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History
Abraham Lincoln and the American Revolution Through the reading of this book, it discusses transformation between Civil War brought to the character of the United States and the way Lincoln carried his weight, just to be heard. The time Civil War transformed a Union of states into a single Nation, Professor Mcpherson points out in the pieces in his essay. Lincoln, spoke of the American "nation" rather than of a "union" in order to invoke a new birth of American Freedom and nationhood. Lincoln used his words to change the time for the slaves, trying to free them instead of harvesting the land for another man. The change of American from a union of states to a nation was accompanied by a change in the concept of liberty on which the nation was founded. This involved emancipation, which made a change in the abolition of slavery, and the application to all people of the principle in the Declaration of Independence that "all men are created equal". Before the emancipation, liberty was understood in a negative way which involved individual freedom, Mcpherson explain how government regulation and freedom from interference with private property. Including the Civil War, the change of liberty allowed the government to force a positive stand in promoting the freedom of humans and human good. The course of slavery was left, but the concept of the governments role in creating positive concept of liberty has continued through it's time. Throughout the essay, Lincoln vision new ideals. In certain parts Mcpherson, backtrack on issues that was part of modern revision who claim that the Civil War failed. A second reconstruction provided necessary in the mid-20th Century to realize fully on the aims. Following his first essay, the argues of Lincoln became convincing that the Civil War did change the Unite States from a slaveholding...
pages: 2 (words: 386)
comments: 0
added: 11/22/2011
Abraham Lincoln was one of the greatest men in American history. Even though he came from humble origins, he rose to the highest office in the land. A strong believer in democracy, the sixteenth president led the United States during the Civil War. He helped end slavery and worked to keep the American Union together. Thomas Lincoln and Nancy Hanks, parents of Abraham Lincoln, were married in 1806. On February 12, 1809 Abraham Lincoln was born in Hardin County, Kentucky. He was named after his pioneer grandfather who had been killed by Indians in 1786. While growing up, he lived in a log cabin and worked on the family farm, splitting rails for fences as well as other various chores. At the age of ten, Abraham's mother died from a disease known as "milk-sick." Later, in the early winter of 1819, Lincoln's father remarried to Sarah Bush Johnston. Abraham's stepmother and her three small children moved into the Lincoln's log cabin. Later on, Abraham Lincoln would refer to his stepmother as "my angel mother." (Thomas, 1952) When Abraham Lincoln's father felt he was no longer needed around the farm for chores, Abraham walked two miles to a log schoolhouse. Zachariah Riney, and Caleb Hazel were two of his first teachers. He only attended school for less than a year in all. As a teenager, Lincoln had a reputation as a smart and easy-going boy. He was tall and thin with a dark complexion and coarse black hair. Abraham was not a very attractive individual, but he was very lean and muscular. A few years later Abraham moved to New Salem, Illinois, where he worked numerous jobs and earned the nickname "Honest Abe."...
pages: 2 (words: 282)
comments: 0
added: 11/01/2011
The Civil War was fought for many reasons, one of which, were for the rights of slaves in America. For four years, 1861-1865, America fought America. One of the opposing sides was the confederates or the southern states. They seceded from the union and tried to form their own country. The states were South Carolina, Mississippi, Florida, Alabama, Georgia, Virginia, Arkansas, Tennessee, North Carolina, Louisiana, and Texas. Those 11 states wanted to keep slavery. The other army was the union or the northern states. These states wanted to abolish slavery. The President of the union, Abraham Lincoln wrote a policy to abolish slavery in the union in hopes to weaken the confederates. This policy was called the Emancipation Proclamation. Abraham Lincoln wrote the Emancipation Proclamation as a strategic military move rather then a personal viewpoint. Everyone in America knows Abraham Lincoln was the great president who wrote a policy and abolished slavery. That document was the Emancipation Proclamation. Some people think it was his adverse beliefs on slavery when he was a kid that led him to write the Emancipation Proclamation, but this is not all true. In Lincoln's inaugural speech he said "I have no purpose, directly or indirectly to interfere with slavery in the states where it exists. I believe I have no lawful right to do so, and I have no inclination to do so." Even before Lincoln was inducted as president, he didn't favor abolishing slavery. In the famous Lincoln versus Douglas debate Lincoln stated: "I will say then that I am not, nor have ever been in the favor if bringing about in any way the social and political equality of the white and black races . . . There must be a position of superior and interior, and I . . . am in favor of having...
pages: 3 (words: 673)
comments: 0
added: 01/24/2012
Throughout European history, absolute monarchy has been seen in many nations as an effective form of government. Complete control over a state and its people enabled rulers of the time to accomplish much by expanding lands, strengthening the economy, and often improving the lives of the common people. Phillip II of Spain and Peter the Great of Russia are two rulers who exemplify this theory. Although similar in some ways, the two also had differences in their rulings, both of which led to their overall success as absolute monarchs. Phillip II worked hard to centralize his government, so that all parts of his government became responsible to him. Similarly, Peter the Great centralized his royal power and changed the government structure to reach his goals of modern European style reforms in Russia. Phillip became determined to expand Spanish Catholic power. He broadened the nation's borders with the military force of his powerful navy. Peter used comparable methods in Russia with his military to push Russian lands to the Baltic Sea. Here he built a warm-water port after a long war with Sweden. Phillip worked hard to insure that his divine rule was enforced in the lives of the people, and the culture of Spain during this time reflects this. Peter the Great also believed that his absolute rule should be imposed in the culture and daily lives of his people. Despite their similarities in ruling, Phillip had his own unique methods and reasons for running a government. Although both rulers centralized royal power and had complete control, Phillip II claimed divine right, meaning his authority came from God. His reasons for expansions of borders by military force were unique from Peter's in that they were done for religious purposes. Phillip wanted not only to expand his nation's territory and power, but also...
pages: 2 (words: 549)
comments: 0
added: 12/17/2011
He set out on his trip with five ships, he sailed around South America, then he sailed across the Pacific to the Philipines. He was killed in a fight with the locals in the Philipines. The rest of his crew sailed across the Indain Ocean and to Africa. This proved the world was indeed round, and it could be travelled the whole way around. Also he proved that automatically fighting with the natives of the newly discovered areas was not nessecaty and could end fatally. Making "friends" with the indigenous peoples could later prove helpful. The triangular trade linked Europe, Asia and the Americas. "Slaves, sugar and rum" were traded. Africa traded "slaves" Americas traded "sugar", or raw materials such as corn, potatoes, tobacco, etc. And Europe traded the "rum" or man made materials, such as weapons, supplies, ships, etc. The colonists desired the slaves because of the heavy workload of setting up colonies in a "New World". Although the moral of having the slaves was wrong, much of the work that colonists needed done would have been delayed. They also desired slaves from Africa because they had killed off most of the indigenous peoples of the Americas with their foreign diseases and harsh treatment. Many of the advancements in science and technology had vital roles for the Europeans engaging in exploration of the Atlantic. The new idea that the world was round brought different thoughts and ideas to how one might go about on trade routes and exploration. The new engineering of the ships was also vital to the success of the Europeans because the new ships could withstand the unexplored oceans that had not have even been mapped. With new ideas of how to build ships and use different materials, they could venture into parts of the ocean that had...
pages: 2 (words: 381)
comments: 0
added: 01/30/2012
During the 1600's, monarchial systems were changing. This was called the Age of Absolutism. Absolutism, the political situation in which a monarch controls all aspects of government, became the type of government in France, under the rule of Louis XIV. Louis XIV was a model of absolute rule. Louis XIV achieved royal absolutism and helped France become the most powerful nation in the world during the 1600's. His ideas and actions made him be a model of absolutism. Some ideas and actions praised his significance, these included; taking the sun as his symbol, claiming the "Divine Right of Kings," and having morning and evening ceremonies called, "La levee". He also had excessive power to control the people and economy. The system of mercantilism, expanding territories, never having the Estate General meet and building Versailles represented how much power and authority he obtained. He created a strong army, gave the nobles special privileges and revoked the Edict of Nantes, which insured his policies would be followed and to eliminate turmoil. Louis XIV, a Slavic emperor (czar), took absolutism to extremes by claiming himself as a servant of God, known as the "Divine Right of Kings." This encouraged absolutism. People believed that when you claim the "Divine Right" you power comes directly from God. The French obeyed the Czars orders, fearing that if they didn't, God would punish them. Louis XIV was known as the "Sun King," due to the fact that he took the Sun as his symbol. The Sun was the center of the Solar system, as Louis XIV was the center of French life and he is necessary to the survival of France. An event which symbolizes his importance and reflects absolutism was the "La levee." The "La levee" is a ceremony that occurs in the morning as the Czar...
pages: 4 (words: 830)
comments: 0
added: 02/20/2012
Abu Nidal born Sabrial-Banna along with his affluent family was forced to flee the Arab city of Jaffa during the 1948 war. During the 1960s as a laborer in Saudi Arabia, he became heavily interested in politics. He joined Yassar Arafat's Fatah group, also known as the backbone of P.L.O. (Palestine Liberation Organization) where he advanced quickly in ranks. In 1974 he broke alliances with Arafat, because Arafat considered diplomacy over violence. He formed the Abu Nidal Organization (known as Fatah Revolutionary Council). His group was responsible, or said to be responsible for planting a bomb on a TWA plane from Athens to Rome, killing 88 passengers and crewmembers. They masterminded attacks on a Jewish school in Antwerp, synagogues in Vienna, Istanbul, and a Greek tourist ship. His group, who ambushed El Al ticket counters at Rome And Vienna, also killed fourteen bystanders in December 1985. In Abu Nidal's destructive quest to permanently harm and dismantle Israel, his declared enemy, he succeeded in destabilizing and stigmatizing the Palestinians. P.L.O. in the mid 1970s sentenced him to death for killing six of its most moderate diplomats, plotting to kill Arafat between 1978-1983, and attempting assassination of Israel's ambassador to Britain in 1982, which was attributed to his group. Israel then took advantage of this opportunity to invade Lebanon. Arafat's headquarters setup and they kicked the P.L.O. out. Based on the report from U.S. state department Abu Nidal was responsible for murders in 20 nations killing a total of 900 people. It is understood that the government actually paid him to leave their people alone. Despite the comment, the most dangerous terrorist, he dislikes being filmed about his ideology over a Kalashnikov. Allegiances were switched with ease, he had no consistent belief system and he rarely emerged from the turbid underworld of international crime. Considering Abu...
pages: 2 (words: 390)
comments: 0
added: 04/21/2011
Early 20th Century Nazi Germany ‡ Hitler 13th of August, 1937, Entry #13. Dear Diary, According to Hitler; "The young must be chiselled away. I want young men and women that can suffer pain. A young German must be as swift as a greyhound, as tough as leather, and as hard as Krupp's steel." We, the Youth of the Thousand year Reich, are the building blocks of future society. All of Germany must revolve around the Nazis, and we must all be devoted to the Fuhrer. Everything has changed since Hitler came to power; school, exercise, and life in general. As I am 13 years of age, I now belong to The Jungvolk, or in English, the Young Folk. I have already been through The Pimpfen, or in English, The Little Fellows, and I still have ahead of me The Hitlerjugend, or in English, the Hitler Youth – HJ. My sister, who is now 15 years of age, is in the League of German Girls. She passed through the Jungmadel, or the Young Girls of Germany, amid the ages 10 and 14, but she had to toil hard for it. If you want to pass to the next stage, you had to be nearly faultless. You had to be very athletic and physically adept, you had to be good looking and you also had to completely, totally and utterly dedicate yourself to the Fuhrer and his ideals. So we young people have a very hard time of it. I talked to my father the other night, to try to get him to help me understand what is happening to our country. My father doesn't have a very high opinion of the Fuhrer, but he likes to keep it quiet or otherwise he says we might get a visit from the Gestapo, the German secret police....
pages: 4 (words: 901)
comments: 0
added: 10/27/2012
Brianne Miller Mr. Kauffman-DBQ Despite the horrors of the Holocaust, abuses of human rights have continued in the post World War II era. There are many atrocities that continued, however there have also been efforts to stop these abuses. Document 1 demonstrates the pass-system of apartheid in Africa. The pass-system was a system established by the English, where only the Native Americans had to carry a pass around with them in case they were stopped and checked by the English Police. This "pass-system" violated human rights because only blacks were subject to this system. If they were caught without a pass with them, they would be arrested. This was unfair to the blacks and violated their rights. Document 4 also states examples of how human rights were still being violated in the post World War II era. Document 4 is an article entitled "The Killing of Cambodia" published in 1982. It states that education and religious practices were not allowed. This violated the human right to freely practice religion and education. This article also states that families were broken apart in Cambodia, which is also another violation of human rights. A genocide in Rwanda violated human rights as well. Document 6 states that 500,000 people were carried out in the spring of 1994 in Rwanda. Thousands of Africans were raped, tortured and beaten. The international community did not do anything about these human rights that were being violated. The United Nations took action and got involved to get rid of these abuses of human rights. However, rationalizing prosecutions seemed impossible since Rwanda's justice system had been destroyed. Although many woman's rights were violated post WWII, efforts were also taken to end these violations. Document 3 states actions that were taken to end apartheid. For example, in 1973, the United Nation General Assembly declares apartheid a crime...
pages: 2 (words: 463)
comments: 0
added: 02/09/2012
Subsequent to my previous paper on Irish history, military heritage and culture I have been left with the impression that the British were and remain a very dominant force in both Europe and Canada. Indeed, when I first came to Nova Scotia in September I was fascinated by what I perceived as a homogeneous Anglo-Saxons population in contrast to the diversity I left in Toronto. Based on the information I have learned in class about different dynamics of cultural oppression and the sense I have that Halifax is probably far more diverse than is at first apparent, I have decided to investigate the cultures evident in my community and study the history, language needs, and community development specifically of Acadian Haligonians. Part A: Social Ethnography I live in Fenwick Tower in the south end of Halifax. As it is a university residence, most of the people living in the building are students like myself. In walking around the neighbourhood, however, I notice for the first time that most of the homeowners are older people. Within close proximity of my apartment building is Sobeys supermarket, Blockbuster video, three restaurants, a "strip mall" with two beautician offices, a courier service, and two convenient stores. I tend to frequent the supermarket and the convenient stores the most often. I live with a roommate who is doing a masters program. She is of English ancestry. I have noticed that there is little interaction between different individuals in my building. While we are generally friendly with one another, we tend to restrict out conversation to basic greetings. Because of this assignment, I have been very aware of people in my environment, yet I still cannot determine on visible cues alone which cultural group someone may belong to. I began asking a few of my acquaintances, who are...
pages: 20 (words: 5342)
comments: 0
added: 07/08/2011
Nazi racial policy was a key component of Nazi ideology. Hitler placed great emphasis upon the need for a superior Aryan race, an idea that had originated from the earl 19th century Volkisch movement. An Aryan was essentially a pure German, born and bred in German culture, values and social thinking. The fundamental duty of government in Hitler's mind "was to preserve the racial purity of the state, for only in this way can the superior race maintain its dominance over inferior races" (Mason p.227). Hitler perceived the Jews as "a parasite in the body, contaminating the purity of the blood and exploiting and corrupting the nation". Jews were commonly labeled as scapegoats for Germany's economic, social and cultural flaws, part of a world communist conspiracy. Whilst Hitler promoted anti-Semitism (the hatred of Jews) as an important part of Nazi ideology, other minority groups were also targeted and singled out for persecution. The Nazis viewed gypsies as 'inferior people', not racially German, anti-social in their paganistic practices and unproductive due to their unsettled lifestyle. The gypsies had no place within Hitler's Volksgemeinschaft (Peoples Community) and after the war began, were deported to concentration camps where over 200 000 were killed. Hitler also targeted homosexuals, making the act illegal under Section 175 of the criminal code. A special section of the Gestapo was established to arrest homosexuals and over 100 000 men were arrested, 15 000 of which were sent to concentration camps (60% died). The majority of homosexual victims were males as lesbians were not subject to the same systematic persecution. The mentally ill or physically disabled also held no place within the Nazis Volksgemeinschaft (athleticism and physical health were promoted). In October 1939, Hitler authorized the killing of 5000 mentally ill and physically handicapped children. The secret operation was code-named...
pages: 4 (words: 1007)
comments: 0
added: 10/19/2011
New Kingdom Egypt was established by the beginning of the 18th Dynasty, marked by the Expulsion of the Hyksos invaders, a people from the Ancient Near-East who had held power in Egypt for the past century. This amassing of strength by the Egyptians to reclaim their land from a powerful foe, led to a change in perspective for the Egyptian people and most importantly, the way in which the Pharaoh was to manage the state. The massing of forces, implicating of Hyksos military tactics and organisation the amounted to the expulsion of the Hyksos put a new and profound emphasis on the Pharaoh as a military leader, a warrior who would led his people to victory against their foes. With this new emphasis Egypt found itself at the beginning of a dynasty that was to be marked by a succession of the most powerful rulers Egypt had seen, and long periods of prosperity in which Egypt found itself as the most powerful force, expanding its sphere of influence and forcing surrounding states into submission. Previous to the Hyksos invasion Egyptian kings had maintained their role as having a primary emphasis purely on religion and ritual, seeing themselves as a peace and protected by the gods, and blissfully unaware of the amounting power of their enemies. It was due to this that Egypt was taken so easily, for it had no established armed forces, primitive weapons, and was in no way prepared for attack. Egypt spent many decades under the seemingly gentle rule of the hyksos (who preferred to assimilate into Egyptian culture themselves rather than destroy it), who allowed Egyptian princes to keep rule over Upper Egypt, while they focused themselves in Lower Egypt around the Delta. However, despite this, domination was domination, and however much the Hyksos sought equality with the Egyptians,...
pages: 7 (words: 1731)
comments: 0
added: 11/20/2011
Through educational history, various learning theories have been developed. How these theories relate to high-stakes standardized testing has a profound effect on schools in relation to accountability. Traditional learning models are based on two underlying assumptions, namely, decomposition and decontextualization. Yin (as cited in Gipps, 1994) maintains that standardized testing is built upon this perspective. Training the mind, emphasizing subject matter, and saturating the learner with knowledge and information is viewed as a means for standardized test preparation (as cited in Ornstein, 1999). Current learning theories, however, are based upon cognitive processes which indicate a strong connection between skills and the contexts in which they are used, according to Yin. Social-constructivist view of learning, differentiated learning, motivation theory, metacognitive strategy of learning and the theory of multiple intelligences have, Yin states, all contributed to the concept of authentic assessment. The models lend insight into students' reflective practices and integrative thinking, on an ongoing basis. Yin cites Glaser's definitions of testing and assessment: Testing is aimed at selection and placement, and attempts to predict success at learning by measuring human ability before a course of instruction in order to appropriately place and diagnose individuals. On the other hand, assessment measures the results of the course of instruction. In other words, testing stresses the instrument's predictive power, and assessment emphasizes the content validity of an approach, or its ability to describe the nature of performance that results from learning (as cited in Darling-Hammond, 1999). The Association for Supervision and Curriculum Development (ASCD) and Sylvan Learning Centers sponsored a national research survey conducted by Harris Interactive. One of the findings of the study relates that a majority of parents from both 'high stakes' and non 'high stakes' states believe that mandated state testing is not a true and valid measurement of their children's ability (as cited in Harris...
pages: 9 (words: 2237)
comments: 0
added: 08/12/2011
The old saying that as soon as we are born we begin to die is sternly taken into account in Martin Heidegger's philosophical views regarding death. He states that as human beings, we live ahead of ourselves, anticipating every coming event, including that which will mark the end of life itself. Although there are a myriad of ways to cope with this being towards death, they all stem forth from anxiety. Death is one of the most fundamental ideas of life. It is a certainty, the only answer to the equation of life – no matter what the variables. Still, it is one of the most unfamiliar concepts known to man. In the play Wit, the protagonist, Vivian Bearing, Ph.D., deals with her anxiety in a manner common to many individuals in this day and age. She chooses to contend with the conviction of not being via the isolation of her unyielding, scholarly wit. The play begins with Vivian, a representative of the modern woman, speaking in her usual professional tone of voice. She immediately reveals the ending of her story, just as the ending of human life is revealed the moment one is born. She will die of stage-four metastatic ovarian cancer. Thus begins the first phase of the battle between Vivian and death and the anxiety that comes along with the war. Fighting…how she insists or academ Losing….what we notice Loses…what happens Diagnosis and Treatment – Initial approach is still scholarly, studies words, claims to know all about life and death, yet she knows nothing, becomes the poem, she is a force (power struggle), Lucy Countess of Bedford, Lists impressive resume that exemplifies her followed by the present complications that downplay her like wheelchair and the simple spelling of her name…she is losing I could draw so much from poems…could be so powerful…one...
pages: 2 (words: 391)
comments: 0
added: 01/12/2012
Adam Smith was a well-known Scottish political economist and philosopher. He is most famous for his influential book "An Inquiry into the Nature and Causes of the Wealth of Nations". Living an interesting life, publishing two remarkable books and having influential perspectives on economy then and now, Adam Smith is perhaps the procreator of economic thought. Biography Smith was born in a small village in Kirkcaldy, Fife, Scotland in 1723 with the exact date being unknown. However, he was baptized on June 5, 1723. His father, also named Adam, died about six months before his birth. Smith was raised by his mother and was the only child in the household. Smith's mother devoted herself to him from the very beginning. He was in fragile health as a baby, needing his mother's comfort. She also encouraged his education at an early age. As a result, others looked at her as spoiling him. When Smith was about three years old, he and his mother went to Strathenry to visit his uncle. He was playing in the courtyard until gypsies had come along and kidnapped him. His uncle had noticed him missing and upon learning that gypsies had passed through, he tracked them down and recovered Smith. Smith attended the grammar school of Kirkaldy and then entered the University of Glasgow at the age of fourteen. He was sent to Balliol College in Oxford at the age of seventeen as a Snell exhibitioner. This was for the purpose of grooming himself for service in the Church of England. Gaining extensive knowledge of European literature, he left Balliol after seven years and returned to Scotland. Adam was appointed Professor of Logic at Glasgow University in 1751 and then was made first chair of moral philosophy in 1752. Ethics, rhetoric, jurisprudence and political economy served as the basis for his lectures....
pages: 12 (words: 3135)
comments: 0
added: 11/03/2012
John Quincy Adams Timeline 1824 -The four candidates in the running for presidency were John Quincy Adams, Henry Clay, William Crawford, and Andrew Jackson -The lack of majority for presidency throws election into the House of Representative -Loses the popular vote 1825 -House elects Adams for president 1825-1828 - -Adams is one of the most successful secretaries of state, but one of the least successful presidents. -Found it difficult to gain popular support -Removed 12 public servants from payroll during his presidency -He wanted to build roads and canals -Financially supported for an astronomical observatory -He tried to handle the Cherokee Indians fairly but his intentions backfired when the Georgia governor threatened him with war which would put the nation in a financial hole -He could not deal with certain tariff issues 1828 -Adams runs for re-election but loses to Andrew Jackson Andrew Jackson Timeline 1828 -Andrew Jackson is elected President 1829 -Creates spoils system where political supporters are rewarded with public office 1830 -Wanted to expand the west and therefore led to Indian Removal Act which forced more than 100,000 Indians toward the east 1832 -Vetoed the idea to renew the Bank of United States' charter which alleviated his Presidential power -Jackson runs for re-election against Henry Clay and wins 1833 -Removes federal deposits from Bank of the United States which spurs a financial crisis in the American economy 1836 -Authorized the Treasury to issue a Specie Circular which meant that all land to be purchased with metallic money -A new political party arises and they call themselves the Whigs. They hated Jackson and his democracy -Jackson was pushing 70 and was too old to run for a third term so he appoints Martin Van Buren...
pages: 2 (words: 287)
comments: 0
added: 11/08/2011
The name Chester W. Nimitz is legendary to American naval history. Nimitz who commanded the United States Pacific fleet guided Allied forces to victory in World War II. It was said that Nimitz was soft spoken, a team player, and a leader by example rather than exhortation. Although his tactical skills were considerable, some believe his greatest attribute was his leadership ability. Growing up in Fredericksburg in Central Texas, Chester Nimitz hardly seemed destined to become one of American's heroes. He was born February 24th, 1885 near his grandfather's hotel. The son of Chester Bernard and Anna Nimitz, he grew up under the tutelage of his grandfather Charles Nimitz, a German immigrant, former seaman and owner of Nimitz Hotel. Chester often recalled his grandfather fondly and credited him with shaping his character and values. Initially, Chester determined to seek an appointment to West Point. However, there was not an appointment immediately available, so he took an exam for the United States Naval Academy instead. He was selected and appointed from the Twelfth Congressional District of Texas in 1901. He graduated seventh in his class of 114 at Annapolis on January 30th, 1905. The Naval Academy's yearbook described him as a man "of cheerful yesterdays and confident tomorrows". Nimitz's early career was strong but hardly remarkable. After graduation, he joined the U.S.S. Ohio as a midshipman. After two years of sea duty, he was commissioned Ensign, and took command of the gunboat "Panay" in the Philippines. He then commanded the destroyer "Decatur" and was later court marshaled for grounding her. He was reprimanded and denied his request for battleship duty. Assigned to a submarine instead, Nimitz soon became a leading authority in the new discipline of submarine warfare. He built a resume of experience that proved valuable in both world wars. He lectured on submarine...
pages: 6 (words: 1391)
comments: 0
added: 11/02/2011
Eichmann was born on March 19, 1906 near Cologne, Germany, into a middle class Protestant family. In 1932 he joined the Austrian Nazi Party, became a member of the SS and in 1934 an SS corporal at Dachau concentration camp. He studied Jewish culture and became the acknowledged 'Jewish specialist'. In 1938, Eichmann established a Central Office for Jewish Emigration. This office issued permits to Jews wanting to leave Austria and engaged in extorting wealth in return for safe passage. In 1939 Eichmann was appointed the head of Gestapo Section IV B4 of the new Reich Main Security Office (RSHA). . He was responsible for implementation of Nazi policy toward the Jews in Germany and all occupied territories ( totalling 16 countries). In 1942 Eichmann, Heydrich and 15 Nazi bureaucrats planned the extermination of the entire Jewish population of Europe and the Soviet Union, estimated at 11 million persons Eichmann's sole purpose became issues related to the Final Solution. He coordinated the deportation of Jews from every corner of Europe to ghettos in Poland and to newly constructed gas chambers such as Sobibor, Chelmno, Treblinka and Auschwitz-Birkenau. Eichmann took a keen interest in Auschwitz. He helped Höss select the site for the gas chambers, approved the use of Zyklon-B, and witnessed the extermination process. All belongings were taken from Jews and processed, with the proceeds funnelled into secret Reichsbank accounts. In 1944 Eichmann reported to Himmler that approximately 4 million Jews had died in death camps and that 2 million had been killed by mobile units. Following the surrender of Nazi Germany in May 1945, he was arrested and confined to an American internment camp but escaped because his name was not yet well known. In 1950, with the help of the SS underground, he fled to Argentina and lived under the name of Ricardo Klement for ten...
pages: 2 (words: 396)
comments: 0
added: 12/05/2011
Adolf Hitler's determination to dominate the human race sparked the beginnings of the Second World War. Some people might say that this quality did not have anything to do with being a military genius and a good leader, which is not true. Hitler was a military genius. Hitler started out as a soldier in WWII, after four years as a soldier; he joined a tiny right-wing party called the "German Worker's Party" in 1919. And, once he joined, he had no problem quickly dominating and changing the name to the National Socialist German Worker (or NAZI) Party in 1921. In 1923, he attempted to overthrow the Bavarian government for which he served a term of imprisonment. He appealed to people because he was a strong public speaker and he publicly blamed the Jews for WWII, bringing up past German hatred for this group of people. Some might say that this is not military genius but, on the contrary, if he didn't acquire followers, he would have no one to fight for what he believed. In the early 1930's Hitler was announced chancellor of Germany. The government figured if they gave him a small amount of power, it would tone down his need for harsh actions against "non-Aryans" as Hitler liked to call them. However, the government was mistaken, this small amount of power was all Hitler needed to make the beginnings of the mass genocide of anyone Hitler did not see would fit into his superior race of people. Although Hitler's dynamic public speaking ability had the most effect on the German population, the superfluous propaganda helped to shove them in the 'right' direction. Posters, paintings, pamphlets and postcards, all covered in anti-Semitist or pro-Hitler slogans were thrown all around the city. These things gave Hitler an almost god-like quality that people were drawn...
pages: 7 (words: 1913)
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added: 01/26/2012
ADOLF HITLER 1. THE BEGINNING At half past six on the evening of April 20th, 1889 a child was born in the small town of Branau, Austria. The name of the child was Adolf Hitler. He was the son a Customs official Alois Hitler, and his third wife Klara. As a young boy Adolf attendated church regulary and sang in the local choir. One day he carved a symbol into the bench which resembled the Swastika he later used as the symbol of the Nazi party. He was a pretty good student. He received good marks in most of his classes. However in his last year of school he failed German and Mathematics, and only succeeded in Gym and Drawing. He drooped out of school at the age of 16, spending a total of 10 years in school. From childhood one it was his dream to become an artist or architect. He was not a bad artist, as his surviving paintings and drawings show but he never showed any originality or creative imagination. To fullfil his dream he had moved to Vienna the capital of Austria where the Academy of arts was located. He failed the first time he tried to get admission and in the next year, 1907 he tried again and was very sure of success. To his surprise he failed again. In fact the Dean of the academy was not very impressed with his performance, and gave him a really hard time and said to him "You will never be painter." The rejection really crushed him as he now reached a dead end. He could not apply to the school of architecture as he had no high-school diploma. During the next 35 years of his live the young man never forgot the rejection he received in the...
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added: 12/06/2011
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