Compare and Contrast the Economic Policies of Stalin and Mao.

Compare and contrast the economic policies of Stalin and Mao. In Russia and China, both Stalin and Mao emerged as almost god-like leaders despite making their respective countries endure harsh programs of reform all economically, politically and socially. Mao can be seen to have adopted the policies of Stalin, both inspired by the Marxist ideologies of Lenin. Both Stalin and Mao recognized the economic backwardness of their respective countries and wanted to use industrialization and collectivisation as the primary means of increasing their economies. Although the original plans were very similar, the actual undertaking of the plans in addition to the results and how it helped consolidate both leaders may slightly vary. Comparing and†¦show more content†¦Farmers had to grow crops but also had to work to produce steel and iron in addition to infrastructure projects. This policy led to deaths of millions of Chinese peasants and what came to be known as the biggest famine in history. This was a huge failure for Mao, and threw off his posi tion as leader. Viewing both the leaders’ policies, solely on the basis of economic success, it can be said that Stalin’s policies were somewhat successful as Stalin took a backward country and turned it into a massive urban working class with most of the country being electrified, which was not available before. In addition, the policy of collectivisation fulfilled its goals as peasants were now paid wages and land and machinery was collectively owned. Looking at the human cost of the policies, both industrialization and collectivisation were hard on the population, creating poor working conditions and famines throughout the nation. Stalin had also maintained his power throughout all of his economic policies, unlike Mao who after the Great Leap Forward had to re-establish himself through the Cultural Revolutions. Despite Mao’s fall, his economic policies were also to some extent, successful as more than half of China became irrigated and the railway network virtually doubled. I n addition, Mao’s reforms motivated the common people to work together and embody a Communist worker, whereas Stalin’s reforms produced â€Å"Stakhovanites†. Stalin andShow MoreRelatedStalin and Mao960 Words   |  4 PagesTitle : Compare and contrast economic policies of Stalin (5 Years Plan) and Mao (First 5 Year Plan Three Red Banners) Study Outline : The first half of the 20th century saw the rise of some single-party states and the rise to power of some of the famous and controversial figures. Leaders of these states, such as Hitler, Mao and Stalin, not only influenced other countries around the world, but also changed their countries internally as well. In Russia and China, Stalin and Mao built themselvesRead MorePolitical Differences Between Russo And China1588 Words   |  7 Pageswith similar origins have entirely distinctive endings: one collapsed as the other one continued to be buoyant. Plus, even though Russia switched into capitalist system, does it mean that there are no similarities between those two countries? I will compare the Russian’s political transition happened in the 1990s and Chinese political status in the same period time and explain what caused this divergence. In comparison to China, there are 5 pivotal differences that precipitate the overthrow of SovietRead MorePaper Exam 2 History Ib9416 Words   |  38 Pagesindicate that the question is understood but not all implications considered. Knowledge is largely accurate. Critical commentary may be present. Events are generally placed in context and understanding of historical processes, such as comparison and contrast are present. There may be awareness of different approaches and interpretations but they are not based on relevant historical knowledge. There is a clear attempt at a structured approach. 13–15: Answers are clearly focused on the demands of the questionRead MoreIb History Rise of the Single State Parties6245 Words   |  25 PagesTOMORROW (during exam): USE A BLACK OR BLUE PEN. NO PENCILS, NO WHITEOUT. BRING YOUR SESSION NUMBER AND ALL THAT INFO PUT THINGS IN CHRONOLOGICAL ORDER (\__/) IB HISTORY STUDY GUIDE (.___.);; Hitler = Right Mao = Left Paper 1 - Peacemaking THE BIBLE! Questions Question 1 - Importance and Message tips 1A= 5 min (3 marks) -try to put 4 points just in case one of ideas is wrong quote the source or paraphrase the source in answer *make sure answer is focused and succinct *don’t spend too much time onRead MoreHistory HL Paper 3 Europe6131 Words   |  25 PagesGovernment finances relied upon a mixture of increasingly burdensome direct and indirect taxation. 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But at the same time, without serious attention to the processes and misguided policies that led to decades of agrarian and industrial depression from the late 1860s to the 1890s, as well as the social tensions and political rivalries that generated and were in turn fed by imperialist expansionism, one cannot begin to comprehend the

The Battle Of The World War II - 1345 Words

World War II, intensified tensions between two of the strongest countries in the 1940s, the United States of America and Japan. On December 7,1941, Japanese planes and submarines attacked the American Naval base at pearl harbor, one of America’s largest bases and the largest base in the Pacific Ocean.The attack caused serious damage to the base, taking out America’s strongest battleships, killing thousands of people, and destroying hundreds of planes. America officially enters World War II. The Battle of Midway was a crucial battle in a long line of other battles fought for dominance in the Pacific Ocean. The Battle of Midway was a turning point in World War II. It was the first decisive American victory and provided a morale boost for American troops after the Pearl Harbor attack. Conflicts between the two countries went as far back as 1931, when Japan invaded Manchuria, then China in 1937, and later French Indochina in 1940. The United States and Japan first avoided e ach other in war but the United states waged an economic war against Japan. America placed oil embargos and passed the Neutrality Act, which prohibited the sale of weapons to nations at war. Under the economic pressure of the United States, Japan decides to attack America leading to the Battle of Midway. The Battle of Midway was a disastrous defeat for Japan and its navy. Prior to this defeat Japan had won most wars; Sino- Japanese war, Russo- Japanese war and as a result believed they wereShow MoreRelatedThe Battle Of The World War II974 Words   |  4 PagesSecond World War, the families would experience â€Å"a constant dread of receiving a telegram announcing the injury, missing status or capture, or death of a husband, son or father. Why help to fight World War II when you know the pain that it endures on your family? 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The Battle of Stalingrad was fought from the September 1942 through to early February 1943, and took place after the Germans had reached the fringes of Leningrad and Moscow in operation Barbarossa. Hitler’s, and the German commander of the sixth army, General von Paulus’ main aim was to take and secure the oil fields of Caucasus in Russia. The oil from here wouldRead MoreThe Battle Of The World War II1156 Words   |  5 PagesWord War II was a time that caused many people to feel a lot of tension, anxiety and concern. While some wanted power, control, and wanted the notion of superiority. Others were left feeling unsafe, scared, and were worried of what the future would bring them. The uncertainly lead many to feed off the fear and the tension among people rose. No one was to be trusted. During the time of World War II the most important thing to have was power. 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Milgram experiment analysis Free Essays

Milgram’s Study of Obedience The name Stanley Milgram is eponymous with the study of obedience. In his controversial 1970s study of the human behaviour, Milgram (1974) discovered that when under direction from a member of authority, study participants could be instructed to inflict a 450 volt electric shock on another individual.. We will write a custom essay sample on Milgram experiment analysis or any similar topic only for you Order Now In one study, Milgram (1974) assigned participants to the role of ‘teacher’ or ‘learner’. Unbeknown to the participants, they would only ever be assigned to the role of teacher. As the teacher, participants were told that they were to investigate the effects of punishment on learning. The teacher administered a learning task to the learner who was based in a different room, and the learner indicated their response through buttons that lit up answer lights on the teacher’s side of the wall. When the learners provided incorrect answers, the participants were instructed by the experimenter to administer the learner an electric shock. Again, unbeknown to the participant teachers, the shocks were not actually administered and the learners were acting confederates. The teacher was also instructed to increase the voltage of the electric shock with each wrong answer provided. As the voltage reached 150 volts, the learner would scream cries of protest, which c ould be heard by the teacher participant through the wall. At 300 volts, the learner refused to answer the question, and at 330 volts they made no response at all to the shock, suggestive of lack of consciousness. Whenever the participant faltered or showed signs of resistance to administering the shock, they would be prompted to continue by the experimenter. The experiment only ended when the teacher refused to administer the shock in response to instruction after four prompts, or after the maximum shock had been given. In 65% of cases, the participants administered the maximum shock of 450 volts, a shock that was marked on the severity as â€Å"XXX†, following the description â€Å"Danger: Severe Shock† at 375 volts. Milgram’s (1974) demonstration of the unsettling capabilities of human behaviour presents many questions as to why so many people had not stopped administering the shocks when they knew that the learner was in significant distress. Was it that these individuals would have acted this way whatever the circumstanceWere they examples of the malevolent side of human natureOr were there many contributing factors about the circumstance that led these individuals to behave in such a way contrary to all expectations of human benefianceThis essay will aim to address these questions through the work of Milgram and his contemporaries. Situational Influence The findings of an earlier study by Milgram (1963) provided evidence that the individuals administering the shocks were not acting out of their own desire for cruelty, but instead were acting in conflict with their wanted or expected behaviour. Milgram (1963) found that administering shocks caused the participants to experience â€Å"extreme nervous tension†, demonstrated by sweating, trembling, stuttering, and even nervous laughter. Burger (2009) proposes that despite the many attempts to interpret the results of Milgram’s (1974) experiment, the main point of consensus is the importance of situational forces in influencing an individual’s behaviour. Additionally suggesting that this is something underestimated by most individuals. This was highlighted by the opinions of Yale students and psychiatrists who were unanimous in their belief that virtually no one would continue the experiment to the point of maximal shock (Milgram, 1974). Burger (2009) suggests a compelling reason as to Milgram’s participants were so ready to administer potentially lethal shocks under the instruction of the experimenter; that of the power of authority. The experiment provides a seminal example of the phenomenon of obedience, where individuals conform (often against their will) to an authority figure (Martin Hewstone, 2009). This obedience to authority in the abandonment of alliance to morality (Elms, 1995) is something that has not only been demonstrated in research studies, observed from the abhorrent crimes committed by those under the rule of Hitler in Nazi Germany (Cialdini Goldstein, 2004), to the behaviours of suicidal religious cults. Whilst Milgram’s (1974) experimenter had both legitimacy and expertise (Morelli, 1983) with affiliation to the university, the experiment, and to science (Burger, 2009), other obedience has been shown to occur in the absence of this (Blass, 1999), therefore suggesting other situati onal influences at play. The importance of the experimenter’s expertise may have been of crucial significance in Milgram’s (1974) research, in that the scenario was not one that any of the participants had experienced before. Burger (2009) proposes that in the absence of any other sources of information, the participants turn to the reassurance of the experimenter who does not seem perturbed by the cries from the learner and insists on the continuation of the experiment. In this case, it may be suggested that the participants defer to the expertise of the experimenter, believing that they will instruct the most appropriate action. As purported by Milgram (1974), this has powerful implications for the determining effect of the situation on the action of individuals. Kolowsky et al. (2001) suggest two types of authority; that derived from soft influences which results from factors within the influencing agent (eg. Credibility and expertise) and that derived from external social structures (such as hierarchy) known as harsh sources. It may be concluded that Milgram’s experimenter portrayed both of these, perhaps explaining why the situation induced such high levels of obedience. Burger (2009) also suggests that the levels of obedience of the participants in Milgram’s (1974) experiment may be attributed to the gradual increase in demands of the experimenter. He suggests that the 15-volt increments created a task that gradually increased in demand being put on the participants. Initially participants would provide shocks to the learner causing only a slight discomfort, however, by the end of the experiment, the participants were agreeing to give shocks that were labelled ‘Severe’. Freedman and Fraser (1966) demonstrated the power of the so called ‘foot-in-the-door’ effect, showing that individuals that first complied with a small, minimally invasive request were more likely to comply with a larger related request. The authors proposed that the situation inflicted a change upon the participants’ self-perception, where upon agreeing to the first request they ascribe the traits reflecting their previous actions (ie. I am so meone that complies with such requests) which then influences their subsequent actions. Burger (2009) suggests that the desire for personal consistency may be a factor with such incremental voltage increase, where refusing the 195 volt shock would be difficult having just pressed the 180 volt switch. The Milgram (1974) experiment also raises the question of the role of responsibility in obedience. Under authority, it may have been that the individuals were able to go ahead with the behaviour due to a diminished sense of responsibility for their actions. Bandura (1999) suggests that this occurs as when not perceiving themselves as the agents of their actions, individuals are therefore spared their self-condemning reactions. It appears, therefore, that given a different situation, many of the participants in Milgram’s (1974) experiment may have acted differently. Questions are raised as to whether they would have committed the same act without a diminished responsibility, or if the experimenter had initially asked them to give the learner the highest voltage shock. Zimbardo (1972) illustrates the importance of the situation on the influence of human behaviour in his ‘Stanford Prison Experiment’. Randomly assigned to be prisoners or guards, participants in Zimbardo’s (1972) experiment took on their roles with extremity and haste. With relevance to the behaviour elicited by Milgram in his experiments, the behaviour of the guards is of particular interest. Once given the power-laden role (Zimbardo, 1972), and faced with prisoner rebellion, the guards used physical and psychological tactics to confuse, intimidate, and harass the prisoners. Whilst not obeying any particular authority except for the demands of the experiment, these ‘guards’ had become blinded by the situation, illustrating how situational confines can dramatically alter behavioural norms. By day 5 of the experiment, prisoners were withdrawn and behaving in pathological ways. None of the people involved in the experiment called a halt to the experiment , which had, by day 6, become of very questionable morality. In Zimbardo’s (1972) experiment, the guards, selected for being representative of the average middle class American, with above average intelligence and emotional stability (Haney, Banks Zimbardo, 1973), displayed anti-social and pathological behaviour, a phenomenon later described by Zimbardo as ‘The Lucifer Effect’ (Zimbardo, 2007). This was something that Haney et al. (1973) suggested occurred as a result of the pathology of the situation rather than the nature of those that entered it. With the nature of the situation suggested as such a powerful influence over human obedience, the work of Burger (2009) helps to investigate the factors underlying the phenomenon of such morally deviant behaviour. Burger (2009) replicated the work of Milgram (1974), with the aim of further investigating the situational factors underlying the high levels of obedience to the experimenter in such a scenario. Due to ethical constraints, Burger’s (2009) participants were only allowed to continue to the 150 volt shock, at which point the learner confederate would protest greatly and make reference to a heart condition. The experiment ended either if the participant refused to continue, or when they read the next question out to the learner. The study included an added condition in which participants saw a previous participant (who was a confederate) refuse to administer any shocks over 90 volts. The results of Burger’s (2009) study showed that in the same situation some 40 ye ars later, individuals still succumb to the situational factors and obey the experimenter’s instructions. Interestingly, Burger (2009) also found that despite seeing another teacher decline to administer any further shocks, and receive no negative consequences, participants took over the shock administration and continued the experiment. He took this as evidence of the power of the situation, where even a small normative influence was not enough use as an inference of how to behave in the situation. Burger’s (2009) research, does however, rely on the assumption that those administering 150 volt shocks would have continued to administer shocks up to the maximum voltage. There may have been individuals that would have stopped after this point that would not have been considered as doing so in the results of the study, which may lead to a false interpretation of individuals’ obedience. Despite this, review articles have suggested it to be a convincing alternative end point (Packer, 2008; Miller, 2009). Another issue raised by Miller (2009) regarding Burger’s (2009) replication of Milgram’s (1974) study, is the screening out of those participants that might experience high degrees of emotion or distress. The effects of this on the results are two-fold. Initially, the experiment therefore is less likely to show any of the adverse emotional effects of conflict which was a particularly powerful finding from Milgram (1974) (Miller, 2009). Additionally, it may be that those participants that would have experienced more emotion and distress were those that would have stopped administering the shocks before 150 volts. It has been suggested that in his quest to provide an ethical replication of Milgram (1974), Burger (2009) may have failed to replicate the experiment at all (Miller, 2009). Much of the research from Milgram and his contemporaries points to the powerful influences of the situation on behaviour, and this is supported by further evidence from Burger’s (2009) replication of the Milgram (1974) experiment. Whilst those with high empathetic concern (as assessed by a personality questionnaire) expressed a greater reluctance to continue administering shocks compared to those with low scores for this trait, they did not refuse to continue at any earlier point. This shows that even individuals that one would consider less likely to commit such actions were influenced by the situational power. It was found, however, that those with a high desire for control were more likely to disobey the experimenter and act on their own feelings, terminating the shocks at an earlier stage than those with less of a desire for control. This was not found in the situation where the other confederate teacher declined to administer any shocks however. This shows that there is s ome modulation of behaviour as a result of personality, but suggests that the specific influences of personality interact greatly with the situation and context. Conclusion Evidence suggests that the behaviour of obedience is strongly determined by a variety of situational factors, and that the power of these can be so great that individuals will obey an authority figure even regardless of the consequences. Factors of diminished responsibility, credibility and expertise of the experimenter, social hierarchy, and gradual increases in demands have all been shown to increase the likelihood of obedience. These have even been shown to supersede the power of someone disobeying the authority (as in the case of Burger 2009). The power of situational influence on obedience in society has huge implications. Obedience to an authority can be hugely detrimental as demonstrated by Milgram (1973). These situations appear to most often occur when the authority figure is attributed misplaced expertise and status. For example, obedience to an aeroplane pilot who is in error can have catastrophic consequences (Tarnow, 1999), and dictatorships have resulted in obedience that has led to the suffering of millions throughout history. Obedience does have its role in the functioning of society however, and as an alternative to disobedience, is portrayed as a positive trait from an early age. Most organisations require the obedience to authority as a norm, with an inefficient operation if this was not the case (Cialdini Goldstein, 2004). However, again, obedience relies on the authority figure having the morals and interest of society in consideration, as even in the scenario of business, personnel managers have been sho wn to discriminate against employees on the basis of race when instructed by an authority figure (Brief et al., 1995). The belief that it is not so much the man, but the situation which determines how he will act (Milgram, 1974) carries a strong onus for creating an authority and situation which promotes what is perceived as ‘good’ behaviour. It suggests that whilst people may have their own beliefs and morals, these can be easily acted against in certain circumstances. This may explain civilised society’s pursuit for rules, regulations and the attributing of individual responsibility. It has disastrous implications however, for a society ruled under the wrong hands. References Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities.Personality and social psychology review, 3(3), 193-209. Blass, T. (1999). The Milgram Paradigm After 35 Years: Some Things We Now Know About Obedience to Authority1. Journal of applied social psychology,29(5), 955-978. Brief, A. P., Buttram, R. T., Elliott, J. D., Reizenstein, R. M., McCline, R. L. (1995). Releasing the beast: A study of compliance with orders to use race as a selection criterion. Journal of Social Issues, 51(3), 177-193. Burger, J. M. (2009). Replicating Milgram: Would people still obey today?.American Psychologist, 64(1), 1. Cialdini, R. B., Goldstein, N. J. (2004). Social in?uence: Compliance and conformity. Annual Review of Psychology, 55, 591–621. Elms, A. C. (1995). Obedience in retrospect. Journal of Social Issues, 51, 21–31. Freedman, J. L., Fraser, S. C. (1966). Compliance without pressure: the foot-in-the-door technique. Journal of personality and social psychology, 4(2), 195. Haney, C., Banks, C. Zimbardo, P (1973). Interpersonal dynamics in a simulated prison. International Journal of Criminology and Penology, 1, 69-97. Martin Hewstone (2009). In Bickman, Leonard, and Rog, (Eds.) (2009). The Sage handbook of applied social research methods. SAGE Publications, Incorporated. Milgram, S. (1963). Behavioral study of obedience. The Journal of Abnormal and Social Psychology, 67(4), 371. Milgram, S. (1974). Obedience to authority: An experimental view. New York: Harper Row. Miller, A. G. (2009). Reflections on† Replicating Milgram†(Burger, 2009). American Psychologist, 64(1), 20-27. Morelli, M. F. (1983). Milgram’s dilemma of obedience. Metaphilosophy, 14(3?4), 183-189. Tarnow, E. (1999). In Blass, T. (Ed.). (1999). Obedience to authority: Current perspectives on the Milgram paradigm. Psychology Press. Zimbardo, P. G. (1972). The psychology of imprisonment. Society, 9, 4-8. Zimbardo, P. G. (2007). The Lucifer Effect: Understanding how good people turn evil. New York: Random House. How to cite Milgram experiment analysis, Essay examples

Cooking From South Africa Essay Example For Students

Cooking From South Africa Essay Cooking from West Africa Hundreds of years ago the empires of West Africa flourished and expanded through trade on the edge of the Sahara desert. Today, these lands are occupied by modern nations after a long and brutal history throughout the lands of Africa. Stretching from Senegal to Nigeria, these lands are rich in resources, ranging from wet coastal rain forests to the Sahel at the edge of the desert. Along with expansion came the foods of the region of West Africa, which are rich in flavor and reveal the wonderful diversity of African cuisine. The land south of the Sahara is full of history and contains a full array of foods, revealing the culture and creativity of the vast resources that encompass the land (Jackson 3). West Africa encompasses a wide band south from the Sahara Desert to the coast of the Atlantic Ocean, with very different climates accordingly. Ancient traders would make frequent journeys across the desert to exchange salt and spices for gold, along with ivory and slaves in the south. The Empires of Ghana, Mali, and Songhai expanded and flourished as a result of the trans-Saharan trade. This trade was crucial for West Africa and for many years this trade was the only interaction West Africa had with the rest of the world (Jackson 8). In the fifteenth century, Europeans began to explore the continent of Africa and they quickly realized its value. Many European powers, including the Portuguese, French, British, and Scandinavians, began to inhabit the coast by building forts and using them to store gold, timber, ivory, cocoa, and slaves. As a result of the takeover by the Europeans, the empires of West Africa began to decline and the focus on trade began to end in Africa. By the early nineteenth century, slavery had ended and West Africa was divided up between the French, British, and Portuguese. Ethnic peoples were divided and Africa was in many aspects deprived of the opportunity to expand its culture. During this time the people were oppressed and neglected, and much of Africas history was lost under the control and takeover of the Europeans. Although these people were estranged from their culture for many years, they were able to express their traditions and cultures through their cooking. Through their vast resources, Africans were able to prepare and nurture many varieties of food that are still prepared today (Jackson 180). The West African coast is humid and swampy, and Liberia and Sierra Leone have a monsoon climate, which produces heavy rainfalls. The combination of both areas provides seafood and coconut palms in large amounts. In areas more inland, rainforests gradually open into grasslands, and therefore yams, cassava, cocoyams, kola nuts, and many vegetables are grown. Tropical fruits are also abundant, and further north the drier climate produces millet or sorghum and groundnuts. Rice is also grown in many of the wet coastal areas of West Africa, and often rice is the base food for the meals. In Hausa, a rice dish with many different meat and vegetable ingredients is called dafa duka, which means to cook everything. Jollof rice with chicken, beef, and ham is a dish served throughout West Africa. The taste and rich flavor exemplify the uniqueness of African cuisine (Jackson 2 Today, West African food can be found around the world and its preparation requires very little specialized equipment. African women pound grains, beans, and vegetables, using large mortars and pestles. The flexibility and variety of African cooking reveals the history of the Africans, who traditionally relied on the resources available each day for ingredients. West Africans traditionally eat one large meal a day and snack many times during the day on small chops, which are varieties of corn cakes. These corn cakes are round and crunchy, and restore the authenticity of West Africa. Gentrification As An Ugly Product Of Greed Essay The common but unique foods and the methods of food preparation illustrate the diverse culture of the West African people. One traditional meal found in West Africa begins with a snack eaten throughout the day called corn cakes. The big meal for dinner is often jollof rice with chicken, beef, and ham as the main meal. Chin-chins are a common accompaniment to any meal to .