Most Influential Persons in History

The 100: A Ranking of the Most Influential Persons in History 1 The 100: A Ranking of the Most Influential Persons in History The 100: A Ranking of the Most Influential Persons in History The cover of the 1992 edition. Author(s) Country Language Series Michael H. Hart United States English 1st Edition (1978) 2nd Edition (1992) History Non-Fiction Hart Publishing company 1978 1978 Print 9780806513508 644066940 [1] Subject(s) Genre(s) Publisher Publication date Published in English Media type ISBN OCLC Number The 100: A Ranking of the Most Influential Persons in History is a 1978 book by Michael H.Hart, reprinted in 1992 with revisions. It is a ranking of the 100 people who, according to Hart, most influenced human history. [2] The first person on Hart's list is the Prophet of Islam Muhammad. [3] Hart asserted that Muhammad was â€Å"supremely successful† in both the religious and secular realms. He also believed that Muhammad's role in the development of Islam was far more infl uential than Jesus' collaboration in the development of Christianity. He attributes the development of Christianity to St. Paul, who played a pivotal role in its dissemination.The 1992 revisions included the demotion of figures associated with Communism, such as Vladimir Lenin and Mao Zedong, and the introduction of Mikhail Gorbachev. Hart took sides in the Shakespearean authorship issue and substituted Edward de Vere, 17th Earl of Oxford for William Shakespeare. Hart also substituted Niels Bohr and Henri Becquerel with Ernest Rutherford, thus correcting an error in the first edition. Henry Ford was also promoted from the â€Å"Honorary Mentions† list, replacing Pablo Picasso. Finally, some of the rankings were re-ordered, although no one listed in the top ten changed position.Hart wrote another book in 1999, entitled A View from the Year 3000,[4] voiced in the perspective of a person from that future year and ranking the most influential people in history. Roughly half of th ose entries are fictional people from 2000–3000, but the remainder are actual people. These were taken mostly from the 1992 edition, with some re-ranking of order. The 100: A Ranking of the Most Influential Persons in History 2 Hart's Top 10 (from the 1992 edition) Rank Name Time Frame Image Occupation Influence The central human figure of Islam, regarded by Muslims as a prophet of God and the last messenger.Active as a social reformer, diplomat, merchant, philosopher, orator, legislator, military leader, humanitarian, philanthropist. English physicist, mathematician, astronomer, natural philosopher, alchemist, and theologian. His law of universal gravitation and three laws of motion laid the groundwork for classical mechanics. The central figure of Christianity, revered by Christians as the Son of God and the incarnation of God. Also regarded as a major prophet in Islam. 1 Muhammad c. 570–632 Secular and religious leader 2 Isaac Newton 1643–1727 Scientist 3 Jes us Christ 7–2 BC – 26–36 AD Spiritual leader 4 Buddha 563–483 BCSpiritual leader Spiritual teacher and philosopher from ancient India. Founder of Buddhism and is also considered an Gautama Buddha in Hinduism. 5 Confucius 551–479 BC Philosopher Chinese thinker and social philosopher, founder of Confucianism, whose teachings and philosophy have deeply influenced Chinese, Korean, Japanese, Vietnamese and Indonesian thought and life. 6 Paul of Tarsus 5–67 AD Christian apostle One of the most notable of early Christian missionaries, credited with proselytizing and spreading Christianity outside of Palestine (mainly to the Romans) and author of numerous letters of the New Testament of the Bible. Cai Lun 50–121 AD Political official in imperial China Widely regarded as the inventor of paper and the papermaking process. 8 Johannes Gutenberg 1398–1468 Inventor German printer who invented the mechanical printing press. 9 Christopher Colu mbus Albert Einstein 1451–1506 Explorer Italian navigator, colonizer and explorer whose voyages led to general European awareness of the American continents. German-born theoretical physicist, best known for his theory of relativity and specifically mass–energy equivalence, expressed by the equation E  =  mc2. 0 1879–1955 Scientist The 100: A Ranking of the Most Influential Persons in History 3 References [1] http:/ / worldcat. org/ oclc/ 644066940 [2] Michael H. Hart The 100: A Ranking of the Most Influential Persons in History. first published in 1978 (http:/ / books. google. com/ books? id=CUxmAAAAMAAJ), reprinted with minor revisions 1992 (http:/ / books. google. com/ books? id=jvbNRbDKY1wC). ISBN 978-0-8065-1068-2 [3] The 100: A Ranking of the Most Influential Persons in History (http:/ / physics. hallym. ac. r/ ~physics/ course/ a2u/ evolution/ img/ toptenlistweb. pdf) [4] Michael H. Hart. A view from the year 3000: a ranking of the 100 most influentia l persons of all time; first published in 1999 (http:/ / books. google. com/ books? id=8xEHAAAACAAJ& dq) External links †¢ Religious Affiliation of History's 100 Most Influential People (http://www. adherents. com/adh_influ. html) Article Sources and Contributors 4 Article Sources and Contributors The 100: A Ranking of the Most Influential Persons in History   Source: http://en. wikipedia. org/w/index. php? ldid=541009470   Contributors: *Kat*, 28bytes, 2A01:E35:2E17:73A0:655B:291D:6556:97AA, 2A01:E35:8B97:1660:1488:120F:F261:9756, 2D, Aatifwahab, Abunizam, Adeel IGIS, Admit-the-truth, Afro7, Ahsan99, Aizlumzan, Ajraddatz, Akudikiryu, Alansohn, Alhanief, Allens, Alvaro, AmRadioHed, Andrei S, Andycjp, Anonymous editor, Antiuser, Ashley P, Atemperman, Auximines, BD2412, Backpackadam, Badassmcgee, Badgerpatrol, Barrkel, Baseball Watcher, Bchaosf, Begoon, Bejesus, Ben Ram, Bender235, Benjamin Mako Hill, Bento00, Bigblue1892, Bigturtle, Bill Thayer, Billyjoekoepsel, Blaylockjam1 0, Bobo192, Bruce1ee, Brutannica, Bstbll, Btwied, Bucketsofg, Buddy christ2012, CL8, Callum20000005, CambridgeBayWeather, CanadianLinuxUser, CanisRufus, CapitalLetterBeginning, CardinalDan, Cflm001, ChicJanowicz, Chris Rocen, Chrislk02, Cigarette, Cindamuse, Ck lostsword, Cmdrjameson, Coredesat, Corvus cornix, Courcelles, Creation7689, Creekid12, Crotalus horridus, Cwlq, D6, DARTH SIDIOUS 2, DCNanney, DO'Neil, Dacoutts, Dali, DannyNemer, Darkwind, Davepape, David in DC, De728631, Dennis Brown, Deor, DerHexer, DerechoReguerraz, Destroyer470, Discospinster, DivF, Dndn91, Dningale, Doctorevil64, Downunder112, Dragons flight, Dreadstar, Drmaik, Dysmorodrepanis, E.Fokker, EAhmadNawaz, ERobson, ESkog, Ebe123, Edgarde, Endlessmike 888, Endofskull, EngineerFromVega, Engineerniaz, Enigmaman, Epbr123, Eraveling, Erikvanthienen, ErinHowarth, Esrever, Essjay, Etertingt, FCSundae, Fibonacci, Fish and karate, Flauto Dolce, Fluffernutter, Fram, Free-encyclopedia, FreplySpang, Gaff, Gaiusknight, Ga maliel, Garion96, Ged UK, Generalboss3, Geni, Georgia guy, Gfoley4, Gilliam, Gilo1969, Gimmemoretime, Godrocks1234, Goethean, Golbez, GoldenGlory84, Goodranch, GorillaWarfare, Gracenotes, GreatWhiteNortherner, GregAsche, Grenavitar, Grstain, Gwernol, Gyepi, HEL, HJ Mitchell, Haaqfun, Hamsterlopithecus, Hardouin, Helevorn, Hmains, Hmrox, Hmwith, HoodedMan, Hullaballoo Wolfowitz, IanManka, Imranbkazi, In fact, Info. dinesharyal, Intelligentsium, Intermediate-Hacker, J. elanoy, JGF Wilks, JW1805, JaGa, Jagged 85, Jahangirbijarani, Jaraalbe, Jeff5102, Jeffex5, Jennavecia, JimWae, Jjc2002, Jk2q3jrklse, Jlpspinto, JoanneB, Johnpennye, Jonathunder, Josh3580, Joshdboz, Jpgordon, JuneGloom07, Just zis Guy, you know? , Justinbhill, JzG, Keegan, Keptbriefly, Kingparkash93, Kinneyboy90, Kmorozov, KnightMove, KnowledgeOfSelf, Korossyl, Kowalmistrz, Krisos, Kross, Kumarrao, L Kensington, Lachiestitch, Lan-astaslem, LaszloWalrus, Latka, Leafyplant, Legionas, Light48, LightOnLight, LikeLakers2, Lil ac Soul, Little Mountain 5, Lopo, Lord Emsworth, Ltimur, Lukehodgso, Luna Santin, M48b, MC10, MR. 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Ib History Paper 3 Guide

Sabrina Shaw Hunter 2A IB History of the Americas HL 7 November 2012 Paper 3 Guide: Mexican Revolution Bullet Points: Defined and Summarized: 1. Causes of the Mexican Revolution: social, economic, and political; the role of the Porfiriato regime * Porfirio Diaz was the dictator of Mexico from 1876 to 1910. His regime is known as the Porfiriato regime. Diaz’s social ideologies and aims were to divide and rule, obtain absolute power Diaz’s methods were the Pan o Palo policy and the spoil system.Diaz wanted to increase industrialization without increasing foreign investment and he used the spoil system to gain the support of the wealthy landowners. Diaz’s political goals were to have autocratic rule, have absolute power, and obtain these through this policies and systems mentioned earlier. * Through Diaz’s spoil system, the wealthy became wealthier and the poor, common Mexicans were starving.Hacienda owners were benefiting from the economic situation of Mexico but the people were being oppressed socially, economically, and politically, until Madero began spreading non re-election campaigns and revo lutionary leaders began to form groups and later armies, starting the Mexican Revolution.2. The revolution and its leaders (1910-1917): Ideologies, aims, methods of Madero, Villa, Zapata, Carranza; achievements and failures; Constitution of 1917: nature and application * Madero: Came to power through the overthrowing of Diaz- Popular for his book, Presidential Succession of 1910.Sought democracy, gained presidency through popular vote. His 15 months in office were followed by resistance political disaster, non-cooperation, and disunity between his followers and eventually Huerta. (His supposedly appointed commander of the government forces who conspired with the rebels for Madero’s fall) * The aims of Madero were to remove Diaz from power and then take Diaz’s power. Villa’s aims changed impulsively and for immediate convenience. Zapata’s aims were for agrarian reform complete revolutionary changes and land distribution evenly to the poor.Carranza’s aims were to overthrow Huerta and to create a plan similar to Madero’s but without the ambitious social reforms. The ideologies of each revolutionary leader are very similar to the aims of each leader. The methods of Madero were forming the Anti-Reelectionist Center of Mexico and creating the Plan of San Luis Potosi. The methods of Villa were guerilla tactics and being a charismatic leader that connected with the lower class. The methods of Zapata were choosing small, easy battle to boost morale among his men and fighting while Diaz was occupied with the North.The methods of Carranza were fighting Huerta and creating the Plan of Guadalupe. Madero and Carranza both became president, however they did not keep this position for very long because of their lack of social reform. Zapata’s Plan of Ayala was accepted by the other revolutionary leaders. Villa was able to fight and then able to retire after the revolution. * Constitution of 1917: The Constitution of 1917 is des cribed as one of the most progressive constitution created at this time within Mexico; it had significant influence on the political developments of the country.The constitution of 1917 was approved by the Constitutional Congress on February 5, 1917 as the Political Constitution of the United Mexican States. It was similar to the constitution of 1857 but gave more power to the Executive branch and gave additional rights to the Mexican people. The constitution displayed significant changes in Mexican political philosophy that helped frame the political and social backdrop for Mexico in the twentieth century. For its time it is important as it was established prior to the ending of the revolution, showing that the Mexican people were slowly gaining what they were fighting for. Carranza was the first president to serve under this constitution.3. Construction of the post-revolutionary state (1920-38): Obregon, Calles, and the Maximato; challenges; assessment of their impact in the post- revolutionary state Obregon: * Mexican president from 1920 to 1924. Obregon was assassinated in 1928 before he won the reelection his second presidential term. Calles: * Calles held power indirectly through 3 presidents which were his â€Å"puppets†. They were Emilio Portes Gil, Pascual Ortiz Rubio, and Abelardo Rodriguez.Calles plays an important role after the revolution since, because of him, there was a constitutional change that allowed non-consecutive reelection within Mexico. In 1926, Calles also made an anticlerical legislation by reforming the penal code, this law outlawed religious orders. Some Mexican states such as Jalisco, Zacatecas, Guanajuato, Colima, and Michoacan, strongly opposed the idea of this law ultimately leading to the Cristero war. The impact of Calles was very negative on Mexico, because it plunged Mexico into another war. Maximato: A time period of 1928-1935 in which Mexico was led by Plutarco Elias Calles, who is also known as el Jefe Maximo (the supreme leader)4. Lazaro Cardenas and the renewal of the revolution (1939-40): aims, methods, and achievements * Lazaro Cardenas was the president from 1934-1940, quite a few years after the 1920 end to the Mexican revolution. He distributed land, made loans available to peasants, organized workers’ and peasants’ confederations, and expropriated and nationalized foreign-owned industries. One of his successes was the six year plan, continuing the spirit of the Mexican Revolution.Cardenas reorganized and purged the party of Calles' influence. These actions focused on the three pillars of his party, labor, peasantry, and the army. One of his methods included reassessing the Indian cultural heritage, pushing the greatness of old Indian arts and the reevaluation of the Aztec culture which emphasized their influence on modern culture and increased nationalism. Another success of Cardenas included Tienda de Raya. This was a system in which workers on large landholders' land w ould be paid in vouchers or tokens that were only redeemable at the stores belonging to the landholders. Any debt created by one worker would be passed to his children if he was unable to pay it, this created a system where debt would continue to move through the generations until fully paid.5. The role of foreign powers (especially the United States) in the outbreak and development of the Mexican Revolution; motivations, methods of intervention and contributions * Before the war, the United States decided that they would aid civil authorities in enforcing neutrality laws. The United States distinguished themselves and made Mexico aware of their actions in light of war and assistance.Jacob Dickinson, secretary of war for the US authorized American Military to warn Mexican militaries about actions that would be taken if American lives and properties were threatened. This action made it clear to Mexico that the US would only intervene under these circumstances. Wilson’s goal of intervention was to get the constitutionals, including Carranza, into power so that he could attempt to control the party. Wilson desired for Mexico to be educated in liberal and constitutional lines. During the revolution the largest involvements of the US and Mexico was the Tampico affair and the storm of Veracruz.Woodrow Wilson sought to influence the conflict by controlling the flow of foreign military supplies to Mexico through its primary port, Veracruz. Wilson intended to weaken the government of Huerta by seizing and blockading Veracruz. This would weaken Huerta as Veracruz was the most important port for arms coming in to Mexico. With Americans controlling the port city Wilson could limit the Mexican Army's access to military supplies and could ultimately dictate the flow of arms to the next government of Mexico.By getting involved in both the Tampico affair and storm of Veracruz, Wilson was announcing to Mexico and the revolutionary leaders who he supported and didnâ€⠄¢t. Other than these two physical involvements, the US aided several leaders by providing Madero with a safe haven, and several other leaders with arms to overthrow some leaders while supporting the rise of others. Wilson tried to eliminate the problem of Villa in an attempt to satisfy outraged Americans after a Villista raid on Columbus, New Mexico. The United States officially acknowledged the new Mexican government when Carranza came to terms on March 11.6. Impact of the revolution of the arts, education and music (suitable examples could be Siquerios, Rivera, Orozco); the impact of Vasconcelos’ educational reforms; the development of popular music; literary works on the revolution * Jose David Alfaro Siqueiros (1896-1974)- A Mexican social realist painter who is known for his large murals in fresco. These murals helped build the post-revolutionary Mexican renaissance. Siqueiros as a person historically, participated in the assassination attempt to Leon Trotsky.Diego Rive ra (1886-1957) – A very well-known Mexican painter whose works are displayed from New York City, to Mexico City, and all the way to Buenos Aires. He was married to another famous Mexican artist, Frida Kahlo. Rivera's radical political beliefs, his attacks on the church and clergy, as well as his dealings with Trotskyists and left-wing assassins made him a controversial figure throughout Mexico. * Jose Clemente Orozco (1883-1949) – Mexican social realist painter who specialized in bold murals. Orozco was the most complex of the Mexican muralists.He was very fond of the theme of human suffering, being less realistic in his works. He was also more fascinated by machines than Rivera. He promoted the political causes of peasants and workers, similar to the ideals of Zapata. * Frida Kahlo (1907-1954) – Mexican artist known for her great self-portraits, she is remembered for the passion and pain, their vibrant colors. As communists, Frida Kahlo and Diego Rivera were ac tive communists and were friends with Leon Trotsky as he sought political asylum in Mexico from Joseph Stalin's regime in the Soviet Union during the late 1930s.It is important to note that the artistic movement began in Mexico around the 1930s. The artist movement following the revolution stands out historically because of its political undertones, the majority being of a Marxist nature. Many pieces of artwork from the time period are related to the social and political situation of post-revolutionary Mexico. * Jose Vasconcelos (1882-1959) – Vasconcelos was a Mexican writer, philosopher, and politician. He worked as Secretary of Education under Alvaro Obregon. He is one of the most influential and controversial personalities in the development of modern Mexico.Vasconcelos started the Mexican mural movement that allowed famous Mexican artists to paint on the walls of the most important Mexican buildings. â€Å"El pueblo a la universidad, la universidad al pueblo† †“ It’s a mural painted by Jose David Alfaro Siqueiros that represented the people from rural areas were going into school as a result of Vasconcelos’ educational reforms. i. He is a controversial figure in Mexico, he denounced democracy and supported the ideas of race and power. Supportive of both Madero and Villa during the revolution, he was responsible for initiating major reforms in the Mexican school system. Manuel Ponce – Mexican composer active throughout the 20th century.Ponce connected the concert scene with a forgotten tradition of popular song and Mexican folklore. Many of his compositions are strongly influenced by the harmonies and form of traditional songs. He was able to revive the idea of traditional songs and music. La Cucaracha (The cockroach) – Mexican folklore corrido whose origins are unclear but some argue it began during the revolution and became popular after it ended. Some verses were changed and it said that revenge was wanted for Madero’s death. Carlos Chavez- Mexican composer, music theorist, and founder and director of the Mexican Symphonic Orchestra. Chavez’s music was influenced by many native Mexican cultures such as the Yaqui. After the Mexican revolution and the democratic election of President Alvaro Obregon, he was well known for using Aztec themes in his music.Key People (10) 1. Porfirio Diaz * Was the leader of Mexico from 1876 to 1910. Diaz came from a military background, with an Indian history. He governed with the Pan o Palo policy, a policy where Mexican citizens were threatened with the ability to eat or be beaten.The policy won Diaz the support of the church and wealthy landowners. By instilling fear into Mexican citizens Diaz was able to remain in control. His rurales tried to suppress peasants and their revolts during his reign. Diaz was known to use the spoil system, awarding and promoting unqualified people for his own personal gain. He struggled with finding a way to modernize Mexico and how to boost the economy without foreign investment. Diaz was ultimately overthrown in 1910 with the opposition of Madero, and went into exile in 1911. 2. Francisco Madero Madero opposed the dictatorship of Diaz and was pro-democracy. He wrote and published â€Å"The Presidential Succession of 1910† in hopes that Diaz would stick to his word and allow for a democratic leader to take charge of Mexico. His democratic ideologies were reflected in his non-reelection campaigns and his desire to enact political change. He came from an upper-class family, possibly one of the reasons he wasn’t so focused on social conflict in Mexico at the time. His anti-reelection clubs landed him in jail by Diaz, which led to his escape to Texas.This is where Madero planned San Luis Potosi , ultimately calling for the election of 1910 declared void and Diaz to be officially overthrown. Madero assumes power in 1911 by constitutional presidency. Madero used his educational background to spark the revolution, using his knowledge to his advantage. His revolutionary ideals, however, were unsuccessful as he was focused on power instead of pleasing the people. It is also important to know that Madero lacked support of rural leaders, specifically the support of Zapata who was a leader focused on social change.3. Pancho Villa Villa’s aims were based upon convenience as he was a revolutionary leader that tagged alongside those in power at the time. He was well known for using guerilla tactics and primarily advocating for the poor and supporting the idea of agrarian reform. He was an unstable leader as he was one who sought action and crime. He was eventually murdered on July 20, 1923.4. Emiliano Zapata * Zapata fought a primarily defensive war. He held non-political methods and ideologies, fighting for a non-violent diplomacy. In that, his main goals were social and agrarian reforms. This is seen as he formed the Ayala plan and spent his time supporti ng this plan. It revolved around the Mexican land and returning it to rightful land owners. Zapata was focused on controlling small farms and redistributing land in the South rather than focused on power in the North.5. Venustiano Carranza * Carranza became president of Mexico after the overthrow of Huerta in 1914. His success in the revolution was because of his ability to portray himself as wise leader with a hope for peace. Carranza was a supporter of Madero, following his no reelection movement in 1910.Madero named him commander in chief in the revolution of Coahuila and Tamaulipas. Carranza believed that the Plan of San Luis Potosi, originally created by Madero, was inaccurate as the social reform would be nearly impossible to achieve. He then created the Plan of Guadalupe. This plan promised to restore the 1857 Constitution of Mexico without the promised social reforms. The plans then lead to the introduction of Obregon, as he would be the one to create the army for Carranza t o lead. Carranza was an ambitious leader, allowing him to be more successful in the revolution than those who relied strictly on arms.6. Alvaro Obregon Obregon supported Carranza in the overthrowing of Huerta, which led to Carranza becoming president. In 1920, Obregon started a revolt against Carranza and Carranza was assassinated. Obregon became the president. His presidency is known as the first stable presidency since the revolution began in 1910. He made education reform, land reform, and made labor laws, for example.7. Victoriano Huerta * Madero sent Huerta to stop Orozco’s revolt. After defeating Orozco, he returned to Mexico with a hero’s welcome. Huerta was promoted to Commander in Chief. Madero put Huerta in charge to stop the coup started by a U. S. ambassador.Madero successfully stopped the attempted coup and when he returned, he gained a lot of power and made Madero resign from the presidency. Huerta becomes president on February 19, 1913. In 1913, Carranza leads a rebellion against Huerta, because all the revolutionary leaders are against Huerta except for Orozco. * In 1914, the U. S. turns against Huerta after he killed a senator. * Huerta tried to unite Mexico under a common hatred for America, but inevitably failed. * He realizes that he cannot win after the US storms Vera Cruz after the Tampico affair, Huerta resigns on July 15, 1914 and Carranza becomes president.8. Pascual Orozco * Orozco supported Madero, because he wanted to remove Diaz from power. He grew to dislike Madero because of Madero’s lack of reforms and because Madero did not give Orozco a position in the cabinet or a state governorship. Orozco resigned, but Madero did not accept it until he turned down the governorship of Chihuahua. On March 3, 1912, Orozco declared that he was rebelling against Madero. Orozco was defeating Madero’s army, so Madero sent Huerta to stop Orozco, which he accomplished by August. Orozco fled to the U. S. ut later returned to partner with Huerta when Huerta became the president. After the fall of Huerta, Orozco returned to the U. S. , where he was shot and killed on August 30, 1915.9. Benito Juarez * Juarez was a lawyer who was the president of Mexico for 5 terms. His death led to the beginning of the Porfiriato regime of Diaz. 1806-1872 10. Lazaro Cardenas * Cardenas was the president of Mexico from 1934 to 1940. He was a very revolutionary president. He arrested Calles and some of Calles’ associates for their persecution of the church that led to the Cristero War.He used the National Revolutionary Party’s six-year plan of social and political reform. His programs built schools and roads, promoted education, and included land reform. After his presidency Cardenas continued to have power through puppet-like men that he controlled who became president.Key Events (7)1. Presidential Succession of 1910 * This was a book written and published by Madero. Its purpose was to call for the current president, Diaz, to step down from power and allow free elections. It ultimately helped Madero gain power during the revolution.2. Plan of Ayala * November 25, 1911 The plan of Ayala was created by Zapata and enacted on November 25, 1911. It was a plan that called for agrarian reform, the basis of Zapata’s revolution and the reason why he is an important leader in the revolution. The plan sets Zapata, as a leader, apart from the others as it shows Zapata’s ideals of social reform through agriculture rather than the fight for political power.3. Plan of Guadalupe * February 24, 1913 The plan of Guadalupe was established by Carranza in 1913. It focused around political power, calling for the transfer of power in Mexico and improving conditions for the poor.It came as a result of Huerta’s overthrow of Madero, with Carranza believing that Huerta’s rise to power was illegitimate. The plan rejected Huerta's government and focused on a continuation of Madero's p olicies. It was recognized by leaders such as Villa, Zapata, and Obregon. It was one of the three most important documents within the Mexican revolution. The plan gathered Villa, Zapata, and Orozco to help Carranza in the overthrow of Huerta in July 1914. * Carranza calling for the overthrow of Huerta and restoration of the constitution of 1857 (limiting the church’s power)4.Tampico Affair * Led to storm of Veracruz * April 9, 1914 * A battle was taking place in Tampico when a U. S. ship landed there. The federal authorities of Mexico arrested all the Americans to protect them from the fighting. The American general was outraged by their treatment and demanded an apology with a 21 gun salute. The federals refused to grant his request of a 21 gun salute, further angering the Americans. The U. S. placed an embargo on armament shipment to the federal authorities of Mexico as a result of the affair. The Tampico affair ultimately leads to the storm of Vera Cruz.The U. S. invaded V era Cruz instead of Tampico because U. S. businesses had oil refineries in Tampico and they did not want to disturb oil production, illustrating the expanse of U. S. industry in Mexico.5. Treaty of Ciudad Juarez * May 21, 1911 * The treaty of Ciudad Juarez stated that Diaz had to resign by the end of 1911, the interim president would be Francisco de la Barra, and that De la Barra is in charge of holding free elections. It is an important document as it ends Diaz’s reign and allows for the beginning of Madero’s power.The treaty left all of Diaz’s political leaders and institutions in place, making it hard to rid the system of Diaz and his way of running Mexico. 6. Obregon offers amnesty to Villas army: December 1915 * Obregon offered amnesty to all the Villistas, the soldiers in Villa’s army. The amnesty was only not offered to high-ranking officials and Villa himself. This event gave Villa’s soldiers a way out of the war after fighting for five yea rs. Villa’s army was severely reduced and he was forced to retreat to the hills of Chihuahua.7. Convencion de Aguascarlientes of 1914 This was a constitutional convention that raised issues between the central leaders, bringing forth their differences once again. Obregon attends the meeting while the other leaders are absent. It is here that the Plan of Ayala gets its first support, it is voted on to dismiss Carranza from office, and sparks a string of events surrounding Villa and Carranza. Villa then enters the US and makes an attack, in which the US retaliates by sending troops into America trying to capture Villa. Carranza at this point was being supported by the US and was defending the interests of the upper class citizens of Mexico.Key Dates (7)1.Resignation of Diaz * May 25, 1911 The resignation of Diaz ended an era of dictatorship and sparked the revolution as multiple leaders had conflicting ideas on what was best for Mexico and what were the best ways of achieving t hese goals. Diaz’s resignation led to Madero’s assumption of power and ultimately the beginning of the Mexican revolution.2. Meeting of Zapata and Villa * December 4, 1911 Zapata and Villa met for the first time in the presidential palace on December 4, 1911. At this meeting the two leaders agreed that they did not want the presidency, the power over Mexico,3. Storm of Veracruz * April 21, 1914Within this incident there were over 200 Mexicans dead, 300 wounded and 19 American dead and 47 wounded. These numbers showed the United States’ superiority in numbers, technology, and strategy at the time. The United States stormed Veracruz in light of Tampico affair after not receiving a 21 gun salute after the arrests in Tampico. They stormed Veracruz because they did not want to invade Tampico because America had oil refineries in Tampico. It is also one of the main ports in which Huerta was receiving arms, if the US could control that port they could show dominance in support of Carranza and against Huerta.4.Madero wins presidential election * November 6, 1911 This is revolutionary as Madero has successfully overtaken Porfirio Diaz. Madero’s reign was to be short as he made several mistakes as he assumed power. The biggest mistake that Madero made was not officially taking over for a couple of months, this allowed Diaz’s supporters and leaders to down talk Madero and undermine his authority to the citizens of Mexico.5. Murdering of Madero * February 22, 1913 * The U. S. ambassador stages a coup led by Diaz’s nephew, but the coup is not supported by the U. S. government. Madero puts Huerta in charge of stopping the coup. Huerta stops the attempted coup, but returns and makes Madero resign as he gains power. Madero believes Huerta will let him resign peacefully. However, Huerta kills Madero’s brothers and then kills Madero. Madero becomes a revolutionary martyr and killing Madero alienates international opinion * Huerta gains power6. Carranza becomes president * August 20, 1914 * Carranza led a rebellion against Huerta. Combined with Carranza’s rebellion and the U. S. invasion of Sera Cruz, Huerta’s power was drained. Huerta resigned and Carranza became the president.7. Zapata is murdered * April 10, 1919 * By a group organized by Carranza . 1920: Obregon with the help of Zapatistas, Villistas, and other revolutionaries overthrow and kill Carranza.Obregon becomes president Quotations (2)1. â€Å"A dog with a bone neither kills nor steals† –Porfirio Diaz2. â€Å"It is better to die on your feet than to live on your knees†-Emiliano Zapata   * This quotation is an important one when dealing with the Revolution. It characterizes Zapata as one of the revolutionary leaders quite nicely. This is because Zapata was the leader that stood strong, and fought enthusiastically, for what he believed in; he fought hard for agrarian reform in the South of Mexico.It is a good r eflection of how he would rather stand up for what he believed in than to subject himself to something that’s not as worthy. Two Historians: Michael C. Meyer- The Course of Mexican History| * â€Å"They neither were not just traditional organized armies nor were they simply peasant mobs. †Meyer focuses on the uniqueness of the rebel armies and how the uniqueness of the armies led to internal migration and mixing of languages, as well as giving more power to the people.Meyer says, â€Å"since the base of power was shifting to new hands the future for the masses seemed auspicious and this hope stems into later generations. | Frank Mclynn- Villa and Zapata: A History of the Mexican Revolution| * Mclynn claims that â€Å"Capitalism took a stronger hold on Mexico because of the revolution. †In this quotation Mclynn says there are three main strands of the revolution. First, the improvement of capitalism leading to a rise in industrial bourgeoisie. Second, the moveme nt of peasants leading to demands for ancestral lands. Third, the alliance of persons from the North with different occupations led to increased capitalism. | Past Test Questions (10)To what extent did foreign intervention prolong the Mexican Revolution? 2003)â€Å"Technology is a new type of imperialism. † Discuss this statement with reference to the impact of technology upon at least one country in the Americas during the twentieth century. (2003)â€Å"By the end of the 1920s the original objectives of the Mexican Revolution had been abandoned. † To what extent do you agree with this judgment? (2005)Examine the major stages of the Mexican Revolution (1910-20) and explain the programmes of three of the most important leaders. (2006)Analyse the causes of the Great Depression in one country in the Americas. 2006)Compare and contrast the treatment of indigenous peoples in two countries of the region in the eighteenth century. (2005)Analyse the main features and impact of one cultural or one intellectual development in theAmericas in the period from 1850 to 1919. (2005)For what reasons, and with what results, did railroads develop in one country of the region between 1860 and 1929? Support your answers with examples. (2008)How did Malcolm X and the Black Panthers affect the goals of the Civil Rights Movement?Outline: Examine the major stages of the Mexican Revolution (1910-20) and explain the programmes of three of the most important leaders. (2006) The course of the Mexican Revolution from 1910-1920 is complicated amongst its many leaders and quite frequent shifts in power. With leaders fighting over power of the same country, they each individually had different ideals and tactics. The separation in goals for Mexico, and a lack of Mexican citizen involvement, ultimately determined the temporary leader of Mexico until another one was able to come to power throughout the war.The Mexican Revolution follows a transfer of power from major leaders as Di az to Madero, Madero to Huerta, Huerta to Carranza, and finally Carranza to Obregon. Diaz to Madero * Presidential Succession of 1910 (importance) Madero to Huerta * Couldn’t switch land issues and keep social order * Lacked army support * 1913 Coups- Huerta gains control of army and kills Madero Huerta to Carranza * US involvement * Tampico Affair and Vera Cruz * Embargo on arms shipments * US did not like HuertaThe programmes of the three most important leaders were Madero’s Presidential Succession of 1910, Zapata’s Plan of Ayala, and finally Carranza’s Plan of Guadalupe. Each of these three plans reflected the leader and their primary ideas for Mexico. While Zapata stood by his Plan of Ayala throughout the entire revolution, the Presidential Succession of 1910 only provided a short amount of support for Madero, and the Plan of Guadalupe was successful for Carranza as it was focused on by more than just one leader, as well as it provided a common elemen t in overthrowing Huerta.Presidential Succesion 1910 Madero * Book, well read in Mexico * Called for Diaz to step down and for free elections * Was the first major event in the Mexican Revolution as it was the first widely supported anti-Diaz campaign. Plan of Ayala * Supported by citizens * Mainly in the South * Zapata- Agrarian reform * Appeals to the people * Stood by it throughout the war (Central idea for Zapata) Plan of Guadalupe Carranza February, 1913 * political power, calling for the transfer of power in Mexico. * result of Huerta’s overthrow of Madero. * rejected Huerta's government and focused on a continuation of Madero's policies.It was recognized by leaders such as Villa, Zapata, and Obregon. * It was one of the three most important documents within the Mexican revolution. * The plan gathered Villa, Zapata, and Orozco to help Carranza in the overthrow of Huerta in July These three plans were major events during the course of the Mexican Revolution. They aided t he leaders in their goals for Mexico during a time of controversy and power differences. As one leader lost power, another would quickly gain it. Sometimes working together, and sometimes against, the leaders of the revolution followed a pattern of overthrowing , followed by the assumption of power.

Socrates theory Essay Example | Topics and Well Written Essays - 1750 words

Socrates theory - Essay Example The next two sections of the line are of the intellectual. The third is lower forms, and the final is higher forms. Plato uses the line to differentiate between what he views as different kinds of objects and ways we can obtain knowledge. Each line gets smaller the higher it goes, and the smaller the line becomes the closer to absolute truth it becomes. To briefly summarize the story of the cave, Plato envisaged people held prisoner within a cave who only saw the shadows of objects carried by a fire. One person briefly escaped from the cave, saw the sun, and returns to tell the other prisoners what was seen. The prisoners respond by threatening the person that briefly escaped if he continued to tell them about the sun. Plato is saying that people are like the prisoners, in that all people see are illusions, shadows of objects passing by a fire. They are seeing the material world, which he believed to be a copy of the higher forms. The person who escaped was able to see the sun, which represented the highest level of truth in this world: "But, whether true or false, my opinion is that in the world of knowledge the idea of good appears last of all, and is seen only with an effort; and, when seen, is also inferred to be the universal author of all things beautiful and right, parent of light and of the lord of light in this visible wor ld, and the immediate source of reason and truth in the intellectual; and that this is the power upon which he who would act rationally, either in public or private life must have his eye fixed" (Plato). The escaped person's eyes took a while to adjust before they were actually able to see the sun; the person was able to see things at night better first, then reflections in water and such, and then finally objects themselves. This was supposed to represent a gradual increase in the realness of the objects until the sun was able to be seen. When the person went back to the cave and told the other prisoners what he saw, they rejected it. This represents how Plato felt that most people are so used to seeing what they see everyday that they can't comprehend the idea that there is something of a higher truth out there. They've never seen it, and if they've never seen it, then it couldn't possibly exist. Plato was alluding to the fact that he thought that it was dangerous for him and othe r philosophers to tell other people of the truth since most people weren't willing to hear anything of the sort. What Plato didn't realize was that he was in an even larger cave himself. He felt that there was absolute truth, and even though people might not be able to reach it, it still existed in the universe in some shape or form. He thought that because there are things called trees, we can only know that that is a tree because on some higher plane of existence there exists the perfect tree, its original and true form, and that is how people are able to recognize that trees when one is viewed. He felt that true knowledge could only be perceived a priori, and that the physical world was merely a reflection of this true world. A deconstructionist way to argue against this kind of thinking be to would say that there is no such thing as absolute truth, that thinking and language can not be separated, because without language, there is no canvas upon which to paint one's words. This viewpoint would claim that language isn't trying to reflect

Learning, Training and Development Essay Example | Topics and Well Written Essays - 3000 words

Learning, Training and Development - Essay Example The paper describes individual learning. The individual gains personal growth which he/she uses to enhance performance and develop career. Sadler-Smith identifies various theories that underpin learning at an individual level. These consist of: cognitive, behaviourist, social learning, and situated learning theories. The cognitive theory implies that an individual acquires knowledge and problem solving skills that he/she transfers to new everyday jobs through mental processes. The behaviourist theory by Ivan Pavlov, Skinner and J.B Watson views learning as a reaction to stimuli and individuals differ in their rate of learning. The social learning theory by Bandura emphasizes learning through experience since individuals cannot rely on their own actions only. They learn by observing others and only demonstrate the learned behaviour when they expect a reward. Harri-Augstein and Thomas disagree that learning is ‘a conversational construction, reconstruction and exchange of persona lly significant, relevant and viable meanings with awareness and controlled purpossiveness’. The language of dialogue used in the conversation is in form of internal thought processes and external processes of communication with others which leads to purposeful enquiry and change in mental models. The role of training practitioners is therefore to facilitate the process of dialogue and enquiry. Group learning occurs as a result of collective individual learning. ... The behaviourist theory by Ivan Pavlov, Skinner and J.B Watson views learning as a reaction to stimuli and individuals differ in their rate of learning. The social learning theory by Bandura emphasizes learning through experience since individuals cannot rely on their own actions only. They learn by observing others and only display the learned behaviour when they expect a reward. Harri-Augstein and Thomas (1991) argue that learning is ‘a conversational construction, reconstruction and exchange of personally significant, relevant and viable meanings with awareness and controlled purpossiveness’ (329). The language of dialogue used in the conversation is in form of internal thought processes and external processes of communication with others which leads to purposeful enquiry and change in mental models. The role of training practitioners is therefore to facilitate the process of dialogue and enquiry. Group (Team) Learning Group learning occurs as a result of collective i ndividual learning. Sadler-Smith (2006) argues that learning takes place within a social framework of participation hence the need to learn as a group and work collectively to achieve a common objective. Since, employees learn from each other in the group, the group should comprise of individuals with different skills and are willing to share knowledge with other members (Fenwick, 2008). The teams should be committed, collaborative, and have good communication skills. However, the management has the role to keep the groups motivated so as to gain commitment and success by giving feedback, recognizing and rewarding performance and letting the group formulate its objectives.

Situational Price Sensitivity in Marketing Essay

Situational Price Sensitivity in Marketing - Essay Example Each customer will have a certain price acceptability window and different customers have different limits in their perceptions of what price is within their range. Pricing is an extremely important part of the marketing mix that has been neglected for a long time. It is the only marketing strategy variable that generates a positive cash flow. The remaining variables (Advertising and promotion, product development, selling effort, distribution, packaging) all create costs. To optimize pricing and all related marketing mix instruments, price sensitivity is an essential contract. Sensitivity is defined as "the response of an organ or organism to external stimuli" (Webster's Third New International Dictionary 1993). Price Sensitivity is used by organizations that are working with unknown pricing situations, new products, products that offer thin margins or products that offer improved benefits to established products. Put together, the term price sensitivity clearly refers to the response of an individual to the amount of money asked or paid for a good or service. This commonsense definition is generally agreed upon (e.g., Hoch et al. 1995; Tellis 1988). It indicates what effect a price change will have on the buyer's intention to purchase a given product or class of products. If buyers are considered price sensitive, changes in price will cause (definite) changes in their buyer behavior. If they are not price sensitive at all, price changes will not result in a change in their purchasing behaviour. In this study, price is assumed to have a negative effect on the purchase probability. A higher price will normally lead to lower demand.(1) Price is hence a negative attribute of an electronic entertainment product. Price sensitivity is defined as the degree to which consumers use price as a decision-making criterion (Lichtenstein, Bloch, and Black 1988). However, its analysis has been mostly focused on traditional consumer goods like groceries or apparel, which have different characteristics in production and consumption than electronic entertainment or media products. In order to assesses what actions have to be taken by media companies to react to price sensitive consumers, the price sensitivity construct and its determinants and consequences have to be scrutinized. There have been many prior studies of how advertising affects two equilibrium quantities: the price elasticity of demand and/or the price level. Our work is differentiated from previous work primarily by our focus on how advertising shifts demand curves as a whole. As Becker and Murphy pointed out, a focus on equilibrium prices or elasticities alone can be quite misleading. Indeed, in many instances, the observation that advertising causes prices to fall and/or demand elasticities to increase, has misled authors into concluding that consumer "price sensitivity" must have increased, meaning the number of consumers' willing to pay any particular price for a

Discussion Coursework Example | Topics and Well Written Essays - 250 words - 35

Discussion - Coursework Example According to statistics that were produced by International Air Transport Association, the demand for global travel decreased with a percentage of 3.5 in 2009. This according to the department was the largest decrease since World War II (Transtats.bts.gov, 2015). Due to decrease in demand, an imbalance developed between demand for air travel and capacity. Capacity could not be reduced as fast as demand declined. Capacity for the domestic travel increased at the start of the recession since new planes that were ordered months before the recession were coming into service despite the deepening in recession. The reduction in demand lowered the prices of domestic air travel. During the first six months of 2008, there was a change in monthly available seats. Available seat miles increased at an average of 6.7% while load factor decreased at an average of 1.5% (Transtats.bts.gov, 2015). This was an indication that there was growth in the number of seats but the demand for the seats had reduced. Reduction in seats lowered the prices of domestic air travel. Price recovery in domestic airline travel began in late 2009. In addition to the imbalances to demand and capacity, there was an increase in jet fuel prices during economic recovery resulting to increased air passenger

Summary and 3 learnings Essay Example | Topics and Well Written Essays - 250 words - 1

Summary and 3 learnings - Essay Example Israel and United States have worked jointly to advance Stuxnet in to an extent that it can infect computers. The U.S has developed implants out of Stuxnet that infect the â€Å"firmware†; an embedded software preparing a computer’s hardware before its operating system starts. The implants are beyond the reach of most security controls and existing antivirus products, making it virtually impossible to stop it. Equation Group has been active for approximately two decades. It uses techniques of cyber attacks that surpass anything known to be sophisticated and complex in the virtual environment of networks and computers. The group has managed to perform firmware attacks, giving it the power to control almost anything concerning nuclear enrichment plants of U.S adversaries (Perlroth and Sanger). There are three issues which I have learnt from the articles. The first one is that American government Agencies do not use security software products made by Kaspersky Lab. This is because the lab was founded by a person who once served the Russian military, which is closely watched by the American agencies. The second one is that it is difficult to perform a cyber attack on computers with an â€Å"air gap system†; a system that separates computers from the outside world and is mostly used by U.S adversaries. The last issue learnt from the article is that the U.S Equation Group has made an effort of mapping out the so- called air-gapped

Professional Portfolio Essay Example | Topics and Well Written Essays - 2500 words

Professional Portfolio - Essay Example Likewise, I have designed assessment and evaluation tools such as questionnaires, interview, and survey. Aside from actual Nurse Educator experience, I also have a wide range of clinical nursing experiences, which have provided me with more depth and insights regarding my experience of Nursing as a profession, as an art, and as a science. I am currently working on my MS in Nursing Education at the ------University. I have earned my BS Nursing at ----University. I have also gained Post Graduate Certification for Public Health. In addition, I have attended various seminar-workshops to hone my nursing skills and knowledge. I have attached a copy of my CV, which shows my work experiences, educational background, and relevant personal information. I look forward to hearing from you. Respectfully yours, Curriculum Vitae Name: Address: Telephone #: Email address: Education 20—to Present Master OF Science in Nursing Education ---------- University Units Earned : ( No of Units ) School Yr B.S. Nursing -------- University School Yr Certificate of Post Graduate Training in Public Health ------- University Certifications Basic Cardiac Life Support Certification Advance Cardiac Life Support Certification IV Certification Work Experiences Year Public Health Nursing Supervisor --------Health Department Conducts researches and studies regarding health issues of the Community Coordinates with the other government agencies regarding the health issues of the community Spearheads awareness campaigns Heads the Committee involved in dissemination of information, education, and training of nurses Led fund raising activities Year Senior Psychiatric Nurse Psychiatric Hospital Middle East Conducts training seminars for the Staff Plots the schedule of the Staff nurses Coordinates with the management regarding activities and concerns relevant to the Ward Monitors and provides primary care for various psychiatric cases like schizophrenia, depression, manic-depressive psychosis, ETOH withdrawal, and other similar cases Assists in procedures such as EEG, electroconvulsive therapy and other similar therapies Participates in occupational theraphy Year Associate Professor II Institute of Health and Sciences -------- University Has Taught the following Courses:------- Serves as Thesis Adviser Member of the Committee handling the evaluation of the students Year Assistant Head Nurse University Hospital and Medical Center New York City Coordinates with Sectors of the Hospital regarding the flow of patients, the number of available beds, the need for CNAs and other similar concerns Year Nursing Supervisor Nursing Home and Rehabilitation Center Plans the activities of the patients Conducts training of nurses Involves in the selection of hiring process of nursing staff Conducts seminars, training, and informal learning activities for the nurses Membership New York State Nurses Association Sigma Theta Tau International Honor Society of Nursing Recognition Model Nurse of th e Year Seminar- Workshops Attended Performance Appraisal System Better Teaching Through Effective Speech Communication Empowering Preceptorship Reproductive Health Care Urban Primary Health Care Health Care Delivery System in the Urban Setting Researches 1.Beliefs and Practices on Hypertension of Selected Residents of------- 2. The

The Curriculum for todays fifteen to eighteen year olds Essay Example for Free

The Curriculum for todays fifteen to eighteen year olds Essay The curriculum in todays schools has survived relatively unchanged for many years. It was created in a completely different world, one where computers were not used and jobs for the uneducated were easy to find. The world has changed significantly since then, but should the education system? The job market is a competitive one, and an extra qualification can make all the difference. One qualification that is needed for nearly every position is that of Information and Communication Technology, in other words, computers. Computers are used for many purposes in nearly every company, for example, spreadsheets in finance, databases in stock keeping and desktop publishing in advertising. The skill needed to control the software and hardware is highly desirable, but the current curriculum in high schools does not reflect this. ICT was only introduced into the curriculum several years ago, and has been taught as a minor subject, comparable to the likes of Art and Music. Throughout high school, each school only has to complete one hour of ICT per week, although it can be taken optionally as a GCSE subject, or as a GNVQ. A large number do not opt for the latter options, which leaves them with a qualification equal to half a single GCSE. I do not believe that the curriculums compulsory ICT lessons are sufficient now that more and more jobs are becoming increasingly dependent on computers. I personally think that ICT provision should be increased to three hours a week, making it on level with the main academic subjects of English, Maths and Science. This will enable pupils to study a wider range of software, and complete more theory work, which is an aspect currently neglected. These extra skills will be beneficial in the workplace. I am aware that to cope with the extra number of ICT lessons, more computers would be needed, and spaces to put them, but even with this extra expenditure, the benefits of having a full ICT qualification would be well worth it. There are quite a few things that are needed in later life that are not taught in school. These include money management, communication skills, stress management and form writing. If these skills were taught in schools, it would make later life a little easier to cope with. Many people struggle to look after their money, especially if they stay in education at university. People also struggle to understand the workings of finance, so an education in money management would be beneficial to all pupils. Quite a few pupils in schools lack the confidence to speak to people they do not know, or fail to get their point across clearly during a conversation. A course in communication would help people to speak more confidently, and to express them more clearly. It could also contain advice on how to deal with a job interview effectively. It is often mentioned in the media that our lives have become more stressful, and that we need to learn how to manage it. During exams, further education and our working lives, stress inevitably builds up, and if lessons were taken in high school on how to relieve that stress, people would not suffer from stress-related illness in later life, which can only be a good thing. Another skill that could be taught in schools is how to fill in forms. During adulthood, there are many, many forms that need to be filled in, such as application forms, benefit forms and census forms. Many people find this task daunting and confusing; they can fill the wrong boxes in, or write the incorrect information. Lessons in this skill would be beneficial and helpful to the pupils in the future. GCSEs are compulsory. Each Year 11 pupil has to take them by law, even if they havent got a chance of passing any. In my opinion, those pupils in lower groups could drop their GCSE courses and study for other qualifications. This would not solely be the students decision; parents and teachers would need to be consulted and involve in the decision swell. They would not be able to however, drop the academic subjects completely. English, Maths, Science and ICT would still need to be taken, although not at GCSE level and with no exam or qualification. By dropping many subjects, they would be able to take a vocational l course and get a vocational qualification at the end of it, like an NVQ. This would give then the skills to easily find a job, as they would already be trained for it, whilst if they had stayed on their GCSE course, they would have probably ended up with no qualifications, and would be stuck in a poorly paid job, if they got one at all. The curriculum that young people are taught today is flawed and is inappropriate for many young people. I feel that ICT should be made a subject comparable with the likes of Maths and English, essential skills needed for later life, like stress management and money management should be taught to pupils and the less-able pupils should be allowed to drop out of GCSEs and pursue a vocational qualification. These changes to the current curriculum would bring it up to date and make it more relevant for the youngsters of today.

The Pazzi Conspiracy Essay Example for Free

The Pazzi Conspiracy Essay Abstract: On a sunny Sunday in April of 1478, assassins from the Pazzi family attacked Lorenzo de’ Medici and his brother Giuliano. Giuliano lay bleeding on the cathedral floor, and later bled to death. Lorenzo, however managed to get to safety—not a good thing for the Pazzi family. Up to this point the Pazzi clan had been considered one of the most noble and well-respected clans. They were financiers who â€Å"feared and resented the Medici’s swaggering new role as political bosses. † 4 This failed assassination attempt doomed the Pazzi family. The Medici’s put forth swift and brutal revenge. Each of the Pazzi family who had taken part in the assassination attempt was either hanged or beheaded, and the bodies were hung from the windows of the governmental palace. As if this wasn’t punishment enough, the Pazzi’s were forced to change their surname. Every remnant of evidence that the Pazzi family had once been a well-respected clan was wiped out by the Medici’s. 4 It was Easter Sunday within the Cathedral of Santa Maria del Fiore. The Priest was just bringing the Mass to a close, when assassin’s attacked the de’Medici brothers, Lorenzo and Giuliano, brutally stabbing them. Giuliano was stabbed a horrifying nineteen times, and the blood drained from his body right there on the cathedral floor. Lorenzo, however, was stabbed only once in the neck, a cut that apparently missed any major arteries, and he fought his attackers with all his might until he got free and ran away to hide. 5 Of course there was chaos within the cathedral, and some brave soul ran to pull the bell pull to send out a distress call and summon other Florentines to help ward off the coup attack taking place within the cathedral walls. Shortly thereafter every church in Florence was also tolling their bells, call the men of Florence to â€Å"defend their Republic.† Who were these Medici’s who had taken control of their government? It is believed that they were descendants of apothecaries—today’s pharmacists—and were relatively unknown in the 14th century. Giovanni Medici was the mastermind of the family and his business acumen and sheer boldness brought the Medici family from the shadows directly to the forefront of the political world in Florence. 6 Giovanni was one of five sons. He lived with their mother, a poor widow woman. A wealthy cousin of Giovanni’s acquired a position for Giovanni as an employee of the Medici Bank in Rome, and it was not long before Giovanni, demonstrating his boldness and business prowess, moved straight to the top in the bank, actually displacing his own cousin. Giovanni was a blatant risk taker, and began laundering money for Baldasarre Cossa, commonly known as a pirate. Giovanni even went so far as to put up the money to allow Cossa’s bid for the Papacy, and in 1410 Cossa was actually elected Pope John XXIII. Of course the former pirate felt obliged to reward his good friend Giovanni by making the Medici family the new Papal Bankers. Giovanni became known as â€Å"God’s Banker.† This turned out to be quite a lucrative venture for both parties involved—the former pirate, and the former nobody who rose to such a high position. The Medici bank received a hefty ten percent of everything the Church brought in. At this time in history there was a rather unscrupulous debt collection service run by the church itself. If people didn’t pay, they were promptly excommunicated, a very powerful motivator. Soon the Medici family were the third wealthiest family in Florence, much to the dismay of the older, more established families who saw the Medici family as money-grubbing interlopers. Giovanni Medici soon built an entire network of thugs and thieves who both demanded and rewarded unconditional loyalty. He set up the banks so the managers shared a stake in their bank, and even banned loans to Kings or Princes, as he felt they were absolutely the worst risks. He often advised his descendants to â€Å"Always keep out of the public eye—never show pride.† 6 It would have been better for all involved if they had taken this advice to heart. Giovanni’s son, Cosimo de Medici was trained from a very early age to take over the banking empire from his father. Cosimo was a dedicated learner, â€Å"studying classic texts, attending lectures and becoming one of the first generation of Humanists. Cosimo urged his father to turn the family’s wealth to civil patronage.† 6 When Cosimo inherited the position of Capo from his father, the Albizzi family, another wealthy, powerful, family made up treason charges against him out of sheer jealously and Cosimo was actually sentenced to death for these false claims. Luckily he bribed his way from prison and hid out for a while, later returning to Florence more powerful than ever. However, shortly after Cosimo returned, he was attacked in a dark alleyway and his attackers cut his face from ear to ear. He lived, but bore the scars known as â€Å"che brutta figura†, which translates into â€Å"revenge through humiliation.†6 Cosimo, much like his own father well understood how politics and power worked. His own advice to his heirs, which was much like his father’s advice to him was, â€Å"Do not seek power. Wait until they call you.† Cosimo had two sons, Giovanni and Piero. Giovanni was certainly his father’s favorite, and was obviously being groomed to take over the family business while Piero was sickly, and stayed out of the public limelight because of his ill health. Piero devoted himself to learning, and became well-respected as a diplomat. In fact, King Louis XI had such a high opinion of Piero that he gave him the specially bestowed honor of â€Å"permitting Piero to stamp the lilies of France on one of the balls of the Medici arms—this one ball colored blue for that purpose.† 6 When Piero’s brother Giovanni died unexpectedly, Cosimo began grooming his grandson, Lorenzo to take over because he felt Piero’s health was unstable and that he couldn’t handle the job. Piero had two sons, Lorenzo and Giuliano. Lorenzo, at the tender age of seventeen was well known for his courage and boldness, â€Å"single-handedly foiling a Pitti family plot to assassinate his father Piero.† 6 Lorenzo was indeed well educated in banking and diplomacy in order to follow in the family footsteps, but he apparently also had a lust for the other side of life; wine, women and song.   He married at nineteen and fathered seven children, two of them adopted. Lorenzo was a patron of the arts and promoted such artists as Bottcelli and Leonardo DeVinci, even going so far as to take a young Michelangelo into his own home and â€Å"raising him like a son.† 6 Lorenzo’s trademark phrase was somewhat different from that of his father and grandfather: â€Å"He who wishes to be happy let him be so, for of tomorrow there is no knowing.† Giuliano de Medici was Lorenzo’s younger brother, and shared Lorenzo’s passion for life. He fathered an illegitimate child in his youth, and when he was murdered on that fateful Easter Sunday Lorenzo later adopted that son. While Giuliano loved his older brother, there was also some natural resentment involved in their relationship. As for the Pazzi family, consider this heritage: â€Å"During the First Crusade in 1088, as Christian soldiers scaled the walls of Jerusalem, a fighter named Pazzo Pazzi was the first man over the top. Pazzo was often known as â€Å"the madman.† 11 As a reward for his courage, he was gifted three small stones from the Holy Sepulcher.† 7 The Pazzi were an old Florentine family, and two of the family members were even named in â€Å"Divine Comedy,† by Dante. There were also boasts of having a knight in each generation. The Pazzi arms which reflected their long and noble history contained â€Å"crescents, battlement towers and twin dolphins on a blue field with nine crosses.† 7 The arms represented Christian faith, generosity and freedom, and the Pazzi’s displayed it proudly. Andrea de Pazzi entered into banking in the fourteenth century. He was a sharp businessman and quickly amassed a fortune. However, being one of the â€Å"grande† names in the area they were excluded by Florentine law from participating in their own government. Because of this law, Andrea decided to relinquish the status of â€Å"grande† and give his own sons the opportunity to hold public office. 7 During a visit in 1443 by Pope Eugene IV to the Pazzi family, the Pope made a deposit of 4000 florin into the Pazzi bank, showing that there were â€Å"Papal accounts that could be pried away from Medici control.† Andrea left three sons, Antonio, Piero and Jacopo, all of whom were well-educated in the banking trade and all of whom held a large fortune and extensive assets. Jacopo was the only son who would live long enough to â€Å"become enmeshed in the conspiracy to assassinate the Medici brothers.† 7 Interestingly, however, Jacopo happened to also be a strong supporter of Piero de’ Medici, Lorenzo’s father. Jacopo was known throughout for his great generosity to the poor, and although he began as an observer, he eventually allowed his nephew, Francesco, son of Antonio, to draw him into the assassination plot. Francesco, Jacopo’s nephew was known as â€Å"diminutive, pale and driven,† but apparently he harbored great resentment for the Medici’s, in fact it soon became apparent to all that his hatred of the Medici’s had overtaken every aspect of his life, and even allowed him to conveniently forget that he was in fact related to the Medici through marriage. 7 This urgency that Francesco displayed, along with his intense hatred for the Medici clan became the driving force for the assassination plot. So, now we know about the Medici clan and the Pazzi clan. The other factor in this triangle were the Pope and his court. The conspiracy planned by the Pazzi actually had the blessing of the church because Pope Sisto IV â€Å"contemplated to demolish the dominion of Medici and for this purpose he sustained the groups led by Pazzi’s family which had replaced de Medici in the office of bankers.† Francisco della Rovere was destined from his very childhood for the Franciscan order. 8 On the death of Pope Paul II, he was elected pope and called Pope Sixtus IV. Unfortunately Pope Sixtus used his position as Pope to further his own family members by obtaining political appointments for them. When Lorenzo â€Å"refused Sixtus’ demand on the Medici bank for a loan of 40,000 ducats to purchase the town of Imola,† the conspiracy was set into motion. 8 Sixtus wanted to acquire the town in order to give it to his nephew, Riario. Girolamo Riario was the nephew of Sixtus and was one of the key plotters in the assassination attempt on the Medici brothers. Riario married the daughter of the Duke of Milan, and used this marriage to attempt to sabotage the relationship between the Duke and Lorenzo. â€Å"Riario fueled Francesco de Pazzi’s inner fire by intimating that the Pazzi family would play a large part in the next government of Florence, while coveting the future Dukedom of Florence for himself.† Archbishop Francesco Salviati was born into one of Florence’s most active political families and was related by marriage to the Pazzi, Medici, Vettori, and other very powerful families. 8 Salviati was a â€Å"flatterer, a gambler, and lusted for the power that could be attained through church favour.† 8 He easily became a co-conspirator in the attempted assassinations. Count Riario himself summoned Battista to meet with himself and the Archbishop Salviati. Salviati strongly persuaded the others to agree with him about wanting a â€Å"coup d’ tat in Florence, and Riario and Salviati then outlined what they considered to be Lorenzo’s evil intentions against each of them, telling Battista repeatedly that when the Pope died, Riario and his state would be in grave danger from Lorenzo. 10 Riario and Salviati finally bluntly told Battista that the only thing to do was to â€Å"cut Lorenzo and Giuliano to pieces, to have troops ready in secret, and to go into Florence and do this thing.† 10. Battista was reluctant, believing they were discussing something very big, and he wasn’t sure he wanted to become involved, but the other two were persuasive. Although nobody knew at the time, there were literally hundreds of mercenary troops settled firmly within the borders of Tuscany, â€Å"poised to invade the city at a signal that never came.† It was Salviati and Francesco de Pazzi who masterminded the plot to assassinate Lorenzo and Giuliano. Riario, always working behind the scenes, remained in Rome. Interestingly enough, the plan was hardly a secret, and was fairly widely known. The Pope reportedly even stated that â€Å"I support it—as long as no one is killed.† 11 Rather a silly statement when the plot is an assassination plot. When Lorenzo escaped the assassination attempt, he locked himself in the sacristy. â€Å"A coordinated attempt to capture the Gonfaloniere and Signoria was thwarted when the archbishop and the head of the Salviati clan were trapped in a room whose doors had a hidden latch.† 11 The assassination attempt had failed, and â€Å"enraged Florentines seized and killed the conspirators.† 11 Jacopo Pazzi was tossed from a window, and if that weren’t enough to kill him, he was finished off by the angry mob, then dragged naked through the streets and eventually thrown in the river. 11 The entire Pazzi family were stripped of all their worldly possessions, and every â€Å"vestige of their name effaced.† 11. Salviati, even though he was an archbishop was summarily hanged on the walls of the Pallazo. Lorenzo actually appealed to the crowd to show mercy, but to no avail, as many of the conspirators and even those only accused of being co-conspirators were killed. Lorenzo managed to save the nephew of Sixtus and two other relatives of the plotters, and the main conspirators were hunted down throughout Italy. During the assassination plot, Marsilio Ficino, who was the son of Cosimo Medici’s physician, became important in his own right. In 1478, largely as a result of the war which resulted from the assassination plot, the plague broke out in the city of Florence. Ficino published a very different sort of work; a practical guide to the treatment of the plague, and was written in Tuscan to be readily accessible to his fellow citizens. 12 This work went on to be translated into Latin and published â€Å"alongside Galen’s work on fevers, as a standard medical work. It is easy to forget that all Ficino’s works of profound contemplation and leisurely presentation were written against a backdrop of intense social and political disturbances.† Another player in this era was Caterina Storza, an illegitimate daughter of Galeazzo Maria Sforza who ended up married, at the age of fourteen, to Girolamo Riario, the nephew of Sixtus, and a primary player in the assassination attempt on the Medici family. Caterina came to be known as the â€Å"Machiavellian mother† in Machiavelli’s works. 1 Eventually, after the assassination attempt, the tables were turned and Riario was murdered by a group of conspirators in his own home, just after lunch. The murderous group then took Caterina, her mother, her two half sisters, an illegitimate son of Girolamo’s and her six children, captive. Although the aim of the assassination attempt was to get rid of the Medici family, and show Lorenzo in a bad light, the aftermath of the fateful Easter Sunday actually showed quite the opposite. Lorenzo had kept his head during the entire chaotic episode, and he would show time and time again as things progressed that he was intelligent and calm in the very worst of circumstances. When the conspiracy fell apart, Sixtus was furious and drew up â€Å"an ecclesiastical censure against Florence, withdrawing sacraments and the right to a Christian burial from all the citizens of Florence.† He excommunicated Lorenzo all on his own, which actually had little effect, so he formed a military alliance with King Ferrantes of Naples and began planning an attack on Florence itself. 3 The allies that had previously helped the Medici were not anxious to help the Medici fight the Pope, and even though it seemed there would be another disaster, Lorenzo’s â€Å"brilliant tact,† averted it. â€Å"Switching effortlessly from avenger to peace-maker, he personally traveled to Naples to confer with the King, and an understanding was achieved without resorting to war. From then on Lorenzo became known as the Savior of Florence.† Lorenzo followed closely the policy which was begun by his grandfather Cosimo. He managed to â€Å"maintain a balance of power between the five chief Northern Italian states, forming defensive alliances and thus keeping a check on invasions from foreign powers.† 3 The Medici Bank had been somewhat neglected since Cosimo’s time, as he had turned more and more to politics, and though Lorenzo did his best to turn this around, he found himself, for perhaps the first time in his life, in financial difficulties. To keep himself afloat, â€Å"he resorted to embezzling Public Funds, and it was this that later undermined his rule.† Although we have all been led to believe that â€Å"history belongs to the victors,† it is still very sad to understand that every trace of the Pazzi family, one of Florence’s oldest and most respected families, was wiped out following the attempted coup. 13 â€Å"The Pazzi coat of arms was torn off their buildings. A special governmental commission spent the next two years disentangling Pazzi assets with a view to confiscation. Anyone with the name of Pazzi was forced to change it. Women of the family were forbidden to marry in Florence, which was as good as not allowing them to wed at all. No portrait of any Pazzi adult is known to have survived.†   It is an entire piece of history completely destroyed as a result of one act. The aftermath of the Pazzi Conspiracy continued for many, many years after the event itself. As stated, Lorenzo became something of a hero, despite his embezzlement problems, and when he died at the young age of forty three, there was a â€Å"massive display of public grief and the entire population attended his funeral. He was buried in the Medici Chapel in the Church of San Lorenzo, where his brother Giuliano already rested.† 3 Lorenzo left behind quite a legacy however; his second son Giovanni and his nephew Giulio (the illegitimate son of Giuliano, who had been captured with Caterina after Giuliano’s death) were later to become very powerful popes, Pope Leo X and Pope Clement VII. 3 Works Cited 1. Hairston, Julia L. â€Å"Skirting the Issue: Machiavelli’s Caterina Sforza.† Renaissance Quarterly, Volume53, Issue 3, (2000) http://www.questia.com/PM.qst?action=printdocId=5001097598 (October 17, 2006) 2. History of Florence. â€Å"The Pazzi’s Conspiracy.† (2004). http://www.aboutflorence.com/pazzi-conspiracy.html. (October 13, 2006). 3. Lorenzo. â€Å"Lorenzo the Magnificent.† 2005. http://www.buzzle.com/editorials/4-19-2004-53113.asp (October 16, 2006). 4. Martinez, Lauro. â€Å"April Bood: Florence and the Plot against the Medici.† Oxford University Press, USA; (April 1, 2003). 5. McClelland, Aaron D. â€Å"The Pazzi Conspiracy† (2005). http://www.3.telus.net/Quattrocento_Florence/pazzi.html (October 15, 2006). 6. McClelland, Aaron D. â€Å"The Medici.† (2005). http://www.3.telus.net/Quattrocento_Florence/pazziplayers-medici.html (October 15, 2006). 7. McClelland, Aaron D. â€Å"The Players, The Pazzi.† (2005). http://www.3.telus.net/Quattrocento_Florence/pazziplayers-pazzi.html (October 15, 2006). 8. McClelland, Aaron D. â€Å"The Pope and His Court.† (2005). http://www3.telus.net/Quattrocento_Florence/pazziplayers-pope.html. (October 15, 2006) 9. McClelland, Aaron D. â€Å"The Conspiracy.† (2005). http://www3.telus.net/Auattrocento_Florence/pazzi-conspiracy.html (October 15, 2006). 10. McClelland, Aaron D. â€Å"The Second Meeting.† (2005). http://www3.telus.net/Quattrocento_Florence/pazzi-second.html (October 15, 2006). 11. Pazzi. â€Å"Pazzi Conspiracy.† (2005). http://www.answers.com/topic/pazzi (October 17, 2006). 12. Rees, Valerie. â€Å"Marsilio Ficino Renaissance Man.† History Today, Volume 49, Issue 7, July, 1999. http://www.questia.com/PM.qst?action=printdocId=5001275749 (October 13, 2006). 13. Walters, Colin. â€Å"A Florentine Family Tires of Medici Rule.† The Washington Times, May 18, 2003. http://www.questia.com/PM.gst?action=printdocId=5001929719 (October 14, 2006).

Influential Factors That Affected Athens History Essay

Influential Factors That Affected Athens History Essay Some of the most influential factors that affected Athens rise and fall were their form of government, their leadership, and their arrogance. Athens democracy greatly affected their rise and collapse because it helped them rise to power, but it also caused them to make bad choices, leading to their fall. Similarly, the superior leadership of the Athenians facilitated the growth of Athens and was also a key factor in its downfall. Because of their outstanding leadership in the Persian Wars, the Athenian self-image was boosted, and this arrogance caused many other city-states, chiefly Sparta and Corinth, to dislike Athens and bring their city-state to ruins. Athens democracy greatly affected their rise and collapse because it helped them rise to power, but it also caused them to make bad choices, leading to their fall. The democracy allowed for regular citizens of the city-state to have a say in their government. In 507 B.C., Cleisthenes created ten tribes which each had 50 representatives in the Boule. This was the start of democracy in Athens. Also, an Assembly was established where all male citizens over the age of 18 could go and discuss matters. Since anyone could stand up to speak at the Assembly, a feeling of equality was established. Now it was the common people who could make decisions for their city-state, not the selfish aristocrats. Under the democracy, many great leaders were elected, such as Themistocles and Pericles who both made great contributions to Athens. However, many poor leaders were also chosen such as Cleon, who was a leather tanner. This shows a big flaw in the democracy of Athens. How could a leather tanner, th e lowest of the low, be elected to lead a critical invasion? Also, the democracy made bad decisions. In 413 B.C., even after Nicias had reported that there was no hope in fighting the Sicilians any longer, the Athenians voted to send another 15,000 men to fight! The Sicilian Expedition was a failure, and it cost thousands of men their lives with only a handful of them making it back alive to Athens. The democracy of Athens was a major factor in its rise to power, but it also played a part in bringing about its downfall. Similarly, the superior leadership of the Athenians facilitated the growth of Athens and was also a key factor in its downfall. In both Persian Wars, great generals led the Athenians to victory over the Persians. In the First Persian War in 490 B.C., one of the Athenian generals, Miltiades, was daring and attacked the Persian army while their cavalry was away in the Battle of Marathon. This led to an overwhelming win for Athens. They only lost 192 men while Persia lost a staggering 6,400 men. The great leadership of Miltiades led the Athenians to a huge victory over the Persians. A strategic decision made by Themistocles before the Second Persian War was to use the silver that the Athenians found in early fifth century B.C. to build a navy of triremes. He knew that after losing the first war, the Persians would be back to get revenge. This turned out to be a crucial decision because the Greek win at Salamis was a turning point in the war. In the Second Persian War, Athens was given c ommand of the Greek navy. In 480 B.C., Themistocles, who was in charge of the navy, tricked Xerxes, the king of Persia, into thinking the Greek navy was in disarray. Xerxes took the bait and chased the Greek navy into the Strait of Salamis. There, the larger size of the Persian navy was of no use because there was no room to maneuver, and the Greeks destroyed the Persian navy. The trickery of Themistocles resulted in a decisive win for the Athenians and one of the most important wins for the Greeks in the Second Persian War. However, leadership was also one of the causes of the fall of Athens. In the Peloponnesian War, many bad choices by leaders caused them to be defeated by Sparta. For example, in 425 B.C., Cleon, a leather tanner, convinced the Athenians that launching a direct attack on Sparta would be smart because the Spartans would not dare attack while the Athenians were in their territory. The invading force, however, got stuck on an island just off the shore, and after two years, the invasion failed. This failure cost the Athenians a large amount of their funds. Cleons failure to think his actions through was clearly a sign of bad leadership that cost Athens. Another example of bad leadership comes from the Sicilian Expedition in 415 B.C. Nicias, a leader that was opposed to war, was the only one left in charge of the expedition after Alcibiades had been arrested and escaped, and Lamachus had been killed in battle. He turned out to be a terrible leader because he was indecisive and missed many opportunities to defeat the Sicilians. Even when he finally realized that it was hopeless to fight the Sicilians, he hesitated, and the night before the Athenian army was about to leave, their entire fleet was burned by fire ships. The Sicilian Expedition had exhausted the Athenian treasury because they had sent an unprecedented amount of men, and it had ended in an utter failure. The poor leadership of Nicias ended horrifically and resulted in the deaths of th ousands of Athenians. Clearly, great leadership was a factor in helping Athens rise to power, but ironically, it was also a major factor in its decline. Because of their outstanding leadership in the Persian Wars, the Athenian self-image was boosted, and this arrogance caused many other city-states, chiefly Sparta and Corinth, to dislike Athens and bring their city-state to ruins. Their boosted self-image can be seen best in their artwork after the Persian Wars. Before the wars, their sculptures of humans all had the same posture, with one foot forward and arms at the side. This showed a humbleness towards the gods because gods were portrayed as strong and tall. However, after the wars, sculptures of humans could not be distinguished from the gods. Humans were now portrayed with rippling muscle, tall, and freedom of movement. In the Parthenon frieze, the humans look exactly the same as the gods on the pediments, albeit smaller and in low relief. Also, they portrayed themselves as rational in the metopes, and the savages were shown as irrational and crazy. Their arrogance can be seen in Pericles Funeral Oration when he says, I declare that our city is an education to Greece. He clearly thought very highly of his city and that it was the best in all of Greece. Their arrogance caused them to become power-hungry. In the Melian Dialogue, the Athenians speak with a condescending tone towards the Melians when they try to force them into becoming part of the Athenian empire. This is evident when they say, your actual resources are too scanty to give you a chance of survival against the forces that are opposed to you at this moment. The Athenians clearly think that they are superior to the Melians. Furthermore, they did not let members of the Delian League to withdraw their membership. This was shown when Naxos tried to withdraw, and the Athenians waged war against them and took down their walls. The arrogance of the Athenians also caused them to become overambitious. They started to expand into mainland Greece, which made city-states such as Sparta and Corinth worry. Their expansion was one of the major factors that le ad to the Peloponnesian War. In the war, their overambition caused them to make many costly mistakes that eventually led to their end. The arrogance of the Athenians clearly was a key factor in their destruction. Three major causes of the rise and fall of Athens were its democracy, its leadership, and its arrogance. The democracy produced many great leaders, but unfortunately, also many bad leaders. Their arrogance was a result of great leadership in the Persian Wars, and it led to the end of Athenian power in Greece. Democracy Let ordinary people feel equal to wealthier people Triremes promoted democracy Because they felt equal and could make a difference in the government, they did not revolt against the government Everyone had a say during the Assemblies Caused downfall because they made bad decisions Supported the Sicilian Expedition After Nicias told them that there was no hope left in fighting, they sent over another 15,000 men! Lost thousands of men and only a handful of the men made it back to Athens Also allowed for bad leaders to be chosen, such as Cleon, who was a leather tanner Leadership Great generals led Athens to victory against the Persians First Persian War: Sparta refused to help Athens, so they had only 10,000 Athenians and 1,000 soldiers from Plataea against 25,000 Persians Only had 10 generals, but Miltiades was daring and attacked while the Persian cavalry was away Won overwhelmingly, losing only 192 men to Persias 6,400 Second Persian War: Athens was given command of the navy Themistocles tricked Xerxes, king of Persia, into thinking that the Greek fleet was in disarray, so the Persians attacked and were destroyed by the Greek triremes When Athens found a huge deposit of silver, Themistocles suggested that it be used to build a huge fleet of triremes Turned out to be a great idea in the Second Persian War Bad leadership in the Peloponnesian War caused their defeat by the Spartans Cleon, a leather tanner, convinced the Athenians to launch an attack on Sparta Invading force got stuck on an island just off shore Failed after two years Spend a huge amount of funds on this invasion Alcibiades convinced the Athenians to approve of the Sicilian Expedition which was intended to cut off supplies from Sparta and Corinth Sent a huge force, larger than any other Athens had previously sent anywhere, to take Syracuse Spent almost all of the money in the treasury Alcibiades was arrested the day the expedition left for defacing public statues, but he escaped and told Sparta all of his plans Lamachus was killed in the first few days of fighting, so only Nicias was left Nicias missed many opportunities Athenians decided to send another 15000 men, commanded by Demosthenes, to attack, but it failed Even when the orders had been given to sail back to Athens, Nicias was hesitant, and that night, the entire fleet was burned by fire ships Arrogance Arrogance after winning both Persian Wars Shown in their artwork and sculptures Portrayed themselves the same as gods in the Parthenon frieze Humans were shown as rational and the savages were shown as crazy creatures in the metopes of the Parthenon Statues of humans could not be distinguished from gods Showed the ideal human being Tall and strong Freedom in movement Before, they portrayed humans as all uniform in shape and they all held the same posture Pericles Funeral Oration I declare that our city is an education to Greece. Shows he thinks very highly of Athens Melian Dialogue your actual resources are too scanty to give you a chance of survival against the forces that are opposed to you at this moment.] Clearly condescending Arrogance caused overambitious actions Started to expand into mainland Greece Made some city-states worry such as Sparta and Corinth, which caused the Peloponnesian War Forced members into the Delian League and would not let them leave

Compare, Contrast and Evaluate the Sociological Perspectives on the Ro

The role of education is to educate individuals within society and to prepare and qualify them for work in the economy as well as helping to integrate individuals into society and teach them the norms, values and morals of society. Yet there are three sociological theories that differ greatly between them on the role of education. These are Functionalism, Marxism and Liberalism.   Ã‚  Ã‚  Ã‚  Ã‚  Functionalists view the role of education as a means of socialising individuals and to integrate society, to keep society running smoothly and remain stable. Emile Durkheim, creator of the Organic Analogy, was a functionalist during the 1870’s. Durkheim believes that society can only survive if its members are committed to common social values and that education provides these to children and young people as well as raising awareness of their commitment to society. Durkheim also believed that schools teach young people that they must co-operate with their peers and be prepare to listen to and learn from their teachers. Individual pupils eventually learn to suspend their own self interests for those of society as a whole, work together and that success in education, just like in society, involves commitment to a value consensus. Similarly, Kingsley Davis and Wilbert Moore, functionalists during the 1970’s, believed that education is strongly linked to social stratification by members of society and that education ‘sifts, sorts and allocates’ people to their correct place in the economy and society. By rewarding the most talented and most dedicated by allowing them into the highest paid and highest status jobs, education performs the function which is always necessary to Functionalists – differentiating all members of society so that the system runs smoothly.   Ã‚  Ã‚  Ã‚  Ã‚  Like the functionalists, Marxists agree that education is functional in that it maintains the dominance of certain powerful groups in society. Unlike the functionalists, however, Marxists do not believe that it works for the benefit of all. Instead Marxists argue that the education system sustains one small group’s ideas about appropriate forms of schooling and assumptions about what knowledge is. The system also maintains different levels of access to knowledge for different groups and thereby prohibits the widespread dissemination of knowledge to everyone. Bowles and... ...cess in the economy of an individual is not always linked to success in school as well as the hidden curriculum being to restrictive as it does not allow society to gain a sense of self. The Marxist view that when the working class develops a class consciousness and realise that they are being exploited they will gather together to create a social revolution and overthrow capitalism and seize back the ruling class wealth and assets, does not apply to modern British society as there are very few people as the underdogs Marx describes are very few as the majority of society is fairly well off. Equally, the Liberalist view of the role of education is not applicable to modern British society as the majority of children are not yet ready for the responsibility to teach themselves, nor is society on a whole ready to accept the liberalists views on education. For these reasons Marxism is most applicable to modern British society as it takes into account the hierarchy within society and the inability to apply meritocracy due to our capitalist society. Therefore Marxism is the theory that has the most in common with modern British society and the theory most likely to apply to our society.