...By mid-October 1905, the star was in danger from a general strike across the empire. Liberals and workers had come together and had paralysed the autocracy. The fate of the Tsarist regime hung in balance. But by the end of 1906 Nicholas II was once again in firm control. He had achieved this recovery by a combination of concessions and repressive force. Although the political parties shared the same ultimate goal of overthrowing the existing order; Tzardom, they were divided from one another. The Liberals, the Mensheviks, the Bolsheviks and the Social Revolutionaries had different political programmes. In 1905 each political party made its own struggles against Tzardom. Therefore, the Tsarist government could suppress these political parties one by one. Besides the division between the political parties, there were many disagreements within each of the political parties: the right-wing Liberals disagreed with the radical Liberals, the Mensheviks disagreed with the Bolsheviks, and the Social Revolutionaries disagreed with the radical Social Revolutionaries. The inside division within each party massively weakened the strength of its struggle against Tzardom. And therefore meant that the groups were easily little worry for the tsar. The chief driving force of the 1905 Revolution was the main population, the peasants. But this class were not properly led by the political parties to seize power. Both the Social Democrats and Social Revolutionaries had wrong conceptions of the role...
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...‘What 1905 showed was that as long as the Tsarist government kept its nerve and the army remained loyal, the forces of protest would find it very difficult to mount a serious challenge.’ –p.39 Reaction and Revolution. The failure of the revolution in 1905 was caused by many different contributing factors, however the key reason for the failure, was the success of state authority in retaining control. If the Tsarist state had collapsed, as in 1917, the revolution would have inevitably been successful. A revolution means to forcibly overthrow a government or social order, for a new system. However, this simply cannot be possible if the state authority (controlled by the government) does not collapse. The survival of state authority was fundamentally the reason for the failure of the 1905 revolution. Trotsky once said “although with a few broken ribs, (the Tsarist system) had come out of the experience of 1905 alive and strong enough." This quote shows that although the revolt unsettled the government and was the biggest indication of the lack of support for the regime, it wasn’t actually strong enough to break it. In 1905, the armed forces hadn’t yet become sufficiently disillusioned by the Tsarist regime in the same way that many peasants and working class had. The army stayed loyal to the Tsar, crushing revolutionary disturbances and arresting thousands of revolutionaries. The Black Hundreds, a counter revolutionary pro-government terrorist group also helped the military...
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...What were the causes of the 1905 Revolution? Why did the Revolution fail to overthrow the Tsarist Regime? The Revolution of 1905 was the first time the Tsar had faced open opposition from so many groups in Russian society at the same time. It involved peasant disturbances, strikes, naval mutinies, nationalist uprisings and assassinations. This essay aims to examine the different causes of the Revolution of 1905. Short and long-term causes will be considered, and economic, political, military and social factors will be discussed. The essay will also explain why the Revolution ultimately failed to overthrow the Tsarist regime. A long-term social and economic cause of the 1905 Revolution was the continuing dissatisfaction of both peasants and landowners to the Emancipation Edict of 1861. Although this piece of legislation had brought an end to serfdom, peasants still remained tied to the village commune (mir) and were angry at the redemption payments they were expected to pay in return for the land they had received. They believed more, and better quality, land should have been given to them at no cost. Their anger was made evident during the peasant disturbances of 1902. The landowners were also unhappy with the terms of emancipation. They lost the free labour of their serfs and a large amount of land. As a result many were facing huge debts by 1905. Another long-term cause of the 1905 Revolution was the general disappointment with which many Russian people viewed the...
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...Stolypin’s reforms failed and the Tsar’s Imperial government did not learn the lessons of the 1905 Revolution by Professor Peter Waldron. University of Sunderland new perspective. Volume 6. Number 3. March 2001 Summary: The Tsarist government received a severe jolt from the 1905 Revolution and, in order to relieve discontent, soon instituted reforms, including the creation of an elected Duma. From 1906 Stolypin proposed fundamental reforms, especially of the agricultural system, which would ensure that the population had no reason to rebel. But his programme was not implemented, partly because the Duma was an inefficient instrument for the passage of government legislation, and partly because the regime, now that law and order had been restablished, had not the will to overcome opposition from the nobility and the Church. Reform, not revolution, seemed the problem. As a result, the regime failed to learn the lessons of 1905 and collapsed in 1917. Questions to consider How far-reaching were the reforms prompted by the disturbances of 1905? How did Stolypin intend to stabilise the Tsarist regime? Why did Stolypin’s reform strategy fail? Why may he have been assassinated by enemies on the Right? In what ways did the failure of reforms after 1905 pave the way for the revolution of 1917? During 1905, Imperial Russia was beset by revolution. Across the empire, peasants rose in rebellion so that troops had to be called to put down more than 3,000 separate instances of rural...
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...A2 Russia and its Rulers 1855–1964 Past Questions workbook How to use this booklet Your Russia and Cold War teachers will discuss what they want you to do in each Cold War lesson (now that your coursework is finished). This booklet has a page for each examination question that has been asked about our course since the change of course in 2010. For each question there is a section from the guidance given to examiners for marking it, and a section from the examiner’s report on each question. Each page also contains a section where you can record what you have learned about answering each question. Tackling past questions is an excellent way of revising. You could be doing several things in any order: * Reading the examiner’s remarks; * Planning an answer to the question; * Using your notes to find the evidence you’ll need to answer each question; * Sending a plan to a friend for constructive criticism. Before you get going – please note the advice that the Chief Examiner has given to his exam markers for the last year: ------------------------------------------------- “Candidates are expected to demonstrate understanding of the issues in each of their selected questions over a period of at least a hundred years (unless an individual question specifies a slightly shorter period.) Candidates are reminded of the synoptic nature of the Unit. Answers are required to demonstrate understanding of the processes of historical continuity, development...
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...Why and What Do We Compare? The Story of Revolution and Democratization Mehrzad Boroujerdi, Syracuse University Introduction The field of comparative politics starts with the assumption that knowledge in the social sciences must proceed by way of the search for comparisons, or what has been called "suggestive contrasts." Scholars of comparative politics compare in order to discover similarities and explain differences. As infrequent and highly complex events, revolutions have attracted a great deal of attention from comparativists. In this article, we will address the following topics: • The Concept of Revolution • Why Revolutions Happen? • Can Revolutions be Predicted? • What Do Revolutions Accomplish? • What Are some of the Failures of Revolutions? • Comparing Characteristics and Outcomes of Some Revolutions • Questions The Concept of Revolution: According to the American philosopher Richard Rorty "revolution," like such other words as "reason," "democracy," and "socialism" is a "thick word" which can be contrasted with such "thin words" as truth, dialogue, and justice. How do we define a "revolution?" How are revolutions distinct from other forms of political change such as Coup d'état, rebellion, mutiny, insurrection, or uprising? All of the above nouns may denote acts of violence aimed at changing or overthrowing an existing order or authority. However, there are important legal and political differences among them as well. ...
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...Montesquieu: Political Philosopher and His Views and Thoughts Montesquieu: Political Philosopher and His Views and Thoughts MONTESQUIEU Charles-Louis de Secondat, Baron de La Brède et de Montesquieu, was born on January 19th, 1689 at La Brède, near Bordeaux, to a noble and prosperous family. He was educated at the Oratorian Collège de Juilly, received a law degree from the University of Bordeaux in 1708, and went to Paris to continue his legal studies. On the death of his father in 1713 he returned to La Brède to manage the estates he inherited, and in 1715 he married Jeanne de Lartigue, a practicing Protestant, with whom he had a son and two daughters. In 1716 he inherited from his uncle the title Baron de La Brède et de Montesquieu and the office of Président à Mortier in the Parlement of Bordeaux. For the next eleven years he presided over the Tournelle, the Parlement's criminal division, in which capacity he heard legal proceedings, supervised prisons, and administered various punishments including torture. (Shklar, 1987) In 1721 Montesquieu published the Persian Letters, which was highly successful and made Montesquieu known by literary scholars. During this period he wrote several minor works: Dialogue de Sylla et d'Eucrate (1724), Réflexions sur la Monarchie Universelle (1724), and Le Temple de Gnide (1725). After visiting Italy, Germany, Austria, and other countries, he went to England, where he lived for two years. He was greatly impressed with the English political...
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...Anthony met the twenty-sixth president of the United States, President Theodore Roosevelt, in Washington D.C. in 1905. She met with Roosevelt to go over every detail of her plan for women's suffrage. She laid out how she believed women should have the right to do everything that men can do. Anthony was fighting to add an amendment that would give women the right to vote and give liberties to women everywhere. Unfortunately, Anthony died on March 13, 1906 fourteen years before the nineteenth amendment was added to the constitution. The fourteenth amendment gave women the right to vote. It also gave many women the feeling that they were equal to their male counterparts. In 1979 Susan B. Anthony was the first women to be honored by the United States Treasury Department by being put on the dollar coin. She was honored due to her amazing efforts for women’s rights...
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...This article was downloaded by: [University of Sussex Library] On: 31 August 2011, At: 03:33 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Economy and Society Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/reso20 Trotsky, Gerschenkron and the political economy of late capitalist development Ben Selwyn Available online: 25 Jul 2011 To cite this article: Ben Selwyn (2011): Trotsky, Gerschenkron and the political economy of late capitalist development, Economy and Society, 40:3, 421-450 To link to this article: http://dx.doi.org/10.1080/03085147.2011.574425 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.tandfonline.com/page/termsand-conditions This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan, sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand...
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...religious instruction at home. 1888 Passes entrance exam for Luitpold Gymnasium, Munich. 1889 Meets 21 year old student Max Talmud, introduces Einstein to key science and philosophy texts including Kant’s "Critique of pure reason" 1891: 2nd major sense of wonder with Euclidean geometry. Wrote later: “If Euclid fails to kindle your youthful enthusiasm, you were not born to be a scientific thinker.”Begins to excel in maths and science, despite hating regimentation of school and rote learning. 1892 Einstein is not bar mitzvahed so not technically a member of the Jewish community. 1894 June – Parent’s engineering company go into liquidation, the family move to Milan while Einstein remains in Munich with distance relatives to finish his schooling. 29th December - Einstein leaves school early with a medical certificate, joins family in Milan. He had no school leaving certificate but a letter from his maths teacher confirming his excellent maths abilities. 1895 Essay “On the investigation of the state of the Ether in a magnetic field” in summer sent to his uncle Caesar Kock in Belgium. Einstein’s family plan for him to study engineering. 8 – 14th October – Einstein fails the entrance exam for the Swiss polytechnic in Zurich despite outstanding results for maths and science (he was two years below the normal age of 18.) However the mathematical and science part of his exam impresses Professor Weber enough for him to invite Einstein to attend his lectures. 26th October - Enrols at...
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...Gandhi's Hind Swaraj takes the form of a dialogue between two characters, The Reader and The Editor. The Reader essentially serves as the typical Indian countryman whom Gandhi would have been addressing with Hind Swaraj. The Reader voices the common beliefs and arguments of the time concerning Indian Independence. Gandhi, The Editor, explains why those arguments are flawed and interject his own arguments. As The Editor Gandhi puts it, "it is my duty patiently to try to remove your prejudice." In the dialogue which follows, Gandhi outlines four themes which structure his arguments. 1. First, Gandhi argues that ‘Home Rule is Self Rule’. He argues that it is not enough for the British to leave only for Indians to adopt a British-styled society. As he puts it, some "want English rule without the Englishman ... that is to say, [they] would make India English. And when it becomes English, it will be called not Hindustan but Englishtan. This is not the Swaraj I want.” 2. Gandhi also argues that Indian independence is only possible through passive resistance. In fact, more than denouncing violence, Gandhi argues that it is counter-productive; instead, he believes, “The force of love and pity is infinitely greater than the force of arms. There is harm in the exercise of brute force, never in that of pity.” This is essential throughout Hind Swaraj. 3. In order to exert passive resistance, Gandhi reasons that Swadeshi (self-reliance) be exercised by Indians, meaning the refusal of all trade...
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...http://www.sscnet.ucla.edu/history/franks/classes/131b/perm/radicalsdocuments.html#nechaev Documents on the Revolutionary Movement, c. 1861-1881 1. Revolutionary Proclamations of 1861 and 1862 2. Nechaev's Program, 1869 3. Nechaev's "Catechism of a Revolutionary," 1869 4. Petr Lavrov, 1870-1873 5. Palen's Description of the Movement "To the People," 1875 6. Program of the "Land and Freedom" Group, 1878 7. Program of the "People's Will" Group, January 1, 1880 Document 1. REVOLUTIONARY PROCLAMATIONS OF 1861 AND 1862 Although Russia's Emancipation of 1861 went further than that of the same period in the United States, some of the radicals were disappointed. They voiced their anger in revolutionary proclamations like the two excerpted here. The novelist M. I. Mikhailov, who helped write the first, was arrested in September 1861 for distributing subversive literature and was sentenced to hard labor in Siberia. The second proclamation, widely distributed in Saint Petersburg in May 1862, caused a great stir and is considered to be historically significant in the development of the Russian revolutionary movement. P. G. Zaichnevskii, who wrote it with a group of fellow prisoners and sent it to the underground printer via a sentry, said later that as of 1862 neither he nor his coauthors had yet read the Communist Manifesto. Reference: Mikhail K. Lemke, Politicheskie protsessy v Rossii 1860-kh gg., 2d ed. (Moscow: Gosizdat, 1923), pp. 63-64, 69, 70, 74-75 [1861 item]...
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...Environmental Problem: Defined The environmental issue that my research will focus on is the continued use of fossil fuels as the primary energy source by our global economy: regardless of the proven adverse impacts, from our reliance on these nonrenewable resources; and in consideration of the circumstances regarding the existence of viable alternative sources of energy, given the application of equivalent technologies applied to their systems of conversion. The focus of this paper is not to identify evidence of the negative impacts realized because of fossil fuel use, in order to prove these problems are in fact produced. Confirmation has been granted through several other research projects, in regards to those problems and aspects included within the scope of this research project. As for those problems or related aspects excluded in the scope of this project, debate does exists; along with there being variations present in the range of impacts believed to be associated with fossil fuel use. That is, the limits of my research were configured according to the impacts that are evident regardless of opposing viewpoints and variations in perspective. The study will not include research that supports that viable alternative, renewable energy sources are available either. This would be redundant as well considering the practical applications in use throughout the world, diverting any debate that may exist to the alternative sources in theory. Specifically, the three main impacts...
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...Assignment 1 How was the south changed? The chief accomplishment of the new south was the expansion of textile production, as the number of cotton mills grew from 161 to 400. There was also an increase in the lumber industry, coal production, and tobacco growth. Although, the majority of southern farmers were not flourishing, which caused sharecropping and tendancy to increase between blacks and whites. The bourbons perfected a political alliance with northern conservatives and economic alliance with northern capitalists. They also reduced state expenditures and public debt. Attitudes about race became more strongly felt and the prospect of an electoral alliance between poor whites and blacks that could threaten the power structure became a possibility, so the southern states came up with various ways to disenfranchise blacks. Also, “Jim Crow” laws were enacted to mandate public separation of the races. Legalized segregation reinforced the notions of white racial superiority and African-American inferiority, creating an atmosphere that encouraged violence, and during the 1890s lynching’s of blacks rose significantly. Define the New West. After 1865, the federal government encouraged western settlement and economic exploitation. The transcontinental railroads opened the western half of the nation to economic development and created an interconnected national market. Needing rapid communication, companies built telegraph lines along the railroad as the track was laid...
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...The Cuban Missile Crisis: Reading the Lessons Correctly Author(s): Richard Ned Lebow Source: Political Science Quarterly, Vol. 98, No. 3 (Autumn, 1983), pp. 431-458 Published by: The Academy of Political Science Stable URL: http://www.jstor.org/stable/2150497 Accessed: 10/11/2008 23:45 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=aps. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We work with the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact support@jstor.org. The Academy of Political Science is collaborating with JSTOR to digitize, preserve...
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