Mathematics in the Primary School

Mathematics in the Primary School Innumerate school children cost the taxpayer up to  £2.4bn a year. In 2007, Sir Peter Williams the then chair of the Advisory Committee on Mathematics Education (ACME), was commissioned to consider and make his recommendations in response to the teaching of mathematics in early years settings and primary schools, with a view to assessing and improving upon the current practices of mathematics teaching in early years settings (EYS) and primary schools (Adonis 2007). By examining the available evidence, drawing from the best practice nationally and internationally and by working closely with the teaching profession, the Williams final report was published in June 2008. By means of 10 recommendations the report identifies methods by which children in primary schools and early years settings can acquire a greater understanding of mathematics, and a greater appreciation of its importantance with relation to a successful progression through life during and after their school career is over. Through a high-quality curriculum and excellent teaching (Williams, 2008, p61), children should have confidence and feel comfortable with the concept of Mathematics within their day to day lives. In the following, I will explore the implications of the ten recommendations outlined in the Williams Report and will conclude with some reflection on the value of the report and the likely impact it will have on me as a trainee teacher. Recommendation 1 Considers the entry requirements necessary for Initial Teacher Training (ITT). GCSE Grade C mathematics continues to be the mandatory minimum requirement level. However the report argues that grade B in GCSE maths is desirable with the long-term ambition of the government initiative the Training and Development Agency for Schools(TDA), being for all Qualified Teacher Status (QTS) graduates to have reached Masters-level accreditation. However, this is currently deemed inadvisable given the possible risk of falling enrolment of trainee teachers A higher priority is given to teaching experience through teaching placements to increase the students pedagogical knowledge, Williams (2008, p7) states that, a combination of deep subject knowledge and pedagogical skill is required to promote effective learning, a view supported by the research body Mathematical Knowledge in Teaching (2007/2008). The evidence of good grounding in these two fundamental attributes shows; taken together they constitute a necessary condition to progress learning for all children up to the end of Key Stage 2, which prepares them well for Key Stage 3 ((Williams, 2008, p10). The only currently acceptable route to raising mathematical understanding is through properly funded and rewarded continuing professional development (ibid p 12) Q14, Q15, Q19, Q25a,b,c,d Recommendation 2 Local Authorities (LAs) are to continue to up-skill and increase the numbers of their Mathematic Consultants. A continued extensive budget is to be set aside by the Government for local LAs to implement this following the recommendations made by the Primary National Strategy (PNS) (via the National Numeracy Strategy (NNS)), and in partnership with the National Centre for Excellence in the Teaching of Mathematics (NCETM). This funding to be used to develop and track refresher Continued Professional Development (CPD) courses for all LA consultants, evidence being that since the introduction of the NNS, a transformation in the way mathematics is taught can be strongly correlated with the increase in the attainment levels of primary school children (ibid p 16). Q14, Q15, Q18, Q19, Q20, Q25a,b,c,d Recommendation 3 Every school should have at least one mathematics specialist present (or have access to one), whose initial objective is to raise standards and narrow attainment gaps. By utilising the highly-trained (circa) 400 LA Mathematic Consultants to their fullest, a phased proposal is given to have a Mathematical Specialist present in every school which will re-enforce the importance of mathematics within schools and enhance and allow flexibility for CPD provisions available to all teaching and support staff. Small and rural schools benefitting from pooled resources wherever possible. Many of these specialists could be sourced from Newly Qualified Teachers (NQTs) trained to a higher mathematical level through their ITT providers, and all specialists to be monitored by their respective head teacher. Q14, Q15, Q19, Q20, Q25a,b,c,d Recommendation 4 The Department for Children, Schools and Families (DCSF) is to commission a set of materials which will help early years practitioners understand the effect of childrens development as shown through their mathematical mark-making. The resulting report supports the introduction of childrens mathematical graphics (Worthington, M/ Carruthers, E, 2003), at the Early Years Foundation Stage (EYFS). The EYFS adheres to the principles of the central importance of creativity and critical thinking in early learning and development (Mark Making Matters, 2008, p2). By giving practitioners the tools to support and challenge a childs thought process through encouragement and understanding of the young childs mark-making, along-side open ended discussion (sustained shared thinking (Williams, 2008, p34)), the children will become confident and competent communicators, both orally and on paper, in all six areas of learning and development. (Mark Making Matters, 2008, p2) In relationship to mathematics, by encouraging a child to mark-make from a very early age, when children realise that marks can be used symbolically to carry meaning [] they begin to make marks as tools to make their thinking visible (ibid p3). Through drawing the child may develop their concepts in relationship to problem solving, reasoning and numeracy. The importance of the Early Years Practitioners taking the time to observe, listen and analyse childrens mark making in order to understand, praise and enrich the childs achievements (ibid p3), is affirmed. However, I must agree with the importance of a young childs mathematical understanding being developed through imaginative play and effective mathematical learning for children in this age group needs to be predominantly social in nature (Williams, 2008, p36). Q15, Q18, Q19, Q20 Recommendation 5 The forthcoming review of the EYSF in 2010 is to consider the inclusion of time and capacity which Williams feel were omitted when the statutory early learning goals set out in the Statutory Framework for EYFS: Learning and Development Requirements (DCSF 2006) were first developed. By using these two extra concepts along with those already required i.e., shape, space, measures along with the use of correct mathematical language, it would enable the child to apply their mathematical knowledge in practical and active ways (Williams, 2008, p36), whilst also enhancing the childs understanding of problem solving. The responsibilities of effective pedagogy for this remit falling to local authorities, leaders, managers and head-teachers. Q14, Q15, Q19, Q20, Q25a,b,c,d Recommendation 6 The DCSF is to continue to increase the amount of graduate practitioners going into Early Years Settings (EYS). The Childrens Workforce Development Council (CWDC) (2010), states High quality early years provision can have a significant impact on childrens development, performance at school and their future life chances (CWDC, 2010, Areas of Work- Early Years) and the early years workforce must be well qualified. (ibid) With reference to the Effective Provision of Pre-School Education (EPPE, 2004), the Millennium Cohort Study (MCS, 2005) and the evaluation of the Neighbourhood Nursery Initiative (NNI, 2000), it recognises the importance of having a good proportion of trained teachers on the staff. The recommendation being for one graduate early years professional per setting by 2010 and with provision for two graduates per setting in disadvantaged areas. A member of staff having Qualified Teacher Status (QTS) and a Graduate Early Years Practitioner who has a specialism in working with early years children could have the most benefit to most childrens development and learning. Standards could also be raised with additional funding given to implementing CPD within the Early Years Workforce where mathematics is given essential priority. It should however be noted that EYFS provisions are currently very erratic throughout the UK. Q14, Q15, Q18, Q19, Q20, Q25a,b,c,d Recommendation 7 Engaging the full understanding and commitment of participating children and their parents/carers before the onset of intervention, paying special attention to the integration of intervention in the class room and in a home-school partnership through official home-learning activities. Where research is undertaken, it is proven that the inclusion and understanding of parents/carers before the onset of intervention is paramount in guaranteeing programme success, and parents/carers could support their childs learning progress through official home-learning activities. Equally, children who understand exactly the nature of the programme show genuine delight in their progress and the importance of this factor should not be under estimated for a successful programme (Williams, 2008, p55). In terms of the integration of intervention, the DCSF National Strategy Standards (PNS) (1998) cites; Intervention is not just about additional out-of-class provision. It also includes reviewing what happens in class to make sure it is appropriately tailored to the needs of the children. Q14, Q15, Q18, Q19, Q20 Recommendation 8 The Wave 3 Intervention programme from The Every Child Counts (2008) initiative; a partnership between government, businesses and the charity Every Child a Chance (2007) aims to enhance achievement for approximately 5%-10% of children nationally who are failing to master the basics of numeracy (Adonis, 2007). Adonis (2007) states; there is no single cause of under-attainment and therefore no single answer'(ibid) It is best to summarise the implications, logistics and recommendations of wave 3 intervention in Year 2 as follows:- Intervention should be led by a qualified teacher on a 1: 1 teacher pupil ratio. The benefits of working in pairs or small groups should also be explored. The childs class teacher should be given responsibility to decide whether intervention is necessary. Investigation into of the efficacy of using video tapes for assessment and training should be undertaken. Diagnostic tools should be developed to aid teachers with assessment before intervention and monitor progress after leaving the programme, using for example, Assessing Pupils Progress (APP) and the Early Years Foundation Stage Profile (EYFSP). Intervention should ideally last for one term and be completed by the end of Key Stage 1. Where it is deemed that a child is in need of intervention for both literacy and mathematics, it is imperative that mathematics be given equal standing to literacy. A wide range of (potentially costly) multi-sensory resources should be made available, for example, Numicom and the interactive whiteboard, to enable the teacher and child to select the appropriate aid to their specific issue. CCD programmes should be developed for the teacher as intervention specialist and for LA intervention specialists. Currently there is only a small cohort of intervention specialists available. Combining the roles of intervention specialist and mathematics specialist should be considered through the pooling of resources wherever possible to limit cost implications. Teaching Assistants could be further trained to lead less intensive wave 2 and 3 interventions. A longitudinal study is to be carried out over the next 10-15 years to assess the success of the programme. Q14, Q15, Q18, Q19, Q20, Q25a,b,c,d Recommendation 9 and 10 Refer to the importance of continued building on the currently solid curriculum, with more prominence being given to use and application (Williams, 2008, p60) of Mathematics across all subjects and to give renewed focus to oral and mental mathematics. Q14, Q15, Q18, Q19, Q20, Q25a,b,c,d Conclusion In conclusion, the above discussion has demonstrated the key features of the Williams Report and has reflected on the implications of the report for EYP, strategies for intervention and the roles of the curriculum, training, accreditation, head-teachers and the family. I have demonstrated how the Williams Report has both drawn on existing regulations, recommendations, policies and practice but crucially, identified the weaknesses in existing legislation. For me the key strengths of the report lie in its emphasis on the role of teacher pedagogy and practice and the shared responsibility of the LAs with schools, in particular the head-teacher, and with the parent/carer. A key recommendation is being pro-active and understanding that every child matters. I feel the weaknesses of the report relate to its over-emphasis on high-levels of formal accreditation, which do not reflect an individuals natural gift to teach and which may jeopardise future recruitment. Of course, the question remains what the effect of recent government changes and the very real and imminent threat of public sector cuts will mean for the practical implementation of the Williams report recommendations.

A Comparison of The Crucible and Nazi Germany :: comparison compare contrast essays

The Crucible and Nazi Germany Arthur Miller's portrayal of Salem, Massachusetts can be juxtaposed with Adolf Hitler's Nazi Germany. While the motivations differ, societal similarities exist and both teach us that when a whole society of people have a fear so great that it can be used against them, the society will try to do anything and everything in their power to prevent this from happening. Even when the means of prevention involves innocent people dieing and the judiciary system becoming corrupt, the society will act upon this fear of wickedness and the devil. When one group or individual has so much power and influence to lead or sentence someone to death, then there is something to worry about. In The Crucible, Abigail has the quality of speaking and always being heard, "I saw Goody Sibber with the Devil!"(Miller 48) After she says this, Thomas Putnam immediately calls the marshal to hand out warrants to the accused. A functional society can't exist without a balance in power. Even in today's society, there is a balance in power to keep the country calm. If the president had all the power, then he would be able to pass whatever ludicrous laws he wanted and basically do anything to benefit himself. Abigail had enough power, not to pass laws, but to testify and decide who should receive a warrant for witchery. When a little, irresponsible, whore of a girl has enough power to do this, she will definitely take advantage of it, and she did. Reverend John Hale also believes that the chaos in Salem can be directed towards Abigail as he said in Act II, "The world goes mad, and it profit nothing you should lay the cause to the vengeance of a little girl."(79) Throughout time, history has proven that through conflict and poor living conditions, it can be quite simple and painless to put all the blame on someone. Adolf Hitler was able to blame people such as the Jews, homosexuals, gypsies, mentally ill, etc. This seemed like an easy answer. All the problems in the world were the result of these types of people. Once Hitler was able to persuade the majority of Germany that this racist thought was true and that they should be afraid and very concerned about being taken over by these people.

All about russia

Every society in the world with its embolic powers of coexistence with the nature’s upheavals and society’s turbulence is always on the move towards growth and development for assuring the maintenance for the generation next. This typical feature of the Society is its Character by which it is recognized. This Character is further determined by the interaction of traditional culture, its Land and its social and political tendencies, which since centuries are digging deeper roots in the consciousness of the citizens and their intellectual attitude towards life and society.In 989 when St. Vladimir accepted Christianity, Russia took its first step forward to take over the heritage of Constantinopole. Again in 1453, when New Rome of Constantinopole had fallen to Turks, Moscow emerged as a â€Å"Third Rome† and the Soviet Union after taking its own course became a new synthesis of the dialectic of history and its Duke became the â€Å"Tsar of All the Russians†. The history of Russia begins with the East Slavs, an ethnic group, which was eventually split into Russia, Ukrainian and Belarusians.This group emerged from the Vikings who were the barbarian tribes and illiterate pagans indulged in the activity of raping and pillaging, but they were technologically quite advanced and had stable organizational set up. These Vikings entered the Black sea through the Russian river systems known as â€Å"Varangians† (from their name in Slavic, now Varyag in Russian), but when they settled in the area, they came to be known as Rus. Primary Chronicle even says that, â€Å"These particular Varangians were known as Russes. † (Ross, Successors of Rome: Russia, 862-Present, Grand Princes of Kiev, Para.1). Kievan Rus was the first East Salvic state that was converted to Christianity in 988(Online, Russian Church Architecture) and they brought with it the Cyrillic alphabet, which got authenticity by the Soviet Union along with the other unrelated languages like the Turkish of Central Asia. Poland and the Baltic States brought Latin alphabet characteristic of Francia and the Jews of Poland wrote Yiddish in the Hebrew alphabet. And with the passing time, the small nations of the Caucasus like the Armenians and Georgians started using their own alphabets.(Ross, Successors of Rome: Russia, 862-Present, Introduction, Para. 2) After the 13th century, Moscow became the vast cultural centre and by 18th century, the Grand Duchy of Moscow formed the huge Russian Empire, stretching from Poland towards the Pacific Ocean. By 19th century, development in the Western Countries created an incredible influence on the Russia, which led Russian regime to make the way for reforms for the overall growth and development. As a result, Russian serfdom was abolished in 1861 but it proved to be fruitless for the peasants that led to the building of revolutionary pressures.With the abolishment of Serfdom and the beginning of World War I in 1914, Russ ia saw numerous changes in the economy and politics. The most prominent reform was the reform of Stolypin agrarian reforms, which transferred the archaic obshchina form of Russian agriculture towards more progressive and capitalist oriented form of agriculture, giving private ownership rights to the farmers, second was the First constitution of 1906 which was also known as fundamental laws and was enacted on April 23rd, thirdly there was the establishment of State Duma.A State duma constituted one of the several representative assemblies of modern Russia. These reforms brought about numerous changes in economy and even in the politics of Russia, but still the autocratic rule of the Tsars did not vanish completely and the result was the Russian Revolution in 1917. There were two revolutions in Russia: First Revolution was the overthrowing of the Tsar and formation of the Provisional Government and the other was the October revolution in which Bolsheviks overthrew the Provisional Gove rnment.The life in Russia during Revolution saw the immense change and uncertainty. On one hand cities and industries were mushrooming whereas on the other hand there was great level of uncertainties. Rural population began to migrate more and more towards the Industrially centered areas, middle class of white-collar employees, businessmen, and professionals like doctors, lawyers, teachers, journalists, engineers, etc. were on the rise. Nobles too were undergoing through different stages, finding ways to adjust themselves in this changing economy.Two types of classes emerged- proletarians and capitalists, who were divided along the lines of status, gender, age, ethnicity, and belief. There was emergence of different groups- migrating peasants, worker intellectuals, gentry professionals etc. which changed the whole texture of the life of people inculcating themselves into the world of materialism. This rapid industrialization led to the over crowding of the urban areas and poor condi tions for urban industrial workers.A new proletariat was formed between 1890 and 1910 due to the increase in the population of the St Petersburg and Moscow from 1,033,600 to 1,905,600. Thus there was unrest everywhere which was the ground enough for the Russian revolution to fuel. The Russian revolution brought the coalition of liberals and moderate socialists to power on the one hand and then Communist Bolsheviks on the other. Between 1922 and 1991, there was the beginning of the new era in the history of Russia when Soviet Union came into existence, a union that held the roots of ideological thoughts and perceptions.The beginning of the post-Stalinist in 1919’s saw the growth of media and intervention of TV and radio programs in its vicinity, which led to the real awakening among the Russians in all the social, political and economic spheres. Stalinism with this Marxism and Leninism approach replaced the New Economic Policy (NEP) in the year 1920 with Five Year Plans of 192 8 and collective farming, which by the end of 1930 led the Soviet Union to be emerged as the major Industrial power in the world, but this had adverse effect on the peasants due to the collective policy and the repressive measures of the Government.The repressions and political, social and economical upheavels led to the â€Å"era of stagnation† in the 1980s. But by the late 1980s, the weaknesses in the economic and political structures led the Communist leaders to embark upon the major reforms, resulting in the collapse of the Soviet Union and the emergence of the Russian Federation. By the mid of 1990 when Yeltsin came to power he adopted most unpopular Yegor Gaidar’s shock therapy for putting an end to the price controls, cutting in state spending, and starting of the open foreign trade regime in early 1992.These reforms were the blow to the living standards of most of its citizens, especially for the groups who were enjoying the benefits of Soviet-era state-control led wages and prices, state subsidies, and welfare entitlement programs and consequently Russia suffered an economic downturn much more severe than the United States or Germany had undergone six decades earlier during the Great Depression. On the other hand these economic reforms opened the doors of the World Bank and the International Monetary Fund, for the largest and fastest privatization in the world.The big enterprises were acquired by the old managers, leading to criminal mafias and Western investors, and at the bottom level there was inflation, unemployment, prostitution, and crime. Tax revenues had collapsed and Russia's economy was further plunged into the Financial crises in 1998. Russian Economy again recovered in 1999, due to the increase in the world price of oil and gas. (Wikipedia Encyclopedia, Russian Federation, para. 5) By 2000, Yeltsin gave his resignation, and gave the reigns of the government to the Prime Minister, Vladimir Putin.The whole of the character of th e Russian Industry was dependent on the combined efforts from the various spheres of economy. Russia did not rely on the European powers but leaped towards the development on its own efforts, the separate branches made tremendous progress, which rose with extraordinary speed especially between the first revolution and the war and made the Russian historians say, â€Å"We must abandon the legend of backwardness and slow growth. † When the war was at its peak the tzarist Russia had prospered to considerable degree; as for every one hundred square kilometres of land, Russia had, at the time of war, 0.4 kilometers of railroads, Germany 11. 7, Austria-Hungary 7. (Trotsky, Peculiarities of Russia’s Development, Para. 17). The Financial Institutions had also developed in Russia to implement the growth of Industrial Revolution but the heavy industries such as metal, coal and oil were all under the control of foreign finance capital, which had created auxiliary and intermediate system of banks in Russia, and it was true for light industries also. The other nations were holding 40 per cent of the stock capital of Russia, but in the leading branches of industry this percentage was much higher.The Russian industry even influenced the social character of the Russian bourgeoisie and its political physiognomy and the concentration of the industries meant that there was no hierarchy of transitional layers between the capitalist leaders and the popular masses, but the ownership of the foreign hands led to un-stability. All these factors along with the concentrated oppressions of tzarism led the Russian workers towards the revolutionary thoughts. Russia at the onslaught of the twentieth century had a population of about 150 million, out of whom more than 3 million were in Petrograd and Moscow, from which emerged social differences.From the artisans and independent peasants of the army of Cromwell and through the sansculottes of Paris – to the industrial pro letarians of St. Petersburg, the revolution deeply changed its social mechanism methods, and its aims. (Trotsky, Peculiarities of Russia’s Development, Para. 24). Thus this Russian Revolution made the tzarism to fall and the bourgeoisie became economically more powerful. In the beginning, the Russian revolution was called as the democratic revolution but caused the problem of political democracy.Once Vladimir Lenin says, â€Å"If you have no opportunity to implement the proclaimed slogans, revoke them! And in fact the Bolsheviks lacked the skill to do that† (Birshtein, Russian Character In The Aspect Of Reflexive Comprehension, Para. 27) Russia’s character now lies in its perusal of regional policies for nationalistic, strategic and for the development of economic resources, but there never emerged the need for reducing regional and income disparities in the standard of living of the people.Even Lenin said once, â€Å"Russian Empire was a â€Å"prison-house of nations† but so was the Soviet Union and so is the Russian Federation of today†. (Watkins, Economy of Russia, para. 1) Russia by now is not just a geographical space but its citizens by inheriting their ancient traditions have cultivated new behavioral and spiritual moulds. The number of Billionaires has grown up-to 53, which makes Russia in the third place of Forbis list with billionaires of the world. Russia is also the second biggest Oil manufacturer after Saudi Arabia. The estimated growth rate of Russia is 6.6% in 2006 and now above 6%. Its foreign debt is totaled 8% of the GNP but it is also true that majority of the Russian population is crushing under the poverty line, there is hindrance in the expression of civil liberties, centralization of power and decline of all societal values. (Stanfel, Social Unrest In The Land Of Billionaires, Para. 6) On one hand there is an upsurge of Billionaires whereas on the other hand for common citizens, life in Russia is a stru ggle. Even though there is a considerable reduction of the inflation rate it is still on the higher rate, which goes up-to nine percent a year.The average salary of the citizen amounts to half the average salary in Croatia. Russian peasants are below the poverty line whereas Billionaires are using expensive yachts to cross the rivers because of the slow traffic on the roads. (Stanfel, Social Unrest In The Land Of Billionaires, Para. 8. ) Looking at the social life in the 20th century, and with the advent of the new technology in Media and cultural affairs it was analyzed by the Intellectuals that the role of Media could exert a negative impact on the social ideologies and evolution of human beings in capitalist and socialist countries.The advocates of the socialist ideologies consider that the penetration of western social ideas and artistic values into the minds of Soviet people can lead the Soviet youth towards the violence and pornography of bourgeois pop-art which has started sp reading like wild fire and is taking the rich culture of Russia in its vicinity. As expressed by Ashin: â€Å"one who approaches the analysis of `mass culture' predominantly from the assumption about its content and social functions is compelled to deny it in the conditions of socialism†.(Yerofeyev, Youth and The System of Cultural Reproduction: Rethinking the Critique of Mass Culture in the Soviet Union†, Para. 6) Thus, in the past ten years, the life of Russia has considerably changed in all the economic, political and cultural spheres. The contemporary younger generation Russians are growing up in a pluralistic, westernized society and does not recognize themselves with the totalitarian government and are following the free market rules in all their business activities.The biggest group of Russians participated in the democratization and glasnost movement. The oldest group are finding themselves outplace and with communism enshrined in their blood, they are more cons ervatives and are finding very difficult to adjust to the fast pace Russia. The changes in the business arena also are going on at a rapid pace but there is no clear-cut rule. Younger generation is not allowing the rule of central planning and bureaucratic structure to enter in economic field and on the other hand the older generations are against capitalist way of thinking.Though it is a Patriarchy society, women are making their mark felt in the economic development in the large numbers though they have to involve themselves in the domestic chores. They can work, own property and sign contracts. The soul of Russia is hospitality of its people. Their openness and friendliness with which they welcome the strangers cannot be forgotten in the generations ahead. (Olga Ivanova-Nuss and Katrin Franz, People and Life in Contemporary Russia, Para. 8-10).Thus the character of Russia as said by classical philosophical thinker Nikolai Berdyaev (1874-1948), who was persecuted in Soviet Russia and was emigrated in 1922 to Berlin and then to Paris said that the spiritual structure of the Russian people is their attribute towards the Westernization, basically Russia is the Christian East. â€Å"This contradiction-filled nature of the Russian soul was determined by the complexity of the Russian historical destiny, collision and antagonism of the Eastern and Western elements in it†¦.Among the Russian â€Å"the nature† is a spontaneous force stronger than among the Western people†. (Birshtein, Russian Character In the Aspect of Reflexive comprehension, Para. 20) WORKS CITED 1. Birshtein I. B â€Å"Russian Character In The Aspect Of Reflexive Comprehension† Internet (2003) Available: http://72. 14. 235. 104/search? q=cache:P-QWqYb3dXMJ:www. reflexion. ru/Library/EBirshtein2003. doc+development+of+Russian+character+through+ages&hl=en&ct=clnk&cd=9&gl=in&ie=UTF-8, April 26, 2007 2. Ivanova-Nuss Olga & Franz katrin, â€Å"People and Life in Contemporary R ussia,† Internet Available:http://216. 239. 59. 104/search? q=cache:lTkoqb_4BF8J:www. culturalawareness. com/Newsletter-2002-04. pdf+Social+life+of+Russia&hl=en&ct=clnk&cd=4&gl=in, April 26, 2007 3. Kaboub Fadhel â€Å"A Rising Tide Cannot Lift All Boats† Internet (February 2001) Available: http://f. students. umkc. edu/fkfc8/RisingTide. html, April 26, 2007 4. Reuters, Javno. com â€Å"Russia-Berezovsky: Tycoon Stands by Threat to Topple Putin† Internet Available: http://www. javno. com/en/world/clanak. php? id=35911, April 26, 2007 5. Ross L. Kelley, â€Å"Successors of Rome: Russia, 862-Present† Internet (1999) Available:http://www. friesian. com/russia. htm, April 26, 2007 6. Stanfel Nikolina, â€Å"A New Revolution? † Internet (March 11, 2007) Available: http://www. javno. com/en/world/clanak. php? id=25573, April 26, 2007 7. Trotsky Leon, â€Å"Peculiarities of Russia’s Development† Volume One: The Overthrow of Tzarism, The Histo ry of the Russian Revolution ONLINE VERSION: Translated by Max Eastman, 1932, Transcribed for the W. W. W by John Gowland (Australia), Alphanos Pangas (Greece) and David Walters (United States) 1997 through 2000 Internet (Updated:15. 4. 2007) Available: http://www. marxists.org/archive/trotsky/1930/hrr/ch01. htm, April 26, 2007 8. Watkins Thayer, â€Å"The Economic History and Economy of Russia† Internet. Available: http://www. sjsu. edu/faculty/watkins/russia. htm, April 26, 2007 9. Wikipedia Encyclopedia, â€Å"History of Russia† Internet (Last Updated: 24 April 2007) Available: http://en. wikipedia. org/wiki/History_of_Russia, April 26, 2007 10. Yerofeyev Sergey, â€Å"Youth and The System of Cultural Reproduction: Rethinking the Critique of Mass Culture in the Soviet Union† Internet Available: http://lucy. ukc. ac. uk/csacpub/russian/yerofeyev. html

Change Must Occur for Progress to Proceed in the Post-Civil essays

Change Must Occur for Progress to Proceed in the Post-Civil essays Change Must Occur for Progress to Proceed in the Post-Civil War America Many people may define progress as moving forward, advancing, or the growth of a concept for the good of the people that it affects. The vision of progress held by Terence V. Powderly was clearly expressed in the document Terence V. Powderly, The Knights of Labor, 1889. Booker T. Washington also expressed his vision of progress in an address given in Atlanta in 1895. These men had a vision which was to unite the peoples of America to work toward bettering the nations economy and the working and living conditions of its citizens. In order for this progress to occur in post-Civil War America the people had to see how the current conditions of the country, poverty, segregation and racism, and poor working atmosphere were hindering the potential progress of the free workforce. Once these problems were identified, a change had to be accepted by all. Terence V. Powderly was the Grand Master Workman for the Knights of Labor in 1889. In a constitution adopted by the Industrial Brotherhood, he addressed his vision of what needed to be done for workers to ensure a better life for the citizens and advancement of the country. Powderly fought for fair, safe conditions in the workplace (miners, manufacturers, or builders), the enactment of an eight hour work day, and for workers to receive a proper share of the money that they earn. Also he fought for the prohibition of child labor defined as any worker under the age of fourteen. Powderly believed, It was necessary to teach the laborer that it was not essential for him to grovel in the dust at the feet of a master in order to win his title deed to everlasting bliss in the hereafter, 1 Most significantly Powderly wanted to teach the masses not be controlled by the forces in charge without just compensation and conditions for their work. Sharecropping was a common means of living on the South ...

Joan Benoit - Marathon Runner

Joan Benoit - Marathon Runner Joan Benoit Facts: Known for: winning Boston Marathon (twice), womens marathon at 1984 OlympicsDates: May 16, 1957 -Sport: track and field, marathonCountry Represented: USAAlso known as: Joan Benoit Samuelson Olympic Gold Medal: 1984 Los Angeles Olympics, womens marathon. Notable especially because: it was the first time the modern Olympics games included a marathon for womenBenoit had knee surgery 17 days before the eventshe beat the reigning womens world champion, Grete Waitzher time was the third best ever for a woman Boston Marathon Wins: First place 1979: time 2:35:15Won 1983 Boston Marathon: time 2:22:42 Joan Benoit Biography: Joan Benoit started running when, at fifteen, she broke a leg skiing, and used running as her rehabilitation. In high school she was a successful competitive runner. She continued with track and field in college, Title IX giving her more opportunities for college sports than she might otherwise have had. Boston Marathons Still in college, Joan Benoit entered the Boston Marathon in 1979. She got caught in traffic on the way to the race, and ran two miles to get to the starting point before the race began. Despite that extra running, and starting at the back of the pack, she pulled ahead and won the marathon, with a time of 2:35:15. She returned to Maine to finish her last year of college, and attempted to avoid the publicity and interviews that she disliked so much. Beginning in 1981, she coached at Boston University. In December of 1981, Benoit had surgery on both Achilles tendons, to try to cure recurring heel pain. The following September, she won a New England marathon with a time of 2:26:11, a record for women, beating a previous record by 2 minutes. In April of 1983, she entered the Boston Marathon again. Grete Waitz had set a new world record for women the day before at 2:25:29. Allison Roe of New Zealand was expected to win; she had come in first among the women in the 1981 Boston Marathon. The day provided excellent weather for running. Roe dropped out because of leg cramps, and Joan Benoit beat Waitz record by more than 2 minutes, at 2:22:42. This was good enough to qualify her for the Olympics. Still shy, she was gradually getting used to the inevitability of publicity. A challenge was raised to Benoits marathon record: it was claimed that she had an unfair advantage from pacing, because mens marathon runner Kevin Ryan ran with her for 20 miles. The records committee decided to let her record stand. Olympic Marathon Benoit began training for the Olympics trials, which would be held on May 12, 1984. But in March, her knee gave her problems which an attempt at rest did not solve. She tried an anti-inflammation drug, but that also did not resolve the knee problems. Finally, on April 25, she had arthroscopic surgery on her right knee. Four days after surgery, she began running, and on May 3, ran for 17 miles. She had more problems with her right knee and, from compensating for that knee, her left hamstring, but she ran in the Olympic trials anyway. By mile 17, Benoit was in the lead, and though her legs continued to be tight and painful for the last miles, she came in first at 2:31:04, and so despite being just weeks out of surgery qualified for the Olympics. She trained over the summer, usually in the heat of the day anticipating a hot run in Los Angeles. Grete Waitz was the expected winner, and Benoit aimed to beat her. The first womens marathon at a modern Olympics was held August 5, 1984. Benoit sped up early, and no one else could overtake her. She finished at 2:24:52, the third best time for a womens marathon and the best in any all-women marathon. Waitz won the silver medal, and Rosa Mota of Portugal won the bronze. After the Olympics In September she married Scott Samuelson, her college sweetheart. She continued to try to avoid publicity. She ran the Americas Marathon in Chicago in 1985, with a time of 2:21:21. In 1987, she ran the Boston Marathon again this time she was three months pregnant with her first child. Mota took first. Benoit didnt participate in the 1988 Olympics, focusing instead on parenting her new infant. She did run the 1989 Boston Marathon, coming in 9th among the women. In 1991, she again ran the Boston Marathon, coming in 4th among the women. In 1991, Benoit was diagnosed with asthma, and back problems kept her from the 1992 Olympics. She was by then the mother of a second child In 1994, Benoit won the Chicago Marathon in 2:37:09, qualifying for the Olympic trials. She placed 13th in the trials for the 1996 Olympics, with a time of 2:36:54. In the trials for the 2000 Olympics, Benoit placed ninth, at 2:39:59. Joan Benoit has raised money for the Special Olympics, Bsotons Big Sisters program and for multiple sclerosis. She has also been one of the runners voices on the Nike running system. More Awards: Ms. Magazine Woman of the Year 1984Amateur Sportswoman of the Year 1984 (shared award), from the Womens Sports FederationSullivan Award, 1986, from the Amateur Athletic Union, for best amateur athlete Education: public high school, MaineBowdoin College, Maine: graduated 1979graduate school: North Carolina State University Background, Family: Mother: Nancy BenoitFather: Andre Benoit Marriage, Children: husband: Scott Samuelson (married September 29, 1984)children: Abigail and Anders

Energy and Environment in New Jersey Research Paper

Energy and Environment in New Jersey - Research Paper Example The population of this state is 8,864,590 as per the 2012 census and population density of 459 per square. The population rate has been increasing gradually. This necessitates for the advancement of more energy to cater for the vast demand for the numerous industries and also for the home user. The rapid increase in population also will lead to the construction of more housing facilities for its population. This will have to be done in accordance with care for the environment (The Telegraph). Climatic conditions in New Jersey greatly affect its environment. The Atlantic Ocean and Delaware River surround the region. This causes moderate climate experiencing cold winters from November to March and warm humid summers from April to July. The average mean temperature around Atlantic City is 24Â °C that ranges from -1Â °C in January to around 24Â °C in July. Precipitation is very plentiful averaging 117cm annually; snowfall accumulates to about 41cm. The annual mean humidity is usually 81% at around 7 am in the morning, and it reaches a peak of 87% around September. Hurricanes and violent strong storms are common over the years. Floods are also a common phenomenon mostly along Passaic river basin. Serious droughts do occur on average mostly once in between 15 years (The Telegraph). Department of Environmental Protection of the State of New Jersey has organizations such as Sustainability and Green Energy. Sustainability and Green Energy (SAGE) help in promoting and supporting programs that aid in minimizing emissions and at the same time preserving and expanding natural carbon sinks which include soils, forests, and wetlands to ensure that it complies with the New Jersey "Global Warming Response Act". It also helps in promoting and supporting initiatives that are designed to help New Jersey adapt to the climate-related impacts which are unavoidable (Tangley). The high energy demand in New Jersey has forced more power and heat generation.

Ethics in Nursing Essay Example | Topics and Well Written Essays - 4000 words

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