept. 2011 June 2014 SECONDARY SCHOOLS EXAMINATION RESULTS EXAMINATION SUBJECT GRADE DATES CIE CIE Business Studies AS Level B CIE Travel and Tourism AS Level C June 2013 June 2013 WJEC Spanish AS Level D January 2013 POST-SECONDARY SCHOOLS NAME OF SCHOOL SCHOOL MAILING ADDRESS SCHOOL TELEPHONE DATES ATTENDED SAT SCORES Year Taken: _______ Critical Reading: _______ Math: _______ SWE: ________ Total: _______ Year Taken: _______ Critical Reading: ______ Math: _______ SWE: ________ Total: _______ ACT SCORES SAT II Year Taken: _________ Year Taken: _________ Score: _________ Score: _________ International Baccalaureate (IB) Year Taken: ________ Date of Completion: _________ *Please note that original/notarized transcripts, official SAT scores, diplomas or certificates verifying the above information must be attached to this application. Extracurricular activities/community service/awards received: Key Club, Cayman Mentoring ___________________ Programme ___________________________________________________________________________ _____________________________________________________________________ POST GRADUATE APPLICATIONS ONLY: Last Degree completed: ____________________ Final GPA: ________ Class (UK): ______ Section 4: PERSONAL STATEMENT REFERENCES PERSONAL STATEMENT In the space provided below, or on an attached sheet, please respond to the following: ? Why do you believe you are deserving of a government scholarship? ? Following completion of your course of study, what type of work do you intend to pursue upon return to the Cayman Islands? ? How will this proposed work be of service to the Cayman Islands? ? Please detail any personal circumstances that you believe to be relevant when considering your application for an Education Council scholarship. ? What, if anything, has been done to secure other funding? I I believe I believe I deserve a government scholarship because my parents are financially unstable to pay for me to __________________________________________________________________________ attend an overseas university and by being granted a scholarship from government I will be able to do so. __________________________________________________________________________ __________________________________________________________________________ After completing my course of study Early Childhood Studies I intend to work in the field of education by being an __________________________________________________________________________ elementary teacher for either grade one or two in one of our local government schools. __________________________________________________________________________ __________________________________________________________________________ By becoming an Elementary Teacher , I would be able to educate and nourish the minds of the future generation __________________________________________________________________________ of the Cayman Islands and hopefully inspire some to follow in the path of becoming a teacher as I think teaching __________________________________________________________________________ is not seen as a top paying job in the Cayman Islands. Also, I feel there is a gap in the education sector of __________________________________________________________________________ Caymanian teachers and I would gladly love to fill and help fill that gap in order to better the education standard __________________________________________________________________________ here in Grand Cayman. __________________________________________________________________________ __________________________________________________________________________ Although the grade requirement for a government scholarship in my case A-Levels is a minimum C grade in __________________________________________________________________________ three subjects, I failed to achieve a minimum C grade in one of my three subjects. However, I am going to re-sit __________________________________________________________________________ this exam to be able to qualify for the government scholarship and be able to go overseas and further my studies __________________________________________________________________________ for the next three years. __________________________________________________________________________ __________________________________________________________________________ I

The Truth About Thanksgiving Essays - Plymouth, Massachusetts

The Truth About Thanksgiving The truth behind the tradition is surprising. Thanksgiving and the Pilgrims seem to go together, but the truth is, the Pilgrims never held an autumnal Thanksgiving feast. However the Pilgrims did have a feast in 1621, after their first harvest, and it is this feast, which people often refer to as The First Thanksgiving. This feast was never repeated, though, so it can't be called the beginning of a tradition, nor was it termed by the colonists or Pilgrims a Thanksgiving Feast. In fact, a day of thanksgiving was a day of prayer and fasting, and would have been held any time that they felt an extra day of thanks was called for. Nevertheless, the 1621 feast has become a model that we think of for our own Thanksgiving. The Pilgrims were not the first people to have a celebration of this kind. Many other civilizations held festivals to celebrate the harvest. The ancient Greeks and Romans prayed to the gods and goddesses of the harvest, and also originated the idea of the cornucopia--the h orn of plenty. The Jews celebrate the holiday Sukkot, which honors the awards of the harvest, and the Chinese enjoy the celebration of the Harvest Moon. Even native New Yorkers commemorate the harvest long before Thanksgiving arrives. Pumpkins, apples and corn are abundant in the open-air markets of the city beginning in late September. The autumn of 1621 yielded a plentiful harvest and the Pilgrims, gathered together with the Massasoit Indians to reap the awards of hard work. Celebrating Thanksgiving is like celebrating an even that includes the dead of over 11,000 Wampanoag Indians died due to illnesses that they contracted from white settlers. The truth of the matter is, when the Pilgrims arrived, they found an abandoned Wampanoag village and moved right in. In 1618, a massive epidemic of an unknown disease left by English explorers swept across Wampanoag country and decimated many of the villages. This epidemic caused the death of ten to thirty percent of the total population an d all but a few of the 2,000 people of the village of Patuxet. When the Pilgrims arrived in 1620, they landed at Patuxet with no idea of what had occurred. At this point, there were only about 2,000 members left in the Wampanoag tribe, down from 12,000 in 1600. Despite the incredible losses to his people, Wampanoag leader Massasoit and 90 of his men sat down for a harvest celebration offered by the white men. For three days the Wampanoag and Pilgrims feasted on deer, wild turkey, fish, beans, squash, corn and other foods native to North America. Although the celebration was good-natured, this event truly signifies the beginning of a drastic decline of native culture and Thanksgiving would be more fittingly observed as a day of mourning rather than a celebration. In the years that followed, skirmishes occurred and more Native Americans were killed. In 1637, English soldiers massacred 700 Pequot men, women and children as an example of the English way of war, yet we still celebrate Th anksgiving as a joyful event. So, as we sit down for our Thanksgiving dinner, let us consider the words of Frank James in his 1970 speech: Today is a time of celebrating for you... but it is not a time of celebrating for me. It is with a heavy heart that I look back upon what happened to my people. When the Pilgrims arrived, we, the Wampanoags, welcomed them with open arms, little knowing that it was the beginning of the end. American History

How to Overcome Writers Block (20 Tips That ACTUALLY Work)

How to Overcome Writers Block (20 Tips That ACTUALLY Work) How to Overcome Writer's Block Charles Bukowski once wrote, â€Å"Writing about a writer's block is better than not writing at all.† Some folks would rather not mention writer's block at all, as if thinking about how to overcome it will somehow exacerbate the condition - like scratching away at a rash.Unfortunately, writer’s block is a gremlin that rarely goes away by itself, at least not in a timely manner. But by arming yourself with knowledge of what causes this creative quagmire - and how to climb out of it - you’ll be much better equipped to deal with it in the future! To start, let’s answer the question...What is writer’s block?Writer’s block is the condition of being unable to proceed with writing or the inability to start writing something new. But of course, we all know that much! What often stumps us where this frustrating predicament comes from, and how to solve it. Make your creative process more visualWhen your words are failing you, throw out the dictionary and get visual. The Inkflow app works like a visual word processor, so you can get your ideas on the page and then move them around (or doodle all over them) as you wish. If you’re the kind of person who likes to outline by placing sticky notes on the wall - but aren’t ready to ditch the technology and go totally old-school - then this app might be your new best writing friend.17) Look for the root of the blockAs psychologists Singer and Barrios pointed out, writer’s block often comes from a problem deeper than simple â€Å"lack of inspiration.† That’s what Unstuck can help you with! It can help you identify the root of your block, and provide a range of solutions to get your pen moving again. In other words, it’s a true friend in time of writer’s need!18) Go cold turkey and turn off the InternetIt’s a small miracle that people are able to get any writing done on a machine that offers access to a whole Internet’s worth of distraction. If willpower isn’t your strongest suit and your biggest challenge right now is staying away from distraction, Cold Turkey might be the app for you. It turns your computer into a typewriter until you reach your writing goal. In it’s own words, it’s â€Å"probably the most stubborn text editor ever made.†19) When you can't find the words... let the words find youThis is essentially the point of this â€Å"fridge poetry-esque† app, Word Palette. Featuring a keyboard of random words, simply click your way to your next potential masterpiece. Or at least, a bizarre poem that gets the fire started.20) Find your inner HemingwayIf your biggest block is your own self-doubt, Hemingway may help curb that anxiety by offering suggestions to improve your writer as you go. Advice includes things like: â€Å"too verbose,† â€Å"use a forceful verb ,† and â€Å"use active voice instead of passive.† This app is so sharp, it even provides editorial feedback to the writing of its namesake: Ernest Hemingway. (Try pasting the line: â€Å"There is nothing noble in being superior to your fellow man; true nobility is being superior to your former self† into the app.) These 5 apps will get your pen-and-paper mojo back #writersblock There might not be a magic trick or formula when it comes to inspiration. But add these 20 tips to your creative arsenal, and you’ll be on your way to kicking writer’s block to the curb. And remember: if you're still stuck, you always have these writer's block memes to keep you company!Did you try any of our tips? Did they work for you? Do you have your own tried-and-true methods for eliminating writer's block? Leave any thoughts or questions in the comments below!

Describe some of the different ways of conducting an archaeological Research Paper

Describe some of the different ways of conducting an archaeological excavation - Research Paper Example Research indicates that the earth’s surface is completely enclosed by the soil which comes from the original bedrock. This might include chalk, sand and granite, different types of rocks or clay (Barker). Since the fundamental nature of the soil is analyzed through its underlying rocks therefore initially the subsoil is studied then soil’s fertility is known which further helps in the determination of farming or vegetation settlements. Archeological sites are broadly defined as the settled residues of different structures which over the period of time convert into earthworks and rubble through the process of stone-rubbing, erosion, decay and invasion by the animals and plants (Barker). Sometimes it is possible that the researchers locate a residual settlement which is on its way to become an archeological site. This basically facilitates scientists in studying the archeological process. The archeological sites are usually found at lowland areas (Barker). One of the important factors in locating an archeological site is the confirmation of the fact that rocks present at the upper layer of earth were formed later than those beneath them. For instance, lave forms after the development of mountainside rocks. However, surface of the earth never remains in the same pattern and hence after some time the covering of different structural settlements remove and the rock beneath them comes to the surface. The same thing happens with the archeological sites since when the superimposed layers are removed the underlying surface becomes visible which indicates the historical remains and the presence of previous living and nonliving objects (Barker). Archaeological remains are distinguished into different types. The first archeological type deals with the antiquity of man i.e. the recognition of former civilizations, for instance, those humans who lived in caves centuries ago. There are various written records which

Communications Assignment Example | Topics and Well Written Essays - 250 words - 1

Communications - Assignment Example 228). Friend shifts are alterations, or changes that occur when one decides to change their friends. Usually, this occurs when one of the friends, changes their perception about the friendship (Ivy, 2011, p. 216). Self-disclosure is the act of telling your friend about yourself, your hidden secrets that define your personality (Ivy, 2011, p. 199). Friendship intimacy is the close relation that two friends share in a friendship (Ivy, 2011, p.220). Jocular sparring refers to unique way that men between themselves and it usually go wrong when used with women (Ivy, 2011, p. 230). Male-male friendships and female-female friendships differ in the content of their conversation. Female friends talk more often and their conversations main topics center on intimate topics, sex differences, personal and family matters. Men friends always talk less than their female counterparts where their conversations center on sports. The principal dissimilarity between the two types of friendships is based on the sex-stereotypical assumptions, which tend to favor men and not women. Female-female friendships are always intimate unlike male-male friendships. This implies that female friends disclose their intimate selves. This creates more liking and a cohesive bond between them (Ivy, 2011, p. 220). Male friends rarely disclose their intimate self and friendships are not that intimate and therefore do not develop strong bonds (Ivy, 2011, p. 220-221). Female-female friendships are characterized by voluntary relations between the friends. Another major characteristic is the emphasis on conversational and emotional expressiveness. These friendships are also characterized by talks of family and personal matters (Ivy, 2011, p.

Research methods and study skills Coursework Example | Topics and Well Written Essays - 2500 words

Research methods and study skills - Coursework Example The study relates the area of urbanisation with social relations at community level by focusing on social indicators associated with housing. The analysis dwelt in the pace of historical development in measuring the diversity house age in predicting the measurement of the relations associated with neighbourly social based on multilevel framework. The researcher used neighbourhood built and individual’s socio-demographic data as the controls to validate the finding (king, 2013). The meta-analysis study by Ewing and Cervero (2010) is built on the realisation that built environment and the use of automobiles are associated in many ways. For instance, the problems associated with climate change, dependence on oil, congestion within the cities, and sprawl associates with the urban designs and the planning, which prompts the locations and the states to use the concepts of built environment to bring sanity to the automobile use. The building of roads has not been in tandem with the demand of the travel. To achieve the objective of the study, the researchers determined the elasticity by computing the values for the individual studies selected and later pooled to generate the weighted average. The study found that variables associated to travel were inelastic when assessed from the built environment perspective (Ewing and Cervero, 2010). The method adopted by King to acquire the data for the study was survey. The source of the data was the Chicago community adult-health studies. The data obtained for this study involved respondents characteristics of the neighbourhood in relation to their physical and social status, the psychosocial and socioeconomic status. The most important factor that was put into consideration is the fact that the Chicago community adult health data has a clustered sampling framework. The framework is essential for facilitating the human development project in the entire Chicago neighbourhood. This means that getting the respondents