What role did Nicholas II play in his own downfall? Essay

Nicholas II played, by far the biggest role in his downfall as the Tsar of Russia. Certain aspects of his behaviour definitely contributed to bringing down the Russian empire, however most of these qualities were not weaknesses in character but qualities associated with poor leadership. By weakness, I mean being easily influenced and controlled by others. Nicholas was a firm believer in autocracy and was virtually unmoveable in this belief. This unconscionable belief illustrated how he stuck to his ways, although in early years as Tsar, his uncles had a huge influence on him. The fall of the Russian empire was not all a result of Nicholas’ character and poor leadership but also the huge socio-economic changes as well as the outbreak of WW1, which hugely influenced the coming about of and the timing of the Russian revolution. In 1905 Russia had experienced a year of revolution and by the end of the year Tsar Nicholas had managed to keep power as he had promised a reform which h ad divided his opponents and because he had kept the support of the army. In March 1917 the Tsar abdicated because he lacked the support from both the Duma and the army. After a week of unsettlement in Petrograd, Russia had become a republic. Russia was a massive empire, stretching from Poland to the pacific and home to many different languages, religions and cultures. For the Tsar ruling such a massive nation was difficult and he soon found himself with too much pressure and weight on his shoulders. He wasn’t able to keep up with the needs of his people and so this contributed to the industrial revolution in 1917. There are many long term causes for this while the short term trigger was clearly World War 1. During the early 1900’s there were several events and issues which threatened the authority of the Tsar. Living and working conditions of workers and peasants were unwarranted. Life for peasants was brutal, often short, and quite unpromising. Until 1861, most peasants were illiterate and owned by their landlords. After emancipation their living conditions were still primitive. Many were in debt to their landlords. Unrest among peasants was extremely widespread. Workers on the other hand, could not afford decent housing as their wages were too low. Although workers were paid commission per piece on a low rate, they too had heavy taxation on food and goods. The government, aware of the growing discontent, became worried as ideas of revolution began to spread among the poor. Russia was an autocracy which  meant that there was no parliament. The Tsar made the laws and appointed and dismissed ministers as he pleased. His authority was upheld by Church leaders, the Orthodox and the Okhrana who were the Russian secret police. There was an extreme lack of rights as political parties and trade unions were illegal. This left the middle class, urban workers and peasants dissatisfied. Riots, strikes and protests were taking place across Russia. As a solution to these problems, the government decided to have a war against Japan. When the war began in 1904, the Tsar had hoped, that if Russia was successful, people would stop criticizing his government and he would be popular again. Instead, Russia suffered a terrible and humiliating defeat, weakening the Tsar’s authority and position. In cities and towns across Russia, many strikers set up councils called â€Å"Soviets†, which became an alternative government. As food and raw materials ran short, scores of workers found themselves out of work. On the 22nd of January 1905, an incident called â€Å"Bloody Sunday† sparked revolution. A mass of 200,000 workers and their families marched towards the Tsar’s Winter Palace to present him with a petition. The workers were asking for better conditions. However, outside the Winter Palace they were met by troops and police. Even though the protestors came in peace, shots were fired and over 500 marchers were killed. The extent of the unrest forced Tsar Nicholas II to make concessions. In October 1905 he issued a document called the October Manifesto. In this document, the Tsar promised that there would be a parliament elected called a ‘Dum a’ to make the laws, and basic rights for the Russian people. Just as the Tsar had planned, these concessions divided his opponents. The middle class were now satisfied but the workers and peasants were not. They did not trust the Tsar’s promises as these solutions didn’t solve their economic issues. The Tsar’s new Prime Minister, Count Sergei Witte, decided in December that it was time to end the revolution. Opposition in the towns and cities was suppressed, as many were killed or exiled. The revolution ended in March 1917. The Tsar had been â€Å"saved†, and had managed to keep power. This was because he had the support of the army, he gave concessions and basic rights, introduced a parliament and divided the opposition. Although there was now an opportunity to make Russia a constitutional monarchy, there was no guarantee that the Tsar would keep his promises. However, by early 1917, Tsar Nicholas II had lost complete  support. This was due to several factors. After issuing the October Manifesto in 1905, the Tsar decided he would take action to prevent further revolution. The Tsar a nd Prime Minister Peter Stolypin used repression against terrorists and revolutionary groups in an attempt to subdue the unrest. Stolypin then attempted to solve the problem of peasant unrest and poverty by cancelling the redemption payments and modernizing farming. Working conditions among the city factory workers were also improved, with factory inspections and insurance schemes introduced. These efforts were in vain, as unrest throughout Russia continued. The Tsar did not fulfill the promises he made in the October Manifesto, and Russia did not become a constitutional monarchy. The Tsar stated that he possessed supreme autocratic power and could dismiss the duma and call elections. Even though farming had been â€Å"modernized†, the peasant population was growing increasingly large, creating further poverty and unrest among peasants. Industrial unrest also continued as strikers on the goldfields were being shot by soldiers. Although Stolypin was competent and determined, he was assassinated by a revolutionary in 1911. The emerging influence of Rasputin in the government became clear after 1915. Raspu tin was a Siberian peasant whose full name was Gregory Rasputin. He was said to be a holy man and was sure of having received, from god, a gift for healing. The Tsar’s son, Alexei, suffered from haemophilia and Rasputin was brought in to try to heal him. Rasputin had won the devotion of both the Tsarina, Alexandra, and the Tsar, Nicholas II, after controlling the internal bleeding of Alexei. Both the Tsar and Tsarina saw Rasputin as their friend. While the Tsar was absent at the front with the Army, the Tsarina virtually controlled Russia, and Rasputin became her personal advisor. He influenced the Tsar on his appointing and dismissing of government ministers, which brought a great deal of discredit on the royal family. In people’s eyes Rasputin played against the Romanov reputation. He was found to have regularly joined in drinking parties, participated in orgies and was seen with prostitutes. He was nicknamed the ‘holy devil’ and despised by the church representatives. In an attempt to save the monarchy from future scandal, Rasputin was murdered in December 1916, by a group a nobles. Instead of solving Russia’s problems, this only increased dissatisfaction with the Tsar. By this stage, there was a notable lack of competent leaders, as once again the Tsar was  struggling to maintain power. Involvement in World War I left Russia in a state of hopelessness. After the Tsar decided to leave his country and takeover the post in 1915, the government turned into chaos. Massive troop movements across Russia caused regular bread shortages in the cities and towns. There was also unfair distribution of food, inadequacy of sources of supply and an immense and rapid increase in the cost of living. As a result of the unbearable conditions of everyday life, strong feelings of hostility and opposition to the government were widespread. In terms of the war itself, Russia’s army suffered terribly. Within the first six weeks, 250,000 Russian soldiers h ad been killed, and by the end of 1914 over 1 million Russian soldiers had been lost to the war. The month of March 1917 was one of utter discontent and mayhem. On Wednesday 7th March, a major steel works company locked out 20,000 workers as pay talks broke down. The 20,000 now angry works were out on the street, joined by other factory workers who went on strike in support. Within 3 days, a total of 250,000 workers were on strike. There was no public transport or newspapers and food shortages continued. After mutinies occurred in parts of the army, the Tsar was sent a telegram informing him that the situation in Russia was serious. The Tsar responded by telling the Duma to stop meeting. By Monday 12th March, various units sent to fight the strikers and mutinies were defecting. The Duma held a meeting and established a 12 man â€Å"Provisional Committee†. Revolutionaries set up a â€Å"Soviet† of workers and soldiers in Petrograd. Both wanted to take over the government. After one week of complete havoc, the Tsar sent a telegram to the Duma stating that he would sh are power. The Army Generals replied and told him that it was too late as none of the Army supported him. On Thursday 15th March, revolutionaries halted the Tsar’s train only 250km away from Petrograd. He had no choice but to agree to abdicate and give the throne to Alexei. After realizing that Alexei was too sick to become Tsar, the throne was given to his brother Grand Duke Michael. Fearing that he would be just as unpopular as Nicholas, he too abdicated. Russia was now a republic as there was no longer royalty or monarchy. Tsar Nicholas II had lost support because he failed in his duties to provide for and rule his country effectively. Nicholas allowed himself to be easily sued by the people and opinions around him. He did not have to force and fierce  determination to rule a country and didn’t believe in himself enough. In the source below he states that he never wanted to be Tsar of Russia and so in term he failed. He wasn’t experienced and trained in leadership and never had the support of his father leading from beside him. From the moment Nicholas became Ts ar, the welfare of Russia and its people became the last priority. Nicholas himself, was the main reason why he failed as his role as the Tsar of Russia. Although the Tsar was able to keep power in 1905, after losing the support of his army and not fulfilling the promises stated in the October Manifesto, growing unrest among the people was inevitable. It was no surprise that by 1917 he had lost support from his country. Nicholas was not brought up to be a leader and to be in control and so when the time came for him to lead, he was unable to do so properly. His firm beliefs and ways of life allowed little room for opinion, causing unrest and later losing vital support from governments and leaders and after losing the Japanese war he lost the respect of the army. BIBLIOGRAPHY: About.com – Russian History 2014 15.3.14 * http://europeanhistory.about.com/od/russiaandukraine/a/Causes-Of-The-Russian-Revolution.htm All class worksheets, booklets and slide shows Histor-C November 11 2010 15.3.14 * http://historc.wordpress.com/2010/11/11/12c-how-far-was-nicholas-ii-responsible-for-his-own-downfall/ History learning site – Rasputin 201317.3.14 * http://www.historylearningsite.co.uk/rasputin.htm Maureen Anderson ‘Retrospective’ Year 11 Modern History Jacaranda Press 2007 * Chapter Titled – The Fall of the Tsarist Regime Parisia201224.3.14 * http://www.parisia.com/paris/romanov/paris.php?id=12 Philip Ingram ‘Russia and the USSR 1905-1991’ Cambridge University Press 2005 * The events of 1905, the first world war etc†¦.. Skwirk – interactive schooling 2014 19.3.14

Argument Paper on Abusive Families

There is a controversy that children decide whether they should be removed from multiple fighters' strikes at their mother's home and children witness these crimes, but their fathers will not abuse their children. In my opinion, families of domestic violence, whether participating or not, must be removed from their families at once. Parents need to support their children and ensure that the children are safe in a happy, safe and loving environment at home. Household domestic violence and abuse are permanent problems of society. Domestic violence tends to be hidden by emotion, not by being classified as abuse by the victim until it becomes a problem of recurrence. In fact, most of the unreported violence is due to the desire of the victim to protect the criminal. Media often creates news articles and articles on the most sensitive cases of domestic violence. Violence and abuse are one of the most troublesome tasks the family faces today. Abuses may occur between spouses, between paren ts and children, and among other families. Since many cases of spousal abuse and child abuse have not been reported, it is difficult to determine the frequency of domestic violence. In any case, research indicates that abuse (reporting or not) has a major impact on the family and society as a whole. Domestic violence is a major social problem in the United States. It is often said that violence is among families and families, especially spouses. Family sociologists have created the term intimate partner violence (IPV) in order to include unmarried, living together, same-sex couples. Women are the main victims of intimate partner violence. It is estimated that one quarter of women experienced some form of IPV in their lives (compared to one in seven females) (Catalano 2007) Definition of Domestic Violence * Domestic violence is the abuse of power, trust or dependence in the family and risks the survival, safety or happiness of others. This includes a variety of abuses such as spousal abuse, abuses and classes of the elderly, child abuse and school, child abuse, parent abuse, testimony to others in the family. Domestic violence includes some or all of physical abuse, psychological abuse, crime harassment / pursuit, abuse, sexual abuse, economic abuse and spiritual abuse. There are many kinds of domestic violence. Partners, carers or families cause control, domination, or fear of violence, abuse or intimidation. It is not necessarily physical abuse. There are emotional, psychological, economic, sexual, or other kinds of abuse (including animal cruelty against pets, damage to individuals and common property). Children living in connection with abuse acts are considered to be at risk of being harmed by direct or indirect harm by witnessing the abuse of their parents or carers. Children living in families of domestic violence or domestic violence are at higher risk of sexual abuse. Continued abuse and even such abuses can lead to serious problems affecting children' s personal, healthy, educational, and social development Argument Paper on Abusive Families There is a controversy that children decide whether they should be removed from multiple fighters' strikes at their mother's home and children witness these crimes, but their fathers will not abuse their children. In my opinion, families of domestic violence, whether participating or not, must be removed from their families at once. Parents need to support their children and ensure that the children are safe in a happy, safe and loving environment at home. Household domestic violence and abuse are permanent problems of society. Domestic violence tends to be hidden by emotion, not by being classified as abuse by the victim until it becomes a problem of recurrence. In fact, most of the unreported violence is due to the desire of the victim to protect the criminal. Media often creates news articles and articles on the most sensitive cases of domestic violence. Violence and abuse are one of the most troublesome tasks the family faces today. Abuses may occur between spouses, between paren ts and children, and among other families. Since many cases of spousal abuse and child abuse have not been reported, it is difficult to determine the frequency of domestic violence. In any case, research indicates that abuse (reporting or not) has a major impact on the family and society as a whole. Domestic violence is a major social problem in the United States. It is often said that violence is among families and families, especially spouses. Family sociologists have created the term intimate partner violence (IPV) in order to include unmarried, living together, same-sex couples. Women are the main victims of intimate partner violence. It is estimated that one quarter of women experienced some form of IPV in their lives (compared to one in seven females) (Catalano 2007) Definition of Domestic Violence * Domestic violence is the abuse of power, trust or dependence in the family and risks the survival, safety or happiness of others. This includes a variety of abuses such as spousal abuse, abuses and classes of the elderly, child abuse and school, child abuse, parent abuse, testimony to others in the family. Domestic violence includes some or all of physical abuse, psychological abuse, crime harassment / pursuit, abuse, sexual abuse, economic abuse and spiritual abuse. There are many kinds of domestic violence. Partners, carers or families cause control, domination, or fear of violence, abuse or intimidation. It is not necessarily physical abuse. There are emotional, psychological, economic, sexual, or other kinds of abuse (including animal cruelty against pets, damage to individuals and common property). Children living in connection with abuse acts are considered to be at risk of being harmed by direct or indirect harm by witnessing the abuse of their parents or carers. Children living in families of domestic violence or domestic violence are at higher risk of sexual abuse. Continued abuse and even such abuses can lead to serious problems affecting children' s personal, healthy, educational, and social development

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School Uniforms in US Public Schools in Michigan Research Proposal

School Uniforms in US Public Schools in Michigan - Research Proposal Example Moreover, a broad discussion relating to the correlation between student behavior and school uniform has also been discussed. Besides, valuable suggestions for improving the effectiveness of school uniform policies in MI school district and mitigating the problems have also been discussed. Discussion School uniforms are often used in every part of the world as a part which helps in maintaining a proper coordination amid the pupils or the learners by a greater level. The introduction as well as the execution of school uniforms can be duly considered to be a global method of upholding law and order within an educational setting. It can be apparently observed that the educational institutions implementing the policy of school uniforms are less involved in arising disputes amid their pupils (The Michigan Legislature, 1999). The topic of introducing school uniforms in the state of Michigan has been in discussion from many years. It has been stated that the state shares no concern in maint aining discipline in public schools resulting in poor academic performance and incident of violence within their respective campus. It can be affirmed from a broader outlook that school uniform associated policies are often designed to foster the performance of the students in an effectual manner. But in certain cases, it can also be viewed that the implementation of the policy did not proved to be quite effective. While certain critics consider adaptation of the school uniform policy to be a fundamental change in the educational environment, it is also criticized concerning its execution affecting right to freedom by a certain degree. Therefore, it is quite vital especially for the school officials to make effective decisions considering both the positive as well as the negative effects that may arise from employing such policies. It has been viewed that in the year 2000, around 21% of the schools encircling the region of the United States have adopted the policy of effectively usi ng school uniforms amid their pupils. In relation to recognize the problems concerning school uniforms, it can be stated that the main reason behind the increase in adoption of school uniforms in the institutions around the country

Restoration & Recovery Plan Essay Example | Topics and Well Written Essays - 1750 words

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Should College Athletes Get Paid Term Paper Example | Topics and Well Written Essays - 1000 words

Should College Athletes Get Paid - Term Paper Example Setting aside for the now that college athletes who participate in the more popular sports such as football and basketball earn millions of dollars for their respective college and that non-athletic students gain from these financial benefits as well, athletes, by virtue of their demanding schedule, are deprived of the ability to earn while they learn and because of this reason alone should be compensated somewhat. The amount of a stipend is debatable but a reasonable amount of, for example, $200 per month is hardly exorbitant. This discussion will examine the reasons why college athletes receive pay. Both the universities and the NCAA make millions of dollars each winter from the bowl games following the regular football season, a sum that doesn’t include the share individual conferences enjoy. Now add up concession and ticket proceeds, merchandise sales and money gained from corporate sponsorships that without the existence of sports would not be available to a university ev ery year. Those millions come from one month’s revenue from one sport. The college athletes understand that their efforts produce many millions of dollars for their schools but they are not allowed to make even pocket change while giving their all for their team. Athletes are subjected to the most meager of a life under current NCAA rules. Meanwhile, they observe other students with enough spending money at least for an occasional burger and their coach making a multi-million dollar income but know that it is them who are the ones that making the biggest sacrifice. When a college athlete or their family is experiencing financial difficulties as is the instance in many situations, the pressure to leave school to try a professional career is enormous. What would inspire a student-athlete in this predicament to remain in school if they were presented with a chance to earn what even a minor league salary or a backup role at the top league level may offer? Moreover, college athlet es face the perpetual threat of a career ending injury. This has ended the dreams of many for a professional career but, more tragically, also ends their academic career too. (Chaisson, 2001). There undoubtedly is a disparity between athletes and non-athlete students which is not in favor of the athlete. For example, college students who are engaged in extracurricular pursuits other than athletics, musicians for instance collect scholarships and can perform for their college’s symphony whether they or not they are academically eligible. They are also able to perform and make money in a professional band or orchestra while enrolled at school. By contrast, if athletes did this, they would lose their scholarship, be kicked out of school and most likely end any chance of playing professional sports. Furthermore, a music student is able to earn a music degree and even for a specific instrument. â€Å"A football or basketball major is unheard of, much less a major in playing quart erback or strong forward. Athletes are scrutinized for getting any type of job while on scholarship for their school. Getting paid to play or work in football would be sacrilege† (Chaisson, 2001). Student athletes represent of a unique sector of the school’s population. Much more is required of them. Athletes spend much more time and effort than general population students and are relentlessly challenged with balancing academics, athletics and social