History of Atomic Theory

History of Atomic Theory The atomic theory is developed since 2000 years ago the Greek philosopher Democritus proposed that there was a limit to how small one could be divide matter, this smallest matter indivisible particle was called atom. However this atomic theory of Democritus was criticized by Aristotle who proposed a model based on four basic elements of earth, air, fire and water. Aristotles view held for the next 2000 years as it better suited religious beliefs of the time. In 1801, an English teacher named John Dalton proposed his atomic theory which stated matter is composed of all small indivisible atoms, elements contain one type of atom; different elements contain different atoms, compounds contain more than one type of atom. In 1904, British physicist J.J Thomson and others demonstrated that cathode rays (electrons) were present in all matter. Thomson proposed that the atom was a sphere of positive charge in which embedded were rings of negative charges (electrons) , like plums in a pudding. Lather on, in 19 century, the discoveries of radiation leads to a new progress of Physics. We knew that certain elements emitting radiation, this suggested that atoms are no longer indivisible and not indestructible, as proposed in Daltons atomic model. Radiation provides an important tool for the study of matter. In 1911, Rutherford first suggested the use of alpha particles to probe the internal structure of the atom. Finally, the nucleus and its protons were discovered. Rutherfords scattering experiment Ernest Rutherford, directed an experiment to Hans Geiger and Ernest Marsden in 1909, in which the newly discovered alpha particles (Helium nuclei) were fired at a thin gold foil layer which only a few atom thick. At that time the atom was thought to be analogous plum pudding by Thomson with a negative charge (the plum) throughout the positive sphere (the pudding). Most of the alpha particle passed through with no or only very small deflections in a vacuum (see figure), as would been excepted on the Thomson model of the atom current at the time. About 1 in 8000 was deflected through angles greater than 90 degree. The result was so unexpected that Rutherford was very unexpected that Rutherford was promoted to write†¦.it was almost incredible as if you fired a 15 inch shell at a piece of tissue and it came back and hit you. Therefore Rutherford concluded that majority of the mass of the atom was concentrated in the nucleus. The small size of the nucleus explained the small number of the alpha particles that were repelled each other in this way. Rutherford showed that the size of the nucleus was less than about 10 -14m. Bohrs model, how it fit experimental observation Accelerated electrons emitted and lose energy which predicted by Predicted by Maxwell and confirmed by Hertz, however the electron doesnt spin into the nucleus because of energy losing. Later on, In 1903.H.G.J Morseley found simple, regular relationship between the frequencies of X-ray emission line, thus it provided an evidence to support Bohrs model. Scientist began to work on an alternating model to replace it. Bohrs postulates In 1913 the Danish physicist Niels Bohr (1885~1992), put forward some radical propositions to account for the discrepancies between Rutherfords model of the atom and the available experimental evidence. Bohrs postulates are 1. Electron can remove in certain allowed orbitsstationary states (energy) without radiating energy. 2.when an electron falls from a higher energy level to a lower energy level, it emits energy that is quantised by the plank relationship E2 E 1= hf. 3. Augular momentum (mvr) is quantised and can only take values of the nh / 2Ï€ when n is the principal quantum number. The first postulate account for the stability of the atom. However why the these stationary state excited was unknown. They exist was a fact. The second postulate explains the line emission spectra. Emission (or absorption) of Energy is discontinuous and corresponds to a transition between two stationary states. Since the energy can be quantized, the emission, the frequency of the emitted (or absorbed) radiation is predetermined. A transition between different states will lead to difference frequencies or colours. The third postulate effectively sets limits on the radius of the allowed orbits. Bohrs model Bohr realised that if his model was correct, each atom would have a spectral fingerprint to the differences between electron energy level in that atom. The Rydberg equation which also known as Balmer equation, has given him evidence for the quantised emission of the energy from hydrogen atom, leading him to going on to further his model and define his postulate. So the hydrogen spectrum was very significant to the development of Bohrs model of the atom, because without the understanding of it, Bohr may not continue his work of the model. Produced and observable when hydrogen gas was excited by the addition of energy. The equation in the original form was modified by Rhydberg until it worked and could be applied to explain the spectrum of hydrogen by using integer values of n, only as suggested by Bohr in his postulates. Quantum number and quantum changes Its possible to determine the energy of each orbit using Bohrs model and from this construct an energy level Figure for hydrogen. The figure below shows the energy these energy levels. Alternatively a transition between stationary states can be show in figure. B. The Balmer series of lines occurs when the electrons fall to the n=2 level from n=2 level n=3,4,5 and 6 levels. This is illustrated differently in figure. B. How Bohr describes the hydrogen spectra Bohrs model of the atom wad quite similar to that of Rutherfords with two important differences firstly, it assisted positions to the electrons, but secondly the electron energy level s were quantised. This was radically new, the idea that electrons had energy states and could absorb and emit energy to change states, and had no evidence. Bohr realised that if his model was correct, each atom would have a spectral fingerprint to the differences between electron energy level in that atom. The Rydberg equation provided him evidence for the quantised emission of the energy from hydrogen atom. It leads him to going on to further his model and defines his postulate. So the hydrogen spectrum was important to the development of Bohrs model of the atom. The energy levels describe by Bohr is clearly marked. According to Bohr, the Balmer series (shown on the bottom of the diagram as the hydrogen spectrum) was cause by changing energy levels, in the process releasing light. As shown, larger energy changes produce more energetic photons, as seen in Balmers series, as further, this diagram shows how the Balmer series is formed by successive electron transition to the 2ndshell (transition to other shell produce additional lines named after their discoveries.) This is a great achievement that the Bohr s model is able to provide a physical basis for the Balmer series formula. From his second postulate E f Ei= hf. (i) states for initial energy level (f)states for final energy level Ei=1/ni2E1and Ef=1/nf2E1 hence: hf =1/ nf2E1-1/ ni2E1=(1/ nf2-1/ ni2) E1 And since c=fA=>A=c/f the expression reduces to 1/A=E1/hcX(1/ nf2-1/ ni2) where R states for Rydbergs constant, RH(hydrogen)1.097X 107m-1. By using the mixture of classical physics and quantum physics, Bohr was able to define the equation for the spectral lines of hydrogen. He didnt know why the electrons obeyed his rules. These were purely empirical results. Problems with the model For all the success, the Bohr model of the atom had serious limitations: It and ad hoc mixture of classical and quantum physics; it allows some laws of the classical physics held and others did not. Hydrogen has only one electron, and Bohrs postulate are only able to explain it. It cant work fo r multi-electron atoms. It could not explain the relative intensities of the spectral line; some lines were more intense to the others and it was not known why this should occur. Certain spectral line were foun of a number of very fine and close lines and the cause of these hyperfine spectral lines could not be explained. The splitting of spectral lines when the sample was placed in a magnetic field (called the Zeeman effect, and discussed below) could also not be explained. The postulates faced a problem that it is suited for larger atom. Hydrogen is the simplest atom containing only one electron. Similarity He+and Li+have one electron. Bohrs model works with theses atom and ions. In all the other atoms however the electron interact with each other. In a larger atoms the outer electrons are shielded from the nucleus by the inner electrons. Interaction between electrons also result in different energy levels. The affect Bohrs model to the extent that the spectra of multiple electrons could not be explain. When the spectrum of the hydrogen was examined it was noted that the emission line varied in intensity. Some were quite intense and others were less intense; some were sharp and some were boarder. The following figure. illustrate these differences. Bohrs model could not explain these features but later it was explained that electron orbited in a ellipse and not in a circles. As the developing of the light spectroscopes improved it was found that some of the spectral lines were made up with hyperfine lines. This suggestion spitted Bohrs energy level theory; however there was no explanation for this. The Zeeman Effect Zeeman Effect occurred when a magnetic field us pass through a discharge tube. The magnetic field increased the hyperfine splitting of spectral lines, further breaking them up. As the limitation, Bohrs model was unable to explain the experimental evidence. In 1896 a Dutch physics Pieter Zeeman (1865-1943) found that when he placed a source of sodium light between the poles of a strong magnet the lines split into three or more. This could not explain by Bohrs model, The spectral line of some elements can even split to 15 lines. This is called the anomalous Zeeman effect. It cant be explain by that time, and it leads to the new developing of the model to explain it. This begin with the work of de Broglie. The following is the formal definition of Zeeman Effect: The splitting of single spectral lines of an emission or absorption spectrum of a substance into three or more components when the substance is placed in a magnetic field. The effect occurs when several electron orbits in the same shell, which normally have the same energy level, have different energies due to their different orientations in the magnetic field. A normal Zeeman Effectis observed when a spectral line of an atom splits into three lines under a magnetic field. Astronomers can use the Zeeman Effect to measure magnetic fields of stars. The following diagrams shows the normal spectral line and the Zeeman effect. References Textbooks 1. Excell HSC physics by Neville Warren published in 2007 2. Jacaranda Physics Second Edition published in 2004 3. Bohr and quantum theory by Paul Strathern in1998 4. Physics Spectrum by Peter H.Eastwell published by McGrathHill in 2000. Websites Ruthorford scattering experiment http://en.wikipedia.org/wiki/Rutherford_scattering last updated 19 July 2008 http://library.thinkquest.org/19662/high/eng/exp-rutherford.html Atomic structure discovered http://www.neoam.cc.ok.us/~rjones/Pages/online1014/chemistry/chapter_8/pages/atomic_structure_discover.html Figures Figure1.Demorcuris http://www.dl.ac.uk/TCS/Software/DL_POLY/ATTIC/DEMOCRITUS/Pictures/democritus.jpg Figure2. Aristotle http://www.bun.kyoto-u.ac.jp/phisci/Images/aristotle.jpg Figure3. John Dalton http://www.learner.org/channel/courses/essential/physicalsci/images/s4.dalton.jpg Figure4. J.J Thomsonhttp://www.wired.com/images/article/full/2008/04/jj_thompson_400px.jpg Figure5.Henri Becquerelhttp://www.mlahanas.de/Physics/Bios/images/HenriBecquerel.jpg Figure6. Ernest Rutherfordhttp://z.about.com/d/chemistry/1/0/n/T/rutherford1.jpg Figure7. Niels Bohrhttp://www.springtimepublishers.com/images/Niels_Bohr.jpg

Role of Greed and Grievance in Civil War

Role of Greed and Grievance in Civil War The role that greed and grievance play in civil war is its emergence. Their role is a crucial and controversial one in the creation of civil wars. There have been various arguments concerning their role in its emergence, with most for greed as the key factor as the backbone of all conflict including civil war while a few others also consider grieves role. However, it is my opinion that both work hand in hand to create the violence that is civil war. Some could even see how one begets the other, legitimizing the creation of one through the existence of the other. Either way the role both greed and grieve play is one of an instigator. This paper will illustrates how both factors have intertwining roles in the occurrence of civil war; the aim is to show how one factors role influences the other and how one factors role can overlap and blur the other out. This will be done by looking at various explanations for civil war attributed to greed and grieve individually. To discuss these terms and their role in the emergence of civil war it is crucial to understand what they mean and why they are considered active role players in the creation of civil war. Civil War is conflict that arises when militant groups of people attack a government and or civilians persistently (Collier, 2003:54).What exactly is greed and how does it come into play in the occurrence of civil war? Greed according to the English dictionary (dictionary.com) is ‘excessive or rapacious desire especially for wealth or possessions. It is the need to acquire more than you need taking or having more of what you already have. So who is the greedy in civil war? Based on the definition, do the greedy exist in the sense of the word? If they do, then it is crucial to ‘investigate how the greed generates grievance and rebellion, legitimizing further greed (Keen,2000:32) as part of its role in the occurrence of civil war through, the actions of the greedy. Various economic and political factors contribute to the emergence and creation of civil war starting from inequality in terms of resource allocation to participation in the decision making process. There have been various arguments as to what really causes civil war; the prominent answer is economic inequality. The general idea is that people want more access to resources and because they cannot get it, they take it by force. In this sense, then yes the greedy exist and play a major role in the occurrence of civil war. On the other hand, those who do not have access to recourses at all and just want to enjoy the benefits and access to it in the first place (not more access) are not greedy but needy. The actual participants(people doing the actual fighting, and protesting) of civil war are not acting according to greed, for greed as earlier defined is wanting more of what you already have. They on the other hand just want access to resources denied of them, denoting previous lack. It is easy to link economic need and lack of resources to greed even more so as the focus is often on how the elite manipulate the situations to create civil unrest and strife, and how they and a few others benefit from it. The error is in considering these groups of people to be the only actors of civil war. The aim here is not to diminish the role of greed, for it plays just as important a role as grieve does as will be later discussed. The aim is to point out that it is important to consider those acting from greed and those from grieve, and the role of grievance in causing civil war before giving all the credit to greeds role as the dominant player in the creation of civil conflict. It is impossible for one factor (grieve or greed) to stir up conflict without the presence of the other factor. The greedy, often times are some entrepreneurs, rebel lords and their gangs, and a few elites (including some governments) that have something to gain from civil unrest are motivated by their greed, their desire to hoard more resources, their access to it, and the benefits gained from said resources (in form of employment, education, wealth etc). Their interest is vested in the continuation of war and so they manipulate the grieve that exists in the society which more often than not is a result of their greed. These are the few Collier talks about when he says, ‘civil war creates economic opportunities for a minority of actors even as they destroy it for the majority (Collier, 2000:91). This brings me to the point that the greedy are few but their impact and influence on the occurrence of civil war is big. Greed plays a minor yet visible role in civil war. The greedy few use the genuine grieve of the majority to advance their own economic agenda. According to Collier (2000), gr ieve is used to recruit actors in civil war. To understand the role of grieve; it is important to define it and consider what constitutes the sentiment. Grieve refers to pain over injustice or unfortunate circumstances as used in the English dictionary ‘grieve is to feel great sorrow, be mentally distressed or oppressed and wronged (Dictionary.com). This attribute is evident when considering factors that contribute to civil war. Looking at the case of Rwanda (Caplan, 2007) where the Tutsi had previously oppressed the Hutus during colonialism. The Hutu ethnic group embarked on an ethnic cleansing mission of the Tutsi ethnic group when they gained political power. This example illustrates how grieve came into play for Rwandas civil war. Ethnic differences, which resulted in oppression of one group by the other, created tension and grieve that erupted into violence. The role of Grieve and greed as creators of civil war is evident in that they are the foundations for each explanatory factor given for the occurrence of civil war. They are the driving forces behind factors contributing to civil war like ethnic differences, manipulative leaders and so forth. For each factor attributed to greed, there is grieve working with it making it possible for greed to be pursued, and for each grieve backed reason for civil war, greed is presently active. Both factors work together, greed creates grieve and it is also possible for greed to emerge from that grieve (Cramer, 2002) without one, the other really does not exist in civil war. Thus far, the contribution and role of greed and grieve as individual factors in the occurrence of civil war in a country has been show, now focus is directed to illustrate how their individual roles intertwine and work hand in hand. This aspect of the essay is going to examine the roles both grieve and greed play in different gr eed or grieve specific explanations offered for the cause of civil war. The most prominent explanation or contributing factor to civil war in literature and media seems to be economic agenda (Collier 2003) (greed explanation) and inequality (grieve explanation) between groups and people in the society as previously noted. The idea behind this is that people engage in conflict in order to advance their own economic agenda, be it access to previously denied resources or to gain more access to said resources. Collier (2000:93-95) uses a number of proxies to explain how greed motivates conflict. For instance, the availability of primary loot-able resources(also discussed in Collier, 2008) in a country creates an avenue for conflict to develop out of greed because of what is to be gained from looting (be it profit from actual sale of good or use of it). Another proxy used was the number of young men without job prospects whose income earning potentials and educational levels are low (Collier, 2000:95). According to this analogy jobless young men with no prospects living in a country with an abundance or somewhat large number of â€Å"primary resources† is a recipe for conflict in said society because of idleness and availability of loot-able resources and of course greed. These young jobless men without prospects do not have jobs or proper paying jobs because they have been denied access to proper and good or any form of education(also a factor that contributes to grieve). They may even have one but cannot get any or good employment because of inequality in the society. A country with large â€Å"commodity exports† obviously has the resources to make things better for these people or at least the means (sale of said commodity resources) to make things better. The availability of young men and primary export commodities shows how greeds role as a generator of civil war works. The explanation also illustrates how grieve (also an instigator of civil war) plays its role i n this dominantly greed backed explanation. Grieve experienced over the unfavorable conditions and employment status or lack thereof of these â€Å"young men† led them to resort to conflict to acquire some of the economic resources not made accessible to them. Colliers argument is that countries with â€Å"large primary resources† are prone to more civil war. The logic of his argument is that ‘resource-rich countries have a higher probability for conflict than resource-poor ones (Soya, 2000:120). Well certainly, there is some credit to this logic because resource poor countries have little or no resources. The difference between these two types of countries is that resource rich countries have resources. The scarcity of said resources within the country where the benefits of such resources are not visible or made equally available to its citizens are bound to experience rebellion from the majority of the population considering how only a minority benefits. The sense of injustice and feeling of unfairness likely to arise from the knowledge that certain resources are available but to only a few elite is enough to bring about grieve. This is also likely to motivate rebels and cause an uprising, and not only the idea that there is excess to acquire and more to be made from black market so let us loot and make our own profits like Collier and Soya would have us believe. The greed proxies (available young men, primary resource and education level) and explanations show greeds role at work, and shows that of grieve in civil war, illustrating how one cannot work without the other. The grievance factors of civil war and some of the grieve backed explanations for civil war like differences and animosity existing between groups in the society, and how they contribute to the emergence of civil war also illustrate the role of greed. The first of many is ‘raw ethnic or religious hatred (Collier, 2000:95). The logic behind this is that people are afraid of what they do not know or understand. Therefore, a society that is deeply separated based on different ethnicities and religious views will experience civil unrest at some point or the other because the society is invested in the differences that exist. Take for instance the Biafra war of Nigeria. The Biafra civil war broke out because of the three major ethnic groups (Hausa, Yoruba, and Igbo) in the country, out of which the Igbo were not represented in government. They no longer were actively included in politics after years of being at the forefront of Nigerian politics, and running the country with the las t president (removed through a coup dà ©tat) being from the Igbo ethnic group (Ralph, 2004). Their lack of representation meant their access to certain resources were limited. The ethnic groups in power based on solidarity-favored members of their own ethnic group, their regions had better systems of education, and employment opportunity was regularly based on whom you knew and what ethnic group you belonged to. They only cared about and helped â€Å"their own people† while members of other ethnic groups were being slaughtered and maltreated. This goes to show how deeply rooted the society was in ethnic identities and differences. So much so, that the Igbo felt oppressed and resentment grew. The situation escalated because of problems surrounding the presence of crude oil in the region of the country occupied by the Igbo. The profits made from the resources found in their regions or â€Å"their lands† was not distributed equally around the regions of the nation and es pecially not in the regions, they were found in. In addition, the Igbo leaders decided to keep the profits to themselves to improve the standard of living of maltreated ethnic group members (Global Security.org). Out of grieve over the extent of inequality in the nation the Igbo felt the need to secede. The Nigeria Biafra war illustration of ethnic identities and differences creating civil strife supports the idea that ‘societies that are highly fractionalized by both ethnicity and religion (Collier, 2000:95) will have more incidence of civil war. Furthermore, the illustration not only shows grieve playing its role as a creator of civil war by supporting the grieve backed explanation for causes of civil, in this case ethnic differences and inequality, it also shows greeds role in the occurrence of the Nigerian Biafra civil war. The Igbo were oppressed, agreed but they did not threaten to secede up until they lost their position of power in government (an Igbo was in the presidential office) and found an excuse (Using the proceeds to help the oppressed) to keep the benefits and profits from the valuable natural resource found in the southeast region of Nigeria, where the Igbo reside to themselves. The presence of such a valuable resource like crude oil turned the Igbo greedy an d their state of oppression created an avenue for that greed to show. They wanted to keep the benefits from crude oil to themselves and break from the country. With the already existing situation of the ruling ethnic groups (Hausa and Yoruba), isolating resources based on ethnicity, and their greed in taking and keeping the benefits of the resources without any of it trickling down to the Igbo added to the existing rage and grieve over inequalities that abound in the society and oppression. More importantly, it legitimized the greed of the Igbo group; if it was all right for the ruling groups to hoard resources, it was all right for them to take their resource and keep it for themselves. The ruling groups out of greed kept resources for themselves, this resulted in the neglected groups (Igbo) grieve. Because of their greed, the ruling ethnic groups (Hausa and Yoruba) desired to keep the resource within their grasps and power so they can benefit more from it. This greed possibly led them to resist the secession of the Igbo group away from the nation. The Igbo on the other hand out of grieve over limited access to resources grew greedy and wanted to break from the country at the discovery of a valuable resource (crude oil) they wanted to keep to for themselves. This just goes to show how greed causes grieve and how both factors work together to manipulate situations in a way that results into violence. Another grieve backed factor for civil war that shows the role of both grieve and greed as creators of civil war is the idea of economic inequality again. This factor shows the perfect relationship between the roles of greed and grieve. The latter stemming from the unavailability of certain things like land for instance which Collier (2000) uses as proxy for inequality to others because the elite of the society have access to it. The greed of some in accumulation of resources for themselves and in the process causing grieve for those who do not have access to or are unable enjoy certain benefits derived from it. Ultimately greed from one side coupled with grieve from another equals civil war or at least leads to some form of conflict and even more so in a country with weak governance. A weak government implies ‘government economic incompetence (Collier, 2000:96) and an inability to control or prevent an outbreak of conflict in case one arises from said incompetence. Where there is an incompetent government, greed and grieve have an avenue to breed and reinforce each other in the creation of civil war. An incompetent government is to some extent responsible for economic inequality. The government is tasked with the duty of making resources available to its citizens equally or at the very least provides social safety nets when and where needed. If the government fails to provide these resources in an equal manner and create an equal atmosphere, inequalities are bound to be more apparent in the society and grieve from such inequalities as explained earlier may erupt into civil war. In addition, having a government that supports greed and is itself greedy and corrupt is another aspect in which a weak governance can and often adds to the incidence of civil war an d reinforce the role of greed and grieve as its creators. Through its greedy activities like accepting bribes from elites to maybe get more electricity in certain parts of the country or a government that fails to maintain public amenities such as the public school system because funds for such maintenance out of greed are diverted into their personal accounts creates grieve. Those that cannot afford private school for their kids or those that cannot afford to bribe them are ultimately denied the use of and access to basic resources. This type of behavior creates the foundation for inequality starting from basic education, which would later reflect in other areas of life like employment and income amongst other things. Government incompetence enhances the role of grieve and greed and creates a breeding ground for them to fester. A government with no desire to end conflict because of how they benefit from it be it through bribes from those that want to keep the situation the way it i s or based on their own interest legitimizes greed which goes on to create grieve which may or may not turn into greed and the cycle continues. Ultimately the role of greed and grieve in civil war is the creation of civil war. Factors that explain why civil wars occur are based on greed or grieve and are generally categorized as grieve based or greed based showing how important their role is in civil war. Without the presence of these factors (Greed and Grieve) civil war does not exist, it does not escalate and it does not continue. They are the fuel to the fire that is civil war. In conclusion, greed and grieve as creators of civil war reinforce each. One does not exist without the other and so to ignore the role of one in causing civil war is to leave the glass half-empty. To understand how various explanations of civil war factors work, it is important to recognize that both grieve and greed work together to effectively create the situation. For without greed, grieve cannot effectively play its role and create civil war, and neither can greed without grieve. Bibliography Amartya Sen. (2008). Violence, Identity, and Poverty. Journal of Peace Research. 45 (1), p Caplan, Gerald. (2007). Rwanda:Walking the Road to Genocide. In: Allan Thompson The media and the Rwanda genocide. London: Pluto Press. p20-40. Collier, Paul. (2008). The Conflict Trap. In: Collier The Bottom Billion: Why the Poorest Countries are Failing and What Can Be Done About It. New York: Oxford University Press. p17-37. Collier, Hoeffler, and Sambanis. (2005). The Collier-Hoeffler Model of Civil War Onset and the Case Study Project Research Design. In: Paul Collier, and Nicholas Smbanis Understandying Civil War. 2nd ed. Washington DC: World Bank. p1-35. Collier, Paul. (2003). What makes a country Prone to Civil War. In: Paul Collier,World Bank Breaking the conflict trap: civil war and development policy. Washington, DC: Oxford university press and World Bank. p53-91. Collier, Paul. (2000). Doing Well out of War: An economic Perspective. In: Mats Berdal and David M. Malone Greed and Grievance: Economic Agendas in Civil Wars. London: Lynne Rienner. p91-112. Cramer, C. (2002). Homo Economicus Goes to War: Methodological Individualism, Rational Choice and the Political Economy of War. World Development. 30 (11), p1845-1860. David Keen. (2008). Greed: Economic Agendas. In: Keen Complex emergencies. Cambridge: Polity Press. p25-50. David Keen. (2008). Combatants and their Grievances. In: Keen Complex emergencies. Cambridge: Polity Press. p50-62. David Keen. (2000). Incentives and Disincentives for Violence. In: Mats Berdal and David M. Malone Greed and Grievance: Economic Agendas in Civil Wars. London: Lynne Rienner. p19-42. Global Security. (nd). Biafra War. Available: http://www.globalsecurity.org/military/world/war/biafra.htm. Last accessed 5 January 2010. Indra de Soya. (2000). The Resource Curse: Are Civil Wars Driven by Rapacity or Paucity. In: Mats Berdal and David M. Malone Greed and Grievance: Economic Agendas in Civil Wars. London: Lynne Rienner. p113-136. Jacoby, Tim. (2008). Grievance. In: Jacoby Understanding Conflict and Violence: Theoretical and Interdisciplinary Approaches. London: Routledge. 103-123. Raph Uwechue. (2004). The Revolution of January 1966- Mismanaged and Misunderstood. In: Reflections on the Nigerian Civil War: Facing the Future. Victoria: Trafford. p23-33.

The Regime of Nazi Germany :: Papers

The Regime of Nazi Germany l Physical education was given 15% of school time, and some sports such as boxing became compulsory for boys. Pupils had to pass an examination, and unsatisfactory performance could lead to being expelled. l History. This concentrated on the rise of the Nazi Party, the injustices of the Treaty of Versailles and the evils of communism and the Jews. l Biology explained Nazi ideas on race and population control. Pupils were taught how to measure their skulls and to classify racial types; also that Aryans were superior and should not marry inferior races. l German. This taught pupils to be conscious of their national identity by reading about German heroes of the Hitler Youth and First World War. l Geography taught about the lands, which were once part of Germany and the need for more living space for Germans. l Religious studies became less important and by 1937 pupils could drop the subject. Girls usually had a different curriculum from boys. They also studied domestic science and eugenics (how to produce perfect offspring by selecting ideal qualities in the parents) c) The Hitler Youth was an organization formed by the Nazis, for young boys or girls to join this organization at the age of 14 and do hiking, singing folk-songs, camping and sport. The German Maidens was an organization for girls only. They had to do similar activities and tests as the boys, but in a certain extent it was slightly less military. Both boys and girls marched in exciting parades with loud bands. They were also physically fit and their leisure time was devoted to the Nazis and Hitler. They were strong cross-country runners, and confident at reading maps. After years of summer camps, they were comfortable camping out of doors, and the boys knew how to clean a rifle and keep it in good condition. d) The boys were preparing to fight in battles, they had to be fierce and grow hate for Jews, and show no any mercy to any of them.

How to Surf Essay -- essays research papers

Some would say it's like snowboarding, whereas others would say it's like skateboarding. I, on the other hand, believe surfing is unlike any other sport. Besides it being loads of fun and freeing your mind, it is also a great workout. Problem is, though, many people wonder how to get started and learn what to do. That's where I come in. First, you need to know the safety precautions. You absolutely have to know how to swim and be able to swim well. If this is a problem for you, you can easily contact a nearby gym (like YMCA) for and instructor to teach you how. Another growing issue with surfing is the strong currents and tidal waves. There are ways to predict the safety of the water on that particular day, but for now, just ask the nearest lifeguard on duty. Now that you know you are in no major harm, it is time to find the specifications on how you will surf. Stand up straight and point one of your arms to the sky. This is how long your board should be when you first start learning how to surf. As you get better, you may use shorter boards, which makes the ride a lot faster and thrilling. Next, you will test what stance you will acquire while on the board. To do this, lay your board flat on the sand, then position yourself face down on top of the board. Quickly jump up, and whichever foot is placed in front will be the same foot you lead with when you surf! If you lead with your left foot, you ride "regular," but if you rest your right foot ahead, you ride "...

Death and Women in Sadegh Hedayat’s “The Blind Owl” Essay

INTRODUCTION Sadeq Hedayat’s ‘The Blind Owl’ is one of the most important literary works in Persian language. The original Persian text of The Blind Owl, marked â€Å"not for sale in Iran,† appeared as a mimeographed publication in India in 1937. It was assumed at the time that Hedayat feared the repressive rule of Reza Shah; he feared especially that with the publication of this work he might have violated the established norms. He was aware that the propagation of a message that focused on the strangulation of the Iranian people, on the denial of individual human rights, and on the need for individual enlightenment would not remain undetected for ever. The central theme of the story is an attempt toward the resolution of the writer’s dualistic experiences of the real versus unreal, the sensual against the spiritual and death as opposed to life. Underlying his problems are sexual fear, association of women with death (a common theme in literature) and disgust af filiated with death and women. Perhaps no other modern Iranian writer has been claimed by his countrymen more than Sadegh Hedayat has. A tale of one man’s isolation, the novel contains a maze of symbols, recurring images, social commentary, allusions to opium-induced states, contemplations of the human condition, interjections on art, and references to literary and religious texts—all of which have, for decades, made it fertile ground for critical interpretation. The most long-standing theory was espoused by the Iranian Communist Party (Tudeh), with which Hedayat for a time sympathized. The Tudeh’s claim was that the black mood in the book is an allusion to life under Reza Shah, who ruled Iran from 1925 until 1941. But as scholar Homa Katouzian points out in Sadeq Hedayat: The Life and Legend of an Iranian Writer, while Hedayat did oppose the shah’s tyrannical reign, the book is a far more universal statement about alienation. Often compared to the work of Franz Kafka (whom Hedayat admired), The Blind Owl also brings to mind Fernando Pessoa’s The Book of Disquiet in its stark meditation on dejection. ‘â€Å"There are sores which slowly erode the mind in solitude like a kind of canker,† begins the book, and in the pages that ensue we glimpse this solitude, through the narrator’s room, which â€Å"stands upon the ruins of thousands of ancient houses†¦ like a tomb†; through the landscape of â€Å"crouching, accursed trees,† between which there are â€Å"ash-grey houses† where â€Å"no living creature could ever have dwelt†; and through the narrator’s estrangement from the â€Å"rabble-men† who bear â€Å"an expression of greed on their faces, in pursuit of money and sexual satisfaction. An ethereal girl appearing throughout offers hope. She is the image the narrator paints on his pen cases, a vision he falls in love with, and the portrait on an ancient jar, inside â€Å"an almond-shaped panel† (perhaps a reference to a mandorla, an almond-shaped contour found around images of Mary—the almond representi ng virgin birth). But the girl has a â€Å"double nature,† resurfacing as the narrator’s cunning mother, and, later, as his promiscuous wife. SYMBOLISM OF DEATH AND WOMEN IN SADEGH HEDAYAT’S THE BLIND OWL The word manic is important in connection to the story. The narrator wants the ethereal woman to remain in the world of death. Furthermore, she must remain out of touch and not to be seen by others. Later on, when the ethereal woman and the mother image become the same, one realizes why the narrator is so pre-occupied with woman as a focus of the problem of life and death. Mother is the birth giver. The narrator is mystified by the strange psychic state of his mother. The mother withdraws and there is an intense need to find her. The ethereal woman becomes the mother. How could anyone bear a sex encounter with her, to enter her body? Therefore any suggestion of love intimacy with women in the sexual sense must be avoided. For him it is not possible. At this point, sexual love becomes the focus of the collapse of security and of being. A tendency for suicide arises when he believes that a world in which it is not possible to distinguish the reality from the painted appearance is exists. This weariness with life is a symbol of schizoid suicide, which leads into withdrawal into death, into a ghostly world. In the unconscious, the narrator believes that the corruption of relationships through sexual contact brings nothingness. This again indicates the presence of a schizoid element in his mind. A person with a schizoid mind seeks isolation. Union with a woman will not take him into the path of separateness, so he buries the woman. Now he can be free. He is alone but alive. In the process, he is denouncing the â€Å"inferior† half of himself, the woman in him, the part that he fears may corrupt and make him diseased. He expresses the intolerable perplexity of woman as a focus of appearance and reality. But this distrust of women is not misogyny. It is a result of profound pondering of problems of human nature and being. Hedayat’s association of women with death, his inability to deal with realism through the horror of the tragic, and a paranoid attitude accompanying his inability to tolerate and accept his own mortal reality indicates a form of dissociation from reality which serves as a clue to his existence problem. In â€Å"the Blind Owl†, the writer fails to establish existential authenticity and freedom. This is because in his struggle through re-birth, his view of self, others and the world in general is dominated by his rejection of his female elements of being and knowing. Such rejection is mainly due to his schizoid problems, but it is also magnified by the prevailing attitudes toward women in his native country. CONCLUSION To take you inside such a mind in such a brief book is an achievement up there with Poe and Kafka- to perceive the hell of isolation within one’s own head is to show how the narrator’s madness is an endlessly coherent vision of the world. It corresponds to the way that he sees the world- and that vision is not inconsistent or inadequate in its own terms. He functions as a system of epistemology, processing new information, but never progressing and never learning. A feminist critique might stop there- but I don’t think we should- I think there is more to say here about the way he thinks of women and the way that that relates to the way he thinks about truth. The male intellectuals of the period and long after accepting principles of equality and freedom for both the sexes and at the same time growing up with the traditional notions of good, non sexual, virginal woman no doubt would have had problems coping with the new image. They did not know whether to be on their knees to her in reverence to her as the good mother figure, or full of sensual contempt for her as the whore. Ultimately, these men would be in need of her presence or impelled to destroy her. Hedayat would have been no exception. His preference for the spiritual, non-sexual contact with women can also be attributed to his inability to cope with the emergence of the new woman. The female characters therefore may be seen as dramatizations of endopsychic situations, to be understood as attempts to express the writer’s attitudes to women and to his own female element, and to embody these attitudes to the female knowledge in order to deal with problems of identity and being. In turn, his cultural experiences and the masculinity of the society in which he lives also influence such dramatizations. In a masculine society, such as Iran, a great deal of the contemporary culture needs to be explained in terms of the development of modes of false strength, which are based on a certain male dynamic. Where there is a deep insecurity of existence, this male dynamic is employed as a substitute for the female element of â€Å"being†. In these societies reality is normally located in the masculine paradigm, in which all female elements of being and knowing have been eradicated. In these situations, men will have problems accepting their culturally unacceptable and inferior female element. It should also be noted that men of Hedayats’ era, for the first time in the Iranian history, witnessed the transformation of the traditional Iranian women into modern twentieth century women—the kind who joined the ranks of the political parties, rallied, had lovers; had abortions and even bore illegitimate children. They also challenged the bipolar image of women as the virtuous v ersus women as prostitutes. REFRENCES _ Ghotbi, M.I. This is The Blind Owl. Tehran: Tabesh P, 1934. _See :http://assets.cambridge.org/052159/1953/sample/0521591953web.pdf . _ See :The Blind Owl by Sadegh Hedayat , http://www.almaclassics.com/excerpts/blindowl.pdf . _ See : Campbel, J., The Masks of God, Condor Books, London Press, 1973. _ Jung, C.G. 1950, Psychology and literature in The spirit in Man, art and literature Ark Edition Publication, London, 1967. _ 1920, â€Å"Trauma of Birth† ,Dover Publication, 1993. _ The Double ,The university of North Carolina Press 1971, KARNAC, London, 1989. _ See : http://www.angelfire.com/rnb/bashiri/BlindOwl/blindowl.html . _ See : http://therumpus.net/2010/10/why-i-love-sadegh-hedayats-the-blind-owl/. _ The Era of Reza Shah.† Washington: Library of Congress, 1998: . Yarshater, Ehsan, ed. Sadegh Hedayat: An Anthology. _Colorado: Westview P, 1979. _See : http://docs.lib.purdue.edu/clcweb> . _ Mannani, Manijeh. â€Å"Modern Middle Eastern Literature.† Department of Comparative Literature Lecture Series, Department of Comparative Literature, University of Alberta, September 1998. _Rahimieh, Nasrin. â€Å"A Systemic Approach to Modern Persian Prose Fiction.† World Literature Today 63 (1989): 15-19. _Beard, Michael. Hedayat’s Blind Owl as a Western Novel. New Jersey: Princeton UP, 1990. _Fanon, Frantz. The Wretched of the Earth. Trans. Constance Farrington. New York: Grove P, 1963. _ ale Ahmad, Jalal. â€Å"Iranian Education and the University.† Trans. Michael Hillmann. Iranian Society: An Anthology of Writings. By Jalal ale Ahmad. Ed. Michael Hillmann. Kentucky: Mazda Publishers, 1982. 116-21. _ ale Ahmad, Jalal. â€Å"Epilogue.† Trans. Michael Hillmann. Iranian Society: An Anthology of Writing. Jalal ale Ahmad. Ed. Michael Hillmann. Kentucky: Mazda Publishers, 1982. 143-48. _ Yasamine C. Coulter, â€Å"A Comparative Post-Colonial Approa ch to Hedayat’s The Blind Owl†. _ Comparative Literature and Culture 2.3 (2000):

Okonkwo Essay

Some regard the arts as having an extra-artistic cognitive function, that they have a message about man’s place in the world which might have social or political implications. For example, there might be a case for supposing that the arts have an important function as a medium for social criticism and transformation. In any case, there is a widespread belief that the arts have a higher purpose to educate by encouraging introspection and sometimes making us think about how we should live our lives. Two heads are better than one. Learning nd working in groups involves shared or learned values, resources, and ways of doing things. Group projects can reinforce skills that are relevant to both group and individual work, including the ability to: break task into parts, plan and manage time and gain communication skills. What strategies were used? Many of my classmates including myself would have preferred to work on this project individually, however every now and then â€Å"more hands make for lighter work†. When my partner and I got together to begin our project we had decided to split the project in half. Same an equal amount of work. I wouldn’t say we used and specific strategies to begin the Mexican Revolution project. We did however follow the some of the guidelines of the design cycle to begin which included: plan, investigate, design and create. What knowledge was acquired? Because my partner had so much knowledge of the Mexican Revolution, she was able to help me clearly understand/clarify certain things that had occurred that I was uncertain of. Because we had to do some research on our own I gained more on the revolution, to the porfiriato era where porfito Diaz himself introduced railroads, to ow important the constitution was for the people. What skills were utilized and developed? Group projects can also help students develop skills to collaborative efforts, allowing students such as myself to: delegate roles and responsibilities, share perspectives, knowledge and skills, hold one another and be held accountable. (We were able to use pervious knowledge from class and what we have been taught to be able to complete the project. I was able to develop and gain more knowledge of the Mexican revolution because of my partners knowledge. ) What will be done ditterently in the tuture? A lot of things will be done differently in the future. Time management of course. We ended up doing it the same week it was due which caused some stress on each of us individually. Although we completed out project in time I would have liked to have started planning the week she told us Just to have had a head start and know what we were doing then actually doing it last minute and not really knowing what we were going to do. Even if we decided to split the work, I would have wanted to still worked together since it was a group project. But above all, it was a great experience working with another individual. 378

The Ride

The Ride The Ride is the story of the heinous and gruesome murder of ten year old, Jeffrey Curley, a case that is familiar to many in the Massachusetts area. The book works its way from the grisly crime to the years afterward. It focuses on the family of Jeffrey, heavily weighted on the life of Cambridge Firefighter Bob Curley, Jeffrey’s father. Charles Jaynes and Salvatore Sicari, both from Jeffrey’s neighborhood were convicted of the murder.Within this essay I will demonstrate from The Ride the relationship between reporting and suffering that may have been brought on for the crime victims of this case, the relationship between the victim profiles and the victim family profiles, the role in which the family may have played in the crime, relationships that developed between the victim and the victim’s families of this event and how the Restorative Justice Model would have better served the victims of this crime. The indirect victims, The Curley’s, as a re sult of this crime experienced a magnitude of media sensation from the very onset of the event.Some of it being in helpful, useful ways and some times in negative ways. Once it was reported that Jeffrey Curley was missing, the media went to great lengths to get his information publicized and to bring awareness to the Boston area of his disappearance. Hundreds of community members gathered and started conducting their own searches. Fliers were made depicting a young Little League player and posted in almost every business and on every street pole. Persons who were not familiar or an acquaintance of the Curley’s offered their help and services in the search for the missing boy.The innocence of the young boy portrayed in the fliers tore at the heartstrings of all Boston residents. Along with all the positive outpouring from the community and the media, also came negative aspects. Nearly every media outlet in the Boston area took up camp on the streets in and around the Curley ho me, often times confining the Curley’s to their home. If they were able to leave, they were bombarded with request for interviews, which I believe can lead to further victimization at such a tragic and terrifying time. The Curley’s grief was widely publicized and sensationalize after the crime occurred.In the book, the Curley’s were depicted as an average lower income, divorced family. Shortly after the disappearance and murder of Jeffrey Curley rumors also began spreading throughout the community about the Curley’s and their parenting tactics. It was mentioned in the book that people questioned why Jeffrey would be allowed to roam around the neighborhood unsupervised throughout the day. A lower income neighborhood, where often times young adults and teenagers were seen gathering at street corners, the sort of places where petty crimes and mischievous behavior took place.The Curley’s felt scrutinized by some of the comments that were being passed a round, thus leading to further victimizations of the family. It was mentioned that the Curley’s felt responsible in some way for Jeffery’s disappearance, rape and murder. They agonized over all the â€Å"what ifs† and if they could have made a difference. The abovementioned rumors only added more guilt to their already traumatized lives. As a result of this crime, many relationships were established between the victims and numerous agencies, social groups, special interest groups, and politicians, as well as the criminal justice system.Some of these relationships were positive and some were negative. Bob Curley and his family went to extreme measures to have the death penalty reinstated in the state of Massachusetts. The Curley’s began this journey by contacting Senators and Representatives to help spark a need for the reinstatement of the death penalty. The Boston area had been plagued with vicious and heinous crimes for years, and the Jeffrey Curley mur der put the wheels in motion for changes to be made in the criminal justice system.In a heated battle for the reinstatement, lawmakers who once opposed the death penalty were changing their stance, but in the end certain lawmakers that proposed it changed their stance too. In the end opponents were able to kill the death penalty bill with an 80-80 tie. The Curley’s were outraged at the decision, as they thought there was hope of getting this bill passed. They had lobbied, protested, gathered petitions, and worked day and night during this period, only to have it rejected. As proponents of the death penalty, they felt that Jeffrey’s murder was meaningless and unregarded to warrant such a penalty.Throughout the Curley’s journey of this crime, specifically for Bob Curley, relationships that he never thought he would have were emerging at every corner. A once advocate for the reinstatement of capital punishment was beginning to form relationships with persons who op posed such. Not the heated debate relationships he was accustomed to, but good open and honest communication. He connected with victims of other heinous crimes, such as the father of a victim of the Oklahoma City bombing event, which resulted in his daughter’s death.Although suffering the loss of his daughter he was still an opponent of capital punishment. Bob Curley slowly began to change his views on capital punishment and became more open to the idea of opposition. Over a year after his encounter with these victims, Bob Curley changed his stance on capital punishment and now opposed it. Despite backlash from his family, Bob Curley remained firm on his newfound decision and remains that way today. I believe that this change in stance and new friendships he made helped Bob Curley in the healing process.Charles Jaynes and Salvatore Sicari were tried separately and in separate courts. The book depicts Jaynes as the mastermind behind the crime and Sicari, the accomplice. Jaynes was known to have pedophile tendencies and often was outspoken about such. Jeffrey was a young, naive boy, who was easily persuaded by Jaynes. Sicari was tried first and received life in prison without the possibility of parole. Jaynes on the other hand was convicted of second-degree murder. Once again, the Curley’s were outraged with the latter verdict. Jaynes, who had been known to be the mastermind, received a lessor sentence than the accomplice.I believe any faith the Curley’s had in the criminal justice system was greatly diminished by the verdict. Again, the Curley’s continued to suffer further revictimization as a result. Bob Curley’s personal relationship with his significant other, Mimi, also became strained as a result of this crime. As one can imagine, Bob Curley suffered great depression after the murder of his son. He became withdrawn and distant from Mimi. He also turned to drinking alcohol on a daily basis as a coping mechanism. As a resul t, he became violent with Mimi, and was forced out of the home and was estranged from her.Serving as a wake up call, Bob Curley sought professional help and help from Alcoholic’s Anonymous. After a significant amount of time apart, Bob and Mimi were eventually able to mend their relationship. I believe that much of the above mentioned information, problems and conclusions could have been prevented with the newly emerging Restorative Justice Model. Bob Curley, as well as the rest of the Curley family carried an extreme amount of hatred, as one can only imagine. However, by doing so they suffered even deeper and were continually revictimized as a result.Bob Curley often times had courtroom outburst at the offenders, shouting obscenities. If the Curley’s had taken part in some type of reconciliation, peacemaking or mediation process much of their suffering and revictimization could have been prevented. Jeffrey’s mother, Barbara still has not been able to get closur e or peace as a result of this crime. She is no longer able to work a full-time job and lives with one of her sons. Had Restorative Justice been an option and had the Curley’s taken advantage of it, I believe much of their suffering and agony could have been avoided.The term victim is derived from the Latin term, to sacrifice, and the Curley’s, unfortunately, hold true to the definition. They have paid the ultimate price for the heinous crime committed against Jeffrey Curley in 1997. The journey they have been forced to travel on has brought suffering to them through numerous agencies, them to labeled and profiled, periods of guilt feelings, and numerous relationships to formed, both good and bad. References: Macquarrie, B. (2009) The Ride. Cambridge, MA: Da Capo Press.