Analysis of Three Books About Gorbachev
The history of the Soviet Union is complicated and fascinating. In the course
of only seventy years this country has seen the development of the totally new
system of state, economic growth, the growth of hopes for the "brighter future",
and then the sudden and expected by no one collapse of the whole system leading
to chaos, wars, and confusion. One period is especially important in order to
realize how did things finally started to change after the seventy years of
blindly pursuing the dream of communism which left the Soviet Union in a very
bad economical and moral state, and this period is called perestroika, Russian
for restructuring. The main figure behind this process which began in 1985 is
Mikhail S. Gorbachev who became General Secretary of the Communist Party of the
Soviet Union Central Committee in March 1985. The three books that concentrate
on the "Gorbachev phenomenon" were all unfortunately written before perestroika
was finished, so they do not analyze the consequences that it had for the Soviet
Union as well as for the whole world . On the other hand, all three of these
books do a good job in explaining the changes that took place in the course of
the first three years after Gorbachev came to power and why were these changes
necessary.
The first book "Gorbachev" was written by Zhores A. Medvedev in 1986 and hence
the author is concentrating on the first year of the new course in Soviet
history. The book itself basically consists of two parts: the first part where
the author describes the "making of a General Secretary", and the second part
entitled "Gorbachev in power" which describes Gorbachev's first year in the
office. The first part of the book gives a lot of background information which
allows the reader to see the stages in development of the Soviet leader from
childhood and youth to second-in-command. One thing I found to be particularly
interesting in Medvedev's description of Gorbachev's youth and that is the
theory that living with a Czech intellectual for five years changed the future
Soviet leader in such a way that he became more "westernized" which "indirectly
provided the Soviet Union with a new style leader". Medvedev says that during
the time from 1950 to 1955 when young Gorbachev attended the Moscow State
University and had to share the room with a C...
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...or instance, after the reforms the society did
become more open thanks to glasnost. People for the first time since 1917 could
say what they really thought and not what was "good for the party". People also
gained access to all sorts of information which was previously denied to them.
Children in schools and students in colleges could finally learn the history as
it was and not as it was seen by the Communist party. Another major success of
perestroika was the increasing openness of the country to the West which led to
a considerable improvements in East-West relations. This also led to the
gradual reduction of arms and considerable decline in defense spending in the
Soviet Union as well as in the United States. Considering these and other
positive results of perestroika I would have to disagree with those people who
say that it was a complete failure. The restructuring that took place in the
Soviet Union has many dimensions - some are positive, some are negative. One-
sided view which Joan E. Spero and other scholars advocate is not correct, since
it concentrates only on the adverse effects of perestroika, completely ignoring
all the positive effects that it had.
The life of Mr. Loman is one of loneliness, and lies. An online source emphasizes about Willy, “Willy convinces himself that he is successful, well- liked, and that his sons are destined for greatness.” Willy’s mind is consumed with being popular, and having material wealth. The results of Willy’s internal problems resulted with his children that could not be stable in any aspect of their lives, his failing marriage, and him struggling throughout all of his adulthood. Edward states (an online source), “Willy spent his life pursuing the wrong dreams for him. The wrong dream slowly possessed his life.” And also states, “Willy appears to have been obsessed with his goal of being known as a great salesman rather than with actually being a great salesman.” Willy is constantly under attack with thoughts of his past, to the point he has such vivid flashbacks that he will openly be talking to him, but thinking is he talking to people of the past. An online source states, “Unable to cope with reality, he entirely abandons it through his vivid fantasies and ultimately through suicide.” Willy is aware of his mistakes, but spends his time looking forward to the ‘perfect’ future he has planned, but never changes his ways to achieve his goals. Mr. and Mrs. Loman realize how different and happy Willy is when he is working outside with his hands. Both characters recognize
How far do you agree that the communist government faced severe economic & political challenges in the years 1917-28?
John in this chapter has an obsession with Lenina. He breaks into the rest house after he finds the door locked. He was terrified that Bernard and Lenina were gone. Once he realized that Lenina was there when he saw her initial on her green suit case joy “flared up like fire within him.” I thought this was pretty strange considering he has not know her for that long. He smelled her perfume, put scarf with the perfume around his neck, wiped her powder on his chest, shoulders, and bare arms whispering Lenina time. That is obsession and in my opinion is creepy! Those action might be acceptable if maybe they were dating but to me this is still very extreme. After fantasizing about her he finds her asleep stares at her and even thinks about unzipping
Jane Eyre’s inner struggle over leaving an already married Rochester is the epitome of the new "lovemad" woman in nineteenth-century literature. Jane Eyre is the story of a lovemad woman who has two parts to her personality (herself and Bertha Mason) to accommodate this madness. Charlotte Bronte takes the already used character of the lovemad woman and uses her to be an outlet for the confinement that comes from being in a male-dominated society. Jane has to control this madness, whereas the other part of her personality, her counterpart, Bertha Mason, is able to express her rage at being caged up. As what it means to be insane was changing during Bronte’s time, Bronte changed insanity in literature so that it is made not to be a weakness but rather a form of rebellion. Jane ultimately is able to overcome her lovemadness through sheer force of her will.
Willy Loman longs for the success of his brother Ben, but refuses to accept the drudgery in the work of his friend, Charley. Essentially, Willy wants the freedom that Ben has – leaving for Alaska on a whim, ending up in the wrong place, and still succeeding on his own – without the responsibility and hard work that Charley puts in to be modestly and stolidly successful. The incongruity in Willy’s wishes – that Willy wants all the glory without any of the guts – leaves him in a place where, truly, he is still a child. And, like a child, Willy could never live like Ben because he needs the security of a job and life like the one Charley has. As the play winds on, Willy cannot wake up from his fantasized version of true American success and, ultimately, allows Miller to illustrate the shallowness of the American Dream.
The Novel Jane Eyre by Charlotte Bronte took a surprising twist when Bertha "Mason" Rochester was introduced. Bertha leaves a traumatizing impression on Jane’s conscious. However, this particular misfortunate event was insidiously accumulating prior to Jane’s arrival at Thornfield. Through Bertha, the potential alternative dark turn of events of Jane’s past are realized, thus bringing Jane closer to finding herself.
In Jane Eyre, Charlotte Brontë clearly demonstrates the relationship between sexuality and morality in Victorian society through the character of Bertha Mason, the daughter of a West Indian planter and Rochester's first wife. Rochester recklessly married Bertha in his youth, and when it was discovered shortly after the marriage that Bertha was sexually promiscuous, Rochester locked her away. Bertha is called a "maniac" and is characterized as insane. Confining Bertha for her display of excess passion reinforces a prevalent theme in Jane Eyre, that of oppressive sexual Victorian values. Bertha's captivity metaphorically speaks on the male-dominated Victorian society in which women are inferior and scorned for acts of nonconformism.
What is the "American Dream?" How does one define success? Many people hold different views on how to obtain true happiness. One common view is the accomplishment of something yearned. A majority of individuals desire love, compassion, and a family. On the other hand, there are those concerned with self-image, material items, and the fact that money can indeed buy true happiness. In Arthur Miller's play DEATH OF A SALESMAN [published by Ted Buchholz (1993)]--the story of a sixty-three year old man named Willy Loman striving to achieve the "American Dream" and his family who suffer as a cause--contains many examples of trying to achieve material success. Willy's ultimate dream concerns following in his brother Ben's footsteps and rising to be a successful salesman. Willy Loman wanted success so badly that he lost a realistic sense of himself. He wished the same for his sons, Happy and Biff. Yet his struggle for popularity, authority, and money for success caused his downfall. Unfortunately for Willy, most of his dreams were illusions. He was unable to come face to face with this fact. Willy Loman's definition of success warped his view of himself and that of his sons.
“A single death is a tragedy. A million deaths is a statistic.” Are the words of a man
Culturally, women have been expected to be soft spoken, gentle, delicate flowers. They should not question a man's opinion or go against their will. Ophelia, in William Shakespeare’s Hamlet, is an example of a young naive girl who faces the dangers that come from only following what others want, and not thinking for herself. The men in this play use her for their own benefit and she suffers the repercussions, which leads her to madness and “accidental” death.
Willy has worked hard his entire life and ought to be retiring by now, living a life of luxury and closing deals with contractors on the phoneespecially since increasing episodes of depersonalization and flashback are impairing his ability to drive. Instead, all of Willy's aspirations seem to have failed: he is fired from his jobwhich barely paid enough anywayby a man young enough to be his son and who, in fact, Willy himself named. Willy is now forced to rely on loans from his only real friend (and the word is used loosely at that), Charley, to make ends meet. None of Willy's old friends or previous customers remember him. Biff, his 34-year-old son, has been unable to 'find himself' as a result of his inability to settle down (caused by Willy drumming into him the need to 'make it big within two weeks'), and Happy, the younger son, lies shamelessly to make it look like he is a perfect Loman scion. In contrast, Charley (who, Willy tells his boys conspiratorially, is not well-liked), is now a successful businessman, and his son, Bernard, a former bespectacled bookworm, is now a brilliant lawyer. We are told how Willy had at least one affair while out on business trips, one particularly that was witnessed by Biff (which broke his faith in Willy). Finally, Willy is haunted by memories of his now-dead older brother,
Art education is often underestimated by many who believe that school was created to teach only analytical concepts such as mathematics and literature. However, research has shown that art courses are important, even necessary for students in elementary, middle, and high schools. These art classes may include not only visual arts but performing arts such as dance, theatre and choir. Barbara Streisand said, “Art does not exist only to entertain, but also to challenge one to think, to provoke, even to disturb, in a constant search for the truth,” (Quotations). Streisand points out that there are multiple benefits to art whether it be painted by a brush or sung from the heart. Art has the ability to allow people to see situations from different points of view not merely to look beautiful as decoration. Those who believe that art education is unimportant are simply ignorant to the benefits that involvement in the arts holds for not just the individual but for society in general. While some in society may not recognize the immediate results. Art education is beneficial to students in primary and secondary schools.
Art Education is not always valued in school settings. Although some may see it as an unnecessary use of school funding, there are many who believe it is beneficial to students in more ways than one. There are many different studies that have been conducted to test the effects that art education has on school-aged children. Some studies have proven that art education can help students to improve in other academic areas. In a journal article from Ohio State University’s “Theory in Practice,” Karen A Hamblen states, “There are linkages between art learning and learning in other subjects areas and that art study can promote creative behaviors, critical thinking skills, and academic achievement.” It has also been found that the arts can teach children better self-regulatory strategies, and even foster more confidence and self-efficacy in school which relates to confidence in academics. Overall, art education in schools has been very beneficial and has proven to ignite creativity, confidence, critical thinking skills, and academic achievement in students.
“Every child is an artist. The problem is how to remain an artist once he grows up.” -Pablo Picasso. This quote is pretty straightforward. It says how all children are artists and how they grow older are not an artist anymore. A child’s drawing can tell so much about what they are thinking and feeling about their surroundings. They see things differently from adults and teens because when they are drawing or doing some sort of art they are not told that it is a “bad picture” or what ever they are doing is “not right.” They don’t have a limit upon their thoughts and ideas, but when they grow up, they do. Starting from the first day of school they are taught about the wrong things and the right thing. As we grow older there are more classes that have right and wrong answers to a question like for example math. We learn to follow the steps, use the formula, and get the right answer but because of these classes we forget about the arts. If the arts are forgotten then student’s way of expressing what they feel is taken away. Which brings more pressure to students in classes like math, physics, geography, and etc. That is why schools should make arts classes mandatory because arts classes help students build their artistic and creative skills, makes them better learners, and encourages them to find other ways of expressing their thoughts.
Firstly, it enhances students creativity by allowing them to make a self-expression. In most art programms, students are asked to create a painting that represents memory or compose a new rhythm for a piece of music. When students are taught to think creatively, it helps them in their future career. Secondly, the arts improve academic performance, students who are regularly participate in the arts does better in their academic achievement. Thirdly, it develops the students fine motor skills when they hold an instrument such as a paintbrush or oil pastel. Fourthly, while mastering a subject, students build self-confidence. Fifthly, the arts help students to develop their visual-spatial skills. Students need to know more about their sorroundings through visual than just what they can learn through text and numbers. Art education teaches students to appreciate, criticize or interpret by using the visual information. Sixthly, the arts strengthens problem solving and critical thinking skills by allowing the students to make choices and decisions. This is certainly allows them to carry over into their education and other parts of life—as this is surely a valuable skill in their adulthood. Seventhly, perseverance whereby the students will be asked to develop new skills and work through difficult projects during the career. Eightly, focus whereby when students persevere through painting, singing or learning in a play, focus is