Red Tsar Essay Example

Red Tsar Paper When Stalin rose to power in 1929 he claimed to the Russian public that he was a devote follower of Leninism; his slogan Lenin is always with us1 meant that Stalin wanted to show how similar he was to Lenin. However Stalin asserted his power at the head of government much like the Tsars by employing tactics of fear and propaganda. Stalins personal dictatorship meant he had strong elements of being Red Tsar as he established unquestionable rule, this idea of being a Red Tsar came from the belief that Stalin wasnt committed to communism, as his traditional ideas were reminiscent of Tsarist autocratic rule, so effectively he was a fusion between the two ruling styles. As Stalin wished to portray himself as a God-like figure; this made him an isolated leader who tolerated no criticism, similar to the style of ruling under the Tsars, as both leaders dismissed ministers at their own will and chose to act on their own personal feelings, for example like the Russification policy of employed by all the Tsars, but in particular Alexander II and the nationalistic policies of Stalin. Stalins government was top-down2, and unlike Lenin and Khrushchev, Stalin was very wary of how much his fellow party members knew. Therefore he employed a clear hierarchy, where information was withheld from lower members. We will write a custom essay sample on Red Tsar specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Red Tsar specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Red Tsar specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The Tsars relied on loyalty of elites to strengthen government, in particular the nobility and the Russian Orthodox Church, who helped to keep firm control over the Russian people. Although it is true that both Lenin and Stalin surrounded themselves with loyal i lites called nomenklatura, these elites became more important under Stalin, as the influence of the wider CCP was reduced he descended into his personal dictatorship. The growth under Stalin of the Party Secretariat, which was created under Lenin, meant there was a growth in bureaucracy, something which communist ideology disapproved of. As the General Secretary of the CCP Stalin had influence over all areas of the party, whilst the Politburo became the most influential body, as it controlled the actions of all government departments. Therefore the party became more centralised, as the influence of the grass-roots became less significant. Hence historians such as Richard Pipes claim that Leninism caused Stalinism, as Lenins party resembled a more secret order than a party in the normally accepted sense3, this led to an elitist structure, meaning that Stalins dictatorship was unavoidable. Although some disagree with this view as they understand we could never have predicted the extent to which Stalin employed a personal dictatorship. The democracy strived for during the revolution4 and declined into a dictatorship laced with censorship and nationalism reminiscent of Tsarist autocracy, as only views complementary of the regime were allowed and media from outside Russia were prohibited for fear of radicalisation. Therefore concerning the type and running of government Stalin appears more similar to his Tsarist predecessors than any of his Communist comrades, as he relied on elites, bureaucracy, elitism and a tightly controlled government, therefore this makes him a Red Tsar. Both Lenin and Stalin believed in a strong internal state, in which the party had complete control in the running of government. However Lenin did not believe in a creation of a cult of personality as Stalin did, as Stalin established himself as the fount of all wisdom5, this glorification as the Fa ther of Russia6 never appeared in such extreme force under Lenin nor Khrushchev. Therefore historian Moshe Lewin argues that Stalins system of government was a hybrid of Marxism and Tsarism7, as a creation of a cult of personality contains few Marxist-Leninist roots, but harkens back to the Russian tradition of leader worship. However Stalin and Khrushchev can be seen as similar as both leaders employed cunning8 and spin-doctoring. But there are clear differences, as Khrushchev lacked the temperamental nature of Stalin and the Tsars. He claimed Stalin was a litsedi meaning a man of many faces9, therefore there is a parallel between Stalin and the Tsars, as both made rash decisions out of spite, in particular the weak Tsar Nicholas II, who left his wife Alexandrina in charge of Russia in 1915 when he took direct charge of the army. Moreover Khrushchev denounced Stalin and his methods of Terror in his de-Stalinisation speech when he rose to power in 1956. Similarities between the Tsars and Stalin can also be drawn between the bad temper and brutal natures of both rulers. This is illustrated by when servants discovered Stalins wifes death they were reluctant to tell him, these Little People had a reasonable aversion to breaking bad news to the Tsars and Stalin, and they fell faint with fear10. Therefore both rulers commanded and frightened the Russian people with their tempers, making Stalin a Red Tsar. The fear that Stalin implemented was reinforced by his use of use of ideology, which was reminiscent of the religious attitudes under the Tsars, as his use of glorification kept a tight reign on the Russian people. This use of ideology led to his unquestionable rule like that experience under the Tsars, but Stalin emphasized separation of the state from the Church, unlike The Tsarist autocratic rule was strengthened by the support from the Russian Orthodox Church. The Tsars and the Church supported each other for mutual interest, and the teachings of the Church favoured autocracy11, since the majority of the population was religious, opposition to the government was seen as a direct challenge to God and the Divine Right of the Tsar, this made any opposition unpopular. Although this makes Stalin different from the Tsars, it does not make him like the other communist leaders, as Stalin embraced a marginal increase in religious tolerance, and did not campaign against religion nor advocate atheism like Lenin or Khrushchev. Stalins repressive methods align him with the Tsars, particularly Alexander III, whose rule was known as The Reaction, he favoured modernisation and the belief that education was dangerous12. Like Stalin, Alexander III believed that education should be strict and formal, whereas Marxist-Leninism which showed less regard for formal education. Even though Lenin and Stalin were very similar in some of their beliefs such as the belief in a monopolistic party, a strong state, the need for dramatic transformations within society13 to make Russia a socialist state. However unlike Lenin, Stalin did not believe that the communist movement should spread into the West outside the USSR. Despite this Stalin did export communism during the Cold War, encouraging the spread of communism to the East in countries like China and Korea. This also continued into Khrushchevs rule, when he showed support for the development of communism in Cuba. But at first Stalins policy of Socialism in one country set him aside from the majority of communists and showed a complete betrayal of Marxist beliefs. As Marxism was a international movement empowering all the workers of the world, and a movement which denounced nationalism. But Stalins nationalism in form, socialist in content14, harkened back to the Great Russian Empire under rulers such as Peter the Great and Ivan the Terrible15, this nationalism forced the Russian population into patriotism, like that experienced under the Tsars, which was never experienced to the same extent under Lenin or Khrushchev. This is an explanation for Stains belief that non-Russians should be moulded into Russians. Whereas Marxist-Leninism stated that non-Russians should remain in Russia un-disturbed, Lenin enforced this through his Decree of Nationalities in 1917. Therefore Stalins nationalism aligns him with the Tsars policy of Russification16, which forced all those nationalities living in Russia to speak Russian. Despite Stalins nationalist beliefs, Stalinism was still derived from Leninism, and they had some similarities such as distrust of bureaucracy, the belief the achievement of a utopian Russia and both having had a hatred of adulation at close quarters 17 . Although Lenin and Stalin had some similar values, as their core beliefs were derived from the teachings of Marx. However Lenin never attempted to build a cult of personality and disliked the term Leninism, as he thought of himself as a Marxist unlike Stalin, who wanted to develop the personalities of the population under his own glorification. Therefore McCauley argues that Stalin manipulated Marxism and Leninism for his own means18 as McCauley believes Stalin was not a true communist as he did not properly embrace the ideology. Moreover his focus on traditional beliefs such as family values, the importance of marriage, and the implementation of policies such as making divorce difficult and outlawing abortion. These beliefs made Stalin more traditional in his values than Khrushchev and Lenin who both believed conventions such as marriage were outdated in society. While the style and ceremonies of High Stalinism in 1930s seemed less Leninist and more a reversion to the past, as Stalins semi-religious imagery, crude nationalism and parables with the great state of building Tsars like Ivan the terrible19 make him seemingly Tsariest. Therefore although Stalin may have shared some ideologies in common with the communists, many of his key values made him very different, as although Marxism initiated most of their beliefs Stalin had many traditional beliefs that neither Lenin nor Khrushchev held. Stalins outright brutality, not only surpassed the Tsars but also his communist comrades, as E. H Carr claims Stalin revived and outdid the brutalities of earlier Tsars20, showing a difference between Stalins methods of repression and the methods used by the Tsars. Consequently some historians claim that Stalins brutalities must have stemmed from a source, as Simon Hartfree claims that High Stalinism appears as the logical and inevitable outcome of Leninism21 as he argues that Lenins actions such as the use of Terror and purges, paved the way for the brutalities of Stalinism. This is reinforced by R Medevev, who argues that although there was little continuity between Lenin and Stalin, as Stalin abolished the NEP, forced collectivisation, employed mass-terror and administrative rather than economic methods for industrialisation, Stalin saw himself as a disciple of Lenin22. Stalin implemented much of Lenins domestic and foreign policy, as he rid the party of factions, removed the intelligentsia, collectivised agriculture and created a Red Army. All these were all Leninist policies; however the implementation of these polices may have not been to Lenins taste. This shows that Stalinism was built on the foundations of the Leninist state, although it may have taken a shape Lenin would not have approved of. However historians such as Robert Service argue that the passage from Leninism to the worse horrors of Stalinism was neither smooth nor inevitable23. Although Service claims that Lenin was more ruthless than originally percieved, particularly as he crushed his enemies, waged class warfare and had unpleasant attitudes towards peasants and the Church. However Service also claims that Lenin ultimately wanted to abolish the secret police, the army and eventually the whole state. Therefore Lenins oppressive methods are dwarfed by the High Stalinism of the 1930s, when Stalin implemented methods of totalitarianism. Stalin used a regime of Terror to stay in power much like the Tsars, but his creation of a highly centralised state means that historians such as Schapiro hold Stalin personally responsible for high levels of human suffering24 during his rule. Furthermore Robert Conquest claims that the Great terror emanated from the top, he claims that Stalin planned the purges, directed the NKVD and organised the apparatus of terror, to control his own party as much as the country. 25 Whereas J. Arch Getty claims the Cold War distorted the western view of the Soviet Union and we must distance Stalin from sole responsibility26 for the horrors of the Great Terror. Getty claims that Stalin had no plans the Terror experienced in the Soviet Union at this time, and despite his position of power his personality faults do not help to explain what happened, in fact Stalin may have not even known what was going on. Getty also claims that officers in the NKVD acted on their own will, due to chaos of the Soviet Union and fear of Stalins temper. Getty claims that the randomness of attacks and irrational fear within the population, shows that there was a lack of tight central control. Gettys view is extreme, because although the scale of the terror, thoroughness of targeting and executions can be partly put down to a tumult within the Soviet Union at this time, Stalin must still be regarded as a deeply suspicious character, who saw enemies everywhere, therefore he must be more than partially responsible. Consequently the most convincing view is that Stalin was not solely responsible for the Terror experienced, but that his position within the country meant he knew the majority of what was happening and exercised significant power over the NKVD. The atrocities experienced did not happen without a great deal of central orchestration because the sheer scale, cannot simply be put down to civil unrest. The repressive methods of Stalins regime such as show trials, secret police and labour camps can seem out of character in context of this 100 year period, but these methods were used during the rule of the Tsars and were used under both Lenin and Khrushchev. However George Leggett claims27 these methods were never used to the same extent by other rulers, although Lenin, and Khrushchev seem similar concerning their repression of opposition. However Stalin was set aside from other communist leaders by the killing of his own communist comrades, as Lenin would have never have that gone as far, Khrushchev denounced this shortly after Stalins death in his de-Stalinisation speech. Leggetts view is particularly convincing as Stalins brutalities can not be compared to anybody in Russian history. Moreover the sheer scale of Stalins terror particularly during the Purges of 1928 to 1934 and show trials used throughout his rule surpass Lenin and Khrushchev and his brutality demonstrates his Red Tsar nature. Stalins killing of Lenins i lite, his brutal secret police (NKVD) and the rise in fascism led to High Stalinism, where Stalin resorted to extraordinary measures28 to control his party and the population. Although some of these methods continued under Khrushchev, they were comparatively less horrific. Even though grain seizures were common to all communist leaders, it is important to recognise that all communist leaders were against the forced collectivisation experienced under Stalin, which led to widespread famine in Russia. Although it is unfair to say there was no famine was suffered under Lenin or Khurschev, especially as millions died during the Civil War. Around 20 million Russians died during Stalins rule, 1. 5 million executed, 2 million died in camps, and 7 million died in famine29. This sheer scale of death came from use of terror methods such as slave labour camps in which at least 30 million may have served in. These huge totals surpass any under both Lenin and Khrushchev, even despite Lenins harsh treatment of opposition. Lenin also lacked the understanding of political pluralism and a multi-party system30, which led to his banning of factions in 1921 and his latter use of purges. However Lenin did not have the same distrust of members of his own party as Stalin did, as Stalin executed 98/139 members of the Seventeenth Party Congress, whilst 1,100 out 1,96631 party delegates were arrested. Although there is much evidence of violence under the Tsars, such as the repression of opposition after the assassination of Alexander II, Stalin is not like a Red Tsar, as Stalins brutalities surpass and dwarf any under the Tsars. However the truly autocratic natures of the Tsars, particularly Alexander III allow some similarities between Stalin and the Tsars. For example both Stalin and Alexander III had a distrust of giving others power, thus they both made the function of local government very difficult32. Both also of increased censorship and government control over universities. Stalin also enforced totalitarianism in all areas of life such as education, youth movements, culture, media, information, armed forced, government and administration33. This lead to a period known as Socialist Realism, an artistic style depicting happy workers, which was reminiscent of old Russian exclusiveness 34experienced under the Tsars. This was a highly censored period, in which the image of Stalin and the party was carefully arranged to show the country and the leader in their best light. Although both Lenin and Stalin had elements of vanity, Stalins image appeared everywhere portraying him as a heroic saviour and towering leader. This idea of exclusiveness was rejected by Marxism and Leninism, meaning Stalins portrayal of himself through the censored media allows basis to claims of him being a Red Tsar. The original literary and artistic freedom allowed by the Provisional Government following the revolution, came to a bitter end under Stalin, but had a limited revival under Khrushchev. This censorship extended to education, as the whole system became dominated by industrialisation, meaning foreign influence was limited, whilst strict government attitude towards workers meant social benefits were cut and education fees increased35. Also history books were re-written to suit Stalins taste, meaning that Stalins people may have been better educated than under the Tsars, but they naively regarded Stalin as their knight in shining armour, holding like an icon in their homes, much like the old Tsars, allowing Stalin to appear a Red Tsar. Moreover Stalin waged war on the Kulaks; a class of wealthy peasants created by Lenin and Stolypin in a hope that at some point in the future social class would be eradicated. However Stalin sought to eliminate this class by waging class warfare and controlling discontent through purges of the population, the Kulaks were denounced and wiped out by Stalin. As anger in the provinces over wages, working conditions, long hours, forced collectivisation and the brutality of the NKVD, led to distress, Stalin crushed any unrest and able farmers, ruling strata and old intelligentsia were also removed. Although this distrust of the masses and strict government control was reminiscent of the Tsars, Stalin out-did their autocratic control and his forced industrialisation led to a decline in living standards, which then rose after his death. This shows his Red Tsar nature, as both the Tsars and Stalin maintained a poor standard of living throughout their ruling. Stalins central control of the economy during his reign was based on traditional Marxist principals, making him unlike a Red Tsar as the planning he enforced was unlike any of the Tsars. However economically during this 100 year period Russia made dramatic progress. The key economic comparison is between the rulers, is the Great Spurt under Sergi Witte during Alexander III reign, versus the Great Turn under Stalin. Stalins Great Turn brought many changes both economically, politically and culturally, and his forced industrialisation36 and focus on heavy industry was driven by the need to catch up with the rest of the world, particularly the West and America. This need was also a feature of Tsarist rule, in particular Alexander III who favoured modernisation and industrialisation to make Russia a world power37. However the core ideologies of the Tsars were different to Stalins, as his communist beliefs favoured rapid industrialisation which appealed to Marxists as it showed a commitment to modernisation. In particular for Lenin who employed the NEP, and Stalin and Khrushchev who supported a socialist planned economy38, as the idea of planned improvement was a key part of Marxist ideology, therefore commitment to modernisation was a theme across the whole period but for different motives. Stalins command economy makes him unlike a Red Tsar, as it was more state lead than the economy under the Tsars. Moreover Lenins refusal to pay any foreign debts, meant that Stalins economy had to survive without any foreign loans, expertise and investment, which during the Great Spurt allowed the Tsars to make tremendous economic progress39. The creation of the Soviet Union as a world power was both important to Stalin, and the Tsars such as Nicholas II, who believed economic modernisation would strengthen Russias position in the world. The deliberate modernisation40 experienced under these leaders was an attempt to reform Russias backward economy, although it still remained just as insufficient and wasteful41 under Stalins rule. Stalins centralised economy was concentrated on his 5 year plans, although economic planning was important in all soviet economies these plans were a landmark in soviet history42. However these plans were harsh on the peasants, and like many economic policies of the Tsars. Stalin and the Tsars exploited the peasants for their own economic gain, the seizure of grain and limited rights put the rulers at an economic advantage, while both Lenin and Khrushchev refrained from exploiting the peasants to the extent which Stalin did and Lenin in particular believed that peasants should not be forced into collective farms. Therefore in theory Stalins planning aligns him with both Lenin and Khrushchev, but his practices such as the recognition for the need of wage differentials and exploitation of the peasants show a betrayal of Marxism, although there is some exploitation of the peasants under during NEP, but not as extreme. As a result, in practice Stalin may have appeared economically a Red Tsar, but in theory and policy he is similar to the other communist leaders. To conclude, whilst on the surface many of Stalins similarities with the other communist leaders appear only to be ideological, it is important to note that Lenin laid the foundations for the development of Stalinism through his use of purges and class warfare. It must be clearly recognised that features such as economic planning, reliance on i lites and grain requisitioning were common to all three of the communist leaders in this period. However despite this, Stalins image as a Red Tsar is particularly apt with relation to due to his traditional beliefs, his creation of a cult of personality and harsh treatment of peasants. Although there was an atmosphere of fear within the population of Little People under both Stalin and the Tsars, it is unreasonable to compare the brutalities of Stalins regime to those committed by the Tsars. Therefore whilst Stalin has many elements to show how similar he was to the Tsars, Lenins state allowed for these to form, distancing Stalin from his title of Red Tsar. Hence concluding that autocracy was inevitable in Russia during this period due to the situation in Russia and that Stalinism was effectively a fusion of communism and Tsarism.

Academic freedom in Australia Essays

Academic freedom in Australia Essays Academic freedom in Australia Essay Academic freedom in Australia Essay Academic freedom in Australia: a suzerain province? On 24 September, 2013 Deakin University became one of merely four Australian universities with a dedicated policy on academic freedom. The rules and doctrine of academic freedom have been long †¦ What is it about our universities that makes etc What is the province of dissent in Australian universities? This inquiry is surprisingly hard to reply. There is rather a batch of dissent expressed in both professional and public fora, with no troubles anticipated or encountered ; at the same clip, there is rather a batch of suppression and suppression of dissent. There are a figure of ways to near the issue. One attack is to look at policies and official statements about academic freedom. Martin 2002 ; 7 The right to rational freedom and the responsibility of universities non to interfere with that right is a difficult won and long held tradition and is recognised by the most Enterprise Agreements in Australian universities consequently. Academic and rational freedom in the university scene is a negative right or autonomy to print and pass on freely. This imposes a negative responsibility on the university - that is, a responsibility non to interfere in academic freedom of address. [ 1 ] In a study of all 39 Australian universities and their endeavor understandings in 2001, Jackson found that while about half made some mention to academic freedom in their understandings, approximately one tierce contained elaborate clauses on academic freedom. At one terminal of the study, the University of Adelaide understanding contained an extended academic freedom clause, associating academic freedom to professionalism and duty, at the other Deakin University had no academic freedom clause at all, along with half the universities in the state. Jackson observes, nevertheless, that the move to integrate some look of committedness to academic freedom had begun and that by 2003 both the University of Sydney and the University of Melbourne had expansive clauses recognizing academic freedom, the latter committing to defending the academic freedom of all staff and pupils to prosecute in critical enquiry, rational discourse and public contention without fright or favour. [ 2 ] As Jackson indicates, endeavor understandings were non the lone beginning of committedness to the dogmas of academic freedom, with a figure of establishments enshrining it in codifications of behavior. In 2001, the Southern Cross UniversityCode of Conductwent every bit far as showing academic freedom as a warrant: The University shall: ( a ) Guarantee academic freedom of both enquiry and look provided such enquiry and look does non conflict applicable State or Commonwealth statute law ( such as calumny and privateness Torahs ) and provided that if differences arise, the University s difference declaration patterns are observed. [ 3 ] Since August, 2012 the Southern Cross University appears to hold resiled from such a warrant. While the university’s newCode of Conductupholds the right of its staff to take part and freely prosecute in public argument, it does so with considerable making. Such engagement must now associate directly to the academic or other specialized capable country of an employee’s country of expertness, the officer may utilize the University’s name and reference and give the rubric of his or her University assignment in order to set up his or her credentials. [ 4 ] In relation to public remark, most of the universities cited in contained clauses that sought a balance between the right to academic freedom and a duty to show that freedom within the bounds of academic expertness and without bias to the university. Griffith University’sCode of Conductprovinces: This Code does non take away from the academic freedom of staff of the University. As a staff member you are encouraged to prosecute critical and unfastened enquiry and engage in constructive unfavorable judgment on affairs of public concern within your country of expertise. [ 5 ] This is the tenor of the diction in most understandings citing academic freedom and In 2012 all but two Australian universities - the University of Notre Dame and the University of Southern Queensland - have substantial clauses of rational freedom. The jurisprudence associating to academic freedom in Australia In a landmark instance in February 2001, a University of Wollongong academic Ted Steele was summarily dismissed for talking out against ( what he claimed were ) falling criterions due to the soft marking’ he was instructed to use by university disposal. In the Steele Case’ , the University was pursued to the Federal Court for unjust dismissal by the National Tertiary Education Union ( NTEU ) . The full bench of the Federal Court ruled in Steele’s favour the undermentioned twelvemonth and the faculty member was reinstated ( before making a colony with the university ) . While the argument around academic freedom had in fact raged diversely throughout the state during the 50 old ages prior, the Steele instance became a landmark in the defense mechanism of academic freedom in Australia and, significantly, a trial for how a dismissal, perceived as an onslaught on academic freedom and free address, can backlash on a university disposal. [ 6 ] Following the Steele instance, the NTEU escalated its lobbying of the Commonwealth authorities to present legislative protection for academic freedom for Australian universities. This instance - and a figure of abuses on academic freedom Senate Standing Committee on Education, Employment and Workplace Relations ( SSCEEWR ) Inquiry into Academic Freedom in the 2nd half of 2008 In Australia, the Senate Standing Committee on Education, Employment and Workplace Relations ( SSCEEWR ) conducted an Inquiry into Academic Freedom in the 2nd half of 2008. The enquiry had been established in the deceasing yearss of the Coalition-controlled Senate in late June 2008. On 4 December the Inquiry released its study. A study of such an enquiry normally has the same rubric as the Inquiry itself. In a intimation of its findings, this study bears the rubric Allegations of academic prejudice in universities and schools’ ( SSCEEWR 2008 ) . Gelber 2008 The NTEU re-defined rational freedom to include: the rights of all staff and pupils of higher instruction establishments to take part in determination devising procedures and constructions within their establishment, including the right to show sentiments about the operations of that establishment and higher instruction policy more generally. [ 7 ] Macquarie University Jackson makes the of import point that while a codification is non contractual an statement might be made that a codification making or attesting positive rights such as academic freedom would make an estoppel †¦ . Damaging trust by an academic on the codification would do it conscienceless for the university to disregard the statements in the code. [ 8 ] This instance - inter alia - and serious lobbying by the NTEU precipitated a move by the so Labor Government to amend theHigher Education Support Act 2003in 2011.The amendments were to include expressed mention in its objects to the publicity and protection of free rational enquiry in acquisition, instruction and research and to bind support of universities to a committedness to have policy upholding free rational enquiry in relation to acquisition, instruction and research ( s.19.115 ) . The Act now requires all higher instruction suppliers to conform to the amendments ( s.19.115 of the Act ) in order to run into the Tertiary Education Quality and Standards Agency ( TEQSA ) ’s supplier enrollment criterions for continued support. Academic freedom and Victorian universities A study of Victoria’s eight universities by the Deakin University Policy Office indicates all have in topographic point endeavor understandings incorporating commissariats for rational freedom. These commissariats are translated diversely to other policy places across the universities. All but the University of Melbourne contain their in agreement statements on academic freedom within their Media policies. The University of Melbourne addresses the issue of academic freedom within a specific policy on Academic Freedom of Expression. RMIT University, Monash University and Deakin University provide for academic freedom in both their media policies and codifications of behavior. All but the University of Melbourne contain a statement back uping academic freedom with the caution that such freedom must be exercised within an academic’s country of expertness. The universities vary in their application of limitations on other facets of communicating from within the university. The University of MelbourneAcademic Freedom of Expressionpolicy goes good beyond the commissariats of its endeavor understanding, saying obviously the express right of all bookmans at the University to seek for truth and to keep and show diverse opinions. It stresses that such look should be robust and uninhibited and recognises besides that bookmans are entitled to show their thoughts and sentiments even when making so may do offence. The University of MelbourneAcademic Freedom of Expressionpolicy does do a statement of academic duty but without prohibition. The policy stresses that scholars may keep their ain positions and talk freely on all subjects, even outside their expertness, and even placing themselves as members of the University. The policy requests merely that faculty members express themselves reasonably and in good faith and that discourse entered into should be in accord with the rules of academic and research moralss, where applicable. The policy concludes: The University recognises that these rules may change harmonizing to the context in which the discourse occurs. The University of Melbourne Collective Agreement 2010 captures rational freedom merely in its cardinal rules, but is already more expansive than any other Australian university: Intellectual freedom means the freedom of academic staff, and, to the extent consistent with their employment duties and function, professional staff, to prosecute in critical enquiry, rational discourse and public contention without fright or favor, but does non include the right to hassle, intimidate or vilify. Mentions Griffith University. Code of Conduct. hypertext transfer protocol: //policies.griffith.edu.au/pdf/Code % 20of % 20Conduct.pdf. Jackson, J.G. Express Rights to Academic Freedom in Australian Public University Employment. Southern Cross University Law Review 9 ( 2005 ) : 107-45. Martin, Brian. Dilemmas of Defending Dissent: The Dismissal of Ted Steele from the University of Wollongong. The Australian Universities Review 45, no. 2 ( 2002 ) : 7-17. National Tertiary Education Union. NTEU Submission to the House of Representatives Standing Committee on Legal and Constitutional Affairs Inquiry into Whistle-Blower Protections within the Australian Government Public Sector. Canberrra: National Tertiary Education Union. , 2008. Southern Cross University. Code of Conduct. hypertext transfer protocol: //policies.scu.edu.au/view.current.php? id=00030 # maj13. 1

Star Alliance in the field of Marketing Essay Example | Topics and Well Written Essays - 3000 words

Star Alliance in the field of Marketing - Essay Example Alliances were an appropriate response to the market change by the leading airlines. Star Alliance is the largest with a market share of 23.6 percent followed by Sky Team, Oneworld and Wings (Czipura & Jolly, 2007). This paper will discuss how at Star, the benefits are reaped both by the customers and the airlines, the route setup and the basis, the problems and pitfalls encountered and how Star Alliance differentiates itself from other airline alliances. The Star Alliance started as a joint marketing effort between United Airlines and Air Canada in 1992 and was formed on the premise that each could derive benefits from expanding the range of cooperation. They wanted to increase the membership and devolve authority towards a more centralized and independent organization structure (Anslinger & Jenk, 2004). By 1997 Scandinavian Air System (SAS), Deutsche Lufthansa, Thai Airways International had joined the alliance. These five members signed bilateral agreements regarding code sharing, joint marketing activities, and flight schedule coordination (Czipura & Jolly, 2007). The alliance wanted to exploit the benefits of a worldwide network. By 2006, there were 18 full members in addition to several regional members and member candidates. Today it has 24 members and has a centralized set of activities and functions. The Star Alliance serves 855 airports in 155 (StarAlliance.com, 2007) countries and expects to achieve substantial savings thr ough rationalizing their operations and in the process squeezing out competitors (Boyd, 2001). Airlines have little control over fixed expenditure like aircraft and equipments and the labor costs account for almost one-third expenses in the industry. As such most airlines are looking for saving expenditure in other areas. In 2001, Star Alliance created a new and more stable management structure. Prior to this, the alliance was driven by the individual

Where the Wild Things Are Essay Example | Topics and Well Written Essays - 500 words

Where the Wild Things Are - Essay Example Initially, Sendak wanted to put horses in place of wild things, but he abandoned the idea as he realized he could not draw horses better than wild beasts and mosters. As his mother locked him up in his room without offering him supper, he had an intrinsic desire to conquer his fear of wild things. Therefore, in his subconscious, he decided to confront them. The conversion of room of limited capacity into a world as vast as accommodative of sea, jungle and the wonderland full of wild things is all Max’s fantasy. As the ship took Max to the land occupied by wild things, he visualized the most fearful images of wild things in their extreme aggression he had for long been fearful of. Particularly from a child’s perspective, the way author narrated the rage of wild things is captivating. Beasts with large rolling yellow eyes and cluttering pointed teeth are the typical images of wild things that folk tales conventionally make use of. It is so because for children, rage reflects in the eyes and jaws of wild things. However, Max’s subconscious had taken him to the land of wild things, not to get frightened, but instead, to frighten them. So he stupefied the wild things by giving them a uninterrupted stare. The author has a solid reason why Max can frighten the wild things by staring at them without blinking. The reason is that when we, as adults, sternly forbid the children from doing something, we tend to give them a stern look, and try not to blink our eyes. This conveys a solid message to the children that we mean what we say. Likewise, Max conveyed his message to the wild things that he ought not to fear them. This made him the king of wild things and he ruled them. This is when, Max conquered his fear of wild things. Although Max’s mother had punished him, yet he always knew she loved him by heart and would not leave him hungry. He did not see his mum put supper in his room. Even

And Sun Also Rises Essay Example for Free

And Sun Also Rises Essay This paper discusses Ernest Hemingway’s novel And Sun Also Rises (1926) and takes an in-depth analysis of the development of the female character Lady Brett Ashley in trying to come up with better understanding of the character’s role in the novel. Hemingway’s And Sun Also Rises is widely regarded as Hemingway’s best novel. It became the overnight Bible of the postwar generation. (Barrett, 724) The novel revolves the theme of damage done to Hemingway’s generation by the violence of World War I. All the main characters of the novel are to certain extent scarred by war. Some of them suffer physical injuries like Jake or Count Mippipopolous and others bear the psychological trauma of â€Å"lost generation† (the phrase belonged to Hemingway’s friend Gertrude Stein and became the novel’s first epigraph). Among those psychologically deteriorated individuals Lady Brett Ashley is a controversial character that evokes different readers’ and critics’ reaction. This paper explores the path by which Lady Ashley’s character develops through the novel. With the first meeting with Brett Ashley her individual female sexual appeal and exceptional general attractiveness is revealed. From the beginning of the book, men find her irresistible. When Jake, as narrator, first introduces Brett, he says, â€Å"Brett was damned good-looking. She wore a slipover jersey sweater and a tweed skirt, and her hair was brushed back like a boy’s. She started all that. She was built with curves like the hull of a racing yacht, and you missed none of it with that wool jersey† (Hemingway, 22). Robert Cohn, too, is immediately captivated by Brett, and a short time later, he says, â€Å"She’s a remarkably attractive woman† (Hemingway, 38). She is a strong and independent woman and probably these are the features that attract men more than her physical beauty. Her real tool is her charisma that strikes the men around her. Every significant male character in the novel, at one time or another, comments on Brett’s female attractiveness. When he is introduced to Brett, Bill Gorton says, â€Å"Beautiful lady† (Hemingway, 74); Mike Campbell says, â€Å"Brett, you are a lovely piece. Don’t you think she’s beautiful? † (Hemingway, 79) These compliments are like a refrain that is reiterated through the rest of the novel. Despite the abounding attention on men’s side Brett rejects to become committed to a single man, at least physically. Neither the affluence of attention nor her independence makes Brett a happy woman. Having first appeared as a careless free woman Brett Ashley turns out to be an unhappy and miserable creature just the same as all those who lived through the war. Brett is often described in the literary criticism as sexually promiscuous, or even a nymphomaniac, which seems extreme given that in the course of the story she has sexual relationships with, at most, three men her fiancee, Mike Campbell; Robert Cohn; and Pedro Romero. Some critics, like Edmund Wilson, assess Brett’s conduct as â€Å"bitch-like†; Wilson interprets Brett Ashley as â€Å"an exclusively destructive force† (p. 238). This interpretation, plausibly, is directly related rely to Brett’s own assertion that she makes to Jake after she leaves Romero: â€Å"You know it makes one feel rather good deciding not to be a bitch† (Hemingway, 245). Nonetheless it is difficult to agree with such interpretation of Brett’s character. First of all it is known that she is one of the â€Å"lost generation†, the people whose youth fell on the post-war period when the relationships and responsibilities were loose and disordered, and so Brett’s behavior merely reflects this time. Furthermore, though Brett never stayed with any man longer than she wanted, she never displayed cruelty in attitude toward men, so she could not destruct them to any degree. And the most important thing which explains Brett’s character is again related to the time of the novel. Brett Ashley belongs to those people whose thoughts are confused being affected by the war. So while looking for her way in life she fails in finding the lull for her psychological disturbances therefore continues her self-abusive conduct. Brett can be profoundly careless of the feelings of others. She scatters cigarette ashes on Jake’s rugs, and when Romero gives her a bull’s severed ear after a successful bullfight, she leaves the gift behind, stuffed in a hotel drawer. Cohn calls her a sadist when she is unmoved by the plight of the horses gored in the bullring. Certainly she uses Jake heartlessly at times, expecting him to introduce her to a man she desires, put up with her affairs, remain steadfast in his devotion to her, and faithfully run to her rescue on short notice when she finds herself at loose ends in another country. Yet she is also deeply unhappy and emotionally fragile. Viewed more sympathetically, she can be seen as a self-destructive woman, traumatized by the ugly and unromantic loss of her first love to dysentery in the war: â€Å"Brett hurts no one in the novel as severely as she hurts herself. Her nymphomania, her alcoholism, her constant fits of depression, and her obsession with bathing are all symptoms of an individual engaged in a consistent pattern of self-abuse† (Whitlow, 56). All in her misery she often complains to Jake, her only true friend, about her aimless existence and unsatisfying life. Her vagrancy from relationship to relationship is assimilated with Jake and company roaming around bars. As the novel unfolds one observes how Lady Ashley transforms from the self-confident independent woman into one who seems extremely awkward being by herself. That is why she is searching for the shelter in more or less stable though platonic relations with Jake. As with the other characters, World War I obviously played the determinative role in the formation Brett Ashley’s character. Having lost her true love during the war she elaborated the pattern of random relations, especially with regard to men. Her skepticism and lost faith in search for true love symbolizes the search of the whole lost generation for their decayed values. Unable to find support in the traditional convictions that imposed certain meaning to her life Brett feels morally lost. Having lost belief in anything Brett together with her friends is trying to escape the reality and fill her empty life with careless wandering from bar to bar, living night life, drinking and entertaining, doing everything that fits into the notion escapist activity. The character of Lady Brett Ashley is developing through the novel from the initial impression of careless but happy woman into the typical representative of post-war generation with aimless way in life. Parties, free love and other kinds of merry-making are only the futile distraction for concealing the sorrow and insecurity that filled her soul.

Social Networking Safety :: Social Networks, Facebook, Twitter

MySpace gained popularity when businesses and bands began using it for advertising. Since the launch of Facebook, both have made social networking part of daily life for millions of people worldwide. Internet relationships have become more popular and face-to-face interactions have become more rare. Though these websites allow friends to stay in touch more easily, they also raise safety concerns. Predators have found ways to gain access to innocent bystanders. The age of account users on these sites has become an issue. Parents’ main priority for their children when it comes to the internet is their safety. The safety risk has caused many parents to ban social networking sites in their home. The question on everyone’s mind is, is it worth risking personal safety to communicate more easily? While staying in touch with friends is essential to adolescent development, there are less risky ways to do so. An article by Jennifer Sexton and Marlanda English states that online sites put young people at risk for online predators when they believe they are socializing with friends. Cyber relationships can delay the growth of real relationships according to Sylvia Engdahl in Online Social Networking. Anne Whittaker and Geraldine Wagner wrote that these websites can stimulate the economy by creating advertising opportunities. Advertising and socializing can be combined with these sites, and as Craig Belanger and Laura Finley wrote in an online article, they allow even the shyest of people to express themselves freely. MySpace is a great place to advertise businesses, while Facebook can create the virtual interaction that everyone seeks. Safety precautions can be implemented to ensure only those of suitable age can have access to these sites. Each year there are more advances in technology that allow the world to connect on more personal levels. The new-found popularity of social networking sites accompanies advancements in technology. Social sites allow people around the world to connect with one another in an instant without much hassle. With many great achievements or advancements comes a controversy. The controversy over the popularity and use of social networking sites has alarmed groups of people around the globe. Each group seems to have its own opinion on each miniscule detail of the ever popular sites such as MySpace and Facebook, and they state their opinion in every way possible. While advancements in technology have allowed social networking sites such as MySpace and Facebook to connect people around the world, they may be releasing too much information and therefore making innocent people vulnerable to dangerous situations.

Narrative Paragraph Essay

The toddler climbed laboriously up onto the stool, determined to â€Å"help† her mother. But her mother did not notice; she was far too busy with the frantic preparations for the birthday party. Ten three-year-olds and their mothers coming for an afternoon of treats, games and face painting: a herald of another party, ten years from now, when make up would be the order of the day, the child’s father had observed. As the mixer whirred and the dishwasher swished and the oven beeped its warning of impending culinary disaster, the child’s attempt to be a part of the busy-ness was more than her mother could attend to. She did not notice when the girl reached the top of the stool, nor did she see the tiny hand reach out toward the glinting beaters as they beat the pale golden batter. As she faced the oven, removing the first cookie tray, she heard the scream. Whirling, she took in the tiny hand held high, the tragic face, and the stream of scarlet mixing itself into th e cake. A kiss, a cuddle and a band-aid calmed the birthday girl; a shake of her head and a moment of revelation calmed her mother. A birthday candle in a cookie would be just fine. See more: how to start a narrative essay Paragraph Analysis Purpose: to tell a brief story Structure: no real thesis statement, as there is nothing to be proven in this paragraph, but there is an introductory sentence that establishes character, setting and situation, there are body sentences, and there is a concluding sentence that summarizes the resolution of the main conflict Language: language is relatively casual and includes a single example of the language of the three-year-old child to help establish character Features: narrative components such as plot, characters, setting, conflict and resolution are evident; use of onomatopoeia (â€Å"whirred,† â€Å"swished,† â€Å"beeped†) to mimic the distracting effects of the busy kitchen EXPOSITORY PARAGRAPH An expository paragraph explains something; its purpose is to help the reader understand. In order to ensure that the purpose is achieved, the writer of the paragraph may utilize a number of paragraph features and language techniques. One essential feature is logical organization. This may take a number of forms, including demonstrating cause and effect or following a  chronological order. Another important feature is providing support for the explanation being made. This support may consist of examples, illustrations, statistical or expert evidence, or even appropriate anecdotes. A final critical feature is clarity of language. The paragraph may make employ language devices such as metaphors or allusions to help illustrate its points, but they must be relatively straight forward and easy to follow so that no misunderstanding of the important points will occur. By employing these kinds of features and techniques, the writer of an expository paragraph will ensure that the paragraph’s meaning is clear to the reader. Paragraph Analysis Purpose: to explain some of the techniques used by the writer of an expository paragraph to achieve his or her purpose (!) Structure: The first sentence is a topic sentence; the second is the thesis statement. The body sentences list, explain and give examples of the paragraph’s features, and the concluding sentence summarizes the main point of the paragraph. Language: language is relatively formal Features: The paragraph uses a format of making a point followed by examples. There is â€Å"listing† transition (â€Å"One essential feature,† â€Å"Another important feature,† â€Å"A final critical feature†) between sentences to help the flow of the paragraph. PERSUASIVE PARAGRAPH Telephone solicitation is more than just an annoyance to those on the receiving end of the calls. In fact, telephone solicitation can be disastrous for people in all kinds of situations and, thus, must be stopped. For one thing, telephone solicitation typically occurs in the late afternoon and early evening, prime family time. This can cause chaos in two ways. One, continual interruption of shared family meal times, rare as they can be, can put a significant strain on family relationships; this is a troublesome point in light of the divorce statistics of today. Even worse, when families are embroiled in homework wars or are having trouble getting toddlers to bed, a poorly-timed telephone call may be the straw that breaks the camel’s back, moving the suffering parents to lose their cool  completely. This could result in a form of domestic violence, verbal or even physical: yet another reason for a family to break apart. Another way in which telephone solicitation can prove dangerous to people stems from its very familiarity. Because so many telephone calls come from telephone solicitors, offering everything from insurance opportunities to vinyl siding, the calls become accepted as a legitimate way to do business. This plays into the hands of criminals. The trust individuals place in the honesty of the legitimate solicitors is extended to those who are, in fact, dishonest and out to abscond with the proceeds of others’ bank accounts. Clearly, in order to save families and their hard-earned dollars, telephone solicitation should be banned. Paragraph Analysis Purpose: to convince the reader that telephone solicitation should be banned Structure: introductory sentence, thesis statement (sentence #2), body sentences which provide examples for points made, a concluding sentence which states the thesis in stronger terms Language: language is emotionally loaded at times (ex., â€Å"disastrous,† â€Å"chaos,† â€Å"embroiled in homework wars,† â€Å"domestic violence†); added words such as â€Å"Clearly† in the concluding sentence makes it difficult to argue against the point Features: strong rhetorical language; a variety of sentence lengths keep the paragraph moving; short sentences highlight and give â€Å"punch† to inflammatory statements (ex., â€Å"This plays into the hands of criminals.†); stops argument by stating that the evidence â€Å"clearly† supports the thesis LITERARY PARGRAPH Holden Caulfield, the narrator and protagonist of J.D.Salinger’s well-known novel, The Catcher in the Rye, is an unreliable narrator. This leads the reader to suspect that Holden’s story is not all that is appears, and coaxes the reader to look more deeply into the character and his situation. Very early in the novel, Holden himself casts doubt on his reliability as a narrator when he confesses to his in-story audience, a psycho-therapist, that he is â€Å"the most terrific liar you ever saw in your life. It’s awful† (Chapter 3). This self-indictment alerts the reader to the fact that everything Holden says will need to be taken with a grain of salt and that it will be important to look beyond the surface of the text. Later in the  novel, Holden relates a story about his date with a girlfriend in which she tells him to stop yelling at a club. He protests that he â€Å"wasn’t even yelling† but it is clear from his description that he probably was yelling, and that his girlfriend was trying to calm him down. This incident, and others like it, suggests that Holden is not good at monitoring his own behaviour. This again calls into question Holden’s explanations of what goes on in the novel and encourages the reader to look seriously at the words spoken by the other characters, even if they are related through Holden’s eyes. Thus, through both Holden’s explicit assessments of his own personality and the implicit meaning of the events in the story, the reader can see that Holden Caulfield is a less-than-reliable narrator whose story must be examined deeply in order to be understood. Paragraph Analysis Purpose: to interpret and explain an aspect of a literary text Structure: First two sentences work together to alert the reader to the topic and the thesis. The body sentences extend the discussion, and the conluding sentence restated the thesis. Language: language is formal and makes use of integrated quotations to add to the authority of the interpretation Features: identifies the title of the work and the author in the introductory sentence; uses literary terms (i.e., â€Å"unreliable narrator†); uses integrated quotations to support the discussion; remains focused exclusively on the text (no â€Å"real life† references)