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Lenin's form of Marxism/Communism as applied to the Russian economy backfired. Why? What happened? What went wrong that he and other Marxists/Communists did not anticipate?
Of course, Lenin wanted to improve productivity and use this improvement as a means to create and uphold operations of Lenin's version of a Marxist economy. Lenin attempted to take classes of people and improve the economy even though the first World War was causing problems. They tried the War Communism approach. However, it did not go well because Lenin did not accurately guage the level of Russia's economic problems. In addition, Lenin pushed too hard and two soon into full-fledged Communism and the country was simply not ready for that yet. He also tried the NEP, confiscation of a portion of business products and so forth and that equally failed.
Lenin coined the phrase, "Commanding Heights" to describe the system that managed the economy after the overthrow of the Czar by the Bolsheviks. What did the "Commanding Heights" represent? Why do you believe it was later adopted by India, China, much of Latin America and even Great Britain?
In the case of Lenin, it meant that the government as defined by Lenin would have complete command and control over the political process. This, by extension,...
Of course, India, China, Latin America and Great Britain also did this in their own ways either now or in the past. Great Britain used to control much of the world and they were extremely dominating and over-regulating of religion and commerce. This in large part led to the United States' formation when they got sick of itjust as one example. Similar upheavals (or at least attempts) have been made against India and China as well.
3) Central planning was the primary platform of a commanding heights type of economy. What are the pros and cons of a centrally planned economy? Would it work in the U.S.
Central planning is when the government controls (or at least tries) the output and production of an economy. Planning for production and such would help control, in theory, employment, GDP and economic growth. However, the cons is that are that it is nearly impossible to truly handle the reins of an economy like that and artificially tinkering with any economy is just a bad idea. It would absolutely not work in the United States because it goes against the ingrained ideas about free enterprise and freedom in general. Businesses in the United States would (and have)…
Hitler was part genius, part opportunist. The Germany economy was in the gutter in large part because of the American collapse that caused the Depression in the late 1920's. Unemployment in Germany was literally in the millions. Hitler was able to rise to his position through him being a great speaker, he less extreme political forces refused to get alone, he was able to propagate a masterful propaganda campaign and Hitler promised the people he would override and tear away the Treaty of Versailles. These promises gave him the support and funds he needed to execute his master plan.
6) Democracy and capitalism are intertwined. When Hitler came to power in the 1930s, democracy and democratic freedoms were cast aside. What happened? Did the people support this change? Why or why not?
The people were desparate and they were willing to give up freedoms so that Germany would escape from the mire and muck of economic destitution. It could be compared fairly easily to the Patriot Act in the United States post-9/11. There is little to no chance that such a law would have been passed Congress in 2000. Much the same thing would be true in pre-Hitler Germany before the Depression struck the United States. Hitler was basically in the right place at the right time. If Germany had had a good economy circa 1929, Hitler probably wouldn't have gotten remotely as far as he did.
This doesn't explain why the Irish had such a difficult time, but in America, religious differences are often the cause of intolerance as well. The truth is that without immigrants in the 19th, 20th, and 21st century -- and of course the two hundred years before this, this nation would not be where or what it is today and to remain true to our roots we must accept that
In the 20th century, both of these tactics were utilized to successfully gain independence for a number of countries. (Conrad 83 -- 149) (Hochschild 101 -- 164) (Gainty) However, Africans also helped European efforts. This was accomplished by many individuals becoming actively involved in: the political, economic and military structure. Over the course of time, these activities divided entire nations against one another. Once this took place, is when the
CONTROLLING OUR EMOTIONS? EMOTIONAL LITERACY: MECHANISM FOR SOCIAL CONTROL? At the core of becoming an activist educator Is identifying the regimes of truth that govern us the ideas that govern how we think, act and feel as educators because it is within regimes of truth that inequity is produced and reproduced. (MacNaughton 2005, 20) Disorder, addictions, vulnerability and dysfunction...." Disorder, addictions, vulnerability and dysfunction...." These terns, according to Nolan (1998; Furedi 2003; cited by Ecclestone
Bauhaus remains one of the most important design movements of the 20th century. Many of the core principles of Bauhaus have become fully integrated with design and development, influencing city planning and public art as well, because the fundamental principle of Bauhaus is the integration of design with everyday life. Architect Walter Gropius started the Bauhaus movement in 1919 Weimar. In 1925, Gropius moved Bauhaus's headquarters to Dessau. Simplicity of
Overall, the classes were uneven in their approach. In part of the class, they were very traditional and used lecture style. In other parts of the class, they freely allowed participation among students. For example, one teacher, despite the fact that he is more disciplined with the students, uses comparisons when explaining the concepts and refers to book when giving examples on the board. The class is quiet during a
" And following that experience the class can discuss what acid rain does to the ecosystem and the teacher can show a video of a forest devastated by acid rain, or just photos of depleted forests and dead fish floating on a stream or lake (waters that have been polluted by acid rain). About this time, students are asked: "Where does the acid rain come from?" Let them guess, and talk