Mathematic Lesson Plans Essay Example | Topics and Well Written Essays - 2000 words

Mathematic Lesson Plans - Essay Example That means table A has the ratio of 2:3. Table B as cordial mix in three cups; the other two being with water. So the ratio on table B is 3:2. This helps the students in understanding the ratio concept Step-9: Once the students are able to spot the difference, they need to be told what it means when we go on increasing one part of the ratio, or increasing the value of numerator or denominator and how this makes the difference in the overall value of the ratio. Closure: In the closing part of the class, students should be encouraged to think about such cordial relations with the help of (say) 8 plastic cups. So that they get an idea about the manner in which values of the fractions can be varied. Introduction: To start with, student should be asked as to whether they have ever purchased something from the market. Depending upon the couple of responses, the teacher can ask did they ever make use of fractions and resources during such purchases. Subsequently, students need to be informed about the importance of mastering the ratio and fraction calculations in order to be able to do some worthwhile shopping for their friends and family. i. Two students can be asked to volunteer with their mark sheets to come out in front. (Note-It might be possible that students are bit reluctant to divulge the details of their marks. In such cases the teacher would tell provide them with some mark sheet awarding some marks out of the total of 50 or 100. Both the students must have different marks for better understanding the lesson). vi. Now some cases of discounts being offered by the shops or retail stores are brought before the class. The retail stores invariably come out with price discounts. The class is therefore told to figure out the best available deal for them. Closure: After the class, students can be asked to share their shopping experiences and what they felt had they known the concept of

Effects of Caffeine Essay Example for Free

Effects of Caffeine Essay Because of its transparency we can observe the effects of substances on its body without surgical procedures. We can observe the heart rate of daphnia magna to be dorsal to the backbone just behind the head. (Helms 1998) the average daphnia magna has a heart rate of 180 beats per minute under normal conditions. We will observe the effects of water, alcohol and caffeine on the ectothermic animal. Alcohol is a depressant; this means the body systems will slow down when alcohol is introduced. The heart rate will get consistently lower if too much alcohol is added. Caffeine is a stimulant; this means that it will cause the nervous system to work faster, also it will cause the blood vessels to constrict. (LaFave 2003) These effects will work together to increase an animal’s heart rate under normal circumstances the heart rate will increase as more caffeine is added. Questions Does changing the daphnia magma’s environment change its heart rate? How will alcohol affect daphnia’s heart rate? How will caffeine affect daphnia’s heart rate? Hypothesis Daphnia magna are sensitive creatures and therefore they will respond to slight changes in their environment. Since alcohol is a depressant and can lower human heart rate it should also lower daphnia’s heart rate. Since caffeine is a stimulant it can cause the nervous system in humans to work faster it should also raise the heart rate of daphnia. Predictions If the environment affects daphnia heart rate as it does in humans the exposing it to different environment’s should affect its heart rate. If daphnia is exposed to alcohol at varying concentrations, then daphnia heart rate should fall. If daphnia is exposed to caffeine at varying concentrations then daphnia heart rate should rise. Materials and methods For monitoring the effect of environmental, medium on the heart rate of daphnia magna the specimen was placed on a clean deep well slide with a small drop of water and placed under a microscope. The heart rate observed after 15 seconds and recorded. A corner of a Kim wipe was used to wipe off excess water and repeat the experiment. The daphnia is then placed in a beaker labeled recovery. Use a second daphnia to repeat the experiment. With a third daphnia place it on a deep clean well slide, add small drop of water (0% alcohol) and view the daphnia under a microscope and then record the heart beats within 15 seconds on the table. Remove the drop of water around the daphnia using a Kim wipe and add 1 equal drop of 1% alcohol, let daphnia sit in alcohol for 60 seconds. Record the heart beat within 15 seconds. Repeat the step with increasing concentration of 2%-5% alcohol observe the heart beats of the daphnia at each concentration and record. Place this daphnia in a beaker labeled recovery and use a second daphnia to repeat step 7-10. Obtain a fresh daphnia and remove the water around the daphnia using the corner of a Kim wipe, add an equal drop of 0% caffeine. Record the number of heart beats within 15 seconds on a table. Add an equal drop of 1% caffeine let sit in caffeine for 60 seconds. Record the heart beat within 15 seconds. Repeat the step with increasing concentration of 2%-5% caffeine observe the heart beats of the daphnia at each concentration and record. Place this daphnia in a beaker labeled recovery and use a second daphnia to repeat step 7-10.

Education in Egypt

Education in Egypt Egypt Education System The extension of the free mandatory education law in 1981 was one of the reasons to combine the Preparatory Stage, both Primary and Preparatory phases (Ages 6 through 14) together under the label Basic Education, as education beyond this stage depends on the students ability. Egypt operates two corresponding education systems: the secular system and the religious, or Al-Azhar system. The secular system consists of basic education which covers the first 8 eight years of schooling. The second level divides students between three-year general academic secondary schools and three or five-year vocational schools, as there are three different types of secondary education which are general, technical, and vocational Technical education. These types of education are provided in three-year and five-year programs, and include schools in three different fields: industrial, commercial and agricultural. The third level is universities. The Al-Azhar system, which maintains separate facilities for male and female from primary to university level, enrolls 4 percent of the country’s total students, and is responsible for conveying the mission of Islam and revealing its contribution to humanity’s welfare and progress. In this system, primary school extends over the first 6 years, and preparatory school for the next three years. Students who successfully complete 4 years of secondary school can enroll at Al-Azhar University.2 Al-Azhar University, which is considered to be the bastion of Islamic knowledge in Egypt, was founded in AD 970. There are two kinds of government schools in Egypt which are Arabic Schools and Experimental Language Schools. Arabic Schools provide the governmental national curriculum in the Arabic Language; however, experimental Language Schools teach most of the government curriculum in English, and add French as a second foreign language. Moreover, there are three kinds of private schools. As Government schools, private schools also has different types such as ordinary schools, language schools, and religious schools. First, Ordinary schools have the same way of education of the government schools with more concentration on the students want and services provided to them. Second, language schools have the same educational materials as the government with the exception that all those materials are taught in different languages; this is beside the high fees those schools requires. The third type of private education is religious that are established or controlled by Muslim Brotherhood. Their educational curriculum is totally unlike the government and Azhar schools. Private schools on Egypt are considered the best education because of high and various facilities offered by those schools. This educational system is supervises by the ministry of education However, the Azhar education system is supervised by the Supreme Council of the Al-Azhar Institution and considered to be independent from the Ministry of Education, but is eventually under supervision by the Egyptian Prime Minister. The Azhar schools are named Institutes and also share the same phases as the normal educational system which both include primary, preparatory, and secondary education. The Azhar schools in all phases teach non-religious subjects, to a certain degree; however, the majority of the curriculum consists of religious subjects. All the students are Muslims, and males and females are separated in all phases. The Azhar schools are spread all over the country, but excessively in rural areas. The graduates of the Azhar secondary schools are eligible to continue their studies only at the Al-Azhar University. In the early 2000s, the Azhar schools accounted for less than 4% of the total enrollment. There are both private and public universities of higher education in Egypt. The difference between them is that Public higher education is free in Egypt, and Egyptian students only pay registration fees, but Private education is much more expensive and is considered to b for the elite, as graduates of such schools generally do very well on their final secondary school examinations, which ensures them access to what are considered as elite faculties. Currently 98 percent of graduates from secondary schools enter higher education. The higher education sector in Egypt is comprised of universities and institutions of technical and professional training. The system is made up of 12 public universities, 51public non-university institutions, and 4 private (for profit) universities. In May 2000, there were 18 pending applications to open additional private for profit higher education institutions. Of the 51 non-university institutions, 47 are two-year middle technical institutes (MTI), and 4 are four or five-year higher technical institutes (World Bank, 2000:1). The major public universities are Cairo University (100,000 students), Alexandria University, Ain Shams University, and the 1,000-year-old Al-Azhar University. While the American University in Cairo, the German University in Cairo and the Università © Franà §aise dÉgypte is of the leading private universities in Egypt. Entry into the secular university system is based on the results of the Secondary Educational phase. According to the article â€Å"Egypt,† â€Å"only students attending general academic secondary schools were eligible to matriculate; however since 1970 universities have been enrolling some students from vocational schools. The Placement Bureau of the Ministry of Higher Education controls admission, and there is a numerous clauses imposed by the Supreme Council of Universities (SCU) on admission at institutional and state levels†. Al-Azhar University system, unlike other systems, requires certain certificates like a Secondary School Certificate from the Al-Azhar education system and a Certificate of Koran Recitation from a Koran Recitation Institute or hold an Al-Azhar diploma. Non-university education is offered by industrial, commercial, and technical institutes which provide 2-year courses leading to diplomas in accountancy, secretarial work, insurance, computer or health sciences and electronics. Technical education schools provide 5-year courses leading to advanced technical education diplomas in commercial, industrial, and agricultural fields. Although the American University in Cairo (AUC) has existed since 1919 as a private university, Egypt only legalized Egyptian private universities in 1992 when the People’s Assembly passed a Law # 101 allowing the establishment of private universities. The most essential consideration is that the Minister for Education must approve the appointment of private university, as presidents, and non-Egyptians cannot occupy leading positions in private universities without the ministry’s approval. The second vital aspect is that the Supreme Council of Universities indirectly supervises private universities and is responsible for monitoring standards to ensure that graduation certificates from state and private universities represent an equal education level compared with the governmental certificates. â€Å"In May 2002, the private universities’ committee was replaced with the private universities’ council. The council has the same powers as the Supreme Council of Universities, which regulates public universities.† Many People assume that private higher education institutions in Egypt are s institutions that â€Å"sell† degrees to those who can afford the university expanses. Critics of private higher education in Egypt also argue that private higher education is at odds with the principles of the 1952 Revolution, which called for equal access to educational opportunities for all citizens. Egypt is considered the country that has the largest higher education systems in the third world as it contains about 1.670 million students. Egypt relies in its education on two-year technical institutes to continue providing access to all secondary school graduates while protecting the already overfed universities. Technical institutes enroll 40 percent of all secondary school graduates. This lack of financial, human, and material resources results in poor quality education in most universities and is considered by many people as non academic institution. The number of higher education students per 100,000 inhabitants is 1,900 in Egypt compared to 1,132 in Morocco; 1,236 in Algeria; and 1,253 in Tunisia. Studies on the social class and educational backgrounds of state university students have revealed inequalities of access to what are considered as high status/elite faculties. To improve the educational system in Egypt governance and control of higher education should be obtained by the Ministry of Higher Education, the Supreme Council of Universities (SCU), and the Central Administration of Al-Azhar Institutes. The Ministry of Higher Education has a legal authority over higher education by supervising and controlling the education, planning, policy making, and quality control on primary and preparatory schools and training for basic education for teachers. The Supreme Council of Universities formulates is the one responsible for policy making and deciding or controlling the number of students to be admitted to each faculty in each university. Moreover, supervision and administration of the Al-Azhar higher education system is the responsibility of the Central Administration of Al-Azhar Institutes, which is a department of the Supreme Council of Al-Azhar that is responsible for the development of the general policy and planning to enable the spread of Islamic culture and Arabic language. In official discourse, education in Egypt is â€Å"free† from basic to higher education. While officially the state is responsible for financing higher education in Egypt, the state’s share of higher education finance for universities was reduced to 85 percent in 1994-1995, leaving the universities to generate the remaining 15 percent through various revenue diversification strategies. Sanyal (1998:16), and the World Bank (2000:40-41) identify the following revenue diversification strategies adopted by Egyptian universities: (a) Charging nominal tuition fees for alternative academic programs that are perceived to be of high quality and introducing other relevant fees. For example, state universities have introduced foreign language programs for which they charge tuition. Some public universities charge  £E1,000 as tuition for a degree program in Commerce which uses English as a medium of instruction. The number of applicants in some degree programs in public universities exceeds available spaces, a phenomenon which gives room for universities to charge tuition. While the tuition charged in this case is still only about 33 percent of the actual cost of the program, this arrangement sets a precedent towards cost recovery in public institutions (World Bank, 2002:40). Also, in recent years, a new system of admission to the faculties of Law, Commerce, and Arts allows a less qualified student to obtain a place on paying an admission fee of  £E 360 (Sanyal, op cit). The impact of this practice on the quality has been negative as manifested by a high number of repeating students in universities. Egyptian students pay between  £E30- £E150 per year as a token tuition fee in government funded universities. In addition, they also pay necessary equipment, books, transportation, and residence fees. The practice of charging token tuition fees in Egyptian public universities goes as far back as 1924 when the Egyptian University (now Cairo University) started charging  £E30 per year for all faculties with the exception of the pharmacology department that charged  £E20 per year. This university also imposed a non-refundable examination fee of  £E1.16 Tuition fee in private universities range from  £E15,000-25,000. The American University in Cairo-the oldest private university in Egypt, charges a tuition fee of US$ 2,813 for 6 credits and US$ 469 for each additional credit. (b) Income generation by specialized university centers from: (1) Cooperation with industry; (2) Patent rights; (3) Provision of continuing education to industrial employees; (4) Access to laboratory and scientific equipment; (5) Manufacturing intermediate industrial products; In addition, In 1998, the International Finance Corporation (IFC) conducted an extensive feasibility study on the market for student loans in post-secondary education in Egypt. This study recommended against launching a student loan program due to the following reasons: (a) limited market size; (b) underdeveloped debt/credit market; (c) cultural attitude uncomfortable with personal debt and loans; and (d) lack of a consumer credit agency (World Bank, 2000 op cit: 41). As a result of the above recommendations, the Egyptian Government by 2000 was planning to establish a  £E100 million-loan program for needy university students. Under this proposed loan scheme, students who can prove that they are in need of financial assistance for education-related expenses will be eligible to receive up to  £E1000 per year in government loans. The loans are to be interest free and repayment will be spread out over a period of 40 years after graduation. Problems and challenges in Egyptian higher education system are analyzed in the World Bank’s Higher Education Enhancement Project, which is a part of a comprehensive reform strategy for higher education in Egypt. The higher education reform agenda was influenced by the National Conference on Higher Education, held in February 2000, and aims to address Egypt’s need to upgrade educational quality in the university sector. Egyptian higher education sector faces a number of challenges including: (i) antiquated system-wide governance and management; (ii) low quality and relevance at the university level; (iii) low quality and relevance at the middle technical level; and (iv) limited fiscal sustainability of publicly financed enrollments (World Bank, 2000:1). The problem of financially weak enrollments is related to the dramatic increase in enrollments in university education. For example, enrollments increased by 42 percent between 1997/98 and 1998/99 leading to an 8 percent decline in per -student spending that exacerbated disparities in resource allocation between faculties (World Bank, 2002:41). While the overall expenditure on education as a proportion of GDP has grown from 3.9 percent in 1991 to 5.9 percent in 1998 with higher education receiving a 28 percent share of total expenditure in 1998, the dramatic growth of the higher education student population in Egypt creats a serious problem in financing higher education. Given the high population growth in higher education, to simply maintain the share of 18-22 age group at its present 20 percent level (this is an official policy) would require on average an additional 60,000 new enrollments in higher education for the next ten years (World Bank, 2000:2). The government has no financial ability to do this.

Graduation Speech -- Graduation Speech, Commencement Address

Are you ready for the real world? Will I am ready, and I want to help you out. ... I want to pump you up! Tonight marks a turning point in our lives as young adults. This milestone of graduating with a high school education has come at last. And yet, knowledge does not exist solely in scholarly facts, but more so in the relationships and friendships that we have forged along the way. Albert Schweitzer once said, "At times our own light goes out and is rekindled by a spark from another person. Each of us has cause to think with deep gratitude of those who have lighted the flame within us." As I look at the graduating class of 2012 I am reminded of the unique gifts each one of us has to offer the world. We are artists, poets, playwrights, comedians, singers, musicians and athletes. We are dreamers, believers, thinkers and doers. We are strong-minded, determined, truth-seeking, hardworking and compassionate. But who showed us the way along our journey, and how do we know if we are stayi ng the course? Family has and always will be one of the most important things in our lives. Look around this gymnasium and take in the love and support that our parents, friends, teachers and administrators are showing for us by sharing with us this special night. Here at Young, parents and teachers have had an unspoken agreement of joint custody for years. Whether that be tucking us into our bed at night or tucking us into our desk in the morning. We will never forget the words of encouragement. I will always remember Mr. Gann's "You miss school, you miss out," or Mr. Fellows' "Lack of planning on your part does not necessarily constitute an emergency on my part." I don't have to think hard to remember the smell of freshly baked hoagie bread on Wednes... ...ge. Do you know that you are very strong? The next page is the end of this book, and there is a Monster at the end of this book. Oh, I am so scared! Please do not turn the page. Please, please, please. Well look at that! This is the end of the book, and the only one here is . . . me. I, lovable, furry old Grover, am the Monster at the end of this book. And you were so scared! I told you and told you there was nothing to be afraid of. Oh, I am so embarrassed ..." All of us are like Grover, in that we could let our fears take hold to inhibit us and keep us from getting what we truly want. But it isn't until we truly realize that sometimes, in order to face our fears, it can be as easy as turning a page. Having the courage to be the person you are and want to be. And so I would like to congratulate the graduating class of 2003, and I thank you for all the memories.

Good and Evil in Scarlet Letter Essay

â€Å"Inside each of us, there is the seed of both good and evil. It’s a constant struggle as to which one will win. And one cannot exist without the other† (Burdon). The novel _The Scarlet Letter_ perfectly illustrates this point using complex and intricate characters that mirror reality with both positive and negative aspects of their personas. The story begins in mid-17th century New England with Hester Prynne being publicly humiliated for having a child out of wedlock. She is branded with a scarlet letter â€Å"A† as an adulterer but refuses to disclose who the father is. Soon after, Hester’s former husband shows up under the pseudonym of Roger Chillingworth and makes Hester promise not to tell anyone who he is as he tries to hunt down her lover. As the story progresses, the reader and Chillingworth discover the identity of Hester’s beloved as the minister, Arthur Dimmesdale. As Chillingworth begins to psychologically torment Dimmesdale, He progressively becomes more ugly, evil, and twisted. In his novel, _The Scarlet Letter_, Hawthorne uses the symbolism of the scarlet letter to convey that within each person exists the capacity for both good and evil. First, Hawthorne utilizes the scarlet letter to assert that from all evil, some kind of good is blossoms, whether it is drastic or subtle. Even the most unfavorable of situations, such as carrying the burden of the scarlet letter, yields an advantageous quality of some sort. For example, as the plot of the story begins, the women of the town are slandering Hester Prynne for her misdeeds and discuss ways to punish her and brand her as an  adulterer. While the unforgiving women attempt to scorn her, Hester enters the scene from the prison with her badge of shame. Hester Prynne had sewn her own scarlet letter to advertise her sin. â€Å"It was so artistically done, and with so much fertility and gorgeous luxuriance of fancy, that it had all the effect of a last and fitting decoration to the apparel which she wore, and which was of a splendor in accordance with the taste of the age, but greatly beyond what was allowed by the sumptuary regulations of the colony† (Hawthorne 9). Even in the strictly puritan colony of Boston, Hester chooses to retaliate as an individual rather than reform. Hawthorne uses the apparent mark of shame to express Hester’s distinction as an elegant, strong, and fertile woman that can derive the beauty from even the worst situations. Later in the book, the governor questions Hester on why she should be able to keep Pearl. He calls Hester â€Å"One who hath stumbled and fallen amid the pitfalls of this world† (61) and questions her ability to care for Pearl’s â€Å"temporal and eternal welfare† (61). â€Å"‘I can teach my little Pearl what I have learned from this!’ answered Hester Prynne, Laying her finger on the red token† (61). From the governor’s view, the scarlet letter is a clear symbol of sin. However, in her own reality, Hester has shifted the meaning of the letter to not only a valuable lesson that she can pass on, but also a badge that exhibits her individuality along with her immorality. The scarlet letter undoubtedly displays that there is merit in even the worst evil or disgrace. Secondly, Hawthorne employs the scarlet letter to convey that within all good, there is evil hidden, no matter how pure the element may seem. Even the most exemplary appearing citizens may conceal dark and evil sins. For instance, as Pearl is playing by the sea, her mother watches her make an array of things out of seaweed. Along with the scarves and headdresses, Pearl creates a letter â€Å"A† on her own bosom. As Hester questions her as to what she thinks it means, Pearl begins to inquire Hester in response. â€Å"‘What does the letter mean, mother? And why dost thou wear it? And why does the minister keep his hand over his heart?’ ‘What shall I say?’ thought Hester to herself. â€Å"No! If this be the price of the child’s sympathy, I cannot pay it† (Hawthorne 127). Despite the pleas of her child, Hester still refuses to enlighten Pearl to what the scarlet letter on her bosom signifies. Hawthorne  uses the scarlet letter as an analogy of secrets that are held. Many reprehensible acts are kept hidden to protect people who are too young, naà ¯ve, or innocent to know the truth. Later in the book, Reverend Dimmesdale becomes mortally ill. As he walks up onto the scaffold, He hardly has any strength left. Dimmesdale must be supported by Hester and Pearl just to stand up. With his last bit of vigor, Dimmesdale announces that he is guilty of the same sin for which the people have punished Hester. â€Å"With a convulsive motion, he tore the ministerial band from before his breast. It was revealed! But it were irreverent to describe that revelation† (198). With all of his strength and life, Dimmesdale died revealing his dark secret: That he was a sinner instead of the morally perfect man he had feigned being. However, as a truly good man, Dimmesdale knew that before he passed, he needed to prove that even the most respected among man concealed some sort of evil and that visible sinners should not be shunned. Hester’s and Dimmesdale’s letters both epitomize the evil that hides within all good. Finally, Hawthorne uses the symbol of the scarlet letter to prove that no matter how good a person is, he or she can never eradicate evil within his or her self. Even the most holy and kind people have some sort of black tarnish that cannot be erased. Likewise, As Hester confronts Chillingworth about his persecution of Dimmesdale, Chillingworth begins to sympathize with Hester. In an attempt to comfort Hester, if only for a moment, Chillingworth informs her about the council’s discussion concerning the removal of her scarlet letter. Instead of the gracious response he expected, Chillingworth was met with a much colder and wiser retort: â€Å"‘it lies not in the pleasure of the magistrates to take off the badge,’ calmly replied Hester. ‘Were I worthy to be quit of it, it would fall away of its own nature, or be transformed into something that should speak a different purport'† (Hawthorne 115). Even when the opportunity arises, Hester knows that she does not have the ability to escape her dark deed. Despite Chillingworth making a motion that would inevitably improve her life, Hester is very aware of the fact that no matter what she does, her mark would stay with her forever: physically or at heart. Later in the story, Dimmesdale and Hester are planning to run away to England together. As the renounce their old lives, Hester thrusts her scarlet letter across the river to start their new  epoch together. However, as they call over Pearl to join them, she refuses to come near. Hester realizes that Pearl will not come near because of the fact that her mother is missing something that is part of who she is. â€Å"But, in very truth, she is right as regards to this hateful token. I must bear its torture yet a little longer†¦Ã¢â‚¬  (156). although Pearl is not exactly sure what the scarlet letter symbolizes, she knows that it is an important part of Hester that she cannot evade. Hester quickly comprehends Pearls wisdom and admits that she must live with her sin. The scarlet letter clearly demonstrates that good can never fully cast aside evil. In conclusion, the scarlet letter in Hawthorne’s _The Scarlet Letter_ represents the unbreakable link between good and evil within everybody. Whether he is stating that from all evil, good blossoms; within good, people hide evil; or that good can never fully cast aside evil, Hawthorne strongly conveys the point that Evil and Good cannot exist within someone without their counterpart.

Britain vs. Russia Comparative Essay

In the course of history, many philanthropists and great political thinkers had assessed the value of good governance and apt policy-making processes for a country to achieve its goals. We have witnessed, experienced or observed countries that had successfully contributed to one country’s political achievement in the history of the world. Many of the first world countries had attributed its current stance in the world because of their great leaders and effective governance of society that is characterized with differences in almost all aspects. From our history, we know that leaders are dominant in bringing their country to the present state.Their effectiveness in showing their commitment and dedication and commitment to serve their country is an absolute defiance of their legacy. But what exactly do they aspire for? What contributes to a country’s success? Aside from leaders, are there other key players in the process of achieving a country’s goals? What role ar e policies and the manner by which a country is governed affects its nature of success? Through this effort to discern the history of these achievements, we look into the history of two countries which exhibited growth politically, socially, economically and such.Britain and Russia will be evaluated to determine what makes their government effective in their own right in maintaining a stable and first world country that almost all admired. These two countries will be examined by the different political institutions they have and the policy-making processes they adapt in able to cope up with the demands of governing a country. More importantly, we shall be able to asses the differences between these two countries and how they manage to govern their societies. Brief History of Two CountriesBritain, part of the vast European continent had emerged as one of the first world countries since the early centuries. The country which started out as a monarchy state evolved into a political ins titution that aimed to integrate into a single common government that had effective policies. In lieu with this, we shall first determine the history of Britain as a political institution. Britain is characterized with a Parliament political institution. It was a form of government developed over a hundred of years and during the early centuries; the country was ruled by two different Houses, the Commons and Lords.With this development, there was a shift of equal possession of power between the Parliament and the monarchy that had changed the country drastically. Parliament as a political system originated in the 12th century when King’s councils were held which includes barons and archbishops. Their main concern at that time was regarding taxation of the people and judgments. But over a period of time, the role has changed into a formal one that had knights representing each country. This started the emergence of the House of Commons in the Parliament.The term â€Å"Parliam ent† was used during the early century to describe the meetings held by the House of Commons. The Parliament has the essential role in scrutinizing the work done by the government. This involves rigorous debates, essential inquiries and other processes by which it could examine the extent to which they can challenge the government. It also has the responsibility of the legislative role. This process was seen very effective because at most times, the civil society was taken aback by the lack of good governance from the monarch institution. There arose the need for another political institution to govern the country.The Parliamentary system holds the majority constitutional power to exercise its role in the society and was perceived to have made the monarchy as a symbolic political institution rather than the traditional stance it used to hold. Russia had been ruled by dictators for more than hundreds of years. in the 1980's however, Mikhail Gorbachev committed its leadership in political reforms that aims to allow competitive elections, liberalization of the press, the conception of political parties to challenge different political ideals and the ascendance of a civil society.When the Soviet Union collapsed in 1991, it was evident that Russia was taking a more independent role in pro-democratic political institutions through various reforms. Russia is torn between the transitory periods of dictatorship to democracy. The initial step to become a democratic country was initiated by Gorbachev, eventually; Russian President Boris Yeltsin held this idea in his leadership. But the step taken was taken was challenged gravely by the political institution itself that was not used to the independence these two presidents were trying to achieve.Until, Vladimir Putin, the incumbent President constitutes this initiative and desired a more aggressive role towards independence of Russia and democracy. Putin was very influential and was perceived as a political maverick of Yeltsin. he was even perceived as both the continuity and change of Yeltsin's leadership. Putin was very much like the past Russia but definitely has the intention to break from it. In his leadership, Russia underwent dramatically transformation.A proof of a pragmatic manager, he was able to tame the Russian elite and arrogant tycoons, supported the economic reforms of started by Yeltsin and has a pro-Western stance in his policies. This had greatly affected his role as a leader who would open Russia to the world and to the ideas of democracy. However, there still remains his distrust of the major democratic institutions and is very much concerned over taking control of the society. To sum up his style, Putin is an authoritarian that incorporates his economic liberalistic ideals that aims to define Russia as pro-democratic in the modern society. The Difference in GovernanceIn determining what these two countries share and differ may be attributed not only because of the countrie s geographical differences but also in their own respective culture. In an article written by Heintz (2007), during the young succession of Putin as Russian president, he met with Tony Blair, then Prime Minister of Britain, in Moscow. The meeting was deemed as a starting point of a very good relationship between the two countries. But this never did occur. Both countries are addressing how the other had disrespected or misunderstood the other. The first thing we determine is the difference between their government traditions.Britain, being a Western nation with a long democratic tradition contradicts the attitude of Russia which for so long has shown discomfort on the idea of democracy and had a long deep suspicion of the West’ interest and motive. In present time, Britain maintains its commitment to exercise democracy while Russia is opening itself up, making efforts to reach out to the West with some form of common ground. At one point during the War on Terror staged by the United States, Britain and Russia staged an alliance to fight and condemned the proponents of the mass murder and provide tougher measures against Iraq.Let us discern the concrete comparison between the two countries through the event that signified how different they are. As an example, the war in Iraq greatly affected the relationship of the two and provides a great scope of the two countries comparison. At one point, Russia denounced the beginning of the Iraq war; Russia resented Britain for granting asylum to Putin’s opponent Berezovsky. Britain on the other hand encouraged the so-called â€Å"color revolutions† in Georgia and Ukraine that disrespected Russia and was seen as an undermining effort to Putin’s regime.Russia went further by accusing Britain of spying and funding Kremlin-critical organizations. To add more to the tension between these two countries, one former Russian agent named Alexander Litvinenko was found to be dead due to poisoning in Lond on. All these accounts show the difference in political traditions of both countries. Russia, being used to the dictatorship and superiority of political leaders throughout its history greatly puts emphasis on their leaders’ credibility. Without any question and unruly remark, the leader is chosen because of his wisdom and effective governance.Russia is described as very suspicious of other people, especially with other countries because of its great desire to protect their own country. Then PM Blair had made his efforts to reconcile with Russia, but with the new governance of PM Brown, a new issue arises as he expelled four Russian diplomats as retaliation to Russia’s refusal to extradite the suspected murderer of Litvinenko. Political analysts see this situation as a recurrence of many other grievances brought out by both countries.Russia, being very decisive and strong against its opponents, do make necessary actions to make their enemies pay, or even be accountable to whatever bad reputation or any bad image it had generated. CONCLUSION: Both Britain and Russia certainly have their distinct character in their own political institutions. While Britain maintained their distinction between the two houses, representing the Parliamentary system and the monarch authority, they have yet to settle their difference in ideas and political attitudes through the debates held by the Parliamentary body only.We realize now that the monarchy basically becomes a symbolic political institution and does not have any active role in the governance. Maybe that is the reason why the country had achieved success or maybe it is the cause of many of its downfall. In Russia however, the situations concerns the political idealism and form itself. For many years, the country was led by dictators. In recent years, after the abolishment of the USSR and the attempt to democratize the country, somehow the situation becomes difficult for the leaders themselves.As they try to liberalize their ideas and give freedom to their people, the past traditional political institutions they had adhered to comes to haunt them and cast shadow in their country. While many political, social and cultural reforms aimed to address the goal to become a democratic country, the current leader is perceived to be just continuing the past and not really disowning the authoritarian government Russia was accustomed to. As mentioned, this can be deemed as either a threat or a benefit for the civil society.Maybe in the end, history can only distinguish which country is better, but today, we must look into their different situation and realize that both Britain and Russia had become successful and considered as one of the first world nations because of the efficacy of their governments and implementation of political idealisms. In all these analysis between the two countries, one very significant comparison that can be made is that Russia is very aggressive and very driven to protec t their own county’s interest.They do not care about other countries or Britain in particular because they know their strength as a country. Suspicions on the Russian part and the tremendous affect the dictatorship method of political ruling in Russia had gravely affected their ability to trust other nationalities and form foreign relationships with their neighboring countries. To that, Britain’s democratic and optimistic political institution can not jive with.The sense of commonality and agreement between the two political institutions differs gravely in history and experience, thus having the future of these two countries in sound relationship may seem a little distant for now. Reference: 1. Shevtsova, Lilia (2003), Putin's Russia, Washington D. C: Carnegie Endowment fro International Peace 2. Shevtsova, Lilia (2006), Russian Domestic Politics and Political Institutions, Volume 8, Issue 4, Carnegie Russia 3. Heintz, Jim (2007), Russia-Britain relations reach low poi nt, Associated Press