The Congress of Vienna Essays

The Congress of Vienna Essays The Congress of Vienna Essay The Congress of Vienna Essay The Congress of Vienna was an important alliance between European nations in the aftermath of the Napoleonic Empire. In the years 1814-1815 the Congress of Vienna met to try and reorganize Europe following Napoleon’s conquests. The results were important to the future of Europe and the four main countries involved were Austria, Prussia, Russia, and Great Britain. These countries were â€Å"chiefly instrumental in the overthrow of Napoleon† and their alliance had begun with the Treaty of Chaumont in 1814 (Congress of Vienna). The Congress of Vienna began its assembly five months after the first abdication of Napoleon Bonaparte, and completed it Final Act shortly before Napoleon’s Waterloo campaign. The results of the Congress of Vienna were widespread and very important to the history of Europe. Major conflicts arose over issues relating to the claims of Sweden, Denmark, and Russia over Poland and Saxony, and the adjustments that were to be made to Germany. The major agreements were that Poland would be split apart amongst Prussia and Austria, with some cities becoming incorporated as separate kingdoms. Prussia was to guard the Rhine against France for the Netherland, and Denmark lost Norway, which became part of Sweden. Other minor changes were made, including Austria’s compensation in the form of Lombardy and Venice and a confederation was created for Germany. Switzerland was also given a new constitution. The Papal States were returned to the pope and parts of today’s Italy were given to various people. â€Å"Free navigation of international rivers and diplomatic precedence† were agreed to as well (Congress of Vienna). The Final Act of the Congress of Vienna was to put all of the agreed upon terms into one document, which was signed in 1815, with only Spain refusing to sign because of its protest against the settlement reached as it related to Italy. The Congress of Vienna was incredibly influential in European history and the agreed upon terms were adhered to for more than 40 years. In the aftermath of the mess left by the Napoleonic Empire, the Congress of Vienna was able to make sense of the land that was left with no master and create a cohesive continent. Romanticism was an important literary and cultural movement that began around the time of the French Revolution and continuing until the coronation of Queen Victoria in England. This period saw a great many important writers come to the forefront, including Kant and Rousseau, and their ideals became important to the changing world. The main reason that Romantic writers championed feelings over reason was because their belief was that emotions were more important than reason because they could be seen as a source of creativity. As a part of nature, emotions were powerful and if tapped into could create magnificent art. The romantics emphasized intuition, creativity, and emotion far above the reason of the Age of Enlightenment. Poetry started the revolution of Romanticism and became the first vehicle by which it was brought to the forefront of society. Rousseau and Kant were two important figures in the Romantic period, especially surrounding the French Revolution. Rousseau reflected on human nature and freedom, and he stressed that all human beings had freedom and equality at birth. Kant, while dedicated more so to the reasoning of the Enlightenment, sought to prove Rousseau’s theories right in a more logical, reasonable way than Rousseau’s romantic notions. An important part of both men’s philosophy was nature and its influence on human beings. Rousseau is most known for his inspiring the French Revolution. Romanticism stressed the importance of nationalism. Religion took on new meanings during the Romantic period as well. The religion of the Reformation and the Enlightenment focused on spiritual salvation through reason and logic, something that the Romantics did not agree with. The emphasis on nature, emotion, and mysticism transferred from the literature and art of the Romantic period into the religious movement as well. The focus became the nature of the human being. This modified the ideals Europeans had about Middle Eastern religions such as Islam, because these religions had been Romantic in nature forever. It became more interesting and acceptable because of the focus on emotion and the person themselves. The Romantic period was a time of great changes in the world. Nationalism and emotion became important, while rationalism and reason were thrown by the wayside. The French Revolution had sparked a revolution in thought, ideals, and art as well, creating a different way of thinking and creating philosophers out of Rousseau and others. Many romantics were utopians who believed in something much different from the earlier Age of Reason (Brians). Brians, Paul. Romanticism. 1 Oct. 2004. Washington State University. 31 Jan. 2007 wsu. edu:8080/~brians/hum_303/romanticism. html. Congress of Vienna. Encyclopedia Britanica. Encyclopedia Britannica Online. 29 Jan. 2007 http://search. eb. com/eb/article-9075297. Napoleon I of France. Wikipedia. 31 Jan. 2007

Plato's ideas of a philosopher and its relevance in modern politics Essay

Plato's ideas of a philosopher and its relevance in modern politics - Essay Example They have important knowledge and are capable of achieving perfect one. They have the ability to educate the society with the truth due to the fact that they simply love wisdom and even just the thought of having it. They want to learn many things and it does not conceal the fact that indeed they love to acquire much more wisdom and they are more knowledgeable than any other. Regarding this, there are three important questions this essay addresses: Why, according to Plato, are philosophers considered useless by the general public? Why does Plato think that they are (potentially) useful? If the general public thinks that philosophers are useless, can they ever be useful? The metaphor of the ship â€Å"Imagine then a fleet or a ship in which there is a captain, who is taller and stronger than any of the crew, but he is a little deaf and has a similar infirmity in sight, and his knowledge of navigation is not much better†1. In this statement, Plato tried to emphasize that someone who is able to lead should definitely has knowledge about everything he or she is doing. It is not just enough to have physical strength just like the captain in the metaphor as having characteristics such as being taller and stronger than any of the crew in the ship, but it is important that someone must be able to have perfect knowledge about its role in order to play it perfectly right in front of the public. Plato did not deny the fact that someone who has the responsibility to lead should have important physical characteristics to ensure strength and possession of ultimate power. However, what he wanted to stress out is the fact that knowledge is important because just like the captain of the ship, the entire vessels should head on to the right direction. In directing the vessel to the right direction, the captain should essentially have important background, experiences or knowledge about navigation. Most importantly, he has the ability to learn which is the thought strongly emphasized by Plato through the use of the body parts associated with learning such as the eyes and ears. Plato emphasized these basic parts of the body as important components in understanding things or everything about in the world. The general public â€Å"Now in vessels which are in a state of mutiny and by sailors who are mutineers, how will the true pilot be regarded? Will he not be called by them a prater, a star-gazer, a good-for-nothing?†2. This statement simply illustrates the general public’s treatment towards philosophers. In this statement, Plato regarded the general public as having argumentative attitudes towards correct ideals. It is presented in this situation that the general public has the freedom on how they would show their treatment towards philosophers in line with their role in directing people and leading them towards certain directions. The general public certainly does not want to make agreement with the philosopher when in fact he has the ab ility to think among any other and has the potential to lead and learn the knowledge about something else. Just like in the case of the captain in the metaphor of the ship in the â€Å"The Republic†, although he is definitely has the potential strength to lead the entire crew of the ship, Plato ironically wants to emphasize that someone remarkably needs to have knowledge and the right ideals about everything else as far as moving forward to the right direction is concerned. However, Plato just wanted to emphasize that the general

Avoiding plagiarism Assignment Example | Topics and Well Written Essays - 500 words

Avoiding plagiarism - Assignment Example Another great and common form of academic dishonesty is plagiarism, which affects students in all universities around the world. Plagiarism occurs in different forms and students need to know if their actions constitute plagiarism or cheating as per set rules in the student code at the college. Copying information directly from a source such as a book or website, without giving credits amounts to plagiarism and is punishable because it means the student is dishonesty in matters academic. Another form of plagiarism can occur if students submits an already submitted piece of work by another student or for a different course without giving due credit or even paraphrasing the work. Lastly, fabrication is another form of academic dishonesty and includes a student using fake data or citations when given an assignment to complete. Fabrication will mean that the paper cannot be relied on for future references hence amounting to academic dishonesty. The use of MLA (Modern Language Association) citation style, academic dishonesty by students at Bellevue College can be a thing of the past. MLA, a citation used by English students and mainly those who study humanities in colleges, helps in avoiding plagiarism through proper citation of the source of a given piece of work. According to the MLA style, there are different approaches students can use to avoid plagiarism completely, and be honest in their assignments before submission. The style advocates for proper paraphrasing of work and parenthetical citation to ensure all your borrowed ideas are indicated as borrowed. There are three ways in which students can use MLA citation to avoid plagiarism when delivering their assignments. The first one is to ensure that they cite all quotations and borrowed ideas according to the guidelines of MLA style, such as using the author name or the author name

Harlem a Dream Deferred â€Explanation Essay Example for Free

Harlem a Dream Deferred –Explanation Essay The poem by Langston talks about the fate of dreams that are never fulfilled. The poem is a metaphorical depiction of the disappointment of the ‘black population’ in Harlem. In the poem the dream refers to the hopes of the black people which were opportunity, better living conditions freedom from racism. However the expectations were dashed by conditions of overpopulation exploitation. In the poem, Langston describes the fate of an unfulfilled dream by comparing it to a raisin that shrivels in the sun and ultimately disappears. Here the Sun represents time. The unfulfilled dream may become a sickening reminder of ones failure by ‘stinking like rotten meat’ or it may just crust over with sugar. This last statement here means that society may cover unmet goals with a veil of normalcy. The act is superficial because on the surface the problem may appear to have disappeared. However it would always remain since the root cause was never eradicated. The last line â€Å"Or does it explode? is quite ominous and as it highlights the severity of a postponed dream. Here the poet compares the oppressed black people who have been denied yet another dream as a ticking bomb ready to explode.

Impact of Telephone on Society Essay -- Essays Papers

Impact of Telephone on Society Many inventions revolutionized society and one example is the telephone, which was introduced to society in 1876. The inventor, Alexander Graham Bell developed this idea and the telephone made him famous because communication would never be the same after the development of the telephone. The telephone made an incredible impact on society. The impact could be seen through the quickness of communication, business, easier communication in wars, and some negative effects too. Although the telephone became a necessity of daily life, it was at first neglected by the public. People thought the telephone was a fake and a mere toy. Although the telephone was a powerful innovation, nobody took it seriously. Perhaps these people were ignorant because they did not realize the capabilities of the telephone. The reason for this skepticism was the revolutionary idea of communicating through a telephone, "So devastatingly new, so revolutionary, was this innovation of Bell's that a self-satisfied world wasted a good deal of time ridiculing the telephone and its inventor."1 This idea lasted for a few years, but then the public's view began to change. People started to see the significance of the telephone and what it can accomplish. Now with the help of the telephone, individuals communicated in a much quicker fashion. Once this became evident, it greatly enhanced the use of the telephone. After further development of the telephone, society recognized its ability to allow one to contact another person at any time any place with confidence that the call would be completed. The less time it took to communicate was a big draw for society because messages could be sent instantly. This invention allowed for such... ... Bibliography Baldner, Joshua G. "The Telephone and Expansion." n.pag. Online. Available: http://www.beloit.edu/~amerdem/students/baldner.html, Feb. 24, 1999. Brooks, John. Telephone: The First Hundred Years. New York: Harper and Row Publishers, 1975. Eby, Chuck. "Western Electric #20B Desk Phone." n.pag. Online. Available: http://www.cyber-comm.net/~chuck/we20b.html, Mar. 31, 1999. - - - . "Western Electric #202 Desk Phone." n.pag. Online: Available: http://www.cyber-comm.net/~chuck/we202.html, Mar. 31, 1999. Farley, Tom. "Telephone History Part 3-1921 to 1984." n.pag. Online. Available: http://privateline.com/TelephoneHistory3/History3.html, Feb. 24, 1999. Pound, Arthur. The Telephone Idea. New York: Greenberg, Publisher, 1926. "Welcome to the World of Ocean West." n.pag. Online. Available: http://ocean-west.com/contactus.html, Mar. 31, 1999.

Lesson Plan in Classroom Program Essay

In our modern epoch, the time when the only things that are needed for effective learning are the teachers and students is long gone. At the turn of the millennium, the equation to successful teaching also has the variables of classroom schedule, room assignment and even proper assignment of teachers. Although these factors may seem insignificant, all of those can be the telling elements as to whether the highest possible level of edification is attained. During our first teaching episode in our cooperating school, Tagum City National Comprehensive High School, I quickly took notice about the schedule of our CT. Mam Mercado’s schedule is obviously loaded, with only a few minutes of break or rest in between. Her class schedule as well as room assignment was relatively reasonable (in the Philippines’s educational setting). As she is assigned to teach English which is her major, it can be concluded that her students will acquire adequate learning. All these factors greatly contribute to the effectiveness of teaching as well as learning. Having stated that, I realized that for a lesson or a curriculum will be best implemented and taught if all the necessary components, which in this case are the class program, teacher’s assignment and room assignment, are present and well organized. Proper organization can greatly influence and even pad up the interest and enthusiasm of the students. On the part of the teacher, it eases up the tasks to be done knowing that most of these portions which he/she can’t control are put right in place. With that considered, the educational institution can be confident that the zenith of the teaching-leaning process is achieved. Due to some obvious reasons, we were not able to interview our CT about her Class Program. However, she shared to us how important it is to prepare a class program and implement it adaptably. With that, both the teacher and  the learners will know what to do expect as well as do next. With all that has been learned, I realized that there are many dynamics to be considered before effective edification can be professed. Most importantly, proper preparation and implementation of the class program should be given due concern for it can immensely affect learning.

Woodrow Wilsons Fourteen Points - Explanation and Text

One of the key US contributions to the end of World War I was  President Wilson’s Fourteen Points. These were an idealistic plan for rebuilding Europe and the world after the war, but their adoption by other nations was low and their success wanting. American Enters World War I In April 1917, after several years of entreaties from the Triple Entente forces, the United States of America entered World War I on the side of Britain, France, and their allies. There was a range of reasons behind this, from outright provocations, like Germany restarting unrestricted submarine warfare (the sinking of the Lusitania was still fresh in people’s minds) and stirring up trouble via the Zimmerman Telegram. But there were other reasons, such as America’s need to secure an allied victory to help, in turn, secure the repayment of the many loans and financial arrangements the US had organized, which were propping up the allies, and which may be lost if Germany won. Some historians have also identified US President Woodrow Wilson’s own desperation to help dictate the terms of the peace rather than being left on the international sidelines. The Fourteen Points Are Drafted Once American had declared, a massive mobilization of troops and resources took place. In addition, Wilson decided America needed a firm set of war aims to help guide policy and, equally as importantly, begin to organize the peace in a manner which would be lasting. This was, in truth, more than some of the nations went to war with in 1914†¦ An inquiry helped produce a program that Wilson would endorse as the Fourteen Points. The Full Fourteen Points I. Open covenants of peace, openly arrived at, after which there shall be no private international understandings of any kind but diplomacy shall proceed always frankly and in the public view. II. Absolute freedom of navigation upon the seas, outside territorial waters, alike in peace and in war, except as the seas may be closed in whole or in part by international action for the enforcement of international covenants. III. The removal, so far as possible, of all economic barriers and the establishment of an equality of trade conditions among all the nations consenting to the peace and associating themselves for its maintenance. IV. Adequate guarantees given and taken that national armaments will be reduced to the lowest point consistent with domestic safety. V. A free, open-minded, and absolutely impartial adjustment of all colonial claims, based upon a strict observance of the principle that in determining all such questions of sovereignty the interests of the populations concerned must have equal weight with the equitable claims of the government whose title is to be determined. VI. The evacuation of all Russian territory and such a settlement of all questions affecting Russia as will secure the best and freest cooperation of the other nations of the world in obtaining for her an unhampered and unembarrassed opportunity for the independent determination of her own political development and national policy and assure her of a sincere welcome into the society of free nations under institutions of her own choosing; and, more than a welcome, assistance also of every kind that she may need and may herself desire. The treatment accorded Russia by her sister nations in the months to come will be the acid test of their good will, of their comprehension of her needs as distinguished from their own interests, and of their intelligent and unselfish sympathy. VII. Belgium, the whole world will agree, must be evacuated and restored, without any attempt to limit the sovereignty which she enjoys in common with all other free nations. No other single act will serve as this will serve to restore confidence among the nations in the laws which they have themselves set and determined for the government of their relations with one another. Without this healing act the whole structure and validity of international law is forever impaired. VIII. All French territory should be freed and the invaded portions restored, and the wrong done to France by Prussia in 1871 in the matter of Alsace-Lorraine, which has unsettled the peace of the world for nearly fifty years, should be righted, in order that peace may once more be made secure in the interest of all. IX. A readjustment of the frontiers of Italy should be effected along clearly recognizable lines of nationality. X. The peoples of Austria-Hungary, whose place among the nations we wish to see safeguarded and assured, should be accorded the freest opportunity of autonomous development. XI. Rumania, Serbia, and Montenegro should be evacuated; occupied territories restored; Serbia accorded free and secure access to the sea; and the relations of the several Balkan states to one another determined by friendly counsel along historically established lines of allegiance and nationality; and international guarantees of the political and economic independence and territorial integrity of the several Balkan states should be entered into. XII. The Turkish portions of the present Ottoman Empire should be assured a secure sovereignty, but the other nationalities which are now under Turkish rule should be assured an undoubted security of life and an absolutely unmolested opportunity of an autonomous development, and the Dardanelles should be permanently opened as a free passage to the ships and commerce of all nations under international guarantees. XIII. An independent Polish state should be erected which should include the territories inhabited by indisputably Polish populations, which should be assured a free and secure access to the sea, and whose political and economic independence and territorial integrity should be guaranteed by international covenant. XIV. A general association of nations must be formed under specific covenants for the purpose of affording mutual guarantees of political independence and territorial integrity to great and small states alike. The World Reacts American opinion was warmly receptive to the Fourteen Points, but then Wilson ran into the competing ideals of his allies. France, Britain, and Italy were hesitant, with all wanting concessions from peace that the points weren’t prepared to give, like reparations (France and Clemenceau were stiff supporters of crippling Germany through payments) and territorial gains. This led to a period of negotiations between the allies as ideas were smoothed through. But one group of nations who began to warm to the Fourteen Points was Germany and its allies. As 1918 went on and the final German attacks failed, many in Germany became convinced they could no longer win the war, and a peace based on Wilson and his Fourteen Points seemed to be the best they would get; certainly, more than they could expect from France. When Germany began arrangements for an armistice, it was the Fourteen Points they wished to come to terms under. The Fourteen Points Fail Once was the war was over, Germany having been brought to the verge of military collapse and forced into a surrender, the victorious allies gathered for the peace conference to sort the world out. Wilson and the Germans hoped the Fourteen Points would be the framework for negotiations, but once again the competing claims of the other major nations – mainly Britain and France – undermined what Wilson had intended. However, Britain’s Lloyd George and France’s Clemenceau were keen to give in some areas and agreed to the League of Nations. Wilson was unhappy as the final agreements – including the Treaty of Versailles – differed markedly from his goals, and America refused to join the League. As the 1920s and 30s developed, and war returned worse than before, the Fourteen Points were widely considered to have failed.