A Good Role Model
Uploaded by FreshKickz on Sep 25, 2004
It is easy to answer some hard questions such as what does DNA (Deoxyribonucleic acid) stand for. One who studies in microbiology gets that answer in one second. For some easy questions, where does your character and personality come from? it is hard to answer such easy questions. One needs more time to get the answer. Psychologists may be concerned about one's childhood period and family environment. The character and personality is under the control of inherited genes but also is influenced by the environment. It is generally believed that the influence came from a family member during the childhood period and would spread to adulthood. To make a good character and personality for children, a family member needs to be a good role model.
The essay "An American Childhood" by Annie Dillard is a good example of how a family member has influence on the children. This essay expresses her idea about her mother when the author looks back at her young age. Children will copy his or her character from the nearest person around them and develop this process until they mature. Family members would be the biggest influence to young children. A young girl imitates her mother and a young boy imitates his father, respectively. From the essay, Dillard said a lot about her mother's character and emotion in many points. Her mother is a strong and independent woman. The author says, "She was an unstoppable force; she never let go"(210). She means that her mother has strong energy to get something done and she never stops until it is accomplished. Her mother's character might differ from other ordinary women at the same time in the early 1960's. Her mother develops the seed of character and personality, which is the great impact and influence on her. For example, her mother questioned her about her assumption that Eisenhower would win the election. "How do you know?"(210) her mother questioned her. She said that everyone says that Eisenhower would win. Her mother asked "Did you ask everyone?"(210); She would definitely say that her mother was a straightforward person who questioned every detail in conversations. She had more and more unusual characteristics such as she persuaded the U.S. Post Office to let her keep her old address forever. The author may have learned not to be critical, but also taught her daughter to be independent and strong.
Someone might consider the influence one has and how the environment impacts his or her personality. All the people around children account for the impact of influential people. The role model person might be anyone close to you or might be a hero, heroine or great scientist. According to the essay "Sister Flowers" by Maya Angelou, she states in her essay about the respected person who affected a positive change in her character. The author said a lot about Mrs. Bertha Flowers whose name was the title of the essay. The first point the author makes in her essay is that the author admired Mrs. Flowers. Mrs. Flowers is a charming gentlewoman who is an aristocrat in the small town of Black Stamps. According to the speaker, she spend a lot of her time reading poems and books with Mrs. Flowers at Mrs. Flowers' house. She says, "Take this book of poems and memorize one for me. Next time you pay me a visit, I want you to recite"(142). Mrs. Flowers teaches Angelou by reading to her first and lets Angelou recite one of the stories back to her. Angelou learns to listen from Mrs. Flowers first and relearns again by herself.
According to the speaker, when she looks back at her young age, she realizes the precious gift from her elderly friend. She says, "I have tried often to search behind the sophistication of years for the enchantment I so easily found in those gifts"(142). Mrs. Flowers gave her a lot of lessons to read, both books and poems. She has a social life with Mrs. Flowers, and communication between them, so she adapted some good behavior and personality from Mrs. Flowers. The process to select a good role model depends on the experience of that person. A personality and character from one person can link to the other when they are close together. Angelou got an excellent motivation and character from Mrs. Flowers.
It is hard to identify that character and personality are under the control of inherited genes or how they are influenced by their environment. From the two essays, both Dillard and Angelou know who plays the role model and how they impact their personality. Mrs. Flowers had had an effect on Angelou; meanwhile, Dillard's mother has a great influence on her. Both essays bring the journey into the domain of joy and success in both of them, and they show the effect that good role models are on their life. Good personality and character did the greatly impact their future life. Readers might consider who has an influence on his or her personality.
The essay "An American Childhood" by Annie Dillard is a good example of how a family member has influence on the children. This essay expresses her idea about her mother when the author looks back at her young age. Children will copy his or her character from the nearest person around them and develop this process until they mature. Family members would be the biggest influence to young children. A young girl imitates her mother and a young boy imitates his father, respectively. From the essay, Dillard said a lot about her mother's character and emotion in many points. Her mother is a strong and independent woman. The author says, "She was an unstoppable force; she never let go"(210). She means that her mother has strong energy to get something done and she never stops until it is accomplished. Her mother's character might differ from other ordinary women at the same time in the early 1960's. Her mother develops the seed of character and personality, which is the great impact and influence on her. For example, her mother questioned her about her assumption that Eisenhower would win the election. "How do you know?"(210) her mother questioned her. She said that everyone says that Eisenhower would win. Her mother asked "Did you ask everyone?"(210); She would definitely say that her mother was a straightforward person who questioned every detail in conversations. She had more and more unusual characteristics such as she persuaded the U.S. Post Office to let her keep her old address forever. The author may have learned not to be critical, but also taught her daughter to be independent and strong.
Someone might consider the influence one has and how the environment impacts his or her personality. All the people around children account for the impact of influential people. The role model person might be anyone close to you or might be a hero, heroine or great scientist. According to the essay "Sister Flowers" by Maya Angelou, she states in her essay about the respected person who affected a positive change in her character. The author said a lot about Mrs. Bertha Flowers whose name was the title of the essay. The first point the author makes in her essay is that the author admired Mrs. Flowers. Mrs. Flowers is a charming gentlewoman who is an aristocrat in the small town of Black Stamps. According to the speaker, she spend a lot of her time reading poems and books with Mrs. Flowers at Mrs. Flowers' house. She says, "Take this book of poems and memorize one for me. Next time you pay me a visit, I want you to recite"(142). Mrs. Flowers teaches Angelou by reading to her first and lets Angelou recite one of the stories back to her. Angelou learns to listen from Mrs. Flowers first and relearns again by herself.
According to the speaker, when she looks back at her young age, she realizes the precious gift from her elderly friend. She says, "I have tried often to search behind the sophistication of years for the enchantment I so easily found in those gifts"(142). Mrs. Flowers gave her a lot of lessons to read, both books and poems. She has a social life with Mrs. Flowers, and communication between them, so she adapted some good behavior and personality from Mrs. Flowers. The process to select a good role model depends on the experience of that person. A personality and character from one person can link to the other when they are close together. Angelou got an excellent motivation and character from Mrs. Flowers.
It is hard to identify that character and personality are under the control of inherited genes or how they are influenced by their environment. From the two essays, both Dillard and Angelou know who plays the role model and how they impact their personality. Mrs. Flowers had had an effect on Angelou; meanwhile, Dillard's mother has a great influence on her. Both essays bring the journey into the domain of joy and success in both of them, and they show the effect that good role models are on their life. Good personality and character did the greatly impact their future life. Readers might consider who has an influence on his or her personality.
The Importance of Discipline in Schools
The Importance of Discipline in Schools
At one time, our country was considered to have the smartest young minds in the world. However, lately the United States public schools are struggling to compete academically with other developed countries. The most recent assessment ranks our country's test scores fifth in the world. In addition, and perhaps more disconcerting, is the growing incidents of violence in our public schools. There have been more shootings and fights in our schools than ever before. Newly elected President George W. Bush has this issue high on his agenda. Public schools are being forced to consider mandatory uniforms to reduce violence and to raise our poor academic performance, even if the student loses his/her right to dress the way they want to.
Since April of 1999 when the tragic school shooting at Columbine High School happened, schools have been looking for a solution to this terrible violence. Due to the number of gangs and cliques that are formed today, choice of clothing can start fights between peers on a daily basis. All gangs have colors, and to have a mandatory uniform would eliminate the wearing of gang material to school. Secondly, because of the looseness and bagginess of the clothes that teenagers wear, it is easy to hide things such as weapons in their clothing. A uniform consisting of khaki pants and a collared shirt would completely solve this problem. Lastly, due to the bad messages that are on clothing these days, children can be influenced by many different things. T-shirts promoting musicians with bad messages, violence and other negative things are not needed in a learning environment. With the installment of mandatory school uniforms, the public school will no longer be a place for violence.
In United States public schools today, test scores are dropping faster than ever before. Designer clothing and jewelry seem to have in a teenagers life nowadays than their schoolwork. However, if they do not have to worry about what to wear every morning to school, than the focus will once again be to learn. Also, because some children are not as fortunate as others and can not afford nice clothes they are made fun of and belittled by their peers. However, if every student wore the same thing, the emphasis on nice clothes would diminish and the less fortunate student will once again feel good about him/herself and will try harder and do better in school. If school uniforms became mandatory, grades and test scores would increase, especially for males because females would no longer be able to wear skimpy outfits. Consequently, since some schools have started the use of school uniforms, cases of sexual harassment have gone way down. With the focus back to education because of school uniforms, our country's kids can once again go to school eager to learn.
Although school uniforms have proven to be a great solution to problems of violence and poor academic performance, most children still object. Firstly, the great majority of students say that school uniforms take away from their freedom of self-expression. However, if you consider that these kids are only at school for a short time of their weekly agenda, and may wear whatever they want to wear after school and on the weekends. Yet still students complain about the uniforms being uncomfortable and very boring to wear. But if you asked a Columbine High School student if they would trade a little comfort for the friends that they lost they would have wished that they had had uniforms at their school.. Lastly, because school uniforms can sometimes run high in price, poor families can not afford to purchase a uniform for their child. However, programs for financial aid and possibly free uniforms for less fortunate students have been developed to overcome such problems. For kids these days, freedom does not come easy, but can come at a deadly price.
Do to influences that our children have and experience, schools are considering mandatory uniforms to extricate violence and poor academic performance out of our schools, even if it means the student loses his/her right to dress the way they want to. In society today, most children choose to rebel against their elders, regardless of the experience and knowledge that they have and try to pass on. As a nation we need to come together to solve this problem of violence and bad grades in our schools. If we choose to push this problem aside and deal with it later, when it comes time for our generation to run the country we will be in serious trouble. We owe it to our kids to discipline and correct their wrong doing.
At one time, our country was considered to have the smartest young minds in the world. However, lately the United States public schools are struggling to compete academically with other developed countries. The most recent assessment ranks our country's test scores fifth in the world. In addition, and perhaps more disconcerting, is the growing incidents of violence in our public schools. There have been more shootings and fights in our schools than ever before. Newly elected President George W. Bush has this issue high on his agenda. Public schools are being forced to consider mandatory uniforms to reduce violence and to raise our poor academic performance, even if the student loses his/her right to dress the way they want to.
Since April of 1999 when the tragic school shooting at Columbine High School happened, schools have been looking for a solution to this terrible violence. Due to the number of gangs and cliques that are formed today, choice of clothing can start fights between peers on a daily basis. All gangs have colors, and to have a mandatory uniform would eliminate the wearing of gang material to school. Secondly, because of the looseness and bagginess of the clothes that teenagers wear, it is easy to hide things such as weapons in their clothing. A uniform consisting of khaki pants and a collared shirt would completely solve this problem. Lastly, due to the bad messages that are on clothing these days, children can be influenced by many different things. T-shirts promoting musicians with bad messages, violence and other negative things are not needed in a learning environment. With the installment of mandatory school uniforms, the public school will no longer be a place for violence.
In United States public schools today, test scores are dropping faster than ever before. Designer clothing and jewelry seem to have in a teenagers life nowadays than their schoolwork. However, if they do not have to worry about what to wear every morning to school, than the focus will once again be to learn. Also, because some children are not as fortunate as others and can not afford nice clothes they are made fun of and belittled by their peers. However, if every student wore the same thing, the emphasis on nice clothes would diminish and the less fortunate student will once again feel good about him/herself and will try harder and do better in school. If school uniforms became mandatory, grades and test scores would increase, especially for males because females would no longer be able to wear skimpy outfits. Consequently, since some schools have started the use of school uniforms, cases of sexual harassment have gone way down. With the focus back to education because of school uniforms, our country's kids can once again go to school eager to learn.
Although school uniforms have proven to be a great solution to problems of violence and poor academic performance, most children still object. Firstly, the great majority of students say that school uniforms take away from their freedom of self-expression. However, if you consider that these kids are only at school for a short time of their weekly agenda, and may wear whatever they want to wear after school and on the weekends. Yet still students complain about the uniforms being uncomfortable and very boring to wear. But if you asked a Columbine High School student if they would trade a little comfort for the friends that they lost they would have wished that they had had uniforms at their school.. Lastly, because school uniforms can sometimes run high in price, poor families can not afford to purchase a uniform for their child. However, programs for financial aid and possibly free uniforms for less fortunate students have been developed to overcome such problems. For kids these days, freedom does not come easy, but can come at a deadly price.
Do to influences that our children have and experience, schools are considering mandatory uniforms to extricate violence and poor academic performance out of our schools, even if it means the student loses his/her right to dress the way they want to. In society today, most children choose to rebel against their elders, regardless of the experience and knowledge that they have and try to pass on. As a nation we need to come together to solve this problem of violence and bad grades in our schools. If we choose to push this problem aside and deal with it later, when it comes time for our generation to run the country we will be in serious trouble. We owe it to our kids to discipline and correct their wrong doing.
Causes of World War II
Uploaded by SamSkillz on Dec 21, 2004
Causes of World War II
Many historians have traced the causes of World War II to problems left unsolved by World War I (1914-1918). World War I and the treaties that ended it also created new political and economic problems. Forceful leaders in several countries took advantage of these problems to seize power. The desire of dictators in Germany, Italy, and Japan to conquer additional territory brought them into conflict with the democratic nations.
After World War I ended, representatives of the victorious nations met in Paris in 1919 to draw up peace treaties for the defeated countries. These treaties, known as the Peace of Paris, followed a long and bitter war. They were worked out in haste by these countries with opposing goals; and failed to satisfy even the victors. Of all the countries on the winning side, Italy and Japan left the peace conference most dissatisfied. Italy gained less territory than it felt it deserved and vowed to take action on its own. Japan gained control of German territories in the Pacific and thereby launched a program of expansion. But Japan was angered by the peacemakers' failure to endorse the principle of the equality of all races.
The countries that lost World War I--Germany, Austria, Hungary, Bulgaria, and Turkey--were especially dissatisfied with the Peace of Paris. They were stripped of territory, arms and were required to make reparations (payments for war damages).
The Treaty of Versailles, which was signed with Germany, punished Germany severely. The German government agreed to sign the treaty only after the victorious powers threatened to invade. Many Germans particularly resented the clause that forced Germany to accept responsibility for causing World War I.
World War I seriously damaged the economies of the European countries. Both the winners and the losers came out of the war deeply in debt. The defeated powers had difficulty paying reparations to the victors, and the victors had difficulty repaying their loans to the United States. The shift from a wartime economy to a peacetime economy caused further problems.
Italy and Japan suffered from too many people and too few resources after World War I. They eventually tried to solve their problems by territorial expansion. In Germany, runaway inflation destroyed the value of money and wiped out the savings of millions of people. In 1923, the German economy neared collapse. Loans from the United States helped Germany's government restore order. By the late 1920's, Europe appeared to be entering a period of economic stability.
A worldwide business slump known as The Great Depression began in the United States in 1929. By the early 1930's, it had halted Europe's economic recovery. The Great Depression caused mass unemployment, wide spread poverty and despair. It weakened democratic governments and strengthened extreme political movements that promised to end the economic problems. Two movements in particular gained strength. The forces of Communism, known as the Left, called for revolution by the workers. The forces of fascism, called the Right, favored strong national government. Throughout Europe, the forces of the Left clashed with the forces of the Right. The political extremes gained the most support in countries with the greatest economic problems and the deepest resentment of the Peace of Paris.
Nationalism was an extreme form of patriotism that swept across Europe during the 1800's. Supporters of nationalism placed loyalty to the aims of their nation, above any other public loyalty. Many nationalists viewed foreigners and members of minority groups as inferior. Such beliefs helped nations justify their conquest of other lands and the poor treatment of minorities within their borders. Nationalism was a chief cause of World War I, and it grew even stronger after that war.
Nationalism went hand in hand with feelings of national discontent. Many Germans felt humiliated by their country's defeat in World War I and its harsh treatment under the Treaty of Versailles. During the 1930's, they enthusiastically supported a violently nationalistic organization called The Nazi Party. The Nazi Party declared that Germany had a right to become strong again. Nationalism also gained strength in Italy and Japan.
The Peace of Paris established an international organization called The League of Nations to maintain peace. Each country backed its own interests at the expense of other countries this prevented The League from working effectively.. Only weak countries agreed to submit their disagreements to The League of Nations for settlement. Strong nations reserved the right to settle their disputes by threats or, force.
The political unrest and poor economic conditions that developed after World War I enabled dictatorships to arise in several countries. Especially in those countries that lacked a tradition of democratic government. During the 1920's and 1930's, dictatorships came in to power in the Soviet Union, Italy, Germany, and Japan. They held total power and ruled without regard to law. The dictatorships used terror and secret police to crush opposition to their rule. People who objected risked imprisonment or execution.
In the Soviet Union, the Communists, led by Lenin, had seized power in 1917. Lenin had set up a dictatorship that firmly controlled the country by the time he died in 1924. After Lenin's death, Joseph Stalin and other leading Communists struggled for power. Stalin eliminated his rivals one by one and became the Soviet dictator in 1929.
In Italy, economic distress after World War I led to strikes and riots. As a result of the violence, a strongly nationalistic group called The Fascist Party gained many supporters. Benito Mussolini, leader of the Fascists, promised to bring order and prosperity to Italy. He vowed to restore to Italy the glory it had known in the days of the ancient Roman Empire. By 1922, the Fascists had become powerful enough to force the king of Italy to appoint Mussolini premier. Mussolini, who took the title il Duce (the Leader), soon began to establish a dictatorship.
In Germany, The Nazi Party made spectacular gains as The Great Depression deepened during the early 1930's. Many Germans blamed all their country's economic woes on the hated Treaty of Versailles, which forced Germany to give up territory, resources and pay large reparations. In 1933, Adolf Hitler, the leader of the Nazis, was appointed chancellor of Germany. Hitler, who was called der Fuhrer (the Leader), soon made Germany a dictatorship. He vowed to ignore the Versailles Treaty and to avenge Germany's defeat in World War I. Hitler preached that Germans were a "superior race" and that such peoples as Jews and Slavs were inferior. He began a campaign of hatred against Jews and Communists. He promised to rid the country of them. Hitler's extreme nationalism appealed to many Germans.
In Japan, military officers began to hold political office during the 1930's. By 1936, they had strong control of the government. Japan's military government glorified war and the training of warriors. In 1941, General Hideki Tojo became premier of Japan.
During the 1930's, Japan, Italy, and Germany followed a policy of aggressive. They invaded weak lands; that could be taken over easily. The dictatorships knew what they wanted, and they grabbed it. The democratic countries responded with timidity and indecision to the aggression of the dictatorships.
Japan was the first dictatorship to begin a program of conquest. In 1931, Japanese forces seized control of Manchuria, a region of China rich in natural resources. Some historians consider Japan's conquest of Manchuria as the real start of World War II. Japan made Manchuria a puppet state called Manchukuo. In 1937, Japan launched a major attack against China. It occupied most of eastern China by the end of 1938, though the two countries had not officially declared war. Japan's military leaders began to speak about bringing all of eastern Asia under Japanese control.
Italy looked to Africa to fulfill its ambitions for an empire. In 1935, Italian troops invaded Ethiopia, one of the few independent countries in Africa. The Italians used machine guns, tanks, and airplanes to overpower Ethiopia's poorly equipped army. They had conquered the country by May 1936.
After Hitler took power, he began to build up Germany's armed forces in violation of the Treaty of Versailles. In 1936, Hitler sent troops into the Rhineland, a region of Germany along the banks of the Rhine River. Under the treaty, the Rhineland was to remain free of troops. In March 1938, German soldiers marched into Austria and united it with Germany. Many people in Germany and Austria welcomed that move.
The acts of aggression were easy victories for the dictatorships. The League of Nations proved incapable of stopping them. It lacked an army and the power to enforce international law. The United States had refused to join the League or become involved in European disputes. Great Britain and France were unwilling to risk another war so soon after World War I. The two powers knew they would bear the burden of any fighting.
The aggressors soon formed an alliance. In 1936, Germany and Italy agreed to support one another's foreign policy. The alliance was known as the Rome-Berlin Axis. Japan joined the alliance in 1940, and it became the Rome-Berlin-Tokyo Axis.
The Spanish Civil War from 1936 to 1939. In 1936, many of Spain's army officers revolted against the government. The army rebels chose General Francisco Franco as their leader. Franco's forces were known as Nationalists or Rebels. The forces that supported Spain's elected government were called Loyalists or Republicans. The Spanish Civil War drew worldwide attention. Yet during the war, the dictatorships again displayed their might while the democracies remained helpless.
Hitler and Mussolini sent troops, weapons, aircraft, and advisers to aid the Nationalists. The Soviet Union was the only power to help the Loyalists. France, Britain, and the United States decided not to become involved. However, Loyalist sympathizers from many countries joined the International Brigades that the Communists formed to fight in Spain.
The Spanish Civil War served as a military testing grounds for World War II. Germany, Italy, and the Soviet Union used it to test their weapons and tactics. The war in Spain was also a rehearsal for World War II, in that it split the world into forces that either supported or opposed Nazism and Fascism.
Hitler prepared to strike again soon after Germany absorbed Austria in March 1938. German territory then bordered Czechoslovakia on three sides. Czechoslovakia had become an independent nation after World War I. Its population consisted of many nationalities, including more than 3 million people of German descent. Hitler sought control of the Sudetenland, a region of western Czechoslovakia where most of the Germans lived. Urged on by Hitler, the Sudeten Germans began to clamor for union with Germany.
Czechoslovakia was determined to defend its territory. France and the Soviet Union had pledged their support. As tension mounted, Britain's Prime Minister Neville Chamberlain tried to restore calm. Chamberlain wished to preserve peace at all cost. He believed that war could be prevented by meeting Hitler's demands. That policy became known as appeasement.
Chamberlain had several meetings with Hitler during September 1938 as Europe teetered on the edge of war. Hitler raised his demands at each meeting. On September 29, Chamberlain and French Premier Edouard Daladier met with Hitler and Mussolini in Munich, Germany. Chamberlain and Daladier agreed to turn over the Sudetenland to Germany, and they forced Czechoslovakia to accept the agreement. Hitler promised that he had no more territorial demands.
The Munich Agreement marked the height of the policy of appeasement. Chamberlain and Daladier hoped that the agreement would satisfy Hitler and prevent war--or that it would at least prolong the peace until Britain and France were ready for war. The two leaders were mistaken on both counts.
The failure of appeasement soon became clear. Hitler broke the Munich Agreement in March 1939 and seized the rest of Czechoslovakia. He thereby added Czechoslovakia's armed forces and industries to Germany's military might. In the months before World War II began, Germany's preparations for war moved ahead faster than did the military build-up of Britain and France.
Many historians have traced the causes of World War II to problems left unsolved by World War I (1914-1918). World War I and the treaties that ended it also created new political and economic problems. Forceful leaders in several countries took advantage of these problems to seize power. The desire of dictators in Germany, Italy, and Japan to conquer additional territory brought them into conflict with the democratic nations.
After World War I ended, representatives of the victorious nations met in Paris in 1919 to draw up peace treaties for the defeated countries. These treaties, known as the Peace of Paris, followed a long and bitter war. They were worked out in haste by these countries with opposing goals; and failed to satisfy even the victors. Of all the countries on the winning side, Italy and Japan left the peace conference most dissatisfied. Italy gained less territory than it felt it deserved and vowed to take action on its own. Japan gained control of German territories in the Pacific and thereby launched a program of expansion. But Japan was angered by the peacemakers' failure to endorse the principle of the equality of all races.
The countries that lost World War I--Germany, Austria, Hungary, Bulgaria, and Turkey--were especially dissatisfied with the Peace of Paris. They were stripped of territory, arms and were required to make reparations (payments for war damages).
The Treaty of Versailles, which was signed with Germany, punished Germany severely. The German government agreed to sign the treaty only after the victorious powers threatened to invade. Many Germans particularly resented the clause that forced Germany to accept responsibility for causing World War I.
World War I seriously damaged the economies of the European countries. Both the winners and the losers came out of the war deeply in debt. The defeated powers had difficulty paying reparations to the victors, and the victors had difficulty repaying their loans to the United States. The shift from a wartime economy to a peacetime economy caused further problems.
Italy and Japan suffered from too many people and too few resources after World War I. They eventually tried to solve their problems by territorial expansion. In Germany, runaway inflation destroyed the value of money and wiped out the savings of millions of people. In 1923, the German economy neared collapse. Loans from the United States helped Germany's government restore order. By the late 1920's, Europe appeared to be entering a period of economic stability.
A worldwide business slump known as The Great Depression began in the United States in 1929. By the early 1930's, it had halted Europe's economic recovery. The Great Depression caused mass unemployment, wide spread poverty and despair. It weakened democratic governments and strengthened extreme political movements that promised to end the economic problems. Two movements in particular gained strength. The forces of Communism, known as the Left, called for revolution by the workers. The forces of fascism, called the Right, favored strong national government. Throughout Europe, the forces of the Left clashed with the forces of the Right. The political extremes gained the most support in countries with the greatest economic problems and the deepest resentment of the Peace of Paris.
Nationalism was an extreme form of patriotism that swept across Europe during the 1800's. Supporters of nationalism placed loyalty to the aims of their nation, above any other public loyalty. Many nationalists viewed foreigners and members of minority groups as inferior. Such beliefs helped nations justify their conquest of other lands and the poor treatment of minorities within their borders. Nationalism was a chief cause of World War I, and it grew even stronger after that war.
Nationalism went hand in hand with feelings of national discontent. Many Germans felt humiliated by their country's defeat in World War I and its harsh treatment under the Treaty of Versailles. During the 1930's, they enthusiastically supported a violently nationalistic organization called The Nazi Party. The Nazi Party declared that Germany had a right to become strong again. Nationalism also gained strength in Italy and Japan.
The Peace of Paris established an international organization called The League of Nations to maintain peace. Each country backed its own interests at the expense of other countries this prevented The League from working effectively.. Only weak countries agreed to submit their disagreements to The League of Nations for settlement. Strong nations reserved the right to settle their disputes by threats or, force.
The political unrest and poor economic conditions that developed after World War I enabled dictatorships to arise in several countries. Especially in those countries that lacked a tradition of democratic government. During the 1920's and 1930's, dictatorships came in to power in the Soviet Union, Italy, Germany, and Japan. They held total power and ruled without regard to law. The dictatorships used terror and secret police to crush opposition to their rule. People who objected risked imprisonment or execution.
In the Soviet Union, the Communists, led by Lenin, had seized power in 1917. Lenin had set up a dictatorship that firmly controlled the country by the time he died in 1924. After Lenin's death, Joseph Stalin and other leading Communists struggled for power. Stalin eliminated his rivals one by one and became the Soviet dictator in 1929.
In Italy, economic distress after World War I led to strikes and riots. As a result of the violence, a strongly nationalistic group called The Fascist Party gained many supporters. Benito Mussolini, leader of the Fascists, promised to bring order and prosperity to Italy. He vowed to restore to Italy the glory it had known in the days of the ancient Roman Empire. By 1922, the Fascists had become powerful enough to force the king of Italy to appoint Mussolini premier. Mussolini, who took the title il Duce (the Leader), soon began to establish a dictatorship.
In Germany, The Nazi Party made spectacular gains as The Great Depression deepened during the early 1930's. Many Germans blamed all their country's economic woes on the hated Treaty of Versailles, which forced Germany to give up territory, resources and pay large reparations. In 1933, Adolf Hitler, the leader of the Nazis, was appointed chancellor of Germany. Hitler, who was called der Fuhrer (the Leader), soon made Germany a dictatorship. He vowed to ignore the Versailles Treaty and to avenge Germany's defeat in World War I. Hitler preached that Germans were a "superior race" and that such peoples as Jews and Slavs were inferior. He began a campaign of hatred against Jews and Communists. He promised to rid the country of them. Hitler's extreme nationalism appealed to many Germans.
In Japan, military officers began to hold political office during the 1930's. By 1936, they had strong control of the government. Japan's military government glorified war and the training of warriors. In 1941, General Hideki Tojo became premier of Japan.
During the 1930's, Japan, Italy, and Germany followed a policy of aggressive. They invaded weak lands; that could be taken over easily. The dictatorships knew what they wanted, and they grabbed it. The democratic countries responded with timidity and indecision to the aggression of the dictatorships.
Japan was the first dictatorship to begin a program of conquest. In 1931, Japanese forces seized control of Manchuria, a region of China rich in natural resources. Some historians consider Japan's conquest of Manchuria as the real start of World War II. Japan made Manchuria a puppet state called Manchukuo. In 1937, Japan launched a major attack against China. It occupied most of eastern China by the end of 1938, though the two countries had not officially declared war. Japan's military leaders began to speak about bringing all of eastern Asia under Japanese control.
Italy looked to Africa to fulfill its ambitions for an empire. In 1935, Italian troops invaded Ethiopia, one of the few independent countries in Africa. The Italians used machine guns, tanks, and airplanes to overpower Ethiopia's poorly equipped army. They had conquered the country by May 1936.
After Hitler took power, he began to build up Germany's armed forces in violation of the Treaty of Versailles. In 1936, Hitler sent troops into the Rhineland, a region of Germany along the banks of the Rhine River. Under the treaty, the Rhineland was to remain free of troops. In March 1938, German soldiers marched into Austria and united it with Germany. Many people in Germany and Austria welcomed that move.
The acts of aggression were easy victories for the dictatorships. The League of Nations proved incapable of stopping them. It lacked an army and the power to enforce international law. The United States had refused to join the League or become involved in European disputes. Great Britain and France were unwilling to risk another war so soon after World War I. The two powers knew they would bear the burden of any fighting.
The aggressors soon formed an alliance. In 1936, Germany and Italy agreed to support one another's foreign policy. The alliance was known as the Rome-Berlin Axis. Japan joined the alliance in 1940, and it became the Rome-Berlin-Tokyo Axis.
The Spanish Civil War from 1936 to 1939. In 1936, many of Spain's army officers revolted against the government. The army rebels chose General Francisco Franco as their leader. Franco's forces were known as Nationalists or Rebels. The forces that supported Spain's elected government were called Loyalists or Republicans. The Spanish Civil War drew worldwide attention. Yet during the war, the dictatorships again displayed their might while the democracies remained helpless.
Hitler and Mussolini sent troops, weapons, aircraft, and advisers to aid the Nationalists. The Soviet Union was the only power to help the Loyalists. France, Britain, and the United States decided not to become involved. However, Loyalist sympathizers from many countries joined the International Brigades that the Communists formed to fight in Spain.
The Spanish Civil War served as a military testing grounds for World War II. Germany, Italy, and the Soviet Union used it to test their weapons and tactics. The war in Spain was also a rehearsal for World War II, in that it split the world into forces that either supported or opposed Nazism and Fascism.
Hitler prepared to strike again soon after Germany absorbed Austria in March 1938. German territory then bordered Czechoslovakia on three sides. Czechoslovakia had become an independent nation after World War I. Its population consisted of many nationalities, including more than 3 million people of German descent. Hitler sought control of the Sudetenland, a region of western Czechoslovakia where most of the Germans lived. Urged on by Hitler, the Sudeten Germans began to clamor for union with Germany.
Czechoslovakia was determined to defend its territory. France and the Soviet Union had pledged their support. As tension mounted, Britain's Prime Minister Neville Chamberlain tried to restore calm. Chamberlain wished to preserve peace at all cost. He believed that war could be prevented by meeting Hitler's demands. That policy became known as appeasement.
Chamberlain had several meetings with Hitler during September 1938 as Europe teetered on the edge of war. Hitler raised his demands at each meeting. On September 29, Chamberlain and French Premier Edouard Daladier met with Hitler and Mussolini in Munich, Germany. Chamberlain and Daladier agreed to turn over the Sudetenland to Germany, and they forced Czechoslovakia to accept the agreement. Hitler promised that he had no more territorial demands.
The Munich Agreement marked the height of the policy of appeasement. Chamberlain and Daladier hoped that the agreement would satisfy Hitler and prevent war--or that it would at least prolong the peace until Britain and France were ready for war. The two leaders were mistaken on both counts.
The failure of appeasement soon became clear. Hitler broke the Munich Agreement in March 1939 and seized the rest of Czechoslovakia. He thereby added Czechoslovakia's armed forces and industries to Germany's military might. In the months before World War II began, Germany's preparations for war moved ahead faster than did the military build-up of Britain and France.
Effects of Science and Technology on Society
Effects of Science and Technology on Society
Science and technology may be partly responsible for many of the problems that face us today. The problems are the advancement of weapons, bombs, biochemical and nuclear weapon, which brought us violence amongst ourselves and others. Another problem is human dependences on technology, such as the internet, computers, cell phones etc. Yet one of the biggest problems is pollution. Three types of pollution that dominate they are water, air and noise pollution.
Water is one of the several resources that we need most, many people can survive without food for several weeks but they cannot survive without water for less then a week. According to Water Pollution web site "millions of liters of water are needed every day worldwide for washing, irrigating crops, and cooling industrial processes." The advancement of science and technology causes much water pollution, such as dumping toxic waste into rivers, ponds, oceans, and even small creeks. For example, many Third World countries that are trying to get their country industrialized lack the funds to dispose of their wastes probably. But instead, they dump their toxic pollutants into surrounding bodies of water. All of the toxins that they dump, can be washed out into the rivers, seas, or oceans can contaminate our water we use everyday to wash our face, hands, clean our dishes, and much more.
The air that we breath everyday to keep us alive, imagine if the air are been polluted through our industrial everyday. According to Air Pollution and Respiratory Health web site, "In 1991 American industry emitted more than 2.4 billion pounds of toxic pollutants into the atmosphere. In 1991, 98 areas exceeded the Environmental Protection Agency's recommended levels for ozone, and an estimated 140 million Americans lived in those areas." Of all those pollution in the atmosphere and over thousand, even hundred of thousand as breathing it everyday it can cause many health problems to a lot of people. The advancement of our industrial not only causes us health problem only but it also depleting our ozone and cause us global warming. The technologies that we build some of them which contain CFC Chlorofluorocarbon, a compound consisting of chlorine, fluorine, and carbon, CFC are commonly been used in refrigerators, solvents, cars, and many more. The CFC can break down by strong ultraviolet light in the stratosphere and release chlorine atoms that then deplete the ozone layer. If the ozone layer been depleted the ultraviolet light will go through and can cause us skins cancer.
Sound are very commonly use in our life that we often overlook all that it can do. It can give se pleasure such as when we listening to music, or listening to the nature. It also can be use as a communication tool, for example when we hear a siren is to let us know to be alert. For engineering it can be a tool to help them in their job for example mechanical engineering listening to the sound motor of a car to figure out what wrong with it. But in the modern society many sound can be annoying and unpleasant, and it called noise. As more science and technology are being develop the more the country are being industrialize. More factories and business are being built. More airports more vehicles and more trains are being made. Those are the many causes of noise pollution. For example, the modern large planes have been changing from pure jet engine to fan jet engine which decrease the amount of noise it made. However as the quieter the planes get the more the airports grow, it will become more busy and handling more planes everyday. There are many people live near the commercial and military airports, imagine that planes fly over your neighborhood every night and makes annoying noises that could wake you up from your sleep. For many people who live around those neighborhoods, even though they have moved to somewhere else but those noise still affected them and awoke the every night. The more the country are being industrialize the more factories and building are being built. Industrial noise comes from either establish of a factory or by building works. The noise not only affect the workers it also affect those who live around it.
The advancement of science and technology affected us in many negative ways in term of destruction, pollution, insecurity in daily life, and health problem. Weapons which brought destruction and which help to created war. Harmful affects of chemical such as CFC in our cars, refrigerator, and machinery that destroy the ozone, which protect us from the heat of the sun and also prevent us from have skins cancer. The more machineries and technology we built the more resources we need. The more natural habitat will be destroy so people could get those resources, and the natural habitat is to help us from polluting the air and protect our ozone. So science and technology are responsible for many of the problems that face us today.
Science and technology may be partly responsible for many of the problems that face us today. The problems are the advancement of weapons, bombs, biochemical and nuclear weapon, which brought us violence amongst ourselves and others. Another problem is human dependences on technology, such as the internet, computers, cell phones etc. Yet one of the biggest problems is pollution. Three types of pollution that dominate they are water, air and noise pollution.
Water is one of the several resources that we need most, many people can survive without food for several weeks but they cannot survive without water for less then a week. According to Water Pollution web site "millions of liters of water are needed every day worldwide for washing, irrigating crops, and cooling industrial processes." The advancement of science and technology causes much water pollution, such as dumping toxic waste into rivers, ponds, oceans, and even small creeks. For example, many Third World countries that are trying to get their country industrialized lack the funds to dispose of their wastes probably. But instead, they dump their toxic pollutants into surrounding bodies of water. All of the toxins that they dump, can be washed out into the rivers, seas, or oceans can contaminate our water we use everyday to wash our face, hands, clean our dishes, and much more.
The air that we breath everyday to keep us alive, imagine if the air are been polluted through our industrial everyday. According to Air Pollution and Respiratory Health web site, "In 1991 American industry emitted more than 2.4 billion pounds of toxic pollutants into the atmosphere. In 1991, 98 areas exceeded the Environmental Protection Agency's recommended levels for ozone, and an estimated 140 million Americans lived in those areas." Of all those pollution in the atmosphere and over thousand, even hundred of thousand as breathing it everyday it can cause many health problems to a lot of people. The advancement of our industrial not only causes us health problem only but it also depleting our ozone and cause us global warming. The technologies that we build some of them which contain CFC Chlorofluorocarbon, a compound consisting of chlorine, fluorine, and carbon, CFC are commonly been used in refrigerators, solvents, cars, and many more. The CFC can break down by strong ultraviolet light in the stratosphere and release chlorine atoms that then deplete the ozone layer. If the ozone layer been depleted the ultraviolet light will go through and can cause us skins cancer.
Sound are very commonly use in our life that we often overlook all that it can do. It can give se pleasure such as when we listening to music, or listening to the nature. It also can be use as a communication tool, for example when we hear a siren is to let us know to be alert. For engineering it can be a tool to help them in their job for example mechanical engineering listening to the sound motor of a car to figure out what wrong with it. But in the modern society many sound can be annoying and unpleasant, and it called noise. As more science and technology are being develop the more the country are being industrialize. More factories and business are being built. More airports more vehicles and more trains are being made. Those are the many causes of noise pollution. For example, the modern large planes have been changing from pure jet engine to fan jet engine which decrease the amount of noise it made. However as the quieter the planes get the more the airports grow, it will become more busy and handling more planes everyday. There are many people live near the commercial and military airports, imagine that planes fly over your neighborhood every night and makes annoying noises that could wake you up from your sleep. For many people who live around those neighborhoods, even though they have moved to somewhere else but those noise still affected them and awoke the every night. The more the country are being industrialize the more factories and building are being built. Industrial noise comes from either establish of a factory or by building works. The noise not only affect the workers it also affect those who live around it.
The advancement of science and technology affected us in many negative ways in term of destruction, pollution, insecurity in daily life, and health problem. Weapons which brought destruction and which help to created war. Harmful affects of chemical such as CFC in our cars, refrigerator, and machinery that destroy the ozone, which protect us from the heat of the sun and also prevent us from have skins cancer. The more machineries and technology we built the more resources we need. The more natural habitat will be destroy so people could get those resources, and the natural habitat is to help us from polluting the air and protect our ozone. So science and technology are responsible for many of the problems that face us today.
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