Communism And Eastern Europe World War II - 1385 Words

Corey Greenblat Dr. Nestorova International Studies 2251 6 October 2014 Communism Supremacy in Eastern Europe: World War II shocked and dismantled many Eastern European countries leaving Europe in a state of shock, with many unanswered, open ended questions. Buildings were blown up, streets cracked, people slaughtered, and governments destroyed. As turmoil struck Eastern Europe, an opportunity arose for a new political system to come into power. However, this process is never a simple one; two common political ideologies fought to control the heart of Europe. Capitalism led by the Western Allies, funded by the United States Marshall Plan, spread providing a short time of economic prosperity. The American’s plan however could not venture as far east as West Germany with Moscow’s direction of Communism led by Joseph Stalin and he took over a large portion of Eastern Europe with many open statements and empty promises. These two ideologies caused an enlarged time of tension stemming from the drastically different values they were known to embr ace, leading to a horrific time known as the cold war. German Philosopher Karl Marx created the ideology of Marxism in his novel called Communist Manifesto published in1848. In this novel, he expressed the importance of the proletariat, or the working class and how they will take the power out of the capitalist hands. However, Vladimir Lenin and the Bolshevik Party took over power in Russia and made what Marx envisioned as communism intoShow MoreRelatedThe Cold War And The Soviet Union1122 Words   |  5 Pages The Cold War was a state of political hostility between the U.S and the Soviet bloc, the most powerful nations in the world. The two countries fought together as allies in World War II but toward the end of the War the two nations competing ideologies and visions of the post War prevented them from working together. The Cold War was by far the biggest threat to human existence the world has ever seen, although their was never any declaration of War between the two competing nations, the SovietRead MoreEconomic and Social System Comparisons1675 Words   |  7 Pages As World War II ended in approximately 1945 , Europe was split politically. As accounted by Winston Churchill, the Prime Minister of Britain, the political division between Western Europe and Eastern Europe was described as a iron curtain. ( Orgsites, pg 1) This political division was caused as Eastern Europe, ruled by the Soviets, was communist, while Western Europe was democratic, as they were highly influenced by the United States. ( Bradley, pg 3) The democratic west joined the United StatesRead MoreThe United States And The Soviet War1183 Words   |  5 PagesChange upended Europe many times in the latter half of the 20th Century. After World War II, with the rise of the United States and the USSR as the world’s foremost superpowers, Europe split between East and West. NATO allied Western Europe and the United States against the rise of communism. The Warsaw Pact allied Easte rn Europe militarily. This effectively split Europe into two competing camps that ensured relative peace for the following decades. In 1989, however, that changed entirely. With theRead MoreThe Cold War On The World948 Words   |  4 Pageson the World The Cold War brought lots of mistrust, fear, and the very real threat of mutually assured destruction(M.A.D), but it also lead to the human race developing the ability to travel to space. The USSR was the first to sent a man in space,then the U.S. had to out do the USSR to prove we are a greater superpower so we put a man on the moon. This was one of the of the many beneficial outcomes of Cold War. Although there were many good and bad outcomes that were caused by the Cold War due toRead MoreThe Cold War Between The United States And The Soviet Union1654 Words   |  7 Pagesamong historians is the origins of the Cold War between the United States and the Soviet Union (USSR). The war began in 1947 right after the end of World War II and lasted until 1991. This war was more of a time period of competition among powers, than an actual war, which lasted 44 years. They faced problems of ideologies of free-market capitalistic America versing communistic Russia, geopolitics, and an eco nomic struggle between two former World War II allies. Historians have long argued and takenRead More Causes Of The Cold War Essay608 Words   |  3 Pages Causes of the Cold War nbsp;nbsp;nbsp;nbsp;nbsp; The Cold War occurred during a time of rebuilding for Europe. It characterized international relations and dominated the foreign policies of Europe. It affected all of Europe and determined lasting alliances. The Cold War was caused by the social climate and tension in Europe at the end of World War II and by the increasing power struggles between the Soviet Union. Economic separation between the Soviets and the west also heightened tensionsRead MoreOrigins Of The Cold War1465 Words   |  6 Pages18.1- Origins of the Cold War †¢ Allies Clash o After World War II finally came to an end, the United States and Soviet Union had conflicting ideas of how to restore the world back to normal. ï‚ § Stalin wanted complete and ultimate control over the countries that were within the borders of the Soviet Union, spreading communist regimes. ï‚ § Meanwhile, the United States wished for all these states that were under Nazi rule to have self-determination. o This essentially formed a rivalry between the idealsRead MoreThe Cold War Was A Continuation Of Colonialism1293 Words   |  6 PagesPaper II From when World War II ended in 1945 to Soviet Union falling in 1991, the Cold War had a major influence in international affairs. It was a continuous competition between the United States and the Soviet Union. Arne Westad argues that â€Å"the Cold War was a continuation of colonialism through slightly different means† (Westad, 396). I believe this statement is a description of World War II’s colonialism ways transitioning onto another international conflict; the Cold War. The Cold War beganRead MoreA New Form Of Government During World War II1674 Words   |  7 Pagescentury a new form of government emerged in Russia: Communism. Communist values contradicted capitalist values; thus dividing the Western world from Russia. Communist-Russia quickly concentrated its hostility towards America, in which the United States responded with support of anti-communist parties. Subsequently, Adolf Hitler waged war in 1939, creating chaos in Europe. However, the two nations woul d unite to fight against Nazi Germany in World War II, consequently burying past aggression betweenRead MoreEssay on The Failure of Communism1655 Words   |  7 PagesThe failure of communism Communist had a long history during the 20th century, and communism was very influential. Almost all of Asia and East Europe became Communist. From the start of the theory then many civil wars in Russia affected the whole world. Communist defined the idea of itself in many different ways, it helps many nations came together formed a party fought wars, but it also made many countries became really poor, and the economy in most of the countries got pushed back about 10 years

Education and Sustainable Development Free Essays

Environmental education is a process of learning and teaching of environmental concepts and practices which increases people’s awareness about the environment. It mainly focuses on creation of knowledge and understanding of the environment and its challenges. It also focuses on creation of skills to mitigate environmental problems which are arising day by day and provides a forum for existing environmental knowledge to be exercised. We will write a custom essay sample on Education and Sustainable Development or any similar topic only for you Order Now Its objectives are creation of awareness and helping people to develop a positive attitude towards environmental education. Status of environmental education in Kenya In Kenya today, environmental education has enabled learners to play a big role in environmental conservation measures. An example is the Green Belt Movement which has over 600 community networks across Kenya which along with other networks have participated in planting more than 30 million trees on private and public land, protected reserves, sites with cultural significance and urban centers. This has resulted in the transformation of many landscapes (forests, sleep slopes and other degraded areas) and protection and restoration of habitats for local biodiversity (plants and animals). Many communities work with the Green Belt Movement to conserve and harvest water more effectively through construction of dams made of sand. That harvested water is used for household needs, food crops and tree nurseries. A related program with the Green Belt Movement Kenya improves food security i. e. he capacity of families to feed themselves, by promoting planting of fruit trees and indigenous foods including yams, cassava and arrowroots. In Kenya today, many groundbreaking initiatives including environmental education have been launched so that people could identify the sources of their problems including poor use and management of their environment and poor governance at local and national levels. They then identify solutions to those problems hence helping in maintaining a stable envir onmental state. Environmental education has been a reliable advocate for environmental and human rights by challenging abusive or ill-conceived actions by the previous Kenyan governments and rallying Kenyans to the cause. Through its advocacy and civic education campaigns, environmental education has been instrumental in bringing environmental issues to the Kenyan policy makers’ attention and has enjoyed significant success most notably the protection from wanton destruction of Uhuru Park and Karura Forest, both in Nairobi. This has been achieved through the Green Belt Movement. Environmental education should examine major issues locally and internationally. Currently in Kenya, a certain aspect of environmental education, The Green Belt Movement, has opened the Lang’ata Learning Center in Nairobi which continues to offer environmental education through exchange programs that expose participating groups to community biodiversity issues through discussions with local leaders and excursions to selected areas around the country. Through its Pan African Green Belt Network, the Green Belt Movement has trained representatives from 15 African countries. As a result, several tree planting initiatives have been established in East and Central Africa and in the west. Environmental education in Kenya today has promoted cooperation among very many people. Different people come together in joint initiatives to plant trees or build dams. They also partake in attending and holding seminars and workshops to discuss diverse environmental issues. In this way, people are able to listen to each other’s ideas and suggestions hence enabling exchange of knowledge and skills. They also get a chance to inspire and help each other as they offer a listening ear. Today, environmental education is increasingly becoming a continuous process with so many environmental conservation measures been born and exercised. There thus arises the need to educate people on carrying out these practices. It is also being made continuous by the increasing environmental degradation in our society. People are cutting down trees carelessly and polluting the environment at a very fast rate. As a result, environmental education is being carried out continuously to combat these ill habits. This is being done through initiatives such as the Green Belt Movement. Environmental education has taken a big consideration in development and government plans in Kenya today. The government has planned to build many industries, medical facilities, petroleum refineries and electronic manufacturers. All these will generate hazardous wastes to the environment. Various movements to conserve the environment have recently sensitized the government on the need to institute both incentives and command and control measures to ensure that industries that generate hazardous waste dispose them off responsibly. Opportunities of environmental education Since environmental education should enable learners to actively play a role in environmental conservation, it should have a hand in encouraging research and propagation of drought-resistant crops such as cassava, millet and sorghum in order to assure food security. This is particularly important given that climate change is likely to occasion an increasingly higher incidence of crop failure. Environmental education should also have an emphasis on encouraging propagation of indigenous tree species. Although these enrich tree species and are better able to withstand environmental shocks, they are considerably under-utilized in agroforestry. It should discourage illegal logging of trees to meet timber and charcoal needs. This will be done by encouraging the formation of Community Forest Associations (CFAs) in line with the stipulations of the Forests Act and empower them to engage in sustainable forest management. CFAs should be representative of the communities that live adjacent to the forests and include women and marginalized communities and have strict rules and procedures that prevent their appropriation by the local dominant groups. Environmental education should consider environmental aspects in major development and government plans. It therefore has the opportunity to sensitize the initiation of a range of energy sector reforms that will impel investment in clean and affordable sources of renewable energy such as solar, wind and biogas and therein eases the enormous pressure exerted on the country’s diminishing forests and woodlands for wood fuel. Challenges of environmental education Environmental education has suffered from the lack of participation among social groups and individuals. Studies have shown that most people formally educated make little efforts in ensuring that they take responsibility of the environment. This leads to knowledge gained from environmental education being stifled and may not get implemented and spread to other persons. Groups may find it unnecessary due to lack of incentives to participate in environmental education. The lack of comprehensive strategies is another challenge facing environmental education in Kenya. Kenya has not focused much on inter-linkages between the environment and sustainable development. The environment has been mostly viewed in a great detail from the biophysical view but with less emphasis on the economic and social perspective. This has led to less participatory approaches to environmental education hence hindering its development. There exists a negative attitude among some individuals towards environmental education. Some people are suspicious about environmental education as they fear it may affect their day to day living by e. g. preventing them from logging, use of chemicals on crops e. t. c. This brings a bad image on environmental education especially on less educated individuals. The relevant government authorities are mostly underfunded in their attempts to bring environmental education to the forefront. The government allocates more funds to other ministries and departments that are seen to bring instant returns to the economy such as agriculture and tourism and thus undermines ministries such as environment. This makes it unable to fund sensitization projects based on environmental education. There is lack of enough manpower to undertake projects concerning environmental education. People mostly in rural areas may end up not getting the relevant information concerning their environment whereas they are the people directly in contact with natural resources such as rivers, forests e. . c. This greatly undermines the spread of environmental education in the country and is a huge challenge. In certain cases, there might be inadequate information on the threats that the environment faces to the people. Theoretical teachings may not be sufficient to convince individuals on why they need to undertake certain measures to prevent environmental degradation and promote sustainable development . Practical case studies may have to be carried out to convince learners adequately on threats on the environment. How to cite Education and Sustainable Development, Essay examples

The Red Tree analysis essay Example For Students

The Red Tree analysis essay The picture book The Red Tree by Shaun Tan uses very effective visual and language techniques to convey the main themes and ideas of the story. These include entrapment, alienation, isolation, loneliness, depression, self discovery, journey through life, hope and optimism. One of the themes or ideas that run through the book is entrapment. This theme is shown in a couple of images. It is shown on pages 6 and 7 as well as 16 and 17. The visual technique that is used to express this theme in both sets of pages is composition. On pages 6 and 7 there is a little girl sitting, curled up in a glass bottle with a divers helmet on. As she sits inside, the world can see into the bottle and she can see out but can not physically get out. She is trapped. We will write a custom essay on The Red Tree analysis specifically for you for only $16.38 $13.9/page Order now Also the image on pages 16 and 17 show entrapment. In this dual narrative, the little girl is standing behind a closed window. The window has a padlock on the outside so she cannot get to it. The words used on this page are wonderful things are passing you by. She can see all these wonderful things but she cannot interact with any of them. She cannot escape. Loneliness, isolation and alienation are also themes of the book The Red Tree. Throughout the book the little girl is by her self, whether it is walking on the street, in her house or anywhere else, she is always alone. The lack of expression on her face makes her look upset and sad. This can be a side effect of loneliness, isolation and alienation. Also her face is always tilted downwards. This makes her look like she is withholding herself and her feelings from the world. Some of the images used are set in isolated places including a desert, the middle of the ocean and an empty street. The world is a deaf machine is a metaphor. The little girl feels that no one is listening to what she has to say and the problems she is going through. On the two pages with the snails, the repetition of the words and wait is used to emphasise the fact she is waiting for something but it never comes. She sits there alone and waits. Another theme or idea of the book is depression. The colours that the composer has used through out the book arent bright and happy colours, but plain, dull and sad colours that set a sombre mood for the story. Shaun Tan used dark blues, greys, blacks and browns. The little girl is always sad and lonely. These can be side effects of depression. Her face is always very emotionless and is not very detailed. Although most of the images shown are emotionless, in the image of her on the cluttered stage she has a single tear running down her left cheek. A single tear shows deep emotion, which can relate to depression, when you cant control your feelings. Self discovery and a journey through life are yet another theme or idea that runs through the book. Sometimes you just dont know what you are supposed to do, or who you are meant to be, or where you are. These quotes from the book are questions people ask themselves almost everyday. The little girl is trying to discover who she is and what she is meant to do with her life. The whole book is a journey through a day in her life. It shows you how she feels, not what she does, beginning when she wakes up and concluding with how she feels when she goes to bed. The layout and composition of one image in particular shows a journey. She is standing at the bottom of the page on a game board and there is a path going from where she is standing to a monstrous looking creature at the top. She is standing with a huge dice in her arms while the words say terrible fates are inevitable. The little girl puts her fate and her future in the hands of a dice. .u742ec8f65cdbe8d031f3244b814a43de , .u742ec8f65cdbe8d031f3244b814a43de .postImageUrl , .u742ec8f65cdbe8d031f3244b814a43de .centered-text-area { min-height: 80px; position: relative; } .u742ec8f65cdbe8d031f3244b814a43de , .u742ec8f65cdbe8d031f3244b814a43de:hover , .u742ec8f65cdbe8d031f3244b814a43de:visited , .u742ec8f65cdbe8d031f3244b814a43de:active { border:0!important; } .u742ec8f65cdbe8d031f3244b814a43de .clearfix:after { content: ""; display: table; clear: both; } .u742ec8f65cdbe8d031f3244b814a43de { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u742ec8f65cdbe8d031f3244b814a43de:active , .u742ec8f65cdbe8d031f3244b814a43de:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u742ec8f65cdbe8d031f3244b814a43de .centered-text-area { width: 100%; position: relative ; } .u742ec8f65cdbe8d031f3244b814a43de .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u742ec8f65cdbe8d031f3244b814a43de .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u742ec8f65cdbe8d031f3244b814a43de .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u742ec8f65cdbe8d031f3244b814a43de:hover .ctaButton { background-color: #34495E!important; } .u742ec8f65cdbe8d031f3244b814a43de .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u742ec8f65cdbe8d031f3244b814a43de .u742ec8f65cdbe8d031f3244b814a43de-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u742ec8f65cdbe8d031f3244b814a43de:after { content: ""; display: block; clear: both; } READ: The sense of culture associated with A Stench of kerosene Persuasive EssayOne of the last themes and ideas in the book The Red Tree is hope and optimism. Hope and optimism are shown through the book by a little symbol and motif which repeats itself on each page of the book. The symbol of hope and optimism in this book is a small leaf. The leaf at the start of the book is dark brown colour and gradually becomes bright red at the end. This leaf on every page represents that there is a little bit of hope in everything you do in every part of your day. Each page shows a small amount of brightness, a light side to the situation. On the page with the giant fish, the shadow is only over the little girl, the rest of the page is bright and sunny. Also in the page where she is trapped in the glass bottle, she is out at sea with storm clouds and dark greys skies above her, while in the distance there is sunshine and light. In the image of her and the deaf machine she has a small light bulb which is glowing and could represent a sign of hope. At the end of the book the little girl has a tiny smile on her face when she walks into her room. The red tree in the middle of her room, a symbol of hope, now has all the leaves from the various parts of her day on it. All the little bits of hope now joined together as one. In conclusion I feel that the visual techniques Shaun Tan used to convey the main themes and ideas of his dual narrative The Red Tree were very effective. They far outweighed the language techniques in my opinion.

Hello Hello Essays - William Shatner, Priceline.com, Shatner

Hello Hello Essays - William Shatner, Priceline.com, Shatner Hello Hello Where no ham has gone before William Shatner, resurrected William Shatner has found a new role as pitchman for Priceline.com June 8, 2000 Web posted at: 1:28 PM EDT (1728 GMT) In this story: It's Priceline, pick up Big Head Bill and the Tribbles New book coming RELATED STORIES, SITES NEW YORK (AP) The guy in the leather jacket is flailing his arms, swinging his microphone, jabbing his finger, barking in his band mates' faces. Then, after several songs, he unleashes his finale: He grabs a guitar and smashes it. Name your own price! he shouts with beat-poet bonhomie. Who is this bizarre bard of the 30-second commercial spot, this histrionic ham so adeptly straddling the line between self-parody and self-humiliation? Might it be? Could it be? It is! It's William Shatner actor, author, starship captain, Canadian. William Shatner, 69, a celebrity retooled for the Age of Irony disproving again, in typically Shatnerian style, F. Scott Fitzgerald's warning that there are no second acts in American life. Here's Shatner the Pitchman hamming it up as he touts the name-your-price deals at priceline.com, the Internet broker of airline tickets and sundry other items. Here's Shatner the Manic Comic appearing as the Big Giant Head, the alien leader on NBC's 3rd Rock From the Sun. Here's Shatner the Sci-Fi Icon sent up by an arrogant but good-hearted Tim Allen in the wildly popular Star Trek satire Galaxy Quest. And here's Shatner the Novelist churning out engaging prose in three sci-fi series, including a set of tales about the resurrection of his alter ego, Capt. James T. Kirk Bibliography cnn

Philipino Scientist Arturo Alcaraz and Geothermal Energy

Philipino Scientist Arturo Alcaraz and Geothermal Energy Arturo Alcaraz (1916-2001) was a Philippino volcanologist who specialized in geothermal energy development.  Born in Manila, Alcaraz is  best-known  as the Philippines Father of Geothermal Energy Development due to his contributions to studies about Philippine volcanology and the energy derived from volcanic sources.  His main contribution was the study and establishment of geothermal power plants in the Philippines. In the 1980s, the Philippines attained the second-highest geothermal generating capacity in the world, in great part due to Alcarazs contributions. Education The young Alcaraz graduated at the top of his class from Baguio City High School in 1933. But there was no school of mining in the Philippines, so he entered the College of Engineering, University of the Philippines in Manila. A year laterwhen Mapua Institute of Technology, also in Manila, offered a degree in mining engineeringAlcaraz transferred there and received his Bachelor of Science in Mining Engineering from Mapua in 1937. After graduation, he received an offer from the Philippines  Bureau of Mines  as an aide in the geology division,  which he accepted. A year after he began his job at the Bureau of Mines, he won a government scholarship to continue his education and training. He went to Madison Wisconsin, where he attended the University of Wisconsin and earned a Master of Science in Geology in 1941.   Alcaraz and Geothermal Energy The Kahimyang Project notes that Alcaraz  pioneered in generating electricity by means of geothermal steam among areas proximate to volcanoes. The Project noted, With a vast and extensive knowledge on volcanoes in the Philippines, Alcaraz explored the possibility of harnessing geothermal steam to produce energy. He succeeded in 1967 when the countrys first geothermal plant produced much-needed electricity, ushering the era of geothermal-based energy to power up homes and industries. The Commission on Volcanology was officially created by the National Research Council in 1951, and Alcaraz was appointed Chief Volcanologist, a senior technical position he held until 1974. It was in this position that he and his colleagues were able to prove that energy could be generated by geothermal energy.  The Kahimyang Project reported, A steam from a one-inch hole drilled 400 feet to the ground powered a turbo-generator which lighted up a light bulb. It was a milestone in the Philippines quest for energy self-sufficiency. Thus, Alcaraz carved his name in the global field of Geothermal Energy and Mining. Awards Alcaraz  was awarded a Guggenheim Fellowship in 1955 for two semesters of study at the University of California at Berkeley, where he received a Certificate in Volcanology.   In  1979, Alcaraz won the Philippines Ramon Magsaysay Awardee for International Understanding for supplanting national jealousies that led to a confrontation, with increasingly effective cooperation and goodwill among the neighboring peoples of Southeast Asia.  He also received the 1982 Ramon Magsaysay Award for Government Service for his scientific insight and selfless perseverance in guiding Filipinos to understand and use one of their greatest natural resources. Other awards include  Mapua Institute of Technologys Outstanding Alumnus in the Field of Science and Technology in Government Service in 1962; the Presidential Award of Merit for his work in volcanology and his initial work in geothermy 1968; and the Award for Science from the Philippine Association for the Advancement of Science (PHILAAS) in 1971. He received both the Gregorio Y. Zara Memorial Award in Basic Science from PHILAAS and the Geologist of the Year Award from the Professional Regulatory Commission in 1980.

What makes a place a home Essay Example | Topics and Well Written Essays - 750 words

What makes a place a home - Essay Example A house is simple a dwelling place but a home is said to be a livable place where families and friends can enjoy the company of each other, sharing intrinsic and intangible values such as peace, happiness and especially, love. Looking further into the contradictions, this paper will discuss in detail how the aforementioned characteristics turn a house into a home. A house simply caters to one’s physical needs. Since shelter is one of man’s basic needs, a dwelling place then becomes necessary but having a place to stay does not always mean a person has a home. A house is devoid of values such as peace. For instance, one has a sanctuary to call but it is only a place to cover him from the heat of the sun, the pouring of the rain or the cold winter nights. The place may give him the needed protection from the weather but it may not give him peace of mind because of other dangers such as robbers, murderers and other criminal acts. Therefore, the man may always be in fear. O n the other hand, a place is called a home when it provides a peaceful and comfortable habitation. A home give the dweller peace of mind because it does not only provide shelter through the changing seasons but also give an emotional and psychological assurance that the person will be far from any danger. In addition, this can also be extended to the condition of the dwellers themselves. For instance, in a house, the people living in it may always be fighting even over trivial matters. Therefore, the place only serves as a place for the family to find shelter. Nevertheless, a home will not only do that but will also give a welcoming atmosphere to all the people living in it. This becomes true when the people there are at peace with each other, making each other feel comfortable in order for them to make others stay and not want to move away. Secondly, a home is a dwelling place filled with happiness. There are so many things that bring people happiness such as food, valuables and a good company. A house filled with such things make up a home. One cannot say an abode is a home when it merely serves to provide shelter, being lacking in other important things. A place where there is no available food brings bad experiences such as pictures of a hunger so that one would not dare go to when he is in need of food. Lack of food is one of the reasons of many fights among family members. A mother trying to earn money to buy food for her two children can easily get mad at her husband who is wasting all his money on alcohol and drugs and does not even try to find a job. In such case, there is no peace and therefore, there will be no happiness. A place where entertainment and other valuable materials are not available as well cannot be fully called a home because material possessions bring happiness to people especially in these modern times. In relation to the discussion on peace, happiness will also be absent when peace is deprived in the house. In other words, when one is at peace with himself and his dwelling place, his residence can be called a home. Moreover, when he is at peace with the other people in the house, happiness is shared among them and therefore the place is called a home. Lastly, a lodging is called a home when there is love. Peace and happiness may be experienced by a lone dweller but love is only experienced between two or more people. From such definition, it could be said that a house cannot be fully called a home when there is no love that is shared in it. Therefore, a person who lives alone in a beautiful and comfortable house where all his needs are provided for does not live in a home but a house. The loneliness felt in such a place explains why one person would not want to abide in the residence forever. Some

Socrates and his theories Essay Example | Topics and Well Written Essays - 1000 words

Socrates and his theories - Essay Example Contrary to other philosophers, Socrates devoted his life to serve his people without charging fees (Plato 34). Therefore, to state that Socrates had no or little participation of democracy in Athenian government is entirely true. Socrates perceived democratic form of governance as corrupt, unjust, and he profoundly differed with its ideologies. As a philosopher, Socrates believed in practicality and critical thinking in order for one to improve his or her life. He opposed the idea of the majority being in government, which is one of the fundamentals that form a democratic government. According to Pericles, Socrates lack of recognition in equality through participation of the majority makes him less a democratic citizen (Plato 40). Cleon as portrayed by Thucydides was a diligent supporter of the democratic system of government. In his speech Cleon, upholds the negative aspects of the Athenian rules. Cleon strongly believed that anyone who opposed the Athenian government is subject to punishment (Thucydides 25). Cleon delivered his speech opposing the Mytilenian revolt against Athens. In his speech, Cleon emphasized on certain aspects of democracy discussed by Pericles in his famous funeral oration. These aspects include the implementation of the death row sentence. It is my opinion that as much as Cleon convinced Athenians through his speech that democracy is the answer to peace, order and equality. However, it is vital to consider the opinion of the minority for democracy to be effective and sufficient. Socrates did not support Athenian democratic government because of its ignorance of the minority. In fact, he considered it a tool of oppression. Socrates would highly disagree with Cleon’s speech full of egotistical claims in favor of democratic government. This is because in his speech Cleon does not mention the installation of moral values among the citizens to ensure orderliness. Rather, he emphasizes on the execution of the law whether it is just or bias (Thucydides 30). His speech contrasts Socrates belief in the power of knowledge and critical thinking as opposed to following and serving the law blindly (Plato 56). In his speech Diodotus, stressed on the importance of reasoning before implementing a rule. Diodotus urges the Athenian parliament to reason and strategize before passing a judgment on the Mytilenian revolution. Diodotus opposed Cleon who stood by the rules of law. It is my understanding that Diodotus realized that strategy and tact are essential in implementation of power or rules. As in the case of Athens, they faced a challenge in integrating the other states in their system of governance. This was result of lack of strategy and tact (Thucydides 50). Diodotus in his speech argued that by wise reasoning Athenians would subtly subdue the other states without the use of force. Diodotus argument concurs with Socrates principles of governance and power. Just like Diodotus, Socrates believed in rational conflict solv ing methods. Moreover, in his theories Socrates states that, through critical reasoning, a state can achieve anything it intends to acquire without the use of force. Socrates also believed in knowledge as a tool for personal development. However, Diodotus and Socrates differed in terms of participation in politics. Diodotus was an active figure in policy making while Socrates concerned himself with acquisition of knowledge (Kamtekar 80). In the case of the Mytilenian debate, Diodotus