History of Russia and Its Economy Research Paper

History of Russia and Its Economy - Research Paper Example This paper will thus talk about the country Russia by focusing on the relationship between the country and its economy since 1910 to today in a bid to identify some of the risks associated with opening an ICT related business in the country (Yergin and Stanislaw, 2002). Imperial Russia (1910-1922). During this time, Russia was regarded as the largest country by land mass and population in Europe and an additional prestige of the biggest army in the world. Being the largest source of agricultural products most of which it exported, in addition, to the overwhelming mineral resources, its trade was more of a give and take. Literary it stood to gain a lot from these exports thus making it a prime beneficiary of foreign investment (Yergin and Stanislaw, 2002). This was emphasized by the fact that markets were free in the making. It is during this time that Russia emerged as a capitalist economy. This resulted from the capability it had of feeding its population without any assistance from outside. However, this economic progress was only tied to the peasant agricultural production rather than the commercial sector. ... This was to be the beginning of inflation that would later be fuelled by the attempt of the government to print more money. The occurrence of the First World War and domestic revolutions came as a major setback in Russia’s economy that left a story people have lived to tell. The free markets that once existed were no longer available, for it saw a monopoly on prices that were subjugated by the government. USSR (1922-1952). It is at this stage that the future of the soviet economy is established. The government’s involvement in implementing strategies that could raise them above this crisis led to an immediate and theatrical step up in the economy. The government decided to introduce incentives to farmers to enable them farmland, in addition, to the opening up lands for privatisation. This functioned to limit small trade and increase industrial production. It is noticeable that the world was hit by the great depression during this time. However, due to these strategies, as the rest of the world dragged, the soviet was on the move trying to wipe of the dust and forge ahead (Yergin and Stanislaw, 2002). However, due to the collective nature of the Soviet agriculture, the economy did not improve as much. This followed stiffer regulations on production that saw the government prioritise industrial growth with steel, coal, power chemicals, and the military topping the list. It is at this time that the government resorts to acknowledge quantity over quality with efforts to maintain a high productivity. This indeed sailed the country through making it the largest employer in Europe by the fall of 1940. Even as, the Second World War started, the Soviet had established

Anxiety and Negative Emotions in Second Language Acquisition Research Paper

Anxiety and Negative Emotions in Second Language Acquisition - Research Paper Example This eventually ascertains that the acquisition of a second language is invariably dependent on multifaceted dimensions inclusive of neurological to psychological, cognitive to affective factors as a whole (Brown, 1994). During the sixties, Bloom et al (1964) categorized the dimensions of learning into two significant domains - cognitive and effective, suggesting the two most significant and essential components of learning. These are the two primary components that ascertain that there are essentially positive and negative feelings associated with second language acquisition. The positive feelings associated with language acquisition primarily include joy, enthusiasm, satisfaction and warmth (Ehrman, 1996), whereas negative feelings include anxiety, fear and lack of confidence and among which anxiety is perceived as the most incapacitating factor (Horwitz, Horwitz & Cope, 1986; MacIntyre & Gardner, 1989; Ehrman, 1996). Researchers like MacIntyre & Gardner (1991) suggest that languag e acquisition anxiety has some specific characteristics and hence can be set apart from other types of anxieties encountered in daily lives. In the demographical analysis of second language acquisition anxiety for ESL students in the US demonstrates that the Mexican students may experience inadequate explicit knowledge as well as social persuasion that may attribute in following a successful model and support from others (Cummins, 1996; Zambrana & Silva-Palacios, 1989). Also, they may perceive anxiety due to the language shock during language learning phase (Olsen, 1997). Among Hispanic Americans, the school drop-out rate is as high as 36%, while the rest 63% is somehow could be able to complete high school either through attainment of Diploma or GED (Kaufman, Kwon, & Klein, 1999), primarily resulted from lack of successful academic models and other vivid understanding. In the US due to the marginalization of Hispanic American Groups, the internalization of negative stereotyping amo ng Mexican ESL students may lead to decline their self-efficacy in the sense of self-confidence in limiting the social persuasion.