Concept of Nationality After Bolshevik Revolution

Concept of Nationality After Bolshevik Revolution SERHAT KESKÄN Before examining the policies about nationality question after Bolshevik Revolution, the concepts that we have should be well established. As a newly graduated sociologist, I try to explain having identity, nation, national identity in briefly. The reason behind my explanations is providing comprehensive understanding about social inclusion and exclusion. Having understood these terms under nationality, we can easily grasp Soviet Russian policies with hidden ideology while performing their plans. Although there are lots of academicians and theorist that engage in developing concepts of nationality, as a general term ; it is about sense of belonging in peoples’ life. Especially after WWI, the general atmosphere about the need of belonging to one large group in determined territory with their shared values and norms was getting more and more importance. It is like a way for unity of differences in administration at macro level. Nation is also basic social tool to humans for givi ng meaning to their social world. It is crucial to understand how people theorized their environment, social organization and how they perceived the existing differences among them as well as the other groups. As I said before, the way of realizing differences in one large group can cause social exclusion while they includes ones who share the same historical background, language ,culture etc. In that sense, The Bolsheviks had lived difficulties for getting social solidarity, unity because of its multicultural nature. In addition to its multicultural nature, there were also huge differences between ethnic groups and amongst them in terms of their religion, educational level, life styles etc in daily life that entails more attentions rather than condition of being multicultural in theoretical sense. In this context, Lenin’s idea over non-Russian people is so critical. The promotion of the right of nations to self determination is initially enough to non-Russian to come togethe r and convince them to gather under big umbrella. As a continuation of this, unlike imperial state’s discriminations on nationalities, Lenin’s attitude directed equal opportunities in politics. With providing this, the disparities in social life can also be overcome. Equality among all ethnic groups secure each cultural, language features preservation without coercion but via logic. It means getting rid of social exclusion that threat to continuation of Soviet regime. Designed to rise the proportion of the representatives of the native nationality in the local party and state management, the Soviet authorities followed the policy of indigenization, called as â€Å"korenizatsiia†. The Soviet regard indigenization as a method of â€Å"fighting backwardness† by constructing and associating these new Soviet folks with the hands of natives or to be called as the native elites. These elites were obliged to enlist as Communist party workers and were supposed to rise and develop the new lifestyle, particularly the recently approved national borders. Korenizatsiia, indigenization, led to the Soviet Union’s recent crisis of government among the non-Russians. The application of this policy in the time of displacing processed by industrialization increased the notability of non-Russian languages and cultures and established the essential social fundamentals for multiculturalism. The long term of permanent linguistic division was ensured b y the foundation of multiple formal languages and establishment of social fundamentals of support for the languages. Although these policies were aimed to rise the role of non-Russian natives in socializing their nation, the direct source of stress between the local people and the Soviets was the assignment given to the citizens of Central Asia. By the mid-1930s, the liberal language policies and the indigenization drive lasted which helped to enlist the reinforcement of vast regions of non-Russian people for the party and the Communist regime. One of the direct conclusions of the hardships assimilating the native people, The Central Asia Bureau shifted dramatically the indigenization policies in 1927. The emphasis was changed from working with and recruiting the ethnic people to hiring individuals who were able to speak the official language. Ethnic Russians and Europeans now a competition about native people, supplying that they had sufficient linguistic skill. This change altered the purpose of the whole indigenization process from establishing a self-sustaining native Soviet government to simply creating a government which is a practical and well-functioning entity. From 1933 to 1938, the indigenization, korenizatsiia, was not exactly abolished. Its requirements were not enforced anymore. Evacuation of leaderships of the national republics and territories began, as well. The non- Russians had provoked the national strife and suppressed the Russians and the other minorities in the republics. The local elites were the recruited agents and their aim was to dismember the Soviet Union. When the indigenization failed obviously to the Central Asian republics, the resentment of the Soviet regime spread widely. It was declared by Stalin that native nationalism was an even more hazardous threat than â€Å"Russian chauvinism†, against which the indigenization policies were aimed to fight at the beginning. All over the Soviet Union, the attempts to indigenize n on-Russians community were withdrawn and changed with policies supporting Russian Soviet applications. All the other languages taught in schools were replaced with Russian, the local language, and the concentrated point altered from Republic welfare to Union welfare. The stress was turned backward and the local nationalism was regarded as a larger threat. The needs for international alliance of proletarians were changed by the new incorporating ideology of soviet patriotism and by the leader’s belief. Parelel to these explanations, we can easily say that Connor criticizes the hegemony of being Russian in ethnic group, politics and language as a communication medium. Although nationalities policies were changing over time, these inequalities cannot be eliminated totally. Changing strategies cannot be considered as curative. Finally, I give effort to understand Slezkine’s analogy about Soviet Union. The writer describes Soviet Union as a communal apartment. If we want to understand this depiction, we should aware of the right of self determination. In this communal apartment, all national groups have their own room. In their room , they have rights to determine their internal affairs. With their separated room, they can maintain their cultural characteristics. I give meaning this analogy from daily life that is micro perspective. Now imagine a big apartment and inside it people from different backgrounds. They design their own rooms according to their taste. These preferences called tastes refer to their historical background, their lifestyles, educational level etc but the owner of this building is not one of these. Now think all of micro understanding in macro perspective that I said before. The tastes can be thought as cultural maintainers in their determined area. Nonetheless, I lived difficul ties to understand this analogy in its theoretical roots.

Divide and Classify Essay

Approximately 60% of all students enrolled in higher education receive some type of financial assistance. Financial aid is provided to students for many reasons. The primary reason is to increase the accessibility for families that are unable to afford the full cost of higher education. Scholarships, student loans, and federal work studies are categories of financial aid that are given to help students further their education. A scholarship is a financial award given to students in recognition of achievement, such as academics or athletics. Other scholarships are awarded to minorities and women to increase their access to higher education. In many cases, the qualifications for a scholarship include financial need as well. A scholarship does not require repayment. A student loan is an award offered by various government and private agencies. The interest rates are lower than those of regular bank loans, and in most cases interest is not charged while a student is enrolled in college; repayment is also extended over a long period of time. There are loans for students and parents. Student loans are the most common form of financial assistance to students. They are available for both undergraduate and graduate studies. They are issued by commercial banks and state student loan authorities at an interest rate considerably lower than the current market level and guaranteed by the federal government. The loan must be repaid within a ten-year period beginning six months after the student’s graduation. Work study is another type of student financial aid. It is a part-time job co-financed by the government and a college to allow students to earn money to help pay educational expenses. The program encourages community service work and work related to a student’s course of study. The salary will be at least minimum wage, but it may be higher depending on the type of work and skills required. The total federal work study awarded depends on when a student applies, the level of need, and the funding level of a college. An undergraduate student is paid by the hour. A graduate student may be paid by the hour or receive a salary. Working on campus usually means working for the school. Off-campus employers will usually be private nonprofit organizations or public agencies, and the work performed must be in the public interest. A student is limited as to the number of hours he can work. The amount a student can earn cannot exceed the total federal work study award. Many students look at the tuition of a college and make assumptions about final cost. Students should apply to the schools that best fit their academic needs, submit an application for financial aid, and find out what types of assistance are available. Then and only then, should a student make a final decision based on all the facts.

European Women’s History Essay

The role of women in society has greatly evolved. Prior to the emergence of today’s modern world, women were restricted and confined by the norms and dictates of society. Gender inequality greatly prevailed especially during the early societies. There was little room for progress for women. More often than not, women were prohibited from pursuing careers. Such personal growth was attributed solely to men.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, with the evolution of the society came the change in perception of the role of women. It can be said the change in society’s perception with regards to the role of women was initiated by the querelle des femmes, or the debate over women. Such debate began in the 14th century and lasted until the 18th century.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   During the said period, various questions were raised with regards to how women should be viewed or treated in society. The status of women in society became the center of the debate. Questions regarding the rights of women as well as their capabilities were likewise raised. Misogyny was likewise an important issue that continuously raged on in the debate. Primarily, the basic question that emerged was regarding the capability of women for rational thought. Men and women argued on whether women are rational beings who could determine what is logical and rational. In other words, such question dealt with whether women have the ability to make decisions on their own.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   From such debate emerged the changes in society’s perception over the role and status of women. Various assumptions were developed and were brought about the long debates and arguments. Among the most vital assumptions that were developed was one that concluded that women were indeed rational beings. Women were capable of rational thought and thereby had the inherent ability to make decisions for themselves.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To supplement such nature of women, education for women was encouraged. Many philosophers argued that educating women was vital in order to establish their place in society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, it is not only with the querelle des femmes that questions over the role and status of women were argued upon. Such questions were continuously discussed even with the emergence of the enlightenment period. In both cases though, gender equality was the main point of debate.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another assumption that emerged from such debates dealt with the fact that the role of women is society is a product not just of misogyny of men but with the education of women. Before the said period, women were educated in such a way that they would become submissive to men. Such mindset is one of the reasons why women were viewed as inferior beings in society. With the emergence of women writers in the aforementioned periods, the call for a change in the education of women began to emerge. The15th to 18th centuries saw an abundance of literary works that called for equal education between men and women. As previously mentioned, education was one of the key questions in the debate. Moreover, such literary pieces called for society to treat women as intellectual equals of men. In other words, the proponents of the movement demanded that women be considered intellectuals and thus be given intellectual education. It was no longer enough that women be trained to become mere housewives. The debate changed the type of education that women usually received. The debate reformed the view that women were ignorant and that they were only capable of performing household duties. With the many arguments raised in the centuries-long debate, such perceived nature of women was changed. The pro-women stand had several proponents. Each of them took on the battle using their pen and paper. It is through literature that women combated the misogynists of the time. Various literary works emerged that tackled the many questions that arose from the querelle des femmes. Women writers were at the forefront of the battle for a reformation of women’s rights and more importantly, the nature and role of women in society. The negative view of women was tackled directly and indirectly through prose and poetry. In each literary work, women writers such as Pizan and Wollstonecraft signified women’s desire to be considered as equal of men. More importantly, such works pinpointed the wanting of women to be viewed as intellectuals who deserve the proper training and education that will allow them to pursue further personal growth and development. The pen served as the weapon of choice for women. Through the pen, women were able to prove that they were intellectually capable of rational thought. Through the pen, women were able to voice out their dislike for the manner by which men and society in general viewed their importance and role.

God Through The Eyes Of Science - 2793 Words

God through the Eyes of Science The sound of silence spread through the hospital. Those who stood by, saw new-born Joseph lying in the doctor’s arms, his young body taking in fresh air weeping. How could this be? The doctors were seriously concerned for Joseph’s wellbeing and did not expect a hysterically crying baby with a strong chance of not making the next hour, if he were to even survive the pregnancy. Fortunately, miracles like this one continue to suggest a supernatural being that can break through the natural realm allowing His will to be fulfilled on earth. The existence of God, cannot be proven just through subjective theology, however,personal testimony, historical context, and modern knowledge that are without contradiction can. First of all what is a miracle, a miracle is an event not explicable by natural or scientific laws (Webster Dictionary). It started when my mom was pregnant, before losing a child to a miscarriage and an abortion not do by complications. 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