Midsummer Night Dream Essays - Hermia, Demetrius, Helena

Midsummer Night Dream Sometimes in our lives reality can seem like a dream come true, in "A Midsummer Night's Dream," by William Shakespeare, to the characters, their dreams are reality. Shakespeare focuses on comic love scenes to portray dream within reality and reality within dreams. This play takes you to a fantasy world where fairies live and pixie dust is real and where anything is possible. In this world, dreams become reality and reality is alluded as a dream. The first act gives us a look at our first conflict. Hermia is betrothed to Demetrius by her father Egeus. Hermia is in love with Lysander because, as her father describes it, Lysander has "by moonlight.... interchanged love tokens with my child." Egeus is angry that his daughter would go against his wishes so he presents his case to the king of Athens, Theseus. According to the law of Athens, death should be the sentence if you go against your father's wishes. "By the next new moon," she must make her decision, death or a life with Demetrius. Lysander and Hermia, of course upset by this news, plan to leave Athens and marry in another land, "I have a widow aunt.... from Athens is her house remote seven leagues; there, gentle Hermia, may I marry thee, and to that place the sharp Athenian law cannot pursue us." They plan to meet the next night in the woods. This next scene is the scene that I will be presenting, in which Demetrius enters looking for Hermia. He is looking for them because "thou (Helena) toldst me they were stol'n unto this wood;" Helena is following him and dotting on him. She is in dreamland because she loves Demetrius. Helena is a friend of Hermia, she wants Hermia to "teach me(Helena) how you look and with what are you sway the motion of Demetrius' heart." Helena is very much in love with Demetrius and doesn't understand how Hermia can reject him. Helena told Demetrius of Lysander and Hermia's plan, thinking that maybe just maybe his love will be transferred onto her. This would be her dream come true. Demetrius is annoyed by Helena, "I love thee not; therefore pursue me not." She could care less what he thinks. The more he rejects her "and even for that do I love you the more." The climax of my scene is when Demetrius is angry and at his wits end and Helena, still enamored, dots more. The tone in this scene helps better portray the difference between the two characters. Helena makes loving gestures and voice inflections while Demetrius responds with disgust to everything she says. These characters have completely opposite feelings for each other. This sets them up to have an encounter with Lysander and Hermia. Lysander and Hermia escape into the woods but they grow very weary. They decide to rest and this is where the trouble all begins. This is where the reality is alluded as a dream. Hermia makes Lysander "Lie further off, in human modesty." This is not a custom which lovers would normally follow. When Puck (a fairy) arrives on the scene he sees them sleeping away from each other and assumes that Lysander has a "lack -love" for Hermia. So he decides to take it upon himself to help the situation, which actually didn't need any help. He "churl, upon thy eyes I throw all the power this charm dot owe," while putting a love juice to Lysander's eyes. Lysander awakens and because of the love juice, which causes him to fall in love with the first person he sees, in this case Helena. He falls instantly in love "Not Hermia but Helena I love." Lysander leaves to follow Helena, his new found love, forgetting and leaving Hermia alone. Hermia awakens to find Lysander gone, causing more build up towards the climax. Hermia wants to know "where is he?(Lysander)." She believes that Demetrius might have killed him. Demetrius sees that "there is no following her in this fierce vein". So he lies down to sleep. Oberon (King of the fairies) makes Demetrius sleepy so he will not leave because Puck "hast mistaken quite and laid the love juice on some true love's sight." He sends Puck to find Helena so he can make Demetrius love her before things get too messy. Oberon casts love juice into Demetrius eyes. Puck returns with Helena and Lysander is also with her. Demetrius wakes up and falls in love with Helena. This is where the play builds to a climax

Biography of Boudicca, British Celtic Warrior Queen

Biography of Boudicca, British Celtic Warrior Queen Boudicca was a  British Celtic warrior queen who led a revolt against Roman occupation. Her date and place of birth are unknown and its believed she died in 60 or 61 CE.  An alternative British spelling is Boudica, the Welsh call her Buddug, and she is sometimes known by a Latinization of her name, Boadicea or Boadacaea. We know the history of Boudicca through two writers: Tacitus, in Agricola (98) and The Annals (109), and Cassius Dio, in The Rebellion of Boudicca (about 163) Boudicca was the wife of Prasutagus, who was head of the Iceni tribe in East England, in what is now Norfolk and Suffolk.  Nothing is known about her birth date or birth family. Fast Facts: Boudicca Known For: British Celtic Warrior Queen  Also Known As: Boudicea, Boadicea, Buddug, Queen of BritainBorn: Britannia (date unknown)Died: 60 or 61 CESpouse: PrasutagusHonors: A statue of  Boudicca  with her daughters in her  war  chariot stands next to Westminster Bridge and the Houses of Parliament in England. It was commissioned by Prince Albert, executed by Thomas Thornycroft, and completed in 1905.Notable Quotes: If you weigh well the strengths of our armies you will see that in this battle we must conquer or die. This is a womans resolve. As for the men, they may live or be slaves. I am not fighting for my kingdom and wealth now. I am fighting as an ordinary person for my lost freedom, my bruised body, and my outraged daughters. Roman Occupation and Prasutagus Boudicca was married to Prasutagus, ruler of the Iceni people of East Anglia, in 43 CE, when the Romans invaded Britain, and most of the Celtic tribes were forced to submit. However, the Romans allowed two Celtic kings to retain some of their traditional power. One of these two was Prasutagus. The Roman occupation brought an increased Roman settlement, military presence, and attempts to suppress Celtic religious culture. There were major economic changes, including heavy taxes and money lending. In 47, the Romans forced the Ireni to disarm, creating resentment. Prasutagus had been given a grant by the Romans, but the Romans then redefined this as a loan. When Prasutagus died in 60 CE, he left his kingdom to his two daughters and jointly to Emperor Nero to settle this debt. Romans Seize  Power After Prasutagus Dies The Romans arrived to collect, but instead of settling for half the kingdom, they seized control of all of it. According to Tacitus, to humiliate the former rulers, the Romans beat Boudicca publicly, raped their two daughters, seized the wealth of many Iceni, and sold much of the royal family into slavery. Dio has an alternative story that does not include rapes and beatings. In his version, a Roman moneylender named Seneca called in loans of the Britons. The Roman governor Suetonius turned his attention to attacking Wales, taking two-thirds of the Roman military in Britain. Boudicca meanwhile met with the leaders of the Iceni, Trinovanti, Cornovii, Durotiges, and other tribes, who also had grievances against the Romans, including grants that had been redefined as loans. They planned to revolt and drive out the Romans. Boudiccas Army Attacks Led by Boudicca, about 100,000 British attacked Camulodunum (now Colchester), where the Romans had their main center of rule. With Suetonius and most of the Roman forces away, Camulodunum was not well-defended, and the Romans were driven out. The Procurator Decianus was forced to flee. Boudiccas army burned Camulodunum to the ground; only the Roman Temple was left. Immediately, Boudiccas army turned to the largest city in the British Isles, Londinium (London). Suetonius strategically abandoned the city, and Boudiccas army burned Londinium and massacred the 25,000 inhabitants who had not fled. Archaeological evidence of a layer of burned ash shows the extent of the destruction. Next, Boudicca and her army marched on Verulamium (St. Albans), a city largely populated by Britons who had cooperated with the Romans and who were killed as the city was destroyed. Changing Fortunes Boudiccas army had counted on seizing Roman food stores when the tribes abandoned their own fields to wage rebellion, but Suetonius had strategically burned the Roman stores. Famine thus struck the victorious army, greatly weakening it. Boudicca fought one more battle, though its precise location is unknown. Boudiccas army attacked uphill, and, exhausted and hungry, was easily routed by the Romans to rout. Roman troops- numbering just 1,200- defeated Boudiccas army of 100,000, killing 80,000 while suffering only 400 casualties. Death and Legacy What happened to Boudicca is uncertain. She may have returned to her home territory and taken poison to avoid Roman capture. As a result of the rebellion, the Romans strengthened their military presence in Britain but also lessened the oppressiveness of their rule. After the Romans suppressed Boudiccas rebellion, Britons mounted a few smaller insurrections in the coming years, but none gained the same widespread support or cost as many lives. The Romans would continue to hold Britain, without any further significant trouble, until their withdrawal from the region in 410. Boudiccas story was nearly forgotten until Tacitus work Annals was rediscovered in 1360. Her story became popular during the reign of another English queen who headed an army against foreign invasion, Queen Elizabeth I. Today, Boudicca is considered a national heroine in Great Briton, and she is seen as a universal symbol of the human desire for freedom and justice. Boudiccas life has been the subject of historical novels and a 2003 British television film,  Warrior Queen. Sources â€Å"History - Boudicca.†Ã‚  BBC, BBC.Mark, Joshua J. â€Å"Boudicca.†Ã‚  Ancient History Encyclopedia, Ancient History Encyclopedia, 28 Feb. 2019.Britannica, The Editors of Encyclopaedia. â€Å"Boudicca.†Ã‚  Encyclopà ¦dia Britannica, Encyclopà ¦dia Britannica, Inc., 23 Jan. 2017.

None Assignment Example | Topics and Well Written Essays - 500 words - 1

None - Assignment Example Based on the above histogram, the most important metrics to study would be the mean and also looking at the parametric tests since from the histogram, the variables shows that they follow a normal distribution Clearly from the charts presented above it is clear that in terms of gender more male respondents (students) took part in the survey as compared to the female respondents. 57% (N=17)of those who took part were the male respondents while the female respondents were 43% (N=13). In terms of the states, Alabama State had the highest number of the respondents while California had the least number of students interviewed in this survey. 30% (N=9) of those who took part in the survey were from Alabama, 27% (N=8) were from Arizona, 20% (N=6) were from California while 23% (N=7) were from the State of Illinois. Based on the first histogram (transformed z-score on number of hours), it is clear that the variable is free from the outliers however, the second histogram (transformed z-score on the score) we can clearly see by visualization that there are some elements of outlier in the

Effective Co-Teaching Essay Example | Topics and Well Written Essays - 1000 words

Effective Co-Teaching - Essay Example Consequently, there should be effective procedures to implement a strategy that ensures that all educators have a common goal of ensuring success to all students. Â  An inclusive classroom not only eliminates the exclusion barriers, but also ensures success for all students regardless of students’ potential marginalization because of disabilities; hence reduce the disruptive behaviors associated with an inclusive educational system. However, there are bound misunderstanding between the special education staff and the classroom, which is as a result of poor coordination and cooperation, inefficient learning strategies among the educators, and negative attitude towards an inclusive classroom (Villa, Thousand, & Nevin, 2008). For example, the Sunnyslope Elementary school case study indicates a conflict between the classroom teachers and the special education staff whereby lack of collaboration has led to a blame game on student lack of success. Sunnyslope case requires careful s teps and procedures to ensure that the balanced classroom schedules are balanced, and the collaborative relationship of special educations and classroom teachers is improved, which helps in defining a common goal focused on students’ success. The steps towards a successful learning environment in sunnyslope elementary school should implement the following steps towards the conflict resolution between the special educators and the classroom teachers. ... l education staff members should ensure that they work together in making the optimal classroom accommodation for all including students with disabilities. The interactive and co-teaching method should be implemented whereby the alternate roles of teaching, which will ensure that the teaching staff focuses on a common goal in the learning process, focused success among all students in an inclusive classroom. On the other hand, the special education teachers will feel incorporated in the learning schedules and will not have to provide classroom teachers with the students individual Educational Programs (IEPs) whereby they will have a schedule to enforce them appropriately according to each student’s need (Pastorex, 2011). Moreover, the special educators with the help of classroom teachers should develop inclusive Student’s IEPs that include information to support successful participation students in the general learning process in a classroom. Through an effective collab orative teaching practice, the classroom teachers will have an appreciative aspect of the role of the special educators in ensuring that the inclusion policy is not solely under the classroom teacher, but both the educators. Step 3: Effective Time planning and communication Time schedules and effective communication are significant aspects in ensuring an inclusive teaching practice. The co-teachers at sunnyslope should embrace parity and ensure that the lesson planning is based on grade-level expectations, which encourage the discussion of interpersonal skills and strengths between the special education and classroom teaches. Consequently, an appropriate co-teaching pair is achieved through the outlined IEPs for the classroom to meet the support needs of students with disabilities (Pastorex, 2011).

Confucian perspective and critique Qin rule Essay

Confucian perspective and critique Qin rule - Essay Example This paper seeks to adopt a Confucian perspective and criticize Qin rule. The paper will analyze the rapid decline of Qin’s rule, identify what Confucians objected about Qin’s rule, and explain why Confucianism was seemingly a better ruling ideology. According to legalism in the Qin Dynasty, the law was referenced and available to the public where all before the Emperor were equal under the law. Legalism sought to reward law-abiding citizens and punish lawbreakers severely. Actually, the Qin implemented corporal punishments and sentenced legal offenders to hard labor for the state. As such, legalism ran the state and not the emperor. Nevertheless, the Confucian scholars who were victims of legalism had detailed information on Chinese history including the Qin Dynasty and had great impact on other cultures like the Korean culture. Confucianism is an aspect of philosophy emanating from the teachings of Confucius (551 - 479 BC). As such, Confucianism was a formidable force in Chinese political and social history. Indeed, Confucianism main aim was to train its followers on traditional rituals, respect for authority, loyalty, flexibility of leaders, respect for the aged, and benevolence. Therefore, Confucianism promoted a tradition of â€Å"humane authority.† However, Confucianism faced support and equally opposition from various scholars. In fact, while some scholars like Lu Xun accused it of limiting modernization, others like Kang Yuwei used it to for Chinese nationalism. In the 19th century, the influence of Confucianism declined as Qing Dynasty ended in 1911. In the later dynasties, legalism fell and consistently merged with Confucianism to play central roles in the Chinese government. Most assuredly, Qin Shi Huang incurred opposition from Confucian historians and consequently becoming one of the shortest-lived dynasties in Chinese history.  According to Morton and Lewis, â€Å"Qin Shi Huang Di, the First Emperor, incurred the disapprova l of Confucian historians and in actuality was in many ways a ruthless tyrant† (Morton and Lewis 46). The Rapid Decline of Qin’s Rule The Qin Dynasty existed between 256-202 B.C.E. The Qin Dynasty settled in the North where it initiated reforms and created a powerful army using horse archers to form a powerful state. The first emperor of Qui Dynasty was Qin Shi Huang and ruled via legalism. Most assuredly is the fact that Shih Huang Ti was a very efficient and unifying leader in ancient China. Nevertheless, his rule lasted for the shortest time because of his harsh leadership style. Uniquely, Qin chose to break the China's old provinces and loyalties and created others under the leadership of non-hereditary governors. This was a blatant mistake, as the governors had no capacity to accumulate power in one place through different generations as sought in Chinese culture. It is equally true that although Qin initiated many effective projects in ancient China, these project s required a lot of taxes and human labor from the Chinese people that was against their will and ability. Indeed, he forced the ordinary people to work on his projects with harsh and cruel punishments muted on the people. As such, though the projects were viable, they made his rule very unpopular among the poor citizens. Moreover, Qin initiated and completed the Great Wall of China (Morton and Lewis 45-46). However, this wall had huge costs on human lives from hunger,

Case Study On Baggage Handling System Project Information Technology Essay

Case Study On Baggage Handling System Project Information Technology Essay This module is given us the knowledge to develop our own ability to lead a project team and also the roles as project manager to control the project task where the management within given budge ,time and resources to make a project success. Project Management Project Definition A temporary and one-time endeavor undertaken to create a unique product or service, which brings about beneficial change or added value Project Management The application of knowledge, skills, tools and techniques to project activities to meet project requirements, Organizing and managing resources so the project is completed within defined scope, quality, time and cost constraints. The very first thing of a Project Manager is always about Time, Cost and Scope as below figure PM Triangle Five Step of Project According to Robert K. Wysocki (2003) traditional Project Management can be devise to 5 phases as Defining, Planning, and Executing, controlling and Closing. The Project definition : Scope ,Business Goal Budge The Project Planning : Resources, Risk Management, Breakdown of Work ,Establishing of Schedule of Work ,Project team management, Cost management The Project Execution : Work completion, Manage Risk Organization Chart ,Communication Plan The Controlling Process :Quality Planning, Monitor of Progress The Close-Out: Release people, Lessons learned, Accounting Case study on Baggage Handing System Project BHS Project Definition Baggage handling system project mean all components, installation materials, interfaces and other components, all necessary hardware, software, installation coordination and construction supervision of computers/PLC, controls and control hardware and software, management and support services required to implement the work and supply a fully functioning system as described on the signed Contract documents by client. One million project awards by the company to built the whole Baggage Handling System including Mechanical and Control System for the airport logistic to transfer and screening the baggage during the flight arrival and departure. Deadline to finish the project is one year after contract signed.Project team will be set up for this project. Mechanical installation complete mean when the conveyor, walkway, handrail, toe plate, side guards, drip pan, gap pan, motor/drive components, reducer/gear are correctly mounted in place. Electrical installation complete mean when control stations, Estop, sensors, beacons, motors, groundings are correctly mounted in place, wired and terminated. Scope of Work Scope of Works or the statement of works means the whole of the work to be executed in accordance with the Contract, including variations provided for the Contract by client. Work under the Contract mean any work the Contractor is or may be required to execute under the Contract and includes variations, remedial work and Temporary Work. Temporary Work means any work required in the execution of the Contract but not forming part of the Works Activity involve for BHS project Marketing Contract Handover to Project Design Phase (Mechanical Electrical Control) Purchase for Electrical and Mechanical Fabrication for Mechanical Electrical preparation Delivery to Site Mechanical installation Electrical installation High Level Control Interface for System Test Commissioning Client Approval and Handover Operation Trial Period Project Completed Warranty Period (DLP) After Sale Services (OM or RM Contract, Spare Part Sale) Work Breakdown Structure(WBS) Work breakdown structure (WBS) is a process for defining the final and intermediate products of a project and their relationships (accessed 05 Jan 2013). The Work Breakdown Structure provides a hierarchical structure of decomposing project fulfillment into smaller manageable activities for detailed schedule development along with cost estimating and control. A detailed WBS shall comprise of breakdown of work activities, resource estimates, activity duration estimates and cost estimates. It is an essential tool for planning and executing the project. Use the WBS to define the work for the project and to develop the projects schedule. BSH Project Work Breakdown Structure as Figure below Project Planning Define the project objective Graphically portray the activities in the form of network diagram Estimate the cost and time for each activity. Calculate a project schedule and budget to determine whether the project can be completed within the required time, and with the available resource. Resource Management Resources are of three types, Work resources, Material resources and Cost resources Work resources complete tasks by expending time on them. They are usually people and equipment that have been assigned to work on the project Material resources are supplies and stocks that are needed to complete a project. Cost resources are strictly cost; no time, no quantities-just dollars. Expenses, such as travel or fees, increase the project price tag, but they arent associated with work or material resources. Resource costs will be multiplied by duration to calculate project costs. This is the important roles for project manager to control the project budge to close the project. Many issues are always happen to project to use the limit resource to fulfill the requirement by client, as a project manager, who must make sure the right resource was assigned to right place as right time. At the same time, project manager must use some technique tools to monitor the progress of the project. Next part we are going to discuses about the tools for project manager to control the process. Project Management Methodology and Techniques A project methodology can be thought of in the same terms as a recipe for cooking. It identifies what will be required and how these ingredients will be combined together to produce the perfect meal. In short, a methodology comprises of the following components Documentation such as project initiation and scoping documents Technique a set of standard project management techniques required to plan and control the project (Critical Path Analysis, Risk Management Procedures etc) Sequence- the order in which the stages will be performed Overview a picture of how the documentation and techniques fit together The application of structured project techniques during the development and implementation of a new information system helps to impose discipline on the process of the integration of activities within each of the stages which, in turn helps to ensure success. The purpose of this can therefore give the organisation the opportunity to: Divide the project into smaller and easier to manage stages Measure the progress in terms of time, costs and quality Take corrective action if required to bring the project back on track Allocate the resources to the project PERT and CPM Program Evaluation and Review Techniques which is PERT (Maylor, 2010) is a technique that use project network for planning and coordinating large-scale projects to handle uncertain activity times. Critical Path Management (CPM), is a network chart, is a planning and management method used for scheduling a set of project activities. They are similar; the technique involves using network models to trace the links between tasks and to identify the tasks which are critical to meeting the deadlines. Once we have identified the critical path, any delay on any part of the critical path will cause a delay in the whole project. It is where project manager must concentrate their efforts. Gantt diagram are used to show the critical path in red and PERT diagram to see Network view. Difference between the CPM and PERT is that, task duration is treated CPM assumes time estimates are deterministic, Obtain task duration from previous projects Suitable for such kind of type projects. PERT treats durations as probabilistic PERT: CPM and probabilistic task times Better for RD type projects Limited previous data to estimate time durations Captures schedule (and implicitly some cost) risk CPM is useful, despite criticism, to identify the critical path focus on a subset of the project Slack is precious apply flexibility to smooth resource/schedules, PERT treats task times as probabilistic which is an Individual task durations and sums of multiple tasks. When we Selective crashing of critical tasks can reduce total project cost, CPM and PERT do not allow task iterations. Critical Chain Project Management Current Project Management Problem As the comment issue for project management is summary below for previous baggage handling system project, which are: No Credible Schedule, Unable to Accurately Predict Milestone Dates During Execution Critical Path Constantly Changing Loss of Control, Daily Firefighting, Pulling resources from One Job to Another and Resource Allocation Nightmare Stress, Frustrated Workers Supervisors Projects Get Delayed Require Heroic Efforts to Finish Lack of Resources, People, Experience, Skills, Material, Tools Lack of Supporting Documents Too Many Scope Changes and too many meting Too Much Overtime and Budget Overruns Critical Chain Project Management Critical Chain Project Management (CCPM) is a method of planning and managing projects that puts the main emphasis on the resources required to execute project tasks. It was developed by Eliyahu M. Goldratt. This is in contrast to the more traditional Critical Path and PERT methods, which emphasize task order and rigid scheduling. A Critical Chain project network will tend to keep the resources levelly loaded, but will require them to be flexible in their start times and to quickly switch between tasks and task chains to keep the whole project on schedule. The Principles of CCPM Projects Succeed or Fail as an Integrated System, not as a Collection of Discrete Tasks Systems are Analogous to Chains,Weakest Link is the Systems Constraint Constraints Can Never Really be Eliminated,Can Move From One Part of the System to Another All Systems Have a Goal Necessary Conditions A Systems Optimum Performance IS NOT the Sum of Local Optima A System Has Only One Constraint at a Time All Systems Function According to Cause Effect The success to use the CCPM for project manager to hand a project will be Improve project delivery date reliability Shorten overall project duration Provide early warning of threats to project delivery Enable earlier, less drastic responses Reduce Costs Reduce Overtime Reduce Rework PRINCE 2 Project Technique PRINCE2 (Projects IN Controlled Environments) is an effective process-based method for project management. PRINCE2 is a process-based approach for managing projects. It helps to work out who should be involved in a project, their role and their responsibilities. PRINCE2 has a set of processes to work through and it explains what information needs to be gathered. The method is the de-facto standard for project management is practiced globally. And it is also the required method for all UK government commissioned projects. PRINCE2 is in the public domain and offers best practice guidance on how to manage a project. It can be principally divided into the following stages: Starting up the project occurs only once and creates and evaluates the business case Directing the project formal organisational structures will be required throughout the life of the project including the project board and manager, the communication between the stages and the organisation will be continuous Initiating the project this stage will identify how the project will be managed, The Project Initiation document will form contract and terms of reference for the project as a whole Planning plans relating to project deliverables are continuously produced throughout the lifecycle and of the activity which helps to ensure a consistent approach. Controlling creation of documents which help to manage the day-to-day operations and include change control and quality assurance, this will be an iterative process. Monitoring there is a need to have a feedback process and take action as necessary, authorisation from the Project Board is required. Closing the project time is finite and there will need to be a final sign off procedure by the customer that objectives have been satisfied. Below figure is the overview of PRINCE2 Risk Management Risk management, another important point of project management, is present in the framework as well. According to Prince2 description, risk can be denned as uncertainty of outcome. The goal of risk management is to manage the exposure to risk. For that, the project board has to promote risk management, build up adapted policies, and assess projects status related to their risks. A Risk (Tom, 2009) can be almost any uncertain event associated with the work. Word in short is, loss multiplied by likelihood. Risk management is a process for identifying, assessing, and prioritizing risks of different types. Since the risks are identified, the project manager will need to minimize or eliminate the impact of negative events of project risk. For this baggage handling system project, Construction site safety management plan is must to be implementing of Risk management to list of all possible risks identified by the project or organization, for each of the risk, includes information such as risk probability, impact, counter-measures and risk owner etc. Conclusion Its good chance to review and deeply think of whole project process and activates in whole company organization about project management knowledge through this module. This assignment also encourages me to think about how to implement Project Management skill to the company in future projects management. After this model, I can recognize the essential characters of Project management and also have ability to address appropriate technologies and management tools to actually organizational issues and also can be leader of project team to plan, control and execute the project as project manager.

Achilles Shield :: Free Essay Writer

  Ã‚  Ã‚  Ã‚  Ã‚  Achilles’ shield, made by Hephaestus, the god of fire, plays a part in the Iliad. It tells the story of the war between the Greeks and the Trojans. Hephaestus depicts the two cities and the activities going on in them, and Agamemnon’s, the Greek’s king, estate. Homer thought that seeing what it is on the shield could help the reader understand the importance of Achilles' shield and the Iliad. Hephaestus used fine metals and put lots of scenes of things going on not only in that time period but also in respect to the Iliad’s plot. Hephaestus went into great detail in the cities; especially what mood and what people were feeling.   Ã‚  Ã‚  Ã‚  Ã‚  Hephaestus used bronze, tin, gold, and silver to make the shield. The shield has five layers of metal. On the shield are scenes showing the heavens, earth, sea, two cities (a Greek one and Troy), Agamemnon’s estate, fields, a vineyard, a herd of cattle, and people dancing and being merry.   Ã‚  Ã‚  Ã‚  Ã‚  The two cities on the shield represent a city in Greece and the city of Troy. One of the cities is filled with men dancing and singing, and brides in the streets. The other city has an army surrounding it. There is Turmoil around both of the city. In one two armies fight, Greeks and the Trojans, along the river banks killing many men. Both cities are tainted with death, but at the same time both have love in them. In one city, the Greek one, two men, possibly Achilles and a fellow comrade, fight over the consequence for the murder of a warrior and take their case to a judge, could be Zeus in the Iliad, to decide the punishment. In the other, children and wives stay and watch the house and each other as the men go to war. This scene is meant to parallel to the Trojans leaving to fight the Greeks.   Ã‚  Ã‚  Ã‚  Ã‚  Agamemnon's estate is also depicted on Achilles' shield. Plentiful harvests of grain are shown along with Agamemnon standing silently among the barley. An ox is also shown being killed for a feast. The shield represents happiness and prosperity for Agamemnon which also foreshadows the Greek's victory over Troy.   Ã‚  Ã‚  Ã‚  Ã‚  Finally, the shield showed a vineyard with many workers who pick the grapes. One is a young boy who loves to sing and play a lyre. A herd of cattle is also illustrated.

Is the United States winning the war in Iraq? Essay

Is the United States winning the war in Iraq? War is a word that brings a sad feeling in the minds of listener. This word is associated with fight, blood, death, miseries, pain and trouble for many but war is also associated with winning, freedom, and authority. Iraq is a very small country as compare to United States of America, but having a tradition of love for expansion, power and control. On the other hand United States of America, the only existing super power after cold war but seriously threatens by terrorist, expansionist and extremist forces of the world after attacks on twin towers in 2001. US has launched war against terrorism as a counter measure to curb above mentioned forces and attacked Afghanistan which was favored by most of the countries like Britain, Nato Countries etc. Attack on Iraq was also a continuation of War against terrorism due to charges of human rights violation, coalition and support to extremist and terrorist groups coupled with construction of weapons of mass destruction. Iraq was facing sanctions after Iraq Kuwait war in 90’s; its economic conditions were severely awful. Being a country with plenty of natural resources Iraqi people were suffering from economic recession, political aggression, and poor international relations. Iraqi ruler was a dictator having tradition of violating human rights. These issues were not only a threat for United States but to all peace loving forces of the world. All the above facts paved ways for a new turn in War against terrorism. President Bush said it clearly in an interview with MSNBC that â€Å"Americans did not start war against terrorism but we will win it† (Bush, 2004) According to American lobby they are victims rather than slaughterers. America attacked Iraq to safe themselves and all the people of the world because if those weapons of mass destruction will left with Iraqi regime then no individual in any part of the world will be safe. It seems reasonable to the world. Therefore it gained favor from majority of nation and their population. Thomas Donnelly, a resident fellow at the American Enterprise Institute (AEI) said â€Å"The American and coalition forces invasion was justified and paved ways to a new era of democracy and justice in Middle East. † Iraq claimed that all claims made regarding weapons of mass destruction are bogus and America attacked Iraq because of American strategy to take control over Iraq’s oil reserves and enrich land. It will also give ways towards a solid position in Asia and will helpful in curbing down China. The war started and is still going on and according to officials will not end in near future. Is America winning war in Iraq need many other questions to address for having a clear, unbiased and logical reasoning like what war in Iraq has given United States specifically and to the world generally? War in Iraq brought peace and harmony in the world. It gives strength to the peace loving forces of the world and shows all the dictators and extremist forces of the world that human lives are most important assets and United States of America will not let any one play with innocent souls of innocent civilians. Taking Sadam Hussain’s into American custody gives end to an era of violation, obsession, and victimization. It also convey message to the world that justice is still prevailing in the society. On the other end war in Iraq was fought to save lives of innocent civilians of the world from cruel weapons but the weapons used in Iraq by united forces and America were also cruel because they were also not able to differentiate between terrorist, and innocent people when they explode in markets and civilian places of Iraq. Innocent people were dead due to the attacks in Iraq in fact they are still dying. In these innocent people not only Iraqi civilians are included but it also included all those military officials and soldiers those were dead in Iraq due to the counters attacks and gorilla fights between Iraqi people and United Forces. These soldiers were sent to Iraq on a war that was started to reduce miseries, trouble and pain in lives of 9/11 victim’s families but now their families are suffering with same pain, trouble and miseries of loosing their loved ones. Strategically if one calculates what United States is spending in Iraq till today, it will be equal to millions of dollars and if that money will invest on welfare activities it will resulted in better outcomes. The war in Iraq asks a very important question to all peace loving nations that â€Å"Is war a solution of all problems? † Is life of American those dead in 9/11 and other terrorist attacks are more important than lives of Iraqi and Afghani civilians? Even if America is still not able to prove it claims regarding presence of weapons for mass destruction in Iraq. Is an attack on twin towers is more vital than several attacks on Iraq? No. Definitely not and this is what general consensus is started to develop among neutral actors inside and outside USA. Vast majority in United States of America is feeling that the cause of war against terrorism was correct, genuine and need of the time but the way it was fought should be different. Because if we critically analyze the current situation we will feel that War in Iraq gave us nothing except lesson that â€Å"Any War that is fought with weapons give nothing except pain to both winners and losers. † This concept is enforce by the decision of American nation to giving votes to the democrats in recent elections rather than republicans those election campaign revolves around the effects of war in Iraq and Afghanistan on American nation and the future of war on terror. The war in Iraq was started around three years back and no body knows when it will end. Apparently Sadam Hussain and his allies are in custody, Iraq has American and Coalition forces deputed for peace keeping but there is also a doubt that this war is leading towards the same situation that has happened with USSR for America. â€Å"No one can guarantee that any course of action in Iraq at this point will stop sectarian warfare, growing violence, or a slide toward chaos. If current trends continue, the potential consequences are severe. †(The Iraq study Group report December 2006) because world has seen the what has happened with USSR in Afghanistan, how Afghanis threw them out of their country after more than 8 years and as a result USSR itself was vanished from the map of the world. The solution for this situation is address by Iraq study group in their recent report â€Å"Our most important recommendations call for new and enhanced diplomatic and political efforts in Iraq and the region, and a change in the primary mission of U. S. forces in Iraq that will enable the United States to begin to move its combat forces out of Iraq responsibly. † (The Iraq study Group report December 2006) The war in Iraq is a war between ideologies, it is a war between rights and wrong, it is a war between justice and cruelty but the American Nation as one unit need to develop consensus towards the future strategy against war in Iraq because it will not end unless it will be fought on all possible grounds rather than military and force because weapons can only create destructions, they can only win lands but not hearts of people and United States of America has a tradition of winning hearts with love, sympathy and understanding. Therefore it is essential to understand that â€Å"This struggle must be fought with ideas and undertaken not just by the political leadership and the military but also by all levels of government including diplomatic, informational, economic, social and cultural mean. †(Effect based operations and counter terrorism, pg 27). The conclusion of the prolong war lies in self assessment and self realization. It includes reviewing our strategy and reassessing our goals. The targets are many but the way to achieve them is still ambiguous. The elite leadership of Al Qaeda and Taliban are still out of reach of United States. The strategy need to device through cooperation and collaboration on diplomatic and political fronts to support self sufficient and democratic Iraq where freedom and respect will prevail because peace and harmony in America cannot be kept at sake of Iraq. BIBLIOGRAPHY: 1.Effect based operations and counter terrorism, Air & Space Power Journal fall 05, 2005, Diane Publishing, pg 129 2. Bush clarifies view on war against terrorism ‘We will win,’ just not in conventional way, NBC, MSNBC and news services, national journal. com, Aug. 31, 2004 retrieved on Nov 20th 2006 from http://www. msnbc. msn. com/ID/5865710/ 3. Executive summary of The Iraq study Group report December 2006 4. Iraq transition to power retrieved from http://www. cnn. com/2006/POLITICS/10/23/iraq. poll2/index. html on 15th Dec 2006.

Ap World Unit 4 Review

PART II, UNIT IV:1750-1914 The era between 1750 and 1914 C. E. was one of clear Europeanhegemony. In the previous era (1450 to 1750 C. E. ), Europeans hadtilted the balance of world power away from Asia, where powerfulcivilizations had existed since ancient times. However, despitegrowing European influence based on sea trade and colonization, majorland-based empires in Asia still influenced long-distance trade andshaped political and economic conditions around them. In this era,Europe not only dominated the western hemisphere, as it had in thelast, but it came to control the eastern hemisphere as well. How didthey do it?Part of the answer lies in a set of discoveries andhappenings that together constitute an important â€Å"Marker Event† – theIndustrial Revolution. Another set of philosophical and politicalevents were equally important – the establishment of democracy as amajor element of a new type of political organization – the†nation. † QUE STIONS OF PERIODIZATION Very important characteristics that distinguish 1750-1914 fromprevious eras in world history include: †¢ European dominance of long-distance trade – Whether by â€Å"unequal treaties† or colonization, sea-based trade gave European countries control of all major trade circuits in the world. â€Å"Have† and â€Å"have not† countries created by Industrialization – The Industrial Revolution gave huge economic and political advantages to countries where it occurs over countries that remained primarily agricultural. †¢ Inequalities among regions increase due to imperialism – Industrialized countries set out to form overseas empires, sometimes through colonization and other times by economic and/or political domination. †¢ Political revolutions inspired by democracy and desire for independence – These revolutions continue to the present, but â€Å"seed† revolutions that put new democratic forms o f government in place occurred during this era.The â€Å"nation† emerged as a new type of political organization. We will analyze these important characteristics of the period byexamining these topics: †¢ Changes in global commerce, communications, and technology – Patterns of world trade and contact changed as the Industrial Revolution revolutionized communications and commerce. Distances became shorter as the Suez and Panama Canals cut new channels for travel, and new technology meant that ships were faster than before. Railroads revived land travel. Demographic and environmental changes – Huge numbers of people migrated to the Americas from Europe and Asia, so that population in the western hemisphere grew dramatically. The slave trade ended, and so did forced migrations from Africa to the New World. Industrialization had a huge impact on the environment, as demands for new fuels came about and cities dominated the landscape in industrialized countries. Industrialization also increased the demand for raw materials from less industrialized countries, altering natural landscapes further. Changes in social and gender structures – Serf and slave systems became less common, but the gap between the rich and poor grew in industrialized countries. We will explore the controversy regarding changes in women's roles in response to industrialization. Did women's status improve, or did gender inequality grow? †¢ Political revolutions and independence movements; new political ideas – Absolutism was challenged in many parts of the globe, and democracy took root as a result of economic and social change and Enlightenment philosophies that began in the 17th century. Nations† arose as political entities that inspired nationalism and movements of political reform. †¢ Rise of western dominance – The definition of â€Å"west† expanded to include the United States and Australia, and western dominance reached n ot only economic and political areas, but extended to social, cultural, and artistic realms as well. Although coercive labor systems as such declined during this era,new questions of equality and justice emerged as west came todominate east, and the gap between the rich and poor grew larger,particularly in the most prosperous countries. CHANGES IN GLOBAL COMMERCE, COMMUNICATIONS, ANDTECHNOLOGYBy 1750 international trade and communications were nothing new. During the 1450-1750 era Europeans had set up colonies in theAmericas so that for the first time in world history the western andeastern hemispheres were in constant contact with one another. However, after 1750 the pace of trade picked up dramatically, fed bya series of economic and technological transformations collectivelyknown as the Industrial Revolution. THE INDUSTRIAL REVOLUTION Remember that to be called a Marker Event in world history, adevelopment should qualify in three ways: †¢ It must cross national or cultural b orders, affecting many civilizations. Later changes or developments in history must be at least partially traced to this event or series of events. †¢ It must have impact in other areas. For example, if it is a technological change, it must impact some other major areas, like government, belief systems, social classes, or the economy. Like the Neolithic Revolution that occurred 10,000 years beforeit, the Industrial Revolution qualifies as a Marker Event accordingto all of the above criteria. It brought about such sweeping changesthat it virtually transformed the world, even areas in whichindustrialization did not occur.The concept seems simple &endash;invent and perfect machinery to help make human labor more efficient- but that's part of its importance. The change was so basic that itcould not help but affect all areas of people's lives in every partof the globe. The Industrial Revolution began in England in the late 18thcentury, and spread during the 19th century to Belgium, Germany,Northern France, the United States, and Japan. Almost all areas ofthe world felt the effects of the Industrial Revolution because itdivided the world into â€Å"have† and â€Å"have not† countries, with many ofthe latter being controlled by the former.England's lead in theIndustrial Revolution translated into economic prowess and politicalpower that allowed colonization of other lands, eventually building aworldwide British Empire. WHY BRITAIN? The Industrial Revolution helped England greatly increase itsoutput of manufactured goods by substituting hand labor with machinelabor. Economic growth in Britain was fueled by a number offactors: †¢ An Agricultural Revolution – The Industrial Revolution would not have been possible without a series of improvements in agriculture in England.Beginning in the early1700s, wealthy landowners began to enlarge their farms through enclosure, or fencing or hedging large blocks of land for experiments with new techniq ues of farming. These scientific farmers improved crop rotation methods, which carefully controlled nutrients in the soil. They bred better livestock, and invented new machines, such as Jethro Tull's seed drill that more effectively planted seeds. The larger the farms and the better the production the fewer farmers were needed. Farmers pushed out of their jobs by enclosure either became tenant farmers or they moved to cities.Better nutrition boosted England's population, creating the first necessary component for the Industrial Revolution: labor. †¢ A technological revolution – England also was the first to experience a technological revolution, a series of inventions built on the principles of mass production, mechanization, and interchangeable parts. Josiah Wedgwood developed a mold for pottery that replaced the potters wheel, making mass production of dishes possible. Many experimented with machinery to speed up human labor, and interchangeable parts meant that machin es were more practical and easier to repair. Natural resources – Britain had large and accessible supplies of coal and iron – two of the most important raw materials used to produce the goods for the early Industrial Revolution. Also available was water power to fuel the new machines, harbors for its merchant ships, and rivers for inland transportation. †¢ Economic strength – During the previous era, Britain had already built many of the economic practices and structures necessary for economic expansion, as well as a middle class (the bourgeoisie) that had experience with trading and manufacturing goods.Banks were well established, and they provided loans for businessmen to invest in new machinery and expand their operations. †¢ Political stability – Britain's political development during this period was fairly stable, with no major internal upheavals occurring. Although Britain took part in many wars during the 1700s, none of them took place on British soil, and its citizens did not seriously question the government's authority. By 1750 Parliament's power far exceeded that of the king, and its members passed laws that protected business and helped expansion.NEW INVENTIONS The earliest transformation of the Industrial Revolution wasBritain's textile industry. In 1750 Britain already exported wool,linen, and cotton cloth, and the profits of cloth merchants wereboosted by speeding up the process by which spinners and weavers madecloth. One invention led to another since none were useful if anypart of the process was slower than the others. Some key inventionswere: †¢ The flying shuttle – John Kay's invention carried threads of yarn back and forth when the weaver pulled a handle, greatly ncreasing the weavers' productivity. †¢ The spinning jenny – James Hargreaves' invention allowed one spinner to work eight threads at a time, increasing the output of spinners, allowing them to keep up with the weavers . Hargreaves named the machine for his daughter. †¢ The water frame – Richard Arkwright's invention replaced the hand-driven spinning jenny with one powered by water power, increasing spinning productivity even more. †¢ The spinning mule – In 1779, Samuel Crompton combined features of the spinning jenny and the water frame to produce the spinning mule.It made thread that was stronger, finer, and more consistent than that made by earlier machines. He followed this invention with the power loom that sped up the weaving process to match the new spinners. These machines were bulky and expensive, so spinning and weavingcould no longer be done at home. Wealthy textile merchants set up themachines in factories, and had the workers come to these places to dotheir work. At first the factories were set up near rivers andstreams for water power, but other inventions later made thisunnecessary.Before the late 1700s Britain's demand for cotton wasmet by India, but they in creasingly came to depend on the Americansouth, where plantation production was speeded by Eli Whitney'sinvention of the cotton gin, a machine that efficiently separated thecotton fiber from the seed. By 1810 southern plantations used slavelabor to produce 85 million pounds of cotton, up from 1. 5 million in1790. TRANSPORTATION IMPROVEMENTS Once the textile industry began its exponential growth,transportation of raw materials to factories and manufactured goodsto customers had to be worked out.New inventions in transportationspurred the Industrial Revolution further. A key invention was thesteam engine that was perfected by James Watt in the late 1790s. Although steam power had been used before, Watt invented ways to makeit practical and efficient to use for both water and landtransportation. Perhaps the most revolutionary use of steam energy was therailroad engine, which drove English industry after 1820. The firstlong-distance rail line from the coastal city of Liverpool to inland Manchester was an immediate success upon its completion in 1830, andwithin a few decades, most British cities were connected by rail.Railroads revolutionized life in Britain in several ways: 1) Railroads gave manufacturers a cheap way to transport materialsand finished products. 2) The railroad boom created hundreds of thousands of new jobs forboth railroad workers and miners. 3) The railroad industry spawned new industries and inventions andincreased the productivity of others. For example, agriculturalproducts could be transported farther without spoiling, so farmersbenefited from the railroads. 4) Railroads transported people, allowing them to work in citiesfar away from their homes and travel to resort areas for leisure.THE SPREAD OF THE INDUSTRIAL REVOLUTION The Industrial Revolution occurred only in Britain for about 50years, but it eventually spread to other countries in Europe, theUnited States, Russia, and Japan. British entrepreneurs andgovernment officials forbade the exp ort of machinery, manufacturingtechniques, and skilled workers to other countries but thetechnologies spread by luring British experts with lucrative offers,and even smuggling secrets into other countries. By the mid-19thcentury industrialization had spread to France, Germany, Belgium, andthe United States.The earliest center of industrial production in continental Europewas Belgium, where coal, iron, textile, glass, and armamentsproduction flourished. By 1830 French firms had employed many skilledBritish workers to help establish the textile industry, and railroadlines began to appear across western Europe. Germany was a littlelater in developing industry, mainly because no centralizedgovernment existed there yet, and a great deal of political unrestmade industrialization difficult. However, after the 1840s Germancoal and iron production skyrocketed, and by the 1850s an extensiverail network was under construction.After German politicalunification in 1871, the new empire rivaled En gland in terms ofindustrial production. Industrialization began in the United States by the 1820s, delayeduntil the country had enough laborers and money to invest inbusiness. Both came from Europe, where overpopulation and politicalrevolutions sent immigrants to the United States to seek theirfortunes. The American Civil War (1861-1865) delayed furtherimmigration until the 1870s, but it spurred the need for industrialwar products, all the way from soldiers' uniforms to guns torailroads for troop transport.Once the war was over, cross-countryrailroads were built which allowed more people to claim parts of vastinland America and to reach the west coast. The United States hadabundant natural resources &endash; land, water, coal and iron ore&endash; and after the great wave of immigration from Europe and Asiain the late 19th century &endash; it also had the labor. During the late 1800s, industrialization spread to Russia andJapan, in both cases by government initiatives. In Russia the tsaristgovernment encouraged the construction of railroads to link placeswithin the vast reaches of the empire.The most impressive one wasthe Trans-Siberian line constructed between 1891 and 1904, linkingMoscow to Vladivostock on the Pacific Ocean. The railroads also gaveRussians access to the empire's many coal and iron deposits, and by1900 Russia ranked fourth in the world in steel production. TheJapanese government also pushed industrialization, hiring thousandsof foreign experts to instruct Japanese workers and mangers in thelate 1800s. Railroads were constructed, mines were opened, a bankingsystem was organized, and industries were started that producedships, armaments, silk, cotton, chemicals, and glass.By 1900 Japanwas the most industrialized land in Asia, and was set to become a20th century power. CHANGES IN PATTERNS OF WORLDTRADE Industrialization greatly increased the economic, military, andpolitical strength of the societies that embraced it. By and large,the countries th at benefited from industrialization were the onesthat had the necessary components of land, labor and capital, andoften government support. However, even though many other countriestried to industrialize, few had much success.For example, Indiatried to develop jute and steel industries, but the entrepreneursfailed because they had no government support and little investmentcapital. An international division of labor resulted: people inindustrialized countries produced manufactured products, and peoplein less industrialized countries produced the raw materials necessaryfor that production. Industrial England, for example, needed cotton,so turned to India, Egypt, and the American south to produce it forthem. In many cases this division of labor led to colonization of thenon-industrialized areas.As industrialization increased, more ironand coal were needed, as well as other fibers for the textileindustry, and the British Empire grew rapidly in order to meet thesedemands. Many countries in Latin America, sub-Saharan Africa, south Asia,and southeast Asia became highly dependent on one cash crop – such assugar, cotton, and rubber – giving them the nickname of â€Å"BananaRepublics. † Such economies were very vulnerable to any change in theinternational market. Foreign investors owned and controlled theplantations that produced these crops, and most of the profits wentto them.Very little of the profits actually improved the livingconditions for people that lived in those areas, and since they hadlittle money to spend, a market economy could not develop. Despite the inequalities, the division of labor between people incountries that produced raw materials and those that producedmanufactured goods increased the total volume of world trade. Inturn, this increased volume led to better technology, whichreinforced and fed the trade. Sea travel became much more efficient,with journeys that had once taken months or years reduced to days orweeks.By 1914 t wo great canals shortened sea journeys by thousandsof miles. The Suez Canal built by the British and French in the 1850slinked the Mediterranean Sea to the Red Sea, making it no longernecessary to go around the tip of Africa to get from Europe to Asiaby sea. The Panama Canal, completed in 1913, did a similar thing inthe western hemisphere, cutting a swath through Central America thatencouraged trade and transportation between the Atlantic and PacificOceans. DEMOGRAPHIC AND ENVIRONMENTALCHANGES The Industrial Revolution significantly changed populationpatterns, migrations, and environments.In industrialized nationspeople moved to the areas around factories to work there, citiesgrew, and as a result an overall migration from rural to urban areastook place. This movement was facilitated by the growth of railroadsand improvement of other forms of transportation. This era also sawmigrations on a large scale from Europe and Asia into the Americas,so that the overall population of the west ern hemisphere increased. However, this movement did not translate into a decrease ofpopulation in the eastern hemisphere.Particularly in Europe, theAgricultural Revolution improved nutrition, especially as the potato(transported from the New World in the previous era) became a maindiet staple for European peasants. THE END OF THE ATLANTIC SLAVE TRADE ANDSLAVERY Even as we may debate whether slavery and the slave trade cameabout because of racism or economic benefit, we may argue about whyboth ended during this era. From the beginning, as the Atlantic slavetrade enriched some Africans and many Europeans, it became a topic offierce debate in Europe, Africa, and the Americas in the late 18thcentury.The American and French revolutions stimulated thesediscussions, since both emphasized liberty, equality, and justice,topics that fed a strong abolitionist movement. Because most slaveswere not allowed to learn to read and write, most outspokenabolitionists were free whites in England and N orth America. However,Africans themselves took up the struggle to abolish slavery and theslave trade, rising in frequent slave revolts in the 18th and 19thcenturies that made slavery an expensive and dangerous business.Probably the most famous African spokespersons was Olaudah Equiano, awest African who published an autobiography in 1789 that recountedhis experiences as a slave in Africa and the New World. He latergained his freedom, learned to read and write, and became active inthe abolitionist movement. Many people read his works, heard himspeak, and were influenced to oppose slavery. Despite the importance of the abolitionist movement, economicforces also contributed to the end of slavery and the slave trade. Plantations and the slave labor that supported them remained in placeas long as they were profitable.In the Caribbean, a revolution, ledby Toussaint L'Ouverture resulted in the liberation of slaves inHaiti and the creation of the first black free state in the Americas. Howe ver, the revolution was so violent that it sparked fear amongplantation owners and colonial governments throughout the Caribbean. In the late 18th century, a rapid increase in Caribbean sugarproduction led to declining prices, and yet prices for slavesremained high and even increased. Even as plantations experiences these difficulties, profits fromthe emerging manufacturing industries were increasing, so investorsshifted their money to these new endeavors.Investors discovered thatwage labor in factories was cheaper than slave labor on plantationsbecause the owners were not responsible for food and shelter. Entrepreneurs began to see Africa as a place to get raw materials forindustry, not just slaves. THE END OF THE SLAVE TRADE Most European countries and the United States had abolished theslave trade before the mid-19th century: Britain in 1807, the UnitedStates in 1808, France in 1814, the Netherlands in 1817, and Spain in1845. Ardent abolitionists in Britain pressured the governme nt tosend patrol ships to the est coast of Africa to conduct search andseizure operations for ships that violated the ban. The lastdocumented ship that carried slaves on the Middle Passage arrived inCuba in 1867. THE END OF SLAVERY The institution of slavery continued in most places in theAmericas long after the slave trade was abolished, with the Britishabolishing slavery in their colonies in 1833. The French abolishedslavery in 1848, the same year that their last king was overthrown bya democratic government.The United States abolished slavery in 1865when the north won a bitter Civil War that had divided the southernslave-holding states from the northern non-slavery states. The lastcountry to abolish slavery in the Americas was Brazil, where theinstitution was weakened by a law that allowed slaves to fight in thearmy in exchange for freedom. Army leaders resisted demands that theycapture and return runaway slaves, and slavery was abolished in 1888,without a war. IMMIGRATION TO THE AMERICAS Various immigration patterns arose to replace the slave trade.Asian and European immigrants came to seek opportunities in theAmericas from Canada in the north to Argentina in the south. Somewere attracted to discoveries of gold and silver in western NorthAmerica and Canada, including many who made their way west from theeastern United States. However, European and Asian migrants whobecame workers in factories, railroad construction sites, andplantations outnumbered those who were gold prospectors. By the mid 19th century European migrants began crossing theAtlantic to fill the factories in the eastern United States.Increasing rents and indebtedness drove farmers from Ireland,Scotland, Germany and Scandinavia to North America, settling in theOhio and Mississippi River Valleys in search of land. The potatofamine forced many Irish peasants to make the journey, and politicalrevolutions caused many Germans to flee the wrath of the governmentwhen their causes failed. By the late 19th and early 20th centuries,most immigrants to North America were from southern and easternEurope, fleeing famine, poverty, and discrimination in theircountries of origin.While migrants to the United States came to fill jobs in thedeveloping industrial society, those who went to Latin America mostlyworked on agricultural plantations. About 4 million Italians came toArgentina in the 1880s and 1890s, and others went to Brazil, wherethe government paid the voyage over for Italian migrants who came towork on coffee plantations after slavery was abolished. Others camefrom Asia, with more than 15,000 indentured laborers from Chinaworking in sugarcane fields in Cuba during the 19th century. Chineseand Japanese laborers came to Peru where they worked on cottonplantations, in mines, and on railroad lines.THE DEMOGRAPHIC TRANSITION This era saw a basic change in the population structures ofindustrialized countries. Large families had always been welcome inagricultural societies because the more people a family had, the moreland they were able to work. Children's work was generally worth morethan it costs to take care of them. However, in the west, includingthe United States, the birth rate declined to historically low levelsin the 19th century. This demographic transition from high birthrates to low reflected the facts that child labor was being replacedby machines and that children were not as useful as they were inagricultural societies.Instead, as life styles changed in urbansettings, it became difficult to support large families, both interms of supporting them with salaries from industrial jobs and inhousing them in crowded conditions in the cities. High birth ratescontinued elsewhere in the world, so the west's percentage of totalworld population began to slip by 1900 even as its world powerpeaked. ENVIRONMENTAL CHANGES Wilderness areas in Europe were virtually gone by 1750, withalmost every piece of land used by farmers or townspeople. However,the process cont inued during this era, and deforestation became themost serious problem.Americans transformed their lands even morerapidly as people moved west, clearing forests for farms and thenmoving on when the soil was depleted. The cultivation of cotton wasespecially harmful. Planters cut down forests, grew cotton for a fewyears, moved west, and abandoned the land to scrub pines. Surprisingly, industrialization actually relieved environmentaldepletion in Britain because raw materials once grown on British soil&endash; like wool and grain – were replaced by coal and iron foundunderground. Iron replaced wood in many building structures,including ships, so that deforestation slowed.The most dramatic environmental changes in industrializedcountries occurred in the towns. Never before had towns grown sofast, and major cities formed. London grew from about 500,000inhabitants in 1700 to more than 2 million by 1850, with the largestpopulation a city had ever had in world history. Cities in the middleindustrial belt of Britain, such as Liverpool and Manchester grewrapidly during this period as well. New York City in the UnitedStates reached about 600,000 in 1850. CHANGES IN SOCIAL AND GENDERSTRUCTUREIndustrialization also transformed social and gender structures incountries where it developed, although it is not entirely clear as towhether the â€Å"gender gap† narrowed or widened. By and largeindustrialization widened the gap between the rich and the poor bycreating opportunities for businessmen to be far richer than theupper classes in an agricultural society ever could be. Although theywere free, not forced, laborers, the wages for factory workers werevery low, and many suffered as much if not more poverty than they hadas rural peasants. WORKING CONDITIONSIndustrialization offered new opportunities to people withimportant skills, such as carpentry, metallurgy, and machineoperations. Some enterprising people became engineers or opened theirown businesses, but for the vast majority of those who left theirfarming roots to find their fortunes in the cities, life was full ofdisappointments. Most industrial jobs were boring, repetitive, andpoorly paid. Workdays were long with few breaks, and workersperformed one simple task over and over with little sense ofaccomplishment. Unlike even the poorest farmer or craftsman, factoryworkers had no control over tools, jobs, or working hours.Factoryworkers could do very little about their predicament until the latterpart of the period, when labor unions formed and helped to provokethe moral conscience of some middle class people. Until then, workerswho dared to go on strike &endash; like the unmarried girls at theLowell mills in Massachusetts &endash; they were simply replaced byother workers from the abundant supply of labor. FAMILY LIFE Because machinery had to be placed in a large, centrally locatedplace, workers had to go to factories to perform their work, a majorchange in lifestyles from those of agr icultural societies.Inprevious days all family members did most of their work on the farm,which meant that the family stayed together most of the time. Division of labor meant that they did different types of work, mostlysplit by gender and age, but the endeavor was a collective one. Evenin the early days of commercialization, â€Å"piece work† was generallydone by people at home, and then delivered to the merchant orbusinessman. Now, people left their homes for hours at a time, oftenleaving very early and not returning till very late. Usually bothhusband and wife worked away from home, and for most of this period,so did children.Family life was never the same again. In the early days of industrialization, the main occupation ofworking women was domestic servitude. If they had small children,they usually tried to find work they could do at home, such aslaundry, sewing, or taking in lodgers. However, even with bothparents working, wages were so low that most families found itd ifficult to make ends meet. Most industrialists encouraged workersto bring their children along with them to the factories becausechildren usually could do the work, too, and they were quitecheap. CHANGES IN SOCIAL CLASSESA major social change brought about by the Industrial Revolutionwas the development of a relatively large middle class, or†bourgeoisie† in industrialized countries. This class had beengrowing in Europe since medieval days when wealth was based on land,and most people were peasants. With the advent of industrialization,wealth was increasingly based on money and success in businessenterprises, although the status of inherited titles of nobilitybased on land ownership remained in place. However, land had neverproduced such riches as did business enterprises of this era, and somembers of the bourgeoisie were the wealthiest people around.However, most members of the middle class were not wealthy, owningsmall businesses or serving as managers or administrator s in largebusinesses. They generally had comfortable lifestyles, and many wereconcerned with respectability, or the demonstration that they were ofa higher social class than factory workers were. They valued the hardwork, ambition, and individual responsibility that had led to theirown success, and many believed that the lower classes only hadthemselves to blame for their failures. This attitude generallyextended not to just the urban poor, but to people who still farmedin rural areas.The urban poor were often at the mercy of business cycles &endash;swings between economic hard times to recovery and growth. Factoryworkers were laid off from their jobs during hard times, making theirlives even more difficult. With this recurrent unemployment camepublic behaviors, such as drunkenness and fighting, that appalled themiddle class, who stressed sobriety, thrift, industriousness, andresponsibility. Social class distinctions were reinforced by Social Darwinism, aphilosophy by Englishman Her bert Spencer.He argued that humansociety operates by a system of natural selection, wherebyindividuals and ways of life automatically gravitate to their properstation. According to Social Darwinists, poverty was a â€Å"naturalcondition† for inferior individuals. GENDER ROLES AND INEQUALITY Changes in gender roles generally fell along class lines, withrelationships between men and women of the middle class being verydifferent from those in the lower classes. LOWER CLASS MEN AND WOMEN Factory workers often resisted the work discipline and pressuresimposed by their middle class bosses.They worked long hours inunfulfilling jobs, but their leisure time interests fed thepopularity of two sports: European soccer and American baseball. Theyalso did less respectable things, like socializing at bars and pubs,staging dog or chicken fights, and participating in other activitiesthat middle class men disdained. Meanwhile, most of their wives were working, most commonly asdomestic servants for middle class households, jobs that they usuallypreferred to factory work. Young women in rural areas often came tocities or suburban areas to work as house servants.They often sentsome of their wages home to support their families in the country,and some saved dowry money. Others saved to support ambitions tobecome clerks or secretaries, jobs increasingly filled by women, butsupervised by men. MIDDLE CLASS MEN AND WOMEN When production moved outside the home, men who became owners ormanagers of factories gained status. Industrial work kept the economymoving, and it was valued more than the domestic chores traditionallycarried out by women. Men's wages supported the families, since theyusually were the ones who made their comfortable life stylespossible.The work ethic of the middle class infiltrated leisure timeas well. Many were intent on self-improvement, reading books orattending lectures on business or culture. Many factory owners andmanagers stressed the importance of churc h attendance for all, hopingthat factory workers could be persuaded to adopt middle-class valuesof respectability. Middle class women generally did not work outside of the home,partly because men came to see stay-at-home wives as a symbol oftheir success. What followed was a â€Å"cult of domesticity† thatjustified removing women from the work place.Instead, they filledtheir lives with the care of children and the operation of theirhomes. Since most middle-class women had servants, they spent timesupervising them, but they also had to do fewer household choresthemselves. Historians disagree in their answers to the question of whether ornot gender inequality grew because of industrialization. Gender roleswere generally fixed in agricultural societies, and if the lives ofworking class people in industrial societies are examined, it isdifficult to see that any significant changes in the gender gap tookplace at all.However, middle class gender roles provide the realbasis for the argument. On the one hand, some argue that women wereforced out of many areas of meaningful work, isolated in their homesto obsess about issues of marginal importance. On the farm, theirwork was â€Å"women's work,† but they were an integral part of thecentral enterprise of their time: agriculture. Their work in raisingchildren was vital to the economy, but industrialization renderedchildren superfluous as well, whose only role was to grow up safelyenough to fill their adult gender-related duties.On the other hand,the â€Å"cult of domesticity† included a sort of idolizing of women thatmade them responsible for moral values and standards. Women were seenas stable and pure, the vision of what kept their men devoted to thetasks of running the economy. Women as standard-setters, then, becamethe important force in shaping children to value respectability, leadmoral lives, and be responsible for their own behaviors. Withoutwomen filling this important role, the entire socia l structure thatsupported industrialized power would collapse. And who could wish formore power than that?NEW POLITICAL IDEAS ANDMOVEMENTS In 1750 only England and the Netherlands had constitutionalmonarchies, governments that limited the powers of the king or ruler. All the other kingdoms of Europe, as well as the Muslim Empires andChina, practiced absolutism. Absolutist rulers benefited from thetendency for governments to centralize between 1450 and 1750 becauseit extended the power they had over their subjects. Most of therulers reinforced their powers by claiming special authority for thesupernatural, whether it be the mandate of heaven as practiced inChina, or divine right as European kings declared.Between 1750 and1914, absolute rulers almost everywhere lost power, and the rule oflaw became a much more important political principle. One of the most important political concepts to arise from the erawas the â€Å"nation-state,† a union often characterized by a commonlangu age, shared historical experiences and institutions, and similarcultural traditions, including religion at both the elite and popularlevels. As a result, political loyalties were no longer so determinedby one's attitudes toward a particular king or noble but by a moreabstract attachment to a â€Å"nation. FORCES FOR POLITICAL CHANGE As the Industrial Revolution began in England, the economicchanges were accompanied by demands for political changes that spreadto many other areas of the world by the end of the 19th century. Twoimportant forces behind the change were: †¢ The influence of the Enlightenment – The 1700s are sometimes referred to as the â€Å"Age of Enlightenment,† because philosophical and political ideas were begun to seriously question the assumptions of absolute governments.The Enlightenment began in Europe, and was a part of the changes associated with the Renaissance, the Scientific Revolution, and the Protestant Reformation, all taking place betw een 1450 and 1750. The Enlightenment invited people to use their â€Å"reason† using the same humanistic approach of Renaissance times. People can figure things out, and they can come up with better governments and societies. In the 1600s John Locke wrote that a ruler's authority is based on the will of the people. He also spoke of a social contract that gave subjects the right to overthrow the ruler if he ruled badly.French philosophes, such as Voltaire and Jean-Jacques Rousseau spread the new ideas to France, where they began uproar in a land that epitomized absolutism. †¢ New wealth of the bourgeoisie – Ongoing commercialization of the economy meant that the middle class grew in size and wealth, but not necessarily in political power. These self-made men questioned the idea that aristocrats alone should hold the highest political offices. Most could read and write, and found Enlightenment philosophy appealing in its questioning of absolute power. They sought po litical power to match the economic power that they had gained.REVOLUTIONS A combination of economic, intellectual, and social changesstarted a wave of revolutions in the late 1700s that continued intothe first half of the 19th century. The started in North America andFrance, and spread into other parts of Europe and to LatinAmerica. THE AMERICAN REVOLUTION Ironically, the first revolution inspired by the new politicalthought that originated in England began in the North Americancolonies and was directed at England. It began when Americancolonists resisted Britain's attempt to impose new taxes and tradecontrols on the colonies after the French and Indian War ended in1763.Many also resented Britain's attempts to control the movementwest. â€Å"Taxation without representation† turned British politicaltheory on its ear, but it became a major theme as the rebellionspread from Massachusetts throughout the rest of the colonies. Colonial leaders set up a new government and issued th e Declarationof Independence in 1776. The British sent forces to put the rebelliondown, but the fighting continued for several years until the newlycreated United States eventually won. The United States Constitutionthat followed was based on enlightenment principles, with threebranches of government that check and balance one another.Althoughinitially only a few had the right to vote and slavery was notabolished, the government became a model for revolutions to come. THE FRENCH REVOLUTION A very different situation existed in France. No establishednobility existed in the United States, so when independence wasachieved, the new nation had no old social and political structure tothrow off. In contrast, the Revolution in France was a civil war, arising against the Ancien Regime, or the old kingdom that had risenover centuries.The king, of course, had absolute power, but thenobility and clergy had many privileges that no one else had. Socialclasses were divided into three estates: firs t was the clergy, secondthe nobility, and the Third Estate was everyone else. On the eve ofthe Revolution in 1789, about 97% of the population of France wasthrown into the Third Estate, although they held only about 5% of theland. They also paid 100% of the taxes. Part of the problem was that the growing class of the bourgeoisiehad no political privileges.They read Enlightenment philosophes,they saw what happened in the American Revolution, and they resentedpaying all the taxes. Many saw the old political and social structureas out of date and the nobles as silly and vain, undeserving of theprivileges they had. The French Revolution began with King Louis XVI called theEstates-General, or the old parliamentary structure, together for thefirst time in 160 years. He did so only because the country was infinancial crisis brought on by too many wars for power and anextravagant court life at Versailles Palace.Many problems convergedto create the Revolution: the nobles' refusal to pay taxe s,bourgeoisie resentment of the king, Louis Vic's incompetence, and aseries of bad harvests for the peasants. The bourgeoisie seizedcontrol of the proceedings and declared the creation of the NationalAssembly, a legislative body that still exists in France today. Theywrote the Declaration of the Rights of Man and the Citizen, modeledafter the American Declaration of Independence, and they set about towrite a Constitution for France.The years after the revolution began were turbulent ones that sawthe king beheaded and the government taken over by the Jacobins, aradical group that sought equality through executing those thatdisagreed with the government. The Reign of Terror lasted for abouttwo years, with thousands of people guillotined and thousands morefleeing the country. The Jacobin leaders themselves were eventuallyguillotined; the country teetered for several years in disarray, andfinally was swept up by Napoleon Bonaparte as he claimed French gloryin battle. Democracy did not c ome easily in France. CONSERVATIVE REACTION TOREVOLUTIONNapoleon Bonaparte, of minor nobility from the island of Corsica,rose through the ranks of the French military during a time of chaos. He seized the French Government at a time when no one else couldcontrol it. He promised stability and conquest, and by 1812 theFrench Empire dominated Europe to the borders of Russia. His invasionof Russia was unsuccessful, done in by cold winters, long supplylines, and Tsar Alexander It's burn and retreat method that leftFrench armies without food. Finally, an alliance of Europeancountries led by Britain defeated Napoleon in 1815 at Waterloo inmodern day Belgium.Although Napoleon was defeated and exiled, othercountries were horrified by what had happened in France: arevolution, the beheading of a king, a terrorizing egalitariangovernment, and finally a demagogue who attacked all of Europe. Toconservative Europe, France was a problem that had to be containedbefore their ideas and actions spread to the rest of thecontinent. The allies that had defeated Napoleon met at Vienna in 1815 toreach a peace settlement that would make further revolutionsimpossible. The Congress of Vienna was controlled by therepresentatives of three nations: Britain, Austria, and Russia.Eachcountry wanted something different. The British wanted to destroy theFrench war machine, Russia wanted to establish an alliance based onChristianity, and Austria wanted a return to absolutism. They reachedan agreement based on restoring the balance of power in Europe, orthe principle that no one country should ever dominate the others. Rather, the power should be balanced among all the major countries. France actually came out rather well in the proceedings, due in largepart to the talents of their representative, Tallyrand.However, theCongress restricted France with these major decisions: †¢ Monarchies – including the monarchy in France – were restored in countries that Napoleon had conquered à ¢â‚¬ ¢ France was â€Å"ringed† with strong countries by its borders to keep its military in check. †¢ The Concert of Europe was formed, an organization of European states meant to maintain the balance of power. THE SPREAD OF REVOLUTION AND NEW POLITICALIDEAS No matter how the Congress of Vienna tried to stem the tide ofrevolution, it did not work in the long run.France was to wobbleback and forth between monarchy and republican government for thirtymore years, and then was ruled by Napoleon III (Bonaparte's nephew)until 1871, when finally a parliamentary government emerged. Andother countries in Europe, as well as colonies in Latin America, hadheard â€Å"the shot heard round the world,† and the true impact of therevolutionary political ideas began to be felt. REVOLUTIONS IN LATIN AMERICA From North America and France, revolutionary enthusiasm spreadthroughout the Caribbean and Spanish and Portuguese America.Incontrast to the leaders of the War for Independence f or the UnitedStates, most of the early revolutions in Latin America began withsubordinated Amerindians and blacks. Even before the FrenchRevolution, Andean Indians, led by Tupac Amaru, besieged the ancientcapital of Cuzco and nearly conquered the Spanish army. The Creoleelite responded by breaking the ties to Spain and Portugal, butestablishing governments under their control. Freedom, then, wasinterpreted to mean liberty for the property-owning classes. Only inthe French colony of Saint Domingue (Haiti) did slaves carry out asuccessful insurrection.The rebellion in 1791 led to several years of civil war in Haiti,even though French abolished slavery in 1793. When Napoleon came topower, he sent an army to tame the forces led by ToussaintL'Ouverture, a former slave. However, Napoleon's army was decimatedby guerrilla fighters and yellow fever, and even though Toussaintdied in a French jail, Haiti declared its independence in 1804. Other revolutions in Latin America were led by politica l andsocial elites, although some of them had important populistelements. †¢ Brazil – Portugal's royal family fled to Brazil when Napoleon's troops stormed the Iberian Peninsula.The presence of the royal family dampened revolutionary fervor, especially since the king instituted reforms in administration, agriculture, and manufacturing. He also established schools, hospitals, and a library. The king returned to Portugal in 1821, after Napoleon's threat was over, leaving Brazil in the hands of his son Pedro. Under pressure from Brazilian elites, Pedro declared Brazil's independence, and he signed a charter establishing a constitutional monarchy that lasted until the late 19th century when Pedro II was overthrown by republicans. Mexico – Father Miguel Hidalgo led Mexico's rebellion that eventually led to independence in 1821. He was a Catholic priest who sympathized with the plight of the Amerindian peasants and was executed for leading a rebellion against the coloni al government. The Creole elite then took up the drive for independence that was won under the leadership of Agustin de Iturbide, a conservative military commander. However, Father Hidalgo's cause greatly influenced Mexico's political atmosphere, as his populist ideas were taken up by others who led the people in revolt against the Creoles.Two famous populist leaders were Emiliano Zapata and Pancho Villa, who like Father Hidalgo were executed by the government. Mexico was not to work out this tension between elite and peasants until well into the 20th century. †¢ Spanish South America – Colonial elite – landholders, merchants, and military – also led Spanish colonies in South America in rebellion against Spain. The term â€Å"junta† came to be used for these local governments who wanted to overthrow colonial powers. Two junta centers in South America were: 1. Caracas, Venezuela – At first, laborers and slaves did not support this Creole-led ju nta.However, they were convinced to join the independence movement by Simon de Bolivar, a charismatic military leader with a vision of forging â€Å"Gran Columbia,† an independent, giant empire in the northern part of South America. He defeated the Spanish, but did not achieve his dream of empire. Instead, regional differences caused the newly independent lands to split into several countries. 2. Buenos Aires, Argentina – Another charismatic military leaders – Jose de San Martin – led armies for independence from the southern part of the continent.His combined Chilean/Argentine forces joined with Bolivar in Peru, where they helped the northern areas to defeat the Spanish. Martin's areas, like those led by Bolivar, also split along regional differences. All in all, constitutional experiments in North America were moresuccessful than those in South America. Though South Americans gainedindependence from colonial governments during the 19th century, theirgov ernments remained authoritarian and no effective legislatures werecreated to share the power with political leaders. Why thisdifference? COMPARATIVE CONSTITUTIONAL EXPERIMENTS ; NORTH AMERICA AND SOUTH AMERICA | |NORTH AMERICA |SOUTH AMERICA | |Mother country had parliamentary government, so colonial governments had a |Mother country governed by absolute monarch; colonial | |constitutional model |governments had authoritarian model | |Colonies had previous experience with popular politics; had their wn |Colonies had no experience with popular politics; | |governments that often operated independently from British control |colonial governments led by authoritarian Creoles | |Military leaders were popular and sometimes became Presidents (Washington, |Had difficulty subduing the power of military leaders;| |Jackson), but they did not try to take over the government as military |set in place the tradition of military juntas taking | |leaders; constitutional principle that military wou ld be subordinate to the|over governments | |government | | |American Revolution occurred in the 1770s; vulnerable new nation emerged at|Latin American Revolutions occurred during the early | |an economically advantageous time, when the world economy was expanding |1800s, a time when the world economy was contracting, | | |a less advantageous time for new nations | The differences in political backgrounds of the two continents ledto some very different consequences. For the United States (andeventually Canada), it meant that relatively democratic governmentsleft entrepreneurs open to the Industrial Revolution, which, afterall, started in their mother country. For Latin America, it meantthat their governments were less supportive and/or more removed fromthe economic transformations of the Industrial Revolutions, andstable democratic governments and economic prosperity would be a longtime in coming. IDEOLOGICAL CONSEQUENCES OFREVOLUTIONSThe Enlightenment philosophy that inspired rev olutions in theUnited States, France, and Latin America brought about lastingchanges in western political ideology, with some people reactingagainst the chaos that revolutions brought, and others inspired bythe values of democracy, liberty, equality, and justice. Threecontrasting ideologies may be seen by the early 1800s: †¢ Conservatism – People who supported this philosophy at first advocated return to absolute monarchy, but came to accept constitutional monarchy by the mid-1800s. Generally, conservatives disapproved of the revolutions of the era, particularly the French Revolution with all the violence and chaos that it brought. †¢ Liberalism – Liberals supported a republican democracy, or a government with an elected legislature who represented the people in political decision-making.These representatives were generally from the elite, but were selected (usually by vote) from a popular base of citizens. Emphasis was generally on liberty or freedom from op pression, rather than on equality. †¢ Radicalism – Radicals advocated drastic changes in government and emphasized equality more than liberty. Their philosophies varied, but they were most concerned with narrowing the gap between elites and the general population. The Jacobins during the French Revolution, and Marxism that appeared in the mid 19th century were variations of this ideological family. REFORM MOVEMENTS The political values supported by revolutions were embraced bysome who saw them as applying to all people, including women andformer slaves.Values of liberty, equality, and democracy hadprofound implications for change within societies that had alwaysaccepted hierarchical social classes and gender roles. Reformmovements sprouted up as different people put differentinterpretations on what these new political and social valuesactually meant. Women's Rights Advocates of women's rights were particularly active in Britain,France, and North America. Mary Wollstonecr aft, an English writer,was one of the first to argue that women possessed all the rightsthat Locke had granted to men, including education and participationin political life. Many French women assumed that they would begranted equal rights after the revolution. However, it did not bringthe right to vote or play major roles in public affairs.Since genderroles did not change in the immediate aftermath of revolution, socialreformers pressed for women's rights in North America and Europe. Americans like Elizabeth Cady Stanton and Susan B. Anthony in theUnited States decided to concentrate their efforts on suffrage, orthe right to vote. A resolution passed at Seneca Falls, New York, in1848, emphasized women's rights to suffrage, as well as to education,professional occupations, and political office. Their movement didnot receive popular support, however, until the 20th century, buttheir activism laid a foundation for large-scale social changelater. The Limits of the Abolitionist Movement Although slavery was abolished in Europe and North America by thelate 19th century, blacks did not realize equality within the timeperiod. Although former slaves were guaranteed the right to vote inthe late 1860s in the United States, they were effectively barredfrom political participation by state and local legislation calledJim Crow laws. Blacks all over the Americas tended to have the leastdesirable jobs, limited educational opportunities, and lower socialstatus than whites. Conservative Reactions to Reform During the late 1800s two systems of related political thoughtemerged among conservatives to justify inequalities: †¢ Scientific racism – This idea system became popular among conservative thinkers in industrialized societies.It used scientific reasoning and evidence to prove its premise that blacks are physiologically and mentally inferior to whites. The theory generally constructed three main â€Å"races† in the world – Caucasian, Mongoloid, and Ne groid ; and built its arguments that basic differences existed among them that made Negroids inherently inferior to Caucasians. Scientific racism, then, justified the inferior positions that blacks had in the society and the economy. †¢ Social Darwinism – This philosophy justified not racial differences, but differences between the rich and the poor. It used Darwin's theory of natural selection (living things that are better adapted to the environment survive, others don't) to explain why some get rich and others remain poor.In the competition for favored positions and bigger shares of wealth, the strong, intelligent, and motivated naturally defeat the weak, less intelligent, and the lazy. So, people who get to the top deserve it, as do the people who remain at the bottom Marxism Another reaction to the revolution in political thought wasMarxism, The father of communism is generally acknowledged to be KarlMarx, who first wrote about his interpretation of history and visi onfor the future in The Communist Manifesto in 1848. He saw capitalism; or the free market ; as an economic system thatexploited workers and increased the gap between the rich and thepoor.He believed that conditions in capitalist countries wouldeventually become so bad that workers would join together in aRevolution of the Proletariat (workers), and overcome thebourgeoisie, or owners of factories and other means of production. Marx envisioned a new world after the revolution, one in which socialclass would disappear because ownership of private property would bebanned. According to Marx, communism encourages equality andcooperation, and without property to encourage greed and strife,governments would be unnecessary. His theories took root in Europe,but never became the philosophy behind European governments, but iteventually took new forms in early 20th century Russia and China. NATIONALISMIn older forms of political organizations, the glue of politicalunity came from the ruler, whe ther it is a king, emperor, sultan, orcaliph. Political power generally was built on military might, and aruler controlled the land that he conquered as long as he controlledit. Power was often passed down within one family that based thelegitimacy of their rule on principles that held sway over theirpopulations, often some kind of special contact with the spiritualworld. The era 1750 to 1914 saw the creation of a new type ofpolitical organization – the nation – that survived even if therulers failed. Whereas nations' political boundaries were still oftendecided by military victory, the political entity was much broaderthan control by one person or family.Nations were built onnationalism – the feeling of identity within a common group ofpeople. Of course, these feelings were not new in the history of theworld. However, the force of common identity became a basic buildingblock for nations, political forms that still dominate world politicstoday. Nationalism could be based on common geographical locations,language, religion, or customs, but it is much more complex thanthat. The main idea is that people see themselves as â€Å"Americans† or†Italians† or â€Å"Japanese,† despite the fact that significant culturalvariations may exist within the nation. Napoleon contributed a great deal to the development of strongnationalism in 19th century Europe.His conquests were done in thename of â€Å"France,† even though the French monarchy had been deposed. The more he conquered, the more pride people had in being â€Å"French. â€Å"He also stirred up feelings of nationalism within a people that heconquered: â€Å"Germans† that could not abide being taken over by theFrench. In Napoleon's day Germany did not exist as a country yet, butpeople still thought of themselves as being German. Instead Germanslived in a political entity known as â€Å"The Holy Roman Empire. â€Å"However, the nationalism that Napoleon invoked became the basis forfurther revolutions, in which people around the world sought todetermine their own sovereignty, a principle that Woodrow Wilsoncalled self-determination. RISE OF WESTERN DOMINANCEA combination of economic and political transformations in Europethat began in the 1450 to 1750 era converged between 1750 and 1914 toallow the â€Å"west† (including the United States and Australia) todominate the rest of the world. From China to the Muslim states toAfrica, virtually all other parts of the world became the â€Å"have nots†to the west's â€Å"haves. † With political and economic dominance camecontrol in cultural and artistic areas as well. NEW EUROPEAN NATIONS A major political development inspired by growing nationalism wasthe consolidation of small states into two important new nations: †¢ Italy – Before the second half of the 19th century, Italy was a collection of city-states that were only loosely allied with one another. A u nification movement was begun in the north by Camillo di Cavour, and in the north by Giuseppe Garibaldi.As states unified one by one, the two leaders joined, and Italy became a unified nation under King Vittore Emmanuele II. The movement was a successful attempt to escape the historical domination of the peninsula by Spain in the south and Austria in the north. †¢ Germany – The German Confederation was created by the Congress of Vienna in 1815, but it had been controlled by the Austrian and Prussian Empires. In 1848 major rebellions broke out within the confederation, inspired by liberals who envisioned a German nation ruled by parliamentary government. The revolutions failed, and many liberals fled the country, but they proved to be an excuse for the Prussian army to invade other parts of the Confederation.The Prussian military leader was Otto von Bismarck, who subjugated the rebels and declared the beginning of the German Empire. The government was a constitutional mon archy, with Kaiser Wilhelm I ruling, but for a number of years, Bismarck had control. He provoked three wars &endash; with Denmark, Austria, and France &endash; and appealed to German nationalism to create a strong new nation in the heart of Europe. He pronounced it the â€Å"2nd Reich† or ruling era (the 1st was the Holy Roman Empire and the 3rd was set up by Adolph Hitler in the 20th century). These new nations altered the balance of power in Europe, causingestablished nations like Britain and France concern that their ownpower was in danger.Nationalism, then, was spurred on by a renewalof