The Effects of the Iraq War Essay Example for Free

The Effects of the Iraq War Essay The war in Iraq was supposedly an act against terrorism. In one of the President’s speeches, he made it clear that it was a preemptive attack and that if we were not fighting and destroying this enemy in Iraq, they would not be idle. They would be plotting and killing Americans across the world and within our own borders. By fighting these terrorists in Iraq, Americans in uniform are defeating a direct threat to the American people†(Crimes Against Humanity). This is the government’s claim but it was never substantiated by any evidence, thus keeping the Americans wondering what really is the cause of this massive bloodshed. Some reports say that this war is in large part an oil currency war. â€Å"One of the core reasons for this upcoming war is this administrations goal of preventing further Organization of the Petroleum Exporting Countries (OPEC) momentum towards the euro as an oil transaction currency standard†(Mother Jones). In order to stop the OPEC from doing this, the US needed to take control of the OPEC’s 2nd largest oil producer, Iraq. This means that the Iraq War is just another economic war. It is just another result of the struggle to control the means of production. The â€Å"domestic impact of any US war will be inequitably distributed, the workers and lowest economic classes carrying the burden of the social costs, while the upper strata benefit†(Swans). Even before the Iraq war, experts have already concluded that powerful corporate interests only see middle class families as the spoils of political influence (FromTheWilderness. com). When war struck, the burden was heavily felt by these same families. The additional burden came in the form of taxes. To maintain the Iraq war the government imposed additional taxes on the people disguised as national security taxes. This tax is imposed on all persons, however the effect on the upper class is not as drastic as to the middle class families simply because since they are the ones who can afford to pay and benefit from the big tax cuts. These taxes in addition to the economic pressures on the middle class—stagnant wages, the need to pull down two salaries to support a family, and the rising costs of the basic expenses—drive these families to turn to credit just to make ends meet. Credit in itself is neither bad nor is it taboo but the present state of the country prevents the middle class families from ever recovering (FromTheWilderness. com). The Iraq war brought about a change not merely on financial aspects but also in the way Americans perceive things. It has awakened the people’s social consciousness. Due to the doubtful claims the government are using to justify the war coupled with the suffering of the middle class, the masses are starting to wonder and ponder on the real issues that they are presently facing. A sense of awareness has donned on them, the people are slowly gearing towards social change. Having the freedom of intercourse, the people are slowly unearthing the reasons behind the war, the cause of their social helplessness and the means or solutions they are entitled to. Americans are becoming inquisitive, they are slowly transforming into persons naturally drawn to activism and sympathetic to an anti-war attitude and the Iraq War will present a new challenge of exposing the propaganda promoted by American imperialists, and in building an opposition (Swans). The change the Americans are experiencing after the war is neither bad nor good. It is a just a natural reaction brought about by the need for social justice and equity. Social justice is the concept of society in which justice is achieved in every aspect of society, rather than merely the administration of law. It is generally thought of as a society that affords individuals and groups fair treatment and a just share of the benefits of society. The Iraq war is not the sole cause of this change, several social forces are at work here but it may very well be considered as one of the factors that triggered it. After years of following the capitalist norm, the uneven distribution of wealth and power between the classes is already taking its toll. The delineation of the social classes is becoming clearer, each class is grouping itself together and yet, each one is dependent upon the other, without the bourgeoisies there would be no proletariat, without the proletariat there would be no cause for awareness, without a cause there can be no change. The social classes are now playing their important roles in this changes, they are setting the stage for their struggle. The United States is experiencing social change and it is inevitable. According to Neo-Marxism, strains are inherent in social structures and the source of these strains or contradictions is the inherent scarcity of certain goods and values. Thus inequality is a source of conflict. The conflicts caused by the inequality of the classes are starting to show. The ghost of communism is slowly rearing its head in our country. The Americans are preparing to experience a class struggle. The middle class is slowly becoming aware of the distribution of wealth and power between the masses and the selected few, they are realizing the exploitation of their class by a selected few using the government as an instrument. The country is now at the brink of a social revolution, just as how all revolutions came to be, the birth begins with the proletariat’s struggle with the bourgeoisie. At first the contest is carried on by individual labourers, then by the workpeople of a factory, then by the operatives of one trade, in one locality, against the individual bourgeois who directly exploits them and eventually the rise to power of the middle class. At this point however, the movement’s success cannot be ascertained. The thinking masses is too small to resemble a threat to imperialism but a war gone badly might alter public thinking enough to make such fundamental social change an increasing possibility. The ideas of Communism are based on actual relations springing from an existing class struggle, from a historical movement going on since time immemorial, it seeks to abolish property relations and to place power on to the working class (Mondo Politico). According to Karl Marx, this is the end result of all modern governments. Everything shall start from the bourgeois controlling first the modes of production hiring the proletariat only for labor, later on educating the proletariat so the bourgeois can use the knowledge endowed to the working class to remain competitive. Greed being the driving force, the bourgeois shall continue to teach and exploit the proletariat. Through this process, what the bourgeoisie, therefore, produces, above all, is its own grave-diggers. Its fall and the victory of the proletariat are equally inevitable. Communism is definitely an ideal type of government, it speaks of utopia where social justice reigns supreme and equity can never be flawed. The question now is that how come there is no country that has successfully established a perfect communist government? This might be caused by the degree of difficulty of implementing the transformation or it may be that eventually all systems shall need property relations of some kind. At this point, the social revolution in the United States is pretty far from fruition. Not all of the working class is willing to undergo change. After the United States has existed for so long, after having been accustomed to it and after achieving so much through capitalism, the premature abolition of property relations shall definitely cause its own downfall.

The Tempest the Play by William Shakespeare Essay -- Tempest William S

The Tempest the Play by William Shakespeare Ruler’s in general face many problems, as is the nature of having power and authority. However rulers like Prospero face even more difficulties, as Prospero has the ultimate power of magic and can control and manipulate people and their actions, more so than a natural ruler. The first difficulty presented is an issue, which is dealt with throughout the play: the idea of how much or how little to intervene? From the beginning of the play we are told of how and why Prospero is usurped from his dukedom, â€Å"I thus neglecting worldly ends, all dedicated/ To closeness, and the bettering of my mind/ With that which, but by being so retired, O’er-prized all popular rate, in my false brother.† Namely because he did not get involved in running the country and possibly felt that his job was not to intervene but to be a figure-head for the country and leave the country to run itself, a ‘laissez faire’ attitude to ruling. This short speech by Prospero raises the idea that perhaps we should remember that being a ruler involves both rights and responsibilities; Prospero wanted the former but not the latter. The idea of intervention and responsibility is presented in Act 2, Scene 1, where Prospero intervenes telling Ariel to wake Gonzalo before Antonio and Sebastian draw their swords and kill him. This issue, is particularly difficult for a ruler such as Prospero as he has the power to manipulate the situation to suit him self, raising moral as well as personal dilemmas? This raises yet another problem faced by rulers, specifically Gonzalo; of how much trust you can give your subjects or more appropriately those who are next in line to the throne? This idea of trust was .. ...have alcohol. Caliban gives his only power, knowledge of the island, as a pledge to his new masters. His hope is that by exchanging masters, he will be able to better his life. This continues the idea of trust and the problems faced by those ruler’s such as Prospero who have slaves who have an inherit need to be incarcerated by a ruler, but unfortunately by any ruler at all and are therefore not faithful. In conclusion, Act 2 reveals the difficulties faced by ruler’s such as Prospero, through cleverly interwoven narrative threads which are developed gradually throughout the play. This is especially true of the themes of trust and the fixed natures of characters, which both pose a problem for those in power. Prospero of course has the added dilemma of possessing supernatural powers which brings with it additional problems when placed in the role a ruler.

Renaissance Dbq

Renaissance was a time of rebirth of the studies of the Greeks and Romans, as well as the start of new ideas. Some ideas that were created in the Renaissance include: individualism, secularism and humanism. Individualism was the concept of the individual and the belief to be able to reach the best of its abilities. Secularism is enjoying worldly affairs, which took after the Roman’s epicureanism. Lastly, the concept of humanism which is the study of human nature. All three of these ideas were ideal to the purposes and values of education throughout the Renaissance.These ideas were useful to the people as well as caused them damage. Thus, education and its purposes and values were argued hotly throughout the Renaissance. Some of the main arguments were education for upper class, education for all, and criticizing education over all. Some Renaissance men argued that education should be for the upper class or people who wish to attempt to be part of the upper class. They believed the upper class was the only people that needed an education since they were at the top.Some men who believed this were Castiglione, Aeneas Sylvius Piccolomini, and John Amos Comenius. Castiglione wrote a book to the courtiers describing how a courtier should behave. This book, The Courtier, was used by upper class for three hundred years to teach their kids about manners and behaviors. Castiglione suggests that a courtier should be well-rounded in his studies and be â€Å"passably learned in the humanities, in the Latin poets, orators and historians† (Doc. 3). Compared to a lower class male, Castiglione believes the upper class needs more education.Aeneas Sylvius Piccolomini was an Italian humanist who later became pope. He describes that education is needed on high class, especially a prince or any ruler (Doc. 1). John Amos Comenius stressed the importance of education and university; which, back then, university was more for the upper class since they can afford it. He be lieved the only useful education was university (Doc. 13). As more time passed by, the percentages of justices of the peace who attended university increased. More men started getting an education and becoming part of the upper class.Francesco Guicciardini was an Italian statesman and historian. When he was young he never took education seriously, but as he grew older he regret it and wished he paid more attention. He talks about that if he had a great education he could have â€Å"opened the way to the favor of princes and sometimes to great profit and honor†. He believed that if he had a great education he could have been in the upper class (Doc. 6). This shows that many people argued strongly about the purpose and value of education was for the upper class or to attempt to be part of the upper class.Other Renaissance men believed that education should be for all. This idea was practiced more in the Northern Renaissance than the Italian Renaissance but it was still used in both. An example of Northern Renaissance men that hold this idea would be Desiderius Erasmus and a man from the School Ordinances. He wrote the Praise of Folly which was a satire against the church. Erasmus was also known for his strong belief in education and institution (Doc. 4). A man from the School Ordinances believed everyone should go to school so they can learn discipline and to be afraid of god.I think this view point is strange since this man is telling this to a pastor and a pastor wouldn’t like the idea of teaching kids to be afraid of god (Doc. 7). Examples of Italian Renaissance men who hold this idea would be Battista Guarino. Battista Guarino believed learning and training in virtue is the true meaning of humanist and that this property pursuits all of mankind (Doc. 2). The values and purposes of education was to reach a wider variety and attempt to give education to all. Lastly, another group of Renaissance men argued intensively that the values and purposes of Renaissance education was useless and pointless.John Brinsley was an English schoolmaster and he believed that when adolescents went to school, they â€Å"have little sense of the meaning and true use of learning†. He claims that all they know is how to write in Latin which â€Å"no one will want to read† (Doc. 10). In a letter from an unknown man to the Parlement of Dijon, he says, â€Å"the study of literature is appropriate only to a small minority of men† (Doc. 11). He goes on to say that more hard-working bodies are needed than dreamy and contemplative spirits. Michel de Montaigne was a French essayist and politician.He called the educational system absurd and accused the cause of the selection of books was due to which one sounds the best not which one has the best facts (Doc. 8). John Amos Comenius believed education was pointless until university. He stressed the importance of education in university, which was usually the upper class who went to univ ersity. He criticized and emphasized the unimportance of education before university greatly (Doc. 13). The values and purposes of education were discussed and argued greatly throughout the Renaissance.The main arguments were education for upper class, education for all, and criticizing education over all. Castiglione, Aeneas Sylvius Piccolomini, and John Amos Comenius believed strongly in education for upper class. Desiderius Erasmus, a man from the School Ordinances, Battista Guarino believed in education for all. Lastly, John Brinsley, Michel de Montaigne, and, once again, John Amos Comenius criticized the education system strongly. All three topics are only a few of the many values and purposes of the education during the Renaissance.

Different Types Of Parenting Styles - 880 Words

Augustina Viyera Composition 1 11:40-1:10 Katie Kelly If we look around and observe our everyday life we will notice that we see many different types of parenting styles. Many parents create their own parenting style based on important factors like culture, education, and religion. Generally there are two main types of parenting style proposed. These two styles seem alike but are very much different from each other. Strict parent and the not so strict parent. The two approaches towards parenting differ from each other and this is why. There are some parents who are strict and less responsive to their child’s needs. Those type of parents are more likely to spank their child rather than have a one on one discussion with their child†¦show more content†¦Strict parenting is a form of parenting that expects a child to obey to rules and regulations set out with little or no input or communication from the child. This type of parenting style is a harsh, and an emotional climate that is low in parental responsivenes s and high in parental demand. High standards of behavior are expected and high value is placed on obedience with respect for their parents. Generally strict parents are not very emotional or affectionate and are often mean and angry. In a strict environment for the kids in the environment it has many effects. Children rarely learn to think on their own, the children will often feel pressured and will develop a fear of failure, may be very angry, resentful and frustrated. Develop a resentment towards authority, have a tendency to act out and often have low self-esteem. Other type of parents are not only demanding but always encourages their child to be an independent person. Instead of punishing them the parents will allow the child to feel more freely and confident in making their own decisions. In that child’s future that the child will have a higher self-esteem and a good give-take value. This type of parenting is one that communicates in a warm, accepting, and nurturing. Parents maintain firm expectations on their children s behavior while still holding them accountable for their own actions. They show love, understanding