A) Petrine period – pick one of the following (30% — 1-2 double spaced pages):
1) Documents on Peter I. and Alexis (Source Book, 338-41): How do these documents help you understand Peter’s complicity in his son’s death?
2) Documents on the Russian army (Source Book, 326-28, 332-34): What insights can you gain from these documents about Russia’s rise as a major military power?
3) Pososhkov’s Book on Poverty and Wealth (Source Book, 358-61): What does Pososhkov tell us about the state of Russian society at the end of Peter I’s reign?
B) Catherinian period – pick on of the following (30% — 1-2 double spaced pages):
1) Catherine II in her own words (Source Book, 395-96; Source Book Supplement, 396-97, 403-6): What do these sources reveal about Catherine’s personality? What were her aspirations as empress of Russia?
2) Catherine through foreign eyes (Source Book Supplement, 397-403): How good are these accounts written by French and English diplomats? Did these diplomats understand anything important about Catherine II and her rule’s meaning for the future of Russia?
3) Records of the Legislative Commission, 1767-68 (separate pdf on I-learn): Compare and contrast the voices of nobles, townsmen, and peasants. What do theses voices reveal about the state of Russian society and the prospect of Catherine’s progressive reform projects?
xplained in the Equality Act as one that is more than inconsequential or minor. As a result, the main objective of the duty is not to confer an inequitable advantage on disabled students, but to eliminate barriers to learning, where it is reasonable to do so. The duty imposed on an educational institution (herein after referred as EI) is anticipatory and the EI should not wait until adjustments are suggested, but to make sure, wherever possible, that adjustments or alterations to policies, procedures and practices have been made in advance to stop disabled students being at a major disadvantage. No legal defence is available for an EI for its failure to make a reasonable adjustment, and it would be regarded as discrimination under section 21 of the EA 2010. Reasonable adjustments should be made to present academic programmes or practices that offer students with the chance to effectively demonstrate their capabilities. Adjustments should cover a broad range of elements but not restricted to adjustments to teaching and evaluation processes. Reasonable adjustments will be directly related in consideration of the individual student and will include the student in discussion of probable courses of action. What is reasonable for an educational institution will differ on the basis of wide range of factors and will rely upon the individual circumstances. Reasonableness includes the efficacy of initiating specific steps in facilitating the student to surmount the particular disadvantage, for example, health and safety issues, the impact on other students and the relevant financial implication to the EI. Thus, reasonable adjustment implementation intends to stop the disabled student from suffering major disadvantage as a result of their disability and hence to permit them to accomplish their maximum potential but, in explaining ‘reasonableness’, EI are not needed to compromise ‘competence norms’. As per EA (2010), ‘competence standards’ are explained as the ‘medical, academic, or other norms applied for the purpose of assessing whether or not an individual has a specific level of ability or compete>GET ANSWER