In Civil Peace, How Does War Affect Society Essay Example for Free

In Civil Peace, How Does War Affect Society Essay In human history, especially in the ninetieth century and the twentieth century, there were many civil wars in different countries because of political, economic, religious, ethnic, and cultural conflicts, for example, the American Civil War between the United States and several southern slaves states from 1861 to 1865; the Korean Civil War between the Republic of Korea and Democratic people Republic of Korea from 1950 to 1953; the Chinese Civil War between the Republic of China and the Communist Party of China from 1927 to 1950, and the Nigeria Civil War between the Hausas Party and the Igbo Party from 1967 to 1970. Civil wars cause serious poverty and starvation for the people, kill tens of thousands of soldiers and civilians, and bring tragedies to many families. For instance, in the Korean Civil war, more than one million soldiers and civilians were killed, including over 40,000 American soldiers, 511,493 South Korean soldiers and civilians, about 400,000 North Koreans, and over 148,000 Chinese soldiers. Therefore, civil wars affect societies severely. In â€Å"Civil Peace†, the war causes terrible casualties of civilians and soldiers, results in fearful society instability, and destroys tremendous infrastructures and houses. In human history, especially in the ninetieth century and the twentieth century, there were many civil wars in different countries because of political, economic, religious, ethnic, and cultural conflicts, for example, the American Civil War between the United States and several southern slaves states from 1861 to 1865;[1] the Korean Civil War between the Republic of Korea and Democratic people Republic of Korea from 1950 to 1953;[2] the Chinese Civil War between the Republic of China and the Communist Party of China from 1927 to 1950, and the Nigeria Civil War between the Hausas Party and the Igbo Party from 1967 to 1970. 3] Civil wars cause serious poverty and starvation for the people, kill tens of thousands of soldiers and civilians, and bring tragedies to many families. For instance, in the Korean Civil war, more than one million soldiers and civilians were killed, including over 40,000 American soldiers, 511,493 South Korean soldiers and civilians, about 400,000 North Koreans, and over 148,000 Chinese soldiers. [4] Therefore, civil wars affect societies severely. In â€Å"Civil Peace†, the war causes terrible casualties of civilians and soldiers, results in fearful society instability, and destroys tremendous infrastructures and houses. First, most Nigerian civilians live in hunger and malnutrition, but more miserably, tens of thousands soldiers and civilians are killed during the devastating civil war. It is estimated that about 180,000 soldiers and civilians were battle deaths and non-battle deaths. [5] Contrary to Jonathan’s luckiness, such as â€Å"He had come out of war with five inestimable blessing-his head, his wife Maria’s head and the heads of three out of their four children†(Achebe 20), many parents lost all of their children and many other children lost their parents. They all live in extreme grief and sorrow of losing their family members. Furthermore, those children whose parents are dead can hardly survive in the extreme postwar poverty. A lot of people suffer life poverty and spiritual grief. Most important, civil war brings tragedies to many families. These tragedies will affect survivors forever. Secondly, civil war not only results in lots of corporations being closed down and many employees being unemployed, but also brings social instability. For example, most of Jonathan’s fellow ex-miners cannot find jobs. They cook meals that they scrounge together in Bournvita tins. Moreover, because a large number civilian population lacks food and money and they are always in starvation; some civilians are forced to make a living through robbery. These robbers bring people serious fear and pain. In â€Å"Civil Peace†, after Jonathan brings his ex-gratia award back home, a gang of robbers comes and threatens that they will break into the house at night if he doesn’t give them one hundred pounds. â€Å"Jonathan and his family were now completely paralyzed by terror. Maria and the children sobbed inaudibly like lost souls. Jonathan groaned continuously† (Achebe 23). At last, the thieves rob Jonathan twenty pounds. Therefore, the Civil War causes serious social instability and brings civilians more sorrows. Thirdly, in addition to life hardships and spiritual grieves, tremendous infrastructures and houses are destroyed in the war. Many people become destitute and homeless. For example, when Jonathan comes back Enugu, he is astonished to find that â€Å"Only two houses away a huge concrete edifice some wealthy contractor had put up just before the war was a mountain of rubble† (Achebe 22). Some ex-miners are sleeping out of the offices because their houses are ruined in civil war. It is well known that roads, bridges, railways, and rban water and electricity facilities are always heavily destroyed during wars. Civilians suffer starvations during the days and endure cold during the nights because their houses are damaged. Indeed, it is inconceivable how tough conditions people live in during the war. Jonathan is an extra-ordinarily lucky man, but most civilians’ lives are tragic. Without food, houses, money, families and jobs, many people almost collapse into near-madness. Therefore, civil war results in numerous houses and infrastructures ruined. In addition, civil war will severely block postwar national economic development. The governments need to invest lots of money to rebuild ruined national infrastructures. â€Å"Nothing puzzles God† says Jonathan (Achebe 25), but civil wars puzzle everyone. Most Nigeria civilians undergo poverty, homelessness, cold and sadness. Civil wars not only bring extreme poverty and starvation, but also cause severe casualties of soldiers and civilians. Moreover, numerous houses and facilities are terribly ruined. In addition, a lot of factories and corporations are forced to close down. Above all, the civil war contributes to severe social instability, brings families tragedies, and causes people deep sorrows.

A Lesson before Dying by Ernest J. Gaines Essay -- A Lesson before Dyi

A Lesson before Dying, one of Ernest J. Gaines later works, was written in 1993. Some of his earlier works include A Gathering of Old Men and In My Father’s House. The novel covers a time period when blacks were still treated unfairly and looked down upon. Jefferson, a main character, has been wrongly accused of a crime and awaits his execution in jail. Grant, the story’s main protagonist must find it within himself to help Jefferson see that he is a man, which will allow him to walk bravely to his fate that lies in the execution chair. A Lesson before Dying captures the tale of a young teacher, who by helping another mistakenly finds his own soul. This paper explains the literary background of Gaines, facts about the novel, literary criticism, film reviews, social issues of the time, and a personal analysis of the movie. The story begins with a trial of Jefferson being accused of murder. During the trial his lawyer calls him a hog that is not even worthy of the death penalty. Ultimately Jefferson is sentenced to death by electrocution. During the weeks following Miss Emma, who is Jefferson’s "nanan", wishes for Grant Wiggins, a young schoolteacher to speak with Jefferson and make him understand that he is a man. Although Grant refuses he is forced to go by Tante Lou, his aunt and a good friend of Miss Emma’s. Upon their first few visits Jefferson is cold towards Grant and Miss Emma, obviously believing he is a hog, as the attorney has stated. He refuses food offered by his "nanan", saying that "food aint for hogs." After Frequent visits, Jefferson begins to open himself up to Grant and speak about his feelings. Once Jefferson trusts Grant he is able to realize that he is a man and not a worthless hog. Through helping Jefferson become a man, Grant has done his own unconscious soul search ing which has helped him find who he is, and has found him a place with God. Ernest J. Gaines was an African American writer who was born on January 15, 1933 in Oscar, Louisiana. Although Gaines’ schooling was limited to a few classes, he attended at San Francisco State and Stanford University he was able to become a distinguished author of his time. A few of his most recognized works include The Autobiography of Miss Jane Pitman and In My Fathers House. Gaines grew up on a farm where he helped his family by working in the fields where he was paid only $.50 a day. Whe... ...The turning point was when Jefferson opened up to Grant and he was able to convince him that he was not a hog, but a man. I also believe it was the most moving scene of the movie. All the emotions that were put into words in the book came to life in the movie. Overall I thought that the movie was a very good interpretation of the novel. It is very rare to find a movie that follows the book so precisely. I think that even if I had not read the book I would have understood the movie well enough to follow along and understand Gaines’ message. I thought it was very moving, especially being able to see the characters of the book come to life in the movie. In conclusion, Ernest J. Gaines presents to us, the reader, a story about man’s ability to triumph over life’s obstacles when sometimes faced with harsh realities. For Grant, it was helping Jefferson to realize who he was, that gave him the strength to find himself. Sometimes the answers to life’s problems are not always cut and dry. The solutions can not always be seen clearly, but it is important to never give up. It is in the worst times when we must look to ourselves and examine who we are in order to thrive and carry on.

Carol Ann Duffy uses the theme of growing up in her poem Essay

Carol Ann Duffy uses the theme of growing up in her poem ‘In Mrs Tilscher’s Class’. She starts off by setting the first stanza in a class in a primary school. She uses ‘you could travel up the Blue Nile with your finger, tracing the route while Mrs Tilscher chanted the scenery. Tana. Ethiopia. Khartoum. Aswan’. This quite obviously tells us that she teaching the young, ambitious class with a globe, again referring back to the classroom scenery as most primary school classrooms have globes. Then she says ‘That for an hour, then a skittle of milk and the chalky pyramids rubbed into dust’. Here, Carol Ann Duffy is showing that when the geography lesson has finished and the children have had a break they simply forget about what they’ve been taught. She also refers back to the geography with chalky pyramids. This stanza basically emphasising the happiness of the children at that age. ‘This was better than home. Enthralling books. The classroom glowed like a sweetshop’. This is the opening two lines of the second stanza again showing the happiness and excitement of the children. ‘Better than home’ home is great so school must be even greater. ‘The classroom glowed like a sweetshop’ a child’s favourite place is a sweetshop so Carol Ann Duffy here is using a simile showing that the atmosphere in her classroom is electrified by excited children as if they’re in their favourite sweet shop. ‘Brady and Hindley’ these were two child murderers that the children wouldn’t know about. Carol Ann Duffy, I think, has added these to humiliate them and to show the reader that the children are safe and in a totally different world to the murderers. ‘Mrs Tilscher loved you. Some mornings, you found she’d left a gold star by your name’ the poet here is showing the reader the relationship between Mrs Tilscher and her children, again referring back to this really happy atmosphere and how Mrs Tilscher puts herself out to keep these children eager to learn, maybe, the next country or continent on the globe or looking at Vincent Van Gogh’s famous paintings. Moving on to the next stanza, Carol Ann Duffy has started with ‘Over the Easter term, the inky tadpoles changed from commas into exclamation marks’. This is definitely a signal from the poet that the children are growing up. The poet here has put the poem into reality going back to when the reader was at this stage, everyone had the tadpoles experience before Easter then come back and they’d all turned into frogs but here the poet is putting the children in conjunction with the tadpoles signifying that they are growing up as well. As you can see Carol Ann Duffy, the poet, adds something in this stanza that almost everybody has the experience of as a youngster, ‘A rough boy told you how you were born. You kicked him, but stared at your parents, appalled, when you got back home’. It was that day never to be forgotten, the day you found out that you don’t just pop out your mums belly button but everybody, eventually, takes in the truth and carries on with their lives. The next stanza begins. By now the children aren’t really, in fact, children anymore. They’ve finally reached the final curtain before senior school. They were in their last term of primary school and what fools they were to believe that this was a relief. ‘That feverish July, the air tasted of electricity. A tangible alarm made you always untidy, hot, fractious under the heavy, sexy sky’. Here, the poet is just emphasising the summer season and hot weather and I think with the use of the word electricity she means how immensely excited they were about leaving. ‘You asked her how you were born and Mrs Tilscher smiled, then turned away’. Again referring back to the, once disgusting but now quite interesting, subject of sex, here showing that their minds still don’t really want to believe it but aren’t perfectly sure what’s true and what isn’t. ‘Mrs Tilscher smiled, then turned away’. Here again emphasising that sex isn’t to be found out about at this age and certainly isn’t a subject of conversation for the classroom. ‘Reports were handed out. You ran through the gates, impatient to be grown, as the sky splits into a thunderstorm. It must be the last day; the children are extremely excited about leaving. First of all, at the end of the day, you get your report and without even saying your last goodbyes you’ve ran through the gates, but these may not be the gates of your school but the gates to a bumpy ride to hell! ‘Impatient to be grown’ after all the children or should I say young adults have hit the puberty barrier and now want to be just like their mother and father, no longer embarrassed about sex but wanting to be involved with it. ‘As the sky split open into a thunderstorm’ this is a very powerful use of language, it almost hits the reader. But Carol Ann Duffy is basically showing the reader that they don’t know what they’re in for and could turn out to be horrendous. The use of the word thunderstorm maybe referring back to the weather because usually after really hot days after days you get a thunderstorm and also could be referring back to the unsafe world looking back at Child murderers Brady and Hindley.

Kazakhstan’s Most Problematic Factor for Doing Business...

In the period of globalization today Kazakhstan is known as a competitive and pressing towards to be economically developed country, due to its determination and activeness in the world area of global problems. The world economic forum report on global competitiveness for 2012-2013 shows that Kazakhstan is appreciated as ready for competitiveness and it has taken 51 position from 126 ones, which is actually reputable result for such country like Kazakhstan. The country is ahead from Russian Federation and India 16 and 8 positions respectively, which is also unquestionably perfect development, providing that GDP of these countries is 9 times greater than Kazakhstan’s GDP. The report for competitiveness represents that Kazakhstan’s most†¦show more content†¦The key issue is education system effect on economic development, which is one of the main measurements of competitiveness. Education has long been viewed as the way of economic growth. Theoretically it is emphasized that it has at least three mechanisms through which education can effect on economic growth. First, education can increase human capital, which is known today as employment, and it can have resulted on labor productivity. (Mankiw et al. (1992)) Second, there will be an increase in the innovative capacity of the economy and the new knowledge on new technologies, products, and processes promotes growth. (Lucas (1988), Romer (1990), Aghion and Howitt (1998)) Third, education can make the diffusion and the transmission of knowledge the way easy, and to successfully assess and implement the new technologies needed devised by others, which will also be a method of economic gro wth. (Nelson and Phelps (1966), Benhabib and