Before 1905 the opposition to the government of Tsar Nicholas II was of no consequence Essay

The Tsar was not in serious Jeopardy in 1905 Throughout his time as Tsar, Nicholas II was faced with constant threats due to terrorist groups such as the peoples will. Many of these groups were oppressed by ‘The reaction’ that began under the reign of Alexander III, however not all opposition was destroyed. This meant that Nicholas was in constant Jeopardy. This essay will discuss whether or not Tsar Nicholas II was truly in serious Jeopardy during the events of 1905. The Russian revolution which began in 1905 was a wave of mass political and social unrest that spread through vast areas of the Russian empire. Factors such as industrialisation, urbanisation, bouts of economic depression and a rapidly increasing population all contributed to undermine the order and stability of the regime. In light of the opposition he received, Nicholas created a Duma as a result of the October Manifesto in order to appease the masses. Before the creation of the Duma in 1905 however, political parties were illegal in Russia because Nicholas was a strict autocrat. There were three main groups which opposed tsardom during the period 1881-1905: the Populists, the Social revolutionaries and the Social Democrats. This essay will discuss whether these three groups were of any consequence to the government of Nicholas II before 1905. Populism began in the 1870’s. It was a revolutionary movement that thought the future of Russia was in the hands of the peasantry. The Populist’s were not peasants themselves, but members of the middle and upper classes. The Populist’s began to try and teach the peasantry about how they were going to lead the revolution by beginning a scheme called â€Å"going to the people†, however this did not work as well as they thought as many of the peasants did not understand or accept the revolutionary message being preached to them. This caused, in desperation, some members of the populist’s to turn to terrorism. In 1879 members of the Populist’s broke off and formed a separate group â€Å"the peoples will† with intention of killing members of the ruling class. This group, with little over 400 members, was responsible for t he assassination of Alexander III in 1881; however this act of violence weakened, rather than strengthened the movement. The Populist’s were of little consequence for the government of Nicholas II during his reign, however by the late 19th century most other revolutionary groups were inspired by Populist theories and methods as well as their challenge to tsardom, which would have posed a problem for  Nicholas. The second group that opposed tsardom were the social revolutionaries (SR’s). The SR’s grew directly out of the Populist movement. It extended the idea of the ‘people’ beyond the peasantry, to incorporate a growing urban workforce. However, as with most revolutionary groups in Russia, The SR’s were torn apart by disagreements with themselves, and soon emerged a right and left wing element to the party. One side wanted to follow on with the violent methods of the people’s will, and the other saw revolution as their primary goal and used peaceful methods such as working with other parties in order to achieve their goals. Between the years 1901-1905 the SR’s were responsible for over 2000 assassinations, including the Tsar’s uncle, Grand Duke Sergei. This suggests that the SR’s were of some consequence for the government of Nicholas II as the assassination of Grand Duke Sergei as well as many other important people, without a ny retribution from the Tsar, would have portrayed him as weak and therefore the citizens of Russia may have lost respect for him. The final group to oppose Nicholas II’s government were the Social Democrats. The All-Russian Social Democratic Labour Party was formed in 1898. It was a Marxist party, which meant that it accepted the theories of German revolutionary Karl Marx. Marx believed history was an on-going class struggle and that two classes existed, the working class and the proletariat. Marx said that the workers were exploited by the proletariat in order to make them wealthy. They worked long hours for poor pay and would never be in a position to own anything. A deep divide soon occurred within the party however, this became known as the Bolshevik/Menshevik split. The Bolshevik’s and the Menshevik’s soon became two opposing Marxist parties. The Social Democrats, or the Bolshevik’s and Menshevik’s had little consequence for the Government of Nicholas II prior to the 1917 revolution and played a very little party in anything before 1905. In Conclusion the opposition to Nicholas II’s government prior to 1905 was of some consequence however it was not enough to instigate any major change. This lasted until 1917 when the Bolshevik’s eventually took power and turned autocratic rule into communist rule.

Handling Efl Learners’ Unexpected Behaviors in Class Essay

For the sake of providing the best services to their students, English teachers arrange their English language teaching and learning activities as perfect as possible. They spend most of the time to make preparation for their teaching. However, along with the process of such preparation, they sometimes do not consider the importance of also preparing the unplanned teaching. Consequently, when things go wrong, they often get difficulties on what they should decide to do. Therefore, this study is crucial to be conducted as its result would be able to give knowledge to English teachers on how to appropriately respond when such phenomenon comes into surface. The purposes of this study were 1) to observe the categories of EFL learners’ unexpected behaviors in the process of learning English in class and 2) to identify the efforts of English language teachers in handling such behaviors. This study utilized the qualitative design in which observation and interview were used as the main instruments in carrying out the research. To be the respondents of this present study, three English teachers from three different state junior high schools in Bogor were purposively chosen. The findings showed that there were four major categories of the EFL learners’ unexpected behaviors, namely learners’ psychological problems, uncooperative attitude, learners’ intelligence level and learners’ native language use. Some solutions in handling such behaviors were also recommended. One of which was to give different materials when dealing with learners with different level of capability. Keywords: unplanned teaching, EFL learners’ classroom behaviors Introduction For English language teachers, planning lessons has become a crucial action that needs to be carried out since it helps guide them during and after the lesson (Spratt, Pulverness & William, 2005). Further, it enables them to make the language teaching process more systematic and well-organized so that they would be on the right track of what they are going to teach and what kind of teaching methods they are about to employ in classroom activities. Therefore, as an effort to provide the best services to their students, English teachers frequently spend most of their times arranging their English language teaching and learning activities as perfect as possible before conducting the act of teaching in the classroom. In fact, only few teachers are aware of the importance of also making attempts to think of and list the solution handling the EFL learners’ ‘unexpected’ behaviors that may probably appear in the classroom when English language teaching is in action. As the result, they will face problems which could seriously block the flow of the teaching process. Thus, the unplanned teaching needs to be paid a particular attention within the consideration when teachers plan the lesson. Brown (2001) explains that the unplanned teaching can occur when the midstream of the lesson changes; going out of the plan that has been set earlier. Further, such phenomenon may happen at anytime. In conclusion, teachers are daily called upon to deal with the ‘unexpected’. 1 Methods This study was principally aimed at identifying the categories of the EFL learners’ unexpected behaviors that might exist during the English language teaching and learning process inside the classroom. Additionally, the investigation was also led upon the identification of the teachers’ effort in handling the behaviors. This present study employed qualitative research design using observation and interview as the instruments in collecting the data. Additionally, three English teachers from three different state junior high schools in Bogor were purposively chosen. The observation was conducted to capture and observe the behavior of the EFL learners when learning English at the classroom. Further, it also functioned to identify how the teachers reacted towards the existing behavior of the learners which were categorized ‘unexpected’. The interview was done to verify what has been witnessed during the observation. The Categories of the Unexpected Behaviors Having completed with the data analysis process, the categories of the EFL learners’ unexpected behavior could then be revealed. It could be seen from the table below. Table 1 EFL Learners’ Unexpected Behaviors No 1 Categories Learners’ Psychological Problem Sample of Phenomenon Learners had less confident and did not want to participate within the language class activities Learners did not pay attention and kept on talking with their friends when teachers were explaining the materials Learners were not well-motivated to learn Learners did not do the tasks ssigned Learners did not want to work in a group Some learners were slow and some were fast Learners asked question which was far ahead the topic being discussed at the mean time Learners kept on using their native language when the teachers wanted them to speak English 2 3 Uncooperative Attitude Learners’ Level Intelligence 4 The Learners’ Native Language Use Solutions in Handling the Behaviors After knowing the categories of the unexpected behaviors of the EFL learners when learning English, solutions on how to appropriately rea ct towards the phenomenon were discovered. Firstly, when dealing with the learners’ psychological problems, teachers, in the beginning of the class, were required to put a strong emphasis on the positive side of having high motivation in the process of learning language. This would build their learning enthusiasm. Second, in handling the learners who were uncooperative such as did not do their homework, teachers could explain the benefit of doing their homework to help them get progress in their language learning process. Third, to teach learners who were at different level of capability, teachers could give special attention to the slow learners while fast learners were given other materials to work with. This was in line with the theory proposed by Harmer (2007) in which he suggested the use of different materials when facing students with different levels. The last, to handle learners who kept using their native language, as found in the interview, teachers were strongly suggested to only respond to the English use. This was supported by Harmer (2007) in which he indicated to ignore what students said in their own language. 2 Conclusion Considering the unexpected things that perhaps may exist in the language learning and teaching process is really important for the language teachers to take into account in the process of planning the lesson. Therefore when things go wrong, they would at least have options on how to handle it, as they are well-prepared. After all, four major categories of the EFL learners’ unexpected behaviors were recognized. They were learners’ psychological problems, uncooperative attitude, learners’ intelligence level and the learners’ native language use. Some solutions in handling such behavior were also recommended. One of which was to give different materials when dealing with learners with different level of capability. These findings are expected to be able to give knowledge to English teachers on how to appropriately respond when such phenomenon comes into surface so that the act of English language teaching and learning will keep on successfully moving forward.

Romeo: Static Character

Throughout the play we see that Romeo’s impulsive decisions land him in onerous situations. His capricious behavior is demonstrated through his rash love when he immediately moves on, without remorse or second thoughts, from Rosaline to Juliet whom he falls in love with instantly after laying eyes on her. Prior to seeing Juliet, Romeo talks about his infatuation with Rosaline, and the torment he suffers when he finds she does not love him back. Upon searching for her at the Capulet’s party, sees Juliet, when he says, â€Å"Did my heart love till now?Forswear it, sight! For I ne’er saw true beauty till this night,† (i. V. 51). His immediate transition between lovers proves that his love for Juliet was impulsive and irrational. When Romeo hears of Juliet’s death, he says to himself, â€Å"Well Juliet, I will lie with thee tonight. Let’s see for means. † (V. i. 34). His first thought is that if Juliet is dead, he must dies too. Without co nsidering any other options or going to Friar Laurence for further details, he acts on a whim and kills himself, when in reality Juliet isn’t actually dead.These actions prove Romeo as a static character because throughout the course of the play, when his love for Juliet ignites, comes to an end, and in other situations, Romeo does not think his decisions through and acts on impulse. Romeo is in love with the idea of being in love. Instead of using his head, Romeo only defines love with his eyes and heart. When it comes to emotions, Romeo is ardent about being in love. Because he unconditionally loves many characters throughout the play, it causes major conflicts.This makes him static because during the play he always lets love, and other emotions, get in the way and never learns from his mistakes. When Tybalt wants a duel Romeo says, â€Å"To such a greeting. Villain am I none,† (III. i. 63) and backs down. After Tybalt starts to insult Romeo, Mercutio gets in between them and is then killed by Tybalt. â€Å"Now, Tybalt, take the ‘villain’ back again that late thou gav’st me; for Mercutio’s soul,† (III. i. 125) Romeo bellows before he stabs Tybalt.Because Romeo loves his friend, he lets his emotions take over and without thinking through his actions, carries them out no matter the consequences. To further prove that this is a static behavior, when Romeo goes to see the Friar and tells him about his love for Juliet the Friar says, â€Å"Women may fall, when there’s no strength in men. † (II. iii. 76) By this the Friar means that *women can be excused for being weak, since mean are not stronger. * This has happened to Romeo many times, and this makes him weak and irresponsible when it comes to love.

American Dream Essay Example | Topics and Well Written Essays - 1750 words

American Dream - Essay Example As such, it is one of the defining means by which an identity of what it means to be American has been able to be formed throughout the generations of the nation’s history. For instance, James Truslow Adams in his 1931 book entitled The Epic of America first described the American dream in the following way: â€Å"The American Dream is that dream of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement. It is a difficult dream for the European upper classes to interpret adequately, and too many of us ourselves have grown weary and mistrustful of it. It is not a dream of motor cars and high wages merely, but a dream of social order in which each man and each woman shall be able to attain to the fullest stature of which they are innately capable, and be recognized by others for what they are, regardless of the fortuitous circumstances of birth or position† (Adams, 2001). As a function of und erstanding this quote and the appreciation for what America portends to offer, the reader can and should consider some of the contributing factors that have made the American Dream possible within the past. ... But, in the past three decades the rich are getting richer, while it is becoming increasingly expensive for the poor and the middle class to afford basic necessities. The wealthiest one percent of individuals own more than a third of the total wealth in the United States, making it increasingly difficult for shareholders within the lower classes to break free from the constraints that bind them to their realities. As the article in question referenced, the American dream is under assault from a litany of different areas. For instance, the author references the fact that the United States, and by extension the American dream, was ultimately able to achieve a degree of success due to the fact that it engendered an economic and environmental system that represented cheap, oftentimes free, land, limitless supplies of labor, and the benefit of having a hegemonic level of control over the rest of the world. Whereas it can definitively be stated that the availability of cheap land has all b ut dried up, the availability of cheap labor has significantly altered over the past several decades; with almost all cheap labor now being found within the developing world. Beyond just this, the reader should note the fact that the hegemony of the United States is something that is fundamentally in question. Whereas it is true that the United States remains the world’s preeminent military power, the dominance of the United States dollar as the currency of exchange is something that has elicited a further degree of debate than ever before. Ultimately, runaway levels of debt, profligate spending, and the uncertainty of global economics creates a situation in which the United States dollar faces a litany

Exploring the politics of the Texas Railroad commissions regulation of Research Paper

Exploring the politics of the Texas Railroad commissions regulation of texas oil and gas from 1917-1941 - Research Paper Example In the 1920s, there was a sporadic pattern of cooperation between the state and federal governments. Tensions were high in the coordination of the state activities and those of the federal government over the control of resources. Mandates of the commission The commission is the central state agency with regulatory jurisdictions over the operations of the oil and natural gas industry. It also has jurisdictions over pipeline transporters in the nation. The commission controls the operations of the natural gas and hazardous liquids industry in the country. It controls natural gas utilities and the LP gas in the nation. All coal and uranium-mining operations in the U.S. are under the commission’s mandate1. The commission controls all the research and education aimed at encouraging the use of LP gas as an alternative energy form. Its operations are under the federal legislations such as the pipeline and safety act. According to the Texas archives, the commission is the first to be set in the country2. The commission’s regulatory roles are responsible for the prevention of waste of resources. It serves to protect property rights in environment. The commission operates and maintains plat and survey maps that provide information on oil and gas reservoirs in Texas. Protection of the correlative rights of interest owners’ rights is a vital role of the commission. The commission also ensures safety in the operations of gas and oil including that of hydrogen sulfide. It has a mandate to regulate hazardous pipelines. Material and natural gas pipelines should be clean and conform to standards. Oil supplied to the population should be safe and supplied at a reasonable price. Regulation of surface coal mining is under the commission’s jurisdiction. Oil boom in Texas in the 1930s Also referred to as the Gusher age, the east Texas oil boom was a historic time of economic prosperity, experienced in the state at the onset of the 20th century3. Beaumont , Texas, experienced an escalated production level of oil after drilling companies defied the commission’s conservation orders. High oil production promoted the local economy of the state and caused escalated wealth circulation. There was massive regional development in states around Texas, as well. Oil boom promoted serious industrialization and development in the U.S. The incident was unpredicted since oil gushed out when drillers almost declared failure to discover oil. This made Texas the greatest oil producing state in the nation. In October 9, oil discovery at Kilgoire strike was a success. The oil boom effect was extensive across sectors of the economy. A crash in the stock market was a serious impact of the spill, for instance. Mass unemployment was the ultimate effect of the stock crash. Independent oil firms exploited the boom to produce massive amount of oil. National oil prices changed significantly and affected the oil market in the country. The cost of oil per b arrel dropped extensively between 1930 and 1931. Independent oil firms’ high production level destabilized the world oil markets. East Texas oil reserves produced a large a massive amount of oil comparable to the total oil production in the country. The depression turned worse in 1931 and 1932 and the Hoover administration seemed incapable to solve the situation. Farmers experienced the effects of the depression and business declined all over the nation. Regulation too

Terrorist Strategies Essay Example | Topics and Well Written Essays - 250 words

Terrorist Strategies - Essay Example Terrorists are seen to use indirect means instead of attacking perceived enemies directly (Letschert, & Dijk, 2011). Post, Sprinzak & Denny (2002) assert that provocative strategy is the major strategy that influences the decision making of terrorists. According to Michael (2009), Al-Qaedas Internet Strategy uses internet to indulge into terrorism activities. An American named Adam Gadahn joined the terrorist group to assist the Al-Qaeda in creating an internet strategy used to provoke the American government. Another terrorist strategy in use is the media strategy. This type of strategy goes in hand with provocative strategy. Blanchard (November 16, 2004), further explains that posting of audio, visual and faxed statements have served a major provocative strategy. This strategy aims at physiological torture to the intended or targeted crowd. As stated by Ciovacco (2009), the use of technology and innovation gives the media strategy a milestone for it to prosper and linking it with provocative strategy is seen to successful. Relevance of this source is that it brings up the perfection of linking different strategies to achieve similar

Doctrine of Freedom of Seas Term Paper Example | Topics and Well Written Essays - 3000 words

Doctrine of Freedom of Seas - Term Paper Example In the First United Nations Conference at Geneva in 1958, and the second conference in Geneva, 1960, third conference in Caracas in 1973, later in Geneva and New York, the problem was discussed; but unanimity decision could not be arrived at for a long time. According to some, the earlier doctrine of Freedom of Seas, the Laissez Faire â€Å"has been designed specifically to favor the strong countries over the weak countries, the industrialized countries over the poor, and the developed over the developing,† Njenga in Payoyo (p.69), because there are inequalities in the traditional law of the sea. Hence it was necessary for the modern doctrine to adjust well with the Doctrine of Coastal State Sovereignty. Countries outside Europe feel that the present law is rather ‘Eurocentric’ â€Å"The idea that beyond the narrow confines of the territorial sea, the Coastal State would retain jurisdiction and control over adjacent resources, living and non-living, as well as all economic activities conducted therein, was realised through the sui generis regime of the Exclusive Economic Zone (EEZ),† (Ibid, p.72). Modern Freedom of the Seas governs unrestricted access to the high seas, beyond the national territory. Initially, it was established by Romans, was challenged by Papal Bull in the 16th century, trying hard to divide the oceans between the then naval powers of Portugal and Spain. In the 18th century, the rights over the territorial waters were extended up to 3 miles. During the war, the United States argued that neutral ships should be permitted into the territorial waters to carry goods, while military blockade, war planning all affected this law in those unsettled days. When naval power was at its zenith, this law was an important bone of contention. After the French revolution when Britain and France imposed the maritime blockade, the matter went to the extent of America declaring war on Britain!

Education and Technology Essay Example | Topics and Well Written Essays - 500 words

Education and Technology - Essay Example chnology based learning in schools, to support literacy about newer technologies in students, to assist distance education, and to improve the teaching process by using latest techniques supported by ICT (Information and Communication Technology). For primary school children, that is, key stage 1 and 2, it should be the decision of teachers where to make use of ICT tools to support their teaching process. According to Harriet Price (2008), ICT in early years helps children enhance their independence in their use of ICT tools like digital cameras, digital images and role-play toys; develop creativity in areas like art, dance, writing and music; and, improve their outdoor learning experience using appropriate ICT tools. Students can be made familiar with computer aided simulations and educational games. For teaching math, teachers can download softwares like christmath which deal with making young children familiar with patterns, sequences, addition, subtraction, ordinal numbers and me mory games. Teachers can use spreadsheets and interactive whiteboards (IWB) to help children learn numeracy while interacting with one another. Math board games such as dice games, bingo and calculator games, geometry games with interactive layout can be used to help children take hold of main arithmetic and geometry skills together with times tables, word problems, ratio, percentage and mental addition. CD-ROMs are another important resource which teachers can use to store their math lessons. For teaching science, teachers can use activities like Animal Magic that are easily available online. This particular activity asks children to sort out and name animals. It uses animations to attract the interest of kids. Teachers can use interactive science games about life processes, living things and physical processes. Students at key stages 1 and 2 can be encouraged to use digital cameras and video cameras at zoo trips and then write their experiences with the help of videos they make.

Exploring a Work of Art Essay Example | Topics and Well Written Essays - 2500 words

Exploring a Work of Art - Essay Example The subject, color, style, and theme successfully depict the main tenets common during the Romantic Age. A formalist analysis of the work may lead to a better understanding of the work and the message being conveyed by the artist. In addition, some research on what other people have to say about the work will help attain a complete analysis. Background of the Author Caspar David Friedrich was a German painter born to a poor family in 1774 in Greifswald, Germany. Despite poverty, the artist attended formal art study with artist Johann Gottfried Quistorp, who conducted art lessons mostly outdoors. This training and exposure to outdoor life helped Friedrich to master the local color and environment thus helped the artist master the art of landscape. According to Vaughan (65), Friedrich’s paintings, which generally reveal Romantic Age ideas, make him â€Å"one of the most important artists† during his time. â€Å"The Monk by the Sea,† an oil on canvass by Caspar Davi d Friedrich in 1809. Analysis of Form A formalist analysis of the color, space, line and texture could lead to discovering the artist’s overall craftsmanship. Color can be considered the most important element in the painting because it is through color that the artist achieves meaning. Notably, contrast is applied with the use of white against the dark green background and the black suit of the monk. This contrast reflects the theme of confusion but considering that the white takes a larger space than the dark colors, taken by the white color, the theme of good versus evil may be implied as darkness may be associated with evil (Guerin 34). Minimalism, a characteristic of Romantic art, is applied with the minimal use of colors. Through minimalism, the artist achieves focus and emotionality. Adding in several colors would have made the painting look less gloomy, hence distorting the message. Importantly, Friedrich used dark green instead of blue for the sea. This may be a litt le questionable considering the usual color of the sea. Nevertheless, the dark emerald green color implies the depth and mystery of the sea. It could also mean unusualness in the life of the monk. Depicting the sea with great darkness, Friedrich made it a point to limit this part to at least one-eighths of the canvass. This allows the other images, such as the sky, the land, and the monk to take form, while it allows the purpose of showing the location of the monk at the same time. Specifically, the center clouds where a rich combination of colors is applied, capture the motion of light breaking into the darkness and at the same time the darkness eating up the light. Such drama found in nature suggests some Romantic thoughts that could likewise draw out sentimentality from the audience. Space is also another important element. The whole image can be divided horizontally into three different parts, namely, the sky, the sea, and the land. The great expanse of the sky, which covers at least â€Å"five-sixths of the canvass† (Web Gallery of Art, n.d.), attracts attention considering the light it sheds on the whole image. Through devoting much space to the sky, the artist achieves artistic drama, which is very typical of the Romantic Movement. On the issue of emphasis, Friedrich attains emphasis with the proper use of space as he allows a larger part of the canvass to be plain. If he made the figure of the

ARGUMENT Essay on The Medical (health care) of America

ARGUMENT on The Medical (health care) of America - Essay Example One of the most urgent questions is whether all the Americans should be entitled to health care or not. The US is known to be one of few highly-developed nations which do not provide universal health care for its citizens. Together with Mexico, the US is the only member of the Organization for Economic Co-operation and Development that does not have this service (OECD, 2013). Thus, advocates of the reform insist that health care should be defined as a universal system, run by the government. In other words, this should be the government’s responsibility, but not one of the concerns of ordinary people. Nowadays, however, American  people must work really hard in order to take care of their own health. The burden of all the medical expenses lies on the shoulders of ordinary citizens. According to the US Census Bureau, government programs cover only 27.8% of the population (83  million),  including the elderly, disabled, children, veterans, and some of the poor (U.S. Census Bureau, 2013). In addition, national law provides public access to the services of emergency, without regard to paying capacity of a person. However, this does not seem to be right that all the other people have to take care about their health on their own. A couple of arguments may illustrate this. Despite the significant and really impressive advances in medical sciences, millions of Americans cannot afford themselves a number of modern services just because the price is too high. It seems to be a paradox that citizens of one of the riches countries in the world cannot afford qualitative health services. That is why medical health care, one of the unalienable human rights by the way, seems to be turned into a privilege. Advocates of the right for health care insist that no one in the richest nation on earth should go without it (Right to Health Care, 2014). The US seems to be wealthy