Describe the main grievances of the Russian people Essay Example for Free

Describe the main grievances of the Russian people Essay In the early 19th century Russia was still a typical pre-modern society. A century later it had been transformed. The main changes that effected the Russian community took place in the late 19th century and early 20th centuries. Although the country was prospering in terms of economy, 80 per cent of the population were classified as peasant who lived in small farming villages that were using primitive farming methods. At the beginning of the 20th century, half the Russian population was illerate. This may have been due to the fact that until the 1860s the peasants had not been set free, although the Emancipation Act was attempting to correct this, not much had changed. Industrial growth after the abolition of serfdom did not really help progress the economy. One school of thought expected that the abolition of serfdom would create a spontaneous upsurge in industrialisation. The Emancipation act did nothing to stimulate a sudden upsurge in industrialisation, but it did not entirely block economic progress either. Though the size of peasant allotments did remain roughly equal, the amounts they actually farmed did not, because poorer households, with insufficient labour or livestock to farm their own allotments, rented them to wealthier peasants who could farm extra land. Industrial production did not grow rapidly, and by the 1900 Russia had a well-established base for further industrial development and an extensive railway network. The record for the agricultural sector was unimpressive, even though agriculture remained by far the largest sector of the economy. Growth was thus rapid but unbalanced. While industry expanded, the living conditions of large sections of the peasantry declined. Industrial development was therefore felt for the most part as a decline rather then a rise in material living standards. The problem for most people was how to cope with deteriorating economic conditions. The increased tax burden was combined with growing land shortage. Between 1860 and 1900 the average allotment per male peasant had declined about 46 per cent. At the same time, a growing number of poor peasants did not have the livestock necessary to work and manure their land. Declining land holdings and rising taxes had a profound effect on the peasantry. They meant the peasants who in the past had been able to support themselves mainly from the land, now had to adopt one of two strategies, either sell their grain for cash, or seek monetary incomes/wages. Russian industrial development favoured not the manufacture of consumer goods, but that of producer goods such as iron. In other words it did little to increase the availability or cheapness of consumer goods or increase material living standards. On the contrary, it affected people above all through an increase in the taxation necessary to pay for industrial development. Although the country was prospering in terms of economy, eighty per cent of the population were classified as peasant who lived in small farming villages that were using primitive farming methods. At the beginning of the 20th century, half of the Russian population was illiterate. This may have been due to the fact that until the 1860s the peasants had not been se free, although the Emancipation Act was attempting to correct this, not much had changed.

Values Education Essay -- Education

A multitude of complex and contentious legal issues face individuals and groups alike in Australia on a day-to-day basis. By notion, Legal Studies is then intended as an opportunity for students in their senior years of schooling to develop knowledge and tangible skills, as well as shape the values, attitudes and beliefs necessary to enhance their awareness and ability to actively participate as informed, proactive and critical members of society (Queensland Studies Authority, 2007). To effectively navigate the legal and moral mindfield that beckons, it is vital for students to be informed about their rights and responsibilities within legislation (Eekelaark, 1992). Essential to the progression of students through the syllabus is the concept of Values Education, which when taught in conjunction with Productive Pedagogies models in the classroom describes explicit or implicit school-based activities which promotes a student’s knowledge and understanding of values, which develop s the skills and dispositions of students so they can enact particular values in their everyday lives as individuals and members of the community (Queensland Government Department of Education and Training, 2004). In Queensland, Legal Studies consists of six prescribed sections of study throughout Year 11 and 12: â€Å"The legal system†; â€Å"Crime and society†; â€Å"Civil obligations†; â€Å"You, the law and society† (renting and buying; family; jobs; sport; environment; consumers; technology; rights and responsibilities – at least two units to be chosen); â€Å"Independent study† and â€Å"Law in a changing society† whereby students collect, organise, analyse and synthesise relevant information and evaluate its quality and validity across a variety of sources (Queensland Studies Aut... ...ueensland Government Department of Education and Training (2004). Productive Pedagogies. Retrieved from Queensland Government Department of Education and Training website http://education.qld.gov.au/public_media/reports/curriculum-framework/productive-pedagogies/pdfs/prodped.pdf Schultz, J. (2004). The Place of Values in SOSE Inquiry: An example related to the topic of Reconciliation. The Social Educator, December 2004, 15-23. United Nations Educational, Scientific and Cultural Organisation (1998). Learning To Live Together In Peace and Harmony: Values Education for Peace, Human Rights, Democracy and Sustainable Development for the Asia-Pacific Region. Bangkok, TH: UNESCO Principal Regional Office for Asia and the Pacific. Woodgate, R., Black, A., Owens, B., Biggs, J. (2011). Legal Studies for Queensland Volume 1 (6th Ed.). Brisbane, AU: Legal Eagle Publications.

The Battle of Fort Necessity

The Battle of Fort necessity, also know as the Battle of The Great Meadows, is considered the flashpoint of the French and Indian War that started on the morning of July3, 1754. The battle between British and French forces and their respective Indian allies, took place 65 miles north of Fort Duquesne (located at the forks of the Ohio River) in the Ohio River Valley in present day Pennsylvania (Purvis 143).Most notably the commander of the British Colonial forces was a 23 year old, Virginia military officer, by the name of Lieutenant Colonel George Washington who initially had been sent into the area with 200 men to assist with and protect the construction of a British fort at the forks of the Ohio. On April 20, 1754 news arrived that the French had already seized the fort and renamed it Fort Duquesne.(Marston 11,12). Washington began construction of Fort Necessity on 24 May after receiving intelligence that a party of French troops were moving against him (Marston 12). On 27 and 28 M ay, Washington took 40 militia soldiers and with the aid of his Indian ally, Half king of the Iroquois Confederacy, ambushed the French party killing 10 of their number, including their commander Joseph Coulon de Villiers (North 72).Washington knew that a strong French attack was imminent and retired to Fort Necessity to make preparations. With the arrival of Captains Lewis and Mackay and about 100 regular British soldiers a 2 few days before the battle brought the number of the garrison of Fort Necessity to around 400 men (Axelrod 216). On the morning of 3 July, 900 French and Indians, under the command of, Louis Coulon de Villiers (Joseph Coulon de Villiers brother), surrounded and attacked the fort.Washington had misjudged the distance from the wooden palisade his men had constructed to the wood line making their positions within musket range as well as having dug their entrenchments too shallow, to only about a depth of 5 feet. To make matters worse, it had begun to rain water l ogging the British trenches and fouling their muskets. After nine hours of fighting, with their supplies depleted and suffering not only losses under fire, but a considerable number of desertions, Washington accepted the inevitable and surrendered to the French (Marston 13).It would be the only surrender of his military career. 3 Works Cited Axelrod, Alan. Blooding at Great Meadows: Young Georg Washington and the Battle that Shaped the Man. Philadelphia: Running Press, 2007. Marston, Daniel. The French-Indian War, 1654-1760. London: Taylor and Francis, 2003 North, Sterling. George Washington: Frontier Colonel. New York: Sterling Publishing Co, 2006 Purvis, Thomas L. A Dictionary of American History. Hoboken, NJ: Blackwell Publishing, 1997

How to Write a Patent Claim

Claims are the parts of a patent which define the boundaries of patent protection. Patent claims are the legal basis for your patent protection. They form a protective boundary line around your patent that lets others know when they are infringing on your rights. The limits of this line are defined by the words and phrasing of your claims. As the claims are key to receiving complete protection for your invention, you may wish to seek professional help to ensure that they are properly drafted. When writing this section you should consider the scope, characteristics, and structure of the claims. Scope Each claim should have only one meaning which can be either broad or narrow, but not both at the same time. In general, a narrow claim specifies more details than a broader claim. Having many claims, where each one is a different scope allows you to have legal title to several aspects of your invention. Here is an example of a broad claim (claim 1) found in a patent for a collapsible tent frame. Claim 8 of the same patent is narrower in scope and focuses on a specific aspect of one element of the invention. Try reading through the claims for this patent and notice how the section begins with broad claims and develops towards claims that are narrower in scope.​ Important Characteristics Three criteria to take note of when drafting your claims are that they should clear, complete, and supported. Every claim must be one sentence, as long or as short a sentence as required to be complete. Be Clear Your claim must be clear so that you do not cause the reader to speculate about the claim. If you find yourself using words such as thin, strong, a major part, such as, when required, then you are probably not being clear enough. These words force the reader to make a subjective judgment, not an objective observation. Be Complete Each claim should be complete so that it covers the inventive feature and enough elements around it to put the invention in the proper context. Be Supported The claims have to be supported by the description. This means that all the characteristics of your invention that form part of the claims must be fully explained in the description. In addition, any terms you use in the claims must be either found in the description or clearly inferred from the description. Structure A claim is a single sentence composed of three parts: the introductory phrase, the body of the claim, and the link that joins the two. The introductory phrase identifies the category of the invention and sometimes the purpose, for example, a machine for waxing paper, or a composition for fertilizing soil. The body of the claim is the specific legal description of the exact invention which is being protected. The linking consists of words and phrases such as: which comprisesincludingconsisting ofconsisting essentially of Note that the linking word or phrase describes how the body of the claim relates to the introductory phrase. The linking words are also important in assessing the scope of the claim as they can be restrictive or permissive in nature. In the following example, A data input device is the introductory phrase, comprising is the linking word, and the rest of the claim is the body. Example of a Patent Claim A data input device comprising: an input surface adapted to be locally exposed to a pressure or pressure force, a sensor means disposed below the input surface for detecting the position of the pressure or pressure force on the input surface and for outputting an output signal representing said position and, an evaluating means for evaluating the output signal of the sensor means. Keep in Mind Just because one of your claims is objected to does not mean that the rest of your claims are invalid. Each claim is evaluated on its own merit. This is why it is important to make claims on all aspects of your invention to ensure that you receive the most protection possible. Here are some tips on writing your claims. Decide which are the essential elements of your invention that you want to claim exclusive rights to. These elements should be the ones that distinguish your invention from known technology.Begin with your broadest claims and then progress to narrower claims.Start claims on a new page (separate from the description) and number each claim using Arabic numbers starting with 1.Precede your claims with a short statement such as I claim:. In some patents, this reads as The embodiments of the invention in which an exclusive property or privilege is claimed are defined as follows:Check to see that each claim consists of an introduction, linking word, and body. One way of ensuring that specific inventive features are included in several or all claims is to write an initial claim and refer to it in claims of narrower scope. This means that all the features in the first claim are also included in the subsequent claims. As more features are added the claims become narrower in scope.