Is Stem Cell Reasearch and Treatmetn Ethical?

Bethesda, MD. Stem Cell Basics I. National Institutes of Health, U.S. Department of

Health and Human Services, 2016, https://stemcells.nih.gov

Accessed 25 November 2018

The source gives an introduction to stem cells, explaining what they are and their importance. The source continues to go into information on different types of stem cells, including where they are located and what they are used for. The source also includes the uses of stem cells and obstacles that doctors face while using them. This source will help me give background information on stem cells that I will need to tie into the ethical issues surrounding stem cells and their uses.

King, Nancy Mp and Jacob Perrin. Ethical issues in stem cell research and therapy

Stem cell research & therapy vol. 5,4 85. 7 Jul. 2014, https://www.ncbi.nlm.nih.gov

Accessed 25 November 2018

The source gives information on stem cell research, the different types of stem cells, and the clinical trials they are used in. This source ties in the ethical issues and concerns that come with each type and how animal clinical trials could help avoid issues. The source includes information on the uncertainty of it all but how the positive outcome of using stem cells outweighs it. I am planning on using this source because of this as it will give information on ethical issues with stem cell research and clinical trials for therapy.

Lo, Bernard and Lindsay Parham. Ethical issues in stem cell research Endocrine

reviews vol. 30,3 (2009): 204-13, https://www.ncbi.nlm.nih.gov.

Accessed 25 November 2018

This source digs deeper into the ethical issues surrounding the different types of stem cells in research. The source will help me get a better understanding of the issues surrounding the topic.The source also gives information on different types of stem cells and their uses and ties in the ethical issues with each. I am planning on using this source to help me add more information to the ethical issues with stem cells and how to avoid some of them.

Mayo Clinic Staff. Stem Cells: Frequently Asked Questions about Stem Cell Research.

Mayo Clinic, Mayo Foundation for Medical Education and Research, 24 Oct. 2018, www.mayoclinic.org

Accessed 25 November 2018

The source gives information on what stem cells are, their uses, and the different types. Controversy, where stem cells are from, and why they are used is included as well. All of the information though, I have found in other sources and it is just repeating the same topics. As a result, I do not plan on using this source for my essay but it was a good starting point.

Nine Things To Know About Stem Cell Treatments. A Closer Look at Stem Cells,

INTERNATIONAL SOCIETY FOR STEM CELL RESEARCH,

www.closerlookatstemcells.org.

Accessed 25 November 2018

This source gives information on important details about stem cell treatments and applications. The source dives into the problems behind treatments that are not well developed and how people should be weary of it. There is also details on how current treatments do not match clinical trials and how not many have been proven to be safe. I will use this source to give more information on how stem cells treatment is still growing and that a chance for change could happen.

Resnik, J.D., Ph.D., David B. What Is Ethics in Research & Why Is It Important?

National Institute of Environmental Health Sciences, U.S. Department of Health

and Human Services, 1 Dec. 2015, www.niehs.nih.gov.

Accessed 27 November 2018

The source gives information on the ethics used to help research and the principles to be addressed in research. The source also gives details on how ethical norms help research progress. This source explains the principles to keep in mind and why they are important to be aware of during research. I am planning on using this source to give me a better understanding of the ethics behind scientific research.

Siegel, Andrew. Ethics of Stem Cell Research. Stanford Encyclopedia of Philosophy,

Stanford University, 25 Apr. 2008, https://plato.stanford.edu

Accessed 25 November 2018

The source covers information on the ethics of stem cells, specifically embryonic stem cells. The source includes the ethics of destroying embryonic cells, of using them, and creating them for research and therapy. The source also touches upon how scientist are using stem cells to derive gamete to create these embryonic cells and the problems behind it. I will use this source as it gives information on the ethical problems behind embryonic cells which is one of the types of stem cells I will be focusing on in my paper.

Stem Cell Transplantation and Regenerative Medicine. Types of Stem Cell

Transplantation. EHR National Symposium, https://med.stanford.edu

Accessed 25 November 2018

The source gives information on the different types of stem cell transplant and a brief explanation on how they are collected. It explains each process and where the cells are collected from for the transplant. I will use this source to give information on the transplantation of stem cells. This information can tie into ethical problems involved in stem cell research.

The Stem Cell Debate: Is It Over? Nutrition & the Epigenome, Genetic Science

Learning Center, 10 July 2014, https://learn.genetics.utah.edu

Accessed 25 November 2018

The source gives details on the problems surrounding newer stem cells research and treatments. The source only focuses on embryonic cells and the ethical problems involved. I do not plan on using this source as the information is limited to only embryonic cells which I cover in a different source. The other source gives a better in depth explanation of it which I why i am choosing it over this one.

Types of Stem Cell Transplant. Dana-Farber Cancer Institute, Dana-Farber Cancer

Institute, www.dana-farber.org

Accessed 25 November 2018

The source goes into the many different types of transplants that doctors use with stem cells that could be helpful in explaining the need and use of stem cells. The source also explains how they are collected for transplant for use. I might use this source as it gives more background into how stem cells are used for therapy and transplant. Though, at the same time it is about some of the information that I have already collected in other sources.

Types of Stem Cell | Stem Cells | University of Nebraska Medical Center. UNMC,

University of Nebraska Medical Center, www.unmc.edu

Accessed 25 November 2018

The source gives details on the few different types of stem cells and where they are located or how they are created. The source only cover these topics which I cover in other sources. As a result, I do not plan on using this source. The source does not give me new information or information that I can get from other sources.

Volarevic, Vladislav et al. Ethical and Safety Issues of Stem Cell-Based Therapy

International journal of medical sciences vol. 15,1 36-45. 1 Jan. 2018,

https://www.ncbi.nlm.nih.gov

Accessed 25 November 2018

I will not be using this source as it mostly talks about topics I am not planning to include in my paper. It briefly touches upon the ethical issues of stem cell therapy but includes more about the therapy and its safety issues. Two of my previous sources from the same webpage cover my topic better and can fill in for this source.

What Happens during the Stem Cell Transplant Process? Dana-Farber Cancer

Institute, Dana-Farber Cancer Institute , www.dana-farber.org

Accessed 25 November 2018

I do not plan on using this source as it does not give enough information on what I am looking for. It gives a brief explanation on what happens during the stem cell transplant process. Which I may need but I cover this in other sources. Otherwise, the source goes into topics that I am not including in my paper. These topics include chemotherapy and white blood cells that I do not need information about for my paper.

What Is a Stem Cell Transplant (Bone Marrow Transplant)? Dana-Farber/Boston

Children's Cancer and Blood Disorders Center, Dana-Farber/Boston Children's,

www.danafarberbostonchildrens.org

Accessed 25 November 2018

I might use this source to give information on the process of stem cells transplant. This source covers the process but only specifically bone marrow transplants. The source is limited and might not give me the information I need for the direction my paper is planning to go in.

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Education – the most Powerful Weapon which you Can Use to Change the World

Nelson Mandela has once said, Education is the most powerful weapon which you can use to change the world. My personal goal for the future in my classroom is to educate students by challenging them to their full potential as well as their needs. In my classroom, I want my students to feel challenged, I am willing to see them think outside the box and be able to work with different styles of learning. I want them to feel as if anything is possible as well as if they could do things they thought they could not do. Throughout the ways of learning in my classroom space, students should be able to determine their own strengths and their weaknesses. They will determine their own strengths and their weakness by identifying what learning style they work best on and how they will work on it as well.

The educational principles that guide me as a future educator are to encourage students, develop cooperation among students, communication on high expectations, active learning, and emphasize time on tasks that are given to the students. I will also want students to respect the ways of learning. I want students to be able to share their ideas with one another and to attend school events, which will be communicating with each other. Students will be encouraged to present their views and ideas of the concept itself to the class as well as participating as an individual or a group. In my workplace, I will know students by name or any nicknames they prefer to be called. As a future educator, I will want my students to be able to manage time on assignments by themselves in order for me to know how long to stick to one subject. In the classroom, my students will be open-minded about every idea that is communicated in the classroom.

The purpose of teaching is to be able to help the students with their needs. The three important purposes of teaching are to help students academic progress, showing the students on how to learn to take responsibilities for their school work and to encourage them to have life skills that are necessary for them to have in their adulthood. As an educator, I will help students show or have progress on their academics by showing my students how to making time into doing things easier or how to fix things into their schedule. I am willing to see my students achieve their goals, as in getting the grade they will want to have in a test or to be able to graduate with their class. Another thing is that I am also willing to show my students how to take responsible into their own hands, for this, I will show them how to get things done and turning it on time as well. My students will also gain life skills knowledge that will be needed when they go into the real world, as in entering college. They will be able to experience how the life ahead of them is. I will show them how to be on time, responsible, respectful and everything else they need for the real world. In my teaching space, I will teach the students how life will be head of them with all the responsibilities that they will need in life.

The students' purpose of education is to be able to learn new things that they did not know they could do or did not know they can learn while they are being taught. I believe that education is important to all students within the different communities because in the classroom, teachers are their motivators. Students look up to their teachers to be able to push them when things get tough. Teachers are also their encouragers. They should be able to encourage their students to succeed in school. Every student will trust in their teachers to teach them something new and to help them through the tough roads. All students should be able to learn within different ways and be able to help each other out.

For someone who is truly into learning something and or new things in the classroom, it means for them to gain potential and knowledge. The student that is being taught and truly learning something can be able to understand the concept and being able to apply their own knowledge. They can also explain what they have learned to someone who is not in the same pace as the rest so that they understand what is being taught. An example can be a language you are learning especially the classes in school, like Spanish. There can be students that do not understand what is trying to be said, so you, as the classmate that is willing to help, are gaining all the knowledge that you know or have learned from the teacher, and explaining it or break it down to your classmate so that they have better understood the concept.

Students should be able to express themselves, to be open-minded and optimistic, as well as being able to take responsibilities for their own actions around their classmates. I believe that they should be able to communicate with each other and push each other to do better. As a future teacher, I believe that students should have the right to have their own learning styles and be able to show their classmates different styles of learning in the teaching environment. I also believe that having high energy around my students will have them with the mindset that everything is possible and with a positive attitude. As an educator, one of the keys to having a successful environment is to have positivity around them.

The most important strategy for teaching, to me, is to be able to identify how the student works. This strategy is important to me because as a teacher, you will not have students that work the same way. There are different ways of learning, learning by doing hands on activities, learning by visualizing how to do the work, and learning by hearing audios. This is important to me in the teaching space because I am willing to show each and every student in my classroom the different styles of learning. As a future educator, my students will learn the ways of learning by communicating with one another and being able to learn from each other as students.

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The Music Education Curriculum in the U.S

Contents

In the U.S., the music education curriculum has remained the same. It is easy for music educators to set themselves teaching within a box filled with the expected music curriculum, therefore make their own decisions in their classroom, instead of having students mindfully review and think critically. As a future music educator, I strongly believe it is my responsibility to enrich the development of musical knowledge through different directions and challenge my students to think critically through discussion, the quality of repertoire, adaptive learning, and construct a safe environment and community within my classroom. While always keeping in my mind that my students come from different backgrounds, therefore may learn differently.

Body

While attending high school, I was involved in the choral program. I enjoyed the class because I made music. However, looking back the routine was attend class, grab my music, sit down, listen to my music teacher play my part on the piano and memorize the music that she played for us, voil?  a perfect grade for show choir, concert choir, and a cappella. She was not challenging me to expand on my knowledge or creativity as musician and I later understood that when I attended community college. Sadly, my experience in how I learned music is how many other student continues to learn music. The teachers are transmitters feeding information to their students and the students are synapses collecting that information. As if their minds were blank canvases ready to absorb the dashes of paint and preserve them. The curriculum is structured so that students are given the same experience as everyone else and therefore constructs a growth restriction in musical abilities. As a future educator, my belief to prevent the factory model within a classroom is by showing my students how what they are being taught and are learning applies to their past or current lives. I think it is up to us as music educators to help develop self-support in every music student in the classroom. Teaching students how to efficiently read music and giving them the opportunity to independently act on the music given to them helps them develop self-support. It is my duty to behave as an aid and a teammate in education instead of a reference of information. Guiding my students to unravel answers on their own instead of notifying them of what they should know. Asking questions toward my students helps them construct answers based on experiences and what they know, and helps me develop lesson plans for my classroom. Through constructivism they create a bridge connecting what they already know with what they are learning.

As the music educator, it is important to choose repertoire to supply a great number of purposes not because it sounds pretty or to gloat to peers about your choir performing certain pieces. Repertoire should be chosen to help build vocal technique within the rightful vocal range of students, build aural skills based on the students' musical skills to read music. It should also vary in style to expand the interest in students. If a variety of music is utilized to teach in a classroom the tendency of interest, attention, motivation and learning arises. Choosing music culturally adequate for my class is also important to keep in mind. As an educator, it is important to elaborate on the chosen pieces of music and involve my students to give their independent impute of the music. To challenge them to think critically about the meaning behind the lyrics and music as their own entity and then both together. I'd also share my opinion of the pieces after they share their opinions. I think it is very important that as an educator you share your experiences that are relevant and opinions as well. This tie back with showing your students that not only am I an aid in music education but your partner as well.

It is vital that educators understand that all students learn differently and come from a variety of cultural backgrounds portrayed by different characteristics like gender, race, religion, sexual orientation and economic stance. Teaching in one specific style does not apply to all students to learn the given information. As an educator, I need to get familiarized with my students' learning styles and inclinations. Observing my students interact with one another, work with one another, and answer questions can help me gather information about my students' individual attributes. Then by gathering that information I can apply my observations toward planning activity work, group work, choosing music and setting instructions. I can also utilize student-center teaching philosophy to place myself in my students' shoes and experience the instructions through their eyes this way I can focus on acquiring my student's needs. Even more so, to be an effective music educator, I believe it is important to acquire four skill sets: personal skills, pedagogical skills, administrative skills and musical skills. Personal skill is required to be an impactful music teacher because it includes coping skills, time management, leadership skills, planning skills, all together help me, as a music educator, create an environment in which the students can learn in a given space most effectively. Pedagogical skills are needed to be an impactful music teacher because it helps run the class effectively and deliver information properly. Administrative skills help achieve demands given from inside and outside the classroom. Lastly, musical skills are needed to be a strong impactful educator able to deliver the material affectively, to transfer musical ideas to the students correctly.

Constructing an inclusive environment arises with the educator, to make students feel safe, physically comfortable, loved, and recognized to effectively learn. Dewey constructed the idea that students should be encouraged to express their feelings, be creative and think critically because what is learned is learned through experience and not entirely through scientific inquiries from students to fully understand music. An opportunity to develop creative abilities in a classroom is if I gave music to my students and asked someone to read the piece and explain what it means to them. Music, like a piece of art, can be interpreted as one may see, feel, and think the meaning within the text and music. Another way to construct a safe and comfortable environment is by delivering enthusiasm toward my students, which gain a positive affect in learning (Kelley & Gorham, 1988, p. 265) on-task behaviors (Bettencourt, Gillett, & Hull, 1983, p. 266) and intrinsic motivation (Patric, Hisley, & Kempler, 200, p. 266). Going back to observing interactions amongst students can give great insight on their behavioral makeup, gathering information and applying it to creating the best environment to teach. For instance if I come to notice that a student has difficulties learning by listening I could then modify my lessons by providing visual boards, utilizing flashcards, and have the student close their eyes and visualize the information to help them learn the material.

Conclusion

The knowledge that one human being believes in you, helps push them to believe in themselves. The support of a teacher can influence to mold an entire future. As an educator, it is my obligation to go that extra mile to help my students achieve their maximum potential not only as musicians but as human beings. Understanding my students' goals and experiences will help me do more for them. Demonstrating how what they are learning can be applied to their current lives. Help them discover their strength and weaknesses and aid them to strengthen their weaknesses. My goal as a music educator is to inspire passion and spirits in my students not only to learn music but to learn in general.

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Plato’s Philosophy of Education: its Implication for Current Education

Abstract

To conceive the ideal city and individual, we would need to have the ideal education. Education gives us a knowledge of the world around us and changes it into something better. It develops in us a perspective of looking at life. It helps us build opinions and have points of view on things in life. The current education faces a lot of challenges and we would not be well-balanced individuals without an ideal education. Therefore, having a proper education is important to keep the components balanced. This research shows the philosophy of Plato implication for current education.

Introduction

Plato believes that education is a means of achieving justice, including individual justice and social justice. According to Plato, when each individual dedicates the most of their abilities, they can gain personal justice. In this sense, justice means excellence, which means virtue for the Greeks and Plato. Socrates believes that virtue is knowledge and it must be fair. Plato concludes that virtue can be obtained through three stages of knowledge development: knowledge of one's own job, self-knowledge, and knowledge of the Idea of the Good.

According to Plato in The Republic, social justice can be achieved when all social classes in a society, workers, warriors, and rulers are in a harmonious relationship. In the Republic, all people can easily remain in harmony when the society gives them equal educational opportunity from an early age to compete fairly one and each other. An unfair society will emerge without equal educational opportunity. Under this circumstances, it will lead to timocracy, oligarchy, defective democracy, or tyranny.

Modern education in western countries has greatly contributed to developing their societies in economic terms. Nevertheless, education in those countries has its own problems. In particular the college entrance examination in China, Korea and other East Asian countries caused serious social injustices and problems: unequal educational opportunity, lack of character education, financial burden on parents, and so on.

Therefore, to achieve justice, modern world needs Plato theory education as Plato's educational philosophy will provide a comprehensive vision to solve these problems in education. There is also some controversy about the relationship between education and the economy. Enterprises should indirectly control and even take over education in order to compete economically with other countries. However, Plato disagrees with this view because business is primarily concerned with profit, while true education focuses on the common interests of rational principles based on individual and social justice.

Women Education

First, everything always begins with man and ends with man, include education. This is a patriarchal world since ancient times. Man is the center of education, just like the sun is the center of the solar system. However, the Republic of Plato emphases on women education. Plato considers the same education for both man and woman. Women should get the same physical and educational training. The main aim of Plato was that each member of the society should undertakes his or her work and responsibility.

Plato believed that women and men are equal although some women are physically smaller or weak. Therefore, those women who are physically strong should be allowed to receive the same education that men do. In the Republic, Plato describes how male and female receive the same education and be given the same duties in society as given to the male member.

Here is the proof of Plato’s ideas in women education. According to the U.S statistics it shows that women have high rating in education. Women who graduate with a bachelor's degree achieved 23.7 percent and men achieved 27.5 percent. This proves that women in general are able to do as well as men even in academics and thus have the right to be treated with equality.

Unfortunately, education access is still unequal in many countries across the world, where women are often denied access. Although there has been notable progress in women’ education around the world, research shows that millions of girls are still unable to receive education. In 2013, UNESCO estimated that 31 million girls of primary school age and a further 32 million of lower secondary school age did not access school. The situation is worse in developing countries such as those in Sub-Saharan and South and West Asia.

Women deserve to have a quality education in order for them to prove their worth in society, to maximize their potential and to develop their talents to be an important contributor to mankind and to have a productive and peaceful life in the community. Accourding to Plato, a country‘s success depends on the equality of education. Plato holds that, to protect and maintain the new city, both men and women should receive the same education.

“The fastest way to change society is to mobilize the women of the world.” Lebanese academic and Philosopher Charles Malikleo said.

The Arts

Plato's educational proposals is aimed at promoting this sort of society for citizens and protecting themselves from all threats foreign and domestic. For this reason, he says that the most important courses for young children are gymnastics and music.

Physical training is to lead to overall health, and in particular to fitness for military service. Therefore, Plato says that all athletic competition and training must be in realistic armor, and must focus on martial skills such as archery, riding, running, throwing javelin and so on. Besides that, he also includes dancing in physical education, seeking here to teach grace and agility of movement. Furthermore, as he says earlier, dancing is an essential element in the chorus, which is essential as a religious and communal activity. A good soul produces a good body, and that a healthy intellect ensures a healthy body. Therefore, by eating and drinking moderately and undertaking a simple physical exercise plan from youth, the body will be as fit as is needed. Gymnastics is mainly responsible for preventing illness and the need for medicine in the city.

Plato may never have devoted a dialogue to music, but music suffused his entire work. Music, include singing is important for mental training, just as physical culture is essential for bodily training. Music trains the people to be patient and skill, and it trains the character by its stirring rhythms as much as by its words: valorous songs to encourage bravery, hymns to foster piety, gentle songs to promote caring and mutual support. While choral singing in particular honors the gods and brings community members together in harmony. Therefore, Plato considered choral singing so important that he suggested it should be mandatory for all citizens from childhood through old age.

In the anthropological dimension, the body is confronted with the soul, the latter being educated by music, the former by gymnastics, thus taking as the basis of body education the principles of harmony, rhythm, i.e., of order, from musical education. The word ‘music’ should not, however, be understood in its current sense, as in The Republic it represents the totality of the formative means for the soul, translatable into notions such as harmony, melody, rhythm, order, measure, and number, which form the beautiful education.

In this modern society, people often neglect music and gymnastics in order to finish the homework. We can see that the teachers cancel music and gymnastics class for the preparation of college entrance exam. Under this situation, the teenagers did not receive the education of music and gymnastics that he supposed to know.

Clearly, we are never going to adopt the legal system Plato advocates, where music is regulated by the state and only government approved tunes, rhythms and lyrics are allowed. Plato believed that music has an influence on the soul. By making it compulsory to learn music, people's soul can be good and just. Learning music is not a goal in itself, however, but a means of attaining goodness, and it should be combined with gymnastics.

What we need to learn is Plato's knowledge of music and gymnastics, which can help us better understand why we need to learn. The implementation of music and gymnastics education depends on different countries.

Teaching Methods

Plato recommended play method at elementary level. He encourages that student should learn by doing. When student reached the higher level of education, his reason would be trained in the processes of thinking and abstracting. We can see that Plato wants motivation and interest in learning. He is against the use of force in education.

Plato writes in the Republic “Bodily exercise, when compulsory, does no harm to the body, but knowledge which is acquired under compulsion obtains no hold on the mind” and “The most effective kind of education is that a child should play amongst lovely things.”

Plato gives importance to nursery education. According to Plato, nursery education plays a vital role in the education of people which will affect the whole life. It helps to build his moral character and state of mind. Plato writes that ""The most important part of education is proper training in the nursery.""

Plato describes the different stages of his education in the Republic. According to Plato, children's education should be start at the age of seven. Before this stage, children should stay with their mothers or elders and learn moral education.

After the age of six years both girls and boys should be separated. Under this situation, boys should play with boys and girls can only play with girls. Besides that, they should be taught the use of different arms to both sexes. This stage goes up to the age of seventeen years. During these years, music and early education for them is mandatory. After the age of seventeen years, the youth should be brought to battle filed to learn real life experiences.

The four stages start at the age of twenty five to thirty years. In this age, they get the training of Mathematical calculation and last for another ten years, after the completion the selected one’s are admitted in the study of dialect.

During fifth stage they study dialect for another five years and after that, at the sixth stage one is ready to become a ruler and philosopher and the one enter in practical life.

The Chinese saying ""Three years old fixes eighty""  means roughly: From the character and personality traits revealed by a three year old, one can infer that he will have similar traits as an eighty year old. As the child's brain development has been completed 80% at zero to three years old, and 90% at the age of six. After the age of three, the way children talk, the way of personality has been formed. Children from zero to three years old can understand, feel, but not express. This stage is the process of absorption and accumulation of wisdom. What education gives to children, what they absorb.

In our society, we can see that the parents really give importance to the early education of their children. They don’t want to lose at the starting line so they put a lot of time and money for finding the best education for their children. Besides that, most of the children under pressure of learning as parents force them to learn some skills such as piano, violin, sketch and others since their childhood.

According to Socrates, he encourages playing methods for a child and discipline methods for a teenagers. Study under pressure may leads to physical problem. Every parents should consider to find a suitable method for their children.

Conclusion

The certain world is complicated as people don’t care about education too much. Win at the starting point is more important for them as they can reach their goals in the college entrance exam.

However, this is not the Republic of Plato. Plato's philosophy of education aims at preparing learners for future life. The college entrance exam or a payable job will not be the only future life. The aim of education is to enable a person to acquire the knowledge of this cause of the causes, the absolute good. Education prepares a man for the vision of absolute reality. That is the reason that education right from the beginning is a preparation for the future.

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Adolf Hitler – World War II

In the world War II Adolf Hitler was the horror able killing leader and greatest racist man in the World. He is also known as a bad man for world history because he turned into world war. The reason he killed people of their thought or what they believe in his country in Germany. He was keep going emphasis his ideology called Nazi Ideology all over world. Attacking small country like Poland, Austria and doing same thing again. Adolf Hitler was born on 1889 in Branau in a small Austrian town and his father was retired a state customs official. He's most of his childhood he spent on Austria. After his dad died in 1903 he began struggling in school and finally dropped out and keeps going fulfill his dream of being an artist but he got rejected from Vienna's Academy of fine Arts. Five years later his mother died Hitler moved to Vienna and living painting scenery and selling the images and increase his interest in politics and developing his many ideas that would Nazi Ideology.

In 1913, Adolf Hitler joint in battle during the war when World War I broke down and he was great warrior that he won two decorations of bravery which wore his life. For instance, he was wounded twice his life during the war first one hit was in his leg when he was Battle of the Somme and other one in 1918 temporarily blinded by a British Gas attack. In late 1918, Hitler returned to the military and assigned to spy on political parties he found a party which was the German Worker's Party. After enrolling this party later on he made it a largest political party in the Germany and become well-known Nazi Party. In 1921he become a strong leader of the Nazi Party and bring down the German Republic and lake himself the dictator on Germany. After getting the power he abolished the freedom of speech and ordered the murder who did not agree with his ideology specially for the Jews people, first started cut all benefit they were getting than stop allowing to do any kinds of business as well as financial support from bank. Day by day It dictatorship on Jews people was getting harder and harder during the time they were struggling and could not get any jobs because of their's believes. In 1935 September made a law which German Blood and Honor was passed which banned the intermarrying of German and Jews. The Reich Citizenship Law decreed that all Jews, No Matter What percentage, were no longer Citizen of their own country that means they had no basic civil Rights such as vote. Banning children going to normal school and banned all professional jobs, education, higher education and industry almost all sector. Adolf Hitler started holocaust which is increasing the power like discriminatory treatment of the Jews. Only the Jews people are suffering that but also Gypsies, Homosexuals, Jehovah's and disabled for persecution. Around 11 million people were killed during the holocaust and 6 million were Jews. Moreover, He started Concentration camps which become Adolf Hitler largest Nazi concentration and death camps the name was Auschwitz.

It was a horrible murder like telling them going to works and need to take shower in large room but it was killed system many people together by gas. The reason of using that gas was killed quickly and once everybody in the room was dead special prisoner's task was remove those bodies into crematoria. It was the world horrific camps in the history which made by Adolf Hitler. There are some staff he did those people early 1940s, during the WWII such as Medical Experiments which was the large number of prisoners by Nazi concentration camps. Tropically the medical experiment result was dead or permanent disability and disfigurement. After that his indented was to control outside like Austria, Poland, Norway and Demark. Controlling those countries brought the World War II. Over the two years fighting alliance with Italy, and Japan, Austria moved to Czechoslovakia when Adolf Hitler signed non- aggression pact with Soviet Union finally Britain and France to declare war on Germany. When Japanese attacked American military and destroy American Ships like fleet Pearl Harbor attack on Dec 7, 1941. Four days later United States declaration war on Japan Empire, but Nazi Germany declares war on United States. When USA entered the world against Japan and Germany in 1945 was the end of his dictatorship in Germany. When USA and Russian army together attacked against Adolf Hitler main city he committed suicide by shooting himself on April 30 in Berlin bunker.

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WW1 and WW2: Germany, Adolf Hitler, Nazi Archduke Franz Ferdinand

As for the Origin of this article, it doesn't state who created it, when was it created, or where did it come from but the Purpose of this article was to inform people who were curious as to how Adolf Hitler and the rise of his nazi party caused World War 2. This article describes how Hitler grew to be one of the most powerful and infamous dictators of the 20th century. Students would be the intended audience because it's a simple article that doesn't use strong vocabulary and it gives you more than enough facts to understand how Hitler was one of the root causes to World War 2. The Content of this article establishes how Adolf Hitler, the leader of Germany's nazi party capitalized on economic woes, popular discontent, and political infighting to take full power in Germany in 1933 which helped Germany's invasion of Poland in 1939 and led to the outbreak of World War 2. It also establishes that by 1941 nazi forces took over most of Europe. The Value of this origin is that this article wasn't written during Hitler and his nazi party were taking over, this was written after. If this article was written during the time Hitler and his nazi party were taking over, it would be more convenient because there would be information from somebody who went through and experienced the rise of Hitler and his nazi party first hand. A positive value about this article is that whoever wrote it provided more information than needed. They talked about the actual rise of Adolf Hitler. The author talked about the day he was born, his service in World War 1 and how he later rose to be involved in World War 2. The Limitations of this article is that there's no author. The article didn't provide a date on when it was created, who created it, and where did the source come from. Also, another limitation is that the article wasn't written from first hand experience meaning that the author didn't get to experience first hand what was actually happening when Hitler and his nazi party rose to cause WW2.

Causes of WW2

This article also doesn't provide any Origin. It doesn't say who created it, when was it created or where did the source come from. The Purpose of this article is to inform readers of the many causes of World War 2 and how Hitler and his nazi party were one of the main ones. This article contains how Hitler offered Germany hope thus becoming the leader and dictator of Germany. Adolf Hitler then allied Germany with Mussolini and Italy then he looked to restore Germany to power by increasing his domain by taking over Australia in 1938. The intended audience of this article would be anyone who's interested in the causes of WW2 because the article talks about many or all causes of WW2 in great detail that's not hard to understand. The Content of this article establishes how Adolf Hitler, Germany, and his Nazi party were in many of the causes to WW2. When Hitler took over Australia in 1938, the League of Nations did nothing to stop him therefore Hitler grew bolder and took over Czechoslovakia in 1939. This article also establishes appeasement. After WW1 the European nations didn't want another war while other countries such as Italy and Germany became hostile and started to take over many other countries and worked to build up their army, Britain and France hoped to keep peace through appeasement. Basically, they tried to make Hitler and Germany happy instead of trying to stop him. They hoped that he would be happy and that there wouldn't be a war but appeasement failed and it only made Hitler bolder. The Value of this article illustrates that this article wasn't written when any of the causes were taking place, if this article was written by someone who went through some of the causes, there would be more accurate information because it would be first hand by someone who actually went through it. A positive value is that the article has almost every single cause of WW2. Most of the causes have to deal with Hitler, Germany, and Hitler's nazi party. Which gives a better variety of reasons as to why Hitler was one of the main causes for WW2. The Limitations of this article is also that it doesn't provide the reader with a author, a date on when it was created, or where the source came from. Also, it could have also been written or influenced by someone who went through the experiences first hand.

Investigation

To ask why Hitler and the Nazi party came in to power, one must first look back to the Great War or as we now know as the first world war. On June 28, 1914 Archduke Franz-Ferdinand was assassinated while visiting the Bosnian capital of Sarajevo. The first assassination attempt on his life had come hours earlier when the group of assassins missed Ferdinand 's convoy but the explosive that went off injured many. When Ferdinand visited those injured in the hospital later that day, the motorcade took a wrong turn and Gavrilo Princip shot and killed Ferdinand. As Ferdinand was the heir to the Austrian-Hungarian Empire throne, there was a lot of violence following his murder. Most violence was Anti-Serb. In late June 1914, Austria-Hungary declared war on Serbia. Germany then occupied Luxembourg ,declared war on France and Invaded a neutral Belgium. This outraged Britain which then declared war on the aggressive Germans on August 4th, 1914. This pitted 6 of the world's powers against each other as the allied powers were spearheaded by the British Empire, Russia, and France while the Ottoman Empire, Austria-Hungary, and the German Empire were their counterparts.

As the war raged in Europe, many people lost their lives ranging anywhere from those in the trenches to innocent civilians. Once all was said and done, more than nine million people lost their lives. Countries were given reparations for their part in the war. Germany was instructed to pay $33 billion dollars. This led to much outrage from the public. In order to pay off the reparation cost, Germany had to receive loans from other countries. This buried the country under more debt. People felt as if they needed a voice and the man to provide it was no other than Adolf Hitler.

By 1930, Adolf Hitler was a politician who was trying to have a bigger role in Germany. Once the Great Depression was in full swing, Hitler took advantage of the appalling situation and used it as a political opportunity to gain political power. He ran for president in 1932 but lost to Paul Von Hindenburg. Hitler did gather a large amount of votes but not to the level as Hindenburg. Franz Von Papen, Alfred Hugenberg and several more wealthy businessmen signed off their support of Hitler through letters to the president. They wanted Hitler to be appointed chancellor. Hindenburg later, reluctantly appointed him as chancellor of Germany. Hitler worked to subdue any leftist movement and sought a nationalist and fascist government. Hitler withdrew from the League of Nations. Along with this, Hitler's actions would break several treaties signed at the end of World War 1. Hitler then executed a foreign policy act that prepared the country for war. By this time Germany had signed an axis with Italy and a pact with Japan. These 3 would form what we now call the Axis Powers during the second world war. Afterwards, he would unite Austria and Germany. Then on September 1, 1939, Germany invaded Western Poland to kick start the war.

The second world war is a direct consequence of the first world war due to unsettled tensions and anger from that dispute. Adolf Hitler rose to power during World War 1. On June 28th, 1919 the Treaty of Versailles was signed at the end of World War 1 which ended the war between Germany and the allied powers. The Treaty of Versailles required Germany to admit all the guilt for the war and also required Germany to pay for the damage the war had cost to the allies. Germany had to accept the fact that they had to take full responsibility that they started World War 1. When Hitler's Nazi Party got into power, he believed that Germany should've won the first world war. He also believed that Germany gave in too easily, this caused his desire for revenge on the allied powers. World War 2 started September 1, 1937 and ended September 2, 1945. Hitler and his nazi party played a major role into beginning the war. In January 1933, Adolf Hitler came to power in Germany and began to challenge the Treaty of Versailles. Which he adapted an aggressive foreign policy that later led to the war. Germany's invasion of Poland also led to the outbreak of World War 2. Hitler believed the German race needed more room to live because of their growing population. Because Hitler believed the Germans as the superior race, Hitler claimed that they were eligible to take the land of Eastern Europe. The Treaty of Versailles prohibited rearmament. When Hitler came to power in 1933 he began rearming between 1932 and 1939 which increased his army. Hitler's move was to put his German troops back Western Germany which broke the Treaty of Versailles and might have provoked war with Britain and France. Hitler knew his army wasn't strong enough but he also knew Britain and France were preoccupied with another crucial issue. Mussolini had invaded Abyssinia and the British and French were busy trying to avoid war. On March 7, 1936 a weak German army marched into Western Germany (the Rhineland) to see if the French and British would do anything but they didn't. In March 1939 Germany invaded the Czechoslovakia and took over the capital Prague. Britain saw this as an act of aggression and decided that Hitler's expansion had to stop. On September 1st 1939, Germany invaded Poland which began the war between Germany and Poland. Between 1933 and 1945 Nazi Germany began the persecution and obliteration of Jews in in Europe also known as the Holocaust. Germans saw Jews as a threat to their own. Nazi Germany murdered 6 million Jews and over 1 million homosexuals, jehovah witness, and anyone below the German race. This also sparked a war between Germany and Europe.

In conclusion, to talk about the causes that Hitler and his Nazi Party did to lead up to World War 2 couldn't of have been brought up or talked about without bringing up World War 1 and Hitler's taste for revenge. Out of anger caused by the allied powers, he retaliated causing the second World War. This investigation talks about in detail, Hitler and Hitler's Nazi Party's involvement and cause of World War

This investigation has allowed me to learn some of the methods used by historians, as well as the challenges they face. A historians job is to study and interpret the past. They use tools that could be primary or secondary. Historians use evidence from primary and secondary sources to answer their questions and they have to choose which information is more trustworthy and important as evidence.The methods used by historians that I used in my investigation was using primary and secondary sources to find out which information was important and trustworthy. I had to find information that went specifically with my investigation so I could persuade and inform the reader and also stick to my topic.

A challenge that historians face are the sources. Historians have to determine the credibility of sources and the information they give. Historians also deal with the problem of finding enough information in a source to use for their investigation. The challenges for a historian differs from a scientist or a mathematician because if a scientist or a mathematician messes up somewhere along the problem, that simple mistake could destroy the whole problem itself. So a challenge scientist and mathematicians have to face a lot is doubt while historians face determining whether or not the source is reliable so they won't put out false information.

My investigation highlighted out many limitations to these methods. A limitation to one of these methods is the difficulty in being unbiased when providing information in choosing different historical events and in determining their importance. History itself is 100% accurate, the historical source has a limitation on its ability to convey accurate knowledge and an understanding of history. A historical source only provides a very small portion of what actually occurred in history so my knowledge and understanding of history would be limited. Another limitation is the bias of the historian. If a historian isn't bias when writing about a subject, he is still prone to accidental errors and it doesn't mean that his sources were wrote unbiased. This is a limitation my investigation highlighted out of me because even though I might've rose above my biases while writing about my investigation, that doesn't mean the sources I chose were unbiased. Also, if my sources happened to be unbiased, they could still be open to accidental errors.

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Comparing Hitler and Stalin

Introduction

Hitler and Stalin are well known as the two of the most ground-breaking despots on the world amid the twentieth century. However, their tenets have had huge commitments towards modifying the plan of the economic, political and social effect around the globe. They took part in the world countries fights and the famous cold war. The two dictators systems of leadership depended on certain ideologies, objectives and merciless wants. Hitler built up his administration as per the details that he had outlined in the specific document ""Mein Kampf"". He needed the achievement of the word that; ""Germany should develop"". The legislature in the Republic of Russia set up by a scholar known as Lenin depended on a publication referred to as ""The communist proclamation"" written by Marx Karl. Adolf came to control through democratic elections. However, Stalin attained the executive power after the passing of Lenin; after that, Stalin controlled and monitored the Bolsheviks and vanquished the Russian administration in a typical fight for a mission of acquiring strong power. Adolf and Stalin are a standout amongst the most vital parts of tyrannies was the leaders' fierce technique for attaining power and massive support from the people.

Adolf directed Germany government with the rise to that state of power he slammed the allowing act along the German administrative Congress in the year 1933 which empowered him with the capacity to authorize, laws that he wanted. However, under the specific Article one of his outlined power and authority, Hitler proclaimed that just the current party ought to be the most recognized NSDAP. About Article, 2he pronounced all relationship of the coordinated effort with, and the help of different parties would lead to detainment in various camps, with this law Hitler could dispose of other unrecognized Germans. However, Stalin and Hitler had an immense effect on their nations because of mass homicide. They attained unimaginable control and honor from the general population. Everybody was constrained in various labor activities to help the countries' economy; as a result, this expanded the yield of the nation. Stalin and Adolf prohibited any antagonism. Their political undertakings influenced the specific nations mainly in social aspects. Hitler's fascism was much engaged within retaliation and hostile to Semitism. Interestingly Stalin's undemocratic rule was grounded on more dread of the entire country. The agitation of the tyrants developed their nations.

Thesis Statement

Joseph Stalin and Hitler are two of the most vicious autocrats of the 20th century. Both leaders reigned fear in Europe amid World War II. Characterised by fierceness and outrage, Stalin and Hitler rose to control and misused their beliefs all through Russia Germany.

I am analyzing the topic of Analysis involving Stalin and Hitler dictatorship the reason behind is that I want to investigate the reason why Hitler went against Stalin, his major motives and the achieved results. I also want to comparatively analyze The Ribbentrop- Molotov pact the way the two leaders gained power and the comparison between their leadership ideology so that I can assist the reader comprehend the different aspects of both dictatorships.

Guiding questions

  1. Why did Hitler determined to invade Stalin which led to The Ribbentrop- Molotov pact?
  2. What are the comparison between the two individuals way of leadership?
  3. What were the effects of the war between Hitler and Stalin on the countries economy?

James Harris is one of the most highly respected Professors in the past and Modern European History. In his research he centers on dictatorship and hostile to liberal thoughts in twentieth-century Europe, especially the Soviet Union under Stalin:

  • The political, monetary, social and the cultural history of the Soviet Union especially under Stalin leadership
  • Regionalism and territorial history in the Soviet Union
  • The popular Stalinist political framework
  • The political merits of the famous Joseph Stalin
  • Dictatorship and majority rule government in between war Europe
  • Stalin and the Soviet knowledge contraption
  • Anti-liberal thoughts and philosophies

The publication tries to clarify how a revolution that guaranteed human freedom and majority rules system conveyed a savage and harsh dictatorship. Stalin's role poses a potential threat, yet it is clarified against the backdrop of war and progressive brutality, class war, and the change of the Party from a little underground of progressives to a mass party. The story is substantially more fascinating than that of one man's political desire.

Phillip W. Weiss is one of the Americans well-known historians. He argues that every tyrant must be determined exclusively on his specific track information and that neither of the tyrant nor the philosophies they speak to can be safeguarded or assaulted given the record of the other. To support his arguments, he incorporate examination and consultations of the connection among the communication channels and its impact on molding public suggestions, significant discussions of the territories where the professions of the two dictators join and separate, the social impacts that molded their particular leadership doctrines, and the discoveries of different scholars of history who have endeavored a comparative analysis.

Hitler originated from Austria Central Europe continent, but Stalin originated from Georgia the place known as the Caucasus. However, Hitler worked in the armed forces, but Stalin was declined for armed forces administration. Stalin and Adolf additionally shared much for all intents and purpose. The two individuals were tyrants, that is, they contained boundless official jurisdiction, free from constitutional imperatives, implying that their opinions were accepted regarding the Law. In common the two leaders led their people, and they related to revolutionary political movementsHitler was the leader of the famous Nazi Party; while Stalin as an Administrative assistant of the then Communist Party.

It is, at any rate, evident that Hitler had significant instants of understanding. On 2nd August, the year1941, Hitler stated that ""I do not accuse the minor individual of changing to Communist. However, I accuse the scholarly individual who merely only make use of other individuals' deprivation for their gains"".

The Ribbentrop-Molotov agreement took place on August twenty third, the year 1939, assertion. The pact involved the famous Soviet Union and the Nazi from Germany which conversationally identified after Russian foreign minister by the name Molotov and then German international clergyman Ribbentrop Von Joachim. However, the settlement revoked fighting among the two nations. Notwithstanding stipulations of non-hostility, the settlement incorporated a secret convention separating a few European nations from the east between the involved parties.

Before the arrangements marking, the Russian Soviet Union directed deliberations with the UK and France republic in regards to possible ""Tripartite"" collusion. Extensive negotiations incorporating Germany and the Russian Union over a proposed monetary settlement extended to incorporate the armed forces and essential political exchanges, coming full circle in the agreement, alongside a business understanding marked four days earlier.

A ten years peace and unity pact was marked with several arrangements that involved: counsel; intervention if any of the party deviated; lack of bias if either did battle antagonistic towards a third party; however, no enrollment of a camp ""which is straightforwardly or consequentially directed for the other."" Preponderance remarkably, there was an outlined confidential convention to the agreement, as per which the specific states of East and parts of Northern Europe were partitioned into Russian and Germany ""places of authority"".

Stalin and Ribbentrop delighted in heated discussions in the marking, interchanging toasts and additional talking about the earlier threats among the nations during the 1930s period. Ribbentrop expressed that the British government had endeavored continuously to upset Russian“ German relationship, was ""feeble"", and ""needs to give other nations a chance to battle for her pompous case to world supremacy. Stalin agreed, including ""if England commanded the planet, which was because of the idiocy of alternate nations that dependably let them be feigned."" Ribbentrop expressed that the individuals who opposed the Commenter agreement was coordinated not opposing the Russian Union, but rather antagonistic towards the Western vote based systems, ""panicked chiefly the pronounced City of London and the specific English retailers"" and expressed that the citizens of Berlin had clowned that Stalin at that specific time would yet link the Anti-Commenter agreement personally.

Stalin trusted that this joint effort of unity would keep going quite a while”sufficiently long for him to set up the nation's guards against a conceivable German assault. Stalin perceived war with Hitler as very possible, even likely, yet not unavoidable. Stalin's expectations for a solid deal with Hitler were not imprinted until the gathering of a Soviet-German meeting in Berlin in November the year 1940. Stalin was spoken to by his foreign minister, Vyacheslav Molotov, who was told to anchor another Nazi-Soviet pact that would ensure the Soviet Union against German assault and broaden Soviet“ German authoritative reaches game plans to the Balkans.

Hitler's counter-offer of a subordinate task in a German-drove alliance of Germany, Japan and Italy and the Soviet Union was unsatisfactory to Stalin, who reacted by emphasizing the requirement for another Nazi-Soviet agreement. Hitler overlooked this offer, and on 18 December 1940 issued the initial order for Operation Barbarossa. From January the year 1941, a German-Soviet war was approaching. Political relations between the two nations kept on breaking down; there was an increased development of German military may along the famous Soviet fringes, and different wellsprings of knowledge data showed that the Germans were setting up an intrusion. Stalin trusted that to maintain a strategic distance from a two-front war Hitler would not attack before he had vanquished Britain. The German attack plan conceived a fast and straightforward war in Russia that would see the Red Army demolished within few months and the country possessed along a line running from Archangel from the north to Astrakhan in the southern region. Much appreciated to a limited extent to Stalin's miscounts about the planning and immediate results of a German attack, Hitler nearly accomplished these objectives.

As indicated by Khrushchev, plainly the Germans would attack and that the intrusion would have unfortunate ramifications for the Soviet Union if the nation were not satisfactorily arranged and mobilized. At the point when war broke out, guaranteed Khrushchev, Stalin went into a condition of stun and did not wake up until the point that other party pioneers went to him and demanded that he keep on leading the nation.

The colossal defining moment for Stalin and his generals came amid the clash of Stalingrad. The defining moment at Stalingrad came in November the year 1942 when the Soviets propelled a multi-pronged hostile that encompassed Hitler's armed forces in the city and undermined to cut off German powers progressing toward Baku. In the occasion the Germans could execute a withdraw that spared a portion of their southern arm year the1943 had either been wiped out or caught by the Red Army, thus started the unpleasant and bleeding fight. More than a thousand tons of explosives were released on the particular city; however Stalin at first disallowed any departure from the affected city, even the young ones were not allowed to leave. Soviet supplementing needed to move to the Volga region from the eastern part and a large number of the individuals submerged under the heaviness of the attire and weapons that they carried. As the fight seethed, it was also a time of fear for ethnic minorities on the two sides of the dispute. In Germany, Hitler's 'last arrangement' achieved its awful peak in killing camps, for example, Auschwitz-Burkina. Future for some on arrival could be estimated in not more than 10 hours. In the regions of USSR, however, Stalin's cruel way to deal with rebuffing ethnic associates in the Soviet Union implied that entire ethnological countries were coercively banished to Siberia as discipline for the modest number of associates in their middle.

Conclusion

Leadership doctrines of Hitler mostly they were very straightforward and perceived good when utilized well. Hitler needed to join every single German speaker and guaranteed that right living conditions and working space to recoup. His doctrine prompted enormous contributions to the globe, with the passing of millions of people, the devastation and occurrence of the Second World War. Hitler turned Germany into a regarded tyrant inside the extremist nation and inculcated everybody to help Nazism.

Stalin's ideologies were utterly extraordinary and exceptionally straightforward. He needed the republic of Russia to grow economically and extend as a socialist nation with correspondence and with no arising issues. He needed Russia to become one of the dominant world nations, and he directed Russia with total and effective control.

Stalin and Adolf were well-known as the most savage and well-known autocrats of the twentieth century. However, the ascent of Stalin to power advanced socialism, which was pronounced perpetually going to transform the universe and emerge of the famous Nazism made millions of people to kick the bucket amid the First and the Second World Wars. Nevertheless, Stalin reconstructed the Russian economic state and attempted to transform it into a dominant world state.

German economic state allowed Hitler to vindicate Versailles Treaty. Therefore, the administration of two distinct perspectives of thought was fundamentally homogenous. During that specific period, the Russians realized that Hitler was a big menace to everybody and there emerged a need to defeat him. During the Second World War Germany was conquered by the Russian army.

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Stalin Vs Hitler

World War II saw many different countries and leaders battle between each other. Adolf Hitler had taken many lives with his campaign of world domination. Hitler almost brought to the world to its knees. There seemed to be no one to compare Hitler's violence and hate, until people started to look at his neighbor to the east. The difference between Stalin and Hitler is that Stalin gets credit for being on the allies' side of the war. In reality, both dictators were one in the same when it came to ruling their countries with a violent iron fist. Everybody talks about Hitler and his background but nobody talks about Stalin's life and his time as a dictator. Hitler's beginning is a simple one. Hitler was born in Braunau am Inn, Austria on April 20, 1889. As a poor student, Hitler never completed high school. Later in his early life, Hitler applied to Academy of Fine Arts in Vienna but was refused for not having any talent. This is one moment leading to his antisemitic thoughts of the Jewish people (Hitler, Adolf). World War I began and Hitler volunteered his life in the Bavarian army. He proved himself to be a strong, dedicated solider but would never achieve any higher ranks than private. Germany was defeated in 1918 but Hitler continued to stay in the army as an education officer (Hitler, Adolf). Hitler has now joined the nationalist German Workers' party.

The party would later be named the National Socialist German Workers' party or known as the Nazi Party. Hitler soon after becomes Fuhrer in 1921 of the Nazi party. Hitler commenced his rise to power. Hitler became an important role in Bavarian politics by helping high ranking officials. In 1923 Hitler lead a revolution in Munich against the Weimar Republic (Hitler, Adolf). He tried to proclaim himself chancellor but with no military support, the Putsch collapsed. Hitler was sentenced five years in prison and began his autobiography Mein Kompf. Which described his plan of how he would run Germany and his plans with the Jews. With his release in 1924, he began to rebuild his party (Hitler, Adolf). In 1929, Germany suffered a Great Depression. Hitler was able to explain Germanys problems were caused by a Jewish-Communist plot. Many Germans believed in this theory. Hitler received millions of votes with the promise of a strong economy, jobs and national glory (Hitler, Adolf). Hitler seized power of Germany and asserted himself as dictator. Hitler began to have any people opposed of the Nazi party hauled off to concentration camps and anyone who had second thoughts of the party was shut down. The Nazi party became the only political party in Germany.

Hitler was hell bent on building an empire. He began sending troops to the Rhineland, annexing Austrians and Czechs from the Sudetenland (Hitler, Adolf). He also sent aid to Francisco Franco's fight in Spain's civil war. No national leader would fight against Hitler in fear of war. World War II began after Hitler invaded Poland in 1939. He introduced the Blitzkrieg which was the use of tanks, mobile infantry and air dominance to encircle the enemy (World War II). Holland, Belgium, Denmark and France soon became a part of Hitler's empire. The Battle of Britain began in the summer of 1940. Hitler started to starve the British but this tactic did not work. He wanted to invade but the risk was too high to cross the English Channel and due to this the invasion was postponed permanently (World War II). Hitler then looked at the east and began to attack the USSR. He had initial success taking over territory all the way to Moscow. Everything changed for Hitler's attack on the Russia when the soviets defeated Nazi's at Stalingrad (World War II). Having been defeated at the battle of Stalingrad and not being able to invade Britain were signs of the end of Hitler's reign of terror. Starting another World War was one of many Hitler's horrible actions, but nothing can be compared to starting the Holocaust. The Holocaust claimed about six million lives (Introduction). Hitler not only took away Jews rights as citizens but treated them like slaves. His goal was to completely wipe out all of the Jewish. About one third of all Jews on Earth were killed. His methods went from torture to straight up murder. This was a mass murder that should not have happened. Unlike Hitler, Stalin never had any concentration camps, but his methods to gain power were just as horrible as Hitlers. Stalin was born on Dec. 21, 1879 in Gori which is presently a Republic of Georgia (Stalin, Joseph). Stalin began his political career in the Social-Democratic party in 1899 as a propagandist.

He was sent to prison and exiled to Siberia several times but escaped every time. Russia was a czarist government but that was soon to end. Stalin after his many escapes from exile joins the Bolshevik faction. Vladimir Lenin promoted Stalin in 1912 by putting him into the Bolsheviks Central Committee (Stalin, Joseph). Stalin also became a member of the politburo which was compromised of major decision makers in the Communist party (Hingley). On Lenin's death bed, he wanted to kick Stalin from his secretary generalship. After Lenin's death, a battle between Stalin and Trotsky and Kamenev began. Whoever wins this battle will be the future of the Soviet Union. When Stalin turned fifty, he was established as Lenin's successor and became the sole leader of the Soviet Union (Stalin, Joseph). By the mid-1930s, Stalin's Great Terror started. He launched deportations to labor camps, purges and arrests. Many people from his party, military and industry leaders began to disappear (Stalin, Joseph). With World War II on the rise, Stalin made a pact with Hitler to attack Poland and later took Estonia, Latvia, Lithuania and Romania (Hingley). Germany attacked the Soviet Union in 1941 and the pact between Stalin and Hitler was terminated. Germany took much of Russia, until they met a powerful counter attack in Stalingrad. A victory at Stalingrad meant Hitler could no longer attack Stalin again and the Soviet Union began a bloody offensive assault on Germany. With Germany surrendered in 1945, Stalin decided to keep the countries he liberated and ruled the east with an iron fist. After war was over Stalin was on the verge of another purge.

His last years made him paranoid and was going to send many doctors in Moscow of Jewish back round to death over false medical assassinations (Stalin, Joseph). It wouldn't be until his death in 1953 that would stop this bloodbath from happening. Hitler and Stalin were both horrible people between their rises to power and their reign as leaders. Hitler caused another world war and began the Holocaust but what most people don't understand is that Stalin was worse than Hitler. Hitler was stopped and killed himself before more damage could be done. Stalin is responsible for a cold war that lasted for about 45 years that threatened nuclear warfare. Stalin is also responsible the death of 20 million people with his purges (Hingley). Stalin's actions never get talked about because of how he industrialized Russia and aided in World War II but in reality, he was a tyrant that killed millions of people to get to power and made sure no one opposed him.

Works Cited

Hingley, Ronald Francis. Joseph Stalin. Encyclopedia Britannica, Encyclopedia Britannica, Inc., 15 Oct. 2018, www.britannica.com/biography/Joseph-Stalin#ref13388.

Hitler, Adolf. Funk & Wagnalls New World Encyclopedia, 2017, p. 1p. 1. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=funk&AN=HI073400&site=ehost-live.

Introduction to the Holocaust. United States Holocaust Memorial Museum. Holocaust Encyclopedia. encyclopedia.ushmm.org/content/en/article/introduction-to-the-holocaust. Accessed 14 November 2018. Stalin, Joseph. Funk & Wagnalls New World Encyclopedia, 2017, p. 1p. 1. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=funk&AN=ST174700&site=ehost-live.

World War II. Funk & Wagnalls New World Encyclopedia, 2017, p. 1p. 1. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=funk&AN=WO072800&site=ehost-live.

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Hitler Survived World War II

Many theories have been brought about since 30 April 1945 determining if Adolf Hitler escaped Berlin, Germany. At the end of World War II, the Russians alleged they recovered a skull fragment with a four-inch bullet hole and a jawbone from outside a bunker that belonged to Adolf Hitler, later found to be false. The Federal Bureau of Investigation administered a thorough investigation throughout a thirty-year period accumulating over seven hundred evidence documents. When the investigation finalized, the FBI was unable to conclude any precise information to determine Adolf Hitler had died during World War II. Therefore, leading the world to believe that Adolf Hitler fled to Argentina who was known for assisting German Forces and high-level Nazi leadership. Likewise, President Juan Peron permitted vessels to sail into Europe transporting Nazi and German forces seeking refuge in Argentina. Adolf Hitler survived World War II fleeing from Germany to Argentina.

Numerous accounts of history led us to believe that on 30 April 1945, Adolf Hitler consumed a cyanide pill and committed suicide by shooting himself in the left temple with a handgun. However, many accounts contradict this theory. There is no evidence that supports Adolf Hitler committed suicide. There were no photographs, nor any remains recovered nor preserved (World Daily Net, 2014, para. 2). In 1945 the Soviet Forces declared they had discovered charred remains of Adolf Hitler. The remains include the four-inch piece of skull fragment with a bullet hole located in it (Osborn, 2009, para. 1). At the end of WWII as the Soviet Forces left Germany, rumors began that Adolf Hitler survived fleeing Germany to South America in 1945. Rumors led intelligence groups within the Soviet Union to believe that in 1945 Soviet Union Troops discovered one of Adolf Hitler's body doubles and not the actual remains of Adolf Hitler. To disprove these rumors a re-examination of the grave was set forth as it needed to be thoroughly examined. In 1946, the Soviet Union excavated the hole the skull fragment was found in. While conducting their investigation a jawbone believed to be that of Adolf Hitler was located. Once the jawbone was found, Soviet Forces attempted to locate Adolf Hitler's dentist to corroborate their beliefs. Once located the dentist performed an examination and confirmed that it was indubitably Adolf Hitler's jawbone. The fact that the jawbone and skull fragment were found in the same location years apart indicated that the jawbone cannot belong to Adolf Hitler because it was not located at the same time the skull fragment was located. Furthermore, Adolf Hitler ensured his body doubles underwent the same dental procedures. Granted the dental examination concluded that the dental records of Adolf Hitler compared to the located jawbone was a match as the records listed a wide variety of dental procedures having been completed. Nevertheless, evidence that the dentist fabricated and used records that were deliberately faked were later discovered. Unfortunately, this led to the dentist's arrest by Soviet authorities. Once the arrested, he was sent to the slave labor camp; from that day forth no one heard from him again (Micallef, n.d., para. 18). As years have passed development and advancement of technology have provided the ability to conduct a Deoxyribonucleic Acid (DNA) analysis. In 2009, a DNA sample was taken from the skull fragment and tested by an archaeologist and a bone specialist at the University of Connecticut. Results proved the skull fragment belonged to a woman under the age of 40, confirming it could not be Adolf Hitler's skull. The astounding amount of evidence brought forth that the results of the DNA test contradicted the claims of the Soviet Union from 1945. Furthermore, this could also disprove a theory of the skull belonging to Eva Braun, a long-time companion of Adolf Hitler, who was believed to have committed suicide along with Adolf Hitler. The theory was she committed suicide by consuming cyanide and not by a gunshot wound to the head (Osborn, 2009, para. 2). In 2009, evidence disproved facts that Adolf Hitler's remains were located. This ultimately allowed theories that Adolf Hitler and Eva Braun fled Berlin, Germany in April 1945 to be more reasonable. The truth is on 27 April 1945, Adolf Hitler and Eva Braun departed Berlin, Germany during the midnight hours as Russian Forces approached their location (Walters, 2013, para. 2).

Adolf Hitler was running out of options to survive; enemy forces were only a few kilometers away. Adolf Hitler generated three options and thought them through. Being captured was the one choice in which his humility and ego would not allow to take place. The second option was to commit suicide; however, his concern was not knowing who would take his position as the Fuhrer. Adolf Hitler believed and felt comfortable in electing his third option. The third option was to devise an escape plan allowing him to safely depart Germany without being spotted by German citizens (Walters, 2013, para. 4). Adolf Hitler ordered his orderly to put the plan into motion. The orderly executed Adolf Hitler and Eva Braun's body doubles then carried the bodies outside and were set on fire. Berlin maintained an underground tunnel system which allowed Adolf Hitler and Eva Braun to maneuver throughout the city (Micallef, n.d., para. 24). After a short period, there were three silhouettes that appeared in the darkness coming from a secret tunnel connected to the bunker and were rushed quickly away (Walters, 2013, para. 6). Adolf Hitler, Eva Braun, and an unknown person made it to a makeshift airstrip avoiding the Russian offensive. The makeshift was not far from the Chancellery grounds and was approximately two hundred feet long which was all that was needed for the aircraft (Micallef, n.d., para. 24). They immediately boarded a Junker-52 transport aircraft operated by Adolf Hitler's personal and favorite Luftwaffe pilot, Captain Peter Baumgart. After departing Germany and landing in Denmark, the journey then carried him to Spain. Upon arrival in Spain, General Franco provided aid and supplies to Adolf Hitler's party allowing them to continue with the rest of their voyage. Adolf Hitler and Eva Braun then departed Spain for the Canary Islands. After arriving in the Canary Islands, a transition was made from the aircraft into a submarine. For their last leg of the journey, the submarine carried them to the coast of Argentina where they arrived at a port near Necochea, Argentina approximately three hundred miles south of Buenos Aires, Argentina (Walters, 2013, para. 11). The journey took Adolf Hitler and his party an estimated two and one-half weeks to complete after the Russian Forces invaded Berlin, Germany. Adolf Hitler's and Eva Braun's arrivals were confirmed by a United States Naval Intelligence report written by a Naval Attache in Buenos Aires. The report stated that a mysterious U-530 surfaced outside a harbor under the command of Otto Wermuth and his crew to drop them off. Upon arrival, the German community and wealthy Nazi supporters greeted Adolf Hitler and Eva Braun (World Daily Net, 2014, para. 5). For Adolf Hitler to remain undercover for he shaved his mustache off and went into hiding at a well-guarded ranch hidden in the dense forest-covered mountains near the shoreline that would provide security and comfort (Strochlic, 2015, para. 11). The location of the ranch was significant to Adolf Hitler because he wanted to live out his life in an area that resembled the Bavarian Alps which replaced his retreat above the town of Berchtesgaden, Germany. Adolf Hitler and Eva Braun never left Argentina. Although Adolf Hitler's vision of the Reich was never satisfied, he was happy with the life that he'd begun to live in the foothills of the Andes Mountains in Argentina marrying Eva Braun and having two daughters (Walters, 2013, para. 13). Adolf Hitler was provided information about the theories as he sat in Argentina and decided to send a letter about how he thought it was entertaining that everyone believed he was dead and to gloat about the situation. The note reads as follows: ""I was informed that my body and that of my wife had been covered with naphtha and burned in the Chancellery garden. I could not help smiling at this for we were many kilometers from Berlin on our air journey to Argentina"" (Strochlic, 2015, para. 11). The letter provides evidence that Adolf Hitler and Eva Braun were alive and healthy receiving information from someone concerning his whereabouts.

Under the supervision of Director J. Edgar Hoover, the FBI opened an investigation for over 30 years on allegations and reports that indicated Adolf Hitler survived World War II. This investigation intended to determine if Adolf Hitler, had in fact, committed suicide and died in Berlin, Germany or fled to another country for safety as there were numerous reports of sightings reported across the world. Though some of the reports were determined to be a hoax and conspiracy theories having no validity, numerous reports placed Adolf Hitler overseas in Argentina. The FBI also made the connection between senior political figures from both Argentina and Columbia that associated closely with Nazi leaders and confirmed sightings of submarines and German U-boats off the coast of these countries (Maier, 2013, para. 8). To further contradict the Russian's claims and previous statements that Adolf Hitler died, Joseph Stalin, a former General Secretary of the Central Committee of the Communist Party of the Soviet Union, stated at the 1945 Yalta Conference that Adolf Hitler had escaped (Maier, 2013, para. 27). Additionally, a conversation was conducted a year later in 1946 at the Potsdam Conference between Joseph Stalin and the United States President Harry S. Truman. Andrew, a spokesperson for the FBI, stated in 2009 that ""The escape of Hitler had always been a myth, but today, we concluded that it was true."" Artifacts recently discovered in Argentina indicated that Adolf Hitler had escaped by submarine to Argentina"" (Ralph, 2009, Para. 2). Amongst evidence found, A World War II-era German Army ammunition box found in a cellar in Northern Argentina containing Nazi keepsakes including a photograph of Adolf Hitler shaking hands with a German Navy submarine captain. During the 30-year period, the FBI examined the evidence provided to them creating over 700 documents, none that could provide facts or anything that could disprove Adolf Hitler escaped Berlin, Germany at the end of World War II.

Adolf Hitler lived until the age of 73 in the foothills of the Andes Mountains of Argentina. On the afternoon of 13 February 1962, Adolf Hitler finally succumbed to what may have been Parkinson's disease. Although Adolf Hitler showed the signs and symptoms of Parkinson's, this disease would be treated but remained undiagnosed due to the fear that others would correlate it with senility. As this disease progressed, Adolf Hitler's motor skills began to deteriorate as he regularly had tremors, taking at least 28 different pills and fired his doctor a week before his death (Bhattacharyya, 2015, para. 3). It is presumed that Adolph Hitler outlived his wife Eva Braun who died of a severe cold a few years earlier (Wakeman, 2013, para. 2). As Adolf Hitler took his last breath, his two daughters surrounded him.

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Adolf Hitler: the Reason Behind the Holocaust

Contents

Abstract

Adolf Hitler was born in Austria in 1889. Little Adolf was no regular child, however. He was small and sensitive and grew to dislike his father. He strived to be an artist but could not. He grew up to be a favored military man and enjoyed wartime. He was rather upset when World War I had ended. During a prison stay, he wrote a memoir which was not taken seriously around the world. After prison, he became the dictator, becoming all powerful. Ordering the killing of numerous non-Germans to back up his pure German plan. He thought he had it made until his leaders lost faith in him. Adolf was near the end and to him, suicide was the only way out.

Keywords: Hitler, Holocaust, genocide, mental illness.

In Austria on April 20, 1889, a child was born to a customs officer, Alois and his mother, Klara. This child's name was Adolf. He was to be the future Fuhrer of the Nazi party in Germany. However, as a child, little Adolf was far from dictator. Was Adolf Hitler's upbringing the cause of his sadistic ways? What happened to him during his time in prison for treason? Why did he feel he needed to kill off an entire race of people? How were his officers so loyal to Adolf Hitler to do his dirty work? Can we keep something like the Holocaust from happening today?

Being born into a world where his father had such high expectations of his son becoming a government worker like himself, Adolf Hitler was far from the child his father had wanted. Young Adolf was a very sensitive child, such so that he could not be wrestled with his father as other children his age often was. He would scream and cry uncontrollably on many occasions. His father could not console him at any time. Little Adolf would run to his mother for comfort. His father could not stand this about Adolf and would spend many hours at a bar drowning his feelings. Because of his delicate nature, Adolf's father would verbally and physically abuse him. He was coddled by his mother and developed a passionate love for her. He was a smaller boy and was delayed in his maturity development, in that he only developed one testicle which could have been the reason for his small stature and woman-like features such has his small hands and wider hips. He was very insecure about this and did not have any feelings for girls as he was growing up. He never had many friends and was very shy. He held a very deep hatred for his father and this became some of the initial fuel for the reason behind his hate for Jews. Growing up, Adolf loved art and wished to pursue a career being an artist. His father despised this about him because he wanted a different path for him, one of a government official. However, when Adolf was thirteen years old, his father died of a stroke. This gave him the opportunity to pursue his art passion. He never performed well in school because his father wanted him to succeed so he only did what he felt he needed to to get by. For this reason, he never received a diploma. When the time came to try to get into art school, he did not. The school did not believe his art was very good. He tried again the following year and again they declined. They instead mentioned to Adolf about trying the path of architecture instead. However, when it came to the architecture school, he required a diploma to get in, which he never received due to his unwillingness to do much in school. This made Adolf furious. Adolf's mother died when he was eighteen years old from breast cancer. After this, he did some odd jobs, but basically became a bum on the streets of Vienna. He eventually moved to Munich and began reading. He read and read so that he could sound smart and have reasons to back up his own arguments. He became a great speaker, so much that he could influence many people to believe what he said. He eventually enlisted in the military and found his true self. He was the model military man. He was wounded two times and still wanted to go back for more. However, it was his second time in the military hospital when he found out that Germany had lost the war. He believed, and wanted other people to believe that the Jewish people were the ones to blame for Germany's loss of World War I. Adolf would go occasionally go to parliament and listen to debates but saw that the ones assembled were not of pure German descent. He saw the mixed ethnic groups involved and became angered. When Adolf was around thirty years old, he went to a gathering of people who were against Jews, against capitalism, and against almost everything. It was the German Workers Party which later changed its name to The National Socialist German Workers Party, which was shortened to the German word for nationalist: Nazi. (Witherbee, 2009) He initially went as a spy, but he liked what he was hearing so he became a member of the group. He began speaking and the people listened. They listened so much that they began a rebellion against the government to overthrow them. This did not end well. This act landed Adolf Hitler in prison for treason. Adolf was sentenced five years in prison. He only served about a year of that sentence. During his stay in prison, he wrote his memoir, Mein Kampf or My Struggle. In his memoir, he wrote what he felt the future of Germany should be. He believed that Germans were a superior race and they should not taint the purity of the German race with Jewish, or non-German blood. No one in the whole world gave Mein Kampf much consideration. They should have. After his release from prison and about ten years later, he would be the ultimate leader of Germany, The Fuhrer.

Why did Adolf Hitler feel he needed to kill off an entire race of people? He believed the German race was the pure race. He needed to make sure it stayed that way. The only way in his mind to make sure that happened was to get rid of everything that was a threat to that purity. This included any non-German person who got in his way. Any cross-breeding of different races was not allowed. Hitler felt that the Jews represented what he once was when he was younger, and he despised them. In his memoir, Hitler referred to the Jews as The Black Plague and maggots (Hitler, 1923). He felt their presence was repulsive. He also felt it was the Jews and Communists fault that Germany lost the first world war. In 1933, Adolf Hitler had ordered the first concentration camp be built, German Jews were stripped of any rights and discrimination against Jews was encouraged. Sometime in 1934, a poll was taken of the German people that gave Adolf Hitler a ninety percent approval rating. Then in September of 1939, World War II began. (Witherbee, 2009)

Did Adolf Hitler have an illness to be able to show no empathy for his victims? This is a question that haunts many people. How can a person order the death of other human beings and not feel any remorse at all for that order? Many of the commanders of the camps giving the orders for Hitler had many psychological breakdowns and many of the men ordered to do the actual act of killing took to alcohol to relieve their stress. At the concentration camps, they began to do mass exterminations using gas chambers, killing thousands at a time. This was done to benefit the ones doing the killing, not the ones being killed. This was because it would be less traumatic to the men doing the murders themselves. (Zukler, 1994) The concentration camp extermination was supposed to be kept secret, but the number of humans being killed became too many to be able to keep quiet. Adolf Hitler did not have a formal diagnosis of an illness, but one can only wonder what exactly must have been wrong in his mind to do such atrocities. Mental illness is a big topic these days and we need to keep it in check. People need help who are unable to get to the help. There are so many people that are trying to start their own revolution by going on shooting sprees and killing many innocent people for no real reason other than they did not get their way. Maybe if Adolf Hitler had psychological help in his day, the German world would have a different history.

How did Hitler have so much control of his officers to be able to do his dirty work? Many of the officers' men had refused to proceed with the killing of civilians and did so without dire consequences. He made all his German military leaders pledge an oath of loyalty to him personally. (Witherbee, 2009) He also imposed fear in his officers by ordering the execution of police leaders and the former Chancellor of Germany. He did all this to keep his authority intact. In 1944, people were starting to lose faith in Hitler. He was beginning to realize people were out to get him and was becoming more and more agitated about it. There were many assassination attempts on his life and he had ordered the execution of anyone disloyal. (Witherbee, 2009) Hitler had lost his control over not only his officers but just about everyone within his authority. He new his time was nearly over.

Over the years, there have been many genocides around the world. Darfur, Rwanda, Bosnia and Herzegovina, Cambodia, and many more genocides have taken place. But, none as renown as the German Holocaust. What can be done to keep a genocide of this magnitude from ever happening again? This question could get more political and controversial than anyone would care to get into. However, it must always be in the back of our minds that there must never be a dictator with the likes of Adolf Hitler! For him to have sustained so much power and control over the military and government is almost unimaginable to think of today. In fact, there are many groups of people today that refuse to believe that the Holocaust even happened. However, we know because of historical data that it did indeed occur. We, as a people, must not let our voices go unheard! We have a democracy in place where we have a choice. We all can have a voice as to who we want to represent us at the local, state and country level. This voice is called a vote. If we do not use our right to vote, we cannot speak out about what is going on in the government. There is a choice to be made every election day. Research the options that are available. Let your voice be heard!

In conclusion, the Holocaust is an important time in world history. Not that it was a good time to remember, no, not at all. We must remember how it came to be and how it cannot be again. We cannot forget this horrible act of power by one man. Adolf Hitler was a deranged man with ideas of a perfect Germany. A perfect race that was not tainted by non-German blood. He was working to resolve the issue of the Jews being a problem by utilizing a plan called The Final Solution. This plan was to torture, force labor and kill as many non-German men, women and children as possible. (Witherbee, 2009) Approximately six million Jewish people and millions of other non-German people were killed or died from disease during Adolf Hitler's reign over Germany. Adolf Hitler killed himself with a gun on April 30, 1945. He had given his dog, his new wife and his secretaries poison pills before pulling the trigger. Let us all remember the Holocaust and not duplicate it!

References

Achtler, N. (2007). Hitler's hysteria: war neurosis and mass psychology in Ernst Weiss's Der Augenzeuge. The German Quarterly, 80(3), 325+. Retrieved from https://link.galegroup.com.ezproxy.wvstateu.edu/apps/doc/A169924171/AONE?u=inst15197&sid=AONE&xid=44117162

Brink, T. L. (1975). The Case of Hitler: An Adlerian Perspective on Psychohistory. Journal of Individual Psychology (00221805), 31(1), 23. Retrieved from https://ezproxy.wvstateu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=9093473&site=ehost-live

Cusack, M. (1990, May4). Hitler's rise to power. Scholastic Update, 122(17), 10+. Retrieved from https://link.galegroup.com.ezproxy.wvstateu.edu/apps/doc/A890361/AONE?u=inst15197&sid=AONE&xid=21cb9152

Hitler, A., Murphy, J. V. (1939) Mein Kampf (p.522639937). London: Hurst and Blackett (2018). Gutenberg.net.au. Retrieved 2 December 2018, from https://gutenberg.net.au/ebooks02/0200601.txt

McKelway, S. C. (1940) Saturday Evening Post, 213(3), 12. Retrieved from https://ezproxy.wvstateu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=17037730&site=ehost-live

Schwabe, K. (2014). World War I and the Rise of Hitler. Diplomatic History, 38(4), 864-879. Retrieved from https://ezproxy.wvstateu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=98052989&site=ehost-live

Wilkie, R. W. (1966). The Self-Taught Agitator: Hitler 1907-1920. Quarterly Journal of Speech, 52(4), 371. Retrieved from https://ezproxy.wvstateu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ufh&AN=9205580&site=ehost-live

Witherbee, A. (2009). Adolf Hitler, Adolf Hitler, 1. Retrieved from https://ezproxy.wvstateu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=15259513&site=ehost-live

Zukier, H. (1994). The twisted road to genocide: on the psychological development of evil during the Holocaust. Social Research, 61(2), 423+. Retrieved from https://link.galegroup.com.ezproxy.wvstateu.edu/apps/doc/A15764931/AONE?u=inst15197&sid=AONE&xid=41822537

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Gandhi Vs. Hitler

Nationalism can be defined as an ideology based upon the premise that an individual’s loyalty and devotion to the nation-state surpasses all other individual or group interests. Nationalism is considered a modern movement. Throughout history people have been attached to their native soil, to the traditions of their parents and to their country as a whole. Many people have taken this nationalistic approach and made a huge impact with it on their country and in some cases their movements have impacted the rest of the world. Two of these men were Mohandas Gandhi and Adolf Hitler. They are arguably two of the most influential leaders and speakers of all time. One of their movements was successful and one was not. Both of these individuals gained massive followings in a very short period of time. This essay will discuss the conditions that lead to their nationalist uprisings, how they came to power and why one movement was successful and the other was not.

The conditions that lead to a nationalist movement are relatively consistent. First, the country must have been faced with a crisis. Typically the leader is incapable of governing in an authoritarian manner and the country begins to split into different factions. These factions often seek different solutions to the crisis. Political groups form creating various power struggles within the nation-state. Under these political struggles there are social struggles among the working class who are seeking a way out and a better way of life. They become disenchanted and are no longer willing to live on the basis of the old society. They instead decide to create a new order. Ultimately this moves into some sort of power struggle which can foster and culminate in change. One of the most crucial conditions is the existence of strong leadership. The head of the worker’s movement must provide the vision strategy, tactics and organization to guarantee victory. We can see all of these conditions in both Germany and India. In Germany the conditions were extremely difficult having undergone the disastrous results of WWI and the post war crisis of massive inflation. Many people including Hitler did not think Hindenburg was fit to lead. He was not solving the money problem in Germany and with Hitler's convincing arguments and speeches he gained people's attention, acquired a massive following and split up the country into different wings grouped on how people wanted to solve the inflation crisis. The worker class and the middle class turned to Hitler. Being a former soldier he knew what war was like and understood the strategies that they needed to overcome Hindenburg. Like Germany, India found itself in crisis. The British imposed a salt tax which led to great unrest. This coupled with India being occupied by Britain in general was enough disorder for Gandhi's to set the stage for his revolution. Although this revolution was a bit different, it still had the same basic premise leading up to it. The working class were disgruntled and needed a strong leader who was fit for the role. They found this leader in a social activist and British educated lawyer named Mohandas Gandhi. Although the leadership style of Gandhi and Hitler were very different and the type of uprisings were very different, both nationalist movements produced strong leaders with a huge followings.

Gandhi and Hitler both came to power when their countries were in great turmoil. Germany after WWI and India after the British imposed a salt tax. Hitler's time in the military and the military foundation of a significant number of his supporters prompted the formation of the NSDAP (Nationalist Socialist German Workers' Party). This party resembled a military organization. There was an area of the gathering called the 'stormtroopers' (Sturm Abteilung – SA – 'Brownshirts'). NSDAP gatherings looked like military processions and Hitler addressed them with enthusiastic speeches that awakened forceful feelings in his followers. This made it simple for them to participate in acts of brutality. These gatherings of individuals assaulted individuals from other political gatherings. In September 1921 Hitler was sent to jail for his participation in a gang assault on an opposing government official. The SA shielded Hitler and began an all out assault on opposing political groups at various gatherings. The SA's heads were Hermann Goering a previous pilot, and Ernst Rohm, a previous army captain. Hitler would make addresses to the SA leading to large demonstrations of viciousness against Jews. These gatherings prompted viciousness against communists and socialists. Jews were exposed to brutal savagery.

Gandhi like Hitler gained a large following in a very short period of time. Gandhi encouraged his Indian followers to test the British-forced salt tax. He did this by participating in the Dandi Salt March (250 miles) in 1930. Through non-violent protest his goal was to get the British to quit India. He was jailed for a long time as a result of numerous events in both South Africa and India. He lived casually in an independent private network and wore the customary Indian dhoti and shawl. He ate straightforward vegetarian food and also undertook long fasts as a methods for both self-cleansing and political protest. He acquired a large following with his rather peaceful ideals and calm nature along with his very strong religious life which drew people to him. With his wise soul and passion for his people he had a manner that made his people want to follow him and resist. This eventually led Gandhi to a successful nationalist uprising.

Gandhi’s nationalist movement was ultimately successful while Hitler was not. Although many believe Gandhi invented these ways of protest, he really didn't. He just refined them and used his stubbornness and patience to sway and take control of a situation. Also by adhering to these non-violent ways he always had the moral high ground which gave him the upper hand in terms of sympathy. Even if the opposing force stuck to non-violent virtues with Gandhi he was never the first to give in because of his undying passion for his people. Many of his non-violent protests included, civil disobedience, fasting, general strikes, picketing and other assorted non-violent means of bringing activity to a standstill. Hitler on the other hand was a brutal dictator. He had a very strong passion too but he was all about violence and all he wanted was revenge. He was ruthless and would get revenge at any cost which eventually became his down fall because with this one goal in mind he became so narcissistic that he fired his capable officers for doing one thing wrong and eventually became the commander-in- chief which was a huge mistake because he knew very little about war strategies. His main mistakes were his brutality and poor decisions. Unlike Gandhi, his methods were seen as horrific and gained no sympathy from the rest of the world.

Nationalism has had a huge impact on the world. Some of the most notably significant nationalists were Hitler and Gandhi. These two could be argued to be the most influential leaders of all time. Gandhi's movement was successful and a much better cause but Hitler's was still a very world changing event that ultimately failed. They shaped and molded these uprisings by taking charge when their countries were in trouble and needed help. They both gained massive followings and power by by invoking this relatively modern philosophy of nationalism. Gandhi did it peacefully which led to success and Hitler did it with brutal force which ultimately led to failure.

Sources: https://www.whiteplainspublicschools.org/cms/lib/NY01000029/Centricity/Domain/353/Outlining_the_Thematic_Essay_-_Nationalism.doc

https://www.nysedregents.org/GlobalHistoryGeography/Archive/20100817-gh-rg1w.pdf

Gandhi, Mohandas, Mahatma Gandhi Autobiography: The Story of My Experiments With Truth. Washington DC: Public Affairs Press, 1948.

Payne, Robert, The Life and Death of Adolf Hitler. New York: Brick Tower Press, 1973 "

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Adolf Hitler – the Person Responsible for the Holocaust

As well as responsible for orchestrating World War II when he and his Nazi Party invaded Poland on September 1, 1939. Which led Britain and France to declare war on Germany. Some background on Hitler is that he served in World War I and even though he was an Austrian, he served for the German army. Ironically, his Lieutenant Hugo Gutmann who was a German Jew recommended that he receive an Iron Cross because he had been a messenger, sending messages from one position to the other. The job had been very risky and dangerous given that the other side was attacking, so him running from one side to the other has been considered courageous because he could've died at any moment. When he returned back home from the war, he remained in Germany and was appointed to infiltrate the Socialist Party but he became impressed with what was said, and he favored it, even more, when he realized they were anti-Semitic. Therefore, rather than doing his job, he joined the party and because he was a very impressive speaker he ended up becoming the leading member of that party. He changed the name from Socialist Party to the Nationalist Socialist Party. In 1923, Germany had fallen behind in paying war reparations and the German currency was worth nothing, inflation had ruined the economy and people were blaming the Weimar Republic. Therefore, because of the economic chaos that Germany was going through Hitler decided to attempt a coup d'etat but it was a failure, many of his members died and he was thrown into jail. He was put on trial for treason but since the judge was a right-wing conservative, he only gave Hitler eight months in jail. While in jail, Hitler wrote his manifesto called Mein Kampf. Then after the 1932 election, the Nazi party was the largest in the Reichstag and this had been caused by public fears of disorder that the Nazis themselves had created with constant battles with Socialists and Communists on German streets. Hitler said he could control this, given that he was responsible for this, so he is offered Chancellorship by politicians, conservatives and industrialists. They offered him this thinking they could control him and on January 1933, Hitler accepts this offer. Then on February 1933, the building where the Reichstag met was set on fire and according to Article 48, in time of chaos, the chancellor would assume temporary dictatorial powers. Therefore, Hitler assumed these powers and on March 1933 he took these temporary dictatorial powers and made them permanent. From there on began Nazi Germany.

The economic, social and political state of Greece in the decades prior to WWII weren't the best, they were in a weak state. Greece had long been part of the Ottoman Empire until they gained their independence after having fought numerous wars from 1821 to 1832. The numerous wars occurred because the Ottoman Empire wanted to retain control, but the Greek revolutionaries wanted to part ways. The Egyptians soon joined the side of the Ottomans and the chaos became so great that Russia, France, and the United Kingdom joined the Greeks so that violence would come to a halt. After this Britain and France wanted a monarchy to take place in Greece but an uprising in 1843 because of this led to the king to forcefully accept a parliament and a constitution. This became firmly established by Charilaos Trikoupis who curbed the power of the monarchy to interfere in the assembly by issuing the rule of vote of confidence to any potential prime minister. Still, Greece was a very poor country who had not gone through industrialization and its economy was depended on fishing, herding, and farming. Also, its geography left its farming land limited. Though, there were still other factors that continued to leave Greece completely unstable. Given the crises Greece had gone through, many politicians stepped forward to try to lead the young nation. One politician by the name of Eleftherios Venizelos was a symbol of the goals Greece wanted. That being Greek unity as well as prosperity in its economics. Venizelos was actually very well-known and had a world-wide reputation. What he did was have Greece join the Balkan League and his goal was to seize Ottoman lands that had an enormous amount of Greek population. Therefore, when war broke out between the Ottomans and the Russians, Greece joined the Russian Empire and when Russia won, parts of Epirus and Thessaly were regions added to the Greek nation. Also, during the Balkan Wars that occurred from 1912 to 1913, even though fighting broke out among the allies that formed part of the Balkan League in the end all the countries, including Greece, walked away with something. Leaving the only loser to be the Ottoman Empire. This was all due to Venizelos skillful statesmanship and under him, Greece earned not only Crete and islands in the eastern Aegean but also vast territories in the north the wheat plains in Macedonia, and rich tobacco lands in Thrace. Still, Greece given that it was a new nation whose establishment had come too late, they were far behind most of the European Countries in economic, scientific, and technological development. They were dependent in later middle age techniques. Therefore, Greece was left financially poor as well as underdeveloped and the infrastructure projects only left them even more drained and worsened the economic condition. Modernizing the country was not at all easy and not possible because of their weak economy to even manage such infrastructure projects.

The Greek government then tried to strengthen its economy by joining the Latin Monetary Union (LMU) in 1867. The goal of LMU was to base their paper currency on the value of a specific amount of silver and gold. However, the LMU ended up failing. Which just meant that Greece continued having a weak economic condition, not only because they had appointed the Silver and Gold standard currency but also because of their many other reasons like the continuous war that waged Greece. Politically speaking, the Greek nation was divided during 1914, the start of the Great War. There were those who supported neutrality and the Greek King Constantine I who ruled in Athens and those who wanted to support the Allies against the fight with the Central Powers and thus supported Venizelos who ruled from Salonika. Eventually, on June 29, 1917, Greece joined the Entente when Czar Nicholas II was overthrown, and Constantine I was forced to leave Greece. Given they had joined the winning side, the Treaty of Sevres left Greece with additional territories to add to its nation. However, the Greco-Turkish War left Greece in complete disaster. Given the massacre that happened during that war, the ultimate result was a great hatred between the Turks and Greeks. This massacre also led to economic and social pressures given that during and after the war many Greeks and Turks had to leave their homes forcibly because of a population swap between Greece and Turkey. This

1?? million refugees that were in Greece sparked anger in the population who resented these people because they saw them as Turks. The Anatolian Greeks lost most considering they lost everything, like their homes and farms and family members who had been killed and so much more. This just depressed the already low wages and suicide rate thus increased. During the stock market crash in 1929 that occurred in America, Greece was not at first affected but then in 1932, the Great Depression was eventually felt, completely halting whatever economic growth and modernization efforts the country had managed to achieve. Eventually, in 1940, Benito Mussolini, who was an Italian dictator, saw Greece as an easy target given how weak it was and invaded Greece. Greece fought bravely but Adolf Hitler sealed their fate when he decided to assist Mussolini's side. In Greece, since anti-Semitism didn't exist, there were 70,000-80,000 Jews that had integrated themselves into Greek society. During WWII, 80% of them perished.

Hitler's military concerns in the fall of 1940 were planning an invasion of the Soviet Union, he wanted to eventually destroy the USSR. He also planned in assuring that the Lake Balaton in Hungary and the oil fields that were located in Romania, at Ploesti, were safe from any attack that would come from the Allies. As the war continued, to the German war machine, the oil fields became absolutely important and essential. He also wanted to assure that the right flank of the upcoming Russian campaign would be secure. Having the Balkan nations either neutral or on his side would allow for the achievement of these goals. The Soft Underbelly was the Mediterranean basin/region and the reason why Hitler was so worried about it was that if the Allies had a foothold in the Balkans, then what Hitler wanted to assure would be threatened. Leaving the Mediterranean basin/region a place for the Allies to open attack on that would diminish Hitler's ability to wage war. As well as force him to use his military to protect that region of Europe otherwise it would lead to his defeat. However, if the Soft Underbelly was stabilized then there would be little that could be done by the Allies to diminish Hitler's dominance in Europe.

Adolf Hitler had ordered the invasion of Greece on November 1940. This was due to Benito Mussolini so abruptly and out-of-nowhere taking over the country (Greece) on October 1940. By doing this, Mussolini had disrupted the Axis military situation even more. Which led to the British and Commonwealth forces to enter Greece. Thus, completely sabotaged Hitler's plan to protect his oil supply and the right flank of the planned invasion of the USSR. Therefore, in the spring of 1941, Hitler was compelled to invade Greece and Yugoslavia to stabilize the Axis military situation. Yugoslavia was invaded as well because its regent was looked at as the missing key. To Hitler, Yugoslavia's regent, named Prince Paul, was the key to limiting the influence of anything British in the Balkans. At first, Hitler approached Prince Paul nicely, telling him that he would give him territory, Salonika as a matter of a fact. However, Prince Paul refused this because he knew his army was pro-Allied and he would be overthrown if he were to sign the Tripartite Pact. This refusal just led Hitler to become more hostile and so he began to threaten him. Finally, Prince Paul signed the pact unwillingly after Hitler went back to promising him territorial lands and saying he wouldn't violate Yugoslavia's borders. Two days after the pact was signed, Prince Paul was overthrown by his military army and they annulled the treaty that had been signed between Yugoslavia and Nazi Germany. An angry Hitler led him to decide that Yugoslavia was to be invaded as well.

When Greece was first invaded by Benito Mussolini, the British Military tried all they could to help aid the Greeks. On February 22, 1941, it was decided by the British and Greek leaders that more military help would be sent to Greece. On April 2, 1941, there was about 58,000 British and Commonwealth forces that had arrived at Greece territory. Two days later, Hitler sent his army to Greece and Yugoslavia and on April 9, 1941, they seized Salonika. Then on April 17, 1941, even though the British army had stretched out a defensive line, the German army took over Kozani. Soon after, the Germans reached Athens and then Crete was also occupied and was the center of Allied resistance. Finally, on June 1, 1941, the battle between the British army/ the Greeks defending their country and the German army came to a finish with the Germans being victorious. Nonetheless, even though the Germans won, they still had many losses. For example, many of their men had been killed or injured. Many of their planes were also lost and many others were completely wrecked. Sadly, for Greece and Yugoslavia, they were now at the hands of the Germans.

What Hitler felt for Greece goes as follows: he actually admired the country because of a leader that Greece had. The name of that particular leader was Ioannis Metaxas. He acted as a dictator in Greece because of the state of emergency the country was in. He abolished all parties and he also controlled whatever would be reported, from newspapers to radio stations. Anything that was seen as negative towards his leadership would be prohibited. Yet, he maintained the country in neutrality and he had good relations with France and England. While also keeping things friendly with Nazi Germany. Once Hitler took over Greece, he actually said, in a speech, that the Greeks had put up a good fight and had fought with great courage. Regardless of the admiration Hitler had for Greece he was still the one responsible for the deaths of approximately 563,500 Greeks during World War II. Given that Yugoslavia was invaded by Hitler's army at the same time as Greece, Hitler was able to exploit the resources of both of these two Balkan nations greatly.

German occupations in Greece was very brutal from the beginning, with the German Field Police (GFP) making sure to make the Greeks life a living hell. The GFP was highly corrupted, they committed many war crimes and worked closely with the Nazi's. In the Balkan regions, the GFP took into task segregating those whom they thought to be racially inferior so that they would then exterminate them. In Yugoslavia, the treatment was very harsh from the start and Greece did not fall far behind. Some reports that came from those that experienced firsthand the GFP jails, said that Greeks and British soldiers that had been captured were very ill-treated. The GFP- 611 unit that was most active in Crete, during April 1944, started the roundup of the Greek Jews on the islands of Corfu and Crete. In Ioannina, the roundup of 1,725 residents began on March 27,1944, by the SS. What's worse is that after the GFP would round up all these people, they would then go into their homes and take anything of value, essentially robbing these people of their things. There was a total of 48,974 Greek Jews deported to Nazi extermination camps. Even though the GPF- 621 unit did not exterminate the Greek Jews using their own hands, they were the ones responsible for taking the Greek Jews to Auschwitz-Birkenau, where they would eventually be exterminated by an immediate gas. The same unit (GFP- 621) was also responsible for interrogating Allied commandos and then eliminating them. All in all, the Germans committed many crimes, from torturing those in prison to the arrests of many people. As well as massacring many innocent people. They committed many war crimes, such that at the end of WWII, the Nuremberg trials took place. These trials were to convict Nazi's of crimes against humanity, many were hanged.

The Germans regardless of what they were doing to these innocent people in Greece, they were even more awful by economically plundering not only Greece but also Yugoslavia. Minerals were brought back to the Reich. As well as luxury items and foodstuffs. Chromite ore was a substitute for producing aluminum and it was highly demanded by the industry that produced German aircrafts. During the beginning of the war (WWII), the Germans had a large amount of sum of Chromite ore, approximately 250,000 tons of it. Greece every year was producing about 42,000 tons of this material. During May 1-10 in 1941, in Athens, there was even a satisfactory report that the entire output of Greek mines of pyrites, iron ore, chrome, nickel, magnesite, manganese, bauxite, and gold was obtained for Germany. Other resources were also stolen, leaving Greece in an even worse state. Opposite of this, German was being highly benefited for exploiting this country. The Germans also ended up bleeding the nation dry by forcing the Greek central bank to loan Germany 476 million Reichsmarks which was never reimbursed. On top of that, the Germans not only plundered the nation of Greece economically but also because the plunder being so massive, it led to a great famine in Greece during the winter of 1941 to 1942. Even though the Catholic Church wanted to help the people by sending them food, a great amount of young and old people died.

What I learned about the German occupation in Greece is that they were very cruel from the beginning and that served to weaken an already weakened Greece. They took advantage of this nation, just like they took advantage of other countries that were in the Balkan region. Sadly, Greece never really had the chance to defend itself given that before it was even invaded, it was already in a bad state. Even though, as Hitler had said, they fought hard and with courage, it wasn't enough to stop what eventually tragically occurred to them. I feel that the German Army behaved criminally in Greece because they wanted to let the Greeks, as well as everyone else in the world, know that they were not playing around. I believe that the Germans, Hitler in particular, wanted to show how much control he had and how much damage he could do as a dictator. This he did to scare the Allied powers and eventually take over them as well but also to eliminate all of the people he had a racial bias towards. I do not at all justify what Hitler did, and I know no one in their right mind would because what he did was the most horrible thing done in humanity. He destroyed and ended the lives of so many people without even blinking. For that reason, I do believe that the Germany and Austria should pay war reparations for all they caused. It is because of their fault that many lives were lost and the least they could do is pay for the damage that they instigated. However, I do understand where America was coming from when they decided to rebuild their Allied Nations as well as the Axis nations because they could show that America would take care of them. America would now be involved and not leave them to their fate as they had done in the first World War. Perhaps they did this so that these nations could appreciate what was done for them and so another Hitler wouldn't come about.

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Why Buddhists are Vegetariansim

Vegetarianism is not a condition for liberation or enlightenment, which is the purpose of Buddhist practice. And so it seems that Buddhist vegetarians are doing something unnecessary. Because if different Buddhist disciplines are able to practice without the necessity of being vegetarian, what do we have to do to become vegetarian? Although generally speaking, the number of vegetarians is on the rise for a variety of reasons, but only in terms of the majority of Buddhists' awareness of vegetarianism, the number of vegetarians not much. On the contrary, such skepticisms and arguments against the vegetarian diet seem to be more and more apparent, even appearing at some of the monks in the Theravada tradition. In fact, the number of vegetarian Buddhists is still very modest, if not very low, compared to the overwhelming majority of vegetarians only on certain days of the month, or even not vegetarian This does not seem to be appropriate with the teachings of compassion as well as the teachings of cause and effect that all Buddhists believe and follow.

First of all, Buddhists have two reasons for being vegetarian. The first is compassion. If you do not have compassion, or at least do not agree with the compassion of others, you have not had a good sympathy for Buddhism, let alone become a Buddhist. Therefore, all Buddhists are in the process of cultivating compassion or at least supporting, agreeing with the compassionate practice of others. If you have doubts about your own compassion, you can self-verify through a few simple questions. Watching the news every day on television, each time a disaster occurs somewhere in the world that hundreds of people die, thousands of people lost their homes, living miserably and in need, you will feel how? Can you be cold-hearted? Will, there be a throbbing heart in your heart, it makes you or your tears, or the urge to do something to share with others? Or do you sometimes go out on the street and accidentally witness a tragic accident, you can indifferently walk without hesitation? Or will you stop by and help if needed? Even if you cannot help, there is no compassion in your heart. Emotions emanating from suffering are completely natural in almost every human being, not just Buddhists. However, Buddhists who follow the Buddha's teachings should always cultivate compassion and turn those emotions into thoughts, words, and actions according to two specific goals: rescuing suffering and bringing joy to others. Suffering and joy is the meaning of compassion.

The compassion of Buddhism towards the object is that all sentient beings are all perceptive, not just human beings. The progressive civilization of humanity today has come to be similar to this view as most civilized nations have a strict policy of protecting animals. Although humanity has not really stopped eating meat, the killing of animals today has been viewed as a crime. The second reason that Buddhists turn to vegetarianism is the belief in cause and effect. In a nutshell, if you are not vegetarian, that means you have not really believed the cause and effect. Why? Law of cause and effect makes it clear that when you sow, you will reap the fruit. No matter where you go to wherever you are or how long you are going to spend, the end is sure to be the result of your own actions. In fact, if you just have to suffer a painful stroke to change a meal, surely none of us will pick that up! But according to the law of cause and effect, with every meal of the flesh and blood, we will certainly have to return it with a life of suffering, because it will be terminated by killing, by the pain of tortured to death. It's a great price for just one meal, let alone hundreds of thousands of meals throughout our lives! So, if you do not think about the price too much, do not think about the consequences of sure to receive in the future because of your meals, does that say that you are not really sure about the kernel? fruit? Are you always deluded that you are an exception, and the scary consequences will not come to you? Are you suggesting that the killing will bring about the killings, but is that just for everyone else, but not for your case? Vegetarianism has different meanings for different religions or beliefs. In this sense, being a vegetarian means eating pure, pure food, rather than merely eating fish.

However, first and foremost, of course, vegetarianism must include not eating meat or, broadly speaking, any food produced by slaughter. Some foods are not. by "killing", but by "harm" that has. The livestock sector now breeds dairy cows, raising chickens for eggs ... but does not kill these animals right away, but is clearly damaging to life, not allowing these animals to live a natural life. , and therefore the food is not so pure, pure. Some plant foods are also mentioned in the classics as being impure, impure, because of their special properties, particularly pungent foods that are classified in the taste category. Including onions, chives, garlic, zucchini, and kao. Based on similar criteria, other foods such as booze, onion ... can also be classified in this group. The reason vegetarians do not eat these dishes is not just because of their pungent taste, but because they have a strong sexual stimulant effect, which is considered to be impure. However, you can still use these items as medication when needed, in which case they are not considered as food. Does Buddhism oblige Buddhists to eat vegetarian food? The answer is no. In fact, it was the Buddha and his disciples, who were originally vegetarians, who were not vegetarians. When Buddhism was just formed after the Buddha's enlightenment and the beginning of the teachings, the Buddha and the Sangha lived on food obtained from begging in the villages and neighborhoods they passed. Most of the residents there did not know about vegetarianism, and they could donate to the monks' bowl any food they had, including fish meat. In that situation, the monks cannot choose vegetarian food and refuse the impure food. It depends on how they want it. Never force yourself into a vegetarian diet if your mind is not really ready. But from today, start to think seriously about the meaning of vegetarianism as I have described above, and then you will be able to make judgments about these meanings. That is perfectly possible in any situation, and I am sure that it will plant seeds into your mind for a better future. Be sure to practice what you feel is right, but do not let yourself be dragged into arguments.

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Questions i Wish People would Stop Asking Vegans and Vegetarians

I had my first date 6 months ago, with a guy named Damon. Damon had taken me out for pizza at my favorite pizza place, Little Italia Pizzeria in the Berkshire Mall. We were sitting towards the front of the small shop, sipping on our sodas. Damon had ordered a Barbeque Chicken Pizza slice. I couldn't help but be just a LITTLE disappointed. I thought it would have been perfect if by some miracle, he was vegetarian too.

Our pizza's was finally ready. As we began to eat our food, he offered me a piece of the barbeque chicken, I politely declined and kept eating my slice of pizza. To be honest, I was nervous to bring up the fact that I was vegetarian. I had been vegetarian for 4 years and had become well aware of the fact that, most people who aren't vegetarians don't like hearing about it. On top of that, I didn't want to make him feel bad about what he was eating!

As the years go by, I notice people usually respond to finding out I'm vegetarian one of two ways. 1- they make fun of me for it or 2- they feel like I am silently judging them for eating meat! Which I am definitely not doing! I have no problem with people who eat meat!

So what kind of questions do I get as a vegetarian? First one and most common would probably be, What do you eat? People forget how many of our favorite meals are already vegan or vegetarian! We have salads, lots of Chinese food options, and pasta! (My favorite!! And what I usually order at restaurants) I honestly barley think about meat!

Growing up I had always wanted to become a vegetarian, mostly because of my love for animals! I also knew that it was the right thing to do! I would always tell my mother that I was officially going vegan but then by dinner time, I would smell the chicken and dig in! I didn't fully commit to being a vegetarian until I was 14 years old. I made this choice because I could no longer support an industry that was hurting millions of animals. Almost everyone in my life did not thing this would last ( I could see why!). They never failed to mention that I was missing so much every time we ate out together.

The second most common question I receive is, Will it upset you if I order ____

When I am asked this question, I never know when to be flattered or annoyed. I understand that you are probably asking because you genuinely do not want to offend me, BUT I really couldn't care less if you eat meat!! Okay, maybe that's a little lie! I COULD care less if you ate meat or not. I wish people wouldn't eat so much meat. But I would never ever judge you for it. I ate meat for 13 years of my short 18 year old life before I became vegetarian and then vegan.

Where do you get your protein from? How do you survive? This one is always a funny question to me. People assume that the only source of high protein is meats! Which is not the case! There is no shortage of high-protein vegan products! There are chickpeas, black beans, nuts, nut butters, tofu, quinoa, some grains, Hummus and pita, chia, and even broccoli! I know what you're thinking, broccoli? First off, who even likes broccoli, and second how much broccoli would you have to eat to get the right amount of protein? I remember I would always try and argue that broccoli was a good source of protein! If you could eat five pounds in one sitting But instead now I can just explain that we really don't NEED all that much protein. Its easy to get what we did need from simple and common foods. (like those listed above)

Are your parents vegan too? This is a big question. Since I turned vegetarian at 14 people would always ask me, is your mom vegan too? Did she force you to do this? (haha) The answer is no. This was a decision I made on my own, and my mom and brother were still both meat eaters. As the years went on, my mom began to start asking me questions about veganism, a few months after that she started researching it on her own. Soon after, my mom made the switch to being a vegetarian. (where she happily stays) I was thrilled she made the switch. She still drinks milk and her coffee and makes salmon burgers, but she is almost entirely vegetarian! Although, I must admit, she still eats a Chick Fil A' chicken strip every once in a while. But she's healthier then she's ever been! And she wasn't doing it for me. It was her choice. I must say, occasionally I'll smell some cooking meat and wonder if I should go back to eating meat, and maybe I will one day, but for now I am happy being vegan. I'm doing the best I can at it and the bets I can to educate those who ask questions like this.

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The Epic of Gilgamesh – Story about Old Babylonian Hero King of Uruk and his Escapades

The discovery of the story was made in the library of Ashurbanipal in Nineveh by a man called Hormuzd Rassam in the year 1853 (Jastrow and Clay 10). The Gilgamesh's parents were a goddess and a priest-king, respectively. His mother was the goddess Ninsun and his father was the Lugaalbanda priest-king. The story about Gilgamesh was much loved within Mesopotamia which portrayed the life of a young energetic and handsome man who liked challenging his fellow men into combat fights. However, the indecent character of the young king prompted the citizens of Uruk to beg their God known as Anu to bring him to order. The intervention was made through Enkidu, a man who challenged the king into combat fight and later became good friends. Their friendship later shaped the king into being a good person. After the death of Enkidu, Gilgamesh made so many adventures which were culminated by the wisdom offered by the women while he was seeking for immortality (Tomko). The story is an inclusion of the different roles and influences that women had on the king based on his various interactions. Subsequently, this means that he would not have achieved of all of his accomplishments without women.

There is quite a number of female characters that Gilgamesh and Enkidu came across during their adventures, some of them were humans while others were divine. For instance, there are two notable women whose intervention was imperative in the fulfillment of Gilgamesh's accomplishments. For instance, the priestess known as Shamhat, whose identity was much observed through offering wisdom, is known to have been the solution to the healing of a wild and uncivilized man known as Enkidu. When she made Enkidu a sane man, he moved to the capital of Uruk and encountered the king due to a combat fight. Therefore, Shamhat presents a role that made Enkidu a benevolent force whose role was intended to shape the king (Tomko).

Another woman who plays an important role in Gilgamesh's life is Shiduri. Shiduri and Gilgamesh met in the wilderness while in search of immortality after the death of Enkidu (Tomko). The goddess was very instrumental in offering wisdom to the king who was in grief. She asked the king to put his anger aside and enjoy all the things he has in his life (Tomko). The two women previously mentioned were so instrumental in the life of the king and he could not have achieved anything without them. However, another woman involved was a destroyer and a fountain of evil known as Ishtar. She is known for the source of all calamities that befell Gilgamesh because when she seduced him, and he refused, she asked the Gods to punish him. The Gods sent Humbaba against Gilgamesh and Enkidu. However, in the end, the Gods were the ones who killed Enkidu (Tomko).

The Epic of Gilgamesh is a tale about various aspects of life to the ancient people of Mesopotamia. The mythical journey by Gilgamesh was intended to restore balance in Uruk. However, the journey is streamlined by the women characters he comes across while on his adventures that made him realize it was not all about him but his people of Uruk. After this realization, Gilagamesh goes back to his people and rules with wisdom and power till his last days.

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Genesis and Gilgamesh: Comparing and Contrasting

The story of Genesis and the epic Gilgamesh have many similarities and differences. The human-god interactions convey how the people at the time understood god(s) or an all-knowing all-powerful ruler of their world. The gods in the stories want the best for all of their creation, but when disobeyed, can be harsh. Both stories reveal that gods will not hesitate to implement strict punishments if they feel that their subjects are out of line.

There are numerous similarities between the two stories. One that I find interesting is that a serpent is the reason immortality is lost in both stories. In Gilgamesh when the serpent steals the plant that restores life, and in Genesis when the serpent temps Eve to eat the fruit. The god-human interaction mimics a parent-child dynamic. God knew what would happen if Adam and Eve eat from the tree, and specifically told them not to. God loved them, as they were made in his image, and wanted them to procreate and enjoy the beautiful, sinless world he had just created, full of light, plants, and animals (cite). Like a child after they have disobeyed their parents, Adam and Eve immediately feel shame and regret after eating from the tree. God punishes them, harshly, with Eve getting painful childbirth and submission to her husband, and a life of hard work for Adam. A lot of the old testament seems to focus the on good and evil in the world and how God responded to it. As Genesis continues we see mankind becoming more evil and God plans to destroy everything he created.

The decision to destroy mankind happens in both stories and is significant. God saw wickedness and evil in mankind and decided to destroy them. In Gilgamesh the gods saw the uproar of mankind and decided to exterminate them. In the end the God in Genesis and the gods in Gilgamesh both promise not to destroy humankind again. How I interpreted this is that the gods want the world to stay how they created and intended it and will exterminate humans if they threaten the earth they created.

A difference between the two stories is that in Genesis there is only one God, he created earth and is the most powerful. In mythology, like Gilgamesh, there are multiple gods and goddesses with varying powers. Another difference that I found compelling is that unlike God in Genesis who punishes Adam and Eve for disobeying him, the gods and goddesses in Gilgamesh act more human-like. For example, Ishtar seems to act totally out of selfishness when Gilgamesh rejects her. She sends a bull to kill him, and, when Enkidu kills the bull, she kills him. That was not meant to be a godly lesson; Ishtar retaliated out of pure emotion, which seems more humanly than godly. In both stories the gods are pleased by sacrifices and they reward good behavior and hard work, again, as a parent would. We see this when Noah gets dominion over the animals and told to populate the each, and in Gilgamesh through eternal life for Utnapishtim.

In conclusion, the gods act like parent figures who know what is best for their subjects. Humans respect their god(s), but sometimes disobey them. When that happens, the god inflict harsh punishments in order to keep the world as they intended it to be.

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Should Developed Countries Accept more Refugees

The world is full of people forced to leave their homes and countries for having better lives as a result of political disorder and persecution. The United Nations High Commissioner for Refugees (UNHCR), estimated that their number can reach to 40 million. More than half of them within their countries borders and over 12 million are those who have fled to other countries to escape ethnic, religious, and political persecution (Debatewise, 2016). According to Pew Research Center (2016), only in 2015, around 1.3 million applications of refugees have been received by European Union countries and most of them have been accepted. Besides, most of Americans are children of refugees; it means that the U.S also sheltered a lot of refugees. Yet, the question remains that should developed countries accept more refugees? The media strongly portrays the arguments for accepting refugees, but there are some people who are against the entrance of refugees to their countries. However, this paper is for accepting more refugees by providing two strong reasons;

The first arguments is that developed countries have a lot of resources that they should share with refugees by allowing them to be in their countries. According to Debatewise (2016), it's a valid argument that many 1st world countries have enough resources and stable systems to help many of refugees who have gone through problems, inexplicable horrors, and who have less. It is clear and obvious that people in developed countries live quite peaceful lives and there aren't many people experiencing what refugees may be experiencing in their home countries like hunger, fear, running from bombs, being separated from their family, injuries, and even being killed. Debatewise adds that many citizens of developed nations believe that they have enough housing, money that are paid by tax payers, and ability to provide shelter and opportunity for immigrants. Thus, developed countries should allow more refugees to come to their countries and give some of their resources to them.

The other reason why developed countries allow refugees is the view that refugees can help the economy. It is believed that the children whose lives have been saved and are provided by opportunities will raise up, can be functional citizens of the country and will give back (Debatewise, 2016). Most of the people who migrate to developed countries, they receive aid mostly in cash from international community or organizations for their food and other expenses that can add to the income of the host country as whole. Besides, when there is more citizens in a country, they will buy and consume more products that allow businesses to produce more and increase the GDP (Gross Domestic Product) of that country. Moreover, most of refugees are young and are able to provide jobs or employment that will bring more revenue and affect the economy of the country positively. As an example, 15% of the U.S population are refugees that represent 25% of entrepreneurs who took risk, established their own venture, and created many jobs (Bahar, 2018). This is how refugees are helpful for the economy of the host countries.

On the other hand, many people believe that developed countries themselves have a lot of problems and needy people that have to take care of them. Especially, in the U.S., the people who don't want refugees to be in their county argue that the U.S. already has so many underprivileged and homeless people who could be receiving that help and resources instead (Debatewise, 2016). Moreover, there are those who think that the inflow of thousands of refugees means that the jobs of the citizens of developed countries will be taken by those refugees. Many claim that it's difficult to find job or provide employment for this much immigrants as they need to send their children to school and cover other expenses that negatively affects the economic system of host countries (Debatewise, 2016). Despite all these, the developed nations have a lot of resources that will be enough for providing shelter to the migrants and their own citizens. Also, natives don't need to be worried about losing their jobs because natives and foreigners typically have a different set of skills and compete for different types of jobs. Sometimes, foreigners or refugees are not able to compete with natives especially when the job needs the domain language. Besides, by their arrival there will be need for more teachers, doctors, engineers, and other professions that immigrants can own jobs by fulfilling those needs.

To conclude, the number of refugees is increasing day by day because of civil, religious, and political disorders. They leave their own countries to live better lives in the countries that are developed. Thus, my argument here is that developed nations have to contribute to solving this issue by allowing more refugees to their countries. Developed counties by accepting more refugees will gain more compare to what they lose. They will share their land and some other resources; in return, the refugees will be a catalyst for their economic cycle by consuming more and creating more jobs.

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Characters of Squealer and Napoleon in “Animal Farm”

With their superior knowledge, it was [only] natural that they should assume [their] leadership(Orwell 27/28). With the irony of their words, it is self-set that they mete out the role or position without the public's understanding of their words and deeper meanings. When the farmer of the farm is ruled out by his own animals, two pigs [Squealer and Napoleon] decide for everyone that they should take up the role as the new headmen. However, when their power becomes too overpowering, it starts to corrupt their foundations. Violence breaks out and new publicity comes in and leaving what's left of the animals to grow hungry and cold. In Animal Farm, Orwell explores the idea that power corrupts through Squealer and Napoleon without the others understanding the meanings behind their words and actions.

The character of Squealer in Animal Farm

Squealers' speeches emphasize the idea that power corrupts. To begin with, Squealer uses the animals' fears to get them to panic, which in turn makes them believe everything he says. To explain it further, Squealer and Napoleon become the leaders of the animal farm after the animals kicked Mr. Jones, the farmer, out. Squealer and Napoleon became in charge. During one of Squealer's speeches, he convinced the animals that Mr. Jones might come back if they did not do what he said. For example, Squealer cried comrades![no one should] imagining, [or] hope, that we pigs are doing this in a spirit of selfishness and privilege?... Our sole object in taking these things is to preserve our health. Milk and apples (this has been proven by science) comrades contain substances absolutely necessary to the wellbeing of a pig...It is for [the animals] sake that [they] drink that milk and eat those apples.

Do [they]know what would happen if [the] pigs failed [their] duty? Jones would come back! Surely, comrades,...there is no one among[the group]who wants to see Jones come back? (Orwell 35/36). As a result of this speech, Squealer got his way of making the animals do what he wanted because he utilized their fear of Mr. Jones coming back. He manipulated them by using this fear. Specifically, he made them worry that if they ate and drank specific foods this would make Mr. Jones return, which none of the animals wanted. Despite the fact that all of the animals should be eating whatever they wanted and it didn't matter what food or drink it was. In addition, Squealer uses manipulation and personal confusion to get his way of power. On the farm, they abolished another pig but the other animals on the farm didn't know he was abolished. For they thought he just left. After finding out this information they start to accuse the pig for any of the animal's personal mistakes or problems.

Some of the farm animals started to accuse Napoleon and Squealer, but they didn't take it very well. Squealer argued are [they] certain that this is not something that [they themselves] have [not] dreamed, comrades? Have any recovery of such a resolution? Is it written down anywhere? (Orwell 64) Squealer uses statements and questions that the other animals can not answer and this creates confusion among the animals. He doesn't explain what is going on but instead uses a form of reverse psychology to make himself appear more powerful and knowledgeable than the other animals. Consequently, all the animals are clueless to Squealer's manipulation and his power over them.

The character of Napoleon in Animal Farm

As the novel progresses, Napoleon becomes more powerful and violent, which causes dictatorship on the farm. To further explain, Napoleon uses violence and abuses their set rules to assert his authority over them and become powerful. Napoleon kicked out a pig who shared partial power. When the pig was still around they came up with a set of commandments, but once he left, Napoleon abused some of these rules and if anyone saw or worked with the pig that was kicked out there would be new consequences. Napoleon suspected trouble and called upon them to confess their crimes...Without any further prompting, they confessed... that they had collaborated with him in destroying the windmill, and that they had entered into an agreement with him to hand over the Animal Farm to Mr. Fredrick...

When they had finished their confession, the dogs promptly tore their throats out, and in a terrible voice, Napoleon demanded whether any other animal had anything to confess(Orwell 83/84). Napoleon is abusing the rules, enforcing power he really didn't have, and acting as if he doesn't care. For example, on page 25 of Animal Farm, it states the seven commandments they live by and one of them states No animal shall kill any other animal(Orwell 25). Not only does Napoleon abuse his role, he also abuses his power over the farm and farm animals. Napoleon's new authority is causing dictatorship on the farm. For example, Napoleon and another pig were co-leaders on the farm for a while. Then Napoleon and Squealer kicked out the third pig. O

nce Napoleon gains the animal's trust [he]was never spoken of simply as Napoleon. He was always referred to in formal style as our leader, comrade Napoleon(Orwell 93). Because of Napoleon abusing his power he begins to declare himself leader. On the animal farm, there is supposed to be equality. Clearly, Napoleon is abusing their equality because he is electing himself as a leader. In conclusion, Napoleon elects himself leader then abuses the animal's rules, which causes problems and supports dictatorship.

In summary, Orwell uses the characters Squealer and Napoleon in Animal Farm to explain the idea that power corrupts. Sadly, at the end of the book, the animals are still controlled by Napoleon and Squealer who continue to use manipulation and their power. By reading Animal Farm and understanding the character's experiences, society can learn how easy power can corrupt and manipulate. People should have a better understanding of the importance of rights and equality. Near the end of Animal Farm, the animals had one last commandment to follow, All Animals are equal but some animals are more equal than others(Orwell 134), which demonstrates that power corrupts.

Work Cited

Orwell,George.AnimalFarm.AnimalHouse.Harcourt,Inc.1946.

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Compare and Contrast the Animals’ Situation at Manor Farm

Animal Farm starts off with Mr. Jones, who is a drunken farm owner, doing a terrible job at running his farm, known as Manor Farm. Eventually, the animals grow tired of their circumstances, and one brave pig, Old Major, decides to tell the entire farm of an idea that he has that could lead to happiness for all of the animals. This idea is that all of the animals can live together on the farm in peace and harmony, without fear of humans trying to control them.

All of the animals being equal is the only real requirement that is important for this plan to work. Three days after telling the entire farm of his genius plan of rebelling against the farm owner and running the farm themselves, Old Major dies. Old Major's death does not put a huge kink in the plan because three other pigs, Squealer, Snowball, and Napoleon, decide to take Old Major's idea and turn it into a philosophy that all of the farm animals will live by. The animals did end up beating the farmer in a battle, which would end up with him running off the land, leaving it to the animals. Naturally, after the farmer is out of the picture, the animals take over the farm and rename it Animal Farm. The main goal of the animals is to achieve Old Major's dream.

Little did the animals know, things would look as if they were going very well before they would turn around and be much worse than before. Snowball and Napoleon, two of the main pigs on the farm, do not agree on the way that the farm should be ran. On one hand, Snowball is trying to teach other animals how to read, whereas Napoleon takes a small group of puppies under his wing to teach them about Animalism, which is their philosophy that was inspired by Old Major. One big fight that occurs between Snowball and Napoleon is that Snowball wants to build a windmill, but Napoleon thinks it is a waste of time. A meeting was held to vote on whether or not the windmill should be built, and right after Napoleon's brief speech, the nine pups that he had taught Animalism to had been ordered, discretely, by Napoleon to chase Snowball off of the farm. With Snowball out of the picture, Napoleon assumes a full leadership position, and the first thing he puts into order is that there will be not be any more meetings, and that the pigs will make all of the decisions that need to be made regarding the farm, and these decisions will be made with the wellbeing of every animal in mind.

Napoleon ended up having the windmill built, but after a storm they realized the windmill had been destroyed. Napoleon assumes this is Snowball seeking revenge, so he puts to death anyone who might have been involved, or anyone who did not agree with him. In the meantime, Napoleon starts to act more and more like a human, doing things like drinking whiskey and walking on two legs, even though Animalism strictly forbids these types of things. Napoleon is doing fine, but the other animals are sad and hungry, which is not how Old Major's dream was supposed to play out. Napoleon ends up working pretty closely with nearby human farmers, and has intentions of allying the farm with humans again.

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Character of Napoleon in “Animal Farm”

In the novel Animal Farm George Orwell uses the character of Napoleon to illustrate how Joseph Stalin took power during the Russian Revolution by ousting Snowball (Leon Trotsky), murdering his opposition,and acting swiftly and ruthlessly.

For example Khrushchev said over one-and-a-half million individuals were arrested for 'anti-Soviet activities,'and over 680,500 (of them) were executed Kubic,Mike. ""Stalin:A Brutal Legacy Uncovered"" Commonlit.org. Commonlit,2016. Web. 26 Oct.2018..This explains that when ever he was in charge it turned out for the worst.It also showed no one liked him because he was a bad leader because he didn't show any care of the people.

Another example that Khrushchev said was cost us much blood.Kubic,Mike. ""Stalin:A Brutal Legacy Uncovered"" Commonlit.org. Commonlit,2016. Web. 26 Oct.2018.. This quote explains that when Stalin was the leader it cost them a lot of people.Stalin lead people to death and it also made them lose because they lost the most people because of Stalin.

Napoleon would fit Stalin well because he takes advantage of the animals like Stalin does to his army. Napoleon shows a lot of things that are the same type of things that Stalin would do. For example the windmill accident,Napoleon used propaganda in his advantage just like Stalin would do. Then he would starve most of the population of the animals,while he and his actual friends would get food for them self.

Another example of Napoleon as stalin is the relationship he has with Snowball.Snowball represents Trotsky. Stalin and Trotsky was partners just like Napoleon and Snowball was. Stalin was not a good leader at all. Napoleon was not either,he would punish all of the other animals but leaves his friends alone. For example,Napoleon kidnapped the puppies to create his own army. Stalin had his own army as his own just like Napoleon did. Just like Stalin ,Napoleon changes the rules to suit his likings. It doesn't matter if you didn't like the rules, it suited Napoleon so it doesn't matter at the end.

One of Stalin's bad decisions was he had a order to crackdown and arrest the eight top Air Force generalsKubic,Mike. ""Stalin:A Brutal Legacy Uncovered"" Commonlit.org. Commonlit,2016. Web. 26 Oct.2018.. Stalin wanted those top generals gone, that shows how selfish he was. But then later on he also wanted to execute 300 higher ranking generals too from other places. These acts are very similar to Napoleon's because how he took those puppies and use them for his own army.

Napoleon uses fear to torture the animals. Napoleon does not care about the other animals . Napoleon likes to be a demanding leader. If he wants something done and the animals disobey then it will be a punishment. Napoleon made a rule to the animals that if the animals feed the hens then they will be killed. That explains how strict Napoleon is with his rules.

Stalin was a tyrant he didn't care about his soldiers.If his soldiers died in the wars he wouldn't worship them.He would just care that he is still alive. Napoleon is the same way. As long as he has the dogs that he will raise to be on his side he doesn't care about the other farm animals.As long he will be able to still torture them.

In the book it explains how sneaky Napoleon is. He wants to redirect the animals to thinking his beliefs are the better ones.For example Napoleon said Nevermind the milk that will be attended to,Animal Farm.The quote shows that the animals wanted the milk but Napoleon would change their mindsets to telling them that the milk is no big deal.

In the story Snowball shows that he has good ideas but Napoleon doesn't care about them.Snowball cares about the animals. Snowball wants to educate the animals and for example he gave them a good strategy going in to the Battle of the Cowshed. Snowball led the animals to victory with his good plans. On the other hand Napoleon does not care how good Snowball's plans are,all he cares about is if the plans fail for he could just blame Snowball and have the animals on his side.

Napoleon like using the other animals to his advantage. Squealer does everything for Napoleon,Squealer is the one who speaks for him and also settles all the rules for him.Napoleon doesn't need to speak at all because Squealer is there for him and that is what Napoleon was planning for. When Napoleon was fighting with Snowball the sheep were on Napoleon's side. That is how Napoleon take advantage of the animals because he makes them do whatever he has to do so he doesn't have to at the end.

Napoleon is also very disrespectful to the things that other animals make up like plans. In the story there was windmill plans to make the windmills but Napoleon go into it and actually pees on the plan. So the plans are gone so the things started to go bad between Napoleon and Snowball. So later after that Napoleon calls his dogs to take away Snowball and they did. But later on they end up doing the windmill but after that he decided to sell the hen's eggs for money.

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Hurricane Katrina: Causes and Effects

In late August of 2005, a hurricane surfaced over the Bahamas, approximately 350 miles East of Miami. This hurricane was not only the largest, but the strongest to ever make landfall in the United States. When all was said and done, a little over a week later, there were roughly 1,836 lives taken. After impacting about 90,000 square miles, this hurricane was named Katrina.

The most violent storms on Earth can also go by other names, including cyclones or typhoons, but the scientific term is tropical cyclone. To understand the process of how hurricanes form, it is helpful to thinks of the like giant engines, because like hurricanes, engines use warm, moist air as fuel. When the warm air from over the ocean rises upward, it leaves lower air pressure below. Then, the air from areas nearby with higher pressure drives in to the low pressure area. This new air, too, becomes warm and moist, causing it to rise as well. The surrounding air continues to swirl back in to take place of the warm air that keeps rising. The water in the air forms clouds as the moist air begins to rise and cool. The clouds spin and grow and cause hurricanes.

Hurricane Katrina reached up to a category 5 storm, which according to the Saffir-Simpson scale, means it reached over 157 MPH in wind speeds. Category 5 is the highest classification on the scale. These classifications offer an insight of the potential damage or flooding a hurricane can cause upon landfall. To be determined a hurricane, the tropical cyclone must withstand sixty seconds maximum of at least 74 miles per hour. This would be classified as a category one.

The timeline of Hurricane Katrina begins on August 23rd, 2005, when the hurricane was beginning to form over the Bahamas. Meteorologists were able to warn people in the Gulf Coast states that there was an intense storm approaching. The National Weather Service predicted that the storm would create an inhabitable area for weeks, or even longer. On August 24th, the mayor of New Orleans issued the city's very first mandatory evacuation order. Additionally, he declared that the Superdome, a stadium on high ground downtown, would be a shelter of last resort, meant for people who were unable to leave the city, or did not have access to a car.

On August 25th, the tragedy began. The Florida coast was hit, beginning as a Category 1. By the 26th, the Louisiana Governor had also declared a State of Emergency, and National Guard troops were deployed to the Gulf Coast. Later that morning, Katrina was a Category 2. On the evening of the 27th, the Governor of Mississippi followed suit in declaring a State of Emergency as well.

The morning of August 28th was when Katrina intensified to a Category 5. The storm was literally ripping people out of their homes, which called for the first ever mandatory evacuation for the residents of New Orleans, followed by a 6 p.m. curfew that evening. Somewhere between 25,000 and 35,000 residents of New Orleans were seeking shelter in the superdome. The next morning, Katrina made landfall on the Gulf Coast as a Category 3. People were being trapped in their attics and on rooftops, this storm was ruthless. By 11 a.m., Katrina hit the peak storm surge with winds at 125 mph. That afternoon, Bush declared an emergency disaster for Louisiana and Mississippi.

On August 30th, Katrina passed over Tennessee, downgraded to a tropical storm, with winds down to 35 mph. Almost all of New Orleans was covered in water as high as 20 feet. The days following this storm was filled with a number of evacuations, rescue crews, and the beginning of searching for all that has been lost.

Katrina is known as one of the deadliest hurricanes in the United States history. Millions were left homeless, and almost 2,000 were killed in event, as well as in the flooding that followed. Along with taking place as deadliest, Katrina was also the most destructive and costliest, causing $108 billion in damage. More than one million people were displaced. The storm may have ended, but the damage and recovery would be a long journey after.

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Serial Killer John Edward Robinson Analysis

Abstract

This paper focuses on the serial killings of John Robinson. Robinson was known at the first internet killer or Slavemaster. The paper will begin by analyzing the killer in serval aspects including criminal patterns, methods, means, modus operandi, and victimology. Robinson's criminal spree continued for well over a decade filled with gruesome and disturbing killings. A discussion will also be done to include an explanation for Robinson's actions based on biological, psychological, and sociological influences. Additionally, highlights will be made throughout this paper regarding how intelligence gathering can help in identified such threats to public safety.

Serial Killer John Edward Robinson Analysis

John Edward Robinson is a lesser known serial killer that is also known as Slavemaster and the first internet serial killer (McClintick, 2013). Serial killers are often deemed maniac or monster. The crimes are often heinous and disturbing. However, society is often fascinated with these stories. The case of Robinson is particularly interesting for a wide array of reasons that will be discussed. He was committed at least eight murders ranging in time of over fifteen years (Kelley 2017). This paper will provide a full analysis of this serial killer and will include crime patterns, methods, means, modus operandi, and victimology. Additionally, a detailed discussion will be completed regarding John Robinson's actions based on biological, psychological, and sociological influences.

Discussion

Robinson was an experienced con man and an individual with an extensive criminal background (McAuliffe, n.d.). His criminal history includes embezzlement, forgery, thief, and swindler (McClintick, 2013). This is different from a lot of other serial killers since he did have an extensive background. However, neighbors knew him as a successful businessman (McClintick,2013). He was also active in church, a neighborhood activist, and officer of the president's association (McClintick, 2013). He ultimately was living two lives. Neither his family or friends was aware of his double life. The next section of this paper will focus on an analysis of Robinson as a serial killer.

Criminal Analysis

While Robinson's, criminal career began with smaller crimes, it developed quickly to include murder. Robinson was particularly meticulous about choosing a victim. Unlike many notorious serial killers who randomly picked their victim, Robinson carefully chose his victims and got to know them (McClintick, 2013). His murders were driven by money and dominance (Mellor, 2014). His modus operandi was fairly consistent. He typically began communication by responding to ads on Fetish/BDSM websites (Mellor, 2014). Additionally, all of his known victims were females and mostly younger. The crimes he committed were very disturbing. One of the murders was a 19-year-old female who had a small baby girl. After he killed her he then sold her baby to his own brother (McAuliffe, n.d.) Additionally, he murdered a disabled teenager and her mother (McAuliffe, n.d.). He also convinced two women to become his sex slaves and was eventually apprehended when another woman accused him of assault and stealing her sex toys (McAuliffe, n.d.).

Robinson met his victims on the internet and lured them to Kansas with offers of employment and sadomasochistic sex (McClintick, 2013). He exploited the victims financially by getting their life savings and retirement accounts, cashing their disability checks, and even selling one of the victim's child (McClintick, 2013). His method of killing the women was with a blunt object which was most likely a hammer (McClintick, 2013). The first known victim was Paula Godfrey, who just graduated from high school, and Robinson picked her up from her home after promising to enroll her in a school in Texas (McClintick, 2013). Her family never heard from her again and Robinson was asked about her whereabouts by police and denied any knowledge (McClintick, 2013). A letter was received by family shortly later signed by the victim stating that she was fine and with no other evidence, the police suspended the case (McClintick, 2013). Lisa Stasi was the next victim, who had the infant that was sold, was told by Robinson he was going to send her on a trip to Chicago and had her sign four blank sheets of paper. Again, when her family did not hear from her they contacted the police in Overland, which was he same area as Robinson was questioned in the first disappearance (McClintick, 2013). Robinson's probation officer called the police about the Stasi case as well and was advised that they had no evidence of wrongdoing and were not pursuing either case at which point the Officer contacted the FBI (McClintick, 2013). Ultimately the FBI found evidence of many other criminal activities but none connected to the two-missing people (McClintick, 2013).

It is important to note the lack of intelligence gathering that was completed. Additional information should have and could have been pursued to try to rule out any foul play concerns. The law enforcement personnel could have made attempts to actually speak to the missing people instead of just dismissing them because of fake letters received in the mail. Had there been a more thorough investigation then the other victims might be alive. Instead, the murders continued for many years later. All in the same fashion with him befriending the victim and then disappearing. When family began looking for them he would use one of the signatures to type a letter and then mail to family. When he was finally caught, the bodies were found in barrels on his property and at a storage building (McAuliffe, n.d.).

Biological, Psychological, and Social Factors

Serial killers typically kill 10-12 times and the murders occurs over a period of several years (Holmes & Holmes 1998). Additionally, they usually maintain a low profile, give the appearance of being social responsible, and live virtually undetected lives for years (Holmes & Holmes, 1998). Holmes and Holmes (1998) further discusses that often when killing, the murderer is releasing humiliation in an attempt to regain lost power. It is also suggested that murder is a learned trait where the individual is instigated toward the behavior (Holmes & Holmes, 1998).

Many factors play a role in the development of a serial killer including biological, psychological, and social factors. It is most likely a combination of these factors that create a serial killer. Some biological aspects of serial killers include things such as hormones or gene influence. While it is difficult to identify these traits in serial killers such as John Robinson, it is plausible that he may have some factors playing a role especially given the fact of his fascination with sexual driven tendencies.

Psychological aspects of serial killers are also important to discuss. Psychopathy (also known as sociopathy) is a common aspect of serial killers (Cook, 2011). This means that the person is sane and know right from wrong but lack conscience and empathy (Cook, 2011). While no clear diagnosis exists for Robinson, he exhibits an astonishing number of characteristics that will be briefly discussed. Some characteristics includes superficial charm and good intelligence, absence of delusions or irrational thinking, absence of nervousness, unreliability, untruthfulness, lack of remorse/shame, poor judgement, pathological egocentricity, sex life impersonal and poorly integrated, and failure to follow any life plan (Cook, 2011). Additionally, they have an answer for everything, blame others, show no remorse or guilt, and they say what is expected and what people want to hear (McDermott & Belafonte, 2013). He found out what women's desires and dreams were and offered to fulfil those (McDermott & Belafonte, 2013). Many of these characteristics are present in Robinson that have been previously discussed.

Social factors are external things that influence and shape individuals. It can be family, friends, media, and technology just to name a few. Individuals can learn behaviors from others that trigger such unreasonable behaviors such as serial killings. For example, killings being glamorized in the media may influence a person. In this case perhaps it involved technology. Robinson was known as the first internet killer as he relied on BDSM chat rooms to fulfill his fantasies. The lifestyle he lived with BDSM was violent in nature. Perhaps this website helped encourage and condone such behaviors to the point of escalating his fantasies to the level of murder. Robinson was a psychopathic sexual sadist in which financial gain and dominance was his goal (Mellor,2014). He also had a visible aggressive side and some of his neighbors even noted that he could be prickly and mean when upset (McClintick, 2013). Additionally, Robinson very much liked to control his surroundings and neighbors reported him yelling at his wife and kids like a drill sergeant (McClintick, 2013).

Conclusion

Robinson's killings were calculated and troubling in the fact of how he befriended the women. Intelligence gathering is critical to prevent and end threats and potential threats. In a case as severe as this, it is critical that intelligence gathering be effective as it can be the difference between life and death for the next potential victim. Additionally, an analysis was completed of this serial killer and included crime patterns, methods, means, modus operandi, and victimology. These areas are key elements in intelligence gathering and identifying a suspect. The behavior of a serial killer often leaves many people wondering why and how someone case can exhibit such violent and careless behavior. This paper also evaluated Robinson's behavior based on biological, psychological, and sociological influences.

References

Cook, B. I. (2011). Serial Killer: Evolution, Antisocial Personality Disorder and Psychological

Interventions. Adlerian Counseling and Psychotherapy. Retrieved from https://alfredadler.edu/sites/default/files/Cook%20MP%202011.pdf

Holmes, R. M. & Holmes S. T. (1998). Contemporary Perspectives on Serial Murder. Thousand

Oaks California: Sage Publications.

Kelley, L. (2017). The Internet's First Serial Killer The Slavemaster. Rebel Circus. Retrieved from https://www.rebelcircus.com/blog/internets-first-serial-killer-the-slavemaster/3/

McAuliffe, C. (n.d.). 14 Disturbing Facts about the First Internet Serial Killer, John Edward

Robinson. Ranker. Retrieved from https://www.ranker.com/list/facts-about-john-edward-robinson-first-internet-killer/cat-mcauliffe

McClintick, D. (2013). Serial Killer J.R. Robinson's Sinister Alter Ego. Vanity Fair. Retrieved from https://www.vanityfair.com/news/2001/06/jr-robinson-serial-killer

McDermott, M. & Belafonte, H. (2013). Booktalking Anyone you Want me to Be: A true story of sex and death on the internet. New York Public Library. Retrieved from https://www.nypl.org/blog/2013/10/18/booktalking-anyone-you-want-me-be-john-douglas

Mellor, L. (2014). John Edward Robinson: The Spider's Web. Serial Killer Quarterly. Retrieved from https://www.serialkillerquarterly.com/skq-review/welcome

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What were the Causes and Effects of Pearl Harbor?

The attack on Pearl Harbor happened on December 7, 1941, when the president of the United States, President Roosevelt decided to move the U.S navy fleet to Hawaii from California as a move to threaten Japan. The reason why Japan was trying to expand over the Pacific ocean was since they lacked natural resources like oil, minerals and steel.

The United States, noticing Japan's aggression, decided to move further west towards the Pacific Ocean, cutting off all businesses between the US and Japan leaving their assets frozen in place. With Japan deciding how to address this problem, still isolated from the United States, they believed that a war was inevitable, so they decided to attack first. Even though Japan managed to take the lives of many Americans and destroy many ships and airplanes the attack was still deemed as a failure. The reason that it was considered a failed attack is because there was no benefit from the attack. Japan was not able to expand further through the Pacific ocean, and they did not get any more resources that they were desperate for and they still did not have any communication with the United States.

There are deeper reasons as to why the attack happened and how all the technicalities worked. For many years before the attack on Pearl Harbor, Japan was invading many countries in order to try expand. The first issue with Japan's neighbors came when Japan invaded China in 1895 and when they invaded Russia in 1904. The second war between China and Japan began in 1937 due to the incident at the Marco Polo Bridge where there was a battle between China's Revolutionary Army and the Imperial Japanese Army. That is what ended up sparking the conflict and drawing a red flag for everyone else who was watching Japan's actions. In 1933, Japan decided on withdrawing from the league of nations due to being condemned by other countries for wanting to expand their country. Since there was much war going on at this time in the world, Japan used the war going on in Europe with Hitler as a diversion plan to avoid the attention as they continued to expand and dominate the far east side. The United States was a neutral power for most of the war, and they decided they were going to stay that way unless Japan decided to attack the Philippines. They were supplying their allies with supplies, needed to survive the war at first, until they felt the threat getting closer and more pointed towards them which is when they started to prepare for war. The negotiations between the United States and Japan started in 1941 in order to try and improve relations between the countries. After discussing alternate options, Japan decided to withdraw from most of China and Indochina after coming to peace terms with the Chinese. After multiple meeting and negotiations between the United States and Japan could not agree due to a few reasons. Japan was an ally of Germany and Fascist Italy at the time of these negotiations. They were also still trying to gain control of southeast Asia at the time. Japan was trying to do as much as possible to gain power as quick as they could before getting into any more trouble.

Japan's plan for attack consisted of breaking off the peace treaty and all the negotiations that they had with the United States thirty minutes before they decided to attack. People who were in office in Japan sent a long 14 page encrypted message to Washington which takes a while to deliver due to the fact that they must take apart the message and decode it since it was encrypted. This is a key example of the lack of communication between the two countries because they knew that the message would take too long to deliver and before they were evenableto review the message Japan already started their attack on The United States. This is when people who were in relations with the United States claimed that Japan was lying due to the fact that when the message was decrypted it was filled with a ton of lies. Later though after the war Japan admitted to not even making a Declaration of war until they already heard that the attack on The United States was successful. After the attack on America the Prime Minister of Japan realized that after about two years they would be running out of oil and they needed to find a new source so they tried to have discussions with America about oil but President Roosevelt replied that they must evade from China before even having any relations with them. Japan realized that they did not have much of a chance winning a war against The United States due to how unsuccessful they were when invading China. Even though they did not want to go to war with The United States they argued that not doing anything could affect them the same way losing a war would and it would disappoint everyone in their country. Japan decides to start creating a war plan to take action against the United States. They brought up the ideas in a conference November 3rd, 1941 and the plan was approved just a few days after on November 5th. If they were able to get legal documentation on their plan of attack they were aiming to attack around december which was about one more after they created their war plans. Following the weeks after they decided to attack they offered The United States one more chance to to give them aid but The United States rejected their offer and even countered it by demanding along with leaving from Indochina they would also have to leave China, followed by a request to agree to an open door policy in the far east. War against the United States was official as of December first where shortly after they all gathered again to discuss the surprise attack on the United States Pacific fleet which was located at the main base in Hawaii. In preparation for their attack Japan decided to start intelligence gathering which consisted of them putting spies in Hawaii and receiving help from some of their allies which lived in Hawaii to gather information the United States military. They were able to gain a lot of information about the harbor from a specific spy named Tadashi Morimura. He posed as a tourist in Hawaii and would frequently visit the harbor and gather information such as how many ships were docked, how many guards, soldiers, Hangars and barracks. He was also able to get a very detailed sketch of the Harbor and figured out the days when the most ships were docked at the harbor. He delivered the information back to Japan with yet again another encrypted message. Japan had a really in depth plan about what they were going to do about the United States Navy. They thought about how many ships, the distance Hawaii is from the mainland of the United States, and the perfect time to attack. Japan's arsenal for attack was very strong at the time. It consisted of 359 airplanes, two fast battleships, two heavy cruisers, one light cruiser, nine destroyers, and three fleet submarines.

After the attack on Pearl Harbor happened both countries knew that they would be going to war. The lack of communication between the two blew the whole situation out of proportion causing them to never be able to come to an agreement and they ended up having to go to war. Japan was in search for another source of supplies that they never ended up getting from the United States. The United States were just trying to protect their allies which led them to having to fight Japan. This is why communication is so important, if only they were able to find a solution by communicating then we would have never had gone to war with them and lost so many lives.

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Comparing and Contrasting Serial Killers

Since the 1800s scholars and scientists alike have been piecing together the puzzle that is the mind of a serial killer. Early scientists believed phrenology, or the measuring one's skull size, could be used to determine if that individual had the tendencies of a serial killer (Class Lecture). This theory has been since debunked and deemed too simple of a tactic. In fact, the ecological model implies that intentional homicide is the result of an interplay of individual, relational, social, cultural, and environmental factors (Dogra, Leenars, Chadha, Manju, Lalwani, Sood, and Behera). It would be unbelievably simplistic if, in our modern era, we could measure all the skulls of inmates and determine which ones would only ever commit petty crimes and which ones would actually harm others. Sadly, this theory has proven to be erroneous. It is clearly far more complicated. It is now known that being a serial killer is usually not a predetermined mindset that individuals are born with. Of course there are characteristics that are more likely to make someone exhibit such tendencies such as being a psychopath, or someone who is incapable of feeling empathy for others. While psychopathy can contribute to an individual's serial killer ways, the individual, social, and environmental elements of the individual's life can form the mind of a serial killer (Malizia). These elements typically work together to produce the response that occurs in the case of a serial killing. For example individually the individual may have low self-esteem and socially they are withdrawn and antisocial (Malizia). This combination may be what it takes to make someone a killer while it may take more to push others to that point. Everyone is individual and that is where the problem lies in identifying who will become a serial killer and who will not. Taking all of that information into consideration, the question of whether a combination of these factors can shed light onto who is or will become a serial killer. Specifically we will be comparing and contrasting the lives, personalities, and crimes of male and female serial killers to develop a better understanding of how their crimes came to be and to see if there is one or more characteristics that can be utilized to determine who in the present and future will also commit such crimes.

Far more widely know are male serial killers. Males in general commit crime at much higher rates than women especially in reference to serial killings (Frei, Vollum, & Dittmann). This has nothing to do with the number of victims or the nature of the crimes because women serial killers have killed equal if not more victims than their male counterparts and in equally upsetting ways. In fact, lesser known female killers like Mary Ann Cotton and Amelia Dryer's kill list reached at least twenty victims per women which is far more than the more famous Jack the Ripper's five victims (Gurian). Despite being lesser known, adequate research is available to uncover the mystery that is female serial killers and attempt to unearth any similarities they share with their more well-known counterpart.

One of the main similarities between male and female serial killers is their victim selection. Though the victims may not appear to be similar upon first inspection, a closer look confirms. Males are notorious for killing adult women, specifically women who are strangers to them (Gurian). Whereas women will kill both genders and usually do not target strangers. They will target people who they know such as members of their family, those who are in their care like patients, and children (Gurian). While these two types of victimology seem quite contradictory they are actually more similar than it seems. Both males and females appear to kill victims that present low risks. Men likely kill women because, genetically speaking, it is easy for a man to over-power a woman. The easier it is for them to overpower their victim the quicker the crime and the higher their murder rate. If a victim were to overpower the potential killer, than the victim would be able to get away and report the attempt to the police which would potentially lead to an arrest of the killer (LaBrode). Men choose their victims based on the idea that they can control the victim and the outcome simultaneously. If the killer does not have complete control of the situation, he feels helpless, without power (Malizia). Likewise, women also look to control the victim and the crime. Due to women typically having a smaller frame than men, it naturally make sense that they would target people who they would be able to over power as well. Targeting family members gives them an element of surprise that males tend to not need. Most people would not expect a member of their family to hurt them. This is the surprise that would give them the upper hand on a male spouse that would otherwise be able to overpower them. These killers are known as black widows and typically have the longest time frame for their killings because they generally go undetected (Case 6).

Furthermore, in regards to killing children and patients, it is general knowledge that most adult women are stronger than children and people who are sickly and or elderly who need the help of a caregiver (Gurian).This fact confirms the idea that both men and women do not target people at random. Instead they both target victims that they can control and overpower, thus proving one of few similarities between the two sexes.

There are various methods that a serial killer can choose to take the life of their victim. While this may seem like something that is decided one of two ways: premeditate with whatever means the killer has access to or in the heat of the moment with whatever items happen to be near them, this is only partially correct and actually goes much deeper into the analysis of a serial killer's actions. Weapons are typically chosen for a reason. For example, women typically choose to kill their victims with poison. This killing method is incredibly quit and in some circumstances nearly impossible to detect (Gurian). Also, considering that many female serial killers work in a field of medicine or act as caregivers it would give them easier access to such poisons that the average individual would have difficulties accessing (Frei, Vollum, Graf, and Dittmann). Another common method of killing for females is strangulation or starvation of their victims. Yet again a method that is respectively mess free. This too aligns with female killer's victimology. Essentially it would be easier for a women to suffocate a child or an elderly person she is acting as caregiver to rather than to smother a healthy adult. Opportunity is the key word when it comes to women and the methods they choose because of their typically smaller frames and the need for them to think uncongenially about how they can most effectively complete their crime. In contrast, men tend to be quite messy when it comes to their killing method. They are far more likely to physically assault their victim with a weapon or with their bare heads. Men will also use knives and guns (Gurian). Such weapon selection will literally leave behind a trail of blood. Fighting with fists certainly will bruise and injure the victim, but can potentially injure the killer as well. If the killer gets a cuts then there is a risk of their blood being found at the crime scene which can lead to an arrest. Being picked up by the police with bruised and bleeding knuckles will also not help their case in any way. This also means that the victim's blood could be found on the killer or their clothes and that will further help bring forth a conviction. Men choose messy methods.

There are many factors that affect how long a serial killer will kill for. One of the major contributing factors is how soon they are caught or if at all. Men's timeframe of taking victims is typically shorter than women's. It is estimated that men will kill for two years or less whereas women will kill for four ou more years. The reason that women kill longer is because it generally takes longer for them to be caught by authorities (Gurian). Thus reflecting on why men's killing time frame is shorter. Perhaps if they were able to more deftly evade the police they would be able to kill for a longer time frame. Women are typically spared because of society's reluctance to view women as offenders instead of victims (Gurian). Pulling into victimology, women often kill their families and that is a difficult reality for society to wrap their minds around. No one likes to think that a mother killed her husband and children. It almost seems to defy nature, therefore female serial killers are often overlooked. Furthermore, since women kill primarily poison it makes it difficult for the crimes to be traced back to them.

Lastly is the most daunting question of all: why do they do it? This is also known as an MO or modus operandi. There are two ways to break down the MO of a serial killer, whether male or female: pleasure or purpose orientated (Wilson and Hilton). With these categories in mind, men typically fall into the pleasure-orientated category. This can be attributed to the fact that most male serial killers are sexual sadist (LaBrode). In other words, males who kill repeatedly tend to enjoy the thrill of inflicting pain onto others. They seek the excitement that such acts give them and to go without becomes a burden for them. That is the driving force that causes them to search for new victims. This can also perhaps shed light onto the reason why men choose to kill women more often because it does provide that sexual experience that they are unable to obtain in regularly sanctioned activities (Gurian). Completely opposite of that is women and their modus operandi. Women are primarily purpose-orientated in their killings. Some examples of purpose-based killing include killing for financial gain, attention, or for religious reasons (Wilson and Hilton). An example of such behavior is the case of Gesina Gottfried from Bremen, Germany. She exemplifies both killing for profit and for attention. Gottfried married three times throughout her life and each time her husband would die. Interestingly enough, she came from a poor family and seemed to move up the financial ladder with each death of her many husbands. In addition to that she would play the role of the caring, doting wife who cared for her ailing husband each time who had the worst of luck. In the eyes of an unsuspecting world she was a sad widow. She further gained attention and sympathy by killing all of her children. While it was not considered infanticide because her youngest child was three years old, she did kill her own children and gained even more attention and thus more sympathy. She was later given the nickname the Angel of Bermen (Holck). Gottfried clearly gained from her murders. The motives behind male and female serial killings share no similarities.

In conclusion, we have learned that there is little similarities between male and female serial killers. Males kill more frequently and in shorter bursts, they kill women, with violent methods, and they usually do it for their own pleasure. Which happens to be almost opposite of women killers. They kill patients and children over longer periods of time, they use poison most often as their choice of method, and they kill for purpose not pleasure. The one detail that can connect their crimes in the slightest way is their choice of victimology selection and their need to be in control of the situation. Obviously they choose victims that are different based on age and gender, but these victims all give the killer, despite being a male or female, what they are looking for which is a sense of control. While this information is not a solid piece of evidence that can be used to automatically determine if someone is a serial killer or not, it is a starting point. Perhaps individuals who have a lack of control of their lives are the ones who need to be paid more attention to.

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Single Parent Families Research Paper

Structural characteristics in American families today are divergent as of to those characteristics quondam. Earlier in history, the average norm was to be a nuclear family. A Nuclear family implicated that the father worked while the mother stayed at home to care for the house and for their children. Nuclear Families are in contrast compared to a single parent family, in which, singular parent families consist of a single parent who parents alone/ in their own living arrangement. In reference to the u.s Bureau of the Census (1985), 25.7% of all families were headed by one parent and continues to double. While single parent families embody the significant form of families today, very little knowledge is understood about them. Majority of past research was focused on the effects of children in single mother homes in which they were affected by the father. In an article called Demographic, Theoretical and legal themes, by Norton and Glick, they concluded that single parent families hold a detriment position in society corresponding to other family groups.

Considering that the other family groups are characterized by a high rate of minority representation, mobility, low education and poverty, it was found in the article by hill outlines that the key fundamental difference between two parent and single parent families is that the latter lacks the expected positions of normality in the family. When focused on the influence of the combination of job and home life accountabilities, studies show that single parents were at a overwhelmingly high risk of role strain and reduced amounts of physical and emotional wellness. Many of single parent families tend to be unemployed rather than employed. Although it was found that employed single parent families have the least amount of time on household and personal care work, studies show that single and married families(employed and unemployed), both have parallelly low times for recreational activities. There seems to be a common clinical problem, that you hardly find in two-parent families, which often occurs in single parent families, known as Parent Becomes Peer.

This often involves the parent to become abdicated from their parental role in order to treat their child as a friend/peer. The Parent Becomes Peer phantasm results in a dysfunctional parent/child amalgamation (relationship) which requires intervention therapeutically. In the topic article Never married teenage mothers and their children by Campbell Breitmayer and Ramey, the reports of free educational day-care to disadvantaged mothers are presented. The researchers found that by providing free educational day care for their children at an early stage of life, increased the likelihood of completion of High School, self-support and post-secondary training. It was a bridge created to show the difference of accomplishments and non accomplishments for teenage single mothers. Furthermore, the study of disabled children of single and married parents by Schilling, Kirkham and Schinke, debated the measures of headed stress roles, life satisfaction and the perception of the child.

A team of Guidabaldi, Cleminshaw, Perry, Nastasi and lightel reported a study on the connection between post-divorce adjustment of elementary school children and chosen home environmental conditions, to be unique. They found that the examination illustrates that children from divorced families perform more poorly than children of two parent families, academically, socially and physically in health measures. However, single parent families may have more emotional responsibility pertaining to the amount of engagement of connection towards the head household parent. Connections of which are traditional and family relations that can be strongly bonded over. In overall being involved in a single parent family is one of the hardest positions to be in. the ability to have a consolidated family is just one of the central staples within society.

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The Attack on Pearl Harbor and its Effects on the War

Imagine your average Sunday morning. For the sailors in the Naval Fleet stationed at Pearl Harbor it was an average Sunday. Everyone dressed in their pressed white shorts, a white t-shirt, and a sailor's hat. While out in the Pacific the Japanese Armada gathered, the force consisted of six aircraft carriers, two battleships, two heavy cruisers, and many more forces to aid the attack. This was definitely a planned sneak attack, meant to hurt our navy/military. This attack did catch us off-guard, but they unleashed a sleeping beast. This paper will be about the strategic plan in the western front and the pacific. Also, how men and women and kids all stood up together and all did their part in the war effort overseas and on the Homefront.

The patriotism for the American people after the attack is just mind blowing. Just how one substantial event can move a whole nation is mind boggling, and for the mind of a human I don't understand how everyone just came together when imagining it in today's world. With all the things going on in the world and country today I do believe there is still that fight in everyone that is willing to stand up for our country and defend her. The cost of freedom isn't cheap and there are still many good people willing to fight for her and defend her with everything they have including their life. The prime example is the attack on 9/11 and how many kids from that generation who remember it and witnessed it stood up and enlisted in the military. Many of the men and women in the military are part of the generation that witnessed this attack and they decided to enlist due to this attack and do their part in defending our country. To imagine there are kids my age everyday going into harm's way to defend our country in very humbling and I am very proud to have them on my side in this war.

The attack crippled the naval fleet and the US Navy, it destroyed roughly 20 ships and 300 airplanes. More important 2,403 sailors, soldiers and civilians were killed in this is devastating to most Americans to hear due to America attempting to stay neutral in the war, but Japan felt different. This was basically a bloody invitation to go head to head with a well-trained and highly dedicated military in the pacific. For the men who enlisted I have nothing but respect for them, they had no clue what they were getting into, but they stepped up. This is a true show of patriotism, and it makes me wonder if something like this happened today if I could do the same. After the attack the newspapers filled with beliefs of Japanese invading Guam and Philippines. The enlistment craze was the scare of the nation falling to some other country and just pure patriotism. The recruiting offices were jammed pack in all rural areas and men were signing up to go to the war effort, kids started collecting scrap metal to make bullets and tanks and planes for the war overseas. Women took over men jobs and showed true feminism in my eyes. They showed they were just as good as men, and I believe they deserve just as much respect as the men some. The men went into areas of war that changed them forever and even lost their lives. One man was in high school months after the attack and the spring of 1942 he was afraid the war was going to be over, and as soon as possible he joined the Army Air Corps. This is just one story of many just alike that will happen, and many men will go into the military and even be under age or not meet requirements but that will not stop them to go to war. This also brought up the draft so every man between the ages 18 to 65 had to sign up for the draft. Over 12 percent of the US population was enlisted, well over 16 million men and women were in the armed forces during this period. With the war this also brought up rationing books and many people would have to go to food banks to get food with everything going on in the US they had so many downfalls to the country but as a country we had to suffer but, in the end, it worked out.

The home front of the war was very different from the day before the attack and the day after. This is a huge change, this would affect many kids as well as their dads and brothers and moms all had to start very different lives, even the kids themselves had to help. Think of being a 9-year-old kid and instead of playing your searching the streets for any metal you can find to recycle for bullets and just everything. Hollywood stars, radio stars, and musicians all enlisted and helped on the home front. As America grew stronger every day on the Homefront the men and women of the armed forces all prepared for war, this war would be completely different from all wars as they will be fighting on two fronts. The western front in the west over in Europe, and in the Eastern front, in the pacific. The pacific to me is very interesting, with the type of battles they encountered and tactics the Japanese used in the conflicts. While in the western front they faced huge enemy bases, and huge bunkers that would have 200 enemy soldiers fortified. Let's get back to the Eastern front imagine it being the hottest day you have ever felt and add 98% humidity all while packing gear, and any moment your best friend could fall into a booby trap and then a whole little fight breaks out for 2 hours and you get pushed back only to never recover your friend. That would mentally mess with a man's mind as you have the time to set and think about it after all the fighting was done.

The battle in the Pacific had to be strategically planned and all movement and footsteps had to be strategically placed due to the potential of death at every footstep. Due to the dense forestry and the enemy fighting in that terrain for many years. Mainly the Marines and the Navy was in the pacific while mostly the Army, Coast Guard, and the Air Force was on the Western front. Let's begin with the Battle of Midway, this was mainly a naval fleet battle between the two competing naval fleets. The battle begun June 3 through the 6th of 1942, and this was mainly fought with aircraft. The battle cost the Imperial army some of their best pilots, and also their ships. The battle began on June 3, 1942, when U.S. bombers from Midway Island struck ineffectually at the Japanese invasion force about 220 miles southwest of the U.S. fleet. Early the next morning Japanese planes from the strike force attacked and bombed Midway heavily, while the Japanese carriers escaped damage from U.S. land-based planes. (Encyclopedia Britannica, Inc.). . This battle became one of the most famous battles in the pacific with it being only 3 days. A lot happened in the 3 days this battle lasted . When talking about the battle in the Pacific many people don't understand just how vital this was to the war effort in a whole. The Pacific is a vital naval asset to the war and whomever ran the Pacific basically had control of the war in the Pacific and so on. While out in the water in the ocean and any moment you could have Kamikaze attacks or a enemy submarine shoot torpedoes and there's nothing in this time frame you can do but be prepared and try to fight them off.

The war in the Pacific has always intrigued me due to the fighting style of both sides and how they took on the war. The Japanese were more guerilla while the Americans were like patrols and vehicle like Gentlemen's Army proper. The best way to describe the war in the Pacific from an American view that I can think of is terrifying. Every day you just walk in the jungle or a ruined city and any moment all hell break loose and half your patrol is wiped out and you have nothing but the gear you're carrying to protect yourself. Many kids my age (18) would not have the capacity mentally to do the things these men did, including me I personally do not know what I would do in some of the situations these men went through. This fighting style could tie back into the Revolutionary War and how that fighting style has just proven to be effective against the opposing force. For example guerilla warfare is one of the most effective ways to fight an army whom sticks to rules of war. While many never thought of tying in the two wars it actually is very similar just flipped roles, the US forces were the gentlemen's army and the Japanese were the guerilla warriors.

The pacific strategy for both sides was very coordinated and more thorough then many people will ever comprehend. Think about it there are roughly couple thousand miles in between our mainland and Japan, this is very unfortunate and is a huge part that many historians mention. There were many scares on the west coast of the US and how the coast was just so on edge and everyone was waiting for the west coast to become like England and be bombed nightly by the Japanese bombers. One scare was the Battle of Los Angeles, this was just an event to be cause by the tense feeling of the US and the attacks from the Japanese.

In the frantic weeks that followed the Pearl Harbor attack, many Americans believed that enemy raids on the continental United States were imminent. On December 9, 1941, unsubstantiated reports of approaching aircraft had caused a minor invasion panic in New York City and sent stock prices tumbling. On the West Coast, inexperienced pilots and radar men had mistaken fishing boats, logs and even whales for Japanese warships and submarines. Tensions were high, and they only grew after U.S. Secretary of War Henry Stimson warned that American cities should be prepared to accept occasional blows from enemy forces.. This statement from this source just shows how on edge the coast was and the fact that the US actually was scared at one point of being attacked shows that even the superpowers have the constant fear of being attacked and knocked down. Which our country was knocked down for that day and night, but we stood up and took up for ourselves. One point of this war after the attack was solely based on just scare tactics and the coast and to believe that the city of Los Angeles was son edge and the fact they basically unleashed hell on the sky in the middle of the night just shows how seriously but almost to quickly we acted on that scare.

The Amphibious landing on the islands of Japan were brutal, they were basically mimicking the storming of the Eastern front. They had special landing crafts for the islands and the sandy beaches, for six months the US forces fought to keep the islands. You may think six months is short compared to the whole war but six months fighting just for islands in the Pacific took its toll on the US forces. Many men will get dehydrated from the high humidity and heat, and become very weathered down might I say from all the moving and basically living off rations which is not substantial long term. These Islands were a huge deal for the Naval fighter pilots whom would use the islands for air bases to refuel and have a halfway marker from main island of Japan. This also introduced the terms of Tunnel Rats men who would crawl into tiny holes the Japanese used to maneuver through the dense jungle. The fighting conditions down there were unforgiven and many men would fall victim to them tunnels. Also there was a ne term called Island hopping introduced to where Allies would skip over heavily defended islands for the lightly defended islands to make it easier for the invading forces. This is a smart but also kind of bad idea because then you're basically just putting opposing forts close together and waiting for one to attack the other. And with how quickly both sides could attack it was only a matter of days before either force would unleash hell on the other.

On the finally of the war in the Pacific there was a top-secret mission to create a super bomb. This would start a controversial topic in the US history of war and death of civilians. The Manhattan Project was kept secret from the general public for a reason, there is a elite group of scientist creating a bomb that will wipe out thousands of civilians and cause lifetime defects of people and possibly affect their kids. The two scientist who basically warned the US was Einstein and Enrico Fermi both whom fled Nazi persecution and felt that the Allies needed to know that the Axis powers had technology that in thir hands will definitely win the war for them. This information caused the US to begin the Manhattan Project, this was an 100 ton bomb with nuclear technology that will basically denigrate humans and anything that has flesh. The first nuclear bomb was set off in May 1945 at the Trinity Site. There was an estimated 2 billion dollars spent on this project and in that time period that is just a huge amount of money and to think of how many of these bombs they actually made will never be known and where they are kept is a scary thought. The project though did employ 120,000 Americans, and this was a huge boost in the economy in that area and helped out the American dream. The main scientist behind the bomb was Robert Oppenheimer and he was just brilliant minded and for just one man to be the head of so much destruction is just crazy to think he created a bomb that will easily wipe out a whole city in the matter of minutes.

A few months later the biggest decision in the US military command at this time would be made, and the decision would be to drop the atomic bomb in two crucial points in the mainland of Japan. In the cities of Hiroshima and Nagasaki, these were two major cities that when dropped the bombs would obliterate the city and their occupants. Humanely this will make you question if this was the right choice because innocent kids were killed and innocent men and women. I'm sure there were people opposed to the war were killed over there and for many years people who lived the bomb would suffer from radiation poisoning and become very sick and many would end up getting to much radiations and begin having cancer and it was so bad they would die very quickly from the bomb. Imagine 100 tons of nuclear energy coming from a plane thousands of feet in the sky they are firing like crazy into the sky to shoot down the US plane but all the sudden you see the mushroom cloud and the extreme wind pressure heading your way destroying everything in its path and you're right in its way. In future years this topic will become a huge discussion in a lot of humane discussions. And many will agree that they think it was a wrong decision humanely, but that to finish the war that it was necessary, personally I see where both sides come from and I just have a hard time choosing a side and wish there were more options to go off of and to ask everyone who chose the decision why they chose it and just all the facts and stuff to fully understand.

During the end of the war both sides were ready for the war to be over. The Axis powers still have not found out the full nuclear energy for an atomic bomb figured out but the Allies have, and they implemented the bomb in the end of the war. They had the Enola Gay an US bomber who carried the Atomic bomb to bomb the two cities and the bomber was named after the pilots mother. This would be the deciding factor in the ending of the war and ended up causing the Japanese to surrender in the war. This was due to the bombs being dropped and the massive casualty rate of the bomb dropping. Many people believe the Bombs were inhumane but that's their decision and for the men who chose to drop the bombs are the one whom have to live with it, but they will always know they had the right intentions in mind of stopping the war. The war was just so prolonged and especially being so considerably close to WW1 The Great War many people just wanted the wars to stop, and the world have somewhat peace which is reasonable. There is no doubt in my mind the men who made the decision to drop the bomb had the best in mind knowing what would be caused and the casualty rate. The atomic bombs may seem like they are completely off topic from the war in the pacific and the attack on Pearl Harbor but there is a simple connection.

The attack on Pearl Harbor was a small large scale attack, and strategic attack from the Japanese to cripple the US. But the attack just united the American people to group together all ages and all sexes and races to come as one and just basically unleash a large can of American Whoop ass. Sorry for the profanity but that is the best way I can put it and to say we didn't do all we could for the war would be an understatement. All groups of people were helping from women going to work in factories or kids collectings cans from the streets to recycle for bullets and just anything that could be used. Also the fact they sacrificed food for the military shows the true effort and support the US had for the war and just to know people use ration books to keep track to make sure they didn't consume to much food is wild because now a days we would never think of rationing food to help out our military because were so used to have a large amount of extra food and just goods to support us daily. On average I spend 200 dollars on groceries a month and some will last me for months and some for days, and to think they had only a set amount to live off of is hard for me to imagine. I got off track from the similar attributes of the attack on Pearl Harbor and how it was a major point in WW2, the attack just had so many effects on the military and the US. From the battle of Los Angeles and the coast worried they would be bombed nightly. To the strategic planning of the two militaries and the importance's of the Islands and how the US would use island hopping and avoid the heavily defended islands. To Einstein and Fermi giving vital information about the Axis powers working on the nuclear bomb and Oppenheimer creating the first nuclear bomb and how that would be a turning point in just world history. The affect of the attack on Pearl Harbor will have a lasting impression on history of the world and the way the world works forever, and no one will ever think of it because of the little wrinkles in the timeline that just basically cover up the fact of where they all began, on that what was seemed to be a peaceful Sunday morning, but turned into one of the deadliest attacks from a foreign military in US military history.

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The Black Death Responses of Christians Vs Islams

The Black Death began in the 1340’s, in which it began to spread from China and moved west. The Black Death contained three different bacterial strains; bubonic, pneumonic, and septicemic (Background Essay). While it continued to spread, it ended up reaching to where Christians and Islams were located. While this is happening, it’s noticeable that the two religions had more different reactions than similar reactions. Different responses to The Black Death was whether this was a negative or positive. Most of the Christians believed that this was a punishment for their sins, while islams believed that it was a blessing. Another difference was who was to blame. The Christians would blame the Jews for their sins and thought they were behind this as well. On the contrary, Islamic people didn’t have anyone to blame, and were in peace with the Jews. While the two have differences, they also share a similarity, that this was an act of God.

The idea of one being a punishment and one being a blessing are extremely distinct. Christians described The Black Death in a very torturing and frightening tone, describing it as “the end of the world” (Doc 1). They also described it as a “reward” for their sins, meaning they viewed The Black Death as something they deserved for sinning or that there’s been an excess amount of sinning going on throughout time (Doc 4). However, the Islams took in the Black Death as a gift from God. They went through The Black Death and accepted it, taking it in as a blessing (Doc 4). Islamic people found disgust in those who prayed in hopes of The Black Death to end, as they must accept this. These two ideas are prominently different, their ideas happen to be on the exact opposite side of the spectrum. With this belief in mind, it also allows their future actions to more different, rather than similar.

As time passes, you’ll note that the Christians have not taken The Black Death in very well. They go through frustration and lose hope of their religion. They began to turn against their religion and rulers. They would commit more vices. (Doc 6). While, as we got through the different Documents, we see that the Islamic people don’t have this reaction since they see it as a gift given to them by God. Christianity becomes more dysfunctional, leading to evil in their communities. In contrast, Islams continue to have hope in their religion and continue to follow the rules.

Despite their different reactions to The Black Death, they happened to share a similarity. That is the idea that God has sent them this act of death. The Christians believe that it’s their Almighty inflicting The Black death (Doc 4). And so do Islams, saying The Black Death was given to them by God as a gift (Doc 4). While the reason behind their belief is different, the origin of who is causing this remains the same.

Another difference the two seemed to have had was the conflict of who was to blame. The Christians were blaming the Jews, for bringing in their sins and for cursing the wells (Doc 7). The purpose of Document 7 is to “inform” the jews or to put someone to blame since have no actual scientific reason on why this happened. They also state that the Jews have provided this Black Death with their crimes. (Doc 8). Despite the Christians blaming The Black Death on the Jews, the Islam people did not. Instead, they had fasted and continued to pray with the Jews (Doc 9). Islamic people found no correlation in The Black Death and other religions so they had not blamed any of the coexisting religions, but instead tolerated them (Doc 10).

In conclusion, when The Black Death was occuring, the two different religions had more diverse beliefs and responses to it than similarities.

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Social Media and Pop Culture

Social media sites such as Instagram, YouTube, Twitter, and Facebook are societal means for the 21st-century generation to interconnect, meet new people, and keep up with the latest news and trends. While enjoying these social sites, people feel connected to others, near and far, from the use of technology in the comfort of their homes or work environment. Social media has become a piece of everyone's life, that influences individuals to obtain information quick and easy. The use of its sites are very valuable, but depending on how one uses them, can either pose a negative or a positive impact on society.

Social media has a big impact on today's society. In a matter of seconds, someone can know almost everything about a person or find out the latest drama with famous and non- famous individuals. The addiction from the use of social media in young children and teenagers has caused numerous developmental issues such as shorter attention spans, obesity, and lower self-esteem because it produces less outside time for physical activities, and sometimes provides information that may be harmful to people lives. Video games, cell phones, tablets, and television have taken over people's minds and somewhat turned them into a tech-savvy generation. Frequently, social media is used to socialize. It has affected the way people communicate. Rather than talking to someone or meeting them in person, people would rather text or communicate through Facebook messenger and email. It is causing people to be anti-social and lose their communication skills.

Next, females spend time on social media sites such as Instagram, comparing themselves to other females. It lowers younger and older female's self-esteem because they start to think they are not good enough by comparing themselves to other females. For example, the teenage girl that doesn't have the perfect shape or clear skin may scroll through Instagram and wish that she looked like that model or women that has the total package. It's like they become obsessed with wanting to look perfect, or modify their body, yet, the reality of it all is that the girls in the pictures do not really even look like that (Borer, 2013). The more and more females wish they looked like the next female, they will not be able to accept and love themselves for who they are.

In addition, social media affects people's mental health as well. Browsing the internet or staying up late to post on Facebook can alter one's sleep pattern. It can also cause someone's attention span to be shortened. For example, when a family is out for dinner they barely have a full conversation because everyone is on their phones. This is because they are glued to their phone and can not focus on what they are doing at that moment. Also, social media can cause people to hurt others and themselves by posting explicit videos, filming events and posting untrue information, and texting while driving, which produces many car accidents and fatalities.

Although social media has negative outcomes, it can also be used to spread positivity while being a useful resource for businesses and introducing information. Social Media has modernized the way people communicate and socialize on the Web. Sites like Facebook gives people a chance to connect and conversate with people from all over the world or maybe even in their hometown. Social media has given people a voice in society. Constantly others voice their opinion about what is wrong and what is right. On Twitter, people express their thoughts and experiences in life and surprisingly thousands of people can relate and respond to certain issues. Many times, people reply to other's post and give them advice or words of encouragement. This can be considered an act of a therapy session.

Social networks can also give charities, individuals, and businesses the opportunity to network and promote their businesses with little to no cost. For example, a person starts a lawn care business and posts it on Facebook, in a matter of minutes their posts are shared by many people to advertise their business. Social sites such as LinkedIn and Twitter have given bloggers the opportunity to connect with their clients. They will share the blogs and the bloggers' followers will increase.

In addition, YouTube is one of the most popular social networking sites. Many videos on YouTube teach, provide music and show spiritual videos that can motivate others. It has become another outlet for people to also express themselves and voice their opinions. It has given people the chance to educate others. People do reviews on products that they like, which is good for businesses because if someone gives a positive review the viewer may go out and purchase the product. YouTube has plenty of educational videos that gives anyone the ability to develop and improve their skills and talents, such as cooking, drawing, playing the piano and simple things like doing your own hairstyles.

In conclusion, in our fast-paced digital world, the increase of social media has a vast impact on pop culture by allowing individuals to interact with different people that give them instant feedback on what they like and what they don't. Communication is the foundation of any culture, and the use of social media, its' interactions with technology has to produce cultural expressions in the virtual world. We live in a world where you can stay on top of current fashion trends, new music releases, and celebrity news from simple apps that can be downloaded on your phone. So, ask yourself, Why is it so hard to peel people away from social media? It's because that's where so much action is constantly taking place and to keep up to date with everything, you're either in the action, or you're out, because that what social media is all about.

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Causes and Effects of the Black Death

Between the years of 1347 and 1350, terror raced across Europe as family members and loved ones died in considerable numbers from a painful and fatal disease. This gruesome plague became known as the Black Death and carried itself throughout all of Europe to make its presence known. Before this great tragedy, Europe had been secure with its mighty feudal kingdoms; cities had thick walls to protect people from invaders and any dangers they faced. The Churches were thriving and monumental Cathedrals were built everywhere. The economy was rising, and life in Europe was progressing as time marched on. This was all until the plague arrived. Before it was over, 25 to 40 million people died in Europe alone, and one out of every three people who contracted the disease died. In some cities, half of the population was destroyed, often leaving no one to bury the dead. Burial jobs were done quickly and poorly, which often resulted in wild animals digging up the corpses. In some towns, relatives had to carry dead family members out of their homes and stack them on carts, so the bodies could be hauled away and buried in mass graves. Today, people call the plague the Black Death because of the blackened skin of those who were infected. In the years that the disease was active, it was called the Great Mortality, or simply, the end of the world.

There were three different types of the plague, even though they are often lumped together and called the bubonic plague. The bubonic plague was the most common, and the most survivable, of the three types, as about 30 percent of those who got the bubonic type died. The bubonic plague was named after a symptom called buboes, which were blackened swellings on the neck, armpits, and other areas. The second type was called pneumonic plague. The pneumonic plague infected the lungs and was very contagious when victims coughed, and victims coughed continuously when infected, making it difficult not to get infected. The third type was called the septicemic plague, which is when blood is poisoned by bacteria or toxins they produce. The septicemic plague was less common but had a very high fatality rate all the same. Infection in all forms can be fatal unless treated immediately with antibiotics, such as streptomycin. According to PBS, mortality rates for treated individuals range from 1 percent to 15 percent for bubonic plague to 40 percent for the septicemic plague. In untreated victims, the rates rise to about 50 percent for bubonic and 100 percent for septicemia. The mortality rate for untreated pneumonic plague is 100 percent; death occurs within 24 hours.

The cause of the Black Plague was finally discovered in 1899, and it was an extremely harmful bacteria called Yersinia pestis. It lived in the digestive system of fleas, who lived on rats that rummaged through the cities. When the rats died, the fleas went looking for more food, almost always finding human life. When the fleas bit people, the bacteria were injected into their bloodstream. Shortly after, victims infected others by coughing near them or even breathing. It is believed by many that the plague entered Europe by infectious people that traveled by boat into either Constantinople, Genoa, and the Island of Sicily. From there, the disease rapidly spread through the cities and the countrysides. All it took was breathing in the wrong air for people to be instantly infected. According to author Jim Ollhoff, there is also rumor that an infected boat that floated onto the shore of Norway, with only one living passenger. That one man managed to infect and spread the disease through all of Norway.

Many other factors made people more susceptible to the plague. There was a small climate change in the early 1300s, causing many more droughts and floods. This resulted in poor farming conditions and weak harvests. The resulting shortage of food left many people malnourished. When people are malnourished, they are more susceptible to disease. Further, the shortage of food may have forced rats to move closer to humans, where there is more food. Since the rats were carrying the fleas with the plague, more people got sick. Another factor was that cities were overpopulating. This meant more people had to eat, therefore, there were more slaughterhouses where cattle and other animals were butchered for their meat. Large amounts of animal entrails were left lying around city streets and alleys. This also attracted rats, bringing them closer to humans. With the growth of cities came an increase in human waste everywhere. This was especially troublesome because there were no sewers or flush toilets, and in many communities, the only law about human sewage was to shout, Look out below! before throwing a pot of human sewage into the streets. This again was an attraction to rats, and thus made humans closer to the fleas that lived on the rats. In rural areas, many homes were made out of thatch and mud bricks. Farm animals often lived in the same house as the people. This made easy access for rats and fleas. Bathing was uncommon, which meant lots of dirt, fleas, and lice. During the plague years, ships coming into harbors were often quarantined for 40 days, meaning that no one was allowed to leave the ship to prevent sick people from bringing disease into the port city. People knew that the disease spread from person to person, so the quarantines might have worked a little.

However, overlooked at the time was the rats that could easily make it to shore on the ropes that moored the ships. Since the rats spread the disease, even just having a ship docked nearby could mean an infection in the city. After years of horror, the Black Death finally stopped, but not because of any cures devised by the people. At the end of the year 1350, and the beginning of 1351, the plague ultimately just came to a stopping point. Its final toll was devastating, as it wiped out millions and destroyed the economy. It had cut like a knife through Europe for three years, killing between 25 and 40 million people. Many changes in society made the plague less infectious and dangerous over the many years to come. There were fewer people after the plague, and that meant less crowding, so there was less chance of sharing the disease. Better nutrition may have helped people stave off the plague as well. People began to bathe more consistently, and wear higher-quality clothes, which meant fewer fleas. The concept of washing hands grew more and was considered one of the most significant health developments of the period. The shipping industry became better at quarantining ships that came from diseased areas as well, to prevent the spreading of the disease. Another excellent development was the rise in better and stronger construction of homes across Europe. In many places, tiles began to replace thatched roofs, which made homes safer from a fire and also making it less likely that fleas would drop in from the roof. Perhaps the biggest reason for the plague's demise was that it ran out of fuel”it just ran out of people to kill. Of the people to survive the plague, it's likely that their immune systems grew stronger from being around the disease, making it much more difficult to get infected.

The Black Death was gone, but it left behind a very different world, and it changed the future of Europe. As the plague began to wane, it left behind many problems, aside from grief and suffering. One-third of the workers were gone, which left a chronic shortage of people to work on farms, run the mills, and help manufacture materials. The shortage caused a slump in construction and trade, weakening the economy and money flow. Wars were scaled down or stopped altogether because of the lack of energy and soldiers. With the drastic shortage of workers, there was less farming which in turn led to food shortages. According to Ollhoff, before the Black Death, workers called serfs sometimes worked for little or no pay, however, with fewer workers available, they became precious. They demanded better pay, and if landowners wouldn't pay higher wages, workers could walk to the next town”or even the next farm”and get a better-paying job. Serfs often could even walk off the job and find cheap land for sale, becoming farmers themselves. The plague also caused an oversupply of products, because there were fewer people to purchase goods, and because of this prices went down even as wages increased. This was good for the average worker. On the other hand, landowners saw their wealth evaporate because of high labor costs and lower food prices. The rich lost wealth and the poor gained it. Financial businesses were disrupted and many destroyed. People who lent money often had no one to collect from since whole families had been wiped out.

Many people who owed money had no one to pay it back to since many creditors also died. As cities got back on their feet, they created better sanitation, burial practices, and hospitals. Medical schools emphasized the physical sciences, which helped prepare society for the scientific method”proposing a theory and testing it by observable facts. Higher education became a prevalent topic afterward as well, in hopes of finding the causes and coming up with ways to prevent a recurrence. Many schools were built and education became much more important. Medicine also had a significant surge during this time, with many significant developments and a lot of people that were pushed into medicine after seeing the effects of the plague. Modern medicine and hospital management made significant changes to adapt to whatever circumstances they may face. There was a lot of anger and resentment at the church's inability to stop the plague, setting the stage for the Reformation, where many cases of abuse and superstitions were primarily swept out of the church. Many people lost their faith, causing Church funds to decrease at an alarming rate. There was also a steep drop in numbers of people wanting to join the seminary, and people interested in having leadership roles in the Church. Not to mention, the plague wiped out many current leaders and members of the Church, which had a significant impact on the state of the Church.

The Black Death had many causes as to why and how it spread, whether that be on the backs of rats and fleas or through the coughs of victims. The most significant cause and spread of the disease having the major effect it did was overpopulation. Overpopulation caused rats and fleas to have more reasons to be in the streets of big cities, as well as making it easier for the disease to spread from person to person. Ironically, the biggest reason the diseases reign ended is that of the low populations, as a result of the effects of the disease. As time continued on the disease had less and fewer people to spread to, and most that lived had built up an immunity to it. While the disease wiped out a third of the world's population, there are good things that come out of all tragedies. The Black Death is well known for being the cause of advancements in architecture, education, and medicine. Governments and hospital management were also able to implement many safety strategies and infection prevention strategies in case of another emergency.

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The Role of Religion in Manifest Destiny

In the 1770s the North American expansion was on the rise and was causing controversy among the people of the United States. The most controversial topic of the time was Manifest Destiny. Manifest Destiny was the long process of American territorial expansion that was both facilitated and justified by the mid-nineteenth-century ideology (or natural vision). Manifest Destiny was viewed from many different standpoints such as religious, political, ethnic, and economic. The most influential standpoint was the religious standpoint because its effects were seen in every aspect of lifestyle and decision making in every societal group of that time.

Manifest Destiny was a general idea rather than a specific policy with a set of principles. Many Americans believed in the integrity and value of expansion. The nation felt a sense self-identity and the need to spread its beliefs and freedom to others. John L. O'Sullivan spoke of a divine destiny that focused on the moral salvation of man. In his magazine The Democratic Review, O'Sullivan's Manifest Destiny was a perfect expression of the current enthusiastic belief in American democracy and in the mission of the United States to carry it throughout the North American continent . O'Sullivan urged the United States to annex the Republic of Texas because it was their Manifest Destiny. Even though the Whigs were against expansion Texas was annexed in 1845. O'Sullivan believed the United States had been given a mission to spread republican democracy by God. With this belief in mind he felt that as Americans immigrated to the new places, they would set up a democratic government and ask for admission to the United States. America was given a Divine Providence to manifest to mankind the excellence of divine principles through expansion .

The blessing of the American way of life could easily be extended. (p.6) George Washington subdued the Indians with military force. In 1794, the Indians had to give two-thirds of Ohio and a part Indiana to the United States. Thomas Jefferson bought the trans-Mississippi region from France in 1803. The democrats supported expansionism, but some opposed it saying expansion would cause the nation to fail (p.6). The Louisiana Purchase doubled the size of America (p.7). John Quincy Adams thought America would be safe with expansion to other territories. Spain was forced to surrender Florida and Oregon to the United States (p.8). The United States was a rural and religious nation. Because of the growing population and the desire to own land, families moved west, believing in their divine destiny to expand.

If a person could not afford to buy the land, they squatted on it. The federal government allowed for and even encouraged the systematic displacement of native people so that settlers could acquire their land. (p.10) The Indian people had first claims to the land they lived on; however, with the belief of Manifest Destiny, Americans took the Indians' lands. State and territories encouraged squatters to push further west. White people believed in the alleged superiority of white civilization (p.14). The Cherokee adopted the social, political, economic, and cultural norms of their white neighbors. (p.14) However, the Indian Removal Act of 1840 forced them to leave. This act set a precedent for expansionism in the 1840s (p.14). White people believed that their religion must be expanded west across the North American Continent. They felt the white civilization had been given a divine providence to expand.

After the war of 1812, the British Hudson's Bay Company declared that everyone at the forts should attend Sunday services. The Indians were fascinated with Christianity as well as farming. Religious obligations were enforced at the forts. Christian baptisms were offered only on the condition of learning agriculture (p.227). American whites wanted to civilize Indians through making them more dependent on whites. The HBC made European civilization a package deal of trade, religion, and medicine (p.227). The HBC doctors were able to manipulate the Indians through vaccinations like smallpox (p.228). American men migrating to the west intermarried with Native American women. Catholic and Protestant missionaries arrived in the areas. These missionaries were bringing religion but felt as though the Indians were inferior to them (p.238). We have come to elevate them and not to suffer ourselves to sink down to their standard (p.238).

The westward expansion of American from 1812 to 1860 is referred to as the age of manifest destiny. Religion influenced the westward movement. Many Americans wanted to carry their religious beliefs across the continent through expansion. Manifest Destiny lasted from the end of the War of 1812 to the beginning of the Civil War. John Quincy Adams was one of the leaders who believed that the United States would eventually include all of North America. He wrote that all of North America was destined by Divine Providence to be governed by one nation, the United States. Adams believed that this nation would speak one language and follow one system of religious and political practices. Promoting America's religious beliefs was an important factor in Manifest Destiny and the desire to move westward.

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