African Americans During The Nineteenth Century - 1661 Words

Lynchings were a real threat to African Americans in the eighteenth and early nineteenth centuries. They created a lot of fear in the African American community especially in this time period. Between 1882 and 1969, 4,743 people lynchings occurred. In 1882, African Americans accounted for forty-six percent of lynchings. Yet from 1900 to 1910, African Americans represented eighty-nine percent of lynchings. Lynching was a tool used by white people in this time period to try to control black people, and Ida B. Wells helped bring international attention to this problem and fight to end it. Lynching occurred most frequently in the deep southern states. One reason for the lynchings was the resentment of southern whites when the slaves were†¦show more content†¦At this, the federal government took control of the southern states not yet readmitted to the Union. In order for the states to get readmitted to the Union, they needed to agree to observe the fourteenth and fifteenth amendments. Amendment fourteen guaranteed all citizens the same rights without regard to color. Amendment fifteen made it illegal to discriminate against people based on race in voting rights. African Americans and northerners held a number of government positions during this time, and southern whites did not really accept these governments. Southern whites used legal and illegal means to fight the changes in the status of African Americans.(Royster 7,8) There were some means that were legal at the time which were used to keep blacks from taking advantage of their new freedom. Laws were put in place making requirements for voting other than race, but it was clear these requirements were intended to stop blacks from voting. This was the time period during which lynchings increased. Groups such as the Ku Klux Klan, the Knights of the White Camelia, the Red Shirts, and the White Line participated in lynchings and other forms of violence and intimidation. People outside these groups also lynched African Americans for a variety of reasons such as intimidating blacks into not using their rights or punishing them for real or alleged crimes. (Royster 8) The most likely people to be lynched were black males, although some whites and occasionallyShow MoreRelatedAfrican Americans During The Nineteenth Century977 Words   |  4 PagesDuring the nineteenth century, minority groups such as African Americans, Chinese, Mexicans, and Native American s faced new struggles through means of oppression. Each of these minority groups handled this oppression differently because they each had very different experiences. Whether they came willingly, unwillingly, or were being pushed out of their own land, they were all treated as inferior by whites. To fight the oppression they were facing, they all created communities, fostered a senseRead MoreAfrican American Slaves During The Eighteenth And Nineteenth Century1980 Words   |  8 PagesManumission was one of the many hopes that African American slaves had during the eighteenth and nineteenth century. Manumission was not only a way to freedom for slaves, but also a way for many slaveholders to rid, of their older slaves who were no longer useful. To say that manumission was agreed upon all states and slave-owners would be an understatement. Not all states or slave-owners thought of manumission as being a good or equal trade for a slave’s duty of work. To many slave owners ma numissionRead MoreMinstrel Shows and Theater856 Words   |  3 PagesThe 19th century was a time period full of disagreements and wishful thinking. During this time, African Americans were trying to become free from slavery. This led to a Civil War. 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Other than the international forces, the most influential institutionsRead MoreA Relationship Between Nature And The Market During The Nineteenth Century Essay727 Words   |  3 PagesIn Chapter 6, Nature and the Market in the Nineteenth Century, of Carolyn Merchant’s Major Problems in American Environmental History, we as readers are introduced to the relationship between nature and the market during the nineteenth century. This chapter contains essays from other authors that help to depict this relationship and each essay relates to the documents that begin the chapter. Nature and t he market have a stark relationship during this time period due to the rise of capitalism thatRead MoreThe American Revolution And The Reconstruction Era1524 Words   |  7 PagesFrom the American Revolution to the Reconstruction era the lives of women and African Americans drastically started to change. During this era after women showed bravery by helping out in the war they were looked at in a different perspective more than just a typical housewife. The Representations of the Confederate Culture had a big impact leading women to redefine their roles from being only housewives into becoming undercover soldiers and going off to battle all to gain independenceRead MoreRelationships And Culture Of Early 19th Century America And Their Ramifications1526 Words   |  7 PagesLong Essay: Relationships of Vulnerable Groups to the Identity and Culture of Early 19th-Century America and their Ramifications Back in the early 1800s, the United States of America had been a country associated with the promise of liberty, autonomy from tyrannical rule, and the unalienable rights specified in the formative Declaration of Independence - life, liberty, and the pursuit of happiness. 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In the book, â€Å"Kingdom of Matthias,† by Paul Johnson and Simon Wilentz, they describe the life of two females, Isabella Van Wagenen and Isabella Matthews Laisdell which whom were affected by slavery and high influences of higher power from men. In the nineteenth century it was believed that males were to support the family by working and earning a wage as a husbandRead MoreThe Civil War And Reconstruction Period Essay1619 Words   |  7 PagesThe Civil War and Reconstruction period provided African American people with a legal definition of citizenship through three constitutional amendments. Beginning with the 13th Amendment slavery was abolished, then 14th Amendment provided equal protection under the law, and lastly the 15th Amendment allowed all men, including African Americans, the ability to vote. However, the transition from enslavement to freedom was a difficult and terrifying one for most black women as they had little or no

The Cultural Theory Of Crime And Violence - 1515 Words

Defined, a subculture is a culture that exists within the main dominant culture of a society. Therefore, members of a subculture will have different norms and values to those in the rest of society, which in turn could lead to them being seen as deviant because of this. Youth subcultures provide members with an identity that sits outside of that assigned by social foundations such as family, school, home and work. Participants of a subculture often make people aware of their membership by making characteristic and symbolic choices in the way they dress, style their hair, what footwear they wear, and intangible choice in interests, dialect, music genre and meeting places. In criminology, the sub cultural theory emerged from the work of the Chicago School and its interest on gangs, and developed through symbolic interactions in to a set of ideas which argue that certain groups or subcultures in society have values and attitudes that are similar to those related to crime and violence. One of the most famous explanations to come from the Chicago school is that of Clifford Shaw and Henry McKay. Shaw and McKay studied adolescent crime rates in Chicago. They divided the city in to a series of condensed rings; they then calculated the misdemeanour rates in the rings, finding that the areas with the highest rates of crime and violence were those situated right in the centre of the city, with the rates dropping outward from the centre. They found that delinquency was a lot lower inShow MoreRelatedStreet Code : The Cultural Argument Essay990 Words   |  4 PagesStreet Code: The Cultural Argument The Elijah Anderson’s article, â€Å"Code of the Streets† is a perfect illustration for cultural arguments because it involves environments that are susceptible to learning a criminal culture; even up to a point of promoting that type of criminal behavior as â€Å"normal†. 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It claims millions of victims each year. There is not a specific cause to establish why domestic violence occurs. However, it has been documented that domestic violence is a product of physical, emotional, sexual, psychological, and any other forms of torture or torment that the particular abuser wishes to employ to gain control or power over their victims (Gosselin, 2005). Due to the complexity of this crime, many criminologistsRead MoreThe God That Failed Outlines The Historical Developments From The Ancien Regime Of Royal Rulers1060 Words   |  5 Pageshistorical developments from the ancien regime of royal rulers to the new democratic-republican age of chosen rulers and theorizes how this development has not been social progress as commonly viewed but instead marks a civilizational decline. 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UNESCO International Organizations and Education

Question: Discuss about the UNESCO International Organizations and Education. Answer: UNESCOs prime objective is to contributepeace and security through education and cultural reforms since 1945 across all over the world so that every individual of this world can get justice (Chabbott, 2013). This organization works for providing education in science, culture and communication to every child irrespective of their gender and cultural differences (UNESCO, 2017). UNESCO has ten associate member states and 195 member states and Australia is one of them (UNESCO, 2017). Thus, the prime objective of this assessment is to highlight the motive to offer quality education to needful children through social media marketing in Australia. Sallis (2014) defines that quality education helps to build a better future as it offers knowledge regarding the subject that they intend to incur. Chabbott (2013) moreover highlights that children in developing countries and backward society do not get proper education throughout their childhood. Cropley (2014) also depicts that quality education decrease poverty promotes health, closes the gender gap, minimizes malnutrition and provides economic growth. Moreover, in developing countries, violence-prone country and vulnerable countries, people do not prefer to spend on quality education or higher authorities to meritorious students. Thus, UNESCO has taken an initiative for Education for all campaigns in order make provision of quality education compulsorily. The program/campaign focus The major focus of this education to all campaign is that every child indigenous and non-indigenous irrespective of their language, cultural and traditional differences has the right to get a quality education. In this assessment, marketing of this campaign through social media is highlighted so that more people can aware of their noble work. SWOT analysis Strength Weakness Social media marketing covers a significant community so that they make them aware of their education to all campaign. Moreover, people across the world donate money for educating children with the help of social media marketing. It provide a chance to the organization to communicate directly with their consumers. Social media marketing needs small investment to generate and targets more customer than conventional form of marketing (Williams et al., 2012). As social media marketing is new, elderly people may face problem in using social media. Poor communication due to lack of face to face interaction. It is evident that not all terms and condition are mentioned in social media sites (Papasolomou Melanthiou, 2012). Places where there are no internet facilities and smart devices are available; the content of social media marketing does not reach to those people. UNESCO barely cover their expenses with revenue and the employees of UNESCO are volunteers and they do not have any job security. Opportunities Threat More consumers can be targeted, as social media marketing delivers the message to people more easily. Positive comments and support of their education to all campaigns enhances their brand recognition. Social media marketing can reach to every country irrespective of the nation barrier (Wang et al., 2012). As more people are using social media, people from different ethnic group become closer As social media marketing comprises of broadcasting their posts to everyone, any negative comments can provide the competitors with an advantage (Tuten Solomon, 2014). People from backwards background values money more than education and thus it is a threat to the campaign. Being a non-profit organization, UNESCO has to save a portion of financial resources in maintaining their IT department for managing the social media marketing. Donors of UNESCO may quit any time from the organization Table 1: SWOT of Social Media Marketing of UNESCO for education for all campaign (Source: Created by Author) Justification of an appropriate target market UNESCO targets developing countries, where backward community does not afford early childhood education for their kids and propel their children to work and earn money (Cropley, 2014). Moreover, their major target for the campaign is girls in order to eliminate gender disparities in primary and secondary education. Moreover, there are some meritoriousstudents in the backward society, who needs financial support; UNESCO also targets those children. Thus, UNESCO utilizes the social media marketing for making people of those counties aware of their campaign and initiatives for promoting quality education to poor and needful children through their community. Thus, it can be stated that social media marketing targets educated people all around the world so that they can take initiatives for making backward society aware for educating children. UNESCO emphasizes on the factor of building knowledge on a daily basis and its applicability in regular life so that children can understand the benefits of the education (Education for the 21st Century; UNESCO, 2017). Utilizing the service of social media like Facebook, Twitter and YouTube people can get more aware of their education campaign (See Appendix, Image 1-3). Through their social media marketing people can easily get knowledge regarding their other donor group like in AUSTRALIA: AusAid and Foreign Ministry, in BELGIUM: Development Cooperation (DGDC) and Technical Cooperation (BTC) and in GERMANY: KfW Bankengruppe and Ministry of Foreign Affairs (Unesco.org 2017). This makes people to find out their nearby place from where they can help in promoting education through UNESCO. The donation that people donate for helping UNESCO in their initiatives towards the education for poor children has no limits. People can donate as much as they want through online website of UNESCO, money by transfer through net banking or directly to their official address (Berthon et al., 2012). However, some cost requires formulating these social media pages and their maintenance. Papasolomou and Melanthiou (2012) also depicts that financial resources are required for purchasing Facebook adverts and creating their business page. Moreover, Berthon et al. (2012) also highlight that almost $45,000 is spent on YouTube advertising for an established organization if they have enough material to broadcast their major objectives. UNESCO needs some price for organizing education campaign in target countries so that student can enroll themselves for the education programs. Taking the land on rent for some days also bear some cost for it that UNESCO needs to pay initially. It is also highli ghted in their report that a cost of USD 340 billion is estimated to spend for Global Action Week for Education compared to USD 149 billion in 2012 (UNESCO, 2017). Furthermore a cost of USD197 is intends to spend on per primary school student in low income countries by the year 2030 for their education programs. More prices are required to provide education to out-of-school children and adolescents in conflict afflicted countries and hence UNESCO plan for USD2.3 billion for this education program (UNESCO, 2017). Place/distribution UNESCO currently, they have 195 member states and 10 associate members and now they intend to target other nations through social media marketing (UNESCO, 2017). Moreover, they target majorly developing the country like Africa, Algeria, Angola, Bangladesh, Belize, Cambodia and Kim and Ko (2012) suggested that targeting violence-prone countries like Syria, Afghanistan will also be beneficial for the UNESCO, Australia. Moreover, a support chat that provides assistance to all the people 24 hours will also allow them to attract more people from other places. UNESCO also targets marginalized populations and vulnerable countries like Tonga, Philippines, Solomon Islands, Timor-Leste, Fiji, Japan and other countries (UNESCO, 2017). Promotion/communication Social media marketing is the newly initiated mode of promotion for their education for all campaign (Williams et al., 2012). Through this method, UNESCO can promote for comprehensive early childhood care and education, education for girls and ethnic minority group, accessibility to the appropriate learning and life-skills programs and adult literacy (Sallis, 2014). However, through social media, UNESCO also takes help from celebrities like Forst Whitaker, Graca Machel, Pink and Wladdimir Klitschko in order to grab attention from all the people that helps in their promotion. UNESCO can also formulate attractive messages and headline to grab other attention that provokes their morale for supporting education. Moreover, picture for provision of education to backward society can also attract more people as they can directly view their initiatives. Attention-grabbing message Malhotra et al. (2012) mentioned that, organization like UNESCO needs to attract people through an attractive message in order to raise their morale so that they can help them to provide quality education to needful children. The message can be like- Join and be a member of UNESCO for helping children to get a quality education. Let us offer a helping hand in building their future." Evaluate of the effectiveness of the message Performance evaluation of a business is crucial as it provides knowledge regarding the progress of the organization as it allows an organization to identify their gaps with respect to their competitors (Molitor et al. (2016). The effectiveness of the messages through social media marketing can be evaluated through the response of the community (Lee Ahn, 2012). In the social media sites like Facebook, Twitter and YouTube, options for peoples response are given that describes how many people support their work. Thus, by evaluating the number like in Facebook pages, subscribers in YouTube channel and followers in Twitter allow UNESCO to assess the effectiveness of the message. In addition to that, taking feedback directly from the consumers regarding the benefits they have experienced from their education to all campaign by conducting a survey in the developing nation also direct the concerned organization to evaluate the effectiveness of their entire programs (Wells, 2014). Conclusion In this assessment, the campaign for providing quality education is considered. It is concluded that quality education helps to build a better future and the further development of nation. UNESCO, Australia is one of the NGO that organizes campaign for offering education through their "education to all" campaign through social media. People spent a lot of time in social media like Facebook, YouTube and others and thus UNESCO has targeted this mode to provide knowledge regarding their campaign and provoke them to offer help. Moreover, by analyzing the strengths and weakness of the social media marketing, it is found that UNESCO will be benefited by this mode of marketing as the message is delivered to every corner of the world by overcoming the barrier of territories. However, the threats and weakness of the social media marketing of presence of internet and smart devices can be overcome by improving the technology. Reference List Berthon, P. R., Pitt, L. F., Plangger, K., Shapiro, D. (2012). Marketing meets Web 2.0, social media, and creative consumers: Implications for international marketing strategy.Business horizons,55(3), 261-271. Chabbott, C. (2013).Constructing education for development: International organizations and education for all. Routledge. Cropley, A. J. (Ed.). (2014).Towards a system of lifelong education: Some practical considerations(Vol. 7). Elsevier. Education for the 21st Century,UNESCO. (2017).UNESCO. Retrieved 2 February 2017, from https://www.unesco.org/education Facebook/UNESCO. (2017).Facebook.com. Retrieved 2 February 2017, from https://www.facebook.com/unesco/ Kim, A. J., Ko, E. (2012). Do social media marketing activities enhance customer equity? An empirical study of luxury fashion brand.Journal of Business Research,65(10), 1480-1486. Donors | Education | United Nations Educational, Scientific and Cultural Organization. (2017).Unesco.org. Retrieved 10 February 2017, from https://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/partners/donors/ Lee, J., Ahn, J. H. (2012). Attention to banner ads and their effectiveness: An eye-tracking approach.International Journal of Electronic Commerce,17(1), 119-137. Malhotra, A., Malhotra, C. K., See, A. (2012). How to get your messages retweeted.MIT Sloan Management Review,53(2), 61. Molitor, D., Reichhart, P., Spann, M., Ghose, A. (2016). Measuring the effectiveness of location-based advertising: A randomized field experiment. Papasolomou, I., Melanthiou, Y. (2012). Social media: Marketing public relations new best friend.Journal of Promotion Management,18(3), 319-328. Sallis, E. (2014).Total quality management in education. Routledge. Tuten, T. L., Solomon, M. R. (2014).Social media marketing. Sage. UNESCO (@UNESCO) | Twitter. (2017).Twitter.com. Retrieved 2 February 2017, from https://twitter.com/UNESCO UNESCO. (2017).UNESCO. Retrieved 2 February 2017, from https://en.unesco.org/ Wang, A. T., Sandhu, N. P., Wittich, C. M., Mandrekar, J. N., Beckman, T. J. (2012, December). Using social media to improve continuing medical education: a survey of course participants. InMayo Clinic Proceedings(Vol. 87, No. 12, pp. 1162-1170). Elsevier. Wells, W. D. (2014).Measuring advertising effectiveness. Psychology Press. Williams, D. L., Crittenden, V. L., Keo, T., McCarty, P. (2012). The use of social media: an exploratory study of usage among digital natives.Journal of Public Affairs,12(2), 127-136. YouTube/UNESCO. (2017).YouTube. Retrieved 2 February 2017, from https://www.youtube.com/user/unesco

What does the period 1848-51, tell us about the attitude of the Austrian and Prussia government towards the Unification of Germany Essay Example

What does the period 1848-51, tell us about the attitude of the Austrian and Prussia government towards the Unification of Germany Essay The period 1848-51 is generally considered by many historians as a period of consolidation after the 1848 but this does not necessarily mean that consolidation was the only outcome of this period. Also many historians are fond of describing the 1850s as a disaster for Prussia, this may be true on first glance but beneath the foundation stone for a united Germany had been laid. This period of consolidation did not just stabilize Germany but began a serious rivalry between Prussia and Austria that could end in war at the slightest provocation, the showdown at Hesse-Cassel a prime example of this fierce rivalry.Between 1848-51, Prussia and Austria both wanted to dominate but in practice only one could, again this caused friction between these great powers. Austria restored the Bund so the Habsburgs could exert their traditional dominance over the German States. Prussia formed the Erfurt Union, a way of dominating states or rulers that had signed up to the scheme. Throughout this period there way other underhand attempts to dominate Germany by both sides an example of this was the Dreikonigsbundnis which technically united the large states of Prussia, Hanover and Saxony under the Prussians, this could be seen as a Prussian attempt to exclude Austria by uniting with two of the other large states.Also although Fredrick William IV had declined the crown of Germany in 1849 from the Frankfurt parliament he spent these three years trying to unite Germany under him by using the Princes, this is seen in the Erfurt Union in which a new federation of German states would be created under the Hohenzollen monarch. The Austrian Empire would never join the Erfurt Union under Prussia so she was excluded.Also the Schleswig Holstein Crisis, which began in 1848 did not help relations between Austria and Prussia either in fact they just descended from peaceful friends into fierce rivals. For a unification of Germany to take place either Austria and Prussia would have to unite or one o f them would be defeated in a war and therefore excluded from a united Germany. As you can see by the examples, unifying Austria and Prussia was almost inconceivable at this time and neither side wanted a war at this time so unification was out of the question.Prussia, or more precisely, Fredrick William IV, wanted to become the ruler of a new Germany but only with the consent of Austria and the Princes, Austria would never consent so Germany would never unite under Fredrick William IV. Austria wanted to take Germany back to before 1848 where she was unchallenged in her dominance, the dominance that the Habsburgs had inherited for centuries, unification would spell the end of this dominance, so Austria would never willingly consent to unification. These were the general attitudes of the Prussian and Austrian governments and I will introduce more evidence to state these attitudes and then demonstrate, through evidence, the reason why Prussia and Austrian conflicted in attitude when i t came to uniting Germany.Austria and the Habsburgs in general had no desire for unification and their foreign policy of this period emphasised this for example the restoration of the Bund emphasises the fact that they still wanted to dominate the German states. The Habsburg had dominated and effectively ruled Germany under the Holy Roman Empire since the accession of Maximilian I in 1493, after being in power for over 350 years the Habsburgs would be unwilling to let Germany unite unless it was under Habsburg control. For hundreds of years the Habsburgs had many duchies, archduchies and kingdoms in their family, the Habsburg were meant to rule in the eyes of the German Princes, including Fredrick William IV. Every successor of the Habsburg Empire believed he was the King of Kings, you can see this through the way the Habsburgs treated the Bund, unification would mean that they would be put in a difficult position, because many German Princes did not want a GroBdeutschland, they wan ted Austria but not their Empire and Austria would not sacrifice its power base just for the crown of a unified Germany. This being the case Austria just ignored the idea of unification and when they needed a response the proposed a GroBdeutschland.The Bund was essential to Austrias control over Germany, it needed to Bund to maintain its influence and interests throughout the German States. If Austria did not renew its dominance over Germany through the Bund, Prussia would become dominate through the Erfurt Union. By bringing back the Bund it shows that Austria wanted to restore central Europe to the Vormarz period, with Austria leading the way. Also with a restoration of the Bund it would show that Austria was still powerful and it would not let go of its dominance.This also shows that although Metternich had been dismissed there was still many conservatives throughout the Austrian Empire who still resist change despite the events of 1848. The restoration of the Bund shows Austrias attitude to German Unification clearly, it would support a united Germany under Habsburg control which included all Austrian territory but would completely dismiss any other proposals of a unified Germany.In response to the opposition for a GroBdeutschland and for a Kleindeutschland. Schwarzenberg tried to turn this into Austrias favour, he suggested the idea of a Mitteleuropa which basically would be an extension of the Bund to include all the Austrian dominions e.g. Hungary for example and would be dominated by Austria. This was an obvious attempt to increase Austrian dominance in order to combat the rise of Prussia. The German Princes saw this for what it was and chose that if there was ever going to be a united Germany it would have to be a Keindeutschland because Austria would always want to dominate if she was included. This show Austrias attitude to German Unification once again because it shows that Austria wanted to dominate not unify and she would only unify if she could dominate.After the 1848 Revolutions, Austria had appointed more conservative ministers after the rise of Liberalism throughout the revolution. One of these Conservatives was Schwarzenberg, he was devoted to the interests of Habsburg Austria and as chief minister he had the authority to promote Austrias interest in the Bund. By the nature of conservatism it means that someone does not want change, this is true about the Austrian government between 1848-51, it was a conservative government headed by a conservative Emperor both of which respected the status quo, so you could say that because a unification proposal was never considered before it should not have been considered then. Although unified Germany was never considered a Germany under Austrian dominance had always been so Schwarzenbergs idea of creating a Mitteleuropa appealed to the status quo synthesisers because although it was a way of uniting Germany it considered one crucial Austrian conservative goal, retaining Austrias dominance.The Prussian attitude towards the unification of Germany was a more ambitious plan. Fredrick William IV aimed to unify Germany through the princes and through the consent of Austria. There was fatal flaw to this plan, Austria would never agree to a united Germany dominated by Prussia. Without Austrian support Prussia would have to exclude Austria from the Bund and this would require force, in the period 1848-51, Austrias military was more powerful so this was out of the question. Prussia had an attitude of unify Germany through the Princes and pronounce Fredrick William IV Kaiser, this was their attitude but it wasnt necessarily a practical plan.The first example of Prussias pro-unification attitude is seen by the proposal of General von Radowitz. Interestingly, Radowitz was a nationalist but also a friend of Fredrick William IV. It could be said that much of Fredrick William IVs idea to unite Germany through Princes stems from advice given by Radowitz. In 1849, Radowitz p roposed the Prussian Union plan which said that their would be a second Reich that would exclude Austria, but Austria and the 2nd Reich would have a very close relationship also Austria and Prussia would be equals, and would have a strong central government headed by the Prussian monarch. This met with approval from Fredrick William IV, who wanted to rule Germany but not as a constitutional monarch, like the Frankfurt Parliament proposed. Generally, the idea of a Kleindeutschland headed by Prussia with a strong government would have been greeted with enthusiasm if it wasnt for the influence and power of the Habsburg Empire.If Habsburg influence and power had been obviously in decline then I think Germany could have been unified in 1849 under Fredrick William IV, but because of conservative Austria, it had no chance of succeeding, the Union Plan tried to form a Germany with Kleindeutschland borders but a GroBdeutschland relationship with Austria. Although, Germany did not unify in 18 49, the Prussian Union Plan did show that the Prussian attitude to unification had changed, it was no longer staunchly devoted to the status quo like it had been in the Vormarz period but had began to seriously consider unification as a practical option. You could even say that the Prussian Union plan was the start of the period in which Prussia grew in stature, it had proposed, unifying Germany, something directly against the status quo and against Austria, and more importantly Prussia took some active steps to try and turn this proposal into reality. Also it showed how Prussia could take the lead in German affairs.Another example of the Prussians trying to become the dominate power of Germany was the Erfurt Union, this was a union in which 17 other German Princes joined or were bullied into joining a union dominated by Prussia. The Erfurt was an obvious successor to the Dreikonigsbundnis, which united Prussia, Hanover and Saxony in a similar union. Prussia is actively trying to pr omote a united Germany but with her as the leader. The Erfurt Union was formed when Austria was pre-occupied with revolution at home so she was distracted from German affairs, this is when Prussia tried to assert her authority. This was a poor decision because Austria was bound to get back to her feet at some point or another and any organisation that was against her interests and the Erfurt Union was a direct conflict to the Conservative Austrian government, so Austria then would use her power to destroy the Erfurt Union, this is exactly what happened. The period 1848-51 tells us that the Erfurt Union shows that Prussia wanted to unite Germany and make herself the dominant power. The Erfurt Union was a direct conflict to Austria because Prussia was trying to become the dominant power and Germany already had a dominant power, Austria.In 1849, before the Erfurt Union, Fredrick William IV followed Radowitzs advice and went to meet the Elector of Hanover and the King of Saxony and conv ince them to join in union with Prussia. He did this because combining Prussia with two other large states would make Prussia more powerful, also Saxony and Hanover are on the border with Prussia so political geography says that an alliance with these two countries would make Prussia more secure if there ever was a war also increased trade between these countries. Although there is no evidence to suggest the King Fredrick William IV intended to damage Austrian dominance, in fact Fredrick William IV was a traditionalist and believed in the divine right of Kings.Prussias attitude towards the Unification of Germany was that she wanted to rule a united Germany through the individual rulers of the states and Fredrick William IV would not accept the crown of Germany under democratic conditions or at the anger of Austria. This is the main reason why Germany was not unified in this 3 year period, because Fredrick William IV did not want to anger Austria through unifying Germany.I have descr ibed the attitudes of Prussia and Austria towards a unified Germany but how did these attitudes interact on the stage of German politics, how could two states with different political opinions hope to get on in a area of Europe dominated by co-operation.Prussia and Austria conflicted in attitude because Austria did not want a unified Germany because it would cause the Habsburg Empire to lose power, something that they were not willing to do, but Prussia wanted to unify Germany and put herself as head of a second Reich. This showed that Prussia wanted to become dominant and Austria did not want to lose her dominance. This was the nature of the Prussia and Austrian rivalry from 1849 up until the Seven Weeks War.Hesse-Cassel is an example where Austrian and Prussian attitude clashed with potentially lethal consequences. Hesse-Cassel was part of the Erfurt Union, in 1850 the ruler of Hesse-Cassel was overthrown by a liberal mob. Instead of calling for Prussian aid to re-establish his po wer, he went to the Federal Diet for assistance. I think he did this because Austria was the traditional leader of the German states and therefore she would have more power and more authority to get his throne back. By summoning the Diets support, Austria believed that it was her responsibility to help but as Hesse-Cassel was part of the Erfurt Union Prussia claimed it was her responsibility to help.This was clearly not about who would rule Hesse-Cassel but who would dominate Germany. Prussia mobilised its army and sent its army to Hesse-Cassel and Austria did the same. It seems as it would be war that would decide the fate of a united Germany, in Hesse-Cassel, Prussian troops began skirmishing with Confederate troops. Neither Austria or Prussia desired war with the other, luckily for both sides particularly Prussia, Prussia withdraw and the crisis was over. This event showed that these policies demonstrated earlier by Austria and Prussia would not be able to co-exist together in a united Germany.At Olmutz, 1850, Prussia was forced to concede to Austria and accept Austrian authority over the German states. The Erfurt Union was abolished and the Bund was re-established. This shows that Austria was in control no matter how much Prussia had changed. Conservatism had triumphed over Nationalism.The Restoration of the Bund was a direct conflict to Prussias plan for unification because as long as the Bund existed Austrias dominance in Germany existed and there could never be two dominant powers in Germany.Also the Prussian attitude towards unification was still very traditional despite Radowitz and Fredrick William IVs ideas. An example of this traditionalism was at Hesse-Cassel when Prussia backed down in front of Austria. This demonstrated that where Austria led Prussia followed on the outside Fredrick William IV may have wanted to unify Germany under his rule but on the inside he still respected Austrian authority and was willing to fall into line is the Habsburgs wanted it. How could a leader of a unified Germany be held to account by a foreign Duke?To conclude, Austria had the same attitude from 1815 to the Seven Weeks War, she wanted to dominate the German states and wanted to always dominate like she always had. Austria was not interested in a democratic unification, she was only interested in a Habsburg controlled united Germany. It was only Prussias attitude towards a united Germany that changed in the period 1848-51, the Prussians wanted to challenge Austria for dominance and by dominating Prussia could unite Germany under her banner. Prussia was not willing to fight for this privilege though, she hoped, naively, that Austria would grant a request for Prussia to dominate and this would never happen.I think this hope of uniting Germany with Austrian consent stems from Fredrick William IV, he was a nationalist but also a traditionalist, unfortunately these attitudes become oxymorons for a Prussian King because he couldnt be both and he respected traditional more highly. Austrias attempt to restore the Bund demonstrates her attitude that she still wanted to dominate and the Erfurt Union shows Prussian aim of unifying Germany and Olmutz shows the limits of Prussian power. No matter how enthusiastic King Fredrick William IV was in unifying Germany he would never be able to with his traditionalist values, unification would have to take place without Fredrick William IV, the Bund and Austrian dominance over the German states.