Advantages and Disadvantages of Television Essay

In today modern world television is the most popular and recognized from of media and most homes in the western and developed worlds own one. That small (in some cases rather large) box sitting in your lounge is your connection to the outside world. It is an indispensable item and many of us cannot imagine life without it. As with everything there are advantages and disadvantages with the television. The main advantage is televisions ability to bring you news as it happens. A second advantage is the fact we are using more than one sense when viewing. The final advantage in this essay is the vast amount of information and documentaries available for viewing. However the first disadvantage is the amount of time spent watching television is often considered a waste of time. The second disadvantage is the fact that families may be in the same room but with the television on may not even acknowledge each other. The final disadvantage illustrated in this essay is that young children are of ten being exposed to sex scenes and scenes of violence. Read more: Television advantages and disadvantages essay Firstly, for many of us the television is our first or only source of news and current events. Most channels have news updates up to four times a day and current affairs programmes which take a deeper look at the news that has affected the world that day or week. Theses programmes are often family friendly and are sometimes the only form of media available or easy to understand for children or non-speakers of English. These news shows keep people up to date on the outside world it is possible to know everything that happened in a day without even going outside. However these news shows can try and monopolize people’s opinions and be a bias to one political party or one side of a war. Secondly, what many of us do not realise is that we use at least two senses to enjoy television. We use our eyes to watch the television screen and the visual on the screen. We also use our ears or hearing to listen to the dialogue and noises on the screen. Compared to other forms of media which usually involve only one sense e.g. the radio only requires the hearing sense and a book only requires sight. Even though the television lets us see and hear things it can cause eyesight problems and many people turn there televisions up which can cause hearing problems. The final advantage is the vast amount of educational programming available for viewing particularly on channels like the discovery channel and national geographic which can educate and stimulate people and wet every audience member’s appetite. It is also the fastest way to improve your knowledge and help you learn something completely new. Where else can you learn about Marylyn Monroe and Winston Churchill in the same afternoon? Many people who cannot afford university or night courses or simply just want a basic knowledge of one particular subject or event. Use documentaries to quench their thirst for learning. The first disadvantage is that many people do not realise how much time they spend watching television if you spend one hour a day watching television. That is 365 hours a year and 3607 hours in ten years. You can only imagine what you could do with that time, it is possible to learn a language or do a university course. Many value their television shows over exercise or physical activity which can lead to obesity and ‘couch potato’. Many people also feel the desire to watch a favourite television show every day or every week and neglect social commitments and therefore becoming anti-social. A second disadvantage is that many people neglect their families so they can watch television. A family may be in the same room but would not say a word to each other or acknowledge each other. Many families now also eat dinner in front of the television which means normal dinner table conversation is lost. Most large families also have multiple televisions so that each member can watch the programme they would like to watch this means that some families may spend less than an hour in each others company before going to bed. A final disadvantage of watching television is the violence and sex scenes that young children are often exposed too. Many of us find shows with crime or violence entertaining but these are not suitable for children of young ages. These scenes are practically common on crime dramas. Children may not intentionally be being exposed but by simply being in or near the same room as an older child or adult watching the programme. With children being exposed to these scenes it can corrupt there innocent minds leading them in some extreme cases become violent to other children. It can also lead to more permanent problems such as violence or evil thoughts well into adulthood. Fortunately this can be easily avoided or reversed by not allowing young children to view these programmes by placing them in a different room from the television or sending them to bed. In conclusion television is perhaps the world’s greatest invention though it is possible it will one day be replaced by something resembling a computer it is still indispensable devise that takes up our time to exercise or our family time it can also have scenes that corrupt young minds. As Winston Churchill once said ‘the best things are either immoral or bad for you’ television is best in moderation. So next time you’re bored don’t turn on the television go out and play some sport. in todays modern world. Television however has advantages and disadvantages as illustrated in this essay. It can be an educational, multi-sensory communication

Sodium Hydroxide essays

Sodium Hydroxide essays Sodium Hydroxide also known as Caustic Soda, lye, and sodium hydrate is a chemical with formula: NaOH. This substance is considered a very poisonous chemical. It is very dangerous and may be fatal if swallowed. It can cause burns to any area of contact. It reacts with water and acids. It has a moderate reactivity. If inhaled it may cause irritation and even serious damage to the upper respiratory tract. A few of its common symptoms are sneezing, sore throat, runny nose, and even pneumonitis. If swallowed it may cause burns of mouth, throat, and stomach. It can even cause death if you are in contact with it for an elongated period of time. Symptoms include bleeding, vomiting, diarrhea and fall in blood pressure. This chemical is a white substance, and has a texture like flakes. It is odorless and has a solubility of 111g/100 g of water. It has a specific gravity of 2.13. It has a boiling point of 1390C and a melting point of 318C. It is mainly used in producing rayon and other textile s, in making paper, in etching aluminum, and in making soaps and detergents. It is also used as a chemical and in the manufacture of other chemicals because it is not very expensive, it is used whenever a strong base is needed. In the year 1999 the Safety Commission's Approved Criteria for Classifying Hazardous substances. The manufacturer has the responsability to label the chemical appropiately. This substance is not considered carcinogeous. This chemical absorbs carbon dioxide and mointure from the air. It is not a combustible chemical and it is very dangerous to the environment, especially when water is present. Sodium Hydroxide is prepared industrially by the electrolysis of brine. ...

Printable Chemistry Quiz - Lab Safety Quiz

Printable Chemistry Quiz - Lab Safety Quiz You can take this printable chemistry quiz online or print it out to try later. This multiple choice test covers basic lab safety concepts. You may wish to review lab safety before you get started. You should pipette by mouth:(a) Always. Its a fast and efficient method of measuring liquids.(b) Only when you cant find a pipette bulb or think it might be dirty.(c) Only when you are sure your instructor, lab assistant, or co-worker isnt looking.(d) Never. And if you thought about answering yes to any other the other choices, should be expelled.When you are finished using a Bunsen burner you should:(a) Leave it on for the next person to use. Its the only considerate choice.(b) Cover the burner with an inverted beaker to suffocate the flame. It works well for candles, too.(c) Pull off the hose connecting the burner to the gas. The burner wont have gas, so it wont be on fire.(d) Turn off the gas. Duh!If you feel dizzy or sick while working near the fume hood you should:(a) Head out to grab a cola or a snack. Maybe its low blood sugar. Dont tell anyone - why bother them.(b) Meh, no big deal. Do nothing. Fume hoods always protect you from harmful chemicals. The sooner you get finished the sooner you can leave.(c) Report your symptoms to whoever is responsible for that fume hood. It might be nothing, but on the other hand, maybe the hood wasnt functioning properly and you were exposed to something. Look up the MSDS for whatever was in the hood, too. Leave the lab, after contacting the proper person. If you catch on fire you should:(a) Panic. Yelling FIRE at the top of your lungs to let others know about the danger is good. Be sure to run as quickly as possible to blow out the flame.(b) Water fixes everything. Head for the nearest safety shower and drown the flame.(c) Pull the fire alarm and look for help. Hope the fire doesnt burn you too badly before you can take some form of action.(d) Smother the flame. Those blankets in the lab are there for a reason. Some fire doesnt really care about water, but all flames need oxygen. Get help, too. You werent working alone in the lab though, right?Your glassware is clean enough to eat off of, which is why you poured yourself a refreshing glass of water into a beaker to quench your thirst. Too bad you didnt label it. You should:(a) Go on with your business. Are you saying there is some safety issue here? I scoff at you!(b) Just be really careful about keeping it separate from other beakers filled with clear liquid.Hydrochloric acid.. water .. there is a difference, but I can smell the acid before I drink it.(c) Label it before you forget which beaker it is. Youre sure there are no residual chemicals in the glassware and positive nothing could accidentally splash into your drink.(d) Look back to an earlier answer about how you should be slapped for stupidity. Food and drinks dont belong in the lab. Period. You really want to impress a certain person in your lab. You should:(a) Be sure to wear contacts, not glasses, and just be really careful about chemical fumes. Got long hair? Dont tie it back, flaunt it. Nice legs? Wear something short, with sandals to show off those toes. Also, impress him or her by doing something daring in the lab. Choose something involving fire.(b) Ditch the lab coat and goggles. Dress to impress. Theres no way the person can tell your fashion sense when you cover it with safety gear.(c) Hey.. lab coats are cool! Only ditch the goggles.(d) Impress him or her with how incredibly competent you are in the lab. That includes your ability to follow safe lab procedures.You are really curious about chemistry and chemical reactions. You wonder what would happen if you mixed chemicals in a different way or introduced something new into a procedure. You should:(a) Stomp that curiosity down. Chemists do what they are told. Nothing more, nothing less.(b) Run with it. Mix an d match chemicals to your hearts desire. Whats the worst that could happen? Explosion? You laugh. Toxic fumes? As if.(c) Get the Nobel prize for your brilliance. But first.. lets try things and see how they work. But as for the scientific method and making predictions? Thats for sissies.(d) Be applauded for your curiosity, imagination, and quest for innovation, but be very, very careful about altering procedures. If its a lab experiment for a grade, dont deviate from the procedure. Otherwise, make a prediction about what could happen based on your observations. Research possible reactions and consequences before playing mix-and-match in the lab. There is a container on the lab bench containing some unknown chemical. You should:(a) Dump it, wash the glassware. Some people are slobs.(b) Move it out of the way in case it is dangerous. Otherwise, not your problem.(c) Leave it. The rightful owner will claim it eventually.(d) Find your lab supervisor and ask what to do. If you are the lab supervisor, remove the container (noting its location), hunt down the offender, and try to get some idea what could be in the beaker so you know how to dispose of it.If you break a mercury thermometer, or otherwise spill mercury, you should:(a) Leave it for others to find. Accidents happen. Its pretty obvious it was mercury. No big deal.(b) Grab some paper towels, clean it up, and throw it away. Problem solved.(c) Clean it up, being sure to throw away the mercury-contaminated items where heavy metals go. Dont bother anyone about the spill though. What they dont know cant hurt them.(d) Leave it alone, but call your instructor or lab assistant over immediately to deal with the spill. Youre alone? Call whoever is responsible for lab accidents. Only clean up the spill if you have been trained to deal with mercury. Dont pretend like it didnt happen. You see someone in your lab engaged in an unsafe lab practice. You should:(a) Point and laugh. They will clue in and change their behavior from the humiliation.(b) Point and laugh and tell the person what an idiot he or she is being, and why the lab practice is unsafe.(c) Ignore them. Not your problem.(d) Nicely, politely point out the possible danger and how to avoid it. Youre non-confrontational? Find someone with more courage who can tactfully correct the problem. (Okay, maybe if its pipetting by mouth or thwacking the cap on an ether bottle with a screwdriver the second answer is worth considering.) Answers:1 d, 2 d, 3 c, 4 d, 5 d, 6 d, 7 d, 8 d, 9 d, 10 d This quiz is available in an online format that is scored automatically. Lab Safety Quiz Key Takeaways Know the location and proper operation of safety equipment.Follow proper procedures in the lab.If you see something, say something. Dont ignore safety issues.If an accident occurs, immediately report it.

Employment Law - Employment Discrimination Research Paper

Employment Law - Employment Discrimination - Research Paper Example This research will begin with the statement that employment discrimination is defined as the adoption of lesser ways of dealing with other employees or potential employees based on their demographic characteristics. In such instances, employees are treated based on their gender, race, age and even religion, thus affecting the chances of certain individuals from acquiring employment. Discrimination, though common in different parts of the world, is disastrous to the economy as potential employees with the ability to deliver are excluded from the market. In Saudi Arabia, gender employment discrimination is common and this has been attributed to the conservative religious culture in the country. The Islamic law and the social norms and traditions in the country have retracted economic progress in the country, a factor that is attributed to the disparity. According to a report released by the human rights watch, the level of gender discrimination at the workplace has significantly increa sed in Saudi Arabia. This, the report attributes to the various employment requirements that have been put in place in the country based on the sharia laws. The belief expressed by this report that gender discrimination has increased in Saudi Arabia does not put into account the traditional need to protect women in society, especially those in the workplace. As a result, for a woman to enter into an organization, she is placed under the supervision and leadership of a male supervisor.

Art History Course Assignment Example | Topics and Well Written Essays - 1000 words

Art History Course - Assignment Example The study started with the in-depth analysis of the religions Islam, Christianity and Jewish relating them with the perceptions of East and West, referring to the texts by Jonathan Berkey, Maria Rosa Menocal, Nasser Rabbat, Jerilynn Dodds, Oleg Grabar, Rachel Milstein, William Tronzo, Annabel Jane Wharton and the likes. The referential books related to us the vibrant architectural and artifacts history of Islam, Christianity and other faiths; highlighting various central monuments and respective religious to political institutions and philosophical traditions based on economic networks, commodities and geographical stipulations. The chosen study areas based on geographical settings were the Levant where the age of the Crusades witness the Ayyubid metalwork and glassware elaborated by evident Christian iconography, in Asia Minor Armenian-Byzantine masons and artists working for Seljuk and Ottoman courts were observed, Egypt's religious and political learning delineate the Courtly Arts, representation of conduct and utilization and trade of Fatimid's. As the course progressed we were directed to Spain studying the Mudejar style synagogues and churches created by the Muslim masons and architects for Jewish and Christian patrons and the Iberian Peninsulas acknowledging the culture of Tolerance, the Golden Age of Judaism, the relation and conflicts among Christianity and Islam. The research work on regions such as Southern Italy, Norman Sicily where we interpreted a universal "language of luxury" that was intentionally created by ruling heads as well as the illustration on the tri-lingual artistic customs of the Norman, Islamic, and Byzantine civilizations. Greece cultivated in our minds the more elaborate architecture constitutions, the convoluted philosophical and religious interaction. Their individual sermons and preaching outlining the concept of their faith and believes were discussed in detail helping us to understand the encounters among such entities. These comprehensive readings enlighten the art history students on the subject of medieval Mediterranean era as the communal stage of artisans made richer by the interaction of the East and West, bearing in mind the socio-religious divergence among them all. Communication whether resultant of warfare or peaceful affability created that shared world of art and culture; the individualistic beliefs and skills can be manifested from each study. Thus regarding this, both the regions can be deemed as individually accomplished of structural design and rich customs. Class Critique: Keeping in view the purpose and high level design of the course, it comprised of a small group with classes held twice a week. This ensured that each theme based lecture and presentation helps the students to actually breathe in the medieval times of contrasting religions and beliefs. The lectures were conducted through related images and highly structured lectures on them. However I feel that printed handouts of the lectures or its important points would help students to understand the reading in a more efficient way. Each student was encouraged to conduct presentations and discussions

Carbon cycle and climate change Essay Example | Topics and Well Written Essays - 1250 words

Carbon cycle and climate change - Essay Example Out of many other factors that cause global warming, one of the very important and significant factors is the increment of carbon dioxide gas (CO2) in the atmosphere. This paper basically includes the carbon cycle and the change in climate caused by this cycle. According to some statistics, the average annual concentration of carbon dioxide (CO2) was around 20% higher in Hawaii in the year 2010 than it was in the year 1960, and the rate of increase in its concentration in the 21st century is doubled as compared to that in 1960. Though, the ozone hole is being recovered because of the atmospheric concentrations of CFC gases. Because of these factors the average global temperature has increased up to 0.80C in the last century and this rate is increasing up to a significant figure during this era. Other than that, the global sea level, which could be and has been a great cause of natural disasters has increase at about twice as faster between 1992 to 2010 as it was in 1950 to 2000, and the Greenland ice sheet melting is also increased up to 30% in the during the year 1980 to 2010. Now let us discus something about the carbon cycle. Carbon cycle is basically the cycling and recycling of carbon between the atmosphere, the earth’s surface, and the oceans. Other than that it is also the recycling of carbon in the lithosphere as well. Though, this take spans of time. The regulation of the earth’s temperature greatly depends upon this cycle. ... So for the years ahead, regarding the climate change, the concentration of carbon dioxide is of a great concern. Here the question again arises, that what are the major factors that affect this carbon cycle. One of the factors that I would really like to mention here is the arbitrarily induced variation in the carbon and climate. The global population is also a major factor of that. Human beings and all the other living creatures inhale oxygen and exhale carbon dioxide (CO2). Thus the concentration of oxygen in the atmosphere is being reduced, and that of carbon dioxide (CO2) is increasing rapidly. The terrestrial and ocean ecosystem absorbing is even greater than half of the human carbon emissions. Let us deeply observe the connection of climate with the carbon cycle. Whenever some organic material is combusted, the products are always water and carbon dioxide gas. Nowadays the main sources of energy in the world are the fossil fuel, and the petroleum products, like petrol, diesel a nd the furnace oil. All of these things combine to result in the production of huge amount of carbon dioxide and reduction of oxygen gas when combusted in the vehicles, power houses and industries mainly. These main human activities thus result in increasing the overall temperature of the world, which is named as global warming. Basically the carbon cycle starts from these human activities, where they breath, and the fossils are burnt or combusted. Then this carbon dioxide is sent to the atmosphere, where the overall temperature is quite lower than the temperature on or near the surface of the earth. Here much of the carbon dioxide gas is absorbed, which

The Spanish Republic and the civil war 1931-1939 Essay Example for Free

The Spanish Republic and the civil war 1931-1939 Essay Tragically in 1939, after three years of bitter civil war and with the loss of around 750,000 Spanish lives, Spain fell to the rule of a Fascist dictatorship that was to last for almost four decades. The Spanish tragedy has been told and analysed by countless historians, and of these works Gabriel Jacksons The Spanish Republic and the Civil War 1931-1939 is widely referred to as the definitive liberal history of the Spanish Republic. Jackson begins with an outline of the nineteenth century monarchical and political upheavals that preceded the birth of the Spanish republic in 1931. From there, we are given a detailed account of events leading to Francos final victory in 1939 and finally a synopsis which attempts to address some of the criticisms that have been levelled at Jacksons depiction. One such criticism is that Jackson leaves a crucial part of the story untold, namely that of the struggle of workers and peasants against not just the nationalist forces, but too against the conditions of capitalism and semi-feudalism. One of Jacksons most ardent critics has been Noam Chomsky, who through his Objectivity and Liberal Scholarship has provided an excellent theoretical framework to enable a critical reading of Jackson, primarily in his depiction of events from 1936-1937. In this work Chomsky points to the subordination of liberal intelligencia, universities in particular, to the military- industrial complex, in this case the American State and big business. In other words, writers of ostensibly objective historical works become compromised by their social, economic and political ties to the prevailing ideology, leading them to interpret events with the notion in mind of the inevitability and desirability of bourgeois democracy. Alongside this, according to Zbigniew Brzezinski, the largely humanist-oriented, occasionally ideologically-minded intellectual-dissenter, who sees his role largely in terms of proffering social critiques, is rapidly being displaced either by experts and specialists, who become involved in special governmental undertakings, or by the generalists-integrators, who become in effect house-ideologies for those in power, providing overall intellectual integration for disparate actions.1 The search for objective truth then is subordinated in these instances to the subjectivity of the author/investigator and in the final instance we are given a partial and distorted view of historical events, as is the case with Jacksons work. The motivations and actions of those directly involved are written out of the story, and instead the logic of liberal scholarship gives precedence to the political leadership of the natural parties of government. As Chomsky points out, Jackson makes it abundantly clear that he is, in favour of liberal democracy, as represented by figures such as Azana, Casares Quiroga, Martinez Barrio, and other responsible national leaders. and, makes little attempt to disguise his antipathy towards the forces of popular revolution in Spain, or their goals. 2 Therefore, mass action is generally regarded as of secondary importance to the manoeuvrings of the Popular Front government, even when in practice it was often powerless. Further, when these masses threaten the natural order of capitalist production, by acts of collectivisation, expropriation, land seizure and abolition of money, they are described as, naà ¯Ã‚ ¿Ã‚ ½ve, counterproductive, ill educated, fundamentally conservative and misled. Only when these masses follow the lead and policies of the natural elite does Jackson recognise and applaud mass contribution, and Jackson fails to recognise the crucial nature of the revolutionary/counterrevolutionary period from the summer of 1936 to 1937 in which, the revolution was largely spontaneous with mass participation of anarchist and socialist industrial and agricultural workers; the counterrevolution was under communist direction3 To partly summarise Chomskys criticisms, two examples of Jacksons subjective analysis of this period are, the role of the Communist Party in Spain and collectivisation in Catalonia. Under a Moscow directive, the PCE was founded in Spain with only 800 members in 1930. This number grew to around 20,000 in 1934 while the PCE had dropped its social fascist stance regarding other left groupings, to embrace all parties of the left under the Popular Front umbrella. Stalin had concluded that international fascismposed a threat after allHis answer was the adoption during 1934/35 of a Popular Front policy for resisting fascism.4 This membership grew to over 250,000 during the first eight months of the war, 40% of this number being made up the petit bourgeoisie. The PCE, again under orders from Moscow, embraced bourgeois democracy, their only task to defend the Republic, and revolutionary action by the masses was not on Stalins agenda. In responding to a plea from help from Spains Popular Front government, Stalin was perusing what he perceived to be in the foreign policy interest of the Soviet UnionWhat Soviet aidbegan to reach Spain in October 1936, was emphatically not intended to advance the cause of social revolution in Republican Spain.5 Jackson however claims, The interrupted movement toward world revolution, as well as the security of the Soviet Union, might well be advanced by a Republican victory in Spain.6 Chomsky rightly regards Jacksons view of The Soviet Union as a nation hungry to embrace world revolution as entirely mistaken, and indeed the Soviet Union of the 1930s had come a long way from the days of the storming of the Winter Palace in the November Revolution of 1917. Russia is a totalitarian regimethe frame of mind its leaders is cynical and opportunist. To expect such men to lead a social revolution in Spain, where the wildest idealism is combined with great independence of character, was out of the question.7 Political purges and show trials in the Soviet Union in 1934-36 had seen potential political opposition to Stalin brutally removed, many being accused, as was Leon Trotsky, of having been in league with Hitler. Russia was then a country with a revolutionary past, not a revolutionary present.8 Stalins main aim in 1936 was to ward off any threat from Hitlers Germany, by allying himself with Britain and France. Accordingly, a proletarian revolution in Spain could not be allowed to succeed, bringing as it would a threat of instability to ruling classes the world over, and a shift in the balance of European power. Communist policy as regards Spain then was one of subordinating their [PCE] national policies to the USSRs supposed international interests.9 In effect this meant the defence of all legitimate middle-class authority at the expense the grass root militancy that could have helped avert the tragic outcome to Spains civil war. As one communist student of the time, critical of such policy noted, But a more revolutionary course will only frighten the democracies, people said. What nonsense! The capitalist democracies were frightened enough already by what was happening in Spain. Stalin wont agree, said others. But was that the case? Would Stalin not have had to do what he did anyway and a lot more, perhaps if we had pursued a more revolutionary course? Could he afford to be seen betraying a proletarian revolution?10 The next bone of contention, is the account Jackson gives of collectivisation. In the initial process of collectivisation, Jackson berates unions in Valencia and Barcelona for abusing their sudden authority to place the sign incautado on all manner of buildings and vehicles.11 However, as Chomsky notes, this wording belies Jacksons ignorance towards the reality of the revolutionary situation. While Jackson recognises the occurrence of ..the most profound social revolution since the fifteenth century..12, it seems that he is not inclined to recognise the actions that are an integral part of such a profound social revolution. Later, Jackson claims that in 1936, the revolutionary tide began to ebb in Cataloniaaccumulating food and supply problems, and the experience of administering villages, frontier posts, and public utilities, had rapidly shown the anarchists the unexpected complexity of modern society.13 Chomsky on the other hand points to the attack led by the Communist Party to destroy the gains made by workers and peasants without the blessing of any legitimate government force. First win the war then make the revolution, was the slogan that epitomised the drive to subordinate the revolutionary aspirations of the masses to the will of the legitimate powers. Collectivisation brought order to the chaotic situation All the parties and organisations solemnly agreed to respect the letter and the spirit of the new law; but within three months the Republican parties were systematically obstructing it; and soon afterwards the communists were sabotaging it..14 and International capitalism was determined to do everything in its power to force the failure of the collectivised Catalan economy.15 Chomsky too challenges Jacksons attitude towards and analysis of war production and distribution in collectivised areas. For example, In Catalonia, the CNT factory committees dragged their heels on war production, claiming that the government deprived them of raw materials and was favouring the bourgeoisie,16 Firstly this is in stark contrast to Jacksons charitable attitude towards production methods in fascist controlled areas, and his fairly uncritical depiction of later communist methods which involved substantially restoring a free market in essential without any apparent benefits to the war effort. Secondly, as Chomsky notes, Jackson does not substantiate his statement with fact. These two criticisms perhaps point to another instance where Jackson noticeably favours traditional capitalist production against that of the collective. In any case, evidence points to the fact that while conditions were favourable, with access to raw materials for example, collective production rivalled that elsewhere in Spain. The war industry in Catalonia had produced ten times more than the rest of Spanish industry put together and .this output could have been quadrupled as from beginning of September if Catalonia had had access to the necessary raw materials that were unobtainable in Spanish territory.17 Further, it is evident that the central government denied much needed financial assistance because of its lack of sympathy with, rather hostility towards collectivisation. Only in exchange for government control would they give financial assistance.18 Whatever accusations may be levelled at the running of the collectives, at least two points must be remembered. Firstly, in many instances, collectivisation came as the result of a huge surge from below, The revolution was like a dog shaking itself when it comes out of the water the Spanish people shaking itself free of 400 years injustice. There was nothing we militants could do but go ahead or shoot ourselves.19 Secondly, against overwhelming odds, the Catalan working class kept collectivised production going for thirty months of war.20 In conclusion, this paper has only managed to briefly capture Chomskys detailed criticism of Jackson, and to follow on from Chomsky is no easy task given his coherent, thoroughly researched critique. Chomsky highlights Jacksons apparent lack of understanding of the true nature of revolutionary struggle, which leads him to mistakenly identify the 1930s Soviet Union as a revolutionary force and to disparage the actions of mass movements lacking conventional political leadership. The first mistaken belief is, as Chomsky points out, entirely in keeping with the American Cold War mythology that has invented an international Communist conspiracy directed from Moscow to justify its own interventionist policies.21 The two beliefs together lead him to significantly underplay the destructive role played by Communist policy in Spain, which, while not wholly to blame for the Fascist victory, significantly dented the workers will to fight. Many theorists have argued that only a successful revolution could have ultimately beaten the fascists, and that an early arming of workers could have averted three years of carnage. However, We werent being armed because the Republican authorities were more frightened of the working class than off the military. (Francisco Cabrera, Communist Youth, Seville) Communist insistence on an exclusively Popular Front, petty bourgeois programme was disastrous, which ultimately undermined the fight against Fascism. The loss of the Civil War in Spain to the fascists was more than just a military defeat, as in the words of Ronald Fraser, For the objective was not only to castigate the defeated but to crush for all time working class militancy and the threat of socialist revolution, so that Spanish capitalism could prosper. Quotes 1 Chomsky, N, Objectivity and Liberal Scholarship, p30 2 Chomsky, p75 3 Chomsky, p81 4 Blinkhorn, Democracy and Civil War in Spain, p36 5 Blinkhorn, p36 6 Jackson, The Spanish Republic and the Civil War 1931-1939, p259 7 Chomsky, p84 8 Chomsky, p85 9 Fraser, Blood of Spain, p328 10 Fraser, p329 11 Jackson, p279 12 Jackson, p277 13 Jackson, p314 14 Fraser, p215 15 Fraser, p216 16 Jackson, p365 17 Chomsky, p89 18 Chomsky, p90 19 Fraser, p229 20 Fraser, p234 21 Chomsky, p86 Bibliography Jackson, G, 1965, The Spanish Republic and the Civil War 1931-1939, Princeton University Press Fraser, R, 1979, Blood of Spain, Penguin Blinkhorn, M, Democracy and Civil War in Spain Chomsky, N, Objectivity and Liberal Scholarship