Behaviorist Lesson Plan

Behaviorist Lesson Plan Anticipatory Set (focus) the teacher will put the short story the tortoise and the hare up on the overhead for all the children to read (most children will already know this story), the teacher will then ask the students to describe what they feel the moral of the story is. Students will be required to tell the teacher what their idea of the moral of the story is. Once students have expressed their ideas, the teacher will go on to explain what the moral of the story is meant to be. This will involve the methods of demonstration and discussion. Purpose (objective) The purpose of the lesson is that the teacher will show children how to make their own points about articles and pictures etc they will be able to teach children how to find the deeper meaning of things instead of focusing solely on the obvious. Another purpose of the lesson for teachers is that they will be able to see whether children understand the concept of morals. Students will show learning by being able to create their own stories that contain morals. Also students will show learning by being able to take what the teacher has shown them and use those concepts in order to demonstrate what things to look for in finding the moral of a piece of work. Students will be using the methods of demonstration by demonstrating what they have learnt. Input The vocabulary, skills, and concepts the teacher will impart to the students the stuff the kids need to know in order to be successful. It will be up to the teacher to make sure students understand the concept of morals and what to look for in order to find the moral or theme of the story. Students will also need to know adjectives in order to understand how to look for details in the piece of work they are analyzing, by understanding the use of adjectives students will be able to pick out distinct characteristics of the characters presented in the story and specific details about them therefore making it easier to understand how to determine what the theme of the story could be about. Modeling (show) The teacher shows in graphic form or demonstrates what the finished product looks like. The teacher will present a short story on the projection screen, and then will ask the students to read and analyze the story. When the students have read the story the teacher will ask the students what they feel the moral of the story was and once that is complete the teacher will take the students responses and put them up on the board. After the students have given their input the teacher will write down what the they feel the lesson of the story was and show the students some ways that the teacher came to that conclusion, by using certain words from the story etcà ¢Ã¢â€š ¬Ã‚ ¦ the teacher will use the method of demonstration in this way. Guided Practice (follow me) The teacher leads the students through the steps necessary to perform the skill using the trimodal/learning styles approach hear/see/do. The teacher will go through what is obviously present in the story (for example: the characters, setting, what is happening in the story etcà ¢Ã¢â€š ¬Ã‚ ¦) once the teacher has gone over the obvious parts, they will then go into the morals and concepts of the story. Students will be required to take their pieces of literature, break them down into what is obvious and then go into the more in depth points of the story ( based on what the teacher has shown them) this will involve the methods of demonstration, drill and practice and tutorial. Checking For Understanding (CFU) The teacher can then use other familiar stories that the students already understand the main concepts of. At this point the students will be able to determine the main concepts and ultimately the moral of the story. The teacher will go around and ask whether the students understand what concepts are being presented in the story and if they do then the teacher can move on with the lesson and have students begin writing their own stories that contain some of the concepts they have learnt. The students will be held accountable for asking any questions they may have had during this time. Independent Practice The teacher releases students to practice on their own based on #3-#6. Once the teacher is sure that the students have understood how to determine the moral of a story and what exactly the story means to them personally the teacher can then have the students go to the lab in groups and therefore find their own pieces of media that they can analyze together. Students will be discussing the piece of media they choose and detailing what exactly that piece of media means to them personally. This will use the methods of drill and practice and discussion. Closure A review or wrap-up of the lesson Tell me/show me what you have learned today. At the end of the lesson the teacher will give a short homework assignment to the students to demonstrate what they have learned. The students will be required to go on specific websites that the teacher has provided for them and analyze different forms of literature, such as stories, articles or even photographs. Students will then have to analyze the literature and decide how they feel about that piece of literature specifically, they can present these ideas in a short 7-10 sentence explanation that they will be required to bring to the next class. This will allow students to demonstrate what they have learned and present it in a explanatory piece of writing to the teacher. THEORY INTO PRACTICE: PLEASE NOTE: This section requires you to use the Comparative Organizers found on the CD that came with your Newby textbook. Open the CD and Go to: Chapter Info and Activities, then Chapter 2.:Theory into Application, then Learning Theory Comparative Organizers, and use the applicable Comparative Organizer for the following section. Which Learning Theory predominates your Lesson: The behaviorist learning theory predominates my lesson. Identify the key factors influencing learning in your lesson. Where are these used in your lesson? Adapting existing behavior- this is used at the beginning of the lesson by seeing if children who are already familiar with the story of the tortoise and the hare can pin point what the moral of the story may be. Teaching new behavior- shaping- this would occur during the lesson, when students have successfully found a moral in the piece of writing they are given then they will be awarded with a sticker or other prize of their choice. Chaining- once children are able to understand the moral of the tortoise and the hare, they will be required to take their knowledge of finding deeper meanings and apply it to other pieces of literature. Maintaining existing behavior- variable ratio schedules- this will occur near the end of the lesson. Once students have demonstrated an understanding of how to determine a deeper meaning in a piece of literature they will be required to go to the computer lab in groups and find their own piece of work that they choose to analyze. Based on when each student has understood the concepts they will then get to choose groups and go to the computer lab. What is/are the teacher role[s] in your lesson. Explain the performance objectives clearly to learners. Provide cues to the learners to assist in the correct response of the learner. Provide reinforcement (positive or negative) Create practice situations in which cues are paired with a target stimulus in order to elicit a desired response. Provide an atmosphere where students can modify responses to stimuli. Provide relevant and specific sequences of activities or learning events to achieve objectives. Establish reinforcers to help impact learning and performance. How is/are this/these role[s] accomplished. [in other words Where is this demonstrated in your lesson? Be specific.] At the beginning of the lesson the teacher will have to; explain the performance objectives, provide cues to the learners, and provide relevant and specific sequences of activities or learning events to achieve objectives. During the lesson the teacher will need to make sure they; provide reinforcement (positive or negative), create practice situations in which cues are paired with a target stimulus in order to elicit a desired response, provide and atmosphere where students can modify responses to stimuli and establish reinforcers to help impact learning and performance. What type[s] of learning is/are best explained in your lesson: Based on my lesson students will have to be able to recall previous information for example knowing how adjectives are used and what they are. The students are going to be required to have a response to specific pieces of literature or sources of media that are provided for them. They will also be required to practice responses to literature. State the teaching method[s] used in your lesson, and, for each, briefly explain how this/these method[s] relate to your lesson plan. [in other words, how is that method demonstrated in your lesson]: Directed instruction- focuses on teaching sequences of skills, students will start by analyzing a story shown to them with help from the teacher, then they will be required to analyze different pieces of literature on their own and then eventually with a group. By the end of the lesson the students will have to analyze different pieces of literature for homework which they will bring in the next day. Drill and practice- throughout the lesson students will continually be required to analyze different pieces of literature and test their understanding. This will be done until it is clear that the student fully understands the point of the lesson and what is required of them. Personalized system of instruction- each student will need to demonstrate their understanding of the subject individually before they are able to work with a group and after when they do their individual homework assignments. State all the teaching strategies used in your lesson, and, for each strategy, explain how these strategies relate to your lesson plan. [in other words, how are the strategies demonstrated in your lesson]: Reinforce incremental behaviors leading towards a goal behavior- the teacher will be reinforcing the main concepts of the lesson until students are able to complete the task on their own. Establish complex behaviors by using simple behaviors already known by the subject- the students already understand that stories are all relevant to the individual, the goal is to allow students to take what they already know and apply it in a way that is beneficial to them individually. Also students have already used adjectives, and in this way they will be required to use what they already know determine what the moral of the story is. Progressive style of instruction- students will be required to begin by doing simple tasks with the assistance of others and then will have to be able to analyze a story all on their own or in some cases write their own story which contains a moral. Allow students opportunity to practice and repeat so that they become second nature- students will be required to keep practicing the concepts they learn in the lesson through their group work and homework that they are assigned. LEARNING STYLES: Identify the types of learners (multiple intelligences) you are addressing in your lesson. You MUST refer to Gardners work [see Lab 5]. Minimum of 3 identified and explained. Verbal linguistic- students are going to be required to do some reading and writing based on their own ideas. Naturalistic- students will have to use concepts from their own personal lives and put those ideas into their responses to the text. Interpersonal- involves being around people and talking to others. Students will need to be able to work in groups with other students and be able to share their ideas and get their point across in a group setting. STUDENT EVALUATION: The purpose of evaluation is to determine if your students met the lesson objectives. Describe how you will evaluate the class. Once the lesson is completed students will be evaluated by having to apply what they learnt to their homework assignment. They will be given a list of resources from which they choose one that they feel would best relate to themselves and that they feel they will be able to analyze on their own. Students will then be required to write down their analysis of the work they choose and bring it to class with them the next day to be handed in for marks that will be used toward their overall English mark. The teacher also has a picture included as one of the resources that the students are allowed to analyze, if they choose to do so then the students will be required to write a story about that picture and how it could relate to them individually, their story will be handed in and graded as well and will be graded on the same basis as those who did the analysis. STUDENT DETERMINED CONTENT: Failure to complete the following for each [e.g., file, website, document, computer application, Web 2.0 program, etc.] technology used in support of your lesson will result in maximum  ½ marks awarded for Student Determined Content. Content: Hot potatoes- pop quiz on adjectives and themes of works! This quiz will be used at the end of the lesson, students will be in the computer lab and they will be working in groups. Once they have completed that part of the lesson they can do this quiz for extra practice (it will not be for marks). The result expected through the use of this website is that students will be able to understand the lesson better, and practice what they have learnt. Awesome highlighter program- the tortoise and the hare story. This will be used in my lesson plan once the students have determined what the moral of the story is, or once the teacher has discussed it with them. Once they have figured out the theme of the story, the teacher will open this document and the parts that are highlighted will be used to explain how to find the theme of the story, what the kids should be looking for. The result of this is that the students will know how to determine how to find the theme of stories by looking at specific sentences or words used in the passage. Students can also use this program if they choose when they are going over their own passages for homework. Stixy Board program- this website will be used at the end of the lesson. It contains all of the information that students will need to do their homework based on the lesson they have learnt. The purpose of this program is that it will allow the teacher to post the homework assignment online for students to do, and students will have easy access to all of their homework assignments. Also it contains all the documents that the students will need to complete their homework assignment.

Nuclear Energy - Clean, Environmentally Friendly Energy Essay example -

Nuclear Energy - Clean, Environmentally Friendly Energy Nuclear energy is the world's largest source of emission-free energy. Nuclear power plants produce no controlled air pollutants, such as sulfur and particulates, or greenhouse gases. "Renewables" like solar, wind and biomass can help. But only nuclear power offers clean, environmentally friendly energy on a massive scale. The use of nuclear energy in place of other energy sources helps to keep the air clean, preserve the Earth's climate, avoid ground-level ozone formation and prevent acid rain. â€Å"Currently, there are 103 commercial nuclear power plants producing electricity in the United States, located at 64 sites in 31 states. They are, on average, 24 years old, and are licensed to operate for 40 years with an option to renew for an additional 20.† (http://www.nei.org). Therefore I see no problem with utilizing nuclear energy as our main energy source. It can be used all the time because it is renewable, it doesn’t harm the environment, with the new de vices made, nuclear power engineers provide some safety for humans and animals. Problem with utilizing nuclear energy in full is the risks taken. In human cases, nuclear energy has radioactive particles that are harmful if exposed to them such as: gamma rays, beta rays, and alpha rays. Such types of harmful exposures increase vital injuries. For example: risks of cancer, lung limbs and bra...

Breakdown of Wartime Alliance

Superpower Relations 1943-1991 The Breakdown of the Wartime Alliance The Breakdown of the wartime alliance Although allies, cracks were already appearing in the Soviet-American alliance by 1945. Stalin was particularly suspicious of Britain’s policy before the war of appeasement, which he thought aimed secretly to encourage Hitler to attack Russia. He was also unhappy with the US/British failure to open up a second front in Europe before June 1944. On the other hand the British and Americans were worried about Soviet troops in Eastern Europe and their failure to help the Warsaw Uprising against the Nazis. The question remained- would the USA and USSR remain friends following the removal of the one factor which kept them united- the defeat of Germany? [pic] American and Russian troops meet at Torgau on the Elbe, 25th April 1945 World War Two: K/W/L Grid What do I know about WW2? (complete at start of What do I want to know? What have I learnt? lesson) (complete at start of lesson) (complete at end of lesson using the following pages). The war in Russia was to change the course of World War Two in Europe. In June 1941, World War Two witnessed what was then the largest land attack in history   -‘Operation Barbarossa'. A vast Nazi force used Blitzkrieg to devastating effect on the Russian Army. Hitler had long made it clear that he hated the Russians and that war between the two countries was inevitable. The Nazi-Soviet Pact of 1939 had only delayed what Hitler was apparently planning even when the Battle of Britain was at its height. He believed that the Russians were sub-human (the ‘untermenschen' ) and that they had no right to live where they did. That they were East European was compounded by the fact that Russia was communist and led by Joseph Stalin. Hitler hated communism and Stalin. Hitler wanted all the land in Eastern Europe to be given to Germans as they, Hitler believed, could farm it properly while East Europeans could not. Also many Jews lived in Russia (also known as the USSR at this time) and Hitler wanted them exterminated. In August 1939, Hitler and Russia had signed a treaty of non-aggression which was meant to last for 10 years. However, for both countries the treaty was merely to buy time to get their armies into shape before one attacked the other. Hitler wished to stabilise his western frontier before turning east. Stalin desperately needed to reform his army after the 1930's putches when his senior officers had been effectively wiped out either by imprisonment or execution. In June 1941 Operation Barbarossa took place – a massive attack by the Germans on Russia. Hitler's senior commanders had advised that the bulk of the German attack should be concentrated on Moscow. Two smaller armies would target Leningrad and Stalingrad and engage the enemy. These two armies would then be helped by the troops in the main bulk once Moscow had surrendered. They felt that once the heart of the nation had been cut out, the rest of the country would fall. Hitler would not have this. He did not believe that the Russian army was a match for the Wehrmacht and decided on three equal forces attacking Moscow, Leningrad and Stalingrad. As always, he got his way. The German attack on Russia involved: 3 million soldiers,    3580 tanks,   7184 artillery guns,   1830 planes  Ã‚   750,000 horses   The Russian army collapsed under this onslaught and the attack was initially incredibly successful. Moscow was nearly reached, Leningrad was surrounded and the oil fields in the south were swiftly approached. But it had one main failing and that was created by Hitler himself. As the Russians pulled back (retreated) they destroyed anything that might be of use to the German army as it advanced – bridges, railways, buildings etc. and poisoned water supplies. This policy was known as â€Å"scorched earth† and it was not expected by the Germans and severely hindered their armies. The supply lines of the German army stretched from Germany through Poland and into Russia itself – a huge distance to defend and control. These supply lines were attacked by guerrillas called partisans who did a considerable amount of damage to the German army and caused major shortages. The winter of 1941-42 was one of the worst in recorded history. Daily temperatures fell to 40 degrees below zero. German soldiers had not been issued with warm winter clothing as Hitler believed that the invasion would be over by the winter. Soldiers froze to death in their sleep, diesel froze in fuel tanks and food was in very short supply. Russian soldiers had been issued with winter clothing and did not suffer as badly as their German enemies. The defeat of an entire German army at Stalingrad was a disaster for the Germans and some historians consider this battle the turning point of World War Two because the German army could now only go in one direction and that was back to Germany. However, while the army was fighting the Russian army, soldiers from the SS Einsatzgruppen murdered hundreds of thousands of civilians. This was all part of Hitler’s plan to get rid of ‘sub-humans' from Europe. It is thought that as many as 20 million Russians died during the war. The slaughter was so great that Himmler believed that the policy of shooting civilians might disturbed those doing the killing. A direct result of this was the order to find a quicker way of murdering the people of Russia and the idea of death factories developed from this which lead to the Holocaust. However, from a military point of view, the defeat of the Germans by the Russians was vital to the Allies overall victory in Europe. Over two-thirds of the German army was in the Russian war and its defeat meant that the Allies in the west (GB, France and USA) had more chance of success against a smaller force. Winston Churchill stated that it was the Russians who â€Å"tore the heart out of the German army. † What was the war like for the people in Russia and for the German soldiers? From a German soldier who fought in Russia : â€Å"Do you know how we behaved to the civilians? We behaved like devils out of Hell. We left those poor villagers to starve to death, thousands and thousands of them. How can you win a war in this way? We shoot villagers on the slightest excuse. Just stick them up against a wall. We order the whole village out to watch. It’s a vicious circle. We hate them and they hate us, and on and on it goes, everyone getting more inhuman. The civilians were all ready to look on us as saviours. They had had years of oppression from the communists. What did we do? Turn into slaves under Hitler. If the Russians should ever pay back one half of what we have done, you won’t smile or sing again. We were quartered (living) in a house outside the town. Our dwelling for the night was a wooden house occupied by a Russian family of five children and an old grandmother. We were bitten by fleas all night. We pened our tins and made coffee, sharing what we had with the children and the old woman. The man of the house was a soldier and the mother had been taken away to dig trenches. The children all had protruding bellies of long-term malnutrition. The reality is that after 22 years of Communist rule, a salted fish is the height of luxury. How this country depresses me. † From a soldier who fought in southern Russia : â€Å"I watched my mother and father die. I knew perfectly well that they were starving. But I wanted their bread more than I wanted them to stay alive. And they knew that. That’s what I remember about the blockade (of Leningrad): that feeling that you wanted your parents to die because you wanted their bread. Daily rationing quotas for the people of Leningrad in November 1941    Labourer Child of Eight Bread 252g 128g Fat 19g 17g Meat 49g 14g Cereals 49g 39g Sugar 49g 39g Factor 1: Communism and Capitalism One way of life is based upon the will of the majority, and is distinguished by free institutions, representative government, free elections, guarantees of individual liberty, freedom of speech and religion, and freedom from political oppression. The second way of life is based upon the will of a minority forcibly imposed upon the majority. It relies upon terror and oppression, a controlled press and radio; fixed elections, and the suppression of personal freedoms. A speech by President Truman of the US (1947) Read Waugh and Wright page 10 1. Complete the following table to explain the differences between the two political systems [ideologies]: Communism Capitalism Political System Only one political party – the communist party – No choice, Unable toSeveral Parties – voters may choose and change their change their government. government Economic ideas NO private industries or businesses, NO private profit, ALL industry Most industry and businesses privately owned . and businesses owned by the state for the benefit of everyone. State intervention Censorship of media, State run economy , no choice in a government. NO real state intervention, free market Freedoms NO FREEDOM Freedom of speech, freedom to watch, read, listen to whatever you want. Freedom to own your own business 2. What was meant by the term ‘Cold War’? Read Waugh and Wright pages 8-9 Answer: The Cold War was a phrase used to describe the rivalry and tension between the Superpowers- USA and USSR after 1945. The Cold War had several defining features†¦ Now add some brief detail about the following aspects: Different ideologies Capitalism is a way of life that you are free to do as you wish but communism, you are kept to strictlawsEconomic rivalry In Capitalism you are free to own your own business but in Communism all businesses aremonitored by the statePropaganda Both sides used propaganda to create the worst possible image of the other sideArms Race Each side wanted more weapons and newer technologies than the otherSpace race At first it was only to launch the first satellite, then the first man in space and finally first man onthe moonSpying Both sides spied on each other. This was to find out any military developments3. What was meant by the term ‘Superpower’? Read Waugh and Wright page 9 Now have a go at a definition yourself: A super power is a country or an group of countries (Empire) that is very powerful and they havethe best economies and have the most advanced technologies and weapons like the atomic bomb,missiles, etc.Factor 2: Rivalry before 1945 Read Waugh and Wright pages 10-15 During the 1920s and 1930s US and Soviet contact with each other was limited. However both sides viewed each other with suspicion. Though the USA did not feel directly threatened by the USSR there had been ‘red scares’ in America in the early 1920s- Americans feared that immigrants from Russia and Eastern Europe might bring with them socialist ideas and attempt to persuade the American working class to mount a revolution. The origins of McCarthyism predate World War Two! Make notes on the following points of tension: a. The Russian Civil War The Bolsheviks led by Lenin seized control of the Government and in the following yearsIntroduced Communism to the countryb. British foreign policy [appeasement] before World War Two British foreign policy was to avoid war in Europe at allCostsRussian cartoon comments on Munich c. Rivalry during World War Twod. The Tehran ConferenceExam Technique Part A Question – DESCRIBE Advice: Write about ONE decision or reason or consequence. Write two sentences- one which makes the point and a second which develops it with some factual detail. Describe one decision made by the allies about the war against Germany at the Tehran conference in 1943 (2) Point: One Decision made by the allies about the war against Germany wasDevelopment:Factor 3: Yalta, Crimea [USSR] 4th-11th February 1945 a. Who were the key figures in the wartime alliance system and what were their aims? Read Waugh and Wright pages 14-15 [pic] 1. Complete the table below explaining each leader’s aims and attitudes at Yalta: [pic] [pic] [pic] Winston Churchill Franklin Delano Roosevelt Joseph Stalin b. The Yalta Meeting: Agreements and Disagreements The aims of the three war leaders were different, both aiming to combine the security of their own country with the ideal of European stability. Stalin wanted to create a buffer of pro-Soviet states to protect the Soviet Union against any potential attack from the West, something which Roosevelt and Churchill were firmly against. Poland, being the largest country in Eastern Europe, was likely to set the pattern for the rest of the region, and it was on this matter that the allies met in February 1945, at Yalta. Two different political groups had emerged: London Poles Lublin Poles This was the Polish government of 1939 which had spent the war years in This was a ‘government in waiting’. Stalin had established this group of exile in London. They continued to meet despite the fact that Poland was Polish communists in the city of Lublin after its liberation from the Nazis. occupied by the Nazis. Stalin hoped to place the Lublin Poles into government in Warsaw. They were anti-communist, and wanted Poland to remain independent and free from Soviet control. The Red Army was the first to reach Poland, and as it approached in August 1944, Polish resistance fighters had begun an uprising against the German occupying troops in Warsaw, the capital. They counted on the support of the nearby Red Army, but also believed that by taking the initiative they could ensure the leadership of the London Poles. The Red Army did nothing to help and the rebellion was mercilessly crushed by the Germans. 300 000 Poles were killed. Eventually Warsaw fell to the Russians and by January 1945 Poland had been liberated and the Lublin Poles were placed in control by the USSR. 2. Complete the table below: Source Despite the apparent unity of the allies (see Sources A and B), behind the scenes the West were increasingly suspicious of Stalin (see Source C). Relations deteriorated as Stalin seemed to ignore certain elements of the Yalta Agreement. The high expectations in the West that Stalin would allow democratic governments in Eastern Europe was soon destroyed when 16 leaders of the Polish Resistance were invited from London to hold talks with the Soviet authorities near Warsaw. They were arrested and never seen again. Source A Source B 3. Who gained most from Yalta?Factor 4: Potsdam, Berlin, 17th July- 2nd August 1945. a. Events before the conference Read Waugh and Wright p16-17 and make notes on the following: 1. What had changed between Yalta and Potsdam? [pic] FOCUS ON:Poland ‘jumps to the left’ Poland in 1939 [marked in bold and dotted] Poland in 1945 [marked in bold and dotted] b. The Potsdam Conference [pic] [pic] [pic] At Potsdam, Truman, less inclined to trust Stalin than Roosevelt had been, also had a secret weapon; Operation Manhattan had been completed and the USA possessed a working atomic bomb. This placed Truman firmly in control of the negotiations: â€Å"Truman was a changed man. He told the Russians where they got on and off and generally bossed the whole meeting† (Churchill, writing about the conference later) Atlee Truman Stalin Using three colours highlight or underline the following: (1) Areas of agreement between the allies; (2) ideas rejected by the West; (3) ideas rejected by Stalin; Exam Technique Part B Question – KEY FEATURES You will need to identify a key feature and develop it with more detail/analysis 1 developed key feature = 4 marks 2 developed key features = 5 marks 3 developed key features = 6 marks A key feature is one of three things: A CAUSE†¦AN EVENT†¦A CONSEQUENCE †¦ so do three paragraphs with one of each or two of one and one of another! Remember to number and signpost with the wording of the question. Use the word BECAUSE. Briefly explain the key features of the Yalta and Potsdam conferences, 1945 (6) Paragraph 1: One cause of the Yalta and Potsdam Conferences was†¦This meant that†¦Paragraph 2: A key event of the Yalta and Potsdam Conferences was†¦This meant that†¦Paragraph 3: A key consequence of the Yalta and Potsdam Conference was †¦This meant that†¦Factor 5: The Development of the Iron Curtain, 1945-8 Read Waugh and Wright page 21-23. As the Red Army liberated much of Eastern Europe, Stalin made sure that in the post-war reorganisation most of these countries would be under direct Soviet influence, or at the very least friendly Communist countries. Step by step he took over Albania, Bulgaria, Poland, Romania, Hungary, Czechoslovakia and East Germany in a process described by the Hungarian Communist Rakosi as ‘slicing salami’, or salami tactics (slowly removing or slicing away all opposition to Communism). Why did Stalin do this? Source A: The devastated landscape of Stalingrad- Russia suffered greatly as a result of the war. 27 million Russians died. Source B: Stalin speaking in February 1945 Victory means, first of all, that our Soviet social system has won. The Soviet social system has successfully stood the test in the fire of war and it has proved its complete vitality. The Soviet social system has proved to be more capable and more stable than the non-Soviet social system. The Soviet social system is a better form of society than nay non-Soviet social system. Source C: Stalin at Yalta Mr. Churchill has said that for Great Britain the Polish question is one of honour. But for the Russians it is a question of honour and security. Throughout history Poland has been the corridor of attack on Russia. Source D: Stalin comments on Churchill’s Iron Curtain speech in 1946 It should not be forgotten that the Germans invaded the USSR through Finland, Poland, Romania, Bulgaria, Hungary. The Germans were able to invade because governments hostile to the USSR existed in these countries. As a result the USSR suffered a loss of life several times greater than Britain and the USA combined. The Soviet Union can not forget the huge sacrifices of the Soviet people. Is it surprising that the Soviet Union is trying to see that governments loyal to the Soviet Union should exist in these countries. 1. Complete the table below. U [pic] [pic] [pic] [pic] Factor 6: Winston Churchill's ‘Iron Curtain’ Speech Nine months after Sir Winston Churchill failed to be re-elected as Britain's PM, Churchill [with President Truman] traveled on March 5, 1946, to Westminster College, Fulton, Missouri (population of 7,000). Churchill gave his now famous â€Å"Iron Curtain speech. Before this speech, the U. S. nd Britain had been concerned with their own post-war economies and had remained extremely grateful for the Soviet Union's role in ending World War II. It was Churchill's speech, which he titled â€Å"The Sinews of Peace,† that changed the way the democratic West viewed the Communist East. Though many people believe that Churchill coined the phrase â€Å"the iron curtain† during this speech, the term had actually been used for decades (including in several earlier letters from Churchill to Truman). Churchill's use of the phrase gave it wider circulation and made t he phrase popularly recognized as the division of Europe into East and West. 1. Why do you think did Churchill’s words contribute to further East-West tension? 2. Annotate the cartoon below to explain its meaning. Exam Technique Part B Question – KEY FEATURES You will need to identify a key feature and develop it with more detail/analysis 1 developed key feature = 4 marks developed key features = 5 marks 3 developed key features = 6 marks Briefly explain the key features of the Iron Curtain. Cause:Event:Consequence:Revision and Overview Effect on relations between the Allies Event 1939 Nazi Soviet Non-Aggression Pact Britain and the USSR are enemies, USA is neutral but leaning towards Britain. 1941 Nazi invasion of USSR The USSR changes from an enemy to an ally against the common threat of Nazi Germany. Little direct co-operation. 1944 ‘Lublin Poles’ set up West suspects USSR of a desire to create buffer zone of puppet Communist states 1944 Warsaw Uprising 1945 Liberation of Poland 1945 Yalta Conference 1945 Failed discussions with Molotov concerning Polish government 1945 Arrest of Polish Resistance leaders 1945 Death o f Roosevelt – Truman 1945 US completion of Manhattan Project 1945 Potsdam Conference 1946 Iron Curtain Speech, made by Churchill at Fulton, Missouri Focus on: Learning through Mnemonics: CAUSES OF THE COLD WAR [memory word: BARE] [pBeliefs: ic[pic] Russia was (3 things) ] [pic] a Communist country, [pic] ruled by a dictator [pic] who cared little about human rights. [pic] America was (3 things) [pic] a capitalist [pic] democracy, [pic] which valued freedom. [pAims: ic[pic] Stalin wanted (2 things) ] [pic] reparations from Germany [pic] a buffer of friendly states. [pic] Britain and the USA [led by President Truman] wanted (2 things) [pic] to help Germany recover [pic] to prevent large areas of Europe from coming under Communist control. [pResentment about history ic[pic] The USSR did not trust Britain and the USA (2 reasons) ] [pic] They had tried to destroy the Russian Revolution in 1918. [pic] Stalin thought they had not helped the USSR enough in WW2. [pic] Britain and the USA did not trust the USSR (1 reason) [pic] Stalin had signed the Nazi-Soviet pact in 1939. [pEvents ic ] †¦.. and in case you are wondering: EVENTS    (9 events): [pYALTA Conference (4 things) ic[pic] February 1945 ] [pic] Churchill, Stalin and Roosevelt agreed to (5 points): [pic] Divide Germany into 4 zones occupied by France, Britain, USA, USSR. [pic] Hold free elections in Eastern European countries. [pic] Give the USSR territory in Manchuria in return for their help against Japan. [pic] Set up the United Nations. [pic] Set up a government of Communists and non Communists in Poland. [pic] On the surface, everything seemed friendly [pic] Tension behind the scenes [pPOTSDAM Conference (4 things) ic[pic] July 1945 ] [pic] At Potsdam the tensions surfaced. [pic] Stalin, Truman and Atlee agreed to (2 things): [pic] Bring Nazi war criminals to trial. [pic] Divide Germany into 4 occupied zones. [pic] There were also disagreements over (3 things): [pic] Soviet policy in Poland. [pic] The size of German reparations. [pic] Stalin’s demands for a naval base in the Mediterranean. [pSALAMI TACTICS (2 things) ic[pic] 1945–48 ] [pic] ‘Slice-by-slice’, Stalin ensured 7 Eastern European countries had Communist governments. [pic] Albania [pic] (1945) – the Communists took power after the war without opposition [pic] Bulgaria [pic] (1945) – the Communists executed the leaders of all the other parties. [pic] Poland [pic] (1947) – the Communists forced the non-Communist leaders into exile. [pic] Hungary    (4 things) [pic] (1947) – Russian troops stayed there. Stalin allowed elections (non-communists won a big majority). The Communists were led by the pro-Russian Rakosi. [pic] Rakosi demanded that grou ps which opposed him should be banned. [pic] He got control of the police, and arrested his opponents.

A Lesson Learned from Failure Essays

A Lesson Learned from Failure Essays A Lesson Learned from Failure Essay A Lesson Learned from Failure Essay Always attracted to journalism, I was lucky enough to find a summer job at a well-respected opposition newspaper in Istanbul. BirGun – the name of this daily publication gained national coverage in 2007 when one of his star journalists (Armenian intellectual Hrant Dink) was assassinated by a Turkish ultra-nationalist. I had access to most Anglophone and francophone newspapers.Every day, I would select and present to my Editor-in-Chief a few interesting Anglophone and Francophone articles and then translate the most pertinent ones for our next edition.I was also very happy and proud when my editor offered to conduct interview and write my own article. Three weeks after the July 2016 failed Coup d’Etat in Turkey, while I was preparing a new article, the office staff noticed that police forces were about to raid our building.Since I was the youngest and newest staff member, the Chief Editor (who has been recently sentenced to 30 years in jail) asked me to leave right away by a back door and tell all persons stopping me that I was not working here but just visiting a relative. When I was about to open the last door and reach the street, I heard police men asking me to stop. Two police officers dressed like â€Å"Men in Black† asked me what I was doing in BirGun’s building.Following the recommendation of my boss, I stayed as calm as possible during the â€Å"interview†. I lied and told them that I was not working at the newspaper but just visiting my cousin who is working in the office. Due to my young appearance, they apparently believed me because they let me exit the sealed building without any more trou ble. My first reaction when I started to freely walk in the street was a profound relief, even maybe a sense joy that I could so easily escape this situation.But, strangely, a deep sadness and a feeling of shame started to overwhelm me. This is when I realized that many of my new friends who were still at the newspape

Evaluation of Properties of Foods

Evaluation of Properties of Foods Practical 1: Evaluation of Properties of Foods 1A) pHObjective:To determine the pH value of orange juice.Introduction:pH is a measure of the acidity or basicity of an aqueous solution. pH is an important aspect that is being inspected in food processing and food preservation. pH control method is one of the method used by food manufacturers to prevent growth of microorganisms in food that will eventually cause early food spoilage and food contamination. Most foodborne pathogens cannot grow below pH 4.4 (Montville, Matthews Kneil, 2012). Most microorganisms grow best in the pH range of 6.5 to 7.5 (Ministry of Agriculture, Food and Rural Affairs of Ontario 2013). Hence, pH level of food is being monitored during food processing to prevent microbial growth. pH levels also affect the appearance, taste, quality as well as the shelf-life of food products. It is also under the food safety issues.One example of pH control requirements is in the manufacture of fruit jelly. The gel formation brought about by pectin takes place over a narrow pH range, which is further complicated by sugar concentration. High pH value results in an unacceptable liquid. Too low pH causes the mixture to gel prematurely, resulting in an overly hard product. Continuous pH adjustment using acids such as citric acid yields the optimal gel consistency. Another example of pH control would be in the making of cheese. The enzymes used are particularly sensitive to pH. variations of 0.1 pH will affect the enzymatic reaction activity by as much as 50 per cent. However, modern technologies allow cheese ageing process to be accurately monitored by using the puncture probe. pH meter with resolution of 0.1 pH unit is the most common equipment that is used in food industry to measure the pH levels...

The European Union Mechanism Essay Example | Topics and Well Written Essays - 3000 words

The European Union Mechanism - Essay Example The policies developed at the European Union are developed by a complex structure incorporated in the European Union mechanism. Among the main goals and objectives of the European Union when it was first instituted was focused on economic stability and growth. In summary, the European Union’s concept was founded on three crucial economic theories. The three economic theories are; the free market, comparative advantage and economies of scale. Although the European Union is attributed to many economical responsibilities within its member states, it has also faced numerous social and economic challenges that continue to emerge from the member states. For instance, the high rate of unemployment in some of its member states has raised eyebrows on the equal and genuine contribution of the European Union among the numerous member states. Although the businesses in the European Union member states have been recording high profit margins, the same cannot be said of the GDP whose growth has been slow. Federalism approach   In order to comprehend and understand as why dialogue among the European Union member states sensitive policies is not taking place, one has to check at the various phases of the European Union integration operation. ...The federalist approach is regarded as the strategy of achieving a common purpose. The current European federalism idea traces its roots to the unclear vision of a United Europe. This ambiguity vision had two perspectives. In the first perspective integration was regarded as a federal project as well as an institution that responded to particular issues that faced Europe in its post-war period. The second perspective was comprised of European integration that comprised of a combination of federal elements that lowered and confederal elements that solidifies the national sovereignty. In Europe, the federal project is undermined by the emphasis on institutional establishment as well as the neglect to participate in active and cre ative support of the citizens in the European Union. The recent constitutional of European Union in 2005, the divisions that sit deep in the Union and the multilevel governance theories are regarded as signs of federalism. Proponents of the treaty advocated for the European Federation while opponents of the treaty were rooted to the idea of confederation of Europe that is established member states that are sovereign. The shift from treaty federalism to constitution federalism according to Ward is bound to give rise to resistance and heated debate over the precise intension and objective of European integration. After a downfall of constitutional treaty, the Lisbon treaty was negotiated which reflected the older model version of treaty federalism.

Porters generic strategies for Glaxo Smith Kline Essay

Porters generic strategies for Glaxo Smith Kline - Essay Example With a higher value, consumers will most likely be ready to pay an extra price, giving the firm a competitive advantage over other firms. Porter also identified the focus strategy whereby a firm concentrates on a particular segment in the market whereby it may have an advantage in regard to the cost or differentiation of products (Porter, 1998). This paper presents the application of Porter’s generic strategies in GlaxoSmithKline, which is a pharmaceutical company offering a variety of products for treatment of various diseases. Differentiation strategy is highlighted as the mostly commonly used strategy, although the organization uses the cost leadership strategy. The differentiation and cost leadership strategies are applied by the organization to maintain its competitiveness. The organization is usually involved in market research to ensure that it satisfies a wide range of consumers with various illnesses such as; asthma, diabetes, cancer and heart problems among many other pharmaceutical products that are essential for severe ailments. The firm also produces vaccines that are essential for protecting healthy people from severe diseases such as hepatitis and tetanus among others. Consumers are also provided with healthcare products that they can readily access from the shops for their day to day uses. These include painkillers such as panadol and hygienic products such as aquafresh tooth paste. Lucozade is also an energy drink that is used globally (Chandon, 2004). The differentiation strategy of GlaxoSmithKline significantly helps in maintaining profitability in the highly competitive pharmaceutical industry. The firm’s products are of unique quality and consumers attach a high value to them. This is mainly as a result of the perception that the firm possesses the capacity of offering most of the highly needed pharmaceutical products. The highly