Internet Technology in Higher Education

Internet Technology in Higher Education Internet is a global system of interconnected computer networks that use the standard internet protocol suite to serve billions of users worldwide. Internet has become increasing popular for many uses such as business marketing, online shopping and education which are just a few of the many advantages the internet can provide. It is a network that consists of millions of private, public, academic, business and government networks of local to global scope that are linked by a broad area of electronic, wireless and optical networking technologies. The internet carries a vast range of information and resources such as the internet linked hypertext documents of the world wide and infrastructure to support electronic mail. Most traditional communication media including telephone, music, film and defined the internet, giving birth to new services such as voice over internet protocol. Newspaper print, books and other print publishing are adapting to website technology are reshaped into blog ging and web feeds. The internet has enabled and accelerated new forms of human interaction through instant messaging, internet forums and social networking. Online shopping has boomed both for major retail, outlet and small traders. Nowadays we can say the whole university is connected through the internet even many different universities are connected with each other through the internet and technology. It is the main source of communication and connecting with each other. Internet connects the world together learning can be more interactive Technology affects nowadays practically most activities in our life. The new digital technology have economy, markets ,politics, our workplace, the ways we communicate with each other our home activities ,as well as operation of all level of education from kinder garden to doctoral studies. Now technology has changed our life. Both internet and technology are really very effective for education .These are two sides of the same coin .The internet and technology go side by side, so these effects on the higher studies from various ways such as education becomes more easier with the help of internet and technology. Internet is a tool that can be used in variety of ways such as it makes life easier; you can make communication with other, You can search upon anything which you want to find out. Internet, as most of us know, is a large network of networks, which communicate with each other by means of data packets. Internet is regarded as the largest information base. Today, Internet has become an integral part of our daily lives. We depend on the internet to update ourselves about current news and rely on the communication platform it offers to get in touch with our near ones. The information from all around the world is just a click away, thanks to the internet. There are numerous advantages of the internet in education like gaining Information, news, historical data and, communication. Thats why the higher education becomes easier and flexible. The fast and relatively low cost access is one of the major benefits to people and a student all over the world as getting an Internet connection is easy. Communication information is the two most important advantages of the Internet in education. Secondly, information can be updated or modified at any time and for any number of times, which helps in learning and better understanding. Computer plays an important role in education system. Internet and technology does really effects upon the education because education is incomplete without internet and technology so that internet and technology are most important part of education. Nowadays higher education becomes much easier with the help of internet and technology. Internet has changed our lives because everything is possible with the help of internet. We can do everything with the help of Internet like communication is much easier and we can share everything with our family and friend by using internet. Internet is quite best technique for higher education as well as technology really good for the education because technology is also very help full for education. Technology improves students achievement such as in the medical line, in media, engineering and many more. Many different types of technology can be used to support and enhance learning. Various technologies deliver different kinds of content and serve different purposes in classrooms. For example, word processing, e-mail promotes communication skills, data base and spread sheet programs promote organizational skills, and modelling software promotes the understanding of science and math concepts. I t is important to consider how these electronic technologies differ and what characteristics make them important as vehicles for education. Technology available in classrooms today range from simple tool based application (such as word processor) to online repositories of scientific data and primary historical document to handheld computers closed -circuit television channels, and two way distance learning classrooms. Each technology is likely to play a different role in students learning. Even the cell phones that many students now carry with them can be used learn. The impact of all technologies on students are of two types like the one kind of technologies are being used in the classrooms for different -different purposes. Two general distinctions can be made. Students can learn from computers where technology used essentially as tutors and serve to increase students basic skills and knowledge, and can learn with computers -where technology is used a tool that can be applied to a variety of goals in the learning process and they can develop their creativity and research skills. So we can say that the higher study and higher education totally depends upon internet and technology. Nowadays, internet and technology giving us so many different ideas and things about education, we have a lot of material about education its only because of internet and technology. Internet makes everything so easy like we can say that communication becomes so easy with the help of internet. Higher level education like Bca, mca, bsc, msc, m.tech, b.tech relates to computer and is possible to do this study with the help of internet and technology because it is related to technology. Technology analyse the hardware and software. It implement about technique of study. Everything has its own negative and positive aspects so internet and technology affected both sides positively and negatively to higher education. Internet helps student in referring anything under the sun from language to science to medicine. It has made work much easier for student and teachers .student can refer anything from school project to their thesis work in college. Library reference has greatly reduced as student can browse entopic much faster in comfort of their own house and time. It helps student to do their homework, project and assignment. Knowledge is now at the tip of the finger. .There is so many disadvantages of internet because student has started wasting their time in chatting, playing computer games, browsing unnecessary things not required for them. Many parents fail to curb their from wasting time from browsing unnecessary things as the totally lack knowledge on internet. There are so many chances to misuse of internet and technology. The internet is a tool that can be used in a variety of ways. Since the introduction of internet and accessibility to the worldwide web, education has evolved from text book; flip to enriched multimedia documents presentation. The computer facilitates seamless flow of facts in a fraction. It is challenge to find any higher education course today that does not require the use of the internet in some form of another. The truth of the matter is that the internet has allowed education to be access to just 10 years ago. The internet has afforded us vast improvements in efficiency for that form of education called DISTANCE EDUCATION. In the past it is used to be managed via mail, radio and later television. Internet has changed our life and it is not different for students. The worldwide web offers a wealth of information which can be useful for every kind of information. Many students dont need to visit the library no more for research because u can find a plenty of encyclopaedias and many education sites when you browse through different internet sites. It is not only a source of information but you can also follow some online courses which may benefit knowledge about a certain course. It is also a used for communication with others students and even professors. There are several kinds of education where you need to consult a certain protected internet page to know your daily tasks and even the date and hour when the course take place. Face book and other networking sites are popular between students to share knowledge. They may also use some messaging services of the internet, for example yahoo messenger, window live messenger, mail which allows chatting between students. In short we can say that internet is a blessing when used wisely and appropreriately. After all these things we can say that the internet and technology totally effected to the higher education. Now everything is possible to do with the help of internet. Technology makes the education much easier so the higher education becomes so easy and intrusting.

PCS model Essay

The PCS model (Thompson 2001) has three concentric rings (inside to outside: P-C-S). The â€Å"P† stands for personal prejudice or the personal, psychological level; the â€Å"C† stands for the cultural level- consensus, commonality, conformity; the â€Å"S† level stands for the structural level. (Ledwith 128) Apply: This model is useful for community development because it allows us to see how different levels of interaction and analysis from the personal to societal and structural affect life. Specifically in terms of discrimination we can break down the reasons behind issues of inequality in society- where do they come from? How were they built? People in communities are all at different levels within their PCS model- people are influenced and affected by the lives they lead- when they were raised by their parents, how they raise their own family. You need to take this into account- where are people found in these PCS rings? You also need to remember that the PCS rings ARE concentric and they DO affect each other. When trying to address issues such as discrimination, you need to figure out which circle might be the driving force, and where you can intervene in the other circles as well. Adapt: I think we’re starting to see how many of these theories can be adapted to other fields. I think the biggest takeaway is knowing that people are at different developmental stages. Someone’s personal prejudices are often highly influenced by the culture and structure they were raised in (often not a choice). It’s easy to attack someone for their personal beliefs, especially when you don’t know where they’re coming from. I think we can adapt this model to any situation dealing with social justice issues. You need to unravel these circles, knowing they affect each other.

Abducted by a UFO: prevalence information affects young children’s false memories for an implausible event Essay

SUMMARY This study examined whether prevalence information promotes children’s false memories for an implausible event. Forty-four 7–8 and forty-seven 11–12 year old children heard a true narrative about their ï ¬ rst school day and a false narrative about either an implausible event (abducted by a UFO) or a plausible event (almost choking on a candy). Moreover, half of the children in each condition received prevalence information in the form of a false newspaper article while listening to the narratives. Across two interviews, children were asked to report everything they remembered about the events. In both age groups, plausible and implausible events were equally likely to give rise to false memories. Prevalence information increased the number of false memories in 7–8 year olds, but not in 11–12 year olds at Interview 1. Our ï ¬ ndings demonstrate that young children can easily develop false memories of a highly implausible event. Copyright # 2008 John Wiley & Sons, Ltd. Both recent studies (e.g. Pezdek & Hodge, 1999; Strange, Sutherland, & Garry, 2006) and legal cases have demonstrated that children can develop memories of events that never happened, so-called false memories (Loftus, 2004). A well-known legal case is the ‘McMartin Preschool’ trial in which several teachers were accused of ritually abusing hundreds of children across a 10-year period (Garven, Wood, & Malpass, 2000; Garven, Wood, Malpass, & Shaw, 1998; Schreiber et al., 2006). Some of the children recalled extremely bizarre, implausible events such as ï ¬â€šying in helicopters to an isolated farm and watching horses being beaten with baseball bats. The charges against the teachers, however, were eventually dropped; videotapes of the investigative interviews indicated that the children were suggestively interrogated and many experts concluded that the children’s memories were almost certainly false. Controversial cases like the McMartin trial have inspired researchers to investigate how children develop false memories of implausible experiences (Pezdek & Hodge, 1999; Strange et al., 2006), yet the precise antecedents of implausible false memories are still ill-understood. The question we ask here is whether prevalence information—that is, details about the frequency of a false event—is a potential determinant of children’s implausible false memories. *Correspondence to: Henry Otgaar, Faculty of Psychology, Maastricht University, PO Box 616, 6200 MD, Maastricht, The Netherlands. E-mail: henry.otgaar@psychology.unimaas.nl Copyright # 2008 John Wiley & Sons, Ltd. H. Otgaar et al. What do we know about the role of prevalence information in the development of false memories? Mazzoni, Loftus, and Kirsch (2001) describe a three-step process that explains how false memories are formed. According to this model, three conditions must be satisï ¬ ed to create false memories. First, an event has to be considered plausible. Second, the event has to be evaluated as something that genuinely happened. Finally, images and thoughts about the event have to be mistaken as memory details. Consider, now, just the ï ¬ rst stage of Mazzoni et al.’s model (event plausibility) and how prevalence information might affect perceived plausibility. Recent experiments have shown that prevalence information enhances the perceived plausibility of implausible events (Hart & Schooler, 2006; Mazzoni et al., 2001; Pezdek, Blandon-Gitlin, Hart, & Schooler, 2006; Scoboria, Mazzoni, Kirsch, & Jimenez, 2006). Mazzoni et al. (2001) asked undergraduates to read false newspaper articles describing demonic possession. The articles implied, among other things (i.e. a description of what happens in a typical possession experience), that possessions were more common than people previously thought and after reading the articles participants were more likely to believe they had witnessed a demonic possession in the past. Other studies investigating the role of prevalence information in eliciting false beliefs have produced similar striking effects (Hart & Schooler, 2006; Mazzoni et al., 2001; Pezdek et al., 2006; Scoboria et al., 2006). What we do not know, however, is whether prevalence information inï ¬â€šuences the development of false memories (stage 3 of Mazzoni et al.’s model) and not just false beliefs per se. This is an important issue in the false memory literature because several authors have argued that memories and beliefs, although related, are deï ¬ nitely not the same (Scoboria, Mazzoni, Kirsch, & Relyea, 2004; Smeets, Merckelbach, Horselenberg, & Jelicic, 2005). Moreover, the effect of prevalence information has only ever been tested on adults’ beliefs. To date, no study has examined whether prevalence information affects the generation of children’s false memories. What do we know about event plausibility in the development of children’s false memories? In short, research has produced interesting but varied results. Early studies showed that children were more likely to create false memories of plausible than implausible events (Pezdek & Hodge, 1999; Pezdek, Finger, & Hodge, 1997), and researchers suggested that it may be difï ¬ cult to implant false memories of an implausible event (i.e. receiving a rectal enema). In contrast, one recent study shows that children will falsely recall both plausible and implausible events to a similar extent (Strange et al., 2006). Three different explanations might account for these mixed ï ¬ ndings. First, Strange et al. presented children with a doctored photograph of the false event whereas Pezdek and colleagues used false descriptions. Doctored photographs might be considered an extreme form of evidence -one that is very difï ¬ cult for children to refute. It is probable, then, that the doctored photographs skewed the children’s plausibility judgments which in   turn caused them to develop false memories for the plausible and implausible event at a similar rate. Second, Strange et al. compared false events that were either plausible or implausible whereas Pezdek and colleagues (1997, 1999) contrasted false events that differed in terms of script knowledge (i.e. description of what typically occurs in an event). Speciï ¬ cally, they compared a high script knowledge event (i.e. lost in a shopping mall) with a low script knowledge event (i.e. receiving a rectal enema). However, the exact relation between script knowledge and plausibility is not clear (Scoboria et al., 2004). Third, the two false events used in Strange et al.’s and Pezdek et al.’s studies differed with respect to valence. Strange et al.’s events were positive (i.e. taking a hot air balloon ride and drinking a cup of tea with Prince Charles), whereas Pezdek and colleagues implanted false negative events in Copyright # 2008 John Wiley & Sons, Ltd. children’s memory (i.e. lost in a shopping mall and receiving a rectal enema). Studies have shown that valence affects the development of children’s false memories (Ceci, Loftus, Leichtman, & Bruck, 1994; Howe, 2007). Since plausibility, valence and script knowledge seem to play a role in the development of false memories, the false events used in the current study were matched on these factors. To examine whether prevalence information can lead children to develop full-blown false memories of plausible and implausible events, and to examine developmental differences in the development of false memories, we adapted the false narrative procedure (e.g. Garry & Wade, 2005; Loftus & Pickrell, 1995; Pezdek & Hodge, 1999; Pezdek et al., 1997), and exposed some 7–8 year old children and some 11–12 year old children to one true description and one false description of past experiences. Previous studies have shown that these age groups differ developmentally with respect to suggestibility and false memory formation (e.g. Ceci, Ross, & Toglia, 1987). The true description described the child’s ï ¬ rst day at school. The false description was either plausible and described almost choking on a candy, or implausible and described being abducted by a UFO. Half of the children in each group also received prevalence information in the form of a newspaper article. The article suggested that the target false event was much more common than the children probably thought. Our predictions were straightforward: based on the prevalence literature with adults, we predicted that children who heard false prevalence information would be more likely to report false memories than children without false prevalence information. With respect to the role of event plausibility, two predictions can be formulated. Based on studies by Pezdek and colleagues (1997, 1999), we would predict that regardless of prevalence information, plausible events would elicit more false memories than implausible events. However, based on a recent study by Strange et al. (2006), we would expect that plausible and implausible events are equally likely to elicit false memories. Finally, because younger children are more suggestible than older children (for an overview see Bruck & Ceci, 1999), we expected that younger children would be more likely to develop false memories than older children. METHOD Participants The study involved 91 primary school children (48 girls) from two different age groups (n  ¼ 44, 7–8 year olds, M  ¼ 7.68 years, SD  ¼ 0.52; n  ¼ 47, 11–12 year olds, M  ¼ 11.64 years, SD  ¼ 0.53). Children participated after parents and teachers had given informed consent. All children received a small gift in return for their participation. The study was approved by the standing ethical committee of the Faculty of Psychology, Maastricht University. Materials True narratives True narratives described children’s ï ¬ rst day at school. This event was chosen because it was a unique event that had happened to all children at age 4. Children’s parents were contacted by telephone to obtain the following personal details about each child’s ï ¬ rst school day: the family members or friends who escorted the child to school, and the teacher’s and school’s name. These details were incorporated in the true narratives. Copyright # 2008 John Wiley & Sons, Ltd. An example of a true narrative was: Your mother told me that when you were 4 years old, you went for the ï ¬ rst time to the elementary school. The name of the elementary school was Springer and it was located in Maastricht. The name of your teacher was Tom. Your mother took you to school. False narratives False events were selected from a pilot study. In that study, 49 children (M  ¼ 8.02 years, SD  ¼ 1.20, range 6–101) rated the plausibility and valence of 29 events on child-friendly 7-point Smiley scales (anchors:  ¼ implausible/negative,  ¼ plausible/positive) with bigger smiley faces referring to more plausible/more positive events. Speciï ¬ cally, children had to indicate how likely the events were to happen to them (e.g. ‘How likely is it that you almost choke on a candy’?; i.e. personal plausibility; Scoboria et al., 2004) and how pleasant the events were for them (e.g., ‘How pleasant is it that you almost choke on a candy’?). To ensure that they understood the events, all children rated two practice items. Furthermore, 19 children (M  ¼ 8.74 years, SD  ¼ 1.05, range 7–10) were instructed to report everything they knew about each event and the total number of idea units served as our measure of children’s script-knowledge about the events (Scoboria et al., 2004). Based on their ratings, we selected two events, almost choked on a candy and abducted by a UFO. These events were equal in terms of valence (Mchoking  ¼ 1.65, SDchoking  ¼ 1.48, MUFO  ¼ 1.94, SDUFO  ¼ 1.98, t(47) < 1, n.s.) and script knowledge (Mchoking  ¼ 1.11, SDchoking  ¼ 0.99, MUFO  ¼ 0.74, SDUFO  ¼ 1.05, t(18)  ¼ 1.20, n.s.), but differed in terms of plausibility with mean plausibility ratings being higher for the choking event (M  ¼ 5.86, SD  ¼ 2.02) than for the UFO event (M  ¼ 1.63, SD  ¼ 1.75, t(47)  ¼ 10.07, p < .001). Age did not correlate with plausibility, valence and script knowledge for the two events ( ps > .05). Children’s parents conï ¬ rmed that their child had never experienced the false events. The false narratives were: Almost choked on a candy: Your mother told me that you were at a birthday party when you were 4 years old. At this party you received a bag of candies. When you were at home again, you were allowed to have one candy. Your mother saw that you turned blue and she panicked. Then she hit you on the back and the candy came out. Abducted by a UFO: Your mother told me that when you were 4 years old, you were abducted by a UFO. This happened when you were alone outside. You mother was inside the house. Then she suddenly saw through the window that a UFO took you. False newspaper articles For the true and false events a newspaper article was fabricated describing that the event took place quite frequently when participants were age 4. These false newspaper articles were similar in appearance to a local newspaper. Moreover, to personalize the newspaper articles, we included the children’s hometown in the articles. The newspaper articles were 1 Because the age range of our pilot sample did not completely overlap with the age groups of our study, we conducted a 2 (pilot group: younger vs. older children)  2 (event: UFO vs. choking) ANOVA with the latter factor being a within subject factor to examine the effect of age on plausibility judgments. No signiï ¬ cant interaction emerged ( p > .05) indicating that age did not have an impact on the plausibility ratings of our two events. Therefore, the plausibility ratings of our pilot sample can be extended to the older group of our study were randomly assigned to the plausible or implausible event and to the prevalence or no prevalence information condition. Each child was interviewed individually twice over seven days. All interviews were audio taped and transcribed. During the interviews, one true narrative and one false narrative were read aloud, with the latter always being presented in the second position. The procedure of the interviews was similar to that used by Wade, Garry, Read, and Lindsay (2002). At the start of Interview 1, children were told that we were interested in their memories for events that had happened when they were 4 years old. Children were instructed to report everything they remembered about the events. In the prevalence information condition, they were told that to help them remember the events they would be provided with a newspaper article. Subsequently, the interviewer read out the article to the child. Children who did not describe details of the target event were told that ‘many people can’t recall certain events because they haven’t thought about them for such a long time. Please concentrate and try again’. If they still did not recall any details, the interviewer made use of context reinstatement and guided imagery. The purpose of these retrieval techniques was to take the children mentally back to the scene of the event. Speciï ¬ cally, children were told to close their eyes and they were asked to think about their feelings, who was with them, and about the time of the year. After this, children were asked again to recall any details about the event. If they still did not come up with details, the next narrative was presented or the interview was stopped. At the end of Interview 1, children were asked to think about the events every day until the next interview and they were instructed not to talk with others about the events. Parents were asked not to discuss these events with their children. Interview 2 was similar to Interview 1. At the end of Interview 2, they were debriefed using ethical guidelines for false memory research with children (Goodman, Quas, & Redlich, 1998). RESULTS AND DISCUSSION An extensive number of children were extremely surprised during the debrieï ¬ ng when they were told that the false event did not happen to them. For example, one 8-year old child responded ‘It really did happen’ where another one said ‘I really can remember seeing the UFO’. After the debrieï ¬ ng, 39% (n  ¼ 13) of the children remained absolutely conï ¬ dent that they experienced the false events. We debriefed these children until they understood the events were false. Together, these ï ¬ ndings suggest that the false memories in this study were not the result of children falsely assenting or trying to please the interviewer. True events True memories were categorized as either remembered or not remembered. To be categorized as remembered, children had to report at least two of the three personal details correctly. Children’s true recall was near ceiling. They remembered 88 (97%) events at Interview 1 and 89 (98%) events during Interview 2, x2(1)  ¼ .07, n.s. False events For the false events, two independent judges classiï ¬ ed each memory report as no false memory, images but not memories or false memory according to criteria used by Lindsay, Hagen, Read, Wade, and Garry (2004). If a child attempted to recall the false event, but did Copyright # 2008 John Wiley & Sons, Ltd. Appl. Cognit. Psychol. 23: 115–125 (2009) DOI: 10.1002/acp Prevalence information, plausibility, and children’s false memories not have any memory of the event or did not report any details that were beyond the false description, the report was categorized as no false memory. A report was judged as an image when children speculated about details and described images related to the false events. For example, one child reported: ‘I think I almost choked on a candy on the birthday of Mauk. I am not sure. It was not a pleasant feeling’. To be classiï ¬ ed as a false memory, children had to indicate that they remembered the event and provide details beyond those mentioned in the narrative, but related to the narrative. To give an example of a detail, one child stated that he remembered being taken to the UFO through a blue beam of light. If children stated that they thought the event and/or certain details could have happened, then this was not scored as a false memory. Furthermore, to minimize the effect of demand characteristics, direct responses to interviewer prompts were not classiï ¬ ed as a false memory. The following dialogue from Interview 2 illustrates a child’s false memory of the UFO abduction. Child: ‘I saw cameras and ï ¬â€šashes and some people in the UFO’. Interviewer: ‘How many people did you see’? Child: ‘Approximately nine or ten’. Interviewer: ‘What kind of people’? Child: ‘People like me, children’. Interviewer: ‘What else did you see’? Child: ‘I saw some people and also some blue/green puppets were passing’. Inter-rater agreement for classiï ¬ cation of the memory reports was high; k  ¼ 0.92 for Interview 1 and k  ¼ 0.94 for Interview 2. Collapsing across the conditions, at Interview 1, 33% (n  ¼ 30) of the children developed a false memory. Thirty per cent (n  ¼ 9) of these children assented to the false events immediately, that is prior to guided imagery and context reinstatement. Thirty-six per cent of the children (n  ¼ 33), with 67% (n  ¼ 20) immediately assenting, ‘remembered’ the false events at Interview 2, x2(1)  ¼ 26.61, p < .001, Cramer’s V  ¼ 0.54. Some of the children who rejected the false events at Interview 2 indicated, despite the explicit instruction at Interview 1, that they had discussed the false events with their parents. The increase in false memories over time is in line with previous studies with adults and children (e.g. Lindsay et al., 2004; Strange et al., 2006; Wade et al., 2002). Furthermore, 10% (n  ¼ 9) of the children were classiï ¬ ed as having an image of the false events at Interview 1. At Interview 2, this percentage decreased to 7% (n  ¼ 6), x2(1)  ¼ 58.53, p < .001, Cramer’s V  ¼ 0.80. Recall that the primary question in this study was whether prevalence information boosts the likelihood of plausible and implausible false memories. Table 1 shows the percentage and number of children who reported false memories as a function of interview and condition. To examine the role of age, event type, and prevalence information in the development of false memories, we conducted a logistic regression analysis with the dependent variable being false memory (0  ¼ no false memory/images, 1  ¼ false memory). In this analysis, we only focused on ‘genuine’ false memories and did not collapse across false memories and images. Although non-parametric methods, such as logistic regression, often lack the statistical power to detect interactions (Sawilowsky, 1990), there are four important points to note about these data. First, the only signiï ¬ cant interaction found was an Age  Prevalence information interaction at Interview 1. Prevalence information enhanced the development of 7–8 year old children’s false memories but not 11–12 year old children’s false memories, and this effect occurred at Interview 1 (B  ¼ 2.16, SE  ¼ 0.96, Copyright # 2008 John Wiley & Sons, Ltd.

U.s. Foreign Policy During The Cold War Essay - 918 Words

The overview of The U.S. Foreign Policy The objective of ‘the U.S. foreign policy’ course is to develop personal ability for applying IR theories to the U.S. foreign policy. Then, students will be able to understand the direction as well as the grounds of the U.S. foreign policy. To achieve this objective, I will discuss major the theoretical issues through the brief history of the U.S. foreign policy until the Cold War. After that, I will examine the challenges which the U.S. confronts. One of the theoretical issues in the U.S. foreign policy is the concept of isolationism and internationalism(or interventionism). To comprehend this concept, we need to figure out the history of the U.S. foreign policy briefly to find consistency in the flow of the policies. The Monroe Doctrine, which is famous for the declaration against European Imperialism (Monroe, 1823), was actually not the first argument of isolationism. As a matter of fact, isolationism began from George Washington’s Farewell Address. (Washington, 1796) Meanwhile, President Woodrow Wilson tried to change the America’s isolationism and to realize his liberalism via his Fourteen Points and the League of the Nations. (Wilson, 1918) However, his effort failed with the opposition of the parliament and the interest of World War I’s victorious countries. In 1940s, the U.S. participated and took a significant role in the World War II, and could not hold isolationism due to the threat of communism and Soviet in Europe.Show MoreRelatedU.s. Foreign Policy During The Cold War1912 Words   |  8 Pagesthat it must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures.† This declaration, made by former President Harry S. Truman on March 12, 1947, is part of the Truman Doctrine, and was the basis for U.S. involvement in Western Europe throughout the Cold War. 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This view stresses that states should transform the system into a new international order where peace can prevail. This approach emphases theRead MoreTaking a Look at the Cold War1237 Words   |  5 Pagescovering is the Cold War and question number six. The Roosevelt Administration was determined to avoid a retreat like the one that followed WWI. The United States itself had sole possession of the atomic bomb. The United States goal was to expand democracy. America saw that there needed to be global economic reconstruction. The Soviets looked to model the rest of the world after their own values and origins. It indeed had to do with Soviet Expansion. The Russians didn’t want to go to war with the UnitedRead MoreThe Cold War : American Foreign Policy1476 Words   |  6 PagesGeorge Kennan, compared to other writers which have been discussed in this class takes a different approach to the Cold War through the lens of American foreign policy following World War Two in his article, â€Å"After the Cold War: American Foreign Policy in the 1970s.† Kennan, unlike Leffler, Schlesinger, and Brzezinski, believes that the battle between the two nations over hegemony is beyond comparison to the dangers which threaten all of humanity. The threats Kennan provides are environmental, theRead MoreEssay about American Foreign Policy and Global Activism928 Words   |  4 PagesAmerican foreign policy has gone through many changes during our 200 years as an independent nation; our position as a global power has obligated us to participate in world affairs, even when public opinion has been unsupportive. After World War 2 we were only rivaled by the Soviet Union as a superpower; our policy at the time was to establish a righteous world order while simultaneously protecting that order against threats that could tear it down (i.e.: communism). After the end of the cold war theRead MoreThe Interpretation Of The Cold War Has Sparked A Number1694 Words   |  7 PagesThe interpretation of the Cold War has sparked a number of heated debates throughout the historical field over how it should be documented. Who perpetrated and antagonized the world into a nuclear arms race that would last for decades? Was it a battle of East vs. West, or was it one of ideology? Did it even happen as some long-peace historians would suggest? Federico Romero, in his article â€Å"Cold War Historiography at the Crossroads,† organizes these historians into three groups; orthodox, revisionistRead MoreThe War Of The Vietnam War1608 Words   |  7 PagesUnited States (U.S) government s case, this change was th rust upon them in the form of the Vietnam War. The Vietnam war forced the U.S’s hand in adopting a very aggressive form of foreign policy. The Vietnam war was highly controversial and unpopular with the American public. The United States’ involvement in the Vietnam war lasted from 1965-1972, and it was the first war to fight Guerilla fighters head on in the U.S. This pressured the U.S to adopt a very aggressive form of foreign policy to combatRead MoreThe Politics Of Power By Ira Katznelson1315 Words   |  6 PagesIn the chapter â€Å"Foreign Policy† in the book, â€Å"The Politics of Power† by Ira Katznelson, Mark Kesselman, and Alan Draper, describes in detail of the events leading to America’s great level of dominance. Throughout the chapter, a few key points were made. The main three points that were observed in this chapter consisted of America’s influence and global expansion, the transition into the globalization era, and environmental problems. From the beginning of the exploration era, to the globalization