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The role of women in Europe during World War 1
The role of women in Europe during World War 1
The role of women in Europe during World War 1
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"Bolsheviks and Britain in World War One"
During one of the therapy and wit sessions between Rivers and Prior at Craiglockhart, we discover that class struggle is an issue plaguing Prior. Pat Barker introduces the reference to Bolsheviks on page 135 in order to have her readers strictly denounce the caste system of British society, both for the soldiers returning home, and also the women who continued to be victims of the same system in Britain during World War One.
Understanding the role Bolsheviks play in affecting Britain's soldiers and citizens during World War One first requires background information on both Russian interests and Russia's relationship to Germany. Russia entered World War One after Germany declared war against Russia due to an alliance system between Germany and Austria. The Russians had little success in repelling the Germans, illustrated by the disaster at Tannenberg where more than 30,000 Russians soldiers died (Sherow). Germany subsequently made large gains into Russian territories. Tsar Nicholas II had no choice but to abdicate the throne in March 1917, allowing the Bolsheviks to take power (Sherow). It is very important to note that the Germans allowed "prominent Bolsheviks like Lenin and Trotsky" to pass by rail through their country "to start a revolution and knock Russia out of the war" (Simpson). Due to the Bolshevik revolution not completely coming from a democratic mandate from the people, Britain shows extreme suspicion towards Russian motives henceforth.
Distrust and skepticism within Britain toward the new Bolshevik government led to Britain's reluctance to support it and a hands off diplomatic approach to Russian problems. By 1917 it was evident that the "question of peace and war would be a bitter source of controversy within the Bolshevik party" (Kowalski 11). Lenin had uncompromisingly defended his position not to continue the war, a decision that was leading to a split in the upper ranks of the party (Kowalski 33). His reasoning was that any imperialist states should not be negotiated for peace, instead calling "for an international civil war against world capitalism" (Kowalski 11). Lenin’s statements are quite a shock for the newly opened spheres of investments that had led to a great interest in Eastern Europe industries (Sherow). France and even Britain had loaned out much money to facilitate the growth --and, hopefully, returns-- in Eastern Europe; any resort to war at this point would cost both countries dearly (Sherow).
As Rand refutes a principal concept of socialism, she illustrates multiple counts of insubordination and social class structures. Socialism’s attempt to remove class structure fails miserably. The most prominent demonstration of rebellion rises from Equality 7-2521 and his emotions and desire for knowledge. After being denied by the Council of Scholars, Equality 7-2521 rashly breaks a window and flees “in a ringing rain of glass” (Rand 75). Equality 7-2521’s actions illustrate the ‘working class’ rebelling against the ‘elitists’ though this society attempted to eliminate social structures. Furthermore, Equality 7-2521 was not alone in rebelling against ‘the brotherhood’, Liberty 5-3000 followed his example. Unsatisfied with her life and the suppression of emotion, she followed Equality 7-2521’s example and “on the night of the day when we heard it, we ran away from the Home of Peasants” (Rand 82). The rebellion of the two members reflects the means of a social rev...
In the years leading up to the fall of the three hundred year old Romanov dynasty there was increasing tension building up in Russia. The failing of Russia in the war, the failings of the tsar and his decisions, and the social and economic situations in Russia all played a part in the fall. Still it is believed that the First World War had played the biggest part in the fall of the dynasty.
In order to build any solid structure, a good foundation is required. According to the Merriam Webster dictionary, a foundation is “an underlying base or support, especially the whole substructure of a building, a body or ground upon which something is built” (www.m-w.com). Foundations must be durable to support the structure that is built above. For this reason, the Foundations of Adult Education course delves into various philosophical approaches to adult education and learning. Investigation of behavior theories helps the adult education instructor or trainer develop his or her approach to methods of instruction. In this foundational course on adult education, it is important to discuss the definition of what exactly is meant by ‘adult education’ as well as its purpose and how that has changed throughout its history.
in the war in between 1939 and the end of 1941, was largely based on a
.... (1987). ‘Malcolm Knowles’ in P. Jarvis (Ed.) Twentieth Century Thinkers in Adult Education. London: Croom Helm. Kearsley, G. (2011). The theory into practice database. Retrieved from http://tip.psychology.org Knowles, M. S., et al. (1984). Andragogy in action: Applying modern principles of adult education. San Francisco, CA: Jossey-Bass. Knowles, M. S. (1989). The making of an adult educator: An autobiographical journey. San Francisco, CA: Jossey-Bass. Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 89, 3-13. National Louis University. (2005). Retrieved from http://www.nl.edu/academics/cas/ace/resources/malcolmknowles.cfm Smith, M. K. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy. Retrieved from www.infed.org/thinkers/et-knowl.htm
L. The Role of Aging in Adult Learning: Implications for Instructors in Higher Education (2004,December)
The learning process for adults is never ending and can be very challenging. As an adult educator, teaching adult learners you will face many challenges in the learning process. It is our responsibility to keep the learners engaged, and to help them to realize their full learning potential.
Knowles et al(2011) state that “the goals and purposes of adult learning serve to shape and mold the learning experience” and cite that although Knowles suggested adult learning goals should be placed into three categories; individual, institutional and societal growth, “he did not directly link them to andragogical assumptions” (Knowles et al, 2011, p.148). As cited in Leach (2011) the first of Knowles’ principles is setting the physical and psychological climate to encourage learning. Next, involve the learners in mutual planning. Next, enable learners some input into identifying learning needs for themselves
...iks and the Petty Bourgeoisie." Lenin Collected Works. Vol. 12. Moscow: Foreign Languages House, 1962. 179-83. Marxist Internet Archive. Web. 15 Apr. 2014.
The Adult Learning Theories Essay assignment provides information on how learning takes place throughout different stages in life. The topic begin with how learning take place in humans, how one develops throughout various stages in life, the learning process, and blending adult learning and development experiences. The course content requires mastery because learning never ends once it begins at birth. The importance of knowing what is learned in each stage of life builds upon what is already learned which will lead to the next stage of development.
...Today’s learners are building a foundation for the future. Andragogy is a way of considering adult learning experience. There are a multitude of stages of andragogy, which are applicable to adult learning. For each step, there are many independent factors brought to the environment for adult learning to occur. Therefore, andragogy is an important and potentially useful avenue for both instructors and learners. The purpose of this paper is to involve initial work toward comparing traditional and adult learning theories and models.
Adults bring life experiences and knowledge to learning experiences. As adults mature they grow a vast base of experiences that could create a foundation of knowledge. People attach more meaning to learning they gain from experience than those they acquire ...
The Andragogical model is characterized by six assumptions that have emerged from research. The first assumption titled, “the need to know” describes the idea that, “Adults need to know why they need to learn something before undertaking to learn it” (Knowles, Holton & Swanson, 2015, p. 43). “The learner’s self-concept”, describes the second Andragogical model assumption as, “Adults have a self-concept of being responsible for their own decisions, for their own lives” (Knowles et al., 2015, p. 44). The third assumption of the Andragogical model is “the role of the learners’ experiences”. Knowles et al. (2015), describe this as, “Adults come into an educational activity with both a greater volume and a different quality of experience from that of youths” (p. 44). “Readiness to learn” describes the fourth Andragogical model assumption as, “Adults become ready to learn those things they need to know and be able to do in order to cope effectively with their real-life situations” (Knowles et al., 2015, p. 45). The fifth Andragogical model assumption is “orientation to learning”. Knowles et al. (2015), describes this level as, “Adults are motivated to learn to the extent that they perceive that learning will help them perform tasks or deal with problems they confront in their life situations” (p. 46). “Motivation” describes the sixth level
As communication was poor to the rural areas of Russia, the peasants had little or no knowledge of political parties and so did not support the Bolsheviks in their takeover. When the Bolsheviks changed to the Communist party in 1918, many peasants believed these to be a new party challenging Bolshevism and so made banners saying ’Down with the Communists, Long live the Bolsheviks!’ The national minorities currently part of the Russian empire, predominately Finland and Poland, were demanding independence and Russia’s allies, Britain, France, USA, Japan, etc. were growing ever suspicious of Bolshevism and so were set to intervene if the Bolsheviks were to pull out of World War 1.
Andragogy is focusing on creating good learning experiences for adults(2013). Here, we should understand some assumptions about the boundary of adult and pre-adult. First , Adult learner can do self-direct learning (chapter 4), and can study independent than the pre-adult or children who are totally learning rely on teachers---learner’s self-concept, also this part is the most engaged part with learning. The second assumption is the most impressive and helpful. Adult learner have more experience than other learner, that means, adult’s prior experience have a big difference feeling or motivation with other adults. Take myself for example, when I was in high school, my orientation for study was went into a good University; whereas, right now, my orientation for study is to make my life different than before. It’s a internal motivation, because I experienced many things which I didn’t experienced in high school. The part “the need to know” makes me feel distanced from