Stresemann free essay sample

As a chancellor Stresemann also called off the ‘passive resistance’ in the Ruhr. He saw that the conflict would only result in degraded dealings with the French. This decision upset the Right, who saw it as giving in to the French, however more importantly it showed that Stresemann was prepared to take difficult political decision and resulted in positive economic integration between Germany and the Allies. Evaluate his role as foreign minister. Stresemann, unlike many German nationalists, recognized the real causes to the collapse of the economy. The Dawes Plan which was agreed in April 1924 was a great success as it did everything Stresemann set out to do – it encouraged co-operation and peace between Germany and the Western powers and it even improved relations between Germany and France since reparations were regularly being paid. This was in Germany’s interest because it was the key to restoring the nation as a great power economically. We will write a custom essay sample on Stresemann or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In addition Germany received a lot of capital from abroad (USA) and the economy was in no way weakened. The Dawes Plan did perhaps make Germany too dangerously dependant on USA and its economic power and stability, however for the time it was the correct thing for Stresemann to do – he could not have foreseen the depression in 1929. How successful was he – do you agree with his appraisal of his own achievements by 1929? Although Stresemann did not reverse Versailles fundamentally and never managed to generate real domestic support, he did improve relations with both the East and the West. The Treaty of Berlin in 1926 reduced fears from the USSR and the Locarno Pact was vital because Germany was freed from its isolation by the Allies and was once again treated as equal supported by Germany’s invitation to join the League of Nations, since they were originally banned. This is crucial in studying Stresemann’s methods of success because in this particular aspect he achieved exactly what he set out to in the way he wanted to – the Treaty of Versailles was reversed as a result of peaceful co-operation by Germany and improved relations with the Allies. Do you think Stresemann brought stability to Germany in the period 1924-1929? Although no party won an overall majority the Social Democrats always won the most votes during this period. Furthermore there was a fall in support for extremist parties. Stresemann therefore did improve conditions in Germany during his time as a foreign minister and chancellor with enhanced external co-operation, resulting in a, what seemed like, more prosperous economy and support for the Republic. The economic recovery was however built on unstable foundations that created an illusion of wealth which was temporal. Government was still lacking harmony and the Constitution was not built upon or improved into a more mature system. Compared to the war period before and the crisis after, the years from 1924 to 29 were stable and Stresemann’s decisions effective. The problems inherited from the war, however, were not fully resolved.

Irelands Big Wind, 1839

Ireland's Big Wind, 1839 In rural Irish communities of the early 1800s weather forecasting was anything but precise. There are many tales of people who were locally revered for accurately predicting turns in the weather. Yet without the science we now take for granted, weather events were often viewed through the prism of superstition. One particular storm in 1839 was so peculiar that rural folk in the west of Ireland, stunned by its ferocity, feared it could be the end of the world. Some blamed it on the â€Å"fairies,† and elaborate folk tales sprang from the event. Those who lived through the â€Å"Big Wind† never forgot it. And for that reason the horrendous storm became, seven decades later, a famous question formulated by the British bureaucrats who ruled Ireland. The Great Storm Battered  Ireland Snow fell across Ireland on Saturday, January 5, 1839. Sunday morning dawned with cloud cover that amounted to a typical Irish sky in winter. The day was warmer than usual, and the snow from the night before began to melt. By midday it began to rain heavily, and the precipitation coming in off the north Atlantic slowly spread eastward. By early evening heavy winds began to howl. And then on Sunday night an unforgettable fury was unleashed. Hurricane force winds began to batter the west and north of Ireland as a freak storm roared out of the Atlantic. For most of the night, until just before dawn, the winds mauled the countryside, uprooting large trees, tearing thatched roofs off houses, and toppling barns and church spires. There were even reports that grass was torn off hillsides. As the worst part of the storm occurred in the hours after midnight, families huddled in total darkness, terrified by the relentless howling winds and sounds of destruction. Some  homes caught fire when the bizarre winds blasted down chimneys, throwing hot embers from hearths throughout cottages. Casualties and Damage Newspaper reports claimed that more than 300 people were killed in the wind storm, but accurate figures are difficult to pin down. There were reports of houses collapsing on people as well as houses burning to the ground. There’s no doubt there was considerable loss of life as well as many injuries. Many thousands were made homeless, and the economic devastation inflicted on a population that was nearly always facing famine must have been massive. Stores of food meant to last through the winter had been destroyed and scattered. Livestock and sheep were killed in vast numbers. Wild animals and birds were likewise killed, and crows and jackdaws were nearly made extinct in some parts of the country. And it must be kept in mind that the storm struck in a time before government disaster response programs existed. The people affected essentially had to fend for themselves. The Big Wind In a Folklore Tradition The tural Irish believed in the â€Å"wee people,† what we think of today as leprechauns or fairies. And tradition held that the feast day of a particular saint, Saint Ceara, which was held on January 5, was when these supernatural beings would hold a great meeting. As the mighty wind storm had struck Ireland on the day after the feast of Saint Ceara, a storytelling tradition developed that the wee people held their grand meeting on the night of January 5, and decided to leave Ireland. As they left the following night, they created the Big Wind. Bureaucrats Used  The Big Wind as a Milestone The night of January 6, 1839 was so profoundly memorable that it was always known in Ireland as the Big Wind, or The Night of the Big Wind. The Night of the Big Wind forms an era, explained a reference book published in the early 20th century. Things date from it: such and such a thing happened before the Big Wind, when I was a boy. A quirk in Irish tradition was that birthdays were never celebrated in the 19th century, and no special heed was given to precisely how old someone was. Records of births were often not kept very carefully by civil authorities. This creates problems for genealogists today (who generally have to rely on church parish baptismal records). And it created problems for bureaucrats in the early 20th century. In 1909 the British government, which was still ruling Ireland, instituted a system of old age pensions. When dealing with the rural population of Ireland, where the written records might be scant, the ferocious storm that blew in from the north Atlantic 70 years earlier proved to be useful. One of the questions asked of elderly people was if they could remember the Big Wind. If they could, they qualified for a pension.

6 Rules of Authoritative Leaders

6 Rules of Authoritative Leaders Authoritative Leaders are really good at setting the vision and painting an appealing picture of where we are going. The authoritative leader will not tell you how to get there, but will be inspiring you to follow. So he or she will say ‘Come with me’, ‘Look at where we are going’. When we catch someone we don’t tell them what to do, but we help people to find their own answers. A coaching style is really good to help the individual to unlock their potential. Some of the questions that we may ask in a coaching style is ‘What are you trying to achieve?’, ‘How can you get there?’. Democratic means that we share the problem space and in that sense a democratic leader will almost take a step back and denounce their leadership roles. They will ask people what they feel is the right thing to do. It has been proven that decision making by consensus is not most effective way of finding a good decision. Affiliative style is all about the harmony. It’s a very heart based style. People come first. If you are working with a team that feels a bit unsettled. Maybe, because two organizations have merged or something has happened. In that case people may not be ready to focus on the job because they are too much in the emotional part of the brain. In that case affiliative style can be really effective. As a pace setter I set a standard. ‘I will show how the job is to be done’. so I am not afraid of getting in there and really working with my team to show them how it must be done. In a long run that can be quite an exhausting style because I am here as a leader. I do it and I expect you to follow it. This is the old fashioned. Command and control management style where ‘It is my way’ or ‘No way’ or ‘You do as I tell you’. Coercive style, as you can probably imagine is not very effective in the long run because it doesn’t leave a lot of room for an individual to perform well and its not very empowering. But there is a time and place where it is appropriate. For example: In a crisis situation when a building is burning, I give you the direction to get out but we shouldn’t abuse this style because we think there is always crisis going on.

MidSouth Chamber of Commerce Case Study Essay Example | Topics and Well Written Essays - 750 words

MidSouth Chamber of Commerce Case Study - Essay Example He proved, though for a short time, to be a capable marketing manager for MSCC. Nevertheless, he failed in getting more suitably positioned individuals involved in the new system implementation; forcing him to serve as the project’s champion throughout the whole process-a role he was not qualified to play. 3. Simon Kovecki-Systems analyst at the MSCC-happens to be a fresh computer science graduate having no experience with administrative software or membership organization. Kovecki was the only IS professional in MSCC and spent his 3 months at MSCC learning both the organization and its computing systems. He kept the old system running smoothly. He was not involved in system implementation during the initial stages because of not receiving the task for leading MSCC’s computer operations and his distaste of the aspects of software package chosen. Unluckily when he eventually became involved in the project, he failed to make the new system operational. Ed Wilson-Vice president of Public Affairs and Operations of the MSCC-he was initially tasked with computer operations and actually introduces the MSCC to the world of data base management and micro-computers. They later became friends with Lassiter with Wilson providing Lassiter with some support during the Unitrak acquisition process. Greg Ginder-President of Unitrak software Corporation-made concessions so as to sell his company’s software to the MSCC comprising unlimited support during system installation. Unitrak’s support however was missing when MSCC needed them most. It is evident that many of the above discussed roles require modification. Both Kovecki and Hedges-the 2 very significant IS players were fulfilling their activities, with Lassiter unable to have their cooperation or enhancing their effort level. Similarly, the Executive Committee and Walling Ford should have talked in the face of crisis that befell MSCC and ought to have done

History of Education in USA Research Paper Example | Topics and Well Written Essays - 750 words

History of Education in USA - Research Paper Example He realized that different student had different academic needs and advocated activities in his curriculum. Jefferson pushed a system of education which accomplished the base of strong foundation of universities and colleges. In 1786 Benjamin Rush presented an educational system which he hoped would meet the needs of democratic ideology. He was of the view that the sanctuary of a nation lies in a proper education. He advocated education for both men and women to understand the principles of democracy and to implement it properly. Noah Webster, during his tenor, identified the need for schools to have text books in American language and experienced a conflict towards the British which they currently used. His unique achievement was American dictionary, which he created instead of following other dictionaries. The federal government has played its role to improve standard of education throughout America. They have strived to help citizen in getting better quality of education by lending extra money to those who need it. Most of the credit goes to G.I Bill, National Defence Education Act (NDEA), and the Elementary and Secondary Education Act (ESEA), because of which many Americans have been able to get higher education. Granting federal land to the states for educational purposes started with the Northwest ordinance of 1785. The G.I. Bill of rights is the base which worked as a lime stone for providing educational benefits for veterans of World War II. The general aim of this legislation has been to compensate veterans for their services and sacrifices. Many veterans took advantage from this Act and graduated from this program with prolific careers. Federal government also established number of schools for specific purposes and encouraged recreational education in acts as NDEA in 1958. Political dynamics laid hurdles in actions of federal aid legislation, but the situation changed when Soviet Union, rival of US created space satellite. Another act that promoted federal financial aids further, was ESEA of 1965. Where NSEA emphasized on science and math, ESEA responded to the prominent social change in society. The ESEA related to President Lyndon Johnson's program "War on Poverty" encouraged special programs for children of poor families. In 1981 this act was named chapter 1 of Educational Consolidation and Improvement Act (ECIA). (Christen Baylis-Heerschop, 2007). The National Service Legislation of 1993 (the National and Community Trust Act), and the Education of All Handicapped Children Act of 1975 (better known as Public Law 94-142) are merely current extensions of federal involvement in education that reaches back to American historical beginnings. The 1990 Individuals with Disabilities Education Act (IDEA) and the Education Amendments of 1997 extended provisions of Public Law 94-142 to all citizens from ages 2 to 21. Provisions of both acts are under continuing review by congressional committees to clarify various provisions. The acts require inclusion, or placing students with physical and emotional challenges in regular classrooms. The 2005 funding reauthorization act, "Improving Education Results for Children with Disabilities," expanded, defined, and clarified

Point Of View Essay :: essays research papers

In the short story "Through the tunnel", Doris Lessing describes the adventure of Jerry, a young English boy trying to swim through an underwater tunnel. Throughout the story, the author uses the third person omniscient point of view to describe the boy's surroundings and to show us both what he and the other characters are thinking and what is happening around them. By using this point of view, the author is able to describe the setting of the story, give a detailed description of the characters, and make the theme visible. By using the third person omniscient point of view, the narrator can give us a detailed and unbiased description of his/her surroundings while still retaining part of the character's view of reality. When the narrator says "It was a wild-looking place, and there was no one there" we are given the mother's view of the boy's beach, which in her opinion is "wild looking". This gives us a clear picture of the setting. Additionally, the sentence "He went out fast over the gleaming sand, over a middle region where rocks lay like discolored monsters under the surface, and then he was in the real sea - a warm sea where irregular cold currents from the deep water shocked his limbs" clearly describes the beach where the boy is swimming and how it is seen by him. With the addition of words like "discoloured monsters" and "real sea" we can tell what the boy's feeling are toward his beach which he considers scary but at the same time challeng ing. By using the third person omniscient point of view, the narrator is able to render the characters with information related both from direct description and from the other character's revelations. This way, the description remains unbiased, but at the same time coherent with how the various characters see it. For example, after the narrator tells us that "He was an only child, eleven years old. She was a widow. She was determined to be neither possessive nor lacking in devotion.", we are able to understand why the boy is so emotionally attached to his mother and, at the beginning, unwilling to ask her for permission to go to his beach and, later in the story, unwilling to let her know about his adventure through the tunnel. This also explains why the mother let him go without questions, even if she was very worried about him. Point Of View Essay :: essays research papers In the short story "Through the tunnel", Doris Lessing describes the adventure of Jerry, a young English boy trying to swim through an underwater tunnel. Throughout the story, the author uses the third person omniscient point of view to describe the boy's surroundings and to show us both what he and the other characters are thinking and what is happening around them. By using this point of view, the author is able to describe the setting of the story, give a detailed description of the characters, and make the theme visible. By using the third person omniscient point of view, the narrator can give us a detailed and unbiased description of his/her surroundings while still retaining part of the character's view of reality. When the narrator says "It was a wild-looking place, and there was no one there" we are given the mother's view of the boy's beach, which in her opinion is "wild looking". This gives us a clear picture of the setting. Additionally, the sentence "He went out fast over the gleaming sand, over a middle region where rocks lay like discolored monsters under the surface, and then he was in the real sea - a warm sea where irregular cold currents from the deep water shocked his limbs" clearly describes the beach where the boy is swimming and how it is seen by him. With the addition of words like "discoloured monsters" and "real sea" we can tell what the boy's feeling are toward his beach which he considers scary but at the same time challeng ing. By using the third person omniscient point of view, the narrator is able to render the characters with information related both from direct description and from the other character's revelations. This way, the description remains unbiased, but at the same time coherent with how the various characters see it. For example, after the narrator tells us that "He was an only child, eleven years old. She was a widow. She was determined to be neither possessive nor lacking in devotion.", we are able to understand why the boy is so emotionally attached to his mother and, at the beginning, unwilling to ask her for permission to go to his beach and, later in the story, unwilling to let her know about his adventure through the tunnel. This also explains why the mother let him go without questions, even if she was very worried about him.

A Reflection Paper on Night by Elie Wiesel Essay

Night, an autobiography by Eliezer Weisel, recounts his experience of being a Jew in the Holocaust during the early 1840’s. The story explores the escalation of fear in the Jews and its overriding presence in their lives, Eliezer’s crisis of faith, and the loss of humanity in the Jewish people including the numerous images of death put forth in the book. Weisel portrays their fears in ways we could never dream of and makes us look at how people are affected spiritually in the wake of dehumanizing suffering. Also, he portrays in the story how the Jews were stripped of everything in the Holocaust including their human dignity and self worth. The escalation of fear is a common thread throughout this book. In the beginning, when all foreign Jews were expelled from their town of Sighet, the remaining Jews pretended that those exported were better off wherever they were now. Then, when Moishe the Beadle (an exported Jewish foreigner) returned to Sighet one day and told the Jews how he had escaped by pretending he had been killed along with the others, he was titled as a madman who only wanted their pity. The Jews refused to even listen to Moishe the Beadle let alone accept anything he said as the truth. The Jews lived in denial and in a state of pretending up until the point in which they were transported and brought to the concentration camp at Birkenau. At that point fear became real in the eyes of the Jews for they saw for themselves the flames from the crematorium and the smell of burning flesh. From then on fear guided their every waking moment for it enveloped their common sense and being. It began to control them and it made them act in unimaginable ways. Eliezer feared losing everything he had. This was in a way a driving force that kept him alive. For example, when the alarm at the concentration camp sounded and everyone had to stay in their barracks, a couple of pots of soup were left unguarded. Even though they were starving, fear overcame hunger. However, there was one Jew who was bold enough to risk his life for an extra ration of soup and who ended up with a bullet in his back. This scene cemented their fear of death in everyone’s mind. One of the main conflicts in Eliezer Wiesel’s life is his struggle with his faith. Before the Holocaust, Eliezer was a deeply observant scholar who had devouted much of his time towards his faith and studies. His faith in God  was unconditional and seemed unchangeable up until the moment he left his train car and arrived at the death camp. It was at that point in his life when he would never regard his faith with the same view again. He did not understand why the God he had spent so much time on throughout his life would just suddenly desert him and the whole Jewish race. He felt deeply betrayed because God has let Jews be taken from their homes, brought to concentration camps, and be left to be tortured and even cruelly killed. These events are permanently embedded in his mind and caused his faith to prove not so unshakable after all. One particularly scarring event for Eliezer was when a little boy was hung because his barrack was found to be in possession of many weapons. Eliezer felt God’s complete abandonment in that He would allow such a young and innocent boy to be hung. Eliezer’s loss of faith makes one think how easily one might lose his own faith if put in Eliezer’s same position. For it is easy to love the Lord in times of peace, but the real challenge is keeping one’s faith in God and in His unconditional love for us when profound suffering comes knocking at the door. Through seeing Eliezer’s shaken faith, we learn that the Jews did not only suffer physically, emotionally, and mentally in the Holocaust but also spiritually. A third common theme in the story is one of death and the loss of the Jews’ humanity through their suffering in the concentration camps. The amount of torture and cruelty and stark images of death the Jews encounter in the Holocaust is unfathomable. Take for example the instance when Eliezer and his father were being transported for the last time to Buchenwald concentration camp. When their open train car passed through a town, the townspeople thought it would be entertaining to throw bread into their cars and then witness the savage pandemonium that would ensue. The Jews in those cars were at the point of dying. Frozen and starved they would lose all human decency and actually fight to the death over a piece of bread. At this point there were no morals left among the Jews for their suffering was so profound that they began to lose their humanity and act like animals. This dehumanization of the Jews can be further demonstrated in comparing their corpses to sacks of flour. When dead bodies were thrown out of the train  cars or into the crematoria, no respect was shown to the humanity of that Jew. The concluding image of the corpse in the mirror succinctly sums up the themes in the book. The Jews’ fear of death prevented them from acting rashly which might have gotten them killed but it also prevented them from taking bold steps to ensure their survival (for example, stealing food). The corpse image represents Eliezer’s loss of faith because by denying the existence of a loving and merciful God he is denying his dignity in being created in the image of God. And thirdly, the corpse is a clear representation of death and one’s loss of humanity in the wake of immense suffering that strips you of your dignity and worth. In conclusion, the suffering of the Jews in the Holocaust was so profound that they were affected on all levels beginning with being physically, mentally, emotionally, and spiritually affected to being treated like animals stripped of all self dignity and humanity. Bibliography for Pride and Prejudice Reflection Paper 1. Weisel, Elie, Weisel, Marion. Night. New York: Hill and Wang, 2006. Print.