The Cold War And The Soviet Union After World War II

The Cold War was a direct result of the feud between the United States and the Soviet Union after World War II. Due to this feud both countries made alliances, Canada went with the United States as well as many other countries and together formed NATO, the North Atlantic Treaty Organization. Following the influence and model of the United States’ social structure and capitalist economy, as well as the constant threat of nuclear warfare and communism, a new social structure was created within Canada. The Cold War created new identities and lifestyles for all Canadian citizens. This was done to eliminate communism, increase patriotism and as a way for Canadian citizens to work together to combat nuclear threats. Communism was a constant threat in Canada and was to be eliminated if not at least controlled at all costs. This meant that everyone had to act according to the new social structure, or risk suspicion of being a Soviet spy. This new social structure resembled harsh se xist stereotypes where the men are the breadwinners and the women are the homemakers. This type of relationship was called the nuclear family. This paper is going to look at the social roles that the Cold War created because of the threat of communism, nuclear warfare, governmental influence and social influence within Canada for men, women and children. The Role of Men Portrayal in the Media Men in World War II were seen as heroic and manly. They had an incredible amount of responsibility during bothShow MoreRelatedThe Cold War During World War II854 Words   |  4 PagesThe Cold War was a major event in the U.S. and Soviet Union’s history. The main reason that these two countries entered into the Cold War after World War II was power. The USSR and United States had two very different perspectives on power coming out of World War II. This disagreement ultimately caused the Cold War. Russia’s perspective after World War II was influenced by Joseph Stalin. Stalin, the leader of the USSR at the time, was a merciless dictator. His main concern was maintaining power andRead MoreBone, Ambria . English 11 B. April 17, 2017. The United1272 Words   |  6 PagesAmbria English 11 B April 17, 2017 The United States and the Soviet Union were fighting against each other; the Cold War was separated into three groups (Jerylin Watson). The nation’s economy is a very difficult balancing act. Cold War confrontations nearly always conducted through surrogates or economic pressure (David Painter). This is what happened when the tensions of the Cold War affected the United States and the world (Robert H. Dugger). The United States became the global consumer ofRead MoreCanada And The Cold War1514 Words   |  7 Pages Canada and the Cold War The Cold War is a time of managed political and military coercion and turmoil between the superpowers. 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The war resultedRead MoreTaking a Look at the Cold War786 Words   |  3 PagesThe Cold War The Cold War was a time after World War II, so from 1945 to 1991, where the USA (United States of America) and the USSR (Union of Soviet Socialist Republics) had very different views on what the new world should be like. The Cold War drew international interest for decades. Many major conflicts occurred. The conflicts consisted of the Vietnam War, the Korean War and many others. For most people though, the Cold War was about the creation and the use of weapons of mass destruction,Read MoreWorld War I And The Soviet Union794 Words   |  4 PagesDuring World War II, Allies came up with agreements to be imposed on the defeated; however, these agreements broke down quickly after the war. Resentment among the winners became intense. Instead of settling affairs at a peace conference, as they did after World War I, the Allies worked out most of the peace terms through military negotiations right after the war in meetings that lasted until 1963. Some of these settlements included the S oviet Union expanding westward, Germany being occupied byRead MoreThe Cold War During World War II Essay1185 Words   |  5 PagesThe Cold War was not a military conflict, but was an ongoing political conflict involving both military and economic competition between two superpowers advancing rapidly wanting to be number one. The evolvement of the Cold War began during and after World War I, although the official beginning of the Cold War was in 1945, at the Yalta Conference after World War II. There were many causes of the Cold War, but can be summed up as a battle between capitalism and communism. Also, along with PresidentRead MoreCommunism s Effect On Technology907 Words   |  4 PagesTechnology World War II began because of an invasion from Nazi Germany to Poland causing Britain to declare war on Germany. During the fall of World War II and the beginning of the Cold War, space exploration was at the top of America’s to do list. America was not the only country interested in gaining answers about the solar system and its planets. There were many times during the Cold War where the Soviet Union would have dramatic increases in science and technology. The Union of Soviet SocialistRead MoreUnited States And Soviet Union1221 Words   |  5 PagesFollowing World War II there was a lot of tension between two of the Allied countries. The United States and the Soviet Union were in a state of political and military tension with each other. Opposing ideologies on how to deal with the world’s affairs post World War II fueled this rivalry but there was always a tension between the two countries. World War II, with its common goal, brought these two countries together as allies. With Hitler and the Nazis threating their way of living these two countriesRead MoreThe United States And World War II956 Words   |  4 Pagesdominant countries in the world. The United States was brought into World War II when Japan bombed Pearl Harbor on December 7, 1941. This event took Americans by surprise and soon would lead to bigger problems. The United States did not take the bombing lightly, and we gave Japan exactly what they deserved. On August 6th and 9th in the year of 1945, the United States dropped atomic bombs in the cities of Hiroshima and Nagasaki. I believe this was a message to the rest of the world to show them the kind

Democracy in China Essay examples - 3298 Words

Introduction The topic of democracy in China is a highly controversial topic. Although China has not democratised, it has done well in the global situation amongst its democratic competitors. Since the path to democracy is different for each country, we cannot expect that China would follow the same path or same model of democracy as the western nations. This essay will look at what democracy is and how it can be placed in a Chinese context as well as looking at the proponents and opponents of democracy in China. It will also look at whether China is democratising by focusing on village elections, globalisation and the emergence of a civil society. These specific topics were chosen because they will help provide good evidence and†¦show more content†¦The idea behind ‘government of the people, by the people and for the people’, is that the government exists to benefit the citizens of the state and not those in power. Elections are central to democracies in the West, but elec toral turnout is not that high. Furthermore, problems with the legitimacy of the government in democratic systems can be seen in the case of Italy. The government is in a constant state of change and suffers a legitimacy crisis. Therefore, it posses the question of why would democracy in China be regarded as a vital thing when many of those in the West do not even exercise their basic democratic right to vote. The idea of democarcy in China The idea of democracy in China is different from democracy in the West. Democracy is not a word that is traditionally part of the Chinese culture or philosophy. The closest translation of democracy to Chinese is the word ‘minzhu’. The want for democracy in China stems from the citizens wanting more freedom and more individual rights. As Pei, (1998), states â€Å"...the Chinese political system has not only remained repressive and undemocratic but has become a threat to the world’s democracies† (Pei, 1998:68).Show MoreRelatedChina s Democracy And Human Right Essay953 Words   |  4 Pagesthe first Asian presidential system country- Republic of China was built in Nanjing then the emperor of Manchuria abdicated at end of this year. From this year, four thousand years’ Chinese absolute monarchy was ruined meanwhile two thousand years sacred and inviolable emperor system was buried. All future generations will not forget the man who devoted his whole lif e to China’s democracy and human right. He is the father of Republic of China- Sun yat-sen. Dr. Sun was born in 1866 and died in 1925Read MoreThe Role Of Liberal Values At The International Level1617 Words   |  7 Pages4. 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Democracy can be defined as a set of practices and principles, such as political participation and electoral processes, that protect freedoms and at minimum include the presence of free and fair elections, the protection of minority groups, the respect of human rights, and governed by majority rule . The People’s RepublicRead MoreThe Future of Freedom1075 Words   |  5 PagesHistory The Future of Freedom In his book, The Future of Freedom, Fareed Zakaria writes that we must make democracy safe for the world. The American democracy sets the standard around the world for liberal democracies, but transitions across for other countries across the world toward a liberal democracy is often difficult and with poor decision making, close to impossible. Liberal democracies are the systems in which people choose their government and live in an environment of freedom. In ZakariasRead MoreChinese Population And Its Effect On China1700 Words   |  7 PagesIf â€Å"democracy† is a term that sounds so familiar to many Western countries, the concept, on the other hand, does not adhere a same value in developing countries, especially for China. In fact, Chinese population is heavily under the effect of democratization resistance for many reasons, including but not limit to (1) the government’s own definition and version of democracy (2) Chinese’s long historical factors and un ique cultures, (3) different political philosophy and (4) whether is developed orRead More The Future of Freedom1081 Words   |  5 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;In his book, The Future of Freedom, Fareed Zakaria writes that we must make democracy safe for the world. The American democracy sets the standard around the world for liberal democracies, but transitions across for other countries across the world toward a liberal democracy is often difficult and with poor decision making, close to impossible. Liberal democracies are the systems in which people choose their government and live in an environment of freedom. In Zakaria’sRead MoreThe Current Chinese Government Fits Into The Category Of Authoritarian Regimes856 Words   |  4 Pagesuse ideology or coercive mobilization to shape citizen’s interests, or support for the regime. However, China had been in a category of totalitarian regimes once after the World War 2 ended. After the world war 2, under the Mao†™s control, China’s sovereignty imposed strict controls over everyday life and cost the lives of tens of millions of people, which is the totalitarian regime. When China was under Mao’s control, citizen’s interest and identities were shaped by the ideology created by the governmentRead MoreHow China Hong Kong Relations1305 Words   |  6 PagesJessica Afonso 999565938 HIS385H1 Professor Lim How China-Hong Kong Relations Have Resulted in Today’s Occupy Movement Introduction This paper will use various scholarly articles to explain how China-Hong Kong relations ultimately impacted Hong Kong and resulted in the present-day pro-democracy protests (Occupy) throughout the territory. The Succeeding History on the Government of Hong Kong British Colonization and Beginning of Settlement The British occupied Hong Kong in 1841, which providedRead MoreEast Asian Union : The World Trade Organization1468 Words   |  6 Pagesand will be there forever. No one can take the time machine to go back to change the history of the Sino-Japanese War. People should learn some lessons from that war and to strive to guarantee that the war will not happen again. Both of Japan and China have the long history and outstanding cultures, if they can cooperate with another, they can gain more benefits than simply involving in the war. Another conflict is the Korean pop culture invasion. Actually, Chinese culture has various excellent aspectsRead MoreSamsung in America Essay1667 Words   |  7 Pages(Kohan). This is a quote by Barack Obama during his election speech. In a democracy, citizens vote for their own opinions; they vote for what they believe is best for America which is a true democracy. It’s not just two candidates or two parties, they vote for what they believe is best for America. Having rights for freedom of speech and Foreign Employ Rights are very important for establishing a business with a fair democracy. Samsung should expand business and move my family to United States of America

Transformation in “An Imaginary Life” Free Essays

Tables Made into Trees Transformation is one of principal themes of David Malouf’s short novel An Imaginary Life. Sent to a barbarian village in the outskirts of the Roman Empire, Ovid is forced to make changes to himself to find even the smallest bits of happiness. He starts to notice and absorb nature which, in turn, helps teaches him about himself. We will write a custom essay sample on Transformation in â€Å"An Imaginary Life† or any similar topic only for you Order Now He first starts to notice his mental state improving from bleak to bright. He also begins to observe his surroundings and allow them to open his eyes and improve his attitude. These surroundings have a beautiful and powerful effect on Ovid and he learns that they can teach him more about his own emotions and thoughts than society ever could. The Boy is also a part of Ovid’s transformation. He is a tool and a link between human society and nature. While Ovid tries to teach the Boy about human culture, it is the Boy that teaches Ovid about being human. Malouf uses many tools including Ovid’s mind, nature, and the Boy to facilitate Ovid’s transformation throughout the novel. One of the major aspects of Ovid’s transformation is based on his mental state and his outlook on his situation. The first glimpse we get into his thoughts comes in the opening paragraphs when he is describing what seem to be his surroundings. He portrays the setting as a bleak and dull place with nothing worth mention and no hope to be had but he ends his description with â€Å"But I am describing a state of mind, no place†(16). This shocks the reader and exposes Ovid’s current state of mind. This bleak, pessimistic description is then contrasted to a joyful, beautiful description of a scarlet poppy. The contrast provides insight into the importance of changes in the natural environment, as Ovid is change from being troubled by the bleakness and emptiness of life that surrounds him to being overcome with joy from the color of the poppy. While he is on this high of emotions, he questions whether the people from his old life in Rome would look poorly upon him for the exaggerated happiness he feels because of the flower. This shows the separation of his natural surroundings and society. It also marks the beginning of his transformation to natural world acceptance. Ovid’s identity is also molded by his surroundings. He starts to adapt to his new home and become more in tune with the people and the landscape. An example is when he starts to learn hunting from the village people. It brings him closer to nature which, in turn, teaches him aspects about himself. He finds himself able to purely express himself physically and emotionally rather than being caught up in Roman traditions. He learns that nature has the ability to teach men about human existence. The societies, like him, are shaped by their surroundings. In Rome, he was surrounded by civilized and advanced culture. This culture had formed by changing the nature that surrounded them. They built great buildings and intricate roads; thus distancing themselves from nature. This not only changed the way they lived, but the people that lived there. On the other hand, the barbarians that Ovid was exiled to live with are much closer to nature. They live more modestly and are more in tune with the environment. When the poet is engulfed by this society, he changes naturally to fit in over time. Even the language changes Ovid. His point of realization of the language’s affects on him is when he decides to teach the boy the barbarian dialect. â€Å"I have come to a decision. The language I shall teach the Child is the language of these people I have come among, and not after all my own. And in making that decision I know I have made another. I shall never go back to Rome†¦ So I admit openly to myself what I have long known in my heart. I belong to this place now. I have made it mine. I am entering the dimensions of my self† (94-95). This is a major turning point in Ovid’s transformation. It is when he makes the decision to shed his old life and replace it for his new on one. He is fully submerging himself in this new existence and is opening himself up willingly for change. The Boy is another tool of transformation during the novel. Once again, it can be accredited to the environment and conditions he and Ovid are in. Ovid strives for a sense of belonging and unity with all the elements and tries to force the same upon the boy. After some time he becomes fascinated with the Boy’s ability mimic the sounds of nature. Ovid starts to admire the Boy’s personality and is intrigued by the fact that he has mastered life in nature. Nature and wilderness made by God are what the boy has faced and lived through while all Ovid has done is survive a society made by mere men. The Boy and Ovid are very similar though. They are both affected and react to changes in their environment. When first captured, the Boy reacts violently and is tied up with cloths. This is symbolic as it signifies both the physical and mental restraints caused by the conformity of civilized society. These bonds hold him back just as Ovid’s cultivation impedes him. Later on in the wintertime, the Boy’s sickness reflects both the physical sickness caused by captivity and the lack of freedom that men endure in order to work against, not with, the elements and nature. Conversely, when the Boy is finally released into his natural habitat, he is happy to return and is even willing to care for Ovid in it because he thrives there. At the end of the novel, when he is in the field, he finds ultimate satisfaction and freedom from what he used to be. The vast openness and immensity of the land which once scared him becomes his source of food and drink. Through his progression and changes, he finds himself at and endpoint in which he is satisfied in mind, body, and spirit. The vast openness and immensity of the land which once scared him became his source of food and drink. The natural environment impacts Ovid so much that age and small details of life no longer bother him. He sees that the existence of human life is everlasting. He is transformed to the point of total satisfaction. His final statement sums up his conversion to his new self, â€Å"I am there. He benefits from belonging to the wilderness and not being defined by society. Ovid makes a complete transformation over the course of this novel. He is influenced by his surroundings and finds himself being changed by them. These conversions first happen in his mind, then through nature and language, and finally through the Boy. Ovid finds himself changing as the book progr esses and reaches a point of complete happiness and contentment at the end of the novel.? Works Cited Malouf, David. An Imaginary Life. New York. Vintage Books, 1996. Print How to cite Transformation in â€Å"An Imaginary Life†, Essay examples

Career in Childcare free essay sample

The increased role of women in the labour force in Ireland over the last 20 years has created a new industry and a new requirement for society. Childcare, the paid care of children by people other than their immediate family, has been part of and subject to the changes in Irish society and is increasingly a crucial industry demanding our attention, concern and care. Many of the workers were unqualified and inexperienced due to the lack of legislation and protection covering this sector. Our children are the future of our country; therefore it is imperative that they receive adequate and appropriate care and education to ensure that they grow to become well-balanced individuals. Early education is the first step towards achieving this goal. â€Å"www. cym. ie† Siolta, the National Quality Framework for Early Childhood Education, was developed by the Centre for Early Childhood Development and Education on behalf of the Department of Education and Skills. It was published in 2006, following a three-year developmental process, which involved consultation with more than 50 diverse organisations, representing childcare workers, teachers, parents, policy makers, researchers and other interested parties. Siolta is designed to define, assess and support the improvement of quality across all aspects of practice in early childhood care and education (ECCE) settings where children aged birth to six years are present. Siolta comprises three distinct but interrelated elements, namely Principles, Standards and Components of Quality. The Principles provide the overall vision of the Framework. The Standards, Components and Signposts for Reflection allow for practical application of this vision across all aspect of practice in an ECCE setting. â€Å"www. siolta. ie† Siolta’s Principles: 1)Early childhood is a significant and distinct time in life that must be nurtured, respected, valued and supported in its own right. Every child needs and has the right to positive experiences in early childhood. As with every other phase in life, positive supports and adequate resources are necessary to make the most of this period. ) The childs individuality, strengths, rights and needs are central in the provision of quality early childhood experiences. The child is an active agent in her/his own development through her/his interactions with the world. These interactions are motivated by the individual childs abilities, interests, previous experiences and desire for independence. Children have the right to be listened to and have their views on issues that affect them heard, valued and responded to. 3)Parents are the primary educators of the child and have a pre-eminent role in promoting her/his well-being, learning and development. Quality early childhood care and education must value and support the role of parents. Open, honest and respectful partnership with parents is essential in promoting the best interests of the child. Mutual partnership contributes to establishing harmony and continuity between the diverse environments the child experiences in the early years. 4) Responsive, sensitive and reciprocal relationships, which are consistent over time, are essential to the wellbeing, learning and development of the young child. The relationships that the child forms within her/his immediate and extended environment from birth will significantly influence her/his well-being, development and learning. These relationships are two way and include adults, peers, family and the extended community. Positive relationships, which are secure, responsive and respectful and which provide consistency and continuity over time, are the cornerstone of the childs well-being. 5) Equality is an essential characteristic of quality early childhood care and education. Equality, as articulated in Article 2 of the UN Convention on the Rights of the Child (1989) and in the Equal Status Acts 2000 to 2004, is a fundamental characteristic of quality early childhood care and education provision. It is a critical prerequisite for supporting the optimal development of all children in Ireland. It requires that the individual needs and abilities of each child are recognised and supported from birth towards the realisation of her/his unique potential. This means that all children should be able to gain access to, participate in, and benefit from early years services on an equal basis. 6)Quality early childhood settings acknowledge and respect diversity and ensure that all children and families have their individual, personal, cultural and linguistic identity validated. Diversity is a term which is generally used to describe differences in individuals by virtue of gender, age, skin colour, language, sexual orientation, ethnicity, ability, religion, race or other background factors such as family structure, economic circumstances, etc. Quality early childhood environments should demonstrate respect for diversity through promoting a sense of belonging for all children. 7) The physical environment of the young child has a direct impact on her/his well-being, learning and development. The childs experiences in early childhood are positively enhanced by interactions with a broad range of environments. These include the indoor and outdoor, built and natural, home and out-of-home environments. The environment should be high quality and should extend and enrich the childs development and learning. The safety, welfare and well-being of all children must be protected and promoted in all early childhood environments. The promotion of child well-being is a characteristic of a quality environment. This involves the protection of each child from harmful experiences and the promotion of child welfare. Additionally, the opportunity to form trusting relationships with adults and other children is a key characteristic of quality. 9) The role of the adult in providing quality early childhood experiences is fundamental. Quality early childhood practice is built upon the unique role of the adult. The competencies, qualifications, dispositions and experience of adults, in addition to their capacity to reflect upon their role, are essential in supporting and ensuring quality experiences for each child. 10) The provision of quality early childhood experiences requires cooperation, communication and mutual respect. Teamwork is a vital component of quality in early childhood care and education. It is the expression of cooperative, coordinated practice in any setting. Shared knowledge and understanding, clearly communicated among the team within the setting; with and among other professionals involved with the child; and with the parents is a prerequisite of quality practice and reflects a whole-child perspective. 11) Pedagogy in early childhood is expressed by curricula or programmes of activities which take a holistic approach to the development and learning of the child and reflect the inseparable nature of care and education. Pedagogy is a term that is used to refer to the whole range of interactions which support the childs development. It takes a holistic approach by embracing both care and education. It acknowledges the wide range of relationships and experiences within which development takes place and recognises the connections between them. It also supports the concept of the child as an active learner. 12) Play is central to the well-being, development and learning of the young child. Play is an important medium through which the child interacts with, explores and makes sense of the world around her/him. These interactions with, for example, other children, adults, materials, events and ideas, are key to the childs well-being, development and learning. Play is a source of joy and fulfilment for the child. It provides an important context and opportunity to enhance and optimise quality early childhood experiences. As such, play will be a primary focus in quality early childhood settings. â€Å"www. siolta. ie† Siolta’s Standards: Standard 1: Rights of the child Ensuring that each childs rights are met requires that she/he is enabled to exercise choice and to use initiative as an active participant and partner in her/his own development and learning.