United States Foreign Policy Following World War II Essay -- America C

Though the United States was the military power of the world prior to World War II, its foreign policy was one of detachment. The government was determined not to get involved in other countries affairs barring unusual circumstances. A World War provided big enough means to become involved, as many Americans became enraged with the military ambitions of Japan and Germany. Following World War II, Soviet leader Stalin initially agreed to a democratic government in Poland and to free elections in other Soviet-occupied countries, but he ignored his own promises. This caused the United States and Britain to ignore Stalin’s wish of taking a hard line with Germany in settlement talks. The Soviets formed the Socialist Unity party in East Berlin and effectively gained control of East Germany. Though this had a lot to do with the fact that the European people were increasingly tired and lacked the energy to fight a growing Socialist party line, another major factor was that there were enough citizens in this area and in â€Å"other Soviet-dominated countries who believed communism was a better social system and that it could breed a new kind of humanity† (Stranges, 193). The apparent spread of communism caused many to question the government’s policy of non-intervention in foreign affairs. A counselor in the United States Embassy in Moscow, George Kennan, introduced the policy of containment which said that America needed to stop the spread of communism and that it would eventually die out so long as it did not broaden. Not only were the American people scared of the spread of communism, but the United States government believed that communist nations would spread like falling dominoes if even one country in a region began enacting socialist policies. The United States implemented this new policy with the passage of the Truman Doctrine and the Marshall Plan of June5, 1947. In the Truman Doctrine, then President Truman pledged $400 million in aid to Turkey and Greece in an effort to avert communist takeovers. This served as an open ended offer to nations â€Å"to choose between freedom and democracy or terror and oppression† (Stranges, 194). The Marshall Plan was an effort to rebuild 16 nations in Europe. $13.326 billion was pledged to Britain, Germany, Italy, Denmark, Norway, Sweden, Iceland, Turkey, Greece, Portugal, Ireland, Holland, Belgium, Luxembourg, France, an... ...n claims that they it was winning the war seemed inaccurate as the North Vietnamese were able to launch the Tet Offensive in January of 1968. As the American public rapidly began to oppose the war, Nixon began to remove American troops from Vietnam while increasing the bombing at the same time. Nixon claimed he was ending the war, but the United States forces invaded Cambodia in april of 1970. The United States had removed all troops from the area by March of 1973, much later than most Americans believed this should have happened. Following the war with Vietnam, America foreign policy saw a new shift. This shift is marked by the decline of containment to a policy of a ‘here and now’ approach. That is, the United States’ new policy was to deal with each situation on a case by case basis rather than treating every threat of communism as a threat to containment. This reclaimed part of the old policy of objectivity in international affairs. As the past shows, controversies and wars alike have the power to dramatically shift a countries foreign policy. One can only wonder what will cause the next change. Works Cited: Stranges, George. The Cold War. New York: Random House, 1997

Fundamentals of Research Essay

This paper will discuss the connection between scientific methods and research in the human services field. By comparing and contrasting, qualitative and quantitative research as well as the describing steps involved in scientific method is answered using realistic examples that may be used in the human service field. The pros and cons of the mixed methods are identified are relevant in the human service environment. The Scientific Method and Human Services â€Å"A scientific method is described a scientific approach to research and mainly depends on empirical reasoning; which discusses the use of combining logic and the use of careful observation and measurement that is accessible to other researchers† (Rosnow & Rosenthal, 2008, p. 20). In other words, scientific method is a method to gather information, conduct an experiment, and produce a hypothesis. Researchers use the data from different sources, such as a survey, questionnaire, interview, or polls to formulate hypothesis or an educated guess). Descriptive, relational, and experimental research can be used in the human services field. For example, â€Å"descriptive research consists of researching how things are. Relational researching describes how things are in relation to other things. Experimental research is a combination of descriptive and relational research† (Rosnow & Rosenthal, 2008, p. 20). The hypothesis is a base for discovering who did what and why. For example, researchers in the human services field can use descriptive research to look at the characteristics of an alcoholic teenager. They may also focus on how it may affect the teenager’s relationships with others, behavior, performance in school, and obtaining, and maintaining his or her first job. Scientific methods are valuable assets within the human service and related fields because; the method helps determine new and improved ways to assist a client with his or her crisis. Steps in the Scientific Method The steps included in scientific methods are identifying research, reviewing literature, specifying a purpose for the study, data collection, analyze or  interpret the collection of data, as well as report and evaluate the research (Creswell, 2008). For example, contributing factors in a student’s poor performance in school. Step 1: Identifying the research A student has poor performance in school. Step 2: Reviewing literature. Select and research the statistics have contributing factors that lead to the poor performance in school. Step 3: Specifying the purpose for the study. Student’s poor performance is because of unexpected circumstances. Step 4: Data Collection Approximately 25% of students in school encounter uncontrollable circumstances before and during a course of study. Step 5: Analyzing or interpreting Data Poor performance may be due to financial, mental, emotional, or physical difficulties. Step 6: Report and Evaluate results of Research The research has found that the poor performance before and during a course of study is typically among students who are affected by one or more of the above instances. This occurs in about 100 out of 500 students. Quantitative and Qualitative Research Quantitative researchers decide what is necessary to study by asking specific or constricted questions by the collection of numerical data from participants. For example, the 25% of students display negative affects through some sort of difficulty during at least one course of study. Qualitative research relies on the opinion through answers to general questions during data collection from participants. â€Å"This occurs when researchers describe and analyze these words for premise; and conducts the  inquiry in a subjective, biased manner† (Creswell, 2008, p. 46). The determining factors focus on deciding what type of research to use, such as the type of problem, the audience, and personal experiences. Most students describe the poor performance as frustrating and overwhelming. Some students may begin to cry or lose eye contact during the interviewing process. Methodology â€Å"Methodologies suggest how inquiries are formed by demonstrating problems worth investigating, how to frame a problem, how to develop suitable creation of data collection, and how to make the logical link between them† (Jackson, 2007, p. 23). Combining both forms of data uses quantitative or qualitative data to gain more improved understanding of a research problem than each one separately. Qualitative research data typically comes from field work (Morse, 2005). Collected data is through interviews, direct observation, and written documents. Morse states that data from an interview is the participant’s exact words; relating to his or her experience, opinions, feelings, and knowledge (Morse, 2005). The observation of data is gathered from the behavior of the participant. Some examples of written documents are correspondence, questionnaires, and surveys. Mixed Method Research â€Å"A mixed methods research design is a procedure for collecting, analyzing, and mixing both quantitative and qualitative research and other methods in a single study to understand a research problem† (Creswell, 2008, p. 552). Sometimes qualitative research data is also used during mixed methods (Caracelli & Greene, 1993). To study a larger spectrum, combing multiple methods is feasible. Triangular design, embedded design, explanatory design, and exploratory design are just a few examples of mixed method research. Conclusion When the human service professional uses scientific method, they typically use empirical reasoning to explain the results of data collection.  Scientific research helps human service professionals identify trends and indifferences among clients to enhance the quality of his or her life. The research also suggests methods to suppress the negative outcomes in the lives of the clients and their family. This is done by using qualitative data using numbers and quantitative data collection using personal experiences, surveys, or polls. References Caracelli, V. J., and Greene, J.C.(1993). Data Analysis Strategies for Mixed-Method Evaluation Designs. Educational Evaluation and Policy Analysis. 15(2) Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson/ Merrill Prentice Hall. Jackson, R. L., Drummond, D. K., & Camara, S. (2007). What Is Qualitative Research?. Qualitative Research Reports In Communication, 8(1), 21-28. doi: 10.1080/17459430701617879 Morse, J. M. (2005). Qualitative research. In Carl Mitcham (Ed.), Encyclopedia of Science, Technology, and Ethics (pp. 1557-1559). Detroit, MI: Macmillan Reference USA. Rosnow, R. L., & Rosenthal, R. (2008). Beginning behavioral research: A conceptual primer (6th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.

Discipline in Childhood Essay - 865 Words

Discipline in Childhood Children require freedom to grow and to learn, but they will not thrive on unlimited freedom. The aim of discipline is to set reasonable limits which protect children from harm and teach them what is safe and what is not. If children are to grow up into responsible, conscientious, and dependable adults, they must learn the social, moral, and ethical standards that are considered acceptable in our society. They must also learn to respect the rights and property of others. Children brought up without discipline may become selfish, greedy, dishonest, unpopular, uncooperative and insecure. Undisciplined children constantly demand attention. They may be inconsiderate or†¦show more content†¦* Do not subject your child to excessive physical punishment. * You should make as few rules as necessary and make them simple to understand. * You should be a good role model for your child. Children who are often in trouble usually suffer from too little affection, rather than too little punishment. The responsibility for starting the child in the right way belongs to the parents. Parents must serve as good examples for their children. Attitudes and behaviors of the children can be expected to be no better than those of the parents. Children learn best from repetition, practice, and example; lecturing is less effective. The age at which punishment is appropriate depends on the intelligence and maturity of the child. Punishment, when required, should be immediate and inevitable. The penalty should be specified in advance and should be adhered to strictly. The form of punishment should be appropriate to the seriousness of the misbehavior and to the childs age. After a child has been punished, it is important to reassure the child that he or she is still loved and a valued member of the family and that the transgression has been forgiven. Rules should be as few and clear as possible, but they should be strictly and consistently enforced. Rules must be appropriate to theShow MoreRelatedMy Speech On Childhood Discipline1177 Words   |  5 PagesTopic: Childhood Discipline General Purpose: To inform my audience what childhood discipline is and why it is important to discipline your child. Specific Purpose: To identify what childhood discipline really is and how you should discipline a child. Thesis: Good parenting consist of many element when parenting you have to be stern. Could discipline your child lead to a lifetime disrespect? Or could discipline lead to a promising future for your child. Introduction I. Spanking, Popping, and WhoopingRead MoreChild Rearing Essay example1495 Words   |  6 Pagesâ€Å"Corporal punishment is the use of physical force causing pain, but not wounds, as a means of discipline.† Definition of Corporal Punishment by Unicef- Educate! Don’t Punish! 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As stated earlier Jamaicans are extremely family oriented and close-knitted, therefore, it comes as no surprise as shown in figure 3 of â€Å"Inequities in Early Childhood†; Jamaica ranks fourth, in countries that participated in MICS3, of mothers, fathers, or other adult household members that engage in four or more activities that promote learning and school readiness. Jamaican mothers come in at about 78%, fathersRead MorePersuasive Speech : The Benefits Of Childhood Sports993 Words   |  4 Pagesroom played childhood sports. I played sports all throughout my childhood and I have seen the benefits of it as I get older. In this speech I will cover why children should benefit from playing childhood sports because it builds character, leadership, and instills work ethic at a young age. Body Childhood sports build character Discipline from coaches and parents. Listening to your coaches will not only benefit you on the field, but will instill the noble characteristic of discipline in otherRead MoreThe Murder Of Serial Killers1703 Words   |  7 Pagesthoughts racing through her head, the most prominent one is simply asking why? What drives people to do these horrendous acts? The truth is, nobody knows the specific reason that serial murderers kill without motive. Some think it has to do with their childhood, while others believe it could be in the genes. Does the gender of the killer change anything? Furthermore, do male and female serial killers operate on the same mindset? Do they have the same reasons motivating them to kill? Although there are various

The Debate Over The Existence Of Free Will - 1228 Words

The debate over the existence of free will is possibly one of the most important discussions of human nature. Insight into this debate holds vast ethical, legal and political implications. In my experience, those who are not familiar with the topic often conflate free will for consciousness, and impetuously accept the existence of free will. Free will is defined as the freedom of humans to make choices that are not determined by prior physical causes. Those who believe in free will thus ascribe a metaphysical contribution to behaviour (e.g., a soul) as they believe prior physical causes do not entirely account for behavior. The debate over free will has led to two, polar-opposite philosophical schools of thought: determinism and†¦show more content†¦Are there any you can think of that don’t fall into either of those categories? I argue that there aren’t. You might be thinking about ways to disprove my assertion as we speak. In fact, you may be saying to yoursel f, â€Å"I can choose to spontaneously eat an entire bag of chips! And this spontaneous decision is not constrained by biological or environmental factors. It’s a decision that is not dictated by prior physical causes can be attributed to my free will!† But to that I say†¦ Chocolate milk. That’s right, you read correctly. What just went through your head? Chocolate milk right? Was it your free choice or an environmental variable (i.e., the text in this article) that caused the resulting thought? Now extend this idea to the bag of chips: if you hadn’t had prior environmental exposure to this sodium-filled goodness, eaten it and felt the subsequent activation of the mesolimbic reward system of the brain, this thought would never have occurred to you! The above example illustrates two important concepts. Firstly, it highlights the fact that you can’t spontaneously generate knowledge - it has to come from prior experience. Have you ever spontaneously generated the knowledge for a midterm you didn’t study for? Of course not! Secondly, it alludes to the cross-talk biology has with the environment. Most of us find this lardy, sodium-filled substance extremely satisfying, and this appeal is dictated by our brain chemistry. You’re probably frustrated by now.

Julius Caesar, A Roman Statesman, General And Notable...

Gaius Julius Caesar was a Roman statesman, general and notable author of Latin prose. He played a critical role in the events that led to the demise of the Roman Republic and the rise of the Roman Empire. In 60 BC, Caesar, Crassus, and Pompey formed a political alliance that was to dominate Roman politics for several years. Their attempts to amass power through populist tactics were opposed by the conservative ruling class within the Roman Senate, among them Cato the Younger with the frequent support of Cicero. Caesar s victories in the Gallic Wars, completed by 51 BC, extended Rome s territory to the English Channel and the Rhine. Caesar became the first Roman general to cross both when he built a bridge across the Rhine and conducted†¦show more content†¦He centralised the bureaucracy of the Republic and was eventually proclaimed dictator in perpetuity, giving him additional authority. But the underlying political conflicts had not been resolved, and on the Ides of March 44 BC, Caesar was assassinated by a group of rebellious senators led by Marcus Junius Brutus. A new series of civil wars broke out, and the constitutional government of the Republic was never fully restored. Caesar s adopted heir Octavius, later known as Augustus, rose to sole power after defeating his opponents in the civil war. Octavius set about solidifying his power, and the era of the Roman Empire began. Much of Caesar s life is known from his own accounts of his military campaigns, and from other contemporary sources, mainly the letters and speeches of Cicero and the historical writings of Sallust. The later biographies of Caesar by Suetonius and Plutarch are also major sources. Caesar is considered by many historians to be one of the greatest military commanders in history. Early life and career Caesar was born into a patrician family, the gens Julia, which claimed descent from Iulus, son of the legendary Trojan prince Aeneas, supposedly the son of the goddess Venus. The cognomen Caesar originated, according to Pliny the Elder, with an ancestor who was born by caesarean section . The Historia Augusta suggests three alternative explanations: that the first Caesar had a thick head of hair ; that he had bright grey eyes ; or that

Rappaccinis Daughter Essay Example For Students

Rappaccinis Daughter Essay In Rappaccinis Daughter, Nathaniel Hawthorne examines the combination of good and evil inpeople through the relationships of the storys main characters. The lovely and yet poisonous Beatrice, thedaughter of the scientist Rappaccini, is the central figure of the story, while her neighbor Giovanni becomes the observer, participant, and interpreter of the strange events that transpire within the garden next door. It is Giovannis inability to understand these events that eventually leads to Beatrices death. Giovanni sees things that are either all good or all bad. While he is quick to judge Beatrice, he is unable to examine his own motives and thoughts. During the story, Hawthorne gives the reader many clues of Giovannis selfish and fickle nature. In the end, Beatrice dies because of Giovanni and his own poisonous nature. The moral of the story is that every persons character is both good and evil in nature. Nathaniel Hawthorne uses Giovanni and Beatrice to explore the impossibility of totally separating good and evil from the human character. At the beginning of the story, a young man named Giovanni Guasconti is introduced to the readers as a typical homesick student from Southern Italy. He is at once attracted to the beautiful garden next door belonging to the mysterious scientist, Dr. Rappaccini. Not only is he fascinated by the scientist and his garden, but he is instantly enchanted by Rappaccinis beautiful daughter, Beatrice. The second time Giovanni sees Beatrice from his window overlooking the garden, he notices several unusual things. First, he believes that he sees a lizard die suddenly at Beatrices feet. Then a swarm of insects appear to die from her breath, and finally, the flowers that he gives to her seem to wither from her touch. However, Hawthorne is careful to never fully confirm what Giovanni sees. Hawthorne frequently uses words like imagine, seemed, or appeared to to cast a doubt upon the validity of what Giovanni thinks he sees. Even Giovanni himself rationalizes the situation and convinces himself that what he thought he saw did not happen. This is because in Giovannis mind, it is impossible to separate the physical from the spiritual. For him, if Beatrices body is poisonous, then so is her spirit. Giovanni is unable to see the possibilities for good and bad to be simultaneously within someone. This problem is at the heart of this story and is what ultimately causes Beatrices death. Since Giovanni allows himself to disbelieve what he had seen earlier in the garden, he is able to fall for Beatrice. Giovanni is drawn to Beatrice not because of the glamor of science, but an interest in the unknown. He knows that all is not right in Rappaccinis garden and he is fascinated with the mystery. As Giovanni and Beatrice get to know each other, they develop a strong bond. However, for Giovanni this is not true love. Hawthorne provides the reader with clues that question the integrity of Giovanni. For example, Hawthorne writes, Guasconti had not a deep heart or at all events, its depths are not sounded now-but he had a quick fancy, and an ardent southern temperament, which rose every instant to higher fever-pitch (Hawthorne 614). Not only is Giovanni passionate in his lust for Beatrice, but he also idealizes her as an angel. While he finds her to be maiden-like, he also considers her worthy to be worshipped (Hawthorne 619). Occasionally, Giovannis doubts come forth, And at such times, he was startled at the horrible suspicions that rose, monster-like, out of the caverns of his heart, and stared him in the face; his love grew thin and faint as the morning-mist; his doubts alone had substance (Hawthorne 620). But always, Giovanni is able to squash these doubts and he convinces himself of Beatrices purity. He is able to do this because otherwise he could not be with her. .u2f77d076d3a87754007b5f63889e4edc , .u2f77d076d3a87754007b5f63889e4edc .postImageUrl , .u2f77d076d3a87754007b5f63889e4edc .centered-text-area { min-height: 80px; position: relative; } .u2f77d076d3a87754007b5f63889e4edc , .u2f77d076d3a87754007b5f63889e4edc:hover , .u2f77d076d3a87754007b5f63889e4edc:visited , .u2f77d076d3a87754007b5f63889e4edc:active { border:0!important; } .u2f77d076d3a87754007b5f63889e4edc .clearfix:after { content: ""; display: table; clear: both; } .u2f77d076d3a87754007b5f63889e4edc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2f77d076d3a87754007b5f63889e4edc:active , .u2f77d076d3a87754007b5f63889e4edc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2f77d076d3a87754007b5f63889e4edc .centered-text-area { width: 100%; position: relative ; } .u2f77d076d3a87754007b5f63889e4edc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2f77d076d3a87754007b5f63889e4edc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2f77d076d3a87754007b5f63889e4edc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2f77d076d3a87754007b5f63889e4edc:hover .ctaButton { background-color: #34495E!important; } .u2f77d076d3a87754007b5f63889e4edc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2f77d076d3a87754007b5f63889e4edc .u2f77d076d3a87754007b5f63889e4edc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2f77d076d3a87754007b5f63889e4edc:after { content: ""; display: block; clear: both; } READ: Puerto Rico Essay Giovanni does not see the possibility that there can be both good and evil within someone. For him, he thinks that someone is either all good or all bad. Even after Dr. Baglionis revelation about Beatrice, Giovanni tries not to see the possibilities of Beatrice being poisonous. It is only when he realizes that now he too is poisonous that he truly allows himself to believe. Because of this, he becomes insanely angry, as if he is the only one wronged, and ventures forth to confront Beatrice. The woman that he before worshipped, he now calls Accursed one! (Hawthorne 624). Now, he is repulsed by Beatrice and loathes her. Giovanni hurts Beatrice deeply with his accusations and stinging words. However, through Baglionis antidote he sees a possible way to cure them both. Beatrice takes the potion, urging Giovanni to wait and see what happens to her. At this point Beatrice dies because the poison in her body is too strong and the antidote causes her death. As she dies she says to Giovanni, Thy words of hatred are like lead within my heart-but they, too, will fall away as I ascend. Oh, was there not, from the first, more poison in thy nature than in mine (Hawthorne 626). Giovanni is a normal, but selfish student who is drawn into the Rappaccinis lives. He is unable to separate Beatrices good and sweet spirit from her poisonous body. He does not comprehend the possibility of an intermixture of good and evil within people. Once he finds out that she is indeed poisonous, he hates her. However, it is Giovanni in the end that is poisonous with his cruel words and the potion that he gives to Beatrice. In fact, although inadvertently, it is Giovanni who kills Beatrice by trying to change her nature with his antidote. The short storys title, Rappaccinis Daughter immediately tells the reader that the focus of the story is upon Beatrice even though she is not introduced to the reader for a couple pages. The first introduction to Beatrice teaches the reader that she is very beautiful and she is the caretaker to the poisonous plants in her fathers garden. As Giovanni learns, she knows little of the outside world for she has been raised almost exclusively within the garden. She appears to Giovanni, as well as to the reader, to be a gentle and innocent young woman. She even admits to Giovanni that the poisonous flowers in her fathers garden shock and offend her, when they meet her eye (Hawthorne 617). She honestly tells Giovanni about her poisonous nature when he confronts her; however, she seems to be truly unaware of her presences poisonous affect on Giovanni. She is also astonished by Giovannis hurtful confrontation. Beatrice tells Giovanni, though my body be nourished with poison, my spirit is Gods creature, and craves love as its daily food (Hawthorne 625). If she is evil, it is only because she was made that way. Her heart is pure. So in the end, the beautiful and innocent Beatrice is betrayed by the man she loved, Giovanni. For Giovanni betrays Beatrice because he thought she was evil, and truly Beatrice is the one who demonstrates to have true love. Beatrice proves to be very human, but with a poisonous body and a loving soul. At the beginning of the story, Giovanni is a normal person. However, he is inadvertently tempted by the beauty and sweetness of Beatrice and becomes poisonous. His own dark side is awakened by the encounter with the Rappaccinis and no one is left unscathed. Like all people, he is not completely good or bad, but a combination of the two. Some people are mostly good, some are mostly bad, but no one is only good or evil. English Essays

Water Ghost by Alfred Kubin Samples †MyAssignmenthelp.com

Question: Discuss about the Water Ghost by Alfred Kubin. Answer: Every now and then one paints a picture that seems to have opened a door and serves as a stepping stone to other things. The above quoted lines of Pablo Picasso clearly indicates the nature of the painting Water Ghost by Alfred Kubin. Painting had its origin in the Pre-Historic times when the cavemen used to draw figures on the walls of the cave (Arnason and Mansfield 2013). However, in the recent times, the genre of painting has undergone much transformation in a bid to incorporate other branches of study within itself. The present definition of the art of painting has been adequately put into words by Orhan Pamuk in his book My Name is Red, Painting is the silence of thought and the music of sight (Pamuk 2010). Therefore, in the present day scenario painting is used to express the silent thoughts of the soul which cannot be expressed by words (Arnason and Mansfield 2013). To express the inexpressible the artists use various techniques like expressionism, impressionism, formalism and other forms of avant-garde styles (Kohle 2012). Afred Kubin was one of the pioneers of the techniques of Symbolism as w ell as Expressionism and his works are often considered to be potent representatives of these two genres of painting (GLUECK 2018). This essay intends to shed light on the painting Water Ghost of Alfred Kubin from its avant-garde and sublime perspective. Alfred Leopold Isidor Kubin (1877-1959), was an Austrian painter whose works are redolent with the qualities of the avant-garde art movement of his time like Symbolism, Expressionism and others (Galerie-altnoeder.com 2018). Much of his life he suffered from depression with two or three instances of nervous breakdown (Arnason and Mansfield 2013). He even attempted suicide on the grave of his mother. Thus, painting served in his life the same purpose as it did in the life of Frida Kahlo, I don't paint dreams or nightmares, I paint my own reality (Art criticism by eric wayne 2018). However, the real flowering of his art began with the influence of Max Klinger on his art which in his own words, a new art was thrown open to me, which offered free play for the imaginative expression of every conceivable world of feeling. Before putting the engravings away I swore that I would dedicate my life to the creation of similar works (Kubin 1973). This can be seen as his formal introduction to the avant-garde art movement of which he was to become a primary preacher. It is to be noted that most of the critics interpret his works like Water Ghost, Gateway to Hell, One Woman For All and others to be rather dark, spectral and full of his symbolic fantasies (Marks, Kubin and Landesmuseum 1977). Some critics even find influences of authors like Edgar Allan Poe, Kafka, Fyodor Dostoevsky, E.T.A. Hoffmann and others on his art works (Kohle 2012). According to these critics, in his works is found the same morbid reality as well as the infernal ugliness of the present day society as is found in the works of these writers and just like them he also takes the help of gothic machinery to convey his message (Kohle 2012). The Water Ghost is often considered to be the masterpiece of Albert Kubin (Marks, Kubin and Landesmuseum 1977). It is interesting to note that he was the only Austrian artists to be a member of the "Der Blaue Reiter" group and many people consider this painting to a product of the influence of that art group (Galerie-altnoeder.com 2018). In this particular painting, Kubin is trying to vent his own personal emotions through the medium of expressionism. This particular painting of Kubin is based on the ancient lore about the storm (Art criticism by eric wayne 2018). According to the ancient lore, there is one storm in the world and when that storm awakens it destroys everything in its path until its force is spent and it weakens down only to rise up again later when it has regained its strength (Kubin 1973). In this ancient lore, he introduces the figure of the ghost, who is actually the element behind the force of the storm. The ghost seems to be wearing the storm just like one wears a cloak or a garb in everyday life. Many critics believe the ghost to be a representation of the emotional turbulence faced by Kubin right from his childhood and especially after the death of his mother (Arnason and Mansfield 2013). On the other hand, there are others who consider the painting to be mere pastime work of the artist and think that there is no hidden meaning in the work (Arnason and Mansfield 2013). However, Kuhins own opinion about the meaning of the painting is significant here, You might as well ask an artist to explain his art, or ask a poet to explain his poem. It defeats the purpose. The meaning is only clear thorough the search (Art criticism by eric wayne 2018). On the other hand, there are some critics to consider this painting to be one of the earliest manifestations of Surrealism (Arnason and Mansfield 2013). Therefore, it can be said that this particular painting of Alfred Kubin represents the characteristics which were typical of the avant-garde movement of his time. A work of art is said to be sublime when it is of unparalleled beauty or of great excellence. The painting Water Ghost of Alfred Kubin is one such art work which reaches the genre of sublime (Arnason and Mansfield 2013). It is a sublime work of art not only because of the beauty of the work or for the fine execution of the work but also for the sublime meaning which the artist has tried to conveyed through the painting. In this painting, the artist through the metaphor of the storm and the anecdote of the ghost used in the ancient lore is trying to portray the inner storm which is continuously going on in the inner consciousness of each individual on this planet (Art criticism by eric wayne 2018). The human mind becomes the world in this particular painting and the ghost becomes the representation of the human consciousness. Thus, it can be said that the painting achieves the quality of sublimity by virtue of the meaning which it is trying to portray. Therefore, from the above discussion it becomes clear that Alfred Kubin was one of the greatest painters of Austria who did not receive much of critical acclaim which was his due within his lifetime. He is often considered to be a pioneer of the avant-garde movement in painting and its related movements like Expressionism, Symbolism, Surrealism and various others. His Water Ghost is often considered to be a fine exhibition of his expressionistic techniques. References Arnason, H.H. and Mansfield, E., 2013.History of modern art: painting, sculpture, architecture, photography. Pearson. Art criticism by eric wayne. 2018.Eerie Alfred Kubin: Forgotten Pioneer of Symbolism, Expressionism, and Surrealism. [online] Available at: https://artofericwayne.com/2018/01/29/eerie-alfred-kubin-forgotten-pioneer-of-symbolism-expressionism-and-surrealism/ [Accessed 5 Mar. 2018]. Artnet.com. 2018.Alfred Kubin | artnet. [online] Available at: https://www.artnet.com/artists/alfred-kubin/ [Accessed 5 Mar. 2018]. Galerie-altnoeder.com. 2018.Alfred Kubin - Galerie Altnder Salzburg. [online] Available at: https://www.galerie-altnoeder.com/kubin.html [Accessed 5 Mar. 2018]. GLUECK, G. 2018.ART: ALFRED KUBIN SHOW A LESSON IN FANTASY. [online] Nytimes.com. Available at: https://www.nytimes.com/1983/03/25/arts/art-alfred-kubin-show-a-lesson-in-fantasy.html?pagewanted=all [Accessed 5 Mar. 2018]. Kohle, H., 2012. Nightmareanxietyapocalypse. The Uncanny and Catastrophic in the art of Modernism. Kubin, A., 1973.From my workshop.German paperback publisher. Marks, A., Kubin, A. and Landesmuseum, O., 1977.Illustrator Alfred Kubin: Complete catalog of his illustrations and book art works.Ed.Spangenberg. Pamuk, O., 2010.My name is Red(Vol. 331). Everyman's Library.