The Civil War Essay Research Paper History free essay sample

The Civil War Essay, Research PaperHistory ReflectionCoons, darkies, male childs. These are just a couple of the unfathomably dissing names that you could hear Whites naming the dark slaves in any of the Southern or Northern areas during the 1850Os to the 1860Os. My Grandmother was brought up in Missouri in the 1930Os. She has had a group of involvement with the way that whites rewarded there slaves at that cut. She disclosed to me that one time when she was roughly 13 mature ages old here dad came place and told here family unit that one of the neighbors up the road brought two of his slaves down to the butch shot them two in the dorsum of the caput and through them it to the waterway. This was only in light of the fact that he had no interest for them any more. He could of sold them, however I surmise that he increased a type of pleasance from hiting Negroes. We will compose a custom paper test on The Civil War Essay Research Paper History or on the other hand any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page End a gross excursion thought of you ask me. Thinking back to the 1800Os Africans were sent over from Africa and were sold as captives toward the Southern States of New England.Read Also:Â Which Pair of Battles Marked the Turning Point in the Civil War?Basically, the Northerners were against servitude and the Southerners were genius subjection. The by means of media of 1850 should set a terminal to the servitude conflict. However, it did non. After the statute was past numerous Southerners were looking to catch their slaves that had previously vanished into the Northern territories. Those slaves were in steady peril of recover. In addition, anybody that was found helping a slave flight would have a $ 1000 mulct as well as a half year prison cut. Indeed, even so 1000s of inkinesss pulled wagers and moved to Canada. Work power that attempted to repossess their slaves were much of the time killed for nobbling in the northern States. Most Northerners were preferential against inkinesss, free or slaves yet they didnOt excuse bondage.A grown-up female named Harriet Beecher Stowe was author of an abolitionist subjection novel named OOUncle TomOs CabinOO distributed in 1852. The book appeared to be a reminder toward the Northerners about what servitude was genuinely comparative in the Southern provinces.The book was an anecdotal story about a dark slave grown-up male named Uncle Tom and the various individuals he slaved for. In the terminal of the story he is offered to Simon Legree, who has him lashed to expire by Sambo, one of Simons other slave sellers. The mystery plan of this novel was so hard to accept that it was viewed as a cutting edge drama. Stowe herself had just been oppressed # 8230 ;The rest of the paper is accessible complimentary to our enlisted clients. The enlistment technique only couldn # 8217 ; t be simpler. Sign in or vault now. It is all free!

Language Management Relative to Gender, Cultural Background, and Goals of Interaction

There are different speculations that endeavored to clarify and comprehend different get-togethers and social issues. Two of these hypotheses incorporate the regulating and the exact speculations. So as to comprehend these ideas, it might be ideal to know their definitions. The standardizing hypothesis includes the assessment of things dependent on the marks of what is acceptable and what is awful. The allure then of a methodology is dictated by the discernible decisions on its implications.On the other hand, exact hypothesis includes the utilization of perceptions as indicated by solid proof so things can be clarified with exactness and accuracy. One of the most significant utilizations of the regularizing and observational hypothesis is on the standard making part of a vote based system. As per Craig, there â€Å"may be various models of democracy†. In any case, in our general public, we are frequently mistaken for the regulating and observational parts of democracy.As respe cts vote based system, one can even now say that so as to accomplish the genuine substance of an equitable network, the experimental methodology is all things considered alluring. It isn't sufficient that the statutes proposed by the idea of majority rules system directs how and to what degree we accomplish vote based system. Or maybe, it is significant that we additionally depend on exact information and solid proof to decide how and to what degree the proposed just approaches can influence the lives of the individuals who have faith in the idea of democracy.Historical information demonstrates that botches as respects majority rules system included the standardizing hypothesis of popular government wherein our pioneers will in general have been influenced and chosen uniquely as per what vote based system ought to and should be somewhat on what the network entirely and the situation. In the standardizing hypothesis, it is regularly the mean to assess things instead of clarify things . In such manner, it is regularly the situation that under the regularizing hypothesis, solid activities are not decided so as to determine issues.This isn't accurate if there should be an occurrence of the observational hypothesis on the grounds that by something beyond assessing things, clarifying the different social wonders empowers our pioneers to make further comprehension of things with the goal that it very well may be settled by just standards. Vote based hypothesis is observationally alluring as much as it permits the individuals to clarify things with the goal that they can uninhibitedly follow up on it. The law based set up is best for the network since it permits individuals to, exclusively make an assessment and comprehension of things by attempting to clarify the underlying drivers of the problems.In expansion, under the idea of popular government, it is best that choices be put together not just with respect to the premise of what is best for a specific gathering yet for the entire network. The act of vote based system ought not cause to sabotage other equitable privileges of others. This is normally what is reflected in the United States governmental issues since explicit strategies particularly on wars are presently impressions of the voice of the individuals, or a result of free thoughts to decide their pertinence and reasonableness.It is terrible to believe that the vote based standards are currently spoiled with the extended length of intensity of legislative issues and officialdom. Numerous our apparently vote based pioneers, disregard equitable end in return of their own expectations. We ought not overlook that a genuine fair government is an administration for the individuals, by the individuals and of the individuals. The centralization of government particularly of dynamic doesn't mirror the genuine idea of an equitable state.

A reading list for a week at MIT

A reading list for a week at MIT Something unexpected has happened with my classes this semester. Up until this point, my homework has been pretty predictable: read some lecture notes, do a pset, repeat. This semester, none of my classes have regular psets, but almost all of my classes have assigned reading! A weeks worth of readingeven in technical classes! :O Recently a big chunk of my time on weekday nights has been dedicated to studying scientific papers, pieces of literature, or system specifications. Even though a lot of it is technical, it’s a really sharp break from the math-and-coding heaving schedules I’m used to. In a way, it’s really niceâ€"I’m being regularly exposed to challenging and cutting edge ideas and being asked to reason about them. So I thought I’d take the opportunity of doing something I never thought I’d do at MITâ€"giving you an intro to my classes, literary style. 6.835: Intelligent Multimodal User Interfaces This is a graduate-level UI class about designing systems that communicate through multiple modalitiesâ€"speech, key input, gesture, drawing, etc. The class is mainly about two things: how to make interfaces that are intuitive and easy to use, and how to develop technology that makes that possible. Before every class meeting we read three papers about multimodal input detection or systems that use it. For instance, the second week, we focused on sketch interpretation. Recently we’ve been talking about body pose and gesture recognition. The first day of class was more of a survey of UI principals than an investigation of a specific modality. I actually found the reading pretty interesting, because it took a technical look at evaluating user interfaces. We read a couple of papers published in 1990 (!) by researchers at the Technical University of Denmark, both having to do with the question of how to evaluate and troubleshoot user interfaces. The one that stood out to me was called Heuristic Evaluation of User Interfaces. In the paper, they gave their test subjects a specification for some type of UI, and the subjects were asked to identify as many flaws as possible in the design. Their responses were compared against a master list compiled by the authors. There were two takeaways from the paper that made it memorable: People are bad at this. The average test subject found between 20 and 50 percent of known UI problems. This means that if you are the person sitting behind the keyboard troubleshooting your interface, you are peacefully oblivious to at least half of the problems with it. Groups of people are pretty good at this. The authors graphed the number of problems found as a function of how many people reviewed the UI: From  Heuristic Evaluation of User Interfaces by Jakob Nielson and Rolf Molich   Pooling people’s feedback allowed the subjects to locate between 80 and 100% of UI problems. Basically, this paper gives a scientific justification for well-planned user studies! It’s practically impossible for one person to optimize a UI, but a sufficiently large group of casual users can do pretty well. This type of evaluation is both meaningful and necessary. A more technical example of a paper we read is the Microsoft Research paper that explains how they recognize people’s body positions using a Kinect. This is basically the algorithm that makes the Kinect work, and based on the frequency with which this resource comes up in class discussions and final project proposals, it seems like this is one of the best, widely available methods for pose detection. The algorithm consumes depth information from the Kinect (no color information!) and is able to identify parts of the user’s body. It does this in real time and can handle multiple users. The authors do this by classifying each pixel of the input depth map as belonging to one of 31 body parts. A set of features are generated for each pixel by taking the difference in depth between that pixel and a different pixel specified by a depth-invariant offset. These offsets are chosen by training a “decision tree forest” to find a set of offsets that allows for the best differentiation between different body parts. In order to get enough data to evaluate their feature sets, the authors generated their own synthetic data by rendering models of people people with different body types in a variety of positions. After a person’s body is correctly segmented, it is possible for the authors to estimate the location of the subject’s joints, thus returning a condensed summary of a subject’ s pose that can be used in a myriad of applications. As you can see, the papers we read in the class range from generic UI concerns to highly technical domain-specific multimodal applications. They also run the gamut from theoretical to applied. I actually think this is a good way to lay out a UI course. I think designing easy, user-friendly interfaces is important and nontrivial; nevertheless, people sometimes stay away from UI courses because the stuff they teach you can seem kind of self-evident. 835 interleaves important soft skills with challenging algorithmic and hardware questions, which keeps it interesting. Plus, the final project involves building a multimodal interface using fun toys (like Kinects). So it’s definitely not all reading! 21G.346: Contemporary Francophone Africa This class is my favorite French class I’ve taken so far! This is the first advanced French class I’ve taken, and it’s the first one where learning French is not the main objective. The class discusses the history and culture of Africa, focusing on countries where French is an official or predominant language. That’s to say, the class deals with substantial historical, political, and moral questions, but it’s taught entirely in French. The class is so good because we’re not just using language for the sake of hearing ourselves talk, but rather using it to express significant ideas. It’s been improving my speaking a lot because it’s forcing me to think about how to frame complex concepts. Also, there are only 4 people in the class, so there really is time and space for everyone to participate in a substantial debate. But the focus on actual content means that mon Dieu, there’s a lot of reading. So far we’ve been focusing on the history of francophone Africa, with an emphasis on the colonial period and the discord and subjugation it brought. We’ve read several chapters of a book on Africa’s history (Petite Histoire de l’Afrique by Catherine Coquery-Vidrovitch). We read the first half of a classic of African literature, L’Aventure Ambiguë by Cheikh Hamidou Kane, about a young African boy who must abandon his religious and cultural traditions in favor of a European education. The novel is really compelling in the stark way it frames the choice faced by many African peoples in the wake of a wave of European colonization: hang on to the customs that have defined their identity for centuries and face eradication, or accept the practical know-how and cultural erosion of a materially superior power. We’ve read first-person French government documents ranging from the 1880s until the 1920s that put on display French imperial attitudes towards the African colonies and their system of colonial education. This week, we’re starting to read speeches by African leaders of decolonization calling for independence. The reading is dense, textually and emotionally. Given the amount of text, and the fact that it’s in French, I’m pretty easily spending more time on this class than for any other humanities class I’ve taken at MIT. But it’s worth it. 6.033: Designing Software Systems This is a required class for Computer Science majors. It’s a special kind of class called a CI-Mâ€"communication intensive in your majorâ€"which means it deals with technical content, but also teaches a lot of communication skillsâ€"like critical reading. During recitations, we come prepared having read a paper, a textbook excerpt, or some other kind of article, and then discuss the design choices presented therein. Honestly, the course so far has been all over the map. Because the subject material is so wide-rangingâ€" “systems”, which is a HUGE field comprising everything from operating systems to databases to the internet, plus the focus on communicationâ€"the corpus for this class has felt a little incoherent so far. For instance: the first recitation we read a sensationalist non-technical article about how buggy software is a deadly public safety threat and then discussed how the fatalities cited therein were fewer than the number of people that die annually in the US of lightning strikes. The part of the class that is pretty cool is the way we discuss tradeoffs in design choices for computer systems. For instance, last week, we read a paper by the creators of the Unix operating system talking about some of the main design choices of the OS, such as how the filesystem is organized and what the command line actually does. We discussed if the decision to prevent circular references in the directory structure (not letting a folder contain a link to itself) is justified, and considered alternatives for how the command prompt could process user commands. Although the reading can be interesting, the fact that I have literally no idea what next recitation’s reading is about is throwing me off a little. Are we going to talk about locking? Naming schemes? Distributed computing? It’s like playing reading roulette. 6.s081: Dynamic Computer Language Engineering (the only class without assigned reading!) This is an experimental spin-off of a pretty established static language engineering class at MIT (6.035), except, you guessed it, the focus is on dynamic programming languages (like Python or JavaScript) instead of statically-typed ones (like C++ or Java). The semester-long assignment for this class is cut and dry: implement a dynamic programming language. No required reading! Well, maybe I’m getting ahead of myself. Even though there are no assigned texts for the class, implementing a computer language is a complicated task…which means that there’s a lot of documentation in my future! Most notably: A few weekends ago, I spent a solid day perusing the pages of LearnCpp.com, trying to learn C++, which I have never used before, in time to implement the first assignment, which was writing a parser for our language. This happened to be a project that involved some of the most complicated features of C++, like memory management and complicated inheritance patterns. After a somewhat stressful couple of days of working on it nonstop and liberally consulting StackOverflow, I finished the parser…AND it passed all the test cases!!! So I’m off to a good start. The next assignment is basically a reading assignment in itself. This is the spec for our interpreter, which defines what commands in the language actually do. It’s 9 pages long. Look at me, engaging with the text and leaving notes in the margins! So that’s my schedule this semester, reading-list style! I’m actually really excited about this schedule; it’s the first semester where I’ve been able to choose a lot of higher-level classes, and I’ve got good lecturers and interesting subject material to look forward to. Pen out, reading glasses on! Post Tagged #6.033 #6.835

A reading list for a week at MIT

A reading list for a week at MIT Something unexpected has happened with my classes this semester. Up until this point, my homework has been pretty predictable: read some lecture notes, do a pset, repeat. This semester, none of my classes have regular psets, but almost all of my classes have assigned reading! A weeks worth of readingeven in technical classes! :O Recently a big chunk of my time on weekday nights has been dedicated to studying scientific papers, pieces of literature, or system specifications. Even though a lot of it is technical, it’s a really sharp break from the math-and-coding heaving schedules I’m used to. In a way, it’s really niceâ€"I’m being regularly exposed to challenging and cutting edge ideas and being asked to reason about them. So I thought I’d take the opportunity of doing something I never thought I’d do at MITâ€"giving you an intro to my classes, literary style. 6.835: Intelligent Multimodal User Interfaces This is a graduate-level UI class about designing systems that communicate through multiple modalitiesâ€"speech, key input, gesture, drawing, etc. The class is mainly about two things: how to make interfaces that are intuitive and easy to use, and how to develop technology that makes that possible. Before every class meeting we read three papers about multimodal input detection or systems that use it. For instance, the second week, we focused on sketch interpretation. Recently we’ve been talking about body pose and gesture recognition. The first day of class was more of a survey of UI principals than an investigation of a specific modality. I actually found the reading pretty interesting, because it took a technical look at evaluating user interfaces. We read a couple of papers published in 1990 (!) by researchers at the Technical University of Denmark, both having to do with the question of how to evaluate and troubleshoot user interfaces. The one that stood out to me was called Heuristic Evaluation of User Interfaces. In the paper, they gave their test subjects a specification for some type of UI, and the subjects were asked to identify as many flaws as possible in the design. Their responses were compared against a master list compiled by the authors. There were two takeaways from the paper that made it memorable: People are bad at this. The average test subject found between 20 and 50 percent of known UI problems. This means that if you are the person sitting behind the keyboard troubleshooting your interface, you are peacefully oblivious to at least half of the problems with it. Groups of people are pretty good at this. The authors graphed the number of problems found as a function of how many people reviewed the UI: From  Heuristic Evaluation of User Interfaces by Jakob Nielson and Rolf Molich   Pooling people’s feedback allowed the subjects to locate between 80 and 100% of UI problems. Basically, this paper gives a scientific justification for well-planned user studies! It’s practically impossible for one person to optimize a UI, but a sufficiently large group of casual users can do pretty well. This type of evaluation is both meaningful and necessary. A more technical example of a paper we read is the Microsoft Research paper that explains how they recognize people’s body positions using a Kinect. This is basically the algorithm that makes the Kinect work, and based on the frequency with which this resource comes up in class discussions and final project proposals, it seems like this is one of the best, widely available methods for pose detection. The algorithm consumes depth information from the Kinect (no color information!) and is able to identify parts of the user’s body. It does this in real time and can handle multiple users. The authors do this by classifying each pixel of the input depth map as belonging to one of 31 body parts. A set of features are generated for each pixel by taking the difference in depth between that pixel and a different pixel specified by a depth-invariant offset. These offsets are chosen by training a “decision tree forest” to find a set of offsets that allows for the best differentiation between different body parts. In order to get enough data to evaluate their feature sets, the authors generated their own synthetic data by rendering models of people people with different body types in a variety of positions. After a person’s body is correctly segmented, it is possible for the authors to estimate the location of the subject’s joints, thus returning a condensed summary of a subject’ s pose that can be used in a myriad of applications. As you can see, the papers we read in the class range from generic UI concerns to highly technical domain-specific multimodal applications. They also run the gamut from theoretical to applied. I actually think this is a good way to lay out a UI course. I think designing easy, user-friendly interfaces is important and nontrivial; nevertheless, people sometimes stay away from UI courses because the stuff they teach you can seem kind of self-evident. 835 interleaves important soft skills with challenging algorithmic and hardware questions, which keeps it interesting. Plus, the final project involves building a multimodal interface using fun toys (like Kinects). So it’s definitely not all reading! 21G.346: Contemporary Francophone Africa This class is my favorite French class I’ve taken so far! This is the first advanced French class I’ve taken, and it’s the first one where learning French is not the main objective. The class discusses the history and culture of Africa, focusing on countries where French is an official or predominant language. That’s to say, the class deals with substantial historical, political, and moral questions, but it’s taught entirely in French. The class is so good because we’re not just using language for the sake of hearing ourselves talk, but rather using it to express significant ideas. It’s been improving my speaking a lot because it’s forcing me to think about how to frame complex concepts. Also, there are only 4 people in the class, so there really is time and space for everyone to participate in a substantial debate. But the focus on actual content means that mon Dieu, there’s a lot of reading. So far we’ve been focusing on the history of francophone Africa, with an emphasis on the colonial period and the discord and subjugation it brought. We’ve read several chapters of a book on Africa’s history (Petite Histoire de l’Afrique by Catherine Coquery-Vidrovitch). We read the first half of a classic of African literature, L’Aventure Ambiguë by Cheikh Hamidou Kane, about a young African boy who must abandon his religious and cultural traditions in favor of a European education. The novel is really compelling in the stark way it frames the choice faced by many African peoples in the wake of a wave of European colonization: hang on to the customs that have defined their identity for centuries and face eradication, or accept the practical know-how and cultural erosion of a materially superior power. We’ve read first-person French government documents ranging from the 1880s until the 1920s that put on display French imperial attitudes towards the African colonies and their system of colonial education. This week, we’re starting to read speeches by African leaders of decolonization calling for independence. The reading is dense, textually and emotionally. Given the amount of text, and the fact that it’s in French, I’m pretty easily spending more time on this class than for any other humanities class I’ve taken at MIT. But it’s worth it. 6.033: Designing Software Systems This is a required class for Computer Science majors. It’s a special kind of class called a CI-Mâ€"communication intensive in your majorâ€"which means it deals with technical content, but also teaches a lot of communication skillsâ€"like critical reading. During recitations, we come prepared having read a paper, a textbook excerpt, or some other kind of article, and then discuss the design choices presented therein. Honestly, the course so far has been all over the map. Because the subject material is so wide-rangingâ€" “systems”, which is a HUGE field comprising everything from operating systems to databases to the internet, plus the focus on communicationâ€"the corpus for this class has felt a little incoherent so far. For instance: the first recitation we read a sensationalist non-technical article about how buggy software is a deadly public safety threat and then discussed how the fatalities cited therein were fewer than the number of people that die annually in the US of lightning strikes. The part of the class that is pretty cool is the way we discuss tradeoffs in design choices for computer systems. For instance, last week, we read a paper by the creators of the Unix operating system talking about some of the main design choices of the OS, such as how the filesystem is organized and what the command line actually does. We discussed if the decision to prevent circular references in the directory structure (not letting a folder contain a link to itself) is justified, and considered alternatives for how the command prompt could process user commands. Although the reading can be interesting, the fact that I have literally no idea what next recitation’s reading is about is throwing me off a little. Are we going to talk about locking? Naming schemes? Distributed computing? It’s like playing reading roulette. 6.s081: Dynamic Computer Language Engineering (the only class without assigned reading!) This is an experimental spin-off of a pretty established static language engineering class at MIT (6.035), except, you guessed it, the focus is on dynamic programming languages (like Python or JavaScript) instead of statically-typed ones (like C++ or Java). The semester-long assignment for this class is cut and dry: implement a dynamic programming language. No required reading! Well, maybe I’m getting ahead of myself. Even though there are no assigned texts for the class, implementing a computer language is a complicated task…which means that there’s a lot of documentation in my future! Most notably: A few weekends ago, I spent a solid day perusing the pages of LearnCpp.com, trying to learn C++, which I have never used before, in time to implement the first assignment, which was writing a parser for our language. This happened to be a project that involved some of the most complicated features of C++, like memory management and complicated inheritance patterns. After a somewhat stressful couple of days of working on it nonstop and liberally consulting StackOverflow, I finished the parser…AND it passed all the test cases!!! So I’m off to a good start. The next assignment is basically a reading assignment in itself. This is the spec for our interpreter, which defines what commands in the language actually do. It’s 9 pages long. Look at me, engaging with the text and leaving notes in the margins! So that’s my schedule this semester, reading-list style! I’m actually really excited about this schedule; it’s the first semester where I’ve been able to choose a lot of higher-level classes, and I’ve got good lecturers and interesting subject material to look forward to. Pen out, reading glasses on! Post Tagged #6.033 #6.835

How Technology Can Make Their Jobs More Effective Essay

With the capabilities and wide-spread availability of technology, it is not uncommon to use electronic machines and computers in our everyday lives. Whether it is a business, government, hospital, or car repair shop, people utilize technology to make their jobs more effective, efficient, and enjoyable. One societal institution where the incorporation of technology seems most beneficial is in our schools, especially in K-12. Through the use of technology, education is made more accessible, versatile, engaging, and easier for both students and teachers. It is no surprise that technology can make information much more accessible. For instance, the simple act of researching the formula for the area of a triangle can be simplified to a search on the Internet. As such, students are able to use sites like YouTube, Wikipedia, Quizlet to gain varyingly different points of view about the subject they are studying. They are also able to return to any point in a video lesson presentation and rev iew it over and over until they either memorize the details or grasp the concepts that it contains or both. In contrast, the traditional brick and mortar school does not allow for such meaningful repetition. If a student does not immediately understand the concept being presented, they are left to either read from their confusing, often unintelligible textbook or to seek out a fellow student for assistance. Even then, these students still might not be able to understand the conceptsShow MoreRelatedClassroom And Listening Techniques Must Be Implemented From My Initial Individual Learning Plan Essay1637 Words   |  7 Pagesobserving the teacher. In order for students to learn and achieve their goals in the classroom, teachers have to implement effective questioning strategies and meaningful activities that motivate students to work collaboratively. 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Adolf Hitler Appointed Chancellor of Germany

On January 30, 1933, Adolf Hitler was appointed as the chancellor of Germany by President Paul Von Hindenburg. Hindenburg made the appointment in an effort to keep Hitler and the Nazi Party â€Å"in check;† however, the decision would have disastrous results for Germany and the entire European continent. In the year and seven months that followed, Hitler was able to exploit the death of Hindenburg and combine the positions of chancellor and president into the position of Fà ¼hrer, the supreme leader of Germany. Structure of the German Government At the end of World War I, the existing German government under Kaiser Wilhelm II collapsed. In its place, Germany’s first experiment with democracy, known as the Weimar Republic, commenced. One of the new government’s first actions was to sign the controversial Treaty of Versailles which placed blame for WWI solely upon Germany. The new democracy was primarily composed of the following: The president, who was elected every seven years and vested with immense powers;The Reichstag, the German parliament, which consisted of members elected every four years and based on proportional representation—the number of seats was based on the number of votes received by each party; andThe chancellor, who was appointed by the president to oversee the Reichstag, and usually a member of the majority party in the Reichstag. Although this system put more power in the hands of the people than ever before, it was relatively unstable and would ultimately lead to the rise of one of the worst dictators in modern history. Hitler’s Return to Government After his imprisonment for his failed 1923 coup known as the Beer Hall Putsch, Hitler was outwardly reluctant to return as the leader of the Nazi Party; however, it did not take long for party followers to convince Hitler that they needed his leadership once again. With Hitler as leader, the Nazi Party gained over 100 seats in the Reichstag by 1930 and was viewed as a significant party within the German government. Much of this success can be attributed to the party’s propaganda leader, Joseph Goebbels. The Presidential Election of 1932 In the spring of 1932, Hitler ran against incumbent and WWI hero Paul von Hindenburg. The initial presidential election on March 13, 1932, was an impressive showing for the Nazi Party with Hitler receiving 30% of the vote. Hindenburg won 49% of the vote and was the leading candidate; however, he did not receive the absolute majority needed to be awarded the presidency. A run-off election was set for April 10. Hitler gained over two million votes in the run-off or approximately 36% of the total votes. Hindenburg only gained one million votes on his previous count but it was enough to give him 53% of the total electorate—enough for him to be elected to another term as president of the struggling republic. The Nazis and the Reichstag Although Hitler lost the election, the election results showed that the Nazi Party had grown both powerful and popular. In June, Hindenburg used his presidential power to dissolve the Reichstag and appointed Franz von Papen as the new chancellor. As a result, a new election had to be held for the members of the Reichstag. In this July 1932 election, the popularity of the Nazi Party would be further affirmed with their massive gain of an additional 123 seats, making them the largest party in the Reichstag. The following month, Papen offered his former supporter, Hitler, the position of Vice Chancellor. By this point, Hitler realized that he could not manipulate Papen and refused to accept the position. Instead, he worked to make Papen’s job difficult and aimed to enact a vote of no confidence. Papen orchestrated another dissolution of the Reichstag before this could occur. In the next Reichstag election, the Nazis lost 34 seats. Despite this loss, the Nazis remained powerful. Papen, who was struggling to create a working coalition within the parliament, was unable to do so without including the Nazis. With no coalition, Papen was forced to resign his position of chancellor in November of 1932. Hitler saw this as another opportunity to promote himself into the position of chancellor; however, Hindenburg instead appointed Kurt von Schleicher. Papen was dismayed by this choice as he had attempted in the interim to convince Hindenburg to reinstate him as chancellor and allow him to rule by emergency decree. A Winter of Deceit Over the course of the next two months, there was much political intrigue and backroom negotiations that occurred within the German government. A wounded Papen learned of Schleicher’s plan to split the Nazi Party and alerted Hitler. Hitler continued to cultivate the support he was gaining from bankers and industrialists throughout Germany and these groups increased their pressure on Hindenburg to appoint Hitler as chancellor. Papen worked behind the scenes against Schleicher, who soon found him out. Schleicher, upon discovering Papen’s deceit, went to Hindenburg to request the President order Papen to cease his activities. Hindenburg did the exact opposite and encouraged Papen to continue his discussions with Hitler, as long as Papen agreed to keep the talks a secret from Schleicher. A series of meetings between Hitler, Papen, and important German officials were held during the month of January. Schleicher began to realize that he was in a tenuous position and twice asked Hindenburg to dissolve the Reichstag and place the country under emergency decree. Both times, Hindenburg refused and on the second instance, Schleicher resigned. Hitler Is Appointed Chancellor On January 29th, a rumor began to circulate that Schleicher was planning to overthrow Hindenburg. An exhausted Hindenburg decided that the only way to eliminate the threat by Schleicher and to end the instability within the government was to appoint Hitler as chancellor. As part of the appointment negotiations, Hindenburg guaranteed Hitler that four important cabinet posts could be given to Nazis. As a sign of his gratitude and to offer the reassurance of his professed good faith to Hindenburg, Hitler agreed to appoint Papen to one of the posts. Despite Hindenburg’s misgivings, Hitler was officially appointed as chancellor and sworn in at noon on January 30, 1933. Papen was named as his vice-chancellor, a nomination Hindenburg decided to insist upon to relieve some of his own hesitation with Hitler’s appointment. Longtime Nazi Party member Hermann Gà ¶ring was appointed in the dual roles of Minister of the Interior of Prussia and Minister Without Portfolio. Another Nazi, Wilhelm Frick, was named Minister of the Interior. The End of the Republic Although Hitler would not become the Fà ¼hrer until Hindenburg’s death on August 2, 1934, the downfall of the German republic had officially begun. Over the course of the next 19 months, a variety of events would drastically increase Hitler’s power over the German government and the German military. It would only be a matter of time before Adolf Hitler attempted to assert his power over the entire continent of Europe. Sources and Further Reading Hett, Benjamin Carter. The Death of Democracy: Hitlers Rise to Power and the Downfall of the Weimar Republic. New York: Henry Holt, 2018.  Jones, Larry Eugene. Hitler versus Hindenburg: The 1932 Presidential Elections and the End of the Weimar Republic. Cambridge: University of Cambridge Press, 2016.  McDonough, Frank. Hitler and the Rise of the Nazi Party. London: Routledge, 2012.  Von Schlabrendorff, Fabian. The Secret War Against Hitler. New York, Routledge, 1994.

My Definition Of A Story - 806 Words

My definition of a story is a narrative that is told by word of mouth or written down in spoken language, and has a protagonist (the leading character, may be also defined as the character whose fate is most closely followed by the reader or audience, and who is opposed by a character known as the antagonist) trying to accomplish a certain goal but the antagonist (a character, institution, or concept that stands in or represents opposition against which the protagonist(s) must contend) keeps getting in the way of achieving that goal, causing conflicts or a problems in the story. A story can likewise be a recounting or retelling of events in the order they come about or some form of causally-linked set of events whether imaginary or real. A story can similarly be told for entertainment or to inform someone on exactly how to do something. A story must reconstruct images that re-create life-like characters, settings, or events. The first Flash Fiction piece, I choose to analyze is â€Å"Ways to Make Money in Prison† by Angela Palm. Based on my description of what a story is, I believe that this is not a story. I say that is isn’t a story because it doesn’t follow my definition of what a story is. This story has no clear protagonist or antagonist and no type of conflict. One could infer, that the antagonist is that you have no money in prison but you have no evidence to support that. The story also has no causally-linked set of events that happen. I think that the author of thisShow MoreRelatedThe Temple Is An Age Year Old Student At Williams College From Sierra Leone848 Words   |  4 PagesSunday morning â€Å"unless on her death bed† and attended a Jesuit preparatory school. Asked about the presence of a God in her life, she told this story: Throughout my entire life, my Mom has said, â€Å"You’re blessed.† I was born in the middle of a war and there were several times when I could have died, but I didn’t. 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