Hedonism And The Great Gatsby Essays - The Great Gatsby,

Hedonism And The Great Gatsby Hedonism and The Great Gatsby Hedonism means to live only for pleasure. It means not thinking about the consequences of your actions as long as make you happy. Its a total abandon of all responsibilities. This type of lifestyle often has negative results. I mean, look at the hippies, and how their hedonistic society turned out. They are all either in rehab centers or have kids running around with names like Moonbeam and Starchild. But enough hippie bashing - lets look at how the Hedonistic way of life is integrated into The Great Gatsby. Lets take the parties for example. Gatsby has a party just about every week, no matter what. He has tons of people come over, and they party all night. Gatsby has tons of booze at his parties, and no one thinks of consuming anything but alcohol. Everybody is getting drunk everywhere. And Gatsby gives no thought to cost- at one party he has an entire orchestra playing for his guests. People come to the party who arent invited, yet Gatsby makes no effort to get rid of them (he lets them stay, maybe hoping that theyll help to let everyone at the party have a better time.) Another example of hedonism is the house that Gatsby lives in. He lives there alone, yet its a huge mansion! He has maids and a butler, but HE LIVES THERE ALONE! True, he moved there to be close to Daisy, but wouldnt that be considered an act of hedonism in itself? Moving to a MANSION to get the pleasure of being close to Daisy. I would consider that pretty hedonistic. Gatsby has a huge library for the visual effect it gives, yet no one in an entire lifetime could read all of those books. He also has music rooms in his house. I never read anything at all in this book to suggest that Gatsby was musically inclined. Also, Gatsbys wardrobe has to be the biggest that I have ever heard of. The pile of clothes is described as being a heap. That, to me, means a lot of shirts. At one point in the novel, Nick says that he was about to ask to see the rubies. Now, I dont know if he was serious or not, but , just for the sake of argument, lets say he was being serious. Why, exactly, does Gatsby have rubies in his house? Gatsby has two motorboats. Why does one person need two motorboats? He also has a hydroplane, which he apparently flies just for the pleasure that it brings him. The hydroplane could only be used for pleasure. If he needs to go to the grocery store, for example, Im pretty sure that hes not going to fly his plane over and land in the handy water strip conveniently located right outside! Also, the extravagant use of money by all of the upper class people in this book strikes me as being unnecessary. Daisy buys a dog for no reason other than that she thinks its cute. She doesnt think of what shell do with it when she gets home, just that she wanted it when she saw it, so she bought it. Gatsbys car is another example of unneeded money being spent on a luxury- in this case a Rolls Royce. Sure- its a nice car, but does he really need it? In the end, Gatsbys lifestyle left him with next to nothing. When he died, only his father, Nick, some servants, the postman, and the man with the owl-eyed glasses came to his funeral. It goes to show you that living only for pleasure is not the best kind of life to lead. English Essays

Mark Twain1 essays

Mark Twain1 essays Mark Twain, Samuel Clemens, or None of the Above? Mark Twain was one of the most popular and well-known authors of the 1800s. He is recognized for being a humorist. He used humor or social satire in his best works. His writing is known for realism of place and language, memorable characters, and hatred of hypocrisy and oppression (Mark Twain 1). Mark Twain was born Samuel Langhorne Clemens on November 30, 1835. He was born on the Missouri frontier in a small log village called Florida. His parents had come to Florida from their former home in Tennessee (Unger 192). When Clemens was four, he moved with his family to Hannibal, Missouri, a port on the Mississippi River (Mark Twain 1). His father, who had studied law in Kentucky, was a local magistrate and small merchant (Unger 193). When Samuel was twelve, his father died. He was then apprenticed to two local printers (Unger 193). When he was sixteen, Clemens began setting type for the local newspaper Hannibal Journal, which his older brother Orion managed (Mark Twain 1). In 1853, when Samuel was eighteen, he left Hannibal for St. Louis (Unger 194). There he became a steam boat pilot on the Mississippi River. Clemens piloted steamboats until the Civil War in 1861. Then he served briefly with the Confederate army (Mark Twain 1). In 1862 Clemens became a reporter on the Territorial Enterprise in Virginia City, Nevada. In 1863 he began signing his articles with the pseudonym Mark Twain, a Mississippi River phrase meaning two fathoms deep (Bloom 43). In 1865, Twain reworked a tale he had heard in the California gold fields, and within months the author and the story, The Celebrated Jumping Frog of Calaveras County, had become national sensations (Bloom 47). In 1867 Twain lectured in New York City, and in the same year he visited Europe and Palestine. He wrote of these travels in The Innocents Abroad. This book exaggerated ...

Analyzing the Relationships between Service Quality and Special Events Essay - 1

Analyzing the Relationships between Service Quality and Special Events in the Entertainment Industry - Essay Example While examining this issue the other questions which this research seeks to answer are: Is the current SERVQUAL instrument an effective overall measure of perceived service quality for special events organizations; if the answer to the first question is â€Å"No†, can new dimensions be added to make SERVQUAL more effective for measuring customers’ perceived service quality of special events and can such an adapted and modified SERVQUAL instrument be generalized for measuring perceived service quality of special events’ offerings? Modification of the 1991 version of the SERVQUAL method would aim at the reduction of ambiguity in expectations definition and unstable dimensionality (Babakus and Boller 1992; Carman 1990; Cronin and Taylor 1992). Babakus and Waller in fact suggest (p. 265) that â€Å"it may not be fruitful to pursue the development of a standard measurement scale applicable to a wide variety of services†. In order to achieve this modification an attempt would be made to add one or two dimensions to the standard instrument so that the scale would become more contextual for situations concerning special events. To identify these additional dimensions factor analysis would be conducted on variables (factors) to identify relevant and critical factors. Respondents would be chosen from the customer base of the targeted special events company(ies). External validity would be addressed by also surveying non-customers. The sampling scheme deployed would be stratified random sampling. The company’s entire customer base would be organized according to the demographic variable of customer income. The underlying assumption would be that the ability to purchase entertainment offered by the special events company is a direct function of the income of the consumer. However, income/ability should not be deemed to be synonymous with â€Å"willingness† to pay. Customer willingness assessment, on the other hand would be the

Education Literature Questions Assignment Example | Topics and Well Written Essays - 1000 words

Education Literature Questions - Assignment Example A well planned and methodological teaching incorporates all the relevant information and beyond. It is also thought provoking and interactive to incite thinking and application aptitude in the students. In today's' scenario where an exponential rise in technology is mounting, freedom must be given to students to come up with their thoughts and views. Such a balance between structural framework and innovative thoughts, coming out of freedom or open discussion is important not only for local knowledge but also for public knowledge. A constant interaction with the students enhances teaching skill of the teacher as well (as in the case of Crouse). 2) How was the knowledge created or generated? According to Crouse, students and teacher work together in a manner to formulate a curriculum. It is a phase of learning for both, the teacher as well as the student, where the teacher understands how to enhance skills in order to generate better understanding in students while the children enrich their understanding towards the subject. Teacher could improve teaching by being thoughtful and by finding out ways where students grasp and learn well. Appropriate teaching methodology, clear, coherent and lucid explanation generates understanding for the subject. However, in order to impart appropriate knowledge to the students it is essential that the teacher must recognize their level of understanding and awareness of students. Moreover, a psychological implication is also essential. One parameter of classroom research cannot be implemented in diverse cultural environments, as culture of the geographical region also plays an imperative role in classroom studies. Some of the developing nations do not promote interactive studies which hampers the cognitive development of the students and potential and skills of the students remain underdeveloped. The cultural background of some nations of Asia do not promote female education. Thus, females in these nations remain underprivileged a nd contribute little to the growth and progress of their children and hence the nation. Generating understanding, awareness and knowledge therefore, directly relates and depicts cultural predisposition which plays pivotal role in knowledge creation and generation. 3) Was it shared with other practitioners? How? Crouse appears to consider knowledge generation as both the rationale of education and theme of her own research and shared these ideas with various researchers including Marilyn Cochran-Smith (2010). With the technological advances and availability of resources, internet accessibility, awareness is generated at a rapid pace. Findings in education, research and technology could be easily shared across the world. The world is now connected and sharing information is just a click away. B. Topic:- Classroom Studies: Why it should be counted as research? Ref. Lytle, S.L., Cochran-Smith, M. (1992). Teacher research as a Way of Knowing. Harvard Educational Review,62(4), 447- 474. C lassroom teaching involves direct interaction between teacher and the students, a face-to-face interaction. During this interaction the expression and explanation of the teacher is of paramount significance. The depth of knowledge of the teacher and explicit explanation needs constant

Letter of Proposals on Improving Employees Productivity Case Study

Letter of Proposals on Improving Employees Productivity - Case Study Example Employee morale is at an all-time low manifested by resignations, tardiness, low productivity and other employee behaviors that indicate disinterest in their work and company. This is dangerous for the company because it undermines its competitiveness and viability as a business organization. The Research Plan There is an obvious need for management problem to address and arrest this issue among the company’s human resource. For the management implement to be effective however, we need to know what is/are the root cause/s of the employees’ discontent or disinterest with the company and their job. There are two strategies that I intend to use to get feedback and information from the employees. First is the anonymous survey so that employees can honestly provide information about their disenchantment about the management and second, through focus groups that will be conducted by a third party consultants so that employees will not be encumbered by management presence that would prevent from disclosing what they really think and feel. These combined tools will allow the management to double check consistency of findings that will help in determining the real cause of employee’s disenchantment with the company. ... sult of survey Consultant begun their focus group discussions August 2-14 Interpretation of survey results Interpretation of focus group discussions August 16-22 Drafting of report of both the survey result and focus group discussion August 23 Submission of report of the cause of employee morale and recommendation of course of action to address this issue. Qualifications I have taken classes in human resource that focuses on employee motivation and how it relates to performance and productivity. I have also attended leadership workshops on how to make people tick and on how to bring the best of them. I have taken finance classes and I am well aware how low productivity can affect the company’s position in the market. I had some marketing class and know how a poor product can affect the company’s competitiveness. I also taken some summer jobs and is well aware on how employees respond to management implements that they tend to work better if they are motivated. Conclusio n Being in the management, I am certain that you are well aware of the employee’s poor performance and high attrition rate. This proposal does not only intend to determine the root cause of such problem but will also find solution on how the management can address this kind of a problem. The methods applied in determining the root cause of our employee’s problem can also be verified by comparing the consistency of results of the two methods that will be used – survey and third party consultant focus group. The proposal is also time efficient that could produce the necessary information about the issue and its recommendations in less than two months. In effect, the proposal will allow the management to formulate plan of action/s in less than two months. This will put the management in a better

Rise of the Asian Tigers in the 1980s: Causes and Effects

Rise of the Asian Tigers in the 1980s: Causes and Effects Examine the rise of the so-called Asian Tigers in the 1980s and its importance for regional economic development. Focus on one or two countries. The following will thoroughly examine the rise of the so-called Asian Tigers in the 1980s, and its importance for the advancing of regional economic development within the Southeast region of Asia. The countries included within the term Asian Tiger had generally been poor and economically underdeveloped at the start of the immediate post-war period. The majority of the countries that would go on to form the so-called Asian Tigers were colonies, or had recently been colonies which had been ruled by Western powers such as Britain, or in the case of South Korea, by Japan. The so-called Asian Tigers were countries that by and large had substantial natural resources, were strategically well-placed, as well as having the potential of becoming wealthier, and eventually offering their populations higher standards of living. Although the governments of the nation states that make up the so-called Asian Tigers had originally acted independently of each other, the economic policies they pursued led to strong, even dynamic economic growth. Besides improving the economic position of each of the so-called Asian Tigers, their economic polices also arguably, had a high level of importance for regional economic development within the Southeast region taken as a whole. Although the countries that became the so-called Asian Tigers held various factors or policies in common with each other, this following examination will concentrate upon South Korea and Taiwan as the main examples to be evaluated, as well as analysed. In many respects the blueprint for the economic development of the countries that became the so-called Asian Tigers was provided by Japan, which had become one of the most prosperous and dynamic economies in the world by the 1970s. The term Asian Tigers itself was originally made up as a means to describe the high economic growth rates and increased degrees of economic development of countries within the Southeast and East Asia regions. When the term Asian Tigers came into widespread use it usually referred to Hong Kong, Japan, Singapore, alongside the two countries featured in this examination in more detail, South Korea, and Taiwan. Japanese development was faster than that of the other four original Asian Tigers. Britain influenced the economic policies of Hong Kong, as it remained a British colony until reverting back to Chinese control in 1997. Some studies of the Asian Tigers have also included Indonesia, Malaysia, Thailand, and although still officially a communist state, the Peoples’ Republic of China (Evans Newnham, 1998 p. 36). There are sound reasons as to why the governments of the countries within the Southeast and the Eastern regions of Asia decided to attempt to accelerate the rates of economic growth, as well as the depth of development within their domestic economies. Some of the reasons for striving to achieve sustainable high levels of economic growth and development, social and political motivations were also influential, even if not as paramount as economic factors. The objectives of the governments of the countries that became the so-called Asian Tigers were to modernise their national economies (Brown with Ainley, 2005 p. 157). The intention was to transform their national economies from being underdeveloped, to newly industrialised countries and eventually to become developed countries. Japan was probably the best role model for the governments of South Korea and Taiwan to copy or emulate (Bannock, Baxter and Davis, p.278). Japan had been economically, as well as physically devastated as a con sequence of the Second World War, yet its post-war economic development was a remarkable example to attempt to copy (Hobsbawm, 1994, p.279). Japan, just like the countries of Western Europe had been helped to recover and develop economically courtesy of substantial funding from the United States. The Americans had been content to aid other countries to prevent the spread of Communism (Evans Newnham, 1998, p.316). Aside from aid from foreign governments and money from private foreign investors, the governments of South Korea and Taiwan could use the Asian Development Bank, besides the International Monetary Fund and the World Bank to fund their economic development projects (Bannock, Baxter Davis, 2003, p.10). In some respects the governments of South Korea and Taiwan were able to take advantage of their countries respective geographic and strategic positions when they pursued economic development policies, which led to them being included amongst the so-called Asian Tigers. Perhaps the governments of South Korea and Taiwan would not have received so much foreign investment had it not been for the Civil War. South Korea in particular, was given substantial American assistance after the end of the Korean War which had caused a great deal of damage (Woodruff, 2005, p.255). The government of South Korea instigated successful strategies for economic growth and development in the aftermath of the Korean War ending. The agricultural sector was reformed, whilst the government actively promoted industrialisation, a process aided by high levels of investment, particularly from the United States and Japan (Tipton, 1998, 305). The Americans were keen for South Korea to have a strong economy to bolste r the position of its regime, while Japan was the largest single investor in the country. The reason why industrialisation was successful in South Korea was the high quality of the products made there, as well as the skills of the South Korean workforce. Japanese companies also sited factories in South Korea, due to the skills and the productivity of its workers (Tipton, 1998 p. 426). By the 1980s, South Korea had a strong economy with high growth, high productivity, advanced industries, and skilled workers. The combination of all of these factors meant that the country enjoyed dynamic economic growth, definitely entitling it to be included amongst the so-called Asian Tigers. Strong economic growth and development in South Korea arguably had an impact upon economic development in the Southeast and East Asia regions. The government of South Korea realised that unhindered and unrestricted trade, as well as investments would be in the best interests of all the countries within the Asia-Pacific area. After all South Korea was one of the so-called Asian Tigers in the 1980s that were successful due to extensive trade with the United States, Japan, and its neighbours (Tipton, 1998 p.427). Taiwan was another country that was included in the group of nations dubbed the Asian Tigers, due to a sustained period of dynamic economic growth and also rapid economic development. Taiwan had actually been part of China prior to the Communist take over of the Chinese mainland in 1949. The remnants of the Nationalist fled to Taiwan and went into exile. The anti-Communist stance of Taiwan’s government increased the chance of conflict with China. However, the threat of conflict with China also brought with it American military protection and financial assistance (Crystal, 2007 p. 339). Taiwan’s transition from an economically underdeveloped country towards becoming one of the so-called Asian Tigers began during the 1950s when the agricultural sector was made more efficient. Improved agricultural efficiency allowed more labour, material and financial resources to be used in a rapid industrialisation process (Tipton, 1998 p. 306). Taiwan was able to finance much of the in dustrialisation process through the increased exports of agricultural products and later the proceeds of selling industrial goods. The dynamic economic growth and impressive economic development was assisted by the diversity of the industries set up, which ranged from heavy industry such as steel, through to the manufacture of electronic components and consumer goods (Whitaker’s 2007 p. 1015). The government of Taiwan, with the private sector having little influence over decision-making controlled the initial moves towards the industrialisation and also the modernisation of the economy. As with South Korea and the other so-called Asian Tigers, trade was of vital importance to the success of the industrialisation and also the modernisation of the economy, as without trade economic growth and development would have occurred slowly if at all. Exports helped to pay for new factories, new machinery, besides raising levels of economic growth. In turn new factories and new machinery meant that Taiwan increased its productivity levels, and was then able to export more goods and products abroad. Higher export revenues greatly assisted the transformation of Taiwan into being a newly industrialised country, as well as subsequent progress towards being a fully developed country (Brown with Ainley, 2005 p. 157). The government of Taiwan changed its approach to achieving high levels of economic growth and development during the 1970s, allowing the private sector and foreign investment to have a much more pronounced influence over decision-making (Crystal, 2007 p. 339). Economic liberalisation would prove to be a precursor for both the democratization of Taiwan, and with efforts to strengthen trade links with other countries in the region (Tipton, 1998 p. 430). Economic growth rates remained impressively high throughout the 1980s, and could have been even better but for widespread corruption (Woodruff, 2005 p. 372). The maintaining of strong trading links, the improvement of other areas of trade, alongside attracting substantial foreign investments kept Taiwan’s economic growth and development as impressive as ever during the 1980s. Taiwan’s government however, along with other governments within the region regarded the expansion of trade within the region as being vital for the continuation of both economic growth and development (Tipton, 1998 p. 429). Trade with Hong Kong, Japan, Singapore, and South Korea also assisted regional economic development as a whole, and not just within each individual country. Trade between the so-called Asian Tigers stimulated all of their economies to the mutual benefit of them all. Trade with other countries such as the United States, China, Australia, and Russia was also considered to be important for the economic development of the region (Bannock, Baxter, Davis, 2003 p. 36). In 1989, the so-called Asian Tigers were amongst the founding members of the Asia Pacific Economic Co-operation organisation, an organisation which was intended to boost trade between all of its member states and thus provide further stimulus for regional economic development (Bannock, Baxter, Davis, 2003 p.10). Therefore, the so-called Asian Tigers were able to achieve high rates of economic growth and development through the economic policies adopted by their respective governments. The governments of South Korea and Taiwan at first played a prominent role in promoting economic growth and development in their countries. Taiwan had been a largely agriculture island of little significance until the former Nationalist government of China fled there. The South Korean government had the task of reconstructing its country after the Korean War. Both countries reformed their agricultural sectors as a means of funding industrialisation and modernisation programmes. To a degree both countries were also helped by American aid, especially South Korea due to their strategic locations during the Cold War. Trade was a vital stimulation for the high economic growth and development experienced by South Korea and Taiwan, particularly that with the other so-called Asian Tigers and with the United States. Tra de generated wealth, and it also stimulated foreign investment into all of the so-called Asian Tigers. Contact with other countries also had the unintended effect of promoting economic and political reform in South Korea and Taiwan. Both countries were keen to promote trade further, as demonstrated by joining the Asia Pacific Economic Co-operation organization. Over all the entire link between increased economic growth and development within the so-called Asian Tigers and the improvement of the regional economic development, as a whole is strong. Bibliography Brown C, with Ainley K, (2005) Understanding International Relations 3rd edition, Palgrave, Basingstoke Crystal D, (2007) The Penguin Factfinder, Penguin, London Evans G Newnham J, (1998) The Penguin Dictionary of International Relations, Penguin, London Hobsbawm, E (1994) Age of Extremes, the Short Twentieth Century 1914-1991, Michael Joseph, London Tipton F B, (1998) The Rise of Asia, Economics, Society and Politics in Contemporary Asia, MacMillan, Basingstoke Whitaker’s (2007) Whitaker’s Almanack – Today’s world in one volume, A C, London Woodruff W, (2005) A Concise History of the Modern World, Abacus, London

Essay --

COEN 250: Acceptable use policy Acceptable Use Policy Author Date 1) Overview (Purpose) HotPot provides its employees computer devices like desktop systems, laptops, and mobile devices such as iPad, networks to achieve its vision, missions and initiatives. The purpose of this policy is to establish employess' acceptable and unacceptable use of the devices and network resources while maintaining its confidentiality, integrity, and availability in conjunction with HotPot's established ethical and lawful behavior. 2) Scope The policy is solely applicable to Information assets belonging to, or leased by, or connect to Hotpot's network or reside at its premise. All employees, consultants, contractors, vendors, visitors and customers at HotPot must follow to this policy. 3) Policy Statement 3.1 General use and ownership 1) In order to maintain reasonable level of privacy and protection, employees should be aware that the data they create on HotPot's systems remains the property of the company and confidentiality of the information stored on the sytems is not gurenteed. 2) It is employees' responsibilities to make decision about personal use of HotPot's resources. It should not affect on individuals' productivity. Individual department should provide guidelines regarding personal use of the company's systems. In absence of such policies, employee should take advice from their supervisor or manager. 3) It is advisible to users to encrypt any information which seems to be sensitive or vulnerable. 4) As per HotPot's audit policy for security concerns, HotPot's authorized personnels can monitor the company's resources and network traffic at any time and it should be checked on periodic basis in order to ensure compliance with thi... ... - Some of the applications such as Facebook, weather, Twitter, which can be benificial to the company are allowed to use, while few applications which involve downloading music, games are not allowed to use during work hours. - Storing illicit information, storing proprietary information belonging to other company, harrasing or threating others or involvement in outside business activities are strictly prohibited on your device. Cloud Based services - Cloud based services must comply with HotPot's acceptable use policy and strictly follow all laws and regulations related to personal identifiable information, HotPot's financial and proproetary information. - Some types of datas may not be stored in cloud. For example, HotPot's confidential or proprietary data or communications must not be stored, manipulate or exchange on your personal cloud based service accounts.

In what ways did World War II end the problems of World War I Essay

In the days prior to World War Two, the First World War was referred to as â€Å"the War to end all Wars†. (Devine, 14) Despite this name, only twenty-odd years had passed before the nations of the world once again engaged in armed conflict. The treaty of Versailles and the conditions in Europe precipitated a second large-scale conflict in Europe. (Devine, 16) The conclusion of WWII ended the problems that derived from WWI by ending the Fascist dictatorships of Europe, ending European and Asian imperialism, and shifting military power out of Europe. The Treaty of Versailles created tremendous pressure on Germany, Austria-Hungary, and other nations who bore the blame for the conflict. (Morgan, 18) The economic depression in these nations that resulted from their attempts to pay reparations led to a political climate ripe for the rise of Fascism. (Morgan, 27) The people of nations such as Italy, Germany and Spain were willing to embrace this hyper-nationalist form of government, giving up their freedoms in exchange for the promise of better economic conditions and a return of their respective nations to international prominence. Morgan, 30) The rise of hyper-nationalism in Fascist Germany and Italy was one of the precipitating causes of the Second World War in Europe. Hitler’s Germany began to militarize and â€Å"reclaim† areas of Europe that Hitler declared to be part of the rightful German empire. (Morgan, 108) These regions included all of Austria, and part of the nation of Czechoslovakia, referred to by Hitler a s the Sudetenland (southland). When Germany invaded Poland to return the land to Germany, France and Britain declared war. The results of WWII ended the reign of fascism in Europe. ( Morgan, 117) The personalities around whom the fascist governments were built, Hitler in Germany, and Mussolini in Italy, were killed in the war effort, and their philosophies discredited when the atrocities they committed became public knowledge. (Morgan, 197) Of the Fascists of Europe, only Francisco Franco of Spain, which had remained neutral in the war, survived. (Morgan, 201) After WWII, Germany was divided into a Soviet-controlled Eastern half, and a Republican western half. Nationalist efforts were turned to reunification, rather than conquest. (Morgan, 203) The destruction of the German War machine was absolute, eliminating them as a future threat to stability in Europe. (Morgan, 205) Italy and Japan were similarly disarmed at the conclusion of WWII, making future threats to world stability from these powers unlikely in the extreme. (Morgan, 206) The end of WWII also marked the end of the naked Imperialism that characterized all the major European nations since WWI. Betts, 113) Britain, France, Germany, Japan and other nations granted independence, or protectorate status to their imperial holdings, making self-sovereignty the â€Å"new† goal of international foreign policy. (Betts, 127) Japan was forced to give up the Pacific Islands they had occupied, and withdraw their invasion of China. (Betts, 128) Germany similarly ceded their occupied territories and permitted free choice for the subsequent governments. Betts, 133) One of the world powers that emerged from WWII, the United States, embraced self-determination as the ideal for nations of the world, and began to fight against efforts to engage in imperialist activities on the parts of other nations. (Betts, 144) The conclusion of WWII marked a shift in the dynamic of world conflict. (Levering, 18) During WWI and WWII, dominance on the seas determined a large part of military control. After WWII, nations who had access to weapons of mass destruction became the powers of the World. Levering, 22) For the first time in modern history, the central conflict of the world was not between Britain and Germany or France, but between the United States and the Soviet Union. European powers became pawns in a worldwide power struggle between opposing ideologies. (Levering, 27) The United States used war reconstruction money as a lure to the nations of Europe to shun Communism in favor of republican government. (Levering, 34) After WWII, armed conflict was limited to third-party wars w here one side or the other effectively acted as a proxy for one of the Superpowers. Levering, 46) This was managed to avoid direct conflict between the Superpowers, which could have led to destruction of the entire world through nuclear annihilation. (Levering, 55) As a result, dozens of minor conflicts and a handful of major wars were fought after WWII by indigenous people with military and economic support from the USSR and the United States. (Levering, 58) This scenario played out in countries such as China, Korea, Vietnam, Nicaragua, Cuba, Afghanistan, and many others. (Levering, 75) It is clear that the effects of WWII resolved many of the issues that resulted from WWI. WWII ended European Fascism, eliminated European and Asian imperialism, and permanently shifted the balance of World Power away from Europe. The Treaty of Versailles produced conditions in Europe that made Fascism an attractive and popular option, which played a great role in precipitating WWII. As a result of the unresolved issues of WWI, WWII became the latest â€Å"war to end all wars†. It is hoped by the nations of the world that conflict on the scale of WWII never be repeated in the history of mankind.

Biography of Edmonia Lewis, American Sculptor

Biography of Edmonia Lewis, American Sculptor Edmonia Lewis (c. July 4, 1844–September 17, 1907) was an American sculptor of African-American and Native American heritage. Her work, which features themes of freedom and abolition, became popular after the Civil War and earned her numerous accolades. Lewis depicted African, African-American, and Native American people in her work, and she is particularly recognized for her naturalism within the neoclassical genre. Fast Facts: Edmonia Lewis Known For: Lewis was a sculptor who used neoclassical elements to depict African-American and Native American people.Born:  July 4 or July 14, in either 1843 or 1845, possibly in upstate New YorkDied: September 17, 1907 in London, EnglandOccupation: Artist (sculptor)Education: Oberlin CollegeNotable Works:  Forever Free  (1867),  Hagar  in the Wilderness  (1868),  The Old Arrow Maker and His Daughter  (1872), The Death of  Cleopatra  (1875)Notable Quote: I was practically driven to Rome in order to obtain the opportunities for art culture, and to find a social atmosphere where I was not constantly reminded of my color. The land of liberty had not room for a colored sculptor. Early Life Edmonia Lewis was one of two children born to a mother of Native American and African-American heritage.  Her father, an African Haitian, was a gentlemens servant. Her birthdate and birthplace (possibly New York or Ohio) are in doubt. Lewis may have been born on July 14 or July 4, in either 1843 or 1845. She herself claimed her birthplace was upstate New York.   Lewis spent her early childhood with her mothers people, the Mississauga band of Ojibway (Chippewa Indians). She was known as Wildfire, and her brother was called Sunrise. After they were orphaned when Lewis was about 10 years old, two aunts took them in. They lived near Niagara Falls in northern New York. Education Sunrise, with wealth from the California Gold Rush and from working as a barber in Montana, financed his sisters education that included prep school and Oberlin College. She studied art at Oberlin beginning in 1859. Oberlin was one of very few schools at the time to admit either women or people of color. Lewiss time there, though, was not without its difficulties. In 1862, two white girls at Oberlin accused her of attempting to poison them. Lewis was acquitted of the charges but was subjected to verbal attacks and a beating by anti-abolitionist vigilantes. Even though Lewis was not convicted in the incident, Oberlins administration refused to allow her to enroll the next year to complete her graduation requirements. Early Success in New York After leaving Oberlin, Lewis went to Boston and  New York to study with sculptor Edward Brackett, who was introduced to her by abolitionist William Lloyd Garrison. Soon, abolitionists began to publicize her work.  Lewiss first bust was of Colonel Robert Gould Shaw, a white Bostonian who led black troops in the Civil War. She sold copies of the bust, and with the proceeds she was eventually able to move to Rome, Italy. Move to Marble and Neoclassical Style In Rome, Lewis joined a large artistic community that included other women sculptors such as Harriet Hosmer, Anne Whitney, and Emma Stebbins. She began to work in marble and adopted the neoclassical style, which included elements of ancient Greek and Roman art. Concerned with racist assumptions that she wasnt really responsible for her work, Lewis worked alone and was not part of the community that drew buyers to Rome. Among her patrons in America was abolitionist and feminist Lydia Maria Child. Lewis converted to Roman Catholicism during her time in Italy. Lewis told a friend that she lived within the city of Rome to support her art: There is nothing so beautiful as the free forest. To catch a fish when you are hungry, cut the boughs of a tree, make a fire to roast it, and eat it in the open air, is the greatest of all luxuries. I would not stay a week pent up in cities, if it were not for my passion for art. Edmonia Lewis most famous sculpture: The Death of Cleopatra (1876). Wikimedia Commons/Public Domain Famous Sculptures Lewis had some success, especially among American tourists, for her depictions of African, African-American, and Native American people. Egyptian themes were, at the time, considered representations of Black Africa. Her work has been criticized for the Caucasian look of many of her female figures, though their costuming is considered more ethnically accurate. Among her best-known sculptures are Forever Free (1867), a sculpture commemorating the ratification of the 13th Amendment and which depicts a black man and woman celebrating the Emancipation Proclamation; Hagar in the Wildnerness, a sculpture of the Egyptian handmaiden of Sarah and Abraham, mother of Ishmael; The Old Arrow-Maker and His Daughter, a scene of Native Americans; and The Death of Cleopatra, a depiction of the Egyptian queen. Lewis created the The Death of Cleopatra for the 1876 Philadelphia Centenniel, and it was also displayed at the 1878 Chicago Exposition. The sculpture was lost for a century. It turned out to have been displayed on the grave of a race track owners favorite horse, Cleopatra, while the track was transformed first into a golf course and then a munitions plant. With another building project, the statue was moved and then rediscovered, and in 1987 it was restored. It is now part of the collection of the Smithsonian American Art Museum. Death Lewis disappeared from public view in the late 1880s. Her last known sculpture was completed in 1883, and Frederick Douglass met with her in Rome in 1887. A Catholic magazine reported on her in 1909 and there was a report of her in Rome in 1911. For a long time, no definitive death date was known for Edmonia Lewis. In 2011, cultural historian Marilyn Richardson uncovered evidence from British records that she was living in the Hammersmith area of London and died in the Hammersmith Borough Infirmary on September 17, 1907, despite those reports of her in 1909 and 1911. Legacy Though she received some attention in her lifetime, Lewis and her innovations were not widely recognized until after her death. Her work has been featured in several posthumous exhibitions; some of her most famous pieces now reside in the Smithsonian American Art Museum, the Metropolitan Museum of Art, and the Cleveland Museum of Art. Sources Atkins, Jeannine.  Stone Mirrors: The Sculpture and Silence of Edmonia Lewis.  Simon Schuster, 2017.Buick, Kirsten.  Child of the Fire: Mary Edmonia Lewis and the Problem of Art History’s Black and Indian Subject.  Duke University Press, 2009.Henderson, Albert.  The Indomitable Spirit of Edmonia Lewis: A Narrative Biography.  Esquiline Hill Press, 2013.

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