Methods of contraception used in ancient Egypt, Greece, and Rome Essay Example

Methods of contraception used in ancient Egypt, Greece, and Rome Essay Example Methods of contraception used in ancient Egypt, Greece, and Rome Paper Methods of contraception used in ancient Egypt, Greece, and Rome Paper Methods of contraception used in ancient Egypt, Greece, and Rome differed in their nature and degree of effectiveness. They ranged from scientific methods that are still used nowadays to quasi-scientific and barely effective to dangerous and futile. In ancient Egypt, females used a mixture of honey and sodium bicarbonate to irrigate their genitalia. Another invention was a tampon-like object with acid anhydride. Acid anhydride is still used as a chief component of contemporary contraceptive jellies. Manuscript titled Ebers Papyrus, from 1550 BC, contains an advice about mixing dates, acacia bark and honey into a paste to be placed the vagina. The effectiveness of this method was considerable for the reason that sugar ferments were converted into lactic acid, a spermicide (Chauhan, 2003). While some substances that were used did not have any specific qualities to have a chemical effect on the sperm, ‘the insertion of substances like honey or crocodile dung into the vagina could have effectively blocked a males semen because of its thick consistency’ (Habiger, 1998, ‘Pregnancy,’ para. 4). Barrier methods were also widespread: women in ancient Egypt used vaginal suppositories as a method of contraception (Hearthstone Communications, 2007). As for men in Ancient Egypt, in 1000 BC they used fabric condoms both to protect themselves from disease (which is believed to be the primary reason) and avoid having undesired children. Women used celery seed as an oral contraceptive, as a recipe written in the Berlin Papyrus from Egypts Nineteenth Dynasty (1300 BC) advices (Riddle, 1999). As concerns Ancient Greece, by the 2nd century CE, gynecologist Soranus developed a theory that female fertility was limited to ovulation period; however, he made an incorrect assumption that ovulation happened during menstruation, not before it. Yet the origins of the rhythm method that is still practiced nowadays and is proven to be effective (although not as effective as condoms or other newer methods) can be traced back to those times. Soranus also promoted a variety of ineffective quasi-scientific methods, such as holding the breath and drawing the body back during the intercourse to prevent the sperm from penetrating the mouth of the uterus, jumping backwards seven times after sex to dislodge the sperm by, or sitting down on bent knees to cause sneezing. Regrettably, some advices by Sofranus were not only inefficient but also detrimental to women’s health, like an advice to drink the water that blacksmiths used to cool hot metals (Nottingham, n/d). Squirting cucumber and pomegranate were other methods used, and, as recent animal tests show, they had a contraceptive effect (Riddle, 1999). While the aforementioned methods are connected to female contraception in Ancient Greece, men were also experimenting with some methods of birth control to avoid having illegitimate or undesirable children. Aristotle believed that homosexual relations could be regarded as a population control method. Two methods that are still used nowadays and can be described as having a limited degree of reliability were coitus reservatus (withholding ejaculation) and coitus interruptus (ejaculating outside the vagina) (Nottingham, n/d). Speaking of Ancient Rome, females also used a variety of ineffective methods that were, in fact, mere superstitions, like wearing a leather pouch with a cats liver on their left foot during the intercourse or spitting in the mouth of a frog three times. The Roman men wore condoms made of animal intestine (Nottingham, n/d). Both in Ancient Greece and Rome, the juice of the silphium plant was a commonly used method of oral contraception that enjoyed a certain degree of effectiveness. Women had to take it once a month. However, the plant grew in one place in Cyrene and was extinct by the 1st century CE because of over-harvesting and failure to cultivate it in other places, although attempts to do so were persistent. This plant is believed to be one of the most effective contraceptives used in the ancient times, as the contemporary research shows: ‘Modern researchers tested plants of the same genus (Ferula) and found anti-fertility effects ran in the family. Crude alcohol extracts of asafetida and a related plant (Ferula orientalis) were found to inhibit implantation of fertilized eggs in rats by 40% (asafetida) and 50% (F. orientalis)’ (Zeus, 2007, para. 5). Another method of female contraception was prolonged breast feeding, which can prevent ovulation, sometimes until a child was three years old (Nottingham, n/d). Therefore, it is possible to conclude that there was a variety of contraception methods known in the Ancient Egypt, Greece and Rome. Some of these methods were relatively reliable and are still practiced nowadays (like the rhythm method or interrupted coitus), whilst others were based on mere superstitions and had zero effectiveness or involved practices harmful for women’s health. References Chauhan, J. History of Contraception. 2003. November 12, 2007. mcmaster.ca/health/hwc/Student%20Writers/hx_contraception.htm Habiger, P. Early History: Menstruation, Menstrual Hygiene and Womans Health in Ancient Egypt. 1998. November 12, 2007. mum.org/germnt5.htm Hearthstone Communications Ltd. Birth Control Guide. 2007. November 12, 2007. epigee.org/guide/ Nottingham, V. History of Female Contraception. N/d. November 12, 2007. medhunters.com/articles/historyOfFemaleContraception.html Nottingham, V. History of Male Contraception. N/d. November 12, 2007. medhunters.com/articles/historyOfMaleContraception.html Riddle, J. M. Eves Herbs: A History of Contraception and Abortion in the West. Cambridge: Harvard University Press, 1999. Zeus, S. The Ancient Worlds ‘Birth Control Pill.’ 2007. November 12, 2007. sisterzeus.com/Silphio.htm

Biography of Dmitri Mendeleev, Periodic Table Inventor

Biography of Dmitri Mendeleev, Periodic Table Inventor Dmitri Mendeleev  (February 8, 1834–February 2, 1907) was a Russian scientist best known for devising the modern periodic table of elements. Mendeleev also made major contributions to other areas of chemistry, metrology (the study of measurements), agriculture, and industry. Fast Facts: Dmitri Mendeleev Known For: Creating the Periodic Law and Periodic Table of the ElementsBorn: February 8, 1834 in Verkhnie Aremzyani,  Tobolsk Governorate,  Russian EmpireParents: Ivan Pavlovich Mendeleev, Maria Dmitrievna KornilievaDied: February 2, 1907 in Saint Petersburg, Russian EmpireEducation: Saint Petersburg UniversityPublished Works:  Principles of ChemistryAwards and Honors:  Davy Medal, ForMemRS  Spouse(s): Feozva Nikitichna Leshcheva, Anna Ivanovna PopovaChildren: Lyubov, Vladimir, Olga, Anna, IvanNotable Quote: I saw in a dream a table where all elements fell into place as required. Awakening, I immediately wrote it down on a piece of paper, only in one place did a correction later seem necessary. Early Life Mendeleev was born on February 8, 1834, in Tobolsk, a town in Siberia, Russia. He was the youngest of a large Russian Orthodox Christian family. The exact size of the family is a matter of dispute, with sources putting the number of siblings between 11 and 17. His father was Ivan Pavlovich Mendeleev, a glass manufacturer, and his mother was Dmitrievna Kornilieva. In the same year that Dmitri was born, his father went blind. He died in 1847. His mother took on the management of the glass factory, but it burned down just a year later. To provide her son with an education, Dmitris mother brought him to St. Petersburg and enrolled him in the Main Pedagogical Institute. Soon after, Dmitris mother died. Education Dmitri graduated from the Institute in 1855 and then went on to earn a masters degree in education. He received a fellowship from the government to continue his studies and moved to the University of Heidelberg in Germany. There, he decided not to work with Bunsen and Erlenmeyer, two distinguished chemists, and instead set up his own laboratory at home. He attended the International Chemistry Congress and met many of Europes top chemists. In 1861, Dmitri went back to St. Petersburg to earn his P.hd. He then became a chemistry professor at the University of St. Petersburg. He continued to teach there until 1890. The  Periodic Table of the Elements Dmitri found it hard to find a good chemistry textbook for his classes, so he wrote his own. While writing his textbook, Principles of Chemistry, Mendeleev found that if you arrange the elements in order of increasing atomic mass, their chemical properties demonstrated definite trends.  He called this discovery the Periodic Law, and stated it in this way: When the elements are arranged in order of increasing atomic mass, certain sets of properties recur periodically. Drawing on his understanding of element characteristics, Mendeleev arranged the known elements in an eight-column grid. Each column represented a set of elements with similar qualities. He called the grid the periodic  table of the elements. He presented his grid and his periodic law to the Russian Chemical Society in 1869. The only real difference between his table and the one we use today is that Mendeleevs table ordered elements by increasing atomic weight, while the present table is ordered by increasing atomic number. Mendeleevs table had blank spaces where he predicted three unknown elements, which turned out to be germanium, gallium, and scandium. Based on the periodic properties of the elements, as shown in the table, Mendeleev predicted properties of eight elements in total, which had not even been discovered. Writing and Industry While Mendeleev is remembered for his work in chemistry and the formation of the Russian Chemical Society, he had many other interests. He wrote more than 400 books and articles on topics in popular science and technology. He wrote for ordinary people, and helped create a library of industrial knowledge. He worked for the Russian government and became the director of the Central Bureau of Weights and Measures. He became very interested in the study of measures and did a great deal of research on the subject. Later, he published a journal. In addition to his interests in chemistry and technology, Mendeleev was interested in helping to develop Russian agriculture and industry. He traveled around the world to learn about the petroleum industry and helped Russia to develop its oil wells. He also worked to develop the Russian coal industry. Marriage and Children Mendeleev was married twice. He wed Feozva Nikitchna Leshcheva in 1862, but the couple divorced after 19 years. He married Anna Ivanova Popova the year after the divorce, in 1882. He had a total of six children from these marriages. Death In 1907 at age 72, Mendeleev died from the flu. He was living in St. Petersburg at the time. His last words, spoken to his doctor, reportedly were, Doctor, you have science, I have faith. This may have been a quote from the famous French writer Jules Verne. Legacy Mendeleev, despite his achievements, never won a Nobel Prize in Chemistry. In fact, he was passed over for the honor twice. He was, however, awarded the prestigious Davy Medal (1882) and ForMemRS (1892). The Periodic Table did not gain acceptance among chemists until Mendeleevs predictions for new elements were shown to be correct. After gallium was discovered in 1879 and germanium in 1886, it was clear that the table was extremely accurate. By the time of Mendeleevs death, the Periodic Table of Elements was internationally recognized as one of the most important tools ever created for the study of chemistry. Sources Bensaude-Vincent, Bernadette. â€Å"Dmitri Mendeleev.†Ã‚  Encyclopà ¦dia Britannica, Inc., 25 Feb. 2019.Gordon. â€Å"Mendeleev - the Man and His Legacy...†Ã‚  Education in Chemistry, 1 Mar. 2007.Libretexts. â€Å"The Periodic Law.†Ã‚  Chemistry LibreTexts, Libretexts, 24 Apr. 2019.

Black Nationalism Essay Example | Topics and Well Written Essays - 1250 words

Black Nationalism - Essay Example ings in a comprehensive manner; comparing various views, common sense, philosophical tendencies, and/ or set of ideas that are proposed by class that is dominant in a given society (Michael 6). The main logic behind ideology is to bring about change that is deemed desirable in the society, or through a normative process, facilitate adherence to certain ideals where there is already the existence of conformity. The use of ideology in search for freedom among the blacks is one of the most evident across the world. This is because, for a long time the blacks have been advocating for gaining the national identity like the other races. Their advocacy was informed by the fact that the blacks across the world were under various forms of bondage namely colonialism in Africa and slavery in America. As a result, they were racially discriminated, and politically and economically sidelined in addition to losing their identity, thus, the rise of Black Nationalism. In the United States, Black Nationalism referred to a social and political movement that held set of beliefs that the American Americans should have political, economic, and social institutions that are distinct and separate from those of white society. This discussion will critically analyze the significance of black separatism ideological approach that was beneficial to the Black quest for freedom and self- determination. The ideology of Black separatism was one of the major ideologies under the political slogan ‘Black Power’. The ideology was pushed forward by Black Power adherents who believed in Black autonomy and the need of blacks separating from the whites economically, politically, and socially. The ideology was prominent in the 1960s and 1970s during the Black Power movement that emphasized on recognition and respect of black race identity and advocated for the creation of black social and political institutions in order to promote the collective interests of the blacks and advance their values as well

Cuban missel crisis Essay Example | Topics and Well Written Essays - 2500 words

Cuban missel crisis - Essay Example However the Soviet Union did not posses arms capable enough of striking targets in United States; the Soviet missiles could only reach targets in Europe. Considering this, the Soviet Leadership under Nikita Khrushchev decided to deploy nuclear arsenals in Cuba, a country where the Soviets had great influence and which was a major threat to the United States in the region. The idea behind the decision was to bring United States in striking range of Soviet missiles and it was conceived to act as a detterent against any potential attack by the United States on the Soviet territory. Fidel Castro, the Cuban dictator wanted the Soviet Union to help him out for saving his regime because ever since the failed Bay of Pigs invasion in 1961, Castro was feeling that a second attack was imminent. Threat from United States made Castro to approve and support the Soviet Union’s program of deploying the Soviet nuclear arms in Cuba. After the formal approvals from the Cuban government and autho rities, the Soviet army took practical steps to deploy the missiles in Cuba and during the summer of 1962 the missile installations were built in Cuba (Schier). The actual crisis began when reconnaissance photographs revealed that the Soviets were construction missile base in Cuba. President John Kennedy took immediate action and formed a committee of his twelve most important advisors for solving the crisis. After long deliberations and debates among the governmental departments and authorities, it was decided that a naval quarantine will be imposed around Cuba for preventing the Russian missiles from reaching Cuba (Hilsman). After the establishment of the quarantine, the President addressed the public and informed the nation about the missile installations. He also warned the Soviet leadership about the possible consequences of any sort of armed aggression against the United States. He said that any attack launched from Cuba will be considered as an attack on the United States: â €Å"It shall be the policy of this nation to regard any nuclear missile launched from Cuba against any nation in the Western Hemisphere as an attack on the United States, requiring a full retaliatory response upon Soviet Union†¦ I call upon Chairman Khrushchev to halt and eliminate this clandestine, reckless and provocative threat to world peace and to stable relations between our two nations. I call upon him further to abandon this course of world domination, and to join in a historic effort to end the perilous arms race and to transform the history of man. He has an opportunity now to move the world back from the abyss of destruction by returning to his government’s own words that it had no need to station missiles outside its own territory, and withdrawing these weapons from Cuba.† The tensions gradually built up as the Soviets showed little flexibility in their stance of deploying missiles in Cuba. A letter was received from Khrushchev calling for a guarantee from US not to attack Cuba, later the Soviet leader demanded the removal of United States missiles from Turkey in return of removal of missiles from Cuba. After the US agreed to issue a guarantee that it will not invade Cuba the tensions began to ease out and the Soviet leade

Communication An Important Tool English Language Essay

Communication An Important Tool English Language Essay Communication is a very important tool in a human live. It is an essential requirement in this world to survive. We can look back in the times of ignorance when no language was developed even than communication existed in form of sign language and other forms. It is impossible for any educational institute, organization or domestic life to exist without it. It is more than just speaking. An interaction session of speaking results in bringing out meaning to any words or actions. Communication is usually considered to be restricted to language and words but in reality body language and action play an important role in perception of the message in communication (Alder, 1996). Similarly it is not only depended on the sender to depict the meaning of any communication, the receiver plays a major role in the out come of the communication. The message send by the sender may not be interpreted the same way it was intended. Hence communication or expression goes a great way towards determining how the expressions are interpreted. Flaw in communication or incomplete communication may affect the purpose of the communication and can result in damaging the consequences. Karl Popper said about this issue, it is impossible to speak in such a way that you cannot be misunderstood. Thus effective communication is important in every walk of life professional, personal or social. Not everyone is able to effectively express themselves and this is where the importance of communication skills can be truly understood. The communication process includes the following components: sender, message, encoding, receiver, decoding and feedback. There are different models which describe the basic process of communication. These communication models serve to clarify the nature of communication, to provide a guide for research, and to offer a means of displaying research findings (Narula, 2006). Such models are a tool by which researchers, practitioners, and students can demonstrate their ideas about what they believe to be the most essential features of communication. The Transmission Model of Communication is a highly acclaimed model of communication developed by Shannon and Weaver (1949). It is a model of communication which reduces message to a process that transmits information. The model includes five elements; a source of information, the transmitter, a channel, receiver and a destination where the message arrives. According to Daniel Chandler(2007) this model is not the best example for communication as it does not include a two way communication rather is based only on getting the message across to the receiver which can result in technical problem such as uncertainty of how accurately has the message been transmitted. Another problem which can be faced in this model of communication is the semantic error that means how precisely the meaning of the message is covered. Above all the problem of effectiveness is really important; the sender would not be able to confirm that how effectively the message has affected the behavior of the receiver. This model is definitely one of the simplest models of communication but it carries around the major issue of one way model. One way communication brings uncertainty to the sender of the purpose of the communication being served or destroyed. The whole concept of communication revolves around the feedback; which is a two-way communication model. If we analyze this model in a class room scenario, it is impossible for a teacher to give the lecture to the students without knowing that whether her message has been understood by the students or not. She might even face the transmission error considering that the students are unable to understand her language. Chances of semantic error are very much possible in a classroom session as the teacher might be explaining to her level best but the students might not be prà ©cising it as accurately as the teacher is thinking. Effectiveness of the lecture is surely doubtful without any feedback. This model is a complete failure especially in education sector because interaction between the teacher and student is the key factor. Derivative Models of the Communication Process is another model of communication it is also referred as two-way flow or the gatekeeper model (Katz, 1957). This model was the main focus of mass communication as there are limitation in this model of communication to decide which message should reach out to the receivers and how should they depict the message. In news rooms and media networks journalists have the power to prevent the outflow of the message; it is also known as gateway as the message or news goes through a censor (Lorimer, Scannell, 2004). This model of communication is also widely being used in all forms of communication. Whether it is personal, social or educational communication; we often observe this model being practiced by our teachers. A lecturer might censor the information she is not well prepared to deliver or if her own concepts are vague. This would limit the students with less information. Although this model of communication is majorly used by mass communication but our interpersonal communication has also adapted its attributes. The educational sector is dependant on the communication theories. It is often observed that the students are not enjoying the liberty to think out of the box or to explore new things as the lecturers have restricted their lectures to what they decide is important for the students to learn; in a way they act as the gatekeepers in the process of communication. Third model of communication is the New Model of Communication Process which includes feedback which may be delayed but is regarded as an interactive session of communication. All the new models of the modern world of communication are following two-way communication methods (Narula, 2008). Two-way communication enables the sender to confirm that the receiver has received the message. Also it helps the sender to confirm that the receiver has understood the message clearly. It allows the receiver to share his opinion about the message he has received. Also it allows the receiver to question the sender and change the message. If we observe this in an educational setup, we might pronounce that this is the most suitable model of communication. In modern world this model of communication is being used every where regardless of its use in any organization or any inter personal communication session. Also now mostly all forms of mass communication are also practicing two-way communication including print media, electronic media, radio and online journalism. The educational system is observing it in many different ways. The interactive class room session allows the students to question and share their knowledge with the teachers and other students of the class. The students are given in class take home assignments which are forms of student response for the teacher as she would get feedback of the understanding of the student regarding lecture executed to them. Projects and presentation further assists the examiner that how far the student has understood the concepts and how good is he in implementing the knowledge served to him by the lecturer. Teacher-student inter personal relationship is also a form of two way communication to understand the subject in depth. Written communication involves any type of interaction that makes use of the written word. It is one of the two main types of communication, along with oral/spoken communication. Written communication is the foremost communication required and used in education. All the books and reference material are in form of written communication. The assignments submitted are in written form and also the presentations and most projects are given using written communication. The basis of communication is the interaction between people.   Verbal communication is one way for people to communicate face-to-face.   Some of the key components of verbal communication are sound, words, speaking, and language.  Verbal communication is also the key for the teachers to make the understanding clear for the students of any concept. Written material provided to them would not help them alone. Any guidance regarding their subject is based on verbal communication (Hulme, 2002). Nonverbal communication  is usually understood as the process of  communication  through sending and receiving  wordless  messages. i.e., language is not the only source of communication, there are other means also. Messages can be communicated through  gestures  and touch, by  facial expression  and  eye contact. Meaning can also be communicated through object or  artifacts. Numerous examples are observed in a classroom session of non-verbal communication (Robert, 2010). It is a very important consideration when marking the presentations. Teachers have separate marks allocated to the body language, dressing and eye contact. A direct communication where all the participants of the communication are physically present at a time is known as Synchronous communication. A telephone call or boards of directors meeting are good examples of synchronous communication. In a class room it helps the students to have a better understanding to get instant feedback from the teacher on any topic, which may interrupt his understanding for the entire lecture if not cleared at that point. In asynchronous communication all the participants of the communication may not be available at the same time. Instead of telephone if we take the example of emails, the receiver may not check the email right at that point, blogs are also a good example of asynchronous communication. In an educational setup students are sent informative emails which help them ascertain a better understanding of the lesson. Electronic communication involves use of the digital technology in the communication system. In modern times computers and internet has made education very much digital. The students are highly depended on mass media for seeking help in the learning (Coffield, 2002). Visual communication is the communication  through visual aid and is explained as the transfer of ideas and information in a way which can be looked upon and read as well; including diagrams, signs, drawings, electronic sources. Visual displays of ideas have better changes of informing, education and persuading the audiences. Presentations given by the lecturers and other diagrams are the basic use of visual communication in a classroom. Kinesthetic communication is very common in educational systems. Few students can just learn by listening and reading. They need to do it. These types of students learn only while they perform it. They might learn better if they type their notes or do a practical to understand the concept behind a theory. All these forms of communication come with barriers. The effectiveness of the communication is relative provided it does not face any barriers in communication process. Physical barrier can be observed in case the teacher or a student is unreachable. The lecture a student would miss due to his absence might be deemed as barrier of communication. Contextual barrier may be observed in a communication of a classroom session. The students might not take the right reference of the lecture and may misinterpret the information provided to them. Technical skills are a huge problem in case a student is not well aware of internet usage his ability to gain from some major information will be r estricted. Technical errors may occur due to designing faults observed in the machinery. Cultural differences are also a common barrier of communication observed in a classroom of student from different backgrounds. This may cause problems of language which will definitely interrupt the smooth flow of lectures as the student who does not understand what is being delivered by the teacher will definitely not benefit from the information provided(Claire, 2008). Behavior is very important when it comes to education. The three important elements of any educational system is language, behavior and the programming of how we execute the information the students get (Dean, 2008). Neuro-Linguistic Programming includes neurology, language and programming which are the three key factors of a human experience. The system in which our body functions is known as neurological system. The interface and communication with other individuals is through language (Widdowson, 2001). The reproduction of the world we create is the programming done by us. Closing the above statement Neuro-Linguistic Programming is the primary connection between mind and language with how their relationship with each other affects human body and behavior. Epistemology addresses multiple levels involved in being a human being. Neuro-Linguistic Programming is a very realistic school of thought. It includes the development of behavioral mechanism and flexibility. It is a multi- dimensional process. NLP is also involved in premeditated thinking and is considered a cognitive and mental procedure behind human behavior. It also provides utensils and abilities for the progress of an individuals excellence. At the same time it also provides a system of sanctioning beliefs and presupposition about who human beings are in real; what is the procedure of change and what is communication (Knight, 1999). On the other hand NLP also consists of agenda, exploring individuality and doing self analysis to rediscover one self. It provides the framework for better perception and relation to the spirituality of a human experience that goes beyond their status as a member to the family, community and to this world. NLP is about the wisdom and vision of an individual with excellence. Personalized learning is a public educational model which is exclusive to cater to the interests and need of each student individually. It can be a classroom-based or non-class-room based mythology According to Tabard (2010) the latest educational researcher found out that students learn most successfully with parental involvement, less number of pupils in each class, one-on-one interaction between student and teacher (Dean, 2006). Students feel a connection between them and their teacher which also brings a different level of confidence in the pupil. It is the most affective way of teaching. Electronic learning is the modern way of learning. It includes the digital learning system using computer, internet, DVD, projector presentations and much more. It is much preferable by the students of this generation. With the way the electronic learning is increasing personal learning is losing its importance (Jeffrey, Beasley, Miller, 2008). In future we might observe that the learning is only electronic based. It has already started to gain the preference over the personalized form of learning (Sandars, 2006). Communication is very important for any educational center as they go hand in hand. A good combination of the communication method would help the students to benefit from all forms of communications contemporary as well as traditional. It is very essential to balance the forms of communication. The education system needs to develop the most accurate network between students and teachers so that their behavior, language, learning and most of all execution of their learning can improve.

Centrally Planned vs. Market Economy Essay

It is a cardinal truth that, in order to make the best possible use of the economic resources available in any economy, three basic decisions need to be taken – what to produce, how to produce and for whom to produce. The answers to these three fundamental questions are completely dependent to the extent of government’s interference in the economy. Based on the government’s role in the economy, the economic systems are divided into two major categories viz. market or capitalist economy and centrally planned or socialistic or command economy. Market Economy and Centrally Planned Economy The capitalist or market economic system emphasizes complete freedom of individuals as buyers and sellers through the price mechanism. In such a market, price of a commodity is based on market forces of demand and supply. The customers have complete freedom to make choices regarding their purchases and the producers, in turn, allocate their resources according to the respective demand. If the demand of a particular product increases, its price is expected to be increased initially and if the cost price remains the same as before, it will generate more profit for the producers. Naturally, the producers will allocate more resources to that particular product. On the other hand, if the consumers are unwilling to bye a product, its price would fall, resulting in a lower profit or even loss to the producers. But the scenario is completely different in a centrally planned or command or socialistic economy. Here, the three major economic decisions – what to produce, how to produce and for whom to produce – are taken by the government. All major decisions regarding investment, savings and consumptions are practically governed by the central authority. Thus, all the decisions, starting from the allocation of resources to the distribution of end products, are taken care off solely by the government. Unlike a capital market, efficiency in a centrally planned economy can only be achieved only when the demands are accurately estimated and the resources are allocated accordingly. The government fixes the output target for each state and industry and allocates the required resources accordingly. Legal Institution of Private Property vs. Social Ownership: In a market or capitalistic economy, all the properties and means of production belong to the private individuals. The enterprises execute complete freedom and, as a result, the system is often called private enterprise economy. The land, building, machine and other articles of wealth in the country are owned by private firms. This is termed as system of ‘private property’. Social ownership of property is practically non-existent. But, the situation is completely different in case of a socialist economy. The basic feature of such an economic system is the social or government ownership of means of production such as, land, machine, mineral resources, capital etc. The government allocates the resources according to the requirements and necessity of the nation as a whole, and not on individual preferences. Hence, property ceases to be a source of individual income. Privatization vs. Socialization: Capitalism preaches the freedom of enterprise which means that one is free to engage oneself in whatever economic activity according to one’s own will. Almost all the economic activities, except some limited number of services rendered by the government (like railways, defense etc. ), are left in the hands of private enterprise. Trade, business and commence are absolutely free from state intervention and control. Business decisions, made by private owners, are ultimate. This is regarded as ‘freedom of enterprise’. In a centrally planned economy, the vital sectors of economy (like agriculture, industries, trade, commerce etc. ) are owned and governed by the government ownership and management respectively. Almost all the production processes are controlled either directly or indirectly by the government.

Hitlers Invasion on Russia - Free Essay Example

Sample details Pages: 3 Words: 766 Downloads: 5 Date added: 2019/07/01 Category People Essay Level High school Tags: Adolf Hitler Essay Did you like this example? According to R.G. Grant, an officer of the 24th Panzer division described how relentless the invasion of Russia was by stating, We have fought for fifteen days for a single house Already by the third day 54 Germans are strewn in the cellars, on the landings and stair cases (308). Hitler was relentless in his war tactics that spread through Russia during the Second World War and lead to his dominance throughout. Through strategies, devastating tactics, and realistic battle, Hitler was able to invade Russia during World War II. When Hitler went to attack Russia, he had a pre-invasion plan he had already talked about before going into the war. In the spring of 1940 they called an assembly for the officers, where it was announced there would be an attack on the Union of Soviet Socialist Republics in the spring of the 40s. As stated by Ivor Mantanle, At a briefing, Hitler announces he will be taking out every power of Russia. This non-aggressive pact was to buy the Germans time to defeat the rest of the west before turning east.(96) Hitler had always wanted to attack Russia, but he knew that he would need to take over Western Europe before heading eastward. Consequently, Britain did not fall as the other European countries had and through him underestimating Britain and its ability to recover from the war, Hitler began to fall. As Lees states, There remained the powerful British Navy Hitler was not fully committed to invading Britain. It would have been a distraction. Britain contained neither the space, nor the raw materialsneeded.(4) This confirms that Hitler underestimated Britain and the fact that he needed to take it over before trying to invade Russia. Later, the German groups were attacking Russian troops, trapping them, so when June approached, Hitler could launch the first attack by dropping bombs on the Russians airfields. Of course, the Germans thought the decision to invade Russia was a rational attack in pursuit of German self-interest, which would be good for their country. Don’t waste time! Our writers will create an original "Hitlers Invasion on Russia" essay for you Create order The scale of destruction that happened in this war was horrific, no matter how many death counts were calculated, how many buildings were destroyed, or any other terrible things that could have happened. According to Laurence Rees, In the whole of history, there has never been a war like it. In its scale of destruction(1) He is referring to where Hitler used about three-thousand-six hundred tanks and about seven hundred thousand horses in the invasion in Russia, along with large groupings of soldiers in this war. Through this annihilation of the enemy and merciless acts by the Germans or the Russians, both sides felt the massive destruction. For example, according to Rees One week into the German invasion, one hundred fifty thousand Soviet soldiers were either dead or wounded- more than during five months at the Battle of Somme.(9) This signifies Hitlers fast paced killing men in large numbers in a short span of time when other battles took months to claim the same amount of live s. In addition, by using tanks, soldiers, and horses, the Soviet Union was crippled as its broken country was divided with much of the territory lost and at least twenty-six million people dead. The realistic life of the war was a gruesome one where Hitler dominated over Stalin and his army in most cases. The Russians, at this point, had no escape with nearly three thousand captured by the ruthless Hitler army. At this point, it was mid-July and no one would give up, the Russians remained strong until the winter approached. During this time, the Russians would be able to have an advantage over the German army and Hitler, but according to Ivor Matanle, General Georgi created a defensive line and pushed the Russians back.(95) This would help Hitler gain time and momentum to decide that his plan of invading Britain was not the best one and the better plan would be to invade the Soviet Union because he knew their military plan. He was fully aware that this was the Germans best chance of winning the war in Europe. In summary, Hitler was able to invade Russia during World War II with complete devastation on his enemies through his use of keen military plans and the proper use of weapons. Although the Germans were unable to defeat Russia in this battle, Hitlers military leadership was considered one of the greatest commands of any army because of this invasion. In addition, through Hitlers inability to be discouraged, World War II will forever be considered one of the biggest and deadliest war in history.