AS Level History - Tsarist Russia, 1855 - 1917 Essay

AS Level History - Tsarist Russia, 1855 - 1917 - Essay Example Contextually, a few of the key attributes of the country (such as the huge size and the diversity issue which concluded on the insecurity factor of the economy, the gradual development of the country as a military state, and the poverty regions), laid the foundation of Tsarist Russia during 1855 with the inheritance of Alexander II. However, similar to any other event of history and reform the phase was set to dusk by Nicholas II during the end of 1917 (Bromley, J. â€Å"Russia, 1848-1917†). 1. Embarking on Reforms by Alexander II Alexander II played the most crucial role in the underpinning of Tsarist government through embarking several reforms which evidently concluded the philosophy of Serfdom in Russian economy. It was in 1855 when Alexander II happened to be the ‘Tsar of Russia’ after the death of Tsar Nicholas I. Consequently, Russia was then involved in the Crimean War which created an impact on the perception of Alexander II regarding the military outlook of the economy. With this changed perception, Alexander II established several reforms, such as the Emancipation Manifesto including 17 parliamentary acts aiming to free the serfs (i.e. the class of peasants fundamentally associated with agricultural labour) in Russia. The reform further rewarded the right to the serfs to purchase land from their landlords and therefore abolished the practise of personal serfdom in the economy. Noteworthy, the amount to be payable in turn of the land would be provided by the government in advance to the landlords and shall be recovered from the peasants in regular intervals. This indeed created an intense pressure on the serfs which was evidently on the contradictory aspect of the main objective of the reform to abolish serfdom (Spartacus, â€Å"Alexander II†). Furthermore, Alexander II introduced many such reforms which indirectly strengthened the power of the wealthy class, affecting the interests of the poor class of the economy. For inst ance, the establishment of Zemstvo in 1864 which would represent a council in each district, possessing the right to build up roads, provide medical services and educational services to the local people. However, the power to elect the members of the Zemstvo was restricted in the hands of the wealthy group of peoples demonstrating the inequality of rights existing within the economy. Apart from this the Tsar ruler also introduced reforms intended to the development of the municipal government, and universal military training. He also emphasised on the issue related to the expansion of industrialisation and the railways networks all around the country (Vernadsky, G., â€Å"A History of Russia†). 1.1. Reasons to Embark on these Reforms Alexander II gained his identification as the emperor of Russia in 1855, incidentally when the economy was facing the issue of Crimean War with turkey which was satisfied with a treaty of Paris. This result of the war evidently affected the perce ptions of Alexander II influencing him to believe that the military state of Russia was on a downfall. Moreover, the comparison of the Russian economy with that of France and Britain proved that the economy is evidently at a slower pace, inadequate to compete

Diffusion and Osmosis Essay Example for Free

Diffusion and Osmosis Essay Diffusion and osmosis are very important in biological process. Diffusion is the movement of molecules or ions from a region of their high concentration to a region of their low concentration. Osmosis is the diffusion of water molecules across a semipermeable membrane. To gain a better understanding of diffusion and osmosis, we examine multiple experiments to show diffusion and osmosis in animal cell, plant cell and synthetic cell. In our first experiment, we weight a decalcified chicken egg and place 10% NaCl concentration. At every fifteen minutes intervals, we weight the egg and record that the weight decreases. In our second experiment, we use three slices of aquatic plant Elodea and add pond water one leaf, distilled water for the second and 20% NaCl for the third, then observe the cells of each leaf with a compound microscope. Under microscope, chloroplasts (green organelles) in Elodea tend to bound to the cell wall in pond water, spread all over the cell in distilled water, pull away from cell wall in 20% NaCl. In our last experiment, we use a dialysis bag that contains 30% glucose and starch solution then place into a beaker of water and iodine solution. We then remove the bag out of the beaker, and use two test tube which label BAG, BEAKER to perform a Benedict’s test. We place solution in the bag in the BAG tube, and solution in the beaker in the BEAKER tube and add a drop of Benedict’s reagent to each tube, then heat each test tube and observe a color change in each tube. These experiments show that movement of water of chicken egg cell and Elodea cell is â€Å"osmosis† and movement of molecules in dialysis bag and beaker is â€Å"diffusion†. INTRODUCTION Diffusion is involved in many biological processes occurring in single-celled to complex organism (cite this). It is a part in life that we need to know and understand how it works. Diffusion is the process by which molecules move from an area of high concentration to an area of low concentration (cite this). A branch of diffusion process is osmosis, which is the movement of water across a membrane which is selectively permeable (cite this). We are going to learn and get more information about diffusion osmosis by perform three experiments. We place a shell-less chicken egg in salt solution. We predict that water in the egg will move out the cell because this is a hypertonic solution, a greater concentration of osmotically active substance than the solution on the other side of membrane. Next, we are going have three slices of Elodea in each different solution: hypotonic, isotonic, hypertonic then we observe these reactions in the microscope. We predict that one will have chloroplasts (green organelles) bound to cell wall in hypotonic, one will have chloroplasts move in the cytoplasm, one will have cell wall remain intact and chloroplasts move away from cell wall. Third, we’re going to use a dialysis bag contains starch and glucose and place in water and iodine solution. After a Benedict test, we predict that there will be color change in these solutions. These experiments are easy to perform and they also give people enough information to gain better concepts of how diffusion works in animal cell, plant cell, and synthetic cell. METHODS First, we performed an experiment to show osmosis in animal cell. Our materials in this experiment were a decalcified egg, a 350mL beaker, 10% of NaCl solution, a triple beam balance, and a timer. We used the triple beam balance to weigh the egg. The weight of the egg was 77.3g at this time. Next, we placed the egg in the beaker that was filled with 250mL of 10% NaCl. We waited about fifteen minutes and then remove the egg out of the beaker. We dried off the water from the egg and placed the egg on the triple beam balance. The weight of the egg after fifteen minutes was 76.6g. We then placed the egg back in the beaker and repeated these steps every fifteen minutes intervals. At thirty minutes, the egg’s weight was 76.3g. At forty-five minutes, the weight was 76.2g. At sixty minutes, the weight was 76.1g. We recorded the data and calculated the percent change in egg weight by using the weight at the present time minus the previous weight all over the previous time and all multi ply to one hundred. We then graphed our data to show percent changes in weight of the egg. Next, we performed another experiment to show osmosis in a plant cell. We used leaf of the aquatic plant Elodea, pond water, distilled water, 20% NaCl solution, a compound microscope, a pair of forceps. First, we cut three small pieces from Elodea plant with forceps. We then carefully placed each piece onto the microscope slide glass. We added a small drop of pond water to one piece and labeled it â€Å"pond water†. We added a small drop of distilled water to another piece and labeled it â€Å"distilled water†. Last we added 20% NaCl to the last piece and labeled it â€Å"20% NaCl†. We waited for ten minutes and then we observed the cells of each piece of leaf under the microscope. We then sketched the cells of each piece as seen in the microscope. In our last experiment of diffusion of synthetic cell, we used a 30-cm strip of moist dialysis tubing, a string, 30 % glucose solution, starch solution, iodine solution, Benedict’s reagent, hot plate, 500-mL bea ker one-third filled with water, handled test tube holder, 3 standard test tubes, disposable transfer pipettes, two of 400-mL beakers to hold dialysis bag. First, we soaked the dialysis tubing in water and closed one end with a string, and let the other end open. Then we added four pipettesful of 30% glucose into the bag and four pipettesful of starch solution to the glucose in the bag. We gently mixed the contents and observed the color in the bag. Next, we add 300mL of water to 500mL beaker. We put some drops of iodine solution in the water and it turned into a brown color. After that, we placed the dialysis bag into the beaker and waited for thirty minutes. After thirty minutes, we moved the bag and let it stand in a dry beaker. We then recorded the data. Next, we used two test tube which labeled â€Å"BEAKER† and â€Å"BAG† for the Benedict’s test. We put two pipettesful of the bag solution in the BAG tube and two pipettesful of the beaker solution in the BEAKER tube. We added a drop of benedict’s reagent to each tube and heat them up in hot water for three minutes. After three minutes, we observed the co lor change and recorded our data. RESULTS In our first experiment with decalcified egg in 10% NaCl, we find that the weight of the shell-less egg decreases after every fifteen minutes time interval. At time zero, the egg has 77.3g but after fifteen minutes, the egg has 76.6, a -0.9% change in weight. At thirty minutes, the egg has 76.3g, a -0.4% change in weight. At forty-five minutes, the egg has 76.2g, a -0.1% change in weight. At sixty minutes, the egg has 76.1g, a -0.1% change in weight. In our second experiment with Elodea plant, we find that chloroplasts(green organelles) of Elodea cell in pond water moves close to cell wall. In distilled water, we find that chloroplasts (green organelles) of Elodea cell move freely through out in the cytoplasm but block by cell wall. We also find that chloroplasts (green organelles) of Elodea cell of in 20% NaCl moving away from the cell wall and form tightly in the central of cytoplasm. In our last experiment with dialysis tubing, we observe some color change. The bag solution, which contains glucose and starch, has a transparent original color, turns to transparent with some black dots as final color. After using the Benedicts reagent, the tube which contains the bag solution turns into an orange color.

Critique Of Jehovah Witnesses Theology Religion Essay

Critique Of Jehovah Witnesses Theology Religion Essay The aim of this report is to give a brief overview of the Jehovahs Witnesses and their mission to disprove the full deity of Jesus Christ. The Jehovah Witnesses under the guidance of the Watchtower Society believes that they are the sole earthly representative of God. They also believe that the Watchtower is the only organization that can correctly interpret the bible. The Jehovah Witnesses doctrinal views run contrary to the views of modern Christianity and therefore in the eyes of many, it is considered a cult. This report will show how with love and humility one could share the gospel of Jesus Christ with all members of this organization. THE BEGINNING OF THE JEHOVAH WITNESSES The Watchtower Society was founded by Charles Taze Russell (1852-1916). He was raised in a Presbyterian family in Pennsylvania and as a young teen he was encouraged to pursue a career in Christian ministry. No one really knows how long he was involved in the Presbyterian faith; however there were some doctrinal differences that he did not agree with. Russell had a problem with the doctrinal views of predestination and eternal punishment. After leaving the Presbyterian faith Russell became a Congregationalist. While a member of a Congregational church Russell is heavily influenced by an Advent Christian Church preacher, Jonas Wendell. Wendell who was a respectable Advent preacher becomes Russells mentor. Wendells family was a part of the Great Disappointment of 1844. This particular group known as the Adventists was looking forward to the return of Christ which 3 was predicted by William Miller a popular Baptist preacher. Of course this did not happen. Russell was intrigued with this group so he further immersed himself into the group and they again awaited the return of Christ in 1874 again this prediction did not happened. In 1879 Russell left the Adventists. Sometime later he began publishing his own magazine called Zions Watch Tower and Herald of Christs Presence. Russell used his magazine as a means to spread his doctrinal view which included many of the Adventists beliefs, such as rejecting the Trinity, eternal punishment, and the immortality of the soul. As if that was not bad enough Russell also proclaimed that Christs invisible presence (not Christs physical return) began in 1874 and that the human government would end and paradise would be restored by 1914. It was not until 1931 under the direction of a new leader (Joseph Franklin Rutherford) did the Watchtower Society adapt the name The Jehovahs Witnesses. Joseph Franklin Rutherfor d can be credited with the development of the present day hierarchical, or theocratic, organizational structure. CRITIQUE OF JEHOVAH WITNESSES The Jehovah Witnesses believe that the Watchtower Society is the one and only true organization any other organization is of the devil. The believers must obey the Watchtower as 4 the voice of God. If you believe anything other than what the Society espouses, you are disfellowshipped, and all your former Witness friends cluck and wag their heads because you have been influenced by Satan. There are many things wrong with the belief system of the Jehovah Witnesses, for one they deny the Trinity. Since the Trinity is not mentioned in the bible there is no basis for the Trinity. Believing that the Father, Son and the Holy Spirit are one is a pagan doctrine. They believe that Jesus was the first and greatest of creation and they believe Jesus is the incarnation of Michael the Archangel. The Jehovah Witnesses believe that God (Jehovah) and Jesus are two separate gods, with Jesus being an inferior god serving under God who is the only true God. The Jehovah Witnesses believe that the Holy Spirit is nothing more than Gods invisible force. The Jehovah Witnesses deny the existence of hell and teach that only 144,000 people will go to heaven and they believe that only the Jehovah Witnesses will survive the Battle of Armageddon and the second coming of Christ. WITNESSING TO THE JEHOVAH WITNESSES Known for their fast talking and at times confrontational manor witnessing to a Jehovah Witness can be intimidating and at times down right frightening. However, Christians are encouraged to use every opportunity to open their eyes to the truth and to share the gospel of Jesus Christ with them. When witnessing to a Jehovah Witness never forget that you are the 5 child of God; you must maintain authority in the situation and not allow the Jehovah Witness to take control. It is very critical that a positive attitude is always maintained. Keeping your cool could make or break the conversation. After all Christians are called to share the good news of the gospel with them so they might be saved from destruction (Jude 3; 1 Peter 3:15-16; Matthew 28:19-20). CONCLUSION Seek the truth Listen to the truth- Teach the truth Love the truth Abide by the truth- And defend the truth -Unto death. The desire of any Christian should be that everyone accepts Jesus Christ as their Lord and Savior. There is nothing wrong with having different views however; when that view goes against the word of God the job of the Christian is to show that person the error of their ways. This is done with love and humility and with much prayer.

DNA :: Deoxyribonucleic Acid essays research papers

DNA DNA, or Deoxyribonucleic Acid, is described, in Encarta Encyclopedia as a genetic material of all cellular organisms and most viruses. DNA carries the information needed to direct protein synthesis and replication. Protein synthesis is the production of the proteins needed by the cell or virus for its activities and development. Replication is the process by which DNA copies itself for each descendant cell or virus, passing on the information needed for protein synthesis. In most cellular organisms, DNA is organized on chromosomes located in the nucleus of the cell. A molecule of DNA consists of two chains, strands composed of a large number of nucleotides, that are linked together to form a chain. These chains look like a twisted ladder and are called a double helix. Each nucleotide consists of three units: sugar molecules called deoxyribose, a phosphate group, and one of four different nitrogen containing compounds, also called bases. The four are adenine (A), guanine (G), thymine (T), and cytosine (C). The deoxyribose molecule occupies the center of the nucleotide, with the phosphate group on one side and a base on the other. The phosphate group of each nucleotide is also linked to the deoxyribose of the adjacent nucleotide in the chain. These linked deoxyribose-phosphate subunits form the side rails of the ladder. The bases face inward toward each other, forming the steps of the ladder. The nucleotides in one DNA strand have a specific association with the corresponding nucleotides in the other DNA strand. Because of the chemical affinity of the bases, nucleotides containing adenine are always paired with nucleotides containing thymine, and nucleotides containing cytosine are always paired with nucleotides containing guanine. The complementary bases are joined to each other by weak chemical bonds called hydrogen bonds. DNA carries the instructions for the production of proteins. A protein is composed of smaller molecules called amino acids, and the structure and function of the protein is determined by the sequence of its amino acids. The sequence of amino acids, in turn, is determined by the sequence of nucleotide bases in the DNA. A sequence of three nucleotide bases, called a triplet, is the genetic code word, or codon, that specifies a particular amino acid. For instance, the triplet GAC (guanine, adenine, and cytosine) is the codon for the amino acid leucine, and the triplet CAG (cytosine, adenine, and guanine) is the codon for the amino acid valine.

Dozier: Foreign Exchange Market and Forward Contract

Dozier Industries has three options to choose from when deciding on the best way to handle their first non-US dollar denominated receivable: 1. Entering into a forward contract in which Dozier would sell forward British Pounds. 2. Execute a spot market transaction to create a synthetic forward hedge. 3. Do not hedge against any fluctuations between the Pound and the Dollar. For the purpose of the analysis, there are several assumptions made which are pertinent to the analysis that follows (see appendix). Forward Contract Hedge The first option available to Dozier Management to hedge the risk of the Great British Pound (GBP) depreciating against the United States Dollar (USD) is to enter into a contract to sell forward ? 1,057,500 for USD in 90 days. Therefore, on April 14th, when Dozier receives the remaining GBP from the security system contract, it would be required to deliver these GBP to the counterparty of the forward contract. This option would make the firm immune to any fluctuations in the value of GBP relative to USD over the next 90 days as the firm would lock in the USD/GBP exchange rate for their receivable of ? ,057,500. At the current 3-month forward rates of (1. 4198 USD/GBP), Dozier would capture guaranteed proceeds of $1,501,438. 50. Dozier also received ? 117,500 as deposit for the contract. The firm could sell this deposit on the spot foreign exchange market at the current rate of 1. 437 USD/GBP and receive $168,847. 50. Investing the proceeds of the deposit in a U. S. money market accou nt would yield $171,988. 00 in 90 days. It is important to note that since the contract was settled on December 3rd, the GBP depreciated by over 3% (from (1. 820 to 1. 437 USD/GBP). As a result of this movement, the USD value of the deposit was reduced by the same 3% from $174,135. 00 to $168,847. 50. Under the strategy of using the forward contract hedge, the firm would be assured of receiving a total of $1,673,426. 50 ($1,501,438. 50 plus $171,988. 00). Given the total cost of the project of $1,642,783, the firm would realize a profit of $30,643. 50, a margin of 1. 87%. This profit margin would be significantly below the projected 6% return. Spot Market Hedge An alternative to the forward contract hedge is Dozier could create a matching liability for the GBP receivable by borrowing GBP from the bank, immediately exchanging the GBP for USD in the spot foreign exchange market and then investing the USD proceeds in a three month deposit. At the time the receivable comes due, Dozier would use the GBP proceeds to repay the liability and keep the USD amount of the three month profit. These series of transactions would eliminate the risk of the depreciation of the Pound. GBP funding is available at a rate of 15% (13. 50% GBP prime rate plus 150 basis point credit spread). To create a GBP liability of ? 1,057,500 GBP in 90 days, the firm would need to borrow its present value of ? 1,021,188. 50. The firm would then receive $1,467,447. 88 at the current exchange rate. As the USD investment would be over $1. 0 million it would be classified as a large deposit and qualify for the premium interest rate. As in the previous scenario, Dozier would immediately exchange the ? 117,500 deposit into $168,847. 50. The total proceeds of $1,636,295. 38 could then be invested in a deposit bearing 8%, earning interest of $31,787. 57 over 90 days. The firm would receive a total of $1,668,082. 4 from the initial deposit, the principle and interest in the three month investment. Given the project costs stated above, the firm would realize a profit of $25,299. 94, representing a margin of 1. 54%. Spot Market Hedge The final option available to Dozier Management is to leave the 1,057,500 GBP receivable un-hedged. If the GBP were to appreciate against the USD over the next 9 0 days, Dozier would reap the full benefit of this appreciation. Conversely, should the GBP depreciate versus the USD over the next 90 days, Dozier would suffer a loss equal to the percent depreciation of the pound to the dollar. In a scenario where the USD/GDP exchange rate moves by  ±10%, the Dozier’s profits would range between negative $96,471. 13 (or 5. 9% of cost, making the project a loss) and $207,819. 16 (or 12. 65% of cost, effectively doubling the profit margin). Conclusion Dozier can capture a profit through both of the hedging strategies albeit it being smaller than the target six percent originally built into the bid. An un-hedged position is unacceptable due to the firm’s recent financial difficulties – it is critical that Dozier profits from this initial venture into this new market. While leaving the receivable un-hedged alternative does offer the greatest potential profit at the current prevailing FX rates, these profits are not guaranteed (see appendix for profit/loss possibilities given GBP/USD FX fluctuations). Given the importance of locking in a profit and the uncertainty of the GBP/USD future exchange rates, we recommend Dozier hedges the ? 1,057,500 receivable by exchange rate in Appendix Assumptions: †¢All transactions are executed immediately. †¢All transaction costs surrounding the forward contract are negligible. †¢All rates given in Exhibit 4 will not fluctuate over the 90 day time span. Deposits over $1 million are eligible for the three month deposit rate. Calculation of Profits: Spot Market Hedge Deposit Amount $ 168,847. 50 Interest Received $ 28,507. 45 Principal Amount $ 1,467,447. 88 Total $ 1,664,802. 82 Cost of Project $ 1,642,783. 00 Interest on Initial Deposit $ 3,280. 12 Net Profit on Project $ 25,299. 95 Profit Margin on Project1. 54% Currency Forward Hedge Receivable GBP $ 1,057,500. 00 Short GBP $ (1,057,500. 00) Long USD @ 3 month Fwd $ 1,501,438. 50 Deposit $ 168,847. 50 Cost of Project $ 1,642,783. 00 Interest on Initial Deposit $ 3,140. 50 Net Profit on Project $ 30,643. 50 Profit Margin on Project1. 87% Profit Margin Scenario Analysis FX Rates% ChgUSD EquivalentCost of ProjectDepositProfit/LossProfit Margin 1. 30 -10. 0% $ 1,374,323. 87 $ 1,642,783. 00 $171,988. 00 $ (96,471. 13)-5. 87% 1. 31 -9. 0% $ 1,388,205. 93 $ 1,642,783. 00 $ 171,988. 00 $ (82,589. 07)-5. 03% 1. 33 -8. 0% $ 1,402,228. 21 $ 1,642,783. 00 $ 171,988. 00 $ (68,566. 79)-4. 17% 1. 34 -7. 0% $ 1,416,392. 13 $ 1,642,783. 00 $ 171,988. 0 $ (54,402. 87)-3. 31% 1. 35 -6. 0% $ 1,430,699. 13 $ 1,642,783. 00 $ 171,988. 00 $ (40,095. 88)-2. 44% 1. 37 -5. 0% $ 1,445,150. 63 $ 1,642,783. 00 $ 171,988. 00 $ (25,644. 37)-1. 56% 1. 38 -4. 0% $ 1,459,748. 11 $ 1,642,783. 00 $ 171,988. 00 $ (11,046. 89)-0. 67% 1. 39 -3. 0% $ 1,474,493. 04 $ 1,642,783. 00 $ 171,988. 00 $ 3,698. 04 0. 23% 1. 41 -2. 0% $ 1,489,386. 91 $ 1,642,783. 00 $ 171,988. 00 $ 18,591. 91 1. 13% 1. 42 -1. 0% $ 1,504,431. 23 $ 1,642,783. 00 $ 171,988. 00 $ 33 ,636. 2 2. 05% 1. 44 0. 0% $ 1,519,627. 50 $ 1,642,783. 00 $ 171,988. 00 $ 48,832. 50 2. 97% 1. 45 1. 0% $ 1,534,823. 78 $ 1,642,783. 00 $ 171,988. 00 $ 64,028. 77 3. 90% 1. 47 2. 0% $ 1,550,172. 01 $ 1,642,783. 00 $ 171,988. 00 $ 79,377. 01 4. 83% 1. 48 3. 0% $ 1,565,673. 73 $ 1,642,783. 00 $ 171,988. 00 $ 94,878. 73 5. 78% 1. 50 4. 0% $ 1,581,330. 47 $ 1,642,783. 00 $ 171,988. 00 $ 110,535. 47 6. 73% 1. 51 5. 0% $ 1,597,143. 77 $ 1,642,783. 00 $ 171,988. 00 $ 126,348. 77 7. 69% 1. 3 6. 0% $ 1,613,115. 21 $ 1,642,783. 00 $ 171,988. 00 $ 142,320. 21 8. 66% 1. 54 7. 0% $ 1,629,246. 36 $ 1,642,783. 00 $ 171,988. 00 $ 158,451. 36 9. 65% 1. 56 8. 0% $ 1,645,538. 83 $ 1,642,783. 00 $ 171,988. 00 $ 174,743. 83 10. 64% 1. 57 9. 0% $ 1,661,994. 22 $ 1,642,783. 00 $ 171,988. 00 $ 191,199. 22 11. 64% 1. 59 10. 0% $ 1,678,614. 16 $ 1,642,783. 00 $ 171,988. 00 $ 207,819. 16 12. 65% Notes: *All numbers rounded to the nearest one-hundredth decimal place. *No probability weighting given to each sc enario.

Braving paths towards learner authonomy

Article Braving paths towards learner autonomy: make the most of your FEEL lessons! Lenore Gauchely Queerer Hartmann Autonomy is understood by many as the ability to take charge of one's own learning (HOLE, 1981). According to this definition, the autonomous learner is the one who is able to take control of and be responsible for his/her learning. This includes decommissioning: when, what, and how to learn as well as how, when, and by whom to be assessed.Developing this ability is not only a matter of personality, but also a tater of the sort of education and upbringing one has had. Working with autonomy in language teaching entails dealing with a number of constraints: pre-determined syllabus, students used to teacher- centered modes of teaching that value grades to the detriment of their learning, homework done because of marks, different levels of motivation, different learning styles, as well as different degrees of autonomy.Furthermore, the difficulties one may encounter in meas uring these degrees of autonomy must be oaken into account: students may feel like' being more autonomous on a given day rather than on another due to reasons which may not always be identifiable. Nevertheless, it is part of a teacher's Job to expose students to a variety of ways of becoming (more) autonomous, to help them discover how they learn best and how they can cope with situations which may be inevitable yet not to their liking. What sort of autonomy can be developed in FEEL classrooms?This question can only be answered if we go beyond the lassoer settings. Learning is part of life and those who are ready to learn in all situations will certainly always be one step ahead. Some students have an innate capacity for learning; some need stimulus and/or guidance to get started. Students should be aware of what they can do for their own learning, and how they can do it. The teacher's main concern is how to do that. Our responsibility towards students is so enormous that becoming a ware of this fact is of great importance. Helping Braving paths towards learner authonomy Article Braving paths towards learner autonomy: make the most of your FEEL lessons! Lenore Gauchely Queries Hartmann Autonomy is understood by many as the ability to take charge of one's own learning (HOLE, 1981). According to this definition, the autonomous learner is the one who is able to take control of and be responsible for his/her learning. This includes decommissioning: when, what, and how to learn as well as how, when, and by whom to be assessed.Developing this ability is not only a matter of personality, but also a tater of the sort of education and upbringing one has had. Working with autonomy in language teaching entails dealing with a number of constraints: pre-determined syllabus, students used to teacher- centered modes of teaching that value grades to the detriment of their learning, homework done because of marks, different levels of motivation, different learning styles, as well as different degrees of autonomy.Furthermore, the difficulties one may encounter in meas uring these degrees of autonomy must be oaken into account: students may feel like' being more autonomous on a given day rather than on another due to reasons which may not always be identifiable. Nevertheless, it is part of a teacher's Job to expose students to a variety of ways of becoming (more) autonomous, to help them discover how they learn best and how they can cope with situations which may be inevitable yet not to their liking. What sort of autonomy can be developed in FEEL classrooms?This question can only be answered if we go beyond the lassoer settings. Learning is part of life and those who are ready to learn in all situations will certainly always be one step ahead. Some students have an innate capacity for learning; some need stimulus and/or guidance to get started. Students should be aware of what they can do for their own learning, and how they can do it. The teacher's main concern is how to do that. Our responsibility towards students is so enormous that becoming a ware of this fact is of great importance.