AntiWar Movement

The antiwar movement against Vietnam in the US from 1965-1971 was the most significant movement of its kind in the nation’s history. After evaluating different social theories such as: Functionalism, Conflict and Interactionism, I have decided to classify the Anti-War movement during the Vietnam War as a Conflict Theory. I feel the Anti-War Movement’s has characteristics of Neo-Marxism. Though the first American protests against U. S. intervention in Vietnam took place in 1963, the antiwar movement did not begin in diligence until two years later, when President Lyndon B. Johnson ordered massive U. S. military intervention and the sustained bombing of North Vietnam. Chambers) 2000. In the spring of 1965, â€Å"teach? ins† against the war were held on many college campuses. The Anti-War Movement was centered on America’s higher-education system, the students, playing leading roles. Teach-ins were extreme, massive public protests. By 1968 Protesters numbered close to seven million and over half of them were Caucasian college students. The teach-ins were primarily peaceful, but effective. They were successful in capturing the attention of the public as well as those in government. The motivation behind teach-ins were just that, with the hopes of further escalation in Vietnam to slow down or come to a halt. In April 1965, President Johnson gave a major Vietnam address at John Hopkins University, in response to the growing campus protest activity. This speech marked the political impact of campus demonstrations. (Electric Library) This is an example of Neo-Marxism. The protestors were getting a partial system change. They had the attention of the public, and most importantly the government. However, by 1967 a lot of anti-war activists began to think peaceful protests were not going to be enough to influence war policy, so they began using civil disobediences, strikes, public disruption, shouting at government speakers and guerilla theatre to get their message heard loud and clear. In March 1967, a national organization of draft resisters was formed. In April 1967, more than 300,000 people demonstrated against the war in New York. Six months later, 50,000 surrounded the Pentagon, sparking nearly 700 arrests. By this time it became typical for, senior Johnson administration officials to encounter demonstrators when speaking in public, forcing them to restrict their outside appearances. Many also had sons, daughters, or wives who opposed the war, fueling the sense of attack. Prominent participants in the antiwar movement included Dr. Benjamin Spock, Robert Lowell, Harry Belafonte, and Rev. Martin Luther King, Jr. With prominent leaders extending their support in the movement it gave the activist a great deal of motivation and validation. The social theory of Neo-Marxism was in full effect. By 1968, the Johnson administration realized the impact of widespread public opposition to the war and the troubling prospects in Vietnam, causing them to put a halt on the bombing of North Vietnam and to stabilize the ground war. This policy reversal was the major turning point. U. S. troop strength in Vietnam would climax at 543,000 (Chambers) 2000. The antiwar movement reached its peak under President Richard M. Nixon. In October 1969, more than 2 million people participated in Vietnam Moratorium protests across the country. The following month, over 500,000 demonstrated in Washington and 150,000 in San 4 Francisco. Militant protest, continued to spread, leading many Americans to wonder whether the war was worth a split society. And other forms of antiwar activity lingered on. The Nixon administration took a host of measures to dull the movement, mainly mobilizing supporters, smearing the movement, tracking it, withdrawing U. S. troops from Vietnam, instituting a draft lottery, and eventually ending draft calls. Once U. S. troops began coming home, the antiwar movement gradually declined between 1971 and 1975 (Chambers) 2000. The American movement against the Vietnam War was the most successful antiwar movement in U. S. history. The Neo-Marxism social theory is easily applied to the Anti-War Movement. The characteristics of the conflict were disorder, boycotts, intense conflict, commitment, and emotional involvement all of which resulted in system change. The activists involved in the Anti-War movement of this time were passionate and dedicated to seek change. They sought out peace and love for our Country and did not lose sight of their objective. They went to great lengths to achieve what seemed like the impossible. References http://www.encyclopedia.com/doc/1O126-VietnamAntiwarMovement.html AntiWar Movement The antiwar movement against Vietnam in the US from 1965-1971 was the most significant movement of its kind in the nation’s history. After evaluating different social theories such as: Functionalism, Conflict and Interactionism, I have decided to classify the Anti-War movement during the Vietnam War as a Conflict Theory. I feel the Anti-War Movement’s has characteristics of Neo-Marxism. Though the first American protests against U. S. intervention in Vietnam took place in 1963, the antiwar movement did not begin in diligence until two years later, when President Lyndon B. Johnson ordered massive U. S. military intervention and the sustained bombing of North Vietnam. Chambers) 2000. In the spring of 1965, â€Å"teach? ins† against the war were held on many college campuses. The Anti-War Movement was centered on America’s higher-education system, the students, playing leading roles. Teach-ins were extreme, massive public protests. By 1968 Protesters numbered close to seven million and over half of them were Caucasian college students. The teach-ins were primarily peaceful, but effective. They were successful in capturing the attention of the public as well as those in government. The motivation behind teach-ins were just that, with the hopes of further escalation in Vietnam to slow down or come to a halt. In April 1965, President Johnson gave a major Vietnam address at John Hopkins University, in response to the growing campus protest activity. This speech marked the political impact of campus demonstrations. (Electric Library) This is an example of Neo-Marxism. The protestors were getting a partial system change. They had the attention of the public, and most importantly the government. However, by 1967 a lot of anti-war activists began to think peaceful protests were not going to be enough to influence war policy, so they began using civil disobediences, strikes, public disruption, shouting at government speakers and guerilla theatre to get their message heard loud and clear. In March 1967, a national organization of draft resisters was formed. In April 1967, more than 300,000 people demonstrated against the war in New York. Six months later, 50,000 surrounded the Pentagon, sparking nearly 700 arrests. By this time it became typical for, senior Johnson administration officials to encounter demonstrators when speaking in public, forcing them to restrict their outside appearances. Many also had sons, daughters, or wives who opposed the war, fueling the sense of attack. Prominent participants in the antiwar movement included Dr. Benjamin Spock, Robert Lowell, Harry Belafonte, and Rev. Martin Luther King, Jr. With prominent leaders extending their support in the movement it gave the activist a great deal of motivation and validation. The social theory of Neo-Marxism was in full effect. By 1968, the Johnson administration realized the impact of widespread public opposition to the war and the troubling prospects in Vietnam, causing them to put a halt on the bombing of North Vietnam and to stabilize the ground war. This policy reversal was the major turning point. U. S. troop strength in Vietnam would climax at 543,000 (Chambers) 2000. The antiwar movement reached its peak under President Richard M. Nixon. In October 1969, more than 2 million people participated in Vietnam Moratorium protests across the country. The following month, over 500,000 demonstrated in Washington and 150,000 in San 4 Francisco. Militant protest, continued to spread, leading many Americans to wonder whether the war was worth a split society. And other forms of antiwar activity lingered on. The Nixon administration took a host of measures to dull the movement, mainly mobilizing supporters, smearing the movement, tracking it, withdrawing U. S. troops from Vietnam, instituting a draft lottery, and eventually ending draft calls. Once U. S. troops began coming home, the antiwar movement gradually declined between 1971 and 1975 (Chambers) 2000. The American movement against the Vietnam War was the most successful antiwar movement in U. S. history. The Neo-Marxism social theory is easily applied to the Anti-War Movement. The characteristics of the conflict were disorder, boycotts, intense conflict, commitment, and emotional involvement all of which resulted in system change. The activists involved in the Anti-War movement of this time were passionate and dedicated to seek change. They sought out peace and love for our Country and did not lose sight of their objective. They went to great lengths to achieve what seemed like the impossible. References http://www.encyclopedia.com/doc/1O126-VietnamAntiwarMovement.html

Policy brief on Poverty and Development in Argentina Assignment

Policy brief on Poverty and Development in Argentina - Assignment Example This report declares that poor enrolment rate of the poor population in Argentina was further worsened by the recent economic recessions that occurred in the years 1995 and 1999. There are viable strategies that could be adopted by the Argentinean government to ensure that this problem is arrested once and for all. The government should ensure that there is extension of greater investments in educational facilities, for example, extending the â€Å"Plan Social Educativo† that is currently in place. In addition to that, the government should also grant cash grants to its poor populations to ensure that their children are kept in school especially at the secondary level as this will greatly offset some of the economic incentives arising from leaving school and also cope with the impacts associated with unemployment. This paper makes a conclusion that there is actually a lot that the government of Argentina could do to arrest poverty issues in the country. The establishment or the creation of a system that will entail cost recovery from public university students who at most times tend to come from poor families and the creation of a nationwide system comprising of scholarships for students coming from poor families will be a great step in poverty reduction. Indeed, hope is not lost for Argentina as a country and therefore the adoption of the above strategies will greatly make the country to become a great economic hub in the world.

Analytical essay - Homage a rameau Example | Topics and Well Written Essays - 1750 words

Analytical - Homage a rameau - Essay Example r Jean-Philippe Rameau does not copy Rameau, but creates a textural analysis of his work, paying homage to his history, his life, his theories, and his compositional style. Jean-Philippe Rameau was a composer during the Baroque period whose music was marked by a technicality that expressed his desire to reflect music theory in his work. His work, â€Å"Hippolyte et Aricieâ€Å", was considered one of the best operas in the form of the tragedie en musique since the death of Jean-Baptiste Lully. Rameau desired to create new styles within new forms. â€Å"His harmonies were said to be more novel, his rhythms more skillful, his orchestrations more brilliant than Lully’s† (Arvey 101). Rameau In creating his work, Rameau also sought to develop the artistic side of the compositions. He said that â€Å"I try to conceal art by that same art†(Arvey 101). In creating his theory that harmony was derived from a natural sense of sound, he was reaching into the philosophical realm and extracting a way of thinking about music that was elevated above the pragmatism of the mathematical equations of harmony. He wrote with an â€Å"impressionistic palate† (Girdlestone 571) that was dramatic and emotional, however because of his time period, he was unable to break through the binding forms that Client’s diminished the brilliance of his construction. The way in which Rameau devised is theory allowed for the concept of the chord to be defined by the nature of the harmonic development. â€Å"Rameau brought theory into line with practice: realizing that the days of melody were over and much of the expressive power even of counterpoint was due to significant clashes of sound, he began his investigations with the chord given by the vibrating stringâ€Å" and in searching for the place to find that sound, he searched â€Å"in the sound of which can be detected the upper octave, the twelfth, the second octave, the major seventeenth, and higher harmonics† (Girdlestone 519-520). The way in