Indian Dances Essay

India shows an assortment of moves which can be seen in different pieces of the nation. These moves are performed distinctively and are a significant viewpoint in Indian move since they bring the past in the present by enlightening us concerning antiquated Indian history. Other than amusement these moves are knowledgble. The Indian move are isolated in two sorts Indian old style move and Indian society move. The Indian old style move involves : Bharatanatyam, Kathak, Odissi, Kuchipudi, Mohini attam, Manipuri and kathakali. The Indian society move contains Bhangra and exceptional move saw in local festives. Other than giving us information and entertaintment, these types of moves shows solidarity in the decent variety among individuals. Bharat Natyam was started in a content called the Natya Shastra. This original copy was composed by Sage Bharata around 4000 B. C. This move is first used to show vitality and feelings and is one of the most seasoned type of move among traditional Indian move. In this type of old style Indian move called Bharata Natyam, entertainers can pass on convictions, legends, and thoughts through developments, motions, and articulations put to melody. Bharat Natyam is the elective method of narrating, which has comparative plans to that which understudy read in today’s writing. It tells about the old writing of India. The Kathak move gets its name from the network of Kathaks who are overseers of the workmanship. The words Kathak and Kathakali are gotten from katha meaning narrating and kali significance play. The Kathak implies narrating and Kathakali, story play. Kathak moving performed by an artist who stands and moves and lasya (the perspective) where the artist bows or stays fixed the entire time aside from the (gat) an illustrative section, acted in a delicate cadence and recounts stories with his expressive powers just, with his face and hands. For kathakali uncommon back rub is given to the feet. The Kathakali procedure of utilizing the face appearance is an unadulterated wonder of achievement. Some antiquated bosses of this move have such control of their facial muscles that they can snicker with one side and cry with the other. It is thusly comprehended that Indian moving isn't simply physical developments of hands and legs; it is a type of physical craftsmanship with body and brain for the two people the same just as a type of love to the Almighty Divine Gods. Kuchipudi, a type of Indian traditional move, is the move show developed into solo. In this the development design are flowly and adjusted. The presentation as a rule starts with some stage rituals, after then character makes advances on the stage and presents him/herself with a daru (a little sythesis of both routine) to present the personality, set the temperament, of the character in the dramatization. The show at that point starts. The move is joined by tune and the vocalist is joined by instument. Adornments worn by the specialists are made of a light weight wood. Manipuri move is one of the significant Indian old style move structures. It starts from Manipur, a state in North-East India. The customary Manipuri move comprises of expressive and smooth developments. Tbe point is to make adjusted developments and keep away from any rascals, sharp edges or straight lines. This gives delicate appearance to Manipuri move. Obviously, behind this delicate impressioon lies an intense body control. In this move, the dancer’s feet ought to never strike the ground sufficiently hard to meddle with the fragile progression of movemets. Each time the artist puts down their feet, in any event, during energetic advances, it is the forward portion of the feet which contact the ground first. The lower leg and knee joints are utilized as safeguards. Manipuri artists don't wera lower leg ringers, whose reason in other Indian moves are notice the beats tapped out by the feet.. Like the movemets of the body and feet, the outward appearance in Manipuri ought to be unpretentious. The primary concern of the move style are commitment and effortlessness. Once in India I went to a show to watch Bharat Natyam with my folks and family members.. The move was going truly acceptable, yet because of my numbness about move, I couldn’t figure what they mean by their developments. In India, the Indian traditional move is blurring ceaselessly with the appearance of Western Indian move. The old style move can’t contend with the quick music and body movents in Western Indian move. Not at all like western move the Indian old style move take around 12 years of realizing which can’t be spent in today’s quick moving and current age. The current age have an assignment to make these moves simple to learn for the group of people yet to come. Indian people and inborn moves are straightforward moves, and are performed to communicate happiness in each conceivable event, to praise the appearance of seasons, birth of a youngster, a wedding and celebrations. Like Bhangra these moves have least of steps or development. People play out certain moves solely, while in some perfomances people move together. On most events, the artists sing themselves, while being joined by specialists on the instruments. Each type of move has a particular outfit. Bhangra is a combination of music, singing and the beat of the dhol drum. Bhangra has consistently been mainstream among Punjabi individuals everywhere throughout the world. Its conventional sound is regularly been along with melodic styles. The artists wear various shades of garments and daces among themselves. In present, bhangra has been melded with disce, techno, house, rap, ragga, and now wilderness. These new styles have been fruitful to such an extent that cutting edge bhangra is presently being re-sent out bace to India. By and large these types of moves identify with reap festivity, love, nationalism or current social issues. Numerous individuals do a great deal of training to ace in these styles of moves. These moves are well known in India and most pieces of the world and individuals are pleased to perfom them. To make the past flawless, these moves assume an indispensable job in India. Numerous schools show these moves in school to keep these moves through future. These moves bring solidarity among the individuals of India and tie them together to frame a series of dots associated as individuals to have a nation wealthy in move called India.

Revelations and Parker?s Back Essay -- essays research papers fc

Disclosures and Parker’s Back      The story â€Å"Revelations† by Flannery O’Connor depicts the character of Ms. Turpin as a fraudulent Christian. It’s ludicrous how clear she is in her perspective on society; it couldn't be less unchristian like. Her sentiments towards others and their knowledge are Ms. Turpin’s most noteworthy imperfection. â€Å"Parker’s Back† additionally composed by Flannery O’Connor is the exact inverse of Revelations, Parker goes through his whole time on earth attempting to fill a void that has developed so somewhere inside him it gets excruciating. His constant aversion and minimizing of Christianity plays into his issues considerably more. The accounts have exceptionally interesting methodologies, the two of which end up being charming.      The character of Ms. Turpin appears from the very beginning that she is going to experience numerous issues as the story advances. Her aversion for Negroes or as she alluded to them as â€Å"niggers† and her steady qualification of social class positioning indicated that she was not the Christian she professed to be. At the point when she discusses cotton she says â€Å"you can’t get the white people to pick it and now you can’t get the niggers-since they got the opportunity to be straight up there with the white folk.â€Å" When she took a gander at herself she saw a generally excellent Christian. She generally praised herself on how she generally helped everybody and was consistently there to deal with her slaves. In any case she had concealed significance for these; she just helped the slaves with the goal that she co...

Common Spelling and Grammar Errors Should You Use Its or Its

Common Spelling and Grammar Errors Should You Use Its or Its According to the readers of my blog, the distinction between it’s (with an apostrophe) and its (without an apostrophe) is the top pet peeve and common error out in the writing world. This article attempts to explain the distinction between the two words and when to use its or its. It’s is a contraction. Most of us have heard of and are familiar with contractions. Here’s how they work: If you want to say “here is” and be less formal about it, squash the words together and substitute an apostrophe for the last vowel (i) to create heres.   If you want to say “do not” less formally, squash the words together and substitute an apostrophe for the last vowel (o) to create dont. This process of contraction is how we get many words such as: can’t; doesn’t; aren’t; there’s; and (drumroll please)… it’s! How simple is that? If you want your word to mean “it is” or “it has” then just make a contraction: it’s. Examples: It is time for bed. = It’s time for bed. It is a girl! = It’s a girl! It has been raining for days. = It’s been raining for days. These examples seem simple enough. I think where people get flummoxed is when they want a word meaning “belonging to ‘it.’” “Its” is possessive. Why is this one confusing? When something belongs to Harry we add an apostrophe after Harry and say it’s Harrys. When something belongs to the barber we add an apostrophe and say it’s the barbers. However, when it comes to saying something belongs to it, the apostrophic form goes out the window, i.e. we do NOT use an apostrophe. Something belonging to it is its. Why is there no apostrophe in its? Note there are other times we do not use an apostrophe to show possession. When something belongs to her we say it’s hers. When something belongs to him we say it’s his; when something belongs to us we say it’s ours and when something belongs to them we say it’s theirs. There are many irregular constructions here. Yet somehow most people don’t make mistakes when it comes to these other possessive forms. It’s its that continues to baffle us. You might notice something in common about all the examples where apostrophes are not used to show possession: they are all a part of speech we refer to as a pronoun. Pronouns are our shortcuts so that we do not have to keep referring to people and things by their name or other descriptor. They are a referential shortcut. They replace, or substitute for, nouns. I will write more about pronouns in a future article where I will talk about the use of “I and “me.” For now you can look at  the University of Ottawa’s Writing Center grammar page under What Is a Pronoun?, for more information. Some examples of pronouns are he, she, they, you, her, him, us, our, their and its. Here’s your rule to remember: When forming a possessive PRONOUN, do NOT use an apostrophe. Since “it” is a pronoun, we do NOT put an apostrophe after it to make it possessive. Just as you would not write “her’s” or “our’s,” do not write “it’s” when you are intending to show possession. Another trick is to remember the phrase Its raining apostrophes! This sentence means It is raining apostrophes, so you can remember that when you mean it is, you should use its, with an apostrophe. It’s my fervent hope this article has cleared up some common misperceptions and that its contents will be distributed widely by its readers! If you or someone you know needs writing or editing assistance, contact The Essay Expert. We can help clear up any apostrophe problems youre having.

In Today’S World The Internet Is One Of The Most Important

In today’s world the Internet is one of the most important media, it serves nearly 3,630,000,000 users worldwide (46.1% of the population) and the rate of growth is 380.3% over the last 9 years. The role of the World Wide Web is observable not only in statistics, but also more visibly in everyday life: in social interactions, business, science and education, entertainment, communication, and even language. For many it is a place where they can interact with others or browse content anonymously. Many examples have shown that this is often a very inexperienced attitude, and that what happens to our online data may be very different to what we think happens to it. America has a long example of protecting the privacy of its citizens from each†¦show more content†¦Although there are many well defined laws and precedents for how to handle invading a persons private life, the laws for monitoring private digital life are much more gray. While intercepting and reading a piece of posted mail is a tedious and hard to disguise task, it is a simple and easy to read electronic mail, and it is almost undetectable as well. Great care has to be taken to ensure the safety of citizens, while still maintaining their privacy. History and Development of Internet Privacy What is the perception of privacy and anonymity online relies greatly on understanding the history and development of the issue. From 1967, when the Internet was born, until the mid–1990s, privacy was a non-issue. There was no advertising, no security measures apart from log-ins, no spam and, until 1989, no graphic interfaces, no icons, images, windows, etc. One of the first cases of a website interfering with its users’ personal information is the infamous Prodigy.net. 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Taking Advanced Placement English Class - 880 Words

Numerous students have strived to achieve a higher grade point average and straight A’s in their high school years. They take advanced placement classes, honors classes, or international baccalaureate classes to receive college credit during high school. However, most students have encountered an ordeal experience in advanced classes that change their academic life. They did not expect advanced class to be challenging that exceeds their knowledge. From writing free responses to memorizing complex concepts for multiple choices, some students experience these hardships such as countless restless nights and migraines. Nevertheless, taking advanced placement English is the utmost challenging class I experience in my high school years. While I manage to pass an advanced placement English class with an insight understanding about my life, my writing and reading skills has changed dramatically because of my lack of pace, lack of self-studying and lack of time management. 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The Responsibility of Judicial Reviews Free Essays

Thought out time judicial review’s responsibility had been to ensure there is no conflate to the â€Å"supreme law of the land† (The constitution) and it’s democratic values. In Order to make sure that the system does not get influence from the elected officials. Our founding fathers have deliberately put in place judicial review in to the system. We will write a custom essay sample on The Responsibility of Judicial Reviews or any similar topic only for you Order Now But in turn the judicial review itself is not democratic. Because the nine â€Å"independent † black robe elites have bias, and can not be remove. A Supreme Court justice is appointed by the president and must be confirmed by the senate. When the President appoints a court justice he usually appointed someone who is highly educated and have a close ideology as he, because he wants to influence the courts. But soon after they are appointed they loss ties with any political influence. Because they’re appointed for life. No matter how bad of job they are doing, they are protected by the constitution. And can only be impeach if they have commended high crimes such as treason and bribery. In our history only five federal court judges have ever been impeached. In order for the courts to judge the case without any favorites, there is no room for any bias. If the court have bias they well not be able to give a good interpretation of the constitution. Insested courts often give inference on the cases. And putting the case in there own perspective. During 1933-1937 the Roosevelt’s presidency (DZ chapter 13 Page 347) the courts still had a philosophy of rugged individualism. The courts thou out the national industrial recovery administration, railroad retirement act, national farm mortgage act, agricultural adjustment act, And denied the federal government the power to regulate manufacturing, petroleum, mining, agriculture, and labor conditions. Only after National labor relations board V. Jones laughlin Steel Corporation. How can the court say one thing and does another? The court says, â€Å"no person in the country should be denied equal protection of the law†. That give the blacks the right to vote, to attend integrated schools, to receive equal justice in the courts, and give congress the power to protect blacks from discrimination in public accommodations, employment, voting, and housing. But in (DZ page 348) â€Å"Dennis V, United States the courts permitted the prosecution of communists for merely â€Å"advocating† the overthrow of the government and in communist government party. U. S. A V. Subversive activities control board it upheld the right to require registration of â€Å"subversive† organizations. It permitted congressional committees to interrogate citizens about their political view and upheld loyalty oaths and loyalty-security programs How can people say that courts are always right? And above all they are unbiased? That can not be the truth. As human beings we all have ideas and bias because at a very young age we learned and developed bias from our parents and friends. Some say that you could change the bias and idea if you get an good education you’ll be able to have a higher tolerate but education only could change you so much. As beings we could only tolerate so much. When in crises and the issues are against us, we’ll thou tolerate out to the window and take some form of action to suppress the opponent. That applies to all the mass, the elites, and even the courts. Then how can judicial reviews be democratic? how did the outcome of the American civil war impact modern America? American had not all way been an industrialize nation or a major player in the international market. In fact prior to the civil war American was this back ward predominate cotton-growing base south with an emerging industrializing north-east and a west that is the land of free farmers. Having a Combination of capitalism and feudalism in the cotton-growing south, where there are the halves (master) and the have-nots (slaves). The slaves do not own anything and are commended to the masters. This system is similar to feudalism, where the lords and servants have a close tied with each other. The southerner justerful it by saying:† it is natural form of human society, beneficial both to the slave and the master. the emerging industrializing northeast had an ideology of a more democratic and capitalistic idea. Last, but not the lease, the west of the free, their ideology are very close to the industrializing northeast. The ending of the war gave the north the power to unite the union as a whole. Because of a rapid growth in the textile industry the north was in need of laborers. The demand for laborers has sprouted emerging of a middle class. This enables the slaves to have the mobility to move up on the social structure. We must give credit to the middle class. Because they were the ones that really wanted to have the up bond mobility. With the help of education they created technologic advancements. That had created a growing industry with importing and exporting of goods. With a rapid growth of the industries the union was in shortage of laborers, and never before had the union depend more on the free slaves. Many of the free slaves have migrated from the south to the northeast and west creating their own communities. In order for the west to move their goods to the northeast and south, a good and suffusion transportation system is needed. In many of the modern nation they all have one thing in common with each other. They have a effusion transportation system, if you’re want to be a major player you must have an mean of moving your products in a fast effusion and cheap way. The out come of the civil war is a chain reaction. By having the north wining the war, it brought down the last of the feudal system to its keens. The nation evolves from capitalism and feudalism to liberalism. From the liberalism it is destine that we are going to be come an industrialize nation. Because the north have won and the north is an emerging industrializing north. From an emergent-fueled nation demanded more labors. The once that don’t have job now have. The ones that did not have an opportunity to have a wage-earning job now do. It gives the next generation an education. From the demanded labors the economy have sprout an never before seen middle class. Because of the education and the opportunity it go technologic advancement. By have all though things in the new and reform government it give everyone mobility. The impact comes in differn forms shape and sizes. How to cite The Responsibility of Judicial Reviews, Papers

The Responsibility of Judicial Reviews Free Essays

Thought out time judicial review’s responsibility had been to ensure there is no conflate to the â€Å"supreme law of the land† (The constitution) and it’s democratic values. In Order to make sure that the system does not get influence from the elected officials. Our founding fathers have deliberately put in place judicial review in to the system. We will write a custom essay sample on The Responsibility of Judicial Reviews or any similar topic only for you Order Now But in turn the judicial review itself is not democratic. Because the nine â€Å"independent † black robe elites have bias, and can not be remove. A Supreme Court justice is appointed by the president and must be confirmed by the senate. When the President appoints a court justice he usually appointed someone who is highly educated and have a close ideology as he, because he wants to influence the courts. But soon after they are appointed they loss ties with any political influence. Because they’re appointed for life. No matter how bad of job they are doing, they are protected by the constitution. And can only be impeach if they have commended high crimes such as treason and bribery. In our history only five federal court judges have ever been impeached. In order for the courts to judge the case without any favorites, there is no room for any bias. If the court have bias they well not be able to give a good interpretation of the constitution. Insested courts often give inference on the cases. And putting the case in there own perspective. During 1933-1937 the Roosevelt’s presidency (DZ chapter 13 Page 347) the courts still had a philosophy of rugged individualism. The courts thou out the national industrial recovery administration, railroad retirement act, national farm mortgage act, agricultural adjustment act, And denied the federal government the power to regulate manufacturing, petroleum, mining, agriculture, and labor conditions. Only after National labor relations board V. Jones laughlin Steel Corporation. How can the court say one thing and does another? The court says, â€Å"no person in the country should be denied equal protection of the law†. That give the blacks the right to vote, to attend integrated schools, to receive equal justice in the courts, and give congress the power to protect blacks from discrimination in public accommodations, employment, voting, and housing. But in (DZ page 348) â€Å"Dennis V, United States the courts permitted the prosecution of communists for merely â€Å"advocating† the overthrow of the government and in communist government party. U. S. A V. Subversive activities control board it upheld the right to require registration of â€Å"subversive† organizations. It permitted congressional committees to interrogate citizens about their political view and upheld loyalty oaths and loyalty-security programs How can people say that courts are always right? And above all they are unbiased? That can not be the truth. As human beings we all have ideas and bias because at a very young age we learned and developed bias from our parents and friends. Some say that you could change the bias and idea if you get an good education you’ll be able to have a higher tolerate but education only could change you so much. As beings we could only tolerate so much. When in crises and the issues are against us, we’ll thou tolerate out to the window and take some form of action to suppress the opponent. That applies to all the mass, the elites, and even the courts. Then how can judicial reviews be democratic? how did the outcome of the American civil war impact modern America? American had not all way been an industrialize nation or a major player in the international market. In fact prior to the civil war American was this back ward predominate cotton-growing base south with an emerging industrializing north-east and a west that is the land of free farmers. Having a Combination of capitalism and feudalism in the cotton-growing south, where there are the halves (master) and the have-nots (slaves). The slaves do not own anything and are commended to the masters. This system is similar to feudalism, where the lords and servants have a close tied with each other. The southerner justerful it by saying:† it is natural form of human society, beneficial both to the slave and the master. the emerging industrializing northeast had an ideology of a more democratic and capitalistic idea. Last, but not the lease, the west of the free, their ideology are very close to the industrializing northeast. The ending of the war gave the north the power to unite the union as a whole. Because of a rapid growth in the textile industry the north was in need of laborers. The demand for laborers has sprouted emerging of a middle class. This enables the slaves to have the mobility to move up on the social structure. We must give credit to the middle class. Because they were the ones that really wanted to have the up bond mobility. With the help of education they created technologic advancements. That had created a growing industry with importing and exporting of goods. With a rapid growth of the industries the union was in shortage of laborers, and never before had the union depend more on the free slaves. Many of the free slaves have migrated from the south to the northeast and west creating their own communities. In order for the west to move their goods to the northeast and south, a good and suffusion transportation system is needed. In many of the modern nation they all have one thing in common with each other. They have a effusion transportation system, if you’re want to be a major player you must have an mean of moving your products in a fast effusion and cheap way. The out come of the civil war is a chain reaction. By having the north wining the war, it brought down the last of the feudal system to its keens. The nation evolves from capitalism and feudalism to liberalism. From the liberalism it is destine that we are going to be come an industrialize nation. Because the north have won and the north is an emerging industrializing north. From an emergent-fueled nation demanded more labors. The once that don’t have job now have. The ones that did not have an opportunity to have a wage-earning job now do. It gives the next generation an education. From the demanded labors the economy have sprout an never before seen middle class. Because of the education and the opportunity it go technologic advancement. By have all though things in the new and reform government it give everyone mobility. The impact comes in differn forms shape and sizes. How to cite The Responsibility of Judicial Reviews, Papers

Key Features of the Cosmological Argument Essay Example

Key Features of the Cosmological Argument Paper Examine the key ideas of the cosmological argument. The cosmological argument seeks to prove the existence of God on the basis that the universe has not always been in existence and so for it to be created, an external cause was necessary; this outside agent is viewed as God. It creates a posteriori knowledge which provides inductive explanations and makes conclusions on ideas based on actual experiences. It is a non-propositional argument so it cannot be proven but can be argued by offering experience as support. Although the cosmological argument was expressed by Aquinas it was originally introduced and influenced by Aristotle. Aristotle stated ‘the series must start with something since nothing can come from nothing’. This suggests that Aristotle believed that the creation of universe is dependent on a supreme, ultimate primary mover, and is therefore an ‘unmoved mover’. Overall it is the vital cause of the creation of the universe, and is identified in Christianity as God. Aristotle persuaded this using the idea of planet motion which he highlighted as the cause of the change of seasons. For this transformation to happen, it required an ‘unmoved mover’ who would be capable of upholding order of the universe during the alterations. Aquinas used this concept as the labour of God. Thomas Aquinas developed Aristotle’s ideas and offered the ‘Five Ways’ which have the aim to prove the existence of God. Three of the five form the cosmological argument. The first way is motion, the second is cause and the third is necessity and contingency. Aquinas proposed the way of motion through the idea that in the world some things are in motion and whatever is moved is moved by another. We will write a custom essay sample on Key Features of the Cosmological Argument specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Key Features of the Cosmological Argument specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Key Features of the Cosmological Argument specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He argued that it is impossible for something to be both mover and moved. Motion is therefore a change of state and is not just movement in time and space from one place to another. But motion requires an explanation since nothing can be in both potentiality and actuality in the same respect. Something is needed to bring about the change, therefore proving God as the initiator of change and motions in all things. The second way; cause originates from the nature of efficient cause. Aquinas stated ‘.. t is necessary to admit to a first efficient cause, to which everyone gives the name of God. ’ Aquinas rejects infinite regression but insists that without a first cause there could be no subsequent causes and therefore without a first cause, there would be nothing at all. Therefore, it is necessary to admit to a first efficient cause given the name God. Aquinas argues the third way of necessity and contingency through the view that beings or items in the universe are capable of existing and not existing. The presence of each thing can only be explained by reference to factors which themselves depend on. The factors require reasoning in the form of a necessary being who is dependant on nothing but itself. This being is identified as God. Aquinas argues that the very nature of items in the universe demands that God exists necessarily and not contingently. Aquinas third way supports the cosmological argument as items are dependent on their creator therefore something must be independent in order for things to be created therefore this something is seen as God.

BRUNO Surname Meaning and Family History

BRUNO Surname Meaning and Family History From the Italian word for brown, Bruno was often used as a nickname for a person with brown hair, skin, or clothes. From the German  brun, meaning dark or brown. It may also be a habitational surname for individuals who lived in or near a place named Bruno, such as the city of Bruno in Italys Piedmont region. Bruno is the 11th most common surname in Italy. According to WorldNames PublicProfiler it is currently most common throughout southern Italy, in the regions of Calabria, Basilicata, Puglia, and Sicilia. The next part of the world where the Bruno surname is most often found in Argentina, followed by France and Luxembourg. Alternate Surname Spellings:  BRUNI, BRUNA, BRUNAZZI, BRUNELLO, BRUNERI, BRUNONE, BRUNORI Surname Origin:  Italian, Portuguese Famous People with the Bruno Last Name Francesco Fa di Bruno  - Italian priest and mathematicianGiordano Bruno - Italian philosopherDylan Bruno - American actor Where the Bruno Surname Is Most Common The Bruno surname, according to surname distribution information from  Forebears, is most prevalent in Brazil but ranks highest based on the percentage of the population in Italy, where it is the 14th most common surname in the country. Bruno is also a common last name in Argentina. Data from  WorldNames PublicProfiler  also  indicates the Bruno surname is most common in Italy, followed by Argentina, France, Luxembourg, and the United States. Within Italy, Bruno is most common in the southern regions- Calabria, Basilicata, Puglia, Sicilia, Campania, Molise, and Abruzzo, in that order. It is also common in Piemonte and Liguria in the north. Genealogy Resources for the Surname Bruno Meanings of Common Italian Surnames: Uncover the meaning of your Italian last name with this free guide to Italian surname meanings and origins for the most common Italian surnames.The Bruno DNA Project: This group is open to all families with the Bruno surname of all spelling variations from any location in the world. The goal is to join together to use Y-DNA  testing, paper trails, and research to identify other individuals with whom they share a common ancestor.Bruno Family Crest - Its Not What You Think: Contrary to what you may hear, there is no such thing as a Bruno family crest or coat of arms for the Bruno surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted.BRUNO Family Genealogy Forum: This free message board is focused on descendants of Bruno ancestors around the world. Search the forum for posts about your Bruno ancestor s, or join the forum and post your own queries.   FamilySearch - BRUNO Genealogy: Explore over 429,000  results from digitized  historical records and lineage-linked family trees related to the Bruno surname on this free website hosted by the Church of Jesus Christ of Latter-day Saints.BRUNO Surname Mailing List: Free mailing list for researchers of the Bruno surname and its variations includes subscription details and searchable archives of past messages.GeneaNet - Bruno Records: GeneaNet includes archival records, family trees, and other resources for individuals with the Bruno surname, with a concentration on records and families from France and other European countries.The Bruno Genealogy and Family Tree Page: Browse genealogy records and links to genealogical and historical records for individuals with the Bruno  surname from the website of Genealogy Today.Ancestry.com: Bruno Surname: Explore over 1.1  million digitized records and database entries, including census records, passenger lists, military records, land deeds , probates, wills and other records for the Bruno surname on the subscription-based website, Ancestry.com. References Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick, and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

How to Get Good Grades

How to Get Good Grades 5 Tips for Boosting Your Grades Getting good grades in school isnt something that just happens. It takes persistence, patience and a lot of effort on your part. Going from getting mediocre grades into good grades isnt going to happen overnight. It takes time to get yourself organized and develop the skills you need to succeed. To help you boost your grades, here are a few simple tips you can start implementing today. TIPS FOR USING THE CONTROL PANEL 1. Attendance Isnt Optional You cant expect to learn anything if you arent actually in the classroom to take in the information being taught. Being present in the classroom is crucial to improving your grades. By just listening to what the teacher has to say, you stand a chance of being able to walk away with at least a C. When you take notes and study further about the subject matter at hand, you are going to boost your grade even further. The skipping class will cause you to lose points and make your grade suffer further. 2. Keep Distractions to a Minimum If there is anything around you that could be a distraction and prevent you from learning, you need to get rid of it. Dont play around with your phone, listen to music or sit so far back in the classroom that you cant see or hear what the teacher is talking about. Sit closer to the front of the room to make sure you can hear what the teacher is saying and take accurate notes. Dont allow other classmates who might not be interested in learning to distract you from bettering yourself. 3. Pay Attention to Your Note-Taking Whatever the teacher talks about in class, you can plan on it being on the exam. Because of this, you need to make sure you are taking accurate notes that you can study from before the exam. Most of the time, teachers discuss the things that they feel are the most important. With accurate notes, you should have no problem passing the test. Go over everything the teacher discussed and make sure you know the material inside and out. Make note cards, discuss the material with the teacher or a friend, do whatever it takes to come out ahead and make sure the material is embedded in your brain. 4. Read through Your Textbooks Regardless of how much your teacher might try to fit everything into their class session, it isnt going to happen. They only have so much time to go over all of the material. Because of this, you have to take it upon yourself to go through the textbook provided and do your own research and studying. For many students, the thought of reading through pages upon pages of text can be intimidating and overwhelming. This is where you need to implement techniques like scanning, skimming and spotting keywords. Skimming involves going through and reading just the most important parts of the content. Reading the first sentence of every paragraph can help you pick up what the text is about quickly. Scanning is where you look through the main parts in a book to figure out whether it relates to your given topic. By reading the preface, index, intro and conclusion, you can get a good idea whether the book is going to help you or not. Spotting keywords involve going through and picking out the important phrases or words within the text. Anything highlight in italics or bold tends to be the most significant piece of information in the text. Pay attention for this formatting when reading the text. 5. Compare Your Notes with the Textbooks The key to mastering the material at hand is reading, analyzing and memorizing the materials. Read through your notes, write down any questions you might have and ask your teacher for the answers. You can also search your textbook for answers to your questions. This will help your brain to retain all of the information being taught in class. So, what are the things we should remember in order to get good grades? By going through the tips above, you can begin improving your grades in no time at all. Before you know it, you will have the grades you want and be on your way to a new grade point average. There is also another way to get your A become our customer! Our team of professional writers and 24/7 support cant wait to help you!

Website evaluation for a destination Essay Example | Topics and Well Written Essays - 3000 words

Website evaluation for a destination - Essay Example The font size and color combination was not so good. Here we can have a same theme of heading. Each heading in the webpage has different color that gives the feeing of distraction to the users. 14 Acceding to most of the questionnaire respondents the website navigation is good. In this web site we have a clear view of our presence in the website. Here we have proper and functional hyperlinks that offer us the capability to navigate through the whole website in an effective way. 14 Web based information platforms are aimed at offering the people valuable information about the relevant area or subject. The human computer based analysis offers the capability to weigh up and assess these systems working and performance regarding their interaction to users. This research and analysis based report will also offer deep and comprehensive overview of the website evaluation through the human computer interaction rules. This website is an E-Tourism website that belongs to Bangladesh. It is an official website of Bangladesh Government for tourism and its online address is: www.bangladeshtourism.gov.bd. The main intention of this research is to evaluate this website regarding its design, content, usability and interactivity for the better and effective system development that can effectively interact with its audience. The subject of Human–computer interaction deals with the analysis of the interaction among people and computer. In this paradigm we analyze how we can build a system (web site) that is able to offer better support and facility during the usage of system. This subject investigates the user psychology, behaviors and develops the system or designs the web site that is capable to meet the user expectations regarding system working. Website evaluation for better design, content, usability and interactivity is main area that developer needs to address while developing a web site for the user. Human computer interaction rules based evaluation process is

Statement of Purpose for university Essay Example | Topics and Well Written Essays - 500 words

Statement of Purpose for university - Essay Example I took the Nemune Dolati junior high school examination at the tender age of 11 years. At the age of 11 and 14 years, I obtained the first rank among all the primary and junior high school students in the painting competition of the province. I had always been keenly interested in industrial design, and this developed into a passion by the time I reached high school. Accordingly, I selected mathematics and physics at high school, in order to obtain a firm grounding in the fundamentals of industrial design. In the nationwide entrance examination of state universities, I stood 1,058 out of the 150,000 total participants. This enabled me to gain admission to the Islamic Art University of [city], which constitutes one of the most prestigious art universities of Iran. The extensive nature of the syllabus of the undergraduate studies undertaken by me at the Islamic Art University of [city], served to provide me with a comprehensive exposure to the core areas of industrial design. In addition, I obtained a strong conceptual understanding of these core areas. During the course of my undergraduate studies, I attended a number of workshops. Some of these had involved working with wood, metal, and plastics. To my great fortune, the Islamic University of [city] has been blessed with state of the art workshops. Moreover, these workshops have been supervised by highly skilled and experienced professors. This exposure rendered me conversant with the rudiments of craftwork and design. Due to my keenness to learn, I completed most of the projects stipulated by my professors. This raised my esteem with them, and they rewarded my perseverance by making me a teaching assistant for the Creativity course. This course had been prescribed for the students of the Industrial Design Department, and was for a duration of four semesters. During my last semester of study, I commenced to assist the Leather Design group in my university, as it was my intention to set up

Understanding The Russian Sphere Of Influence Politics Essay

Understanding The Russian Sphere Of Influence Politics Essay The aim of this chapter is to bring out the elements behind Russias quest to maintain a sphere of influence around itself. In doing this, one should not just look at present Russian politics and recent attempts by Russia to restore its former sphere of influence. One has to look briefly into the history of Russia from the time of the Tsars and during the Communist regime. The Tsars had always desired to create a sphere of influence which would act as a belt of protection for Russia. One has to look at Russias geography to understand this key element in Russian foreign policymaking throughout the centuries. In 1991, the Soviet Union collapsed and Russia lost various regions which were the ex-Soviet Republics. Since then, Russia has retreated progressively. NATO expanded eastward in Europe since 1994 causing Russia to be suspicious and resentful. After the September 11 attacks, the USA established military bases in Central Asian countries to support its military operations against the Taliban and Al Qaeda in Afghanistan and initially Russian President Vladimir Putin gave his support, though he would resent long-term American military presence in what Russia perceives its sphere of influence. In the Far East, Russia faces a rapidly rising China as a potential superpower. So, it is understandable that Russian foreign policymakers have to counterbalance all these factors. Russia is not just a European power but also an Asian power. All these factors contribute to the multivector characteristic in Russian foreign policymaking. One must not forget that Russia also has its economic interests i n the Central Asian region and not just military and political interests. The setting-up of the Eurasian Economic Community (EurAsEC) and the Collective Security Treaty Organisation (CSTO) show how Russia is trying to adapt to its loss of empire. One must not forget that the collapse of the Soviet Union took place twenty years ago and that Russia is still going through what is called its imperial syndrome. This chapter has the aim of demonstrating the change and continuity in Russian foreign policy through its history to the present day. 2.1 The Tsarist roots When Russia began to expand as an empire, the Tsars always had the intention to use to newly conquered lands as belts of protection around Russia. This can be traced back to the time of Ivan III, also known as Ivan the Great. He started by what historian call the collecting of the Russian lands which was followed by wars with Poland in the West (Donaldson and Nogee, pg 18). Ivan IV, known as Ivan the Terrible, conquered lands from the Tatars and Russia reached the Caspian Sea (Donaldson and Nogee, pg 19). In 1613, Mikhail Romanov was elected Tsar, hence starting the 304-year Romanov dynasty. Under his reign and his sons reign, Russia fought eight wars with Poland and it retook Kiev, which had the capital city of the first Russian state, the Kievan Rus (Donaldson and Nogee, pg 19). So, in this time frame, one can see Muscovy expanding its territory and sphere of influence. The ascension of Peter I, known as Peter the Great and his subsequent reign (1689-1725) had a lasting effect on Russian foreign policy. He is known for his secularization and modernization of the Russian Empire along European lines (Hosking, pg 76). He too focused on expanding Russian territory and had one of his first successes when he captured the fort of Azov from the Turks, thus giving Russia access to the Black Sea (Hosking, pg 76). He then proceeded to war with Sweden and the victories he attained there such as the capture of the river Neva in 1703, Narva and Dorpat in 1704, gave Russia access to the Baltic (Freeze, pg 114). The Treaty of Nystad with Sweden in 1721 crowned Russias achievements in the Baltic and Sweden lost its place as a European great power to Russia (Donaldson and Nogee, pg 20). With these conquests, Peter the Great brought Russia closer to Europe as he had always desired and Russian foreign policy took a new dimension from then on. In 1689, there was the Nerchinsk Treaty between the Russian Empire and China where the two powers agreed to divide their spheres of influence which led to China keeping Mongolia under its dominion and Russia keeping land north of the Amur river (Donaldson and Nogee, pg 20). After the death of Peter the Great, there was the Kyakhta where Russia and China agreed to set up formal diplomatic relations and paved the way for trade between the two powers (Donaldson and Nogee, pg 20). Under Catherine the Great, Russia continued to expand its territory and this is seen in the partitions of Poland which brought Belarus (White Russia), Lithuania and Western Ukraine under the Russian realm (Donaldson and Nogee, pg 20). Russias military forays southwards resulted in two wars with Turkey and these culminated in the treaties of Kutchuk Kainardji (1774) and the Treaty of Jassy (1792) which gave Russia control of the north Black sea coastline from Azov to Odessa (Donaldson and Nogee, pg 20). After the victory against Napoleon in 1815 and the Congress, Russias Tsar Alexander I was able to demonstrate Russian power to Europe (Donaldson and Nogee, pg 21) and Russia added Finland and lands in the south and Central Asia to its dominion. Nicholas Is reign (1825-1855) saw Russia turning its attention on the Ottoman Empire which was referred to as the sick man of Europe and this is seen in the Russian ambition to take Constantinople and get naval access to the Mediterranean Sea and the base at Sevastopol (Donaldson and Nogee, pg 21). However, one can see the role of ideology behind Russias expansionism such using the protection of Orthodox Christians in the Ottoman Empire to justify its wars with Turkey, which one of them resulted in the independence of Greece (Donaldson and Nogee, pg 21). In the second half of the 19th century, Russia began looking eastwards again and started to violate the Treaty of Nerchinsk by penetrating deeper into Chinas territory. In 1860, Vladivostok was founded and in 1860, the two powers signed the Treaty of Peking where Russias new gains in the Amur region (legalized since 1858) were consolidated and China and Russia agreed on the new border along the Ussuri river (Donaldson and Nogee, pg 24). In Central Asia, Russia took Tashkent in Uzbekistan in 1865 and Merv in Turkmenistan in 1884 (Donaldson and Nogee, pg 24). To reassure Britain that it was not going to pursue its conquests south to India, Russia signed an agreement with Britain that it was going to limit itself to northern borders of Afghanistan (Donaldson and Nogee, pg 24). One must not exclude the ideology of Pan-Slavism from Russian foreign policymaking during the time of the Tsars which had considered Moscow as the Third Rome and the Tsar as the protector of all Orthodox Christians (Donaldson and Nogee, pg 25). This led to tensions with the Ottoman Empire resulting in a war in 1878. In the early twentieth century, Russia had tension with Japan over territories in the Far East and this culminated in a Russo-Japanese war in 1904-1905, which to Russias humiliation, Japan won (Donaldson and Nogee, pg 27). So, Russias ambitions in the Far East were limited to the northern part of Manchuria, the northern half of Sakhalin island and had to accept Koreas incorporation in the Japanese sphere of influence (Donaldson and Nogee, pg 27). What was the motivation behind the Tsars aim of expanding their realm? Robert H. Donaldson and Joseph L. Nogee give a variety of reasons. The geography of Eurasia may be one of the explanations for Tsarist Russia to acquire all those land to create a protective barrier around itself. Russia also wanted ice-free harbours which led to its ambitions to take harbours in the Black Sea and the Baltic as well as Pusan in modern South Korea culminating in the war with Japan in 1904-1905 (Donaldson and Nogee, pg 29). The autocratic ideology of the Tsarist system is also listed as a reason. The Tsars expressed their autocratic character by pushing for conquering of new lands and military expeditions (Donaldson and Nogee, pg 30). Even Henry Kissinger, in his book, Diplomacy, agrees with the view that Tsarist autocracy led Russia to behave in that way in the international relations of the time (Kissinger, pg 140) 2.2 Continuity under the USSR The continuity with the Tsars thinking was most clear under Joseph Stalins rule. In August 1939, the Soviet Union and Nazi Germany signed an agreement known as the Molotov-Ribbentrop Pact where they agreed to share Eastern Europe between their spheres of influence. Through the Molotov-Ribbentrop pact, Russia regained those lands such as Eastern Poland, the Baltic states, Bessarabia and northern Bukovina (Kenez, pg 135). The motivation to expand Russias territory could not be clearer. In October1944, there was the Percentage Agreement between British Prime Minister Winston Churchill and Soviet leader Joseph Stalin to divide spheres of influences of their states in Eastern Europe (Dunbabin, pg 87). The element of continuity with the Tsars thinking of expansionism is clear. After the Second World War, the USSR did not make it a secret that it wanted to keep Eastern Europe under its orbit as well as export its Communist ideology throughout the world. The USSR was using the banner of Communism and proletarian internationalism to spread its influence around the globe. The West responded by the enactment of the Truman Doctrine which had the intention of containment (Best, Hanhimaki, Maiolo, Schulze, pg 220). In June 1947, the European Recovery Program, better known as the Marshall Plan was launched in order to help Europe recover and stem the tide of Communism (Best, Hanhimaki, Maiolo, Schulze, pg 222). This was part of the containment policy. On the 4th of April 1949, the North Atlantic Treaty Organisation (NATO) was set up to challenge Soviet hegemony (Best, Hanhimaki, Maiolo, Schulze, pg 223-224). The Soviet response was to create the Council of Mutual Economic Assistance, COMECON in 1949 to create sociaist planned economies in Eastern Europe (Best, Hanh imaki, Maiolo, Schulze, pg 219). In 1948, the USSR expelled Yugoslavia of Jozip Broz Tito because Tito did not want to have Stalin dictating to him how to govern the country (Best, Hanhimaki, Maiolo, Schulze, pg 219). In May 1955, the USSR set up the Warsaw Pact as a response to NATO as Soviet leader Nikita Khrushchev said we wanted to make an impression on the West (Dunbabin, pg 221). In 1956, Hungary under Imre Nagy rebelled because it did not want to remain under Soviet domination and left the Warsaw and the Soviets response was to send tanks to crush the uprising (McCauley, pg 340). In 1968, Czechoslavakia, under the leadership of Alexander Dubcek, attempted to create socialism with a human face, unlike the rigid Soviet communism which is known as the Prague Spring. Soviet leader Leonid Brezhnev was alarmed by this since he feared it could spread and create a domino effect and the USSR would lose its sphere of influence in East-Central Europe. The USSR tried to exert pressure on Dubcek (Dunbabin, pg 568) but when it saw that it was not enough, it launched a military invasion on 20th August 1968 to crush the Prague Spring and remove Dubcek from power (Dunbabin, pg 569). This showed that the Sov iet Union feared that different interpretations of Marxism among its satellites would lead to collapse of Communism and lose its strategic sphere of influence. Due to the upheavals that took place, the Brezhnev leadership came up with the Brezhnev Doctrine which claimed that it was the sole right of the USSR and the Warsaw Pact to take action against socialist countries which deviated from Soviet Communism (Best, Hanhimaki, Maiolo, Schulze, pg 274). The message the USSR sent to the rest of the world was that it will not tolerate any changes to the political-economic system it had created in East Europe, its sphere of influence. This was because it felt highly threatened by those changes. The West gave its response in the Helsinki Final Act in 1975 where it accepted the Soviet sphere of influence in Eastern Europe but the USSR agreed to accept the human rights basket, which would have serious consequences for the USSR in the 1980s (Dunbabin, pg 571). 2.3 Post-Communist Russia and Sphere of Influence Thinking in Current Russian Foreign Policy At the collapse of the Soviet Union, many former Soviet Republics which were also part of the Tsarist Empire became independent. Russia had lost those lands which had provided a belt of protection for Russia for centuries. After the collapse of the Soviet Union in 1991and up to the late 1990s, the newly constituted Russia began to use the term near abroad for its former Soviet republics (Donaldson and Nogee, pg 163). In this part, the setting up of the Commonwealth of Independent States (CIS), Eurasian Economic Community (EurAsEC), Collective Security Treaty Organisation (CSTO) and Russias participation in the Shanghai Cooperation Organization (SCO) and their usefulness to Russia in maintaining its sphere of influence will be analyzed. This part aims to put under focus Russias aims and aspirations behind the setup of these organisations. The interests Russia has in keeping Central Asian states, Ukraine, Belarus and other ex-Soviet states will be analyzed. Russia has and still claims that it uses multilateralism to achieve its aims of maintaining its sphere of influence and checking other powers such as China in the East. To analyze this in more detail, the focus will be on Russias behavior both in the institutions it is part of and leads and its behavior towards the smaller ex-Soviet republics. Russias activities in the CSTO and SCO will also be analyzed as well as its successes and failures in preserving its sphere of influence. 2.3.1 What are Russias interests and motivations, and how does it view itself and the countries surrounding it? The best way to start the subject is to look into Russias interests. Historically, the ex-Soviet republics were part of the USSR and before the October Revolution of 1917. It is not restricted to this reason though. Russia has economic interests as well as competing new powers for influence. This is most felt in the Central Asian region. For Russian political analyst Dmitri Trenin, this is sphere of interest rather than sphere of influence, as he points out in his article in The Washington Quarterly. Trenin outlines three types of interests that Russia has the ex-Soviet states. The first includes the military and security reasons, secondly, Russias economic interests and thirdly, the cultural aspect. Regarding Russias security and military interests, Trenin mentions the CSTO as a way for Russia to maintain its influence and dominance in most of the ex-Soviet republics and also to combat Islamic extremist movements (The Washington Quarterly, October 2009). Trenin goes on to refer to t he fact Russia would like the CSTO to on the same level with NATO and that this would create the new European security architecture thus leading to the legitimization of the primacy of Russia in its former Imperial and Soviet subjects (The Washington Quarterly, October 2009). Trenin maintains that Russias intention is halt US and NATO encroachment in its perceived zone of responsibility and he refers to the August 2008 war with Georgia. By taking a heavy-handed attitude towards Georgia, Trenin suggests, Russia was sending a clear message to NATO that it would accept anymore intrusion in the ex-Soviet space (The Washington Quarterly, October 2009). So, the real reason behind the war was Mikhail Saakashvilis explicit intention to get NATO membership for Georgia. Russia also thinks that the USA is using democracy encouragement in order to draw the ex-Soviet states away from Russias influence (The Washington Quarterly, October 2009). The second reason, the economic interests of Russia, also cannot be ignored. Russia has millions of foreign workers who come from the CIS member states, a factor which gives Russia an upper hand in dealing with its neighbours (The Washington Quarterly, October 2009). Another important economic factor is energy. The ex-Soviet states around the Caspian Sea are rich in energy resources and Russian energy companies such as Gazprom, the Russian state-owned gas corporation, would like to be the ones that have control over these resources especially oil and natural gas (The Washington Quarterly, October 2009). Russia has also worked towards economic integration in Eurasia and this is seen in the Eurasian Economic Community (EurAsEC) and Russia has made no secret of its wish to have a customs union with Kazakhstan and Belarus (The Washington Quarterly, October 2009). So Russia also uses economic means to preserve its influence and its interests. In the aftermath of the 2008 economic crisis, Russia has forked out billions in funds to help the economies of the former Soviet Republics to recover (The Washington Quarterly). Thirdly, there is the cultural aspect. Dmitri Trenin makes a reference towards the presence of millions of Russian inhabitants in post-Soviet countries and how the Kremlin tries to use the case of Russian minorities for its political advantage. This has been listed as one of the objectives of Russian foreign policy in the Russian Foreign Policy Concept of 2008 signed by President Dmitri Medvedev (Ministry of Foreign Affairs of the Russian Federation, 12th July 2008). This objective of Russia protecting ethnic Russians in the neighboring countries has also one been one of the first objectives of Vladimir Putin since he first came to power as Russian President in 2000, as outlined by Ingmar Oldberg in his article for the Swedish Institute of International Affairs (The Swedish Institute of International Affairs, 2010). Russia has been taking advantage of its cultural predominance to use the Russian minoriti es in the neighboring countries to preserve its influence and has used many methods to try to achieve its objective such as the media, issuing of passports and backing pro-Russian political parties in these states (The Swedish Institute of International Affairs, 2010). One has to appreciate the fact that Russian culture, especially the language is a very strong factor. 2.3.2 Organisations which Russia uses as part of its objective of preserving its sphere of influence In this section, the focus is on organisations such as the Commonwealth of Independent States (CIS), Collective Security Treaty Organisation (CSTO), Eurasian Economic Community (EurAsEC) and Shanghai Cooperation Organisation (SCO). The aim of this part of the chapter is to give a short history of each of these organisations and more importantly, Russias role in them and what Russia hopes to achieve by being active in these organisations. Is Russia using these organisations as a new way to portray itself as upholding the principles of multilateralism while at the same times keeping the post-Soviet republics under its influence? Does Russia behave as an equal partner or is it the dominant member due to its military strength? The best way to answer these questions is to analyse these organisations and Russias role in them. 2.3.2.1 Commonwealth of Independent States The Commonwealth of Independent States (CIS) was born out of the aftermath of the collapse of the Soviet Union. After the Soviet Union collapsed, 15 newly independent states emerged. Russia wanted to use the CIS in order for it to be able to maintain its influence in the newly independent states (Nogee and Donaldson, pg 165). It wanted to create The Baltic states kept away from joining and Georgia left the organisation after its August 2008 war with Russia. Ukraine, which in the early 1990s was under the leadership of Leonid Kravchuk did not want much integration in the CIS in order to preserve Ukraines independence (Donaldson and Nogee, pg 166). As a sign of continuity with the Tsarist and Soviet foreign policy thinking, Russia placed huge importance to the CIS as way of protecting itself with friendly countries, and this was mentioned in the 1993 Russian Foreign Policy Concept (Wilson Rowe and Torjesen, pg 154). With the establishment of the CIS, Russia was aiming for a common econ omic space, a common market, co-ordinated customs policies, cooperation in the environmental protection, developing communication and transport systems and combating organized crime (Wilson Rowe and Torjesen, pg 154). Much of these ambitions aims were not achieved and in 2005, President Vladimir Putin himself complained that the CIS did not achieve what Russia envisioned a decade earlier (Wilson Rowe and Torjesen, pg 154). Stina Torjesen, in a contribution to the book The Multilateral Dimension of Russian Foreign Policy, lists some reasons why Russia did not achieve as much as it hoped for in the 1990s regarding the CIS and CIS integration. Torjesen mentions reasons such as that coordination was not executed well, that when it came to implementing policies, Russia was either slow or didnt implement them at all, causing the other partners to be irritated, Russia in the 1990s was going through economic hardship which led to difficulty in implementing proposals and that Russias behavio r was still zero-sum instead of being a multilateral partner (Wilson Rowe and Torjesen, pg 155). Russia still sought to be the dominating party and sought primacy over other partners. So Russia deserves part of the blame for the failure to achieve the earlier objectives behind the creation of the CIS. Lilia Shevtsova, in her book Lonely Power, believes that Russia does not treat its neighbours as equals and cares about its primacy (Shevtsova, pg 90). Shevtsova makes a reference to a speech by President Dmitry Medvedev at the Council of Foreign Relations where the Russian President stated that Russia had a sphere of privileged interests (Shevtsova, pg 89). There were attempts by some post-Soviet republics to try to lessen their dependence on Russia and this is seen in organisations they set up such as GU(U)AM (Mankoff, pg 247). This consisted of Georgia, Ukraine, Uzbekistan (which left the organisation), Azerbaijan and Moldova. GUAM as organisation was first set up in October 1997 (Tsygankov, pg 126). Uzbekistan left the organisation in May 2005 (Wilson Rowe and Torjesen, pg 173). After the summit in Kiev on 23rd May 2006, GUAM had a new name: Organisation for Democracy and Economic Development GUAM (Organisation for Democracy and Economic Development GUAM). The August 2008 war with Georgia also spoke volumes about Russias efforts to preserve its sphere of influence. Moreover in May 2009, Russia sent in extra 1,800 troops into Abkhazia and South Ossetia which inflamed suspicions in the West that Russia was up to its tricks again, that pursuing its domination of its neighbours as well as punishing Georgia for the pro-Western path it had taken (The Jamestown Foundation, 6th May 2009). After all, President Medvedev had made no secret of Russia wanting to be responsible for what he described as Russias privileged sphere of influence (The New York Times, 31st August 2008). US Secretary of State Hillary Clinton and US President Barack Obama did not agree with Dmitry Medvedevs position (OpenDemocracy, 20th April 2009). Russias cutting of the gas supply due to a crisis with Ukraine was interpreted as Russia using its energy resources to punish those countries which took positions against Russia such as Ukrainian President Viktor Yushchenko, claims which Russia denied and Russia counter-attacked by claiming it was a quarrel over payments (Valdai Club, 13th January 2009). Lately, Russia has had problems over gas with Belaruss President Alexander Lukashenko but analysts claim that Russia uses its position of energy supplier to bend its neighbours to its will. This was the case with Belarus in June 2010 since Russia had been very irritated with Lukashenkos lack of recognition of Abkhazia and South Ossetia as independent states and retaliated by banning milk from Belarus (The Economist, 24th June 2010). 2.3.2.2 Collective Security Treaty Organisation The Collective Security Treaty Organisation (CSTO) is the military organisation Russia uses in order to maintain its influence in the post-Soviet states. One has to remember that out of all the former Soviet states, Russia is the most militarily and economically powerful and these factors do give it primacy in the CSTO. From the beginning, Russia intended that the CSTO will be used to create protection and security for Russia by having an organisation which included the former Soviet states (Wilson Rowe and Torjesen, pg 182). Before the CSTO was established in 2002, there was an agreement, the Collective Security Treaty (CST), signed in May 1992 at Tashkent by Russia, Armenia and the former Central Asian Soviet republics but Turkmenistan remained out (Wilson Rowe and Torjesen, pg 183). After the fall of the USSR, Russia and the former Soviet states began discussing how to have a single military space under the CIS (Wilson Rowe and Torjesen, pg 183). So the CST, and later the CSTO, was to work under the CIS. The objective of a creating one military structure was not achieved because each state chose to have its national army but the CST helped to bring the new states armies to cooperate when a threat emerged (Wilson Rowe and Torjesen, pg 183). Throughout the 1990s, there were discussions on what type of military organisation the CST members national armies were going to set up (Wilson Rowe and Torjesen, pg 183). The discussions were between whether there should be a decision-making structure similar to the one of NATO, which the majority of CST members wanted, or having a hierarchical structure, as Russia and Uzbekistan wanted (Wilson Rowe and Torjesen, pg 183-184). In the end a mixture of both was chosen. One can remark that the fact that Russia wanted a hierarchical structure tells much about what its role in the CST was going to be. It sought to be the leader and not an equal with the other partners. By the mid-1990s, the CST had been successful in dealing with many challenges and Russia, through its military advantage, played a central role in helping Central Asian states to safeguard their borders and training their armies (Wilson Rowe and Torjesen, pg 184). But there was still no proper organisation of a supranational nature and this was seen in the civil war in Tajikistan in 1992, when the CST members did not work together and Russia and Uzbekistan helped the Tajik government (Wilson Rowe and Torjesen, pg 184). In 1993, peacekeeping troops from CST and CIS states Russia, Kazak hstan, Uzbekistan and Kyrgyzstan did come to Tajikistan aid, but Russia was the dominant partner and its actions, such as supporting militarily the Tajik government of the day, were not multilateral (Wilson Rowe and Torjesen, pg 185). In this incident, one can see Russia acting as the dominant partner and this is something which the other states took note of. So Russia had some part of the blame for the failure to develop a fully-fledged multilateral military organisation. Its actions contradicted its objective of collective action. The maintenance of its sphere of influence was what mattered most. However, in the late 1990s, there was military cooperation between the CST members which was led by Russia such as military exercises in 1999 and 2000 (Wilson Rowe and Torjesen, pg 185). In October 2000, the CST members proceeded to cooperate on the issue of terrorism and this culminated in an agreement in Bishkek between Russia, Kazakhstan, Kyrgyzstan and Tajikistan to create an anti-terrorist center where they could share intelligence on terrorists (Wilson Rowe and Torjesen, pg 185). On May 25th 2001, cooperation increased and this led to the creation of the Rapid Deployment Forces to deal with security in the region (Eurasianet, 25th May 2001). This increase in cooperation led to the creation of the Collective Security Treaty Organisation (CSTO) in May 2002 with Russia, Kazakhstan, Tajikistan, Kyrgyzstan, Belarus and Armenia being the members (Wilson Rowe and Torjesen, pg 185). In October 2002, the Charter of the CSTO was signed and it came into effect from the 18th September 2003 (CSTO Official Website). In 2003, Russia began to improve on the already existing facilities at the airbase at Kant in Kyrgyzstan, and in 2006 added more personnel at the base (Mankoff, pg 268). After the 2005 Tulip revolution, the USA had to pay $200,000,000 yearly to keep its airbase at Manas while Russia did not have pay any rent, though it did provide military hardware to Kyrgyzstan (Mankoff, pg 268). In August 2008, after the war with Georgia, Russia asked the CSTO members to recognize South Ossetia (The Times, 30th August 2008) after China and four Central Asian countries had refused to recognize South Ossetia. This is another proof of how Russia wants to use the CSTO to be on par with NATO and trying to stop NATO from encroaching in its neighbourhood. In 2009, the Kyrgyz government announced to the USA that it was going to close down Manas airbase and this was soon after Russia promised more than $2 billion in aid to Kyrgyzstan on condition that the Kyrgyz government tells the US to leave the Manas Airbase (San Francisco Chronicle, 22nd February 2009). The Russia aim to keep Kyrgyzstan under its sphere of influence could not be clearer. On February 4th 2009, at a CSTO summit in Moscow, Russia and the other member states set up the Collective Rapid Reaction Force (CRRF) and it must be pointed out that Russia was once again the dominant player because it had the greater military power and it provided all the weapons, as Aleksei Malashenko from the Carnegie Endowment for International Peace (Moscow) argued (Radio Free Europe Radio Liberty, 4th February 2009). This shows again how Russia uses the CSTO for its central objective of maintaining its sphere of influence. It claims that the CSTO is there to fight terrorism but Russia uses the war on terrorism to make the CSTO one of its foreign policy tools. In fact, one can see this when in the same summit, Uzbekistan demanded special concessions for itself as a condition to join the CSTO (RIA Novosti, 4th February 2009). In May 2010, Belarus decided to contribute over 2,000 personnel to the CRRF after its ratification of the Moscow agreement (RIA Novosti, 26th May 2010). Si nce then, the CRRF members have practiced military exercises in October 2010 (RIA Novosti, 22nd October 2010). However, there were some disappointments and the latest one has been during the political upheaval in Kyrgyzstan when President Kurmanbek Bakiyev was overthrown. Russia did not send peacekeeping troops as Medvedev said that Russia and the CSTO would not participate in Kyrgyzstans domestic unrest (Global Post, 15th June 2010). Russia caused disappointment by its behavior because it showed a lack of consistency and did not act with its CSTO partners to send a peacekeeping mission to Kyrgyzstan. This shows that Russia uses organisations such as the CSTO to give an image that it is working multilaterally with its partners, but in reality it does the opposite. 2.3.2.3 Using economic means to protect interests and maintain sphere of influence The Eurasian Economic Community (EurAsEC) Russia does not only create military organisations to preserve its sphere of influence, but it also uses economic means. Since the collapse of the USSR, Russia has tried hard to create customs union and foster economic integration in the CIS and recently it seems to have had some successes. Russia wants to follow the example of European integration and apply it to the CIS. The Eurasian Economic Community (EurAsEC) is Russias tool to achieve this objective. Some of the objectives behind creating the CIS were to create a common economic space and a common market and deepening cooperat

Position Paper on Typology in Education Essay

A. Ventura Structures and Organization of Higher Education in the Philippines (DEASOHEPN) Position Paper Subject: Towards Rationalizing Philippine Higher Education by Dr. Allan B. Bernardo I. Background of the Issue A. A significant number of reasons and purposes have been articulated concerning the creation of typologies or classification scheme both in the Philippines and abroad since the 1960s. In the House Bill number 363 of the 15th Congress, introduced by Hon. Marcelino A. Teodoro, it was explained that the provision of a definite system for determining the number and distribution of different types of HEIs is necessary in rationalizing the SUCs and all other Higher Education Institutions (HEIs) in the Philippines for allocating resources and for developing interventions for various types of HEIs . Another, and one of the original reasons, is to develop support in research on higher education by providing sound/viable basis for classifying an increasing number of HEIs which on the part of policy-makers will enable them to target policies and programs to categories of similar and related institutions. For students, they will be better able to identify the appropriate institutions for them and make better informed choices. Business and industries would be able to determine which institutions to partner with. A typology that helps HEIs position themselves in the academic market was proposed by Zemsky and Massy (cited in Finn 1998). The mushroom-like proliferation of public HEIs charging extremely cheap tuition and fees but are actually substandard in terms of the quality of academic learning they offer to students is an addition to the concerns. Since these public HEIs offer basically same programs with the private HEIs, despite this aspect on quality, private HEIs are given unfair competition. As a result, there is an influx of students to public HEIs, thus, a greater demand for subsidized higher education and the sad outcome is that all of these, at the expense of basic education. B. According to Dr. Bernardo (1998), a classification scheme should be seful and could be utilized in order to obtain significant statistical values/data on the distribution of different types of HEIs in selected or assigned regions of the country. This could be used as a reference by CHED in rationalizing standards and making developmental interventions necessary to improve the present status or condition of our HEIs. To give concrete examples, he enumerated some parameters which includes library holdings, research outputs of faculty, faculty development programs, research programs development, to name a few. According to Dr. Bernardo, a certain caveat should be heeded if only to further refine the current typology being used. He likewise proposed the adoption of a typology by the Commission itself for quality purposes. Dr. Bernardo opposes the opinion of some of the discussants that says Philippine universities cannot be typed for reasons that SUCs have been established for a variety of reasons such as politically while private schools are established religiously and academically. Dr. Bernardo stresses that even in the United States where the Carnegie 2000 is being employed, some colleges exist as a result of land grants, some are state-funded and some which are funded for religious purposes. Dr. Bernardo agrees to the fact that indeed, simply typing HEIs is difficult that is why according to him, there should be a reckoning of the non-quantitative aspects of typing. He stated that funding is not solely limited to marine research but as a matter of fact, a significant number of funding exists for various types of social science research, technological and agricultural research. He reiterated that there are so many funding for research worldwide but an institution definitely and logically needs to position itself first if it desires to be a Research University. II. Zemsky and Massy (Finn 1998) proposes a typology that helps HEIs position themselves in the academic market. According to Teichler (2003), the various HEIs may be grouped in terms of â€Å"types† which may be viewed as points in a spectrum. This means that in the classification scheme, related types differ in terms of certain dimensions and that it is important to note that the relationships among types is regarded as a vertical dimension, emphasizing quality or status. Shulman said that the Carnegie 2000 Classification of Higher Education Institutions was originally intended to support research in higher education but was later on used for unintended purposes such as to establish rankings of HEIs, make decisions about institutional funding and guide allocation of grant programs. Phil Baty , editor of the Times Higher Education Rankings, and editor at large of Times Higher Education reported that in Europe the introduction of classification in HEI created some fear that Europe-wide university classification will hamstring institutions since for a long-time it has been hailed as an antidote to traditional league tables – a transparent and fair way to compare a university’s performance with that of its peers. As a result there was an influx of criticisms raised about U-Map, the European Commission’s project to categorise every European university under a single classification system. Critics have warned that the plan could â€Å"pigeonhole† universities, limiting if not disrupting their development during this period of globalization accompanied by rapid change which commences to a dramatic shake-up of the student market across Europe. Ray Land, professor of higher education at the University of Strathclyde, organised a conference on U-Map under the title â€Å"Towards a Classification of European Higher Education†. His opinion and findings parallels that of Fr. Roderick Salazar when he told Times Higher Education that while the system could have obvious benefits in promoting diversity and raising the Continent’s global profile as the European Higher Education there had to be a proper debate about its potential effects. He added that this particular project which the European ministers of education and the European Commission have endorsed called for a great financial expense in the country, but unfortunately, not enough discussion about it have been conducted in the UK. U-Map emerged from an August 2005 report, Institutional Profiles – Towards a Typology of Higher Education Institutions in Europe, part of a project led by the Centre for Higher Education Policy Studies at the University of Twente in the Netherlands. The U-Map team said the system â€Å"will not rank institutions league table-style, but will position them on a number of dimensions, each representing an aspect of function and performance†. This stand is similar to the point of view of the discussants and critics of Dr. Bernardo. In the European system, six dimensions have been proposed: the educational profile (looking at degree levels and the subject areas covered); the student profile (including total enrolments and part-time numbers); research involvement (measuring research income, peer-reviewed publications and the like); involvement in knowledge transfer (judged by elements such as patents and licensing income); international orientation (including a measure for overseas academic staff); and regional orientation. Professor Land said that the classification would have clear benefits which includes allowing one to compare like with like. He clarified that an authority would not compare Harvard University with Broken-Neck College, Missouri, for example and therefore it will provide information that is more useful and relevant. However, he added that there were pros and cons, as there will always be unintended consequences. Thus, he suggested that once an institution had been categorized, funding agencies and other stakeholders could start treating it according to that classification. As he mentioned, universities might not like to be categorized, or have their wings stocked in any direction. It is expected that if you are entrepreneurial, you will not want to be pigeonholed. For that reason, the classifications would need to be kept under review since higher education sectors are not static, and Europe’s diverse institutions change their status and missions. This is a common opinion among authorities in education both in the Philippines and abroad. The challenges of globalization and increased competition have led to institutions developing new and innovative courses in areas where previously there had not been demand. This is true not only in Europe, the United States but also in Asia including the Philippines. These continuing changes may affect an institution’s place in the system. Pam Tatlow, chief executive of the Million+ think-tank, said that the proposed classifications have all the arbitrary factors of any league table and will not at all help or contribute to the European research base or European Union institutions to compete globally. Professor Land also said that U-Map could possibly have significant effects on the student market. For example, UK students might start to see courses taught in English in Europe as a better option. They may see that it is cheaper to do a similar degree course with a better reputation in Sweden than in the UK. It alters the rules of engagement. Wendy Piatt, its director-general of the Russell Group of large research-intensive institutions was more positive when she welcomed publications that improved information for students in order to move away from fixed hierarchies to capture huge and positive diversity. But she that there is a need to wait for more details to determine exactly how useful the classification will be. F rederick So Pada, one of the consultants of PASUC, saw certain similarities and disparities on the program offerings and enrollment per program vis-a-vis charter mandate and areas of specialization using the SUC Leveling criteria. He likewise noted that although he does not question the result of the study on typology, he was surprised to know that some universities were inappropriately classified. In other words, their classification did not match their actual behavior. III. Considering the various point of views presented, I would say that adopting a typology for the Philippine HEI’s is sound but I agree with the opinion of Fr. Roderick Salazar when he said that we must constantly be conscious and careful to see that the typology we are using is not final and accurate. Therefore, it must not be used immediately as it is as basis for planning. We should be prepared and a lot open in making our own revisions or modifications for such classification in order to tailor-fit it to the needs of our local HEIs. This is considering what some of the experts, both locals and foreigners have accounted, that is, the Carnegie 2000 has its own set of flaws or weaknesses which showed up since its application in the United States. As a result, it yielded some criticisms or negative comments through the years. I likewise agree with another comment Fr. Salazar gave when he reminded the discussants in one of the fora he attended that at some point, instead of merely focusing on rationalizing our higher education, our HEIs should instead get in the job of being and becoming what the institution was originally called to be. Dr. Bernardo also had a similar opinion when he said that the concern does not lie much on how CHED rationalizes the university system by type but more on the quality of that HEI. It really does not matter whether an institution is a Doctoral Research University, a Specialized institution a technological/agricultural College or a Community College. If it is excellent in doing what it should be doing, then so be it. Otherwise, all it has to do is to continue to seek to improve in all aspects. Most schools in the Philippines start very modestly and grow into institutions that eventually develop and turn out to become what our country perfectly needs at that particular time considering its nature or resources. A very good example of this is the UP Los Banos, which up to present, continues to serve not only the country’s agricultural needs but even those of our neighboring countries needs as well. We cannot deny the fact that our Philippine HEIs have a lot of improvement to undergo but the way this outcomes and typology is proposed, it would generate much disappointments and negativity in the higher education community if such a system as the Carnegie is to be introduced as it is. It would be best to introduce it prospectively – for all new colleges and all new universities. It would also be helpful to allow several models of universities, and not just the one-size-fits-all university type – which in fact doesn’t fit many long-practicing universities in the country. Dr. Allan Bernardo clearly explained on how the granting of the HEI types, would be possible to evaluate the HEI outputs based on HEI types. Schools would choose their types based on the review of their own respective missions. A school which originally aims to serve based on a mission to respond to the needs of an LGU community would choose to be a community college. A school that was created to significantly contribute to the development of technical skills of our people would choose to be a professional college. Thus, the resulting outputs of a particular HEI based on type would be a result of realigning itself as stated on its mission/vision. Because of this, those institutions who would like to focus on professional development need  not worry about research and research publication in peer-reviewed journals. Therefore investments in institutional development would be better placed based on type/classification. The output quality would then be measured according to the inputs according to type. Assessment would be gruesome and confusing. This education sector concerned would as a result metamorphose to become what originally it was called and created to be, that is an excellent HEI. Simply making use of parameters such as how many laboratories are existing, academic degrees, facilities that are inputted into an instructional system as the main tool for assessing an institutional type, is definitely not a very reliable basis for classification. One has to take the trouble to assess an instructional system in terms of what it actually produces, not on a one-time study, but it has to be a long-term assessment if it wishes to be accurate and reliable.