The Tumult And The Shouting Dies, The Captains And The Kings Depart. E

"The tumult and the shouting dies, The captains and the kings depart." -Kipling, The Recessional Mr. Kipling was wrong. War does not always end with the last cry on the battlefield. World War I certainly did not. After the war formally ended on November 18, 1918, there was an ideological war still going on in the US. An ideological war which prompted mass paranoia and caused, among many other things, what would be known as the Red Scare, which began in 1919 and ended in 1921. Red Scare was the label given to the actions of legislation, the race riots, and the hatred and persecution of "subversives" and conscientious objectors during that period of time. It is this hysteria which would find itself repeated several decades later in history when Senator Joeseph R. Macarthy accused high government officials and high standing military officers of being communist. Undoubtedly the most important topic of an investigation into a historical occurrence is its inception. What caused the Red Scare? At the heart of the Red Scare was the conscription law of May 18, 1917, which was put in place during World War I for the armed forces to be able to conscript more Americans. This law caused many problems for the conscientious objector to WWI, because for one to claim that status, one had to be a member of a "well-recognized" religious organization which forbade their members to participation in war. As a result of such unyeilding legislation, 20,000 conscientious objectors were inducted into the armed forces. Out of these 20,000, 16,000 changed their minds when they reached military camps, 1300 went to non-combat units, 1200 gained furloughs to do farm work, and 100 did Quaker relief work in Europe. 500 suffered court-martial, and out of these, 450 went to prison. However, these numbers are small in comparison with the 170,000 draft dodgers and 2,810,296 men who were inducted into the armed forces. Nevertheless, the conscientious objectors were targeted in the Red Scare after the war. They were condemned as cowards, pro-German socialists, although that was not everything. They were also accused of spreading propaganda throughout the United States. Very few conscientious objectors stood up for themselves. Roderick Siedenberg, who was a conscientious objector, wrote that "to steal, rape, or murder" are standard peacetime causes for imprisonment, but in time of war "too firm a belief in the words of Christ", and "too ardent a faith in the brotherhood of man" are more acceptable. Some organizations such as the National Civil Liberties Bureau, which would later be renamed the American Civil Liberties Union, took up the task of standing up for the rights of conscientious objectors. Before the war, the NCLB-ACLU opposed American involvement, and afterward defended the rights of the objectors. Later, the ACLU would gain a reputation for helping people with liberal cases who were too poor to pay for their own representation in court. After the real war ended in 1918, the ideological war, which was gaining speed at home, turned against conscientious objectors and other radical minorities such as Wobblies, who were members of the Industrial Workers of the World (IWW), and Socialists as well. These Wobblies and Socialists were damned as being subversives who were trying to overthrow the United States government. Wobblies, in particular, were persecuted against for speaking out against the capitalist system. Although most of what they said was only to attract attention to their cause, their rhetoric was taken seriously by the government and its officials. From the very beginning of the Red Scare, the Wobblies were the subject of attack by the government, because they were a symbol of radicalism. The government put in place legislation, not only against the Wobblies, but also against Socialists and Communists, due to the fact that the government did not distinguish one of its enemies from another. One such action taken by the government prevented Wobblies who were not yet citizens from naturalization, even if they quit their organization. In 1917, the US government made a law which gave the Secretary of Labor the power to arrest or deport any alien "advocating or teaching" destruction of property or the "overthrow of government by force." Words such as "advocating" and the vague language used in the law allowed the government to use deportation as a cure for the anti-government views of its enemies, namely the Wobblies, Communists, and Socialists. After all the unfair legislation passed by the government, the scene was set for a disaster. All that was left was for someone to take advantage of the anti-radical legislation, and the bomb would soon explode. This is basically what Attorney General A.

How to Choose the Right Essay Words Sample

How to Choose the Right Essay Words SampleThere are hundreds of essay writing guides available on the internet. So how do you know which one to use? How do you know the right one for you? The only way to find out is to take a look at a sample, and then write your own if it sounds like a good fit.Most people that write a great essay know that the first few paragraphs should be powerful. They also know that the thesis statement should not be buried. That thesis statement must jump out at the reader, so they can see why you're writing the essay in the first place. In other words, they know to structure the essay this way.One of the ways to accomplish a great essay is to learn how to insert the terms 'they', 'their'there' into the sentences. These three words are crucial when writing an essay, as well as 'why'because'. Not every word will work in every situation, but you'll get an idea of how to structure your sentences, and where you need to insert your words. Use these words as example s, or to inspire you.When looking at the Essay Words Sample, ask yourself if the writer is using their words well. If you notice that they're overusing or using their words poorly, then you might want to re-word their essay. The most important things to remember are not to change the content of the essay, but to highlight the point or idea that they are trying to convey.When writing an essay, you want to demonstrate your knowledge and make the point clearly and concisely. If you don't know the definition of a word, or you're not using it correctly, your essay is going to read poorly and make it hard for anyone to understand. You must write with proper grammar and spelling.Look at the Essay Words Sample to see how well you've written. If you like the examples and you think you'll use some of them, give it a try. If not, re-read it and try to figure out why you're missing out on the words that would help to make your essay successful.When a student lives in an area that has very littl e education to offer, it's very difficult to be successful. Because of this, you must find your niche, and your subject. You must work hard to excel, and show people exactly what you know, instead of having them take you for granted.An essay is not going to win a prize, and it won't get you a scholarship. What it does though, is to put a stamp on your resume, and it shows the employers that you are a serious student. As a college student, you are considered by many to be a learner. This is what makes it so difficult to succeed.

Marxist Historical Approach Essay

Marxist Historical Approach Essay Marxist Historical Approach Essay Marx’s Historical Thought Historical Periodisation Eras not in political dynasties or religious epochs, but in terms of stages of economic development: an age is defined by the nature of its productive activity and from the economic relationships, division of labour and ownership of property that followed it: Tribal ownership: Undeveloped stages of production, basic division of labour confined to that of the natural DOL of the family State ownership + ancient communal: union of several tribes into a city by agreement or conquest. Besides communal ownership, development of movable and non-movable private property, but subordinate to communal ownership Feudal property: Based on community- but with enserfed peasant community. As soon as feudalism develops, antagonisms begin in towns First advance beyond natural, estate capital was the rise of merchants, whose capital was always movable, then manufacturing, which made mobile a mass of movable capital. In manufacturing, the patriarchal relationship between journeyman and master was replaced by the monetary relationship between worker and capitalist Social Structure Structure of societies determined by relationship people have to the means of subsistence or production- all other political, social and cultural formations derive from this economic foundation ‘The mode of production of material life conditions the general process of social, political and intellectual life’ Class Conflict Unfair access to the means of subsistence creates economically determined and socially constructed classes with inherently opposed interests. Life is struggle between these antagonistic groups for control over factors of production The inferior may overcome superior by overturning the whole basis of society in a revolutionary reconstruction of society Human Agency To affect revolutionary change, oppressed classes must become collectively conscious of their exploitation- thus human agency is an important motor of historical development Marxism in Britain Background Rise of Left-Wing politics in the late nineteenth century then in the wake of the Russian Revolution of 1917 national Communist Parties were founded across Europe. The C. P. of Great Britain was established in July 1920. The Wall Street Crash of 1929 and the Great Depression of the 1930s convinced many that the capitalist economic system was collapsing. Rise of fascism across Europe in the 1930s also encouraged sympathy for communism in reaction to it- the killing on an industrial scale witnessed during WW1 and WW2 was further proof of the destructive potential of western capitalism. There was an outward looking, international orientation, among many of the intellectuals attracted to the British Communist Party during the 1930s and ‘40s. Many had served abroad during WW2; others came from Jewish families across Europe who fled fascist anti-semitism; most were inclined to see class struggles as transcending national boundaries (‘Workers of the world unite!’) 1946 Historians’ Group of the Communist Party. The publication, that same year, of a book by

Bowlby Juvenile Study

Bowlby Juvenile Study In the following essay I will be looking at the case study of John Bowlby and the 44 Juvenile thieves. I will be describing the original hypothesis of the study and what Bowlby aimed to find. I will then look at two other key psychological studies into human behaviour. Once I have looked at all three of the studies, I will then look at the research methods used by all three. I will closely look at the ethical implications of the studies as well as the practical applications used in each. John Bowlby (1907-1990) was a Psychoanalyst who worked at the London Child Guidance Clinic between 1936 and 1939. Bowlby believed that mental health and behavioural problems could be attached to early childhood experience just as Freud did. He aimed to prove that separation from Mothers or sole carers before the age of five affected children’s adolescent behaviour. Bowlby took 44 patients that had come into his clinic who were thieves that had been recommended by their school, parents or soci al carers. The group of thieves were split into two groups, these were grade I who had only stolen once, and the other was grade IV who were repeat offenders. He then took another group of 44 children who were emotionally disturbed but not thieves, this group was known as the control group. The 88 children involved in this study were all aged between five and sixteen. In the group of thieves there were 31 boys and 13 girls whilst in the control group there were 34 boys and 10 girls. There were three key studies in this case study which were run by a psychologist, social worker and a psychiatrist. The first was an IQ test which was invigilated by one of the clinic psychologists; the test was done as each of the participants entered into the clinic. The psychologist found that as well as all of the participants being similar in age, they were all similar in their IQ so they were no anomalies when comparing the educational background of the children. The second study was an interview o f the participant’s parents that was held by a social worker, the aim of this was to record details of the child’s early life. The third study was an interview held with the child and the parent that they were with; this was held by a psychiatrist to see if the details given by the parents matched with those of the child. The social worker and psychiatrist made separate reports which were compared when they had completed them in regard to each child. Once the reports had been compared, the children were then split into different groups, these were; Normal No Abnormal symptoms Depressed Showing symptoms of depression Circular Showing symptoms of depression and over activity Hyperthymic Over activity Affectionless No affection for others and no sense of shame or responsibility Schizoid Withdrawn and lacking relationships with others Priggish Showing symptoms of anxiety or hysteria    The results have some significant anomalies; the 14 affect ionless characters are statistically significant, this is because 13 of the 14 (93%) were grade IV thieves; this clearly shows that the affectionless have been very misguided and uncared for in the childhood. Over half of the grade IV thieves were affectionless. Other findings are that 19 of the cases had suffered prolonged separation from their sole carer during their first five years. 17 of the 19 that had suffered prolonged separation were thieves and 12 of these 17 were classed as affectionless. Of the 23 that were grade IV thieves, 14 of them had suffered prolonged separation.

Change Management of People and Technology in an ERP Implementation Case Study

Change Management of People and Technology in an ERP Implementation - Case Study Example PowerIT's has decided to acquire a 3rd-party modified off-the-shelf solution. The main reason behind the implementation of the 3rd-party modified off-the-shelf solution is the less effective system development skill of the PowerIT's internal IT department. In other words we can also say that PowerIT did not want to take the risk of such huge development. Therefore PowerIT has decided to acquire 3rd-party modified off-the-shelf solution (Edwards and Humphries). In the analysis of this system the case writers have declared the different areas of the system implementation with different ranks. For example the â€Å"Software Development Expertise† regarding the 3rd-party modified off-the-shelf solution is ranked as â€Å"HIGH†. This signifies that the system development firm that is going to develop the system is possessing high quality system developers; those are having extensive expertise in the system development. In this scenario the PowerIT lacks and not have such com petent experts and professional for such a huge development. In this case in-house-development of the system can be a failure. The case writers have ranked the second aspect of the 3rd-party modified off-the-shelf solution as â€Å"HIGH† that is about the â€Å"Application Domain Expertise†. In this scenario we can also have better expertise of the overall system development through the 3rd-party modified off-the-shelf solution.

Evaluating the supervisors skills in high schools in the state of Essay

Evaluating the supervisors skills in high schools in the state of Kuwait - Essay Example The educational system is, and needs to be a system that is based on an informed open door policy. This in turn is based on achieving a balance between the dimension of maintenance and adaptation, and hence is able to achieve responsible and informed stability, growth and development (Albakr, 2001). Technical supervision may be considered an important means of developing education. It not only raises the professional competency of teachers, but it also helps to ensure continuous growth. It is also important for solving problems that crop up in a teaching situation. as one of the main components in the education-learning situation, problem solving takes place when required educational experiences are provided, and information about these experiences are spread across the board, educational research is undertaken and used in organizing courses, and providing the facilities required by teachers. (Fiver and Don lab, 1997). At present, there are no legal guidelines that may be used by a court to determine whether supervisors have the skills to support teachers in Kuwaiti schools. This research study was proposed as a means of evaluating the skills of supervisors across three dimensions of teaching. These are, Methods of Teaching and Learning, Communication Skills and Tutorial Skills as defined by the ministry of education in the State of Kuwait. Silver and Kilpatrick (1994) have pointed out that the goals of educational research tend to reflect the diversity and complexity of its subjects of inquiry. At a basic level, the goal of research is to produce new knowledge and reaffirm already established units of knowledge. In a field that is still in the process of defining itself, this knowledge provides an important base for progress. This is very true of Education as a field of study. How one characterizes such progress,

A Funny Thing Happened On the Way to the Theater :: Personal Narrative Acting Papers

A Funny Thing Happened On the Way to the Theater September 5, 2000: First Audition Less than a week ago, I had never auditioned for anything. Tonight, I was on stage with forty or so actors, most of whom had several plays to their credit. As I had neither a major, nor past plays to back me up, I was nervous. I survived it all anyway, and had fun despite the scary scary evaluative process. September 7, 2000: Callbacks The hyper-talkative freshman girl in my French class looked at the callback list before I had a chance to. She wouldn’t tell me if my name was on it, she only wanted to whine that hers wasn’t. After our classes were done, Kaitlin and I checked the list, and were both called back for both possible plays. (yeah!) The second round of auditions began at 7PM, so I had just enough time to get there after standard Thursday night wine tasting. My sister said it would bring me luck, â€Å"I would cast a cute pink-cheeked girl over a regular girl any day!† September 8, 2000: Cast List I’m in a play! Yeah for me! Yeah for me! I’m in a play and I have never been in one before! I have a character name and everything. I am Myrrhina in Plautus’ Roman farce â€Å"A Funny Thing Happened on the Way to the Wedding.† My character is a drunk. Perhaps those pink cheeks gave me the edge I needed. Rehearsals start Monday, preliminary costume fitting after work today. Oh my. September 11, 2000: First Rehearsal I was the first one to arrive; Askanase auditorium was dark as I stepped tentatively onto the stage. A conference table sat with roughly 20 chairs guarding the periphery. My role prior to this point was that of an audience member; tonight, I entered a new world. Sitting in the glare of the harsh work lights, the chairs of the auditorium were hardly visible. I took a spot at the center of the table, not wanting to be too close to either end. I faced the door so that I could see the others as they filed in. Several of the cast members knew each other, I know them only as staples of the NDSU theater community. The group dynamic is a little intimidating; I hardly spoke at all tonight.