Free Essays on Essay On Essays

With these simple steps, anybody can write an â€Å"A† quality essay. All it takes is a well-written introduction, body and conclusion. These steps are a lot easier than most people make them out to be. The first, and most important, step to writing an â€Å"A† essay is the introduction. The purpose of the introduction is to get the reader’s attention. The introduction should also let the reader know the contents of your essay. To get the reader’s attention use a lead-in. a lead-in is a sentence or phrase that captures the interest of the reader. One way to do this is to appeal to the emotions or feelings of the reader. A lead-in can be in the form of a question, a shocking statement, a headline, or a statistic; as long as it gets the attention of the reader. A thesis statement should also be included in the introduction. The thesis should inform the reader as to the contents of the essay and how the essay is organized. The reader should be able to read the thesis statement and find a specific topic in the essay without having to read the entire essay. This can be done by organizing the body paragraphs in the same order as the items in the thesis statement. Step two, in writing an â€Å"A† essay, is writing effective body paragraphs. In order for them to be effective, they must support the thesis sentence. The worst thing to do is to go off on subjects that have nothing to do with the essay. To avoid getting off the subject, try not to use stories as examples or to prove a point. Every body paragraph should have a topic sentence. The other sentences in the paragraph should support the topic sentence. The paragraph, as a whole, should support the thesis sentence. The third and final step to writing an â€Å"A† essay is the conclusion. The conclusion should summarize the entire paper in a few sentences. To do this, cover the main points in the essay. One way of doing this is to reword the thesis statement. The conclusion should also... Free Essays on Essay On Essays Free Essays on Essay On Essays With these simple steps, anybody can write an â€Å"A† quality essay. All it takes is a well-written introduction, body and conclusion. These steps are a lot easier than most people make them out to be. The first, and most important, step to writing an â€Å"A† essay is the introduction. The purpose of the introduction is to get the reader’s attention. The introduction should also let the reader know the contents of your essay. To get the reader’s attention use a lead-in. a lead-in is a sentence or phrase that captures the interest of the reader. One way to do this is to appeal to the emotions or feelings of the reader. A lead-in can be in the form of a question, a shocking statement, a headline, or a statistic; as long as it gets the attention of the reader. A thesis statement should also be included in the introduction. The thesis should inform the reader as to the contents of the essay and how the essay is organized. The reader should be able to read the thesis statement and find a specific topic in the essay without having to read the entire essay. This can be done by organizing the body paragraphs in the same order as the items in the thesis statement. Step two, in writing an â€Å"A† essay, is writing effective body paragraphs. In order for them to be effective, they must support the thesis sentence. The worst thing to do is to go off on subjects that have nothing to do with the essay. To avoid getting off the subject, try not to use stories as examples or to prove a point. Every body paragraph should have a topic sentence. The other sentences in the paragraph should support the topic sentence. The paragraph, as a whole, should support the thesis sentence. The third and final step to writing an â€Å"A† essay is the conclusion. The conclusion should summarize the entire paper in a few sentences. To do this, cover the main points in the essay. One way of doing this is to reword the thesis statement. The conclusion should also...

A to Z Animal Profiles List By Scientific Name

A to Z Animal Profiles List By Scientific Name We use common names for animals in everyday speech, but scientists have a different method of naming creatures, called binomial nomenclature or two-word naming. This scientific naming system avoids confusion when a scientist is speaking to a colleague who speaks another language- or when different animals are given the same name in various regions. For instance, if scientists who speak English, Russian, Spanish, French and Japanese all are talking about a Balaenoptera musculus, they all know they are speaking about the same animal: Its the sea mammal the English speaker knows as the blue whale. Latin words are used, with the first term identifying the genus to which the animal belongs. (This is the animals generic name or generic epithet.) The second term identifies the species. (This is the animals specific name or specific epithet.) A Actinopterygii - Ray-finned fishesAgalychnis callidryas - Red-eyed tree frogAiluropoda melanoleuca - Giant pandaAlces americanus - American mooseAmblyrhynchus cristatus - Marine iguanaAmphibia - AmphibiansAnimalia - AnimalsAnser indicus - Bar-headed gooseAnseriformes - WaterfowlAntilocapra americana - PronghornAnura - Frogs and toadsAplysia californica - California sea hareArchilochus colubris - Ruby-throated hummingbirdArthropoda - ArthropoodsArtiodactyla - Even-toed ungulatesAves - Birds B Baeolophus bicolor - Tufted titmouseBalaeniceps rex - ShoebillBalaenoptera musculus - Blue whaleBatoidea - Skates and raysBison bison - American bisonBranta canadensis - Canada gooseBranta sandvicensis - Nene gooseBufo bufo - European common toad C Campephilus principalis - Ivory-billed woodpeckerCanidae - CanidsCanis lupus arctos - Arctic wolfCaracal caracal - CaracalCarcharodon carcharias - Great white sharkCaretta caretta - Loggerhead turtleCarnivora - CarnivoresCastor canadensis - American beaverCepphus columba - Pigeon guillemotCeratotherium simum - White rhinocerosCetacea - CetaceansChelonia - Turtles and tortoisesChelonia mydas - Green sea turtleChiroptera - BatsChondrichthyes - Cartilaginous fishesChordata - ChordatesCichlidae - CichlidsCiconiiformes - Herons, storks, ibises and spoonbillsCnidaria - CnidariaConolophus subcristatus - Galapagos land iguanaCrocodilia - CrocodiliansCyclura cornuta - Rhinoceros iguana D Danaus plexippus - Monarch butterflyDasypus novemcinctus - Nine-banded armadilloDaubentonia madagascariensis - Aye-ayeDelphinus delphis - Common dolphinDendrobates auratus - Green poison dart frogDermochelys coriacea - Leatherback sea turtleDiceros bicornis - Black rhinocerosDiomedea exulans - Wandering albatrossDugong dugong - Dugong E Echinodermata - EchinodermsElasmobranchii - Sharks, skates and raysElephas maximus - Asiatic elephantEquus asinus somalicus - Somali wild assEquus burchellii - Burchells zebraEquus caballus przewalskii - Przewalskis wild horseEretmochelys imbricata - Hawksbill sea turtleErithacus rubecula - European robinEschrichtius robustus - Gray whaleEudocimus ruber - Scarlet ibis F Falconiformes - Birds of preyFelidae - CatsFratercula arctica - Atlantic puffinFregatidae - Frigatebirds G Gastropoda - Gastropods, slugs and snailsGavialis gangeticus - GavialGeochelone nigra - Galapagos tortoiseGiraffa camelopardalis - GiraffeGorilla gorilla - GorillaGymnophiona - Caecilians H Hippopotamus amphibus - HippopotamusHomo neanderthalensis - NeandertalHyaenidae - HyenasHyperoodon ampullatus - Northern bottlenose whale I Insecta - InsectsIsoptera - Termite L Lagenorhynchus acutus - Atlantic white-sided dolphinLagenorhynchus obscurus - Dusky dolphinLagomorpha - Hares, rabbits and pikasLoxodonta africana - African elephantLynx lynx - Eurasian lynxLynx rufus - Bobcat M Mammalia - MammalsMarsupialia - MarsupialsMeles meles - European badgerMephitidae - Skunks and stink badgersMetazoa - AnimalsMicrolophus albemarlensis - Lava lizardMollusca - MollusksMorus bassanus - Northern gannetMustela nigripes - Black-footed ferretMustelidae - MustelidsMyrmecophaga tridactyla - Giant anteater O Orcaella brevirostris - Irrawaddy dolphinOrcinus orca - OrcaOctopus vugaris - Octopus P Panthera leo - LionPanthera onca - PantherPanthera pardus - LeopardPanthera pardus orientalis - Amur leopardPanthera tigris - TigerPanthera tigris altaica - Siberian tigerPanthera uncia - Snow leopardPelicaniformes - Pelicans and relativesPerissodactyla - Odd-toed ungulatesPhascolarctos cinereus - KoalaPhoca vitulina - Common sealPhoenicopterus ruber - Greater flamingoPlatalea ajaja - Roseate spoonbillPongo pygmaeus - Bornean orangutanPorifera - SpongesPrimates - PrimatesProboscidea - ElephantsPropithecus tattersalli - Golden-crowned sifakaPterois volitans - Firefish or lionfishPteropus rodricensis - Rodriguez flying foxPuma concolor - Mountain LionPygoscelis adeliae - Adà ©lie penguin R Rangifer tarandus - CaribouReptilia - ReptilesRhincodon typus - Whale sharkRodentia - Rodents S Sarcopterygii - Lobe-finned fishesScyphozoa - JellyfishSphenisciformes - PenguinsSphenodontida - TuatarasSphyrnidae - Hammerhead sharksSquamata - Amphisbaenians, lizards and snakesStrigiformes - OwlsStruthio camelus - OstrichSuidae - PigsSula nebouxii - Blue-footed boobySuricata suricatta - Meerkat T Tamandua tetradactyla - Southern tamanduaTapiridae - TapirsTinamiformes - TinamousTragelaphus oryx - Eland antelopeTremarctos ornatus - Spectacled bearTrichechus - ManateesTrochilidae - HummingbirdsTursiops truncatus - Bottlenose dolphinTytonidae - Barn owls U Ursus Americanus - American black bearUrsus Arctos - Brown bearUrsus Maritimus - Polar bear V Varanus komodoensis - Komodo dragonVulpes vulpes - Red fox X Xenarthra - Xenarthrans

Creativity in Research Essay Example | Topics and Well Written Essays - 750 words

Creativity in Research - Essay Example (Harnard quoted by Rwegasira, 2003). The most creative individuals like Einstein and Poincare relied on cerebral serendipity that can be defined as "gathering together the elements and constraints out of which a creative solution is (hoped) to arise and then consign the rest to the (unconscious) "combinanational play" of chance, with intuition perhaps helping to suggest which combination might be useful." (Rwegasira, 2003). Major point #3: Most of the time the creative process depends on the power of imagination and inspiration (hunches) much more than on a the use of logic or reason or a conscious effort. Inspiration or lateral thinking is really needed for the creative process to be successful in finding valuable and new insights. Author's supporting evidence or exampl... Author's supporting evidence or examples for major point #3: Rwegasira (2003) points out that Plato emphasized the importance of inspiration in the creative process by signaling that inspiration is a product of imagination, and Cannon also attributes a very importan role to imagination and hunches in creativity. Rwegasira (2003) remarks that Poincare explains that even though formal logic methods are elementary and certain, they are not enough in the process of creativity. Besides that, logic is unable to build a proof, which can be achieved with the help of intutition. The unskilled chess player is a clear example of the facts stated by Poincare. He/she knows how to move the pieces but doesn't understand how to play like a master. Major point #4: For imagination to be effective, the researcher should have an open and flexible frame of mind. Rwegasira (2003) states that "Creativity requires imagination and imagination requires freedom of mind in turn." Author's supporting evidence or examples for major point #4: Rwegasira (2003) gives some examples with dots forming triangles and circles, as well as drawing straight lines from 9 dots to point out that flexible and open thinking is necessary to take advantage of imagination. Rwegasira (2003) also remarks not to have pre-conceptions on a problem or biases or attitudinal rigidity in order to use the power of imagination to enhance creativity. Being open in beliefs and reasonably independent in mind and decisions are necessary conditions for the researcher to be creative. In this line of thinking, "dogmatism, prejudices, bigotry, single-track-mindedness, conceptual foreclosure to experience and lack of freedom of thought and of self-expression are inimical to imagination and creativity."

Political Philosophy Essay Example | Topics and Well Written Essays - 2000 words

Political Philosophy - Essay Example Many people have questioned whether the government, with all its laws and regulations, is justified to rule the people. What right does the government have to demand that its people obey? Why should an individual obey the state in the first place? These are just a few of philosophical queries being asked. Nonetheless, a majority of the responds stress the need for an orderly process and protection as the justification for obedience to the government. Some have highlighted the need to promote cultural and spiritual aspects of the populace while others stress the need for economic well-being, which stands as the foundation for all values. This text looks into the answers given by John Stuart Mill, Karl Marx, and Friedrich Engels. Mill concurs with Lock in vying for representational democracy; however, he is against the idea of natural rights (Pojman, 502). The struggle between Authority and Liberty has been ongoing for a long time particularly in the history of countries like Rome, Gre ece, and England. However, during such times, the contest was between the government and certain classes of subjects. Liberty meant protection against the dictatorship of political rulers. The rulers at the time obtained authority from conquest or inheritance. Therefore, most of them never held leadership at the pleasure of the citizens. Although their power was deemed necessary, it was regarded as highly dangerous. Some of the leaders would use authority as a strategic weapon against their adversaries or subjects (Pojman, 502). However, it reached a time when men stopped to believe that their governors should be independent. They deemed it fit that their leaders should be delegates or tenants revocable at their gratification. That way, they would have total security that the government authority will never take them for granted. Others still thought that there was a need to let their give responsibility to their leaders, where they can be removed if need be. This idea was common am ongst the last liberal European generation (Pojman, 504). However, in time, a democratic republic came into place as an elective and responsible government was ushered into place. The will of the people meant the will of the many. According to Mill, the only instance where power can be exercised in the right manner is when used on any civilized member of a community to prevent harm against others, against his will (Pojman, 505). However, this is not about minors in the society. Freedom should only be extended towards the pursuance of our own good in a specific way, so long as no other person gets hurt. A person who hurts others should be punished by law, in a situation where legal penalties cannot be safely applied. A person can also be compelled to do acts that would be of benefit to the rest of the society, for instance, to give evidence in a court of law, saving another human being’s life, or protect the defenseless. The society, in this case, will hold responsible the ind ividual should he fail to do the act. In this regard, a person can cause harm to others, not necessarily by doing wrong, but by refusing to do the right thing. Mill further argues that people should not have the right to coerce the government into doing something; such power in itself is illicit (Pojman, 507). It is even more noxious for a government to exert power as a result of public opinion. Basically, Mill promotes the idea that the principle of liberty is only justifiable by utilitarian reflections. 3. The Communist Answer according to Carl Max Karl Max played an instrumental role in the dawn of the Marxist movement. According to him, all cultural values, including all the laws and ideal, of a society are at all times the reflection of the rulers. History has always painted a picture of struggles between the classes (Pojman, 510). During the past periods of history, there has been an intricate arrangement of the society into different social orders, a diverse

Philosophy of Education Essay Example for Free

Philosophy of Education Essay The word education is used sometimes to signify the activity, process, or enterprise of educating or being educated and sometimes to signify the discipline or field of study taught in schools of education that concerns itself with this activity, process, or enterprise. As an activity or process, education may be formal or informal, private or public, individual or social, but it always consists in cultivating dispositions (abilities, skills, knowledges, beliefs, attitudes, values, and character traits) by certain methods. As a discipline, education studies or reflects on the activity or enterprise by asking questions about its aims, methods, effects, forms, history, costs, value, and relations to society. Definition The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline. However, even in the latter case it may be thought of as part of the discipline, just as metaphilosophy is thought of as a part of philosophy, although the philosophy of science is not regarded as a part of science. Historically, philosophies of education have usually taken the first form, but under the influence of analytical philosophy, they have sometimes taken the second. In the first form, philosophy of education was traditionally developed by philosophers–for example, Aristotle, Augustine, and John Locke–as part of their philosophical systems, in the context of their ethical theories. However, in the twentieth century philosophy of education tended to be developed in schools of education in the context of what is called foundations of education, thus linking it with other parts of the discipline of education–educational history, psychology, and sociology–rather than with other parts of philosophy. It was also developed by writers such as Paul Goodman and Robert M. Hutchins who were neither professional philosophers nor members of schools of education. Types As there are many kinds of philosophy, many philosophies, and many ways of philosophizing, so there are many kinds of educational philosophy and ways of doing it. In a sense there is no such thing as the philosophy of education; there are only philosophies of education that can be classified in many different ways. Philosophy of education as such does not describe, compare, or explain any enterprises to systems of education, past or present; except insofar as it is concerned with the tracing of its own history, it leaves such inquiries to the history and sociology of education. Analytical philosophy of education is meta to the discipline of education–to all the inquiries and thinking about education–in the sense that it does not seek to propound substantive propositions, either factual or normative, about education. It conceives of its task as that of analysis: the definition or elucidation of educational concepts like teaching, indoctrination, ability, and trait, including the concept of education itself; the clarification and criticism of educational slogans like Teach children, not subjects; The exploration of models used in thinking about education (e.g. , growth); and the analysis and evaluation of arguments and methods used in reaching conclusions about education, whether by teachers, administrators, philosophers, scientists, or laymen. To accomplish this task, analytical philosophy uses the tools of logic and linguistics as well as techniques of analysis that vary from philosopher to philosopher. Its results may be valued for their own sake, but they may also be helpful to those who seek more substantive empirical of normative conclusions about education and who try to be careful about how they reach them. This entry is itself an exercise in analytical philosophy of education. Normative philosophies or theories of education may make use of the results of such analytical work and of factual inquiries about human beings and the psychology of learning, but in any case they propound views about what education should be, what dispositions it should cultivate, why it ought to cultivate them, how and in whom it should do so, and what forms it should take. Some such normative theory of education is implied in every instance of educational endeavor, for whatever education is purposely engaged in, it explicitly or implicitly assumed that certain dispositions are desirable and that certain methods are to be used in acquiring or fostering them, and any view on such matters is a normative theory of philosophy of education. But not all such theories may be regarded as properly philosophical. They may, in fact, be of several sorts. Some simply seek to foster the dispositions regarded as desirable by a society using methods laid down by its culture. Here both the ends and the means of education are defined by the cultural tradition. Others also look to the prevailing culture for the dispositions to be fostered but appeal as well to experience, possibly even to science, for the methods to be used. In a more pluralistic society, an educational theory of a sort may arise as a compromise between conflicting views about the aids, if not the methods, of education, especially in the case of public schools. Then, individuals or groups within the society may have conflicting full-fledged philosophies of education, but the public philosophy of education is a working accommodation between them. More comprehensive theories of education rest their views about the aims and methods of education neither on the prevailing culture nor on compromise but on basic factual premises about humans and their world and on basic normative premises about what is good or right for individuals to seek or do. Proponents of such theories may reach their premises either by reason (including science) and philosophy or by faith and divine authority. Both types of theories are called philosophies of education, but only those based on reason and philosophy are properly philosophical in character; the others might better be called theologies of education. Even those that are purely philosophical may vary in complexity and sophistication. In such a full-fledged philosophical normative theory of education, besides analysis of the sorts described, there will normally be propositions of the following kinds: 1.Basic normative premises about what is good or right; 2. Basic factual premises about humanity and the world; 3. Conclusions, based on these two kinds of premises, about the dispositions education should foster; 4. Further factual premises about such things as the psychology of learning and methods of teaching; and 5. Further conclusions about such things as the methods that education should use. For example, Aristotle argued that the Good equals happiness equals excellent activity; that for a individual there are two kinds of excellent activity, one intellectual (e.g. , doing geometry) and one moral (e. g. , doing just actions); that therefore everyone who is capable of these types of excellent activity should acquire a knowledge of geometry and a disposition to be just; that a knowledge of geometry can be acquired by instruction and a disposition to be just by practice, by doing just actions; and that the young should be given instruction in geometry and practice in doing just actions. In general, the more properly philosophical part of such a full normative theory of education will be the proposition it asserts in (1),(2), and (3); for the propositions in (4) and hence (5) it will, given those in (3), most appropriately appeal to experience and science. Different philosophers will hold different views about the propositions they use in (1) and (2) and the ways in which these propositions may be established. Although some normative premises are required in (1) as a basis for any line of reasoning leading to conclusions in (3) or (5) about what education should foster or how it should do this, the premises appearing in (2) may be of various sorts–empirical, scientific, historical, metaphysical, theological, or epistemological. No one kind of premise is always necessary in (2) in every educational context. Different philosophers of education will, in any case, have different views about what sorts of premises it is permissible to appeal to in (2). All must agree, however, that normative premises of the kind indicated in (1) must be appealed to. Thus, what is central and crucial in any normative philosophy of education is not epistemology, metaphysics, or theology, as is sometimes thought, but ethics, value theory, and social philosophy. Role Let us assume, as we have been doing, that philosophy may be analytical, speculative, or narrative and remember that it is normally going on in a society in which there already is an educational system. Then, in the first place, philosophy may turn its attention to education, thus generating philosophy of education proper and becoming part of the discipline of education. Second, general philosophy may be one of the subjects in the curriculum of higher education and philosophy of education may be, and presumably should be, part of the curriculum of teacher education, if teachers are to think clearly and carefully about what they are doing. Third, in a society in which there is a single system of education governed by a single prevailing theory of education, a philosopher may do any of four things with respect to education: he may analyze the concepts and reasoning used in connection with education in order to make peoples thinking about it as clear, explicit, and logical as possible; he may seek to support the prevailing system by providing more philosophical arguments for the dispositions aimed at and the methods used; he may criticize the system and seek to reform it in the light of some more philosophical theory of education he has arrived at; or he may simply teach logic and philosophy to future educators and parents in the hope that they will apply them to educational matters. Fourth, in a pluralistic society like the United States, in which the existing educational enterprise or a large segment of it is based on a working compromise between conflicting views, a philosopher may again do several sorts of things. He may do any of the things just mentioned. In the United States in the first half of the twentieth century professional philosophers tended to do only the last, but at the end of the twentieth century they began to try to do more. Indeed, there will be more occasions for all of these activities in a pluralistic society, for debate about education will always be going on or threatening to be resumed. A philosopher may even take the lead in formulating and improving a compromise theory of education. He might then be a mere eclectic, but he need not be, since he might defend his compromise plan on the basis of a whole social philosophy. In particular, he might propound a whole public philosophy for public school education, making clear which dispositions it can and should seek to promote, how it should promote them, and which ones should be left for the home, the church, and other private means of education to cultivate. In any case, he might advocate appealing to scientific inquiry and experiment whenever possible. A philosopher may also work out a fully developed educational philosophy of his own and start an experimental school in which to put it into practice, as John Dewey did; like Dewey, too, he may even try to persuade his entire society to adopt it.Then he would argue for the desirability of fostering certain dispositions by certain methods, partly on the basis of experience and science and partly on the basis of premises taken from other parts of his philosophy–from his ethics and value theory, from his political and social philosophy, or from his epistemology, metaphysics, or philosophy of mind. It seems plausible to maintain that in a pluralistic society philosophers should do all of these things, some one and some another. In such a society a philosopher may at least seek to help educators concerned about moral, scientific, historical, aesthetic, or religious education by presenting them, respectively, with a philosophy of morality, science, history, art, or religion from which they may draw conclusions about their aims and methods. He may also philosophize about the discipline of education, asking whether it is a discipline, what its subject matter is, and what its methods, including the methods of the philosophy of education, should be. Insofar as the discipline of education is a science (and one question here would be whether it is a science) this would be a job for the philosopher of science in addition to one just mentioned. Logicians, linguistic philosophers, and philosophers of science may also be able to contribute to the technology of education, as it has come to be called, for example, to the theory of testing or of language instruction. Finally, in a society that has been broken down by some kind of revolution or has newly emerged from colonialism, a philosopher may even supply a new full-fledged normative philosophy for its educational system, as Karl Marx did for Russia and China. In fact, as in the case of Marx, he may provide the ideology that guided the revolution in the first place. Plato tried to do this for Syracuse, and the philosophes did it for France in the eighteenth century. Something like this may be done wherever the schools dare to build a new society, as many ask schools to do. Dewey once said that since education is the process of forming fundamental dispositions toward nature and our fellow human beings, philosophy may even be defined as the most general theory of education. Here Dewey was thinking that philosophy is the most general normative theory of education, and what he said is true if it means that philosophy, understood in its widest sense as including theology and poetry as well as philosophy proper, is what tells us what to believe and how to feel about humanity and the universe. It is, however, not necessarily true if it refers to philosophy in the narrower sense or means that all philosophy is philosophy of education in the sense of having the guidance of education as its end. This is not the whole end of classical philosophy or even of philosophy as reconstructed by Dewey; the former aimed at the truth rather than at the guidance of practice, and the latter has other practical ends besides that of guiding the educational enterprise. Certainly, analytical philosophy has other ends. However, although Dewey did not have analytical philosophy in mind, there is nevertheless a sense in which analytical philosophy can also be said to be the most general theory of education. Although it does not seek to tell us what dispositions we should form, it does analyze and criticize the concepts, arguments, and methods employed in any study of or reflection upon education. Again it does not follow that this is all analytical philosophy is concerned with doing. Even if the other things it does–for example, the philosophy of mind or of science–are useful to educators and normative theorists of education, as, it is hoped, is the case, they are not all developed with this use in mind. See also: ARISTOTLE; AUGUSTINE, ST. ; BAGLEY, WILLIAM C. ; BODE, BOYD H. ; BRAMELD, THEODORE; CHILDS, JOHN L. ; COMENIUS, JOHANN; COUNTS, GEORGE S. ; DEWEY, JOHN; FREIRE, PAULO; HERBERT, JOHANN; JAMES, WILLIAM; KILPATRICK, WILLIAM H. ; MONTESSORI, MARIA; NEILL, A. S. ; PESTALOZZI, JOHANN; PLATO; ROUSSEAU, JEAN-JACQUES; WHITEHEAD, ALFRED NORTH. BIBLIOGRAPHY ANDERSON, R. N. , et al. 1968. Foundation Disciplines and the Study of Education. Toronto: Macmillan. ARCHAMBAULT, REGINALD D. , ed. 1965. Philosophical Analysis and Education. New York: Humanities Press. FRANKENA, WILLIAM K. , ed. 1965. Philosophy of Education. New York: Macmillan. JARRET, JAMES L. , ed. 1969. Philosophy for the Study of Education. Boston: Houghton Mifflin. LUCAS, CHRISTOPHER J. 1969. What Is Philosophy of Education? New York: Macmillan. MORRIS, VAN CLEVE. 1969. Modern Movements in Educational Philosophy. Boston: Houghton Mifflin. OCONNOR, DANIEL JOHN. 1957. Introduction to the Philosophy of Education. London: Routledge. PARK, JOE. 1968. Selected Readings in the Philosophy of Education, 3rd edition. New York: Macmillan. SCHEFFLER, ISRAEL, ed. 1966. Philosophy and Education, 2nd edition. Boston: Allyn and Bacon. WILLIAM K. FRANKENA Philosophy of education is a field characterized not only by broad theoretical eclecticism but also by a perennial dispute, which started in the mid-twentieth century, over what the scope and purposes of the discipline even ought to be. In the Philosophy of Education article that was included in the previous edition of this encyclopedia, William Frankena wrote, In a sense there is no such thing as the philosophy of education (p. 101). During certain periods of the history of the philosophy of education, there have been dominant perspectives, to be sure: At one time, the field was defined around canonical works on education by great philosophers (Plato of ancient Greece, the eighteenth-century Swiss-born Frenchman Jean-Jacques Rousseau, and others); at other times, the field was dominated, in the United States at least, by the figure of John Dewey (1859–1952) and educational Progressivism; at other times, the field was characterized by an austere analytical approach that explicitly rejected much of what had come before in the field as not even being proper philosophy at all. But even during these periods of dominance there were sharp internal disputes within the field (such as feminist criticisms of the Great Man approach to philosophy of education and vigorous critiques of the analytical method). Such disputes can be read off the history of the professional societies, journals, and graduate programs that institutionalize the field, and they can be documented through a succession of previous encyclopedia articles, which by definition attempt to define and delimit their subject matter. These sorts of struggles over the maintenance of the disciplinary boundary, and the attempt to define and enforce certain methods as paramount, are hardly unique to philosophy of education. But such concerns have so preoccupied its practitioners that at times these very questions seem to become the substance of the discipline, nearly to the exclusion of thinking about actual educational problems. And so it is not very surprising to find, for example, a book such as Philosophers on Education. Consisting of a series of essays written by professional philosophers entirely outside the discipline of philosophy of education, the collection cites almost none of the work published within the discipline; because the philosophers have no doubts about the status of the discipline of philosophy of education, they have few qualms about speaking authoritatively about what philosophy has to say to educators. On the other  hand, a fruitful topic for reflection is whether a more self-critical approach to philosophy of education, even if at times it seems to be pulling up its own roots for examination, might prove more productive for thinking about education, because this very tendency toward self-criticism keeps fundamental questions alive and open to reexamination. Any encyclopedia article must take a stance in relation to such disputes. However much one attempts to be comprehensive and dispassionate in describing the scope and purpose of a field, it is impossible to write anything about it without imagining some argument, somewhere, that would put such claims to challenge. This is especially true of categorical approaches, that is, those built around a list of types of philosophy of education, or of discrete schools of thought, or of specific disciplinary methods. During the period of particular diversity and interdisciplinarity in the field that has continued into the twenty-first century, such characterizations seem especially artificial–but even worse than this, potentially imperial and exclusionary. And so the challenge is to find a way of characterizing the field that is true to its eclecticism but that also looks back reflexively at the effects of such characterizations, including itself, in the dynamics of disciplinary boundary maintenance and methodological rule-setting that are continually under dispute. One way to begin such an examination is by thinking about the impulses that draw one into this activity at all: What is philosophy of education for? Perhaps these impulses can be more easily generalized about the field than any particular set of categories, schools of thought, or disciplinary methods. Moreover, these impulses cut across and interrelate approaches that might otherwise look quite different. And they coexist as impulses within broad philosophical movements, and even within the thought of individual philosophers themselves, sometimes conflicting in a way that might help explain the tendency toward reflexive self-examination and uncertainty that so exercises philosophy of education as a field. The Prescriptive Impulse The first impulse is prescriptive. In many respects this is the oldest and most pervasive inclination: to offer a philosophically defended conception of what the aims and activities of teaching ought to be. In some instances, as in Platos Republic, these prescriptions derive from an overall utopian vision; in other instances, such as seventeenth-century English philosopher John Lockes Some Thoughts Concerning Education or Rousseaus Emile, they derive from a fairly detailed reconception of what the day-to-day activities of teaching should look like; in still other instances, such prescriptions are derived from other social or moral principles, as in various Kantian views of education (even though eighteenth-century German philosopher Immanuel Kant himself had very little to say on the subject). These prescriptive inclinations are in many respects what people expect from philosophy of education: a wiser perspective, a more encompassing social vision, a sense of inspiration and higher purpose. It is what people usually mean when they talk about having a philosophy of education. A broad range of perspectives in the field share this prescriptive impulse: many of these perspectives can be comprised in what was once called the isms approach (perennialism, idealism, realism, Thomism, and so on)–the idea that a set of philosophical premises could generate a comprehensive and consistent educational program. For many years, working out the details of these philosophies of education was considered the main substance of the field, and the debates among the isms were typically at the very basic level debates among fundamentally different philosophical premises. An implication of this approach was that disagreements tended to be broadly paradigmatic in the sense that they were based on all-or-none commitments; one could not, of course, talk about a synthesis of realist and idealist worldviews. One wag has suggested that the isms have more recently been replaced by the ists–less purely philosophical and more social/political theories that now typify many scholars working in philosophy of education (Marxists, feminists, multiculturalists, postmodernists, and so on). These will be characterized as critically oriented philosophies below, but at this stage it is important to see that these perspectives can be equally driven by the prescriptive impulse: many writers (for example, neo-Marxist advocates of Paulo Freires critical pedagogy) offer quite explicit accounts of how education ought to proceed, what it is for, and whose interests it ought to serve. The Analytical Impulse The second impulse that drives much of philosophy of education is analytical. In a broad sense this includes not only philosophical approaches specifically termed analytical philosophy (such as conceptual analysis or ordinary language analysis), but also a broader orientation that approaches the philosophical task as spelling out a set of rational conditions that educational aims and practices ought to satisfy, while leaving it up to other public deliberative processes to work out what they might be in specific. In this enlarged sense, the analytical impulse can be seen not only in analytical philosophy per se but also in studies that focus on the logical and epistemological criteria of critical thinking; in the diagnosis of informal fallacies in reasoning; In certain kinds of liberal theory that spell out broad principles of rights and justice but that remain silent on the specific ends that education ought to serve; and even in some versions of German philosopher Jurgen Habermass theory, which proposes a structure of communicative deliberation in which conversations must satisfy what he calls a set of general validity claims, but which does not specify or constrain in advance what that process of deliberation might yield. The analytical impulse is often seen as expressing a certain philosophical modesty: that philosophers do not prescribe to others what their educational choices ought to be, but simply try to clarify the rational procedures by which those choices should be arrived at. Here metaphors such as referees who try to adjudicate an ongoing activity but remain nonpartisan within it, or groundskeepers who pull up weeds and prepare the soil but do not decide what to plant, tend to predominate in how this version of philosophy of education is presented and justified to others. The idea that philosophy provides a set of tools, and that doing philosophy of education (as opposed to having a philosophy of education) offers a more workmanlike self-conception of the philosopher, stands in sharp contrast with the idea of philosophy as a system-building endeavor. Of course, it must be said that this impulse is not entirely free of the prescriptive inclination, either. For one thing, there is a prescriptiveness about the very tools, criteria, principles, and analytical distinctions that get imported into how problems are framed. These are implicitly (and often explicitly) presented as educational ideals themselves: promoting critical thinking or fostering the conditions for Habermasian communication in the classroom, for example. However rationally defended these might be, they will undoubtedly appear to some as imposed from on high. Moreover, at a deeper level, the analytic/prescriptive distinction is less than clear-cut: a theory of logic, or a theory of communication, however purely procedural it aspires to be, always expresses conceptions of human nature, of society, of knowledge, of language, that contains social and cultural elements that might appear natural or neutral to the advocates of those procedures, but that will be regarded as foreign and particularistic by others (why must I justify my educational choices by your criteria? ). This is not meant as a criticism of the analytical orientation, but it just shows how these impulses can and do coexist, even within accounts that regard themselves as primarily one or the other. The Critical Impulse Similarly, the third impulse, a critical orientation, can coexist with either or both of the others. The critical impulse, like the analytical one, shares the characteristic of trying to clear the ground of misconceptions and ideologies, where these misrepresent the needs and interests of disadvantaged groups; like the prescriptive impulse, the critical impulse is driven by a positive conception of a better, more just and equitable, society. Where the critical impulse differs from the others is in its conception of the contribution philosophy can play in serving these ends. From this orientation, philosophy is not just a set of tools or an abstract, programmatic theory; it is itself a substantive personal and political commitment, and it grows out of deeper inclinations to protect and serve the interests of specific groups. Hence the key philosophical ideas stressed in critically oriented philosophies of education (reflection, counterhegemony, a critique of power, an emphasis upon difference, and so on) derive their force from their capacity to challenge a presumably oppressive dominant society and enable put-upon individuals and groups to recognize and question their circumstances and to be moved to change them. As there are prescriptive and analytical elements in critically oriented philosophies of education, so there can be critical elements in the others. Philosophers of education more driven by a prescriptive or analytical impulse can and do share many of the same social and political commitments as critically oriented philosophers of education; and some of them may see their work as ultimately serving many of the same goals of criticizing hegemonic ideologies and promoting human emancipation. This is why these three impulses or orientations must not be seen as simple categories to which particular philosophies (or philosophers) can be assigned. Stressing their character as impulses highlights the motivational qualities that underlie, and frequently drive, the adoption of particular philosophical views. While philosophers tend to stress the force of argument in driving their adoption of such views, and while they do certainly change their minds because of argument and evidence, at some deeper level they are less prone to changing the very impulses that drive and give vigor to their philosophical investigations. By stressing the ways in which all three impulses can coexist within different philosophical schools of thought, and even within the inclinations of a given philosopher, this account highlights the complex and sometimes even contradictory character of the philosophical spirit. When philosophers of education teach or speak about their views, although they certainly put forth arguments, quotations of and references to literature, and so forth, at a deeper level they are appealing to a shared impulse in their audience, one that is more difficult to argue for directly, and without which the arguments themselves are unlikely to take hold. Implications of the Impulses for Philosophy of Education Given the existence of these three impulses, how can they help in providing an overview of the field of philosophy of education that does not fall into arguments about disciplinary boundary maintenance? First, these very broad orientations are in many respects easier to generalize within the field than would be any specific set of disciplinary criteria; many different kinds of philosophy of education can manifest these sorts of inclinations. Indeed, it makes for strange bedfellows when people consider that despite their vigorous paradigmatic differences they are actually motivated by very similar underlying philosophical commitments. Perhaps this recognition might create a stronger incentive for them to engage one another respectfully across those differences. Second, it is beneficial for philosophers to consider that the validity they attribute to certain kinds of arguments may not be driven simply by the objective force of those arguments, but also by a particular appeal those kinds of arguments have for them. This sort of reflectiveness might be fruitful for various reasons, but a significant benefit could be in raising a persons appreciation for why others may not be moved by the arguments that seem so patently obvious to that person; and why the force of argument alone may not be sufficient to generate philosophical agreement or reconcile disagreement. Given the pervasively eclectic and interdisciplinary nature of the field of philosophy of education, such a spirit of tolerance and inclusiveness, while not needing to be unbounded entirely, would be a valuable corrective to the historical tendency to establish the methodsor the philosophical school that will separate proper philosophy of education from the imposters. Advocates of more prescriptive approaches typically buttress their case for dominance by reference to canonical Great Works (Plato, ancient Greek philosopher Aristotle, Locke, Rousseau, Dewey). This sort of system-building across epistemological, ethical, and social/political issues is what the great philosophers do, and it is revealing that for them philosophy of education was rarely seen as a distinct area of inquiry but merely the working out in p

Loyalty and Ignorance of Emilia In Shakespeares Othello Essay

Emilia is a minor but necessary character in Shakespeare’s Othello. She battles playing the role of a loyal wife and caretaker, while possessing inner strength to rebel against society and man’s invisible reign on woman. Emilia is a wife to Iago, a caretaker to Desdemona but most importantly she is a lady of potency and character. Through these qualities Emilia unwillingly follows her wifely obligations to Iago, but additionally develops a strong relationship with Desdemona. This connection between the two women, allows Emilia to hold Shakespeare’s key to the entire tragic plot. For she is the only character who possesses the knowledge of the surrounding events. This ignorant yet known knowledge results in the catastrophic ending of the play where Emilia defends Desdemona by demanding justice and truth over her husbands deceiving lies. â€Å"Honest Iago† then shows the true villain that he is and tragically ends his wife’s life. By which then placin g truth on what Emilia had so long believed, that men are vulgar, immoral and corrupt and that her intuition through out the play was then proven just. The act of loyalty from a woman to a man in Othello includes the two utter most important terms of being silent and obedient. Emilia chooses to practice these traits with her husband in hopes of gaining admiration and affection from a man completely incompatible for her but regrettably bound to her by marriage. Readers are first introduced to Emilia in Cyprus when Iago speaks poorly of her to Cassio, by declaring, â€Å"Sir, would she give you so much of her lips as of her tongue she oft bestows on me, You would have enough†, which can also be interpreted that he takes no appreciation in his wife’s wisdom and wishes her more to be a mute than to... ...nstead displays ever so respected strong characteristics that readers throughout centuries can continue to be captivated by. When Emilia decides to deny herself to conforming to social norms, she boastfully follows her beliefs that Desdemona is innocent, irregardless that there are indeed some women, including herself, who are not pure but only because it is their husbands faults that cause women to commit adultery. Today, vast amounts of individuals admire the woman that Emilia exemplifies in her last tragic moments on earth. For it is here that she blesses women in society for ages and ages to come the utter most essential qualities of strength and bravery. Works Cited Shakespeare, William. Othello, The Moor of Venice. Backpack Literature: An Introduction to Fiction, poetry and Drama. Ed. X.J. Kennedy and Dana Gioia. New York: Longman, 2006. 661-770 Loyalty and Ignorance of Emilia In Shakespeare's Othello Essay Emilia is a minor but necessary character in Shakespeare’s Othello. She battles playing the role of a loyal wife and caretaker, while possessing inner strength to rebel against society and man’s invisible reign on woman. Emilia is a wife to Iago, a caretaker to Desdemona but most importantly she is a lady of potency and character. Through these qualities Emilia unwillingly follows her wifely obligations to Iago, but additionally develops a strong relationship with Desdemona. This connection between the two women, allows Emilia to hold Shakespeare’s key to the entire tragic plot. For she is the only character who possesses the knowledge of the surrounding events. This ignorant yet known knowledge results in the catastrophic ending of the play where Emilia defends Desdemona by demanding justice and truth over her husbands deceiving lies. â€Å"Honest Iago† then shows the true villain that he is and tragically ends his wife’s life. By which then placin g truth on what Emilia had so long believed, that men are vulgar, immoral and corrupt and that her intuition through out the play was then proven just. The act of loyalty from a woman to a man in Othello includes the two utter most important terms of being silent and obedient. Emilia chooses to practice these traits with her husband in hopes of gaining admiration and affection from a man completely incompatible for her but regrettably bound to her by marriage. Readers are first introduced to Emilia in Cyprus when Iago speaks poorly of her to Cassio, by declaring, â€Å"Sir, would she give you so much of her lips as of her tongue she oft bestows on me, You would have enough†, which can also be interpreted that he takes no appreciation in his wife’s wisdom and wishes her more to be a mute than to... ...nstead displays ever so respected strong characteristics that readers throughout centuries can continue to be captivated by. When Emilia decides to deny herself to conforming to social norms, she boastfully follows her beliefs that Desdemona is innocent, irregardless that there are indeed some women, including herself, who are not pure but only because it is their husbands faults that cause women to commit adultery. Today, vast amounts of individuals admire the woman that Emilia exemplifies in her last tragic moments on earth. For it is here that she blesses women in society for ages and ages to come the utter most essential qualities of strength and bravery. Works Cited Shakespeare, William. Othello, The Moor of Venice. Backpack Literature: An Introduction to Fiction, poetry and Drama. Ed. X.J. Kennedy and Dana Gioia. New York: Longman, 2006. 661-770

Positive Psychology and Kindness

Assessment 1 – Personal Reflection and Sharing / Celebrating with others Happy people become happier through kindness intervention. The relationship between the character strength of kindness and subjective happiness, and the effects of a counting kindnesses intervention on subjective happiness Happy people to perform on their motivation, recognition and enactment of kind behaviors. They have more happy memories in daily life in terms of both quantity and quality. Subjective happiness was increased simply by counting one's own acts of kindness for one week.Happy people became more kind and grateful through the counting kindnesses intervention. Compared with less happy people, happy people have better social relationships and more pleasant everyday lives. For example, very happy people have highly satisfying relationships with friends, romantic partners, and family members and that, compared to their less happy peers, they report more positive events and emotions in their daily lives relative to negative ones. Happy people are more extraverted, more agreeable, and less neurotic.Some studies have shown that subjective happiness is one of the key factors in subjective well-being and overall satisfaction with life. Therefore I expected that in addition to the strength of gratitude, the strength of kindness would also play an important role in increasing subjective happiness. Gratitude is an important human strengths that contributes to subjective happiness, especially appreciative of the contribution of others to their happiness. I suggest that grateful persons would further be characterized by the appreciation of life's simple pleasures.These imply reciprocal relationships among gratitude, subjective happiness, and good social relationships. Consequently, compared with unhappy people, happy people report close and satisfying relationships and feel more gratitude in their lives. Gratitude when people receive kindness form other people, kindness entails enact ing kind behavior toward other people. In personal mindset, how to act of kindness can be expressed in countless ways? A warm hello said to a stranger, giving money to those in need, allowing cars to merge into traffic†¦ all of these are acts of kindness.Kindness may be best expressed as a state of mind. With the holiday season over, and many of us feeling the effects of a far-reaching world disaster, understanding how kindness can help is very important. People you help can see the direct result of your actions, and people who witness your gestures can be touched by what you do. From giving money and time, to the way in which you communicate with friends, family, and co-workers, the ripple effect of kindness is far-reaching.It is easy to think that kindness is only a â€Å"one-way street†, but kindness can go both ways. Giving, in and of itself, can be a great reward, but how is the giver affected? The giver can be rewarded in many areas, both psychologically and physic ally. It would be impossible to list every way that kindness can be shown or given. Being attuned to situations where you can help almost becomes a â€Å"state of mind† or â€Å"attitude† that you can live by. Start by making a list of areas where you can help.This may include giving to a helping organization, such as a local homeless shelter, food-bank, or a national/ international organization. With the natural disaster in the Far East dominating what we see on the evening news, perhaps you could start by identifying national or international organizations that could use your financial donations. You can even look to your community for places that could use your donations or volunteer time, such as visiting patients in a nursing home or hospital ward.Or, for some of this writer's favorites: start with the everyday little things that offer surprises and make people in your nearby community wonder what simple yet amazing acts of kindness are running amok and to get you started, I have listed some ideas below * Pay for the person's order behind you in the drive-through line. * Make eye contact with the person who rings up your groceries and really look at them when you say, â€Å"Have a really great evening. Thank you†. * Compliment at least 2 people every day. * Contrast someone being well mannered and kind, with someone being rude. Send someone a hand written note of thanks * Buy a lottery or Charitable organizations ticket for a stranger. * Give a compliment about your waiter or waitress to his or her manager. * Stop and help someone replace their flat tyre on high-speed road. * Let someone jump the queue at the bank. * Let someone jump the wallets or valuables at the police office. * Treat a friend to the movies for no reason. * Give up your seat for someone, not just an elderly person and pregnancy women. * Talk to a homeless person and have a â€Å"normal† conversation. * Pick up some rubbish in the road which would otherwise b e lying around. Compliment a work colleague for their excellence. * Tell all your family members how much your appreciate them. * Leave a copy of an interesting book on a train. * Buy an inspirational book for a friend. * Send a thank you note to a person who has helped you in the past. * Smile a lot. Kindness is contagious – and as part of Personal Socially Responsibility you might want to consider carrying out random acts of kindness on a daily basis. It is truly a win/win/win situation. The person you are being kind to benefits through your help. You feel good for having helped someone.And the world is a better place through your kindness. Never underestimate the impact of a single act of kindness. I still remember, after many years, the time someone stopped and helped me after my car had broken down in high-speed road. Since then, I have stopped on the road myself and helped stranded motorists a number of times. All because of that single act of kindness by a stranger. Th e implications of kindness are far reaching. Showing kindness even on a small level is a great start. Also, it is important to carry out your acts of kindness without expecting anything in return has its own rewards. 1013 words

Introduction to Debt Capital Markets

BUILDING TOMORROWâ„ ¢ Introduction to Debt Capital Markets Craig Rydqvist rbs. com/gbm Introduction My background Finance sector focussed education and experience but not ‘traditional’ IB route Education †¢ †¢ First degree – BSc in Management Studies; Postgraduate – MSc Masters in Finance (part-time). Work Experience †¢ †¢ †¢ KPMG – Financial Sector Audit and Consulting (ACA); Barclays Capital – Finance followed by Trading and Structuring; RBS – Finance followed by DCM Origination. Current Role †¢ †¢ †¢ †¢Director – Conduit Origination; Sell side origination, execution and structuring; Buy side transaction analysis as RBS is ultimate risk taker; Line Manager for Global Banking Analyst Programme. Mature version of Will from the Inbetweeners RBS00000 3 Xin Miao – 2nd Year Analyst, DCM Appears geared towards Investment banking†¦ didn’t know what they were! Education & Work Experience †¢ †¢ †¢ LSE BSc in Accounting & Finance RBS Easter internship (DCM) RBS Summer internship (FI DCM) Current Role †¢RBS Graduate programme – First rotation: Investment grade corporate bond origination – Second rotation (outside DCM): Energy & Resources sector RBS00000 4 RBS Investment Banking Model GBM GBM banking GBM markets Clients Equities Origination Corporate DCM and Risk solutions Syndicate FI DCM / FISF Sector and Corporate Finance Client Management Trading Sales Investors Corporate and FIG coverage Research and strategy Origination GBM Operations Distribution RBS00000 5 DCM Products DCM Products are varied and lie on a spectrum between market facing and structured †¢ †¢ †¢ †¢ †¢ Corporate Investment Grade Bonds Financial Institution Debt High Yield Debt Liability Management Loan Origination and Syndication Structured Finance – Securitisation – Covered Bonds – FI Hybrids – Structured Corporate Debt †¢ †¢ Private Placements Ratings Advisory RBS offers the complete package of DCM products RBS00000 6 What DCM Originators do Origination Relationship Building Distribution Client pitches Beauty parades Market Coverage Peer Group Benchmarking Pricing Documentation Roadshows Investor contact Best deal for clientConstant dialogue with clients †¢ Pitching / responding to Requests for Proposal †¢ Indicative pricing and market commentary †¢ Execution Development of a diverse skill-set †¢ Analysis of market trends (historical and current) †¢ Presentation skills †¢ Ability to work across teams Day to day job †¢ Pricing analysis †¢ Continuous interaction with the market – new issues, market trends, demand drivers, rumours, etc †¢ Client presentations/meetings pitching for business †¢ Transaction facilitation including deal roadshows / investor due diligence RBS00000 7Current League Table Standings Al l Currencies WE IG Corporate Bonds 15 September 2011 YTD Bookrunner 1 Deutsche Bank 2 RBS 3 BNP Paribas 4 HSBC 5 JPMorgan Total Industry Source: Dealogic Analytics Share Amount No. (%) (EURm) 9,277 52 10. 08 7,150 49 7. 77 6,294 39 6. 84 6,203 39 6. 74 5,951 26 6. 46 92,054 180 100 2013 Target Position: Top 3 All Currencies WE Corp. & FI Syndicated Loans 15 September 2011 YTD Bookrunner ^ ^ ^ ^ ? 1 BNP Paribas SA 2 Credit Agricole CIB 3 Societe Generale 4 RBS 5 HSBC Holdings PLC Total Industry Source: Thomson Reuters Share Amount No. %) (EURm) 19,092 135 7. 60 18,246 86 7. 20 16,003 93 6. 30 15,635 99 6. 20 13,443 78 5. 30 252,044 352 100 2013 Target Position: Top 3 All Currencies CEEMEA Corp. Synd. Loans 15 September 2011 YTD Bookrunner ? ? ? ^ ^ 1 Citi 2 Credit Agricole CIB 3 RBS 4 BNP Paribas SA 5 Barclays Capital Total Industry Source: Thomson Reuters Share Amount No. (%) (EURm) 3,217 27 9. 00 3,052 19 8. 60 2,561 15 7. 20 2,541 16 7. 10 1,961 6 13. 00 35,593 68 100 2013 Target Position: Top 5 ? ? ? ? ^ Cross Border Private Placements 15 September 2011 YTDBookrunner 1 RBS 2 BAS 3 Barclays 4 HSBC 5 CBA Total Industry Source: PP Monitor Amount (EURm) 4,543 3,994 1,902 1,775 1,528 No. 22 19 12 9 7 Share (%) 23. 80 20. 90 9. 90 9. 30 8. 00 All Currencies WE HY Corporate Bonds 15 September 2011 YTD Bookrunner ? ? ? ? ? All Currencies CEEMEA Corporate Bonds 15 September 2011 YTD Bookrunner ^ ^ ^ ^ ^ 1 Barclays Capital 2 RBS 3 Goldman Sachs 4 BNP Paribas 5 Citi Total Industry 2013 Target Position: Top 3 1 Deutsche Bank 2 Goldman Sachs 3 Citi 4 Credit Suisse 9 RBS Total Industry Source: Dealogic AnalyticsAmount Share No. (EURm) (%) 4,161 35 11. 11 3,518 23 9. 40 2,922 18 7. 80 2,909 20 7. 77 1,820 16 4. 86 37,441 88 100 2013 Target Position: Top 5 Amount (EURm) 2,398 1,360 1,335 1,300 1,095 15,638 No. 13 9 8 9 6 37 Share (%) 15. 34 8. 70 8. 54 8. 31 7. 00 100 ? ? ? ? ? Source: Dealogic Analytics 2013 Target Position: Top 5 RBS is a market leader in all the major D CM products RBS00000 8 Major differences between DCM and †¦. Corporate Finance †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Corporate Finance has lower execution volume As a result lots of time spent itching strategic ideas DCM is more transaction focussed DCM bankers have more respect for your private life Markets Markets covers, sales, trading, research and other areas so it’s a little hard to generalise Markets work more driven by market psychology and sort-term trends and relative value DCM generally more macro-economic focus so interaction is with the client C-suite Equity Capital Markets DCM bankers are pessimists, ECM bankers are optimists DCM involves more ‘definite’ maths – bond maths is less ‘speculative’ RBS00000 9 Why might I choose to work in DCM at RBS? †¢ †¢ †¢ †¢ †¢ †¢ †¢If you are interested in how businesses work – probably at a slightly more detailed l evel You like maths that ‘works’ – less need to speculate on growth rates and uncontrollable factors DCM is the most successful franchise within RBS GBM and carries that kudos throughout the organisation The DCM analyst programme offers lots of variety with a minimum of 6 rotations, of which at least 4 will be within DCM If you still want to learn – we take analyst development very seriously If you want to work with great people DCM bankers have respect for your private life DCM is a great place to learn and developRBS00000 10 Life of a DCM analyst Fast-learner Creative and innovative thinker Attention to detail Work well under pressure †¢ †¢ 7. 30-8. 30am start Daily tasks: – Morning meetings – Market updates/reports – Other updates e. g. company pricing †¢ †¢ †¢ Building models, producing presentations Collaboration: talking to traders, syndicate desks, Relationship Managers, other teams in DCM†¦ Analyst s events: training, networking lunch Positive Attitude RBS00000 11 Pop Quiz Should these client queries be directed to DCM, ECM, Corporate Finance, Markets or somewhere else? †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢Company CFO interested in divesting a non-core division; Institutional investor seeking to take risk on Greek sovereign default; Company CFO seeking to renew a syndicated loan facility; Bank of England seeking information on RBS exposure to Italian FIs; Company CFO seeking to understand the impact on his company credit rating of redeeming outstanding bonds; Company CFO seeking advice on complete capital restructure; Same CFO following up to understand how much capital she might raise via a rights issue and the effects of such a rights issue; Institutional investor seeking to attend a roadshow for an upcoming securitisation deal; Same investor seeking to switch his exposure in mortgage securitisation to exposure in auto securitisation ; CFO of the same investment company seeking to raise capital in the private placement market. Collaboration is Key – we serve clients best when we leverage the breadth of our franchise RBS00000 12 Questions? RBS00000 13This material is issued by The Royal Bank of Scotland plc (â€Å"RBS†) and is intended to provide the recipient (the â€Å"Recipient†) with a summary of potential transaction structures and terms and conditions that may or may not lead to transactions being entered into between RBS and the Recipient. Unless and until both RBS and the Recipient agree to, and sign formal written contracts, it is not intended that either RBS or the Recipient is, or will be, bound by any of these proposed terms and conditions. This material is confidential and is intended for use only by the Recipient and its professional advisers and remains the property of RBS. It should not be reproduced or disclosed to any other person without the consent of RBS and must be retur ned on request to RBS and any copies thereof destroyed.Nothing in this document should be construed as legal, tax, regulatory, accounting or investment advice or as a recommendation or an offer by RBS to purchase securities from or sell securities to the Recipient, or to underwrite securities of the Recipient, or to extend any credit or like facilities to the Recipient, or to conduct any such activity on behalf of the Recipient. RBS makes no representations or warranties with respect to the material, and disclaims all liability for any use the Recipient or its advisers make of the contents of the material. However this shall not restrict, exclude, or limit any duty or liability to any person under any applicable laws or regulations of any jurisdiction which may not lawfully be disclaimed.Any views or opinions expressed in the material (including statements or forecasts) constitute the judgement of RBS as of the date indicated and are subject to change without notice. RBS does not un dertake to update this document. The Recipient should not rely on any representations or undertakings inconsistent with the above paragraphs. RBS is authorised and regulated in the UK by the Financial Services Authority. The Royal Bank of Scotland plc acts in certain jurisdictions as the authorised agent of The Royal Bank of Scotland N. V. The Royal Bank of Scotland plc. Registered in Scotland No. 90312. Registered Office: 36 St Andrew Square, Edinburgh EH2 2YB. RBS00000 14

Human Resources Management Expatriate Adjustment Management

Human Resources Management Expatriate Adjustment Management Introduction International corporations need to have an effective international human resources management team that is able to make sound decisions on the right way to develop their human capital; generally there are three ways that they can develop the work force.Advertising We will write a custom essay sample on Human Resources Management: Expatriate Adjustment Management specifically for you for only $16.05 $11/page Learn More The ways are localization approach, expatriates approach and third country approach. Whichever the method, it should ensure they maintain quality and quantity workforce; the department of human resources in multinationals can be central point, head office, or/and at the foreign country level (Hollinshead and Leat, 1995). The approach of expertise involves the foreign company sending people from the country with knowledge and experience to manage and operate a foreign investments; human resources are the driving force of an organisa tion, thus they need to be well managed to develop an orchestrate team and tap their intellectual knowledge effectively. When expatriates are deployed, there is physical relocation of the expatriate, probably his or her family, and if the expatriate has a team of operation, they may go together. The relocation destabilizes the psychological comfort of the expatriate and exposes him or her to another life and cultural setting different from what he or she is used to; the instability may reduce the efficiency of the manager. To ensure that the expatriate adjust effectively and fast, there are some human resources management strategic functions that need to be undertaken (Hampden-Turner and Trompenaars, 2000). This paper analyzes human resources actions multinational corporations (MNCs) should take to facilitate expatriates adjustment. The theory of Expatriates MNCs have the role of maintaining qualified and efficient human capital; when they decide that they are going to human resourc es finances with expatriates, they should ensure they offer the expatriates assistance that facilitates quick and effective adjustment. The rate at which they adjust to new environment will determine how well their intellectual knowledge will be tapped and how they will be able to attain their objectives and mission in the foreign company.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The cost of deploying experts is high thus their failure is detrimental to an organisation thus they need to be given the right tools and supports to effectively perform. Failure can occur in two main ways; when he underperforms or returns home without having completed the task or when he takes a long time before adjusting and producing results for the company. There are cases that MNC have expatriates in their foreign mission only or they may have as holding a certain office as others are occupied by the operating countries locals; in whichever version adjustment or the so called cost of orientation or familiarization has to be incurred. When sending expatriates, there are three main ways of approach, they are, flexpatriates and impetrates (Bamber and Lansbury, 1998). MNCs can be divided into multi-domestic, global, transnational or international; they all have different features and characteristics however when it comes to development of staffs and facilitation of expatriates adjustments, there is no difference. There are some basic functions that should be looked in when managing expatriates; they start from preparation to orienting an expert back to country of origin. In general, expatriates adjustment is influenced by three main factors: individual adjustment factors, environmental issues factors, and position-related issues. All the areas must be well addressed early enough before the expert has messed up with the assignment given (Hoogvelt, 2001). The actions to facili tate fast adjustments are: Foreign mission preparing and Planning MNCs operates a chain of business establishments in foreign countries; when they are developing them, they should know the best approach they are going to use for human resources and enact such appropriate measures to have the work force on board. When determining the individual or individuals to send for a foreign mission; the company is limited to certain factors like the level of knowledge, education, foreign experience, and work experience of the person to get the post.Advertising We will write a custom essay sample on Human Resources Management: Expatriate Adjustment Management specifically for you for only $16.05 $11/page Learn More When selecting the particular person to engage, the initial action is to determine the task that he is going to undertake in the foreign country; for instance when an engineer is needed, the search will be limited to engineers in the company or the MNC will seek someone with an engineering experience from the holding country’s labour force. MNCs prefer to use the staffs they have for such assignments as they are aware of their potential, however they may outsource some expatriates in some areas. In the case that task to be undertaken needs an existing team, then the MNC has no option other that sending the team (Triandis, 2006). With the tasks and the kind of employees needed, the MNC adopts at least two methods of outsourcing for these people; internal recruitment (focus on people who have been working in the company and have such required skills and experience) and external recruitments (this is where the company seeks to use people whom have never worked for the company but have a proven record of high performance). In whichever the approach, the IHRM team should ensure they get the most qualified people for the mission; this stage is crucial since if a point or step is missed, then the company stand to suffer (Trudel ,2009) Under internal recruitment, it can take the form of direct appointment of people whom the management think they can perform the task or it can be through application after the offer has been placed in the MNCs job advertising board. In direct appointment, IHRM teams should objectively analyze the performance, experience and exposure that a candidate has, approaches a potential expatriate or team of expatriates. When using direct appointment, care should be taken not to force or dictate terms on the expatriate; free will should be allowed as well as time to rethink the decision by the appointed party. One mistake that MNCs when appointing an expatriate is to deny them their free mind and free thought; when they appoint a certain party, they pose as if they are glorying and promoting the party which may result to negative perception and attitude that results to issues of adjustments.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More When appointed, the appointee should be allowed to consult his immediate family members, friends and colleagues. The offer should define all aspects of the assignment like benefits, functions, family, the duration of the assignment, and what next after the accomplishment of the assignment (Shaffer, Harrison and Gilley, 1999). When the exercise involves choosing an external person whom the company has not had a working experience with, the right approach is to handle the process as any other recruitment but some special attributes placed on the expatriate like any foreign experience, the nationality and the existence of proven track record. The company should understand that the expatriate will have to consume company resources by virtual of his employment over and above the agreed salary or contact fee, thus there is need to ensure that the best candidate has been chosen. At the preparing and planning stage, there is one thing that is outstanding and a fact, the expatriate must be w illing to be deployed in the foreign mission; the psychological preparedness starts with the acceptance and embracing of the task. When an expatriate moves at his own free will, then ensuring that he adjusts is fast and more effective. Mentoring, Coaching, preparing, and psychological preparation Candidates chosen should be mentored, Coached, and prepared by the company; the process is wide and depends with the mission, experience of the candidate, and the country of venture. In the case the candidate has an experience in the country of venture (return expatriates), the preparation may not be so intense since he is aware of what to expect; when preparing the candidates, those people close to the person should be involved, they include people like the family, close friends, personal mentors, and colleagues. Psychological preparedness involves touching almost all corners of someone’s life to ensure they adjust effectively; they may involve the services of a counsellor to work o n the mind part of the expatriates as well as friends to support the person, and the family. The main subject to learn in this stage is cross-cultural differences that the expert is likely to face in his assignment. If there are people who have similar experiences, they should be consulted to give in-depth and informed information to the potential assignee. Preparing involves offering the expatriate and the family with cultural intelligence skills to be able to live in harmony in the foreign country and adjust effectively, if the country uses a different language than the language that the expert understands, measures should be put in place to ensure that the expert and the team learn the language. When training such things like language, those people whom the expatriates’ will move with should also be a party to the training, the people may involve spouse and children (Shaffer, Harrison and Gilley, 1999). Mentorship, pilot survey and initial orientation This stage only happe ns after the company has been satisfied that the candidate and the parties involved have been psychologically prepared; then a mentor should be looked for to facilitate in preparing the concerned party. A mentor should be a person who have had an experience with a foreign mission successfully if possible in the country of the mission; the role of the mentor is to discuss and share his experience in the foreign country or mission in the efforts of widening the thinking capacity of the person and offering a different experience. In the case the company has an establishment already running in the foreign country, it is crucial for the company to plan the sending of a mentor to the expatriate, the mentor may be a person in the management of the company or someone with a pool of knowledge that he can prepare the expatriate effectively. After spending some time and bonding with the mentor, they are then supposed to visit the country of assignment; this may be the first visit if the expatr iate has never had an experience with the country of mission (Tayeb, 2005). The visit is crucial and plays an important role in the entire adjustment; when in the visit, the expert get to learn, feel and experience some of the things that he had been trained and advised on; he is able to create a certain perception, attitude and feeling about the county and the people in general. It should be noted that the report from the visit (informal), will go a long was in creating a certain perception to his children, spouse, friends and people who matters in the mission. There are sometimes that after the mission the expatriate may wish to withdraw from the mission, he should be listened to (Harzing, 1999). Physical relocation stage After all plans have been made, the final second final stage of the process of relocation; MNCs should take the responsibility of relocating the expatriate with the family if they are going together; they should be guaranteed that all things are in order. The fir st few days may be time to orient oneself with the new environment, thus the company should not expect the expatriate to be working, and some finances should be provided for basic social things like shopping, clubbing and exercise. If there are kids, they should be mentored to develop new friends and mix with the new environment (Briscoe and Schuler, 2004). In the case that there was a foreign company; the management in the company should be encouraging and supportive of the expert, they should give him well welcome and guide him on how the country operates and the way he should conduct himself. Social function and team building are important in orienting and relaxing the environment that the expert is working. Maintain a mentor is important since he is likely to be free with the expatriate so he or she can be able to keep the expatriate company all through. There are times that an expatriate may have issues to express or feels that the set targets are far from being attained as he had expected. These situations require the intervention of top management; when operating in the international arena, a company has to manage a diverse work force; managing diverse human capital has continued to be a challenge to human resources managers (Scullion and Starkey, 2000). Effective training and performance evaluation One major role that strategic international human management (SIHM) plays is to manage diverse human capital performance; performance management is a continuous process through which the output of human capital is gauged to ensure that goals are consistently being met in an effective and efficient manner. After the expatriate have settled and started working, there is need for an effective appraisal and evaluation method to ensure that his performance level can be gauged irrespective of the operating environment. There is the possibility that the adjustment was not effective thus during appraisal, areas of future training and mentoring will be established. T he outcome after a certain period and the strategies set by the expatriate and team should be effectively evaluated to ensure they are in course. The appraisal takes the same way like in normal employees appraisal, however there may be some problems encountered by the team, which they had not anticipated (Brewster, Sparrow and Vernon, 2007). When evaluating expatriate performance, there is need to involve some social factors like culture shocks, loneliness, and hangovers and homesick, to ensure that the appraisal result can be effective and offer such sound information that can result to improvement of the expatriates roles. When appraising an expatriate, management have the role of ensuring that issues that he has brought are address appropriately, training should be continuous and areas that the expatriate needs self improvement addressed. There are high chances of stressing moments in the working life of the expatriate, policies to psychologically support the expatriate, his or h er spouse and offspring should be enacted, in some cases, it may involve the foreign mission of the country (Edwards and Ferner, 2002). Motivational measures should be put in place to ensure that employees are loyal to the organization and they work efficiently. This ranges from attractive salaries or/and benefits, to developing a good working environment. This ensures that employees are retained as assets in the organization (Bratton and Gold, 1999). Conclusion International human resources management should ensure they have the right number of employees in foreign companies; there are three method of deploying in foreign outlets, use of expatriates, localization, and use of third country employees. When using expatriates, the company should enact policies that facilitate quick and effective adjustments or the expatriates; when they adjust fast, they become an asset to the company with ease. An effective expatriate deployment strategy has five main stages as preparing and planning, coaching and mentorship, pilot survey and initial orientation, relocation and orientation, and effective performance management. An effective adjustment program should focus on the expatriate, the family, close friends, colleagues and any other person who will be affected by the relocation; they should be prepared psychologically using experts like counsellors and mentors. References Bamber, G. and Lansbury, R. D., 1998. International and Comparative Employment Relations; A study of industrialised market economies. Sydney: Allen and Unwin. Bratton J., and Gold. J. ,1999 Human Resource Management; Theory and Practice. New York: Macmillan Business. Brewster, C., Sparrow, P., and Vernon, G. ,2007. International Human Resource Management. New York: CIPD. Briscoe D., and Schuler, R. ,2004. International Human Resource Management. New Jersey: Routledge. Edwards, T. and Ferner, A., 2002. The renewed American challenge.: A Review of Employment Practice in US multinationals. Industrial Rela tions Journal, 33(2), pp. 94-111. Hampden-Turner, C. and Trompenaars, A., 2000. Building cross-cultural competence: How to create wealth from conflicting values. New York: John Wiley and Sons. Harzing, A.W.,1999. Managing the Multinationals: An International Study of Control Mechanisms in Multinational Companies. Massachusetts: Edward Elgar. Hollinshead, G., and Leat, M., 1995.  Human Resource Management; An International and Comparative Perspective. New York: FT Pitman. Hoogvelt, A., 2001. Globalization and the Postcolonial world; The new political economy of development. New York: Palgrave Macmillan. Scullion, H. and Starkey, K., 2000. The changing role of the corporate human resource function in the international firm. International Journal of Human Resource Management, 11(6), pp.1061-1081. Shaffer, M.A., Harrison, D.A. and Gilley, K.M.,1999. Dimensions, determinants and differences in the expatriate adjustment process. Journal of International Business Studies, 30(3), pp. 557- 581. Tayeb, M.H., 2005. International Human Resource Management, a Multinational Company Perspective. Oxford: Oxford University Press. Triandis, H.C., 2006. Cultural Intelligence in Organizations. Group and Organization Management, 31(1), pp. 20-26. Trudel, J. M., 2009. International Human Resources Management: A New Challenge. Portuguese Journal of Management Studies, 14(2), pp. 149-161.

Cold War Timeline

Cold War Timeline The Cold War was fought in the aftermath of World War Two, from the collapse of the wartime alliance between the Anglo-American led Allies and the USSR to the collapse of the USSR itself, with the most common dates for these identified as 1945 to 1991. Of course, like most historical events, the seeds from which the war grew were planted much earlier, and this timeline starts with the creation of the world’s first Soviet nation in 1917. Pre-World War Two 1917   October: Bolshevik Revolution in Russia. 1918-1920   Unsuccessful Allied Intervention in the Russian Civil War. 1919   March 15: Lenin creates the Communist International (Comintern) to promote international revolution. 1922   December 30: Creation of the USSR. 1933   United States begins diplomatic relations with USSR for the first time. World War Two 1939   August 23: Ribbentrop-Molotov Pact (‘Non-Aggression Pact): Germany and Russia agree to divide Poland.   September: Germany and Russia invade Poland. 1940   June 15 – 16: USSR occupies Estonia, Latvia, and Lithuania citing security concerns. 1941   June 22: Operation Barbarossa begins: the German invasion of Russia.   November: US begins lend-lease to USSR.   December 7: Japanese attack on Pearl Harbor causing the US to enter the war.   December 15 – 18: Diplomatic mission to Russia reveals Stalin hopes to recover gains made in the Ribbentrop-Molotov Pact. 1942   December 12: Soviet-Czech alliance agreed; Czechs agree to co-operate with the USSR after the war. 1943   February 1: Siege of Stalingrad by Germany ends with Soviet victory.   April 27: USSR breaks off relations with Polish government-in-exile over arguments about the Katyn Massacre.   May 15: Comintern is closed to appease Soviet allies.   July: Battle of Kursk ends with Soviet victory, arguably the turning point of the war in Europe.   November 28 – December 1: Tehran Conference: Stalin, Roosevelt, and Churchill meet. 1944   June 6: D-Day: Allied forces land successfully in France, opening a second front which liberates Western Europe before Russia needs to.   July 21: Having ‘liberated’ east Poland, Russia sets up the Committee of National Liberation in Lublin to govern it.   August 1 – October 2: Warsaw Uprising; Polish rebels attempt to overthrow Nazi rule in Warsaw; Red Army sits back and allows it to be crushed to destroy the rebels.   August 23: Romania signs armistice with Russia following their invasion; a coalition government is formed.   September 9: Communist coup in Bulgaria.   October 9 - 18: Moscow Conference. Churchill and Stalin agree percentage ‘spheres of influence’ in Eastern Europe.   December 3: Conflict between British and pro-Communist Greek forces in Greece. 1945   January 1: USSR ‘recognises’ their communist puppet government in Poland as the provisional government; US and UK refuse to do so, preferring the exiles in London.   February 4-12: Yalta summit between Churchill, Roosevelt, and Stalin; promises are given to support democratically elected governments.   April 21: Agreements signed between newly ‘liberated’ communist Eastern nations and USSR to work together.   May 8: Germany surrenders; end of World War Two in Europe. Late 1940s 1945   March: Communist-dominated coup in Romania.   July-August: Potsdam Conference between US, UK, and USSR.   July 5: US and UK recognize communist-dominated Polish government after it allows some members of the Government-in-exile to join.   August 6: The US drops the first atomic bomb, on Hiroshima. 1946   February 22: George Kennan sends the Long Telegram advocating Containment.   March 5: Churchill gives his Iron Curtain Speech.   April 21: Social Unity Party formed in Germany on Stalin’s orders. 1947   January 1: Anglo-American Bizone formed in Berlin, angers USSR.   March 12: Truman Doctrine announced.   June 5: Marshall Plan aid program Announced.   October 5: Cominform Founded to organize international communism.   December 15: London Foreign Ministers’ Conference breaks up without agreement. 1948   February 22: Communist Coup in Czechoslovakia.   March 17: Brussels Pact Signed between UK, France, Holland, Belgium, and Luxembourg to organize a mutual defense.   June 7: Six Power Conference recommends a West German Constituent Assembly.   June 18: New currency introduced in the Western Zones of Germany.   June 24: Berlin Blockade Begins. 1949   January 25: Comecon, Council for Mutual Economic Assistance, created to organize Eastern bloc economies.   April 4: North Atlantic Treaty signed: NATO formed.   May 12: Berlin Blockade lifted.   May 23: ‘Basic Law’ approved for Federal Republic of Germany (FRG): Bizone merges with French zone to form a new state.   May 30: People’s Congress approves German Democratic Republic Constitution in East Germany.   August 29: USSR detonates the first atomic bomb.   September 15: Adenauer becomes first Chancellor of the Federal Republic of Germany.   October: The Communist People’s Republic of China proclaimed.   October 12: German Democratic Republic (GDR) formed in East Germany. 1950s 1950   April 7: NSC-68 finalized in the US: advocates a more active, military, policy of containment and causes a large increase in defense spending.   June 25: Korean War begins.   October 24: Pleven Plan approved by France: rearmed West German soldiers to be part of a European Defence Community (EDC). 1951   April 18: European Coal and Steel Community Treaty signed (The Schuman Plan). 1952   March 10: Stalin proposes a united, but neutral, Germany; rejected by the West.   May 27: European Defence Community (EDC) treaty signed by Western nations. 1953   March 5: Stalin dies.   June 16-18: Unrest in the GDR, suppressed by Soviet troops.   July: Korean War ends. 1954   August 31: France rejects the EDC. 1955   May 5: FRG becomes a sovereign state; joins NATO.   May 14: Eastern Communist nations sign the  Warsaw Pact, a military alliance.   May 15: State Treaty between forces occupying Austria: they withdraw and make it a neutral state.   September 20: GDR recognized as a sovereign state by USSR. FRG announces the  Hallstein Doctrine  in response. 1956   February 25: Khrushchev begins  De-Stalinization  by attacking Stalin in a speech at 20th Party Congress.   June: Unrest in Poland.   October 23 – November 4: Hungarian Uprising crushed. 1957   March 25: Treaty of Rome signed, creating the European Economic Community with the Federal Republic of Germany, France, Italy, Belgium, the Netherlands, and Luxembourg. 1958   November 10: Start of Second Berlin crisis: Khrushchev calls for a peace treaty with the two German states to settle borders and for Western nations to leave Berlin.   November 27: The Berlin Ultimatum issued by Khrushchev: Russia gives West six months to solve Berlin situation and withdraw their troops or it will hand East Berlin over to East Germany. 1959   January: Communist government under Fidel Castro set up in Cuba. 1960s 1960   May 1: USSR shoots down US U-2 spy plane over Russian territory.   May 16-17: Paris Summit closes after Russia pulls out over U-2 affair. 1961   August 12/13:  Berlin Wall  built as east-west borders closed in Berlin and GDR. 1962   October – November: The Cuban Missile Crisis brings the world to the brink of nuclear war. 1963   August 5: Test Ban treaty between UK, USSR, and US limits nuclear testing. France and China reject it and develop their own weapons. 1964   October 15: Khrushchev removed from power. 1965   February 15: The US begins bombing of Vietnam; by 1966 400,000 US troops are in the country. 1968   August 21-27: Crushing of Prague Spring in Czechoslovakia.   July 1: Non-Proliferation Treaty signed by UK, USSR, and US: agree not to assist non-signatories in gaining nuclear weapons. This treaty is the first evidence of  dà ©tente-era cooperation  during the Cold War.     November:  Brezhnev Doctrine  Outlined. 1969   September 28: Brandt becomes Chancellor of FRG, continues the policy of  Ostpolitik  developed from his position as Foreign Minister. 1970s 1970   Start of Strategic Arms Limitation Talks (SALT) between US and USSR.   August 12: USSR-FRG Moscow Treaty: both recognize each others territories and agree to only peaceful methods of border change.   December 7: Warsaw Treaty between FRG and Poland: both recognize each others territories, agree to only peaceful methods of border change and increased trade. 1971   September 3: Four Power Treaty on Berlin between US, UK, France and USSR over access from West Berlin to FRG and relation of West Berlin to FRG. 1972   May 1: SALT I treaty signed (Strategic Arms Limitations Talks).   December 21: Basic Treaty between FRG and GDR: FRG gives up Hallstein Doctrine, recognizes GDR as a sovereign state, both to have seats at UN. 1973   June: Prague Treaty between FRG and Czechoslovakia. 1974   July: SALT II negotiations begin. 1975   August 1: Helsinki Agreement/Accord/’Final Act’ signed between US, Canada and 33 European States including Russia: states the ‘inviolability’ of frontiers, gives principles for state peaceful interaction, co-operation in economics and science as well as humanitarian issues. 1976   Soviet SS-20 medium-range missiles stationed in Eastern Europe. 1979   June: SALT II treaty signed; never ratified by the US Senate.   December 27: Soviet invasion of Afghanistan. 1980s 1980   December 13: Martial law in Poland to crush the Solidarity movement. 1981   January 20: Ronald Reagan becomes US President. 1982   June: Start of START (Strategic Arms Reduction Talks) in Geneva. 1983   Pershing and Cruise missiles placed in West Europe.   March 23: Announcement of the US ‘Strategic Defense Initiative’ or ‘Star Wars’. 1985   March 12: Gorbachev becomes the leader of USSR. 1986   October 2: USSR-USA summit at Reykjavik. 1987   December: USSR-US summit as Washington: US and USSR agree to remove medium-range missiles from Europe. 1988   February: Soviet troops begin to pull out of Afghanistan.   July 6: In a speech to the UN, Gorbachev repudiates the  Brezhnev Doctrine, encourages free elections and ends the Arms Race, in practice ending the Cold War; democracies emerge across Eastern Europe.   December 8: INF Treaty, includes removal of medium-range missiles from Europe. 1989   March: Multi-candidate elections in the USSR.   June: Elections in Poland.   September: Hungary allows GDR ‘holidaymakers’ through the border with West.   November 9: Berlin Wall falls. 1990s 1990   August 12: GDR announces a desire to merge with FRG.   September 12: Two Plus Four treaty signed by FRG, GDR. US, UK, Russia, and France cancels remaining rights of former occupying powers in FRG.   October 3: German Reunification. 1991   July 1: START Treaty signed by US and USSR reducing nuclear weapons.   December 26: USSR dissolved.