Why did Certain Groups Revolt Against Peter the Greats Policies

Throughout the course of known history, it has always been the case that the implementation of various innovations in particular country’s socio-political, cultural and scientific life, would initially be met with a fierce resistance, on the part of self-proclaimed ‘guardians of tradition’.Advertising We will write a custom essay sample on Why did Certain Groups Revolt Against Peter the Great’s Policies? specifically for you for only $16.05 $11/page Learn More Nevertheless, it had always proven to be only the matter of very short time, before such resistance would be subdued. In this paper, we will aim to substantiate the validity of an earlier statement, by reflecting upon the specifics of how Peter the Great went about modernizing Russia through 1689-1725. Within the matter of few years, after having ascended to Russia’s throne in 1689, Peter had made it clear to Russian boyars (nobles) and to Orthodox Church’s clergymen that struggling with Russia’s social and cultural backwardness represented his life’s foremost priority. And, Peter’s activities throughout his early tsardom, leave few doubts as to the fact that it was namely the undisputed dominance of Orthodox Church in country’s socio-political life, which he perceived as the actual root of Russia’s backwardness. For example, in 1692, Peter parodied the functioning of Orthodox Church by establishing a so-called ‘Vseshuteishyi, Vsepyaneishyi I Sumasbrodneishyi Sobor’ (Most Drunken Council of Fools and Jesters) – a carnivalesque mockery of Church’s High Council, which was perceived by Peter’s contemporaries as the clear proof of his sinful-mindedness. Yet, as many historical studies on the subject matter indicate, there was nothing new about drunken orgies that occurred in times of Peter Sobor’s gatherings – these orgies used to be an essential part of Ort hodox clergymen’s lives, just as it was the case with their Catholic counterparts.1 By establishing his Synod of Fools and Jesters, Peter simply exposed Church’s dirty laundry – hence, contributing to the establishment of initial preconditions for Russia’s rapid transformation from essentially a barbaric little principality, to one of the world’s greatest empires.Advertising Looking for essay on eastern europe? Let's see if we can help you! Get your first paper with 15% OFF Learn More Apparently, Peter was perfectly aware of a simple fact that the concepts of ‘tradition’ and ‘spirituality’ are innately counter-productive, for as long as the process of facilitating cultural progress is being concerned. Being at the time one of Russia’s only few intellectuals, Peter knew well that only science provides people with practically valid answers to life’s dilemmas. This why, upon having decided to set R ussia upon the course of progress, Peter realized that he had no choice but to travel to Europe, in order to study a variety of different sciences, such as shipbuilding, mathematics, philosophy, ethics, etc. In its turn, this explains why Peter’s ‘Grand Embassy’ to Europe lasted for an year – during the course of this time, Peter and his closest associates never ceased studying and even indulging in physical labor on full-time basis. It is not by a pure accident that Peter’s contemporaries used to refer to young Russian Tsar as ‘carpenter on the throne’ – so strong was his desire to turn Russia into civilized country that he did not mind working himself to exhaustion at Zaandam and Deptford’s shipbuilding yards as a commoner.2 Nevertheless, whatever the ironically it might sound – it was exactly to due to Peter being endowed with rationale-driven intellect and due to his willingness to work hard, in order to be able to benefit Russia, that the number of Russians began to perceive him as ‘evildoer’. Given the fact that Orthodox Church have traditionally strived to discourage people from taking an active stance in life, it comes as no surprise that in 17th-18th century’s many Russians seriously believed that material riches should just fall out of sky, for as long as one prays hard enough. This explains why these people considered Peter’s hardworking qualities as the proof of his ‘ungodliness’. After having returned to Russia in 1698, in order to take care of streltsys’ rebellion, instigated by overly-traditional princess Sophia, Peter had dealt with rebellions rather decisively – eight hundred of them were executed in the center of Moscow, within the a matter of days. The rumors about Peter’s cruelty began to spread throughout the Russia.Advertising We will write a custom essay sample on Why did Certain Groups Revolt Against Pete r the Great’s Policies? specifically for you for only $16.05 $11/page Learn More However, it is not the fact that Peter was a cruel individual with rather short temper, which had won him a strong disfavor with the great number of Russians, while he was on the throne. The real reason why, throughout Peter’s reign, people continued to revolt against implementation of his progressive innovations, in the fields of national defense, industry, trade, tax system, state administration and education, was their mental primitiveness. Russian boyars and high-ranking members of Orthodox Church’s clergy were aware of the fact that, if Peter was allowed to proceed with modernizing Russia unopposed, it will only be the matter of short time, before their parasitic mode of existence would end. It goes without saying, of course, that while articulating their grievances against Peter, these people did not act in intellectually honest matter – instead of admitting that Peter’s reforms simply threatened their bellyful idleness, they wanted to represent these reforms as such that undermined Russia’s ‘spiritual foundations’. According to Slavophiles, Peter’s reforms caused a great deal of damage to Russia’s natural path of development, as in their eyes, this path was inconsistent with the ways of the West.3 In other words, there was absolutely no rationale behind some traditionally-minded Russians’ unwillingness to accept Peter’s reforms, just as today there is no rationale behind some Muslim immigrants’ refusal to live by Western secular laws, after having relocated to Western countries. What gives Peter a huge credit is that, even as far back as at the end of 17th century, he had shown the whole world of what represents the best way to deal with intellectually inflexible people’s ‘traditionalist’ prejudices – if they want to proceed with deny ing the light of civilization, let them be taxed.Advertising Looking for essay on eastern europe? Let's see if we can help you! Get your first paper with 15% OFF Learn More There is a famous story of how Peter the Great addressed the issue of Russian boyars refusing to take baths, to wear Western costumes and to shave off their flea-ridden beards. Peter simply issued a decree, according to which, those who wanted to stick to ‘traditional values’ had to pay taxes. Bearded Russians were given a few weeks of time to whether find necessary sum of hundred rubles, in order to be able to retain their beards for a lifetime, or to dispose of their beards altogether. Those who could not afford paying that much but still wanted to maintain their barbaric appearance, had a option to pay for keeping their beards on annual and monthly basis.4 As practice showed, Russians’ willingness to pay taxes, in order to be able to retain their beards, did not last for too long, even though initially, ‘traditionalists’ used to threaten Peter with ‘God’s vengeance’ for his ‘unholy’ intention of popularize the noti on of personal hygiene among them. The ‘God’s vengeance’ also did not fall upon Peter, on account of his other ‘unholy’ deeds, such as collecting Church’s bells, and making cannons out of them, adopting Julian calendar, subjecting Church’s authority to the secular authority of the state, creating Russia’s Navy out of nothing, introducing the principle of draft for sustaining Russian Army of 210.000.000 strong at all times, establishing Russia’s first newspaper Vedomosti (News), building the great city of Petersburg as Russia’s new capital, etc.5 Nowadays, some historians suggest that, in order for just about anyone to be able to even partially grasp the extent of Peter’s contribution to the process of building and civilizing Russian Empire, he or she would have to take a stroll along this city’s streets.6 Just as any political figure of a great historical significance, Peter used to be focused on fulfi lling long-term objectives, which is why it comes as not a particular surprise that many of his simple-minded contemporaries did not fully appreciate the role he was playing in the history of Russia. Just as Napoleon, Peter the Great believed in secularization and modernization as the only pathways towards building a better society. Just as Napoleon, he had no choice but simply to crash those who resisted him, due to their intellectual backwardness. And, just as it was the case with Napoleon, who never ceased being perceived as an ideal ruler by famous intellectuals of the era, such as Ludwig van Beethoven and Thomas Jefferson, the legacy of Peter the Great’s never ceased inspiring Russian intellectuals, well after his death.7 For example, Peter’s vision of Russia as a modern European state was shared by such Russia’s renowned scientists as Lomonosov and Tatischev. In their turn, they strived to communicate this vision to Peter’s successors on the throne. 8 Thus, just as we have stated earlier, the only reason why certain groups in Russia did revolt against Peter the Great’s policies, is that the representatives of these groups could never appreciate the sheer significance of Peter, as a historical figure. They wanted to continue living in patriarchic society, unaffected by the rapid pace of cultural and scientific progress that was taking place in Europe. They wanted to continue professing ‘traditional values’ (read – prejudices), as if outside world did not even exist. The closer analysis of these people’s stance, in regards to Peter’s reforms, reveals an undeniable fact that it was namely their religious fanaticism, which added to the strength of their resolution to defy Peter the Great. For example, after the functioning of Russian Orthodox Church was reformed by Peter’s adoption of Julian calendar, it resulted in creation of so-called Movement of Raskolniks, the affiliates of which would go as far as referring to their Tsar as the ‘Son of Satan’. Just as today’s Jehovah Witnesses, Raskolnics used to indulge into social withdrawal, in full sense of this word. They refused to pay taxes, to serve in the army, to take part in administering country and to obey even the basic secular laws.9 There used to be whole villages of these fanatics, who would rather burn themselves, then criss-crossing their foreheads with three fingers instead of two, as they were accustomed to. Thanks to Peter the Great though, these people did not succeed with their agenda of keeping Russia in the state of primeval savagery. Despite the fact that there were very many controversial aspects to Peter’s reforms, the laws of history dialectically predetermined his triumph over the enemies. References Anemone, Anthony â€Å"The Monsters of Peter the Great: The Culture of the St. Petersburg Kunstkamera in the Eighteenth Century.† The Slavic and East  European Journal 44.4 (2000): 583-602. Burbank, Jane Ransel, David. Imperial Russia: New Histories for the Empire.  Bloomington: Indiana University Press, 1998. Kamenskii, Alex Griffiths, David. The Russian Empire in the Eighteenth  Century: Searching for a Place in the World. Armonk, N.Y. : ME Sharpe, Inc., 1997. Kohn, Hans â€Å"Napoleon and the Age of Nationalism.† The Journal of Modern History 22.1 (1950): 21-37 Lewitter, Lucjan â€Å"Peter the Great and the Modern World.† History Today 35.2 (1985):16-23. Mackay, Charles. Memoirs of Extraordinary Popular Delusions. London: Richard Bentley, 1841. Raeff, Marc â€Å"The Bureaucratic Phenomena of Imperial Russia, 1700-1905.† The  American Historical Review 84.2 (1979): 399-411. Raleigh, Donald Iskenderov, Akhmed. The Emperors and Empresses of  Russia: Rediscovering the Romanovs. New Russian History. Armonk, N.Y.: ME Sharpe, Inc., 1996. Waliszewski, Kazimierz. Peter the Great. New York: Haskell House Publisher s, 1897 (1969). Footnotes 1 Anthony Anemone, â€Å"The Monsters of Peter the Great: The Culture of the St. Petersburg Kunstkamera in the Eighteenth Century,† The Slavic and East European Journal 44.4 (2000): 591. 2 Lucjan Lewitter, â€Å"Peter the Great and the Modern World.† History Today 35.2 (1985):18. 3 Donald Raleigh Akhmed Iskenderov, The Emperors and Empresses of Russia: Rediscovering the Romanovs. (Armonk, N.Y.: ME Sharpe, Inc., 1996) 4. 4 Charles Mackay, Memoirs of Extraordinary Popular Delusions. (London: Richard Bentley, 1841) 232. 5 Marc Raeff â€Å"The Bureaucratic Phenomena of Imperial Russia, 1700-1905,† The American Historical Review 84.2 (1979): 400. 6 Alex Kamenskii David Griffiths, The Russian Empire in the Eighteenth Century: Searching for a Place in the World. (Armonk, N.Y.: ME Sharpe, Inc., 1997) 77. 7 Hans Kohn â€Å"Napoleon and the Age of Nationalism,† The Journal of Modern History 22.1 (1950): 21-37. 8 Jane Burbank David Ranse l, Imperial Russia: New Histories for the Empire. (Bloomington: Indiana University Press, 1998) 50. 9 Kazimierz Waliszewski, Peter the Great. (New York: Haskell House Publishers, 1897/1969) 159. This essay on Why did Certain Groups Revolt Against Peter the Great’s Policies? was written and submitted by user Spirit to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

A Tribe Apart Review essays

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Impact of Race and Poverty on Educational Opportunities

Impact of Race and Poverty on Educational Opportunities Carrie Hatcher Literature Review Introduction There have been abundant studies conducted on how race and poverty can affect the educational opportunities of students (Cashin, 2014; Brisport, 2013; Hallinan, 2010; Milner, 2013; Moses, 2011). By researching and studying the variables of race and poverty within an educational setting I hope to be able to further contribute to the knowledge base of how race and poverty can affect educational opportunities of students in our society today. This literature review will help contribute knowledge to the field of educational geography to further enhance the research and studies currently being done on race and poverty and the effect that both of these variables have on educational opportunities. Butler and Hamnett, (2007) stated that there is a strong connection between race and educational opportunity with a major inequality being noted between blacks and whites and Jackson et al., (2013) would agree that the connection between race and educational opportunity exists especially between b lacks and whites. Jackson et al., (2013) noted in their article that at the college level black students have larger student loan amounts and have a higher risk of loan default than white students. Both articles note socioeconomic status as the main reason for the existence of the inequality between black students and white students. I would tend to agree that the socioeconomic standing of a student will affect their educational opportunities. I know from experience and observation that most black students do come from families that have a lower social standing than most white students. It is sad that our society puts so much emphasis on race and income to determine the worth of a person when in reality neither should have a bearing on what a students is able to do with their life. Holloway et al., (2010) states that there are two techniques that can be used to examine educational geography. The two techniques are â€Å"inward-looking† and â€Å"outward-looking† geographies. The inward-looking technique is used to examine the spatial variation in education or where the educational space is located. The other technique is the outward-looking which uses spatial variations to study more than just the location of the educational space but it also looks at social, economic and political variables as well. It was also stated by Holloway et al., (2010) that our spatial lens needs to be broadened when we decide what an educational space is. It is important that when geographers look at and study educational spaces that the focus needs to be broadened to include any place where learning can take place and also to include social variables such as economic and political into their studies. An educational space can be located in other places outside of a form al educational institution or school. Students can learn outside of a class room as well and this learning needs to be incorporated into the study of educational geography just as much as the learning that takes place inside of a school classroom. What a child learns within society can affect them just as much as what they learn within a classroom. Holloway et al., (2010) states in their journal article that educational attainment fundamentally shapes students’ future life chances. I would have to disagree with this statement. I believe that it takes more than just an education in order for a student to be able to be successful in life. It also takes a positive environment for the child to grow up in. I am a firm believer that where a child lives and what environment a child grows up in can make all the difference in the world to the child’s future and how successful the child is. If the environment the child grows up in provides a positive and rich learning environmen t that the child can thrive in then I think that the child can be successful regardless of social standing within the community of their family. However, Butler and Hamnett, (2007) would disagree with me. Within their article they state that education alone is the key to long term economic growth and reducing social inequality. Whereas Cashin, (2014) would agree with me as she noted in her article where research suggests that where a person lives can directly affect not only the person’s social status but economic status as well. Holloway et al., (2010) also noted that the focus needs to be put on the connections between home and school and how sociospatial practices can shape students. Geographers within the field of educational geography need to also take a closer look more at the sociospatial practices and not just the physical building where the educational learning takes place. They need to also look at the connections between the student’s home life, school and s ociety to be able to see the complete picture and how race and poverty can affect a student just as much as where their education is obtained. Race In our society today we say that we are not a racist society and that everyone is seen as equal, that we welcome diversity. But is that really true today? Segregation may not be as prominent or as enforced as it once was historically but it still quietly exists in our society today. This quiet segregation is what is causing race to affect the educational opportunities of students today. It was argued by Brisport, (2013) that opportunity leads to success and success to power but to gain power you have to be a part of a select group of the current power holders who are the majority race. In an effort to keep the minority races from getting power the majority race denies opportunity through the educational system. (Brisport, 2013) Whereas Moses, (2011) argues against Brisport in one part of her article and states that a student’s race does not necessarily influence the student’s educational opportunities and that other factors such as internal or cultural factors may actua lly keep students from achieving their full potential. Moses then turns around later in the same article and contradicts what she had previously stated aligning her statements more with Brisport’s by stating that race and ethnicity continue to play a significant role in American society. Both authors bring to light arguments that could both be seen as valid even though they contradict one another. I can see Brisport’s point of how students are denied the opportunity for success and power through the denial of a proper education because of their race. However, I can also see Moses point where educational opportunities are influenced by factors other than race and that race alone does not hinder educational opportunities. Student’s that are living in bad home situations, in poverty level homes or in a culture that does not value education could have their educational opportunities affected by these outside factors and it have nothing to do with their race at all. Change is inevitable for our society in the future as more and more immigrants come to the United States to try to make a better life for themselves and their children. Our society will almost be forced to become more accepting of the minority race within the educational system and embrace diversity. Brisport, (2013) would agree as she notes in her journal article that the number of minority students in the public school system is growing and is predicted to become larger than the number of white students by the year 2023. It was noted by Cashin, (2014) that the use of place rather than race within diversity programming in education would help move past racial resentment. Diversity within educational opportunities for the students of our society is on the horizon and we need to prepare the upcoming future generations of students for this inevitable change. Poverty When we think of poverty and how it affects educational opportunities we tend to think only of the students income and poverty level. As noted by Hallinan et al., (2010) the fairness of educational opportunity is threatened not only by gaps in student achievement by race and student poverty but, by school poverty as well. We then need to also turn our attention to the poverty level of the schools that the students are attending as well to fully understand how educational opportunities are affected by poverty in general on both the student level as well as the school level. Milner, (2013) argues that schools have very little influence on the achievement of students and their educational opportunities. Whereas Hallinan et al., (2010) argues against Milner in their article by stating that the poverty level of a school can affect the achievement level of the students. Schools that have a low level of poverty show better improvement in educational opportunities than schools that have high poverty levels. The case for this is further strengthened by Hallinan et al., (2010) with the statistics that poor sixth graders in middle class schools were 20 months ahead of poor sixth graders in a high poverty school. Milner, (2013) does admit in his article after arguing that schools have little influence on educational opportunities that resources can be limited in a high poverty schools and this in turn could affect the educational opportunity of the students. Diversity is becoming more and more common place within our society. As noted previously, immigration was included within the variable of race that was looked at within this review. We can also note within this review that the variable of poverty does include an immigration factor as well. The labor market segmentation theories introduced by Everett et al., (2011) can help to understand how immigrants attain education by looking at their various involvements in the primary and secondary labor markets. Within the secondary labor market is the lower paying labor intensive jobs. With immigrants having limited chances to improve their lives from the secondary labor market to the primary labor market the secondary market attracts immigrants with a lower educational level. The limited chance of improvement also discourages immigrants from obtaining educational opportunities to further their education (Everett et al., 2011). While talking about immigration and how it affects educational opp ortunities Cashin (2014) argued that there is an immigrant tie to the level of poverty a student experiences. Within her article she notes that Latino students attend schools where two-thirds of the peers are poor as compared to white students who attend schools where sixty percent of the peers are not poor. She also notes that exposure to extensive poverty is normal for most Latinos while the opposite is true for most whites (Cashin, 2014). Since poverty levels have been shown to affect your educational opportunities by Anderson, (2014) then no wonder immigrants do not try to obtain educational opportunities and end up settling for the lower paying jobs that they can obtain with a lower level education and make no effort to obtain any educational opportunities. Poverty is real and experienced by children every day even though we as a society tend to think only of adults living in poverty. As stated by Anderson, (2014) every child deserves the opportunity to learn. The statistics that are presented by Anderson, (2014) within his article are shocking and surprising to me. These statistics include â€Å"22 percent of all children are living in poverty; 28 percent of Black children live in poverty; 25 percent of Hispanic children live in poverty; 4 percent of children live in extreme poverty; 21 percent of households with children are food insecure and 32 percent of children live with a parent with unstable employment† (Anderson, 2014). With these kinds of statistics it is amazing that children can learn and do have educational opportunities. Especially since it has been found that many studies show a correlation between poverty, housing and educational opportunities and that disadvantaged students or students living in poverty do show t o have poor academic performance (Anderson, 2014). While revisiting the research on how living in a poverty level income home affects a student’s educational opportunities it was also shown by Anderson, (2014) that income levels can affect a student’s education and also their cognitive development. Conclusion Within this review I have shown examples of research that state where race and poverty can affect the educational opportunities of students as well as examples of research that state that race and poverty have no bearing on the educational opportunities of students. I found it surprising in the various research articles that I reviewed that statements were made that race and poverty have no bearing on educational opportunities of the students within our society today. I feel like race, poverty and other factors such as cultural, economic and political all play a part in affecting the educational opportunities of students within our society today. Within this review I have also shown how educational geography can play a role in the educational opportunities of students in our society. In looking at the various research in the field of educational geography and how educational opportunities can be affected I found that the two themes of race and poverty reoccurred time and time again a s factors that can have an effect on a student’s educational opportunities. When looking at race and how it affects educational opportunities of students I found a variety of opinions within the research. On one side of the research the race of a student is seen as a power tool and that opportunity can lead to success and success then to power, but only if you are of the right race. The majority race then uses the educational opportunities of the students to deny this attainment of success and power to the minority because of their race (Brisport, 2013). It also showed in the research that ethnicity and race continue to be a significant factor in American society today. On the other hand there is research that shows that a student’s race does not necessarily affect the student’s educational opportunities, but rather other factors such as internal and cultural factors may actually keep students from obtaining their full educational opportunities (Moses, 2011). It was also seen in the research that diversity within educational opportunities of st udents is growing. The number of minority students was shown to be predicted to increase and become larger than the number of white students by the year 2023 (Brisport, 2013). It was also interesting to note that within the research the use of place rather than race within diversity programs in education could help societies move past racial resentment (Cashin, 2014). Based on the reviews of the literature that I conducted on how race affects educational opportunities, to the best of my knowledge, the studies did not take into account the student’s home environment when looking at factors that affect educational opportunities. In order to fully understand the factors that affect educational opportunities of students today more needs to be considered than just the factors of race and poverty. Other socioeconomic factors such as cultural values, living environments and sociospatial practices all need to be considered. While researching poverty and how it can affect educational opportunities I noticed that the opinions within the research vary. It was interesting to note within the research that not only student poverty levels but school poverty levels as well can affect the educational opportunities of the students (Hallinan et al., 2010). One argument made within the research states that schools have little influence on the achievement of students (Milner, 2013). An opposing argument was made that states the poverty level of a school can affect the achievement level of the students and that schools that have a low level of poverty show more improvement than schools that have high poverty that was backed up with statistical information (Hallinan et al., 2010). Milner, (2013) does go on to state later in his article that a limit in resources in high poverty schools can affect the educational opportunity of the students. While looking at poverty and how it affects the educational opportunities the l abor market segmentation theories were introduced by Everett et al., (2011) to help understand how immigrants are discouraged from educational opportunities. Latino students were noted by Cashin, (2014) to attend schools where their peers are poor as compared to the white students who attend schools where most of their peers are not poor and that most Latinos are exposed to extensive poverty. Since it was shown that the poverty level of a school can affect the students educational opportunities then this information presented by Cashin, (2014) within her article would show that Latino students are at a disadvantage when it comes to educational opportunities. The staggering statistics provided by Anderson, (2014) on the poverty level of children shows how poverty levels can affect a student’s academic performance and their educational opportunities. After reviewing the literature on how poverty affects educational opportunities, to the best of my knowledge, the literature did not take into account the poverty levels of past generations within the family to see if there is a trend of poverty from one generation to the next. A way to further the research on this topic would be to see if there is a trend of poverty from one generation to the next and if a trend is present to see if there is a way to break that trend to ensure that the future generation would have a better opportunity to obtain a higher income level and better educational opportunities. Resources Anderson, W. S. (2014). Poverty, Housing and Education: A Personal Perspective. Journal Of Housing Community Development, 71 (1), 14-15. Brisport, N. N. (2013). Racism Power: The Inaccessibility of Opportunity in the Educational System in the United States. National Lawyers Guild Review, 70(1), 17-29. Butler, T., Hamnett, C. (2007). The Geography of Education: Introduction. Urban Studies, 44(7), 1161-1174. Cashin, S. (2014). Place, Not Race: Affirmative Action and the Geography of Educational Opportunity. University Of Michigan Journal Of Law Reform, 47935. Everett, B. G., Rogers, R. G., Hummer, R. A., Krueger, P. M. (2011). Trends in Educational Attainment by Race/Ethnicity, Nativity, and Sex in the United States, 1989-2005. Ethnic Racial Studies, 34(9), 1543-1566. Hallinan, M. T., Kubitschek, W. N. (2010). School Sector, School Poverty, and the Catholic School Advantage, Catholic Education: A Journal Of Inquiry And Practice, 14(2), 143-172. Holloway, S. L., Hubbard, P., Jons, H., Pimlott-Wilson, H. (2010). Geographies of education and the significance of children, youth and families. Progress In Human Geography, 34(5), 583-600. Jackson, B. A., Reynolds, J. R. (2013). The Price of Opportunity: Race, Student Loan Debt, and College Achievement. Sociological Inquiry, 83(3), 335-368. Milner, H. R. (2013). Analyzing Poverty, Learning, and Teaching Through a Critical Race Theory Lens. Review of Research in Education, 37(1), 1-53. Moses, M. S. (2011). Race, Affirmative Action, and Equality of Educational Opportunity in a So-Called â€Å"Post-Racial† America. Kansas Journal Of Law Public Policy, 20(3), 413-427.

Russia and the Lack of Tax Collection :: International Politics Economics USSR Essays

Russia and the Lack of Tax Collection The economic crisis in Russia has become an important topic within the international political and economic world. The virtual collapse of the Russian economy has had a domino effect in terms of decreased economic stability in a number of countries, especially countries in Latin America. Now the problem Russia, the United States, and basically every major country in the world need to solve is the problem of how exactly to get the Russian economy going again to prevent not only the world economy from collapsing, but also to keep Russia from ceasing to exist. According to Daniel Treisman, in his article "Russia’s Taxing Problem," Russia’s inability to collect taxes, amongst other things, is quickly becoming "†¦the greatest threat to it’s economic and political stability," (Treisman, 1998). Tax collecting, a viable source of revenue needed by most countries in order to successfully run a state, almost does not exist in Russia. I plan to present in this paper th at tax collecting and lack thereof is not the only problem causing this crisis, but it is a serious one. It is mainly caused by corruption and the lack of the government to successfully overcome this corruption to help save their country from economic and political disaster. The economic system in Russia has undergone some significant changes in the last decade. (For the purpose of this paper, I am going to attempt to explain a little of what I understand to be important changes in the economy that effected tax collection). Early Russian economy was characterized by strong governmental control over the activities of enterprises. In other words, the state sought to control all aspects of society, including the economy and allocation of monies to businesses and private citizens and the fixing of prices to promote economic stability. This, however, led to the increase of "black" markets where prices were often inflated and also led to wasteful practices of resource use (Alexashenko, 2-3). The economy of Russia has taken a dramatic turn from this characterization, and has attempted to become an economy characterized by more production control by private sector enterprises with less government involvement (Alexashenko, 3-6). This gives private companies and i nvestors more control over their monetary gains and losses and makes it easier for the rich to become richer and the poor to become poorer. It also hurts smaller businesses because they do not have the influence or control of the bigger enterprises.

Baroque Music and Renaissance Period

Who were the Poor Classes? Why is it somewhat surprising that they were accomplished musicians? They were nuns in the Catholic Church. Its was a surprise because they were nuns and wasn't expected to be great musicians. What is a chanson? A song in French, or a French song. What is the song â€Å"Fine Knacks for Ladies† about? What type of song is it? It's a poetic song. Knacks for Ladies is a madrigal – a poetic song. In it the singer presents himself as a humble peddler.Through the words to the song he argues eloquently that although his wares might seem superficially precious, they're worthless compared to the honesty and loyalty of his heart. Which of the songs was composed by Franciscan Bossiness, or Francis of Bosnia? Se maim per marginalia (If ever in wonder), was written by Franciscan Bossiness, or Francis of Bosnia. What is a lute? What is the history of the lute? When was the lute used? A plucked stringed instrument with a long neck bearing frets and a rounded body with a flat front that is shaped like a halved egg.The lute is used in a great variety of instrumental music from the Medieval to the late Baroque eras and was the most important instrument for secular music in the Renaissance. What is a harpsichord? Where were these instruments often found? A keyboard instrument with horizontal strings that run perpendicular to the keyboard in a long tapering case and are plucked by points of quill, leather, or plastic operated by depressing the keys. It is used chiefly in European classical music of the 16th to 18th centuries. What is a notation knife?Knives with musical notes on the blade Many of the articles on the include a piece of artwork from the Renaissance period. How are music and art related? Do you think that the music of the period is reflected in the art of the period? Why or why not? Music and Art are related in that their both created by Artist or Creative people through inspiration either by nature or by your surroundings or a sudden or past event. Yes, music of the renaissance period was indeed reflected on the art. Like I said you can be inspired by surroundings. That's including, Music.Of the different music files that you've heard from the Renaissance period, which one do you like the best? Why? DoÃ'Ëœ event cell, belle, I Just sounds like that old world upper class renaissance music. It has the grand palace vibe I guess. How does the music of the Renaissance did offer from music today? (Think about the elements of music like tone color, rhythm, melody and so on). Today's music has changed so much that days, I think the reason is because of how much you can make on music today. The musicians didn't have a care of becoming famous because they were more concerned about the art.

How do two of the poems show, how the poets were trying to enlighten the British people about the realities of war Essays

How do two of the poems show, how the poets were trying to enlighten the British people about the realities of war Essays How do two of the poems show, how the poets were trying to enlighten the British people about the realities of war Essay How do two of the poems show, how the poets were trying to enlighten the British people about the realities of war Essay World War I, 1914-1918, was the Great War, the war to end all wars. In that conflict, the most important battleground was the Western Front in France and Belgium where great battles were fought with names that were once household words in Australia During the Great War -1914-1918- poets tried to enlighten the British people about the realities of war. This is because the government were putting a different point of view forward. Behind all the posters and propaganda, these poets had the experience and feelings of being in the war.These poems, Recruiting and The Target, put the real truth and thoughts across, they include techniques that emphasise the dreadful conditions these soldiers went through and how they had to solve it in their heads. To achieve this, Gurney highlights the thoughts and feelings of the soldiers, whereas Makintosh conveys the desperation and the need for soldiers by enforcing the amount of persuasion. In this piece of writing I will describe how two poets- Gurne y and Makintosh- tried to enlighten the British people about the realities of war.In The Target, Gurney shows realities of emotional impact and understanding in the war. These realities affected how the soldiers felt mentally. Emotional impact for the soldiers could be making life and death decisions. These decisions could make the soldiers worry that they may have made the wrong decision and then never forget it, when it comes to understanding why we are at war and why it always turns to violence. Questions like this will be repeatedly heard in these soldiers minds and it will be hard to figure out some statements they may come across. I shot him, and it had to be. This conveys that the writer is trying to make justification to himself. This enlightens the British Public because it shows that it is hard to understand whats happening. It portrays that it is hard to come to terms with reality.This is reinforced by the first person narrative. By using this sentence the poet is trying to highlight the fact that this soldier is trying to understand that what he has done isnt that bad. This enlightens the British people by showing them that there is a mental impact, when they may think you just shoot and walk away. It will also enlighten them by making them realise you come against some really difficult situations, when they may feel that every soldier just shoots every bad man he sees. I shot him, and it had to be. One of us! Twas him or me. Enjambment helps the poet to reinforce his point that one of them had to die. This is because it highlights One of us! by ending the sentence half way through the second line.The technique is also used in Recruiting but in a different way, Go and help to swell the names in the casualty lists. He uses it by emphasising the fact there are lists of casualties and draws attention to that particular part of the sentence. This has impact on the reader because the reader would empathise with the soldier that has to make the awful dec ision. This quote also shows an image of two soldiers pointing a gun at each other waiting for the other person to shoot first. This could have a big impact on the reader because the reader may think why does it always have to turn to violence? As well as thinking why cant they just sit at a table and talk?In The Target, the poet also reveals the reality of war by not being certain about whether he could have been a soldier in the war, assuming a persona or being the soldier in the war. Then finding out the feelings of that one soldier. These soldiers have to live with gore and very many dreadful sights. These images and sights can be very disturbing and stick with them for a lifetime. This is a bloody mess indeed. This evidence suggests that the visual effect is a bloody mess, but it is also a bloody mess mentally. This enlightens the British people by making them realise what it is like to be them and how guilty you feel that the image stays in the British Publics at the time he ad. It also helps them realise that the mess made isnt cleaned and gone by the next day or week, when the British people may think that someone collects up all the bodies and disposes of them, This is a bloody mess indeed The technique of metaphor is reinforced with bloody mess this is because it can either be a bloody mess visually or a bloody mess in which someone cannot quite understand something fully in their minds.I feel this has impact on the reader because it is highlighting the fact that this is important and really pushes the point that the soldiers are not comfortable. Imagery is also a technique that is reinforced because it makes the reader think that there is blood everywhere and its all a mess. This may have an impact on the reader because the reader may worry about what the soldiers have to see, they may feel what the soldiers feel and deeply empathise with them.In the Recruiting, Makintosh shows a reality of desperation and the need for soldiers as well as volunteer s. The war needs people because there is not as many people joining the war as people not surviving. People are needed to come and die not coming and fight for their country. Lads youre wanted. Using this phrase the poet is trying to show that they are being asked politically to fight the hun, it shows their wanted. This enlightens the British people by conveying the fact that they are wanted to come and die not to come and fight the hun. Lads youre wanted, come and die. The poet is helped by imagery as it helps to evoke a particular feel and disturbing death scenery in which the soldiers have to be around.This is because as a reader, interprets a well described sentence that can be intervened with an image, then they will start to imagine what it is like from the soldiers point of view and put themselves in the soldiers position. The technique is also used in The Target which is a very similar way, This is a bloody mess indeed the poet uses this to portray an image in the readers m inds that where the soldiers are is not a pretty sight and is therefore a bloody mess. This may have a great impact on the audience, because when people are relaxing and thinking they may think of this, this may become disturbing or depressing for them.There is also another technique of repetition, this is reinforced by repeating the line Lads youre wanted. This is reinforced because it is reminding the reader that people are wanted continuously throughout the poem. This affects the reader because it adds to the fact that they were being persuaded and not thinking through what they properly want to do. The use of the noun Lads highlights the fact that young men are needed. It makes the reader feel that they are not wanted unless they are young fit men.There is a reality of sexism in Recruiting. They want men not women, they never mention women, and probably think that women wont match up to the expectations of men. They also do not want men that are too old or too heavy. Leave the f at old men to say; now weve got them on the run. By using these lines, the poet emphasises the fact that all the soldiers, command in army and government was male, not women and men that are not too heavy as well as being old. This enlightens the British people because they may think you can go at whatever age or fitness, when they seem to only want fit, young people. They also may think you are allowed to join if you are female, this then shows them that they obviously have no use for women because they are not mentioned.A technique of enjambment is reinforced by ending the sentence after the second line. This highlights that the men left behind are still picking up the pieces. This makes an impact on the reader because they may be thinking both genders are fighting the Hun when they are not, then change their view towards the war. There is also a technique of imagery this evokes the fact we can still join in sat at home, this may also have an impact on the audience because it show s they are not being forgotten about and left out the reader then may feel more involved and care more about what is going on, then pay more attention.In Recruiting, as well as sexism and desperation, there is also a reality of how many casualties there are. Go and help to swell the names in the casualty lists. This evidence suggests that the soldiers/volunteers are going to add to the casualty lists. This enlightens the British people because they may think that they are being looked after when they are not. It also helps them realise that they do not have emergency services or drugs (treatment) needed, when they may think that they have doctors and nurses ready right at the time, when someone is badly injured; then they improve up to 100% health after seeing somebody.There is a technique of enjambment reinforced by finishing the sentence on the next line, this emphasises the fact that there are lists of casualties, not just a few. There may be an impact on the reader here because, reading casualty lists sounds like nobody is getting seen to, which can be very distressing. There is also a technique showing the regular pattern kept throughout the poem, this adds to the sympathy the reader is feeling because there isnt as many pauses or hesitations.Overall, I feel that the two poems, Recruiting and The Target enlighten the British people different ways, but both very effective and emotional. The poet of The Target seems to concentrate more on what the soldiers need to understand as well as their thoughts and feelings, where as Makintosh seems to talk about desperation, and the types of people the war needed. The tone in Recruiting is harsh, sharp and demanding where as the tone in The Target is more gentle and sympathetic.This is because the Recruiting poem is more persuasive to get people to join up to the army but The target is more of an insight into the lives of soldiers. I also feel that the techniques used in both poems would have had an impact on the rea ders, because they would have been empathising throughout as well as deeply sympathising. Therefore between these two poems, I think Gurney and Makintosh put war life forward as it is-with no lies or excuses-. The poems also enlighten the British people of the truth and nothing but the truth.

DeStalinization - A Wise Political Strategy essays

DeStalinization - A Wise Political Strategy essays Although many of his ideas did not bring the expected results, Nikita Khrushchev policies of de-Stalinization were politically wise. He went against many of Stalin's tyrannical policies and gave the people a much greater sense of freedom. In the process known as "de-Stalinization", legal procedures were restored, some greater degree of meaningful public controversy was permitted, forced labor camps were closed and the secret police tactics of Stalin's era were erased. Stalin's method of personal rule was replaced by group rule and more orderly processes of government, the terror apparatus was largely dismantled, the economy was notably modernized and foreign policy was conducted with much greater diplomatic initiative and flexibility. There was free political discussion, a standard forty-hour work week where people were free to change jobs, better government planning on production, and eased travel restrictions over the "Iron Curtain". In the process of de-Stalinization the cities that were once named in honor of Stalin were given new names or returned to their old names1. The statues and pictures of Stalin were destroyed and letters were sent to families of those who were killed in battle, which criticized Stalin's weak leadership during the time of the war. Stalin's grave was vandalized during this process, and Khrushchev gained approval from the West. These policies were used to erase the past and ease the minds of those who suffered under the dictator2. Khrushchev worked to denounce his former leaders doings and clean up the image of the nation on a worldwide scale. Khrushchev worked hard to be agreeable with the majority of people he ruled. He sought to contrast his own present policies with the extremities of Stalinism, and therefore restore public confidence in the Soviet system.3 Perhaps the most notable example of de-Stalinization was where Khrushchev denounced Stalin and criticized the dictator along with tho...

E-Commerce Essay Example | Topics and Well Written Essays - 500 words

E-Commerce - Essay Example (b) If books can be downloaded online, how will Amazon's business change? And finally, (c) What do traditional stores have to gain from setting up an e-commerce side to complement their retail stores? Advantages and Disadvantages of Selling Books over the Internet According to Conner-Sax and Krol (1999), the advantages of buying books online are as follows: (a) buyers are able to select from a diverse range of options; (2) discounts are offered and easily availed; (3) books that need to be located could be sourced and information could be relayed to the buyers through email; (4) book reviews are available enabling readers to scan through the gist of the content; and (5) these are safe to purchase online in terms of product packaging and physical characteristics. On the other hand, the disadvantages of online purchases of books are: (a) the inability to pick up the actual book and scan through it; (b) shipping costs need to be paid; and (c) there is a waiting time before it can be use d. Effect of Online Books Downloading online books affects Amazon in terms of decline in the number of books sold or to be sold.

The book ''The Curious Incident of the Dog in the NightTime'' Essay

The book ''The Curious Incident of the Dog in the NightTime'' - Essay Example The Story. Christopher finds a neighbor's dog, named Wellington, murdered. With the help of his teacher, Siobhan, he decides to write a book about his attempt to solve this mystery. During his investigation, Christopher meets people living on the same street but whom he has never met before. He eventually discovers that Mr. Shears, a neighbor, had an affair with his mother, Judy. Christopher records this as well as other discoveries. His father, Ed, discovers his writings and confiscates them but the son tries to find them back. In his search, Christopher finds letters from his mother which his father had hidden. Supposedly, Judy had died of a heart attack as told by Ed, and now Christopher comes to know that she is still alive. He is quite shocked that his father would lie to him about this. On the bed, he vomits and groans until his father comes back. Realizing that Christopher had read the letters, Ed cleans up Christopher and then tells him the truth about Judy and confesses to killing Wellington in his anger to Mrs. Shears. Christopher, however, feared that his father may also kill him, and so decides to get away and look for his mother. He embarks finally on an adventurous trip to London, guided by his mother's address from her letters. With Christopher with her, Judy eventually leaves Mr. Shears, and then moves into a rented room in Swindon, London. Judy agrees to daily visits from Ed for Christopher who remains afraid of his father. The story ends with Ed promising that he will rebuild trust with Christopher and the son asserting that he will take further A-level exams and attend university. Autism. The main character, Christopher Boone goes to a school for students with "special needs" as he has a form of autism. As the novel opens, Christopher tells us "I know all of the countries of the world and their capital cities, and every prime number up to 7,057." He can rattle off prime numbers and square roots with the ease, and can speak about the origins of the universe. But he has more problems with people. He has trouble figuring out other people's feelings, and he doesn't understand why they tell lies. Strangers, noise and unfamiliar situations terrify him. Christopher can be childlike at times, but he can also be chillingly detached. In his favorite dream, he tells us, a virus has killed all the people who look at one another's faces when they talk; the only survivors are ''special people like me,'' who ''like being on their own'' and who are as ''shy and rare.'' With this, Christopher appears to understand that he is different from other people. A whiz at math, he enjoys puzzles and has a photographic memory. Christopher cannot read facial expressions fluently, that he uses a code he devised to guide him in his supposed behavior for the day as he, himself recounts - On my way to school I watch the cars going past the bus and remember their colours.3 red cars in a row mean that it is going to be a Quite Good Day. 4 red cars mean that it is going to be a Good Day. 5 red cars mean that it is going to be a Super Good Day. And 4 yellow cars in a row mean that it is going to be a Black Day, which is a day when I don't speak to anyone and don't eat my lunch and Take No Risks, because yellow is the color of custard and double yellow lines and Yellow Fever which is a deadly