World War One German gULT essays

World War One German gULT essays Few historical areas can have aroused as much debate as that of the origins and causes of WW1. The thousands of documents and eyewitness testimonies collated have allowed historians to construct exceedingly detailed illustrations of what happened in the days, months and years leading to the outbreak of war. Despite having researched, in many cases, identical material, there is no end of disagreement among historians as to who, or what, caused the war. Just some of the more plausible theories include apportioning the blame to Germany; Austria; Russia; Serbia; France; Britain; everybody (collective responsibility); nobody (accidental war) and Capitalism. It is difficult to believe but (perhaps unsurprisingly considering the historical talent involved) each case is stated with such conviction and sense that, in isolation, all appear essentially unquestionable. While some of the theories can be dismissed as fundamentally flawed, a more convincing reason is needed to explain the multitude of conflicting exegeses. The above suggests that, "on the one hand (WW1) was massively over-determined and on the other that no effort to analyse the causal factors involved can ever fully succeed.1" Most previous attempts have failed to procure a satisfactory answer because they have attempted to reduce the various contributing factors to some fundamental cause. This is riddled with problems, but there arises an even greater difficulty; every cause announced has itself got a cause, ad infinitum. Therefore, any effective account, while recognising the multitude of interwoven causes, must pick a cut-off point, where causes stop being causes and start being conditions. 'Long-range factors were part and parcel of the mood and the realities of early twentieth-century Europe. This was the world in which the nations and their leaders had to operate, and the truly significant question is how well they did so.2' I contend that the problem here is one of ambiguity...

Separate Spheres for Men and Women

Separate Spheres for Men and Women The ideology of separate spheres dominated thought about gender roles from the late 18th century through the 19th century in America. Similar ideas influenced gender roles in other parts of the world. The concept of separate spheres continues to influence some thinking about proper gender roles today. In the conception of the division of gender roles into separate spheres, womens place was in the private sphere, which included family life and the home. Mens place was in the public sphere, whether in politics, in the economic world which was becoming increasingly separate from home life as the Industrial Revolution progressed, or in public social and cultural activity. Natural Gender Division or Social Construction of Gender Many experts of the time wrote about how such a division was natural,  rooted in the nature of each gender. Those women who sought roles or visibility in the public sphere often found themselves identified as unnatural and as unwelcome challenges to the cultural assumptions. The legal status of women was as dependents until marriage and under coverture after marriage, with no separate identity and few or no personal rights including economic and property rights. This status  was in accord with the idea that womens place was in the home and mans place was in the public world. While experts of the time often tried to defend  this division of gender rules as rooted in nature, the ideology of separate spheres is considered an example of the social construction of gender: that cultural and social attitudes built ideas of womanhood and manhood (proper womanhood and proper  manhood)  that empowered and/or constrained women and men. Historians on Separate Spheres and Women Nancy Cotts 1977 book, The Bonds of Womanhood: Womens Sphere in New England, 1780-1835, is a classic in the study of womens history that examines the concept of separate spheres, with womens sphere being the domestic sphere. Cott focuses, in the tradition of social history, on the experience of women in their lives, and shows how within their sphere, women wielded considerable power and influence. Critics of Nancy Cotts portrayal of separate spheres include Carroll Smith-Rosenberg, who published Disorderly Conduct: Visions of Gender in Victorian America in 1982. She showed not only how women, in their separate sphere, created a womens culture, but how women were at a disadvantage socially, educationally, politically, economically and even medically. Another writer who took on the separate spheres ideology in womens history was Rosalind Rosenberg. Her 1982 book, Beyond Separate Spheres: Intellectual Roots of Modern Feminism, details the legal and social disadvantages of women under the separate spheres ideology. Her work documents  how some women began to challenge the relegation of women to the home. Elizabeth Fox-Genovese  also challenged the focus on separate spheres as a place of solidarity among women, in her 1988 book Within the Plantation Household: Black and White Women in the Old South. She demonstrated the different experiences of women: those who were part of the slave-holding class as wives and daughters, those who were enslaved, those free women who lived on farms where there were no enslaved people, and other poor white women. Within a general disempowerment of women in a patriarchal system, there was no singular womens culture, she argues.  Friendships among women, documented in studies of northern bourgeois or well-off women, were not characteristic of the Old South. In common among all these books, and others on the topic is documentation of a general cultural ideology of separate spheres, grounded in  the idea that women belong in the private sphere, and are aliens in the public sphere, and that the reverse was true of men. Public Housekeeping and Widening Womens Sphere In the late 19th century, some reformers like Frances Willard with her temperance work and Jane Addams with her settlement house work relied on a separate spheres ideology to justify their public reform efforts, thus subtly both using and undermining the ideology. Both saw their work as public housekeeping, a public expression of womens work of taking care of family and the home, and both took that work into the realms of politics and the public social and cultural realm.  This idea was later termed social feminism.

Writing a paper about a "TED TALK" Essay

Writing a paper about a "TED TALK" - Essay Example Professor Amy Cuddy said that some power poses don’t only change the way people are perceived by others but also change their body’s chemistry immediately. Body language judgments will predict life outcomes that are meaningful like who people are, who they will promote or hire and how they will ask out for a date. This research will focus on how body language shapes who people are. Amy Cuddy argues that nonverbal expressions of dominance and power in the animal kingdom is about stretching out, expanding, and making you big. It is not limited to primates alone but also to animals which also do this whenever they feel chronically powerful and also the moment they feel powerful. Both people, born blind or with sight expand their bodies and throw hands in the air after winning in competitions. When people feel powerless, they wrap themselves up, close up, make themselves smaller and can’t pump into others. It is possible for people to fake it until they make it. Nonverbal communications can govern both how people feel and think about themselves and also how other people feel and think about them. People smile when they are excited but also feel happy when forced to smile thru holding a pen amid their teeth. A power pose is likely struck by people feeling powerful, but when they pretend to have a powerful feeling they are likely to feel more powerful. People know that their minds can change their bodies (Amy). They should know that their bodies can also change their minds. The minds of the powerful tend to be more optimistic, assertive and confident. They will take more risks as they reason abstractedly (Amy). Difference in physiology is there too, on both the stress hormone and the dominance hormone, cortisol and testosterone respectively. Therefore, when people think of power they should not think on testosterone only but also cortisol as

Effectiveness of self-monitoring of blood glucose in type 2 diabetes Literature review

Effectiveness of self-monitoring of blood glucose in type 2 diabetes mellitus - Literature review Example The conclusion from this review states that there are both positive and negative aspects with regards to the effectiveness of SMBG. Hence, the inquiry regarding SMBG effectiveness still remains fully unanswered. Therefore, this research review recommends that further studies be conducted which will explore all the aspects of SMBG utilization since most of the papers only focused on a few elements of SMBG use. CHAPTER 1 INTRODUCTION Diabetes Mellitus is a progressive metabolic disorder which influences a growing number of people—the worldwide elevation in numbers of adults with diabetes has been predicted at 122%, from 135 million in 1995 to 300 million in 2025 (Feinglos and Bethel, 2008). In addition, it is a common, costly medical condition often related with significant morbidity and mortality (Schilling McCann, 2007). There are several types of diabetes mellitus and these include: Type 1 Diabetes Mellitus, Type 2 Diabetes Mellitus, Juvenile Diabetes Mellitus and Diabetes Me llitus brought about by pregnancy. This paper will only focus specifically on Type 2 Diabetes Mellitus. Type 2 Diabetes Mellitus is a worldwide health crisis as stressed by Feinglos and Bethel (2008); it is previously termed as non-insulin dependent diabetes mellitus or NIDDM (Schilling McCann, 2007). It is also labelled as adult-onset diabetes for the reason that is typically or frequently linked with older age, commonly after age 40; in this medical condition, insulin resistance with varying degrees of insulin secretory defects is evident (Schilling McCann, 2007). Diabetes Mellitus in general can be affected by a variety of factors which may or may not be modifiable. The factors that cannot be altered include age, family history and genetics (Schilling McCann, 2007). On the contrary, the... The main purpose of the research is to present Diabetes Mellitus as a progressive metabolic disorder which influences a growing number of people—the worldwide elevation in numbers of adults with diabetes has been predicted at 122%, from 135 million in 1995 to 300 million in 2025. In addition, it is a common, costly medical condition often related with significant morbidity and mortality. There are several types of diabetes mellitus and these include: Type 1 Diabetes Mellitus, Type 2 Diabetes Mellitus, Juvenile Diabetes Mellitus and Diabetes Mellitus brought about by pregnancy. This paper will only focus specifically on Type 2 Diabetes Mellitus. Type 2 Diabetes Mellitus is a worldwide health crisis as stressed by Feinglos and Bethel; it is previously termed as non-insulin dependent diabetes mellitus or NIDDM. It is also labelled as adult-onset diabetes for the reason that is typically or frequently linked with older age, commonly after age 40; in this medical condition, insulin resistance with varying degrees of insulin secretory defects is evident. Diabetes Mellitus in general can be affected by a variety of factors which may or may not be modifiable. The factors that cannot be altered include age, family history and genetics. On the contrary, the modifiable factors of diabetes mellitus are diet, lifestyle and exercise. There are different methods that could be beneficial in the treatment and management of diabetes.

How does temperature affect the rate of reaction between sodium :: GCSE Chemistry Coursework Investigation

How does temperature affect the rate of reaction between sodium thiosulphate and hydrochloric acid? Aim: The aim of this experiment is to find out how the temperature affects the rate of reaction between sodium thiosulphate and hydrochloric acid. Prediction: I predict that the higher the temperature of the solution the faster the reaction will take place because the particles will collide more when the temperature rises. Plan Apparatus: Measuring cylinders Tripod Bunsen burner Heat proof mat Gauze mat Thermometer Conical flask Water (30ml) Hydrochloric acid (5ml) Sodium thiosulphate (20ml) Piece of paper with X on it By lianne milbanke Pliminary results: I decided to do some preliminary work because then I could see what amount of Sodium thiosulphate, Hydrochloric acid and Water I needed for the reaction, I tried it 5 times before I found one that was not too fast and not too slow. ---------------------------------------------------------------- Sodium thiosulphate Hydrochloric Water (ml) Time (sec) (ml) acid (ml) 50 5 0 36 40 5 10 51 30 5 20 70 20 5 30 133 10 5 40 395

Key Values of US Culture in any Disney Movie

IntroductionMovies speak volumes about a particular subject. It is even understood that most animated motion pictures even hammer the point much clearer than their non-animated counterparts. It has been a tradition that with every animated movie, a corresponding moral accompanies it to the end of the credits. The ability of animated films to send out messages within the confines of its story has been one of the hallmarks of animated American movies.With The Lion King, the movie stresses the importance of family through the relationship of both Simba and Mufasa. It also clearly does the same with the movie Finding Nemo as the whole story is about a dad clown fish tries to find his lost son, Nemo. There are a lot of subtle undertones and values which are also placed in some animated movies—some even more poignant than the next. This paper aims to shed some light on that fact. Walt Disney’s Aladdin, through the genie of the lamp, depicts equal opportunity and material comf ort, which even solidifies the classic American dream.The American DreamThe great â€Å"American dream† is defined by James Adams as â€Å"the dream of a land in which life should be better and richer and fuller for every man, with opportunity for each according to his ability or achievement† (Adams, 2001) It has been one of the most treasured features of the United States as the wealthiest nation on the face of this earth. It is in this particular country that â€Å"dreams are made† and where one’s past is quickly covered in prosperity upon reaching this particular land. As grandiose as this claim is, the different testimonies of all sorts of people have given justice to it on more than one occasion. If one looks closely at the Walt Disney animated film, Aladdin, certain aspects of this dream are also embedded in it.The GenieThe genie of the lamp in the animated film Aladdin can symbolize so many different things but more than anything, it is able to sig nify the American values of equal opportunity and material comfort. Gleaning from the genie’s character, it is not as hard to associate material comfort with him. The genie of the lamp is required to fulfill absolutely any three wishes that his owner desires. With the exception of making people fall in love, killing someone or wishing for more wishes, the master of the genie is quite literally powerful beyond measure. One of the most memorable scenes in the movie is when Aladdin, who is now already Prince Ali, parades across the streets of Agrabah. During the latter part of the song, the lyrics of the song gives testament to how much has changed with Aladdin’s situation:â€Å"Prince Ali!  Amorous he! Ali Ababwa  Heard your princess was a sight lovely to see  And that, good people, is why  he got dolled up and dropped by  With sixty elephants, llamas galore  With his bears and lions  A brass band and more  With his forty fakirs, his cooks, his bakers  His birds that warble on key  Make way for prince Ali!† (Clements, 1992)The former â€Å"street rat† has now become a prince because of the genie. This alludes to the fact that the genie is a very good provider of material comfort, should one choose to get that from him. In the same sense, the land of America is also able to provide material comfort from those who ask and willingly strive to make it happen.The last American value, which is equal opportunity, is much more subtly expressed in the character of the genie. Since the rules of the lamp is that whenever a person gains ownership of the lamp, the genie of the lamp is now bound to serve that person and that person only. All of the wishes of the owner of the lamp are satisfied by the genie. The â€Å"equal opportunity† clause enters here by giving absolutely anyone a fair shot to being â€Å"rich and powerful† The only negative thing about relating this particular equal opportunity clause with the genie is that no one is able to share that equal prosperity in such a way that the genie sort of has an exclusivity clause that does not allow him to grant two separate wishes of two different masters at the same time. (Clements, 1992) One person must be able to wield the lamp in order for the genie to grant their wish.ConclusionLooking deeper at the animated feature film Aladdin, one sees a much more poignant picture of how America essentially is as a superpower and a proverbial land flowing with milk and honey. As the film and as this paper suggests, America is a land where one can prosper materially in terms of wealth and it is also a land where equal opportunity is stressed. As long as someone works hard enough, they will simply have both within their lifetimes. Maybe, just maybe, you really don’t need a magic lamp with a genie after all.ReferencesClements, Ron. (Producer & Director). (1992). Aladdin [Motion picture]. United States: Walt Disney PicturesAdams, J. (2001). T he Epic of America. Phoenix: Simon Publications

West Point Acceptance Rate, SAT/ACT Scores

The United States Military Academy is a federal service academy with an acceptance rate of 11%. West Point is highly selective, and the application process is different from many other schools. Applicants must meet eligibility requirements including U.S. citizenship, age, and marital status. Students who meet eligibility requirements can submit a candidate questionnaire which will determine if they are competitive to become an Official Candidate for admission. Applicants must also receive a nomination from a senator, member of Congress, or service member. Other components to the Army application include a medical exam, fitness assessment, and a nomination interview. Considering applying to West Point? Here are the admissions statistics you should know, including the average SAT/ACT scores of admitted students. Why West Point? Location: West Point, New YorkCampus Features: West Point occupies an enviable spot on the Hudson River, 50 miles north of New York City. Established in 1801, the entire main campus is a designated National Historic Landmark.Student/Faculty Ratio: 7:1Athletics: The West Point Black Knights compete in the NCAA Division I Patriot League.Highlights: West Point delivers a high quality education in the liberal arts tradition for free, and students are even given a small salary. Students have a five-year service requirement after graduation. Acceptance Rate During the 2017-18 admissions cycle, West Point had an acceptance rate of 11%. This means that for every 100 students who applied, 11 students were admitted, making West Points admissions process highly competitive. Admissions Statistics (2017-18) Number of Applicants 12,294 Percent Admitted 11% Percent Admitted Who Enrolled (Yield) 86% SAT Range and Requirements The United States Military Academy requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 88% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 550 660 Math 590 690 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of West Points admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to West Point scored between 550 and 660, while 25% scored below 550 and 25% scored above 660. On the math section, 50% of admitted students scored between 590 and 690, while 25% scored below 590 and 25% scored above 690. Applicants with a composite SAT score of 1350 or higher will have particularly competitive chances at West Point. Requirements The U.S. Military Academy requires the SAT writing section. Note that The Academy participates in the scorechoice program, which means that the admissions office will consider your highest scores from each individual section across all SAT test dates. ACT Scores and Requirements The U.S. Military Academy requires that all applicants submit SAT or ACT scores. During the 2017-18 admissions cycle, 80% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 27 34 Math 27 32 Composite 27 33 This admissions data tells us that most of West Points admitted students fall within the top 14% nationally on the ACT. The middle 50% of students admitted to West Point received a composite ACT score between 27 and 33, while 25% scored above 33 and 25% scored below 27. Requirements The U.S. Military Academy requires the ACT writing section. Unlike many universities, West Point superscores ACT results; your highest subscores from multiple ACT sittings will be considered. GPA The U.S. Military Academy does not provide data about admitted students high school GPAs; however, the admissions office indicates that most successful applicants tend to rank in the top 20% of their graduating class. Self-Reported GPA/SAT/ACT Graph The United States Military Academy Applicants Self-Reported GPA/SAT/ACT Graph.   Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to the United States Military Academy. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances The United States Military Academy is one of the countrys most selective colleges with a low acceptance rate and high average SAT/ACT scores. However, West Point has a  holistic admissions  process involving other factors beyond your grades and test scores. The U.S. Military Academy looks at the  rigor of your high school courses, not just your grades. The Academy requires all candidates to complete an interview and pass a physical fitness assessment. Winning candidates typically demonstrate leadership potential,  meaningful extracurricular involvement, and athletic ability. In the graph above, the blue and green dots represent accepted students. Most successful applicants had a GPA of 3.5 or higher, and they also tended to have SAT scores above 1200 (ERWM) and an ACT composite score of 25 or higher. The higher those grades and test scores, the better the chance of admission. Tuition Costs and Benefits The U.S. Military Academy pays 100% of the tuition, room and board, and medical and dental care for Army cadets. This is in return for five years of active-duty service upon graduation, and three years in an inactive reserve status. First-year cadet pay is $1,104 monthly (as of 2019) before deductions for uniforms, textbooks, a personal computer, and other incidentals. Cost-reducing perks include regular active-duty benefits such as access to military commissaries and exchanges, commercial transportation, and lodging discounts. Army cadets can also fly (space available) in military aircraft around the world. If You Like West Point, You May Also Like These Schools Applicants to the United States Military Academy at West Point are likely to look at the nations other military academies: the United States Naval Academy (Annapolis), the United States Air Force Academy, the United States Merchant Marine Academy, and the United States Coast Guard Academy. All admissions data has been sourced from the National Center for Education Statistics and the United States Military Academy Undergraduate Admissions Office.