Hitlers Rise To Power essays

Hitlers Rise To Power essays Who or what was responsible for Hitlers rise to power? Many believe that there was only one factor for his rise to power. Some state that Hitler could not have risen to power in any other than Germany, implying that he was nothing more than a product of German culture. Others say that Hitler made himself dictator by means of his political genius. And yet still others claim that it was the weak democratic government of the Weimar Republic or Germanys social and economic scene in the 1930s that made the people restless and ready for a dictator to come to power. There was no sole cause for Hitlers rise to power. There were two. The political and economic chaos of the 1920s and the 1930s joined forces with German culture that enabled Hitler to rise to power. Both play an equal part. Together, both reasons fit together like pieces of a puzzle, to create a unique situation for Hitlers rise. Hitler was in part a product of German culture. German culture stands out as particularly aggressive and racist. The values and ideas found in this cultures history inspired Hitler to do many things that he did and can explain in part why he felt the way he did on certain issues (Stern). Hundreds of years before Hitler emerged, German philosophers and artist preached an almost religious worship of the state. They discussed the idea of the master race, and created a mythology of German heroism that encouraged loyalty to the group and glorified death for the country. Hitler and many Germans like him, was an enthusiastic student of Georg Wilhelm Friedrich Hegel who argued that the State has the supreme right against the individual, whose supreme duty is to be a member of the State. Hegel foresaw in the early 1800s that Germanys hour would come and that the countrys mission would be to redevelop the world. A German hero would complete this mission (Landry). L...

Major General Anthony Wayne in the American Revolution

Major General Anthony Wayne in the American Revolution Early Life: Born January 1, 1745, at the family home in Waynesborough, PA, Anthony Wayne was the son of Isaac Wayne and Elizabeth Iddings. At a young age, he was sent to nearby Philadelphia to be educated at a school run by his uncle, Gabriel Wayne. During the course of the schooling, the young Anthony proved unruly and interested in a military career. After his father interceded, he began to apply himself intellectually and later studied at the College of Philadelphia (University of Pennsylvania) ultimately studied to become a surveyor. In 1765, he was dispatched to Nova Scotia on behalf of a Pennsylvania land company which included Benjamin Franklin among its owners. Remaining in Canada for a year, he helped found the Township of Monckton before returning to Pennsylvania. Arriving home, he joined his father in operating a successful tannery which became the largest in Pennsylvania. Continuing to work as a surveyor on the side, Wayne became an increasingly prominent figure in the colony and married Mary Penrose at Christ Church in Philadelphia in 1766.   The couple would ultimately have two children, Margaretta (1770) and Isaac (1772). When Waynes father died in 1774, Wayne inherited the company. Actively involved in local politics, he encouraged revolutionary feelings among his neighbors and served in the Pennsylvania legislature in 1775. With the outbreak of the American Revolution, Wayne aided in the raising of regiments from Pennsylvania for service with the newly-formed Continental Army. Still retaining an interest in military matters, he successfully obtained a commission as the colonel of the 4th Pennsylvania Regiment in early 1776. The American Revolution Begins: Dispatched north to aid Brigadier General Benedict Arnold and the American campaign in Canada, Wayne took part in the American defeat to Sir Guy Carleton at the Battle of Trois-Rivià ¨res on June 8. In the fighting, he distinguished himself by directing a successful rearguard action and conducting a fighting withdrawal as the American forces fell back. Joining the retreat up (south) Lake Champlain, Wayne was given command of the area around Fort Ticonderoga later that year. Promoted to brigadier general on February 21, 1777, he later traveled south of join General George Washingtons army and to take command of the Pennsylvania Line (the colonys Continental troops). Still relatively inexperienced, Waynes promotion irritated some officers who had more extensive military backgrounds. In his new role, Wayne first saw action at the Battle of Brandywine on September 11 where American forces were beaten by General Sir William Howe. Holding a line along the Brandywine River at Chadds Ford, Waynes men resisted attacks by Hessian forces led by Lieutenant General Wilhelm von Knyphausen. Ultimately pushed back when Howe flanked Washingtons army, Wayne conducted a fighting retreat from the field. Shortly after Brandywine, Waynes command was the victim of a surprise attack on the night of September 21 by British forces under Major General Charles Grey. Dubbed the Paoli Massacre, the engagement saw Waynes division caught unprepared and driven from the field. Recovering and reorganizing, Waynes command played a key role at the Battle of Germantown on October 4. During the opening phases of the battle, his men aided in exerting heavy pressure on the British center. With the battle going favorably, his men fell victim to a friendly fire incident that led them to retreat. Defeated again, the Americans withdrew into winter quarters at nearby Valley Forge. During the long winter, Wayne was dispatched to New Jersey on a mission to gather cattle and other foodstuffs for the army. This mission was largely successful and he returned in February 1778. Departing Valley Forge, the American army moved in pursuit of the British who were withdrawing to New York. At the resulting Battle of Monmouth, Wayne and his men entered the fight as part of Major General Charles Lees advance force. Badly handled by Lee and compelled to start retreating, Wayne assumed command of part of this formation and re-established a line. As the battle continued, he fought with distinction as the Americans stood up to the attacks of British regulars. Advancing behind the British, Washington assumed positions in New Jersey and the Hudson Valley. Leading the Light Infantry: As the 1779 campaigning season began, Lieutenant General Sir Henry Clinton sought to lure Washington out of the mountains of New Jersey and New York and into a general engagement. To accomplish this, he dispatched around 8,000 men up the Hudson. As part of this movement, the British seized Stony Point on the western bank of the river as well as Verplancks Point on the opposite shore. Assessing the situation, Washington instructed Wayne to take command of the armys Corps of Light Infantry and recapture Stony Point. Developing a daring attack plan, Wayne moved forward on the night of July 16, 1779 (Map). In the resulting Battle of Stony Point, Wayne directed his men to rely on the bayonet as to prevent a musket discharge from alerting the British to the impending attack. Exploiting flaws in the British defenses, Wayne led his men forward and, despite sustaining a wound, succeeded in capturing the position from the British. For his exploits, Wayne was awarded a gold medal from Congress. Remaining outside of New York in 1780, he aided in foiling Major General Benedict Arnolds plans to turn over West Point to the British by shifting troops to the fort after his treason was uncovered. At the end of the year, Wayne was forced to deal with a mutiny in the Pennsylvania Line caused by pay issues. Going before Congress, he advocated for his troops and was able to resolve the situation though many men left the ranks. Mad Anthony: During the winter of 1781, Wayne is said to have earned his nickname Mad Anthony after an incident involving one of his spies known as Jemmy the Rover. Thrown in jail for disorderly conduct by local authorities, Jemmy sought aid from Wayne. Refusing, Wayne instructed that Jemmy be given 29 lashes for his behavior leading the spy to say that the general was mad. Having rebuilt his command, Wayne moved south to Virginia to join a force led by the Marquis de Lafayette. On July 6, Lafayette attempted an attack on Major General Lord Charles Cornwalliss rearguard at Green Spring. Leading the assault, Waynes command advanced into a British trap. Nearly overwhelmed, he held off the British with a daring bayonet charge until Lafayette could arrive to aid in extricating his men. Later in the campaign season, Washington moved south along with French troops under the Comte de Rochambeau. Uniting with Lafayette, this force besieged and captured Cornwallis army at the Battle of Yorktown. After this victory, Wayne was sent to Georgia to combat Native American forces which were threatening the frontier. Successful, he was awarded a large plantation by the Georgia legislature. Later Life: With the end of the war, Wayne was promoted to major general on October 10, 1783, before returning to civilian life. Living in Pennsylvania, he operated his plantation from afar and served in the state legislature from 1784-1785. A strong supporter of the new US Constitution, he was elected to Congress to represent Georgia in 1791. His time in the House of Representatives proved short-lived as he failed to meet the Georgia residency requirements and was forced to step down the following year. His entanglements in the South soon ended when his lenders foreclosed on the plantation. In 1792, with the Northwest Indian War ongoing, President Washington sought to end a string of defeats by appointing Wayne to take over operations in the region. Realizing that previous forces had lacked training and discipline, Wayne spent much of 1793, drilling and instructing his men. Titling his army the Legion of the United States, Waynes force included light and heavy infantry, as well as cavalry and artillery. Marching north from present-day Cincinnati in 1793, Wayne built a series of forts to protect his supply lines and the settlers in his rear. Advancing north, Wayne engaged and crushed a Native American army under Blue Jacket at the Battle of Fallen Timbers on August 20, 1794. The victory at ultimately led to the signing of the Treaty of Greenville in 1795, which ended the conflict and removed Native American claims to Ohio and the surrounding lands. In 1796, Wayne made a tour of the forts on the frontier before beginning the journey home. Suffering from gout, Wayne died on December 15, 1796, while at Fort Presque Isle (Erie, PA). Initially buried there, he body was disinterred in 1809 by his son and his bones returned to the family plot at St. Davids Episcopal Church in Wayne, PA.

Organizational Structure Paper Essay Example | Topics and Well Written Essays - 1000 words

Organizational Structure Paper - Essay Example and Starbucks Coffee International (SCI). Starbucks has a three-region organizational structure namely: 1) China and Asia Pacific which includes all Asia Pacific markets and China; 2) Americas which is composed of the United States, Canada, Mexico and Latin America; and 3) EMEA which includes Europe, U.K., Middle East, Russia and Africa (DeGrande, 2011). DeGrande further describes that each region is headed by a president who oversees the company-operated retail business and works closely with the licensed and joint venture partners in each market (2011). All regional presidents report directly to Schultz. Each region coordinates with the Starbucks Global Consumer Products and Foodservice Team (DeGrande, 2011). Starbucks operates through licensed stores instead of franchise-operated stores. Starbucks Corporation controls all licensed stores which includes all food items sold. Each Starbucks store is headed by a store manager and under him are shift supervisors who acts as managers wh en the store manager is out (Schreiner, n.d.). All the other lower level employees, known as â€Å"baristas† report to the shift supervisors. The organizational structure of Starbucks may be differentiated with that of McDonald’s. ... Under the restaurant managers are the assistant managers 1 & 2, to whom the shift running manager reports. Under the shift running manager are the floor manager, staff training crew and the other crew members. The Starbucks organizational structure may also be compared and contrasted with that of Unilever’s structure. Unlike Starbucks which has designed its structure on a per region basis, Unilever grouped its worldwide operations according to two global divisions, namely, the foods and home and personal care divisions (Chapter 11 - Organizational structure and controls, n.d.). However, a similarity in both companies’ structure can be identified in that there are also regional presidents who are responsible for the operations of each division in each region. The regions of the foods division are Asia, Europe, North America, Africa, Middle East and Turkey and Latin America. This structure may be described as the worldwide product divisional structure where the decision-m aking is centralized in the worldwide division headquarters (Chapter 11 - Organizational structure and controls, n.d.). †¢ Evaluate how organizational functions (such as marketing, finance, human resources, and operations) influence and determine the organizational structure of your selected organization. The operation of any Starbucks store, as dictated by its organizational design is highly centralized. This will assure Starbucks customers that they will enjoy the same quality of coffee in any Starbucks outlet anywhere in the world. All products sold in Starbucks stores are standardized in that all product offerings in each store are the same. The Global Consumer Products and Food service Team make sure that the products

Staying on Course to Your Success Essay Example | Topics and Well Written Essays - 750 words

Staying on Course to Your Success - Essay Example As an adopter of ‘on course’ principles, I wish to elaborate the ‘on course’ elements and how they can be incorporated to bring positive results, and thus, success in daily activities and thoughts. For success in one’s education, he or she must be willing to perform the creation role, as opposed to the victimization role. What does this mean? Being a creator implies that one acknowledges and takes responsibility for their course of actions or thoughts. In other words, a person adopts self-responsibility as aforementioned. As an elaboration, ‘on course’s’ self responsibility as an element requires one to perceive the primary causes of their experiences and outcomes as self. This, as opposed to seeing oneself as a victim, helps in guiding the person to focus on ways of changing their course of actions to make their situations better than they currently are. Contrary to victims, creators (the self-responsible ones) do not blame extern al factors like luck, fate, or other powerful individuals as the cause of their predicaments. Applied in education, creators are able to own their dissatisfying academic results, with an optimism of revising more and discussing with their classmates in an attempt to improve their grades. Such students also identify where they could have gone wrong previously to warrant such wanting results, maybe they missed classes, or failed to consult their instructors. The outcome of such self-analysis and meditation results in creators outlining their success activities. Victims, on the other hand, will fault family problems, errors in marking and ex cetera for their diminished performances. It is ones mandate to choose whether they prefer being a creator to being a victim. My advice for those who aspire to be successful is to opt for creator roles. Many successful stories have been linked to positive self-image. This implies that for one to succeed, they must believe in themselves and posses h igh levels of self-esteem. How can this lead to a success story? Positive self-image implies that one perceive themselves worthy as individuals. This has a great impact on their attitude towards life and its challenges thus they are capable of transforming negative situations into positive ones. Often, self-esteem and mastery of self-management go hand in hand. As such, individuals with high self-esteem also know how to plan for their activities geared towards achievement of their dreams and goals. In contrast, people with low self-esteem do not consider themselves worthy individuals; instead, they doubt their personal worth as well as their competence. Such people will always doubt their ability to make their outcomes and experiences desirable, and appear frustrated and depressed. In addition, those with low self-esteem show tendencies of failing to plan effectively for their actions. Consider the cliche that ‘no man is an island’ However outdated it seems, this phrase holds true if success is to be achieved. One must develop interdependence in order to achieve their goals. This is helpful because through sharing, one learns new things, as well as teaches others what they know. As such, interdependence brings mutual benefits that are crucial in the steps towards success. In addition, forming supportive relationships brings with it the satisfaction of helping others with one‘s knowledge. That in itself helps in enhancing self-esteem, in that one will view him or herself capable of creating a positive impact in life.

Scientific Concept and Learning Development from Vygotsky's Theory Research Paper

Scientific Concept and Learning Development from Vygotsky's Theory - Research Paper Example It is during this development stages that the child acquires the scientific concepts, which enable them to learn and progress (Vygostky & Cole, 1978). Systematic concept and the everyday concepts are two very different ideas in everyday reasoning. In this regard, in the everyday concept, human ideas are based on their social, cultural concepts, but not on the relation to human traits in the field of the size of brain or soul. In the everyday concept, humans tend to think of a certain thinker, which they look at the perception of the socioeconomic and the social-cultural background in which they are associated in work. In the same context, scientists rely on the thoughts, and the tools present in their time. For instance, the playground of a child offers them the opportunity to play with more objects (Daniels & Hedegaard, 2011). The environment holds a major role in learning the progress of the everyday concept. On the other hand, systematic concept entails the person’s behavior or the social behaviors, which are composed of compound of amalgamation of reflexes. Reflexes are the â€Å"fundamental atoms† which are the main straightforward for behavioral acts that are observed. In the same concept, systematic concept involves the use of a scientific move toward analyzing the observable fact in terms of reflexes with the intention to comprehend the complex psychological and the societal phenomenon. However, systematic concept creates tension for the scientific interest and the blend of a reductionist mechanical approach (Egan, 2007). There arises a huge difference between concept and systematic concepts in the everyday ideas. For instance, for everyday concept, the link amid biological and social traits of the state of affairs gives new channels of reasoning about pedagogic approaches to settings such as cerebral palsy. Moreover, teaching profession rebuffs children with disability to acquire

A critical response to the Marketing Myopia Assignment

A critical response to the Marketing Myopia - Assignment Example Additionally, the article presents marketing strategies that can help business management overcome competition and other external forces, which threaten a business. Therefore, this discussion seeks to critically analyze the strengths and weakness of this article, with a focus to understanding the plausibility of the ideas it present. The strength of this article is identifiable in addressing the causative factors for business success or failure. The article clarifies on the misconception held by many people that external forces are the major causes of a business failure. However, according to the article, the reason behind the success or failure of any business is not due to environmental factors such as market saturation, threatened growth or competition. The success or failure of any business or organization is solely determined by the management (Levitt, 2004). The reason the failure of any business has to be attributed to the management because; when the business of an industry d eclines, it is not because the industry was not best suited to serve the people. The industry declines because the management is not able to protect its business from their competitors, who eventually take their customers away from them (Levitt, 2004). If the management can apply strategies for protecting their customer base, their business in any industry will continue thriving. This is one of the strengths of this article, since it emphasizes on the role of prudent management in ensuring the success of a business. Secondly, the article presents another credible argument that serves as another of its strength. Broader focus is the key to success of any business or industry (Levitt, 2004). The article observes that businesses fail because they perceive their investment narrowly, considering competitors to be only those offering similar products and services. This makes the management of the business forget to focus on the whole industry and how it can affect their business. For exam ple, people operating in the railway business will only focus their competitors as those other companies or individuals who own trains, forgetting that they are not in the narrow railroad business, but operating in the transport industry (Levitt, 2004). Therefore, the elaboration given by the article is credible because, in focusing narrowly at the business, the owners of a business are only concerned about the product or service they offer, at the expense of focusing on the customer (Levitt, 2004). Thus, for the success of any business, a wider focus on customer needs is important than focusing on the suitability of the products and services which a business offers. Businesses will succeed more if they focus on understanding and meeting customer needs. Therefore, a business should focus on the overall needs of the customer in the industry it is operating, rather than focusing narrowly on direct competitors. This is because, customer needs can be met by the indirect competitors, who take away the customers served by a business, and meet their needs in a different manner (Levitt, 2004). According to this article, the strength and success of any business lies in its internal innovation. If a business can tailor its innovativeness towards meeting customer needs at the expense of improving the efficiency of its products, the business is sure to succeed (Levitt, 2004). For example, a business operating in the petroleum industry should focus on the needs of the customers in the whole of the energy industry. This would mean that the business works towards meeting the needs of the

Faith, Reason, and Imaginationi Essay Example | Topics and Well Written Essays - 1000 words

Faith, Reason, and Imaginationi - Essay Example Religious faith can be defined as an assent because of the authority of a revealing God. This definition turns faith into an intellectual act and it places the emphasis, at least implicitly, on what is believed, though, again implicitly, what is believed is considered to be not evident or immediately present-that is, to be beyond reasonable evidence. Hence the introduction of a motive for believing, God's authority, who would not deceive us in presenting something for our belief which was not true. Obviously, God's authority is preferred to reason's because we are dealing with religious faith, not scientific belief. Faith, thus, is faith hi God and in whatever God says must be believed. The ultimate reason for believing religiously is not evidence, but God. Proponents of this view of faith acknowledge that this assent of faith takes place in a certain penumbra because the content is not sufficiently supported by reason or other evidence worthy of trust. By the second definition, what is believed is beyond reason; hence the need to introduce the authority of God as the motive for belief; that is, as the only force capable of bending the will to believe. At all events, if things are evident, it is not faith. It is also argued that the assent of faith is given with certainty, not as opinion, but with the surety of true knowledge; and this even though rationally the evidence may not be there (the New Oxford American Dictionary 2001, p. 556). Another definition of faith is "a belief that does not rest on logical proof or material evidence" (The New Oxford American Dictionary 556). There is need, therefore, of a specific act of the will to command the assent, since it is not necessitated by the reasonableness of the evidence. Still, as should be apparent, this understanding of faith emphasizes "belief that" over "belief in", and it is here, for instance, faith is somebody indicates the expectancy of a journey without definite end or destination; and it points to the human condition as one of travel. Faith can be defined as care about what really matters to us. If we are serious about what ultimately concerns us, doubt can never be excluded altogether, but must be faced with courage. That to which faith is an openness is never given wholly to the believer because it is infinite (in time or in essence), absolute, and therefore cannot be grasped by a subject who is finite in every way. This lack of fit between finite and infi nite is also the reason why doubt or unfaith is always a danger. Imagination Imagination is defined as "mental representation; a mental image of something that is neither perceived as real nor present to the senses" (The New Oxford American Dictionary 2001, p. 779). The imagination has always formed part of the subject-matter of aesthetics, but its recent revival can be traced to recent advances in philosophy of language and philosophy of mind. The second definition states that imagination is 'ability to form images" (The New Oxford American Dictionary 2001, p. 779). It is natural to define imagination as that attitude taking fictional propositions as its contents (where a fictional proposition is one that is not true). For instance, the contents of imaginings are fictional propositions in the trivial sense that they are to be imagined, not in the ordinary sense that they are a species of falsehood. Since we cannot characterize the attitude of imagination nontrivially by its contents,