The Famine Of The Soviet Union - 2553 Words

Between the years of 1932 and 1933, an estimated 4 to 5 million Ukrainians perished in a famine unprecedented during peacetime. Called the Holodomor, Ukrainian for ‘death by hunger’, the famine fits into a number of other famines that occurred simultaneously in the Soviet Union including but not limited to Kazakhstan, the north caucuses, and the Urals. The famines were a consequence of Stalin’s first 5 year plan, which called for mass collectivization and nationalization of industry with the intention of ushering forth rapid industrialization. Industrialization was prioritized in order to bring the Soviet Union in line with Marx’s dialectal history, according to which worldwide Communist Revolution can only be spearheaded by†¦show more content†¦The famine too was an assault on Ukraine’s rising nationalism, which threatened to remove the country from Soviet influence and thus undermine the Party as Stalin saw it. Thus, in those few months d uring which millions died, not only was the traditional Ukrainian village effectively destroyed, but much of Ukraine’s political and cultural elite were purged. Moreover, Russian settlers were brought in to repopulate the *devastated countryside, altering the country’s ethnic makeup. Take together, these factors severely retarded the country’s nation-building and nationalist ambitions, and it would not be until 1991 with the fall of the Soviet Union that the country would achieve independence. In this paper I will describe the events which led up to the famine, the famine itself, the subsequent Russification of Ukraine, the extent of Stalin’s knowledge and intentions toward Ukraine, explanations for the famine including the role of ideology and the importance of individual personalities, outside reactions from foreign nations and journalists, and the famine’s lasting impact. For much of its history, Ukraine had been under the control of larger powers. Before and during WWI, parts of modern Ukraine were under the control of the Russian Empire and other parts were under the control of the Austro-Hungarian Empire. There were multiple attempts at independence during the

Ece 201 Free Essays

0Behavioral Support Plans Behavioral Support Plans ECE 201 Debra Lawrence Jan. 14, 2013 Behavior management plays an important role in early childhood education. Behavior management is important in early childhood education setting in order to develop and/or maintain some sort of order in the classroom. We will write a custom essay sample on Ece 201 or any similar topic only for you Order Now However, the most important reason to have behavior management and/or rules in the early childhood education setting is the safety of the students and yourself as well. A child’s behavior not only frustrates their teacher but their parents as well. That’s when behavior management steps in because the teacher or parent has to find a way to manage the child’s behavior. Communication between home and school keeps the focus on what the child needs in order to be successful in life. When dealing with behavior management with a troubled child you have to be consistent. In this paper I will describe the purpose of behavior management in early childhood education setting, discuss three strategies teachers may use to determine the function of challenging behaviors and design an individual support plan for each of the challenging behaviors, and summarize the role of the teacher in designing and implementing a classroom behavior plan. The purpose of the behavior management system is to provide teachers with a plan to keep order in their classrooms. Discipline, communication skills, and social skills are basis of an effective management system. An effective behavior management system provides an organized learning environment for students and reduces stress and burnout among teachers. Working with kids you have to keep a positive mind at all times. You can never take your mind off your students and teaching at no times. Behavior management provides children with assistance and tools they need in order to learn how to appropriately behave at home and in a classroom setting. Behavior management is there for the purpose of assisting children display proper behaviors that is needed in learning environment. Teachers do this by teaching children appropriate behaviors and social behaviors that are expected and acceptable, children will learn these behaviors and exercise them at home and school. Behavior management include all of the actions and conscious inactions to enhance the probability people, individually and in groups, choose behaviors which are personally fulfilling, productive, and socially acceptable (Wikipedia. org). The overall purpose of behavior management is to assist young children in displaying behaviors that are conducive to learning and to teach social behaviors that are appropriate for home and school settings. Positive behavior training starts at home. If you began to train your kids at home from right and wrong then it affectively takes place at school. Sometimes it doesn’t always happen like that but if you let your children know that there will be repercussion then it will not be as bad. Developing strong behavior management skills in classroom skills is very important to bring forth to prevent burnout in the classroom. Most of the time student misconduct and teacher frustration with behavior issues often lead to work stress, job dissatisfaction, and loss of teachers as well as behavior problems with the students. Having behavior management in a classroom can keep teachers and their students on the same page. Behavior management has a huge impact on students along with their achievements and their will to learn. When a student has challenging behavior, it is the teacher’s role to help execute strategies to change and improve that behavior. Teachers should conduct a functional behavior assessment (FBA) as a first step in trying to understand why a student may be engaging in challenging behaviors. A FBA enables you to figure out the functions or purposes of the challenging behavior and to identify events in the environment that trigger and maintain it (Kaiser Raminsky, 2012). Three strategies that teachers may use to determine the functions of challenging by is providing. A functional behavioral assessment looks at problem behaviors by analyzing behaviors and the interventions of these behaviors. Functional behavior assessment is 1) understanding the nature and the causes of problem behaviors and 2) developing cost effective interventions for changing and/or reducing that behavior. Performing a functional behavioral assessment is done eight steps: The A-B-C paradigm of behavior analysis can be very useful in determining behaviors that need to be modified in young children. A- Is the conditions of stimulus before the behavior occurs, also known as the antecedent. B- is the behavior or response to the stimulus. C- is the result for the behavior. Together A-B-C forms an approach to behavior management called A-B-A which stands for applied behavior analysis. A-B-A focuses on changing/modifying behaviors that are operationally defined and observable. Behaviors are formed through manipulation of the environmental factors. They can be changed by altering the environment. They can also be changed by altering the response to the behavior. The antecedent sets the stage for a specific response to occur, while the consequence changes the probablility that the behavior will increase and/or decrease in the future. Alberto and Troutman, 1999). A functional behavioral assessment looks at problem behaviors by analyzing behaviors and the interventions of these behaviors. Functional behavior assessment is 1) understanding the nature and the causes of problem behaviors and 2) developing cost effective interventions for changing and/or reducing that behavior (Walker,1995). Performing a functional behavioral assessment is done eight steps: Defi ne the challenging behaviors. Identify the problem and/or challenging behavior(s) and define it in observable terms. It is useful for you to include examples of the behavior that you will measure. Make sure that when describing the child’s behavior(s) you are clear and specific 1. Define the challenging behaviors. Identify the problem and/or challenging behavior(s) and 2. define it in observable terms. It is useful for you to include examples of the behavior that you will measure. Make sure that when describing the child’s behavior(s) you are clear and specific. 3. Select and describe settings for observation. You should observe the behavior(s) in two or 4. three settings. The first setting is where the behavior first became a problem, one that is similar, and one that is quite different. Followed by where the behavior starts back up. Doing this will determine what is causing the problem behavior(s). You should always consider the environmental demands and/or the teacher’s expectations in each setting. This information could help provide an intervention plan for the child. (http://www. earlychildhoodnews. com/earlychildhood/article_view. aspx? ArticleID=255 3) Select the observation type, two types of observation are qualitative and quantitative. Qualitative, is descriptive in nature. The observer begins with ideas about what will be observed and describes the behavior(s) that appears important. Quantitative, can be done only when the observer is watching what is happening. 4) Develop data collection procedures, can be collected using several different techniques. Documenting the frequency of the behavior(s) is important, the duration of the behavior(s), and the intensity of the behavior(s). If the behavior is not frequent a good solution might be event recording. Using a tally sheet helps to observe the child’s behavior continuously. Time interval is useful if the behavior(s) is done during a specific observation period. 5) Analyze the learning environment as it impacts child behavior(s), careful analysis of the physical environment can unveil information that is necessary to understand the underlying cause of a child’s behavior(s). 6) Interview others, a detailed interview allows individuals who have contact with the child the opportunity to review information about the child in more detail. These individuals can include nurses, other teachers, parents, siblings, and/or friends. ) Hypothesis of the behavior(s) function, the information gathered through child observation and/or interviewing others will be examined in this step to determine possible functions for the identified problem behavior(s). The function of the behavior(s) could be to obtain a desired outcome or to allow the child to avoid an undesirable outcome. http://www. earlychildhoodnews. com/earlychildhood/article_view. aspx? ArticleID=255 8) Develop a behavioral intervention plan, from the data gathered through observation, a clear description of the problem behavior(s) and perhaps patterns of the behavior(s) will form the basis for a plan. ttp://www. earlychildhoodnews. com/earlychildhood/article_view. aspx? ArticleID=255 Positive behavioral support (PBS) helps understand and resolves a behavioral problem that a child might be having that is based on values and research. It offers an approach to develop an understanding of why the child engages in problem behavior and strategies to prevent the occurrence of problem behavior while teaching the child new skills. Positive behavior support offers a holistic approach that considers all factors that have an impact on a child and the child’s behavior. It can be used to address problem behaviors that range from aggression, tantrums, and property destruction to social withdrawal (challengingbehavior. org). To successfully implement positive behavior supports {PBS), it is essential that each of the of the following six steps is followed in the designated order: Building a Behavior Support Team; Person-Centered Planning; Functional Behavioral Assessment; Hypothesis Development; Behavior Support Plan Development; and Monitoring Outcomes. Building a Behavior Support Team is getting the parents, teachers and others together to that mostly is involved with the child the most. Person-Centered Planning is responsible for bring everyone together for the best interest of the child. Functional Behavioral Assessment is involving collecting data and observing the behavior. Hypothesis Development is what is known that triggers the said behavior. Behavior Support Plan Development is to summarize the data gathered from the functional assessment process and come up with a plan. Monitoring Outcomes are monitoring the effectiveness of the behavior support plan. Monitoring includes measurement the changes of the problem behavior and the achievements and outcome. Summarize the role of the teacher in designing and implementing a classroom behavior plan (challengingbehavior. org). Teachers have big responsibilities in taking part in making the Behavior Plan successful. The teacher is the one who has to follow through and implement the plan and make it consistently every day. It is the teacher who has to push forward even when it appears things isn’t going as planned. 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Background Of Kurnia Insurance Accounting Essay Example For Students

Background Of Kurnia Insurance Accounting Essay One of the major constituents in Malayan Financial Reporting Standard 101 is fiscal statements. The fiscal statements are a structured representation of the fiscal place and fiscal public presentation of an entity. The aim of fiscal statement is to supply information about the fiscal place, fiscal public presentation and hard currency flow of an entity that is utile to a broad scope of users in doing economical determinations. Fiscal statements besides show the consequence of the direction s quality of the resources delegated to it. To run into the aim, fiscal statements supply information about an entity s: Assetss ; Liabilitiess ; Equity ; Income and disbursals, including additions and losingss ; Contributions by and distributions to proprietors in their capacity as proprietors ; and Cash flow. A complete set of fiscal statements comprises: A statement of fiscal place as at the terminal of the period ; A statement of comprehensive income for the period ; A statement of alterations in equity for the period ; A statement of hard currency flows for the period ; Notes, consisting a sum-up of important accounting policies and other explanatory information ; and A statement of fiscal place as at the beginning of the earliest comparative period when an entity applies an accounting policy retrospectively or do a retrospective restatement of points in its fiscal statements, or when it reclassifies points in its fiscal statements. An entity may utilize rubrics for the statements other than those used in this criterion. There are some general characteristics that must be obeys by every fiscal studies harmonizing to MFRS 101. Fair presentation and conformities with MFRSs Fiscal statements shall show reasonably the fiscal place, fiscal public presentation and hard currency flow of an entity. Fair presentation requires the faithful representation of the effects of minutess, other events and conditions in conformity with the definitions and acknowledgment standards for assets, liabilities, income and disbursals set out in the MFRSs. Traveling concern When fixing fiscal statements, direction shall do an appraisal of an entity s ability to go on as a traveling concern. An entity shall fix fiscal statements on a traveling concern footing unless direction either intends to neutralize the entity or to discontinue trading, or has no realistic option but to make so. The entity shall unwrap every uncertainnesss and facts that may do the entity can non fix the fiscal statement with traveling concern. Accrual footing of accounting AnA entityA shallA prepareA itsA financialA statements, A exceptA forA cashA flow information, utilizing the accrual footing of accounting. When the accrual footing of accounting is used, an entity recognises points as assets, liabilities, equity, income and disbursals when they satisfy the definitions and acknowledgment standards for those elements in the MFRSs. Materiality and collection An entity shall show individually each material category of similar points. An entity shall show individually points of a dissimilar nature or map unless they are immaterial. Offseting An entity shall non countervail assets and liabilities or income and disbursals, unless required or permitted by MFRS. Frequency of describing An entity shall show a complete set of fiscal statements at least yearly. When an entity changes the terminal of its coverage period and nowadayss fiscal statements for a period longer or shorter than one twelvemonth, an entity shall unwrap. Comparative information An entity shall unwrap comparative information in regard of the old period for all sums reported in the current period s fiscal statements, except when MFRSs permitted or required non to make so. An entity shall include comparative information when it is relevant to an apprehension of the current period s fiscal statements. Consistency of presentation An entity shall retain the presentation and categorization of points in the fiscal statements from one period to the following unless it is evident, following a important alteration in the nature of the entity s operations or a reappraisal of its fiscal statements, that another presentation would be more appropriate holding respect to the standards for the choice and application of accounting policies in MFRS 108 or MFRS requires a alteration in presentation. .u49438d9ddf5aa3983e022cfb3fb4819b , .u49438d9ddf5aa3983e022cfb3fb4819b .postImageUrl , .u49438d9ddf5aa3983e022cfb3fb4819b .centered-text-area { min-height: 80px; position: relative; } .u49438d9ddf5aa3983e022cfb3fb4819b , .u49438d9ddf5aa3983e022cfb3fb4819b:hover , .u49438d9ddf5aa3983e022cfb3fb4819b:visited , .u49438d9ddf5aa3983e022cfb3fb4819b:active { border:0!important; } .u49438d9ddf5aa3983e022cfb3fb4819b .clearfix:after { content: ""; display: table; clear: both; } .u49438d9ddf5aa3983e022cfb3fb4819b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u49438d9ddf5aa3983e022cfb3fb4819b:active , .u49438d9ddf5aa3983e022cfb3fb4819b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u49438d9ddf5aa3983e022cfb3fb4819b .centered-text-area { width: 100%; position: relative ; } .u49438d9ddf5aa3983e022cfb3fb4819b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u49438d9ddf5aa3983e022cfb3fb4819b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u49438d9ddf5aa3983e022cfb3fb4819b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u49438d9ddf5aa3983e022cfb3fb4819b:hover .ctaButton { background-color: #34495E!important; } .u49438d9ddf5aa3983e022cfb3fb4819b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u49438d9ddf5aa3983e022cfb3fb4819b .u49438d9ddf5aa3983e022cfb3fb4819b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u49438d9ddf5aa3983e022cfb3fb4819b:after { content: ""; display: block; clear: both; } READ: Historical Essay The Bubonic PlagueB ) Explain the background of the company. Background of Lonpac Insurance Bhd. Lonpac Insurance berhad is incorporated in Malaysia on July 1994, which is the name, is shortcut from London A ; Pacific Insurance Company Berhad. In 1 may 1999, Lonpac insurance become the general insurance concern. The company operates of 21 subdivisions in Malaysia and besides have foreign subdivision in Singapore. The paid-up capital of the company is RM 200,000,000 comprising of 200,000,000 ordinary portions of RM 1.00 each. In September 2005, Lonpac has reaffirmed by Rating Corporation berhad to be general insurance strength evaluation AA because reconfirming its dependability and fiscal stableness in the insurance industry. Besides that, in September 2011, the A.M. Best Co. has affirmed the fiscal strength evaluation of A- and issuer recognition evaluation ( ICR ) of A- to Lonpac, because lonpac is ability to derive market portion underwriting public presentation and regardless of the competitory operating environment in its nucleus markets, viz. Malaysia and Singapore. Background of Kurnia Insurance 30th December 1978 is the integrated of the Kurnia Insurans Berhad. The kurnia insurance company which is bargains of present proprietors in 1991 it is in the present form and has another name, industrial and commercial insurance. Kurnia insurance in Malaysia is the most of the successful insurance companies. The success can be founded from the carnival of concern patterns which is offers concern chances service and protect the legitimate involvements of policyholders. With the sum of capitalisation between RM 600milion and the entire plus around RM2bilion in the kurnia insurance stands as stableness and strength. Besides that, kurnia besides boasts the extended into the societal web in industry ; with the one-year turnover in surplus of RM 1 billion and aim force in 5500 the state. In the Malaysia insurance market, kurnia expect to lifting unchecked competition already mortician in several of protective steps. Kurnia steadfastly believes that e-commerce will convey Kurnia to a highe r degree of public presentation and quality of service to its clients, concern spouses and agents in line with its slogan Excellence in Service . One prevailing move is strategizing towards e-commerce and prehending a outstanding place by being the precursor in supplying online insurance services.