Adolf Hitler

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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 11. And, once he joined, he had no problem quickly dominating and changing the name to the National Socialist German Worker (or NAZI) Party in 11. In 1, 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 10'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.

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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 to.

The persecution of Jews in Germany started as soon as Hitler came to power in 1. In an anti-Semitist pamphlet that Hitler published he had this to say about the non-Aryan race;

"Is it any wonder that the Jew is arrogant? The greater the Jewish influence the more secure they feel, and the more ominously and clearly their character and goals becomes clear Pride, intolerance and superiority on the one hand, a drive for world domination on the other."(Veenstra)

His miss-treatment of Jews began with laws forcing Jews out of certain areas, shops and schools. "After the Nazis conquest of mainland Europe, Jewish persecution included forced labor and, eventually mass deportation and imprisonment and death in concentration camps."-(Student Desk Reference pg- 46) The number of Jews murdered by Nazis between 141 and 145 as part of Hitler's "Final Solution" is somewhere in the six million range. Much of the killings took place in death camps where Jews were put in gas chambers.

Once Hitler was appointed chancellor, he outlawed all other political parties, and declared himself Fuehrer. Therefore, he got rid of anyone who did not believe in the same things he did, and paved the way for Nazis to gain more control of German citizens, anyone who spoke out against Hitler's beliefs was either imprisoned or killed. Throughout his struggle for power, he was obsessed with the idea of expanding, controlling, and using the armed forces. The withdrawal from the League of Nations and their disarmament conference in October 1 was presented as a reluctant response to the allies. This was only the beginning.

During WWII, Hitler appointed himself Commander in Chief; this held his place of having command of all military operations. "During the First Year of Nazi Regime, Hitler, who started as the solitary Nazi in the cabinet, had been consolidating his grip on the country with much success." (Bradley PG 8)

"One of Hitler's most notable and successful techniques was to disguise

each one of his aggressive moves as one designed essentially for the

security of the Reich. One feature was common to every method of

solution; force, or the threat of force had to be present." (Strawson PG 56)

Hitler often spoke about treaties and agreements in his powerful and moving speeches,

"I am willing to sign anything, I will do anything to facilitate the success of my policy. I am prepared to guarantee all frontiers and to make non-aggression pacts and friendly alliances. It would be sheer stupidity to refuse to make use of such measures merely because one might possibly be driven into a position where solemn promise would have been broken. There has never been a sworn treaty, which has not sooner or later been broken or become unattainable. There is no such thing as an everlasting treaty. Anyone whose conscience is so tender that he will not sign a treaty unless he can feel sure he can keep it in all circumstances is a fool"- (Lastrane pg 7)

He often expressed these feeling towards the Treaty of Versailles, saying that it was an embarrassment to Germany and that it should be torn up.

Adolf Hitler preached to the assembled German soldiers at Nuremberg and the Nazi party, faithful that they were a superior race that deserved more than they had, including additional living space, and a higher standard of living. Hitler was an emotional speaker who had a mesmerizing effect on those who listened. By 18 he had amassed the best-equipped, best-trained army in the world.

Hitler's ability to justify aggressive acts which he had already decided on, and the details had already been worked out could hardly be better shown through the fact that almost weeks before this speech, Hitler ordered Von Blumburg to issue the armed services the first directive for planning the Rhineland's reoccupation.

A move by Hitler that disturbed the mastiff's peace of mind, was ordering the reoccupation of Rhineland. In doing this, Hitler pulled off one of the most colossal pieces of bluff in history. Force and fraud were never put together at such a better advantage. Hitler declared that war was an every day business, and a natural state of affairs.

Another example is shown in 18, "After reaching an agreement with Hitler in September, the British and French forced the Czechs to surrender without a fight. Hitler promised that this was his last demand, but, in 6 months, Germany occupied Czech."- (Hoffman Pg #8)

The day of Hitler's attack on Poland was the day WWII began. The breakdown of collective security enabled the Nazis attack. However, Hitler and Benito Mussolini helped the fascists to power in Spain, and Hitler's Policy of National Aggression also led to the outbreak of WWII. To rally his troops around him, he made use of his favorite phrase, that he was no more than German Reich's first soldier. This was one of Hitler's "charms of the crowd" he could make anyone feel as though they could be just as great as he was, that he was no more than a mere man just like everyone else. This was one of the reasons Hitler acquired so many followers.

"He had talked of war as the summit of Human achievement, a natural ultimate stage in man's historical development"- (Strawson PG#6) In doing so, Hitler made war seem like the heroic thing to do, a romantic fantasy that caused young men to join arms and fight for the "Master Race".

In 140, Hitler's Blitzkrieg (or Lightning War), enabled Germany to conquer Denmark, Norway, Belgium, the Netherlands, and France. This also caused ,40 Allied troops to evacuate Dunkirk. After this defeat, Italy joined Germany in the war against Britain and France. However, The Battle of Britain ended in a British victory and the Germans launch a bombing blitz against Britain. But Hitler's victories would soon fall short.

In 14, Hitler's regime would take a devastating blow that would eventually lead to the downfall of Hitler himself. The Battle of Stalingrad in the German invasion of USSR in January of that year was one of the most important German defeats during Hitler's control. It led to the notion that, yes, Adolf Hitler could be defeated.

Hitler's men were not used to the harsh winters of the USSR (it was exceptionally brutal that year) and most died of hypothermia, or were too weak to fight. It also didn't help that the soviets had the "home field advantage" so to speak. The Germans didn't know their way around the area and could not navigate in the harsh weather. This was Hitler's biggest mistake. It eventually led to Berlin falling to the Allies in 145.

Even though Hitler made mistakes, his military strategies were some of the best the world has ever seen. His willingness to take risks was what kept him one step ahead of his competitors. Even though Hitler hardly ever used his abilities for the greater good, he was still a very smart man.

Hitler at Nuremberg

Pro-Hitler Poster During WWII

These are various paintings of Hitler done during the war. These portray him as almost a god-like creature, standing above all to protect his country.

The Percentage of Jews in the University system who, according to Hitler, were taking over the minds of the youth of America. It is easy to see how he could turn so many groups against these people. Jews were in control of many things in the society.

1. University of Berlin

Medical faculty . . . . Over 50%

Philosophical faculty . . .. 5%

. University of Göttingen, % of the professors were Jewish

Legal Faculty . . . . . . . . . . . . . . . . . . .47.0%

Medical faculty . . . . . . . . . . . . . . . . . 4.0%

Philosophical faculty . . . . . . . . . . . . . .40.0%

Mathematics and Natural Sciences . . . .0%

. University of Breslau

Legal Faculty . . . . . . . . . . . . . . . . . . .0.0%

Medical faculty . . . . . . . . . . . . . . . . . 7.0%

Philosophical faculty . . . . . . . . . . . .. 5.0%

4. University of Frankfurt (Main)

Legal Faculty . . . . . . . . . . . . . . . . . . . .55.0%

Philosophical faculty . . . . . . . . . . . . . . 14.0%

Mathematics and Natural Sciences . . . 8.0%

Medical faculty . . . . . . . . . . . . . . . . .. 1.0%

Economics . . . . . . . . . . . . . . . . . . . . . 8.0%

Trying to prove that Jews were taking over the educational system, not leaving room for the 'master race'

Works Cited

Bradley, John. The Illustrated History of the Third Reich. PRC Publishing Ltd. Landan. 178.

Freeman, Charles. The Rise of the Nazis. Raintree Steck-Vaughn Publishers. Italy. 18.

Pearson, Eileen. Hitler's Reich. George G. Harrap & Co. Ltd. Germany. 180

Simpson, William. Hitler and Germany. Press Syndicate of the University of Cambridge. New York. 11.

Strawson, John. Hitler as Military Commander. New York Barnes and Noble Inc., 171.

Waite, Robert G.L. Hitler and Nazi Germany. Holt, Rhinehart, and Winston

U.S.A. 165.

Various Authors. Student Handbook Desk Reference Nashville, Tennessee

Southwestern Company Inc. 18

Veenstra, Rob http//www.calvin.edu/acedemic/cas/gpa

April, 00 Revised by Randall Bytwerk

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Witch of Blackbird Pond

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The rain was starting to pour down on the field, but there was no lighting in sight, so the referee just let the game go on. The raindrops felt like hail crashing on top of your head. You could smell the wet grass plus the soccer ball was getting hard to see in all the rain, and we needed possession, being down 1 to 0.

This was the last game of our qualifying tournament. Just 4 hours back, we played the toughest team in the tournament and came away 1-1. That draw gave us a chance of going into the second best division possible. Just a bit over a couple of months ago, our coach took the best players from the GLASA league and put them together to form a competitive team. This was our first season together, so we were still learning how to play as a team. That summer, I went to Brazil to visit my relatives so I didn't get a chance to practice with the guys that much, plus, I was not in very good shape.

Over all I think we had a pretty good team, but we were still pretty fortunate to get this far in the tournament. But if we beat this last team, that would put an exclamation point to and excellent start. I remember that day like it was yesterday. All the rain, mud, grass stains, blood stains, everything. We were down 1-0 at the end of the first half. I remember all our coach said that we were doing great, we just needed to play our butt's off for the rest of the game. The second half started slow. The ball kept slipping away from everyone since it was so wet. They started the attack first, with a shot, but it bounced of one our defenders and onto my feet. I quickly looked up and, in the middle of all the heavy rain, saw our right wind making a run. So, I sent him a long ball to start the counter attack. He trapped, juked one defender and finished beautifully. Our crowd roared with excitement. It seemed like the rain started to get heavier as the game was restarted. You could feel all the tension with the game tied up at 1 apiece. But once again we got another breakaway. This our right midfielder took off down the right lane with the ball. I was in the middle waiting for the give'n go. He passed it to me and I one-timed it right back to him. Then, he just took the shot and scored. The crowd jumped up out of the bleachers and screamed with joy. Everybody on the team piled up on our right midfield as we were overrun with happiness.

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It was a wonderful experience being in such a dramatic game. Games like that just bring out the best in you, because you want to win so bad. Other games are boring, especially the ones where you are either winning or losing by a lot. You can't wait until the game is over. Anyways that was one of the most exciting experience

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The things they carried

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In the Massachusetts Review 'Speaking of Courage'.

In The Quarterly 'In the Field'; 'Style'; 'Spin'; and 'The Man I Killed'.

Observations

· Repetition of themes

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· truth 'I remember Mitchell Sanders smiling as he told the story. Most of it made up…but even so it gave me a quick truth-goose.'

· Living up to expectations back home Martha, family, parents

· 'Norman Bowker…whispering…If I could have one wish…I'd wish for my dad to write me a letter and say it's okay if I don't win any medals.'

· Symbolic images of Vietnam

Characters

Tim O'Brien Note The author is Tim O'Brien, but the character Tim in the stories is, to a large extent, a fictitious compilation and not necessarily an accurate autobiographical representation. Speaking generally but including himself'They carried all the emotional baggage of men who might die. Grief, terror, love, longing these were the intangibles, but the intangibles had their own mass and specific gravity, they had tangible weight…They carried shameful memories. The carried the common secret of cowardice barely restrained… They carried their reputations…Men killed, and died, because they were embarrassed not to.'From 'On Rainy River' 'I was a coward. I went to war.'About Kiowa's deathFrom 'In the Field' 'they'd been close buddies, the tightest… he'd been showing Kiowa a picture of his girlfriend. He remembered switching on his flashlight…and then the field exploded all around them.From 'Field Trip' 'This little field…had swallowed so much. My bestfriend. My pride. My belief in myself as a man of some small dignity and courage.About Rat 'I was shot twice…Thank god for Rat Kiley. Every so often, maybe four times altogether, he trotted back to check me out. Which took courage. It was a wild fight…'Search for self understanding'The human life is all one thing, like a blade tracing loops on the ice a little kid, a twenty-three-year-old infantry sergeant, a middle-aged writer knowing guilt and sorrow.' 'I'm skimming across the surface of my own history, moving fast, riding the melt beneath the blades, doing loops and spins, and when I take a high leap into the air and come down thirty years later, I realize it is as Tim trying to save Timmy's life with a story

First Lieutenant Jimmy Cross Platoon leaderCarries love for and fotos of Martha'a good-luck pebble…precisely where the land touched the water at hightide…a separate-but-together quality'compass, maps, code-books, binoculars…a strobelight and the responsibility for the lives of his men'after Lavender dies he shows a great 'capacity for grief' and shoulders the blame for any deaths in his troop; he carries 'heavy-duty hurt' and he gives up his obsession for Martha, burning her fotos, in order to concentrate more fully on the safety of his men. 'No more fantasies…he would show strength, distancing himself.'

Curt Lemon From How to tell a true war story Rat and Lemon 'goofing' around with a smoke grenade and Lemon steps on a mine and is blown to pieces.'A handsome kid, really. Sharp grey eyes, lean and narrow-waisted, and when he died it was almost beautiful the way the sunlight came around him and lifted him up and sucked him high into a tree full of moss and vines and white blossoms.'Rat writes a letter about Lemon 'a little crazy'; 'a real soldier's soldier'; 'stainless steel balls'; 'a real daredevil, because he liked the challenge of it…just man against gook.'Rat tells the Halloween story ' the dude paints up his body all different colours and puts on this weird mask and hikes over to a ville and goes trick-or-treating almost stark naked, just boots and balls and an M-16'O'Brien is less sentimental about Lemon 'he had an opinion of himself that was too high for his own good. Or maybe it was the reverse. ..a low opinion that he kept trying to erase.'

Henry DobbinsMachine gunner As a big man, therefore a machine gunner, Henry Dobbins carried the M -60, which weighed pounds unloaded, but which was always loaded.In addition…10 and 15 pounds of ammunition draped in belts across his chest and shouldersCarried extra rations has a sweet tooth especially for 'canned peaches in heavy syrup over pound cake' and tropical chocolate barCarried 'Black Flag insecticide'From Stockings carried his 'girlfriend's panty hose around his neck as a comforter'. It was believed to have magical properties because he was never hit not even a scratch. When his girlfriend dumps him his response is 'No sweat… I still love her. The magic doesn't go away.' At which everyone was relieved.He was 'a good man and a superb soldier…but the ironies went beyond him.'

Dave Jensen Practiced field hygiene and carried toothbrush, dental floss and soappairs of socks and Dr Scholls footpowdernight sight vitamins high in carotene and earplugsrabbit's foot and empty sandbags that could be filled at night for extra protectionstory beat Strunk to a pulp and broke Strunk's nose after Strunk stole his jackknife. Strunk was choppered to the rear, but when he came back there was 'a silent tension between them that made Jensen take special precautions.' The strain becomes too much and Jenson goes crazy with a sense of impotent rage, blowing off a couple of rounds of ammo into the air and yelling Strunk's name. The issue finally becomes resolved when Jensen decides to make things 'square' with Strunk by breaking his own nose. To which Strunk response is 'The man's crazy…I stole his fucking jackknife.'

Ted Lavender 'who was scared' carries tranquillizers and dope to make the war 'mellow'carried 'an exceptional burden, more than 0 pounds of ammunition, plus the flak jacket and helmet and rations and toilet paper and tranquilizers and all the rest plus the unweighed fear. He was dead weight.''The poor bastard just flat-fuck fell. Boom. Down…Like cement.'Killed April 16 during tunnel ops

Mitchell Sanders RTO 'As RTO, Mitchell Sanders carried the PRC-5 radio, a killer, 6 pounds with its battery'carries brass knuckles, yo-yo, always looking for the moral or the meaning behind the event or storythinks of himself as a ladies man carries condoms and 'a set of starched tiger fatigues for special occassions'

Norman Bowker 'otherwise a very gentle person, carried a thumb that had been presented to him as a gift by Mitchell Sanders…it had be cut from a VC corpse, a boy of fifteen or sixteen.''carried a diary' link this to story 'Notes' and Bowker's distress at not being able to communicate the truth of his war experienceshangs himself because no-one was able to listen to his experiences (not even Tim O'B) and he was so emotionally disabled by the Vietnam experience that he could no longer fit into 'mainstream life'.

Rat Kiley medic 'carried a canvas satchel filled with morphine and plasma and malaria tablests and surgical tape and comic books and all the things a medic must carry, including M&Ms for especially bad wounds, for a total weight of nearly 0 pounds.Always looking for the jokeFlipped when Lemon died tore a water buffalo to piecesIs one of the strongest in the group until a tour of night life'the long night marches turned their minds upside down… you'd swear you were walking through some kind of soft black protoplasm'Rat sees crazy images of other people just as body parts and worries about the bugs keeps scratching open insect bites'I'll be lying out there in the dark and nobody'll find me except the bugs… I can see it the goddamn bugs chewing tunnels through me.'Then 'He took off his boots and socks, laid out his medical kit, doped himself up, and put a round through his foot.' Gets sent to Japan to recover.

Kiowa Devout BaptistCarries 'his grandfather's feathered hatchet,'; his 'grandmother's distrust of the white man'; his father's 'New Testament'; a 'pair of moccasins for silence'Died in shit field because Tim used his torch to show him a picture of his girlfriend Billie which made the whole troop 'targets' for mortar fire.Also links with Norman's story who failed to pull Kiowa out from under the shit field because of the 'stink'

Lee Strunk Carries a slingshot because ammo is never a problemTanning lotionDid tunnel duty on April 16 when Lavender died usually tunnels were booby traps and they would expect Strunk to be in danger, not LavenderEnemies at first with Dave Jensen but they 'learned to trust each other' Makes a pact 'that if one of them would get totally fucked up a wheelchair wound the other guy would automatically find a way to end it.' It seemed quite serious to everyone in the troopIn October when Lee steps on a rigged mortar and his right leg is blown away below the knee he loses his cool. Lee pleads with Jensen not to kill him. Jensen promises not to kill him ( I guess he loses his courage to keep to the pact too) and they wait for the dustoff chopper to take him to the rear hospital. 'Later we heard that Strunk died somewhere over Chu Lai, which seemed to relieve Jensen of an enormous weight.'

Azar A crazy guy reflects the kind of soldier that Curt Lemon wasGoes overboard in talk about events and in practical jokes eg ties Ted Lavender's puppy to an antipersonnel mine and blows it up "What's everybody so upset about I'm just a boy"Tim enlists his help to scare Bob by Jorgensen as an act of revenge, but Azar takes over call it a 'character flaw' but I like to 'finish the job'Azar is one of the few truly unsympathetic characters in the book. He appears infrequently, but when he does, he is invariably mean-spirited and cruel. At the end of In the Field, however, Azar apologizes for jokes made about Kiowa.

· 'A field of elephant grass…bowing under the stir of a helicopter's blades, the grass dark and servile, bending low, but then rising again when the chopper went away

· When is war justifiable? '…Vietnam seemed to me wrong. Certain blood was being shed for uncertain reasons' '… I saw no unity of purpose, no consensus on matters of philosophy or history or law.' 'when a nation goes to war it must have reasonable confidence in the justice and imperative of its cause. You can't fix your mistakes. Once people are dead, you can't make them undead.'

· Repetition of events as they happened to characters often referred to briefly when the main focus of the story is on a different aspect of the war, but later revealed in all its gory detail in a story devoted to revealing what happened to that particular character Curt Lemon is repeated, Kiowa, and Ted Lavender

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"Can Nicholas II be judged responsible for the development of the revolutionary situation in Russia in the early years of the 20th Century?"

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Nicholas II, Tsar of Russia in 184-117, can be deemed responsible for the advancement of Russia's revolution in the early stages of the 0th century. It is due to his views on Government, cultivated by his lack of intellect that created a situation in Russia ideal for a revolution. His intelligence and views on government influenced his personality, adding to his many flaws as Tsar of Russia. It is through his incompetency that the development of a revolutionary situation in Russia occurred.

One element which led to a revolutionary situation in Russia was Nicholas II's stance on autocracy, as the true and only type of government. His in adapting ways, bought about the failure to enact governmental reform. Nicholas was solely responsible for making the decisions for Russia, and he made many poor ones. He felt threatened by powerful individuals, such as many of his capable ministers, who would offer advice which may have benefited Russia. Instead of considering the advice given, he would dismiss them. He preferred ministers that were not opinionated and undemanding of his role as Tsar. Nicholas felt that his position of Tsar was a 'scared trust' and he was obligated to pass on his patrimony to his successor Alexei. His goal was to 'safeguard the principle of autocracy as firmly and steadfastly', no matter what the cost. His determination to keep his position as Tsar unchallenged, with unlimited power over Russia, forced the people to find innovative ways to install a new system of government in Russia.

Nicholas' rigid views on autocracy and his failure to reform are duly bound to his lack of intellect. He made many unwise decisions whilst ruler, crippling Russia's status even more. He was said to be somewhat of a simpleton, which is reflected in many decisions he made during his period as ruler. He relied purely on instinct, which told him to follow his father in all matters. With the changing times, his fathers ideologies were unpractical and outdated, to be the guidelines to rule a country. There is a general consensus between historians that Nicholas did not have the intellect to be a Tsar. His arrogance and stubbornness prevented him form questioning his methods and asking for help in matters which could have improved the poor conditions in Russia.

As a result of his governmental ideals, and his simpleton methods, Nicholas did not have the right personality to confidently lead Russia into the 0th Century. His personality is also seen as a factor which created the circumstances that led to a revolutionary situation in Russia. Nicholas II, displayed early traits of a "soft" Tsar. When he eventually became Tsar, he was unprepared and neither emotionally or intellectually mature enough to be the leader of Russia. When making decisions which affected the overall well being of Russia, he acted cowardly and often backed down, leaving Russia in a no better position, and sometimes even worse off. Pipes is o the opinion that Nicholas' name having being associated with bad luck, greatly affected his self confidence and left him feeling resigned to his fate of being "unlucky". Nicholas' easily led nature meant he was often easily manipulated and the movie 'Nicholas and Alexandra' implies he was a martinet to his wife, who he often confided with, for he was too paranoid and suspicious of others, to ask their opinions, including his ministers. The tsar of Russia was a cowardly, weak, unconfident man whose incompetency led the largest Empire in the world, at the time, into the 0th Century.

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Nicholas, leader of Russia, unable to provide adequately for his people, through inefficient and hopeless government relations, left people desiring better conditions and greater equality among themselves. His lack of intellect barricaded him from seeing that by giving the people what they needed, a stable, democratic government, he would keep Russia strong. In addition to his poor efforts as Tsar, like the icing on the cake, Nicholas' personality was unfit to be that of a Tsar. It is through Nicholas, that a Revolutionary situation arose in Russia.

Please note that this sample paper on "Can Nicholas II be judged responsible for the development of the revolutionary situation in Russia in the early years of the 20th Century?" is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on "Can Nicholas II be judged responsible for the development of the revolutionary situation in Russia in the early years of the 20th Century?", we are here to assist you. Your essay on "Can Nicholas II be judged responsible for the development of the revolutionary situation in Russia in the early years of the 20th Century?" will be written from scratch, so you do not have to worry about its originality.

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Affirmative Action

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Affirmative action is a touchy subject to many people regardless of their race, nationality, gender or religion. Affirmative action is accomplished by taking positive steps to recruit, hire, train, and promote individuals from groups that have traditionally been discriminated against on the basis of race, sex, disability, or other characteristics. In this sense, affirmative action goes beyond equal employment opportunity, which requires employers to eliminate discriminatory conditions, whether inadvertent or intentional, and to treat all employees equally in the workplace. Affirmative action requirements can be imposed on an employer in a number of ways by federal law, for federal government contractors and subcontractors; as part of a conciliation agreement with a state or federal agency; or by court order. In addition, some employers voluntarily adopt affirmative action plans in an effort to create a more balanced workforce.

Affirmative action programs have risen as a result of executive orders, legislation, consent decrees stemming from government investigations, court-ordered remedies, and voluntary action by corporations and other non-public institutions.

"Affirmative action is an attempt to redistribute economic power by forcing employers to give preference to women. As with all schemes of distributing justice, choice is taken from individuals and given to social planners. Affirmative action has been a debacle. It has not cured sex segregation in the work place or closed the wage gap between men and women. More importantly, it has hindered the institution that has done the most to benefit women economically the free market." ("McElroy", 00)

In work and schools many employers and university officials have placed the idea of diversity, rather than the moral imperative of anti-discrimination, at the center of their arguments for affirmative action. For some, achieving greater diversity is a way of enabling organizations such as police departments, colleges, and corporations to perform their missions better. For others, diversity is a good to be promoted in the service of ideals such as community solidarity and integration.

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Some of the problems faced are that affirmative action can call for an admissions officer faced with two similarly qualified applicants to choose the minority over the white, or for a manager to recruit and hire a qualified woman for a job instead of a man. Affirmative action decisions are generally not supposed to be based on quotas, nor are they supposed to give any preference to unqualified candidates. And they are not supposed to harm anyone through so called "reverse discrimination.

Works Cited

McElroy, Wendy What does Affirmative action affirm?

Retrieved July 7, 00 from the World Wide Web

http//www.zetetics.com/mac/affirm.htm

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Auden

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In "Musee des Beaux Arts" W. H. Auden describes the ordinary human indifference to suffering. His poem is an example of ekphrasis, poetry describing artwork. In this poem Auden utilizes an ironic duality in his expression and comprehension of human anguish. His poem is full of remarks that seem casual and accidental, and yet still accurate, definite and precise. He ponders the mystical qualities of "the miraculous birth" and "dreadful martyrdom" in the midst of normal, everyday scenes (7, 10). With an impressive balance of Apollonian and Dionysian elements Auden is able to express his thoughts on the lofty subjects of art and suffering, while maintaining a controlled, if subtle, poetic format. All of these dualities in Auden's poetry express his perception of indifference to the human condition, and ask the reader to question his or her own tendencies of apathy towards others. "Musee des Beaux Arts" shows how both the Old Masters and Auden perceived that it is human nature to remove oneself from the suffering of others.

The dramatic situation which Auden sets the poem in serves to illustrate his thoughts on the connections between art and suffering. The poem is incredibly visual as it follows the speaker's walk through a corridor in an art museum. This speaker passes by paintings of scenes such as "the miraculous birth" (6) of Christ and the scene of "children…skating / on a pond at the edge of the wood" (7-8) waiting for Christ's martyrdom. Auden deliberately removes the personal and individual qualities from these paintings, describing the suffering as it takes "place / While someone else is eating or opening a window or just walking dully / along" (-5). This hasty summarization of how one perceives suffering suggests the speaker's brief glances as a museum goer, and his reactions as he "walks dully along" to look at other paintings (4-5). A minimal amount of attention is given to each highly crafted and detailed painting. In this sense the speaker's lack of concern translates into Auden's concern that individuality and uniqueness is threatened. In the World War II landscape that this poem was written in Auden is obviously worried about the minimalization and dehumanization of real human anguish. By describing the two magnificent pieces of art in less than nine lines Auden shows how one's quick glimpses and fleeting thoughts about each painting hardly do justice to the art and the message that the art is trying to give. The speaker in the poem gives no more attention to the suffering depicted in each scene than the children "skating on a pond" give to the torturer (7-8).

The apathetic condition of humanity is further emphasized in the poem as the speaker stops in front of Pieter Brueghel's painting, "Landscape with the Fall of Icarus" which he simply calls "Icarus" (14). This truncation of the title is ironic because the poem deals with issues of indifference and Brueghel's original title emphasizes the landscape and how Icarus' suffering was not of the greatest importance in it. By changing the title to simply Icarus, Auden re-emphasizes Icarus in the painting, somewhat against the artist's original intentions. Although this may be partially due to issues of meter, the shortened title shifts the emphasis from the landscape to the pair of legs sinking in the ocean. Brueghel's title helped emphasize "how well they understood / It's human position," namely, the importance of the landscape over the position of suffering (-). It seems that the dramatic situation here attempts to show how art, especially visual images, can aestheticize suffering, and Auden, by forcing Icarus to be the focus of the painting again emphasizes that it is he who deserves the attention, but normally does not get it. Brueghel's painting captures the myth of Icarus and all of his suffering, and condenses it into a single "snapshot" scene. Similarly, Auden's poem attempts to condense the paintings and all of their implications into a single, short poem. Auden, like Brueghel, presents to the observer a reflection of what they might be unconsciously doing to human suffering, namely, ignoring it.

Auden in his own poem attempts to understand and express the "human position" of suffering as the great masters did (). He is acutely aware that pain usually happens unnoticed, in the margins of everyday activities. Auden makes this reduction of importance evident, for instance, when he manages to condense a hugely important myth, the fall of Icarus, into less than one line "a boy falling out of the sky," (0). Auden's short descriptions of the scene seem like a casual commentary, the "white legs disappearing into the green / Water" (18-1). Auden's detached and unpretentious language makes the poem act in a similar manner to Breughel's painting. The poem, like the paintings magnifies the event of suffering, paradoxically, through ironic understatement. The poem serves then as its own message as an example of the threat to humanity.

Auden masterfully uses language in the poem, choosing words heavily charged with social ideas to emphasize his meaning. His diction seems simultaneously conversational and meticulous. He uses the word "anyhow" to describe where the "dreadful martyrdom" must occur. "Even the dreadful martyrdom must run its course / Anyhow in a corner" (10-11). Without the word "anyhow" the line would flow without interruption. However, the word interjection "anyhow" throws off the stream of speech, and focuses the awareness on the incredible juxtaposition of torture and nonchalance. The exact location of where the torture happens is unimportant, "some untidy spot," (11) it only reiterates how well the "Old Masters" understood the issue (). Another important word is "amazing" in the lines "must have seen / Something amazing" (1-0). Those on the ship saw, and did not stop for "a boy falling out of the sky" (0). The word "amazing" here further demonstrates the incredibility of indifference to suffering. Also, the word "amazing" draws in a reference to the myth of Icarus, as he was trapped with his father in a labyrinth when they designed the wax wings to escape. That the ship in Breughel's painting does not stop to notice even "something amazing" proves that that Old Master truly understands the "human position" on suffering ().

Auden's semi-religious upbringing also shows through in the heavily Biblical diction of the poem. The "dreadful martyrdom" goes on unnoticed by the children or animals (10). The dogs, horse and children who are nearby are described as "innocent" (1). Here, the adjective "innocent" makes a reference to Biblical passages about the innocence of children, like animals. It is important to note that the term "innocent" does not necessarily forgive the children for their indifference, it only partially explains it. The word "forsaken" is also highly charged with Biblical themes (16). Not only does the word "forsaken" work because it condenses the main theme of the poem, but also because it echoes Christ's last words, "My God, my God, why hast thou forsaken me?" (Matthew 746). In Auden's poem it is the plowman who "may / Have heard the splash, the forsaken cry" (15-16) and it is this common, hard-working person who could have done something, reacted to the pain, but instead chose to continue his own self-serving labor. Auden's choice of words such as "martyrdom," "innocent," and "forsaken" all draw a parallel between the suffering that Jesus went through, the suffering that Icarus dies from and the suffering of the "others" as observed by Auden and his contemporaries.

The poem also has a sense of development that guides both the speaker and the reader towards a better appreciation of the victim of suffering. There is a physical sense of movement as the speaker literally walks down the corridor of the museum as there is also a poetic unfolding of the situation and argument. As the poem develops it moves from a plurality to singularity of sufferers. Auden leaves "the aged" without any description and the "children" as nameless and faceless ice skaters (5,7). From there it moves on to the singular "torturer" whose horse "scratches its innocent behind on a tree" while again, whoever the torturer is abusing remains unknown (1-1). However, in the final part of the poem we are given far more specific details. The name of the final sufferer is given, Icarus, and he is described, "white legs disappearing into the green / Water" (18-1). This focus on detail at the end of the poem draws the reader closer to the situation and is perhaps Auden's way of forcing the reader to acknowledge the suffering, at least temporarily.

There is also a shift in the diction as Auden uses more artistic, visual words. Icarus is depicted in "green" water, with "white" legs. The passing ship is "delicate" and "expensive" (1). These details help emphasize the composition of the painting and draw attention back to the actual artwork being referred to. The poem climaxes briefly in line 0 when the ship sees "a boy falling out of the sky" but then appropriately drops back to the anticlimactic and uncaring line "had somewhere to get to and sailed calmly on" (1). This let down is fitting to the theme of the poem, drawing attention to the intense suffering that is briefly observed then immediately forgotten and moved away from. By ending with this downcast line Auden's poem reflects the indifference he writes about.

"Musee des Beaux Arts" comes across initially as a poem praising the understanding and craftsmanship of the painters. However, as the poem moves onward the focus shifts from the actual art to the message contained in the paintings. Auden claims that the Old Masters understood suffering because they portray it as ignored, unimportant to others, casual, commonplace. This insight is what Auden finds remarkable in the paintings. He asserts that those artists "were never wrong" and never will be (1). The paintings which depict scenes that took place so long ago are still accurate in their portrayal of human indifference. Auden admires this perception of human nature, and, in tribute to their acuity he too crafts a piece of art which is detailed, precise and beautiful, and hopefully alerts the careful observer to consider his or her own position towards suffering. The speaker of the poem, the museum patron, mirrors the role of the innocent children who numbly go through the course of their day, or the plowman who chooses to ignore the pain which is occurring so near to him. In the same way that this speaker can be seen as those in the paintings he can also be amplified to represent people, especially those persons that Auden observed around him, in general. The poem, through it's mock concern of details, accurate commentary on the nature of people and beautiful artistry shows that Auden too was one of the "Old Masters" concerned about, and able to accurately portray suffering as it truly occurs in the human tradition.

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Famers of the Great Plains

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Farmers of the Great Plains

In the late 1860's and early 1870's families began to heavily populate what was known as and is still known as the Great Plains. There were two principal methods to acquiring land. A settler could get land at no cost under one of the federal land laws, or he could purchase it from private or public owners. The second method to acquiring land was by purchase. The federal government had withdrawn large areas from the public domain, thereby denying settlers access to it. This was put under land laws.

The high point of every farmer's year was harvest time. The entire family worked from sun up to sun down picking the crops before they rotted throughout the field. Droughts were a constant threat to the farmers, also known as sodbusters. Water became scarce as wells and springs dried out. The rich prairie soil eventually dried out and turned to dust. As the prairie grass grew drier and drier, lightening or heating fires easily ignited it. Walls of flames jumped from field to field turning the farmers' hard work to ashes. The farmers periodically would have problems with grasshoppers. The grasshoppers would eat through an entire crop within a matter of hours. Families were eventually forced to burn their fields before the grasshoppers and other insects spread.

The main crops for farmers in this time consisted of wheat, corn, alfalfa, potatoes, barley, rye, and corn. Farmers also raised chickens, pigs, horses, cows and sheep. During the days there were many chores and tasks to take care of and no time for playing or resting. Not only the men worked on the fields. Woman had many roles to accomplish. They were expected to be a good mother and wife while also cooking, doctoring, canning, preserving meat, and making clothes for the family all without electricity or plumbing. Small children and older children also had important roles. The small children fed the chickens, gathered eggs, picked wild berries and searched the prairie for anything that was possible to burn. Older children plowed and planted, pitched hay, hauled water, and tended to all the animals. Both boys and girls of all ages helped with laundry and kitchen chores.

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In late 1870's life on the Great Plains changed dramatically. New farming machines, such as the steam tractor, began to make pioneer life more productive. Before machinery was invented farmers could only plant so much acreage, because the labor was so difficult. One farmer was only able to plant about 7 acres of each crop, now they are able to plant up to 100 acres a day with they newly developed machinery. Steam-driven tractors pulled huge mechanical plows, reapers, threshers, and combines. These new machines added more rest and play time and allowed more social activities for the farmers and their families, such as barn dances and horse races. The most important piece of equipment to the farmers was the prairie schooner, pulled by four to six oxen or mules. The prairie schooner was a wagon that had to be light enough to resist the weight of twenty-five hundred pounds of worldly goods and also not be too strenuous on the oxen or mules. The majority of the wagons were made of hardwood and iron. The iron was used only for reinforcement when parts took a hard pounding. The only thing that shielded the pioneers from dust and rain was a partial clothe covering. Another small tool that the farmer's used was a John Deere plow. The plow was useful in tilling the tough soil of the Great Plains.

The pioneers had their own way of dressing. Backwoodsmen wore loose frocks, also known as hunting shirts, which hung halfway down the thighs. These shirts were made of coarse linen or loose wool. They also wore leather leggings to protect their legs and a belt that suspended a hunting knife, tomahawk, bullet pouch and gunpowder horn. Women wore linen dresses with a petticoat underneath. Some women that considered themselves lucky owned a sunbonnet, a handkerchief or a bed gown. In the summer everyone went barefoot but in the winter, moccasins were the chosen footwear for everyone.

The housing and lifestyle of the great plain farmer's was much different than that of today. Most farmers live in dugouts or sod houses, and very few in log cabins. Other than windows, a door, and a few poles or rafters to hold up the ceiling, sod houses cost a little to nothing. Log houses were much harder to build and cost a lot more money. They dug wells for water. In main parts of the Great Plains water could be found at less than a hundred feet, and often as little as thirty feet below the surface. Until a farmer could afford a windmill, he drew water up by a bucket or pump. For fuel, farmers initially relied on twisted hay or on dried buffalo or cow manure. Receipts for butter sold in the local town or village and was an important income to the farmer's and their families. The income within farming was very sparing. Farmers raised much of their own food and depended mostly on the income from selling butter and a few bushels of grain or some livestock at a nearby town. It was very common for one settler to make close to $100-$00 per year.

Please note that this sample paper on Famers of the Great Plains is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Famers of the Great Plains, we are here to assist you. Your essay on Famers of the Great Plains will be written from scratch, so you do not have to worry about its originality.

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