How Hitler Became Chancellor Of Germany - 1164 Words

When Hitler became chancellor of Germany in 1933, he immediately began enforcing an authoritative state. An authoritative state is a state favoring or enforcing strict obedience to authority, especially that of the government, at the expense of personal freedom. Hitler started a world war to achieve his dream of world domination. The war left behind an estimated 72 million dead, among them 47 million civilians, of whom some six million were Jewish. Jews were the targets of the Holocaust because Hitler hated Jews and blamed them for all of the problems in the world. Throughout the years of the Holocaust, this is seen in many ways, starting from the Nazis having book burnings to get rid of un-German writings proclaiming the death of Jewish intellectualism all the way to the extremity of the mass murder of Jews. This process progressed rapidly, and it had lasting effects for the entire world. The holocaust was the systematic, state-organized persecution and murder of at least six millio n jews. 100 days after Hitler became chancellor of Germany, Nazis began having book burnings to get rid of un-German writings proclaiming the death of Jewish intellectualism. This was one of the first acts that foreshadowed the destruction Hitler would have in Germany. Since Hitler and the Nazis felt that all Jewish peoples made Germany impure, their goal was to put an end to the existence of all Jews. Nazis required the elimination of Jews from German life. Their first nationwide action againstShow MoreRelated`Hitler Became Chancellor in January 1933 Because He Was Leader of the Most Popular Party in Germany. ` How Far Do You Agree with This Judgement?1563 Words   |  7 Pages`Hitler became Chancellor in January 1933 because he was leader of the most popular party in Germany. ` How far do you agree with this judgement? The Nazi party was slowly making its ascent into the whirlwind world of politics; at first glance they appeared to be making no progress, due to this they were paid very little attention. The government’s negligence of the party allowed them to grow gradually and undetected. Although their popularity contributed to Hitler`s appointment as Chancellor,Read MoreHitler Became Chancellor in January 1933 Because He Was Leader of the Most Popular Party in Germany.’ How Far Do You Agree with This Opinion?965 Words   |  4 Pagesmajority it needed to put Hitler automatically in power. As well as popularity, backstairs intrigue and the short-sightedness of those in power enabled Hitler to become Chancellor. The weaknesses of Germany’s political leadership were fundamental to Hitler’s success. In some senses the popularity of the party only provided an opening, available for exploitation. Undoubtedly, Nazi popularity placed pressure on government and on President Hindenburg to make Hitler Chancellor. Their astonishing riseRead Moreâ€Å"Hitler Became Chancellor in January 1933 Because He Was the Leader of the Most Popular Party in Germany† – How Far Do You Agree with This Opinion.936 Words   |  4 Pagesâ€Å"Hitler became chancellor in January 1933 because he was the leader of the most popular party in Germany† – How far do you agree with this opinion. Hitler did not become chancellor in January 1933 because he was the leader of the most popular party in Germany, it was however to do with the support of the elite that made him Chancellor. There were other factors also such as the decline of the Weimar Republic and the economy but it was mainly to do with the conservatives. One factor that showsRead MoreHow did Hitler gain power in Germany by 1933?1205 Words   |  5 Pagesï » ¿How and why did Hitler gain power in Germany by 1933? Following the collapse of the Weimar government, Hitler managed to gain dictatorship over Germany by 1936. In fact it took Hitler just around 18 months, between February 1933 and August 1934, so how did Hitler gain autocracy over Germany so quickly? I am going to start with how the Germans had fear of Germany becoming a communist country like Russia. At the end of the war, many people hoped that democracy would spread to most countries ofRead MoreEssay about The Reasons Hitler Came To Power755 Words   |  4 PagesThe Reasons Hitler Came To Power In 1933, Hitler the leader of the NSDAP (National Socialist German Workers Party) became the Chancellor of Germany which was in crisis at the time. I will try to explore some of the reasons why he progressed in gaining this position. After the Treaty of Versailles, Germanys government was a coalition of two political parties. The government was part Social Demarcates and part Peoples Parties these governments both were in favor ofRead MoreHow Did Hitler Become Chancellor in 1933?1659 Words   |  7 PagesHow did Hitler become Chancellor in 1933? Many events took place, leading to the rise of Hitler and his Nazi party. There was the growing unpopularity of the Weimar Republic, the federal republic established in 1919. At the same time, Hitler and his political party, the ‘Deutsche Arbeiterpartei’, commonly referred to as the Nazis (National Socialist German Workers’ Party) became more and more popular under the rule of their leader, Adolf Hitler. This rise to popularity was the effect of Hitler’sRead MoreThe Holocaust : Cruel Slaughter Of The Jews1487 Words   |  6 Pagesthrough the Holocaust. Adolf Hitler had way too much power and he used that position of excessive power to nearly destroy the Jews. After World War I Germany was given harsh penalties by the Western Alliance and these penalties made living one’s daily life in Germany a struggle. â€Å"The leaders of the allies drew up this treaty to purposely revenge and weaken Germany† (The Truth About Hitler’s Rise To Power, n.d.). With such harsh penalties it was nearly impossible for Germany to recover after World WarRead MoreImpact Of Adolf Hitler From Wwii739 Words   |  3 Pages HITLER BEFORE WWII Nazi leader Adolf Hitler (1889-1945) was one of the most powerful and infamous dictators of the 20th century. After World War I, he rose to power in the National Socialist German Workers Party, taking control of the German government in 1933. His establishment of concentration camps to inter Jews and other groups he believed to be a threat to Aryan supremacy resulted in the death of more than 6 million people in the Holocaust. His attack on Poland in 1939 startedRead MoreThe Treaty of Versailles Essay644 Words   |  3 Pagesand struggle. During 1920 Germany was in economic instability and (going through a social crisis). Leaders of france England and the united states deciding the fate of Germany during the treaty of Versailles.It humiliated Germany by placing all of the responsibility on it. It was the major factor of Germany’s economic downfall. Germany had to pay large reparations towards France and Britain. Germany was also forced to give up 13% of its land .As a resul t of this Germany experienced increasing unemploymentRead MoreThe Boy Who Dared By Susan Campbell Bartoletti1426 Words   |  6 Pagesexpose Hitler to the people of Germany. Hitler was torturing the Jews and declaring wars on countries just because he wanted war. He also ruined Jewish shops and destroyed their futures. The Boy Who Dared shows historical accuracy in many ways, especially as it focuses on Helmuth’s life, the persecution of Jewish people in Germany and Poland, and Hitler and the Nazi Party. One of the major events in history that happened in my book is Adolf Hitler rising to power. Nazi leader Adolf Hitler was one

Analysis Of The Book The Magic School Of Witchcraft By...

The story events take place England, in Hogwarts school and The Department Of Ministry. King’s Cross Station is where most events took place before school. The Author J.K. Rowling conceived of the idea of this setting in 1990 while sitting on a delayed train from Manchester to London, King’s Cross. King’s Cross is mentioned in the book and the book/movie series, and is referred to as King’s Cross Station where the main characters go to board the train. The students would run through a mystical wall with their parents to the magic side to board the train on Platform 9  ¾ with their trolleys . On the platform in the station the children would say good bye to their parents and board the train to Hogwarts which was one of the settings in the†¦show more content†¦A character in the book who showed the most bravery and potential would have to be Albus Severus Potter, who is Harry Potter’s younger son who got in the Slytherin house. Albus in t he story didn’t accomplish the goals his father did in school but instead he became his own person and followed his own goals instead of his father’s and his goal was to go back in time and bring back Cedric Diggory, and he had the idea of going into the Ministry and getting the time turner which takes a lot of courage. Albus severus Potter is defined as the protagonist of the story because of his action to go back in time and save Amos Diggory’s son who was murdered by Lord Voldemort in the Triwizard Tournament in the third task. Though Albus is a very a brave and intelligent young man he was also a real social outcast due to the fact that he was the great Harry Potter’s son in slytherin and he also did not get along with his father very well. There was even times where he wished that Harry wasn’t his father, and does not really communicate much with other students at school except his best friend Scorpius Malfoy, who he loves dearly. Albus overhe ad something he was not suppose to overhear from the top of the steps at home. He heard Amos Diggory asking Harry and Hermione in the kitchen to use the time turner in the ministry so they can prevent his son Cedric from getting killed as the â€Å"spare† by Voldemort. Harry lied to Amos Diggory telling him that all time turners were destroyedShow MoreRelated Harry Potter is a Classic Essay1699 Words   |  7 PagesPOTTER—MORE THAN A CONTEMPORARY PHENOMENON What makes a book a classic? What is it about a book that will have generation after generation reading it? English Literature majors could spend hours theorizing the answers to this question. One series of texts that has received publicity and wide-spread acclaim over the past seven years is the Harry Potter collection. J.K. Rowling could never have possibly imagined how her little book about a boy with broken glasses and a scar on his foreheadRead MoreHarry Potter And The Sorcerer s Stone2027 Words   |  9 Pagesculture novels to teach, I find that Harry Potter and the Sorcerer’s Stone (and the entire Harry Potter series) by J.K. Rowling should be taught in classrooms because of the underlying themes of class issues, gender, and sexual orientation. First, Harry Potter as a novel took over an entire world. Not only children, but adults, read and enter a fantasy world. Dustin Kidd states â€Å"the books take place within a magical realm that co-exists with the non-magical world† (82). Harry Potter grows up as a ‘muggle’Read More Harry Potter Essay2599 Words   |  11 Pagescensorship versus freedom of speech. In particular, the community of Zeeland, Michigan has banned reading aloud from Harry Potter and required written parental permission to check the book out from the school library. Although the Zeeland community as well as other segments of the population claim that the Harry Potter books should be censored because they believe wizardry is a dark and malignant reality, Harry Potter should be made available to all children because he reinforces a sense of good and evilRead MoreChildrens Literature13219 Words   |  53 Pagesand John Locke: Late 1600s 8 3. Beginning of Children’s Literature: Late 1700s 10 4. Fairy and Folk Tales 12 The Golden Age of Children’s Literature: Late 1800s 12 5. Victorian Childrens Literature 16 6. Contemporary Childrens Literature 18 6. Analysis of Harry Potters’ series 21 7. Conclusion 30 8. Summary 31 Children’s Literature Definitions 31 The Ancient World [ancient Rome; 50 BCE to 500 CE] 31 The Middle Ages [500 to 1500 CE] 31 The European Renaissance [1500-1650 CE] 32 The 17th CenturyRead MoreHero Myth Film Analysis3528 Words   |  15 PagesGraham English W131 9/22/09 Project 1 Linda Seger’s 10-Point â€Å"A Hero Myth† Analysis The idea of heroismhas been traced back to centuries of years throughout history. Greek Mythology is the father of this concept of heroism and this concept has continued to grow and develop through stories, writings, and films over the years. Humans have always been intrigued with the idea of heroism which is why many movies, books, and stories are written after this very idea. In Linda Seger’s â€Å"Creating the

Feminism in Islamic countries Free Essays

Argument Feminism in Islamic countries is probably among the sharpest issues nowadays, as the religious tradition to be broken is time-honored and legally enforced in the present day. Saba Mahmood, who originated from the state of this category, explores this situation from inside (Wadud, 2006) in her writings in general and her book â€Å"Politics of Piety: The Islamic Revival and the Feminist Subject† in particular. The paper is intended to study her argument in details and provide a critical response. We will write a custom essay sample on Feminism in Islamic countries or any similar topic only for you Order Now The Saba Mahmood’s writing offers an interesting perspective on Islamic feminism – the so-called piety movement or Islamic revival. I would like to challenge this concept, as the term ‘feminism’ lies in a different dimension from the mosque movement. First of all, feminism refers to the movement, established by women and aimed at achieving equality in all spheres of social life: career, education, suffrage, marital life and so forth. This means, females seek to raise their social status and gain the right to manifest their views and engage into different activities on the same basis as males do. Mahmood unfairly call the female participants of the Islamic revival â€Å"feminists†, as this movement was primarily initiated by Muslim males, who wished to reinforce their dominative position at the time of globalization and gradual egalitarization in terms of gender. In addition, Islam is a masculine religion that seeks to curb woman’s entitlement even in the most primitive daily routines (like walking alone around the city), i. e. it restricts her liberty – that’s why most feminists are known as secular. The Islamic revival is described in the following way: â€Å"Practically, this means instructing Muslims not only in the proper performance of religious duties and acts of worship but, more importantly, in how to organize their daily conduct in accord with principles of Islamic piety and virtuous behavior† (Mahmood, at press. princeton. edu, 2006, p. 5). These rules and daily activities must include one vital component: female’s obedience and observance of traditional androcenrtic principles, widely rejected by contemporary feminists, as such prescriptions are unlikely to result in the establishment of gender equality. As one can understand, the participants of the Islamic revival pursue to great extent converse goals, pointing to the increase of overall piety in Egyptian society. Due to this substantial divergence in opinions and attitudes it would be incorrect to characterize the women, who actively engage into the piety movement, as feminists, despite their active social position. On the other hand, I agree with the notion of women’s agency in Islamic countries, as numerous investigations have already proved that there are certain areas of life, which belong exceptionally to females: â€Å"Through a rich ethnography of women’s cultic practices, Boddy proposes that in a society where the â€Å"official ideology† of Islam is dominated and controlled by men, the zar practice might be understood as a space of subordinate discourse† (Mahmood, at press. princeton. edu, 2006, p. 8). Mahmood therefore writes about the women’s secreted resistance to androcentrism, but the notion of feminism refers to broad manifestation of such opposition. Another questionable notion that relates to feminism is positive freedom: â€Å"Positive freedom is understood as the capacity to realize an autonomous will, one generally fashioned in accord with the dictates of universal reason.. † (Mahmood, at press. princeton. edu, 2006, p. 12). The scholar suggests that positive freedom is a domineering concept in feminism, as true liberty can be brought about only by the ability to understand and realize one’s own true will. On the other hand, this concept, in my, opinion, is valid only in European or Western-oriented countries, as Christianity as a religion and ideology supports such a deep and thorough search for one’s ‘self’ regardless of gender, i. e. Western religions are more egalitarian in this sense, comparing to Islam, which, in turn, assists only males in their self-discovery, whereas females are traditionally viewed as property in this doctrine. This means, Muslim females are not always able to realize their true will, as they have been brought up in the spirit of complete obedience and inequality since their early childhood. Due to the fact that feminism in Islamic countries is currently being at relatively lower stage of development, it would be more appropriate to apply the principle of negative freedom, or absence of restraints and numerous taboos in such countries, as the elimination of objective (social, political and cultural) bounds is the first step to cognitive liberation. Another important message conveyed by the scholar is following: â€Å"if the ability to effect change in the world and in oneself is historically and culturally specific [†¦], then the meaning and sense of agency cannot be fixed in advance, but must emerge through an analysis of the particular concepts that enable specific modes of being, responsibility and efficacy† (Mahmood, at press. princeton. edu, 2006, p. 15-16). This means, in order to initiate certain social change, it is particularly important to learn the cultural context within which the transformation will occur. In fact, cultural literacy and the ability to evaluate certain phenomena, which exist in certain culture from the position of this tradition, are important, as they allow preserving national identity. The only note to be done is that situational approach is relevant in any situation, so that sometimes it is necessary to perform radical intervention – for instance, if certain (hypothetical) nation suddenly introduces a violent practice (legalization of homicide or infanticide), it would be unwise to conduct a scrupulous analysis of the cultural context and the causes of such an inhumane innovation – on the contrary, more conscientious nations should interfere into the situation and resolve it in accordance with international legislation. Such cases of emergency should therefore be approached from more radical standpoint. Furthermore, Mahmood challenges the notion that the Islamic revival is a strategy, employer to resist the Westernization of the corresponding states: â€Å"While this interpretation is not entirely wrong and captures an important aspect of Islamist movements, it nonetheless reduces their complexity to the trope of resistance†¦Ã¢â‚¬  (Mahmood, at press. princeton. edu, 2006, p. 15-16). The scholar does not adopt the term ‘resistance’ , but the issue she discusses in her book, females’ participation in the piety restoration, can be characterized as the opposition to classical European and American feminism that seeks to separate social life from religious rituals (Madud, 2006) and create new (and, more importantly, extensive) opportunities for women in terms of career development and university education. On the contrary, the Islamic movement is aimed at providing women with a ‘narrow’ chance to access mosque not merely as ‘parishioners’, but also as ‘preachers’. Nevertheless, the foundation of the piety restoration and the issues in Western feminism can be approached independently , as local events, reflecting the peculiarities of certain nation. The author suggests that the piety movement has certain political functions: â€Å"The political efficacy of this these movements is, I would suggest, a function of the work they perform in the ethical realm† (Mahmood, at press. princeton. edu, 2006, p. 37). In my opinion, Mahmood overstresses the importance of the mentioned movement in political discourse: although it operates in the sphere of ethics and to great extent modifies the nation’s cognitive constructs and convictions, it is not directly involved into the current state of political affairs. Thus, the movement, being completely clerical, is not capable of intervening into the politics in the present day – and due to the fact that Islamic countries are now influenced by numerous powers and their development is therefore dynamic and unpredictable, it will be possible to assert the penetration of piety restoration into politics only after its members gain access to political power or achieve the introduction of ‘piety policy’ at governmental level – otherwise the efforts within the realm of ethics might appear in vain. The most doubtful argument of Mahmood’s writing is her confidence in the broad perspectives of the Islamic revival: due to the fact that women are nowadays entitled to serve in mosques (sacred places, or male domain) as ‘preachers’, they are likely to expand their political influence in the future. On the other hand, the nature of this revival points to the desirable abstention from politics, as the pure concept of female virtuousness to great extent excludes the woman’s participation in the affairs of the state. Clearly, the idea of neo-piety teaches females to behave in strict accordance with religious prescriptions and demonstrate modesty and humility, but these qualities are unlikely to enhance the person’s access to power. Historically, women were allowed to serve as priestesses in ancient, but this fact gave them no benefits except prestige – the situation seems to recur. To sum up, Saba Mahmood basically tries to link two incompatible issues – feminism and the piousness renewal, which, as I deem, operate in completely different dimensions. In addition, the scholar suggests that the penetration into the religious system is the primary prerequisite for women’s access to politics, yet it is still unclear in which way the movement will modify the existing ethical matrix so that it determines their ‘political weight’. Works cited Mahmood, S. Politics of Piety: The Islamic Revival and the Feminist Subject. Princeton: Princeton University Press, 2005. Available online at: http://press. princeton. edu/chapters/s7888. pdf, 2006 Wadud, A. â€Å"Politics of Piety: The Islamic Revival and the Feminist Subject (review)†. Journal of the American Academy of Religion, vol. 74 (3), September 2006: pp. 815-818 How to cite Feminism in Islamic countries, Papers

Sir Alexander Fleming Essay Example For Students

Sir Alexander Fleming Essay Sir Alexander Fleming was born in Lochfield, Scotland on August 6th, 1881. He attended St. Marys Medical School in London. It was in St. Marys, where Sir Alexander Fleming began his research. Early in his medical life, Fleming became interested in the natural bacterial action of the blood and in antiseptics. He then served in World War I as the captain of the Medical Corps, as he continued his studies and started to work on antibacterial substances which would not be toxic to animal tissues. In 1921, he discovered in tissues and secretions an important bacteriolytic substance, which he named Lysozyme. About this time, he found sensitivity titration methods and assays in human blood and other body fluids, which he subsequently used for the titration methods of penicillin. In 1928, while working on influenza virus, he observed that mold had developed accidently on a culture plate and that the mold had created a bacteria-free circle around itself. He was inspired to future experiment an d he found that a mold culture prevented growth of any bacteria, even when diluted 800 times. He named the active substance penicillin. The biggest problem was producing enough penicillin. This was hard and expensive to accomplish. Florey and another researcher traveled to the U.S. to talk to chemical manufacturers and ended up in Peoria, Illinois. An agricultural research center there had developed excellent techniques of fermentation, a process needed for penicillin growth. The agriculture of Illinois proved useful, too. The nutrient base for the penicillin grown there was corn (maize), which was not commonly grown in Britain. The penicillin loved it, and yielded almost 500 times as much as it had before. More vigorous and productive strains of the mold were sought, and one of the best came from a rotting cantaloupe from a market. It was first used 12 years later in World War II, and it saved millions of lives. After that, doctors started to prescribe it to their patients, and people were being cured of diseases that many people had died of in the years before. If Fleming had not made that discovery, millions and millions of lives would not have been saved and the population would have never grew. Bibliography: