Repression in Russia in the period 1900-1929 Essay Example for Free

Repression in Russia in the period 1900-1929 Essay Why did the rulers of Russia so often resort to repression in the period 1900-1929? Repression was used under both Nicholas 2 and the Bolsheviks to control the Russian population. The liberal methods employed preceding both governments (Alexander 2 and the Provisional Government respectively) failed completely and discouraged any other form of liberal or democratic controls. The strict extremist ideologies of both the Tsarist and Bolshevik regimes also necessitated violent repression to ensure total compliance. This was needed due to the major political upheavals taking place the decline of Tsarism despite Nicholas determination to continue his autocratic rule and the rise of Bolshevism to replace it meant that both parties needed to take a very harsh line. This was exacerbated by the fact that neither party came to power with the legitimate vote of the public and so faced strong opposition that they wished to eliminate. Conflict, in the form of Civil War and the Great War, was an apparent complication in both regimes. This caused additional economic disarray and social disruption, hindering the plans of the 2 major governments of this era. Consequently this encouraged the use of repression in an attempt to resurrect the country and increase their power. Further difficulties during this period were caused by Russias long term long problems, particularly the vast land area and a high percentage of distinct ethnic minorities causing a lack of cohesion and sense of national identity. Bad communications and retardation of industrialisation meant poor social conditions which led to vocal rebellious groups requiring violent put downs i.e. repression. Russia, at this time, appeared ungovernable without resorting to repression and dictation. Repression was seeded by the lack of an alternative available to Russian rulers at this time. The Bolsheviks were further discouraged from democracy by the failure of the Provincial Government after just 6 months in 1917. The refusal of this government to use repression was highlighted by some of the reforms they undertook abolition of capital punishment and closure of the Okhrana (secret police) and the Cossacks. Lack of army support due to the Petrograd Soviet agreement made control harder as the problems left by the Tsar (economic collapse and rebellious minorities) could not be dealt with. The public began to realise that authority could be easily flouted without the threat of punishment. Consequently, Lenin realised that coercion was required to rule Russia and that repression through the Army could be achieved when his slogan All power to the Soviet was realised. Alexander 2, grandfather to Nicholas 2, was seen as the reforming Tsar- mainly due to his emancipation of the serfs in 1861. He was assassinated by a party representing these very people at the 7th such attempt. Nicholas 2 realised (as the failure of the Provincial Government was to do for the Bolsheviks) that power was questioned when repression was not implemented. Although Lenin also used repression, the similarity in personalities between Nicholas 2 and Stalin meant that both used similar methods. Both were intensely paranoid about the publics perception that they were weak. To disprove this, both resorted to violent repressive tactics. Repression under Lenin was more calculated he talked of the coercion needed for the transition from capitalism to communism. Both governments were autocratic and wished to impose extreme ideologies and therefore required total support which they believed was only achievable by quashing any opposition. Total control was to be achieved by the Tsars divine right to have this and by the Bolsheviks through their classless, one party state. This was shown when Lenin forcibly disbanded the constitution in 1918, because the Bolsheviks would not have had the majority vote they needed for the total control they sought. As a result Lenin became the leader of the only powerful party- the Communists. Later, Stalin increased his control through purges within his own government ensuring his role as the absolute leader reflecting the Tsars goal of omnipotence following the Fundamental Laws. The Tsar required repression of the peasantry (80% of the population) whereas the Bolsheviks faced opposition from the middle and upper classes. Tsarism relied heavily on religion (the Russian Orthodox Church/ROC) to control the people whereas the Bolsheviks saw this as a threat. The ROC taught that the Tsar was God on earth in an attempt to indoctrinate the peasantry to such an extent that they would do as he commanded. Important ministers were often associated with the Church e.g. Pobiedonotstev. After the downfall of Tsarism, Lenin proclaimed the Marxist theory that religion was the opium of the people and proceeded to turn repression onto the church to rid Russia of this perceived powerful opponent to the communist system. Stalin continued the destruction of religion in Russia through the assassination of any cleric he felt had too much influence. The Tsar and the Bolsheviks both faced threatening opposition. The Tsars opponents ranged from the peasant-based Social Revolutionaries (who would later become the Bolsheviks opponents) to the Bolsheviks themselves supported by the working class. The failure of the 1905 revolution after the intervention of the Okhrana and army showed that the Tsar could not have retained power without repression. The Okhrana were also used to rid Russia of revolutionaries such as Lenin himself. The Bolsheviks shared the problems caused by the ethnic minorities and their wish for independence. However, The Treaty of Brest-Litovsk weakened this opposition for the Bolsheviks after it removed 25% of Russian land mainly that housing the minorities. Both regimes faced a wide range of opposition, prompting repression to remove the greatest threats such as the dissolution of the SR-dominated constitution in 1918. Lenin reduced the power of the elite by taking their property and institutions from them. Stalin continued and extended the use of repression eliminating any minor threat, including members of the Communist Party in his Great Purges Conflict encouraged the rulers during this period to resort to repression. The Tsar faced the Russo-Japanese war and the Great War during his reign. The Bolsheviks had to contend with a Civil War. In both cases, repression was used to evoke loyalty and force unification. The Cossacks and Ohkrana were fundamental to the suppression of objectors to the Tsar, as were the Bolshevik equivalents, the Cheka. The Cheka aided Bolshevik victory in the Civil War and were then used by Lenin to forcibly take grain for the soldiers under the Grain Requisition Act despite the distress caused to the peasants. The Tsar also used repression to keep Russia fighting in the Great War including the silencing of anti-war parties and also opposition to the mandatory food rationing by a hungry people. Despite these efforts, war finally brought the downfall of Tsarism after mass desertion from the army effectively took away the last prop of the old regime. The Bolsheviks however, emerged successfully from the Civil War allowing them to consolidate their new-found power with the use of additional repression. Retarded Industrialisation was a long-term problem that is still felt by Russia today. The Tsar attempted to improve Russias industrial affluence whilst maintaining control by repressing the working classes to prevent them revolting. To do this, he banned trade unions and imprisoned the leaders. The Communists also attempted to improve Russias industrial situation- through the conversion from capitalism to communism. The Tsar sought support from other European countries whereas the Communists violently rejected this policy. This meant that the Communists required a greater level of forced labour (i.e. repression) in order to cope without this aid. Stalin hoped to develop Russia into a superpower in his 5-year plans. This involved the use of the forced free labour of non-conformists who were imprisoned in labour camps. The Kulaks (wealthy peasants) were among those sent to such a camp. Collectivisation was a re-introduction of the Grain Requisition and an attempt to revolutionise agriculture along Communist lines and resulted in starvation of the rural population. This repression of the peasantry was also evident in the Tsarist regime to prevent unrest. The long-term problems experienced by Russia at this time encouraged the use of repression as a means of control. The huge population spread over a vast land area meant that in addition to the communication problems caused by sheer size and the abundance of minority groups, it was impossible for any government to meet the demands made by all of the people. The Tsar attempted to deal with this through the enforcement of Russfication and sending the army to eliminate any protesters e.g. in Uzbekistan. The Bolsheviks also faced the minority opposition with violent repression millions of Ukrainians were sent to forced labour camps by Stalin. Prejudice against ethnic groups was rife; anti-Semitism caused repression of Jews under both Tsarist and Bolshevic regimes. Although it can be said that the governments of Nicholas 2, Stalin and to a lesser extent Lenin were repressive by nature, the need for control via repression was inherent within the set up of Russia. Until the fall of communism in Russia in the late 20th century, it was clearly evident that the more lenient governments, such as that of Alexander 2 and Provisional Government were less successful than the more repressive ones although they were hardly given chance to do well, so quick were some to take their place at the first sign of weakness. This acted as an encouragement for the major governments between 1900-1929 to use the secret police, army and threat of imprisonment to deter opposition, repress the peasantry and enforce the ideologies of the government. Repression was imperative for both governments; the Tsarist to cling to power and the Communists to snatch it from them. Both had many unpopular economic, political and social reforms to pass. War highlighted the problems of the country and the presence of strong opposition against both governments. In the view of both it increased the need for repression to realign the economic and social structure. Under both regimes the cause and the effect of repression was the same; it resulted in the death or displacement of many. Unfortunately, it was just a prelude to the terror that was to be experienced during the High-Stalinism of the 1930s. During this decade, 7 million died, mostly after being sent to a labour camp for failing to conform to the Communist ideal of collectivisation.

Public Vrs. Private Essay -- essays papers

Public Vrs. Private The Eternal Question: Public or Private Consider this, you drive into the parking lot of the public school and see the same five squad cars as every day, business as usual you think. You and your friends walk up to the door and wait in line for the metal detectors. You put your keys in the tray and walk through the detector, it goes off. Two cops walk up to check your backpack. Pager in the pocket got to go back to the car and put it away. Back through the metal detectors and they do not go off, thank God. You go to first period, sit in your seat and the teacher locks the door. The drug dogs must be coming today. Second period and the dogs are still here, there must be something wrong. Third period starts and the class files in. The teacher is about to start and in walks the cops, they walk straight in your direction and up to the kid next to you. The kid stands; the cop puts the hand cuffs on him and escorts him out. Oh, well! There goes another one. Next is gym where your locker has no pad lock because last week t wo girls got into a fight and one beat the other one with your lock. The rest of the day is pretty usual, a couple of fights and a test. Sound extreme? Not for the students of Bloom High School, this is a good day. In the same town a mile away there is a Private Catholic High School; this is their day. I drive to school and pull up; in my Mercedes in the parking lot, there is an Escalade in front of me and a Porche behind me, and I hate having a cheap car. I park the car and file into school, walk in the front door and to my locker to put my books away. There is the drug dealer with another customer at the locker next to me, "Hi, Andy". Oh, no! Here comes a nun, better tuck my shirt in. To late, another detention, but on the up side here comes Jon; he is so hot it is too bad he does steroids. I go through a usual day, some quizzes and a test. At 2:20pm, schools over, back outside to the car and drive to Andy's. I guess everyone is following me today. Hey look at all the squad c ars at Bloom, I wonder who got busted today? I sit down on the couch and talk while everyone else smokes a blunt. Now it is time to go, I will see everyone at the party tonight. I have to go do homework; after all it is only Tuesday. So which is better for a student, private school or public school? I know first hand what it is ... ... that is required. Which high school to attend is a big decision and one that is often made by the parents, but I do not see any reason why a parent who can afford a private school would want to put their child through a public school when the private school is obviously the better choice. There are many students who have made it through college from a public school and who have made it through high school and gone on to have great jobs, but the odds are in definite favor of us. Bibliography: Works Cited Anyon, Jean. "Social Class and The Hidden Curriculum of Work." Rereading America. Ed. Gary Colombo, Robert Cullen, and Bonnie Lisle. Boston:Bedford, 2001. 162-73. Heaney, Karen. "Which is Better? A Private or State Education." Spark Learning Institution. 2 Oct. 2001. "Pros and Cons of Educational Options." 20 Feb. 2000. 1 Oct. 2001. Ramirez, A.Y. "Fred". '"Parent Involvement is like Apple Pie' A look at Paternal Involvement in Two States." High School Journal 85.1 (2001): 1-9. 5 Nov. 2001. "Report Card for all Illinois Public Schools: Bloom High School". 1 Aug. 2001. "Report Card for all Illinois Public Schools: Lincoln-Way High School". 1 Aug. 2001.

Chapter 4 Case Problem Hamilton County

To: County Newspaper From: Amber Vlaminck Date: October 5, 2012 Subject: Hamilton County Judges Introduction In this analytical Report we will be analyzing and evaluating the performance of judges of Hamilton County, based on the amount of cases that were appealed. We will be counting appealed cases as mistakes that have been committed by the judges. In this report, will we go through and determine which judges in the county are making too many mistakes. 1. The probability of a case in Hamilton County being appealed and reversed in Common Pleas Court .04462 Domestic Relations Court .00403292Municipal Court .005556867 2. The probability of a case being appealed for each judge Common Pleas Court JudgeProbability of case appealed * Fred Cartolano. 04511 * Thomas Crush . 03529 * Patrick Dinkelacker . 03497 * Timothy Hogan . 03071 * Robert Kraft . 04047 * William Mathews . 04019 * William Morrissey. 03991 * Norbert Nadel . 04427 * Arthur Ney Jr. .03883 * Richard Niehaus . 04085 * Thomas N urre. 04033 ? * John O'Connor?. 04344 * Robert Ruehlman. 04524 * ? J. Howard Sundermann . 06283 * Ann Marie Tracey?. 04043 * Ralph Winkler . 02848 Domestic Relations Court JudgeProbability of case appealedPenelope Cunningham. 002565 Patrick Dinkelacker. 003166 Deborah Gaines. 005455 Ronald Panioto. 002467 Municipal Court JudgeProbability of case appealed Mike Allen. 006993 ?Nadine Allen. 004352 Timothy Black . 005155 David Davis?. 005558 Leslie Isaiah Gaines. 006626 Karla Grady. 001142 Deidra Hair?. 001975 Dennis Helmick . 003671 Timothy Hogan . 005633 James Patrick Kenney . 002144 Joseph Luebbers . 005321 William Mallory . 004591 Melba Marsh. 004137 ?Beth Mattingly . 004376 Albert Mestemaker. 005628 Mark Painter?. 003126 Jack Rosen. 005263 ?Mark Schweikert. 006108 David Stockdale?. 004096 John A. West . The Probability of the Case being Reversed for each judge Common Pleas Court JudgeProbability of case reversed * Fred Cartolano . 003951 * Thomas Crush . 002966 * Patrick Dinkelacke r . 006359 * Timothy Hogan . 003582 * Robert Kraft . 002231 * William Mathews. 007951 * William Morrissey . 007256 * Norbert Nadel. 006759 * Arthur Ney Jr.. 004349 * Richard Niehaus. 004772 * Thomas Nurre. 002192 * ? John O'Connor. 004042 * ? Robert Ruehlman. 005616 * ? J. Howard Sundermann Jr. 010471 * . Ann Marie Tracey. 004139 * ? Ralph Winkler . 001942 Domestic Relations Court JudgeProbability of case reversedPenelope Cunningham. 000366 Patrick Dinkelacker. 000667 Deborah Gaines. 001023 Ronald Panioto. 000231 Municipal Court JudgeProbability of case reversed Mike Allen. 000651 ?Nadine Allen . 000768 Timothy Black. 000754 David Davis?. 000646 Leslie Isaiah Gaines. 002461 Karla Grady0 Deidra Hair? 0 Dennis Helmick . 000633 Timothy Hogan. 000867 James Patrick Kenney . 000357 Joseph Luebbers. 001703 William Mallory. 001087 Melba Marsh. 000852 ?Beth Mattingly. 000337 Albert Mestemaker. 001809 Mark Painter. 001341 ?Jack Rosen?. 001669 Mark Schweikert. 001111 David Stockdale. 000745 ?J ohn A. West. 000715 4.The probability of reversal given an appeal for each judge Common Pleas Court Probability of reversal given Judgean appeal Fred Cartolano| 0. 08759124| Thomas Crush| 0. 08403361| Patrick Dinkelacker| 0. 18181818| Timothy Hogan| 0. 11666667| Robert Kraft| 0. 05511811| William Mathews| 0. 19780221| William Morrissey| 0. 18181818| Norbert Nadel| 0. 15267176| Arthur Ney Jr. | 0. 11200000| Richard Niehaus| 0. 11678832| Thomas Nurre| 0. 04958678| John O'Connor| 0. 09302326| Robert Ruehlman| 0. 12413793| J. Howard Sundermann Jr. | 0. 16666667| Ann Marie Tracey| 0. 1023622| Ralph Winkler| 0. 06818182| | | | |

Informative Speech on Donald Trump - 1131 Words

Informative Speech: Donald Trump Specific Purpose: At the end of my speech, the audience will know more about Donald Trump. Introduction I. Does anyone know who’s famous line is â€Å"you’re fired!†? Donald Trump. Whether you have seen him on the Apprentice or see him all over the news, Donald Trump seems to be in the media quite a lot. II. By the end of this speech, you will have learned more about the life of Donald Trump. III. We are all business students and Donald Trump has stood out in the business world. IV. I have read a book by Donald Trump and actively read his twitter feed, so I am up-to-date on his media coverage. V. The three aspects of Donald Trump’s life that I will inform you about are what he is known†¦show more content†¦One of his other main business successes are his golf courses. 2. There are 13 locations. a. They are throughout North America and Europe. b. Very luxurious. (Transition: Although Trump is successful in business, he has some controversy in his life as well.) III. The last thing we are going to discuss is Donald Trump’s legal struggles. A. According to an article Forbes published in 2011, Trump has had to file his companies for bankruptcy. 1. The years were 1991, 1992, 2004, and 2009. a. The article says that at one point in the 90’s, he was $900 million in debt. 2. Obviously he has built himself and his companies back up many times after the fall. B. Trump has the tendency to get into lawsuits. 1. Bill Maher is being sued currently by Trump. a. According to New York’s Daily News, the 4th most popular newspaper in the U.S., Bill Maher is being sued for $5 million as of last month . i. On Jay Leno, Bill Maher said he would give $5 million to charity if Donald Trump could produce his birth certificate proving that he was not the spawn of his mother and an orangutan. ii. 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