Handscrolls in the Song Dynasty or in Tang dynasty or you can compare Essay

Handscrolls in the Song Dynasty or in Tang dynasty or you can compare - Essay Example Gu lived during the Jin Dynasty (265-240) and is known as a the founder of the classical Chinese painting. The predominant style of painting during the Jin Dynasty was scroll paintings. Gu was from Wuxi family and worked as a government official when still of a young age. Gu was not only a painter but also wrote several poems and essays. He had a chance to travel to many places and he would document his experiences as poems, essays or paintings. He is a very important figure in studying Chinese art history (McCausland, 43). This paper looks at Gu kaizshi works of art and analyses the specific characteristics of these paining as a way of getting insight into the style used by Chinese artist during the Jin dynasty. Nushi Zhen â€Å"Admonitions of the Instructress of the Ladies in the Palace†) This is one of the most documented paintings by Gu. This painting is adopted from Zhag Hua’s moralizing text that details the right behavior that ladies in the Imperial Harlem should show. This scroll is made of direct quotation from the texts which are followed by illustrations in terms of painting. The paintings were made with ink drawn on silk materials. The paintings in this hand scroll are very different from those of the Han dynasty. Unlike the previous paintings the figures in this hand scroll have characterized facial expressions showing emotions (McCausland, 560. This shows a development towards the creation of portraits with the figures showing individual characters and is not general like the previous pictures. An example of this portrayal is seen in scene 10 when a lady approaching the emperor was repulsed by a gesture of his raised arm. Gu uses long even strokes of his brush that show the swirling of the drapery. One can also read the expressions on the two characters involved. An important aspect of Gu painting in this scroll is the strokes. He uses evenly narrow and long strokes without a lot of diversification. This kind of line was named as spr ing-silkworm-spitting-silk line. It was the earliest line style used by Chinese artist and it was not until Tang dynasty where the artists started using more diversified line strokes. Gu was also limited in terms of the colors used to paint the apparel worn by his characters. This is because the color used was only ink either ochre or vermilion ((McCausland & Gu, 356). Gold was used in representing ornamentation in women. Gu paid a lot of attention to details as seen in his work of art and this explains why it was possible to characterize his figures. This was borrowed by other artist and it now possible to tell a person’s character from the manner they are displayed in portraits. Nymph Of Luo River This is another work of art which has contributed to the growth of the modern day Chinese art. This work of art was based on a poem written by Cao Zhi. This art can be seen as a milestone in the transition from figure painting to landscape painting. It is from the Jin dynasty that artists started to recognize the powerful influence of nature as setting was now seen to be an integral part of displaying themes in paintings. The originating is based on the story of the price Cao zhi meeting a nymph by the Luo River. This story is found in a poem written by Cao zhi himself. The nymph was the daughter of a mythical ruler called Fuxi. This is a doomed romance since the gods and human cannot marry as they live in different worlds. This form of art also shows the

French Revolution Essay Example for Free

French Revolution Essay I hold it, that a little rebellion, now and then, is a good thing, and as necessary in the political world as storms in the physical. Thomas JeffersonPolitical rebellion takes place when the people of a country feel it is essential that a change in government is made. Different nations have different ideas about the responsibilities of government, and as a result there are many possible reasons for political rebellion. John Locke, an English medical doctor and philosopher who lived until 1704, published his liberal theories about government, property, and the rights of man, in his book Second Treatise of Government. Edmund Burke, a writer with a legal background who spent his life involved in English politics, published his opinions about revolution in 1790 in his book Reflections on the Revolution in France. Both Locke and Burke support political rebellion, but Lockes belief that politics are based upon abstract natural rights drives his support for the complete dissolution of government in the event of rebellion, while Burkes belief that rights and morals are derived from the conventions of society makes his support for rebellion more reserved and conditional. This comparison is significant to any individuals considering revolution as a means of changing government. The outcomes of rebellion can depend on the underlying beliefs driving it, and both writers positions are useful to establish the underlying reasons for revolution, and some of the risks involved depending on the extent of the change. Locke believes that before we form civil society by consenting to establish government, we live in a State of Nature. He describes this pre-political state as,a state of perfect freedom to order their actions, and dispose of their possessions and persons, as they think fit, within the bounds of the law of nature, without asking leave, or depending on the will of any other man. (Locke, 1980, p. 81)The State of Nature is ruled essentially by human nature. Liberty, equality, self preservation, reason, and property are the most prominent principles that Locke feels are innate to humans. Locke explains how nature intended for all men to be equal,creatures of the same species and rank, promiscuously born to all the same advantages of nature, and the use of the same facilities should be equal amongst another (Locke, 1980, p. 8)Locke comes to the conclusion that humans are self preserving in the State of Nature, through his observations that we are attracted to pleasure and have aversions to pain. He believes that God gives us these attractions and aversions that preserve us, because we are essentially all the property of God. This limits the perfect freedom present in the State of Nature. Since we belong to God, we do not have the liberty to destroy ourselves. Although we are not all born with property (except through inheritance which Locke fully supports) the ability to acquire property is present in the State of Nature, for it is attained by our labor and resources. Our self preserving instinct produces a great desire among us to protect property that we have attained, therefore measures taken to protect our property are considered just. Since government does not exist in this state, individuals have the right to uphold the law. Locke believes that any individual, who breaks the laws of nature, proves that he is not ruled by reason and equality, as the rest of the inhabitants in the state are. Breaking the law can be defined as doing harm to innocent others, this includes stealing property or acts of physical harm. These offenders are dangerous to mankind, and their peers must invoke punishment, every man hath a right to punish the offender, and be the executioner of the law of nature. (Locke, 1980, p. 10)Punishment in the State of Nature takes on two distinct forms: reparation and restraint. Only the victim of the crime committed is entitled to reparation, to compensate for the damage he has received. Restraint is the method used to ensure that the crime will not be committed again, usually by causing repent. Since there is no judge to decide to what extent offenders should be punished, it becomes a decision based on the instinct and reason of the individuals involved. Locke outlines some details about invoking punishment to make this individual license more clear, every man, in the State of Nature, has a power to kill a murderer, both to deter others from doing the like injury, which no reparation can compensate, and also to secure men from the attempts of a criminal, who having renounced reason, the common rule god hath given to mankind, hath, by the unjust violence and slaughter he hath committed upon one, declared war against all mankind (Locke, 1980, p. 11) While Locke gives complex details about this theoretical pre-political state, Edmund Burke does not believe it exists at all. Burke believes that we are born into civil society, and that the qualities Locke describes in the State of Nature, are not innate, but are derived from societal institutions. for I have in my contemplation the civil social man, and no other. (Burke, 1987, p. 522) Since our rights develop from experience, compromise, convention, and reason (which is learned) natural and abstract rights do not exist in a universal sense. Burke believes that such abstract ideas about natural rights are too simple to fit into the real world, and if something were true, it would have to possess the ability to be contextualized. in the gross and complicated mass of human passions and concerns, the primitive rights of men undergo such a variety of refractions and reflections that it becomes absurd to talk of them as if they continued in the simplicity of their original direction. The nature of man is intricate; the objects of society are of the greatest possible complexity; and therefore no simple disposition of direction of power can be suitable wither to mans nature or to the quality of his affairs. (Ayling, 1988, p. 210)Burke also fears that abstract rights, expressed by philosophers such as John Locke, place too much emphasis on individualism, restricting essential human affections. Burke believes that affections preserve society; for it is the respect, love, and admiration of the past, those around us, and those who are not yet born that solidifies traditions and institutions. On the scheme of this barbarous philosophy laws are to be supported only by their own terrors and by the concern which each individual may find in them from his private speculations or can spare to them from his own interests our institutions can never be embodied, if I may use the expression in persons, so as to create in us love, veneration, admiration, or attachment. But that sort of reason which banishes the affections is incapable of taking their place. (Burke, 1987, p.68) Burke does believe that we posses liberties, but that they are flexible and particular to each society. These liberties are exercised through societal institutions, so if the institutions are erased then so are our liberties. In the following quote, Burke explains his conception of the rights of man, by listing rights that are specifically satisfied by institutions such as law courts, hospitals, and educational facilities. Men have a right to do justice they have a right to the fruits of their industry, and to the means of making their industry fruitful. They have a right to the acquisitions of their parents; to the nourishment and improvement of their offspring; to instruction in life, and consolation in death. (Burke, 1987, p. 51)Burke and Locke agree that humans have a need for government. Locke explains chaotic anarchy as the dark time in the State of Nature, the tragedy of the commons. This situation occurs after currency has been created in the State of Nature, leaving individuals free to accumulate money. The demise of the golden age (the era of harmony) is brought about by property disputes, greed, and insecurity. When the inhabitants of the State of Nature realize that they will not be able to cure the inconveniences of the state (the insecurity of property and inability to settle disputes due to lack of impartial judges) they realize the need for government and learn a system of political rationality. Burke uses the example of the French revolution to illustrate the need for organized government. He believes that the state is an organic body; it can be adjusted but if it is destroyed total chaos is likely to result. Although the French attempted to set up new governments such as the National Assembly and later the National Convention, they were short lived and unstable. The French revolution brought about periods of anarchy, a state of a suspended constitution, overturned laws, destabilized economy, and the closing of essential institutions. The violent era known as the Reign of Terror is certainly comparable to Lockes tragedy of the commons. When Napoleons Coup detat took place in 1799, the French people were desperate for an organized government to bring an end to the terror and re-build their society. Locke stresses the importance of the social contract that occurs during the transition from the tragedy of the commons to civil society. Political power is manifested peacefully by a voluntary agreement between the people and the sovereign or ruling body. Burke does not acknowledge this specific moment of consent that Locke professes, but Burke values a consent of a more tacit nature. Burke attributes given consent far back in history, At some time or another all the beginners of dynasties were chosen by those who called them to govern. (Burke, 1987, p. 13) and he implies that consent to the government is inherited though generations. we transmit our government and our privileges in what we improve we are never wholly new; in what we retain we are never wholly obsolete adhering in this manner and on those principles of our forefathers In this choice of inheritance we have given to our frame of polity the image of a relation in blood, binding up the constitution of our country with the dearest domestic ties, adopting our fundamental laws in to the bosom of our family affections, keeping inseparable and cherishing with the warmth of all their combined and mutually reflected charities our state, our hearths, our sepulchres, and our alters. (Burke, 1987, p. 30)Burke might say that by being born under any government, we are naturally subjects to it since we inherit the choices of our forefathers. Locke disagrees with this, taking into account that children can not be completely free, yet he still insists that there is a specific time in each persons life where they must give consent to the government in order to become part of the body politic. a child is born a subject of no country or government. He is under his fathers tuition and authority, till he comes to the age of discretion; and then he is a free man, at liberty what government will he put himself under, what body politic he will unite himself to (Locke, 1980, p. 63)Property is sacred to both writers. Locke and Burke agree that the main function of government is for the protection of our property. The government is also responsible for protection from external attack and from each other. Locke speaks of why men give up some of their natural liberties, such as punishing offenders, to the government, for the mutual preservation of their lives, liberties, and estates, which I call by the general name property. (Locke, 1980, p. 66) Burke also defends property as an important liberty, it is the property of the citizen, and not to the demands of the creditor of the state, that first and original faith of civil society is pledged. (Burke, 1987, p. 94) Locke believes that government, the protector of our property, has no right to confiscate it, The supreme power cannot take from any man any part of his property without his own consent: for the preservation of property being the end of government (Locke, 1980, p. 73) And Burke agrees with him by expressing his distaste for the massive amounts of church property that were confiscated by the National Assembly in the French Revolution. we do not approve your confiscation of the revenues of bishops, and deans It is in the principle of injustice that the danger lies (Burke, 1987, p. 133) He explains how the governments violation of property rights can lead to failure of government by angering the people. if governments provide for debts by heavy impositions, they perish by becoming odious to the people. (Burke, 1987, p.136) Tyranny is condemned by both Locke and Burke. Both support a system with a division of power in the he government. When a government has power divided into different bodies it is forced to be held responsible for decisions made to the other branches of government, and to the body politic. This system of checks and balances makes arbitrary rule unlikely to occur. Citizens feel more secure and protected form the government, and since they are given a chance to assert their concerns (for example, Englands House of Commons) drastic action like revolution becomes unnecessary. Revolution to Locke means the dissolution of the government in power. The citizens then return to the State of Nature until they choose to give consent to create a new government. He supports revolution in two possible instances he describes the first, governments are dissolved, when the legislative, or the prince, either of them, act contrary to their trust. (Locke, 1980, p. 111) Locke gives examples of the government breaking the trust of the body politic as tyranny, usurpation, or the violation of the social contract that was established between the people and the government when civil society was formed. This social contract enabled the government to have power, and the people agreed to obey the laws in return for government protection of property and rights. The second instance in which rebellion is likely to occur is,When so ever the legislative put into the hands of any other, an absolute power over the lives, liberties, and estates of the people; by this breach of trust they forfeit the power the people had put into their hands and it devolves to the people, who have a right to resume their original liberty (Locke, 1980, p.111) Since the social contract that created the government commits the people only to the government they have chosen to lift them from the tragedy of the commons, the government does not posses the right to forfeit the body politic to another power by conquest. It is the responsibility of the government that was peacefully formed to protect the people from the conquest of arbitrary outside powers. To Edmund Burke, revolution is the last resort to be used as a solution to a problem with the ruling body. The line of demarcation where obedience ought to end and resistance must begin is faint, obscure, and not easily definable. It is not a single act, or a single event, which determines it. Governments must be abused and deranged, indeed, before it can be thought of; and the prospect of the future must be as bad as the experience of the past. (Burke, 1987, p. 27)His opinions differ from Lockes regarding the way that effective revolution should initiate change. Burke agrees that the government should be responsible for protecting its citizens, however in the event that the government breaks this trust we do not return to our natural liberty, as Locke believes. Burke finds this return to natural liberty impossible, not only because of his disbelief in the existence of the State of Nature, but also because Burke flatly denies the peoples right to form government for them. He believes that we inherit liberties and government from our previous generations, and government contains more wisdom, captured through the state institutions, than one human is ever capable of possessing. He speaks of England, our constitution preserves a unity in a so great a diversity of its parts. We have an inheritable crown, and inheritable peerage, and a House of Commons and a people inheriting privileges, franchises, and liberties form a long line of ancestors A spirit of innovation is generally the result of a selfish temper and confined views. People will not look forward to posterity who never looks backward to their ancestors. (Burke, 1987, p. 29)Burke believes that completely dissolving government and starting over with a blank slate is bound to fail, because a blank slate leaves no elements to form ideologies from, and is ignorant to the trials and errors of past governments. He uses the French revolution as an example, you chose to act as if you had never been molded into civil society and had everything to begin anew. You began ill, because you began by despising everything that belonged to you. You set up trade without a capital Respecting your forefathers, you would have been taught to respect yourselves. (Burke, 1987, p. 31)To clarify his expectations about successful and justified revolutions burke uses the example of the Glorious revolution of England in 1688. King James the Second was a Catholic king. He was accused of not representing the interests of the majority, since England was primarily of Protestant religion, and the King showed favoritism to Catholics. Burke explains the accusations against the King as,They who led the revolution grounded the virtual abdication of King James upon no light and uncertain principle. They charged him with nothing less than a design, confirmed by a multitude of illegal acts, to subvert the Protestant church and state, and their fundamental, unquestionable laws and liberties; they charged him with having broken the original contract between king and people. (Burke, 1987, p. 24)Burke admires this revolution because it was bloodless reform as opposed to violent rebellion. However, he admits that violence can be used to achieve change in government but only if absolutely necessary. In England it had become obvious that a change was needed in the government, and the people took only the necessary actions to complete the change and return the country to normal. King James abdicated the throne, and was replaced by a Protestant king. An irregular convulsive movement maybe necessary to throw off an irregular convulsive disease (Burke, 1987, p.22) the glorious revolution made great improvements in English government. Burke approves of the fact that the revolution did not begin until the leaders had accumulated evidence and facts that the King was irresponsible. The spirit of the revolution was not to dissolve society and begin anew, but had a more realistic spirit of eliminating the specific problem in the government while preserving societal institutions. they regenerated the deficient part of the old constitution through the parts that were not impaired. (Burke, 1987, p.19). This type of revolution provided stability for the English people; their rights were re-asserted in Declaration of Right, and the government was made more responsible to the people. They secured soon after the frequent meetings of parliament, by which the whole government would be under constant inspection and active control of the popular representatives and of the magistrates of the kingdom. (Burke, 1987, p. 24) Burke contrasts this example of effective revolution with The French revolution of 1789, which he believed was ill spirited and caused further problems in French society. He feels that the French did not have just cause to rebel,The French rebel against a mild and lawful monarch with more fury, outrage, and insult than ever any people has been known to rise against the most illegal usurper or the most sanguinary tyrant. Their resistance was made to concession, their revolt was from protection, and their blow was aimed at a hand holding out graces, favors, and immunities. (Burke, 1987, p. 34)Burke feels that their cause for revolution was unreasonable and foolish, rash and ignorant counsel in a time of profound peace. (Burke, 1987, p. 34) The National Assembly, the government created upon the execution of the King of France, had the potential to become tyrannous. Burke believes that since the assembly had been created form a blank slate it was a danger to society. That assembly, since the destruction of the orders, has no fundamental law, no strict convention, no respected usage to restrain it. Instead of finding themselves obliged to conform to a fixed constitution, they have a power to make a constitution which shall conform to their designs. Nothing in heave or earth can serve as a control on them. (Burke, 1987, p. 39)Locke feels that people will impose restraints of power on their government as they see fit. He fully supports the division of powers, and believes that tyranny is a worse state for society to be in than the tragedy of the commons. The reason behind this being that a tyrannical government may force its citizens to live a life without liberties, but the tragedy of the commons although a dark and unstable time, is a time without government, where each man has natural liberties by the law of nature. One of the commonly known reasons that the French people rebelled against their monarch, was because of the poor economy. However, Burke makes it clear that a poorly planned revolution can bring worse times than those of the past. They have found their punishment in their success: laws overturned; tribunals subverted; industry without vigor; commerce expiring; the revenue unpaid, yet the people impoverished; a church pillaged, and a state not relieved; civil and military anarchy made the constitution of the kingdom; everything human and divine sacrificed to the idol of public credit, and national bankruptcy the consequence (Burke, 1987, p. 34)People who are dissatisfied with their government, and considering revolution as a means of change must take both Burkes and Lockes positions into account. The individuals must define the rights that they feel entitled to, and decided if the government and society can reform to assert these rights. If they find revolution to be necessary, these individuals must decide what type of political situation would embody these rights through institutions and government actions. Both Burke and Locke see a need for revolution when government is ineffectual. However, they differ in opinion on how and when revolution should take place, because of their beliefs on what society is like without established government. Locke feels that the peoples return to the State of Nature is a chance to build a new civil society when they see fit, based on their desire to have their natural rights protected. Burke believes that there is no State of Nature for us to return to, escaping civil society is not possible. In order to preserve the lives of the people and the establishments that have been built by past governments, the government must be reformed rather than abolished. Thus summing it up I would say that the reflection of the ideas of Burke and Locke can definitely be seen today especially in democratic form of governments like our India. Both Burke and Locke talk on the aspects of Liberty, equality, self preservation, reason, and property. They believe that these aspects are a must for governments in order to sustain continuity and thus we do see all these aspects in a modern democratic system of a government. Burke and Locke believe that revolution is not the correct method to achieve things in a democracy. They say that governments shouldnt be thrown out by means of a revolution. Revolution to them is merely a way of bringing about a change in government by exercising out rights and privileges that the democratic government system offers to us and not by dissolving a government by means of revolution as per the meaning during the 17th century. Therefore Burke and Lockes ideas fit very well for new emerging, growing and existing democratic systems of government today and must be reviewed upon before taking extremist decisions like abolishing a government completely. And thus I see their ideas and views on revolution did have immense influence during the period they lived in and the importance of ideas and views of Burkes and Lockes continue to be of immense importance to governments today and tomorrow. BibliographyAyling, S. (1988). Edmund Burke: His life and opinions. New York: St. MartinsBurke, E. (1987). Reflections on the revolution in France. (reprint) Indianapolis: HackettLocke, J. (1980). Second treatise of government. (reprint) Indianapolis: Hackett.

Identity Crisis in Don Delillos White Noise Essay -- White Noise Essa

Don Delillo's White Noise is a novel set in twentieth century Middle America. The story follows the life and journey of Jack Gladney, a teacher of Hitler studies and his family through their lives invaded by white noise, the constant murmur of American consumerism. The narrative follows these characters as they struggle to live life distracting themselves from their sense of reality. White Noise explores a host of character's deep underlying fears and uncertainties that keep them from discovering and revealing their true identities. The first character I would like to discuss is the protagonist, Jack Gladney. It seems as if Jack distracts himself from discovering his own identity, without it life is a mystery to him and it makes death even more mysterious. As Jack talks to Murray about death, he states that The deepest regret is death. The only thing to face is death. This is all I think about. There's only one issue here, I want to live. (270) Jack is obsessed with his fear of the unexpected. He explains to Murry that death does not make his life more satisfying, but only filled with anxiety. Jack does not want to know any information predicting his own demise, he is afraid of finding out his own "code", as in the case of his medical report that forecasts his death. There are many indications of Jack's identity crisis throughout the story-- a more prominent one is that of his identity as a teacher of Hitler studies. It seems as if Jack is fascinated with a man so in touch with death, and when teaching he hides behind large dark glasses and... ...sulting in death, Murry considers the idea that one can become an instrument of death, by taking death into one's own hands. Murry may mask his character in a way to deflect death, but he is not afraid to take interest in the mystical concepts such as religion and science, the two sources that can cause and possibly cure death itself. Fear in a person's life can cause him or her to withdraw themself, or hide from certain situations thought to be associated with his or her underlying anxieties. In White Noise, the fear of death is a prominent factor that provokes the identity crisis these characters face. It is not until a person can face, and possibly overcome, these internal fears that one can obtain his or her true identity and understand truly who he or she really is.

Oligopoly Essay -- Business Oligopolistic Industries

An oligopoly describes a market situation in which there are limited or few sellers. Each seller knows that the other seller or sellers will react to its changes in prices and also quantities. This can cause a type of chain reaction in a market situation. In the world market there are oligopolies in steel production, automobiles, semi-conductor manufacturing, cigarettes, cereals, and also in telecommunications. Often times oligopolistic industries supply a similar or identical product. These companies tend to maximize their profits by forming a cartel and acting like a monopoly. A cartel is an association of producers in a certain industry that agree to set common prices and output quotas to prevent competition. The larger the cartel, the more likely it will be that each member will increase output and cause the price of a good to be lower. The majority of time an oligopoly is used describe a world market; however, the term oligopoly also describes conditions in smaller markets where a few gas stations, grocery stores or alternative restaurants or establishments dominate in their fields. A distinguishing characteristic of an oligopoly is the interdependence of firms. This means that any action on the part of one firm with respect to output, price, or quality will cause a reaction on the side of other firms. Many times an oligopoly leads to price leadership between many firms. A price leadership is the practice in many oligopolistic industries in which the largest firm publishes its price list ahead of its competitors. Then these competitors feel the need to match those announced prices so they lower their prices. This is also termed a parallel pricing. Oligopolies tend to be broken down into one of two distinguished groups. These groups are either a homogeneous or differentiated oligopoly. Homogeneous oligopolies have a standardized product and which include industrial, with petroleum serving as the standardized example, and also services such as banking. Differentiated oligopolies, where the products have some differences, are found in consumer goods industries, such as cars, biscuits, beer and electrical appliances. There is however another oligopoly in which the manner of the corporation or industry is quite familiar to that of a monopoly. This oligopoly is termed collusive. A collusive oligopoly has the ability to behave in the manner of a m... ...nt with the relevant demand curve of D1D1, and prices below Po are consistent with the relevant demand curve of D2D2. The kink in the demand curve occurs at the point labeled E. There is also a gap in the marginal revenue curve marked by MR1 and MR2.   Ã‚  Ã‚  Ã‚  Ã‚  There are many oligopolies in the world market that dominate their respective fields. They have the ability to control prices and quantities of their goods, forcing other companies in that specific industry to adjust to the oligopoly’s changes. The oligopoly has the power to do that because there are few sellers in the industry and each seller reacts to that of the other ones. This often leads to price leadership. This price leadership has a dramatic impact on consumers. Companies compete with the prices of goods and they keep lowering their prices. At the time these price decreases are beneficial for consumers; however, an oligopoly can afford to lower their prices and the smaller firms can not. As a result these smaller firms might be annihilated and enable the oligopoly to dominate the industry. If the oligopoly comes to dominate their industry they then have the ability to set prices higher, a terrible aspect for consumers. Oligopoly Essay -- Business Oligopolistic Industries An oligopoly describes a market situation in which there are limited or few sellers. Each seller knows that the other seller or sellers will react to its changes in prices and also quantities. This can cause a type of chain reaction in a market situation. In the world market there are oligopolies in steel production, automobiles, semi-conductor manufacturing, cigarettes, cereals, and also in telecommunications. Often times oligopolistic industries supply a similar or identical product. These companies tend to maximize their profits by forming a cartel and acting like a monopoly. A cartel is an association of producers in a certain industry that agree to set common prices and output quotas to prevent competition. The larger the cartel, the more likely it will be that each member will increase output and cause the price of a good to be lower. The majority of time an oligopoly is used describe a world market; however, the term oligopoly also describes conditions in smaller markets where a few gas stations, grocery stores or alternative restaurants or establishments dominate in their fields. A distinguishing characteristic of an oligopoly is the interdependence of firms. This means that any action on the part of one firm with respect to output, price, or quality will cause a reaction on the side of other firms. Many times an oligopoly leads to price leadership between many firms. A price leadership is the practice in many oligopolistic industries in which the largest firm publishes its price list ahead of its competitors. Then these competitors feel the need to match those announced prices so they lower their prices. This is also termed a parallel pricing. Oligopolies tend to be broken down into one of two distinguished groups. These groups are either a homogeneous or differentiated oligopoly. Homogeneous oligopolies have a standardized product and which include industrial, with petroleum serving as the standardized example, and also services such as banking. Differentiated oligopolies, where the products have some differences, are found in consumer goods industries, such as cars, biscuits, beer and electrical appliances. There is however another oligopoly in which the manner of the corporation or industry is quite familiar to that of a monopoly. This oligopoly is termed collusive. A collusive oligopoly has the ability to behave in the manner of a m... ...nt with the relevant demand curve of D1D1, and prices below Po are consistent with the relevant demand curve of D2D2. The kink in the demand curve occurs at the point labeled E. There is also a gap in the marginal revenue curve marked by MR1 and MR2.   Ã‚  Ã‚  Ã‚  Ã‚  There are many oligopolies in the world market that dominate their respective fields. They have the ability to control prices and quantities of their goods, forcing other companies in that specific industry to adjust to the oligopoly’s changes. The oligopoly has the power to do that because there are few sellers in the industry and each seller reacts to that of the other ones. This often leads to price leadership. This price leadership has a dramatic impact on consumers. Companies compete with the prices of goods and they keep lowering their prices. At the time these price decreases are beneficial for consumers; however, an oligopoly can afford to lower their prices and the smaller firms can not. As a result these smaller firms might be annihilated and enable the oligopoly to dominate the industry. If the oligopoly comes to dominate their industry they then have the ability to set prices higher, a terrible aspect for consumers.

Post Traumatic Stress Disorder in Children Essay

Abstract Post Traumatic Stress Disorder affects not only adults but also children. There are four major ways by which traumatic events may affect the psychological state of children: cognitively, affectively, behaviorally and psychosomatically. There are questions as to the sufficiency of the instrumentation used in determining and measuring of the disorder. Studies also show that the fear experienced by adults in seeing signs of aggression in children may be affecting adversely affecting the possible therapeutic benefits of normal child’s play and physical activity. There may be a need for programs specifically geared toward educating parents and primary care givers of children suffering from PTSD in how to handle and deal with the child’s disorder and psychological needs. Post Traumatic Stress Disorder in Children as a Result of Violence, Crime and War It is not unusual for most adults, particularly those who are parents, to keep bad things away from children. As much as possible, childhood should remain a time of innocence and joy without the responsibility or care for matters that trouble the world. But what if it just cannot be avoided and bad things happen to children? In the aftermath of unhappy events, how do children display trauma and what are the things that people should know in dealing with children suffering from post-traumatic stress disorder?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   For example, the September 11, 2001 terror attacks left behind families and children who have lost moms and dads in that instant. Even adults and children who were indirectly affected by the attacks have grown to suffer feelings of anxiety and shattered security in their personal and familial safety (Smith & Reynolds, 2002). Besides the inevitable feelings of grief, children especially were left behind and often contend with nightmares and morbid pictures of the traumatic deaths their loved ones experienced as well as the stress and difficulty of trying to picture lives without mom or dad. It is also important to remember that the effects of trauma are not limited to those who suffer it directly (Sims, Hayden, Palmer & Hutchins, 2000, p. 41) The ubiquity of television also afforded children at home not only news of the attacks but also vivid pictures and descriptions of the tragedy and all its violence. The case of a 7-year old boy named Johnny is cited in the study (2002) by Smith and Reynolds.: Following the 9/11 attacks, Johnny developed a constant fear of his parents leaving home and getting killed by â€Å"bad men.† He also developed a phobia of elevators and would throw tantrums whenever his parents tried to make him use one. Johnny admitted to his therapist that his fear of elevator stemmed from a story he heard of how â€Å"people in the Twin Towers were trapped and killed while riding in the elevators.† (Smith & Reynolds, 2002)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Neither Johnny nor his family were directly involved or affected in the terror attack. The mental and emotional strain suffered by survivors and those affected by this very high profile event led to the American Psychiatric Association’s setting up of counseling services â€Å"focusing on grief, acute stress and Post Traumatic Stress Disorder (PTSD) (Smith & Reynolds, 2002). What is PTSD? Originally associated with survivors and veterans of the Vietnam War, PTSD refers to an impairment of an individual’s capability to function in everyday following exposure or experience of an exceptionally disturbing event. Besides war, this has grown to cover the ill mental and emotional effects of â€Å"natural and civilian catastrophes, criminal assault, rape, terrorist attacks and accidents.† (Murray, 1992, p. 315) The DSM IV presents a more broadened definition of traumatic exposure as â€Å"the person experienced, witnessed, or was confronted with an event or events that involved actual or threatened death or serious injury, or a threat to the physical integrity of self or others,† and which evoked â€Å"intense fear, helplessness, or horror† (Mcnally, 2003). This broadened definition also qualifies extreme horror at what other people’s experience or events outside their environment as possible causes of PTSD. Symptoms of PTSD include vivid and morbid imagery, numbing, disruptions in thoughts and cognition, delayed response and reaction, strong feelings of anxiety, persistence of nightmares and difficulties in dealing with and solving problems. (Foa & Meadows, 1997) Saylor and Swenson, et.al state that before the late 80’s there was minimal attention given to how children were affected by traumatic events. It took two powerful hurricanes, one devastating earthquake and the bombing of the Oklahoma Center before it was realized that there were very little preparedness in ministering to the psychological needs of traumatized children   (Saylor, Swenson, Reynolds & Taylor, 1999, p. 70). In 1999, psychologist Barbara Lowenthal pegged the number of children in America being exposed to traumatic events each year at four million. These traumatic events include â€Å"physical, sexual and emotional abuse; neglect; accidents; severe injuries; and natural disasters.† Lowenthal also says that these children are at a high risk of suffering from PTSD and may cause them to be prone to developing phobias and other neuro-psychiatric disorders including anxiety and depression (Lowenthal, 1999). The National Center for Posttraumatic Stress Disorder (NCPTSD, 2001) reports that there is a higher likelihood of psychological symptoms associated with PTSD to be found among children who have experienced traumatic events before the age of 11 compared to those who suffer trauma at later ages. (Alat, 2002) Lowenthal also says that besides the general symptoms of PTSD, children who have suffered trauma are likely to develop difficulties in forming relationships, cognition and learning, as well as a â€Å"numbing† that may make affected children experience difficulty in understanding and expressing their feelings in addition to regulating their emotions. This often leads to â€Å"provocative behaviors† and avoidance of intimacy. (Lowenthal, 1999). In his article in the Journal of Multi-cultural Counseling and Development in 2004, Clinical psychologist and Fellow of the American Psychological Association (APA) Gargi Roysircar studied the case of 20-year old Yugoslavian à ©migrà © Stephen, who at the age of 10 witnessed the height of the civil war between Christians and Muslims in Kosovo in 1990. Stephen remembers witnessing about 80% of his classmates get killed by bombs, sniper shots and gunfire as they walked to and from school. At age 14, Stephen was taken by his father to the frontlines and be trained in combat to fight with the Serbian army. The next two years wold take Stephen all over the Balkans and would expose him to all kinds of privation and war atrocities. Eventually migrating as political refugees in the United States, in 1999, Stephen demonstrated difficulty in acculturation and adjustment. The constant displacement he experienced in war along with the mistrust bred by his past and cultural paranoia fostered by the Croatian community they lived with made it difficult for Stephen to acclimatize to peacetime setting.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Roysircar describes Stephen as having â€Å"recurrent thoughts and images of his violent experience in the Balkans. He experienced nightmares, hostility and a profound sense of a lack of belonging. Stephen also often recounted the difficulties he experienced including â€Å"hiding in a basement and eating rats† especially when angry. He also displays a deep-seated hatred for the Muslims and believes â€Å"the Middle East should be wiped off the face of the Earth† (Roysircar, 2004).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This kind of behavior can very well be treated as expected according to an study published in the Australian Journal of Early Childhood in 2000. The researchers posit that in war-torn times, children are forced to adjust out of necessity for survival. This experience develops the idea of a dangerous world where no one can be trusted and therefore prompts children to be the aggressor rather than the victim (Sims, Hayden, Palmer & Hutchins, 2000, p. 41). According to Vazquez there are many conditions that fit the general description of PTSD. There are however differences in â€Å"depth, complexity and intensity† that require appropriate and often differing treatments (Vazquez, 2005). In Stephen’s case, the therapy method that worked for him involved deep self-reflection and existential therapy sessions with his counselor where he was able to open up and tell stories of his experiences and thoughts of his past and present, and dreams for the future (Roysircar, 2004). Effects and Treatment of Post Traumatic Stress Disorder It is important to remember that not every child who is exposed to or experiences trauma develops PTSD. Since the 1980’s there has been marked growth in the development of instrumentation in the measurement and treatment of PTSD in children. These assessment methods designed for children of different age groups include â€Å"structured interviews, questionnaires, self-report scales, inventories, and psychophysiological evaluation † (Alat, 2002) There are four major ways by which PTSD can affect children: cognitively,affectively, behavioral and physiological-somatically (Lowenthal, 1999; Alat, 2002). Cognitively, children experience fear at a possible repetition of the traumatic event. Some may even feel responsible for the traumatic event’s occurrence. There may also be confusion, academic and developmental problems, lowered IQ and diminished abilities in language and communication. In its affective effects, children with PTSD become emotionally fragile and are given to fits of outburst and anger. They develop low thresholds for stress and fear. They become nervous, compulsive and often feel a sense of futility. Behaviors can also become extreme. Affected children may become either very loud or very shy. It is not unusual for children to revert to juvenile behavior such as thumb sucking or regression in academic knowledge. They may also develop self-destructive behavior and become vulnerable to alcohol, drugs, and self-abuse. Children may also manifest PTSD in the form of physical sickness such as high temperatures, â€Å"vomiting and headaches†(Alat, 2002). There may also be instances of sleep and eating disorders, fatigue and â€Å"biochemical alterations in the brain† (Alat, 2002) Family members and teachers generally notice these symptoms first. At this time, it is important that both come together and develop ways of supporting the affected child. A school counselor may be able to help evaluate whether a child indeed has PTSD or not. Therapy with a professionally trained psychiatrist, psychologist, counselor or therapist is the treatment for persons diagnosed with PTSD. The methods employed however, may vary according to the severity of the disorder as may be observed in the individual. Majority of the suggested therapies that parents and educators are encouraged to employ with children suffering from PTSD are physical and social expression/reflection through group and one-on one interaction as well as play based therapies (Alat, 2002). This particular therapy however has encountered difficulties particularly after the 9/11 attacks and the idea that aggression addressed in the earlier stages will stave off future violent behavior. For example, a child who builds a tower of blocks and flies an airplane into them may be viewed as at-risk for future violence. This child’s behavior, in fact, may be a healthy and developmentally appropriate way to gain mastery over the child’s fears, anger, and confusion about Sept. 11. Smith and Reynolds (2002) decry this repression of a child’s possible â€Å"venting† or anger and state that instead of suppressing the aggression manifested by children at play, parents and educators should let children be within certain limits. As long as children do not cause harm to themselves, others or objects within their surroundings, it is best that they be allowed to express their anger and whatever negative feelings they have in a â€Å"therapeutic manner.† (Smith & Reynolds, 2002) Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The researcher observes that while there is an acceptance and awareness of the existence of Post Traumatic Stress Disorder among children, there still seem to be a lot of confusion as to what are the indicators of such disorder as well as the methods by which it should be addressed and treated. While Lowenthal (1999), Alat (2002) and other psychologists have managed to simplify such symptoms in four main categories, it is also stated in most studies that childhood trauma does not necessarily result in PTSD. There is still a question as to how the average lay person may be able to distinguish between delayed PTSD and natural defiance and common anxiety. The researcher also noticed that several of the symptoms listed in determining PTSD can also be found listed as symptoms of other psychological disorders in the DSM IV. The only difference is that with PTSD, there is a requisite traumatic event that is supposed to act as a trigger for the disorder. Smith and Reynolds (2002) make a valid point as to how adult paranoia of events that could possibly happen could seriously hinder the coping mechanism of children and therefore cause more harm than good. Logic dictates that feelings left unexpressed often come out one way or another. Alat also makes a good suggestion in encouraging teachers /educators to help children express their feelings in group discussions. As adults benefit largely in group therapy, there is no reason why children should not be able to do the same. Recommendations   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Despite its many advancements in instrumentation and awareness, there are still many gray areas in how people can support and help children suffering PTSD. The researcher recommends that further studies be done with the objective of clarifying and further distinguishing PTSD symptoms from other psychological disorders so that those affected may receive the appropriate treatment.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The researcher further recommends that programs designed to educate teachers, primary care givers and parents in the impact of PTSD on children as well as the many ways they can help support the child’s treatment. Most of the child’s time is spent with family and school. It may perhaps speed up progress of therapy is extended beyond the time they spend with their clinical therapists.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is the observation that adults may feel fear at what they perceive to be early signs of violence and aggression. The very fact that this sort of thinking exists stands as proof that attention to educating the people in a child’s environment with regard to what is natural and not in children’s behavioral patterns must be emphasized. Constant communication between parents and other people their children interact with particularly in the period following a traumatic event may also be helpful in gauging any effects the vent may have had.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Children exhibiting changes in behavior must also be carefully observed. As in the case of little Johnny who suddenly developed a fear of elevators, there may just be something behind the changes in a child’s behavior. Forcing them to face fears without completely understanding the root of these fears may only cause irreparable damage. These are just a few things that psychologists and behaviorists must educate parents and the other people in close contact with a child possibly suffering from post traumatic stress disorder in. References Alat, K. (2002). Traumatic Events and Children: How Early Childhood Educators Can Help. Childhood Education, 79(1), 2+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002498529 Foa, E., & Meadows, E. (1997). Psychosocial Treatments for Posttraumatic Stress Disorder: A Critical Review. 449+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5000413895 Lowenthal, B. (1999). Effects of Maltreatment and Ways to Promote Children’s Resiliency. Childhood Education, 75(4), 204+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002315362 Mcnally, R. J. (2003). Progress and Controversy in the Study of Posttraumatic Stress Disorder. 229+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002051892 Murray, J. B. (1992). Posttraumatic Stress Disorder: A Review. Genetic, Social, and General Psychology Monographs, 118(3), 315-338. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=96430362 Roysircar, G. (2004). Child Survivor of War: A Case Study. Journal of Multicultural Counseling and Development, 32(3), 168+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5012181947 Saylor, C. F., Swenson, C. C., Reynolds, S. S., & Taylor, M. (1999). The Pediatric Emotional Distress Scale: a Brief Screening Measure for Young Children Exposed to Traumatic Events. Journal of Clinical Child Psychology, 28(1), 70-81. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=81021655 Sims, M., Hayden, J., Palmer, G., & Hutchins, T. (2000). Working in Early Childhood Settings with Children Who Have Experienced Refugee or War-Related Trauma. Australian Journal of Early Childhood, 25(4), 41. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5001127890 Smith, S., & Reynolds, C. (2002). Innocent Lost: The Impact of 9-11 on the Development of Children. Annals of the American Psychotherapy Association, 5(5), 12+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002560442 Vazquez, S. R. (2005). A New Paradigm for PTSD Treatment: Emotional Transformation Therapy. Annals of the American Psychotherapy Association, 8(2), 18+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5011704316      

Combahee River Collective in the 1970s

Combahee River Collective in the 1970s The Combahee River Collective, a Boston-based organization active 1974 to 1980, was a collective of black feminists, including many lesbians, critical of white feminism.  Their statement has been a key influence on black feminism and on a social theory about race.  They examined the interplay of sexism, racism, economics, and heterosexism. As  black feminists and lesbians, we know that we have a very definite revolutionary task to perform and we are ready for the lifetime of work and struggles before us. History The Combahee River Collective first met in 1974. During â€Å"second-wave† feminism, many black feminists felt that the Women’s Liberation Movement was defined by and paid exclusive attention to white, middle-class women. The Combahee River Collective was a group of black feminists who wanted to clarify their place in the politics of feminism and to create a space apart from white women and black men. The Combahee River Collective held meetings and retreats throughout the 1970s. They attempted to develop a black feminist ideology and explore the shortcomings of â€Å"mainstream† feminism’s focus on sex and gender oppression above all other types of discrimination, while also examining sexism in the black community.  They also looked at lesbian analysis, particularly that of black lesbians, and Marxist and other anti-capitalist economic analyses.  They were critical of essentialist ideas about race, class, sex, and sexuality. They used techniques of consciousness-raising as well as research and discussion, and the retreats were also meant to be spiritually refreshing. Their approach looked at a simultaneity of oppressions rather than ranking and separating the oppressions at work, and in their work is rooted much of later work on intersectionality.  The term identity politics came out of the Combahee River Collectives work. Influences The name of the Collective comes from the Combahee River Raid of June 1863, which was led by Harriet Tubman and freed hundreds of slaves. The 1970s black feminists commemorated a significant historical event and a black feminist leader by selecting this name.  Barbara Smith is credited with suggesting the name. The Combahee River Collective has been  compared to the philosophy of Frances E.W. Harper, a highly educated 19th-century feminist who insisted on defining herself as black first and a woman second. The Combahee River Collective Statement The Combahee River Collective Statement was issued in 1982. The statement is an important piece of feminist theory and description of black feminism.  A key emphasis was on black womens liberation: Black women are inherently valuable.... The statement includes the following points: The Combahee River Collective is committed to fighting race, sex, and class oppression, and also recognized oppression based on sexuality.  These were analyzed not just as separate forces, but interacting forces. The synthesis of these oppressions creates the conditions of our lives.As black feminists, members struggle alongside black men to fight racism, but against black men to fight sexism.If black women were free, everyone would be free, because that would mean all systems of oppression had been destroyed.The Collective would continue to examine politics, including racism in white women’s feminism.  But eliminating racism in white feminism, they said, was the work and accountability of white women.The members believe in the organization of work to benefit workers instead of bosses. The statement recognized many forerunners, including Harriet Tubman, whose military raid on the Combahee River was the basis of the name of the collective, Sojourner Truth, Frances E. W. Harper, Mary Church Terrell, and Ida B. Wells-Barnett - and many generations of unnamed and unknown women.  The statement highlighted that much of their work was forgotten because of the racism and elitism of the white feminists who dominated the feminist movement through history to that point. The statement recognized that, under the oppression of racism, the black community often valued traditional sex and economic roles as a stabilizing force, and expressed understanding of those black women who could only risk the struggle against racism. Combahee River Background The Combahee river is a short river in South Carolina, named for the Combahee tribe of Native Americans who preceded the Europeans in the area. The Combahee River area was the site of battles between the Native Americans and Europeans from 1715 to 1717. During the Revolutionary War, American troops fought foraging British soldiers there, in one of the last battles of the war. During the period before the Civil War, the river provided irrigation for rice fields of local plantations.  The Union Army occupied a nearby territory, and Harriet Tubman was asked to organize a raid to free slaves to strike at the local economy. She led the armed raid - a guerilla action, in later terms - which led to 750 escaping enslavement and becoming contraband, freed by the Union Army.  It was, until recent times, the only military campaign in American history planned and headed by a woman. Quote From the Statement The most general statement of our politics at the present time would be that we are actively committed to struggling against racial, sexual, heterosexual, and class oppression, and see as our particular task the development of integrated analysis and practice based upon the fact that the major systems of oppression are interlocking. The synthesis of these oppressions creates the conditions of our lives. As Black women, we see Black feminism as the logical political movement to combat the manifold and simultaneous oppressions that all women of color face.

The Chemical Reaction That Causes Rust

The Chemical Reaction That Causes Rust Rust is the common name for iron oxide. The most familiar form of rust is the reddish coating that forms flakes on iron and steel (Fe2O3), but rust also comes in other colors, including yellow, brown, orange, and even green! The different colors reflect various chemical compositions of rust. Rust specifically refers to oxides on iron or iron alloys, such as steel. Oxidation of other metals has other names. There is tarnish on silver and verdigris on copper, for example. The Chemical Reaction That Forms Rust Although rust is considered the result of an oxidation reaction, its worth noting not all iron oxides are rust. Rust forms when oxygen reacts with iron  but simply putting iron and oxygen together isnt sufficient. Although about 20 percent  of air consists of oxygen, rusting doesnt occur in dry air. It occurs in moist air and in water. Rust requires three chemicals to form: iron, oxygen, and water. iron water oxygen  Ã¢â€ â€™Ã‚  hydrated iron(III) oxide This is an example of an electrochemical reaction and corrosion. Two distinct electrochemical reactions occur: There is anodic dissolution or oxidation of iron going into aqueous (water) solution: 2Fe  Ã¢â€ â€™Ã‚  2Fe2  Ã‚  Ã‚  4e- Cathodic reduction of oxygen that is dissolved into water also occurs: O2  Ã‚   2H2O 4e-  Ã¢â€ â€™Ã‚  4OH-  Ã‚   The iron ion and the hydroxide ion react to form iron hydroxide:   2Fe2   4OH-  Ã‚  Ã¢â€ â€™Ã‚  2Fe(OH)2 The iron oxide reacts with oxygen to yield red rust, Fe2O3.H2O Because of the electrochemical nature of the reaction, dissolved electrolytes in water aid the reaction. Rust occurs more quickly in saltwater than in pure water, for example. Keep in mind oxygen gas, O2, is not the only source of oxygen in air or water. Carbon dioxide, CO2, also contains oxygen. Carbon dioxide and water react to form weak carbonic acid. Carbonic acid is a better electrolyte than pure water. As the acid attacks the iron, water breaks into hydrogen and oxygen. Free oxygen and dissolved iron form iron oxide, releasing electrons, which can flow to another part of the metal. Once rusting starts, it continues to corrode the metal. Preventing Rust Rust is brittle, fragile,  progressive, and weakens iron and steel. To protect iron and its alloys from rust, the surface needs to be separated from air and water. Coatings can be applied to iron. Stainless steel contains chromium, which forms an oxide, much like how iron forms rust. The difference is the chromium oxide does not flake away, so it forms a protective layer on the steel.