The Meaning Of Hitler Essays - Adolf Hitler, German Re-armament

The Meaning Of Hitler The Meaning of Hitler was written by a German journalist by the name of Sebastian Haffner. In this book, Sebastian Haffner probes the historical, political, and emotional forces that molded Adolf Hitler's character. Sebastian Haffner also examines closely Hitler's rise to power as F?hrer of Germany, as well as his great achievements. Adolf Hitler began by making a mess of his life. He dropped out of school at the age of 14, failed his entrance exam at the Vienna Academy of Arts twice, and spent the time from his eighteenth to his twenty-fifth year in Vienna and then in Munich doing nothing and aspiring to nothing. Then, in 1914 when World War I broke out, Hitler volunteered for the Bavarian army. Hitler was a good soldier and received a couple of awards for bravery but never ranked higher than corporal. In 1918, when Germany finally surrendered, Hitler was very upset. He believed that it was the Jews and the Communists who betrayed the fatherland, and it was at this time that his hatred for the Jews most likely began. In 1919, Hitler joined a small radical Right-wing party, which called itself the National Socialist German Workers' Party, or Nazi party, where he soon became the leader. The party was small at first but Hitler's great skill at deliberating speeches attracted more and more listeners, and it soon became a major political party with many followers. Since the country was in chaos after World War I and was faced with the Great Depression, the Germans saw hope in Adolf Hitler. Unemployment was at about 40% and rising and people were starving and poor. In his speeches, Hitler blamed the Jews and Communists for their misfortunes. So why did so many Germans follow Hitler? When he took power, Germany and all of Europe was suffering from the Great Depression and were looking for answers and hope. Hitler was their answer. No factor contributed more to Hitler's success than the economic crisis. He promised to bring economic recover and national unity. Soon, factories started putting out weapons and now had jobs. To the German workers this was a very good sign. In 1933, when Hitler became Reich Chancellor, the Nazi party took control of every aspect of every day life. Hitler's goal was to eliminate the Jewish race from the European continent and to take control of Germany and turn it into a national socialist nation. He created a special police force called the Gestapo to make sure that anyone who opposed him would be eliminated. He took away the Jews' civil rights. Soon, Jews, communists, homosexuals and others who were viewed as ?inferior? according to the Nazi racial theory were thrown into concentration camps for extermination. In those camps, the Nazis killed 6 million Jews and many others. Hitler was unstoppable. World War II began in 1939 when German armies and warplanes attacked Poland. Two days later Britain and France jumped in and declared war on Germany. The Polish army was no match for the German army, and Hitler's armies crushed Poland in four weeks. In the meantime, German armies occupied Denmark and Norway and trapped the British army on the beaches of Dunkirk. France was now taken by the Nazis. Next, Germany attacked Britain by air, but Britain would not back down and eventually Germany backed off. Then, in June 1941 Germany turned and attacked the Soviet Union. However, the Germans completely underestimated the Soviet Union's ability of its government to control and mobilize the country's resources and were defeated in 1943. By June 1944, the war was going very badly for Hitler. A series of losses to the Allies and failure to defeat the Soviets had left Hitler's armies severely weakened. Germany had also changed a great deal. British and American bombers were devastating its indus tries and cities. Underestimating the Americans, Hitler launched his last reserves west into Belgium and Luxembourg in the Battle of the Bulge. He felt that a hard blow would cause popular support for the war in America to collapse, and would lead to the breakup of the coalition arrayed against him. All he accomplished, however, was to draw away troops needed in the east, allowing the Soviet army's

Lt Col Owens Big Assignment essays

Lt Col Owen's Big Assignment essays The 1948 movie Fort Apache directed by John Ford and starring Henry Fonda and John Wayne is a fairly straightforward tale of a bitter Civil War officer, Lt. Col. Owen Thursday, sent to command a remote army outpost in Arizona, Fort Apache. He is accompanied by his beautiful daughter, Philadelphia Thursday. Lt. Col. Thursday was trained at West Point, but his glory days are long gone and hes pretty steamed about it. I think a case could be made that Thursday had already decided on the stagecoach ride to Fort Apache that he would self destruct. Of course, he was a product of privilege, the American Dream, and wasnt prepared for it not quite working as promised, unlike the NCOs (peons) who, if smart or lucky, eventually come to understand theyll be lucky to have a pot when its all said and done. Thursday can no longer tolerate himself, and barely tolerates his beloved daughter, as witnessed by his withering stare when he dumps into a humiliating position in the chair she has secured for his home. It seems unlikely a great commander would arrive at his new assignment without some accommodation (planning) for home provisions, another clue the great Thursday is already bent on self destruction. Rigid Lt. Col. Thursday would certainly make plans for some basic needs, if not before then shortly upon arrival. But he did not. In this case, Thursday had made a directional plan something to the effect of, I will arrive, I will conquer, and I will die in glory (and screw everyone else). In the meantime, he manages to implement some specific goals (training of the men, and polishing their image). He does not conform to MBO, however, as he entirely leaves out the participative decision making, explicit time periods, and performance feedback, other than perfunctory. Perhaps that is enough; it certainly is for his goal. Of the four grand strategies of planning (Robbins, 99), Thursday h...

A Comparison of The Poplar Field by William Cowper and Binsey Poplars Felled 1879 by Gerard Manley Hopkins

Comparison of William Cooper and Bentley's Poplar Fields In 1879 Gerard Manley Hopkins was first defeated in that the two poems were about the riverside tree collection. Another thing in common with these poems is that they were cut afterwards, so the writers are now deprived of their pleasure in cold through colored. However, there are many differences between verses. Initially, we noticed that Hopkins used a more complex prosodic system to capture readers. Choose two verses given in the lecture. Let's compare and contrast these two poems (Binsey Poplars by Gerard Manley Hopkins and The Trees by Phillip Larkin). In a recent article by The Guardian, Billy Mills wrote that Trees have been rooted in poetry for centuries. - These two poems have many similarities in their contents. They all have a poetry relationship. The author wrote that his son is his father. My father thought that he was committing a crime, but this is a crime that God does not like. These two poems are related to th e life of the author. After Hopkins leaves his hometown and replaced his position in the world, the competition and cooperation between the father and his son lasted for a long time. For example, in 1879, Gerald Manley Hopkins wrote a letter to the bridge. I included some of my father's lines in Well Walk (Jots and other funny things.) Two months later, Hopkins created Bingxi Poplar Tree to celebrate the cutting of forest near Oxford Did. Clearly, competition with father is an important creative stimulus. Binsey Poplars is a religious poem, Hopkins has no personality. Everywhere in Binsey Poplars, the tone of poetry is sadness, appealing, anger, determination, and religion. This poem is written in spring rhythm which is an innovative metric format developed by Hopkins. In the spring rhythm, the number of accent in a line is calculated, but the number of syllables is not calculated. How to rhyme is different in each section. Since Binsey Poplars has only two sections, the system of v erse is AB, AC, BA, CC. This is also irregular. The position of the line of Binsey Poplars indicates that it is effective to run that line. This poem compares the line of a tree with the rank of a soldier. A military image means that the development of industry in rural areas is equivalent to war 'Binsey Poplars' was published in 1918. This is elegy of the scenery Hopkins knows intimately during Oxford. It has many atmospheric and landscape words like jumping sun - which means that the sun seems to interact with the environment. On the third line of the first quarter, he used felling three times. He did this to convey the sound of an ax hitting a tree. Hopkins believes that natural objects are like expressions created by God and that they use self to capture it. This poem is about Hopkins' love for Him and tells more about poplar logging.

Victimology Coursework Example | Topics and Well Written Essays - 250 words - 1

Victimology - Coursework Example The occurrence of such violence is attributable to bitterness towards the old, retaliatory attacks by younger adults, insufficient love and friendliness and general social plight. Reportedly, abusers are relations of the elderly individual who are supposedly caregivers. CVS (2011) reports several incidences of elder abuse. For instance, the year 2007 there were over 91590 individuals above the age of 65 who experienced violent misdemeanor. Of all police crime reporting rate across the various age groups, the age group of 65 five and above had 61% of the total crime reports in the year 2007. This is indicative of the increased crime across this age group. Reportedly, the same year witnessed individuals above the age of 65 lose a massive 1.3 billion dollars in terms of individual and possessions crimes. People aged 60 and constituted 8% of the total deceptive crime reported to the federal trade commission in the year 2008 (CVS, 2011). Consequently, about 12% of identity theft victims reported to the institution was age 60 years and above (CVS, 2011). This is indicative of the increasing criminal activity directed towards this age. According to CVS (2011), five ways to of preventing elder abuse includes individual awareness of the persistence of the problem and its causative factors. The elderly person should make the concerned authorities aware of the quandary. Secondly, one must plan a head to establish caregivers preparedness in terms of financial, physical, and psychological resources. One should arrange for an alternate care to take charge in the event of failure by the preliminary plan. The elders are encouraged to stay sociable by participating in communal activities and sustaining a well established association of friends. Lastly, one should obey the scheduled medical care and other many social engagements (CVS). CVS (2011) outlines several ways of identifying elder

Government Structure Essay Example | Topics and Well Written Essays - 750 words

Government Structure - Essay Example tract function model of government is connected deeply with the idea of the modern democracy where the government is formed with the will of the people. It is different from a constitutional monarchy such as the one present in the UK since the monarch remains the head of the government as well as the country while in a pure contract function model of government an elected representative becomes the head of state and leads the country (Hawkesworth and Kogan, 1992). The contract function model is based on the ideas of a social contract which has been credited to the ideas presented by Hobbes. His philosophy of government suggested that governments are formed by the banding of people and they earn their right to govern with the will and acceptance of the people. Thus there is an established (if often unwritten) contract between the people and their government regarding the social order which is maintained from both sides (Hawkesworth and Kogan, 1992). Violations of the contract from the side of the government give the people the right to revolt against the government while violations of the contract from the side of the people give the government the right to imprison them or ever deprive them of their lives in certain cases such as treason. While governments affect the people they govern in many different ways, the people who form a government also affect it in terms of their culture with regard to the political culture and the social culture. For example, even though countries such as China are democracies in a technical sense, the culture of the country remains a communist one for the most part. Of course the Chinese system of government has been affected by cultural changes that have come as a part of the economic development that China has seen in recent years but the government systems and bureaucracies remain connected with communism as a cultural artifact (Wortman, 1987). In this way, the political culture and the social culture affect how governments are

Health Insurance Portability and Accountability Act of 1996 Essay Example for Free

Health Insurance Portability and Accountability Act of 1996 Essay Today we will be discussing the Health Insurance Portability and Accountability Act of 1996 or HIPAA. As some or most of you may know HIPAA was enacted by the federal government in 1996 and by definition is a federal law that mandates insurance portability and sets up procedures for electronic data exchange (Austin Wetle, 2012). This law’s purpose is to protect patients privacy, none of a Patient’s Health Information (PHI) is to be used or released without the patient’s consent. HIPAA is superior to state laws, so that no matter where the patient lives they are protected. The only time HIPAA is not superior to state law is if the state law has a higher standard, as in keeping an account of disclosures for eight years rather than the six required by HIPAA law we would follow the state law in this case. Key factors that all health care employees should know about HIPAA are as follows. Who is covered by HIPPA? Health care providers, clearinghouses, and health plans that are compelled to protect PHI for oral, paper, and electronic communications (Harman, 2005) are all covered by HIPAA. Another key factor about HIPAA is, knowing what information is protected and what is ok to be disclosed. PHI is not to be disclosed unless the patient gives their consent, anything with personal identifiers is off limits, demographic data, past, present and future health conditions, provisions of care and past, present, or future payment information (U. S. Department of Health Human Services, n. d. ) are all protected. Information that can be disclosed is called de-identified health information, information without any identifying factors. The only required PHI disclosures are to the patient if they request it. If a facility fails to abide by the laws they will be fined. Any person who obtains or discloses identifiable PHI can face a criminal penalty of up to $50,000 and up to one year in prison (U. S. Department of Health Human Services, n. d. ) the person will likely be terminated from their position as well. These regulations effect the management of employees, patients, resources, and ealth care because everyone needs to be trained in HIPAA practices and know the laws and regulations. Patients need to understand and sign consent forms and be made aware of what their rights are through the policy. One could say HIPPA makes for more paperwork; however it is crucial to protect our patient’s privacy and the relationship with our outside resources. Once completely understood by all of the staff, and patients everyone will understand how valuable HIPAA really is.

Essays on Death and Suicide - Death Happens :: Personal Narrative Essays

Death Happens Brothers and sisters are rarely friends. Perhaps comrades and confidants, even inseparable-but rarely do they actually agree. Take my sister and me, for example: she knew how, in my eyes, chocolate had no rival in the bliss stakes, so she'd wait until she knew I was salivating (every hour or so) and she'd filch it and feed it to our abjectly grateful dog. She loathed grunge music, so I, in retaliation, would play my raucous selection until it reverberated off the walls. You get the idea. But we were the only two girls in the family, you see, and very close. Although we betrayed each other's secrets on a daily basis we still told each other everything. Young and naive. When I was almost four, I remember her gloating about her new boyfriend. I was indignant, invidious, so I got a boyfriend in revenge. Phantom phone calls, withered flowers in the mailbox, love notes posted to my door...until she found out "Jerome" didn't exist. I never did live that experience down. Five, six, pick up sticks...the era of the bike. She got off her training wheels before me, so I let her tires down. Seven, eight, stay up late...by nine, it was boys' germs, girls' germs...and according to me, my brothers had them with a vengeance. According to them, even germs would die if they touched me. Nine, ten, friends again. I got pocket money that year, and I bought my own chocolates, but no matter how carefully I concealed them, the dog always enjoyed them more often than I did. Just before her thirteenth birthday, my sister started walking funny, sticking her chest out and squeezing her behind in. She'd look at Mother cryptically, and ignored me completely. One day I found a tape measure discarded on her bedroom floor, and still I had no idea. It was only when I found two triangles held together by a bit of elastic that I finally filled in the jigsaw. It grew worse...she became moody...always yelling or bursting into tears. When I asked Mother what was happening, she said ominously, "Your sister's a woman now." How come she got to be a woman, while I was stuck being a girl? Then, I discovered the opposite sex and knew what she meant. My God, he LOOKED at me?

Education Essays – Egypt Education System

Egypt Education SystemThe extension of the free compulsory instruction jurisprudence in 1981 was one of the grounds to unite the Preparatory Stage, both Primary and Preparatory stages ( Ages 6 through 14 ) together under the label Basic Education, as instruction beyond this phase depends on the pupil ‘s ability. Egypt operates two corresponding instruction systems: the secular system and the spiritual, or Al-Azhar system. The secular system consists of basic instruction which covers the first 8 eight old ages of schooling. The 2nd degree divides pupils between three-year general academic secondary schools and three or five-year vocational schools, as there are three different types of secondary instruction which are general, proficient, and vocational Technical instruction. These types of instruction are provided in three-year and five-year plans, and include schools in three different Fieldss: industrial, commercial and agricultural. The 3rd degree is universities. The Al-Azhar system, which maintains separate installations for male and female from primary to university degree, enrolls 4 per centum of the country’s entire pupils, and is responsible for conveying the mission of Islam and uncovering its part to humanity’s public assistance and advancement. In this system, primary school extends over the first 6 old ages, and preparative school for the following three old ages. Students who successfully complete 4 old ages of secondary school can inscribe at Al-Azhar University.2 Al-Azhar University, which is considered to be the bastion of Islamic cognition in Egypt, was founded in AD 970. There are two sorts of authorities schools in Egypt which are Arabic Schools and Experimental Language Schools. Arabic Schools provide the governmental national course of study in the Arabic Language ; nevertheless, experimental Language Schools teach most of the authorities course of study in English, and add Gallic as a 2nd foreign linguistic communication. Furthermore, there are three sorts of private schools. As Government schools, private schools besides has different types such as ordinary schools, linguistic communication schools, and spiritual schools. First, Ordinary schools have the same manner of instruction of the authorities schools with more concentration on the pupils want and services provided to them. Second, linguistic communication schools have the same educational stuffs as the authorities with the exclusion that all those stuffs are taught in different linguistic communications ; this is beside the high fees those schools requires. The 3rd type of private instruction is spiritual that are established or controlled by Muslim Brotherhood. Their educational course of study is wholly unlike the authorities and Azhar schools. Private schools on Egypt are considered the best instruction because of high and assorted installations offered by those schools. This educational system is supervises by the ministry of instruction However, the Azhar instruction system is supervised by the Supreme Council of the Al-Azhar Institution and considered to be independent from the Ministry of Education, but is finally under supervising by the Egyptian Prime Minister. The Azhar schools are named â€Å" Institutes † and besides portion the same phases as the normal educational system which both include primary, preparatory, and secondary instruction. The Azhar schools in all stages teach non-religious topics, to a certain grade ; nevertheless, the bulk of the course of study consists of spiritual topics. All the pupils are Muslims, and males and females are separated in all stages. The Azhar schools are spread all over the state, but overly in rural countries. The alumnuss of the Azhar secondary schools are eligible to go on their surveies merely at the Al-Azhar University. In the early 2000s, the Azhar schools accounted for less than 4 % of the entire registration. There are both private and public universities of higher instruction in Egypt. The difference between them is that Public higher instruction is free in Egypt, and Egyptian pupils merely pay enrollment fees, but Private instruction is much more expensive and is considered to b for the elite, as alumnuss of such schools by and large do really good on their concluding secondary school scrutinies, which ensures them entree to what are considered as elect modules. Presently 98 per centum of alumnuss from secondary schools enter higher instruction. The higher instruction sector in Egypt is comprised of universities and establishments of proficient and professional preparation. The system is made up of 12 public universities, 51public non-university establishments, and 4 private ( for net income ) universities. In May 2000, there were 18 pending applications to open extra private for net income higher instruction establishments. Of the 51 non-university establishments, 47 are biennial in-between proficient institutes ( MTI ) , and 4 are four or five-year higher proficient institutes ( World Bank, 2000:1 ) . The major public universities are Cairo University ( 100,000 pupils ) , Alexandria University, Ain Shams University, and the 1,000-year-old Al-Azhar University. While the American University in Cairo, the German University in Cairo and the Universite Francaise d'Egypte is of the taking private universities in Egypt. Entry into the secular university system is based on the consequences of the Secondary Educational stage. Harmonizing to the article â€Å"Egypt, † â€Å"only pupils go toing general academic secondary schools were eligible to matriculate ; nevertheless since 1970 universities have been inscribing some pupils from vocational schools. The Placement Bureau of the Ministry of Higher Education controls admittance, and there is alegion clausesimposed by the Supreme Council of Universities ( SCU ) on admittance at institutional and province levels† . Al-Azhar University system, unlike other systems, requires certain certifications like a Secondary School Certificate from the Al-Azhar instruction system and a Certificate of Koran Recitation from a Koran Recitation Institute or keep an Al-Azhar sheepskin. Non-university instruction is offered by industrial, commercial, and proficient institutes which provide 2-year classs taking to diplomas in accounting, secretarial work, insurance, computing machine or wellness scientific disciplines and electronics. Technical instruction schools provide 5-year classs taking to progress proficient instruction sheepskin in commercial, industrial, and agricultural Fieldss. Although the American University in Cairo ( AUC ) has existed since 1919 as a private university, Egypt merely legalized Egyptian private universities in 1992 when the People’s Assembly passed a Law # 101 leting the constitution of private universities. The most indispensable consideration is that the Minister for Education must O.K. the assignment of private university, as presidents, and non-Egyptians can non busy taking places in private universities without the ministry’s blessing. The 2nd critical facet is that the Supreme Council of Universities indirectly supervises private universities and is responsible for monitoring criterions to guarantee that graduation certifications from province and private universities represent an equal instruction degree compared with the governmental certifications. â€Å"In May 2002, the private universities’ commission was replaced with theprivateuniversities’ council.The council has the same powers as the Supreme Council of Universities, which regulates public universities.† Many Peoples assume that private higher instruction establishments in Egypt are s establishments that â€Å"sell†grades to those who can afford the university expanses. Critics of private higher instruction in Egypt besides argue that private higher instruction is at odds with the rules of the1952 Revolution, which called for equal entree to educational chances for all citizens. Egypt is considered the state that has the largest higher instruction systems in the 3rd universe as it contains about 1.670 million pupils. Egypt relies in its instruction on biennial proficient institutes to go on supplying entree to all secondary school alumnuss while protecting the already overfed universities. Technical institutes enroll 40 per centum of all secondary school alumnuss. This deficiency of fiscal, human, and material resources consequences in hapless quality instruction in most universities and is considered by many people as non academic establishment. The figure of higher instruction pupils per 100,000 dwellers is 1,900 in Egypt compared to 1,132 in Morocco ; 1,236 in Algeria ; and 1,253 in Tunisia. Surveies on the societal category and educational backgrounds of province university pupils have revealed inequalities of entree to what are considered as high status/elite modules. To better the educational system in Egypt administration and control of higher instruction should be obtained by the Ministry of Higher Education, the Supreme Council of Universities ( SCU ) , and the Central Administration of Al-Azhar Institutes. The Ministry of Higher Education has a legal authorization over higher instruction by oversing and commanding the instruction, planning, policy devising, and quality control on primary and preparative schools and developing for basic instruction for instructors. The Supreme Council of Universities formulates is the 1 responsible for policy devising and decision making or commanding the figure of pupils to be admitted to each module in each university. Furthermore, supervising and disposal of the Al-Azhar higher instruction system is the duty of theCardinal Administration of Al-Azhar Institutes, which is a section of the Supreme Council of Al-Azhar that is responsible for the development of the general policy and planning to enable the spread of Islamic civilization and Arabic linguistic communication. In official discourse, instruction in Egypt is â€Å"free† from basic to higher instruction. While officially the province is responsible for funding higher instruction in Egypt, the state’s portion of higher instruction finance for universities was reduced to 85 per centum in 1994-1995, go forthing the universities to bring forth the staying 15 per centum through assorted gross variegation schemes. Sanyal ( 1998:16 ) , and the World Bank ( 2000:40-41 ) place the undermentioned gross variegation schemes adopted by Egyptian universities: ( a ) Charging nominal tuition fees for alternate academic plans that are perceived to be of high quality and presenting other relevant fees. For illustration, province universities have introduced foreign linguistic communication plans for which they charge tuition. Some public universities charge ?E1,000 as tuition for a degree plan in Commerce which uses English as a medium of direction. The figure of appliers in some degree plans in public universities exceeds available infinites, a phenomenon which gives room for universities to bear down tuition. While the tuition charged in this instance is still merely about 33 per centum of the existent cost of the plan, this agreement sets a case in point towards cost recovery in public establishments ( World Bank, 2002:40 ) . Besides, in recent old ages, a new system of admittance to the modules of Law, Commerce, and Humanistic disciplines allows a less qualified pupil to obtain a topographic point on paying an admittance fee of ?E 360 ( Sanyal, op cit ) . The impact of this pattern on the quality has been negative as manifested by a high figure of reiterating pupils in universities. Egyptian pupils pay between ?E30-?E150 per twelvemonth as a nominal tuition fee in authorities funded universities. In add-on, they besides pay necessary equipment, books, transit, and abode fees. The pattern of bear downing nominal tuition fees in Egyptian public universities goes as far back as 1924 when the Egyptian University ( now Cairo University ) started bear downing ?E30 per twelvemonth for all modules with the exclusion of the pharmacological medicine section that charged ?E20 per twelvemonth. This university besides imposed a non-refundable scrutiny fee of ?E1.16 Tuition fee in private universities range from E15,000-25,000. The American University in Cairo-the oldest private university in Egypt, charges a tuition fee of US $ 2,813 for 6 credits and US $ 469 for each extra recognition. ( B ) Income coevals by specialised university centres from: ( 1 ) Cooperation with industry ; ( 2 ) Patent rights ; ( 3 ) Provision of go oning instruction to industrial employees ; ( 4 ) Entree to research lab and scientific equipment ; ( 5 ) Manufacturing intermediate industrial merchandises ; In add-on, In 1998, theInternational Finance Corporation ( IFC) conducted an extended feasibleness survey onthe market for pupil loans in post-secondary instruction in Egypt.This survey recommendedagainstestablishing a pupil loan plan due to the undermentioned grounds: ( a ) limited market size ; ( B ) underdeveloped debt/credit market ; ( degree Celsius ) cultural attitude uncomfortable with personal debt and loans ; and ( vitamin D ) deficiency of a consumer recognition bureau ( World Bank, 2000 op cit: 41 ) . As a consequence of the above recommendations, the Egyptian Government by 2000 was be aftering to set upa ?E100 million-loan planfor destitute university pupils. Under this proposed loan strategy, pupils who canprovethat they are in demand of fiscal aid for education-related disbursals will be eligible to have up to?E1000 pertwelvemonthin authorities loans. The loans are to be involvement free and refund will be spread out over a period of 40 old ages after graduation. Problems and challenges in Egyptian higher instruction system are analyzed in the World Bank’sHigher Education Enhancement Project,which is a portion of a comprehensive reform scheme for higher instruction in Egypt. The higher instruction reform docket was influenced by the National Conference on Higher Education, held in February 2000, and aims to turn to Egypt’s demand to upgrade educational quality in the university sector. Egyptian higher instruction sector faces a figure of challenges including: ( I ) antiquated system-wide administration and direction ; ( two ) low quality and relevancy at the university degree ; ( three ) low quality and relevancy at the in-between proficient degree ; and ( four ) limited financial sustainability of publically financed registrations ( World Bank, 2000:1 ) . The job of financially weak registrations is related to the dramatic addition in registrations in university instruction.For illustration, registrations increased by 42 per centum between 1997/98 and 1998/99 taking to an 8 per centum diminution in per -student disbursement that exacerbated disparities in resource allotment between modules ( World Bank, 2002:41 ) . While the overall outgo on instruction as a proportion of GDP has grown from 3.9 per centum in 1991 to 5.9 per centum in 1998 with higher instruction having a 28 per centum portion of entire outgo in 1998, the dramatic growing of the higher instruction pupil population in Egypt creats a serious job in funding higher instruction. Given the high population growing in higher instruction, to merely keep the portion of 18-22 age group at its present 20 per centum degree ( this is an official policy ) would necessitate on norm an extra 60,000 new registrations in higher instruction for the following 10 old ages ( World Bank, 2000:2 ) . The authorities has no fiscal ability to make this.

Mary Rowlandson’s “The Captive” Essay

In the sixteenth, seventeenth, and eighteenth centuries of America, many settlers and colonists were taken captive by the Native Americans, commonly known as Indians. The Native Americans had many reasons and motives for capturing the settlers or colonists. Captives were often taken to be traded, ransomed, or â€Å"adopted,† which Native Americans did to replace tribal members who had passed or who had been killed. Two very famous captivity narratives are those of James Smith and Mary Rowlandson, whose stories are very different due to their captors, gender, and religion. James Smith was 18 years old when he was captured by the Indians just miles above Bedford. Smith was captured by three Indians, one was a Canasatauga and the two others were Delawares. With the exception of being flogged, Smith’s experiences with the Indians were not terrible. He was essentially treated as an Indian. This stems from the fact that he was adopted by the Natives. James Smith was given man y freedoms. Smith was very trusted by the Indians. They allowed him to hunt with them or on his own, they expected him to act as an Indian, and they also trusted him to take care of them when needed. Smith also had the option to leave whenever he pleased. He did not have to remain with the Indians for the four years, 1755-1759, that he did. These experiences are very different compared to those of Mary Rowlandson. Mary Rowlandson’s hometown of Lancaster, Massachusetts was destroyed by the Indians in King Philip’s War and she was taken captive during the destruction. Mary Rowlandson was captured in 1676 and remained a captive for three months before the requested ransom was paid. Rowlandson had very different experiences from James Smith with the Indians. At her capture, she witnessed the Indians killing or harming many in her family. Rowlandson, herself, suffered a gunshot wound. James Smith was also harmed when first captured by the Indians; however, he had been aided by French doctors. Mary Rowlandson dealt with her gunshot wound on her own. She also had to carry her sick child for six days before the child passed away. Rowlandson was not able to read freely in front of the Indians, she was not given a fair share of th e food, and was often forced to find other Indian tribes to spend the night with, or to receive food from. Rowlandson was sometimes allowed to go and meet with family members who were with neighboring tribes. Compared to James Smith’s experiences, Mary Rowlandson had it tough when she was a captive of the Indians. Gender had a major effect on how the captives were treated. Native Americans often captured women because they were easier to capture, could bring in more ransom, and the Indians also believed that the women would be easier to control. Mary Rowlandson had to make clothes for others in order to either trade with them or to get money that she could then use to obtain food with. James Smith, on the other hand, was able to go out and hunt for the food he needed. The food that he and his fellow Indians gathered was evenly divided amongst the tribe. Rowlandson, however, was treated better by some tribes than the one she was being held captive in. Some Indians from other tribes would offer her food or opportunities to get money or goods that she needed. This was likely due to the fact that women had more powers and were more respected in some Indian tribes. Smith was expected to help and fend for himself while Rowlandson was often provided with food, though it was not a fair share and was often not of the same value that Smith’s was. Overall, Mary Rowlandson was treated disrespectfully, unfairly, and as though she was inferior. Rowlandson had to fight harder to live, as her food was often stolen and her religion, her greatest hope and strength, was frowned upon during her captivity. Religiously, Mary Rowlandson was affected more than James Smith. Mary Rowlandson was very religious. Rowlandson was married to a minister of Lancaster. Mary Rowlandson’s faith and religion were the only things that kept her going during her captivity. The only thing she had to look forward to was reading her bible, though she had to do it secretly because once, her mistress caught her reading it, grabbed it out of her hands, and threw it ou tside. Rowlandson recovered her bible, but from then on she read it more secretly. Mary Rowlandson believed that all of the trials that she survived and the blessings that she received were from God. Rowlandson wrote of leaving her captivity, â€Å"I have been in the midst of those roaring lions and savage bears that feared neither God nor man nor the devil, by night and day, alone and in company, sleeping all sorts together, and yet not one of them ever offered the least abuse of unchastity to me in word or action; though some are ready to say I speak it for my own credit; but I speak it in the presence of God, and to His glory. God’s power is as great now as it was to furnace. Especially that I should come away in the midst of so many hundreds of enemies and not a dog move his tongue.† Mary Rowlandson often quoted bible verses, one being Psalsms 27: â€Å"Wait on the Lord.† Rowlandson used this particular verse to persuade another captive against trying to escape and run away. and metaphorically related her experiences to stories of the bible .Mary Rowlandson depended upon her religion to survive her captivity. Without, her faith, religion, and God, Mary Rowlandson would have had no hope, no reason to go on, or no encouragement to persevere through her captivity. James Smith was not extremely religious. Unlike Mary Rowlandson, James Smith did not depend upon religion to survive his captivity with the Indians. The Indians that Smith was with did not mind him practicing his own religion and they did not force their religion upon him. James Smith was, towards the end of his captivity, traveling with an Indian by the name of Tecaughretanego and his son Nunganey. After Smith laughed at Tecaughretanego’s religious ceremonies, Tecaughretanego said to him, â€Å"Brother,–I have somewhat to say to you, and I hope you will not be offended when I tell you of your faults. You know that when you were reading your books in town I would not let the boys or any one disturb you; but now, when I was praying, I saw you laughing. I do not think that you look upon praying as a foolish thing; I believe you pray yourself. But perhaps you may think my mode or manner of praying foolish; if so, you ought in a friendly manner to instruct me, and not make sport of sacred things.† Smith learned a lot about the Indians’ religion through his experiences with them and learned to respect their beliefs. Though the experiences of James Smith and Mary Rowlandson were very different, neither story will ever be forgotten. Perhaps that was their purpose for recording their exploits. The differences in their stories can be attributed to their sex, religion, and captors. Had Mary Rowlandson not been female, religious, or captured by the Indians she was, her story may have been very different. Also, for James Smith, had he not been male or taken by the Indians he was his story would have been completely altered. The qualities, beliefs, and characteristics of Mary Rowlandson and James Smith were essentially what saved their lives.

Gettsyburg essays

Gettsyburg essays During 1863, the Civil War continued to wage on between the two extremely divided factions. In the first two years of the Civil War, neither side had gained any real advantage. Thirty-three conflicts occurred leading up to the Battle of Gettysburg, some major and some minor, but none had the effect that Gettysburg had on the course of the Civil War. This decisive battle occurred during the first three days of July 1863, which changed the course of the Civil War and determined the fate of the United States. Gettysburg was a small market town of 2400 at this time, in southern Pennsylvania, located at a spot where a number of small roads converged. Although neither commander of the armies was prepared for, nor wanted to fight in this region, it proved to be a pivotal point in the Civil War. The Battle of Gettysburg was ultimately the turning point in the Civil War because it put the South on the defensive for the rest of the war and definitively ended in the defeat of the Confed erate States. Although the location and timing of the Battle of Gettysburg was almost an accident, the fact that a huge battle took place in Pennsylvania in July 1863 was certainly no accident. General Robert E. Lee, the commander of the Confederate Army of Northern Virginia, had chosen a course that meant a major battle was almost unavoidable. Two months earlier, General Lee found himself at a dilemma. He had recently defeated the federal Army of the Potomac, in a daring example of superior generalship at the Battle of Chancellorsville. Although Chancellorsville had been a decisive victory for the Confederacy, Lee himself knew that all he had really accomplished was buying a little more time. The battle had succeeded in repelling the Federals from much of Virginia, which contained the important capital of the Confederacy at Richmond. However, Lee knew it wold only be a matter of time before the powerful Federal host moved south again. Lee...

Gender Disparities and Gendered Miseries in Divakarunis One Amazing T Essay

Gender Disparities and Gendered Miseries in Divakarunis One Amazing Thing - Essay Example In One Amazing Thing, Divakaruni argues that gender discrimination produces women who are unhappy with themselves and their lives because of the gender norms and expectations that hinder them from developing their abilities and taking risks for their loved ones. Womanhood does not necessarily mean personhood, and without personhood, happiness and self-development are elusive. Gender discrimination, despite state policies that promote gender sensitivity and equality, manifests through gender norms, including son preference. In â€Å"Explaining Son Preference in Rural India: The Independent Role of Structural versus Individual Factors,† Pande and Astone studied the reasons for son preference in rural India. They concentrated on son preference as an effect of interest, and they theorized that a person’s son preference is a product of a complex process that the society, the household, and the individual factors shape. They investigate these factors that affected son preference from the late 1980s and early 1990s. Their sampling included 50,136 ever-married women. Findings showed that social norms, household and individual factors impact the decision to prefer sons over daughters. The same practice is evident in One Amazing Thing. Mohit’s parents do not want him to marry a Chinese woman, whom they think does not deserve to marry an affluen t rich Indian man. Their preference for the son superseded their preference for their son’s happiness. Gender discrimination produces unfair gender norms and expectations that delimit women’s capacity for self-development. Mrs. Pritchett wants to feel loved, but she feels it is too late for she married a self-centered man who is unaware of her needs as a woman. She has not developed her personhood because of her restrictions as a woman. Mangalam experiences sexual harassment, though this gives her power over a life of poverty. Nevertheless, her experience shows that because she  is poor and a woman, she cannot attain the kind of life she wants to have. Sexual harassment is common in patriarchal countries (Gupta 95).

Ig E deficiency Case Study Example | Topics and Well Written Essays - 1000 words

Ig E deficiency - Case Study Example The immunoglobulin E (IgE) binds the environmental antigens or the parasitic infection agents, and then causes the release of substances from the mast cells, which causes inflammations. It is following the binding of the immunoglobulin E (IgE) to the mast cells that a cascade of the allergic reactions then occurs (Kim, Bouchard & Renzix, 2008). The surface of the mast cells is designed such that it contains special receptors that bind the IgE cells. Therefore, when two adjacent mast-cells that are already bound with the IgE antibodies come closer, they attract allergens and attach the allergens to both of them, thus cross-linking the IgE antibodies together (Scadding & Kariyawasam, 2009). After a critical mass of the IgEs have become cross linked, they release histamine and other related substances, thus beginning the cascading allergic reactions. The pathophysiology that results in the symptoms of sneezing, mucous production and airway constriction begins after a repeated exposure of the IgE to a particular allergen, for example a dust mite (Bourdin, Gras, Vachier & Chanez, 2009). The exposure to such allergens first produces an initial immune system reaction referred to as the early phase reaction, which is followed by another phase referred to as the late phase reaction, which is a more severe reaction (Scadding & Kariyawasam, 2009). Therefore, the pathophysiology of IgE reaction starts with the sensitization phase, where the IgE are exposed to an allergen for the first time. The sensitization phase where the IgE gets exposed to the allergen for the first time may occur through different forms such as inhalation, for example of dust mites, pollen or molds, or through ingestion of a certain type of parasite, food or medication (Kim, Bouchard & Renzix, 2008). The sensitization can also occur through touch, for example coming into contact with a poison ivy or latex, or through injection, for example under medication or through being stung by an