Essay on The Big Sleep - 1073 Words

In the books The Big Sleep and Sir Gawain and the Green Knight, both authors, Raymond Chandler (The Big Sleep) and Simon Armitage (Sir Gawain and the Green Knight), create the protagonist of each story into archetypal knights. The protagonist of The Big Sleep is named Phillip Marlowe and in Sir Gawain and the Green Knight the protagonist is named Sir Gawain. The 3 knightly qualities that we will be focusing on in this essay are self-sacrifice, loyalty and courage. These qualities are displayed throughout each story in different and similar ways throughout each book. In The Big Sleep, Phillip Marlowe displays self-sacrifice a few times throughout the book. Phillip Marlowe displays an act of self-sacrifice on page 129 and he says, â€Å"The†¦show more content†¦Ã¢â‚¬Å"I left out a couple of personal matters. I intend to keep on leaving them out... Because my client is entitled to that protection...† Marlowe is loyal towards the Sternwood family as he specifically leaves out pieces of the story about Carmen and her family. This act of nobility ties directly to the figure of a knight, in which Marlowe represents. Gawain as well displays loyalty throughout the book Sir Gawain and the Green Knight. Gawain displays an act of loyalty on page 19, line 339. â€Å"Gawain now to his king inclines and says, I stake my claim. This moment must be mine.† Gawain intervenes with Arthur’s challenge with the Green Knight as he steps to the challenge in a form of loyalty to the crown. This act of loyalty is another sign that Sir Gawa in represents a knight throughout the book. The last knightly characteristic that we will cover in this essay is courage. Both protagonists, Phillip Marlowe and Sir Gawain demonstrate a lot of courage throughout each book. Phillip Marlowe displays this trait in The Big Sleep on page 33 when he says -At seven-twenty a single flash of hard white light shot out of Geiger’s house like a wave of summer lightning. As the darkness folded back on it and ate it up a thin tinkling scream echoed out and lost itself among the rain drenched trees. I was out of the car and on my way before the echoes died. This act was very courageous, as Marlowe had no idea what he was getting into. He decided that it wasShow MoreRelatedEssay on Similes in The Big Sleep908 Words   |  4 PagesSimiles in The Big Sleep      Ã‚   In response to Raymond Chandlers The Big Sleep, I have just one question. Why all the similes? There isnt a single page in the novel that doesnt display this annoying literary device. Everything is like this or like that. It never ends! Similar to decoding a secret message that isnt difficult to understand, but nevertheless tiring due to the overwhelming amount of messages, the novel is frustrating to read. The following analysis acknowledges ChandlersRead MoreThe Big Sleep By Raymond Chandler1291 Words   |  6 Pagescrimes, which was exactly what others were chasing. Raymond Chandler challenges and reflects upon these beliefs in his novel, â€Å"The Big Sleep†. In a society where greed is developed in every person, all other human values are replaced, which leads to the elimination of the ability to trust even the closest people in your life. The time period in which â€Å"The Big Sleep† was written has been characterized as â€Å"the longest and most severe depression ever experienced by the industrialized Western worldRead MoreThe Big Sleep By Raymond Chandler1635 Words   |  7 PagesIn Raymond Chandler’s novel The Big Sleep, a private detective is trying to unravel a blackmailing case for a dying millionaire, General Sternwood. Philip Marlowe, the detective, finds that the case not only involves blackmail, but also homicide. Set and written in 1930’s America, the economic devastation of the Great Depression has a significant influence on the book’s plot, and showcases character’s struggle to retain honor and virtue in a world that revolves around profit-seeking delinquency andRead MoreThe Big Sleep By Raymond Chandler855 Words   |  4 Pageswoman in Los Angeles more cynically than others. Janet Fitch, a Los Angeles author, wrote White Oleander which portrayed the raw and real li ves of various woman throughout Los Angeles as unique individuals. In Raymond Chandler’s dark novel â€Å"The Big Sleep† Chandler’s descriptions of characters illustrates the misogynistic nature of Los Angeles society in the 1930’s. Although the nineteenth amendment had been passed ten years earlier, women continued to fight for equal rights. However, during theRead MoreAnalysis Of The Movie Big Sleep 1074 Words   |  5 PagesNo other film was as controlled in its production as The Big Sleep. Every aspect of the film is so precise, that the filmmakers left nothing to chance. Every set was built inside, with the exception of a few exterior shots. The Big Sleep is a very visually interesting film that uses quick and precise cutting, harsh lighting, and wonderfully framed shots. The editing in The Big Sleep is extremely quick and precise, yet it is perfectly seamless. The cuts do not call any attention to themselvesRead MoreMovie Review : The Big Sleep 1267 Words   |  6 PagesFilm Review of The Big Sleep The Big Sleep was originally written as a novel in 1939 by Raymond Chandler. Philp Marlowe, a private investigator was hired by a wealthy general to help in resolve the blackmailing and gambling debts of his wild daughter, Carmen. Things get off to a quick start in the movie and it immediately begins to unravel, Marlowe suddenly had found himself in a deep web of love triangles, blackmail, murder, gambling, and organized crime. Vivian the oldest daughter of the generalRead MoreThe Big Sleep, By Raymond Chandler1981 Words   |  8 PagesIn Raymond Chandler’s The Big Sleep, detective Philip Marlowe is hired by the Sternwood family to deal with a blackmailer. Later, Marlowe’s case twists into a more complex assignment involving murders, pornography, missing persons and unknown culprits. Throughout the story, Marlowe encounters several characters that play a role in the case. Two sisters, named Vivian and Carmen, and their father, the General, make up the last of the weal thy Sternwood family. The general explains to Marlowe, that RustyRead MoreCorruption in Raymond Chandler’s The Big Sleep825 Words   |  3 PagesIn Raymond Chandler’s novel The Big Sleep, a private detective is trying to unravel a blackmailing case for a dying millionaire, General Sternwood. Philip Marlowe, the detective, finds that the case not only involves blackmail, but also homicide. Set and written in 1930’s America, the economic devastation of the Great Depression has a significant influence on the book’s plot, and showcases character’s struggle to retain honor and virtue in a world that revolves around profit-seeking delinquency andRead More A Comparison of Two Versions of The Big Sleep1518 Words   |  7 PagesTwo Versions of  The Big Sleep The Production Code attempted to censor sex and violence in film of the 1930s and 40s. Instead of impairing, it encouraged directors to use artistic ideas and integrity to surpass the viewers expectations -- actively involving them in the film despite Hollywoods censorship. Howard Hawks is one such director who used the restrictions of the Production Code to his advantage. His screen adaptation of the Raymond Chandler novel The Big Sleep portrays the sameRead MoreWilliam Shakespeare s The Big Sleep 1447 Words   |  6 Pages characters in the novel think of themselves as macho. Men in the Big Sleep are forced to act tough because it was the only way to survive in gritty Los Angeles during this period. Although the streets were mean at the time, men had to be meaner. Masculinity in the novel is important, especially when one analyzes women in the novel. Marlowe has made it clear many times throughout the novel that he does not like women. â€Å"Women make me sick† (Chandler, 118). Unfortunately in a patriarchal

Clinical Trials And Thyroid Cancer - 1254 Words

Clinical Trials and Thyroid Cancer: Thyroid cancer is often recurrent and difficult to treat. As a result, patients have been taking part in clinical trials of new and innovative treatments. Clinical trials are defined as carefully controlled research studies that are done with volunteer patients. Differentiated thyroid cancer, as explained in a previous section, can be divided into papillary, follicular, and Hà ¼rthle cell arising from follicular cells. The hallmark of follicular thyroid cells is the active uptake of iodine from the bloodstream with organification (meaning the iodine has a reasonably long residence time)18. Even with the most aggressive form of RAI treatment, some patients do not achieve control of the tumor, and†¦show more content†¦Pryma and Mandel concluded that, â€Å"Numerous pathways have been shown to be aberrant in a significant fraction of patients with iodine-refractory advanced thyroid cancer and several therapies targeting these pathways ha ve been tested or are actively being tested in clinical trials†.16 (Figure 6). Figure 6 | Pathways for Clinical Trials Pryma and Mandel also examined radioiodine as a, â€Å"prototypical theranostic agent permitting both imaging and therapy†18. The researchers are hopeful that the therapeutic refinement of RAI treatment will permit decreased (or absent) dose (and decreased toxicity) in the patients who are destined to do well, increased dose in the patients who will benefit from treatment, and more appropriate discontinuation or modification of therapy in those unlikely to benefit from single-agent radioiodine therapy18. It is important to note that in clinical trials for patients with iodine-refractory disease, radioiodine is still highly effective in patients with metastatic differentiated thyroid cancer and should still be used18. Overall, the future of therapy in advanced differentiated thyroid cancer is likely to include multiagent treatment18. Clinical trials an d research have also focused in on patients with Familial Adenomatous Polyposis (FAP). FAP is an autosomal dominant syndrome with a predisposition for colorectal cancer19. Lifetime risk of thyroid

Developmental psychology, Free Essays

string(405) " of emotional purport while in a Early Years Setting, which is stated in the FEES ,to mentally or physically engage in learning, children need to feel at ease, secure and confident’ \(Learning and Development active learning\) Before Susan Isaac, there was Forbore, and he was the first person to open a nursery in the 20th century and before he died in 1852, he had opened 31 nurseries in Germany\." BBC news suggests that because of the world becoming so ‘urbanites, electronically, risk verse’ children are gaining a disorder for not going outside, ‘Undereducated disc order’ ( BBC News, 2012) Intellectual development is relevant to play and learning as it can develop skills such as a child’s language and literacy. Everything is related to cognitive development but some experiences can only be given when a teacher reads a story or does pretend play, such as Chinese New Year. Children can be read stories but some children may not be given the first hand experience. We will write a custom essay sample on Developmental psychology, or any similar topic only for you Order Now ( Education. Com). Theorists such as Forbore had suggested that educative play in a child’s development will absorb knowledge for children to be able to develop language and imagination skills. Adding to this, intellectual developmental delays can be split into two sections; specific and global. DRP Engel from Oxford University says that lessons in the ILK have a decrease of ‘intellectual development’ and 64% of adults attending this university agree with him. The UK is overwhelming Christian and young people need to have a clear understanding’ Of the main faiths and beliefs in the UK which is Christianity, and have a clear understanding of the festivals that concern this, otherwise children will be lack ins in intellectual development. (BBC News, 2012) Physical delayed development is relevant to play and learning because on occasions some children could pop sibyl find it difficult to do some physical activities. Developmental delays come under bubo catego ries which can be genetic or environmental. (Anon,2014). Theorists such as Macmillan supports the health of children and Sell who predicted the milestones. Physical development is relevant to play and learning because children do this activity everyday, it helps to prevent long term illness, such as high blood pressure and obesity. It is also relevant because it helps a child to sleep at night and it allows to be social and confident with in themselves. (BMW. Releasers. Org 28th September) Physical play can be fun, adventurous, risky, Communicative, symbolic and therapeutic for all children in various Stages of physical development (Learning and Development Through Play, n. ). The BBC News had produced an article on children who were neglected, which left psychological effects, as well as physical interaction effects. The university of Historicalness say that children at the age of 4 years old in orphanages, show a lower level of Visionaries, which s a hormone, that is placed in the pituitary gland and acts upon the kidneys and blood vesse ls in the body, which results in developmental delays. The university had carried out an experiment on both children living in and out of orphanages with their primary career who was of a mother role to them. Due to the experiment children that do not live in an orphanage had shown a rise in extinction, (love hormone† extinction has a tremendous effect on kids’ ability to function socially, Stanford University researchers report)’ ,(Consumer Healthy, 2014) but children that do, had shown no espouse towards the mother role in the child life.. (News. BBC. Co. UK, 2005) CLC/CA The values and principles of Susan Isaac, was she had observed children when they had attended her nursery school, as well as when they started infant school. She believes the same as Forbore as they were both engaged in how children acted when they left her nursery and started infant school. The research she had gathered concluded, children had delayed development, because they are not in a freely moving environment. Isaac, had disagreed with the idea of children sitting behind desks at such a young age, and they should ATA in a ‘nursery modeling environment’. On top of this she had also done studies on the feelings children have, especially, being scared and angry. She believed, when children had kept their feelings to themselves it had damaged them in the long term. ‘she promoted the expression of all types of feelings through play’ which is still being done a ND valued in today’s nurseries. (Walker and Thrones, 201 1) Early years settings, should provide a place that provide an imitation of family love and warmth, also on top of this, giving children the opportunity to do new opportunities and resources that not every home an offer. Isaacs was clear that ‘the nursery school is an extension of the function Of the home, not a substitute for it’ (ibid, p. 1) (Early Years Foundation Stage, 2010) . In summary nursery settings need to be able to provide a social experiences inside and outside as Isaac mentions it is important for a child and young persons development. Susan Isaac relates this to outside play because she believed they were always ‘purposeful and initiated’ because of the children. In Sch ools run by Her theory, children would be able to plan games and implement them when appropriate. This was because he believed the children had concentrated even more when they had carried out their own activities. In the environments created at the nursery there was set boundaries and rules which were made clear to all children, but she had done Implemented her boundaries in a way that wasn’t ‘demonstrated’ they were ‘imposed’, she done this because she thought children would be able to understand the consequences to their actions. Due to this, children and adults were in a ‘safe, secure and loving environment’, which was the ‘key’ to being able to development and learn successfully. (Early Years Foundation tag, 2010). In relation to this early years setting still use Isaacs theory in today’s practice, as she would use her creative skills in the outdoor environment Isaac had used the Early Years Foundation Stage (FEES) to come to a conclusion on the modern practices. Isaac had observed how children play and she said while they play children are able to express their emotions, especially their fearful experiences and they could do this by trying new things, and using the system of trial and error to be able to discover new things. Isaac also understand the need for children to have some sort of emotional purport while in a Early Years Setting, which is stated in the FEES ,to mentally or physically engage in learning, children need to feel at ease, secure and confident’ (Learning and Development active learning) Before Susan Isaac, there was Forbore, and he was the first person to open a nursery in the 20th century and before he died in 1852, he had opened 31 nurseries in Germany. You read "Developmental psychology," in category "Papers" Forbore was well known for being the ‘father of kindergà ¤rtner’. Forbore believed that primary school teaching should be through play, he thought this because he was convinced that children expressed their most inner thoughts and needs through play. His two principles were; the ‘principle of unity’, which was somehow everything was connected and the second one was ‘the principle of opposition’ which was everything being able to connect somehow but there was still comparisons and contrasts towards this. This relates to intellectual development because his two principles are still used in play and learning in settings. His principles promoted, all families to attended his settings, all religions and social classes. He had made and invented his own games for children to do. The toys he invented were known as ‘gifts’ and the activities he had dad were called ‘occupations’, which were things like building blocks, using paper and clay and doing intellectual games that get children thinking. (Walker and Thrones, 2011). Freebie’s gifts and occupations were a set of ‘structured material’ that were called gifts. The gifts were split into six dimensions, the first being a small box of 6 balls or others that were soft. The second either being a cube, cylinder or sphere that is wooden, thirdly, a cube that is 2 inches that has been divided into eight sections with one inch cubes, that were wooden. The fourth to sixth was an eight inch cube eyeing cut into different shapes, such as cubes, half a cube, triangles, cuboids and prisms. These were to encourage children to learn about symmetry. However, his occupations were to help develop a child’s ‘manual dexterity’ which included the children to weave, fold, cut and sew onto card. Freebies theory being put into practice, were mainly women orientated. The outdoor environment was very important in schools Forbore had created because children aged between one and seven would be encouraged to do activities outside because of the nature was educational to children, similar to Steiner. Also within these schools the way ‘nature walks’ that he had recommended to do as he thought the space and light were very important for a child’s development and learning. The freedom for children to play and garden outside were important because it had gave his ‘gifts and occupations’ some structure as this implemented them ever more because of the different things children could do. Pound, 2005) Sell had observed what happens in the first five years of a childish life. Once he had completed his observations, he described the developmental milestone in 10 areas which were the ‘gradients of growth’. Education. Com, 2014) A belief of Sell was that children’s development will occur when the child is det ermined to develop and then in a result of that it will be a ‘natural unfolding plan Of growth’. However his most noticeable achieve meet was the Approach of ‘normative’ development. Which was about using observations to predict the ‘normal’ milestones Sell had predicted the different developmental milestones that are still used now. ( Brock, et al, (2009) ‘Good schools are schools for the development of the whole child. They seek to help children develop to their maximum their social powers and their intellectual powers, their emotional capacities, their physical powers ‘ (Quotes. Dictionary. Com, n. D) The Regis Emilie approach said the environment was like a teacher because ‘a risk and varied environment supports children’s learning and development. It gives children the confidence to explore and learn in Outdoor spaces’ (FEES, 2008). Enabling environments help children to learn and explore in a various amount of ways as practitioners plan and implement activities that children are able to do indeed indent and which is led by the child. In this approach schools will have a Toyota that give children the opportunity to play and learn in many different ways. In the different environments that children come across, practitioners and teachers will observe and evaluate the key areas that will help a child develop. Areas such as a child’s communication and problem solving skills wit h develop in the different environments they experience. Theorists such as Burner mentions that a Regis Emilie school will allow a child to grow in their minds in many ways. (Burner, J, 2006) In contrast to this, there are disadvantages to this as the environment in daycare settings is more child led play, but when a child makes the ruinations of moving into a community school (reception) the child will find it difficult as everything was child led, then suddenly it will be more adult led play in the activities they do. On the other hand, the advantage of this would be the teachers being able to make observation in the children and their development in the different areas while the children play. Similar to this, Bigotry’s and Piglet’s theory both differ in many ways. This is because Viscosity was more concerned about children shaping their cognitive abilities, but Pigged thought cognitive development was mainly to do with the different cultures. Viscosity also said that a child will start their cognitive development from the social interactions and environment around them, whereas Pigged, thought children learnt from doing independent exploring, as from this they gained knowledge on their own. However, they both agreed on children learn, develop and understand things through a repeated pattern of behavior, also known as a ‘schema’. Meanwhile this, Viscosity emphasized on social factors of development whereas Pigged emphasized on the calumniated factor. McLeod, S, 2007) When working within a childcare setting practitioners need to be able to make ere all children are getting the most out of play. Equality, inclusion and diversity are all important because, equality is about creating an environment that is fair and everyone gets included and where everyone is able to reach their full potential in all aspects of development. Being diverse as a practitioners means noticing that not all children are the same, they ar e all individual and unique. Being inclusive is about the setting as a whole thinking of every persons needs that enter the setting. For example providing wheelchair access for visitors so they feel supported. The FEES states ‘that every child s included and supported’ in all settings, and for this to be implemented setting could provide access for children with physical disabilities (Statutory Frameworks for the Early Years Foundation Stage, ND) Within in any work setting there can be some occasions where discrimination occurs between both children, their parents and colleagues. There are four types of discrimination, firstly, direct, is when someone is treating another less favorable than other peers. Associative is when another person discriminates another because SE they are with certain peers. Perception is when another person s directly discriminated at because they are different from other, they could have a disability or different from everyone else, they could possibly like a toy or brand no one else does. Lastly, indirect is when someone discriminates another, but there is a rule in place to enforce that no one is discriminated, so this kind of discrimination is done in a different way that is n to direct. (EULER. Org. K, 2013) Inclusive practice has to happen in all work settings and in child care settings practitioners have to be sure they notice any sort of obstacle that could affect the way someone is affected. In order for this not to append practitioners should view and welcome anyone, in all types of conditions and make them feel welcome and comfortable into the setting. Equipment should be accessible for children and visitors that have physical disabilities, so pro viding ramps and lifts for them to be able to access the whole setting. Doing this will make doing this will make the family feel welcome and they will know that this setting has the facilities to provide for their child. 83 In the research gathered I have learnt the indoor environment is essential to a child’s learning and play for many reasons; it can help a child with facial education needs as Steiner says children learn best with a hands on experience with the natural resources around them. Isaac also supports this because children learn through play by exploring different environments and aspects of an Early Years Setting. These two theorists both have similarities in play and learning, which is exploring the environment, which is then supported by the BBC News because they say that children are beginning to lack in the outdoors environment, also known as ‘nature deficit disorder; (BBC News, 2012). This is because of the ‘electronic’ devices children have access too. This can cause future problems for children because while a child is playing video games and sitting eating food, they are not getting the balance of exercise and play into their daily routines. This supports Isaacs, and Steiner’s views on the outdoor environment because they both want and suggest that children play outside and gain experiences from the outside other than inside. Also, I’ve learnt intellectual development helps a child’s language and literacy skills because when a child is being taught or shown something they are then able to go off independently and find other learning styles that suit them best. Intellectual Development is split into two categories, specific, which is when a child or person is unable to get the grasp a particular aspect, such as math, a child may not be able to focus on this subject as much as other subjects such as English/ Literacy. Specific is a very specific difficulty, whereas global the second default to learning intellectually, is when a child is unable to learn in any sort of way, no matter how much they are taught in the different learning styles available the child will still not be able to understand, but there are ways that practitioners can overcome this y getting the support they need as an individual. DRP Engel from Oxford University says the UK does support intellectual development as well as they could . (BBC News, 201 2) ghastly, in the aspect of physical development, I have learnt that it is relevant to play and learning in many ways; a way thought was very interesting was children that live in Orphanages do not have a rise in Extinction when with their mother primary career. This is relevant to a children play and learning because if a child is not willing to play with the mother primary career as research has shown, they will not play n physical activities with them which could affect this area of development in the future by causing, obesity and heart diseases. This could be because of the lack of activity they receive, and they stay in their rooms. This could affect many other areas of development such as a child’s Personal, Social, Emotional Development (USED). The FEES, states that helping children to develop in these aspects helps to form positive relationships and respect for other people. They also SST tats that in order to develop social skills they need to be able to control their feelings and understand their behavior. USED, is also a ‘prime area’ of development which support the development in all areas of development. The purpose of this section, allows children to develop in areas ‘Making relationships, Goldfinches and selfsameness, Managing feelings and behavior’ (Molten and Stewart, 2012). In all of the above, am able to implement in my setting because I am able to rotate activities in the outdoor environment so that children enjoy their time in this area and so they are able to learn as well as play. Possible activities such as climbing frames, running, racing games, all help a child’s development as they all have rules which correspond to these games. I can also take note and observe what intellectual difficulties a child has whether t his will be global or specific. I can then implement this in my setting by adapting all activities and equipment for all children in my set ting to be able to join in, in addition to this, this leads onto being inclusive, equal and diverse as a practitioner, relating to this, I can support physical disabilities by again, making sure all activities are adapted for all children and families. Also adapting all areas of the setting being a school or daycare for children to join in with all peers. AH The research presented on the outdoor environment, shows that hillier can learn effectively both inside and outside, whether this be adult or child led play. For example at Casually School, based in Exosphere, this school is a ‘Forest School’. Here, it is a daily routine and it allows children in reception and year one classes to have more than one experience in the different environments. Scandinavians have influence Early Years Educators in becoming involved in this and this has been going on for the last 15 years. Forest Schools help children to gain confidence and promotes the outdoor environment. This particular school take children out everyone Monday and allow them to play s much as they want to, this approach is a combination of education play and learning about the environment. Julia Garden who is the project coordinator, says forest schools are ‘a way of working in an outdoor situation’ as it gives children the opportunity to explore. How to cite Developmental psychology,, Papers

Collectivisation and Industrialisation in Russia free essay sample

How did Stalin use industrialisation and collectivisation to consolidate his power in the 1930s? Stalin used both collectivisation and industrialisation to consolidate power in Russia during the 1930s. Both policies allowed him to gain control over the economy, and to discredit or eliminate his rivals within the Communist Party. Without these programs, there could have been no totalitarian rule in Russia. Even before launching his economic program in 1929, Stalin used the industrialisation debate of the 1920s to gain ascendancy over his rivals. Initially, he sided with Bukharin in supporting NEP as the path to industrialisation. However, once Trotsky, Zinoviev and Kamenev had been removed, he accused Bukharin of supporting capitalism, and recommended Russia implement a system of command socialism. In 1929, NEP was abolished, and replaced with a system of state-run agriculture and industry, organised via Five Year Plans. This system gave Stalin effective control over the entire economy, and thereby the Soviet people. We will write a custom essay sample on Collectivisation and Industrialisation in Russia or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The most effective means of increasing Stalin’s power was collectivisation. This involved the elimination of private ownership of agricultural land, and its replacement with a system of state-owned and collectively-owned farms. The peasants who worked on these farms were under the control of the Party, which in turn was under the control of Stalin. Inadvertently, collectivisation also gave Stalin the opportunity to eliminate large numbers of ‘class enemies’ – the kulaks – and to steel Party members to wholesale murder. Seven million people starved to death during the collectivisation process. Countless more were sent to labour camps, where they met a similar fate. Industrialisation was also crucial in helping Stalin consolidate his power. He understood that he could not hope to rule without popular support. Power can only be acquired and retained by delivering benefits to significant numbers of people. In Stalin’s case, industrialisation shifted millions of people from the countryside to the cities, where jobs were plentiful and living standards higher than on state-run farms. Many of these people – formerly illiterate peasants – benefited from Stalins rule. At the same time, skilled urban workers – particularly those who belonged to the Communist Party – were recruited into positions of responsibility, to run the newly established factories and government departments. As the historian Allan Bullock put it, these people â€Å"represented the spearhead of the large-scale upward mobility of the sons and daughters of the working class moving into higher education, administrative and managerial jobs in the years 1928-31. † And as the higher echelons of the Party were purged, the pace and extent of that upward mobility increased. All these people owed their jobs and status to Stalin, and became the bedrock of his power base. Stalin also used the perception of economic success to consolidate his support within the Party and among the people.