Kushites Essay Example for Free

Kushites Essay Although most would say that the victor of any war has the upper hand in presenting themselves to a particular place in history, current beliefs paint a much cleaner, more accurate, and truer understanding of events that have led society changes and modern ways of life. This may be the case for centuries past and with the advancement of understanding past events, such as anthropology findings, the use of science in laboratories and field research, has brought about a much different, much more modern, approach in viewing and researching the past cultures, military strategies, and even laws,  Victors in war do not paint a picture of events, but instead, paint a picture of themselves through military strategies, economic advancement, and authority changes. Military Reasons Using the Kushites as an example, the main reason they had a military and moved to other regions was not just political but religious as well. They began their war-like tactics because they wanted to create distance between themselves, meaning the monarchs, and the priests at Napata, along with moving to a more geologically safe area, meaning a place on the globe that would allow them to better defend themselves. The Kushites did a great deal of militarily strategic moves in order to create a more sound and prosperous kingdom. One such move was the capital of Napata to the new capital of Meroe. This move was believed , by historians, to be one of response to an earlier invasion by Egypt. This move was purely military, at this point, since further invasion was possible, due to the lack of cover in the former capital, yet conflict within the culture was also taking place. The dependence on religious leaders was not keeping the monarchs safe from harm, nor was this dependence prosperous for the cultures economy. Each culture, whether that culture is in the world today or not, has the sole, or central, belief, or need, for self preservation. Without a military, a culture would be assimilated into another and lost forever. These ideas are not new by any means, and on the surface seem, common knowledge, but the complexities behind each cultures militarily strategic moves being forwarded, is fueled by the need for preserving a particular culture. Its the ways, or military strategies, that are used to do so that are of such interest to us today. From a military point, at least in the case of the Kushites, the need to move the culture forward, in a protected manner, is the main, or underlining reason, for strategies to be put in place, and not so much for the need to write themselves into or out of history, but more for the need to be a part of history by preserving their culture and moving forward. It is important to state that the military involvement in the future preservation of the culture in which it fights for, is viewed, at least in the book for this class, as one way to see the need for military action, and the conclusions of that act are left up to the individual to interpret. Though its true that most believe, and stand by, the idea that history is written from the victors point of view, the true view of what approach history is written from is really the belief of those who study history and those who read it. To say that historians only see the view of any culture as a victory or a defeat, is only prominent in military strategies, since on the battle field one must lose and one must win, and does not paint the picture of the culture behind the strategic decisions, and does not truly matter in the form of fairness, until that history is read and understood by others, who, in turn, decide which way it will be presented to those who study history, either for a class or as a past time, does the question of fairness come into play. For the Kushites, history tells their story, but only because they have a military story that gives the reader access to the understanding of what they were about as a culture. Economic Advancement The Romans, as an example of the possible economic advancement of a government type, conquered land after land, and, from a historical point of view, did not really thrive economically. Romans, under the early rule of the Etruscans, were Manor owners and merchants that did not engage in a global type economy either in their time or, comparatively, in ours. The largest industry, outside of agriculture for the Romans, was that of mining. The mines were the source for stones, for the buildings, iron for weapons, and slaves, for the purpose of mining. Once an area of land was conquered, some of the people were used as slaves in the mines, and most, if not all, died there, thus making slave trade an important economy for the Romans. Outside appearance of the Roman empire looks as though it was a safe and happy environment to be a part of, but the Plebeians knew better. Brutality was the center of entertainment in the centuries of 1 B. C. and 1 B. C. E. for the Romans in which gladiator and slave alike were the center of the show. As the Roman empire expanded, they use of slaves became a great commodity to them, as did the mining that created the empire, coins, weapons, and, eventually ships, only to continue to feed the need of outside sources for economic wealth, and not so much on the agriculture of the people of Rome. This idea of conquer and use to support our homeland, is what the Romans did in their time, yet, as historians would argue, it was much more complex than that, and they would be right, but this can be viewed as as both a victory and a defeat in the arena of economic advancement. The dependence of outside sources, as we now know with our own countrys dependence on oil can tell us, can have a detrimental effect on a countrys economy. Dependence is a road to failure, but not right away, this can take centuries to happen. As economic advancement is not, necessarily the way a ruling party would view themselves, it does become the history of those areas effected by the conquerers, such as the popularity of coins from Rome in India or shipping goods by water instead of land. In economic advancement, Romans were writing themselves into the history books of other cultures without, directly, writing history themselves. Confrontations Confrontations will happen and have happened in our past, and historians have written one account after another of such exercises. Confrontations occurred at the religious level of most civilizations both past a near present. As did the Kushites fight to free themselves from the rule of their priests, as the Romans fought against and then for the catholic church, and as the people of India fought to keep their beliefs intact, religion is just as much, if not more so, the center of reason for combat between to rulers and/or territories. The Romans were the first to allow those in which they conquered to keep their own religious beliefs, so long as they payed Caesar what is owed to him. In the time of A. D 13, Caesar Constantine of Rome became the first Emperor to submit to the catholic church, thus, giving greater power to the church than they had exercised before. Under this ruling, the church now became the center of worship and conflicts began, continued, were fought for by Kings and those who did not submit to the church, found themselves either on the road to death or a signed confession of loss of path. It is here were the victors write their own history and where we read that account. We rarely hear of those who were conquered as treated well and prosperous under the rule of another or new center of authority. Those who fell under the law of the church and defied that law, found themselves wiping out their own bloodlines in the name of God. These people have a short written line in history as nothing more than those who tried to rise up against them and fell. Spartans would take prisoners from war, and use them as slaves. They became known as the Helots and no longer had their own culture but renamed within a new one. Assimilation occurred, and does occur, with conflict. Their can only be one winner and one loser, and one will change the other, as is the case of the Romans, the Spartans, and the Kushites. These three cultures ruled at one time and are forever remembered for the deeds in which they commenced with on the battle field. There are many reasons to go to war, some are noble and some are not. Still, historians only report what took place in past events, its up to the reader or student to decide whether or not it is written from the victors point of view or from the conquered point of view. History is taught from the victors point of view, as it is with Columbus. We do not live in the United States of Columbus, yet he is who we attribute this land to. This is just an example of the victor not really writing their own history the way they would perceive it. Confrontation is the source of change. Change is what reduces one culture to rubble, along with their buildings and daily life. Change is also responsible for the advancement of another culture and movement towards a continuation in history. Its the change that brings about a history of a people. Conclusion whether or not history is written from the point of view of the victors or not, the story is there. What brought a culture to clash with another culture, or what internal events took place, a change occurred. One culture was tired of being repressed by another, one culture was growing and needed more land and resources to maintain life as they had made it for themselves, or one religion disagreed with another and conflict occurred over beliefs. The military serves whomever is in control and, as the old saying goes, whomever has the gold has the power. If a culture can pay a soldier, then that soldier will assimilate into the belief of the one paying them. It is true for past civilizations and, to a degree, it is true today. The question of whether or not this is fair depends on who, in history, you asked. A paid Roman soldier would agree with the Caesar, whereas a peasant in England forced to work an iron mine, would say historians have only mentioned him and does not go any further than that. Sparta would say they are victorious even though their King died in the war against Persia. Still, they won that war and Persia, a mighty giant in the world at that time, meaning 480 B. C. , fell to rubble, like those they conquered and assimilated themselves. Our textbook gives us an account of what happened in the past, and our instructor gives more information and details to those events, but it is up to us, the students, to come away with the knowledge of what really happened. Only then is the conclusions that are agreed or disagreed on fair, and only to that person who sees the events in accordance with their own views and understanding of the world we live in today. There is much more to be done in historic interpretation, and in the way of teaching and learning about history, yet the views of each event will, or can be, seen as different or the same. There is no right or wrong answer to the interpretation of history only in the accuracy of the information provided, which, too, is ever changing. This class is but a small scratch on the surface of this time period and its history. Much has been learned and discussed, yet conclusions are, at best, illusions. Historians themselves will tell you that. As for what these cultures did to advance economically, to secure their lands, and settle religious differences, is what the textbook has done for us. This paper is the reflection of critical thinking based on what was learned both from the textbook and in the classroom. The debate is not over yet.

The Sniper :: essays research papers

In 'The Sniper'; Liam O' Flaherty suggest the horror of war not only by presenting its physical dangers but also by showing its psychological effects. The story takes place in Dublin around the beleaguered Four Courts in the middle of the city where gunfire of heavy guns, machine guns, and rifles break the silence around the sniper because of a civil war that is especially dangerous because the enemy looked similar to yourself. The sniper is on the roof in a vulnerable situation because there is no cover, no place to hide. Besides that it's June around the twilight hour when it is fading into night and when the smallest amount of light attracted attention to the enemy.   Ã‚  Ã‚  Ã‚  Ã‚  The bullets fired also make the danger of the sniper's location clear. When he lights his cigarette, almost immediately a bullet is shot against the parapet of the roof. Just as he raised his himself cautiously over the railing of the roof another bullet whizzed by him, just missing his head. Soon he sees a tank commander and a women informer pointing out his location on the roof, he first takes out the tank commander, followed by the old lady that is giving the information. Suddenly from the opposite side there is a flutter of bullets that come from the opposite side of the street.   Ã‚  Ã‚  Ã‚  Ã‚  The psychological effects on the sniper suggest the horror of war. The sniper's feeling of excitement shows a lack of concern for other people. The sniper's fanaticism is known when it mentioned that he had not eaten because he was so excited to be there. Although when the armored car pulled up, the very sound of the engine and the color of the 'gray monster'; stuck fear in his heart. When the sniper was aiming at the other sniper his hand trembled with eagerness, proving his lack of concern for others. When he finally shot, he uttered a shout of joy releasing his 'lust for battle';.   Ã‚  Ã‚  Ã‚  Ã‚  Finally the horror of the war is made clear because the sniper can only think of other people as the enemy. Before he lights his cigarette he wonders if the 'enemy'; is watching.

Discipline and Improve Students Behaviour in Classroom Education Essay

The problem of how best to discipline and improve students’ behaviour in classroom is of permanent interest. This review is oriented to searching different methodologies concerning students’ behaviour in classrooms, teachers’ discipline strategies and behavioural management. Different points of view and different examples for appropriate behaviour have been discussed referring to the topic. The sources reviewed present different solutions. This paper examines also the classroom environment and its relation to successful behaviour implementation. The first paragraphs give different definitions conversant with behaviour and discipline according to the authors’ view. The continuation of the literature review is presented by different approaches and strategies concerning a good behavioural management. This elaboration sets out some of the arguments and recommendations which are discussed in more detail. Charles C. M. submits several definitions corresponding to behaviour: Behaviour refers to everything that people do. Misbehaviour is behaviour that is not appropriate to the setting or situation in which it occurs. Discipline†¦ are strategies, procedures, and structures that teachers use to support a positive learning environment. Behaviour management is a science that puts an accent on what teachers have to do to prevent misbehaviour (Charles 1). Students’ behaviour depends on several factors such as traditions, demographic settings, economic resources, family, experiences, and more. Some authors have made important contributions in managing classroom discipline related the twentieth century. Jacob Kounin (1971), one of them, reports that appropriate student behaviour can be maintained through classroom organization, lesson management, and approach to individual students. Rudolf Dreikurs (1972) on the other hand emphasizes the desire to belong as a primary need of students in school. He identifies types of misbehaviour and gives ideas about how to make students feel a part of the class or group (p. 63). William Glasser (1986) shows another view, making a case that the behaviour of someone else cannot be controlled. He reckons that everybody can only control his own behaviour. Personally I support this idea that we must control ourselves. According to the opinion of the other authors, Linda Albert’s, Barbara Coloroso’s, Nelson and Lott’s a good discipline in the classroom can be achieved through Belonging, Cooperation, and Self-Control. A similar idea of classroom management is also presented by Rackel C. F who declares that the teachers, considered it was necessary, â€Å"to develop students’ sense of belonging to the school† (p. 1071) The author supports the opinion of the significance of a good school climate and tells that it might be precondition for facilitating positive youth development (Rackel C. F 1071). In order to attain to a good classroom atmosphere there is a need of growing positive relationship between students and teachers, motivation the students’ participation and clear rules to control classroom discipline (Rackel C. F 1072). In addition these above-mentioned views can be defined as a positive outlook as regards to improving the classroom management. Another point of view inside the subject of managing discipline is through active student involvement and through pragmatic Classroom management (Charles, C. M. 2007, p. 7). Discipline through raising student responsibility is also positively oriented approach for classroom management. The three principles that improve behaviour presented in the article â€Å"Self-assessment of understanding† are positivity, choice, and reflection (Charles, C. M. 12). There the author explains the principles meaning. He states that being positive means being a motivator. When students have opportunity to share their choices they can present themselves with a good behaviour. â€Å"Asking students questions that encourage them to reflect on their behaviour can help them to change behaviour† (Charles 14). Rebecca Giallo and Emma Little (2003, p. 22) from RMIT University Australia give their comments also on classroom behaviour management. They claim that confidence is one of the most important characteristic that influence teachers’ effectiveness in classroom management. Giallo and Little (2003, 22) based on the previous statement of Evans & Tribble accept that less confident teachers seem more vulnerable to stressful classrooms. They maintain the theory that the classroom stress is a reason for giving up a teacher’s career. In school the stress can be overcome through involving of drastic measures concerning managing a good discipline. One of the most popular strategy for solving behaviour problems is punishment. By reason of the popularity of the subject in the field of education, many experts have written articles and books as well as given lectures on discipline and punishment. Anne Catey based on Dreikur’s words considers that there is no need of using punishment in class. Based on Catey’s words kids need to have a chance they can share their ideas in the class (1). This is the best way to â€Å"smooth, productive functioning in schools† (Charles, C. M, 1999). Anne Catey from Cumberland High School gets an interview from several teachers in Illinois district about their discipline practices. She accepts the suggestion given by Lawrence as mentioning that, â€Å"very effective technique is a brief conference, either in the hallway or after class, with the misbehaving student† (Punishment, 1). Anne Catey has her own techniques for classroom management. She disagrees with Lawrence viewing about humour as one of the bad strategies for effective discipline and believes that using of humour can be effective if done without abasing the students (Punishment, 1). In this way she gives each one a bit of individual attention. When some of her students are a bit distracted on one task, talking to friends instead of reading Catey says, â€Å"Since I always assume the best of my students, I assume the noise I hear is students reading aloud or discussing their novels. However, it’s time to read silently now instead of reading aloud† (Punishment, 1). This sounds as a good strategy but personally I disclaim this thesis. This doesn’t work all the time. I am trying to be strict with my students and according to this the pupils have to observe the rules in my classes. That doesn’t mean that I admit the severe punishment but rarely the stern warnings. I agree with the following techniques used by Anne Catey (2001) to modify behaviour including giving â€Å"zeroes for incomplete, inappropriate, and/or missing work and taking points off at the end of a quarter for lack of participation and/or poor listening†. As expected, these methods are effective for some of the pupils but not for the others. Related to the above-mentioned topic it could be noticed some of the classroom discipline strategies utilized in Australia, China and Israel. On the basis of elaborated research in these countries some psychologists and school principals (Xing Qui, Shlomo Romi, 2005) conclude that Chinese teachers appear less punitive and aggressive than do those in Israel or Australia. Australian classrooms are presented as having least discussion and recognition and most punishment. In Australia (Lewis, 2005) as concerned to the study the teachers are characterized by two distinct discipline styles. The first of these is called â€Å"Coercive† discipline and comprises punishment and aggression (yelling in anger, sarcasm group punishments,  etc). The second style, comprising discussion, hints, recognition, involvement and Punishment, is called â€Å"Relationship based discipline† (Lewis 7). Coercive discipline according to the above-mentioned authors means the teacher’s behaviour is such as â€Å"shouting all the time, unfairly blaming students, picking on kids, and being rude, to stimulate student resistance and subsequent misbehaviour† (Lewis, Ramon 2). The importance of classroom discipline arises not only from students’ behaviour and learning as outlined above. It depends also on the role of the teacher. Sometimes it is obvious that teachers are not be able to manage students’ classroom discipline and it can result in stress. So,â€Å"classroom discipline is a cohesion of teacher stress† (Lewis 3). Chan (1998), reports on the stressors of over 400 teachers in Hong Kong, claims that student behaviour management rates as the second most significant factor stressing teachers. In the article Teachers’ Classroom discipline several strategies have been presented for improving classroom management. They are Punishing (move students’ seats, detention), Rewarding (rewards, praises), Involvement in decision-making (decides with the class what should happen to students who misbehave), Hinting, Discussion and Aggression. Another strategy for improving discipline in class is conducting questionnaires between the students. It is an appropriate approach for defining students’ opinion about behaviour problems. In each Chinese and Israeli school a random sample of classes at all year levels have been selected. As a research assistant administered questionnaires to these classes their teachers completed their questionnaires (Yakov J. Katz 7). In comparison to all of the mentioned countries the model in China is a little different in that students support use of all strategies except Aggression and Punishment. Based on the conducted research the only strategy to range within a country by more than 2 ranks is Punishment, which ranks as the most common strategy in Australia, and the fourth and fifth most commonly used strategy in Israel and China. The author, Xing Qui generalises that, â€Å"there is not more Punishment at the level 7-12. â€Å"Classroom discipline techniques showed that students in China, compared to those in Australia or Israel, report less usage of Punishment and Aggression and greater use of Discussion and the other positive strategies. At the end of their article â€Å"Teachers’ classroom discipline and Student Misbehaviour in Australia, China and Israel â€Å"(p. 14) the authors recommend that teachers need to work harder to gain quality relationships with difficult students. What I have drawn from reviewing literature so far is that teachers are able to use different techniques for enhancing classroom management in their profession. After making a thorough survey on the above-mentioned issue I would like calmly to express my position. It is harder for the teacher to keep the student focused on any frontal instruction. That’s why as with all classroom management practices, the teachers should adapt what they like to their classroom, taking into consideration the age, ethnicity, and personality of the class as a group, and of them as teachers. Much of the disruptive behaviour in the classroom can be alleviated before they become serious discipline problems. Such behaviours can be reduced by the teacher’s ability to employ effective organizational practices. These skills are individual for each teacher. The lecturer should become familiar with school policies concerning acceptable student behaviour and disciplinary procedures. Establishing rules to guide the behaviour of students is also important. Once these standards are set up the teachers have to stick to them. I agree with the authors who prefer involving the positive approach in behaviour management. But I also accept that some situations are more complicated than the others and in this case the teachers must take drastic measures against inappropriate students’ behaviour.

Theories of International Relations (China and USA) - Free Essay Example

Sample details Pages: 8 Words: 2305 Downloads: 10 Date added: 2018/12/15 Category Politics Essay Type Analytical essay Level High school Topics: Community Essay Conflict Essay Did you like this example? Introduction Internal relations can be defined as many things. The definition is dependent on the branch of knowledge that is applying it. However, for this paper, international relations shall be defined as an international system that is made up of many states that have no bigger authority to which they answer when it comes to matters that they consider important to the state (LSE, 2016). Don’t waste time! Our writers will create an original "Theories of International Relations (China and USA)" essay for you Create order International relations should, however, be seen as it is, not as a static entity, but as a dynamic entity that is ever shifting with the sands of time. Theories that are relevant now in international relations may be rendered obsolete in the years to come. The theories have been shaped by history and various cultural norms and biases. One of the things that international relations deal with is conflict. Serious conflicts that may lead to war and conflicts between two big countries that just want to emerge on top. For this research paper, the conflict between the US and China shall be looked into. The relevance of looking into the conflict between the US and China is so that one can understand the conflict as looked through the prism of international relation theories. By understanding the conflict one will be able to mitigate any effects that may arise or have arisen because of the ensuing conflict and thus help in preventing any further conflict that may arise in the near future. Research Question The research question that was looked into in this research paper was: ? · What are the theories that address the conflict between two powerful nations when it comes to international relations? Theoretical Discussion When it comes to international relations, there are contending theoretical perspectives. Realism which has been dubbed political realism is a theoretical perspective that brings to the fore the competitive and the conflictual side. The main actors as portrayed by the theoretical perspective of realism are states. States are not considered altruistic, but they are after their interests, Galston (2010), regardless of whether they align with the broader international relation theme that is abroad in the world at that particular era in time. As implied in realism, states will pursue their national interests, their security and they will struggle for power. Therefore those that subscribe to realism are often skeptical about the place of ethical norms in relations among states. Whereas most internal politics within countries are characterized by law, order, and justice, realists view the international political arena as one that without justice and filled with potential if not an active co nflict between states. Realism is not completely Machiavellian in nature where all is justified because of the state; there is a place for moral judgment when it comes to international relations. Its two main contrasts have been liberalism and idealism. Liberalism is a political doctrine that takes the protection of individual rights as its central theme (Lomasky et al. 2007). They believe that the government is a necessary evil when it comes to protecting individual rights but that the government may also pose a threat to those principles which liberalism espouses. In relation to international relations liberalism claims that the world is a harsh and dangerous place but the consequences of using any form be it military power or otherwise, will not outweigh the benefits. Liberalism also claims that power in the form of a strong military is not the only form of power; power can also be in the form of economic power. Modern times have proven that exercising economic power trumps the flexing of any military muscle that a state may have. Liberalism also claims that different states have different primary goals that are divergent from the accumulation of power for powers sake as espoused by realism. Liberalism also believes that if inter national relations in the form of agreed upon rules and international organizations can help usher in cooperation, peace, trust, and prosperity. Idealists are a specific school within liberalism that reinforces the need for states to act morally and ethically when it comes to the international arena. Basically, the whole point of idealism is that states should seek to act with goodwill towards their fellow states within the political arena. There should be no guile, trickery, dishonesty or nasty behavior towards each other. All manner of guile is considered highly immoral when it comes to international relations. Thus whereas realism may concentrate on international relation issues such as the cold war, liberalism may concentrate on international relations regarding economics between the leading economies. Overview of Chosen Phenomenon The chosen phenomenon is the conflict between the US and China. The conflict between the two states goes to the core of what they are and what they believe. According to Martin (2017), by 2050 China will be the largest economy in the world however as of the writing of this paper, China has the second largest economy in the world. In spite of this or even because of it, China is still a communist country (Ong, 2017). This forms a base for the conflict that is between US and China because the US is a capitalist nation to the core. While giving an overview, one needs to look at some of the reasons that may have caused the conflict to arise in the first place. Some reasons that may lead to international conflict, not necessarily conflict between the US and China are: there may be dissimilarity in interests; there may be sociocultural differences between the nations which will lead to built up friction whose pressure valve may be seen as conflict; a significant change in the balance of p owers may aggravate international relations causing conflict. A significant change in power may be an issue because it may aggravate the established status quo; they may be disrupted the structure of expectations; coercive state power may lead to conflict within international relation realms; last but certainly not least is power parity which may lead to full-blown war. International conflict need not be only between two states. Case in point; the conflict between the US and the Taliban in Afghanistan is an international conflict. In recent times, conflicts within a country have been classified as international conflicts especially if intervention from the wider international community is being considered. For example, the Arab Spring, where multiple states of Arabic nature ousted their leaders internally, was considered an international conflict. The conflicts in Bosnia, Iraq or Kosovo have been considered international conflicts though they are taking place within the country. Analytical Discussion Linking Theoretical Concepts to Empirical Observations Now that the overview of the chosen phenomenon, conflict, has been given, this portion of the research paper shall look into the specific conflict between the US and China and tie it to the theoretical concepts espoused above by giving empirical observations. Over the years, the chances of the conflict between the US and China escalating into military conflict have increased exponentially (OConnor, 2017). The conflict between the US and China may have begun in 1949 when China underwent a communist revolution, OConnor( 2017), where they expelled the nationalist government that was there to the small island of Taiwan. According to OConnor (2017), the island of Taiwan receives arms from the US. Over the years there has been increased military activity by China within the Taiwan Strait. This has led many pundits to theorize that because of the ties that Taiwan has with the US, then an invasion of Taiwan may be in the offing. Is such a thing were to occur then the US, with its history of helping out countries that are allied to them, will jump in to help and this may lead already tense situations to blow up into a full-blown war. The other issue that has escalated the conflict between the US and China is North Korea. There has been an exchange of threats some overt and some covert between the US and North Korea. The US does not like the fact that North Korea is amassing weapons of mass destruction and testing them regularly. There is fear that the weapons may be used to attack South Korea which is an ally of the US and as such President Trump has doubled down on the political rhetoric saying that ?all options are on the table (Allison, 2017). The question, therefore, has been whether the ensuing conflict between North Korea and the US may lead to greater tensions between the US and China. These are the facts, China and North Korea have been allies since the inception of both communist parties in the 1940s (OConnor, 2017). The US and South Korea are allies. If the US were to move against North Korea, there is an inadvertent assumption that China will come to the rescue. If North Korea were to move against Sout h Korea, then the US would come to aid its ally. By aiding South Korea against North Korea, the US would be opening the door wide open for China to get into the conflict. In 1950 Kim Jong Uns grandfather launched an attack on South Korea that took everyone by surprise. The U.S. came to aid South Korea, and by helping South Korea, China Came in to help North Korea (Allion, 2017). An armistice finally settled the fighting. According to Pagliery (2017), China has hacked several corporations within the US for nefarious purposes. The Chinese intelligence has targeted US national security agencies and the accounts of people that are high up in the government (Pelissier, 2017). According to Einstein (2017), the new conflict frontier between the US and China has been the frontier of economic conflict. Now that various conflicts and empirical evidence from various accredited sources and peer-reviewed journal have been given, how does all this tie to the theoretical perspectives given? Given the two conflicts that may be caused by third parties in the form of Taiwan and North Korea, both realism and liberalism may apply. Realism has shown that states are not altruistic, but they seek their own good. If the conflicts between China and Taiwan or the US and North Korea were to escalate to a point where one or both of the superpowers have to jump in to ?protect its allies it would not be for the sake for the ally per se. It would be a vicious power play in which the people would be the pawns in a much larger game. The US will not let China attack Taiwan because it has vested interests there. On the other hand, China will not sit by and watch the US attack North Korea because of a unified North Korea that is allied to the US is not a palatable thought for them. Conversely, liberalism wou ld paint the help rendered as beneficent. The two superpowers would extend a helping hand because that would be the right things to do. They would not do it by their own means and ends. Liberalism would also advise that the consequences of using the military option would not outweigh the benefits and as such, the military option should not even be considered. Regarding economic conflict, this is where liberalism would most apply. Liberalism would advise that the new frontier of power is an economic power. The economic power should not, however, be acquired so that you may oppress a state or a fellow man, but it should be acquired for philanthropic purposes. On the other hand, though realism does not deal with economic power, it deals with power in general. Realism would infer that a state should acquire as much economic power as it can and take care of its own needs and security. In regards to hacking, realism would advise acquiring as much power as you can. One of the most famous personalities when it comes to realism is Niccolo Machiavelli. His magnum opus is ?The Prince. In The Prince, he advises exercising and acquiring power through unethical means. Hacking for powers sake would then fit into a realism view; albeit radical realism. Idealism a branch within liberalism would state that it is wrong to hack because it breaches moral and ethical standards and it will further escalate the conflict. Conclusion International Relations theories are many, and they can be applied to the various phenomenon observed within the international community. For this research paper, the overall phenomenon looked at is conflict. The theories of liberalism and realism have been applied to assess conflict. However, there are other theories of international relations, and this theory can be used to evaluate various phenomenon not only conflict. As seen above dependent on whichever theory you use, conflict can appear evil or glorified. References Allison, G. (2017). Can North Korea Drag the US and China into War?. The Atlantic. Retrieved from https://www.theatlantic.com/international/archive/2017/09/north-korea-us-china/539364/ Einstein, J. (2017). Economic Interdependence and Conflict – The Case of the US and China. Retrieved from https://www.e-ir.info/2017/01/17/economic-interdependence-and-conflict-the-case-of-the-us-and-china/ Galston, A, W. (2010). Realism in Political Theory. European Journal of Political Theory. pp 385–411. Lomasky L, E., Ellen F, P., Miller D, F., Paul, J. (2007). ?Liberalism Without Borders, in Liberalism: Old and New, New York. Cambridge University Press. pp 206-233. LSE. (2016). International Relations. Retrieved from https://www.lse.ac.uk/study/undergraduate/degreeProgrammes2017/internationalRelations/overview_and_features.aspx Martin, W. (2017). These will be the 32 most powerful economies in the world by 2050. Independent. Retrieved from https://www.independent.co.uk/news/busi ness/these-will-be-the-32-most-powerful-economies-in-the-world-by-2050-a7587401.html OConnor, T. (2017). U.S. War with China May be More Likely, Deadlier. Newsweek. 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