Russian revolution Papers Assignement Essay Example | Topics and Well Written Essays - 1250 words

Russian revolution Papers Assignement - Essay Example Kaiser entitled, â€Å"The workers revolution in Russia, 1917†, the article â€Å"The rise and Fall of the soviet Union† by Laurie Stoff and the academic website, â€Å"Seventeen moments in Soviet History, primary and secondary sources covering 1917 through 1936†, the paper gives also greater insights into the advantages and disadvantages that came with the revolution. In the year 1917, the workers in Russia who were angry, hungry and tired of war carried out a revolution against the government of the then Tsar, Nicholas II 1. The revolution was fuelled by the antagonism of the lower class workers against the high class members of their society. Metalworkers involved in the revolution had radical perceptions in the struggle and called for the creation of a soviet power while the unskilled laborers in the country were fighting for better pays2. The revolution brought forth the birth of the communist state in the year 1922 that eventually collapsed in the early 199 0’s3. Before the formation of the communist state there were various other previous attempts to harmonize all the ethnic communities living within the country. The seizing of power after the revolution was done by the Bolsheviks. They empowered the poor and ethnic minorities with the power to rule the country along with the guaranteeing of greater women rights within their society4. The Bolsheviks also gave the people the opportunity to access universal education and self-improvement alternatives5. The ruling Bolsheviks have also been deemed responsible for the bloodiest crimes against the state that the world has witnessed6. Their crimes were committed through the imprisonments of their political rivals, nonconformist thinkers, the killing of many revolting people and the exiling of whole communities. In spite of all the bloody crimes that the Bolsheviks are responsible for instigating, their economic systems have been accredited with making the country the economic giant it currently is7. However, this was done at the expense of the citizens of the country who were greatly impoverished. The Bolsheviks had seized power from the Mensheviks who had gotten to power through their revolution in the month of February 1917 and created an interim government8. The seizing of power by the Bolsheviks took place in the month of October and was referred to as the Bolsheviks Revolution. The entry of the Bolsheviks into power saw the suppression of all politics along with beliefs that were not communist9. This is because the Bolsheviks claimed that they represented the voice of the workers in the country. In the years between 1917 to 1923, the country was involved in world war I and the Russian civilian war which pitted the Bolsheviks against the opposing white army along with foreign armies from France, the US and the UK (United Kingdom). The Bolsheviks won the civil war and rapidly established itself while spreading its policies throughout the rest of the country10 . The Bolsheviks fought under the leadership of Vladimir Lenin who passed away in the year 1924 only to be succeeded by Joseph Stalin who carried the leadership of the country to the 1950’s11. Previous reports indicate that the country had suffered from famine and a collapse of the economy during the Tsar’s regime in the World War I period12. The communist republic of Russia fought against the Polish Republic whose leader wanted

Summarry scent of apples Essay Example for Free

Summarry scent of apples Essay Job Method With Job production, the complete task is handled by a single worker or group of workers. Jobs can be small-scale/low technology as well as complex/high technology. Low technology jobs: here the organization of production is extremely simply, with the required skills and equipment easily obtainable. This method enables customers specific requirements to be included, often as the job progresses. Examples include: hairdressers; tailoring High technology jobs: high technology jobs involve much greater complexity and therefore present greater management challenge. The important ingredient in high-technology job production isproject management, or project control. The essential features of good project control for a job are: Clear definitions of objectives- how should the job progress (milestones, dates, stages) Decision-making process how are decisions taking about the needs of each process in the job, labour and other resources Examples of high technology / complex jobs: film production; large construction projects (e.g. the Millennium Dome) Batch Method As businesses grow and production volumes increase, it is not unusual to see the production process organised so that Batch methods can be used. Batch methods require that the work for any task is divided into parts or operations. Each operation is completed through the whole batch before the next operation is performed. By using the batch method, it is possible to achieve specialisation of labour. Capital expenditure can also be kept lower although careful planning is required to ensure that production equipment is not idle. The main aims of the batch method are, therefore, to: Concentrate skills (specialisation) Achieve high equipment utilisation This technique is probably the most commonly used method for organising manufacture. A good example is the production of electronic instruments. Batch methods are not without their problems. There is a high probability of poor work flow, particularly if the batches are not of the optimal size or if there is a significant difference in productivity by each operation in the process. Batch methods often result in the build up of significant work in progress or stocks (i.e. completed batches waiting for their turn to be  worked on in the next operation). Flow Methods Flow methods are similar to batch methods except that the problem of rest/idle production/batch queuing is eliminated. Flow has been defined as a method of production organisation where the task is worked on continuously or where the processing of material is continuous and progressive, The aims of flow methods are: -Improved work material flow -Reduced need for labour skills Added value / completed work faster Flow methods mean that as work on a task at a particular stage is complete, it must be passed directly to the next stage for processing without waiting for the remaining tasks in the batch. When it arrives at the next stage, work must start immediately on the next process. In order for the flow to be smooth, the times that each task requires on each stage must be of equal length and there should be no movement off the flow production line. In theory, therefore, any fault or error at a particular stage In order that flow methods can work well, several requirements must be met: (1) There must be substantially constant demand If demand is unpredictable or irregular, then the flow production line can lead to a substantial build up of stocks and possibility storage difficulties. Many businesses using flow methods get round this problem by building for stock i.e. keeping the flow line working during quiet periods of demand so that output can be produced efficiently. (2) The product and/or production tasks must be standardised Flow methods are inflexible they cannot deal effectively with variations in the product (although some variety can be accomplished through applying different finishes, decorations etc at the end of the production line). (3) Materials used in production must be to specification and delivered on time Since the flow production line is working continuously, it is not a good idea to use materials that vary in style, form or quality. Similarly, if the required materials are not available, then the whole production line will come to a close with potentially serious cost consequences. (4) Each operation in  the production flow must be carefully defined and recorded in detail (5) The output from each stage of the flow must conform to quality standards Since the output from each stage moves forward continuously, there is no room for sub-standard output to be re-worked (compare this with job or batch production where it is possible to compensate for a lack of quality by doing some extra work on the job or the batch before it is completed). The achievement of a successful production flow line requires considerable planning, particularly in ensuring that the correct production materials are delivered on time and that operations in the flow are of equal duration.

The Romance of Travel Essay -- Manfred Byron Essays Papers Traveling

The Romance of Travel Romance, as it confirms human agency with regards to understanding the world and organizing one's existence, is an enabling genre. Northrop Frye identifies "romance" in its questing, adventurous, persistently nostalgic, and "perennially child-like quality" as the "nearest of all literary forms to the wish-fulfillment dream" (186). Arguably, many of the texts that we have examined over the course of the term can be understood as (more or less) participating in the affirmative conventions of romance in the ways that they show men and woman turning travel into a journey. Take for instance Gilpin's essay "On Picturesque Beauty:" what a light hearted quest ("the searching after effects") it is that he assigns to the picturesque traveler. He would not bring this intention of travel into conflict with the other more "useful ends of travel," but he also offers it as a goal for those who "travel without any end at all." Gilpin even describes the amusements of picturesque travel as a sort of adventure: This great object [beauty of every kind] we pursue through the scenery of nature. We seek it among all the ingredients of landscape -- trees -- rocks -- broken-grounds -- woods -- rivers -- lakes -- plains -- vallies -- mountains -- and distances. The gaze of the traveler ranges "with supreme delight among the sweet vales of Switzerland," as well as through the "limits of art;" it "seeks" after nature's "various effects;" the "scene of grandeur bursts on the eye." Indeed, Gilpin's picturesque traveler is very active. Moreover, when the traveler finds him or herself among less visually appealing natural environments, then it is that the wish-fulfilling imagination can be "let [. . .] loose" to "plant h... ...eader, as he reads personal travel accounts that are informed by those same conventions, enjoys a rapport with the authors, texts, and characters within those texts that make him/her feel (at least they made me feel) as though they (and I) were going somewhere. Works Cited Auden, W. H. and Elizabeth Mayer. "Intoduction." Italian Journey by Johann Wolfgang von Goethe. London: Penguin, 1970. Byron, George Gordon, Lord. "Byron's Swiss Tour" (1816). http://www.ualberta.ca/~dmiall/Travel/Byron_Oberland.htm Frye, Northrop. The Anatomy of Criticism. Princeton, NJ: Princeton UP, 1973. Gilpin, William. "On Picturesque Beauty." http://www.ualberta.ca/~dmiall/Travel/gilpine2.htm Goethe, Johann Wolfgang von. Italian Journey. London: Penguin, 1970. Wordsworth, William. "Tintern Abbey." http://www.arts.ualberta.ca/~dmiall/Tintern/Tintern_c.htm The Romance of Travel Essay -- Manfred Byron Essays Papers Traveling The Romance of Travel Romance, as it confirms human agency with regards to understanding the world and organizing one's existence, is an enabling genre. Northrop Frye identifies "romance" in its questing, adventurous, persistently nostalgic, and "perennially child-like quality" as the "nearest of all literary forms to the wish-fulfillment dream" (186). Arguably, many of the texts that we have examined over the course of the term can be understood as (more or less) participating in the affirmative conventions of romance in the ways that they show men and woman turning travel into a journey. Take for instance Gilpin's essay "On Picturesque Beauty:" what a light hearted quest ("the searching after effects") it is that he assigns to the picturesque traveler. He would not bring this intention of travel into conflict with the other more "useful ends of travel," but he also offers it as a goal for those who "travel without any end at all." Gilpin even describes the amusements of picturesque travel as a sort of adventure: This great object [beauty of every kind] we pursue through the scenery of nature. We seek it among all the ingredients of landscape -- trees -- rocks -- broken-grounds -- woods -- rivers -- lakes -- plains -- vallies -- mountains -- and distances. The gaze of the traveler ranges "with supreme delight among the sweet vales of Switzerland," as well as through the "limits of art;" it "seeks" after nature's "various effects;" the "scene of grandeur bursts on the eye." Indeed, Gilpin's picturesque traveler is very active. Moreover, when the traveler finds him or herself among less visually appealing natural environments, then it is that the wish-fulfilling imagination can be "let [. . .] loose" to "plant h... ...eader, as he reads personal travel accounts that are informed by those same conventions, enjoys a rapport with the authors, texts, and characters within those texts that make him/her feel (at least they made me feel) as though they (and I) were going somewhere. Works Cited Auden, W. H. and Elizabeth Mayer. "Intoduction." Italian Journey by Johann Wolfgang von Goethe. London: Penguin, 1970. Byron, George Gordon, Lord. "Byron's Swiss Tour" (1816). http://www.ualberta.ca/~dmiall/Travel/Byron_Oberland.htm Frye, Northrop. The Anatomy of Criticism. Princeton, NJ: Princeton UP, 1973. Gilpin, William. "On Picturesque Beauty." http://www.ualberta.ca/~dmiall/Travel/gilpine2.htm Goethe, Johann Wolfgang von. Italian Journey. London: Penguin, 1970. Wordsworth, William. "Tintern Abbey." http://www.arts.ualberta.ca/~dmiall/Tintern/Tintern_c.htm

chocolate war :: essays research papers

2.  Ã‚  Ã‚  Ã‚  Ã‚  The Chocolate War by Robert Cormier is a book about a boy named Jerry whose Mother died and who is living with his father. Ever since his mother’s death, Jerry hasn’t been the same; him and his Father hardly talk. Everything is going great for Jerry at Trinity his school. He made the football team the guys admired him and this girl from the bus stop smiled him. Everything was going well until the chocolate sales came. When he was assigned an assignment from the Vigils, a group of popular boys in the school, he did as they followed which was to refuse to sell chocolates, even though it was voluntarily to sell chocolates nobody ever refused. After 10 days when the assignment was over for some reason Jerry still refused to sell chocolates. That was when hell broke loose and the chocolate war was begun. 3.  Ã‚  Ã‚  Ã‚  Ã‚  The best part of the book The Chocolate War is the part when Jerry and Emile had fight. It was one of the big climaxes of this book. It had you on the edge wanting more. The whole book you wonder if something similar to this part would happen and then finally it does. There was a lot of action and detail which was good so it seemed as if you were there watching the fight. When I read this part a lot of emotions gathered up inside of me. I was angry about how the crowd was reacting and then I became happy because of the few shots that Jerry shot at Emile but then again I was upset that Emile beat Jerry up so bad that he fell unconscious in to a pool of his own blood. The worst part of this book was when Jerry called up the girl from his bus stop. I felt sad for him because she smiled at him everyday and then he went in the phone book to look for her and he found it and then he called and she didn’t even know who he was and she thought that he was some kind of sick pervert calling her.

The Barriers and Drivers of Sustainable Transport Management in the University of Hertfordshire

â€Å"An exploratory survey of the barriers and drivers of sustainable conveyance direction in the University of Hertfordshire† Abstraction This research examines the drivers that encourage Sustainable travel in the University of Hertfordshire, it besides looks at the barriers faced by the University in accomplishing a successful rate of sustainable travel among the staff and pupils of the University. The research looked at the average split of both staff and pupils between 2002 and 2013, and tried to understand the grounds for the high per centum in the usage of individual tenancy vehicles as a primary manner of transit. The research besides studied the travel forms of members of the university proposing barriers that may hold influenced the usage of sustainable manners of conveyance. The research eventually highlights the future marks of the University of Hertfordshire to cut down auto usage and increase more sustainable signifiers of transit and besides suggests ways to cut down auto individual tenancy auto usage in the University. Table of contentsIntroduction and Background†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4Sustainable Transport†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4Drivers and Barriers to Sustainable Transport †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦ 5Methodology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..7Consequences †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.8Discussion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦ 12Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦.13References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..14Introduction and BackgroundOver the past few decennaries, the term ‘sustainability’ has become rather omnipresent and has been used in our day-to-day lives, in the building, power and energy, economic, conveyance and agricultural sectors etc. The term which is defined in the Oxford lexicon ( 2014 ) as ‘the ability to be maintained at a certain degree can be said to be a planning construct which constitutes something of a revolution as it has become the accelerator for persons and organisations round the universe who are making the greatest societal alteration of our clip ( Edwards, 2005 ) . Goldman & A ; Gorham ( 2006 ) , province that following the Brundtland Commission study in 1987, planetary attending refering sustainable development has increased, faculty members and policy authoritieshave tried to use the construct in urban and metropolitan conditions. Sustainable development has demonstrated a lasting and persuasive impression as it directs policy in a distinguishable, natural way, while keeping the ability to set to new issues, economic, societal and technological conditions ( Goldman & A ; Gorham, 2006 ) . In this reappraisal, the chief focal point is on sustainable transit and the challenges encountered. The University of Hertfordshire is based in Hatfield, in the county of Hertfordshire and has about 27,725 pupils including more than 2,000 international pupils from over 85 different states, 2358 staff and a turnover of more than ?230 million. The University has a figure of sites beyond College lane and de Havilland which are the two chief campuses. These sites are ; Bayfordbury, Angerland Park and Ride, Bio Park, The Field Centre, College lane North, Meridian House, Titan Court and MacLaurin Building ( UH 2020 Estates Vision, 2011 ) . 1.1 Sustainable Conveyance Harmonizing to Black ( 2000 ) , composing about sustainable conveyance has become slippery because there are changing positions on the definition of the term, he states that in accomplishing sustainable transit, the conveyance sector would utilize renewable resources at a gait that does non excel the gait at which the resources are renewed, it would utilize non-renewable resources in a mode non transcending the rate of development of alternate resources ; and the degree which the conveyance sector releases pollutants is less than the capacity of the environment to absorb them. Sustainable travel is a cardinal issue within the University sector, hence as portion of the sustainability Programme the demand to undertake the effects of travel of both staff and pupils has been acknowledged ( Cardiff University Travel Plan, 2012 ) . It is in this position that Hensher ( 1998 ) states that bettering public conveyance is a manner of contending the lifting rates of traffic congestion, the decrease in the quality of the air and planetary heating. In his research, Black ( 2000 ) points out that there are assorted issues environing sustainable conveyance. The first facet of sustainable conveyance is how 97 % of the conveyance sector depends chiefly on crude oil which is a resource that is limited, secondly he talks on how sustainable travel is focused on the environment and as such trades with pollution including the high degrees of nursery gases being emitted into the ambiance which increases the wellness hazards of people shacking in urban parts, the writer so goes farther to state that the environmental component of sustainability is â€Å"a double edged sword†that will non merely harm major countries of human life but will besides damage the lives of the coming coevalss. Third Black argues that the conveyance system has a job of traffic congestion affecting both nomadic congestion and stationary congestion whereby there are limited parking infinites. Due to the addition in the population of staff and pupils in the higher instruction sector over the past decennary, the impact of commutation has become the largest a University has on the environment ( Tolley, 1996 ) and as such should non be taken for granted. The form of auto usage in Universities match that of wider society and are perchance made worse by the alterations in the higher instruction sector itself. The rise in the figure of pupils that ain autos can be said to be likely caused by the addition in the admittance of mature pupils while there is a deficit of available residential adjustment on campus ( Tolley, 1996 ) . 1.2 Drivers and Barriers to Sustainable Conveyance In today’s society there is a sense of societal and economic promotion attached to the ownership of autos Hensher ( 1998 ) points out that there is an unsatisfiable demand for the ownership of autos. That governments are seeking to happen a balance between the assorted manners of conveyance, looking for ways of seting public transit into a place that reduces the auto dependence in urban parts. However, Davis ( 1996 ) draws attending to environmental rules and ends to command some of the challenges faced by sustainable transit. He argues that the well-deserved attending is now being given to parking ordinances as a really effective control step. Black ( 2000 ) besides highlighted that most of the methods for managing jobs of congestion on the main roads have no cost deductions to the driving public as they are demand direction techniques. Looking at some of the barriers to sustainable transit Zuniga ( 2012 ) stated that some of the barriers to active travel are distance, conditions and safety. Besides during a research carried out by Koetse and Rietveld ( 2009 ) , looking at the impact of clime alteration and conditions on conveyance, they stated that there is a decrease in the usage of bikes and an addition in auto usage as a agency of transposing during the winter season. The University of Leicester ( 2010 ) states that accepting and minimising the usage of dodo fuel will help the University in maintaining up with statute law, stakeholder’s increasing involvements, the of all time lifting monetary values of energy every bit good as aid the University to run efficaciously in a green economic system. The Higher Education sector has become a competitory sector, and Universities need to upgrade their installations to remain competitory and to be successful. This might do the travel forms of members of the Universities to alter, and the Travel program is of import in cut downing the effects caused by the alterations ( Bournemouth University Travel program 2013 ) From the literature above it is clear that it is of import to understand the drivers and barriers to the acceptance of sustainable conveyance, and this applies in any context, including workplaces such as Universities, and the University of Hertfordshire – hence this so sets the scene and principle for this survey. The aims of this research are as follows:To set up the current province of bing cognition and literature on drivers and barriers to the acceptance of sustainable conveyance.To garner and collate bing informations on conveyance forms at the University of Hertfordshire to help in placing the alterations in the primary manner of conveyance from 2002 to 2013 and set up future marks of the University to increase the usage of sustainable manners of conveyance.To place any possible drivers and barriers apparent in the form of bing informations sets.2.0 Methodology This research has looked at sustainable transit in the University of Hertfordshire, concentrating on the drivers and barriers of sustainability in the university.The research was carried out utilizing qualitative research methods, where secondary research was done and explorative research techniques were used. In transporting out this research, literature reappraisals and a professional audience were carried out. In the literature reappraisal, an geographic expedition of academic diaries, travel programs from other UK universities and professional web sites was done in order to set up the current state of affairs on the drivers and barriers of sustainable transit and how it affects the University sector in relation to objectives 1 and 2. Secondary information was collected from the University of Hertfordshire’s Travel program to acquire study consequences on the primary manner of conveyance of both the staff and the pupils of the University between 2002 and 2013. This was done in order to analyse the alteration in travel behaviour of both the staff and pupils of the University over the 11 twelvemonth period in relation to objective 2. Analysis was carried out on the extracted information, looking at the alterations in primary manners of conveyance and proposing grounds for the alterations. Besides information was collected to set up future marks of the University to increase the usage of sustainable manners of conveyance. Search cardinal words like ; sustainability, sustainable travel, sustainable conveyance in universities, green campuses and sustainable transit, were used in the hunt for relevant literature utilizing the university’s online library ( Voyager ) and Google Scholar. Forward and rearward mention seeking techniques were besides adopted. The research was mostly a desk-based survey pulling upon bing literature and informations. 3.0 Consequences In order to analyze the travel forms of members of UH, information was extracted from the UH Travel program of 2013-2018. A travel study is normally carried out between March and April bi-ennially and in 2013 all members of staff and the pupils were invited to take portion in the study. However merely 20 % of the staff and 1 % of the pupils completed the study. The consequences are as follows: Figure 3.1 Primary Mode of Transport for staff in 2013 From Figure 3.1 above, it can be seen that the most used manner of transit for members of staff in UH is auto at 69 % , and this involves members of staff that thrust to the University on their ain ( individual tenancy vehicles ) . The 2nd highest manner of transposing for staff is the auto sharing method which is much more sustainable than the remarkable usage of vehicles and this takes 8 % , both coach usage and walking portion about the same per centum of staff at 6 % . The per centum of staff that rhythm to the university is 5 % , while members of staff that commute by train are 4 % . The big per centum of auto usage amongst the staff may be due to assorted grounds including, the demand to transport work related points around, wont, distance from place to the university, holding multiple undertakings to accomplish within a individual trip etc. Figure 3.2 Primary Mode of Transport for staff between 2002 and 2013 In Figure 3.2 above, the usage of individual tenancy vehicles as a primary agencies of transposing amongst the staff has reduced from 82 % in 2002 to 69 % in 2013. The per centum of staff that use the coach as their primary signifier of transit when transposing to and from the University had somewhat increased from 5 % in 2002 to 6 % in 2013. There has been an addition in train usage among staff, which was 4 % in 2013 from 1 % in 2002 ; the per centum of staff auto sharing has besides experienced an overall addition from 3 % in 2002 to 8 % in 2013. Cycling among members of staff has besides increased from 2 % in 2002 to 5 % in 2013, nevertheless even though walking has fluctuated over the old ages between 2002 and 2013, it has remained the same at 6 % . The alteration in the travel form of members of staff may hold been due to either wellness grounds, fiscal grounds or due to the increased consciousness of sustainability in general. Figure 3.3 Primary Mode of Transport for pupils in 2013 Figure 3.3 above shows that walking is the most popular manner of transit for pupils of UH at 43 % , this may be because a high figure of pupils live in the residential adjustments provided by the University on campus and happen it much easier to acquire to their categories. However 31 % of pupils drive to the University on their ain which is every bit high, the per centum of pupils that commute by coach is at 14 % followed by the per centum of pupils that prefer to auto portion which is 5 % . Finally the per centum of Students that rhythm and those that commute by train is comparatively low at 3 % each. Figure 3.4 Primary Mode of Transport for pupils between 2002 and 2013 Figure 3.4 above indicates that walking which is the most popular signifier of conveyance among the pupils, addition by a sum of 13 % between 2002 ( where it was 30 % ) and 2013 ( 43 % ) . The usage of individual tenancy vehicles decreased from 38 % in 2002 to 31 % in 2013, besides the per centum of pupils that use the coach as their primary signifier of transit reduced from 19 % in 2002 to 14 % in 2013. The usage of trains as a signifier of conveyance among pupils has remained the same at 3 % , while auto sharing among pupils has increased over the same period of clip from 2 % in 2002 to 5 % in 2013. Finally there was a little decrease in the usage of cycling by the pupils from 4 % to 3 % between 2002 and 2013 severally. These alterations in the primary signifiers of conveyance to more sustainable signifiers may hold been influenced by the high costs of keeping personal vehicles due to the economic state of affairs or parking limitations by the university on pupils. 4.0 Discussion One of the chief benefits of placing the travel forms of the members of the University every bit good as the barriers faced by the University in cut downing the per centum of auto usage among both staff and pupils, is that it gives a more elaborate analysis on what primary manners of conveyance are more popular and besides gives an thought as to why these manners are largely used. From the research it can be deduced that some of the drivers of sustainable conveyance include ; authorities statute law, reputational benefits ( green image ) , fiscal benefits and environmental impacts. It can besides be said that some of the barriers of sustainable conveyance are ; unfavourable conditions, distance, societal position, safety and wont among others, these could besides be attributed to the University of Hertfordshire. However the University has made farther programs to cut down auto usage most significantly as other signifiers of transit are more flexible in footings of existent modal split. The University of Hertfordshire marks to cut down individual tenancy auto usage amongst members of staff from 69 % in 2013 to 60 % by 2018, besides to increase other manners of conveyance including auto sharing, walking, cycling and the usage of public conveyance from 31 % in 2013 to 40 % by 2018. For the pupil commuter journeys, the University aims to cut down individual tenancy auto usage from 22 % in 2013 to 20 % by 2018, and to increase auto sharing, walking, cycling and the usage of public conveyance from 78 % in 2013 to 80 % by 2018. In add-on the University purposes to accomplish a average split of 7 % for individual tenancy auto usage and 93 % for the usage of sustainable manners of conveyance for pupils populating in the residential subdivision of the College Lane Campus. 5.0 Decision The aims of this research were to set up the current province of bing cognition and literature on the drivers and barriers to the acceptance of sustainable transit, to garner and collate bing informations on conveyance forms at the University of Hertfordshire and set up future marks, besides to place any possible drivers and barriers apparent in the form of bing informations. Mentions Black, W. R. ( 2000 ) ‘Socio-economic barriers to sustainable transport’ ,Journal of Transport Geography,8, pp. 141-147. Daly, H. E. ( 1991 ) ‘Steady State Economies’ . Island Press, Washington, DC. Davis, A. L. ( 1996 ) ‘Promoting sustainable conveyance on England: rules and practice’ ,Journal of Transport Geography,4 ( 1 ) , pp. 67-70. Edwards, A. R. ( 2005 ) .The sustainability revolution: Portrayal of a paradigm displacement. New Society Pub. Goldman, T. and Gorham, R. ( 2006 ) ‘Sustainable urban conveyance: Four advanced directions’Technology in Society, 28, pp. 261-273. Goodwin, P.B. , Hallett, S. , Kenny, F. and Stokes, G. ( 1991 ) ‘Transport: the new realism’ ,Report to Rees Jeffrey Road Fund, Transport Studies Unit, University of Oxford. Greene, D. L. , Wegener, M. ( 1997 ) ‘Sustainable transport’ ,Journal of Transport Geography, 5 ( 3 ) , 177-190. Hensher, D. A. ( 1993 ) ‘Socially and environmentally appropriate urban hereafters for the motor auto Transportation’ ,Conveyance Policy,20 ( 1 ) , pp. 1-20. Hensher, D. A. ( 1998 ) ‘The instability between auto and public conveyance usage in urban Australia: why does it be? ’ ,Conveyance Policy,5, pp. 193-204. Oxford lexicon, 2014. Tolley, R. ( 1996 ) . Green campuses: cutting the environmental cost of transposing.Journal of Transport Geography,4( 3 ) , 213-217. Transport Research Laboratory, ( 1994 ) ‘Impact of Transport Policies in Five Cities’ PR 107, TRL, Crowthorne.

The Value of Self-Reflection for Success in Teaching

The Value of Self-Reflection for Success in Teaching In a profession as challenging as teaching, honest self-reflection is key. That means that we must regularly examine what has worked and what hasnt worked in the classroom, despite how painful it can sometimes be to look in the mirror. Once you self-reflect you then need to take your answers and turn them into positive, resolute statements that give you concrete goals on which to focus immediately. Be honest, work hard, and watch your teaching transform for the better! Ask Yourself These Tough Questions - And Be Honest! Where did I fail as a teacher in the past? Where did I succeed?What is my top teaching goal for the coming year?What can I do to make my teaching more fun while adding to my students learning and enjoyment?What can I do to be more proactive in my professional development?What resentments do I need to resolve in order to move forward more optimistically and with a fresh mind?What types of students do I tend to ignore or do I need to spend more time serving?Which lessons or units am I only continuing to perform out of habit or laziness?Am I being a cooperative member of my grade level team?Are there any aspects of the profession that I am ignoring out of fear of change or lack of knowledge? (i.e. technology)How can I increase valuable parental involvement?Have I done enough to foster a productive relationship with my administrator?Do I still enjoy teaching? If not, what can I do to increase my enjoyment in my chosen profession?Do I bring additional stress upon myself? If so, how can I decrease or eliminate it? How have my beliefs about learning and pedagogy changed over the years?What minor and/or major changes can I make to my academic program in order to directly increase my students learning? What Happens If You Refuse to Self-Reflect Put earnest effort and pure intention into your self-reflection. You dont want to be one of those stagnant teachers that drably presents the same ineffective and outdated lessons year after year. The unexamined teaching career can lead to becoming just a glorified babysitter, stuck in a rut and no longer enjoying your job! Times change, perspectives change, and you must change in order to adapt and remain relevant in the ever-changing world of education. Often its difficult to get motivated to change when you have tenure and cant be fired but thats precisely why you must undertake this effort on your own. Think about it while youre driving or doing the dishes. It doesnt matter where you self-reflect, only that you do it earnestly and energetically. Examine Your Teaching - Any Time of Year One of the best things about teaching is that every school year offers a fresh start. Make the most of this new beginning - any time of year! - and move ahead with the confidence that you are mindful and motivated to be the best teacher you can be! Edited By: Janelle Cox

How does Shakespeare build up the contrast between love and hate in Act 1 scene 5 Essay Example

How does Shakespeare build up the contrast  between love and hate in Act 1 scene 5 Essay Example How does Shakespeare build up the contrast  between love and hate in Act 1 scene 5 Paper How does Shakespeare build up the contrast  between love and hate in Act 1 scene 5 Paper The play Romeo and Juliet is about the relationship between two young people who are from feuding families. The two lovers are basically doomed from the start, as we can see from the title of the prologue The tragedy of Romeo and Juliet. Tragedy tells us that it the story will end in disaster, which it does. The prologue gives us an outline of the story telling us a brief history of the two families and what happens to Romeo and Juliet. The first few lines tell us about Two households alike in dignity. Dignity shows us that the two families are dignified, and probably have a good reputation in the city.We also see that they are very alike. Despite the families high standard, their mutiny is an act of rebellion against the prince; their fighting could put the whole city of Verona in danger. After telling us about the two families, the prologue then tells us about the fate of Romeo and Juliet. They were both born from the fatal loins of their parents, loins meaning the reproductive ar ea and fatal meaning anything made from them is doomed. This shows an idea of fate; as soon as they are born they are destined to die.The lovers are described as star crossed, their destiny is all planned out for them. Star crossed has probably got something to do with astrology, something people believed strongly in during Shakespeares time, because people believed that if stars or plants crossed each others path it meant good or bad things would happen. The whole reason why they die is because of their parents strife, the parents hold the grudge against each other strongly, hence the word strife, but Romeo and Juliet dont care about it, they bury their parents strife. On reading the prologue, the audiences will feel that because of the feud the story will end in tragedy as a result.Act 1 scene 5 is important in the play because this is when Romeo and Juliet first see each other and instantly fall in love. To contrast this, it is also where they will see Tybalt at his most furious and threatening. The audience will have a feeling something bad will happen in the scene because Romeo is unwelcome at the ball as a Montague. Romeos premonition of something bad happening will be proved right because of him gate crashing, as we can see from Tybalts anger. Romeos presence at the ball is obviously going to cause trouble, and him wanting to see a Capulet girl wont help much either, Romeo flirting with Juliet increases Tybalts determination to get revenge on RomeoAct 1 scene 5 is all set in the Capulet house, during a ball, so Shakespeare had to create an appropriate atmosphere for it. The atmosphere he creates is jovial, exciting and happy. The constant bustle of the servants creates a fast paced, exciting atmosphere. Wheres Potpan, that he helps not to take away? this develops the idea of the servants bustling about. The atmosphere is made welcoming by Capulet greeting them in a friendly manner, Welcome gentlemen! this make the guests feel accepted and protected in C apulets hands. The audience may feel anxious about the friendly atmosphere suddenly turning sour because of Tybalts reaction to Romeos arrival. The atmosphere is quickly brought back down to stable by Capulet, as he stops Tybalt doing anything brash as he wants his ball to go well.In lines 43-52 Romeo sees Juliet for the first time, and her beauty overwhelms him. He describes Juliet as something extremely precious and bright, that her beauty makes her stand out from the rest of the crowd. Romeo says a list of contrasts which describe her, a rich jewel in an Ethiops ear being one of them. This gives the audience an image of a bright jewel against a black persons skin. This develops the idea of light against dark. This makes Juliet seem like an extraordinary person who stands out well against the mundane crowd.In lines 53-91 Tybalt has just noticed Romeos presence and in return he is furious. He could recognize the masked Romeo because of his typical Montague way of talking in rhyme, as we can see from This, by his voice, should be a Montague. So obviously Tybalt has grown accustomed to the Montagues way of speaking. Tybalts reaction is, again, impulsive and violent, Fetch me my rapier, boy. Tybalt instantly wants to fight, despite all the guests and the chance of ruining his uncles ball. Tybalt thinks the only reason Romeo has came to the ball is to mock the Capulets efforts, this fuels his hatred for Romeo, urging him on to fight. Tybalt uses words which show hate, like villain many times. This shows he thinks Romeo an enemy. This contrasts with Romeos little speech, as he used words that showed love and affection, Tybalts words show hate and loathing.Capulet isnt too happy with Romeos arrival at the ball, but he still doesnt let Tybalt fight him. He tells Tybalt to calm himself down and leave Romeo alone. He goes on to say that Verona brags of him and he is a well governed youth. This suggests that Capulet is not automatically assuming that Romeo is bad, and is giving him the benefit of the doubt. Capulet is acting like this because he doesnt want his ball ruined by a fight, or maybe because he is feeling very friendly. Also, the Montagues are his guests, so he has a duty to protect them anyway. Capulet starts to get angry about arguing with Tybalt, he starts to talk in a hushed voice, -You are a princox go: be quiet or- he is about to threaten Tybalt, showing that he can be just as angry as Tybalt can get, but he still has to attend to his guests.When Tybalt has stopped arguing with Capulet, he storms off threatening Romeo. He says that the intrusion that presently seems so sweet and innocent shall develop into bitterest gall, a strong hatred. Tybalt is saying that because he cannot avenge Romeos intrusion, at the moment, he will get him in the future with a lot more brutality. Tybalt has made the atmosphere very uneasy and the audience may feel a strong hatred linger.After this the play goes back to Romeo and Juliet, so the mood is sw itched back to love from hate. The two lovers are talking to each other in a sonnet. A sonnet is very appropriate in this section, because sonnets were a popular way of writing poetry about love. The lovers may or may not be aware that they are talking in a sonnet, but either way it shows love. Romeo speaks the first quatrain using imagery to describe his and Juliets hand as pilgrims worshipping at a shrine. He flatters her by saying that his unworthiest hand is profaning her hand, the holy shrine, so his lips, the two blushing pilgrims are ready to soften the roughness with a tender kiss.Romeo is hinting that he wants to kiss her hand. Juliet says in her reply, the second quatrain, that Romeos hand shows proper devotion in what is doing, and saints have hands that pilgrims hands do touch, she is suggesting that they hold hands instead of kissing straight away. She also says palm to palm is holy palmers kiss; she might be saying that it will still be like a kiss if they just hold ha nds. Romeo and Juliet then share the third quatrain. Romeo starts by asking if saints have lips as well as palmers, again developing the idea of Romeo wanting to kiss her, but this time on the lips. Juliet says they do have lips, lips they must use in prayer. Romeo cleverly turns this into a reason to kiss her, by saying let lips do what hands do! meaning hands touch when they pray, so their lips should touch. So Romeo kisses Juliet on the lips, and they are about to start another sonnet, but the nurse needs to talk with Juliet.The nurse tells Juliet that her mothers craves a word with her. Romeo is curious, about this, so he asks What is her mother? This is when reality breaks in on Romeo and drags him out of his happiness, the nurse replies Her mother is the lady of the house, so she is Lady Capulet, therefore Juliet is a Capulet, his enemy. Romeo has a very shocked reaction to this, he says his life is my foes debt, he thinks that he owes his life to his enemy, who is also his lo ver.Act 1 scene 5 is extremely important in the play because it is the main point of Romeo and Juliets relationship. It is also important because it is the starting point of Tybalts vengeance seeking with the Montages that will result in two deaths, Mercutios and his own. The contrast Shakespeare has built up is very strong, with the sensitive, gentle love between Romeo and Juliet, and the strong hatred from Tybalt. This scene sets out what will happen later on the play, the strong feelings of love and hate and the deaths, and the tragedy of Romeo and Juliet.