Desire and Disappointment in “A & P” and “A Woman on a Roof” Essay Example for Free

Desire and Disappointment in â€Å"A P† and â€Å"A Woman on a Roof† Essay It may be natural instinct for men to be attracted to a good-looking woman or one who displays more than the usual amount of skin in public. The level and type of attraction varies from one male to another. However, more often than not, the primary expectation or fantasy of the male admirer regarding the female being admired, is not met because these expectations and fantasies are based on his personal conceptions and stereotypes about what women should be and not what the particular woman he chances upon is in reality. The male protagonists in John Updike’s â€Å"A P† and Doris Lessing’s â€Å"A Woman on a Roof† exhibit different expectations on the female characters they meet but in the end, all of them would be disappointed and disillusioned with both the female character and, in turn, their own selves.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Updike’s hero is 19 year-old Sammy who works in the checkout counter of a convenience store. One day, three young women walk into the store in their swimsuits. Sammy’s reaction, along with another young but married co-worker, is typical of men their age: they gawk at the woman with sexual desire. Written in the first person point of view of the main character, the reader notes that what Sammy notices about the women are the usual things that men desire in women like â€Å"long white prima-donna legs†¦(and) clean bare plane of the top of her chest down from the shoulder bones†¦(Updike).† Her admiration becomes more than a physical attraction, however, when the store manager reproaches the girls for their out-of-place outfits. In a burst of impulse, Sammy resigns from his job, his reason being that he could not take the embarrassment that the store manager inflicts upon the girls. He imagines his resignation to be a heroic act which he expects the girls to notic. To his disappointment, however, they do not even look back at him. Outside the store, Sammy thinks about â€Å"how hard the world was going to be (Updike)† afterwards. He realizes that the heroism is simply his own conception about what he does and nobody else, especially not the girls, get it. He loses his job in the process and he has too much pride to take it back.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The three male protagonists in Doris Lessing’s story, meanwhile, react upon the sight of a barely-clad woman sunbathing on a rooftop. Like Sammy, the men lust at the sight of the woman in â€Å"red scarf tied around her breasts and brief red bikini pants (Lessing).† The initial reaction evolves differently among the three men, however, as the sunbathing woman becomes a daily distraction to their work. Harry, past middle-age, reminds the other two to think of their own wives as they look at the woman. To him, the woman is a possession that should be reined and controlled and the particular woman on the roof must have had a husband that is not doing his job. The newly-married Stanley is confident that women are willing and submissive when they are coaxed. He gets along with Mrs. Pritchett because she responds to him. Tom, the youngest, has an ideal, fairy-tale image of himself. He imagines himself â€Å"at work on a crane, adjusting the arm to swing over and pick her up and swing her back across the sky to drop her near him (Lessing).† He is a hero protecting her from Stanley. All the time while the men watches, yells and whistles at her, the woman remains indifferent. Days later, Harry eventually gives up. Stanley becomes more enraged as the day becomes hotter. Tony remains hopeful but suffers the most as in the end when he decides to finally go and talk to the woman he is rejected and driven away.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Men have been used to classifying women according to types based on superficial images generated by media or during talks amongst themselves. When a man encounters someone that does not fit any of the molds, she disappoints him greatly, more than even she realizes. The characters in the two stories illustrate how hope could turn into disillusionment when a man entertains grand ideas about a woman even before understanding her. Works Cited Lessing, Doris. A Woman On A Roof. Updike, John. A P.

Creationism in Public Schools Essay -- Teaching Education

Creationism in Public Schools Teaching Creationism in Schools The question as to whether or not creationism should be taught in public schools is a very emotional and complex question. It can be looked at from several different angles, its validity being one of them. Despite the lack of evidence to support the fundamentalist idea of creationism, that in itself is not enough to warrant its exclusion from the curriculum of public schools in the United States. The question is far more involved and complex. One way to address the question is whether or not creationism, in itself, is a valid idea to be taught in public schools. The answer to this can be yes. Not only should a student in American public schools learn and acquire knowledge in empirical sciences, and other tangible facts both in history and other courses, but he should also learn how to think and make decisions for himself. Unfortunately, as it turns out, creationism is in direct conflict with the biological theory of evolution. Many fundamentalist propose that creationism should replace, or at least be offered as an alternative to Darwin’s theory of evolution. This is not the right approach. Creationism, as exemplified in the book of Genesis, should not be taught in a science course. Science runs on a certain set of rules and principles being: (1) it is guided by natural law, (2) it has to be explanatory by reference to natural law, (3) its conclusions lack finality and therefore may be altered or changed, (4) it is also testable against the empirical world, and finally (5) it is falsifiable. These characteristics define the laws, boundaries, and guidelines that science follows. In a science course, all knowledge conveyed is shown, or has been shown in the past, to exemplify a strict adherence to these qualities. Creationism, unfortunately in the eyes of Christian fundamentalist, does not exemplify any adherence whatsoever to these rules and guidelines of science. Therefore, it should not be included in the science curriculum in public schools, even as an alternative to evolution. Another idea is that which is held by those who subscribe to the idea of scientific creationism. Scientific creationism, as it relates to this topic, states that God was the creator, and that evolution is simply a means, developed by Him, of conservation. Due to this definition ... ...plausible alternative. Even if the Book of Genesis happened to find a place in the English curriculum of public schools, or an any other curriculum for that matter, it would still violate the First Amendment of the Constitution of the United States. Even if all these hurdles were overcome, it would still be hotly debated by different religions as to which story of creation to teach. For all of these reasons, it is impossible for any version of creationism to be taught in public schools in the United States. As one can see, the question of whether or not creationism should be taught in public schools is not so much a question of should it be taught, as it is more of a question of can it be taught. Can the Book of Genesis, or even a version of it be taught legally as part of a standardized curriculum? The answer is no. Can Native American versions of creation be taught? The answer is no. Can any idea of creation, subscribed to by any religion be taught legally? The answer is no. Should it be taught? Yes. Where then should it be taught legally, if not in the public school system? Probably, the best environment would be the home. The best teacher would probably be the parent.

Mexico’s largest cement manufacturer

Cemex, has become a global powerhouse In the cement and construction Industry. It currently controls 60 percent of the cement industry in Mexico (Hill 2009). Cemexs success is a result of a combination of efficient technology such as radio transmitters, satellites, and computer hardware that allow the company to anticipate changes in supply and demand and reduce waste. Cemex's success is also a result of an attempt to dominate the industry by acquiring and buying out competitors worldwide In order to expand. . Which heoretical explanation, or explanations, of FDI best explains Cemex's FDI? I believe that Internalization theory best explains Cemex's FDI because Cemex has taken the initiative to enter into many countries and instead of licensing; they bought domestic cement businesses and have grown into a worldwide powerhouse. According to the textbook, internalization theory explains why firms often prefer foreign direct investment over licensing as a strategy for entering foreign ma rkets (Hill 2009).With the advanced technology that Cemex uses, so licensing would not be the greatest venue for the company to take In order to protect It's â€Å"technological know-how' (Hill 2009). b. What Is the value that Cemex brings to the host economy? Can you see any potential drawbacks of inward investment by Cemex in an economy? Cemex is the third largest cement company in the world, and a powerhouse in Mexico where it controls 60 percent of the market. Cemex is highly focused on efficient manufacturing and customer service. Distributors are rewarded for their sales, as are users.The primary benefit Cemex brings to host countries Involves these competltlve advantages. Cemex acquires companies and then transfers technological, management, and marketing know-how to the new units. Improving their performance. The company has brought several acquired companies back to full production, increasing employment opportunities in the host country as well. c. Cemex has a strong pref erence for acquisitions over greenfield ventures as an entry mode. Why? Cemex has successfully acquired established cement makers in many countries.By acquiring companies rather than establishing them from the ground up, Cemex can avoid some of the delays that could occur in the start-up phase, while t the same time, capitalize on the benefits of an established market presence. Acquiring other businesses is effective because the host economy already knows the demographics and the market. Cemex would be able to make the business better with their technology and research. A Greenfield venture would be risky and not cost effective. d. Why is majority control so important to Cemex?Majority control is important to Cemex because of the ability to Implement its policy of transferring resources. When It does not have majority control It may not be able to transfer its own managing resources to newly acquired companies. Also, Cemex ight want to take advantage of differences in factor costs a cross countries, so it will be allowed to import parts from other places to reduce costs. References Hill, C. W. L. , Richardson, T. , ; McKaig, T. (2009). Global business today. Toronto: McGraw-Hill Ryerson.BUSN 427 WEEK 3 Case study By Jihadmalley Mexico's largest cement manufacturer, Cemex, has become a global powerhouse in the cement and construction industry. It currently controls 60 percent of the cement industry in Mexico (Hill 2009). Cemex's success is a result of a combination of acquiring and buying out competitors worldwide in order to expand. a. Which hat internalization theory best explains Cemex's FDI because Cemex has taken the avenue for the company to take in order to protect it's â€Å"technological know-how' (Hill 2009). . What is the value that Cemex brings to the host economy? Can you see any are users. The primary benefit Cemex brings to host countries involves these competitive advantages. Cemex acquires companies and then transfers technological, management, and marketing know-how to the new units, improving Majority control is important to Cemex because of the ability to implement its policy of transferring resources. When it does not have majority control it may not be able

Observing the Public School Environment at Marcy Open...

For the purpose of observing a school environment, I was granted the opportunity to visit Marcy Open School, a K-8 Minneapolis Public School located in 415 University Ave SE, Minneapolis, MN. Like all magnet schools, Marcy Open School strives to achieve racial balance and incorporates specialized curricular themes to reach out to its scholars. In addition, the school website states the mission of the school is to,† Educate for life-long learning in a respectful environment that emphasizes responsibility, creativity, curiosity, and connectedness to the world†. To enhance students’ learning outcomes, Marcy Open School incorporates the following nine unique programs: Marcy Arts Partnership, a program that funds for arts-integrated programs and residencies for all children, regardless of race, religion, developmental level or socioeconomic status. Parents established the program in 1995 in an effort to connect students with the wider community and strengthen studentsâ €™ education. Also, the school provides Path to Reading Excellence in School Sites (PRESS) a partnership between, target, the University of Minnesota, Reading Corps, and select Minneapolis schools (Marcy included), that focuses on teachers and students in grades K-3 and provides them Quality Core Instruction, Data-Based Decision Making, Tiered Interventions, and Professional Development. This program was designed because ample research proves that children’s’ ability to read by third grade determines their future

Ancient History and Europe - Free Essay Example

Sample details Pages: 2 Words: 476 Downloads: 1 Date added: 2019/10/10 Did you like this example? The Persians, Romans, and Greeks are remembered in the contemporary society for their influence in Westernization. The Greeks have significant achievements in architecture, sports, arts, and theater. The Persians have major contributions towards the aspect of democracy in the modern societies. The Roman Republic components of government are also evident in modern-day societies. This paper will illustrate various contributions made by the Persians, Romans, and Greeks. It is true that the influence of Persians is still seen in the contemporary society. For instance, their influence is evident in human rights. The famous world’s first human right charter was inscribed under the authority of the Persian ruler Cyrus the Great in 539 BC. This implies that the Persians have a significant contribution to human rights which are essential in the societies today. It is worth to note that the rules required the freeing of Jews who had been held captive (Sadeghi Ghorbani 1133). As a result, many communities today are objected to slavery. The rules also ushered in freedom of expression of a person’s religion. Don’t waste time! Our writers will create an original "Ancient History and Europe" essay for you Create order One of the greatest achievements of ancient Greece is seen in the theater. Plays started to become vital in the old Greece, and most of them were carried out as tragedies and comedies. In ancient Greece, comedies were usually plays that were undertaken to pass certain messages to the community. ‘Antigone’ is one of the most famous ancient Greece plays. It is about a girl who defied the King’s orders. In this case, many Greek customs and values were expressed (McLeish Griffiths 13). Tragedies were formulated in such a way that communicated about certain societal or moral issues and suffering of people. Many ancient Greece tragedies ended in a disaster. The ancient Greece also made outstanding contributions in the sector of sports and architecture. The Olympics are among the greatest spectacular scenes in the modern age. The founder of the modern Olympics was significantly motivated by the Olympic Games that were first held in 776 BC. According to history, the ancient Olympic Games took place as a dedication to the Olympian gods in the ancient plains of Olympia (Kyle 22). The art is a reflection of what a community creates. Through ancient Greece temples, pottery, and sculptures, the Greeks formed a vital principle of their culture. This was referred to as ‘arete’ in the old Greece. To the Greeks, arà ªte implies honor to the Greece gods. For example, the Parthenon is an ancient Greece temple which is considered a perfect illustration of Greek architecture. The Roman Republic had three components. After its foundation, the Roman Empire was initially ruled by kings. There were the consuls who were a monarchical section of the Republic. They served as the judges. The Senate was established as the aristocratic part and performed advisory roles. The assembly existed to make decisions on war and peace issues.

Women s Right For Equality - 1467 Words

n our society there is a need for equality for men and women, we must allow our well-being to achieve success. Researchers have been doing research on society to find the dissimilarities between women and men. We as women are by far the largest minority in the United States. I could relate the most important social, political and economic trends of the century, upon the achievements, as well as their missteps. Though we are making an effort to improve women s right for equality, the American dream is still yet to be achieved by many mothers, sisters, aunts, wives, and daughters. Yes all men are created equal but are women created equal as well? Their could be some discrepancy amongst the world that will say yes but women are a minority in this country. Men are the rulers over America, being very forgetful that because of women they live a productive lifestyle. Men and women should both be given the same equal rights in value and treatment. Within the workplace is one of t he main issues we deal with today. Women are just as capable of getting the job done the same as men. As in reinforcing gender stereotype they show that â€Å"men are portrayed as being more powerful†, in which they can be. Women and men were not made to be similar; however they want equal opportunities. â€Å"Each human being matters equally and has equal value and rights† (McMahan, J. 2008). Women and men are treated differently in the workplace and are unjust. It is stated in the Equal RightsShow MoreRelatedWomen s Rights And Equality1135 Words   |  5 Pagesdefinition of equality inquires that all genders have the same rights and opportunities. According to law women are able to work, talk, dress, act, and express freely in society. The 1st amendment reassures all Americans these freedoms. It does not assure that women can work, talk, dress, act, and express freely in society without concern of being socially accepted. We deserve the same rights men have had sin ce the beginning of time. In the past, the public has written the role women should bear;Read MoreWomen s Rights And Equality1020 Words   |  5 Pagesrun the world? Girls,† is an iconic lyric from Beyonce s â€Å"Run the World,† and may give the impression that women have been dominating the world, just like men. What a listener will not hear in â€Å"Run the World† is how long it took and how much effort it took just to give women the slight feeling of equality that they have today. The rights women have now would not be in place without the feminist movement, starting in the 1960s. In the 60s, women began to take action, believing that the phrase, â€Å"allRead MoreWomen s Rights And Equality1132 Words   |  5 PagesAlthough women’s rights and equality is progressing in the United States, there are progressing countries trying to achieve their overall gender index rank, which measures the human development of a country. From 2006 to 2014, Egypt s in equality gender gap index rank has increased significantly from 109 to 129 out of 173 countries of the world (Bekhouche, Hausmann, Tyson, Zahidi). During Ancient Egypt, women and men had the same rights to resources such as personal health, work, and education. ButRead MoreWomen s Rights, Equality, And Opportunities1269 Words   |  6 PagesEquality. The state of being equal, especially in status, rights, and opportunities. A simple concept yet so hard to achieve between sexes. Throughout history women have always been the minority and marginalized. They were thought of only being a caregiver, that could not exemplify the same work ethic men did. Women were and still are neglected the same rights men have. Since times have evolved women have fought for the rights they have. Yet even in the year 2015, men are still considered to beRead MoreWomen s Rights Of Gender Equality And Women1005 Words   |  5 PagesHistorically women have not been provided equal opportunities in competiti ve and collegiate sports. In the late 1800’s, social perception was that females were weak and although they were admired by men, they were treated like objects (Lumpkin, 2013). Competitive and collegiate sports were dominated by males, with little opportunity for women to participate. Females eagerly wanted to participate, however sports were perceived inappropriate which would put their femininity in question and putRead MoreWomen s Rights And Gender Equality Essay1506 Words   |  7 Pages All men and women were created equal. However, this obvious truth is not universally shared. Fortunately, there is a very real fight for gender equality that we are currently engaged in, and a participant in that fight that holds a fundamental role are non-governmental organizations (NGOs). NGOs exist as private, voluntary organizations that function without government restriction and bias because they are not for profit and not funded by the government. These organizations coordina te strategiesRead MoreWomen s Rights For Gender Equality1441 Words   |  6 PagesWhatever women do, they must do twice as well as men to be thought half as good. Luckily, this is not difficult (Charlotte Whitton). Women’s rights promote an equality between men and women. Equality between males and females would be both genders being treated equal and fair in all aspects of life. Many people have been fighting for centuries to transform women’s rights. Women’s rights regarding job opportunities, military advancements and pay gaps have transformed over centuries and need to continueRead MoreWomen s Rights And Gender Equality Essay2428 Words   |  10 Pagesmay not even bring anything or anyone significant to mind. But no matter what thoughts arise through them, all three of these words represent an ideology, and two of them commonly have to do with diet. Feminism, or the advocacy of women’s rights and gender equality, and veganism, or the lifestyle and d iet of avoiding animal products, are widely known and decently popular. However, locavorism, which is the lifestyle and diet of purchasing and eating locally and sustainably grown food in order to helpRead MoreGender Equality And Women s Rights1274 Words   |  6 Pages Women in the world still face discrimination and gender equality takes action to achieve women’s rights. AAUW provides and gives women the chance to have an education, while Catalyst reaches out to women to carry out equal pay, equal participation in the workplace, and remove discrimination. UN Women attains to human rights for women. Throughout history women have fought for gender equality in the workplace and in education, and every year organizations like AAUW, Catalyst, and UN Women haveRead MoreWomen s Rights Is The Fight For Equality1083 Words   |  5 PagesWomen’s rights is the fight for the idea that women should have equal rights with men. Over history, this has taken the form of gaining property rights, the women’s suffrage, or the right of women to vote, reproductive rights, and the right to work for for equal pay. Women were conditioned to be treated like second class citizens solely because of their gender until a crucial movement in American history during the late nineteenth century that would inspire a long fight for equality for generations

Unless we accept the claim that Lenins coup det Essay Example For Students

Unless we accept the claim that Lenins coup det Essay at gave birthto an entirely new state, and indeed to a new era in the history ofmankind, we must recognize in todays Soviet Union the old empire ofthe Russians the only empire that survived into the mid 1980s(Luttwak, 1). In their Communist Manifesto of 1848, Karl Marx and FriedrichEngels applied the term communism to a final stage of socialism inwhich all class differences would disappear and humankind would livein harmony. Marx and Engels claimed to have discovered a scientificapproach to socialism based on the laws of history. They declared thatthe course of history was determined by the clash of opposing forcesrooted in the economic system and the ownership of property. Just asthe feudal system had given way to capitalism, so in time capitalismwould give way to socialism. The class struggle of the future would bebetween the bourgeoisie, who were the capitalist employers, and theproletariat, who were the workers. The struggle would end, accordingto Marx, in the socialist revolution and the attainment of fullcommunism (Groilers Encyclopedia). Socialism, of which Marxism-Leninism is a takeoff, originatedin the West. Designed in France and Germany, it was brought intoRussia in the middle of the nineteenth century and promptly attractedsupport among the countrys educated, public-minded elite, who at thattime were called intelligentsia (Pipes, 21). After Revolution brokeout over Europe in 1848 the modern working class appeared on the sceneas a major historical force. However, Russia remained out of thechanges that Europe was experiencing. As a socialist movement andinclination, the Russian Social-Democratic Party continued thetraditions of all the Russian Revolutions of the past, with the goalof conquering political freedom (Daniels 7). As early as 1894, when he was twenty-four, Lenin had become arevolutionary agitator and a convinced Marxist. He exhibited his newfaith and his polemical talents in a diatribe of that year against thepeasant-oriented socialism of the Populists led by N.K. Mikhiaiovsky(Wren, 3). While Marxism had been winning adherents among the Russianrevolutionary intelligentsia for more than a decade previously, aclaimed Marxist party was bit organized until 1898. In that year acongress of nine men met at Minsk to proclaim the establishment ofthe Russian Social Democratic Workers Party. The Manifesto issued inthe name of the congress after the police broke it up was drawn up bythe economist Peter Struve, a member of the moderate legal Marxistgroup who soon afterward left the Marxist movement altogether. Themanifesto is indicative of the way Marxism was applied to Russianconditions, and of the special role for the proletariat (Pipes, 11). The first true congress of the Russian Social DemocraticWorkers Party was the Second. It convened in Brussels in the summerof 1903, but was forced by the interference of the Belgian authoritiesto move to London, where the proceedings were concluded. The SecondCongress was the occasion for bitter wrangling among therepresentatives of various Russian Marxist Factions, and ended in adeep split that was mainly caused by Lenin his personality, hisdrive for power in the movement, and his hard philosophy of thedisciplined party organization. At the close of the congress Lenincommanded a temporary majority for his faction and seized upon thelabel Bolshevik (Russian for Majority), while his opponents whoinclined to the soft or more democratic position became known as theMensheviks or minority (Daniels, 19). Though born only in 1879, Trotsky had gained a leading placeamong the Russian Social-Democrats by the time of the Second partyCongress in 1903. He represented ultra-radical sentiment that couldnot reconcile itself to Lenins stress on the party organization. Trotsky stayed with the Menshevik faction until he joined Lenin in1917. From that point on, he acomidated himself in large measure toLenins philosophy of party dictatorship, but his reservations came tothe surface again in the years after his fall from power (Stoessinger,13). In the months after the Second Congress of the Social DemocraticParty Lenin lost his majority and began organizing a rebellious groupof Bolsheviks. This was to be in opposition of the new majority of thecongress, the Menshiviks, led by Trotsky. Twenty-two Bolsheviks,including Lenin, met in Geneva in August of 1904 to promote the ideaof the highly disciplined party and to urge the reorganization of thewhole Social-Democratic movement on Leninist lines (Stoessinger, 33). The differences between Lenin and the Bogdanov group ofrevolutionary romantics came to its peak in 1909. Lenin denouncedthe otzovists, also known as the recallists, who wanted to recall theBolshevik deputies in the Duma, and the ultimatists who demanded thatthe deputies take a more radical stand both for their philosophicalvagaries which he rejected as idealism, and for the utopian purism oftheir refusal to take tactical advantage of the Duma. The real issuewas Lenins control of the faction and the enforcement of his brand ofMarxist orthodoxy. Lenin demonstrated his grip of the Bolshevikfaction at a meeting in Paris of the editors of the Bolsheviksfactional paper, which had become the headquarters of the faction. Kyresha LeFever EssayThe Eastern Front had been relatively quiet during 1917, andshortly after the Bolshevik Revolution a temporary armstice wasagreed upon. Peace negotiations were then begun at the Polish town ofBrest-Litovsk, behind the German lines. In agreement with theirearlier anti-imperialist line, the Bolshevik negotiators, headed byTrotsky, used the talks as a discussion for revolutionary propaganda,while most of the party expected the eventual return of war in thename of revolution. Lenin startled his followers in January of 1918 byexplicitly demanding that the Soviet republic meet the Germanconditions and conclude a formal peace in order to win what heregarded as an indispensable breathing spell, instead of shallowlyrisking the future of the revolution (Daniels, 135). Trotsky resigned as Foreign Commissar during the Brest-Litovskcrisis, but he was immediately appointed Commissar of Military Affairsand entrusted with the creation of a new Red Army to replace the oldRussian army which had dissolved during the revolution. ManyCommunists wanted to new military force to be built up on strictlyrevolutionary principles, with guerrilla tactics, the election ofofficers, and the abolition of traditional discipline. Trotsky sethimself emphatically against this attitude and demanded an armyorganized in the conventional way and employing military specialists experienced officers from the old army. Hostilities between the Communists and the Whites, who were thegroups opposed to the Bolsheviks, reached a decicive climax in 1919. Intervention by the allied powers on the side of the Whites almostbrought them victory. Facing the most serious White threat led byGeneral Denikin in Southern Russia, Lenin appealed to his followersfor a supreme effort, and threatened ruthless repression of anyopposition behind the lines. By early 1920 the principal White forceswere defeated (Wren, 151). For three years the rivalry went on withthe Whites capturing areas and killing anyone suspected of Communistpractices. Even though the Whites had more soldiers in their army,they were not nearly as organized nor as efficient as the Reds, andtherefore were unable to rise up (Farah, 582). Police action by the Bolsheviks to combat political oppositioncommenced with the creation of the Cheka. Under the direction ofFelix Dzerzhinsky, the Cheka became the prototype of totalitariansecret police systems, enjoying at critical times the right the rightof unlimited arrest and summary execution of suspects and hostages. The principle of such police surveillance over the political leaningsof the Soviet population has remained in effect ever since, despitethe varying intensity of repression and the organizational changes ofthe police from Cheka to GPU (The State Political Administration)to NKVD (Peoples Commissariat of Internal Affairs) to MVD (Ministryof Internal Affairs) to the now well-known KGB (Committee for StateSecurity) (Pipes, 140). Lenin used his secret police in his plans to use terror toachieve his goals and as a political weapon against his enemies. Anyone opposed to the communist state was arrested. Many socialistswho had backed Lenins revolution at first now had second thoughts. Toescape punishment, they fled. By 1921 Lenin had strengthened hiscontrol and the White armies and their allies had been defeated(Farah, 582). Communism had now been established and Russia had become asocialist country. Russia was also given a new name: The Union ofSoviet Socialist Republics. This in theory meant that the means ofproduction was in the hands of the state. The state, in turn, wouldbuild the future, classless society. But still, the power was in thehands of the party (Farah, 583). The next decade was ruled by acollective dictatorship of the top party leaders. At the top levelindividuals still spoke for themselves, and considerable freedom forfactional controversy remained despite the principles of unity laiddown in 1921. Works CitedDaniels, Robert V., A Documentary History of Communism. New York:Random House Publishing, 1960. Farah, Mounir, The Human Experience. Columbus: Bell Howess Co.,1990. Luttwak, Edward N., The Grand Strategy of the Soviet Union. New York:St. Martins Press, 1983. Pipes, Richard, Survival is Not Enough. New York: SS Publishing,1975. Stoessinger, John G., Nations in Darkness. Boston: Howard Books,1985. Wren, Christopher S., The End of the Line. San Francisco: BlackhawkPublishing, 1988.