To what extent was the Cold War inevitable after the end of World War 2 - Free Essay Example

Sample details Pages: 8 Words: 2450 Downloads: 9 Date added: 2017/06/26 Category History Essay Type Analytical essay Topics: World War 2 Essay Did you like this example? Unless you believe in predeterminism, nothing is inevitable in history. However, some things have a higher probability of happening than others, and this is what this study addresses. It looks at possibilities other than the outcome which occurred and explores why these scenarios did not prevail. Don’t waste time! Our writers will create an original "To what extent was the Cold War inevitable after the end of World War 2?" essay for you Create order It then looks at the actual unfolding of events and the deeper history which led to the Cold War emerging between 1945 and 1947/48. It analyses the factors which inclined the world towards ideological polarisation and evaluates what was the most significant. Several outcomes other than an armed, hostile stand-off could have emerged at the end of World War II. There might have been a hot war, with the vast armies of the Soviet Union pitched against the equally powerful armed might of the Western Allies. Alternatively, there could have been electoral successes and popular uprisings by communist and other radical left-wing movements across Western Europe leading to the coming to power of regimes less willing to take a hostile stance towards the USSR. Thirdly, elections in Eastern Europe might have resulted in Soviet influence stopping at her own borders and hence no Iron Curtain stretching from Stettin to Trieste (Thomas, 1988, 703). Finally, a more cooperative, consensual and less s uspicious approach to diplomacy would possibly have achieved a mutually acceptable rapprochement. Apart from some hot-headed, dyed-in-the-wool anti-communists, such as General George Patton, there was little desire to start up another war against erstwhile allies. For the politicians of the democracies, initiating a new war would have been political suicide. For Stalin, there was little to be gained since he was in control of sufficient east European territory to create a series of buffer states to protect the Soviet Union (Leffler, 1986). Additionally, the USA had developed and demonstrated the use of the atomic bomb, something which the Russians had not yet mastered. Equally significantly, despite Churchills extreme wariness about Soviet post-war intentions in Europe, President Roosevelt was less concerned with ideas of Russian expansionism and he was by far the senior Western partner. He was willing to treat with Stalin, seeing the winning of the war as much more important tha n manoeuvring for later anti-communist geostrategic advantage (Offner, 1999). Despite his death a month before victory in Europe, his cooperative legacy prevailed long enough to make a shooting war with the USSR a non-starter (van Alstein, 2009). The prospect of a much more left-leaning political Europe was a genuine possibility. In Britain, the Labour Party won an overwhelming victory in the 1945 election, while in Italy there was a very real possibility of the Communist Party at the least being a participant in Italys first post-war government. Determined that Italy must remain in the Western camp, President Truman authorised the covert transfer of vast amounts of cash to the anti-communist Christian Democrat Party which proved significant in overcoming the initial broad support for the anti-fascist parties of the left (Mistry, 2014). Even more decisive was the decision to finance and arm the right-wing government in Greece during the civil war which began in 1946. Trumans supp ort came at a crucial moment when it looked like communist forces might prevail. Significantly Stalin chose not to back the insurgents, honouring the agreements reached at Moscow in 1944 and the Yalta Conference of 1945 over spheres of influence in Europe. Similar US aid was extended to Turkey to prevent her entering into any agreement with Russia over defence and access to the Mediterranean. Had things turned out differently in those countries, it might well have strengthened the already powerful communist movements in France and Belgium (Gaddis, 2005; Edwards, 1989). The scenario of elections in the eastern European nations occupied by Soviet forces at the end of the war producing non-communist governments was not impossible, although neither was it likely. Western historians have largely seen the Russians imposing puppet communist governments upon unwilling populaces, but in each country there were strong indigenous communist movements (Theoharis, 1976; Joll, 1973). Once in po wer, however, each regime refused to submit itself for re-election. This was not wholly because of Russian force of arms, but also because these regimes knew that their hold upon power depended on remaining within the Soviet bloc and thus they acquiesced in becoming client states. For Stalin they provided a buffer against what he still saw as a threat from the West to their very existence (Starobin, 1969). After experiencing foreign intervention in the 1917-22 civil war, international ostracism in the subsequent interwar years, and a brutal, genocidal invasion by Germany, it is not altogether surprising that Stalin was somewhat wary. It has been argued by numerous revisionist historians that, in the immediate post-war years, Stalin was seeking rapprochement with the West (Zubok Pleshakov, 1996; Roberts, 1994; Starobin, 1969). This seems persuasive since the Soviet Union was in desperate need of a period of retrenchment after the terrible depredations of the life-or-death struggl e against Nazi invasion which it had just endured. There was a shield-wall of buffer states in place, Stalin was both unwilling and unable to expand any further, no attempt was made to incorporate Finland or Austria into the communist orbit despite having ample opportunity to do so, both the Western Allies and the USSR had demobilised the great bulk of their armed forces by 1948, and the West had been given free rein to impose its preferred political set-up in Italy, Greece and Turkey (Hobsbawm, 1994). Why then did there not emerge a period of international tensionless coexistence? There seems to be two principal reasons for this: the presidency of Harry Truman, and Western (especially American) ideological intransigence. Truman was a truculent, belligerent individual who had little experience of foreign affairs when he became president upon Roosevelts death. He had a very black-and-white, us-and-them view of the world, and despite his lack of knowledge of political belief-system s beyond the USA, was viscerally anti-communist (Costigliola, 2010). Alan Offner described him as a parochial nationalist who lacked the leadership to move America away from conflict and towards dÃÆ' ©tente (1999, 150), seeing his aggressive posturing towards the USSR as a major factor causing Stalin to adopt more hard-line, domineering policies in the Russian zone of influence in eastern Europe. It was during his speech announcing US aid to Turkey and Greece that Truman first enunciated his Policy of Containment towards the Soviet Union. [T]otalitarian regimes imposed upon free peoples, by direct or indirect aggression, undermine the foundations of international peace and hence the security of the United Statesà ¢Ã¢â€š ¬Ã‚ ¦ It must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or outside pressures. (Edwards, 1989, 131) Truman was setting up the USA as the worlds policeman, and in the process was creating the basis of American policy towards the USSR for the next forty years. The Soviet Union was to be treated as an implacable foe, as the ideological antithesis of what America believed it stood for, and as a state intent on undermining democracy and Western civilisation (Roberts, 1991). As such it was an existential threat which must be opposed and contained everywhere and at all times. Some historians have argued that Containment was the wrong term for American/Western aims during the Cold War à ¢Ã¢â€š ¬Ã¢â‚¬Å" the goal was in fact the collapse and destruction of the Soviet state and system and its displacement by liberal democratic institutions, whatever the rhetoric about co-existence. (Kimball, 2001, 352) Truman began this policy, marking a distinct break with the consensual approach of his predecessor (Costigliola, 2010). Obsessive anti-communism so permeated successive high-level American thinking that almost all foreign policy was seen in terms of defeating the Ru ssians and their evil doctrines. Joseph Siracusa described the USA developing an increasingly rigid ideological view of the world à ¢Ã¢â€š ¬Ã¢â‚¬Å" anti-communist, anti-socialist, anti-leftist à ¢Ã¢â€š ¬Ã¢â‚¬Å" that came to rival that of communism. (Siracusa, 2001, 154) The roots of this preoccupation can be traced to the Bolshevik Revolution of 1917, not so much the events or even the consequences for Russia, but rather the self-proclaimed global mission of fomenting world insurrection against the established order, the propertied classes and liberal capitalism. However, during the interwar years, the USSR was not viewed as a dangerously powerful state, and when Stalin promulgated the policy of socialism in one country there was even less reason to be proactively hostile. Ideological animosity was still intense, but action was confined to trade embargoes and a refusal to recognise the Soviet Union. It was only in 1933 that Roosevelt extended recognition when the threat of fascism appeared much greater than that of communism (Roberts, 1991). As well as the personality and worldview of Truman, events between 1945 and 1948 progressively and cumulatively increased the polarisation and ratcheted up hostility. Among these were the abandonment by Britain and the USA of their commitment to making the Germans pay substantial reparations, something which had been agreed at Yalta and was seen as important and necessary by Russia which had suffered far worse infrastructural and economic damage than the Western Allies. Choosing the option of rehabilitation over repression (Thomas, 1988), the British and Americans merged their occupations areas into the Bizone, then created the Trizone by adding the French sector, introducing a single currency for the whole area. This established a framework for an integrated administrative economic area in the Western sectors, a development advanced greatly in 1947 by the Marshall Plan (Lewkowicz, 2008). The Marshall Plan was not the simple gesture of a generous United States unselfishly seeking to help a debilitated Europe recover. The aim was to create an Open-Door policy within a free-trade Europe where the USA could freely sell its surplus production and invest its huge capital reserves. Money which was offered as aid came with strings attached. What could be bought and from whom was carefully prescribed, the greater part being American-made goods, while the supra-national decision-making body administering the Plan was dominated by the Americans (Roberts, 1994). The Russians, initially welcoming the Plan, quickly recognised its underlying economic and political disadvantages. They saw it creating a design for Europe which would work to the benefit of the USA within an ideologically unacceptable framework, and declined to participate. The creation of the Trizone and its further binding together with Marshall Aid was only one step away from the implementation of political integration. Following the Berlin Blockade, this duly happened in May 1949 with the declaration of the Federal Republic of Germany. Five months later the German Democratic Republic was established (Lewkowicz, 2008; Roberts, 1994). The crystallisation of a bipolar Europe was mirrored in the Far East. As part of a deal struck with Stalin, the Americans were given free rein to restructure both Japan and the Philippines which they turned into compliant pro-American, pro-capitalist states. Korea was divided between the two blocs, while Vietnam was prevented from unifying as one nation under Ho Chi Minh and his nationalist-communist liberation movement by the Americans. Against all the anti-imperial promises of Roosevelt, Truman encouraged the French to return as colonial masters in the South rather than let the country be united under a left-wing regime (Theoharis, 1976; Herring, 1986). Effectively, the USA was engaging in an economic, ideological and military-backed expansionist policy while accusing the USSR of tha t self-same activity. Post-war international relations were always going to tend towards the development of two rival camps, but that is not sufficient to explain the intense hostility which emerged. In early 1945, cooperation was still the dominant paradigm among the Allies, not just to defeat the Axis, but for reasons of future security and peace. Ideological differences were seen more as domestic matters than major shapers of international relations. Soviet expansionism and her claim to zones of influence were regarded largely as conventional Russian nationalist ambitions, and were matched by the Western Allies own zones of influence. However, coinciding with the advent of Truman, suspicions and misreadings of the other sides intentions emerged. Fearing the worst, both began acting upon their misconceived views of the other and started behaving in ways that confirmed their opponents preconceptions, creating self-fulfilling prophecies about what the other would do (van Alstein, 2009). It is not surprising that Stalin acted out of paranoia and suspicion as his domestic record in the late 1920s and 1930s testifies, but Truman was his ideological counterpart in his misreading of Russian intentions and his doggedly anti-communist certainty. William Fulbright summed up the emerging ideological mind-set which would dominate US foreign-policy thinking for four decades and which was the most important factor in creating the reality of the Cold War: Like medieval theologians we had a philosophy that explained everything to us in advance, and everything that did not fit could be readily identified as a fraud or a lie or an illusionà ¢Ã¢â€š ¬Ã‚ ¦ The perniciousness of the anti-Communist ideology arises not from any patent falsehood but from its distortion and simplification of reality, from its universalization and its elevation to the status of a revealed truth. (Fulbright, 1972, 43) It was not inevitability which led to the Cold War, but inflexibility. Bibliography Costigliola, Frank. After Roosevelts Death: Dangerous Emotions, Divisive Discourses, and the Abandoned Alliance. Diplomatic History 34, no. 1 (2010): 1-24. Edwards, Lee. Congress and the Origins of the Cold War: The Truman Doctrine. World Affairs 151, no. 3 (1989): 131-141. Fulbright, J. William. Reflections: In Thrall to Fear. The New Yorker, January 1972: 41-43. Gaddis, John Lewis. The Cold War . London: Penguin, 2005. Herring, George C. Americas Longest War: The United States and Vietnam, 1950-1975. 2nd edition. New York: Alfred A. Knopf, 1986. Hobsbawm, Eric. Age of Extremes. London: Penguin, 1994. Joll, James. Europe Since 1870: An International History. London: Pelican, 1973. Kimball, Warren F. The Incredible Shrinking War: The Second World War, Not (Just) the Origins of the Cold War. Diplomatic History 25, no. 3 (2001): 347-365. Leffler, Melvyn P. Adherence to Agreements: Yalta and the Experiences of the Early Cold War. International Security 11, no. 1 (1986): 88-123. Lewkowicz, Nicolas. The German Question and the Origins of the Cold War. Milan: IPOC di Pietro Condemi, 2008. Mistry, Kaeten. The United States, Italy and the Origins of Cold War: Waging Political Warfare, 1945-1950. Cambridge: Cambridge University Press, 2014. Offner, Arnold A. Another such victory: President Truman, American foreign policy, and the Cold War. Diplomatic History 23, no. 2 (1999): 127-155. Roberts, Geoffrey. Moscow and the Marshall Plan: Politics, ideology and the onset of the Cold War, 1947. Europe-Asia Studies 46, no. 8 (1994): 1371-1386. à ¢Ã¢â€š ¬Ã¢â‚¬ . The Soviet Union in World Politics: Coexistence, Revolution and Cold War, 1945-1991. London: Routledge, 1999. Siracusa, Joseph M. The New Cold War History and the Origins of the Cold War. Australian Journal of Politics and History 47, no. 1 (2001): 149-155. Starobin, Joseph R. Origins of the Cold War: The Communist Dimension. Foreign Affairs 47, no. 4 (1969): 681-696. T heoharis, Atan. The origins of the Cold War: A revisionist interpretation. Foreign Affairs 4, no. 1 (1976): 3-11. Thomas, Hugh. Armed Truce. Sevenoaks: Hodder and Stoughton, 1988. van Alstein, Maarten. The meaning of hostile bipolarization: Interpreting the origins of the Cold War. Cold War History 9, no. 3 (2009): 301-319. Zubok, Vladislav, and Constantine Pleshakov. Inside the Kremlins Cold War: From Stalin to Khrushchev. Cambridge, MA: Harvard University Press, 1996.

Gang Membership Social And Psychological Factors That...

Gang membership accounts for the rising number of youth and street gangs since the 1950’s, since the development of gangs globally, especially in New Zealand there are significant factors that influences becoming a gang member. There is a range of social and psychological factors that underpin and gain insight into the dynamic gang structure of gangs and how this influences others to become involved in gangs. Research has noted there are push and pull factors that are associated with the theory of ‘multiple marginality’ this theory tackles how groups feel after being left on the boundaries of society, therefore has encouraged them to become involved in deviant behavior. The growth in predominantly Maori gangs such as the Mongrel Mob and Black Power through the 1960’s and 1970’s has caused contrservesity whether ‘multiple marginality’ impacts and is responsible for this issue. However there is no single reason for gang membership, having the ability to understand how the role of social and psychological factors impact the rise in gang membership in New Zealand, is needed to address this concern it is key aspect in addressing the development of present gangs and why they are becoming more dominant in society. Theory of multiple marginality Multiple marginality can be defined as the living on the boundaries of society, therefore not being influenced and following the ‘norms’ of society expectations. It is important to make the distinction between predominantly Maori gangs forShow MoreRelatedSocial And Psychological Factors Of Gang Membership Essay1859 Words   |  8 PagesGang membership has accounted for the increase in the number of youth and street gangs since the 1950’s. The development of gangs globally, especially in New Zealand, exhibits the fact that there are significant influences pushing people towards becoming a gang member. There is a range of social and psychological factors that underpin the dynamics of a gang’s structure in which they help outsiders gain insight into how gang involvement is evoked. Research has established that there are push and pullRead MoreSummary : Youth Gang And Violence1615 Words   |  7 PagesYouth Gang and Violence Delinquent Behavior â€Å"Gang† â€Å"Youth Gang† and â€Å"Street Gang† are just labels used to describe young people consisting of three or more individuals organized to achieve a typical objective and who share a common identity. There is no single and universally accepted definition of gang, gang member and gang activities in the United States, however, the Federal Definition according to National Institute of Justice, â€Å"An association of three or more individuals;Whose members collectivelyRead MoreRisk Factors For Adolescent Drug Abuse1462 Words   |  6 Pages Body: Risk Factors for Adolescent Drug Abuse There are an abundance of risk factors that can relate to the contribution of drug abuse in adolescents. The primary risk factors can be divided into two main categories: social and emotional triggers. Social factors play an important role because during the adolescent years it can be an extremely emotional and physically tough time for teens to transition through. Adolescent phases are one of the biggest transitional stages in a person’s life becauseRead MoreYouth Gangs And Chicago, Illinois3821 Words   |  16 Pages Youth Gangs in Chicago, Illinois Following the American Psychological Association’s Guidelines Kirsten Muhaw Criminal Justice Seminar Professor Ruck April 10, 2015 Youth Gangs in Chicago, Illinois According to the Chicago Police Report’s CompStat within the year of 2014, there were 407 murders citywide. Chicago, Illinois is one of the United States biggest cities, with one of the highest crime rates. Chicago is also known for their large amount of gangs including, youth gangs within theRead MoreWhy Juvenile Choose a Gang Lifestyle?1774 Words   |  8 PagesGangs have been in existence since the beginning of the Roman Empire. There were speeches made by Roman orator, Marcus Tullius Cicero, which references groups of men who constantly fought and disrupted Roman politics (Curry, 2013). The history of street gangs in the United States begins with their emergence on the East Coast around 1783, as the American Revolution ended. Though many believe the best available evidence suggests that the more serious street gangs likely did not emerge until theRead MoreUsing criminological and sociological theory, this essay will aim to explain how the Aryan2200 Words   |  9 P agesessay will aim to explain how the Aryan Brotherhood, evolved from a self-protection group into a White supremacist prison gang, running a criminal syndicate both in and outside of prison. Understanding the complexities of prison gang development is imperative in order to control and limit the power they have inside and outside of prison. Robert Merton (1938) argued that members of American society are socialised to want the culturally defined goals such as the ‘American dream’ where success is attributedRead MoreDomestic Violence And Its Effects On Children Essay2441 Words   |  10 Pages If a child grows up in a home where domestic violence is displayed every day, the likelihood of that child becoming physically violent to others increases. Children who are exposed to sexual abuses could become more likely to commit illegal sex crimes once they are in their teenage years, such as prostitution. Exposure to continued conflict and distress can interfere with developmental progress and the child often feels responsible and wants to make others feel better. Juveniles who are exposedRead MoreLabeling Theory Social Psychology : Are Labels Real?1755 Words   |  8 PagesLabeling Theory in Social Psychology: Are Labels Real? Due to varying viewpoints and controversy, it is reasonable to question the authenticity of labels and the role they play on socialization. As a result, there has been a plethora of evidence-based research in attempt to explain its origins predating since the 1930s but becoming most prominent in the 1960s as the labeling theory. The great majority of this research links labeling with abnormal or irregular behavior, often coined as ‘deviant’ (ThomsonRead MoreChildren in Conflict to the Law12401 Words   |  50 Pageschildren who are in conflict with the law. Under R.A. 9344 a child who is 15 years of age at the time of the commission of offense are exempted from criminal liability, however the child shall be subjected to an intervention program provided by local social welfare development office who will determine appropriate programs and consultation with the client and to person having custody of the child. There are three types of delinquency: the first type is environment delinquent, they are usuallyRead MoreEssay about Video Games Inspire Violent Behavior3148 Words   |  13 Pagesrobbery. Teen violence has been affecting many societies and has destructive history to communities. Although many factors have been pointed out to cause teen violence, studies show that modeling behaviors are the most common causes of teen violence in the society. These include behaviors as seen in the movies, on the streets, on the video games and at home. Social engineering factors and psychology behind teen violence are some of the main challenges contributing to teen violence. Video games, in

Passion and Revenge in The White Devil Essay Example For Students

Passion and Revenge in The White Devil Essay Passion and Revenge inThe White Devil John Webster was born around 1580 and died around 1634. Hewas an English Jacobean dramatist best known for his tragedies The White Devil and The Duchess of Malfi, which are often regarded as masterpieces of the early 17th-century English stage.1According to ReneWeis in the introduction of the book The Duchess of Malfi and other plays by John Webster,The White Devil is based on sources about the life and death of Vittoria Accoramboni of Gubbio (1557-85) and her turbulent marriage (or repeated marriages) to the Duke of Bracciano. The play traces the couples relationship, aided and abetted by Vittoriasbrother Flamineo.2However, in this paper I will focus on the passion and revenge in the play. Passion, according to me, is the driving force in the play The White Devil. Had it not been for the passion the charactersfelt, theyprobably wouldnt have acted the way they did. Flamineos passionto climb up the social ladderis what incites him to plot with Bracciano the murders of Braccianos wife, Isabella, and Flamineos brother-in-law, Camillo.Braccianos passion for Vittoria is what stimulates him tohire someone tomurderIsabella andplot with Flamineo the murder ofCamillo.The passion of Francisco to avenge Isabellas death is what incites him to disguise later on in the play andpoison Bracciano. Lodovicos passion for Isabella, he is in love with her, is what incites him to enter the quest for revenge with Francisco and Cardinal Monticelso, who wanted to avenge the death of Camillo. Since Bracciano is in love with Vittoria, the sister of Flamineo, Flamineo does whatever he is capable of to aid Bracciano in marrying Vittoria: FLAMINEO Pursue your noble wishes; I am prompt/ As lightning to your service. O my lord! / (Whispers) The fair Vittoria, my happy sister, / Shall give you present audience. Gentlemen, / Let the caroche go on, and tis his pleasure/ You put out all your torches and depart.3(The White Devil 1.2. 4-9).Bracciano then asks about the husband of Vittoria, Camillo; Flamineo responds by saying Hang him, a gilder that hath his brains perished with quicksilver is not more cold in the liver.4(The White Devil 1.2. 26-27)Even so early in the play Flamineo already suggesttoBracciano to murder Camillo since he is a gilder which according to the notes in the bookThe Duchess of Malfi and Other Plays by John Webstermeans repeated exposure to the vapors of mercury usedin gilding could cause tremors and insanity when inhaled. The liver was thought to be the sea t of passion.5The meaning of the sentence is that Camillo is basically useless.Further lines down Flamineo keeps on encouraging Bracciano to pursue Vittoria romantically. Flamineo tries so hard to persuade Bracciano to pursue Vittoria all because of the passion he has to climb up the social ladder.Personally, Flamineo reminds me of Hamlets uncle, who so desperately wanted to become a king and kills his own brother and marries his brothers widow. Bracciano, on the other hand is easily manipulated because of the passion he has for Vittoria. He is ready to do whatever it takes to have Vittoria. He publiclyannounces hisdivorcewithhiswife Isabella: BRACCIANO This is the latest ceremony of my love; / Henceforth Ill never lie with thee, by this, / This wedding-ring; Ill neer more lie with thee. / And this divorce shall be as truly kept, / As if the judge had doomed it; fare you well, / Our sleeps are severed.6.In order to marry Vittoria, he is capable of anything. He hires Doctor Julio and Christophero to murder his wife, he plots with Flamineo the murder of Camillo. Bracciano wont stop at anything to have Vittoria. Later on in the play, this passion he has for Vittoria drives him jealous. He finds love letters, which were written to Vittoria and he is ready to kill her. Bracciano doesnt want anyone beside him to have Vittoria. Even today people sometimes are so blinded with passion and jealousy that they will stop at nothing to h ave the person of their desire only to themselves and if that means to murdersomeone or even their most beloved person. .u6b40df2e4efc7c38aa870739262e5a35 , .u6b40df2e4efc7c38aa870739262e5a35 .postImageUrl , .u6b40df2e4efc7c38aa870739262e5a35 .centered-text-area { min-height: 80px; position: relative; } .u6b40df2e4efc7c38aa870739262e5a35 , .u6b40df2e4efc7c38aa870739262e5a35:hover , .u6b40df2e4efc7c38aa870739262e5a35:visited , .u6b40df2e4efc7c38aa870739262e5a35:active { border:0!important; } .u6b40df2e4efc7c38aa870739262e5a35 .clearfix:after { content: ""; display: table; clear: both; } .u6b40df2e4efc7c38aa870739262e5a35 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6b40df2e4efc7c38aa870739262e5a35:active , .u6b40df2e4efc7c38aa870739262e5a35:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6b40df2e4efc7c38aa870739262e5a35 .centered-text-area { width: 100%; position: relative ; } .u6b40df2e4efc7c38aa870739262e5a35 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6b40df2e4efc7c38aa870739262e5a35 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6b40df2e4efc7c38aa870739262e5a35 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6b40df2e4efc7c38aa870739262e5a35:hover .ctaButton { background-color: #34495E!important; } .u6b40df2e4efc7c38aa870739262e5a35 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6b40df2e4efc7c38aa870739262e5a35 .u6b40df2e4efc7c38aa870739262e5a35-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6b40df2e4efc7c38aa870739262e5a35:after { content: ""; display: block; clear: both; } READ: Different parts of a plant and their function Essay Personally, I believe that passion is a very strong emotion which can make a person behave out of his ordinary behavior and can also stimulate someone to take the law into their own hands. Which is exactly what Francisco does. He doesnt trust the legal system and the passion to avenge his sisters deathand his sisters ghost that appears to himis whatpersuadeshim to seek revenge. Francisco is mad because his sister has been murdered and the murderers are not punished.He accuses Bracciano, Vittoria and Flamineo. When Bracciano and Flamineo only hired Doctor Julio and Christophero to poison the portraitthatIsabella kisses every night.At first Francisco did not want to seek revenge:FRANCISCOFar be it from my thoughts / To seek revenge.6(The White Devil 4.1. 2-3)Francisco decides that Bracciano will be punished by God when he dies: FRANCISCOHe that unjustly caused it first proceed. / Shall find it in his grave and in his seed.7(The White Devil 4.1.10-11).But after the ghost of Isabella appears to Francisco he is persuaded to seek revenge for herdeath: FRANCISCOBracciano, I am now fit for thyencounter. / Like the wild Irish Ill neer think thee dead, / Till I can play at football with thy head.8(The White Devil 4.1. 133-5).Francisco no longer believes that he should Bracciano to live his life and meet his creator when his time comes, now Francisco wants to take ac tion and make sure that Bracciano payed with his own life for taking Isabellas life.Francisco, Cardinal Monticelso and later Lodovico disguise themselves and go after Vittoria, Flamineo and Bracciano. They do manage to poison Braccianoby using a helmetand kill him. Francisco vaguely reminds me of Hamlet. Hamlet as well sought revenge for the murder of his father.Isabellas brother will do anything to avenge her untimely death just like Hamlet did everything he could toavenge his fathers death. After Bracciano is murdered he appears as a ghost to Flamineo, who promise to avenge his death. Since Flamineobelievesthat Vittoria and Zanche havesomething to do withBraccianos death and since he promised Bracciano neither Flamineo nor Vittoria will continue to live he brings a gun and make both of the women to promise to kill each other after they kill him.In the end, Lodovico is the one who kills Vittoria, Flamineo and Zanche. Just like in the play Hamlet by William Shakespeare everyone dies. According to Rene Weis, although The White Devil reverts again and again to moral speeches and ethical positions, its power does not reside in its moral truths but9and here she quotes Alvin Kernan in the force with which it presents the dark energies of the self-uncoiling and striking whatever opposes them (Kernan 1975:396).10The way I understand this quote by Kernan is that the characters in the play will compel to their own passion and do whatever it takes to satiate it. And as I was reading the play, I saw this: Flamineos passion to climb up the social ladder is what persuades him to do whatever it takes; Braccianos passion for Vittoria is what persuades him to plot the murders of Isabella and Camillo; Franciscos passion to avenge Isabellas death is what incites him to plot the murder of Bracciano and Lodovicos passion for Isabella is what incites him to team up with Francisco in the murders of the murderers. In my opinion, the passion each of the characters felt was the driving force behind their actions in the play. Works Cited https://en.wikipedia.org/wiki/John_Webster Webster, JohnThe Duchess of Malfi and Other Plays;Edited with an Introduction byReneWeis, New York:Oxford University Press,1996 pp. XV Webster, JohnThe Duchess of Malfi and Other Plays;Edited with an Introduction byReneWeis, New York:Oxford University Press,1996 pp. 7,act 1, scene 2,lines 4-9 Webster, JohnThe Duchess of Malfi and Other Plays;Edited with an Introduction byReneWeis, New York:Oxford University Press,1996 pp. 8,act 1, scene 2, lines 26-27 Webster, JohnThe Duchess of Malfi and Other Plays;Edited with an Introduction byReneWeis, New York:Oxford University Press,1996 pp.367 Webster, JohnThe Duchess of Malfi and Other Plays;Edited with an Introduction byReneWeis, New York:Oxford University Press,1996 pp.51,act 4, scene 1,lines 2-3 Webster, JohnThe Duchess of Malfi and Other Plays;Edited with an Introduction byReneWeis, New York:Oxford University Press,1996 pp.51,act 4, scene 1,li nes 10-11 Webster, JohnThe Duchess of Malfi and Other Plays;Edited with an Introduction byReneWeis, New York:Oxford University Press,1996 pp. 54,act 4, scene 1,lines 133-135 Webster, JohnThe Duchess of Malfi and Other Plays;Edited with an Introduction byReneWeis, New York:Oxford University Press,1996 pp.XV Kernan, Alvin (1975), Banisht!: The Dark World of Jacobean Tragedy, inThe Revels History of Drama in English,vol. iii: 1576 1613

An Interpretation of “On the Pulse of Morning” Essay Example

An Interpretation of â€Å"On the Pulse of Morning† Paper Essay on â€Å"On The Pulse Of Morning† Analysis The poem that Maya Angelou chose the read at President Clinton’s inaugural in 1993, delivers a message of hope. It uses the metaphor of morning or dawn to show that people can create their dreams and bring them to life. Maya Angelou has been a national celebrity since the reading of this poem. Her writings have a way of embracing people and successfully state her thoughts and emotions. â€Å"Pulse† is a call for hope and opportunity in part of our history. When analyzing this poem a great deal of the stanzas relate to diversity, change over time, and equality. This poem successfully portrays a sense of diversity throughout it. Many lines in different stanzas are related to diversity. Stanza four and five states, â€Å"The singing River, and the wise Rock. So say the Asian, the Hispanic, the Jew, the African, the Native American, the Sioux, the Catholic, the Muslim, the French, the Greek, the Irish, the Rabbi, the Sheik, the Gay, the Straight, the Preacher, the Privileged, the Homeless, the Teacher. They hear. They all hear the speaking of the tree. † They are united by nature, but different due to their culture. In stanza six a lot about diversity has been acknowledged. The people who once helped Maya, do not anymore. In addition it states that we arrived from the Indians. In the course of history, elements of society have changed. Examples through this poem are â€Å"the dinosaur, who left dried tokens of their sojourn here†¦Is lost in the gloom of dust and ages. But today, the Rock cries out to us, clearly, forcefully, Come you may stand upon my Back and face your distant destiny. The dinosaur, as we all know is now extinct. They have left their â€Å"dried tokens† or their fossils here when they were once here. They left them here for us to find. For the different groups to find. The dinosaurs were â€Å"lost in the dust†¦Ã¢â‚¬  and it was hard for people to find, but now over the years, the dinosaurs fossils have been found. In addition the slave black Africa n Americans have come from the ancient homeland of Africa. The slaves were once here and now the United States passed a law that slavery was to be abolished. We will write a custom essay sample on An Interpretation of â€Å"On the Pulse of Morning† specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on An Interpretation of â€Å"On the Pulse of Morning† specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on An Interpretation of â€Å"On the Pulse of Morning† specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Over time people, places, and all things have changed for good and bad. Equality is an important concern in the world today. â€Å"Women, children, men, Take it into the palms of your hands†¦Ã¢â‚¬  This is saying that our society can be a loving one with equality for men, women, blacks, and whites. Whether we are rich or poor, we all have the same opportunities in our country. No matter when in history we appeared. No matter how strange we appear to be to others. People think that people that are not like them and come from other planets, however we are all members of this planet. History, despite its wrenching pain Cannot be unlived, but if faced with courage, need not to be lived again. † This is saying that we have learned from our past. The discrimination and the inequality should not be repeated in our future. In addition, this poem describes characterization. Personification is a part of literature in which an object or a living thing is given human individuality. Angelou uses personification to give pitch to, â€Å"the river and the tree†, and the aptitude to converse to the reader. Angelou writes â€Å"But today, the Rock cries out to us, clearly, forcefully, Come, you†¦Ã¢â‚¬  The rock signifies strength. The strength for us as people everywhere in the world to stand together as one. Not to hide behind shame, humility or cowardness, but be able to stand strong in our right for what we believe in and what we know is right. We as people can unify and become one and be solid as a rock. This written document is using an argument to assert. Angelou does a great job of asserting her position so that the audience would understand how she feels. Although this writing may influence others in the future, her primary purpose was simply to let others know how she feels about this topic. The word choice is phenomenal as she makes you look deeper into the meaning of what she is trying to say. By doing this, it is left up to the interpretation of each individual as to the meaning of it and what is taken away from it. Because her audience was the entire country, she does a great job of excluding no one and reaching out the every individual. She is successful in leaving no one untouched by her rhythmic word choice. Because Angelou is able to understand the rhetorical situation, this may contribute to the strong, audience-focused, and organized writing that she was able to produce. To write any argument effectively, you must first become aware of the rhetorical situation. Prior to starting this writing, she had to analyze and imagine the audience and identify how she would connect with them. In addition to this, the cultural context in this writing was a large part of what is was about. Culture will always be a part of any rhetorical situation and shape any argument. For this writing to be as persuasive as it is, it was important that Angelou understand the culture. In doing this she takes gender, age, and sexual orientation into consideration when addressing the audience. Maya Angelou was successful in relating her poem to diversity, change over time, and equality. This poem is amazing and touches the depths of so many issues. Angelou is brilliant in her construction of the topics and how she leaves you pondering them after you have finished reading this writing. She is a very talented writer, and this poem clearly is a contribution to today’s Civil Rights Movement.

Boiling Point Elevation Definition - Chemistry Glossary

Boiling Point Elevation Definition - Chemistry Glossary Boiling point elevation, freezing point depression, vapor pressure lowering, and osmotic pressure are examples of colligative properties. These are properties of matter that are affected by the number of particles in a sample. Boiling Point Elevation Definition Boiling point elevation is the phenomenon that occurs when the boiling point of a liquid (a solvent) is increased when another compound is added, such that the solution has a higher boiling point than the pure solvent. Boiling point elevation occurs whenever a non-volatile solute is added to a pure solvent. While boiling point elevation depends on the number of dissolved particles in a solution, their identity is not a factor. Solvent-solute interactions also do not affect boiling point elevation. An instrument called an ebullioscope is used to accurately measure boiling point and thus detect whether boiling point elevation has occurred and how much the boiling point has changed. Boiling Point Elevation Examples The boiling point of salted water is higher than the boiling point of pure water. Salt is an electrolyte that dissociates into ions in solution, so it has a relatively large affect on boiling point. Note nonelectrolytes, such as sugar, also increase boiling point. However, because a nonelectrolyte does not dissociate to form multiple particles, it has less of an effect, per mass, than a soluble electrolyte. Boiling Point Elevation Equation The formula used to calculate boiling point elevation is a combination of the Clausius-Clapeyron equation and Raoults law. It is assumed the solute is non-volatile. ΔTb  Ã‚  Kb  Ã‚ ·Ã‚  bB where ΔTb  is the boiling point elevationKb  is the ebullioscopic constant, which depends on the solventbB  is the molality of the solution (typically found in a table) Thus, boiling point elevation is directly proportional to the molal concentration of a chemical solution.

Globalisation as a Cause of Poverty and Inequality Essay

Globalisation as a Cause of Poverty and Inequality - Essay Example    However, the international capital inflows can be reversed to create boom-and-bust cycles that can be detrimental to the social welfare of the affected regions. Globalization encourages labor mobility (Lecher and Boil, 2012). However, skilled and specialized labor force may take advantage of the global market to access markets with high demand and low skill supply. Globalization may also enhance immobility; unskilled workers are prevented from migrating to developed nations. Currently, globalization poses a scenario based on the idyllic view of the general globe where technology and capital have a free flow in a market where access to knowledge and information is vast, efficient markets, and where there is equity in market participation capacities among the households. Globalisation can partially be attributed to the increasing improvements made in the technological field, minimized costs of transportation, as well as due to some deliberate choosing on behalf of many nations to further integrate their economies with the global economy. In essence, globalization refers to capital market liberalization, trade restrictions’ removal, for instance, quotas and tariffs, and free movements of human resources. All these can be considered to be economic globalization’s indicators. The 80s and 90s saw many countries open up their borders leading to reduced restrictions on direct foreign investment as well as curtailing quantitative controls on imports which reduced the tariff rates.   In general, the process of liberalisation and globalisation leads to reduced poverty and high economic growth and development. Globalisation comes in many facets hence a mixed set of outcomes. The argument brought about by anti-globalists is that globalisation has adverse effects on poor people in LDCs. Countries such as the US had thrived in managing the process of globalisation incisively proving that globalisation can be a driving force to economic growth and development and those incapable of managing the process ended up with dismal economic growth and development as well as increased poverty and high inequality in income distribution, showing the adverse effects globalisation can have. A number of issues have been highlighted linking globalisation to inequality: i. Inequal ity rates have increased since the 80s. ii. This high inequality rates are caused by other factors other than the traditional factors i.e. urban bias, education inequality, and concentration of land. iii. High inequality levels can decrease

K 12 Public Education Foundations Dissertation Example | Topics and Well Written Essays - 8000 words

K 12 Public Education Foundations - Dissertation Example The mushrooming public school foundations owe their unprecedented growth to several reasons. For instance, it is very difficult for schools to procure funds. In addition, accountability of schools has increased manifold. Furthermore, members of the community are provided with a convenient device to involve themselves with local schools and their enterprises (Woodworth). As such, education foundations are non – profit organizations as per the provisions of section 501(c) (3) of the Internal Revenue Code. These foundations are affiliated with public school corporations, and they facilitate the establishment of tax-deductible funds to generate grants and scholarships (Robbins, 2009). Such foundations are of immense help to teachers and students. Moreover, section 501(c) (3) of the Internal Revenue Code considers education foundations as tax-exempt organizations. In addition, the laws of the state where the foundation is to be established have to be examined, with regard to tax ex emptions. As such, fundraising activity should not commence till such time as a tax exempt status is not granted to the foundation and its donors (Else, Assisting K-12 Education through the National Center for Public and Private School Foundations, 2003). For instance, the National Center for Public and Private School Foundations at the University of Northern Iowa has objectives that take into account the phenomenal growth of school foundations. These objectives consider the requirements of local public school districts and the private schools (Else, Assisting K-12 Education through the National School Foundations Association, 2011). The principal aims of the National Center for Public and Private School Foundations are; first to correlate people and organizations with private and public schools, and to promote support and awareness, by means of school foundations. Second, to help private and public schools, via the development of school foundations, in the task of creating educatio n funds of greater flexibility, and reducing the gap between the lower and higher income districts (Else, Assisting K-12 Education through the National School Foundations Association, 2011). Third, support school personnel in the US in the design, operation and sustaining of school foundations. Fourth, help local foundations by providing expertise and guidelines in the management and development of school foundations. Some of these are fundraising strategies, procedures, policies, management, organization and legal issues (Else, Assisting K-12 Education through the National School Foundations Association, 2011). Fifth, assist the leadership of the school foundation to develop professionally, especially with regard to working meaningfully with the board and in strategic planning. Sixth, conduct research on and adapt the extant research findings with respect to school foundations and determine the crucial factors that affect their success. Seventh, enhance the fundraising capability o f K – 12 schools so that they can effectively address emerging requirements (Else, Assisting K-12 Education through the National Center for Public and Private School Foundations, 2003).