The Weimar Republic Was Failed from the Beginning

The Weimar republic was failed from the beginning. It began with the collapses of political governments within the Weimar republic. Stresemann’s government collapsed in late 1923 to be replaced by another government led by Wilhelm Marx of the Centre party. However the main contributing catalyst to the failure of the Weimar republic was the ever rising inflation in the country. The Weimar republic was failed from the start as the inflation started at the begging of the war as Bonnel points out â€Å"Inflation began in 1914 and was linked to the way in which the imperial government chose to pay for the war effort. Undoubtedly the imperial government had indirectly doomed the Weimar republic. This was the reason for the growing disillusionment within the Weimar Republic. The growing disillusion with the Weimar Republic was the deteriorating economy . This view is generally accepted but most historians are that of the German economist Kurt Borchardt (1982) . Borchardt suggests the slow growth within the Weimar republic was because that the trade union power kept wages high and therefore squeezed profits and middle class income. Borchardt believes that the Weimar Republic was unstably weak before 1929. This backs up Bonnels statement and is supported by K. J. Mason statement â€Å"The economic prosperity of the 1920s, however, was built on weak foundations† . However there are historians such as C-L Holtfrerich that have challenged such a view that high wages were the cause of the Weimar unstable economy . The weight of the evidence shows that C-L Holtfrerich could not have a significantly large change in the economy as the economy was already plummeting into inflation. Hyper-inflation initiated by the government to pay back reparations however it was blamed on the invasion of the Ruhr. There response to the economic situation was to print more money. Salmon suggests â€Å"The government simply printed more money†¦. Banknotes became increasingly worthless†. By 1923 the Reichsmarck became so worthless that 4 200 000 000 000 was worth one U. S. dollar. This alienated the middle class from the regime. The social and political cost of the hyperinflation was high. Scholars note that the inflation did more to undermine the middle classes than the ostensibly socialist revolution of 1918. A lifetime of savings would no longer buy a loaf of bread. Money was being carried in a wheel barrow to carry money to buy loaves of bread, it end up that the wheel barrow was worth more than the money in it. Trade union funds wiped out the middle classes and Capitalists losing there savings there for making the rich poor over night. Pensions planned for a lifetime were wiped out completely. Politically, the hyperinflation fuelled radicalism on both the left and the right. The Communists, badly damaged by their failure in January 1919, saw greatly improved prospects for a successful revolution. In Munich the leader of the small National Socialist German Workers' (Nazi) Party, Adolf Hitler, used the turmoil to fashion an alliance with other right-wing groups and attempt a coup in November 1923—the Beer of the left succeeded in imposing their will. In the short run they did not succeed because of ineptitude and miscalculation; in the long run they failed because the government sponsored a currency reform that restabilized the mark and also decided to end its policy of passive resistance in the Ruhr in exchange for an end to the occupation and a rescheduling of the reparation payments that it owed to the Allies . Hall Putsch—that sought to use Bavaria as a base for a nationalist march on Berlin. He hoped to overthrow the democratic system of Weimar that he believed was responsible for Germany's political and economic humiliation. Neither the radicals of the right nor those of the left succeeded in imposing their will . In the short run they did not succeed because of ineptitude and miscalculation; in the long run they failed because the government sponsored a currency reform that restabilized the mark and also decided to end its policy of passive resistance in the Ruhr in exchange for an end to the occupation and a rescheduling of the reparation payments that it owed to the Allies. The wages of the working class became worthless. This caused society to turn to extreme anti-republican groups, the evidence of this was shown in the 1932 elections as anti republican parties gaining majority such as the Nazi party and the KPD. The financial recovery that began with the restabilisation of the German currency in late 1923 received a boost in 1924 when the Allies agreed to end their occupation of the Ruhr and to grant the German government a more realistic payment schedule on reparations. A committee of the Allied Reparations Commission headed by the American financier and soon-to-be vice president Charles Dawes had recommended these changes and urged the Allies to grant sizable loans to Germany to assist its economic recovery . The Dawes Plan marked a significant step in the upswing of the German economy that lasted until the onset of the Great Depression. The 800 million gold marks in foreign loans had by 1927 enabled German industrial production to regain its 1913 pre-war high . That same year the Reichstag addressed the vital need for social and class reconciliation by voting for a compulsory unemployment insurance plan. Reconciliation on the political level seemed achieved in 1925 when the 77-year-old Hindenburg was elected to succeed the deceased Ebert as president . Although no democrat, the aged field marshal took seriously his duty to support the constitution and the republic . The economy played a major part in the fall of the Weimar Republic. The hyper inflation in the 1920s was a catalyst which sped up the obvious fall of the Weimar Republic. This is supported by Feuchtwanger as he states â€Å"†¦ in the final years of the Republic the governments chances for survival were slim ‘. Furthermore supports the fact that Weimar was doomed from the beginning with the debts of the war which passed on during the Weimar â€Å" the principle causes for the failure, however,, to be sought in the years after 1918. as for these the many reason of the economy led to the fall of the Weimar Republic by 1933. When the Germans spoke of Lebensraum, which means â€Å"living space†, they used the term to denote a perceived need to have enough physical room to provide for themselves comfortably. This was used as propaganda in the invasion of Russia in 1941. Using children’s school books and the education system Hitler put in place to brain wash society into believing that this is how Germans should be. Propaganda might take the form of persuading others that your military might is too great to be challenged; that your political might within a nation is too great or popular to challenge etc. In Nazi Germany, Dr Joseph Goebbels was in charge of propaganda. Goebbels official title was Minister of Propaganda and National Enlightenment. As Minister of Enlightenment, Goebbels had two main tasks to ensure nobody in Germany could read or see anything that was hostile or damaging to the Nazi Party. To ensure that the views of the Nazis were put across in the most persuasive manner possible. To ensure success, Goebbels had to work with the SS and Gestapo and Albert Speer. The former hunted out those who might produce articles defamatory to the Nazis and Hitler while Speer helped Goebbels with public displays of propaganda. The Nazis understood human psychology. It was Goebbels' simple realisation that, for instance in cinematic propaganda, there was a need for the viewer to be entertained. Otherwise, there would be no interest in watching at all. This is simply a single instance of the successfulness of Nazi propaganda. Goebbels realised this and corrected it. How Successful was Nazi Propaganda 1933-39? The relevance of how successful propaganda was at reaching people is that: it would be largely true to say – if it had reached people, if it had influenced peoples thought in a way beneficial to the rise of the Nazi party, therefore it had achieved a primary aim. The cinema allowed people to see the might of Germany†¦ but far from via raw imagery – the influence of propagandists was initially clear, however became more transparent and therefore more effective: Cinema attendance figures quadrupled. Propaganda, however slight or extreme, was being seen. The object of Riefenstahl's ‘Triumph of the Will' was also another facet of propaganda. The ensure that everybody could hear Hitler speak, Goebbels organised the sale of cheap radios. These were called the â€Å"People's Receiver† and they cost only 76 marks. A smaller version cost just 35 marks. Goebbels believed that if Hitler was to give speeches, the people should be able hear to him. Loud speakers were put up in streets so that people could not avoid any speeches by the Fuhrer. Cafes and other such properties were ordered to play in public speeches by Hitler. Goebbels and his skill at masterminding propaganda are best remembered for his night time displays at Nuremberg . Although it was his idea Speer brought it to life. Here, he and Speer, organised rallies that were designed to show to the world the might of the Nazi nation. In August of each year, huge rallies were held at Nuremberg. Arenas to hold 400,000 people were built. In the famous night time displays, 150 search lights surrounded the main arena and were lit up vertically into the night sky. Their light could be seen over 100 kilometres away in what a British politician, Sir Neville Henderson, called a â€Å"cathedral of light†. The propaganda allowed people to feel a sense of pride for there nation even though they themselves were suffering. That there suffering was for a reason and that it was not all in vain because that it was being fixed. They believed this because of all the great feats of design that Speer and Goebbels had put up inspired them this was he effect of Nazi propaganda.

The Roles of Identity in Society

The Roles of Identity in Society Many would argue that social justice is being served when someone says â€Å"we are all the same under the skin†. We are not all the same under the skin. Within us are our own senses of identity, constructed by our familiar discourses, the physical environment and its embedded culture, and our individual differences. Our sense of identity accounts for our perceptions of ourselves and how we are positioned by others in terms of culture, tradition, rituals, race, family, religion and education (Allen, 2004). Our identities affect our life chances through our positions in society, the access we have to power, status, education, and wealth (Allen, 2004). Examining our own identities gives us insight into the role identity plays in life and society and therefore some understanding of the impact that the identities of others has for them on their life choices (Austin, 2005). This essay will examine the importance of the search for identity, and the desire to reconcile those identities with society’s expectations, for the narrator in the novel by McDonald and Pryor (1999), ‘The Binna Binna Man’. The journey of this character will be positioned against my own life’s story as I attempt to compare the roles our identities have played in positioning us as members of Australian society. The narrator in The Binna Binna Man is a character who has a very secure sense of his own identity. He has a sound knowledge of his spiritual heritage, his people’s traditions and the importance the strength of his identity has for him and for his people. He seems perplexed by the idea that his cousin Shandell is â€Å"†¦living different from all that stuff’ (McDonald & Pryor, 1999, pg 17). He is reminded by his â€Å"girragundji† (a guide for life sent by his ancestors) that the way to stay strong and avoid getting lost is to have faith in his spirituality and his identity (McDonald, et al. , 1999). This is proven to him when he almost follows Shandell down the path to self-destruction. The Binna Binna Man, their beliefs, bring them both back to the strength they gain from knowing that they are Aboriginal Australians, with a wealth of culture, history, knowledge, and skills. Unfortunately their people bear the scars of that wealth being devalued and misunderstood by the Anglo Australian hegemonic society. This is demonstrated through the sadness they carry and the way they feel how many of their people they have lost. The narrator and his family have to scrape together the means to travel out of the community they live in to be able to participate in their cultural rituals of grief and burial because they are not traditions easily accessible to them in Australian society. The narrator does not carry around the invisible knapsack of rights and power described by McIntosh (1988) that gives him access to the ability to carry out the roles of his identity. Rather, he realizes the struggle he has ahead of him, to keep the strength of his identity and to be able to survive life and society with it proudly intact. He can see the strength of his people, but he can also see their struggle (McDonald et al, 1999). As noted in McDonald (2004) Australian Indigenous youth battle on a daily basis with the pressures their identities generate such as racism, poverty, the hegemonic culture of school, and having English as a second language, while trying to maintain the roles expected of them from their Indigenous cultures. It is an enormously demanding and frustrating battle for these youth to get through their daily lives intact, let alone being able to achieve well in either world. The narrator is struggling with his identity as an Aboriginal youth in Australian society and is trying to emerge from a history of oppression and denial. He has not inherited wealth from his parents or the social and cultural capital necessary to be able to identify with the hidden curriculum of the education system (Allen, 2004). His family has only relatively recently emerged from a period of oppression under The Aboriginal Protection and Restriction of the Sale of Opium Act 1897 (Genever, 1992) where the Indigenous people of Australia were denied, by the Australian Government, the right to own anything, freedom of movement, the right to practice their cultural traditions, or the right to the education required to â€Å"participate as responsible citizens† (Genever, 1992). He is caught in Australian society, within his cultural boundaries â€Å"†¦(the objective presence of cultural difference)† as discussed in McDonald’s paper on ‘Forms of Social Justice’ (2004). In no way is he served by social justice by being given the same chances I was, under the pretext of â€Å"treating us all the same†, as though we share a common identity. The development of my identity has benefited from what McIntosh (1988) terms â€Å"unearned privilege†. The life choices and chances I have, I have inherited, not struggled or worked for. I am fortunate to have a very strong family support structure within my immediate family and my extended family. Traditionally, as a family, we celebrate birthdays, special events and seek advice from one another as needed. There is a strong sense of respect for elders in my family and the younger generation bears responsibility for their well-being. Predominantly, my family follows the Catholic religion and my values and beliefs reflect this. Consequently, I have developed a strong sense of self worth through the influence of my family and their cultural practices. I am a third generation Australian. My family was middle class and although not overly wealthy in terms of material belongings I can see that my life was rich in opportunities and choices that the narrator was not afforded. I was born into an environment that set me up to be able to succeed at school. English is my first language and I speak it well enough to succeed at school and to be accepted into university. I am immersed in a society where the traditions, customs, practices and language of my heritage surround me and dominate all other identities. The practices and language used by my family were consistent with those of the schools I attended, where the autonomy and independence encouraged in Indigenous children like the narrator may have been misinterpreted and devalued as neglect (Malin, 1990). I did, however, experience a brief time in my schooling that bore a stark contrast to that described above. When I was nine years old, I attended a school in Hawaii for twelve months and for the first time in my life was part of a minority group where my language, culture and experiences were not valued by the students or the teacher. I was never asked to share anything about myself or my life in Australia and was the victim of some ridicule from my peers because I lacked knowledge of, and a skill for playing, baseball. I was subjected to racist remarks about the colour of my skin and was never supported or really even acknowledged by my teacher. As a class, we were required to write a paper detailing the history of American presidents which I found extremely difficult. The exercise held no meaning for me and I was unable to connect with it on the same level that my American peers did. My developing experience as a pre-service teacher now allows me to see the value that would have come from the teacher asking me to write my paper on the history of Australian Prime Ministers, and to share that with my teacher and the class. This would have been an opportunity for the teacher to encourage a rich, authentic learning experience for me and for my American classmates – a sharing and valuing of knowledge and cultures and an opportunity to break down some of the cultural barriers that were present within the classroom and the school. I strongly believe that education is the key to success in society and that teachers hold powerful positions with regard to recognizing and valuing the diverse groups in their classrooms. My development as a pre-service teacher depends on an ongoing commitment to value and support every student in my classroom by understanding their cultures and how their identities shift and change, have different importance amongst peers, family, and the community. I will continue to make myself aware of the role identity plays in shaping our self perceptions and, therefore, our life chances. The education system has, in the past, failed certain groups and continues to reproduce social disparities, prejudices, conditioning and spirals of failure for these groups (Keefe & Carrington, 2007). As teachers, we should not see the cultural differences of our students as excuses or reasons for students to fail. Rather, we need to adapt our teaching practices and find ways to give them access to education and opportunities. Students need to be taught to view the world, themselves and others critically in order to recognize and discontinue the perpetuation of social inequities in education and other institutions. If teachers can work towards identifying the inadequacies in teacher service, they begin to address the needs of disadvantaged groups ensuring equitable access to education, as is every student’s right. As I raise my own child and instill in him the same practices, language and culture as my family did for me, I am aware I am equipping him with that â€Å"invisible knapsack† that McIntosh (1988) writes about. I am aware that I am sending him out into a world where he does not have to carry his identity around with him like a weight around his neck, restricting him access to education, his choices, his rights and responsibilities. I do hope however as I continue to grow and learn, that I instill in him the ability to understand ‘identity’ and what that means for him and for others. As he grows and learns he will understand that if he were to be treated â€Å"the same† as many of the minority groups he lives amongst, that he too would have to struggle to maintain his identity, just like the narrator. I know that his identity will provide him with more than his share of opportunities and choices. It is clear that various cultural and traditional factors shape our unique identities. Teachers have a responsibility to recognize and value the diverse backgrounds, experiences, and knowledge that their students bring to the classroom, and to ensure that pedagogies incorporate a variety of styles to cater for this diversity. Researching this topic and reflecting on my own experiences has been a valuable exercise that will influence my teaching philosophy and the way I view identity and diversity. Compiling this essay brought back virtually forgotten memories of events I myself encountered during my schooling when I experienced a situation akin to those described by the narrator. I strongly believe that our education system must implement inclusive curriculum programs that value all cultural identities. This will ensure that all students receive educational opportunities and the chance to develop self respect and positive dispositions towards learning, thus enhancing life chances and empowering them to succeed. . References: Allen, J. (2004). Sociology of Education: Possibilities and Practices. (3rd Ed). Southbank, VIC: Social Science Press. Austin, J. (Ed. ). (2005). Culture and Identity (2nd ed. , pp 139-154). Sydney: Pearson Education Australia. Genever, T. (1992). Black and Blue. Aboriginal-Police Relations in Far North Queensland During The Currency of The Aboriginals Protection and Restriction of the Sale of Opium Act 1893 – 1939. Unpublished Honours Thesis, JCU, Tsv. Keefe, M. , & Carrington, S. (Eds. ). (2007). Schools and Diversity (2nd ed. , pp 108 – 127). Sydney: Pearson Education Australia. McDonald, H. , (2004). Forms of social justice. Notes prepared for teacher education students. Townsville: James Cook University. McDonald, H. , (2004). Supporting Indigenous students as â€Å"smart, not good† knowers and learners: The practices of two teachers. Paper adapted for exclusive use of students enrolled in ED2990 and ED3290 at James Cook University. McDonald, M. , & Pryor, B. M. , (1999). The binna binna man. Crows Nest. NSW: Allen & Unwin. McIntosh, P. (1988). White privilege: unpacking the invisible knapsack. Available from http://seamonkey. ed. asu. edu/~mcisaac/emc598ge/Unpacking. html (Accessed 17 September 2008). Malin , M. (1990). â€Å"Why is life so hard for Aboriginal students in urban classrooms? † The Aboriginal Child at School, 18 (1), 9-29.

Digital Fortress Chapter 34

Susan sat alone in Node 3, waiting for her tracer. Hale had decided to step outside and get some air-a decision for which she was grateful. Oddly, however, the solitude in Node 3 provided little asylum. Susan found herself struggling with the new connection between Tankado and Hale. â€Å"Who will guard the guards?† she said to herself. Quis custodiet ipsos custodes. The words kept circling in her head. Susan forced them from her mind. Her thoughts turned to David, hoping he was all right. She still found it hard to believe he was in Spain. The sooner they found the pass-keys and ended this, the better. Susan had lost track of how long she'd been sitting there waiting for her tracer. Two hours? Three? She gazed out at the deserted Crypto floor and wished her terminal would beep. There was only silence. The late-summer sun had set. Overhead, the automatic fluorescents had kicked on. Susan sensed time was running out. She looked down at her tracer and frowned. â€Å"Come on,† she grumbled. â€Å"You've had plenty of time.† She palmed her mouse and clicked her way into her tracer's status window. â€Å"How long have you been running, anyway?† Susan opened the tracer's status window-a digital clock much like the one on TRANSLTR; it displayed the hours and minutes her tracer had been running. Susan gazed at the monitor expecting to see a readout of hours and minutes. But she saw something else entirely. What she saw stopped the blood in her veins. TRACER ABORTED â€Å"Tracer aborted!† she choked aloud. â€Å"Why?† In a sudden panic, Susan scrolled wildly through the data, searching the programming for any commands that might have told the tracer to abort. But her search went in vain. It appeared her tracer had stopped all by itself. Susan knew this could mean only one thing-her tracer had developed a bug. Susan considered â€Å"bugs† the most maddening asset of computer programming. Because computers followed a scrupulously precise order of operations, the most minuscule programming errors often had crippling effects. Simple syntactical errors-such as a programmer mistakenly inserting a comma instead of a period-could bring entire systems to their knees. Susan had always thought the term â€Å"bug† had an amusing origin: It came from the world's first computer-the Mark 1-a room-size maze of electromechanical circuits built in 1944 in a lab at Harvard University. The computer developed a glitch one day, and no one was able to locate the cause. After hours of searching, a lab assistant finally spotted the problem. It seemed a moth had landed on one of the computer's circuit boards and shorted it out. From that moment on, computer glitches were referred to as bugs. â€Å"I don't have time for this,† Susan cursed. Finding a bug in a program was a process that could take days. Thousands of lines of programming needed to be searched to find a tiny error-it was like inspecting an encyclopedia for a single typo. Susan knew she had only one choice-to send her tracer again. She also knew the tracer was almost guaranteed to hit the same bug and abort all over again. Debugging the tracer would take time, time she and the commander didn't have. But as Susan stared at her tracer, wondering what error she'd made, she realized something didn't make sense. She had used this exact same tracer last month with no problems at all. Why would it develop a glitch all of a sudden? As she puzzled, a comment Strathmore made earlier echoed in her mind. Susan, I tried to send the tracer myself, but the data it returned was nonsensical. Susan heard the words again. The data it returned†¦ She cocked her head. Was it possible? The data it returned? If Strathmore had received data back from the tracer, then it obviously was working. His data was nonsensical, Susan assumed, because he had entered the wrong search strings-but nonetheless, the tracer was working. Susan immediately realized that there was one other possible explanation for why her tracer aborted. Internal programming flaws were not the only reasons programs glitched; sometimes there were external forces-power surges, dust particles on circuit boards, faulty cabling. Because the hardware in Node 3 was so well tuned, she hadn't even considered it. Susan stood and strode quickly across Node 3 to a large bookshelf of technical manuals. She grabbed a spiral binder marked SYS-OP and thumbed through. She found what she was looking for, carried the manual back to her terminal, and typed a few commands. Then she waited while the computer raced through a list of commands executed in the past three hours. She hoped the search would turn up some sort of external interrupt-an abort command generated by a faulty power supply or defective chip. Moments later Susan's terminal beeped. Her pulse quickened. She held her breath and studied the screen. ERROR CODE 22 Susan felt a surge of hope. It was good news. The fact that the inquiry had found an error code meant her tracer was fine. The trace had apparently aborted due to an external anomaly that was unlikely to repeat itself. Error code 22. Susan racked her memory trying to remember what code 22 stood for. Hardware failures were so rare in Node 3 that she couldn't remember the numerical codings. Susan flipped through the SYS-OP manual, scanning the list of error codes. 19: CORRUPT HARD PARTITION 20: DC SPIKE 21: MEDIA FAILURE When she reached number 22, she stopped and stared a long moment. Baffled, she double-checked her monitor. ERROR CODE 22 Susan frowned and returned to the SYS-OP manual. What she saw made no sense. The explanation simply read: 22: MANUAL ABORT

Japanese history part 1 Essay Example | Topics and Well Written Essays - 1000 words

Japanese history part 1 - Essay Example The land was still parceled out by the Shogun in order for them to be given a chance to rule in their own domains. Since rice was the crop that was grown by the farmers, it was perceived as a national crop which had to be controlled by the Daimyos. Later the crop was distributed by the Shogun; the rice that was harvested in that particular year meant that 20% of it was to be kept by Shogun (Duus 30). Another 20% of the rice was distributed to the Daimyos and the rest half belonged to the farmers. This policy made the farmers to experience hardships since the Shogun could not consider whether it was poor crop year or otherwise. Through the policy known as Sankin Kotai system, all the Daimyos were loyal to Shogun and still had to move to Edo which today known as Tokyo. Due to the movement and travelling long distance managers financial burden was experienced and this was a must since their wives and sons were held hostages in Edo. The policy was under Shogunate and required or demanded Daimyo at Tokugawa at Endo to leave his family in Edo. This meant that the Daimyo were not supposed to be with their family implying they held as hostages (McKelway 45). The wives of Daimyo and their sons were held hostages during the entire period when the Daimyo was away which imposed a lot of burdens and hardships to Daimyo since maintain two families was expensive and the travelling to and from Endo made life difficult to the Daimyo. These expanses were about 25% thus making life unbearable and too expensive. The Samurai warriors dominated the Japanese feudal system though their total population was 10% including their Daimyo. Samurai were respected by the entire lower class member where they were to bow as a sign of respect. If a farmer or artisan would not bow then the Samurai was legally allowed to chop the head of the individual. Samurai was only to talk to the

The battle of Yarmuk (636) and the arab conquest of syria and palesine Essay

The battle of Yarmuk (636) and the arab conquest of syria and palesine - Essay Example One of the deciding factors of these battles aside from the strategies is the increase in numbers of Muslims that formed alliances with those of their own fates, and also their conquests of nearby regions, stopping the expansion of Christianity towards the Middle East and India, and allowed the Muslims to move westward up to Spain (The Great Islamic Conquests 49). It was believed by historians that if these battles did not happen or if it had other results, the history of the world might have been changed dramatically, since the major contributions of Islam like mathematics and science would be prevented from being spread, and without these two important concepts the beginning of the scientific revolution would be prevented. The Arab Conquests of Syria and Palestine When the Muslims were able to take control of former cities that were previously under Christianity, not only did they expanded their territories, but also removed the fertile lands that the Byzantine Empire relied on (Fo uracre 298). The unification of the bands of Arabs by the Muslim faith has created large and uniform bands that were able to take over territories because of their members having something in common: a strong faith in Muhammad (The Great Islamic Conquests 48). ... This created an opening for the Muslim Army to take over Syria and Palestine, before ultimately fending off the advancing Byzantine army at the Valley of Yarmuk. Around the year 628 A.C.E., the Prophet Muhammad signed a non-aggression pact with the Meccans because he was not yet allowing the Jihad, or Holy War to commence yet. However, due to the need to expand the Islamic faith and to loot the rich countries, some three thousand of his men initiated attacks on the eastern regions of Jordan, and eventually caused them a devastating defeat from the defending Byzantines (Avi-Yonah and Peres 199). Initially this made the Byzantine Emperor Heraclius complacent about the defenses of the Syrian borders, and after a year from being attacked by Muslim Arabs, he created an opening by not paying the tribes that defended this side of the kingdom (Kennedy 143). In addition to the discontent with the Byzantine rulers and religions, the persecutions added to the disinterest of the tribes that were living in the Syrian border, which made these parts vulnerable to either attacks or conversions (Kennedy 147). The Muslim army advanced towards southern Syrian borders, and one of the governors signed a peace treaty with Muhammad, which helped him secure one of the entrances to Syria (Avi-Yonah and Peres 199). After gaining control of Syria around 633-634 A.C.E., the Muslim army then planned on invading Palestine, annexing it and liberating the people from Byzantine rule. The battle lead by Khalid entered Palestine first by invading the northern part in order to control the region without other problems. The Byzantines were taken over by the Muslim soldiers due to the former undermining the capacity of the advancing Muslim army. Aside from the Byzantine Emperor

INDUSTRY ANALYSIS PROJECTS Research Paper Example | Topics and Well Written Essays - 1750 words

INDUSTRY ANALYSIS PROJECTS - Research Paper Example of this paper is to demonstrate how industry structure and environmental forces affect the competitiveness, profitability, investment opportunities and choice of strategies for the office furniture industry. Major processes and products of the industry are also covered in the paper, its NAICS code, and the value chain starting from the major inputs to the end user. The key success factors (KSFs) are also discussed and their relevance to the growth of the industry. The Canadian office furniture manufacturing industry deals with a wide range of products ranging from cabinets, bookcases, desks, chairs, filing cabinets and desks. The industry also manufactures store and office fixtures, including cafeteria countertops (except bathroom and kitchen), partitions and furniture parts (IBIS World, 2015). Customers may order furniture that is customized or predesigned. The furniture may also be sold assembled or unassembled depending on the destination market and the customer demands. Major activities in the industry include manufacture of office furniture, manufacturing showcases, lockers, shelving, and partitions. Additionally, the industry deals with custom architecture woodwork and special wood fixtures. Manufacturing is done in line with the North American Industry Classification System (NAICS). Canada is the second largest marketer of office furniture in the world and the leading exporter in the United States. The domestic production of furniture in Canadian markets has expanded over the years. The industry has greatly contributed to increased employment rates and is one of the factors helping to bridge the economic gap in the Canadian markets. The Canadian Office Furniture industry is classified under NAICS code 33721CA. Other related NAIC codes include 337110 for wood kitchen cabinet and countertops, 33712 for household and institutional furniture, and 337121 for household upholstered furniture. However, this paper deals specifically with office furniture under

The american story Essay Example | Topics and Well Written Essays - 1250 words

The american story - Essay Example What features characterize the American past and how they are reflected within the current day’s American society? In the simplest form, the American story would be seen in whole range of aspects surrounding political, social cultural as well as the economic evolution as has been cited in the past (Salzano 1-3; Anon, 2-3). In the analysis of the American story, this paper intends to evaluate the great steps that characterize the past of the great nation. In particular, the evaluation of the movies as watched in the class depict the systematic change in the different aspects of a nation; economic, social cultural as well as political that are characteristic features of the past to America. As seen from the great book by Garrett, ‘the American story’, much of mankind past can never be ascertained by simply believing what is seen. He clearly reveals that much is what lies behind the scenes and only take the hand of divinity to reveal what actually is presumed. Just a s the case with the rest of world’s countries, the journey of a sovereign America as it is today started with the weight of colonialism. However, events unfolded systematically to pave way to what is currently known as the world’s great, ‘the America’. ... Indeed, the great Henry is quoted to say "As for me, give me liberty or give me death" (Garrett 14), all in the spirit of nationhood as characterized the early formation of a state. It is the committed strive of a great people to birth an unknown country and which would command great global power within a mere span of six generations down the line. Despite the oneness revealed through the struggle for independence within the American country and which is evidently portrayed by the independence declaration, â€Å"We hold these truths to be self evident, that all men are created equal, that they are endowed by their creator with certain unalienable right, that among these are life, liberty and pursuit of happiness† (Garrett, 13-16) turned out to mock this own spirit with the practice of mastery and the slave as was the case with the negroes. The actual sense of liberty was only inherent within spirituality as many generations down the line find liberty as mere fiction in their p ursuit. Different continents in history hold different stories of evolution as the book by Diamond in review of the movie, ‘guns, germs and steel’ portrays. He sought to unravel the reasons behind the inequality as seen in our societies, the reason why some societies develop quickly than others. It also intends to reveal the mystery behind the colonization of America by Europe and not otherwise as common sense would have it. Food production as revealed through the evolution track of human beings brought about disparity and class distinction between the haves and the have-nots. Much of the endowment in productivity arose from geographical disparities and the climatic conditions (Diamond 195-197).

Japanese Multinationals and the Management of Human Resources in Essay

Japanese Multinationals and the Management of Human Resources in United Kingdom Subsidiaries - Essay Example In the present day and age, the conduct of business leans increasingly towards international operations and managing human resources is increasingly critical to the success of business and . However, published research supports the notion that construction of human resource management for a business takes place within strong national boundaries. Thus, although information and communication technologies continue to transform organisational structures and business processes, breaking down organisational and geographic boundaries, national human resource management traditions engrained in the culture of a multinational headquartered in a country often intermingle with culture and traditions of the country in which a subsidiary is located. Although multinationals from a host country retain elements of traditional and cultural values, including those from Japan, United States of America and elsewhere, it is difficult for multinational corporations to exhibit core traditions from Japan, Am erica, etc. in subsidiaries located overseas for managing employees. When expanding overseas, a failure to integrate successfully managers and other key personnel from host countries into the management process of foreign subsidiaries is likely to present severe negative outcomes for a parent company. After all, foreign multinationals must serve clients in a host nation, comply with its laws and compete effectively in a nation with its own traditions, culture, business values and needs. A multinational must have due regard for national culture and organisational culture in a subsidiary, which must cater to the locals while shaping effectively the collective. Material and spiritual culture in a host country together with aspirations of employees, their preferences and tastes influence the treatment of employees and success of a subsidiary. (Keeley, 2001, Pp. 15 – 20). Multinational enterprises must have due regard for local employment laws, industrial relations and ethics

Problem Analysis and Project Proposal Work Sheet Research Paper

Problem Analysis and Project Proposal Work Sheet - Research Paper Example The funding on many occasions during the recessions seems to be on a difficult side for many of the small scale entrepreneurship. As a result the company often ends up not completely being successful on achieving milestones of growth and expansion they might have anticipated. 1.2 Background History that Set the Problem Calsoft group and provides outsourced product engineering services to both established companies and start ups. It was a firm set up in 1992 to provide accelerate the development of software products and reduce time to market through its high-end software engineering skills in cutting-edge technologies, proven processes, methodologies and tools. Their full life cycle services include product development, testing & QA, sustenance engineering, embedded hardware design and embedded software development (Calsoft). Since the founding of the Calsoft in 1992 the company has gone through ups and downs, and accomplished quiet many acquisitions. In 2004 the have acquired 100% stake in Webspectrum Software Ltd., Bangalore, India. They started to grow as an international concern in the year 2005 by setting up the operations in Dubai, and acquired majority holdings of Informed Decisions Corp., Alameda.CA and American HealthNet (AHN)’Omaha, Nebraska. 2006-’07 saw again more of the a cquisition of majority stakes many firms such as Acquired majority stake in Inatech Infosolutions London, UK & Bangalore, India and Aspire Communications Mysore, India & San Jose, USA.

Project management Essay Example | Topics and Well Written Essays - 3000 words

Project management - Essay Example This paper aims to examine this suggested approach and determine its effectiveness as far as complex project management is concerned. 1. Statement of the Problem The concept of Project Management was first utilized in the mid 1900s, when oganizations started to systematically apply management tools and techniques to complex engineering projects (A Brief History of Project Management 2012). Fast forward to half a century later, complex projects involving developments on information technolgy requires a management style that would adapt to the dynamism of current technological breakthroughts. To support these requirements, Project Management has evolved into a discipine encompassing boundaries of multiple industries, employing fresh approaches, regardless of the project size and scope. This research will specifically focus on the Systems Approach to Project Management and its effectiveness as a guide towards the achievement of project goals. 2. Definition of Terms a. Project Management – The planning and organization of an organization’s resources in order to move a specific task, event or duty toward completion (Project Management 2012). b. ... It may also be defined as management thinking that emphasizes the interdependence and interactive nature of elements within and external to an organization (Systems Approach 2012) d. Project Management Processess – The common elements of Project Management, regardless of the methodologies used. This includes initiation, planning or development, production or execution, monitoring and controlling, and closing (Project Management 2012). e. Project Management Methodologies – Step by step tactics that details what the project manager has to do from start to finish. To date, there are 10 identified methodologies being used, depending on the project and industry type. Methodologies answer how questions pertaining to project management as a whole. 3. Methodology Research is the primary methodology used. Online journals and case studies were utilized to enable the writer to support the argument stated in the first part of this term paper. Relevant data have been gathered from s pecified documents and compiled databases in order to analyze the material and arrive at a more complete understanding of this particular project management methodology. This is a qualitative research utilizing books, write ups and other related researches. Below are the questions that this research aims to address: a. What is the systems approach to project management? b. What are the essential elements to the systems approach? c. What does it require the project manager to do? 4. Review of Related Literature Systems Theory teaches us to to look at the total system performance and the relationships between systems. Every projects is seen as a system consisting of many interrelated and

The poem Half caste Essay Example for Free

The poem Half caste Essay The poem half caste has one reference of rhyme in it glow, shadow, tomorrow this rhyming makes the poem seem like a well planned argument rather than a rant. This gives the effect that he is reasoning with someone in an argument (his audience). The rhythm in the poem nothings changed, starts off with a very slow rhythm to it, it sues mono-syllabic words small round hard stones click this creates a slow harsh bitter mood. During the 2nd stanza the pace speeds up, he begins to use repetition and my hands, and my skin, and and this repetition of the word and shows his anger rising, consequently causing the poems pace to quicken dramatically. Once again the rhythm changes, this change occurs in the 4th stanza no sign says it, but we know where we belong the rhythm is slower meaning that he is sad. The rhythm in the poem half caste is very constant, it has a steady rhythm to it mainly because the poem is very humorous and harsh all through the poem yu mean when Picasso mixed red and green, is a half caste canvas The poet in the poem half caste uses many references to imagery, imagery means when you can see what the poet is trying to describe yu mean when light an shadow mix in de sky is a half caste weather this compares having parents of different colours to a natural image of the sky mixing. Nothings changed also uses imagery. Name flaring like a flag this simile shows the proud and insulting dominance of the white mans inn. The white mans inn is posh it is admirable it is up-market but still it squats , it does not blend in with its surroundings, this new inn, with posh food contrasts sharply with the black peoples inn, with plastic tables and no tissues but to wipe your hands on your worn out jeans. The flag of the white mans inn seems to be taunting the man. The poets use language to explore their feelings about racism in many interesting and imaginative ways. In half caste the poet repetition of the words explain yuself this gives a conversational and yet aggressive tone. The poet also uses Creole explain yuself, by the poet using Creole it shows he is comfortable with both sides of his background. In the poem nothings changed the poet uses alliteration and one syllable words to tell his poem. Cuffs, cans, crunch by using mono-syllabic words the poem seems sad, but it also makes it seem snappy and hard hitting. Afrika also uses onomatopoeias click, crunch. Onomatopoeias are words that sound like the sound they make. Both of the poems are expressing their hate for racism they have told it in two different perspectives one from each poet. Tatamkhula afrika has a more aggressive view of racism, he despises it. On the other hand john agard has a more conversational attitude to racism he debates about it and is able to laugh the idea of racism off. John agards poem interested me the most, because I was interested to hear about his ideas on racism (half caste). In conclusion I agree with both poets about their view on racism, racism is for the small minded and it should be stopped.

Native American Indians Essay Example for Free

Native American Indians Essay Indian Nations are sovereign governments, recognized in and hundreds of treaties with the U. S. President. The history of this continents original inhabitants encompasses a broad range of cultures and experiences. American Indians varied greatly from region to region, as did their reactions to European settlement. This website will delve into the vast and storied background of most tribes and seek to supply the visitors with as much knowledge as possible about the proud history of Native Americans. Please join us on this journey into the past, experience the present and dream about the future of the American Indian. When Columbus landed on the island of San Salvador in 1492 he was welcomed by a brown-skinned people whose physical appearance confirmed him in his opinion that he had at last reached India, and whom, therefore, he called Indios, Indians, a name which, however mistaken in its first application continued to hold its own, and has long since won general acceptance, except in strictly scientific writing, where the more exact term American is commonly used. As exploration was extended north and south it was found that the same race was spread over the whole continent, from the Arctic shores to Cape Horn, everywhere alike in the main physical characteristics, with the exception of the Eskimo in the extreme North, whose features suggest the Mongolian. Tribes and Nations Native Americans (American Indians) make up less than one percent of the total U. S. population but represent half the languages and cultures in the nation. The term Native American includes over 500 different groups and reflects great diversity of geographic location, language, socioeconomic conditions, school experience, and retention of traditional spiritual and cultural practices. However, most of the commercially prepared teaching materials available present a generalized image of Native American people with little or no regard for differences that exist from tribe to tribe. Mohawk (Iroquois): The Iroquois League, or Five Nations of the Iroquois, was the most powerful Indian military alliance in the eastern part of North America and probably the most successful alliance of any kind between so many important tribes. There were three principal clans deer, turtle and wolf existing within the five nations, and this was probably an important unifying factor in the league. The league was formed in the late sixteenth century at which time the five nations had a combined population of 7000. Mohican (Mohegan) and/or Mahican: What a confusion of facts. After reading through several texts and visiting many sites on the web, it has become clear as mud that everyone has a differing opinion about the relationships between these three tribes. We will therefore include them all on one page and maybe through your wanderings, you will discover the truth. If you do, please let us in on it. Creek: The Creek were originally one of the dominant tribes in the mid-south and later became known as one of the Five Civilized Tribes. They were known in their own language as Muskoke or Muskoge, by the Shawnee as Humaskogi, by the Delaware as Masquachki and by the British as the Ochese Creek Indians, hence the present name. Their name has been adapted for that of their linguistic group and for Muskogee, Oklahoma, which was a major city of the Creek Nation in Indian Territory. Cherokee: The Cherokee were one of the largest tribes in the Southeast and were among the earliest to adapt to European civilization. Their name is written Tsalagi in their own language, and they were called Chalakki by the Choctaw, whose language was the language of trade in the Southeast. Southwest Navajo (Dineh, Navaho): The Navajo tribe is the largest in the United States, with some 200,000 people occupying the largest and area reserved for Native Americans 17 million acres in Arizona, Utah, and New Mexico. The word Navajo derives from the Spanish word for people with big fields. At the time of the arrival of the white man they had developed agriculture, though on a smaller scale than the nearby Hopi and Pueblo peoples. The Navajo were less sedentary than the Hopi and Pueblo tribes, but more so than the Apache of the same region. Zuni: The Zuni, like the Hopi, were linguistically distinct from the Pueblo tribes but related to them culturally. The three groups, Zuni, Hopi and Pueblo, had several important characteristics in common. First of all, they lived in pueblos (Spanish for village), which were a composite of adobe houses, frequently interconnected and occasionally multistoried, much like a modern apartment complex. While each Pueblo tribe was associated with a single pueblo, the Hopi and Zuni were each associated with several, and not all members of these tribes lived in pueblos. Hopi: The Hopi, whose name comes from hopitu meaning the peaceful ones, are traditionally associated culturally with the Zuni and with eht Pueblo Indians. All of these people live in pueblos or cities comprised of a complex of sometimes jultistoried, rectangular houses. The name pueblo drives from the Spanish word for people. The Hopi are descendants of people who migrated into the Southwest prior to 1000 BC. By 700 AD they had developed agriculture and were raising corn, beans, squash and cotton. By 1100 AD they had abandoned their aboriginal pit housed for multi-level adobe houses, and had founded cities at Oraibi and Mesa Verde. Yavapai: From prehistoric times, the Yavapai lived as hunters and gatherers practicing occasional agriculture on over nine million acres of central and western Arizona. The three primary groups of Yavapai maintained good relationships with each other and are now located at Ft. McDowell, Camp Verde and Prescott. The Yavapai are known for weaving excellent baskets, which are displayed in many museums. Apache: The Apache (from a Zuni word meaning enemy) are a North American Indian people of the Southwest. Their name for themselves is Inde, or Nde (the people). The major nomadic tribe in the American Southwest, the Apache, was also the Last major tribe to surrender to government control in the 1880s Plains Kiowa: The Kiowa name is derived from kai-gwa, meaning principal people, and legend has it that they originated in the Yellowstone River country of central Montana. In the eighteenth century, having obtained horses, they moved onto the plains to hunt buffalo. During this time they made alliances with both the Kiowa-Apache as well as their former enemies, the Comanche. This latter association was the basis for the Kiowa-Comanche Reservation formed in Indian Territory in 1892. The Kiowa are noted for having kept a written history. This historical record was kept in the form of a pictographic calendar painted and updated twice a year, in winter and summer, on buffalo skins. Pawnee (Pani, Pana, Panana, Panamaha, Panimaha): The Pawnee name may have derived from Caddoan pariki, meaning horn, a reference to the peculiar manner inwhich the tribe wore the scalplock. The Paunee lived in established villages similar to those of the Mandan. They practiced agriculture but also hunted buffalo on the plains part of the year. They had a complex religion unrelated to other Plains tribes that included offering female captives as a sacrifice to ensure abundant crops. Comanche: The Comanche are an offshoot of the Shoshone and one of several numanic speaking tribes. They are linguistically related to the Shoshone, Ute and Paiute, whose language is remotely related to Aztec. Their name comes from the Spanish camino ancho, which means wide trail. They once lived in the Rocky Mountains near the Shoshone, but migrated to the plains to hunt buffalo. Though they became nomadic Plains Indians, they still maintained good relations with the Shoshone. Osage (Wazhazhe): Closely related to the Omaha, Kansa, Quopaw and Ponca, the Osage are thought to have once lived in the Ohio River valley, but they were first encountered by the white man in Missouri, where they were recorded as having large cornfields. They usually lived in earth lodges, but when on hunting trips to the northern plains in search of buffalo, they carried and used the plains tipi. Great Lakes Miami (Maumee, Twightwee): The Miami, whose name comes from the Chippewa omaumeg, or people who live on the peninsula, first came into contact with white men in 1658 near Green Bay, Wisonsin, but they soon withdrew to the headwaters of the Fox River and later to the headwaters of the Wabash and Maumee rivers. The Miami had good relations with the French, with whom they were allied. They were also closely associated with the Piankashaw, who were once thought to be part of the Miami tribe. Huron (Wyandot): The name Wyandot (or Wendat) is Iroquoian for people of the peninsula, a reference to a peninsula in sourthern Ontario eas of Lake Huron where they originally lived. Their population was estimated at 20,000 in 1615 when first encountered by the French under Samuel de Champlain, who referred to them as Huron (bristly-headed ruffian). The first Wyandot groups inthe region probably arrived in the early fourteenth century. In addition to maize, the Wyandot raised beans, squash, sunflowers and tobacco. Ottawa: The name Ottawa is derived from the Algonquian adawe, meaning to trade, an apt name for the tribe, who had an active trading relationship with the related Chippewa and Potawatomi as well as other tribes of the region. Like the Chippewa, they built birch bark canoes and harvested wild rice. Ottawa Chief Pontiac rose by 1755 as one of the most important Indian leaders of the era. Ojibwa (Chippewa): To end any confusion, the Ojibwa and Chippewa are not only the same tribe, but the same word pronounced a little differently due to accent. If an O is placed in front of Chippewa (Ochippewa), the relationship becomes apparent. Ojibwa is used in Canada, although Ojibwa west of Lake Winnipeg are sometime referred to as the Saulteaux. In United States, Chippewa was used in all treaties and is the official name. The Chippewas were the largest and most powerful tribe in the Great Lakes country, with a range that extended from the edge of Iroquois territory in the Northeast to the Sioux-dominated Great Plains. Both of these major tribes were traditional Chippewa rivals, but neither was powerful enough to threaten the Chippewa heartland, where the Chippewa was master. The tribe used the lakes and rivers of the region like a vast highway network, and developed the birch bark canoe into one of the continents major means of transportation. Northwest Nez Perce: Nez Perce is a misnomer given by the interpreter of the Lewis and Clark expedition team of 1805. The French translate it as pierced nose. This is untrue as the Nee-me-poo did not practice nose piercing or wearing ornaments. The pierced nose people lived on the lower Columbia River and throughout other parts of the Northwest. The famous indian chief and leader, Chief Joseph, was of the Nez Perce. Flathead (Salish): The Flathead, a subgroups of the Spokane tribes, were given their name from a custom common to many Salishan people of practicing head deformation by strapping their infants to hard cradleboards. This flattened the back of the head and made the top appear more round. The Flathead, conversely, did not practice head flattening, and therefore the tops of their heads were flatter than those of the other Salishan people, hence the name. Blackfoot (Siksika): The Blackfoot are one of the several numanic-speaking tribes, and were historically allied with the nomadic Atsina. Ther were the archetypal Plains Indians, for whom the buffalo provided nearly all their needs, from food to clothing to leather for their tipis. Shoshone (Shoshoni): The Shoshone were the most wide-ranging of the Great Basin tribes, with a habitat that stretched from the eastern Oregon desert to southern Colorado. They were closely related to the Bannock, Gosiute, Paiute and Ute, with whom they shared these lands and with shown there was a good deal of intermarriage. Kwakiutl: The Kwakiutl were one of the major tribes of the Northwest Coast and once encompassed other nearby tribes such as the Bella Bella, Kitimat, Makah and Nootka, with whom they are linguistically related. Their villages were typical of the Northwest Coast, with large cedar plank houses and intricately carved totem poles, representing the animals with whom a particular family might be religiously associated. Works Cited â€Å"Rebuilding Native American Communities† by Don Coyhis Richard Simonelli, Child Welfare, Mar/Apr 2005 (15 pages). â€Å"Native American Feminism, Sovereignty, and Social Change† by Andrea Smith, Feminist Studies, Spring 2005 (17 pages). â€Å"The Paradox of Native American Indian Intellectualism and Literature† by Kathryn Winona Shanley, MELUS, Fall/Winter 2004 (20 pages). â€Å"American Indian History as Continuing Story† by Peter Iverson, Historian, Fall 2004 (8 pages). â€Å"Anti-colonial Strategies for the Recovery and Maintenance of Indigenous Knowledge† by Leanne R. Simpson, American Indian Quarterly, Summer/Fall 2004 (12 pages). â€Å"Sovereignty: The Rhetoric v. The Reality† by Paul Boyer, Tribal College Journal, Fall 2004 (4 pages). â€Å"Developing an Effective Approach to Strategic Planning for Native American Indian Reservations† by Nicholas Zaferatos, Space Polity, April 2004 (18 pages). â€Å"Ethnogeography and the Native American Past† by James Carson Taylor, Ethnohistory, Fall 2002 (20 pages). â€Å"Indigenous Identity† by Hillary N. Weaver, American Indian Quarterly, Spring 2001 (16 pages) â€Å"What We Want to be Called? † by Michael Yellow Bird, American Indian Quarterly, Spring 1999 (21 pages) â€Å"Native American Population Pattern† by Mathew J. Shumway, Geographical Review, April 1995 (17 pages) . The North American Indian Jewelry and Adornment (Harry N. Abrams, 2003) Native American: A History in Pictures (DK Adult, 2000) Atlas of North American History (Checkmark Books, 2000) We Are Still Here: American Indians in the Twentieth Century (Harlan Davidson Inc. 1998) The Native Americans: The Indigenous People of North America (Advanced Marketing Services, 1999) Through Indian Eyes: The Untold Story of Native American Peoples (Readers Digest Association, 1995) Dictionary of Native American Mythology by Gill, Sam D and Sullivan, Irene F (ABC-Clio, 1992) Exiled in the land of the free: Democracy, Indian nations, and the U. S. Constitution (Clear Light Publishers, 1991) The Native American Experience (Facts on File, 1991). The great father: the United States government and the American Indians by Prucha, Francis Paul (University of Nebraska Press,1986) Voices of the Winds: Native American Legends by Edmonds, Margot and Clark, Ella Elizabeth (Facts on File, 1989) Atlas of the North American Indians by Waldman, Carl (Facts on File, 1984) Changes in the Land: Indians, Colonists, and the Ecology of New England (Hill Wang, 1983) The Talking stone: An anthology of native American tales and legends (Greenwillow Books, New York, 1979) The Indians of the southeastern United States by Swanton, John Reed (Smithsonian Institution Press, 1979)

History of the North and South Korea Border Conflict

History of the North and South Korea Border Conflict In recent years, the relation between North Korea and South Korea becomes better. And in the latest news, the two parts of Korea decided to stop the conflict and sign the peace treaty. That even surprised people around the world and attracted many political criticizers from multiple nations. So what happened to make the conflict between North and South Korea become so famous? Why did Korea divide into two parts as the North and the South? How did the Korean War relate to World War II? And what did Korea do to make it become the highest security concern to the US? We all know that since the development of nations around the world, the need for expanding the territory of those countries has escalated as well. However, the region of each country is regulated by UN rules and international order. Therefore, more and more nations fight over their regions. North Korea wanted to expand its territory so started to invade South Korea’s region and created one of the most popular regional conflict, which is known as North-South Korea border dispute. The tension between North and South Korea has continuously lasted. The roots of the conflict on the Korean Peninsula started in 1945, at the end of the Second World War. Before 1945, Korea was still a part of the Empire of Japan. However, the situation started to change in August 1945. Japan’s Kwantung Army surrendered the Red Army, â€Å"The northern part of the Korean peninsula was liberated,† this statement means that at that time, only a northern part of Korea was free from Japanese Army. Two separate zones of the country were formed along the 38th parallel between USSR in the North and the US in the South. As a consequence, the two divided nations would receive supervision from the two different parties. North Korea or known as the Democratic People’s Republic of Korea got help from the Union of Soviet Socialist Republics (USSR), while the South was under the protection of the US. In 1947, the issue of forming the single state of Korea was mentioned in UN Co mmission on August 1948, the Republic of Korea was proclaimed. Over time, the differences of military and political regimes between two countries develop and create a massive tension. However, the conflict between the two parts of Korean Peninsula started to break out in June 1950. North Korea provoked bloody strife when Prime Minister of North Korea, Kim Il-sung decided to invade the South. There were 75000 North Korean soldiers running across the 38th, and 10,000 soldiers died daily before the war broke out. On June 25, 1950, the war happened â€Å"between US Armed Forces, along with 15 other countries under the banner of a UN multinational force fighting for South Korea, and the DPRK, backed by Chinese and Soviet troops.† which was known as the Korean War. So, what is the real reason for the bloody conflict between North and South Korea last for a half of a decade? The tension of two parts of the Korean peninsula is in the hottest stage. This battle got a lot of attention from multination around the world. Many people drew up possible hypothesizes about the factor of Korea War. However, there were still many questions remained unanswered over time. The collision was related to World War II and believed to be a part of the international power struggle between USSR and the US. In the North, Kim II Jung received the help his patrons included the Soviet Union and China. He formed his country as The Democratic People’s Republic of Korea. Kim II Jung also rose up skillful political leaders who knew how to build an aura of captivating charismatic power. Therefore, the president of North Korea controlled his country by force and regulations. North Korean people could be in jail if they against these rules. They had a very limited contact with the actual world. The country constructed itself as a dictatorship nation. Additionally, North Korea tried to build a good relationship with the Soviet Union to borrow USSR’s army to expand territory. Kim II Jung desired to reunify Korea. Thus, he repeatedly asked Joseph Stalin for military permission long time before the invention, according to The Wilson Quarterly. Moreover, at that time, USSR and The US were in the state of cold war. Stalin wanted to use Korean War as a means of measuring the West’s power. The leader of Soviet Union wanted to demonstrate its aggressiveness to the world. And if there would be no resistance, Korean War would become a stepping stone for USSR to conquer the world. On the other hand, South Korea was also democratic regime with fewer regulations. Citizen vote elected Prime Minister. People had the freedom of speech and connected to the world around. South Korean at that time was allied with the US and others fifteen countries. The US declared that it would not guarantee South Korea’s security, according to The Wilson Quarterly. The purpose of that declaration was not to make USSR not to have any caution with the US power. USA wanted to give an unexpected counter-attack to USSR to express their military potential. They also meant to threaten others plans of USSR. The Korean War began on June 25, 1590. Primarily, people thought it happened to be a civil war between two parts of a country. However, The Korean War was an international offence when the Soviet Union planned the North Koreas attack.   Moreover, Soviet-led tens of thousands of North Korean soldiers across the 38th parallel invade South Korea territory. As an expectation, the US and other fifteen countries countered the Korean War aims to change the international issues. Until 1953, President Dwight D. Eisenhower’s threated to use nuclear weapons on the northern continent. Worrying about the desolation of nuclear missile on the nation, after Stalin’s death, his uncertain successors, decided to end the Korean War via the armistice. In 1953, over a million soldiers and civilians not only from both sides of Korea but also from America, China, Russia and Britain dead. This war created a fear of the ‘domino effects’ to many allied nations. People recognize that the price of victory would be too high for any party; there was no point in letting the war continued. Fortunately, an armistice agreement was created in Panmunjom on July 27, 1953, and signed by both parties of Korea. In the armistice, although official peace between the North and the South was not established, a â€Å"demarcation line with a four-kilometer-wide demilitarized zone on both sides.† After that, in July 1972, the North and the South signed another treaty, the North-South Joint Statement. The statement was mainly about â€Å"independently, without reliance on foreign powers; peacefully, and based on a great ethnic consolidation.† After the Korean war, both parts of Korea made much of devastations their countries. North Korea lost its essential source of support due to the collapsing of USSR. Also, it lost all of the usual diplomatic relations with other countries and became the prominent security concerns of the United Nations. Furthermore, many Korean families were split due to the different kind of thoughts, either communism or non-communism. While South Korea became a significant economic and technological power, North Korea is still poverty, heavily militarized nation. The differences put North and South Korean in the state of ‘ready-to-fight’ over a period and have no clue of ending. Even though the Korean War ended for more than half of a century and many treaties were signed to keep the national peace. Technically, the two parts of the Korean Peninsula are still in the state of cold war. This tension does not only affect the diplomatic relations between North and South Korea but also become an international concern. Other allied countries started to have precaution with North Korea, North Korea isolates itself as an independent, socialist state and become aggressive to the world. The tension between North and South Korea has been continued up until now and causes many damages on both sides of the Korean Continent. While North Korea suffered from famine and economic crisis and the political system was predicted to be regressed. In the South, another vision of reformation developed. Korean people thought that the reunification would happen organically – not through military force or political solution. However, the idea that each part is following is diffe rent from the other. North Korea stubbornly wants to reunite with South Korea under North Korea’s philosophy, socialism. On the other hand, South Korean intends to run the country as a democratic system. Therefore, the questions of achieving reunification remain unanswered over time. In South Korea, the government wants to run the country under a democratic system. Because the South had a larger population compared to the North, thus, it cannot be managed in the same way as Kim’s empire. South Korea seeks freedom for its people. Park Chung Hee wants his citizens to talk what they want freely. Citizens have a right to decide who would be their prime minister. Also, residents are also allowed to connect to the world. Moreover, Park President wants to develop the Korean economic. Due to the division along Korean Peninsula, Korean economy was damaged enormously. The North-South joint factory was forced to close. As a result, hundreds of North Korean have to return to their state. The unemployed rate in the North escalated dramatically. Electric power and water supply have also been cut as well. In the term of tightening up the sanction on North Korea, the national economic system was almost collapsed. The deviation of economies between North and South Korea makes the unification more difficult than ever. Park Chung Hee wants to get close to the North, balance out the differences and turn Korea into the most economical and technological in Asia. In North Korea, Kim Jong Un wants to reunify Korea with a socialist idea. That idea was formed since Kim II Jung. The president of North Korea had an idea of building a country as a dictatorial system. He wanted to control his citizens with military force because he thought that people would be obedient to what he said due to the scare of death. Also, he wanted the country to be isolated from the rest of the world. When the nation became backward, the citizens would not dare to rebel; they would be loyal to the country. North Korea’s president understood the efficacy of the power force. Thus, he would love to keep that power not only during his lifetime but also beyond the time of his throne to mobilize the masses toward ambitious political goals. Moreover, on the reunification plan, Kim Jong Un also wants to take advantages of South Korea to develop the military system. According to Heather Stephenson, â€Å"Over the past 20 years, Seoul has given the Kim regime, on the record, over $10 billion, without any monitoring of who receives the aid.† There was still a mysterious thing to know whether that amount of money was used to increase living facilities or develop a nuclear missile. In another source, when Byung- Ho Chung visited North Korea, he asked how people in that country managed their lives during the difficult time. The North Korea tour guide just said â€Å"For us in North Korea, the thing that really matters is politics. The economy is nothing compared to politics. We are ready to endure hunger and sacrifice our lives for politics if necessary.† Kim assimilated his citizens that politic should become their first priority. North Korean military becomes dangerous and dominant over time while the quality of living remains the same for half of a century. The goal of unification of two parts of Korea is entirely different from each other. While Kim Jung Un only wants the country to be directed under his authority, South Korea seeks peace and freedom in its nation. It is a dilemma problem for political experts to solve. Hypothetically, The North follows the democratic system, would its citizens not make any rebellions to Kim? On the other sides, what would happen if the South change into Socialism? Would South Korea people be able to obey what Kim says even if his demand is unreasonable or dictatorial? Also, when Kim becomes the controller, who can stop him from using South Korea money to develop nuclear weapons? We all know that North Korea is the most dangerous potential nuclear force. People are anxious about each movement of North Korea military. Because, we all know that when the nuclear war happens, it will influence unimaginably enormous to the nations. No country can win in nuclear war. What it means is that in the end, the â€Å"winner† might end up less defeated than the â€Å"loser† but not too much of differences between two powers. Both sides of the conflict could have devastation occurred extremely quickly. â€Å"Two sides would have neither powers, nor laws, nor cities, nor cultures, nor cradles, nor tomb.† Also, nuclear weapons could be considered a holocaust. No one could survive after being involved. Additionally, national economic could be desolated. And it would take a lot of time and effort to restore as the origin. Seeing many adverse outcomes from nuclear programs, North Korea decides to stop working on nuclear weapons and find the way to unify with South Korea. Reunification between the North and the South has always been a dream for the President of the North Korea, Kim Jong Un. That idea has been held since Kim II Sung up until now. According The Hill, Harris said â€Å"He [Kim Jong Un] is after what his grandfather failed to do and his father failed to do, and he’s on a path to achieve what he feels is his natural place and where North Korea’s natural outcome is: a unified Korean peninsula that’s subject to the communist regime.† Reunification with the South brings to the North various benefits such as the developing in the economy and life qualification. Therefore, during last six decades, North Korea tried to set up many negotiating conferences to set peace between two parts of Korea. However, due to the differences between two nations, a peace treaty was still a difficult thing to come up. Until Early April 2019, after the Olympics event, the tension between two parts of Korea had a sign of reducing when South Korea sent a delegation to Pyongyang to meet Kim Jong Un. The purpose of this visiting is to prepare for a first summit meeting after holding high-level talks for more than a decade between North and South Korea. The summit meeting played a significant role in any possibility of peace on the Korean peninsula.  This summit was historic; it was believed to a be conference to erase the tension between two parts of Korea since 1953s. On April 27th, the first summit meeting finally happened with the participants of North and South Korea’s Leader. In the conference, Kim said â€Å"If we maintain frequent meetings and build trust with the United States and receive promises for an end to the war and a non-aggression treaty, then why would we need to live in difficulty by keeping our nuclear weapons?† After half of a century of setting troops at the border to keep uneasy peace, Kim Jong Un decided to stop the conflict and find the peace for citizens from both sides. The meeting was meant to have a peace treaty between two states of Korea by removing all of the nuclear missiles out of the Korean Peninsula. On the other hands, seeing the potential benefits when reunifying with the North, South Korea did many things to make unification happen. South Korea’s leader even started a committee to make the reunification becomes possible. Base on Mr. Moon’s perspective, the unity could help Korea to become wealthier by the help from North Korea. Additionally, for the last several years, North Korean society was one of the most sheltered guarded in the contemporary world. North Korea had a proud investment in preventing outsiders from seeing anything that might make a negative impact to the country. When reunifying the two parts of the continent, Korea could have a better military defense formed on North Korean military. Because of the common goal, at the summit, both North and South Korean agree to sign the peace agreement. Furthermore, Moon Jea-in met with North Korea’s president for the second time in a month to carry out the peace committee. Also, Prime Minister of Korea knows that if the meeting between Kim Jong Un and Donald Trump is not going well, denuclearization becomes impossible as well. Therefore, Mr. Moon supported Kim’s potential meeting with President Donald Trump for positive outcome. Korea authorities determinedly looked forward to developing sustainable peace between two countries. In conclusion, reunification is the only possible solution to help both sides of Korea develop. Even though the tension between North and South Korea has a sign of declaration. It is still challenging to consolidate as the two states have different views on the unification. In the North, Kim Jong-un wants to rule the country as a socialist system. While in the South, Mr. Prime minister seeks to modify the country democratically. In my opinion, to make reunifications happens, both Mr. Kim and Mr. Moon needs to reduce their egocentrism and look for the potential benefits beyond the unity. The key is to let Korean people live peacefully and improve the quality of life.   Although this reunification has to face obstacles, citizens from both sides are willing to try their best to let unification happen. Work cited: CBS/AP. â€Å"Seoul: North, South Korean Leaders Meet to Discuss U.S.-North Korean Summit.†Ã‚  CBS News, CBS Interactive, 26 May 2018, cbsnews.com/news/north-south-korean-leaders-meet-to-discuss-u-s-north-korean-summit-2018-05-26/. CNBC. â€Å"North, South Korea to Hold Summit on April 27.†Ã‚  CNBC, CNBC, 29 Mar. 2018, cnbc.com/2018/03/29/north-south-korea-to-hold-summit-on-april-27.html. Feffer, John. â€Å"Korean Reunification: The View From the North.†Ã‚  The Huffington Post, TheHuffingtonPost.com, 16 June 2016, huffingtonpost.com/john-feffer/korean-reunification-the_b_7597430.html. Jervis, Robert. â€Å"The Political Effects of Nuclear Weapons: A Comment.†Ã‚  International Security, 1 Oct. 1988, jstor.org/stable/2538972 Kettley, Sebastian. â€Å"North and South Korea: When Did They Split? Why Were They at War?† Express.co.uk, 16 May 2017, express.co.uk/news/world/805398/North-Korea-split-South-border-DMZ-Kim-Jong-un-Kim-Il-sung-Korean-war-conflict-USA Kheel, Rebecca. â€Å"Top Admiral: North Korea Wants to Reunify Peninsula, Not Protect Rule.†Ã‚  TheHill, The Hill, 14 Feb. 2018, thehill.com/policy/defense/373803-top-admiral-north-korea-wants-to-reunify-peninsula-not-protect-regime. Kwon, Heonik, and Byung-Ho Chung â€Å"North Korea: beyond Charismatic Politics† Rowman & Littlefield Publishers, 2012 Mark Stone, Asia Corespondent, in Pyongyang. â€Å"North And South Korea: A Quick History.† Sky News, 25 July 2013,news.sky.com/story/north-and-south-korea-a-quick-history-10439208 McKirdy, Euan. â€Å"South Korean Workers Leave Kaesong Industrial Park.†Ã‚  CNN, Cable News Network, 12 Feb. 2016, cnn.com/2016/02/11/asia/south-korea-kaesong-industrial-complex-closed/index.html. Sputnik. â€Å"History of Conflict Between North and South Koreas in Facts and Details.† Sputnik International, 20 Aug. 2015, sputniknews.com/analysis/201508201025995086/. Sang-hun, Choe. â€Å"North and South Korea Set Bold Goals: A Final Peace and No Nuclear Arms.†Ã‚  The New York Times, The New York Times, 27 Apr. 2018, nytimes.com/2018/04/27/world/asia/north-korea-south-kim-jong-un.html. Tonge-Hyung, Kim. â€Å"Kim Jong Un to Close North Korean Nuclear Test Site, Unify Time Zone with South Korea.†Ã‚  Global News, Global News, 29 Apr. 2018, globalnews.ca/news/4175208/kim-jong-un-close-north-korea-test-site/. Weathersby, Kathryn. The Korean War revisited.  The Wilson Quarterly, vol. 23, no. 3, 1999, p. 91+.  Literature Resource Center,  Accessed 5 May 2018. http://link.galegroup.com/apps/doc/A55306296/GLS?u=lynn16881&sid=GLS&xid=82a92296.   Ã¢â‚¬Å"What Does Kim Jong-Un Want?†Ã‚  Tufts Now, 7 Dec. 2017, now.tufts.edu/articles/what-does-kim-jong-un-want.

The Creator Who Started the Trend of Vampire Essay -- Literary Analysi

The Creator Who Started the Trend of Vampire Bram Stoker was the author of the world-wide famous novel, Dracula (1897). He was born on November 8, 1847 in Dublin, Ireland. His full name was Abraham, but was called Bram for short. Unlike today’s families, he grew up living with seven siblings. When he was young, he was an enfeebled child bedridden for his first 8 years. His father, Abraham Stoker (1799-1876), was a civil servant – someone who works for the government – and his mother was Charlotte Mathilda Blake Thornley (1818-1901). He married actress Florence Baleombe (1858-1937) in 1878. Stoker and Florence had one son named Irving Noel Thornley Stoker (1879-1961). (Merriman, 1) Even though Stoker was a sallow child, he eventually recovered and was able to attend Trinity College to study a variety of subjects. He studied mathematics, participated in sports, and was designated a spot on the school council as president of the Philosophical Society. He graduated with honors in 1870. (Merriman, 1) Due to his father’s occupation, Bram Stoker himself became a civil servant while reviewing dramatic theater. Stoker quit being a civil servant to pursue his career as a writer through the meeting of Sir Henry Irving (1838-1905), an actor for William Shakespeare’s plays and manager of the Lyceum Theater in London. With Sir Henry Irving, being one of Stoker’s reliable friends, he offered him the job of becoming co-manager of Lyceum Theater in London, where he continued to delve into the writing world. (Weinfeld, 365) From there on, he wrote many books, one of which he created the masterpiece Dracula (1897). Dracula Stoker’s first copy of Dracula (1897) was published in the year 1887, starting the trend of vampires. It underwent numero... ...tinue to live on to this day. He based Count Dracula on two historical people – Vlad Tepes and Elisabeth Bathory. Using mainly these two characters, Stoker created a book on which it would be the founder of vampire books. Without the existence of Bram Stoker, vampires might not have been as popular as they are today. For instance, in today’s world, vampire books such as Twilight, Vampire Diaries, and Vampire Academy have become world famous through vampirism. Movies have even been based on Dracula (1897), similarly close to the original, using special effects on how to kill a vampire. Without the publication of Dracula (1897), there would not have been dark, gory, or evil stories to set off the advances using a new essence of writing. With Stoker’s great mind and ability to create Dracula (1897), it changed the thought of many writers throughout the world. The Creator Who Started the Trend of Vampire Essay -- Literary Analysi The Creator Who Started the Trend of Vampire Bram Stoker was the author of the world-wide famous novel, Dracula (1897). He was born on November 8, 1847 in Dublin, Ireland. His full name was Abraham, but was called Bram for short. Unlike today’s families, he grew up living with seven siblings. When he was young, he was an enfeebled child bedridden for his first 8 years. His father, Abraham Stoker (1799-1876), was a civil servant – someone who works for the government – and his mother was Charlotte Mathilda Blake Thornley (1818-1901). He married actress Florence Baleombe (1858-1937) in 1878. Stoker and Florence had one son named Irving Noel Thornley Stoker (1879-1961). (Merriman, 1) Even though Stoker was a sallow child, he eventually recovered and was able to attend Trinity College to study a variety of subjects. He studied mathematics, participated in sports, and was designated a spot on the school council as president of the Philosophical Society. He graduated with honors in 1870. (Merriman, 1) Due to his father’s occupation, Bram Stoker himself became a civil servant while reviewing dramatic theater. Stoker quit being a civil servant to pursue his career as a writer through the meeting of Sir Henry Irving (1838-1905), an actor for William Shakespeare’s plays and manager of the Lyceum Theater in London. With Sir Henry Irving, being one of Stoker’s reliable friends, he offered him the job of becoming co-manager of Lyceum Theater in London, where he continued to delve into the writing world. (Weinfeld, 365) From there on, he wrote many books, one of which he created the masterpiece Dracula (1897). Dracula Stoker’s first copy of Dracula (1897) was published in the year 1887, starting the trend of vampires. It underwent numero... ...tinue to live on to this day. He based Count Dracula on two historical people – Vlad Tepes and Elisabeth Bathory. Using mainly these two characters, Stoker created a book on which it would be the founder of vampire books. Without the existence of Bram Stoker, vampires might not have been as popular as they are today. For instance, in today’s world, vampire books such as Twilight, Vampire Diaries, and Vampire Academy have become world famous through vampirism. Movies have even been based on Dracula (1897), similarly close to the original, using special effects on how to kill a vampire. Without the publication of Dracula (1897), there would not have been dark, gory, or evil stories to set off the advances using a new essence of writing. With Stoker’s great mind and ability to create Dracula (1897), it changed the thought of many writers throughout the world.

Childhood Sexual Abuse and Eating Disorders Essay -- Psychology Health

Childhood Sexual Abuse and Eating Disorders Recently, a great amount of psychological literature has focused on finding biological and genetic causes of mental illnesses and disorders, including eating disorders. However, according to recent twin studies, the heritability component of eating disorders may only account for 0% to 70% of the variance (Fairburn, Cowen, & Harrison, 1999). The leaves an ample amount of room for speculation of possible environmental risk factors for eating disorders. In this paper, I wish to examine one possible environmental risk that has received attention since the mid-80’s. Since that time, researchers have searched to determine the relationship between childhood sexual abuse, or trauma in general, and the development of eating disorders. It seems somewhat logical to assume that a person who has experienced sexual trauma might develop feelings of dissatisfaction as well as disgust with their own body—the medium of abuse. Also, one might even attribute the anti-pubertal effects achieved through self-starvation as a suppression of sexuality that may be desired by a survivor of sexual abuse. These hypotheses, as well as connections observed between sexual abuse and PTSD and also between anxiety disorders (of which PTSD is one) and eating disorders led many researchers to study this relationship. However, the large body of the studies contradict each other’s findings. Many studies have found no evidence of a relationship between sexual abuse and eating disorders and others have found evidence. In this paper, I would like to examine the results of studies that have been aimed at answering the question, â€Å"Is childhood sexual abuse a risk factor for eating disorders?† Literature Re... ... of Childhood Sexual or Physical Abuse in Japanese Patients with Eating Disorders: Relationship with Dissociation and Impulsive Behaviors. Psychological Medicine, 29(4), 935-942. Pope HG, & Hudson JI (1992). Is childhood sexual abuse a risk factor for bulimia nervosa? American Journal of Psychiatry, 149, 455-463. Pope HG, Mangweith B, Negrao AB, Hudson JI, & Cordas TA (1994). Childhood sexual abuse and bulimia nervosa: A comparison of American, Austrian, and Brazilian women. American Journal of Psychiatry, 151, 732-737. Rorty M, Yager J, & Rossotto E (1994). Childhood sexual, physical, and psychological abuse in bulimia nervosa. American Journal of Psychiatry, 151, 1122-1126. Wonderlich SA, Donaldson MA, Carson DK, Staton D, Gertz L, Leach L, & Johnson M (1996). Eating Disturbance and Incest. Journal of Interpersonal Violence, 11, 195-207. Childhood Sexual Abuse and Eating Disorders Essay -- Psychology Health Childhood Sexual Abuse and Eating Disorders Recently, a great amount of psychological literature has focused on finding biological and genetic causes of mental illnesses and disorders, including eating disorders. However, according to recent twin studies, the heritability component of eating disorders may only account for 0% to 70% of the variance (Fairburn, Cowen, & Harrison, 1999). The leaves an ample amount of room for speculation of possible environmental risk factors for eating disorders. In this paper, I wish to examine one possible environmental risk that has received attention since the mid-80’s. Since that time, researchers have searched to determine the relationship between childhood sexual abuse, or trauma in general, and the development of eating disorders. It seems somewhat logical to assume that a person who has experienced sexual trauma might develop feelings of dissatisfaction as well as disgust with their own body—the medium of abuse. Also, one might even attribute the anti-pubertal effects achieved through self-starvation as a suppression of sexuality that may be desired by a survivor of sexual abuse. These hypotheses, as well as connections observed between sexual abuse and PTSD and also between anxiety disorders (of which PTSD is one) and eating disorders led many researchers to study this relationship. However, the large body of the studies contradict each other’s findings. Many studies have found no evidence of a relationship between sexual abuse and eating disorders and others have found evidence. In this paper, I would like to examine the results of studies that have been aimed at answering the question, â€Å"Is childhood sexual abuse a risk factor for eating disorders?† Literature Re... ... of Childhood Sexual or Physical Abuse in Japanese Patients with Eating Disorders: Relationship with Dissociation and Impulsive Behaviors. Psychological Medicine, 29(4), 935-942. Pope HG, & Hudson JI (1992). Is childhood sexual abuse a risk factor for bulimia nervosa? American Journal of Psychiatry, 149, 455-463. Pope HG, Mangweith B, Negrao AB, Hudson JI, & Cordas TA (1994). Childhood sexual abuse and bulimia nervosa: A comparison of American, Austrian, and Brazilian women. American Journal of Psychiatry, 151, 732-737. Rorty M, Yager J, & Rossotto E (1994). Childhood sexual, physical, and psychological abuse in bulimia nervosa. American Journal of Psychiatry, 151, 1122-1126. Wonderlich SA, Donaldson MA, Carson DK, Staton D, Gertz L, Leach L, & Johnson M (1996). Eating Disturbance and Incest. Journal of Interpersonal Violence, 11, 195-207.

Power in OConnors The Artificial Nigger and Masons Shiloh Essay

Power in O'Connor's The Artificial Nigger and Mason's Shiloh Flannery O'Connor's story The Artificial Nigger and Bobbie Ann Mason's story Shiloh both possess characters that excercise power . Mr. Head, the main character that exercises power in The Artificial Nigger, is an old racist man, who claims to know everything. In Mason's story, Norma Jean, a simple southern woman who wants change in her life, is the main character that exercises power. Both characters are similar in their successful exercise of power; however, the effects their power have are different. Mr. Head's exercise of power has a negative effect on his grandson, Nelson, while Norma Jean's exercise of power serves as a way to benefit herself. Mr. Head's main focus is to make Nelson see black people as "niggers" and for Nelson to fear the city. Mr. Head's controling nature effects Nelson in a negative manner. From the beginning of the story, Mr. Head's powerful and controling personality is evident when the narrator states, "...he saw half of the moon five feet away in his shaving mirror, paused as if it were waiting to enter" (249). Mr. Head's desire to control also extends to all aspects of life. His intentions for Nelson are clear when he says, "...but I mean for him to get his fill once and for all" (254). By making Nelson feel powerless, Mr. Head steals away his innocence. Before influencing his grandson, Nelson's description of a black man is "'A man,'" but later in the story Nelson begins to see black people as "niggers," just like his grandfather (255). Fearing the cit y, also has a negative effect on Nelson. He holds pride in being born in Atlanta, but his grandfather wants to teach Nelson that "he had no cause for pride merely because he had been... ...aking classes, she is able to slowly but surely find her independence again. Norma Jean finally tells her husband that she wants to leave him because she does not want to "...feel eighteen again" (500). By leaving Leroy and starting a new life, Norma Jean is able to forget the pain and embarassment she felt many years ago. The power she possesses enables her to succeed in her wish to move on. The characters in both stories have similarities and differences. Mr. Head and Norma Jean use their power to get what they want. Both are similar because they are successful in exercising their power and are different becausse their power has different effects. Mr. Head thrives on control and succeeds in his plan to control his grandson. Norma Jean works at self-improvemennt so that she can leave her husband and continue to live the life that she has longed for. Â   Â  

Money: Crime and Great Gatsby

Jonathan Marshall Ms. Herring English 11 – Great Gatsby Essay 3/27/13 Period 5 Dark Side of Money There's only one thing that truly rules our world that we live in today. It's what pretty much everybody strives for, and it's the only reason why people want to be successful. Some believe it brings happiness and joy. This â€Å"thing† is a necessity for life; it's money. Money is what makes the world go around. It is the one thing that each and every person on Earth wishes they had more of. However, what most of these people don't realize is that money is also the root to all evil.The book â€Å"The Great Gatsby† portrays this theme in a lot of different ways. This negative idea towards money consists of jealousy, unequal power, and murder; all caused by money. In the same ways and more, money is the root to all evil in our own society as well. Many crimes occur with some sort of direct relation to money. Although everybody strives for more money, not everybody spe nds it wisely or legally. Unfortunately, the book â€Å"The Great Gatsby† and these real life examples are true depictions of reality and everyday lfie.Robberies are often committed in our own communities because of individuals seeking money. There are many examples of this including the â€Å"Luger Bandit† in Los Angeles whos has robbed many banks recently. The latest case was on March 10, 2013. He simply walks into a Wells Fargo bank with a gun, makes the costumers lay on the floor, and forces the employees at gunpoint to put money in his bag. Soon, this man will be arrested and thrown into prison. This kind of action will affect many of his family and friends.These robberies can easily turn worse by the pulling of a trigger. Any unfortunate person that was at the wrong place at the wrong time could die. This would mean that that innocent individual died just because of a man's criminal pursuit for money. Another type of criminal activity caused by the pursuit for mo ney in our community is when someone steals from another. An example of this is when two women were robbed at gunpoint in their home in Indiana. Those two women are now scarred for life and will never be able to forget this horrific event.Once again, lives are damaged dramatically by criminals looking for money. It's evident that the power of money often drives people to commit evil crimes. This power of money is demonstrated in â€Å"The Great Gatsby†. Gatsby draws alot of attention to himself because of his wealth. Alot of people look up to him, and want to have the amount of wealth he has. In order to get this money, Gatsby got involved with the mob and organized crime. So Gatsby risked his life by making criminal decisions so he can become wealthy.Money influenced Gatsby to make these decisions with his life, which clearly shows that money is truly the root to all evil. There are multiple cases when people with wealth tend to be more selfish and stuck up. Tom and Daisy in â€Å"The Great Gatsby† can be examples to this idea. Nick explains to us towards the end of the book that Tom and Dasiy are careless, and that they leave messes behind and count on others to fix it for them. If they didn't have the amount of money that they have, they wouldn't be able to do this. Tom and Daisy would appreciate things more, instead of being selfish.The money is obviously the cause to their attitude towards others. A real life example of this is when a wealthy individual has a hired maid to clean up after them. The maid's job is to clean up any mess that this person or their family makes. This type of case shows that wealthy people tend to be more lazy and have less responsibilities because they have other people to do it for them. Without all that money, they wouldn't be able to do that. They'd have to clean up and have the same amount of responsibilities as the average person.These examples from â€Å"The Great Gatsby† and real life definitely repres ent society in general, because crimes are committed everywhere all the time in search for money. According to statistics, 20 banks are robbed every day and 45 houses are broken into every hour in the United States. With the percent of poverty and unemployed people in need for money increasing, I don't see these rates dropping anytime soon. If anything it could get worse. Our society is simply doomed, we have no hope. On the other side of the story, the people with money spoil themselves by spending it the wrong ways.Alot of wealthy people choose to go to bars, stripclubs, and prostitution houses. It may be legal, but they're still unwise decisions. Also, the amount of drug abuse continues to increase. In fact, the rate of illegal drug use rose last year to the highest level in nearly a decade. How do people recieve these drugs? They pay for it with money. Without all that money, they wouldn't be able to afford those illegal drugs. It is clear that we can't really do anything to avo id these problems in our society.It'll continue to happen no matter what. Money is very powerful, it rules our world. It tends to control people and take over their minds. This shows in stats of crimes and what those people, lucky enough to have money, do with the money. Impatient people who aren't satisfied with the amount of money that they already have attempt to take the easy way out by robbing banks, houses, cars etc. The wealthy individuals make unwise decisions and become lazy because of the money. There's no doubt, money is the root to all evil.