World War II Essay Example for Free

World War II Essay Within the first 15 years, Soviet Russia used veto power 56 times. The Western powers, in retaliation, have similarly abused it for their own interest. Thus Big Powers have made it impossible for the United Nations to restore peace on various occasions. Above all, the collective security is the main purpose of the UN. But, as various incidents have proved, the member-nations are more interested in their own security than in collective security as such. The relation between what Fredrick Schumann calls ‘Marx land’ and ‘Freeland’ has been far from cordial and even hostile at the end of World War II. This was due, according to some, to the division of the world into two camps one led by the Soviet Union and another by the U. S. A. This bi-polar interpretation of world-politics failed to take into consideration the existence of neutral nations like India, Indonesia, Egypt and other states which had disassociated themselves from joining in any one of the camps. This two camp- theory gave birth of the cold war. The cold war was kept alive by the rivalry of Soviet bloc and Western bloc to gain the hegemony of the world. The Western bloc looked upon the communist countries as totalitarian states and the neutrals as misguided. The communist countries, on the other hand, considered the capitalists states as seeking to exploit the underdeveloped countries for profit and frantically trying to maintain their hold over areas producing raw material. Their mutually opposing views had produced rivalry in the post-World War II period which is known as cold war era. The first victim of the cold war was the United Nations organization. As soon as the giants fell out the ‘Big Five’ failed to reach agreement. The Soviet Union was the only state from the communist block. In other word the Soviet ‘veto’ prevented the actions that the western countries desired to take on many questions. The Greek question, the Trieste issue and the question of admission of new members created much difference. It paralyzed U. N. action and by the end of 1946 it became clear that the United Nations will not be able to carry the responsibility conferred upon it by the Charter. The establishment of people’s Democracies in Eastern European countries brought with the Russian sphere of influence nearly 120 million people. The Soviet Union denounced the western powers as war mongers. The Soviet Union was accusing the western powers of an attempt to encircle her to counteract which she entered into alliance with the People’s Democracies and strengthened her defenses and maintain peace in Europe. Warsaw Pact was coming as a reaction of NATO in the year 1955. Warsaw Pact was signed by the central and eastern European communist countries like Romania, Bulgaria, Hungary, Poland, East Germany, Czechoslovakia, Albania and Soviet Russia. Warsaw Pact had two branches – one is Political Consultative Committee (use for non military purpose) and other is Unified Command of Pact Armed Forces. The main aim of this pact was that, if one of the member countries of this pact were attacked by the western powers then all the member countries will defend victim countries and at the same time they defend one another. The creation of the North Atlantic Treaty Organization (NATO) is fundamentally the outcome of fear psychology. The establishment of communist holds over Eastern Europe and the possibility of further expansion of Soviet communism produced the Western response in the NATO. It was felt by the policy-makers in U. S. A. the war-torn Europe was not in a position to act as a deterrent on the Russian shadow over the continent. Similarly the CEATO, MEDO, ANZUS and other military groups created by America in order to resist any type of communist aggression. According to the terms of these treaties, if any of the signatories fall victim of any communist attack, others will come forward in order to prevent the aggression. These military treatise have also undermined the importance on UN, because there existence implies that the signatories have not believed on the assurance of the UN that it would guarantee collective security of any member in case of any aggression. Conclusion It is thus amply clear that the conflicting interests of the big powers paralyzed the League of Nations. Mellowed by its sordid experience, the makers of the UN made so many improvements in the Charter of the UN. But, the conflicting ideology and political interest of the super-powers have similarly weakened the United Nations. Their self-interests have been reflected both inside and outside the UN. Naturally, it is facing the same problems which destroyed the Leagues within 20 years of its emergence. Reference Tandon, M. P. International Law, Allahabad Law agency, Allahabad, India, 1969, pp 462-464 Eichellberger, C. M. UN, Sterling Publications, 20 Laski, H. J. A Grammar of Politics, Modern Academy Publishers, 7th Indian Reprint, Mumbai, India, 1996 Mowat, R. B. A History of European Diplomacy, Edward Ronald Co. , London, 1961 Nicolas, H. G. The United Nations, Oxford University Press, London, 72 Clement, S. International Relations, Kitab Mahal Allahabad, India, 1971, 483 Russel, B. Which Way to Peace, p. 110

Napoleons Farwell Address Speech Analysis -- essays research papers

Napoleon’s Farewell Address To The Old Guard A truly dramatic moment in history occurred on April 20, 1814, as Napoleon Bonaparte, Emperor of France and would-be ruler of Europe said goodbye to the Old Guard after his failed invasion of Russia and defeat by the Allies. By that time, Napoleon had ruled France and surrounding countries for twenty years. Originally an officer in the French Army, he had risen to become Emperor among the political chaos following the French Revolution in which the old ruling French kings and nobility had been destroyed. Napoleon built a 500,000 strong Army, which used modern tactics and improvisation in battle to sweep across Europe and acquire an Empire for France. But in 1812, the seemingly invincible Napoleon made the fateful decision to invade Russia. He advanced deep into that vast country, eventually reaching Moscow in September. He found Moscow had been burned by the Russians and could not support the hungry French Army over the long winter. Thus Napoleon was forced to begin a long retreat, and saw his army decimated to a mere 20,000 men by the severe Russian winter and chaos in the ranks. England, Austria, and Prussia then formed an alliance with Russia against Napoleon, who rebuilt his armies and won several minor victories over the Allies, but was soundly defeated in a three-day battle at Leipzig. On March 30, 1814, Paris was captured by the Allies. Napoleon then lost the support of most of his generals and was forced to abdicate on Apr...

Purpose and Meaning of Education Essay

Poverty is my pride, struggle is my way of life, education is my weapon and love of Allah is my strength. (Hazrat Mohammad PBUH). Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through auto-didacticism. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts. Islam has put great stress on Education. The very first word of the first revelation was â€Å"Iqr’a† means read. The Holy Qur’an emphasizes more that seeking of knowledge is compulsory upon every man woman. Islam has given very clear instructions for the Education and has made it compulsory for all the genders equally. The purpose of education according to Islam is to serve the humanity in every possible way and lead a peaceful life by obeying the commandments of Allah (the only creator of the e ntire universe). Lack of education is the root cause of every trouble and misery. It is education only by which we can bring change, peace as well as prosperity in the world. Our aim should be clear in this regard that the only possible way to make human life as better as we can is education only. We know very well that education is the only weapon which is the best anti-biotic to every evil cause. We can destroy every evil strength through this weapon and bring desirable changes in every part of the globe. Today when we look at the world we find it divided on the bases of religion, race, colour, caste, creed and tribe. Sectarian and ethnic discrimination has drawn the boundaries of hate and egotism. We can overcome all these by spreading education in the entire world and make it a way towards social and global brotherhood on the basis of humanity. Past history proves that human is the most furious creature on this planet which is why today we see this bloody picture and insecurity all over the world but if we adopt the education in our characters and deeds we can surely make this world a better place to live on. When we speak about standard education it means there should be same and qualitative education across the world so that every human being can seek it in the very same like others do. Standard education will destroy the poverty, misery, and hunger from the world. No any other human doctrine can stop the destruction of human beings except the education as it the need of the hour as well as the only way for the survival of humanity. Conclusion. From the above mentioned facts and realities it is quite clear that the meaning, purpose and cause of education should be to serve the humanity without any kind of discrimination on the basis of equality so that we can make our world a place better to live on peacefully and purposefully.

Paper and Dumas Book Essay

What does Dumas’ decision to take an American name suggest about her feelings toward her adopted country? How does her dual identity enable her to see how Americans â€Å"really† feel about Iran? Dumas’ husband, Franà §ois, experiences life as an American immigrant much differently than does Dumas. What do you think accounts for Americans’ biases in their attitudes toward immigrants from different countries? To what extent are these biases grounded in stereotypes about the immigrants’ native countries? Evaluation: You will be graded on: Organization- Does the paper have an introduction, body, and conclusion? Does the paper have a central argument (thesis) that appears in the introduction and conclusion? Grammar, punctuation, and style- For example, does the writer use the past tense consistently? See â€Å"additional considerations† below. Use of the text- Does the paper successfully incorporate specific examples from the book? Do the examples support the paper’s thesis? Since this is still a relatively short paper, avoid long block quotes. Be succinct. In addition, avoid long summaries of the book. Your paper should be built around examples that support your thesis. You must, however, cite the books to support your claims. In each instance that you draw specific information from the book, you should insert the page number from which the idea or quote originated at the end of the sentence. Plagiarism: See description on syllabus Format: All papers should be double spaced and written in Times New Roman 12 Late Papers: Papers are due in class on the given due date. Computer related problems are not an excuse. Be prepared for a hard drive/ printer disaster. Back up your work often. Papers turned in after class on the due date (unexcused) will be docked 5 points (out of 100). Papers will be docked 3 points for every day they are late with the weekend counting as 1 day. Additional considerations: 1. Use the past tense consistently when discussing historical events. 2. Do not use first or second person in your paper. In other words, don’t use the pronouns: I, me, my, you, your, our, ours, us, etc. So, instead of: â€Å"I think Dumas considered herself to be†¦.† Just write, â€Å"Dumas considered herself to be†¦.† 3. Proof-read carefully. Even if your paper has no misspellings, that does not satisfy your need to proofread. Spell checker will occasionally correct your spelling, but insert a different word than you intended. 4. Do not use contractions. (didn’t should be did not, etc). 5. Your paper should adopt a more formal, authoritative tone. Do not use slang, clichà ©s, or profanity. 6. Use active, not passive voice. 7. Staple the paper 8. Do not use outside sources except lectures from this course (internet, other books etc.).

This Sink Needs Fixed

This Sink Needs Fixed This Sink Needs Fixed This Sink Needs Fixed By Maeve Maddox Maureen Garrison writes: Have you discussed the way people leave out to be in phrases such as This needs to be washed? Â  I keep hearing and seeing in print, This needs washed. Â  I assume it should be, This needs to be washed, or This needs washing, but maybe Im missing something. Â  Id love to see an explanation. Is this a mistake, a colloquialism, or something that is new only to me? What I call the needs fixed construction is a regionalism that has gained wide acceptance in colloquial speech. The expression is often associated with Pittsburgh and a narrow band in the middle of the country extending from the east coast to Montana. I grew up outside those regional boundaries and am quite used to hearing The lawn needs mowed and This sink needs fixed. The construction, standard in Scottish usage, seems to stir the hackles of US speakers to whom it is unfamiliar. I wont bother to quote any of the ugly comments about it that Ive read on other language sites. Here are some web examples from different regions: Lee Adama needs slapped (Scots blogger) Microsoft Needs Slapped. (Texas) Help! My Lawn NEEDS mowed! My Toro Starts but Stalls! (Ohio) The expression is camouflaged by other words in the following sentence, but I think it also partakes of the needs fixed pattern: The Left Needs Its Mouth Washed Out With Soap (Washington DC) Objections ariseand are validif the word needs is regarded as a transitive verb. Speakers who see needs as a transitive verb understandably want it to be followed by a discernible object: a noun substitute, either a to be phrase or a present participle: The lawn needs to be mowed. The lawn needs mowing. However, the word needs does not function as a transitive verb in the expression needs fixed. It acts as a kind of auxiliary verb, similar to to be in a passive construction. The -ed word that follows is also a verb. The lawn needs mowed differs from The lawn needs mowing and The lawn needs to be mowed in that the desired action goes beyond a projected future event and anticipates an accomplished fact. The needs fixed construction demands action. The alternative versions permit a vagueness that needs fixed does not. It says no more dilly-dallying! This lawn needs mowed today! If you want supper, this stove needs fixed. Bottom line: The needs fixed expression is best avoided in a formal context, but theres nothing wrong with its informal use. Use the version you prefer and let others do the same without ridicule. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Addressing A Letter to Two PeopleSelect vs. Selected10 Functions of the Comma

Courage Term Paper Example | Topics and Well Written Essays - 1000 words

Courage - Term Paper Example I believe Aristotle states that it is important for people to display courageous traits. However, these courageous traits must not inhibit a person’s general morality. For example, one may choose to balance his/her feelings of confidence and those of fear. He/she chooses whether to be afraid of diverse things in their lives. Therefore, a courageous individual is one who chooses to fear such things as beauty, which cannot compromise morality. In addition, courage enables individuals to avoid evil since it informs their abilities to make right decisions (Aristotle & Ross, 2009). Aristotle suggests that bravery involves an individual’s actions to fear evil for a good cause. For instance, a person may display resistance to the act of theft because it is immoral to steal. However, this resistance to steal will only qualify to be courageous depending on the reason for refusal. If the individual refuses to steal because he/she is afraid of the extreme punitive measures, then that is not courage. This is because the individual fears for wrong reasons, which are immoral in themselves according to Aristotle. However, if the individual fears the evil of stealing then he is courageous because he fears a significant thing (Aristotle & Ross, 2009). In addition, Aristotle account on fear suggests that courage is not influential because individuals with courage do not need further encouragement. Instead, these courageous persons display their fears of various graceful things on their own. Moreover, courage is evident when people display it in circumstances, which others have failed. In particular, it is indeed courageous for individuals to display their respective fears because they want to achieve a beautiful thing or a certain good for humanity. Finally, Aristotle suggests that courageous individuals do not fear such things as death because they understand

Dna, transposable elements, pv92 insertion, evolution, bioinformatics, Lab Report

Dna, transposable elements, pv92 insertion, evolution, bioinformatics, hardy weinberg equation - Lab Report Example Alu sequence that has been explored in this experiment is among these sequences. This DNA sequence is approximately 300 base pairs long that is seen to be repeated for about 500,000 times throughout the entire human genome. It is not yet known what function they play as well as their origin (Olson et al., 1989).These Alu sequences are known to possess characteristics that are critical to the geneticists. They are usually present within introns of a given genes, and they might be associated either with a disease or can be utilized in the estimation of relatedness between and among individuals (Deininger, 1989). In this experiment, there was analysis of a single Alu repeat and it was utilized in the estimation of its frequency in the class population as well as a basic molecular genetic variation measure. This was with no reference to relatedness between individuals or to disease. Figure 1 indicates the types of repetitive DNA in human genome An Alu sequence that was considered in this laboratory activity is located at PV92 region of chromosome 16. This specific Alu sequence is dimorphic, implying that it is present in some people but absent in other. Some individuals are known to possess the insert in either of the chromosome 16 copy (one allele), others may possess the insert in both of the chromosome 16 copies (two alleles). ... It will be 941 base pairs long only if there is Alu. This size increase is as a result of the 300 base pair sequence that is attributed to the Alu insert (Hollstein MC et al., 1991). There are 3 distinct outcomes that are probable when the products of PCR are electrophoresed on an agarose gel. If there is an Alu inserts on both chromosomes, each amplified PCR product will be 941 base pairs long. They tend to migrate at the same speed on a gel so in regards to this, one band will be visible which corresponds to 941 base pairs. If it is observed that neither of the chromosome posses the insert, then it means that each amplified product of PCR is 641 base pairs and they are supposed to migrate as one band corresponding to 641 base pairs. If an Alu insert is present on one chromosome but absent on the other, then it implies that one PCR product of 641 base pairs will be observed as well as one of 941 base pairs. Two bands will be revealed by the gel for such given sample. The 941 bp and 641 bp were separated basing on their sizes. As it is known that Alu repeats inserts themselves randomly in human genome. In relation to this, the Alu insert located in PV92 locus is very important in studies of genotype and allele frequencies in the human population. In the exercise done in the laboratory, the principles of the Hardy-Weinberg theory were applied in the analysis of the Alu insert allelic and genotypic frequencies in the population (Saiki RK et al., 1988). This was also to test the hypothesis that the class population alleles fit the prediction model of Hardy-Weinberg for genotype equilibria. By determining the Alu genotype genotypic frequencies within the student population, the corresponding allelic frequencies were as well calculated.