Strategic Planning Relevance in an Academic Institution

Introduction Strategic planning involves an objective assessment of the envisioned goals, aims and objectives in a given organization. Strategic planning helps an organization to achieve its vision and mission and to also make resourceful decisions about its present work and future developments.Advertising We will write a custom essay sample on Strategic Planning Relevance in an Academic Institution specifically for you for only $16.05 $11/page Learn More This paper seeks to establish the relevance of strategic planning in an academic institution especially in the management of affairs affecting students in an academic context. What are some of the strategic issues that affect students? Students in an academic set up are usually faced by challenges that need to be addressed by their schools’ administrations. The administrations are therefore charged with the responsibilities of carefully planning for the needs of their students to avert unnecessar y confrontations and unrests from the students. Some of the issues that need to be considered by the administrations include setting up of workable students’ councils that address the issues of students. They have to represent the students in matters that touch on fees, disciplinary policies, academic and social issues. Managing strategic issues Students have to keenly understand the main purposes of their schools’ administrations. This helps in the full adherence of the laid down rules and regulations. The specific schools should also produce sufficient brochures and pamphlets so as to distribute them to students. Students can then be made to understand why and how the schools’ administrations work. As much as the students would like to engage their respective school administrations through their representative bodies such as the students’ councils, most of them fail to understand the bases of their existences apart from primarily acting as watchdogs for students’ injustices. The councils are constituted of the various elected students in the specified fields. Each one of them deals with different departments or ministries depending on the schools’ terms of policies. They vividly air the problems facing their fellow students and look for available solutions at hand. The students’ councils come in handy when the students feel discriminated or ignored in some of the universities’ decisions. These include; restrictive conduct of students in their hostels and students’ centers. Students usually wonder if the criteria used in the deliverances of the daily lectures are justified. Most of the students would like to think that lectures should be given depending on the modules of the specific units.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Some units are usually overemphasized while their content is easily understandable while others are left to the students’ discretions since they contain bulky information. Universities should try to manage their activities and programs without any external interference. Many students dislike the idea of being supervised by external tutors’ especially foreign people or scholars recommend to them by their schools. Legislations should be properly made and enacted internally. This creates confidence among students. All students should be made to understand that their primary roles are to nurture their talents and abilities through the acquisition of meaningful education. They should not be misled into vices such as drug abuse and trafficking, drunkenness, mischief of any kind or unruly behaviors. One of the crucial issues that should be agreed upon is the issue of fees. Many students across the country tend to question the credibility of paying specific amounts of fees to the respective institutions. Some would like to argue that the schoo ls’ decisions are highly unjustified and that the rates should be slashed and reduced to fair levels. The duties of the students’ bodies are to identify the rates that are not conducive and hence unfavorably raised by their institutions. The vision, goals and objectives of strategic planning A vision is usually the future plan of an organization or institution. The organizational goals are the expected end results towards which institutional resources and activities are directed. An objective is something that you plan to achieve. Strategic planning is based on three principles: What do we do? For whom do we do it? And, how do we excel? One of the fundamental goals of a student is to achieve exemplary academic results at the end of the course. Another goal is to hold high levels of self esteem and be an industrious individual. One would also wish to be an important member of the society by being accepted in the job market.Advertising We will write a custom essay s ample on Strategic Planning Relevance in an Academic Institution specifically for you for only $16.05 $11/page Learn More One of the objectives of these goals is to ensure that there is increased efficiency in both the students and tutors. Students will have to maximize the available resources and time so as to achieve their desired performances. This will definitely lead to the production of good work and desired end results. Students will have to increase their effectiveness. This means that students will be able to produce the intended results. Laziness should be discouraged and condemned as all the students should have meaningful purposes of their education. Students should also thrive to become competent personnel and human resources for others. Another important objective is to improve one’s communication and public relations. This helps in the general relations with the common public and work colleagues. The peaceful co-existence of people is v ery important for the development purposes and meaningful economic growth. Importance of strategic planning Strategic planning helps students in academic institutions to understand their weaknesses. It also helps them to recognize their strengths, opportunities and the difficulties that they are likely to face. An organization or institution that does not specify its vision or goals can be equated to an omnibus that does not have the seats. A student will also be able to evaluate his current situation so as to predict the future. This also helps a student to measure his or her gradual progress. Conclusion The goals and objectives of a student should be able to map his or her future and continuous assessment of the progress made. This essay on Strategic Planning Relevance in an Academic Institution was written and submitted by user Summer Quinn to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Learning from My First Job Essay Example

Learning from My First Job Essay Example Learning from My First Job Essay Learning from My First Job Essay When I was in high school the social norm or cool thing to do was to go out and spend money. Me, being the typical full-time high school student, meant that I had to get money through my parents. I can still hear the voices of the various people all telling me the same corny objections: â€Å"If you want something earn it† or â€Å"You can buy whatever you want with your own money†. I realize now, in retrospect, that it was all just to teach me to be more independent and responsible with money. Before I realized all this, My mom and I discussed different job choices I could lean towards. She told me that even if it was a volunteer job, the experience is what matters and you will learn what is it like to be in a job setting. We pondered upon many local places hiring, and then she made a suggestion of working as an unpaid CIT (counselor-in-training) for a year, and then go on to work as a paid counselor for the rest of the years on, making more money each year I am employ ed. I rolled my eyes as every snobby teen does to their parents suggestions, said, â€Å"I guess,† thinking how hard could watching a few kids play in dirt be?I went to my room only to forget about the summer job coming up in just a couple months. As summer rolled around I started thinking about all of the things I was going to miss out on during my summer vacation, to work at some camp that wasnt even paying me. This made me feel frustrated and bummed that I would be wasting so much time. Little did I know that I would eventually learn to appreciate the experience and expertise I acquired through the training, and then later apply it to my work as I continued on. I was just a 15 year old, spending my vacation â€Å"learning how to be a counselor† at The Jewish Community Center camp my mom signed me up for. During the car ride to my first day on the job, I was having memories from when I was as a camper their at the JCC. I have only a few memories of my time at camp.

Response Paper 4 Coursework Example | Topics and Well Written Essays - 500 words

Response Paper 4 - Coursework Example Therefore, the absence of such actions would deter the continuity of the positive behavior, or lower the capacity by which the actions are conducted. Skinner argues that reinforced behavior tends to be repeated as reinforcement strengthens an individual to continue the behavior (Skinner, 1938). In my childhood years, I did not enjoy participating in physical activities in school and at home with my peers. My lifestyle that caregivers reinforced strengthened this behavior. I was brought up as an only child, and was never permitted to interact with other children. Consequently, I spent most of my time indoors, in front of the television set. This made me an introvert, and one who could not engage actively with peers. I loved loneliness, as I did not have any company to keep me socially active. Therefore, when I joined school, I preferred to be alone, instead of seeking the company of my mates as I had become conditioned to a private life. However, things changed when I joined high school. My physical education teacher kept on encouraging me to participate in physical activities. He appreciated the slightest effort that I made, and affirmed me when I failed to perform as expected. These positive reinforcers helped me change my behavior from an antisocial being to a social being. Consequent to these, as I aspire to become a physical education teacher, I must learn how to reinforce positively the behavior of regular exercise in my students. A substantial number of students do not enjoy engaging in physical activities. They prefer to sit back, and not exercise their bodies, due to a number of reasons. Some of them could be overweight, while others lack the skills to socialize with their peers, hence making them uncomfortable with exercises that require teamwork. More to these, others could lack the necessary skills involved, leading to a low

Politics by Aristotle Mere Life and Good Life Essay

Politics by Aristotle Mere Life and Good Life - Essay Example According to Aristotle, freedom is affected by the constrains that arises in our normal life. On the other hand good life is positive in one way as it empowers the youth to be in a position to take leadership roles and accept to be ruled. Through this, we can be in a position to give our priorities right or wrong. According to Aristotle, good life comprises varied ideals in its ethical concerns. In philosophy, there is broad attachment of ethical virtues to external produce. What affects the public people’s life, are the basic ethical virtues. These include ambition, and courage. In achieving these virtues, then it calls for need to be politically active and take political roles and getting involved in court proceedings. External goods refers to useful factors that accompany ethical virtues like power, honor and wealth. The best source of happiness in human beings is friends and family members (Aristotle 23). Aristotle defines politics in various scopes of participation in politics. Good life does not necessarily root from citizenship. To maintain a good life, one needs to create an atmosphere that is politically stable. A politically stable community is a community that has life and property security. In life, if one is denied or has no access to political nature, then it implies that you are staying alone or staying in a community that does not recognize importance of the politics in life (Aristotle 76). Human beings differ and some may decide to live a political society despite the law and order and moral law that the society provides and the opportunity that is engaged in participating in politics. Household arises out of the essential natural instincts that demands reproduction and material survival. This is because Aristotle did not put more emphasis in politics and he does not relegate household values. Household is not confiding to the standards of meeting the natural instincts. Thus for a household to be

Nitrophenol Essay Example for Free

Nitrophenol Essay Abstract: Using a micro scale steam distillation we separated ortho and para-nitrophenol from a mixture that was already made. After the para and ortho were separated we measured their melting points and compared it to the literature values for purity. For ortho-nitrophenol we had 60% recovery and for para 160% recovery. Our melting point ranges were ortho: 45-46Â °C and para 64-95Â °C. Introduction:Â  Nitration: In phenols, -OH group strongly activates the ring system. As a result, phenols are susceptible to oxidation in the presence of concentrated nitric acid (HNO3). Thus, nitration of phenols is carried out with dilute nitric acid and results in the formation of o-nitrophenol and p-nitrophenol. The o-nitrophenol is steam volatile and the mixture of o-nitrophenol and p-nitrophenol is separated by steam distillation, in our case using micro scale measurements for safety and time consumption purposes. (Electrophilic aromatic substitution) We used steam distillation because we are distilling under 100Â °C; above 100Â °C is H2O. Looking at the volatility of o-nitrophenol compared to p-nitrophenol, the p-nitrophenol has intermolecular hydrogen bonding and it occurs due to a large number of molecules are associated together. This association in the p-isomer makes it less volatile. However in o-nitrophenol, intramolecular hydrogen bonding occurs and thus, it exists in a monomolecular state making it more volatile. Results/Discussion: Using a sand bath for transferring of heat through the distillation which was sitting on a hot plate. Using a small round bottom flask which was attached to Hickman’s distillation head and then we attached water through the openings. Using 1.00g of the prepared mixture we placed it in the round bottom flask along with 1.00mL of ethanol and then filled it about 2/3 with water. We added a magnetic spin-vane to the flask as well. We collected the yellow waxy ortho-isomer from groove in Hickman’s distillation head using a Pasteur pipette. We made sure that the solids did not accumulate as this would clog the condenser. If it did we would just turn off the cold water momentarily and the hot vapor would melt the solid. The distillation took about 45 minutes and even though this was the specified time period for distilling the mixture, we felt as though much of the ortho-isomer was left in the small round bottom flask along with the para-isomer and the spin valve. In order to characterize the 2- and 4-nitrophenols, we need to determine their melting points. We compared our results to those in the literature. Data:Â  *some ortho solidified in the Pasteur pipette so there might arise a percent error from this as some ortho was left in there. *we assumed that the starting mixture was about 50% each of o- and p-nitrophenol.

cold war :: essays research papers

1991 Gorbachev resigns as president of the USSR Mikhail Gorbachev announces that he is resigning as president of the Soviet Union. In truth, there was not much of a Soviet Union from which to resign--just four days earlier, 11 of the former Soviet republics had established the Commonwealth of Independent States (CIS), effectively dismembering the USSR. The Soviet Union, for all intents and purposes, had already ceased to exist. In his farewell speech to the nation, Gorbachev indicated that the recent establishment of the CIS was the primary motive for his resignation, claiming he was "concerned about the fact that the people in this country are ceasing to become citizens of a great power and the consequences may be very difficult for all of us to deal with." In words that were sometimes prideful, sometimes resentful, Gorbachev stated that he stood on his record of achievement. He had, he claimed, overseen the Soviet Union's trip down the "road of democracy." His reforms "steered" the communist economy "toward the market economy." He declared that the Russian people were "living in a new world" in which an "end has been put to the Cold War and to the arms race." Admitting "there were mistakes made," Gorbachev remained adamant that he "never had any regrets" about the policies he pursued. In reality, Gorbachev had lost much of his power and prestige in the Soviet Union even before the establishment of the CIS. The economy was unstable. No one seemed pleased by Gorbachev-some opponents demanded even more political freedom while hard-liners in his government opposed any movement toward reform. In August 1991, he survived a coup attempt only through the assistance of Russian Federation

History Marking Scheme

Junior Certificate History Exam 2012 (Higher Level) 180 marks 150 minutes   S. 1 Pictures (15 marks) (8 ? %) 3 Pictures with 3 questions each S. 2 Documents (15 marks) (8 ? %) 2 Documents with 4/5 questions each S. 3 Short Questions (20 marks) (11 %) 20 Short Questions – Do TEN at least S. 4 People in History (40 marks – 2 x 20) (22%) N. B. DO ONE option from A & ONE option from B Section A – Ancient Civilisations/ Rome/ Early Christian Ireland/ Middle Ages/ RenaissanceSection B – Age of Revolutions/ Industrial Revolution/ Political Change in 20th Century Ireland/ S. 5 Long Document (30 marks) (16 ? %) ONLY ONE of the following sections will come up. Reformation Age of Revolutions (America, France, Ireland) Age of Exploration Industrial Revolution & 19th Century Ireland (Famine) Plantations S. 6 (60 marks) (33 1/3%) N. B. International Relations in the 20th Century (30) Political Change in 20th Century Ireland (30) (+ Two other sections from Junior Cert Course e. g. The Middle Ages/ Prehistoric Ireland) SECTION 4: PEOPLE IN HISTORY (2 x 20 marks)Do ONE OPTION from Part A & ONE OPTION from Part B Marking Scheme: SRS = Significant Relevant Statement (Each SRS = 2 marks) CM = 16 (8 x 2M) OM = Overall Mark OM = 4 VERY GOOD = 4M; GOOD = 3M; FAIR = 2M; POOR = 1M Guidelines: 1) ENSURE that you are writing from the correct perspective e. g. a supporter of a named revolutionary 2) Always include an introductory paragraph on the birth and early life of a named explorer/ reformer/ revolutionary leader etc. 3) Ensure that you STATE & EXPLAIN key concepts e. g. ‘Justification by Faith Alone’/ Republicanism/ Sailing West to reach the East Indies ) ALWAYS name & describe the widely-held beliefs of the time of the named person e. g. Church control over peoples’ religious beliefs/ Flat-Earth/ Ireland as part of the UK/ USA as a colony of England/ 5) NAME the group(s)/ organisation(s) who were founded by or supported the beliefs of the named person 6) ALWAYS NAME & DESCRIBE the impact of inventions/ innovations that aided the stated person & their beliefs/ revolution e. g. Printing Press/ Astrolabe/ Magnetic Compass/ Seed Drill/ Selective Breeding/ Factory System/ Steam Locomotive/ Home Rule/ IRB Fenianism/ Fascism/ Communism/ ) DESCRIBE & EXPLAIN how people and institutions reacted to the named person’s beliefs/ discoveries e. g. the Counter-Reformation/ superstitions of sailors during the Age of Discovery/ British refusal to accept Irish Independence/ 8) DESCRIBE the impact of the named person on later history itself: Spread of Protestantism throughout Europe/ Counter-Reformation/ Spanish Inquisition/ Discovery of American Continents/ New Colonies/ New ways of travelling/ Spread of Irish Republicanism/ Spread of Communism/ Spread of Fascism in Europe PART A OPTIONS (PEOPLE IN HISTORY) EARLY MODERN EUROPE & IRELAND A monk in an early Christian monastery in Ireland (2011/ 07/ 05) N. B. – A per son living in a named ancient civilisation OUTSIDE of Ireland. (11/ 09/ 06/ 04) N. B. – A farmer living in ancient (pre-Christian) Ireland. (08/ 05) – A named religious reformer at the time of the Reformation (2011/ 08) N. B. – An archaeologist working on a dig. (2010/ 07/ 04) – The lord or lady of a medieval castle. (2010/ 08) – A knight living in a medieval castle. (05) N. B. A named Renaissance artist from OUTSIDE of Italy. (2009) N. B. – A named Renaissance artist or sculptor (07 (PART B)/ 04) N. B. PART B OPTIONS (PEOPLE IN HISTORY) Later Modern Europe & Ireland – A named leader on a voyage during the Age of Exploration (2011/ 09/ 06 (PART A) N. B. – A native Irish landowner who lost land in a named plantation during the 16th or 17th centuries. (2011) – A settler who received land during a named plantation in Ireland during the 16th or 17th N. B. entury. (08/ 06 (PART A)/ 04) – A mine or factory worker during the Industrial Revolution. (07) N. B. – A factory or mine owner during the Industrial Revolution (05) N. B. – A named leader in the struggle for Irish independence, 1900-1921. (2011/ 07/ 05) N. B. – A named leader involved in a revolution (America, France or Ireland) during the period, 1770-1815. (2010/ 05) N. B. – A supporter of a named revolutionary leader during the period, 1770-1803. 06) N. B. – A named leader involved in one of the crises during the rise of the superpowers (Berlin Blockade; Korean War; Cuban Missile Crisis). (2010/ 06) N. B. – A named political leader in the Republic of Ireland during the period, 1960-1985. (08 ) – An old person describing changes that have occurred in communications in Ireland since 1945. (04) A – A named religious reformer at the time of the Reformation. (20 marks) A specific reformer (eg: Luther, Calvin, Henry VIII) must be named or implied, but no marks are awarded for the reformerâ⠂¬â„¢s name.If the name of the reformer is not mentioned, or is incorrect, but the material relates to a specific reformer, max. OM = 3. In the case of Luther, treat all material up to and including his ordination as ‘background’, i. e. 1 SRS max. In the case of Calvin, treat all material up to and including his conversion to Luther’s teaching as ‘background’, i. e. 1 SRS max. List of ‘abuses’, stated or explained, = 1 SRS. A belief/teaching explained = 1 SRS. A belief coupled with the relevant Catholic teaching = 1 SRS. 2 merely stated beliefs/teachings = 1 SRS. Teachings/beliefs = 3 SRSs max. ESSAY PLAN: NAME the reformer/ year of birth/ background & education – NAME & EXPLAIN the list of abuses within the Roman Church: – STATE the reformer’s beliefs and opinion of abuses in detail – NAME the steps he took to address these abuses – STATE & DESCRIBE the Church’s reaction to the reformer’s actions/ beliefs – NAME the reformer’s beliefs and EXPLAIN N. B. ***** – NAME any associates who aided the reformer – NAME any invention/ innovation that helped to spread the reformer’s beliefs – DESCRIBE the impact of the reformer’s teachings/ beliefs – DESCRIBE how the Church reacted to the reformerA – A knight living in a medieval castle. – Castle or Knight only dealt with – 1 OM. – Name of a castle feature + description / function = 1 SRS. – Mere list of castle features without description/function – 2 features = 1 SRS. ESSAY PLAN: – NAME yourself (you are the knight) – STATE who your LORD is and your allegiance to him – DESCRIBE WHAT YOUR ROLE is in the CASTLE & HOW you defend it – NAME & DESCRIBE WHERE the LORD & HIS FAMILY LIVES (KEEP) – DESCRIBE 3 DEFENSIVE FEATURES OF the castle – DESCRIBE the 3 STAGES of becoming a medieval knight â⠂¬â€œ DESCRIBE the tournaments & jousts that you regularly participate in DESCRIBE your belief in the ‘Code of CHIVALRY’ N. B. *** B – A supporter of a named revolutionary leader (USA, France, Ireland), 1770-1803. Do not award marks for naming the revolutionary leader. In the case of George Washington, treat all material prior to the First Continental Congress as ‘background’, i. e. 1 SRS max. In the case of Robespierre, treat all material prior to the outbreak of the French Revolution in 1789 as ‘background’, i. e. 1 SRS max. In the case of Wolfe Tone, treat all material prior to the founding of the United Irishmen as ‘background, i. e. 1 SRS max.In the case of Robert Emmet, treat all material prior to his involvement with the United Irishmen as ‘background’, i. e. 1 SRS max. ESSAY PLAN: – NAME the leader who you are supporting – NAME the country & time period (1765 – 1783) – STATE YOUR REA SONS for supporting the revolutionary leader i. e. taxes/ interference from colonial power etc. – NAME the reasons why a revolution is taking place – NAME & DESCRIBE AT LEAST TWO incidents where conflict has occurred between the revolutionaries & the colonial power – DESCRIBE how the RULING POWER is reacting to THIS REVOLUTIONARY & Revolution NAME & DESCRIBE any documents or beliefs expressed by this revolutionary leader or revolutionary group – STATE what the revolutionary leader is aiming for i. e. a coming decisive battle B – A named revolutionary leader (USA, France or Ireland) No marks for the revolutionary leader’s name. – If the material clearly relates to a particular revolutionary leader without the person being named, mark on its merits. – In the case of George Washington, treat all material prior to the First Continental Congress as background, i. e. 1 SRS. In the case of Robespierre, treat all material prior to the outbreak of Revolution in1789 as background. – In the case of Wolfe Tone, treat all material prior to the founding of the United Irishmen in 1791 as background. – In the case of Robert Emmet, treat all material prior to his involvement with the United Irishmen as background. ESAY PLAN: SAME AS ABOVE EXCEPT FROM the REVOLUTIONARY LEADER’S POINT OF VIEW B – A factory/mine owner during the Industrial Revolution in Britain, c. 1850. – If the answer is exclusively from the perspective of the factory worker, Max CM = 8 Max OM =0.ESSAY PLAN: (*** YOU are the factory owner) – NAME the factory/ mine owner – STATE what type of factory/ mine you own – NAME the part of England your factory is in – DESCRIBE what your factory produces and where you sell/ exports your goods – NAME & DESCRIBE how and where you get your raw materials i. e. coal, water-power etc. – NAME the inventions that you use in your factory – DE SCRIBE how you transport your raw materials INTO your factory and how you transport your goods OUT of your factory – DESCRIBE the workers who work in your factory, what hours they work, their working conditions and pay. DESCRIBE the living conditions of your workers and HOW you have attempted to make their lives better – STATE what hobbies or leisure activities you like i. e. gambling, betting on bare-knuckle fights etc. A factory/ mine worker during the Industrial Revolution (As above EXCEPT from the WORKER’S PERSPECTIVE) B – A named leader in Irish independence struggle, 1916-1923. – No marks for the leader’s name. – Background material i. e. pre-1916 = 1 SRS; Post-1923 material = 1 SRS. ESSAY PLAN: – STATE where and when the leader was born – STATE the background of the leader i. e. education/ work etc. NAME the organisation that the leader joined and WHEN – NAME other people who the leader was associated with – STATE the political beliefs of this leader – STATE & DESCRIBE what role the leader played in the Irish Independence struggle e. g. Minister for Finance in the 1st Dail N. B. ** – STATE whether or not this leader was part of the Sinn Fein delegation to London for the Anglo-Irish Treaty Negotiations of 1921 – STATE whether this leader was PRO-TREATY or ANTI-TREATY in 1922/ 1923 – GIVE THEIR REASONS for being PRO-TREATY or ANTI-TREATY – DESCRIBE the rest of the leader’s careerSection 5 Long Document Question (30 marks) – Famine, Emigration & De-population in 19th Century Ireland (2004) – Exploration, Vespucci & Impacts on Indigenous Populations (2005) – Famine, Emigration & De-Population in 19th Century Ireland (2006) – Reformation, Papal Bull & Counter-Reformation (2007) – French & Irish Revolutions in 18th Century (2008) – Plantations in 17th Century Ireland (2009) – Exploration, Spani sh & Portuguese (2010) – Rural Ireland & Industrial England in the 19th Century (2011) Structure of Question: Part A – Answers derived from 1st Source. USE QUOTATIONS & EVIDENCE from Source (8-10 marks)Part B – Answers derived from 2nd/ 3rd Sources USE QUOTATIONS & EVIDENCE from Source or Contextual/ Background Information require on topic (8 – 10 marks) Part C – Answer ONE from 3 Options Contextual/ Background Information required on topic (10 – 12 marks) Part C: Usually requires a short paragraph answer worth 10 or 12 marks. It is important that you write at length on whatever topic you are asked e. g. ‘Problems faced by Irish Immigrants abroad’ or the ‘Counter-Reformation in Europe’.Ensure that you have at least 5 – 6 clear points of information on each of the following topics: (next page) (Check the relevant webpages on the History site under Junior Certificate History for examples of these) Part C Exampl es: †¢ Counter-Reformation †¢ Consequences of the Reformation for Ireland †¢ Urbanisation, Health, Lifestyle & Pastimes of Industrial England †¢ Impact of Famine & Problems faced by Immigrants abroad †¢ Conflict between European Powers as a consequence of Exploration †¢ Impacts on indigenous Populations by Explorations †¢ Religious, Political & Cultural Impacts of Plantations in Ireland Brehon Law, Language & Customs †¢ Causes & Impacts of French, American & Irish Rebellions/ Revolutions †¢ Reign of Terror Section 6 (60 marks) Do two options from (A), (B), (C) and (D). (2 x 30 marks) Political Developments in 20th Century Ireland Question divided into 2 or 3 parts: short questions followed by 10 or 12 mark questions. The ten mark questions to be prepared are as follows: – 1) Home Rule Crisis 1912 – 1914 2) 1916 Rising 3) 1918 General Election 4) War of Independence 1919 – 1921 5) Anglo-Irish Treaty 1921 (& split in Si nn Fein) 6) Irish Civil War 1922 – 1923 7) Cumann na Gaedheal Government 1923 – 1932 ) DeValera & ‘Dismantling the Treaty’ 1932 – 1938 9) The ‘Emergency (neutrality) 1939 – 1945 10) The 1st Inter-Party Government 1948 – 1951 11) 1950’s Ireland 12) Sean Lemass & 1960’s Ireland (1st Programme for Economic Expansion) – Also Northern Ireland 1) N. Ireland during WWII 2) Civil Right Movement in late 1960’s 3) The ‘Troubles’ For key terms and short questions, check the webpage ‘Political Developments in 20th Century Ireland’ on the History website under Junior Cert. History International Relations in the 20th Century Question divided into 2 or 3 parts: short questions followed by 10 or 12 mark questions.Ten mark questions to be prepared are as follows: 1) Lenin & Russian Revolution 1917 2) Treaty of Versailles 1919 3) Mussolini’s Italy 4) Nazi Rise to Power 1927 – 1933 5) Nazi Germany 1933 – 1939 (Totalitarianism & Propaganda) 6) Hitler’s Foreign Policy 1933 – 1939 7) World War II 8) The Cold War: a) Berlin Blockade b) Korean War c) Cuban Missile Crisis For key terms and short questions, check the webpage ‘International Relations in the 20th Century’ on the website under Junior Cert. History ———————– Reformation Rural Ireland, Famine & Industrial England in 19th Century Age of Exploration Plantations Age of Revolutions