A Farewell To Arms - A Love Story Essays - Literature,

A Farewell to Arms - A Love Story A Farewell to Arms, by Ernest Hemingway, is a typical love story. A Romeo and his Juliet placed against the odds. In this novel, Romeo is Frederick Henry and Juliet is Catherine Barkley. Their love affair must survive the obstacles of World War I. The background of war-torn Italy adds to the tragedy of the love story. The war affects the emotions and values of each character. The love between Catherine and Frederick must outlast long separations, life-threatening war-time situations, and the uncertainty of each other's whereabouts or condition. This novel is a beautiful love story of two people who need each other in a period of upheaval. Frederick Henry is an American who serves as a lieutenant in the Italian army to a group of ambulance drivers. Hemingway portrays Frederick as a lost man searching for order and value in his life. Frederick disagrees with the war he is fighting. It is too chaotic and immoral for him to rationalize its cause. He fights anyway, because the army puts some form of discipline in his life. At the start of the novel, Frederick drinks and travels from one house of prostitution to another and yet he is discontent because his life is very unsettled. He befriends a priest because he admires the fact that the priest lives his life by a set of values that give him an orderly lifestyle. Further into the novel, Frederick becomes involved with Catherine Barkley. He slowly falls in love with her and, in his love for her, he finds commitment. Their relationship brings some order and value to his life. Compared to this new form of order in his life, Frederick sees the losing Italian army as total chaos and disorder where he had previously seen discipline and control. He can no longer remain a part of something that is so disorderly and so, he deserts the Italian army. Frederick's desertion from the Italian army is the turning point of the novel. This is the significance of the title, A Farewell to Arms. When Frederick puts aside his involvement in the war, he realizes that Catherine is the order and value in his life and that he does not need anything else to give meaning to his life. At the conclusion of this novel, Frederick realizes that he cannot base his life on another person or thing because, ultimately, they will leave or disappoint him. He realizes that the order and values necessary to face the world must come from within himself. Catherine Barkley is an English volunteer nurse who serves in Italy. She is considered very experienced when it comes to love and loss since she has already been confronted with the death of a loved one when her fiance was killed earlier in the war. The reader is not as well acquainted with Catherine's inner thoughts and feelings as we are with those of Frederick. The story is told through Frederick's eyes and the reader only meets Catherine through the dialogue between her and Frederick or through his personal interpretations of her actions. Catherine already possesses the knowledge that her own life cannot be dependent on another. She learned this lesson through the death of her fiance. Her love for Frederick is what her life revolves around, yet she knows not to rely on him to be the order in her life. Had she been dependent on Frederick for the order in her life, she would not have been able to allow him to participate in the war for fear of losing her own stability with his death. The theme that Hemingway emphasizes throughout the novel is the search for order in a chaotic world. Hemingway conveys this through Frederick's own personal search during the chaos of World War I. Catherine has found strength within herself to lead her through life. This is what Frederick must come to realize. Through his involvement with Catherine, Frederick slowly finds his own inner strength. Frederick's affair with Catherine prompts him to leave his wild life of prostitutes and drink. He becomes aware of an element of stability in their affair and realizes that the war that he was involved in was

Pronouncing the N in Spanish

Pronouncing the N in Spanish The n of Spanish has three sounds, which are determined by the sound that follows. Two of the sounds of n commonly appear in English in much the same way, and the third one does occasionally. The most common sound for the n is similar to the n in words such as nice and dance. For Spanish speakers, the tongue may be a bit farther forward than what it is for many English speakers, at the top of the teeth rather than on the ridge between the teeth and the roof of the mouth. When the n is followed by an m or p, it has the same sound as the m. This phenomenon occurs in a few English words during casual speech. One of them is input, which is often pronounced the way that imput would be. Since the n is pronounced as an m when an m follows it, in effect the n becomes silent. Thus, for example, inmigracià ³n is pronounced the same as if the word were imigracià ³n. You might observe that many English cognates of Spanish words where the n has the m use the m in the English version. For example, à ©nfasis is the equivalent of emphasis and inmenso is the equivalent of immense. Note that the following sound doesnt have to be in the same word as the n, only pronounced immediately afterward. So con permiso is pronounced the same as compermiso would be. This running of words together, where the sounds of one word affect those of another, is known as elision. The third sound of the n occurs when it is followed by the k or hard  g sounds. Note that the k sound can be spelled using qu or with a c that is not followed by an i or e. The sound in these cases is much the same as in English when the n is followed by the same sounds, in words such as single or sink. Note that in these words the tongue doesnt touch the front of the mouth, and the sound comes from the back of the mouth as it prepares to pronounce the following sound. Thus the n of bank and the n of banco are similar. In our brief ​audio lesson on the n sound you can hear the phrases buenos dà ­as (good morning), lo siento mucho (Im very sorry), con permiso (excuse me), encantado de conocerla (pleased to meet you), and the word inglà ©s (English). The sound of the n should not be confused with the sound of the à ±, which is a separate letter of the Spanish alphabet.

Chapter 6 Presentation Essay Example | Topics and Well Written Essays - 1750 words

Chapter 6 Presentation - Essay Example Theres also potential for harm when decisions affecting students futures are being made based on results of assessments made with tools that are not appropriate for the purpose. A good designer generally begins to think about assessment instruments as she develops the learning objectives. This is done to help ensure that not only does the assessment match the objectives but appropriately amplifies and clarifies the objectives themselves. Practicality: Optimal assessment might be a many-itemed constructed response or performance exam that is as close as possible to the real life situation in which the learners will apply their knowledge for all objectives with a carefully developed set of criteria for evaluating the responses. Trade-offs in Assessment Design: It is indeed important to consider carefully decisions as to which factors are most important for the particular assessment situation and then male trade-offs among the factors of validity, reliability and practicality. All design work involves consideration of trade-offs (Petroski, 2003). Swanson, Norman, and Linn (1995) proposed that â€Å"authentic assessment† is synonymous with performance assessment. They defined performance assessment as â€Å"testing complex, ‘higher order’ knowledge and skills in the real world context in which they are actually used, generally with open-ended tasks that require substantial examinee time to complete. 1 Observation of On-the-job performance: The best way to see if students have learned what we want them to learn at the necessary level is to take into the real world and have them perform what they have been instructed to do. The test instruments can be a checklist or rating scale. Checklists may be appropriate for on-the-job assessments if all critical cognitions in the newly acquired learning are manifested in observable behavior. Rating scale is used when a more refined evaluation of a process or product than just

Sociology Assignment Example | Topics and Well Written Essays - 2000 words

Sociology - Assignment Example Nevertheless, it is perhaps obvious that basic issues generate similarly basic challenges, including criminology. The facts on crime persist to bother existing theories. As stated by Birkbeck & Lafree (1993), this is particularly the scenario for theories that have founded their assumptions on the prevailing lineage of established sociological knowledge. Everyone thinks that poverty is the root of criminal behaviour it appears, and this is because the facts demonstrate it (Ruggiero et al. 1998); despite of the growth in crime rates during stages of economic development, spates of violence in affluent nations such as the United Kingdom, the unstable correlation of deviant behaviour with social class materialist theory remains obviously inadequate (Ruggiero et al. 1998). However, it is not only materialist theory that falls short. Majority of criminological theory is stagnant and hampered by an emphasis on supposedly rigid descriptive categories, thus failing to take account of the mec hanisms and processes resulting in criminal behaviour (Taylor, Walton & Young 1988). The major aspect of crime that we are not aware of, basically, involves its causal social dynamics. For instance, the high crime rates among different social groups, such as African Americans, have been noted (Carrabine et al. 2004). A main issue frequently raised by criminologists, sociologists, and other scholars is the effect of the response of the criminal justice system on the differences in crime rates among different social groups (Cree 2000). A number of sociologists propose that discrimination in the criminal justice system serve only a small function in the high crime rate of social groups (Cree 2000). Others argue that racism and prejudice contributes significantly to the uneven participation of social groups, particularly the lower class, in the criminal justice system (Flowers 1990). The issue of differential law enforcement often begins with the police, normally the forefront of the sy stem of criminal justice social group members come into contact with (Jackson 1989). Consequently, it is at this point that the nature of such participation and its effects is most important to the individual of marginal position. This paper will discuss the definitions of crime and deviance given by different sociological theorists, particularly Durkheim, Merton, Marx, and interactionist and subcultural theorists. Research evidence and sociological theories pertaining to the assumption that differences in crime rates between social groups are the result of the ways in which the criminal justice system operates will be discussed. Sociological Definitions of Crime and Deviance The concepts of crime and deviance are essentially sociological. They are socially constructed. However, even though there is a great deal of agreement, what is considered as crime and deviance differs across people, place, and time (Ruggiero et al. 1998). For Emile Durkheim, crime is a ‘social factâ€⠄¢, or, in other words, ‘normal’ (Carrabine et al. 2004). Basically, according to Durkheim, crime is a universal phenomenon. It took place in all kinds of society, and in all historical periods (Carrabine et al. 2004). There was no indication that it was disintegrating (Flowers 1990). It should hence be recognised as a normal feature of society which could

Diversity in University Essay Example | Topics and Well Written Essays - 500 words

Diversity in University - Essay Example Decisively, diversity in the university enriches the educational experience of both the students and university staff as they get to learn about and from experiences, beliefs, and perspectives that are different from their own; strangely, the diverse lessons can only be taught best in the richly diverse environments. In any situation, interacting with someone in their native language increases ones knowledge; for instance, a student may learn a native language such as Chinese and later on find out it is a requirement for a job in their field. Once a student has acquired the language experience from a diverse university it prepares and makes it easy for them to work in a global society; since no matter what profession or career path a person follows they will always find themselves working with all round people from diverse backgrounds. Generally, on the language aspect, diversity acts as a foundation for student’s careers as one must be profound to human differences and adopt the aptitude to relate to people from dissimilar workforce in order to be successful in the workplace. Certainly, religion diversity in the university also enhances people development socially since interaction with different religious people widens any person’s spiritual circle by expanding the knowledge about diverse religions; for instance, if employed in a diverse workplace, one will know not to cross borders concerning portraits and pictures significant to a certain religion. When there is spiritual growth due to diversity, personal growth comes naturally, since everyone including both professors and students feels the urge to learn more about a religion’ culture and beliefs; additionally, the spiritual growth and religion aspect enhances communication between everyone in the university despite the diversity. Additionally, the social development, personal and spiritual growth facets all come as benefits of diversity and have a great and positive impact to the students and

Gender Analysis of Sports Presenters

Gender Analysis of Sports Presenters CHAPTER 5 DISCUSSION The mindset of public towards the gender roles in sports Based on the findings in Chapter 4, the mindset of public in Kuala Lumpur towards the gender roles in sports is more open-minded in general. This means that the public in Kuala Lumpur believed that sports are not only males’ roles but it could be belonged to females too. However, there is only Gunther et al.’s (2011) study to support that the mindset of the public towards gender roles in sports is generally open-minded. From the findings, it is shown that the mindset of public disagreed that females are less knowledgeable and less competitive in sports as compare to males. This is supported by the study of Gunther et al. (2011), whereby the results shown that the public do not agree that females are less knowledgeable than males in sports. However, the findings of this study is contrasted by the study by Short (2012), in which it was mentioned that female sports broadcasters were seen as less competent and less knowledgeable in sports which showed contrast with the results of this study. In an interview, Kremer (2011) also mentioned that public often criticized that women do not know about sports, which also contradicted with the findings of this study. Although the mindset of public in Kuala Lumpur is open-minded, they believed males are the dominants and males are stronger in sports. This is supported by the outcome in the study of Centre for Gender Equality in Iceland (2006), which has clearly stated that sports have practically predominated by males or to say the attention is traditionally focused on males. Besides, the public in Kuala Lumpur also agreed that females show less interest in sports as compared to males. It is supported by the statement in Shine’s (2013) article where women are perceived as not interested and do not have the skills in sports. This could be because gender discrimination in sports has not been eliminated, which caused females not reaching a certain status in the public’s eye. In sum, the knowledge and the competency level of females in sports are not criticized in terms of their sex; however, males are still perceived as stronger and the dominants in sports. The reasons of males dominate in sports profession As the public perceived males are the dominants in sports profession, some reasons have been find out in this research. Based on the findings in this research, the reason of males dominates in sports profession is highly because males are biologically stronger than females. This is supported by the study conducted by Paulas (2013) where males are biologically stronger because of the structure of their body which differs from women. The research by Centre for Gender Equality in Iceland (2006) stated that biological nature is part of the consideration for males and females in participating sports. As sports emphasize a lot on physical strengths, females might be physically incompetent to participate in some sports because they are weak in strength. Toro and Sargent (2013) also concluded that males have the muscularity and superiority in sports because they run faster and jump faster than females. Males are overall more superior in sports. The public in Kuala Lumpur think that traditional gender roles are another major reason which leads to domination of males in sports profession. McMahon (2011) had given a statement that the nature of sports is masculine which is hardly related to feminine. Thus, this could be the reason that the public in Kuala Lumpur perceived sports as males’ gender roles. According to the research by Centre for Gender Equality in Iceland (2006), males have traditionally practiced to predominant in sports while females are not. In contrast, the public in Kuala Lumpur showed very slightly disagreed-to-neutral that sports show masculinity is the reason of males dominate in sports profession. According to Wilde’s study in 2007, sports are traditionally associated with males, masculinity and mainly dominated by the males. In the eyes of the public in Kuala Lumpur, sports maybe show masculinity, but that is not really a reason of why males dominate in sports profession. Moreover, the public in Kuala Lumpur does not perceive males as more superior in sports. In other words, both females and males are equal in sports. In the study of Paulas (2013), an argument has been raised up by saying that men are better than women in playing sports, which relates to the inherent biological features. However, females can be as skillful as males do because one’s skillfulness is related to how much instruction has taught to one in playing sports. In Grahame’s (2012) article also mentioned that, the biological differences in males’ body have made them more superior in most of the sports which differs from the opinion of the public in Kuala Lumpur. Besides, the public in Kuala Lumpur disagreed that the reason of males dominating in sports profession is because females are discourage to play sports. It is supported by Swanson (2009) where more females are encouraged to play sports after the enactment of Title IX in 1972 as compared to the past. 2012 Olympic Games, the women athletes have almost equal number as men and the ratio for athletes now is 50:50 male-female ratios (Gee, 2013). As Olympic Games is a worldwide sports, this could mean that females nowadays are encouraged to play sports universally. Furthermore, sports are not mainly designed for males in the view of the public in Kuala Lumpur. However, in the study by Paulas (2013), he found out that sports were designed for men at the first place. Sports such as basketball, football and baseball were created during the era where women were expected to stay in the kitchen and take care of the family. Sports were designed particularly based on males’ strengths and advantages where females can hardly beat males. As for most, the public in Kuala Lumpur do not believe that females are not competent in sports is the reason which caused males dominate in sports profession. Baiocchi-Wagner and Behm-Morawitz (2010) cited in their study that the public might be wrongly accused that females are less competent than males because males are better in playing sports. Also, Short (2012) also mentioned that women were seen as weak and less competent as compare to men which is not proven to be the truth. As nowadays more and more females started to step into sports profession, in which has proven that they are competent to compete with males in sports. Based on the open-ended data provided, the public perceived males are the dominant in sports because it is men’s interest. They are more passionate, enthusiast and willing to contribute their time in playing sports. In contrast, females do not like sports because they do not like to be exposed to the sun and sports are dirty and sweaty for them. In previous studies, it is shown that males show higher interest in participating, watching, and excelling in sports (Deaner et al., 2012). It concludes that males are more motivated to involve sports related activities which lead to the dominance of males in sports. An interesting reason that is concluded in the findings of this research is social and media influence. The preference of the social and media plays an important role in influencing the dominance of males in sports profession. The media coverage is more likely to focus on men’s sports than women’s sports. According to the study by Centre for Gender Equality in Iceland (2006), women’s sports are often treated as less important than men’s sports in media coverage. As a result, the public is able to be exposed to men’s sports more than women’s sports and to see males in sports has become a social expectation. In the study by Deaner et al. (2012) it was stated that sports interest is influenced by the societal gender roles, peers pressure, parents and so on. Thus, males will be more interested in participating sports while females have the social pressure to eschew sports. In the opinion of the public in Kuala Lumpur, education and parents’ influence also could be a reason of why males dominate in sports profession. As in the report by Garner (2012) stated that girls were being put off in Physical Education (PE) lesson because they have negative experience in participating PE such as being labeled as tomboy or unfeminine. Wetton et al. (2013) mentioned that the schools that favored boys’ sports activities have discourage girls’ attendance in participating sports. Other than that, parents do hold an important role in encouraging their children to involve in sports (Quinton, 2013). In the study by Wetton et al. (2013), the family background of the children and stereotypical view of parents do influenced children’s decision to not take part in sports. As the traditional mindset of gender roles in sports, parents might be more supportive for their sons to participate in sports but not for their daughters. Thus, there are more ma les involving themselves in sports than females due to the education and parents’ influence, in which has caused the dominance of males in sports profession. The level of opportunity of females to become sports broadcasters As concluded from the total scores of the level of opportunity for females to become sports broadcasters, the public in Kuala Lumpur believed that females have slightly high opportunity to become sports broadcasters. This has supported by Shine (2013) by saying that some organizations have started to hire talented female sports broadcasters because females can bring aspiring changes in sports broadcasting field. The public in Kuala Lumpur think that the opportunity is now given to females and females should be given equal opportunity to become sports broadcasters as males do. However, in the studies of Gunther et al. (2011) and Short (2012) showed that there are still inequalities in sports broadcasting field and this industry is lagging in creating equal opportunities for both males and females in becoming sports broadcasters. Although both of these studies are carried out in United States and England, but the public in Kuala Lumpur might be influenced by these leading countries. Besides, from the findings, it is shown that the public in Kuala Lumpur agreed that the opportunity for females on becoming sports broadcasters should be based on qualifications and skills rather than physical appearance. However, in the study of Gunther et al. (2011) found out that many stations are hiring attractive women regardless of their qualifications and skills just simply to retain their broadcasting license. The public acceptance of female sports broadcasters Moreover, this study has found out that the level of public acceptance of female sports broadcasters in Kuala Lumpur is high. The public did not particularly favored female or male sports broadcasters because they believed professionalism and knowledge of a sports broadcaster are important than one’s gender. Even for those major sports or male-dominated sports such as basketball and football, they do not think that only male sports broadcasters are good in reporting it. However, it is not supported by Shine (2013), where stated in her research that even though females are knowledgeable in male-dominated sports, the public will perceive females as do not have the skills to cover male-dominated sports. As in the study by Baiocchi-Wagner and Behm-Morawitz (2010) stated that women need to prove themselves twice to the public that they are worth as sports broadcasters. This has reflected that the acceptance of female in sports broadcasting field is very low. Many of the researchers have found out that the acceptance of female sports broadcasters were remaining low which contradict with this study. According to Futterman (2011), it has taken a long time for female sports broadcasters to be only partially accepted by the public. As long as gender discrimination and harassment still occurred, the acceptance of female in sports broadcasting will still low (Ebel, 2012). As time goes by, the difficulties or barriers for females have reduced, but the perception of the public on female sports broadcasters is stubbornly unchanged (Starphoenix, 2008).

The Runaway Pilgrim Point essay :: essays research papers

In the poem, The Runaway Slave at Pilgrims Point by Elizabeth Barrett Browning, Browning based the poem on past experience due to the fact her family had owned slaves in Jamaica for several generations. Once these slaves were set free in 1833; sixteen years later abolitionist repudiated the â€Å" unjust- power of the white slave owners.† ( Stephenson, 43). With Browning rejection of her once slave owning father’s irrational authority to refuse his children to marry and leave home, this poem empowered the rage she had suppressed by years.   Ã‚  Ã‚  Ã‚  Ã‚  Foremost, The Runaway Slave at Pilgrims Point is a dramatic monologue in ballad form. The speaker is a young black slave woman who has escaped from the plantation the day before her narrative begins and has to run to Pilgrim’s Point where â€Å" exile turned to ancestors† ( Cooper, 43). Browning breaks the story into three parts. The first two parts the speaker dresses to â€Å"the pilgrims soul† at pilgrim point, (those who first come to the America as a and of freedom). In the last part of the poem the speaker addresses the â€Å"hunter sons† of the original pilgrims who have perused her to stone her to death (Cooper 44).   Ã‚  Ã‚  Ã‚  Ã‚  Furthermore, the opening â€Å"I stand† sets e assertive tone in the [poem. The speaker never falters in presenting the complexity of her situation, as a woman, a black [person], and a slave. The tone set at the beginning also aid the audience to recognize that the speaker in the â€Å"white man’s violent system† is divided by women, and black by whites. The slave employs metaphors, which Barrett use to dramatized imprisonment behind a dark skin in a world where God’s work of creating black people has been cast away. To further illustrate this she described the bird as â€Å" little dark bird†, she also describes the frogs and streams as â€Å" dark frogs† and â€Å" dark stream ripple† Through the use of her diction she convey to readers that in the natural world unlike the human one, there is no dark with bad and light with good, and no discrimination between black and white people.   Ã‚  Ã‚  Ã‚  Ã‚  In essence, Elizabeth Barrett Browning dramatic monologue proved a powerful medium for Barrett Browning. Taking her need to produce a public poem about slavery to her own developing poetics, Barrett Browning include rape and infanticide into the slave’s denunciation of patriarchy. She felt bound by women’s silence concerning their bodies and the belief that â€Å" a man’s private life was beyond the pale of political scrutiny† (Cooper, 46).

Just War Theory Essay

The Just War theory consists of 6 rules, which have to be obeyed when fighting at war against another country. The six rules are that war must be a last resort, those who are attacked deserve it, promote good over evil, the right amount of force must be applied, civilian death have to be avoided and the war must be started and controlled by the government. Wars such as the one in Afghanistan, do not in many ways follow this theory. The war does not in any ways promote good over evil and civilian death are never avoided, as many innocent civilians are killed when getting caught in the middle of cross-fires etc. I will conduct a case study on the Iraq war, further on in this essay. If I was able to add one extra agreement to the Just War theory, I would add that violence should always be kept to a minimum. I think this because violence causes the world’s most deaths in society today. This, in my opinion, is completely wrong and unacceptable as people should be able to live in a safe and free society, but this is never possible as you always have to be watching around you, as with some cases, you don’t know actually who to trust. To conduct a case study on the Iraq war, you would need to study the background history leading up to the start of the war in 2002-2003. Tony Blair (ex-prime minister) believed that Iraq were making nuclear weapons to lock themselves in a nuclear arms race, which could have potentially caused devastating consequences for the region and the wider world in general. This accusation caused the British and US forces to move in and declare a war with Iraq. British government believed that Iraq should not be allowed to develop nuclear weapons, and this is why Blair confronted Saddam Hussain (Iraq leader) to try to find out facts, and this ended in Blair declaring war with Iraq. Several years on now, in 2010, we now have a clear understanding that there was never any nuclear weapons out in Iraq, and in my opinion, we are fighting a war which was never ours and we are losing people in our country and society which lives should have never been lost in the first place. Shouldn’t we be only at war to help benefit our country? This is why some people send accusations and believe that Tony Blair is the one to blame for our British soldiers losing their lives out in Iraq. When you come down to think about it, the Just War theory comes into effect at only one point in the Iraq war. ‘War is started and controlled by the government’ comes into effect as the British government started the war and are still controlling it, 8 years after war was declared. The point that was never followed was ‘those who are attacked deserve it’. I believe this because in my opinion, we are in Iraq and we are attacking for no reason, as there is nothing which could benefit our country in any way. The Iraq war also does not promote good over evil, as in my opinion, how can going to war, ever promote good? Wouldn’t going to war be a bad thing and God would be against it? But on the other hand, the good of society would never go to war in the first place; you would only see evil at war. War should be avoided, using whatever ways possible. Â  

Why did Europe undergo such a bloody and destructive period from 1914

Why did Europe undergo such a bloody and destructive period from 1914 The period 1914 to 1945 was the bloodiest and most destructive in European history. The period was characterized by wars, confrontations, and rivalry among nations.Advertising We will write a custom essay sample on Why did Europe undergo such a bloody and destructive period from 1914-1945? specifically for you for only $16.05 $11/page Learn More This rivalry led to World War I and World War II. Many people lost their lives during this period as nations rose against each other, property worth millions destroyed, and Europe’s hegemony lost (Heyman 32). The once mighty Europe was divided into two influential spheres. There emerged â€Å"Soviet† and Western spheres of influence, each pursuing different ideologies. The period 1914 to 1945 is the bloodiest in the history of Europe since it is the period in which World War I and World War II occurred. World War II alone claimed approximated 22 million military and 40 million civilians, the highest num ber of casualties ever (Kirk 46). There are many reasons that drove Europe to war and brutal killings. Some of the reasons were misunderstandings among leaders that had lasted for decades, while others were a result of spontaneous reaction to aggression from other nations. Though it is not possible to point a single reason for the aggression witnessed in Europe around 1914 to 1945, the following factors must have contributed greatly to the war. Formation of alliances by the countries played a great role in triggering the bloody war. Tension among European countries had long existed. However, the rise of nationalism and imperialism furthered the tension among states forcing them to seek alliance with states considered friendly for fear of attack. Other countries soon â€Å"joined the race and formed alliances† to further their interests too (Martel 78). Germany first joined Austria-Hungary and were later joined Italy to form the Triple Alliance. Russia soon joined France to wo rk together and protect each other if attacked. The Triple Entente Alliance was finally formed in 1904 when Britain joined France and Russia. With support from alliance members, the countries were definitely craving for war. It was not long when the war begun pitting the Triple Alliance against the Triple Entente Alliance. Frankly, if the alliances never existed, the war could have been avoided. The tension that existed that eventually led to the European wars was also a result of imperialism. Imperialism pushed countries to colonize other countries and to form political empires that acted as overseas states for raw materials and market for finished products. From the 15th century, European countries had begun colonizing other countries for industrial inputs and markets. However, the main contest came in 1870 when Britain, France, Italy and Germany almost clashed in the scramble for North American territory (Heyman 38). The same problem reoccurred in Africa as the scramble for parti tion continued. Many countries were discontent with their possessions while other like British had conquered too much for it to control.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More This led to a bad feeling among the nations, which also contributed to the war. Rise of nationalism in the states was another reason for the war. People who spoke the same language, had a common historical origin, and cultural beliefs, viewed each other as family. This â€Å"family† feeling bonded them together and made them support their nation faithfully. Lee states that, â€Å"Leaders, in their bid to unite their people to join war, used nationalism to generate and consolidate their support† (113). Nationalism was particularly popular in Germany, Italy, and Japan. It is worth noting that nationalism in Japan had been widespread as people diligently served their leaders without complaint. Howeve r, the German leader Bismarck, in his attempt to unite the Germans used their passion and love for war to his advantage. The rise of dictators to power in many countries in Europe was also another possible cause of the war. The period of 1914-1945 saw the rise of dictators such as Stalin of Russia, Benito Mussolini of Italy, and Adolf Hitler of Germany. These leaders ruled with iron feast and wanted to assert their authority in the entire European region. This made them recruit many soldiers to help in conquering new lands and extending their territories. Eventually, this greed and desire for fame and control brought them to conflict with other European nations. In 1937, Japan invaded and subdued the republic of China, which angered many European nations. In 1939, German’s aggressive behavior eventually brought all European nations against each other when she attacked Poland and Soviet Russia. Officially, the declaration of World War II followed the two aggressive attacks tha t lead to great destruction of property. Arms race among the nations was also a direct cause of the war that led to the brutal killings in Europe. By 1914, Britain was the largest empire by both size and wealth (Martel 78). The German king of the time, Kaiser William II, was not impressed with Britain’s superiority. He invested heavily in building of warships to rival Britain. This made Britain to build even more ships and to increase her navy to remain superior arms wise. The result was a competition that only increased tension and readiness for war. With such developed weapons, the countries were ready to go to war at the slightest instigation. The attempt to stop the rise of communism by Central and Western European powers also sparked the war. In November 1917, radical Bolsheviks rose to power in Russia. Further, they moved to topple other regimes like Hungary and Bavaria, which they occupied briefly. Seeing the activities of this violent communist group rising and rising , the central and western European countries had to move in to stop them for they feared that the revolutions would move to their countries. The decision was a grave mistake as other militia groups and nations joined the race. The immediate cause of European countries conflict was the assassination of Franz Ferdinand by G. Principe. What followed the assassination was retaliation and war that lasted for years. The assassination easily sparked war since the countries had been in tension for some time. The tension among nations was a time bomb waiting to explode.Advertising We will write a custom essay sample on Why did Europe undergo such a bloody and destructive period from 1914-1945? specifically for you for only $16.05 $11/page Learn More The arms race provided weapons while the colonies provided capital, seriously fueling the war and increasing the number of casualties. The result was a brutal, ruthless and bloody killing of innocent people. In conclusio n, it is evident that the civil war that engulfed Europe in the period 1914 to 1945 was surely divesting. The war was especially notable for the political rift it created between nations. Thousands of people, both soldiers and civilians, lost their lives. Despite the effort made after 1945 to unite the European nations, the damage done could not be repaired. For centuries, it will still be bitter memories for the descendants of those who perished in the war. Some of the effects of that war still exist especially in Japan where the United States of America dropped bombs at Hiroshima and Nagasaki. Heyman, Neil M. World War I. London: Greenwood Publishing Group, 1997. Print. Kirk, D. Europes Population in the Interwar Years. New York: Taylor Francis, 1969. Print. Lee, Stephen J. European dictatorships, 1918-1945. 2nd. London: Routledge, 2000. Print. Martel, Gordon. A Companion to Europe 1900-1945. 10th. Califonia: John Wiley and Sons, 2010. Print.

Criticism Alexander Kerenskys leading of the Provisional Government essays

Criticism Alexander Kerenskys leading of the Provisional Government essays Alexander Kerensky, the leader of the provisional government of Russia in 1917. Alexander Kerensky neglected the wishes of the Russian people as well as the power of the Bolshevik party and therefore put an end to democracy in Russia and allowed his government to be overthrown. In March 1917 discontent in Russia grew. The army was tired of war and no longer fitted with adequate supplies to fight. The food situation deteriorated, millions of people starved in Russia because all the available food was being sent to the troops to aid in the war effort. Out of the turmoil two large revolutionary groups began to form. One, known as the Temporary Committee consisted of members of the Progressive Bloc, and representatives of leftist groups. Also were the soviets, consisting of factory and workshop delegates, as well as leading military powers. Each of these new revolutionary groups considered themselves the spokesmen for the new Russia. As the discontent increased the Imperial government could no longer last unless the Tsar immediately instituted far-reaching reforms. The Tsar ignored all such suggestions, considering them not worthy of reply. In response to the Tsars obduracy the Russian people revolted. Once the revolutions began the Tsar lost all power. On March 16 the Temporary Committee of the Duma dissolved and established the provisional government. It was a body of well-known and respected pre-revolutionary figures. This represented a good group of educated Russians but they were unfit to run a revolutionary country during wartime. The leader of this group was Alexander Kerensky. Kerensky was born in Simbirsk and educated at the University of Petersburg. During his college years he secretly joined the Socialists revolutionary party, which was banned at the time. In 1012 Kerensky was elected to the Duma as a representative of the Group of Toil. In March 1917 after the overthrow of the Tsar, Kerensky was ...

What Factors Contribute to a Successful Computer-Based After-School Dissertation

What Factors Contribute to a Successful Computer-Based After-School Programm for At-Risk Children in an Urban Middle School - Dissertation Example The scope of this work is focused on whether the participation in an after-school program is beneficial to at-risk middle school students. This topic is important because there is a need for increasing the amount of time in which students are involved in educational activities beyond the regular school day. In these days of increased budget constraints any program that is competing for funding will have to be able to prove its efficacy. Having data to support the impact on academics of at-risk students will be beneficial to the program which requires funding, the entity which will supply the funding, and the students themselves as they will be able to determine if their time and/or money will be well-spent. This was a research project using interviews and reviews of academic progress reports/report cards. These methods allowed the researcher to not only establish a baseline as far as the students’ grades are concerned but allowed for a look at the students’ points-of-vi ew of the program. The interviews took place at a middle school. The findings show that participation in the after-school program led to improvements in academic performance in math. However, there were also several additional benefits as a result of the participation in terms of feelings, attitudes and behavior. ... I would like to dedicate this dissertation to my parents, Theodore and Patricia Wilson for their encouragement and support in what has turned out to be one of my greatest journeys. Without the additional support and understanding of my family and friends, this dissertation would not be in existence. Acknowledgements I would like to express my appreciativeness to my committee chair and mentor, Dr. E. Alana James, for her constant inspiration, feedback, and reinforcement. Thank you to Dr. Camilla Ferebee and Dr. Thea Williams for serving stupendously as my dissertation committee members. Their valued suggestions and knowledge have guided me through this wonderful three year journey. Table of Contents Abstract II Dedication III Acknowledgements IV Table of Contents IV Chapter I: Introduction of the Study 1 Background of the Study 1 Problem Statement 2 Purpose of the Study 3 Research Questions 3 Early Signs of Need of Extended Day Learning 4 Key Terms 4 Assumptions, Limitations, Scope, a nd Delimitations 5 Assumptions of the Study 5 Limitations of the Study 5 Scope of the Study 5 Delimitations of the Study 6 Significance of the Study 6 Summary 6 Chapter II: Review of the Literature 7 Introduction 7 History of After-school Programs 7 No Child Left Behind 10 Federal Role of Out-of-School Learning 12 At-Risk Students 14 Computer Usage in After-school Programs 15 Attendance and Academic Success 17 Benefits of Math After-School Programs 18 Summary 18 Chapter III: Methodology 20 Introduction 20 Research Questions and Hypotheses 20 Research Questions 20 Hypotheses 21 Background and Purpose 21 Methodological Design 22 Participants 24 Data Collection and Analysis 24 Consent and Confidentiality 26 Assumptions and Limitations 26 Summary 27 Chapter IV: Results 27

Violence on Campus Essay Example | Topics and Well Written Essays - 1250 words

Violence on Campus - Essay Example ming from any number of issues, leads to violence against others, significant steps are required on behalf of university policy-makers to combat the growing problem of violence on campus. This paper will describe campus violence, provide solutions for these problems from a sociological and psychological perspective, and also highlight difficulties with current anti-violence policies on todays campuses. Campus violence occurs when any variety of criminal activities transpire on the grounds of todays colleges and universities and includes, but is not limited to, petty theft, assault, rape, and even murder. Between 1995 and 2002, nearly 500,000 students between the ages of 18-24 experienced some form of campus violence (Acha.org, 2005). The most common types of violence occurring involved forced sexual intercourse and aggravated assault (Acha.org). The most alarming statistic suggests that only a small fraction of these criminal incidents are actually reported to police, which tends to infer that a much higher volume of students (other than reported statistics) are experiencing campus violence. Though campus violence is largely conducted by the college students themselves, school administrators and faculty, too, have been charged with rape and assault against other students and their peers, suggesting that campus violence is not isolated or linked specifically to student criminal behaviors. Why, though, does campus violence occur with such alarming frequency? Sociological perspectives on the issue tend to link violence with peer group acceptance. Henslin (2003) offers that college binge drinking, the activity of consuming massive amounts of alcohol over an extended period of time, is the primary catalyst for assault-related behaviors. As the majority of university students, today, maintain housing in local dormitories without parental supervision, student recreation related to constant alcohol consumption is both commonplace and deemed acceptable by a large