The Mara Salvatrucha From Los Angeles - 1817 Words

The Mara Salvatrucha originating from Los Angeles, California is one of the world’s most renown gangs. The gang was established in Los Angeles in year 1980 by Salvadorian immigrants and war refugees. Salvadorians were migrating to the United States in hope and search for a better life, economically and socially. They came to a rude awakening of racism and isolation within society. These immigrants coming to a different country felt the need to group up and stick by each other helping one another knowing they were all on the same page. Eventually the immigrants feel to the easiest way of life given their circumstances, and fell into the gang life. These Salvadorian Los Angeles residents formed what is now known as Mara Salvatrucha also known as MS-13. Mara Salvatrucha was created by Salvadorians that fled their country because of a civil war. Essentially they were immigrants and refugees, being kids that grew up surrounded by violence. Due to these factors creating a gang was not something out of the norm for these kids, they were used to the violence. MS-13 is now considered the fastest-growing, most violent and least understood of the nation s street gangs in the United States of America. (2005) The word mara stands for â€Å"posse† or â€Å"gang† and Salvatrucha refers to peasants that were trained to become guerrilla fighters in the civil war. It is said that the 13 in MS-13 was adopted out of respect to the Mexican Mafia, representing the 13th letter in the alphabet â€Å"M†. TheShow MoreRelatedA Summary On The Gang1100 Words   |  5 Pagesgroups are usually gangs. Some of the most deadly and violent gangs are Los Zetas, Aryan Brotherhood, Latin Kings, and the most violent Mara Salvatrucha, or MS-13 (Er kan). Mara Salvatrucha is a transnational gang that has been considered one of the most violent gangs yet. They started in California in 1980s (Audie). Why is the gang MS-13 so violent? Is it because of the lack of humanity or because they strip innocence away from everything? MS-13 members/groups are dangerous and should be feared. Read MoreMs-131124 Words   |  5 PagesMS-13 final MS-13 History and Origins The Mara Salvatrucha gang originated in Los Angeles, in the 1980s by Salvadoran immigrants in the neighborhood between Pico and Wilshire also know as the citys Pico-Union neighborhood. They immigrated to the United States Due to a 12-year civil war in El Salvador, which resulted in over 100,000 deaths and over a million refugees(www.ms13gang.com). The Salvadorian refugees and immigrants predominantly settled in southern California and Washington, D.CRead MoreThe New Gang Became Known As The Mara Salvatrucha Stoners ( Ms Stoners )977 Words   |  4 Pagesincluded former military combatants. In the 1980’s vast amounts of the refugees migrated to Los Angeles (LA), which is the home of 1,000+ gangs. The refugees were not welcomed to LA and became ostracized in the Hispanic community as it had been controlled by Mexican street gangs (Eighteenth Street gang). This caused some of the refugees to form a group of their own. The new gang became known as the Mara Salvatrucha Stoners (MS Stoners). The gang begins as a group who was all about smoking week and havingRead MoreWhy The Gang Will Never Die Out1914 Words   |  8 Pages MS-13: Why the Gang Will Never Die Out Kathryn E. Psenda University of Colorado, Colorado Springs Abstract Mara Salvatrucha, often called the most dangerous gang in America, was bred from the violence and war that plagued El Salvador for over 12 years. As Salvadoran civilians, as well as ex-guerillas, sought asylum in the United States, they brought with them an ember of this violence that was stoked in the dangerous streets of Pico-Union, L.A. To defend themselves, the refugees formedRead MoreThe New Gang Became Known As The Mara Salvatrucha Stoners ( Ms Stoners ) Essay793 Words   |  4 Pagesincluded former military combatants. In the 1980’s vast amounts of the refugees migrated to Los Angeles (LA), which is the home of 1,000+ gangs. The refugees were not welcomed to LA and became ostracized in the Hispanic community as it had been controlled by Mexican street gangs (Eighteenth Street gang). This caused some of the refugees to form a group of their own. The new gang became known as the Mara Salvatrucha Stoners (MS Stoners). The gang begins as a group who was all about smoking week and havingRead MoreMs 13 Gang2747 Words   |  11 PagesMARA-SAVATRUCHA (MS13) The Civil War in the early 1980s in El Salvador cost the lives of about 100,000 people. Besides, two million people are reported to have immigrated to the United States, due to the uncertain political and social conditions there. A big chunk of the refugees arrived and settled in the Rampart area of Los Angeles. They needed low cost housing and employment. That area was already afflicted with gangs and crimes. For the local population of Mexican-Americans, this wasRead MoreThe Problem Of Gang Violence1356 Words   |  6 PagesGang violence has grown to be a great problem in El Salvador in the last 30 years. Gangs have grown into large, complex organized crime units; the two largest gangs, MS13 (also known as Mara Salvatrucha 13) and Barrio18 (also known as Calle18), now encompass large parts of Central America. Both gangs rely heavily on local drug-peddling, which drives most of the general gang violence. The desire for control over certain areas had forged a fierce rivalry, in which civilians are often endangered whenRead MoreThe Ways Of Groups Influence Individuals1018 Words   |  5 Pagesothers through either choice or accidental circumstances. Mara Salvatrucha also known as MS-13 originated in Los Angeles California. Salvadoran immigrants formed MS-13 to protect themselves from other established gangs of Los Angeles, who were predominantly composed of Mexicans and African-Americans. I thought that it was really interesting how the gang members were recruiting new members at such a young age. They were targeting kids who came from a troublesome home life, broken homes, or parents whoRead MoreGang Culture in the West Essay721 Words   |  3 Pagesalong the immigration trail that began in Mexico and continued along a route through El Paso and Albuquerque, and onward to Los Angeles (sagepub). The first Mexican Los Angeles gangs, the Bogardus called â€Å"boy gangs† in 1926, were modeled after the palomilla (StudyingYouthGangs). Many gangs have arisen since then including Mara Salvatrucha 13 (MS-13). MS-13 was formed in Los Angeles, California in the 1980s by immigrant Salvadorian youth and young adults who were being victimized by other gangs. MS-13Read MoreThe Gang s Cut Of A Range Of Criminal Enterprises And Activities1029 Words   |  5 Pagesothers through either choice or accidental circumstances. Mara Salvatrucha also known as MS-13 originated in Los Angeles California. Salvadoran immigrants formed MS-13 to protect themselves from other established gangs of Los Angeles, who were predominantly composed of Mexicans and African-Americans. I thought that it was really interesting how the gang members were recruiting new members at such a young age. They were targeting kids who came from a troublesome home life, broken homes, or parents who

Plato s Definition Of Justice - 1306 Words

In this essay, I will argue that Plato s definition of justice in the individual is inadequate since a just individual cannot act unjustly. I will start by defining justice in the individual. Next, I will reexamine Socrates’ refutation of Polemarchus’ second definition. Then, I will show how just individuals (i.e., the philosophy rulers) in the republic act unjustly by using the example of the treatment of people with disability in the republic. This creates a contradiction in Socrates definition. Lastly, I will propose two remedies to solve this contradiction. Socrates claims that an individual is just when each of the three parts of the soul does its duty, and all three parts are in harmony (441e). More specifically, the calculating part should rule the soul, the spirited part should assist the calculating part, and the desiring part should follow the commands of the calculating part (442c-d). A just individual s action is guided by wisdom and knowledge while an unjust individual is filled with ignorance and opinion (443e-444a; 582a). Because their souls are just, just individuals should rule the city so that the city will also be just. This is because Socrates thinks the city and the soul are isomorphic (368d-e). If Socrates’ definition of justice in the individual is correct, then any action of the rulers should be just. Socrates considers the following acts to be unjust: temple robberies, thefts, betrayals, adultery, neglect of parents, and failure to care for theShow MoreRelatedAnalysis Of Plato s Republic : The Definition Of Justice Essay986 Words   |  4 PagesPlato’s Republic, Socrates begins a debate on the definition of justice. It starts off as a simple discussion on what justice means to some people. Eventually the discussion moves on how justice comes about it in an ideal city. Socrates eventually comes to the idea that an ideal city must have four virtues. These virtues happen to be: courage, wisdom, moderation, and justice. However, the only two virtues that applies to the city as a whole is justice and moderation. Whereas, courage is associated inRead MoreJustice Is The Legal Or Philosophical Theory Of Justice1503 Words   |  7 PagesJustice is the art which gives to each man what is good for his soul. Discuss. â€Å"Justice is the art which gives to each man what is good for his soul† and that is simply to say that justice is identical with, or inseparable with philosophy. (Cahn, Political Philosophy, 1-136) Justice is an order and duty of the parts of the soul; it is to the soul as medicine preserves the health of the body. In its current and cardinal definition is a just behavior or treatment; a concern for justice, peace, andRead MoreThe Between Socrates And Meno1724 Words   |  7 Pagesthat question they first need to agree on what virtue is. Meno makes multiple attempts at a description of virtue and Socrates points out potential problems. A definition of virtue is not settled, which leads to the discussion about the problem of learning. If neither or them know what virtue is then how will they know if they find it. Plato describes this ongoing discussion between Socrates and Meno. Meno’s first attempt at the description of virtue is listing examples. The health of a man is theRead MorePlato s Theory Of Forms Essay1427 Words   |  6 Pages Plato was a standout amongst the most innovative and persuasive masterminds in Western philosophy, his impact all through the historical backdrop of philosophy has been monumental. Born around 428 B.C, he researched an extensive variety of topics; however, his Theory of Forms, found in The Republic, is an essential piece of Plato s philosophy. This is the center thought behind Plato s theory of forms, from this thought he moves towards clarifying his universe of forms or ideas. While tryingRead MoreThomas Hobbes And Plato s The Leviathan And The Republic1496 Words   |  6 Pagesespecially true for the term â€Å"justice†. The philosophers Hobbes and Plato both exhibit their own beliefs towards its interpretation through their respective stories, the Leviathan and the Republic. Instead of simply stating his view, Plato takes it to another level. He brings up a multitude of possibilities for the meaning of justice, arguing with himself and shooting down his own theories. The purpose of his Republic is to find the best and most logical definition of justice through discussion. HobbesRead MoreAnalysis Of Plato s The Euthyphro 1723 Words   |  7 Pagesof the greatest reflective thinkers of all time, Plato was the innovator of many written philosophical dialogues. Accompanied by his teacher, Socrates and his most not orious disciple, Aristotle, Plato set the groundworks of Western philosophy and science amid dialogues such as Apology, Euthyphro, Republic and Laws. These dialogues provided some of the earliest handlings of political inquiries from a philosophical viewpoint. In the Euthyphro, Plato composes a dialogue that transpires in 399 BC, weeksRead MoreDepiction Of Struggle And Division889 Words   |  4 Pagesfocus on different societal divisions This depiction of struggle first became clear during the reading of Plato s Republic in book I, where Thrasymachus said of justice, Justice is nothing more than what is advantageous for the stronger (Plato 15). When examined further, Thrasymachus answer came to mean that what benefits the stronger, more powerful class of people is what he calls justice. Thrasymachus answer posed a struggle between those with more power and influence and those who held lessRead MoreThe Formations Of The Mankind System1568 Words   |  7 Pagesare involved in the concept of justice. Since the years passed previously formed aspect of justice moved from the sphere of law and got more broaden meaning, certain definition of which was and still remains a topic of debate for theologians, philosophers and legislators. Nowadays the word justice, being on everyone s lips, is used so often that it may signify nearly anything. Though one of the main meanings given by modern people is the interchangeability of justice with the word â€Å"fairness†. IndeedRead MoreWhy the Philospher Should Rule (Plato)1708 Words   |  7 PagesEXPLAIN 2) WHY IT IS A DILEMMA FOR HE TO CHOOSE TO RULE. WHY DOES HE HAVE TO BE COMPELLED AND WHAT IS THE NATURE OF THE COMPULSION? 3) BE SURE TO COMMENT ON HOW THIS QUESTION IS RELATED TO THE ANSWER PLATO ATTEMPTS TO CONSTRUCT TO GLAUCONS CHALLENGE? Part 1 In Plato’s Republic, Plato sets out to prove that it is always better to be just than unjust. Doing so requires him to look into the soul of human beings. Souls by nature are difficult to examine so he suggests that he use the analogyRead MoreEssay about Morals and Ethics1134 Words   |  5 Pages Plato, Aristotle, Augustine, and Nietzsche all had their own ideas for which one could reach happiness in his/her life. All have similarities in there reasoning except Nietzshe, who contradicts the others entirely. Plato states that to understand virtue is happiness. In turn virtue suffices for happiness and is necessary. Also he intuits that human reasoning prevails over spirited element or a person?s appetite. Aristotle?s arguments relate with Plato, but he builds more to it and finds his own

Im Not Scared Essay Example For Students

Im Not Scared Essay â€Å"Poverty is the mother of crime. † (Marcus Aurelius) Contrary to the chrome yellow of the boundless wheat fields is the darkness of poverty in which the hamlet of Acqua Traverse is wreathed. Niccolo Ammanity consummately describes the pervasive poverty of the place â€Å"forgotten by God and man† throughout this enthralling novel â€Å"I’m not scared†. The villagers do not only fall victim to poverty, but also to the subsequent fears with which they are afflicted after committing the crime – kidnapping a boy of a wealthy family and holding him to ransom. Fears are correspondingly intertwined with the villagers; they play a tremendous role in the adults’ actions and motivations and become one of the primary themes of this novel. The most palpable fear of the adults in the novel is the fear of being apprehended and incarcerated as they have done such a sordid deed – kidnapping a boy. Therefore, extreme poverty and the yearning to get out of the current life from which the kidnap springs from can be deemed as the roots of the most significant fear in â€Å"I’m Not Scared†. In 1978 Acqua Traverse was so small that it was practically non-existent. † This statement of Michele, to some extent, depicts the penury which the villagers undergo. Apart from the formidable palace of the Scardaccione family, there are four drab little houses. The situation of Michele’s family is illustrative of the appalling poverty of the hamlet. To exemplify this, his father has to leave the house quite often to seek emplo yment in the North and that is where he meets Sergio – head of the â€Å"culprits†. The villagers have been so disenchanted with their quality of life of Acqua Traverse that they later allow their voraciousness for materials to override their sense of morality and societal values. All in all, the most significant fear – fear of being brought to justice – arises out of the extreme poverty that the villagers are confronting. The degree of fear amongst the villagers varies throughout the novel; sometimes fears appear vaguely, sometimes discernibly. Interestingly, the volatility of fear seems to parallel the intensity of the story; when fear reaches its peak, the novel enthrallingly absorbs the readers in its flow of events. Fears appeared from the first few pages of the novel: â€Å"At Acqua Traverse the grown-ups didn’t leave the houses till six in the evening. They shut themselves up indoors with the blinds drawn. † This suggests the villagers have already kidnapped Filippo and are striving to remain aloof from the outside world in the daytime and from justice, that is, they are aware that the deed they just did is morally erroneous. This awareness is metaphorically expressed through the rigors of the drought which the villagers are experiencing. The sun took away your breath, your strength, your desire to play, everything. And it was just unbearable at night. â€Å"Furthermore, the villagers’ fear that the poverty of Acqua Traverse has foreclosed the future of their children takes the form of maternal affection. â€Å"Mama curled up beside me and whispered in my ear, ‘when you grow up you must go away from here and never come back. ’ Even Mama – a passive pa rticipant in the kidnap – realizes the depraved things the adults are conspiring and does not want this trauma to afflict her children. There are some other less significant fears throughout the novel such as Papa’s fear towards the old man Sergio, Felice’s fear of the ferocity of Mama when she spares no effort to protect Michele, to name but a few. Fear reaches its climax when the helicopters comb the hamlet and its periphery for the boy. The villagers acknowledge they are on the verge of being apprehended by the police. â€Å"The grown-ups stayed at Salvatore’s house all evening†¦ They were shouting so loud that they woke us up. We had grown used to all sorts of things. .u23346925ab28d6868549c41f26dac234 , .u23346925ab28d6868549c41f26dac234 .postImageUrl , .u23346925ab28d6868549c41f26dac234 .centered-text-area { min-height: 80px; position: relative; } .u23346925ab28d6868549c41f26dac234 , .u23346925ab28d6868549c41f26dac234:hover , .u23346925ab28d6868549c41f26dac234:visited , .u23346925ab28d6868549c41f26dac234:active { border:0!important; } .u23346925ab28d6868549c41f26dac234 .clearfix:after { content: ""; display: table; clear: both; } .u23346925ab28d6868549c41f26dac234 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u23346925ab28d6868549c41f26dac234:active , .u23346925ab28d6868549c41f26dac234:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u23346925ab28d6868549c41f26dac234 .centered-text-area { width: 100%; position: relative ; } .u23346925ab28d6868549c41f26dac234 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u23346925ab28d6868549c41f26dac234 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u23346925ab28d6868549c41f26dac234 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u23346925ab28d6868549c41f26dac234:hover .ctaButton { background-color: #34495E!important; } .u23346925ab28d6868549c41f26dac234 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u23346925ab28d6868549c41f26dac234 .u23346925ab28d6868549c41f26dac234-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u23346925ab28d6868549c41f26dac234:after { content: ""; display: block; clear: both; } READ: Human Rights in china EssayNocturnal meetings, noise, raised voices, broken plates, but now they were shouting too much. † Hence, it can be observed that notwithstanding the unceasing fluctuations of their degree, fears are omnipresent in every nook and cranny of Acqua Traverse. Dorothy Thompson once said: â€Å"The most destructive element in the human mind is fear. Fear creates aggressiveness. † Not only do fears render the villagers of Acqua Traverse more belligerent and inhumane, they also divest the villagers of their ability to think and act in a rational demeanor as an ordinary person normally does. Papa made the scissors sign with his fingers. ‘T wo ears we’ll cut off. Two. ’ Papa who always treats his children with paternal affection and tenderness now turns out to be a vicious man ready to do harm to a child when the deal is not reached. The readers no longer see Papa saying â€Å"Don’t you kiss me, you’re all dirty. If you want to kiss your father, you’ve got to wash first†. A ruthless’ bogeyman’ that ‘comes out and takes the children away and sells them to gypsies’ appears in lieu (although at the end of the novel Papa somehow strives to redeem the physiological trauma he has caused to Michele). Perhaps Michele hopes that all these things are merely in a moment of aberration; unfortunately, after falling victim to poverty and its subsequent fears as mentioned above, the villagers have drastically turned into different people from whom they used to be. By way of contrast, Michele’s ways to overcome fears and to perceive surrounding things are seemingly rather constructive and far from naive. As the story intensifies, Michele’s fears are heightened and his innocence simultaneously irretrievably crumbles away; nonetheless, he succeeds in dealing with these fears more precociously and rationally, unlike the adults. To recapitulate, fear serves as one of the primary themes of the novel ‘I’m not Scared’; it originates in the indigence that the villagers of Acqua Traverse are going through and its degree varies throughout the story paralleling the intensity of the plot. Fears are also employed by Niccolo Ammanity to delineate the villagers’ state of mind and to bear stark contrast to the protagonist of the novel, Michele. The dubiously mundane life at Acqua Travers is none but a veneer; at night that veneer breaks and reveals a world of criminals, of inconceivably horrendous deeds, of ruptures of relationships and faiths and of inhumanity. And prevail in that world, fears †¦ Residual vestiges of affection and loyalty evaporates when ‘evil gleam’ = loyalty irrevocably and irreparably crumbles away = Michele opts for Filippo, for his sense of morality and justice in lieu of his father. Michele’s loyalty to his family manifests itself in a variety of ways: sister (take charge of his sister: hand in hand. We went home), submissiveness towards his mom, irately protect his mom when she is assaulted by Felice. His loyalty initially coerced him into unceasingly seeking palatable grounds for his parents not involving in the kidnap of Filippo. = his brother

Save Girl free essay sample

Women are the receiving end in Indian society. They are will treated or tortured at every stage. A girl child is in bondage from her very childhood. She is under constant, vigil First by the parents, then her husband and finally her own children. Not only that, she is often condemned to death even before she is born. This is called female killing in the womb itself. In ancient India the birth of a girl child was hailed as auspicious. An old Indian proverb lies down that a home without a daughter is like a body without soul. The coming of a daughter in the house was compared with the advent of Laxmi, the Goddess of wealth and Saraswati, the Goddess of fine arts. The usual blessing of a father at the time of his daughter’s marriage was: â€Å"May you excel in learning and public speaking†. No ceremony was considered complete without presence of women. We will write a custom essay sample on Save Girl or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The belief was that â€Å"No hone is complete without a woman. † The situation, however drastically changed during the Middle Ages when Idnia was subjected to frequently foreign invasions. The invaders botty also comprised of women suffered badly, infanticide and ‘Purdah’ became prevalent. Sending a girl to school became risky. There was, therefore, sudden decline in female literacy and the position of women in society. This tradition lasting till today and the killing of fetus is started with a boom. The problem of female fetus is widespread in urban centers. With the help of new techniques it has become possible to determine the sex of the unborn baby or the fetus, and if it is found to be a girl child than, this is followed by abortion. Clinics offering such service have come up all over the country. There are severing laws against the misuse of parental diagnostic techniques, which are meant only for detecting abnormalities in the unborn infant. The doctors, however, violate this law. Not a single case has been field so far under the law, which forbids such an unethical practice. To day, the problem is quite widespread in the northern states of Bihar, Uttar Pradesh and Rajastan. There are pockets of Tamilnadu where killing a girl child is practiced traditionally. The tribes, the Toda, The Kallar and the Gounder, earlier lived in war zones are facing torture of army solider. They started to kill the girl child in order to keep the population of women down and thus save them from rape by invading armies. In Rajasthan also, a girl child is looked upon as a curse because her father has to lie low before the father of boy at the time of match finding. Upon attaining puberty, a girl is considered to be a security risk, a likely source of trouble for the family’s honor and reputation. Then there are economic reasons for her killing. She is a liability for her parents from the cradle ceremony to the marriage. There has been not let up in the dowry system, which breaks the back of the parents. She is got rid of in order to save the family properly from partition. In some communities there is a dirty superstition that is a daughter is killed, the next child will be a son. In China also, the eldest male child inherits the property look upon the male child as their protector and supporter in old age. This gender-bias leads to the killing of girl child. The greatest tragedy is that women themselves permit the death of their daughters as mercy killing. Unwanted baby girls are often left on the road or in the maternity homes at night This is due to the unhealthy sex before marriage or due to the husband of may died, who is the only source to take of her and her baby. This unhealthy practice has caused great imbalance in the ratio of boys and girls in several states and communities. To prevent this situation we must provide proper education and the laws, that are presently could not trap the criminal, should be strict. So those, all the person who are engaged in this child infanticide crime, think twice before doing it. Save Girl Child An ancient Sanskrit saying says, woman is the home and the home is the basis of society. It is as we build our homes that we can build our country. If the home is inadequate—either inadequate in material goods and necessities or inadequate in the sort of friendly, loving atmosphere that every child needs to grow and develop—then that country cannot have harmony and no country which does not have harmony can grow in any direction at all. That is why women’s education is almost more important than the education of boys and men. We—and by â€Å"we† I do not mean only we in India but the entire world—have neglected women education. It is fairly recent. Of course, not to you but when I was a child, the story of early days of women’s education in England, for instance, was very current. Everybody remembered what had happened in the early days. Now, we have got education and there is a debate all over the ountry whether this education is adequate to the needs of society or the needs of our young people. I am one of those who always believe that education needs a thorough overhauling. But at the same time, I think that everything in our education is not bad, that even the present education has produced very fine men and women, specially scientists and experts in different fields, who are in great demand all over the world and even in the most affluent countries. Many of our young people leave us and go abroad because they get higher salaries; they get better conditions of work. Our country is a very rich country. It is rich in culture, it is rich in many old traditions—old and even modern tradition. Of course, it has a lot of bad things too and some of the bad things are in the society—superstition, which has grown over the years and which sometimes clouds over the shining brightness of ancient thought and values, eternal values. Then, of course, there is the physical poverty of large numbers of our people

How to Write a Great CCOT Essay on Advertising in Cultural History

How to Write a Great CCOT Essay on Advertising in Cultural History Writing a continuity and change-over-time (CCOT) essay is one of the more difficult writing tasks a student will face throughout his or her time in school. This difficulty is due to the technical nature as well as the amount of research needed to be done to accurately write a CCOT paper. A CCOT essay is one that intends to answer a question by comparing two time periods relating to subject with the aim of analyzing what has changed and what has not over a selected period of time. Here are some tips on how to write a great CCOT essay when challenged with such a task. Truly Understand What You Are Asked to Do The biggest hurdle most students face when writing a CCOT essay, is understanding the mission they have been given. Therefore, most students end up writing either an expository or argumentative essay which results in failure. So the tip here is to read the questions carefully asked and understand the requirements before putting pen to paper. When reading the question, here are some things to consider that will help you put things in the right perspective: What am I been asked to do? What are the keywords in this question? What area of the world am I analyzing? And What time periods should I analyze? Answering these questions set the right ambience needed to proceed to mapping out your writing strategy. Create a Strategy for your Essay Now that you have understood the task ahead of you, the next step is to create a strategy on how you intend to answer the important questions raised in the questionnaire. The first step to being organized is choosing a topic name. When writing about advertising in cultural history, a topic such as ‘Advertising Historical Context and its Growth over Time’ puts you in the right part to planning the body of your essay. Here are some tips to creating a good strategy: Choose your time periods to base your research on Research its role in history or research the historical role of advertising in relation to the chosen time period Research the technologies that had an impact on it Understand what changes had occurred to its role in the world as a result of evolving technology Research what concepts or practices remained similar even after these changes. Write your CCOT Essay Once you have defined a strategy, the next step is doing the actual writing work on the chosen topic. In this stage, it is important to focus on the structure you have aligned to serve you throughout your project. A CCOT essay still follows the traditional arrangement of using an introduction, an essay body and a concluding paragraph to discuss your findings. Proof Read your Essay The last step is proofreading what you have written not just for grammatical or syntax errors but to ascertain that you have followed the prescribed CCOT essay structure. Therefore, it is important to note if you have chosen a time period, discussed how things were during that time, identify and analyze factors that changed the status quo and also analyze what didn’t change even after change factors were integrated into certain approaches. Here we come to the end of these salient tips you can use to write a CCOT essay on advertising in cultural history. If in need of topic ideas, do not hesitate to check this helpful article covering 20 CCOT essay topics on advertising in cultural history. You can also find facts that will help you compare advertising time periods in this article 10 CCOT essay facts on advertising in cultural history.

A Review of Think Through Math

A Review of Think Through Math Think Through Math (TTM) is an interactive online mathematics program designed for students in grades 3-Algebra I. It was created in its current form in 2012 and was a spin-off of the popular Apangea Math program. The program provides users with both direct instruction and remediation. Think Through Math was developed to prepare students for the Common Core State Standards and the rigorous assessments associated with the standards.   Students are enrolled in a unique pathway based on their grade level. Students are also given an adaptive assessment that prescribes precursor activities designed to build skills needed to achieve grade-level proficiency. These activities are added to the pathway. Each lesson in a pathway is divided into six unique skill-building components including a pre-quiz, warm up, focus, guided learning, practice, and a post-quiz. Students who demonstrate proficiency on the pre-quiz for a particular subtopic are able to move ahead. Think Through Math is a revolutionary program for student learning. It combines a unique blend of adaptive assessment, skill building, student motivation, and individualized live instruction. The entire program is geared to enhance classroom learning by filling gaps that a particular student may have and prepares them to meet the rigor of the Common Core State Standards. Key Components Think Through Math makes it simple to add a single student or a whole class by uploading a data template. It has terrific reporting that makes it easy to monitor individual student or whole class progress. It also has a terrific and easy to use interface making it easy for teachers and students to monitor usage, check performance, compare accomplishments, and check goals. Think Through Math allows and encourages students to access the program at home after school and on weekends to maximize the impact of the program. Think Through Math allows teachers to send messages to directly to individual students through the messaging system. Students are only able to receive these messages. They cannot send or respond. Instructional With Diagnostic Components Think Through Math provides both direct instruction and intensive remediation within the same program. It places each student in a â€Å"pathway† containing skills needed to be successful at a particular grade level. It also provides students with an initial adaptive assessment which assigns precursor activities designed to remediate the skills needed to do the required grade level work. Think Through Math continuously monitors and adapts to the individual, adding new material, based on performance throughout the program. Think Through Math Is Motivational Think Through Math allows users to create and personalize their own unique avatar. It provides continuous contests across multiple categories for terrific prizes such as an iPod touch, gift cards, etc. It also allows teachers to set classroom goals for a pizza party or ice cream party. Students can then donate their points towards that goal, and when the class reaches the goal, the teacher will receive a gift card to help purchase the goodies for the party. Think Through Math allows students to donate their points to charity. $10,000 points $1.00. Charities that they can donate to include St. Jude’s Children Hospital, World Wildlife Fund, Make-A-Wish Foundation, The Boys and Girls Club of America, The Wounded Warrior Project, Big Brothers Big Sisters of America, PACER’s National Bullying Prevention Center, and American Red Cross. The program provides users with incentives and rewards. Each time they complete an activity, they earn points. They can use their points to purchase new features for their avatar, donate points to a charity, or they can give points towards a goal their class is trying to achieve as discussed previously. Think Through Math provides users with badges for achieving goals or reaching for milestones within the program. There are four levels of badges including bronze (easiest), silver, gold, and diamond (hardest). Students can see both the badges they have earned and those they have not earned. They can then work towards earning badges they do not have. Think Through Math provides students will printable certificates each time they pass an individual topic. Think Through Math Is Comprehensive Think Through Math is Common Core aligned in content, process, and assessment that encourages critical thinking and problem-solving development. It provides students with access to a calculator, critical math formulas, and key mathematics vocabulary terms at any time within the program. Think Through Math has an audio tool available in both English and Spanish that allows questions and answer choices to be read to struggling readers or English Language Learners. Think Through Math gives students the opportunity to demonstrate mastery by taking a pre-quiz over a particular topic. A pre-quiz consists of eight questions. A student who demonstrates mastery on the pre-quiz will immediately move on to the next lesson. It provides students with a three question â€Å"Warm Up† activity designed to activate prior knowledge by reviewing the math skills you have already mastered, but that is essential to the new skill you will be learning. The program provides you with step by step illustrations and explanations for solving each problem no matter whether you get them correct or incorrect. Think Through Math provides students with a three question â€Å"Guided Learning† activity allowing you to work through the new math. It also provides students with multiple help features within the â€Å"Guided Learning† activity. This occurs through a learning coach. To receive help simply click on the learning coach at any time. If you have not answered the question, an explanation of the concept with visuals will pop up to help you. If you answer the questions incorrectly, an explanation of the concept will pop up. If you still do not understand, you may again click on your learning coach. A box will pop up asking you if you want to work with a teacher. Click â€Å"teacher† and you are able to connect to a live certified math teacher that will walk you through the process and answer any questions you have. If you have audio and a microphone, you can have a direct conversation with them. If you do not, then you can communicate with each other in a text chat. Think Through Math provides students with a ten question â€Å"Independent Practice† activity allowing them to practice what they learned and to use the feedback to understand the concept further. Think Through Math provides the student with an eight-question â€Å"Post-Quiz† activity allowing them to demonstrate their understanding of the new concept. Students are only given one attempt per question. If they fail, they will have to retake or remediate the concept. Key Reports An overview report allows you to monitor how many lessons each student has attempted and passed and gives you pass rate percentages for both target and precursor lessons, while a student detail report provides you with a detailed progress report for each individual student. An individual pathway report provides you with a detailed overview of the progress that an individual student is making on their individual pathway, while the standards report allows you to monitor student progress based on individual state standards or the Common Core State Standards. Cost Think Through Math does not publish their overall cost for the program. However, each subscription is sold as an annual subscription cost per seat. There are several other factors that will determine the final cost of the programming including the length of the subscription and how many seats you will be purchasing.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Research Think Through Math is a research-based program. Its development spans over two decades. It is grounded on the foundation of helping students analyze and solve word problems effectively. This is done through the principles of active problem solving, explicit instruction, gradual release, elaboration theory, categorization of a prototype, mastery learning, a zone of proximal development, assessment and differentiation, and worked examples. In addition, Think Through Math has been the focus of several critical field studies involving more than 30,000 students across seven different states.

Black and Dull Essay Example | Topics and Well Written Essays - 750 words

Black and Dull - Essay Example Rather, Diouna, the black girl, was mistreated, abused. She had no family, relatives or friends to help her in her helpless situation. There was no one to comfort her but herself. Nevertheless, it is said that â€Å"no man is an island† and when isolation was the only thing there was to comfort her, Diouna showed that death is sweeter than life. The story is set in the 1960s when racial discrimination was still so strong. Although the number of characters is limited, they exemplified the majority of cases among the Black employees and White employers. Between Madame Pouchet and Diouna there was nothing that would tie them together but the relationship of employer-employee. Pouchet was not obligated to be good to her maid but she went the extra mile of being generous to her while they were still in Africa. However, the future eventually revealed her motives. She was not actually as generous and good as she showed in Africa. She discriminated her maid. Diouana never went out of the house but continually worked for the family and a visitor. There was no freedom, no day of rest but a pile of work to do and a bunch of demanding family members in exchange for a mere three thousand Francs a month. Madame Pouchet knows how difficult Diouana’s situation is because during their earlier vacations, she often had to do the household chores herself and take care of her own two children. Her former maids were not only paid higher salaries but they also demanded a day off and she often had to fire them. Yet she was not considerate about the Black girl’s needs. She knows that there is nothing Diouna could do once she is with them in another country. She proved to be harsh. Probably, Pouchet’s true colors can be said to have been revealed when they were in France as it is shown with her words to Diouna before she took her life saying, â€Å"But to find you telling lies, like a native, that I don’t like† (776). In reaction, the Black girl ’s lips trembled, probably showing extreme anger that led her to just end her life. For the other harassments she experienced in the Pouchet family, Diouana was simply described to have been exasperated but not angry. Yet the discriminatory comments of Madame Pouchet brought her to the peak of her impatience. In addition, the children became a burden not only because of the demand for her to work harder but because of the psychological abuse they have devised against Diouna. The oldest child called friends and led them into taunting her with a chant of â€Å"Black girl, Black girl. She’s as black as midnight† (773). She was, to the very sense of it, a slave. She was mocked but still did everything to their liking and was left with nothing but three thousand Francs. She was not just a cook, nursemaid, and chambermaid for the family but to the friends and extended family of the Pouchets as well as she was taken from villa to villa to serve family and friends. She was, in her own words, â€Å"Bought, bought. Sold, sold† (775). To make things worse, when they went to the commodore’s residence, â€Å"some silly people, who followed her about, hanging on her heels in the kitchen, had been there for dinner. Their presence was an oppressive shadow on her slightest movement. She had the feeling of not knowing how to do anything† (774). Since she was Black, a girl from an uncivilized nation, the people judged her as ignorant. Maybe she was, but not in manners they

Sports fitness centre in Mayfair London Essay Example | Topics and Well Written Essays - 2000 words

Sports fitness centre in Mayfair London - Essay Example 2. Situation Analysis Overall wellbeing and health fitness has become a major concern in every society. There has been an increase in the number of people becoming obese and overweight. More than half of London adults do not engage in any form of sport or fitness program. To achieve a healthy weight the Mayor of London proposes to work closely with and encourage a wide range of people to become physically active and eat healthy (Johnson, 2011). Other measures include making sport and active recreation opportunities affordable, in addition to supporting workplace health programmes. London faces a significant shortage of sporting facilities in respect to the demand. 3. Target Market Analysis Britain is in the grip of obesity epidemic (This is London, 2011). According to experts by 2050 at least 60 percent of the population will be obese (London Assembly, 2010). The target market is the young adults and the adults of both sexes. According to a study by the London-based International Obesity Taskforce that 28 per cent of boys and 36 per cent of girls in the UK are now overweight or obese (Dobson, 2006). A UK government report estimated that by 2010 12 million adults and 1 million children in England will be obese (Medical News Today, 2006). Less physically active and eating more junk food is adding to the problems. Thus, the target market for the fitness centre would be the age group 16-40 of both sexes. 4. Problems and Opportunities The people of Mayfair would not be aware of the Fitness Centre yet to open. People could be apprehensive of the quality of service, equipments and coaches. However, since the demand exceeds supply, the opportunity could be used to penetrate the market with the right strategy. The government is also supporting fitness initiatives and obesity is at an all time high. 5. Marketing strategy Customers seek value for money and hence the fitness centre should understand the services it can extend in exchange for money while knowing the target audience to whom the services are directed. The objective is market penetration in the initial stages. Knowing the target audience will enable to include the essential features at the fitness centre. The core strengths of the fitness centre need to be communicated effectively. The marketing strategy for ABC Sports fitness centre would take into account various factors in devising the marketing strategy. 5.1 Product Positioning The leisure industry is a high-growth area which includes health, fitness, sports and recreation facilities. This sector contributes 13.5% towards the total employment in the United Kingdom. There are two reasons for the growth of the sector. There has been the increase in the consciousness to keep fi t as health concerns have risen, which has hiked the demand for better facilities and spaces for exercise (20th Century London, 2010). In addition, sedentary lifestyle has urged people to look for convenient places to exercise. Thus, Sports Fitness Centre, Mayfair London, should position itself as a Fitness and Health Club. 5.2 Marketing mix To develop the marketing strategy the essential of the marketing mix have to be evaluated. Product mix The product should satisfy a need or a want. The need at this moment is healthy living. Healthy living can be achieved through different activities

The Chesapeake and New England regions Essay Example for Free

The Chesapeake and New England regions Essay By the 1700s the English came to the New World and settled in The Chesapeake and New England regions. The lives of the people settled in these regions were centered on two dissimilar lifestyles. Distinctive differences between these regions were in expectations, beliefs, and social cultures. The differences created a clear cut between North and South. The wide gap between the development of The Chesapeake and New England regions was mainly because of the way their lives were centered. The Chesapeakes were geared around monetary profits and striking it rich, while New Englands focal point was about family and religious freedom. The Chesapeake region was settled in part to get rich quick, like what Captain John Smith said there was no talkbut dig gold, wash gold, refine gold, load gold (Doc F). Life expectancy was low because people only cared about gold. They barely took time to eat and take care of themselves. Diseases took its toll on the people of this region; few people lived to the age of 50. Because of that many people grew up never knowing their grandparents, which led to no family values being taught. Women were scarce; men outnumbered women six to one. In the Ships List of Emigrants Bound for Virginia there was about fifty single men and sixteen single women aboard. (Doc C) Governor Berkeley and His Council reported on their inability to defend Virginia against a Dutch attack because one third of the freemen available for defense are single freemen whose labor will hardly maintain them. (Doc G) Many woman wound up pregnant before marriage and many ended up widows having to raise a family as a singl e mother. The Chesapeake regions soil and weather was perfect for tobacco cultivation. They profited quickly with tobacco, but tobacco ruined the soil so they constantly had to expand for more land to grow more tobacco. With the scarcity of people, the need for laborers was high. In the beginning indentured servants were given passage and sometimes a small plot of land to come to the colony to work. Once they were freemen most of them never received their land, which led to the Bacons Rebellion. To justify the rebellion, in Bacons Manifesto, he stated that the government and land owners were at fault for the rebellion for withholding the land and money they fully deserved and were promised. (Doc H) Then black slaves became the  labor source of the Chesapeakes. They were less rebellious and easily controlled according to the landowners. Racial discrimination developed with the thinking that the blacks were made to serve. The social gap began to appear and widen causing much controversy in the area. On the other hand there was the New England region, where the people had a completely different view on life. The priority of this region was a family focus. In New England it was much cleaner, nicer, and cooler so there was little disease and death. This increased the life expectancy by ten to twenty years, which helped create a better stable family life. People grew up knowing their grandparents, and widowhood was less common. In the Ships List of Emigrants Bound for New England nearly all of the emigrants were families of more then four. (Doc B) New Englanders tended to stay together as a family. Women married in their twenties and gave birth every two or so years. New England men had much power over the women because widowhood was less likely many women didnt have the same rights as they did in the south. Towns were centered on the community so they intended that the towns be composed of at least forty familiesrich and poor, and that everyone should have a share of meadow and a house lot. (Doc D) In every town there was a meetinghouse surrounded by house and a village green. A meetinghouse was used for community gatherings and a place of worship. Puritanism was very strong in the New England region. The town recommended that all tradesmen consider the religious end of their callings and how they can and will be serving God. (Doc E) Education was of high importance; towns of fifty families had to provide primary education and towns of one hundred had to proved secondary education. They established their first college, Harvard College, only eight years after settlement unlike Virginias college, William and Mary, which took eighty years. New Englanders became great traders because they had a lack of soil and planting area. Which made it less ethnically mixed because there was no need for black slave labor. Fishing and ship building were other main occupations of New England. Weather was extreme and rivers were fast-moving which contributed to their isolation from England. Because of this New England colonist were very stern, stubborn, self-reliant, resourceful, and energetic. The English settling in America led to the development of The Chesapeake and New England regions. The final result from these settlers was two distinct societies. Although they came to the New World on the same voyage, they were more different than you could imagine. The Chesapeake region achieved their pursuit of wealth and maintained an upper class society. They kept slaves on their plantations, and built bigger and better homes for themselves. The New England region prospered within their families, freedom to practice their religion, and kept and enjoyed a simple life. They maintained the value of a proper education, and continued to teach their children scripture. As far as dreams go, both regions succeeded in fulfilling them. A North and South of the New World were born. Bibliography Halcon, Ronald. AP US History Lecture. 2006

William Blake :: English Literature

William Blake William Blake was born in 1757 in London. This city influences most of his work. For example, the depressing poem ‘London’. As Blake grew up it became harder and more painful for him to act like normal people, he hung around with a selection of rebels and reformers and he considered every form of oppression as an act of evil. He got into trouble with the law for saying, â€Å"Damn the King and damn all his subjects!† (From a biography of Blake). Blake was also influenced by the religion Buddhism in the verse: ‘He who bends to himself a Joy Doth the winged life destroy; But he who kisses the Joy as it flies Lives in Eternity’s sunrise.’ One of Blake’s favoured poems is ‘The Tiger’ of the ‘Songs of Experience’. The well-remembered lines are, ‘Tyger! Tyger! Burning bright; in the forests of the night’. Blake is comparing the creature, the tiger, to the Devil; he mentions fire a lot and also a furnace and anvil, hammer and chain, like in a blacksmith’s it is as hot as Hell. He also questions whether the Lord, who made something so tame and sweet as the Lamb, could ever have created the Tiger, or was it Satan? ‘Did he who made the lamb make thee?’. The final verse is the same as the first verse except for one word. He replaces ‘could’ with ‘dare’. It’s no longer ‘Who could frame thy fearful symmetry?’ but now you would have to ‘dare’ rather than be able to. ‘The Lamb’ is a song of innocence. In theory it is completely opposite to ‘The Tiger’. It is really sweet and innocent. In the first verse he is asking the lamb if he knew who made it and in the second verse he is telling it that it was God, ‘For He calls himself a Lamb’. The entire poem is informing the lamb where he came from in the eyes of an innocent little boy. As I mentioned before, ‘The Tiger’ is completely opposite to ‘the Lamb’. One is a ‘Song of Innocence’ and one is a ‘Song of Experience’. In ‘The Lamb’, Blake talks about how God and the lamb have so much in common, ‘we are called by His name’, and in ‘The Tiger’, he talks about how God and the tiger have so little in common, ‘Did he smile his work to see? Did he who make the Lamb make thee?’. He talks about how God and the heavens are ashamed of the creation of the tiger: ‘When the stars threw down their spears; and watered heaven with their William Blake :: English Literature William Blake William Blake was born in 1757 in London. This city influences most of his work. For example, the depressing poem ‘London’. As Blake grew up it became harder and more painful for him to act like normal people, he hung around with a selection of rebels and reformers and he considered every form of oppression as an act of evil. He got into trouble with the law for saying, â€Å"Damn the King and damn all his subjects!† (From a biography of Blake). Blake was also influenced by the religion Buddhism in the verse: ‘He who bends to himself a Joy Doth the winged life destroy; But he who kisses the Joy as it flies Lives in Eternity’s sunrise.’ One of Blake’s favoured poems is ‘The Tiger’ of the ‘Songs of Experience’. The well-remembered lines are, ‘Tyger! Tyger! Burning bright; in the forests of the night’. Blake is comparing the creature, the tiger, to the Devil; he mentions fire a lot and also a furnace and anvil, hammer and chain, like in a blacksmith’s it is as hot as Hell. He also questions whether the Lord, who made something so tame and sweet as the Lamb, could ever have created the Tiger, or was it Satan? ‘Did he who made the lamb make thee?’. The final verse is the same as the first verse except for one word. He replaces ‘could’ with ‘dare’. It’s no longer ‘Who could frame thy fearful symmetry?’ but now you would have to ‘dare’ rather than be able to. ‘The Lamb’ is a song of innocence. In theory it is completely opposite to ‘The Tiger’. It is really sweet and innocent. In the first verse he is asking the lamb if he knew who made it and in the second verse he is telling it that it was God, ‘For He calls himself a Lamb’. The entire poem is informing the lamb where he came from in the eyes of an innocent little boy. As I mentioned before, ‘The Tiger’ is completely opposite to ‘the Lamb’. One is a ‘Song of Innocence’ and one is a ‘Song of Experience’. In ‘The Lamb’, Blake talks about how God and the lamb have so much in common, ‘we are called by His name’, and in ‘The Tiger’, he talks about how God and the tiger have so little in common, ‘Did he smile his work to see? Did he who make the Lamb make thee?’. He talks about how God and the heavens are ashamed of the creation of the tiger: ‘When the stars threw down their spears; and watered heaven with their

Psychological Portraiture Essay

Another distingished legacy that Halsman left behind was essentially a product of a probing psychologist in him who could treat his subjects with a deep insight and empathy and could make them reveal their characters in profound and extraordinary shades, which he eventually employed superbly in his works of photography. Also, with courteous manners, sauve witticism and stylish European accents, Halsman could establish an immediate connect with his American subjects (who, incidentally, dealt with psychology with an amused cynicism, of sorts) which greatly facilitated him to extricate the very best out of his subjects with rare aplomb and liveliness. In fact, he employed an extremely innovative technique, when he worked on a photography session with Marilyn Monroe, on an important assignment from Life. He made her stand in a corner and took around 40 –50 snapshots, as encircled by few admiring men, Monroe could put her spontaneous and effortless best as she ‘smiled, flirted, giggled and wriggled with delight† and enjoyed herself superbly, there-by, almost unknowingly, giving a large number of photo-opportunities to Halsman, who utilised the same to rare perfection. (Jones, 2001) While Halsman could craftily avoid any livid or lurid references of any â€Å"physical assests† of his character (an off-shoot of his somewhat traditional disposition? ), he was a modernist enough in his approach to employ all his subtle finery and sophistication to provoke his subjects into actually emoting the best reactions which, in effect, constituted the very staple of his subject of portraiture photography, bringing him world-wide recognition and acclaim.

Critical Review

Frances Hill’s book is not in a horror genre as what the first impression could be with regards to the title itself.   It is merely a collection of facts and stories untold, and an extension of a historical argument that is more terrifying than fictional horror stories.   Is the book A Delusion of Satan: The Full Story of the Salem Witch Trial still timely to discuss or not?Witchcraft, sorcery and witch hunting; judicial perspective, extreme religious practices of good versus evil and social responsibility reflects on Frances Hill’s search for truth and justice by means of writing.   Being a professor in the school of law, she astutely provides the fascination to take charge the unending trials by publicity of the people generation to generation with the same subject Salem Witch Trial which created a deep impact on the history.The said mass hysteria in 1692 is one of the darkest parts in the history of America.   Although there are some who still patronizes such act of witchcraft, the tendency to repeat the mass hysteria is now impossible to happen.   We are now more scientific and democratic in all our moves while we are unfolding the history.Thus, as long as we believe in scientific bases and act intelligently, the delusion of Satan in the witchcraft trial like what the Salem people in 1692 has experienced will never happen again.It was clearly described in the book how the people during those days are immoral in their own ways, has poor understanding and explicitly drastic.   They tend to believe in superstitions and voodoo activities irregardless of their social status.   It was as if these people are all uncivilized, uneducated and not God-fearing people in the author’s study which stated as follows.The Salem witch trial began and found suspects guilty as the judges allowed the supposed victims   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   to testify about being attacked by the suspects in their spectral or ghostly formsâ€⠀Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   that is, forms    that no one other than the victims could see.[1]   The trial resulted to sufferings of more than a hundred residents of Salem.They are tortured, beaten and starved in prisons.   Nineteen people   Ã‚  Ã‚   were hung and executed, and one pressed with heavy stones to death because of denying to the said accusations of witchcraft.   Others were made to stand without rest during interminable   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   sessions of questioning.[2]Before the book ended, the author Frances Hill gave significant propositions why the girls of Salem Village behaved that way and why the judges and the people involved did not see their actions as fake, feigned and delirium.ConclusionTo conclude this critical review of the book, I would like to stress out my own statements and conclusions being an educated and knowledgeable individual.   Firstly, I certainly do not agree to the evil and grotesque way of the Salem Witch Trial.   I believe in due process, fair trial and fair justice which modern people like us practice in our day to day living.   Secondly, I agree with the author’s battle against these evil activities by pinpointing facts from the history.However, I believe that this topic of trial for suspected witches are no longer timely and helpful in accordance to our more mature and technologically advanced culture.   Authorities, judges and justices themselves do not rely now on supernatural things.They evaluate the case based on scientific evidence, and sentence the accused in a more humanitarian way.   Hence, the author’s topic and the book itself are just merely opinions and story-telling combined with a touch of intelligently driven research.R E F E R E N C E SHill, Frances. â€Å"Chapter One Sowing the Dragon’s Teeth†. A Delusion of Satan: The Full Story of the Salem Witch Trial. p.1. Copyright 1997 Published by Da Capo Press Cambridge, MA Uniqueness of the Salem Witchcraft Tria ls.   Mar. 29, 2007. http://encarta.msn.com/encyclopedia_701701818_2/Salem_Witch_Trials.html#s8.[1] Uniqueness of the Salem Witchcraft Trials.   http://encarta.msn.com/encyclopedia_701701818_2/Salem_Witch_Trials.html#s8 2 Hill, Frances. Chapter One Sowing the Dragon’s Teeth. A Delusion of Satan: The Full Story of the Salem Witch Trial. p.1 Copyright 1997 Published by Da Capo Press Cambridge, MA

Walter Elias Disney

Movie animator, producer, showman; born in Chicago. He spent most of his boyhood on a farm in Missouri, and at age 16 went to Chicago to study art. His first seriesAlice in Cartoonland (192426) and Oswald the Rabbit (192628)were not especially successful but in 1928 he introduced Mickey Mouse in the first sound cartoon, Steamboat Willie. Always quick to adopt the latest technology, his Flowers and Trees (1932) was the first film of any kind made in complete Technicolor. From 192939, he produced a series of full-color animated cartoons, Silly Symphonies, that featured his soon-to-become famous characters, Donald Duck, Goofy, and Pluto. In 1937 he released the first full-length cartoon feature, Snow White and the Seven Dwarfs, to enormous financial and critical success; it would be followed by others such as Pinocchio (1940), Fantasia (1940), Dumbo (1941), and Bambi (1942). During World War II his studio made educational films for the U.S. government. After the war, he began to produce True-Life Adventures, a series of short films showing hitherto unseen close-ups of animals in natural settings; his first full-length nature film was The Living Desert (1953). He also began to produce movies with live actors; his first was Treasure Island (1950), followed by others including Davy Crockett (1955) and Mary Poppins (1964). In 1955 he opened Disneyland, in Anaheim, Calif., an amusement park heavily drawing on his studio's productions; Disney World, in Orlando, Fla., did not open until 1971. Greatly honored in his lifetime, with numerous Oscarsincluding a special award for Mickey Mouse in 1932and an honorary degree from Harvard, he remains acknowledged as a true genius of popular entertainment. Walter Elias Disney was born on December 5, 1901 in Chicago Illinois, to his father, Elias Disney, an Irish-Canadian, and his mother, Flora Call Disney, who was of German-American descent. Walt was one of five children, four boy...

It as a Dummy Subject in Grammar

It as a Dummy Subject in Grammar The word it can be a  subject (or dummy subject) in sentences about times, dates, and the weather (such as, Its raining) and in certain idioms (Its OK). Also known as ambient it or empty it. Unlike the ordinary pronoun it, dummy it refers to nothing at all; it simply serves a grammatical function. In other words, dummy it has a grammatical meaning but no lexical meaning. Examples and Observations Here are some examples: It is hot, it is late, and it is time to go.It will be morning soon.Juan WilliamsBut it is a new day. The need for honest conversations across racial as well as ethnic and religious lines has never been greater.William FauknerHe did not know it was midnight and he did not know how far he had come.Its Always Sunny In PhiladelphiaWaitress: Wow, why are you so sweaty?Charlie Kelly: Its really hot in here.Waitress: Its not hot, its freezing.Charlie Kelly: Its freezing, isnt it. They are blazing that AC.Penelope FitzgeraldIts a pity that Kattie couldnt be here tonight.Sean Astin, Lord of the Rings: The Fellowship of the RingIts a shame, really. Lady Galadriel gave me that. Real elvish rope.Bob DylanAnd it aint no use to sit and wonder why, babe,If you dont know by now.Wallace StevensIt was evening all afternoon.It was snowingAnd it was going to snow.The blackbird satIn the cedar-limbs.Christopher J. Halle[S]nowing is just snowing: not even God can snow, and although we can be snowed on, i n, or under, the meaning of the verb snow just doesnt require anything to be snowed (except snow itself, I suppose, but that would be a little redundant). So semantics doesnt explain why we need to express a subject, even a dummy one like it in It is snowing. Verbs That Accompany Ambient It James D. McCawleyAmbient it occurs only in combination with a limited set of verbs and predicate adjectives that express environmental conditions (especially, but not exclusively, the weather):- (8a) It was raining/snowing/thundering/pouring.- (8b) It was hot/cold/pleasant/delightful/unbearable/disgusting/uncomfortable in the attic.- (8c) I like/enjoy/hate it here.- (8d) Its third down and twelve to go.- (8e) Its intermission now.- (8e) Its 4:00.In most instances ambient it is the subject of its clause either in surface structure or in what is arguably the deep structure (as in the case of The lake makes it pleasant here, which allows an analysis in which the deep structure direct object of make is a sentence It is pleasant here whose subject is ambient it). Subject Extraposition Rodney D. HuddlestonClauses with a subordinate clause subject generally have variants with the subordinate clause at the end and dummy it as the subject:- a. That he was acquitted disturbs her.- b. It disturbs her that he was acquitted. Using Dummy It in African-American Vernacular English Fern L. JohnsonThe use of dummy it (Labov, 1972a) corresponds to particular meanings in AAVE. Roughly equivalent to SAE there, it can be found in contexts such as the following: It wasnt nothing to do and Its a new car, which compare to SAE There wasnt nothing to do and Theres a new car. This dummy it exists in Gullah as well and is likely a direct retention from plantation creole. Also Known As: ambient it, introductory it, prop it, empty it, nonreferential it

Historical site visiting Essay Example | Topics and Well Written Essays - 500 words

Historical site visiting - Essay Example Another identifiable element at the site is a mausoleum located on a hill. The mausoleum was named after its constructor, Austell. A lamp with marks from Atlanta’s bombing of the nineteenth century is also a feature of the site. The lamp is located near one of the site’s major graves. The cemetery is also identified with burials of prominent historic people in the locality. It is a resting place for a number of former local mayors (Oakland, p. 1). Diversity and stratification is another observable feature of the site. It is divided into sections, each with distinct characteristics. The most notable is the ‘Confederate’ area that is identified for burial of civil war soldiers. A monument, called ‘confederate obelisk’ that was established to mark the end of civil war, rest in the section. There is also an identifiable area with Jewish culture embedded in the graves’ designs. ‘Potter’s section’ and ‘black section’ are also identified sites of the cemetery that illustrate segregation on economic and racial basis. It is explained that the poor, who could not afford graveyards were buried at the potter’s section while the designated ‘black section’ is associated with the period of racial discrimination and was majorly for burial of blacks. A mass grave, associated with victims of yellow fever in the nineteenth century is also characteristic of the cemetery. The site is however not as active as in earlier period as many of the dated graves were used before the twenty first century (Oakland, p. 1). One of the strengths of the site is its preservation of history. Division of the cemetery into sections, each with distinct features communicates historical social stratification that was extended to the cemetery. Similarly, monuments that were established in the site preserves history of the events upon which they were developed (Oakland, p. 1). The cemetery’s sight also communicates weaknesses. Lack or repair and

Searching for the Real Me and We. A Filipino-American Experience Essay

Searching for the Real Me and We. A Filipino-American Experience - Essay Example This essay analyses the US invasion and occupation of the Philippines and the resulting waves of migration of Filipino workers and professionals to this country. It explores, not only the socio-economic results, but also the cultural impact of US direct and indirect rule on the Filipino people’s collective memories and consciousness. The migration of Filipinos to the US was basically determined in the past and at present by the desire of the US for cheap and efficient labor, a desire in keeping with capitalism’s exploitative character and racist framework. Many Filipino-Americans have absorbed the dominant US culture, which prevents them from understanding the realities behind their own migration experience, decolonizing their thinking, and developing their unity with all poor people of color. After defeating the Spanish colonial government, Filipinos were forced to wage another war, this time against the US invading forces. This time it was a vicious racist war that resulted in the death of â€Å"at least 1.4 million Filipinos† from the actual fighting and from war-related starvation and disease (San Juan). Studying history is a important step, and I have started to fully appreciate my Filipino heritage. Understanding myself and the Filipino-American experience, I am starting to understand the reality of the Black experience, the Latino experience, the experience of all the excluded in American society. I know I have to take the next step, going beyond the me and transforming myself into the we of humanity.

The Internal Chaos Research Paper Example | Topics and Well Written Essays - 3500 words

The Internal Chaos - Research Paper Example The workings of the military and the government are to protect the nation from outside attack, secure the places for a life with freedom, and give the ignorance on who are on the right and wrong sides in wars. The real safety will not be achieved fully through sending military volunteers abroad and making treaties with other governments. The real peace and war avoidance lies in the hands of the individuals without relying to the governmental efforts.1 Objective of the Study For the purpose of the study, the focus would be on the American Civil War and the Ku Klux Klan as the history recorded evidences regarding both the event and the group itself. Several discriminations existed as conflicts arose during the Civil War and thorough understanding on the history of both the war and the group would be compared as they coexisted and affected the lives of people in America. Background Information Throughout the history of United States of America, the American Civil War was considered the most expensive war recorded on history of the nation. The battles separated the nation into half and the country received 600,000 deaths and 1,000,000 casualties. The winners were just the few who survived the series of armed fights. The survival of the fittest was inevitable in the Civil War. The devastating effects did not only happen in USA but also felt in the neighboring countries. The war happened as efforts were made to abolish slavery.2 The war started during the time of Abraham Lincoln on April 12, 1861 as the military and the Confederates had an encounter battle in South Carolina. In response to the first encounter battle, Lincoln made a volunteer army to free people... This essay discusses the American Civil War as the most expensive war recorded on history of the nation. The battles separated the nation into half and the country received 600,000 deaths and 1,000,000 casualties. The winners were just the few who survived the series of armed fights. The survival of the fittest was inevitable in the Civil War. The devastating effects did not only happen in USA but also felt in the neighboring countries. The war happened as efforts were made to abolish slavery. The war started during the time of Abraham Lincoln on April 12, 1861 as the military and the Confederates had an encounter battle in South Carolina. In response to the first encounter battle, Lincoln made a volunteer army to free people from slavery. Both the government and the Confederated created their own armies as the war progressed. During the battle in Maryland, the Confederates were defeated at the so-called Battle of Antietam dated September 1862. After such war, the Emancipation Procla mation was released that officially designated slavery as the main war objective. The causes of the civil war were the following: sectionalism, slavery, rights of States, slave power, nationalism, and battle of Fort Sumter and election of Lincoln. The North and South of USA had differences in social structure, culture and economies that caused the civil war to sprout. The differences happened as the North focused on progressive and modernized farms as the South continued to rely on slavery. The removal of slavery caused a great deal of fear in the South as slave revolts. In that case, the government made movements in stopping the spread of slavery.

Truman Doctrine And The Marshall Plan History Essay

Truman Doctrine And The Marshall Plan History Essay On the eve of their victory in World War Two, the leaders of the so-called Big Three nations (Winston Churchill from Britain, Joseph Stalin, from the Soviet Union, and Franklin Roosevelt from the United States) met to negotiate the post-war administration of the vast European territories liberated from Nazi occupation and the captured territories of the Axis nations themselves. The two meetings at Potsdam and Yalta were actually the second and third (respectively) following the first of the Big Three meetings at Teheran in 1943. At the time of the final meeting at Yalta, all three leaders expressed genuine optimism that a peaceful and fair collaboration that had begun of necessity in their combined effort to defeat Hitler could last beyond the war years and into a prolonged period of international peace thereafter (Alterman, 2004). However, there were fundamental conflicting interests and concerns that had begun to develop even before the conclusion of the war. Both the United States and the Soviet Union had already begun to view one another as rivals in Europe, both for territory captured from the Germans as well as for the technological spoils of war, such as German aviation and ballistic rocket technology in particular (Roberts, 2000). During the last year of the war, the Western Allies had feared that Stalin would continue his advance well into central and western Europe and all the way to the Mediterranean (Alterman, 2004). To a large degree, those fears were unfounded as Soviet troops halted after occupying the Baltic States and territories in Germany, Poland and the Balkans (Alterman, 2004). Nevertheless, the Soviet Union did also exert continual pressure elsewhere, particularly in Hungary, Czechoslovakia, Greece, and Turkey. When Britain could no longer afford to support the needs of Greece and Turkey, the U.S. stepped up and in 1947, announced a broad approach to providing economic support to those regions (and others believed by the Truman administration to be potentially at risk of Soviet domination) economically in what came to be referred to as the Truman Doctrine (Gaddis, 1997; Judge Langdon,). That same year, U.S. Secretary of State, General George C. Marshall, introduced an even broader approach, that came to be called the Marshall Plan which included all of the mechanism outlined in the Truman Doctrine, in addition to a comprehensive fight against hunger, desperation, poverty, and chaos and whose aims included the revival of a working economy across the European continent but also in all the nations of the world ( Gaddis, 1997; Judge Langdon,). In fact, the principal motivation for this plan was a policy analysis authored by George C. Kennan, counselor in the U.S. embassy in Moscow entitled The Sources of Soviet Conduct (Roberts, 2000). That analysis led directly to the adoption of a containment policy by the Truman administration (and subsequent U.S. presidential administrations designed expressly to oppose perceive Soviet expansionist aims everywhere in the world (Goldfield, Abbot, Argersinger, et al., 2005; Roberts, 2000). Throughout the Cold War, the official position of the U.S. was that its policies with respect to the U.S.S.R. were strictly defensive and designed, of absolute necessity, to prevent the global domination sought by Soviet Communist leaders (Alterman, 2004; Gaddis, 1997; Judge Langdon, ; McNamara, 1995). In truth, the U.S. policies to oppose Soviet Communist expansion and the imposition of Communism beyond Soviet borders were not unfairly viewed by the U.S.S.R. as an expansionist attempt to export and impose Western Democracy beyond U.S. borders. The Deterioration of Relations between the U.S. and U.S.S.R. after 1945 Even before the end of World War II, the provisions of the February 1945 Yalta Conference set in motion conflicting priorities and zones of occupation that helped trigger the eventual deterioration of the wartime alliance between the Western Allies and the Soviet Union (Goldfield, Abbot, Argersinger, et al., 2005). Specifically, the agreement left Britain, France, and the United States in charge of Western Germany, Italy, and Japan while the Soviets controlled Eastern Germany, Bulgaria, Romania, and Hungary. By comparison, the territory controlled by the Western Allies was much more valuable in terms of its economic potential than that held by the Soviet Union. The same was largely true in connection with the relative economic potential of Western and Eastern Germany. Under the terms of the Yalta Agreement, the Western Allies administered what later became West Germany and the U.S.S.R. controlled what later became East Germany. Even the capital city of Berlin was divided into zones o f occupation; within a few years, the geographical layout of Berlin and the shared occupation between the Western Allies and the U.S.S.R. would trigger a prolonged crisis as well (Goldfield, Abbot, Argersinger, et al., 2005). Although perceived by the West as being stubborn and acting out of a specific motivation to dominate Europe, Stalin expressed genuine confusion over the inability or unwillingness of the Western Allies to appreciate the importance of Eastern Europe from the Soviet perspective, particularly with respect to Poland (Alterman, 2004; Judge Langdon, ). Recent and not so recent history demonstrated full well the vulnerability of the Soviet Union to hostile invasion through Poland. Moreover, Stalins liberation of Poland from the Nazis had cost the Soviet Union as many as 20 million dead, making it the costliest war campaign in the entire history of warfare, by far. From the Russian point of view, Poland should rightfully have remained under Russian control for those two specific reasons alone (Alterman, 2004; Judge Langdon, ). In other respects, the Western Allies may have been right to question Stalins motives. During the war, both Churchill and Stalin had sent troops to occupy portions of Iran to prevent their rich oil fields from falling into the hands of the Nazis (Alterman, 2004; Roberts, 2000). Already at Yalta, Stalin had begun demanding oil concessions as a condition of removing Russian troops from Iran. Likewise, Stalin had insisted that Turkey permit the Russian Navy permanent unrestricted passage from the Black Sea to the Mediterranean through the Dardanelles. Stalin yielded on both accounts only after the U.S. expressed its intentions to back Iran and after the U.S. sent its own Naval warships to the region. Nevertheless, U.S. foreign policy thereafter would reflect the growing fears over such incidents that Stalin expressly intended to capitalize on any perceived weakness on the part of the West to oppose Communist grabs for global territories and resources (Roberts, 2000). The Importance of Kennans The Sources of Soviet Conduct In 1946, the U.S. State Department received a very long telegram from George C. Kennan, counselor in the U.S. embassy in Moscow, detailing his analysis of what he called The Sources of Soviet Conduct (Gaddis, 1997; Goldfield, Abbot, Argersinger, et al., 2005; Judge Langdon, ; Roberts, 2000). Among other conclusions, Kennan wrote that the Soviet Union was eternally committed to global expansionism and to the spread of Communist ideology at all costs. Kennan warned that the Soviet Union would never stop probing non-Communist societies for weaknesses and that the Western democracies had no other choice but to remain vigilante in their opposition to Communism lest is spread throughout the entire world to the extent efforts toward that end were not opposed appropriately by the West (Gaddis, 1997; Goldfield, Abbot, Argersinger, et al., 2005; Judge Langdon, ; Roberts, 2000). Kennan concluded that what would be necessary and appropriate to prevent Communist expansionism from dominating the word would be a comprehensive policy of global containment of any efforts toward that end by the Western democracies (Gaddis, 1997; Goldfield, Abbot, Argersinger, et al., 2005; Judge Langdon, ; Roberts, 2000). At approximately the same time, also in 1946, Winston Churchill delivered his infamous Iron Curtain speech in which he warned of the same danger with respect to the European continent and advocated a strong opposition on the part of the Western democracies. (Gaddis, 1997; Goldfield, Abbot, Argersinger, et al., 2005; Judge Langdon, ; Roberts, 2000; Westad, ). In principle, this containment strategy would be adopted by the West, most immediately in the Truman Doctrine and the Marshall Plan. The Truman Doctrine By 1947, Greece was in the midst of internal warfare between the government and Communist rebels (Alter, 2004; Goldfield, Abbot, Argersinger, et al., 2005; Roberts, 2000). Britain had been funding the counterrevolutionaries but eventually announced that it could no longer do so for economic reasons. The U.S. administration argued to Congress (and to the American people) that the fall of Greece to Communism would lead inevitably to the subsequent fall of Italy, France, and the entire Middle East to Communism as well (Gaddis, 1997; Goldfield, Abbot, Argersinger, et al., 2005; Judge Langdon, ; Roberts, 2000). Truman succeeded in obtaining congressional authorization for $400 million to fund anti-Communist rebels in both Greece and Turkey as well. This was the first implementation of what came be known as the Truman Doctrine, according to which It must be the policy of the United States to support free people who are resisting attempted subjugation by armed minorities or by outside pres sures. Truman went on to say that this support from the U.S. should be primarily through economic and financial aid, which is essential to economic stability and orderly political process (Goldfield, Abbot, Argersinger, et al., 2005). Officially, the Truman Doctrine focused on economic assistance to the needy populations of the struggling nations; unofficially, the real purpose of the Truman Doctrine was to fund anti-Communist forces and virtually any related effort to undermine Soviet attempts to spread Communism anywhere in the world. While being promoted primarily as a humanitarian gesture, the principal purpose of the Truman Doctrine and the reason for its existence was to oppose Soviet Communism (Gaddis, 1997). To be fair, there were reasons that the West was right to be so concerned about Soviet Communist expansion but there were also reasons that, with the benefit of 20/20 hindsight, the West in general and the U.S. in particular overreacted in implementing the Truman Doctrine. The Western Allies had only recently learned a very difficult lesson after failing to respond appropriately to the rise of Nazism throughout the 1930s and to the expansionist aggression demonstrated by Hitler for years before the outbreak of World War II. Undoubtedly, that was foremost on the minds of Churchill and Truman and everyone else in foreign policy-making positions in the post-war era (Alterman, 2004; Roberts, 2000). The Soviets were hardly innocent either. In addition to the attempted exertion of influence in Iran over the removal of their troops and over control over shipping lanes in the Dardanelles, they also aggressively supported Communist revolutions anywhere they could in Eastern Europe, particular ly in Bulgaria and Romania in connection with Communist takeovers and in Poland by helping to eliminate the last source of political opposition to Communism (Goldfield, Abbot, Argersinger, et al., 2005). On the other hand, and again, in retrospect with the benefit of 20/20 hindsight, the Western Democracies were also somewhat blind to apparent signs of Soviet restraint and concessions to the West. After initially insisting on shared control over defeated Japan, the Soviet Union eventually accepted exclusive American control over that nation (Gaddis, 1997; Goldfield, Abbot, Argersinger, et al., 2005; Judge Langdon, ; Roberts, 2000). Likewise, they withdrew their troops from Manchuria, allowed free elections in Hungary and Czechoslovakia and a neutral democratic Finnish government, and they also withdrew significant numbers of their forces that had been assembled in Eastern Europe since the end of the War (Gaddis, 1997; Goldfield, Abbot, Argersinger, et al., 2005). It may be unfair to re-evaluate tensions of the time with the benefit of historical records available today (including those pertaining to Stalin that only became available after the collapse of Communist Russia). However, objectively, and with the benefit of hindsight, it would seem that a more measured and objective response on the part of the U.S. and her allies in the post-war years other than the full implementation of the Truman Doctrine might have allowed for a much less costly and potentially dangerous outcome than a four-decade-long Cold War with the Soviet Union. The Marshall Plan One of the major initiatives implemented within the general framework of the Truman Doctrine was General George C. Marshalls European Recovery Plan, which quickly became known as the Marshall Plan (Gaddis, 1997; Goldfield, Abbot, Argersinger, et al., 2005; Judge Langdon, ; Roberts, 2000). In principle, the Marshall Plan aimed to do the same thing (i.e. contain Soviet Communism from global expansion) although through incentivizing cooperation and conciliation on the part of foreign nations in return for U.S. economic assistance. It was, in essence, a tremendous carrot instead of a stick-based approach to encouraging foreign nations to implement democratic governments and to reject Communist overtures (Roberts, 2000). The U.S. even invited the Soviet Union to participate but they refused, believing (probably correctly, given the overall objective of the Truman Doctrine) that the terms in connection with which Soviet participation was being welcomed would have undermined Soviet control over the Eastern European countries under Soviet influence (Goldfield, Abbot, Argersinger, et al., 2005; Judge Langdon, ). Two years later, the Soviet Union would create Comecon, their own plan for an Eastern European Mutual Economic Assistance organization. The Marshall Plan was an unparalleled success in Western Europe: it facilitated infrastructure recovery in war-torn countries; it enabled economic growth while simultaneously reducing class conflict. More importantly, from the U.S. perspective, it established an economic dependency for U.S. goods and industrial machinery and for the U.S. goods, services, and labor to support it (Goldfield, Abbot, Argersinger, et al., 2005). Certainly, the Marshall Plan was a more humane approach to expanding U.S. influence and discouraging Communist tendencies among Western European populations than the Soviet Union had employed in Eastern Europe. However, its fundamental purpose was much more similar. Moreover, the U.S. was guilty of the same degree of meddling in the domestic affairs of sovereign nations as was the Soviet Union, albeit through much more peaceful means that relied upon the carrot rather than the stick. Nevertheless, from the point of view of exporting its own political ideology to other nations, the U.S. was actually engaged in the same business as the Communists that the West continually portrayed as expansionist (Hunt, 1987; LeFeber, 1994; McDougall, 1997). For example, because of the dependence of Italy on American foreign economic aid and supplies of goods and services, the U.S. was able to convince the Christian Democrats to oust the Communist Party out of it governing coalition. In fact, General Marshall personally warned the Italians that continued economic aide was directly dependent on the Communists not succeeding in the elections of 1948. At the same time, the U.S. State Department recruited Italian relatives in the U.S. and Italian-American organizations in the U.S. to influence Italian political outcomes as much as possible (Goldfield, Abbot, Argersinger, et al., 2005; LeFeber, 1994; Hunt, 1987; McDougall, 1997). Ultimately, the U.S. cannot claim to have meddled or micromanaged Western European political affairs any less than their Communist counterparts in Moscow. While there is a strong argument that the methods chosen by Moscow were less humane, it would be a fiction to suggest that the Soviet Union exported Communism and was expansionist while the U.S. merely supported political self-determination and opposed the imposition of political ideology from abroad. Certainly, from the Soviet perspective, Washington was engaged in very similar processes that differed much more in their means than in what they hoped to achieve. Moreover, whereas the U.S. had the choice between brutality and economic pressure and incentivization, the U.S.S.R. had no such choice, at least not that could have competed against the economic and industrial strength of the U.S. Conclusion Throughout the Cold War, the predominant view in the Western hemisphere was that the Soviet Union was continually engaged in an aggressive campaign to export Communism while the West, led by the U.S. was merely resisting that expansion by supporting the freedom and self-determination of those nations that would otherwise have been at the mercy of Communist takeover. In reality, the U.S. was no less aggressive in exporting Democracy, although it had the economic means to do so much more gently and humanely, and by inviting membership in their democratic vision rather than by coercion and brutality. However, in terms of precipitating what became a four-decade-long Cold War between East and West, the Truman Doctrine, the Marshall Plan, and the policy of containment first articulated and promoted by George Kennan in 1946 were no less responsible than Soviet expansionism through intimidation and force. The Cold War eventually resulted in the collapse of the Soviet Union by virtue of the strength of the U.S. economy and industrial capacity. However, it was really only a matter of luck and restraint on the part of Soviet leaders that prevented the Cold War from suddenly becoming anything but cold particularly in connection with the Bay of Pigs fiasco and the Cuban Missile Crisis. In both cases, Soviet forces were armed with tactical battlefield nuclear weapons and authorized to use them on U.S. forces. Ironically, those facts only became public as a direct function of the fall of the Soviet Union and the doctrine of Glasnost instituted as a result (Gaddis, 1997; Judge Langdon, ). The Cold War grew out of a combination of factors and was probably not as inevitable or as much the result of aggressive Soviet expansionism as is widely believed in the West. To be sure, its roots were partly the result of the paranoid personality of Joseph Stalin. Similarly, the U.S.S.R. had given the Western Allies reason for concern over Stalins intentions in the Middle East (and elsewhere) even before the end of the war. The historical record suggests that at the time of the final Big Three meeting at Yalta, Stalin genuinely hoped for a collaborative and cooperative relationship with the American and British governments. On the other hand, even during those most hopeful of times, Soviet spies were busily at work successfully and thoroughly infiltrating the Top-Secret U.S. Manhattan Project at Los Alamos. However, the relative insensitivity of Western leaders to appreciate the legitimate historical basis and geographical realities facing the Soviet Union, especially in Eastern Europe is equally to blame. To a much greater degree than is often acknowledged by Western historians, the Truman Doctrine and the Marshall Plan were, in fact, less about achieving the specific objectives laid out publicly as their fundamental purpose than they were about implementing a global containment strategy designed expressly to counter perceived Soviet expansionism. It is likely that but for paranoia and overreaction on both sides, the legitimate geopolitical concerns of both the U.S. and the U.S.S.R. could have been negotiated more successfully and at far less cost to both sides. In that regard, the long-term effects and consequences of the American foreign policy approach with respect to the U.S.S.R. that was outlined and established by the Truman Doctrine and by the Marshall Plan within the first few years after the cessation of World War Two hostilities would have to be considered as responsible for the development of the Cold War as Soviet Communist expansionism.