Comparative Analysis “The Story of an Hour”
Comparative Analysis “The Story of an Hour”
“The Story of an Hour” is a brief sketch about a middle-aged wife who experiences an exhilarating release when she hears that her husband has died, an intense thrill of regained freedom that ends with a heart attack when the report proves untrue. Unveiling Kate Chopin uncovers the inner life of a courageous woman who, a century ago, was a solitary soul, a tough and resilient character who had opinions and who dared and defied. In a new millennium, we need to know about that kind of woman, and how she cast off the veils of Victorian convention. We need to create — as she did — new and distinctive ways of awakening, living, thinking, and growing. (Ashmore and Starr 107-128)
The Story of An Hour is a biting short story, is suggestive of ambiguity, pain, and danger in a woman’s liberation from her marriage. Kate Chopin qualified as the boldest challenger of the culture’s view of women in the late nineteenth century. While she had a reputation as a local colourist whose short stories about Creoles and Cajun society were well regarded, it was in her women’s stories that Kate Chopin broke new ground. 22 Her fiction dealt openly with the sensuous needs and unspoken passion of women, a subject never discussed publicly in Catholic New Orleans or Puritan New England. Her contemporaries did not admit to the fact that women had sexual natures, and they surely did not read fiction that described female passion.
Thus, Kate Chopin attacked social norms head-on. She believed that the emotional life of women was their most important resource and that her interior explorations of self provided a rich area for fiction. At the same time, she portrayed women who sought social roles for themselves as well as those who performed good deeds for those less able. All of Chopin’s women appeared, however, as restless, questing people, unhappy with society’s definition of them. Chopin questioned marriage, wifehood, and motherhood, the essential trilogy for women.
In “The Story of an Hour,” one of the most powerful three-page stories ever written, Mrs. Mallard, a young, frail wife, learned that her husband had been killed in a railroad accident. After retiring to her room, her grief was followed by a sense of liberation: “There would be no one to live for during those coming years; she would live for herself. There would be no powerful will bending her in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature.” 23 Mrs. Mallard’s sudden widowhood produced a surge of new energy and hope for a self-fulfilled life, one in which she could satisfy her own desires. But her blissful moment was interrupted with the discovery that her husband was not on the train. As he appeared in the hallway, she fainted and died, her death called heart failure. This story flew in the face of conventional literature. A widow felt joy on her personal liberation; she expressed these feelings to herself without a sense of guilt or revulsion, and she stopped living when this new hope died.
However the “the veil” discussed the inner and outer life of a woman. It explored the usually unspoken sexual feelings of a woman at the same time that she described women who rejected the wifely and motherly roles. Her women wanted to strip themselves of social definitions and to examine anew what their natures were. The unconventional subject matter, the frank discussions of female sexuality, and the absolute lack of guilt in her heroines all marked them for doom in the traditionalUnited States. Women readers were simply not prepared for overt resistance to social norms; they could not exhibit anything but disgust and shock at stories that described widows rejoicing over their sudden emancipation or heroines who were unhappy with their status as upper-class women occupying a home with a considerate, well-providing husband.
The story lines and women characters of in “The Story of an Hour” and “the veil” was so different, so atypical, that they literally shocked her readers. Editors were startled with her sensuous descriptions of sexual experience; moralists were outraged by women kissing other women or seamstresses boldly having children out of wedlock and then criticizing their employers’ conduct. Chopin questioned both the culture’s definition of women as well as the conspiratorial silence over the emotional needs and experiences of women. She glorified the ecstasy of good sexual experiences and viewed intercourse between loving people as one important form of self-fulfilment as well as transcendence of self.
She wondered what the nature of woman was after her social roles were stripped away. Surely, Chopin believed, sexuality existed for women. But what were the other dimensions of women’s personality? What were their other possible pleasures in life? In “The Story of an Hour” Kate Chopin tried asking these questions in her fiction, but she found no readers for such an exploration. Her failure to win an audience is dramatic testimony to my claim that female writers had to operate within cultural norms, at least until recently, in order to be published and read. On the surface, Kate Chopin led a rather conventional life, but in her fiction, she opened up doors into rooms that most people wanted shut tightly.
Chopin ranks as the most daring of the female writers of the last century. “The Story of an Hour” prose faced forbidden subjects and portrayed women sympathetically as they rejected traditional behaviour. While the women depicted in “The veil” sometimes showed spunk and ingenuity, they always remained within social boundaries. Neither their emotional lives nor their social roles were explored in detail, and though they sometimes acted independently of men, they did not defy society in any fundamental way. They were covert resisters and questioners of cultural values, while Kate Chopin openly attacked society. Her frankness doomed her, but it provided later generations of readers with exciting examples of overt resistance to the role of women in society.
The central theme in “The Story of an Hour” and “the veil” is how the culture could incorporate aspects of the Eve and the in dependent woman into her personality and actions without suffering social disapproval. Most of the fictional women were, on the surface, respectable wives and mothers, but all of them wished for something more. They wanted to break out of the dominant image and explore multiple avenues to selfhood, avenues that allowed expression of sexuality and independence. The excitement of their collective fiction was in their presentation of heroines who searched, however unsuccessfully, for ways to achieve that new, unusual synthesis.
The most hackneyed novels, like their counterparts in the movies and on television, saw women in only one, predictable image. But even the writers who created complex, interesting women ultimately had them return to the fold. The cultural rules might bend temporarily, but they also sprung back into their previous form. Rarely in popular cultural formula fiction or movies have we seen women abandon their families. After the restless and unhappy woman expressed her difference, she returned home.
Women writers often faced the challenge of creating distinct female personalities. Since the identity of a woman, until recently, was more closely attuned to cultural role definitions than that of a man, the challenge often went unmet. This fact also explained the conspicuous lack of great heroines in fiction, created by either men or women. Women in real life in most cultures and in most time periods lived predictable lives; they could not fulfil the writer’s wish for adventurous types or unusual life experiences.
It is really only in the psychologically oriented twentieth century that heroines became fashionable and frequent. The interior novel, the introspective searching’s within the mind, became landscapes congenial to female character development. Women knew about thinking and reflecting; they were used to assessing dialogues and examining interpersonal relationships. Their social roles demanded it. In a century that valued the inward look, women were suddenly acceptable as heroines. Women writers, sensitive to the changing tastes of their readers, responded with novels featuring the inner searchings of a desperate housewife or the internal monologue of a woman going mad. (Gelfant and Graver 246-258)
The brilliant way that the popular nineteenth century women writers synthesized acceptable and subversive themes in their writing was absent in most current women’s fiction. In “the veil” it is believed that society existed, its rules had to be obeyed to insure social stability, and that women’s lives, though strained by those rules, had to live within them. The tension, strain, and struggle between individual will and social necessity were portrayed and respected, though ultimately society had to win the struggle. The independent woman images appeared, but usually in socially acceptable ways.
In “the story of an hour” Kate Chopin often faced the challenge of creating distinct female personalities. Since the identity of a woman, until recently, was more closely attuned to cultural role definitions than that of a man, the challenge often went unmet. This fact also explained the conspicuous lack of great heroines in fiction, created by either men or women. Women in real life in most cultures and in most time periods lived predictable lives; they could not fulfil the writer’s wish for adventurous types or unusual life experiences.
It is really only in the psychologically oriented twentieth century that heroines became fashionable and frequent. The interior novel, the introspective searching’s within the mind, became landscapes congenial to female character development. Women knew about thinking and reflecting; they were used to assessing dialogues and examining interpersonal relationships. Their social roles demanded it. In a century that valued the inward look, women were suddenly acceptable as heroines. Kate Chopin, sensitive to the changing tastes of their readers, responded with this novel featuring the inner searchings of a desperate housewife or the internal monologue of a woman going mad.
While “the veil” disguised the discontent of her heroines and accentuated their strength and moral certitude, emphasized the weaknesses of heroines, proclaimed their complaints, and described their longings. Self-sacrificing heroines and stoical women who endured and prevailed have been replaced with loud sufferers. The greater the failings, the surer the success. Especially in the 1970s, women’s fiction exposed vulnerability and no longer defined or defended strength. In 1980s popular romance, on the other hand, long-suffering heroines endured as they do on television melodramas. Indeed, there is no identifiable group of women novelists in the late 1980s that addresses any of these issues. Sociofiction has been replaced by individualistic expressions. It is in other parts of popular culture that one can find resilient heroines and socially conscious ones as well. While popular fiction in recent years has created neither overt nor covert resisters, the movies, television, and popular music have been arenas in which women have experimented with, and experienced, new role possibilities. (Csicsila 21-33)
Works Cited
Ashmore, Robert B., and Starr, William C. Teaching Ethics: An Interdisciplinary Approach; Marquette University Press, 1994
Csicsila, Joseph. Canons by Consensus: Critical Trends and American Literature Anthologies;University ofAlabama Press, 2004
Gelfant, Blanche H., and Graver, Lawrence. The Columbia Companion to the Twentieth-Century American Short Story;ColumbiaUniversity Press, 2000
Research Paper on Police and Use of Force
Research Paper on Police and Use of Force
Introduction
Police officers are authorized to use force under certain circumstances, for instance; controlling a disruptive, aggressive and disturbing demonstration, undergoing arrest of an accused person or controlling a combative individual. These officers are trained properly regarding use of force while fulfilling their duties. However, the use of force by police is a subject of hot discussion amongst public, as many times law enforcement agencies, televisions, newspapers, and civil as well as criminal courts have taken serious actions against excessive use of force by police-officers under a given situation (U.S department of Justice, 1999). The aim of this paper is to study national as well as international polices regarding the use of physical, verbal or any other kind of force like, chemicals, electronic control devices or lethal weapons by police-men. Moreover, the attitude of public, media, courts and juries towards the excessive use of force will be studied, but before that it is important to understand following definitions;
Order Now!
Research Paper on Police and Use of Force
Force:
Force is defined as, a non-negotiable use of police authority to influence the behavior of citizens (Ederheimer, Fridell, 2005). On the other hand, National Institute of Justice defines use of force as under;
‘Amount of effort, used by police to compel compliance by an unwilling subject’.
Police ensures the enforcement of law by the legal use of force, verbal as well as physical force can be used in this regard depending upon severity of situation, and the purpose is to decrease the unwanted results of a particular event. However, in this situation it is recommended by NIJ that police officers should ensure that any individual who gets injured in this event must receive medical aid; moreover, anyone close to the injured subject (family member or friend) should be informed about this situation.
Reasonable force:
Reasonable force is that amount of force, which a prudent or careful person can use in a given situation (Ederheimer, Fridell, 2005).
Excessive force:
Excessive force is the amount of force exceeding the ordinary force (Ederheimer, Fridell, 2005).
Excessive use of force became a subject of discussion after the ‘Rodney king case’ in Los Angeles, afterwards the allegation was made against the police officer, who used force to arrest him. After this event, national as well as international attention focused on the definition of use of excessive force in an event. There are some strict policies against use of excessive force, and officers get charged because of this; for example;
Justine Volpe a police officer of New York police was charged because of the fact that he assaulted Abner Loulma with a broomstick and humiliated the Haitian immigrant who was handcuffed.
People have a good knowledge about the laws and policies related to unjustified use of force by police. Although, these officers have to take decisions so as to cater the situation, but these split-second decisions can become a subject of long term public review (Orthmann-hess, Hess ortheman, Hess, 2009).
The excessive use of force is an unreasonable act, the reasonableness is determined by the fact, whether a careful officer would have used this much of force in the similar circumstances. The information is gathered about the situation from the officer as well as other police-men involved in this task, however, resistance from the offenders, if occurs during arrest, excessive use of force become justifiable. Otherwise it becomes a negative pint for the officer.
Guidelines for the use of force:
There are several guidelines for the use of force, which vary from place to place and situation to situation, there is not universal rule and guideline for the amount of force used in a particular event. However, national institute of justice gives guidelines for the use of force based upon various factors which are as under;
v The experience of a particular police department
v Law enforcement technologies, which are available at a given place during specific event
v Federal as well as state mandates becomes another influencing factor
v Complex relationship that can develop between police and general public at given place is also another determinant of the use of force (National Institute of Justice, 2009).
Use of force continuums:
Officers have specific training regarding use of force, for this purpose officer’s continuums were developed in the year 1960s. These continuums are based upon the resistance faced by the police officer and the amount of force that can be justified at that particular time. It can be said that he use of force should behave in a linear manner that means the rise should occur from the negligible resistance to increased aggression (Orthmann-hess, Hess ortheman, Hess, 2009). Law enforcement agencies almost, at all places give policies according to which a police officer can utilize force by keeping the legal boundaries intact. These law enforcement agencies describe the process with a series of different actions, which should be undertaken so as to turn a dangerous situation into peaceful.
1- No force is used
The issue can be resolved only because of the presence of officer at the spot; police officer should find best way to make the situation calm. In this case the behavior of a police officer must be non-threatening, peaceful and at the same time professional, he needs to ensure the people that he is the best person who can resolve this issue.
2- Verbal force is used without involvement of physical force:
If an issue can be verbally solved, then there is no need to involve physical force in the task. Officers can use commands such as:
‘Show me your identification’ or ‘who are you’
Along with that, comparatively shorter commands can be used by police law enforcement officers depending upon the situation, these commands can be, ‘do not move’ or ‘stop’ etc.
3- Physical force without the utilization of weapons:
If it is required then police officer can use physical force so as to overcome a situation, tactics are very important in this regard, which are also an integral part of police training. These tactics and techniques can be grouped into two main categories:
a- Soft techniques: In this case officer uses joint locks, grabs and holds so as to inhibit the movement of the subject.
b- Hard techniques: When situation starts to become serious, then it is advised to use punches, kicks and other related tactics so as to control the suspect.
4- Lethal Force:
In a few cases officers are allowed to use lethal weapons or force so as to control a rapidly deteriorating situation. Lethal weapons should be used when the situation becomes uncontrollable with the use of lethal force. Lethal force can be of various types, which are discussed in following lines;
Chemicals: Use of chemical-sprays as well as projectiles, which have chemicals in it, is devised to control the movement of suspects for a short period of time, until any other tool can be used.
Baton or Projectile: Baton or a projectile can be used to restrain an actively moving person.
Electronic control devices (ECD’s): ECD’s which are also called as controlled electronic devices, work by neuromuscular incapacitation, which immobilizes the person by inhibiting its muscular activity, under its effect subject becomes unable to move his muscles, and he collapses to the ground without further resistance. These are handheld devices and police-officers get special training for their use (Forst, Dempsey, 2011).
Life-threatening Weapons:
Officers are allowed to use lethal weapons in case when situation starts to become worse. Sometimes, suspects start to threat police officers in a way that can endanger their safety and also the safety of other people including bystanders and neighbors, in this situation, police-men can use lethal weapons to control the combative person (Naitonal institute of jusice, 2009).
Graham’s Factors:
Juries and courts know that the right to make physical arrest gives a right to the officer to utilize some degree of force as well, only then the arrest will be possible in a given situation. Therefore, the reasonableness of the use of force can be decided from the use perspectives of officer who is facing the situation. Graham V Connor established some factors so as to aid police department in use of force, these factors are discussed as under;
1- Nature and severity of the crime of the suspect
2- Offender if poses any kind of threat to the police officer or any other person, then use of force can be justified.
3- Circumstances should be considered, tense and uncontrollable situation can compel officer to use force.
4- If the offender tries to escape from the situation or fights with the officer then force can be used.
5- Suspect if actively show physical resistance to arrest then force can be used to control the situation, otherwise, whole effort will go in vein.
Graham’s factors are also very helpful for juries to take decision in lawsuits related to excessive use of force (Orthmann-hess, Hess ortheman, Hess, 2009).
Problems with the use of force:
There are several problems associated with the police and use of force. Sometimes police officers are not aware of the situation in which they are going to arrest someone; moreover, they should also be aware of the law-cases in the area. There are several reasons because of which police force leave it open to lawsuits, most of these are related to following things like;
1- False arrest 2- Excessive use of force
3. Shooting 4- A wrongful death by police
Here, the false arrest can lead to a serious case against the officer who is involved in this. False arrest can be defined as ‘it is an action of civil court tending to establish that the officer that claimed an authority to make an arrest did not have any probable cause of this arrest at that time’.
The only way to avoid such kinds of problems with the use of force is to obtain an arrest warrant or get the conviction from the court before taking action against someone who is suspected. These arrest warrants and convictions from the court even work when the arrested person is not found guilty of a specific crime. Moreover, police officers can also reduce these law-suits when they know rules and regulation, which they are going to enforce, they should also know the elements of each and every crime and what was the cause of this crime. These officers, who know all these things, can also use ‘good faith defense’ to secure them in such situation.
Use of force during arrest is a very serious matter, sometimes it causes lawsuits, which are most difficult to deal with. It is supposed that the use of physical force is not very much necessary in all kinds of arrest; rather these arrests can be made without use of physical force. International association of chiefs of police released a report, in which it was observed that the rate of use of force is in 3.61 per one thousand events. However, it is widely established that the use of force is required for arrest most of the events for many reasons, which can be one or more than one of the following:
a- Personal safety b- Public safety
- Decrease the rate of homicides d- Guard the innocent bystanders
e- Enforce the law (Ruecker, 2006).
Good judgment and understanding of situation is a necessary tool to decide the use of force in a particular incident. Use of force should be in direct relationship with that of the resistance, if there is no resistance then try not to use force. However, when the situation is becoming serious then officers decide to involve force. Sometimes, this decision has to be taken only in a second. In a few cases use of force is done largely at the time when the incident is at its peak and offices have to take decision in a fraction of second. Juries as well as courts often excuse those police officers who use more force than intended because of some other external factors, as court knows that there are many important things involved in such decisions taken in split second.
Available Statistics on the use of force
Use of force is an issue that has gained considerable public attention in last few years, unfortunately, television and other media publication determine that excessive use of force has become a norm; they show events and pictures of excessive use of force at much higher than that of the actual rate. Public is very much cautious about these kinds of events and therefore take a great interest in discussing and scrutinizing such events. However, a detailed study done by National Institute of Justice reveals some important facts about this issue, these facts are briefly discussed in following lines;
1- It has been observed in the study that the rate of complaint against excessive use of force from police is 6 percent, which means 6 out of hundred cases show this. Law enforcement department has written in its report that 92 percent of these complaints have no evidence to support it. Jury has rejected those cases which are without evidence and no action was recommended against these officers (Hickman, 2006).
2- In the year 1999 and 2000, police officers behaved in a very careful manner, out of 100 calls for police action, only one event showed the use of force from police department (International association of chiefs of police, 2001).
3- Use of police force is although not very common; however it depends upon how someone defines the excessive force according to the severity of event or condition, (National institute of Justice, 2009).
A report released by US department of justice reveals some important facts and figures bout the use of force by police officers in different events like, arresting a suspect, controlling a combative person and stopping an aggressive demonstration. The report suggests that the use of force by police occurs usually in the form of garbing, pushing, kicking etc. in this regard, a case study was done on almost seven thousand five hundred and twelve adult-arrest cases, and it was observed that use of physical force and tactics without weapons was done in almost 80 percent cases. In which, grabbing was most common and was used for half the time. Only 2.1 percent of all arrests showed the use of weapons by police officers. According to the observations;
1.2 percent of all arrests showed the use of weapons like; chemical spray and tear gas
0.2 percent of all arrests involved the use of fire arms.
Police department undergoes training of all of its officers before allowing them the use of force. They are ordered to use weapons and force in a progressive way. Use of least amount of force is recommended to achieve their targets in a safest way (Beureu of Justic Statistics, 1999).
Law enforcement agencies provide some important recommendations for its police officers regarding the use of weapons and force during their job. These recommendations are discussed in following lines;
Recommendations:
There are some recommendations according to the policies regarding excessive use of force;
Police officers must know the policies about use of force, police department should record all the complaints related to excessive use of force, moreover, a complete and thorough review of these complaints must be done.
Officers must study the research findings when force is likely to be used; for instance one research suggests that the officer can use force in an event when the suspect starts to undertake actions, which are harmful for neighbors or other bystanders, as these actions can increase rate of homicides, so use of force is required in such situations.
When the suspect shows signs of drug abuse or use of alcohol, he can engage himself in harmful behavior, and use of force can be done is such case.
Officers should be aware of these policies and must not take steps, which show disrespect to anyone, they should not involve themselves in the use of excessive force.
If police officer is not in uniform, it is important to show badge to the suspect and talk to him in a peaceful and calm way. Police officers must not create a situation that can trigger resistance. Also, it is important to give reason about the questioning before arrest. Moreover, it is fundamental to listen other side of the story from the suspect and then decide appropriate action regarding it, it can be;
a- Warn b- arrest c- release d- issue a citation
Officers should create a situation that favors voluntarily arrest, however, the situation does not remain peaceful all the time, therefore, it is allowed to use as much force as required in for the arrest. Police officer is allowed to use force in an ascending order;
- Use of empty hands which should be along with defensive tactics
- Use of control agents including tear gas and mace
- Use of deadly force in case of life threatening event
Conclusion
Police officers are trained and given the responsibility to ensure the protection as well as domestic well-being of public. They are armed all the time, it is their duty to coerce the combative person and also comply with the police s and procedures of law enforcement agencies. As police carry lethal weapons therefore their capacity to use force is also a subject of public scrutiny. First and foremost responsibility of police-offices is to improve the public safety and ensure their protection, and therefore the force they have is allowed to be used for the purpose of decreasing death rate of innocent people. Along with that, their duty is to safeguard those who are violating the rules or planning to harm themselves or others. In doing so officers are allowed to utilize force in an effective and careful manner. The amount of force used has a direct relationship with the threat from the criminal and it is limited to the minimum force needed to complete the given target. While using this force, police officer must keep in mind that they are drawn from their own community and the purpose of their job is to bring peace, happiness and prosperity in that community, keeping this thinking ahead they can perform their job in a required manner, which will not only improve the integrity of the department of police, but also improve the image of police officers amongst the eyes of general public.
Reference
Alpert, G.P, Dunham, R.G., 2004.Understanding police force, Cambridge University Press.
Bureau of Justice Statistics, 1999, Use of force by Police, National Institute of Justice.
Forst Linda S, Dempsey Forst S, 2011, An intorudction toPolicing, Cengage learning.
Fridell Lorie A, Ederheimer Joshua A, 2005, Chief concerns, Police Executive Research Forum.
Hickman, M.J., 2006. Citizen complaints about police use of force, American Society of Criminology.
National Institute of Justice, 2009, The use of Force continuums, Office of Justice program.
National Institute of Justice, 2009, Police use of force, Office of justice program.
Office of justice program,1999, use of force by police, overview of national and local data, Us department of justice.
Orthmann-hess Christine, Christine Orthmann-hess, Hess M Karen, 2009, Criminal investigation, Cengage leaning.
Smith E Christopher, Cole George F, 2006, American system of criminal justice, Cengage learning.
West federal supplement, 2008, west publishing company.
A guide to teachers’ education
When you’re a teacher, you never stop being a student. Many of today’s private and public school systems require their educators to enroll in continuing education courses to help them learn about the latest research in education and the best ways to use technology in the classroom. Just because a teacher has earned her Masters of Education degree doesn’t mean that she is done learning. In fact, some educators enroll in teacher education programs even when their schools do not require them. They just want to stay as relevant as possible so that they can offer their students the advantages they need to get ahead in life.
Continuing Teachers Education Programs
What do teachers learn at continuing teachers education programs. That depends on the specific teacher and school system. Some school systems require their teachers to enroll in the same continuing education classes. This helps ensure that every educator has the proper skills to teach students. Some school systems, however, also include their teachers to enroll in continuing education programs on their own. Teachers might even receive compensation or higher pay for completing these programs.
Schulich School of Education offers eight teacher education programs that can help educators learn new skills. Some of these courses only require teachers to attend one session. For instance, if a teacher wants to hone her skills in mathematics for grades 7 and 8; how to teach through e-learning technologies; or how to teach students with multiple needs, then they can enroll in one-session qualification courses that will add to the skills they learned while completing their Masters in Education.
The Schulich School of Education also offers several three-session qualification courses. Some of these courses focus on computer science, cooperative education, and teaching French as a second language, and using computer technology in education. By taking these courses, teachers can learn significant skills that allows them to meet the needs of today’s students.
Making the Most of Continuing Teacher Education Programs
In order to make the most of continuing teacher education programs, teachers need to remain aware of changes in society and education research. Doing this could mean that current teachers need to read magazines that focus on issues in education. They might also need to stay in contact with a university or college system that offers a variety of continuing education programs that will help them stay connected with the needs of students as their careers progress.
Essay on Hitler as a Common Person
Essay on Adolf Hitler as a Common Person
After he was kicked out of the high school, Adolf Hitler started living in Vienna and had a miserable life as he was supported by his mother had used to get some money from the account of orphan’s pension. During his stay in Vienna he applied twice for the Academy of Fine Arts but was rejected and was told by the authorities that he is not fit for the painting, how ever he can choose architecture as a field as his skills are good in architecture designing. Her mother die sin 1907 due to breast cancer and Hitler at that time gave her share of orphans’ pension to his beloved sister Paula. As her mother died and he even gave the orphans’ pension share to her sister, he had nothing to support himself, but he kept trying and started making paintings of the buildings in Vienna and used to sale those to tourists and merchants. But that was not enough so he moved to a shelter for homeless people and stayed there for one year during 1909. After one year he moved to a hostel of working men where he had to pay some money to live. According to Hitler himself he used to hate Jews since he moved to Vienna as there was a large number of Jews families who used to live there. Reasons can be many, it might be because he was inspired by anti Jewish writers like Lanz von Liebenfels or he might be influenced by the politicians such as Karl Lueger, creator of the Christian Social Party and Mayor of Vienna, the musician Richard Wagner, and Georg Ritter von Schönerer, leader of the pan-Germanic Away from Rome Movement. Adolf Hitler claims in Mein Kampf that his evolution from opposing anti-Semitism on religious justification to obliging it on ethnic basis came from having noticing an Orthodox Jew. If this explanation is true, Hitler according to the grapevine did not performed on his new credence He often was a visitor for feast in a dignified Jewish residence, and he work together well with Jewish merchants who tried to put up for sale his paintings. Hitler was also a great admirer of Martin Luther’s On the Jews and their Lies. In Mein Kampf, Hitler refers to Martin Luther as a brave combatant, an accurate statesman, and a huge reformer, at the side of Wagner and Frederick the Great. According to Hitler Jews were rivals of the Aryan caste & were responsible for Austria’s crisis. He also recognized definite forms of communism and Bolshevism which were influenced greatly by Jews, as Jewish movements, amalgamating his anti-Semitism with anti-Marxism. Afterwards, blaming Germany’s armed defeat in World War I on the 1918 rebellions; he blamed Jews for the lives of German soldiers and according to him they were the actual wrongdoers of Imperial Germany’s collapse and consequent financial problems as well. Simplifying from turbulent sights in the congress of the multi-national Austrian empire, he realized that democratic parliamentary system was impracticable.
World War I
During World War I he served in Belgium and France in 16th Bavarian Reserve Regiment, ending the war he reached the rank of Gefreiter (equal to a lance corporal in United States Army). His job was a very tough job as he was a runner in the Army and often while performing his duties he had faced the enemy guns. His braveness used to admire his fellow soldiers and during WWI he participated in a lot bug battles, mainly in First Battle of Ypres, the Battle of Arras, the Battle of Passchendaele & the Battle of the Somme. In admiration of his bravery he was awarded twice during the war, initially he received Iron Cross, Second Class, in 1914 and Iron Cross, First Class, in 1918, which was a great honor and not given to a person of the rank of Gefreiter. According to many people he was not promoted because he was not a German. During the war he used to dram cartoons for the military paper. During 1916 he was shoot in his leg and came back to war zone in 1917 and received a wound badge. During an attack on Germans by a mustard gas attack, Adolf Hitler got temporarily blind and was hospitalized for few days. According to many historians this event was the reason why Adolf Hitler used poison gas to kill Jews. In a book written by Adolf Hitler he wrote these passages, “At the beginning of the Great War, or even during the War, if twelve or fifteen thousand of these Jews who were corrupting the nation had been forced to submit to poison-gas…then the millions of sacrifices made at the front would not have been in vain.” Once when asked that why did he choose the most dangerous job in the war, he told that the only reason of his life on earth is to save Germany and make it more developed. Hitler was in love with Germany but he became a German citizen in 1932. After the war many treaties were signed and after the formation of League of Nations; Poland was again formed and this was something that really hurt Hitler as according to him after winning that land due to interference of Jews again some piece of land is snatched away from the Germans. Germany in turn apparent the agreement and particularly, Article 231 the paragraph on the German blame for the conflict as a mortification. For example, there was an almost total demilitarization of the armed forces, and Germany was allowed to have only six battleships, no submarines, no air force, an army of 100,000 lacking recruitment and no armored automobile. The agreement was a significant issue mutually for the communal and political circumstances comes across by Hitler and his Nazis as they required authority. Nazi’s party and Hitler named the treaty as “November Criminals” as a motive to make Germany so that it could never take place again. He also used the “November Criminals” as run away goats, even though at the Paris peace meeting, these politicians had very petite options in the whole matter.
Entry into politics & World War II
After WWI was over Hitler didn’t left the army and came back to Munich where surprisingly he was found attending the funeral of Kurt Eisner who was murdered as a prime minister. After the repression of the Bavarian Soviet Republic, Hitler started participating in “national thinking” itinerary well thought-out by the teaching and party line section of the Bavarian Reichswehr Assembly. During 1919 he was appointed as a spy by the police to spy on soldiers and small parties to get information of their current thoughts and future planning. While examining the party, Hitler already being an anti Jew from inside started liking Anton Drexler’s anti-Semitic, a nationalist, an anti-capitalist and anti-Marxist ideas, which favored a strapping vigorous regime, which was supposed to be a “non-Jewish” version of socialism and joint harmony of all affiliates of the world. Drexler was admired by Hitler’s speech-making talent and encouraged him to be a part of his party and become the 55th member of it. He was also made the seventh member of the decision-making commission. Years later, he claimed to be the party’s seventh on the whole member, but it has been recognized that this statement was false.
During this time Hitler met Dietrich Eckart, who was one of the founders of the party and pretty soon these two people became close friends and with time Eckart became Hitler’s adviser, He used to teach him about the theories, proper formal dressing and the gentlemen ways of eating and talking. This thing was admired by Adolf Hitler in his book Mein Kampf. Hitler left the army in 1920 and started giving full time in politics. Hitler was known as a magician as when he used to speak to a crowd, the whole crowd used to listen to him and in those few moments of his speech, he used to win their hearts and they used to join Hitler’s party. But this wonderful talent made some enemies of Hitler inside his party and when he got to know about that, he resigned in July 1921. The party knew that if Hitler is gone. They will loose a lot of workers and their strength so the committee requested him to come back and replace Drexler and become the new chairman, with that he was also promised to be given unlimited powers and supreme authority within the party. In the same month the party organized a voting in which Hitler received 543 votes in favor and just 1 against him. SO he was introduced with a new title of Fuhrer of the National Socialist Party. After that Hitler started criticizing and blaming Jews and other enemies in public and many people, who were like him from inside, joined his hands, many of them were former air force and army soldiers. With time Germany had grown its economy at large scale and people were rich and this position was bad for Hitler’s ideology as a calm country wont protest with Hitler and due to continuous protests and speeches against the ruling party he was arrested for some times and was banned to speech in public. So he hired Gregor Strasser in 1924 to organize the party again. The political whirling position for Hitler got nearer when the Great Depression hit Germany in 1930. The Weimar Republic had never been firmly rooted and was openly divergent by right-wing traditional (as well as monarchists), communists and the Nazis. As the parties faithful to the self-governing, parliamentary state found themselves not capable to have the same opinion on counter-measures, their Grand alliance broke up and was restored by a marginal cabinet. The new Chancellor, Heinrich Brüning of the Roman Catholic Centre Party, lacking a greater part in congress, had to put into practice his dealings through the leaders’ crisis verdict. Accepted by the preponderance of parties, this rule by announcement would become the standard above a sequence of not viable parliaments and covered the means for strict forms of administration. September 1931 was a very month when Hitler was found very upset as her niece whose name was Geli Raubal committed suicide in her apartment, she with her mother who was half-sister of Hitler used to live with him since 1929 in Munich. It was believed that Geli and Hitler had some kind of romantic relationship, but it was never confirmed by any authentic sources. In 1932 Hitler got citizenship of Germany and planned to participate in presidential elections. In 1933 Adolf Hitler took oath as the new chancellor of Germany. After that Hitler started acting violently and started preparing to invade other countries. In 1938 he forcefully resigned his War Minister Blomberg when he got to know that his wife had a criminal past. It is said that he tried a lot to build an alliance with the British but he was not successful in that. During October 1933, Hitler dragged Germany out of both the League of Nations and World Disarmament Conference subsequent to his Foreign Minister Baron Konstantin von Neurath made it come into view to the human race public attitude that the French insist for sécurité was the principle hesitant chunk. After that Hitler started increasing his army and took it to 600,000 soldiers; that was 6 times larger then what they promised and built air force and increased the navy. With his interest in power and lust of land he invaded on Poland and thus the World War II started taking lives of millions.
Marriage and Suicide
With the series of victories of allied forces Hitler was just left with only the bunker that he and his comrades were in. There he married with a beautiful lady, awarded his generals with medals and one day in the evening he and his newly-wed wife were found dead in their room. According to Hitler’s last wish, his body along with the body of his wife was burnt and thus a great dictator got to his end after being responsible of millions dead and the same quantity of wounded.
Business Essay Writing – Active Learning in Crisis
Active Learning in Crisis: The Way to Helpful Teaching
The author’s work with active learning techniques has challenged not just the hearts and heads of his students, but his feelings and thoughts as well. In his earliest experimentation with active learning, which focused on literature and philosophy classes, the author tossed caution into the wind and lecture notes out of the window to make room for dynamic groups of students whose active participation would ensure and enhance learning. Daily, he redesigned the classroom trappings: moving students and seats with equal abandon, oblivious to queries like “Should I take a seat now or are you going to move us around again today?”. His literature students were asked to form teams spelling POEM (for paraphrase, occasion, explanation and meaning) three times a week. And his philosophy students were required to form groups spelling TEAM (for tell us, example us, ask our questions and make our discoveries) twice a week. Of course, system got in the way of substance more than once a week: Students spent so much time getting ready to learn by getting into changing groups that actual active learning was delayed, even more so by the inevitable handful of late students whose presence requiring yet more chair-pushing and table-shoving became wearisome rather than welcome.
In those early experiments, the author waited expectantly and was eager to welcome learning into his classrooms of active humanities novices. Indeed, he expected that his students would learn by working together in class on readings completed outside of class. As has often been reported in the literature, however, active learning based on assigned readings does not work when students do not buy the required books or do not do the assigned readings—unless, of course (Hargreaves, 1994; 2003), the teacher rethinks old attitudes and abilities to develop unfamiliar traits and skills. When the proverbial push came to shove, he wanted to help his students learn and succeed—as much as he wanted to make a success of his position at a university that advocated what was a new way of teaching that he needed to learn and in time to re-learn: Eventually, he tossed out not only expectations regarding student purchasing habits, but also assignments assuming students’ reading habits.
While, at first, it was hard for him to feel compassion for registered students who systematically refused to purchase texts or regularly failed to read assignments, it was easy for him to rethink active learning exercises. The author immediately redesigned his in-class group assignments to focus on concepts and skills that could be developed during the scheduled class periods regardless the level of students’ under-preparation. Thus, for example, while an early active learning exercise on Orwell’s “Politics of the English Language” (1946) required that students define and give examples of terms taken from the text (e.g., “dying metaphors”, “verbal false limbs”, “pretentious diction” and “meaningless words”), a later exercise provided the definitions and examples and also reproduced an Orwellian parody of a verse from Ecclesiastes, written (on Orwell’s humorous description) in “modern English of the worst sort” and invited students to rewrite another Biblical verse applying Orwellian principles (p. 168). Similarly, an early active learning exercise on William Lutz’s “Doubts About Doublespeak” (1989) again required students to explain concepts taken from the piece (e.g., “euphemism”, “jargon”, “bureaucratese” and “inflated language”); but a later exercise included the background information (the definitions and examples) and asked students to write emails using and then eliminating doublespeak to address specific audiences (p. 185).
The author’s efforts to address and rethink his own disapproval of students’ attitudes and behaviors have resulted not only in a more dynamic classroom of happily engaged participants, but also in a more helpful body of active learning exercises better able to meet the needs of his students, who, like others of their generation, have expectations about learning and living unlike his own. Many of his students participate actively in the green movement: For them, it matters that every college student buys about one tree’s worth of books per semester. Similarly, many of the author’s students, members of the first native online population, prefer reading virtual texts to reading actual books: For them, it means that every college class should acknowledge the expanding online resources (from academic e-books to social book-renting sites) available to students who spend more time engaged with the Internet than glued to the TV. Finally, most of his students who can expect to change jobs upwards of 20 times in their lifetimes, spending only about one year on any one job (Krayewski, 2009) as they search for “meaningful work and a solid learning curve” (Kane, 2009, p. 2), expect to graduate from college with enormous debt: For them, it makes sense to cut corners when and where they can.
While the author is glad that his students no longer cut classes because they fear the consequences of not having bought the assigned book, the author still can not say that he approves of students who come to class under-prepared. Admittedly, he would still prefer that all university students bought all texts, required and optional, and completed all readings, required and optional. Reading and writing are interconnected activities: For many years, the author has helped his humanities students learn to dialogue with texts by creating interactive gist notes (in-text marginalia on the form and content, the what and how, the subject and rhetoric, of each paragraph)—something that can not happen when students lack books. But the author has learned to see the textbook issue from the optimistic perspectives of his students (Krayewski, 2009; NAS, 2009), who, typical of their generation, do not think twice about questioning authority or attacking convention (Kane, 2009), and he has learned to construct active learning exercises that help students master needed concepts and skills whether or not they do the assigned readings before coming to class 4.
Some students, like some teachers, come to the writing class burdened by fear: All of the author’s humanities classes develop thinking skills and so, challenge students. But literature and philosophy courses include demanding reading assignments, writing courses, from “Modern Rhetoric” (for freshmen and fresh women) to “Advanced Composition” (for juniors and seniors), which integrate provocative reading assignments as well as challenging writing assignments. Provoking discussion more than two decades ago, Pattison (1988) noted that “Anyone who has taught Freshman English has encountered something more than mere stupidity in his or her classroom he or she often encounters a visceral resistance to the whole notion of education” (p. 5). For the students enrolled in a writing class in a university of Pattison’s day, the natural response to education was not reverence, but suspicion. Nowadays, to recast Pattison (1988), “Anyone who has taught writing has encountered something more than mere suspicion in his or her classroom—He or she often “euphemism”, “jargon”, “bureaucratese” and “inflated language”); but a later exercise included the background information (the definitions and examples) and asked students to write emails using and then eliminating doublespeak to address specific audiences (p. 185).
The author’s efforts to address and rethink his own disapproval of students’ attitudes and behaviors have resulted not only in a more dynamic classroom of happily engaged participants, but also in a more helpful body of active learning exercises better able to meet the needs of his students, who, like others of their generation, have expectations about learning and living unlike his own. Many of his students participate actively in the green movement: For them, it matters that every college student buys about one tree’s worth of books per semester. Similarly, many of the author’s students, members of the first native online population, prefer reading virtual texts to reading actual books: For them, it means that every college class should acknowledge the expanding online resources (from academic e-books to social book-renting sites) available to students who spend more time engaged with the Internet than glued to the TV. Finally, most of his students who can expect to change jobs upwards of 20 times in their lifetimes, spending only about one year on any one job (Krayewski, 2009) as they search for “meaningful work and a solid learning curve” (Kane, 2009, p. 2), expect to graduate from college with enormous debt: For them, it makes sense to cut corners when and where they can.
While the author is glad that his students no longer cut classes because they fear the consequences of not having bought the assigned book, the author still can not say that he approves of students who come to class under-prepared. Admittedly, he would still prefer that all university students bought all texts, required and optional, and completed all readings, required and optional. Reading and writing are interconnected activities: For many years, the author has helped his humanities students learn to dialogue with texts by creating interactive gist notes (in-text marginalia on the form and content, the what and how, the subject and rhetoric, of each paragraph)—something that can not happen when students lack books. But the author has learned to see the textbook issue from the optimistic perspectives of his students (Krayewski, 2009; NAS, 2009), who, typical of their generation, do not think twice about questioning authority or attacking convention (Kane, 2009), and he has learned to construct active learning exercises that help students master needed concepts and skills whether or not they do the assigned readings before coming to class4
Some students, like some teachers, come to the writing class burdened by fear: All of the author’s humanities classes develop thinking skills and so, challenge students. But literature and philosophy courses include demanding reading assignments, writing courses, from “Modern Rhetoric” (for freshmen and fresh women) to “Advanced Composition” (for juniors and seniors), which integrate provocative reading assignments as well as challenging writing assignments. Provoking discussion more than two decades ago, Pattison (1988) noted that “Anyone who has taught Freshman English has encountered something more than mere stupidity in his or her classroom he or she often encounters a visceral resistance to the whole notion of education” (p. 5). For the students enrolled in a writing class in a university of Pattison’s day, the natural response to education was not reverence, but suspicion. Nowadays, to recast Pattison (1988), “Anyone who has taught writing has encountered something more than mere suspicion in his or her classroom—He or she often encounters a palpable fear about the whole process of education” (pp. 3-10).
At Graceland, students usually register for the author’s writing courses because his classes meet general education requirements. And his students come to these classes with fears, particularly about the process of writing to find expression in an active learning exercise called as “3, 2, 1”—He administers at the beginning of the semester and (in a slightly altered form) at the end of the semester. In this early exercise, students are asked to identify three things they want to learn (in the class), two things they want to ask (about the class), and one thing they want to say (about the topic of the class: e.g., business writing, essay writing, technical writing, etc.). Students’ responses like those following reveal the sorts of concerns that worry some students at the start of class, from small issues like life before semi-colons to big issues like life after Graceland: “I want to learn how to write like a professional”, “I want to learn to write a decent resume so I can get a good job”, “I want to become a better writer so I can go to graduate school”, “Is this class hard?”, “Are you a hard grader?”, “Do you grade down for sentence fragments?”, “Are you the kind of teacher I can talk to if I have personal problems?”, “Why does a business major like me need a writing class?”, “How will taking this class help land me a better job?”, “I’m not a good writer, so I took this class instead of essay writing”, “I don’t know the difference between a comma and a colon”, “I don’t know how to write a summary”, “All of my teachers have told me that I suck at writing”, “I never liked reading and writing—and I’m really slow”, “English has always been my worst subject”, “I never had an English teacher who liked my writing”, “I don’t know anyone in this class—maybe they’re all English majors”, “I wish there were no English classes”, and “I don’t know why I have to take this class”.
Knowing the concerns of his writing students at the outset of a class (and the variations that occur from semester to semester, from class to class, from student to student) allows the author to customize by constantly rethinking and changing, his active learning exercises and thus to better help his students learn. Further, learning about the fears his students face and it is noteworthy that Millennials are often described as “confident” and fearless continuously challenges how the author thinks and how the author teaches. And for some thinkers in education, this is how it should be: In fact, recent literature on preparation for the constant changes of the 21st century includes research on the roles not just of students, but of teachers as well. Thus, for example, in Teaching in the Knowledge Society: Education in the Age of Insecurity, Andy Hargreaves (2003) argued that “In their preparation, their professional development, and their working lives” (p. 2), teachers must develop a skills set responsive to the needs of knowledge-society-bound students—a new professionalism characterized by eight defining behaviors including, for example, a commitment to continuous learning and a capacity for change and risk. In language reminiscent of Pattison, Hargreaves insisted that to best help students thrive in the knowledge society, “Teachers must take their place again among society’s most respected intellectuals—moving beyond the citadel of the classroom to being, and preparing their students to be, citizens of the world” (p. 24).
Order Today!
