Assess The Impact Of Stalin On Russia And The Russian People.
Assess The Impact Of Stalin On Russia And The Russian People? Now that Stalin was in power, he was determined to modernise the USSR so that it could meet the challenges which were to come. He took over a country in which almost all the industry was concentrated in just a few cities and whose workers were unskilled and poorly educated. Many regions of the USSR were in the same state as they had been a hundred years earlier. So, Stalin wanted to make a few changes and believed that: "Throughout history Russia has been beaten again and again because she was backward" and that the USSR was "50 to 100 years behind the advanced countries. Either we make good the difference in ten years or they crush us" so in order to do this Stalin ended Lenin's NEP because he believed is was such a slow process and needed a dramatic change for Russia to become a world power. So Stalin set about achieving modernisation through a series of Five-Year Plans which was for towns and industrial workers and also made a modernisation plan for peasants and countryside's throughout Russia. This was called collectivisation. The Five-Year Plans were originally drawn up by the GOSPLAN, the state planning organisation that Lenin set up in 1921. They set ambitious targets for production in the vital heavy industries (coal, iron, oil, electricity). The plans were very complicated but they were set out in such a
Analyse William Golding's choice of language during and after the killing of Simon. Why does the language use change?
Analyse William Golding's choice of language during and after the killing of Simon. Why does the language use change? "Kill the beast! Cut his throat! Spill his blood!" This is the chant that begins the section, increased in its violence as it now says "kill the beast" representing the feelings of the boys. They want to destroy the beast but can't find it as it is inside each of them. This causes them to get ever more angry and frenzied, starting a ritualistic "dance" with "the chant" beating "like a steady pulse". This is reminiscent of Simon's experience earlier when a "pulse started to throb in his temple", just before he went into a fit. This suggests that the boys are also going into a trance or fit, but a much more dangerous one, unaware of their actions. They lose their individuality and start "the throb and stamp of a single organism", again with the throbbing and stamping inducing images of a trance-like ritual. Also the symbolisms of circles and the weather are repeated. The circle now "yawns emptily" waiting to catch someone inside. The weather is threatening, "Thunder boomed...the dark sky was shattered...scar...blow of a gigantic whip". This is a great contrast to the clear skies earlier in the book that symbolised peace. Now they begin to become terrified by the weather and the trance and out of this terror "rose another desire, thick, urgent, blind". This is
Analysis Of Commercial Vitamin C Tablets
Experiment 5 Date: 18-10-2005 Analysis Of Commercial Vitamin C Tablets Objective To determine the mass of Vitamin C in 1 pill of Vitamin C tablet. Introduction In this experiment, the concentration of sodium thiosulphate solution is not given. So, we need to standardize it through titration. Sodium thiosulphate reacts with iodine in the following reaction: I2 + 2S2O32- ----------------->2I- + S4O62- After an amount of S2O32- is added, the solution of I2 turns pale yellow. When starch solution is added and more S2O32- is added, the solution reaches its end point, which is colorless. In this way, the molarity of the thiosulphate solution is determined. Vitamin C could be oxidized by iodine in the presence of acid in the following equation: Due to the low solubility of iodine, direct titration of iodine solution and Vitamin C is unsuitable. Then how could the experiment be done? The experiment could be done by adding acidified Vitamin C solution into potassium iodide solution. Then, we add potassium iodate to allow the following reaction to take place: IO3- + 5I- + 6H+ ----------------> 3I2 + 3H2O I2 formed in this reaction could react with the Vitamin C in as mentioned in the above equation. The I2 not yet reacted would then be titrated against thiosulphate solution, like the first equation, to determine its amount. This method is a kind of back titration. It is
opposite corners
GCSE Maths Coursework Opposite Corners I have been given the task to investigate the differences of the products of the diagonal opposite corners of a square on a 10x10 Grid with the numbers 1 to 100 to start with. I will start with a 2 x 2 square on a 10 x 10 grid and discover the rule for it, then I will progress onto a 3 x 3 square on the same grid. I will then keep on going until I eventually find the rule for any sized square on a 10 x 10 grid. 2x2 Square 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 20 21 22 23 24 25 26 27 28 29 30 (2 x 11) - (1 x 12) = 10 (14 x 25) - (15 x 24) = 10 (8 x 17) - (7 x 18) = 10 (20 x 29) - (19 x 30) = 10 I have discovered that the answer is always 10 I will now use algebra to see if the answer is once again 10. n n+1 n+10 n+11 (n+1)(n+10) - n(n+11) (n2+11n+10) - (n2+11n) 0 As the algebraic equation also gives the answer of 10 I know it must be right. As I believe I can keep on learning throughout the investigation I will now move onto a 3x3 square on the same grid. I predict that once again all answers will be the same. 3 X 3 Square 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 20 21 22 23 24 25 26 27 28 29 30 (3 x 21) - (1 x 23) = 40 (6 x 24) - (4 x 26) = 40 (10 x 28) - (8 x 30) = 40 I believe the answer will always be 40 for a 3 x 3 square on this grid. So I will now use algebra
Opposite Corners.
Opposite Corners Investigation: Given a 100 Square, I am to investigate the difference between the products of the numbers in the opposite corners of any rectangle that can be drawn on the 100 square. 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 00 2x3 A rectangle has been highlighted in the 100 square 1 and 13/11 and 3 are the numbers in the opposite corners product of the number in these opposite corners are x13=13 1x3=33 The difference between these products is 33-13= 20 A rectangle has been highlighted in the 100 square 4 and 16/14 and 6 are the numbers in the opposite corners product of the number in these opposite corners are 4x16=64 4x6=84 The difference between these products is 84-64= 20 A rectangle has been highlighted in the 100 square 7 and 19/17 and 9 are the numbers in the opposite corners product of the number in these opposite corners are 7x19=133 7x9=153 The difference between these products is 153-133=20 Conclusion: I have Concluded that my prediction was correct and that a 2 by 3 rectangles have a
OPPOSITE CORNERS
Opposite Corners Introduction: For this piece of Mathematics GCSE coursework I am going to find out the difference between the products of the numbers in the opposite corners of any squares that can be drawn on a 10 x 10 grid composing of 100 squares. I shall try to use tables to present my findings; I will make the predictions and proving my predictions right or wrong with examples. I will be using algebra to prove any of the rules I manage to create by analysing my results. Method: I will find out the difference between products for squares of 2 values in 10 x 10 grid. I will do this to find out the general case for this grid. 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 00 Example 1: 2 1 2 (11 x 2) - (1 x 12) = 22 - 12 = 10 Example 2: 25 26 35 36 (35 x 26) - (25 x 36) = 910 - 900 = 10 Example 3: 63 64 73 74 (73 x 64) - (63 - 74) = 4672 - 4662 = 10 So, from the above examples I can see that the difference is 10, now I will find out the general case algebraically. GENERAL CASE: n n + 1 n + 10 n + 11 (n + 10)(n
Equality diversity and rights in health and social care
Level 3 - Unit 2 Equality diversity and rights in health and social care P1 - explain the concepts of equality diversity and rights in relation to health and social care. Introduction In a health and social care environment equality diversity and rights are essential to ensure everyone is prune to having rights and has the right to be treated equally no matter their race age or sex and also to be accepted and respected. Diversity The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognising our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio- economic status, age physical abilities, religious beliefs etc. It is the exploration of these differences in a safe positive and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity within each individual. Examples Genders - In the past men had more rights than women and were seen as more important. Women still earn less than men for similar work and find difficulty in breaking through the 'glass ceiling' to the most senior positions at work. There are far more derogatory terms, such as 'slag', used to describe women than men. Culture - All of us have a cultural background - activities,
Equality diversity and rights in health and social care
________________ M2,D1 Unit 2 Equality diversity and rights in health and social care M2 Assess the influence of a recent national policy initiative promoting anti discriminatory practice D1 Evaluate the success of a recent initiative in promoting anti-discriminatory practice In this criterion there will be an assessment on a recent national policy initiative and the way it promotes anti- discriminatory practice in health and social care. Individual’s rights within a health and social care setting include having access to services and medication. Services should not unlawfully discriminate service users due to their race, gender, disability, religion, belief, or sexuality. Another right of an individual within health and social care is being treated with respect and dignity. No matter what the persons circumstances are when using health or social care services they should always be treated fairly and with respect defiantly if they are in a vulnerable state. Communication is also another right of an individual. Every health and social care setting should have trained professionals who know how to convey effective communication to avoid assumptions and discrimination. As the patients or service users should feel comfortable talking to the staff and know
Equality, diversity and rights in health and social care
BTEC National Diploma Health And Social Care Unit 2 Equality, diversity and rights in health and social care Assignment 3 Georgina reed Introduction In this assignment I will be describing how anti discriminatory practice is promoted in health and social care settings. I will be discussing difficulties that may arise when implementing anti discriminatory practice in health and social care. Last I will justify ways of overcoming difficulties that may arise when implementing anti discriminatory practices in health and social care settings. P5 Within the health and social care sector it is important that people understand and promote anti discriminatory practice. There are various ways of how they can challenge discriminatory issues and practices. One of the ways in which a carer can promote anti discriminatory practice is to always treat patients/residents the same (equal).another element of active promotion of anti discriminatory practice is to provide active support consist with peoples beliefs, culture and preferences of the individual. Active support encourages individuals to do as much for themselves as possible, to maintain their independence and physical ability. It encourages people with disabilities to maximise their own potential and independence. In the health and social care environment you should never treat anyone different compared to others. M3 When
Evaluate the case for using referenda to decide important issues in the UK
Evaluate the case for using referenda to decide important issues in the UK A referendum is a popular vote in which the people, rather than the elected representatives, resolve a political issue. Since the electorate is asked to vote directly on a particular issue, holding a referendum is a way of exercising direct democracy within a system of representative democracy. It is normally on one single issue with a straight yes or no answer on the implementation or continuance of a reform. There are a number of advantages to holding a referendum. They encourage political participation as people are actively asked to take an interest in one issue and vote for what they think is best. Referendums are often asked when parliament can not resolve an issue so by asking the electorate to vote they are provided, hopefully, with one clear answer. Referendums can effectively end a deadlock when discussing a political issue. They can increase the legitimacy of major reforms or measures that the government is planning to implement and are a good way of determining the public mood and can provide justification for introducing a certain reform. Referendums should give a clear answer to a question however there are often problems with this. Referendums are also the most direct form of democracy as the people's views are clearly represented and help to make political decisions more legitimate.
