Joseph Stalin Research Paper Example

Joseph Stalin Paper His childhood was harsh with a drunken cobbler father, who beat both mother and child, and in school was bullied as a child, Joseph Stalin grew up to be a bully himself (Keller). These events in Stalins childhood dramatically influenced the later events as an adult. Joseph Stalin had caused social injustice in Russia through two wars, during the Great Purge, and in the Russian government. Joseph Stalin used social injustice during World War II and during the Cold War. During World War II, Stalin killed many different groups of people. According to Keller, Stalin was unpredictable in his killings. While wealthy peasants were targeted along with other class enemies, Stalin also destroyed imaginary enemies within his own parties. Later during the Cold War Stalin put up a blockade around the city of Berlin, this blockade is known as the Berlin Wall (Marin, 827). Stalin also caused social in Justice in the government as well. Stalin started his own secret police known as the NAVE (Normandy Commissariat Eventuating Del which in English means Peoples Commissariat for Internal affairs). This secret police had to meet certain quotas in arrests and in how many killings they did (Keller). The NAVE arrested anyone who opposed communism as well as all of Stalins enemies. In a desperation for his country to become more industrialized, Stalin wanted Russia to become an industrial superpower, so he moved families to the coldest regions of Siberia (Ingram, 64). The NAVE and Stalins selfishness caused many families to be killed, including children, as well as Stalins enemies. In addition to Injustice In government and wars, Stalin caused social Injustice during the Great Purge. Joseph Stalin killed anyone who was against the communist arty, which then later led to Stalin killing the older Bolsheviks (Cunningham, 121-22). We will write a custom essay sample on Joseph Stalin specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Joseph Stalin specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Joseph Stalin specifically for you FOR ONLY $16.38 $13.9/page Hire Writer After Stalin started doing this, he came up with another plan. He later sent people to Gulags (Soviet Prison camps In the northern reaches of Russia or In Siberia), and all of Stalins potential enemies were eliminated (Stalin). All of this happened because Stalin wanted Russia to become an Industrial superpower, which happened later In his dictatorship. Stalin later on became less destructive and caused less social Injustice. During his early reign, he caused a lot of social Injustice through different wars, In government, ND during the Great Purge. Injustice anywhere Is a threat to Justice everywhere. We are caught In an Inescapable network of mutuality, tied In a single garment of destiny. Whatever affects one directly, affects all Indirectly (Martin Luther King Jar. ). Even though Stalin did not know It Stalin affected the world with social Injustice. Joseph Stalin By buyout himself (Keller). These events in Stalins childhood dramatically influenced the later In addition to injust ice in government and wars, Stalin caused social injustice Gulags (Soviet Prison camps in the northern reaches of Russia or in Siberia), and all Stalin wanted Russia to become an industrial superpower, which happened later in Stalin later on became less destructive and caused less social injustice. During his early reign, he caused a lot of social injustice through different wars, in government, and during the Great Purge. Injustice anywhere is a threat to Justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly (Martin Luther King Jar. ). Even though Stalin did not know it Stalin affected the world with social injustice.

History of Benjamin Banneker High School Essays - Free Essays

History of Benjamin Banneker High School Essays - Free Essays Howard University College of Dentistry Dental Hygiene Department School Based Program Benjamin Banneker Academic High School Nicole Johnson 82409-406-01/Dental Health Education Methods Professor Dawn Smith 09/06/2015 School Based Program History of Benjamin Banneker High School Originally, Benjamin Banneker, in August 1981, opened its doors as an alternative public institution of secondary education. Named after the districts renowned surveyor on the six-man team, which helped design, the blueprints for Washington, DC. President Washington appointed Banneker, making him the first Black presidential appointee in the United States. Banneker provided aid in selecting the sites for the U.S. Capitol building, the U.S. Treasury building, the White House and other Federal buildings. Banneker is ranked number 2 with the districts public school system. The school is designed to provide students with a highly structured college preparatory program. The curriculum of the school affords opportunities for developing knowledge, skills needed for success in post-secondary experiences. Population and Demographics The primary purpose of Benjamin Banneker Academic High School is to serve those students of the District of Columbia who desire a highly structured four-year academic program of study beginning at the ninth grade level. The demographics of Benjamin Banneker are diverse in nature; a large percentage of the student population is labeled as black with a total number of students estimated at 450. 9th Grade10th Grade11th Grade12th Grade 1428897103 Student Selection The selection of each students focuses on factors such as; total record of academic achievement; grade level achievement reflected by standardized test scores; strong recommendations from the principal and supporting teachers and staff; and a student and parent interview. Experiences gained through this enrollment process will allow students to participate in a rigorous college preparatory curriculum. Once the selection committee has proposed a list of accepted students, the students must undergo placement testing. They must also attend the Benjamin Banneker Summer Institute prior to entering the academic school year. Curriculum The Benjamin Banneker Academic High School is one of the District's International Baccalaureate (IB) Diploma Program sites and offers Pre-IB, Advanced Placement (AP) and its own summer institute as additional rigorous academic options. Students are supported by a variety of character building extracurricular activities. The intended curriculum is a college preparatory program, which includes the Advanced Placement (AP) and honors courses, that require twenty-six (26) Carnegie units for graduation and the International Baccalaureate Program (IB) requires twenty-eight and a half (28.5). Each student is also required to complete a minimum of 270 hours of volunteer service over a four-year period. In addition to high-level coursework in the core subject areas, the curriculum includes a unique philosophy course called Theory of Knowledge, a research project called the Extended Essay, and requirements in the areas of creativity, action and service. Health Care Curriculum The office of the State Superintendent of Education (OOSE) has mandated that each school have a health profile form that states the details of their wellness and fitness program. Banneker has one full time nurse, part time mental health clinician, as well as a full time qualified health teacher, who also serves as the physical education teacher. All, approx.450 students are required to complete the health education course at the school. According to the OOSE the following curriculum is offered as part of the required high school health education program: 1.Health Promotion and Disease Prevention - where the students comprehend concepts related to health promotion and disease prevention. 2.Access to and Evaluation of Health Information where the students demonstrate the ability to access and evaluate health information, products, and services. 3.Self-Management Skills where the students demonstrate the ability to apply self-management skills to enhance personal health and safety. 4.Analyzing Influences where the students demonstrate the ability to analyze the influence of family, culture, media, and technology on health and health behaviors. 5.Interpersonal Communication where the students demonstrate the ability to utilize interpersonal communication skills to enhance and protect health. 6.Decision-Making and Goal Setting where students demonstrate the ability to implement decision-making and goal-setting skills to enhance health. Also apart of their Wellness and Fitness program is the incorporation of the Brainfood program. Brainfood builds life skills and promotes healthy living to provide high school aged youth the opportunity to learn about cooking, nutrition, and community service. Brainfood encourages the youth to take healthy risks, learn new skills,

Neutrino - definition of a neutrino

Neutrino - definition of a neutrino Definition: The neutrino is an elementary particle which holds no electrical charge, travels at nearly the speed of light, and passes through ordinary matter with virtually no interaction. Neutrinos are created as part of radioactive decay. This decay was observed in 1896 by Henri Bacquerel, when he noted that certain atoms seem to emit electrons (a process known as beta decay). In 1930, Wolfgang Pauli proposed an explanation for where these electrons could have come from without violating conservation laws, but it involved the presence of a very light, uncharged particle emitted simultaneously during the decay. Neutrinos are produced through radioactive interactions, such as solar fusion, supernovae, radioactive decay, and when cosmic rays collide with the Earths atmosphere. It was Enrico Fermi who developed a more complete theory of neutrino interactions and who coined the term neutrino for these particles. A group of researchers discovered the neutrino in 1956, a finding which later earned them the 1995 Nobel Prize in Physics. There are actually three types of neutrino: electron neutrino, muon neutrino, and tau neutrino. These names come from the their partner particle under the Standard Model of particle physics. The muon neutrino was discovered in 1962 (and earned a Nobel Prize in 1988, 7 years before the earlier discovery of the electron neutrino earned one.) Early predictions indicated that the neutrino may have had no mass, but later examinations have indicated that it has a very small amount of mass, but not zero mass. The neutrino has a half-integer spin, so it is a fermion. It is an electronically neutral lepton, so it interacts through neither the strong nor electromagnetic forces, but only through the weak interaction. Pronunciation: new-tree-no Also Known As: Electron NeutrinoMuon NeutrinoTau Neutrino

A areer in ice sculpting Essay Example | Topics and Well Written Essays - 500 words

A areer in ice sculpting - Essay Example When we see an ice sculpture glistening in the light we are mesmerized by the intricate designs that have the look of solid crystal.The beautiful piece of art is appreciated for its stunning form as it slowly melts away into the pool of water where it started. When the ice has melted and the sculpture gone, little thought is given to the artist that was at the core of its creation. Yet, someone took the initiative to learn this craft, to practice the trade, and apply their knowledge to generate an additional outlet for their artistry and an additional source of income. We are in awe as we wonder; how did they learn the art of ice sculpting and how do they apply it in the culinary trade For those people fortunate enough to know how to skillfully carve blocks of ice, life has been a series of instruction, catering events, and ice sculpting competitions.Learning the fine art of ice sculpting is done through advanced culinary training academies or professional associations that offer cla sses and seminars. The Academy of Ice Carving and Design offers classes that feature skill levels that start at basic sculpting for caterers to advanced classes in "sculpture skills; computer enhanced custom design; closed-cell ice engraving; multiple block fusing; [and] high-tech special effects" as well as safety and marketing (Ice Carving Training Certification Programs).

Customer Service Excellence Essay Example | Topics and Well Written Essays - 1500 words

Customer Service Excellence - Essay Example More specifically, organizational culture is an established set of mutual mental conventions that guide understanding and action in organizations by outlining appropriate behaviour for various circumstances (Ravasi & Schultz, 2006). From organizational values advance organizational norms, procedures, or expectations that recommend appropriate manners of behaviour by employees in specific situations and govern the behaviour of organizational members towards each other. Strong culture is said to occur where staff respond to stimulus because of their placement with the organizational values. In such surroundings, strong cultures aid firms function like well-oiled machines, voyaging along with outstanding performance and perhaps minor modification of prevailing procedures here and there. Equally, there is weak culture where there is slightarrangement with organizational values and control must be implemented through extensive measures as well as a culture of bureaucracy. Research indicat es that organizations that nurture strong cultures have clear ideals and values that give employees a motive to embrace the culture. A ‘strong’ culture may be particularlyadvantageous to firms operating in the service sector because members of these establishments are responsible for carrying out the service and for evaluations significantcomponents make about firms. Research specifies that organizations may develop the following benefits from sustaining strong as well as dynamic cultures: Better supporting the company towards attaining its mission, vision and goals High employee enthusiasm and devotion Elevated team cohesiveness amongst the company’s various units and departments Encouragingreliability and inspiringmanagement and control within the company Influencing employee behaviour at work, empowering the organization to be more resourceful (Hofstede, 1980) Businesses are gradually adopting customer-focused business processes to increase competitive advanta ge. Especially predominant in industries where product offerings and price do not provide adequate differentiation, this new focus compromises numerous assistances. Customer involvement is the battleground, and a business can't triumph with a culture that doesn't truly clasp the concept. Culture can neither be simply forced on a business nor fashioned by flicking a switch. However, there are a few key steps can assistance put a business on the path towards a customer-focused philosophy. To shape your business around customers, an organization should aim to comprehend them, and create a regular discussion. If a business arms itself with the gears to better comprehend your customers, you will be better able to perform in their best benefits. A business’s employees possess great understanding in their customer base and how todelight them. Tap this knowledge base to better appreciate employee views. It is important not to limit this outreach to customer-facing employees only. A c ustomer-focused culture is not just about giving better customer service at the front desk; it is about permeating all the actions as a business with a sagacity of how the customer is influenced by those actions (or absence of them).Corporate culture is a long-term deliberation, and representing that you're truly investing in change will help to drive additional change and involve your employees in the process (Schein, 1985). Customer feedback is not always applauded by employees, so it

The Guides of David Strorm Essay Example for Free

The Guides of David Strorm Essay In the beginning of the book The Chrysalids, David Strorm was describing a dream. A marvelous dream about a city seamlessly embraced by the untainted sea set around it. On the streets ran carts without horses and in the sky flew these burnished things shaped like fish, but they weren’t birds. Such a city was so fascinating to a boy who had lived in a society where everyone would look for anything that was odd, or really anything out of the â€Å"norm. † David never knew that this dream wasn’t just a dream, and he did not know that the city would ever be real. The following years had fetched David some happiness, but he fell into despair at a time. And even after all the trouble and discoveries good and bad, a happy ending was nearby. The city in the dream, New Zealand, was lastly reached, but, this was only because of the following people. Uncle Axel, the mouthpiece of John Wyndham, is David’s dearest uncle and mentor. A judicious guide whom which without, the young David would not be the same. He is an uplifting man who accepts people’s differences, contrast to Joseph Strorm, who is disgusted by the littlest differences on any being. The nights after Aunt Harriet’s death were very hard and frightening for young David, as he would solemnly pray to God that the next morning he would lose his powers and become normal. Grief had taken over his mind and I think he may have soon started following his father because he was the only influence in the house. Growing up in a vile dire district of hatred could never have been where David would spend his life as he was then slowly starting to hate his powers. One morning, David talked with Uncle Axel about Aunt Harriet and her baby, but halfway into telling his Uncle, he began crying. He then told him that he was scared. Uncle Axel said this to David: â€Å"I can almost understand that God, made angry, might destroy all living things, or the world itself; but I don’t understand this instability, this mess of devia tions- it makes no sense.† â€Å"We got to believe that God is sane, Davie boy†¦Whatever happened there was not sane-not sane at all.† (Ch.8, pg.78) He moved impatiently about Tribulation, preachers, and the Old People. Uncle Axel was the main guide for David because his words of wisdom brought David back up. David then accepted his difference and was able to survive the next six years without letting his powers get known. The Sealand woman was the definition of perfection and untainted beauty and  David’s main advisor and the story’s lifeline. She was wearing a lovely white dress; she had impeccably white teeth, and she had creamy white skin with rosy pink cheeks. David describes her as â€Å"all new and perfect,† and the Sealand woman was thought as the real â€Å"true image.† She had telepathic powers on a level where she could send thought pictures midway across the world to Petra in Labrador. The Sealand woman liked change whereas David’s father hated change. In the heat of the battle in the Fringes, after Gordon and Sophie died from a cloudburst of arrows, a raft arisen and ended the blo odbath. In that raft was the angelic Sealand woman. She made the raft fire a web-like substance upon the rebellious people below and the substance casted a paralysis throughout. It had even caught Michael, David, Petra, and Rosalind nonetheless, but the Sealand woman got them out of the substance and was elated afterwards. And so, David, Petra, and Rosalind board the raft with the Sealand Women. The dream was then only minutes away from becoming reality. Two other guides for David were his little sister Petra Strorm and Rosalind Morton. Petra Strorm is a big help to David and the entire group as she is the main reason they had gained the chance to reach the â€Å"promised land.† Petra Strorm had unbelievable telepathic prowess where she could send thought shapes extremely far distances, like she did when she was drowning or when she communicated with the Sealand woman halfway around the world. If Petra and the Sealand women never sent thought shapes to each other, the Sealand woman would never have come to the group’s rescue. It’s Petra’s far-fetched powers that had sparked hope in the midst of the others. Rosalind Morton was also another helpful person in David’s journey because she had taken the responsibility of protecting Petra when in the Fringes. This saved David the worry because Rosalind acted as a mother for Petra. Michael was also a guide for David and helped him and the two girls survive the Fringes and reach Sealand. Michael was the group’s spearhead as he was reliable and very bright. He was always able to make the right decisions and everyone would go to him for guidance. For example, when Petra and Rosalind were being held hostage, David was really hesitant and unsure of what to do, so he asked Michael. Furthermore, Michael’s advice led to the salvage of the two girls. In addition, Michael had always endeavored to put David, Petra, and Rosalind’s well-being ahead of everything else and he in a brilliant demeanor. In exchange for their well-being, he put himself in danger. For  example, when he joined the men from Waknuk in order to capture David and the two, he was risking the chance of his telepathy powers getting revealed. Plus, when the raft from Sealand had to leave due to low fuel, Michael sacrificed his own betterment to go back for Rachel. He let David move on with the others regardless and so he could reach his â€Å"promised land† quicker. Uncle Axel, the Sealand Woman, Petra, Rosalind, and Michael were all life-saving guides and advisors for David. Uncle Axel taught David about God’s sanity and tribulation which later made David regain his self-esteem and confidence. Petra was the reason the Sealand woman was so interested in rescuing the group and Rosalind Morton was the best friend a friend could ever have. But Michael above all, steered the group in the right direction and only with his advice did David survive in the Fringes. Then there was the Sealand woman who was the lifeline of the story, saving the lives of David and the others. A promise was made to Michael and the raft took off. David, along with Petra and Rosalind, was then on his way to seeing the dream.

In-just by e. e. cummings Essay -- essays research papers

Upon looking at e. e. cummings’s poem, â€Å"in Just-†,perhaps, two features immediately become apparent: the use of white space between some words and lines, and the multiple use of a single word supporting an entire line. To a lesser degree, the poem’s visual also features the boys’ and girls’ names joined together as though they were each one, and the capitalization of the â€Å"m† in â€Å"balloonMan† towards the poem’s end. All these features contribute to how the poem will be read, and when the poem is read, the sound, furthered by alliteration, assumes an alternating rhythm of excitement and measured awareness. That is, an accelerated tempo that reflects the excited manner of child-like exuberance for springtime revelry, and the lull in tempo that is attributed to the measured awareness or ambivalent feelings felt towards the â€Å" goat-footed balloonMan.† The poem’s rapid and then measured tempo creates an artistic tension that coincides with the speaker’s account of a remembered spring. By employing white space, alliteration, compressed conjunctions, and some unconventional capitalization, e. e. cummings creates a dream vision of a remembered springtime- revelry that reads with both excitement and a measured awareness. White space is used after the first line, â€Å"in Just-†, by cummings to emphasize the speaker’s observation that only in spring do the following things happen. The white space after â€Å"spring† in the second line suggests that the speaker ponders first what his audience later learns to be a springtime memory . The white space is quite obviously used for the benefit of someone listening to the poem being read. The white space in the first line between â€Å"Just-† and â€Å"spring† of the second line builds suspense when the reader pauses to simulate white space, and again, after â€Å"spring† when a child-like description defines what is uniquely available only in the spring. That is â€Å"when the world is mud- / luscious†(lines 1-2). Almost immediately cummings uses white space to direct the sound and rhythm of the poem that is not unlike conversation. A gradual dream-like state is suggested to the poem’s audience by cummings’s â€Å"far and wee† refrain, which is given increasing white space and therefore longer pauses, until each word of the refrain supports its own line. Initially the refrain complements the speaker’s excited springtime revelry; in fact, line five flows nicely... ...rbles and / piracies and it’s / spring†(7 -9) or the alliteration found â€Å"from hop-scotch and jump-rope†(15) ,wish to return and repeat it because the lines are fun to say. This pleasant effect must be attributed to the speaker’s springtime revelry who also must wish to return to these activities if not for the constant stressful reminder of â€Å"the queer/ old balloonman [whistling] / far and wee†(11 - 13). The poem’s conflicting tempos add tension to the speaker’s springtime memory, but the slowing of the tempo through cummings’s use of alliteration focuses the audience on the two emotional elements: springtime celebration and the ambivalence felt towards the ever-present â€Å"balloonMan†(21). â€Å"in Just-† is probably a good example of a free-verse poem. The poem’s visual appearance might be compared to a page of dialogue within a drama-script . What makes cummings’s poem better is the direction given to the reader, such as the odd capitalization to suggest an accented syllable, or the white space to imply a pause, better still, his use of compressed conjunctions to effect haste and emphatic tones, add the repetitive refrains for accent and syncopation and one could set this poem to music.