What Do You Do Best College Interview Question

What Do You Do Best College Interview Question This question overlaps a bit with another common interview question, What will you contribute to our campus community? Here, however, the question is more pointed and perhaps more awkward. After all, you can make a wide range of contributions to a campus community. To be asked to identify just one thing that you do best is far more limiting and intimidating. As we think about a winning response, keep in mind the purpose of the question. Your college interviewer is trying to identify something that you are passionate about, something that you have devoted time and energy to mastering. The college is looking for something that sets you apart from other applicants, some skill or talent that makes you the unique person you are. Is an Academic or Non-Academic Answer Best? If asked this question, you may be tempted to use it as an opportunity to prove that you are a strong student. Im really good at math. Im fluent in Spanish. Answers such as these are fine, but they may not be your best choice. If, for example, you truly are good at math, your academic transcript, SAT scores, and AP scores already demonstrate this point. So if you answer this question by highlighting your math skills, you are telling your interviewer something that he or she already knows. The reason you have an interview to begin with is because the college has holistic admissions. The admissions folks want to evaluate you as a whole person, not as an empirical set of grades and test scores. Thus, if you answer this question with something that your transcript already presents, youve lost an opportunity to highlight a dimension of your interests and personality that cannot be gleaned from the rest of your application. Put yourself in the shoes of your interviewer. Which applicant are you most likely to remember at the end of the day?: The one who says she is good at chemistry or the one who has amazing skills making claymation movies? Will you remember the good speller  or the one who restored a 1929 Model A Ford? This is not to say that you should steer clear of academics, for the college certainly does want to enroll students who are good at math, French, and biology. But when given the opportunity, try to use your interview to highlight personal strengths that might not come across so clearly in the other parts of your application. I Dont Do Anything Really Well. What Now? First off, youre wrong. Ive been teaching for 25 years and I have yet to meet a student who isnt good at something. Sure, some students have no aptitude for math, and others cant throw a football more than two feet. You may be inept in the kitchen, and you might have a third-grade spelling ability, but you are good at something. If you dont recognize your talents, ask your friends, teachers, and parents. And if you still cant come up with something you consider yourself good at, think about these possible approaches to the question: Im an expert at failing. Read any article on the characteristics of successful people, and youll learn that they are good at failing. They take risks. They try new things. They make mistakes and hit dead ends. And heres the important partthey learn from those failures and keep trying. Successful people fail a lot.Im a good listener. This interview question might make you feel uncomfortable because it is asking you to boast about yourself. If you feel uncomfortable tooting your own horn, is that because you prefer listening to speaking? If so, great. The world needs more people who listen. Embrace your listening skills.Im good at smelling the roses. Sadly, Ive met many applicants to highly selective colleges who are so driven to succeed both academically and in their extracurriculars, that theyve lived high school wearing blinders. Are you the type of person who loves to pause and appreciate the world around you? A strong student who can also treasure a beautiful sunset or a quiet sno wfall is someone who has found a healthy balance in life. Embrace this quality. Avoid the Predictable Responses Some answers to this question are perfectly safe, but they are also remarkably predictable and tired. Answers such as these are likely to make your interviewer nod in a gesture of bored approval: Im very responsible. Great, but your interviewer doesnt know you any better after that response. Your grades already show that you are responsible, and you havent given your interviewer a new and interesting dimension to your application.Im a hard worker. See above. Your transcript tells your interviewer this. Focus on something that isnt obvious from the rest of your application.Im good at writing (or biology, math, history, etc). As discussed earlier, a response like this is perfectly fine, but its a lost opportunity. Youre likely to get asked what you want to major in, so use that moment to talk about your favorite academic subject. And again, realize that your transcript shows what subject you have mastered. A Final Word If youre like me, a question like this is rather awkward. It can be uncomfortable tooting your own horn. Approached correctly, however, the question gives you a great opportunity to present a dimension of your personality that isnt obvious from your application. Try to find a response that identifies something that makes you uniquely you. Surprise your interviewer, or present a facet of your personality and interests that will differentiate you from other applicants. More Interview Articles Master These Interview QuestionsAvoid These Common Interview MistakesCollege Interview Dress for MenCollege Interview Dress for Women

Meuse-Argonne Offensive in World War I

Meuse-Argonne Offensive in World War I The Meuse-Argonne Offensive was one of the final campaigns of World War I (1914-1918) and was fought between September 26 and November 11, 1918. Part of the Hundred Days Offensives, the thrust in the Meuse-Argonne was the largest American operation of the conflict and involved 1.2 million men. The offensive saw attacks through the difficult terrain between the Argonne Forest and the Meuse River. While the First US Army made early gains, the operation soon devolved into a bloody battle of attrition. Lasting until the end of the war, the Meuse-Argonne Offensive was the deadliest battle in American history with over 26,000 killed. Background On August 30, 1918, the supreme commander of Allied forces, Marshal Ferdinand Foch, arrived at the headquarters of General John J. Pershings First US Army. Meeting with the American commander, Foch ordered  Pershing to effectively shelve a planned offensive against the Saint-Mihiel salient, as he wished to use the American troops piecemeal to support a British offensive to the north. Having relentlessly planned the Saint-Mihiel operation, which he saw as opening the way to an advance on the rail hub of Metz, Pershing resisted Fochs demands. Outraged, Pershing refused to let his command be broken apart and argued in favor of moving forward with the assault on Saint-Mihiel. Ultimately, the two came to a compromise. Pershing would be permitted to attack Saint-Mihiel but was required to be in position for an offensive in the Argonne Valley by mid-September. This required Pershing to fight a major battle, and then shift approximately 400,000 men sixty miles all within the span of ten days. General John J. Pershing. Photograph Courtesy of the Library of Congress Stepping off on September 12, Pershing won a swift victory at Saint-Mihiel.  After clearing the salient in three days of fighting, the Americans began moving north to the Argonne. Coordinated by Colonel George C. Marshall, this movement was completed in time to commence the Meuse-Argonne Offensive on September 26. Planning Unlike the flat terrain of Saint-Mihiel, the Argonne was a valley flanked by thick forest to one side and the Meuse River on the other. This terrain provided an excellent defensive position for five divisions from General Georg von der Marwitzs Fifth Army. Flush with victory, Pershings objectives for the first day of the attack were extremely optimistic and called for his men to break through two major defensive lines dubbed Giselher and Kreimhilde by the Germans. In addition, American forces were hampered by the fact that five of the nine divisions slated for the attack had not yet seen combat. This use of relatively inexperienced troops was necessitated by the fact that many of the more veteran divisions had been employed at Saint-Mihiel and required time to rest and refit before re-entering the line.   Meuse-Argonne Offensive Conflict: World War IDates: September 26-November 11, 1918Armies Commanders:United StatesGeneral John J. Pershing1.2 million men by the end of the campaignGermanyGeneral Georg von der Marwitz450,000 by the end of the campaignCasualties:United States: 26,277 killed and 95,786 woundedGermany: 28,000 killed and 92,250 wounded Opening Moves Attacking at 5:30 AM on September 26 after a prolonged bombardment by 2,700 guns, the final goal of the offensive was the capture of Sedan, which would cripple the German rail network. It was later reported that more ammunition was expended during the bombardment than had been used in the entirety of the Civil War. The initial assault made solid gains and was supported by American and French tanks. Falling back to the Giselher line, the Germans prepared to make stand. In the center, the attack bogged down as troops from V Corps struggled to take the 500-ft. height of Montfaucon. The capture of the heights had been assigned to the green 79th Division, whose attack stalled when the neighboring 4th Division failed to execute Pershings orders for them to turn the Germans flank and force them from Montfaucon. Elsewhere, the difficult terrain slowed the attackers and limited visibility. Seeing a crisis developing on Fifth Armys front, General Max von Gallwitz directed six reserve divisions to shore up the line. Though a brief advantage had been gained, the delays at Montfaucon and elsewhere along the line allowed for the arrival of additional German troops who quickly began to form a new defensive line. With their arrival, American hopes for a quick victory in the Argonne were dashed and a grinding, attritional battle commenced. While Montfaucon was taken the next day, the advance proved slow and American forces were plagued by leadership and logistical issues. By October 1, the offensive had come to a halt. Traveling among his forces, Pershing replaced several of his green divisions with more experienced troops, though this movement only added to the logistical and traffic difficulties. Additionally, ineffective commanders were mercilessly removed from their commands and replaced by more aggressive officers. US Marines during the Meuse-Argonne Offensive. National Archives and Records Administration Grinding Forward On October 4, Pershing ordered an assault all along the American line. This was met with ferocious resistance from the Germans, with the advance measured in yards. It was during this phase of the fighting that the 77th Divisions famed Lost Battalion made its stand. Elsewhere, Corporal Alvin York of the 82nd Division won the Medal of Honor for capturing 132 Germans. As his men pushed north, Pershing increasingly found that his lines were subjected to German artillery from the heights on the east bank of the Meuse. To alleviate this problem, he made a push over the river on October 8 with the goal of silencing German guns in the area. This made little headway. Two days later he turned command of the First Army over to Lieutenant General Hunter Liggett. As Liggett pressed on, Pershing formed the Second US Army on the east side of the Meuse and placed Lieutenant General Robert L. Bullard in command. Between October 13-16, American forces began to break through the German lines with the capture of Malbrouck, Consenvoye, Cà ´te Dame Marie, and Chatillon. With these victories in hand, American forces pierced the Kreimhilde line, achieving Pershings goal for the first day. With this done, Liggett called a halt to reorganize. While collecting stragglers and re-supplying, Liggett ordered an attack towards Grandprà © by the 78th Division. The town fell after a ten-day battle. Breakthrough On November 1, following a massive bombardment, Liggett resumed a general advance all along the line. Slamming into the tired Germans, First Army made large gains, with the V Corps gaining five miles in the center. Forced into a headlong retreat, the Germans were prevented from forming new lines by the rapid American advance. On November 5, the 5th Division crossed the Meuse, frustrating German plans to use the river as a defensive line. Three days later, the Germans contacted Foch about an armistice. Feeling that the war should continue until the Germans unconditionally surrendered, Pershing pushed his two armies to attack without mercy. Driving the Germans, American forces allowed the French to take Sedan as the war came to a close on November 11. Aftermath The Meuse-Argonne Offensive cost Pershing 26,277 killed and 95,786 wounded, making it the largest and bloodiest operation of the war for the American Expeditionary Force. American losses were exacerbated by the inexperience of many of the troops and tactics used during the early phases of the operation. Germans losses numbered 28,000 killed and 92,250 wounded. Coupled with British and French offensives elsewhere on the Western Front, the assault through the Argonne was critical in breaking German resistance and bringing World War I to an end.

Hitlers Table Talk, 1941-1944 Term Paper Example | Topics and Well Written Essays - 1500 words

Hitlers Table Talk, 1941-1944 - Term Paper Example Moreover, the conceptual accuracy of the statements in Picker’s book was notarized by Hitler’s personal aides, who witnessed most of the talks. Still, dubiousness to the book is given by the fact that the basic notes had been â€Å"finalized† by Henry Picker after the war, when he was captured by the British military forces. It is not impossible that the notes were entirely recomposed after the war and there is not doubt that such â€Å"revisions† were carried out under the order of British intelligence. The book still is in the middle of a fierce historical discussion. But no one denies that the book has a rational kernel, a grain of historical truth and is more than just the interesting fiction reading. A reader can notice immediately after reading that the book contains no answer to the most important question: How did it happen that the son of a petty official from the Austrian hinterland, poorly educated, with uncertain social background, inept and helpless, mastered all the dark forces and controlling them almost conquered the whole world? But the book is interesting in other ways. In the monologues, written in an informal setting, the leader of the Nazis is seen by the readers not only as a crazy dictator obsessed with mass murders, but quite often as a forehanded politician, understanding many areas of life, including individual and mass psychology. The book is nothing but the impressive collection of monologues and statements of Hitler, delivered in the most intimate circle, in the most private setting - during casual meals (lunch and dinners, but most often - the second dinners late after midnight) during the period 1941-1944. What is interesting in all this? The author clearly tries to study the development of Hitler’s thinking. This point is usually ignored by historians which is totally wrong. Personality of Hitler is revealed through

Describe what is meant by 'leadership styles,' and discuss their Essay

Describe what is meant by 'leadership styles,' and discuss their applicability and importance to effective nursing leadership - Essay Example Working conditions in the current hospital setting are very poor and this has demoralized nurses as most of them are opting out of their professions. The hospitals have heavy workloads and they have limited resources, a condition that makes it difficult for nurses to attend to the high number of patients effectively. This has in turn resulted to poor performance in hospitals and has also put patients’ health at risk as noted by Gullatte (2005). Effective strategies that will address these issues should be developed and implemented if nurses have to be retained in their places of work according to Gullatte. One way of solving issues affecting health care systems and nurses in general is through mentoring and developing positive nursing leadership. Nurses leadership in this respect must be looked at both as a professional responsibility and a collective endeavor. There are different styles of nursing leadership which include: transformational leadership, congruent leadership, transactional leadership and servant leadership just to mention a few. The following sections of this paper will be dedicated to analyzing the different leadership styles that can be applied in nursing. Bass and Riggio (2006) claim that transformational leadership encourages change in social systems and individuals. It is the most preferred style of leadership in the healthcare setting since it enhances performance and motivates employees. Its main aim is to create value and instill positive change in employees so that they can develop into people with leadership qualities. Transformational leadership involves establishing of a vision so that employees can work towards attaining certain goals. It also involves developing people so that they can be able to adapt to changes that occur in their places of work. Transformational leadership also builds relationships which in effect lead to interactions which

Hr Policies of Ibm by Bal Essay Example for Free

Hr Policies of Ibm by Bal Essay About ibm IBM is a global technology and innovation company that stands for progress. With operations in over 170 countries, IBMers around the world invent and integrate hardware, software and services to help forward-thinking enterprises, institutions and people everywhere succeed in building a smarter planet. IBM has been present in India since 1992. The diversity and breadth of the entire IBM portfolio of research, consulting, solutions, services, systems and software, uniquely distinguishes IBM India from other companies in the industry. IBM Indias solutions and services span all major industries including financial services, healthcare, government, automotive, telecommunications and education, among others. As a trusted partner with wide-ranging service capabilities, IBM helps clients transform and succeed in challenging circumstances. IBM has been expanding its footprint in India and has a presence in over 200 cities and towns across the country either directly or through its strong business partner network. IBM India has clearly established itself as one of the leaders in the Indian Information Technology (IT) Industry and continues to transform itself to align with global markets and geographies to grow this leadership position. Widely recognised as an employer of choice, IBM holds numerous awards for its industry-leading employment practices and policies. IBM has one of the largest professional workforces in the world today. And what we bring to market is the expertise of our people, a workforce which is responsive to market requirements, with the skills and expertise to deliver value to clients, is resilient to market forces and delivers strong leadership. IBM has retained its position as one of the World’s Top Employers of Choice over these years because of its three-fold initiatives for the employees: * Capability: Rigorous and ongoing career/skills development programs * Climate: A challenging, empowering work environment, with world-class infrastructure * Culture: Sensitive to a global workforce The attributes that qualify these 3Cs are the Top Reasons that people come to work at IBM. IBM HR Policies 1. Global employment standards At IBM, we have always set high standards for the way we conduct business – in areas from corporate and social responsibility to sound business ethics, including compliance with all applicable laws and regulations. These Conduct Principles apply to all IBM employees. However, they are not meant to describe the full scope of IBM human resource policies or practices. More detailed statements of policies, procedures and practices are contained in documents such as the IBM Business Conduct Guidelines. Employees are required to comply with all IBM policies, procedures and practices at all times and are responsible for consulting their management if they have any questions. Our goal is to ensure full compliance with these principles by IBM managers and employees. A companion to this document, the IBM Supplier Conduct Principles, governs our relationships with and standards for IBM suppliers. . Forced or involuntary labor IBM will not use forced or involuntary labor of any type (e. g. , forced, bonded, indentured or involuntary prison labor); employment is voluntary. 3. Child labor IBM will not use child labor. The term child refers to any employed person under the age of 16, or under the age for completing compulsory education, or under the minimum age for employment in the country, whichever is greatest. We support the use of legitimate workplace apprenticeship, internship and other similar programs that comply with all laws and regulations applicable to such programs. 4. Wages and benefits IBM will, at a minimum, comply with all applicable wage and hour laws and regulations, including those relating to minimum wages, overtime hours, piece rates, nonexempt or exemption classification and other elements of compensation, and provide legally mandated benefits. 5. Working hours IBM will not exceed maximum hours of work prescribed by law and will appropriately compensate overtime. Employees will not be required to work more than 60 hours per week, including overtime, except in extraordinary business circumstances with their consent or where the nature of the position requires such work, as for exempt employees and employees in executive, managerial or professional positions. In countries where the maximum work week is shorter, that standard shall apply. Employees should be allowed at least one day off per seven-day week. 6. Nondiscrimination and harassment IBM will not discriminate in hiring, promotion, compensation of employees and employment practices on grounds of race, color, religion, age, nationality, social or ethnic origin, sexual orientation, gender, gender identity or expression, marital status, pregnancy, political affiliation, disability or veteran status. IBM will create a work environment free of discrimination or harassment based on race, color, religion, gender, gender identity or expression, sexual orientation, national origin, disability, age or veteran status. . Respect and dignity IBM will treat all employees with respect and dignity and will not use corporal punishment, threats of violence or other forms of physical coercion or harassment. 8. Freedom of association IBM will respect the legal rights of its employees to join or to refrain from joining worker organizations, including labor organizations or trade unions. IBM complies with legal requirements worldwide regarding employee and third-party involvement. IBM respects the rights of employees to organize, and makes managers at all levels aware of those rights. The companys long-standing belief is that the interests of IBM and its employees are best served through a favorable, collaborative work environment with direct communication between employees and management. IBM endeavors to establish such favorable employment conditions, to promote positive relationships between employees and managers, to facilitate employee communications, and to support employee development. 9. Health and safety IBM will provide its employees with a safe and healthy workplace in compliance with all applicable laws and regulations. Consistent with these obligations, IBM will have and will implement effective programs that encompass things such as life safety, incident investigation, chemical safety, ergonomics, and will provide safe standards of health and safety in any housing and transportation provided for our employees by the company. 10. Protection of the environment IBM is committed to worldwide leadership in environmental protection.

Teaching Meditation to Classes in Philosophy :: Education Teacher Educating Philosophical Essays

Teaching Meditation to Classes in Philosophy ABSTRACT: In alignment with the overall theme of the congress, "Philosophy Teaching Humanity," this paper proposes that teachers of philosophy consider instructing their students in simple techniques of meditation. By meditation I mean the practice of mindfulness which typically begins by paying clear, steady, non-reactive attention to the sensations of one's own breathing, and then extending this attention to embrace all bodily sensations, feelings, moods, thoughts, and intentions. I discuss how to integrate meditation practically in the philosophy classroom and then respond to three objections that have been raised to that practice. I then discuss the potential benefits of the practice, arguing first of all that meditation has academic benefits, especially in courses in Asian philosophy. But of much wider application is the wisdom of non-attachment which the mediation naturally evokes primarily through the experience of impermanence. The potential benefits of the paradigm are then briefly indicated as related to our experience of body, mind, society and nature. I conclude by commending the proposal as a small but important practical step philosophy teachers can take to help our fellow humans navigate the challenging transformation of our time. I. A Proposal: Situating the Need and Proposing a Response The grand theme of our Congress is "Philosophy Educating Humanity". It is heartening to see philosophers from all over the world pondering how we can be of service to our species; refocusing on the root meaning of "philosophy" as "love of wisdom", we seek to be of real help in a world in the throes of many transformations. Those of us who teach philosophy in formal academic environments are already in a position to make a direct difference in the lives of our students; like it or not, we are at some level opinion leaders in our communities--what we teach and how we teach matters. And so we ask ourselves how can we best use the power that we have? Clearly we can help our students and fellow human beings by teaching them skills of discursive rationality; when we can define our meanings precisely, use our terms consistently, argue coherently, and adhere to high standards of evidence, then we are better able to avoid dogmatism and bring an effective intelligence to bear on the problems of living that face us. These skills will always be a precious resource philosophy can offer humanity. And yet there is much more to philosophy than this.

America in World War 1 Essay

No country enters a war without a reason. United States in not an exception. It entered the World War Two after a tragic Pearl Harbor. It was necessary to stand up and answer to Japanese at that moment. What were United States reasons for entering the World War I? Is there a connection between Russian February Revolution and President Woodrow Wilson decision to enter the Great War? Of course, it could not be a soul reason for declaring a war to Germany; Zimmerman Telegram and German Warfare to Ships played their roles as well. The trigger of the war became an assassination of Archduke Francis Ferdinand, heir to the throne of the Austro-Hungarian Empire, and his wife, Sophie on June 28, 1914. They were killed by Serbian nationalist Gavrilo Princip in Sarajevo, Bosnia. In return for this murder, Austro-Hungary proposed ultimatum to Serbia: â€Å"(1) The Serbian Government would condemn all propaganda against Austria-Hungary and suppress publications and societies that opposed Austria-Hungary. (2) Serbia would ban from its schools books and teachers who did not favor Austria-Hungary. 3) Serbia would dismiss any officials who had promoted propaganda against Austria-Hungary. (4) Austro-Hungary judges would conduct the trial of those accused of the crime at Sarajevo. (5) Serbia had to accept all of these terms within 48 hours or Austria-Hungary would declare war. † Serbia did not agree to some of those ultimatums, which brought to the beginning of the war. Of course, that could not be a reason of the biggest war of that time; that was just a reason. Some of the true reasons were militarism, imperialism and nationalism of that time. Militarism is the race of the military powers of the countries. All countries wanted to have powerful army, navy, to have great ammunitions and guns. At the same time, many alliances were forming in Europe. The mistaken thought was that the alliances would keep peace in the World. That is why the war started between six countries at the same time. One of the alliance that entered the war was alliance of Germany, Austria-Hungary and Italy. The second alliance was Britain, France and Russia. Nationalism at that time became big deal. Patriots of their countries were competing for the biggest force they have. Imperialism was one of the reason of the war as well. At the beginning of the twentieth century Britain, France and other countries had colonies all over the world. They were invading more and more of new African and Asian lands. Germany decided to enter a war to get those colonies. Germany supported Austria-Hungary in the war. At the same time, the Russian supported Serbia. That is how the war between Germany and Russian were declared. France and Britain supported Russian, so the war expanded to them as well. By the beginning of the August, most of the Europe were involved in the battle. On August 4, 1914 America’s President Woodrow Wilson declaring neutrality to the war. At the time, America did not see an important reason to enter this war. Even at a neutral position, America favored Allies, by sending war supplies and lending enormous amounts of money to France and Britain. This is a good position for America and the economy is booming. In the beginning of 1915 Germany pronounced, â€Å"all the waters surrounding Great Britain and Ireland, including the whole of the English Channel, be a war zone. † First strike of war that torched United States directly was a sinking of Lusitania, a British luxury ocean liner. Germany submarine torpedoed it on May 7, 1915, killing 1198 people on board. 128 of those who died were Americans. Germany claimed that Lusitania were caring ammunition for Allies. Later Germany sunk few small passenger ships. Many warnings were sent to German government, and were accepted. Germany were apologizing each time and making promises not to fire without warning. On March 24, 1916 Sassex, French boat were sunk by German submarine; four Americans were killed. At first, Germany did not even confess that it was a German submarine, which sunk Sassex. Germany were afraid that United States would enter the war, knowing the power and ammunition of the America. On January 31, 1917 â€Å"Germany declared the resumption of its submarine campaign. † Why did not United States enter the war at that time, when German submarines killed so many innocent Americans? Many historians will tell that one of the main reasons for America to enter World War I was the Zimmerman Telegram. In February 1917 President Wilson got a copy of the coded not from German Secretary of Foreign Affairs Zimmerman to German Minister in Mexico Eckardt. It stated that if America will enter a war, Mexico would enter an alliance with Germany on return to Mexico’s lost territory. The telegram was received from Britain who could capture and decode it. The telegram was published in United States and helped change the view of Americans of the World War I. People realized that American’s entry to the war is real. Meanwhile Russia straggled not only with the war but also with the starvation and poverty. Russian entered the war on August 1, 1914 and had a good beginning. By the end of 1915, Russian lost almost all positions gained at the beginning of the war. Poland, Lithuania, Galicia, part of the Baltic States and Belarus are lost. By the end of year 1916 Russia lost more than three and a half million people in war, and about two million people were taken prisoners. Russia straggled a lot with the war. The whole country were working for the army. People were hungry and mad. The winter of 1916 -1917 were very cold and people dying from cold and starvation. On February 23, 1917 protest started. Almost 90 thousands of women left their jobs at manufactories and went on the streets to protest against hunger, poverty and autocracy. Their posters were asking for bread, change of the government and war end. Next day almost twice more people came out on the street demanding the changes. In two days whole city Petrograd was in revolutionary mood. Soldiers opened fire and killed some of the revolutionists, but it did not stop people. Czar Nicolas II was not at Petrograd at the time of revolution and did not believe the size and seriousness of the situation. On March 15, 1917 Czar abdicated. New government Temporary Committee of the state Duma were proposing â€Å"freedom of speech, press and assembly as well as the abolition of restrictions based on class, religion, and nationality. Elections would be based on universal, equal, and direct suffrage and secret ballot. These initiatives closely resemble many aspects of American and democratic principles. Much of their wording is almost identical to what is written in the United States Bill of Rights. † The whole world is aware of the Russian Revolution almost immediately. America is deciding if it wants to support a new government or not. Colonel Edward House sends a letter to Wilson trying to convince him to congratulate and support new government in Russia. Wilson agrees and America is a first country that recognizes Duma. Soon, Great Britain, France and Italy join America. Now when Russia becomes a democratic country America can enter a war and reason it as a democracy brining to Europe countries. On March 20. 1917 the cabinet meeting began. The main questions that were discussed during four days were Russian revolution and Americas entry to the war. On April 2, 1917, American President Wilson gave a speech in the Congress and ask tried to convince to declare the war to Germany. On April 6. 1917 the war between United States and Germany was declared. On April 15, 1917 President asked Americans to â€Å"do their bit for America† and participate in the war for democracy in the whole world.

Native Americans (Subordinate Group) Essay

One often wonders where the Native North Americans originated from. Some theories have been discussed about the peopling of the Americas. Early theories involving lost tribes and continents were based purely on speculation instead of actual scientific facts. Discoveries made during many archeological expeditions have helped shape the always changing interpretations by adding more questions and more theories. There have been genetic and linguistic studies which raised more understanding and brought new questions. It is theorized that during the latter part of the Cenozoic era, also known as the age of mammals that the Wisconsin glaciation caused enough of the planet’s water supply to turn into ice. This lowered the oceans and exposed now submerged land. This event created a stretch of land that the large mammals of the Ice Age era, along with the natives of that era, could very well have migrated across the newly formed land bridge, which now connected two continents. This land bridge is known as the Bering Strait, or Beringia. During the time that Beringia existed, the Wisconsin glaciers most likely prohibited migration to any southern or eastern regions. Another theory suggests that the early natives may have inhabited the now Alaskan region because it was ice-free due to low precipitation. Several melts over a period of time created passageways, and evidence from archeological site implies that there was an ice-free corridor for thousands of years. It was during another melt approximately ten thousand years ago, that a second corridor was most likely formed farther east along the borders of Saskatchewan and Canada plains. This points to the possibility that the ancient people could have traveled eastward along the rivers in the Great Plains, and down further south. The Indians known to history as the Sioux are also known as Lakota, Dakota, and Nakota, meaning allies. This is my heritage. I am a member of the largest division of Siouan family, otherwise known as Sioux. The name is from a term given to the largest and well- known of the tribal groups. At one time, my people stretched from the west banks of the Mississippi northward from Arkansas and the Rocky Mountains. The Dakotas also inhabited territory east of the river up to Wisconsin and Missouri. They were here to encounter DeSoto on his journey in 1541, when he reached the Indian villages in what is now eastern Arkansas. Another hundred years passed before any mention of Sioux existing, when in 1658 some Jesuit missionaries heard of the existence of about thirty Dakota villages just north of a Potawatomi mission. This was located at about the head of Green Bay, Wisconsin, in St. Michael. It was during the middle 1600’s when the Sioux, along with the Arapaho and Cheyenne had to migrate further westward towards the Great Plains to what is known as North Dakota, Minnesota, and South Dakota. This migration was mainly due to the O jibwa and Chippewa tribes pushing them out of the Great Lakes region. The Ojibwa and Chippewa had been pushed out of their own land that had been further east, by the European settlers of that time. In 1805 Lewis and Clark passed through the center of this region and made contact with the Sioux tribes. After this took place, several more expeditions brought traders that settled among the tribes, and in the course of some time, permanent settlers arrived. This made the area so small that eventually the people of my tribe were forced to live in Indian Territories or confined to Nebraska, the Dakotas, or Montana. This brought on a series of raids and counter raids that lasted from roughly 1850 through 1890 and were known as the Sioux Wars. In the first years of the twentieth century, the Dakotas also known as Tetons began the process of adapting to their new way of life. They still had strong faith in their own traditions, but realized that the old way was gone forever. Numerous changes with the economy and politics were forced on my people by the government. The people strived to establish a life for themselves that used both new changes, but still remained true to their values and beliefs. During the rest of the twentieth century, all of the reservations for the Dakotas, Lakotas, and Tetons lost more land due to ownership passes and inheritances. Division between rural dwellers and people who live in town have grown bigger. Rural residents tend to retain their use of native language, and be involved in cultural events, when townspeople adapt other aspects of the American culture. Most of the Sioux nation and other groups of American Indians live in South Dakota, Oklahoma, New Mexico, and North Dakota at present time on privatized land created by the government many years ago. Wendy Coghill ETH/125 Text Citations: Bonvillain, Nancy. â€Å"‘Seeking a New Way’. † Teton Sioux, Indians of North America, Heritage Edition. Philadelphia: Chelsea House Publishers, 2004. American Indian History Online. Facts On File, Inc. http://www. fofweb. com/activelink2. asp? ItemID=WE43&iPin=INATS06&SingleRecord=True (accessed May 22, 2011). Text Citations: Waldman, Carl. â€Å"arrival of humans in North America. † Atlas of the North American Indian, Third Edition. New York: Facts On File, Inc. , 2009. American Indian History Online. Facts On File, Inc. http://www. fofweb. com/activelink2. asp? ItemID=WE43&iPin=ind5278&SingleRecord=True (accessed May 22, 2011). Text Citation: Waldman, Carl. â€Å"Assimilation. † Word Dance: The Language of Native American Culture. New York: Facts On File, Inc. , 1994. American Indian History Online. Facts On File, Inc. http://www. fofweb. com/activelink2. asp? ItemID=WE43&iPin=ind2991&SingleRecord=True (accessed May 22, 2011). Text Citation: Waldman, Carl. â€Å"Sioux. † Encyclopedia of Native American Tribes, Third Edition. New York: Facts On File, Inc. , 2006. American Indian History Online. Facts On File, Inc. http://www. fofweb. com/activelink2. asp? ItemID=WE43&iPin=ind2432&SingleRecord=True (accessed May 22, 2011).

Stalins Rise to Power essays

Stalins Rise to Power essays Stalin first became interested in politics when as a theology student; he began reading illegal the works of political philosopher Karl Marx. He eventually gave up his religious education to devote his time to the revolutionary movement against the Russian monarchy. After becoming involved in the movement, Stalin joined the Russian Social Democratic Labor Party. When the Russian Social Democratic Labor Party split into the Menshevik and Bolshevik factions, Stalin was drawn to the more militant Bolsheviks, who were led by Vladimir Lenin. Upon the Bolsheviks upheaval of the monarchy, Stalin became an active member of the new government and held many different influential positions. He was eventually elected a member of the Communist Partys highest decision making body, the Politurbo, and the Central Committees Orgburo (Organizational Bureau). The Orgburo supervised the work of local party committees. It was the next body in the Communist Party hierarchy after the Politurbo. In 1922, after Lenin suffered a stroke, Stalin was elected general secretary of the Communist Party, a position that gave him control over appointments and established a base for his political power. Stalins aggressive behavior brought him into conflict with Lenin, who shortly before his death wrote a testament in which he voiced misgivings about Stalin. Basically the testament expressed Lenins doubt that Stalin would use his authority with sufficient caution. In the testament, he called for Stalins removal from the post of general secretary. Through political maneuvering, Stalin was able to discount and suppress Lenins testament, as well as join with Kamenev and Zinoviev to gain control of the party. Stalins main reason for the collaborating with Kamenev and Zinoviev was to form a strong opposition against Trotsky, who was Sta ...

To Kill a Mockingbird Quotes

To Kill a Mockingbird Quotes To Kill a Mockingbird is narrated by Jenna Louise ‛Scout’ Finch as n adult woman recalling her childhood so thoroughly the adult voice vanishes. One result of this layered narration is that the six-year old Scout seems very precocious both in her understanding of life and her vocabulary, both of which are subtly elevated for a child of her age. This technique allows Lee to explores her dark themes with both the light innocence of childhood and the complexity of adulthood, resulting in a timeless story that remains a beloved American classic. Quotes From To Kill a Mockingbird Quotes about Racism â€Å"Why reasonable people go stark raving mad when anything involving a Negro comes up, is something I dont pretend to understand.† [Chapter 9] While Atticus Finch is deservedly one of the most beloved characters in American literature for his wisdom, compassion, and courage, he’s not perfect. One of his noble imperfections is a sometimes blind faith in justice and fairness, and a bafflement at the racist and unfair attitudes of those around him. Here he expresses an honest befuddlement that other people forget their principles of empathy and fairness whenever a black person is involved. â€Å"I think theres just one kind of folks. Folks.† [Chapter 23] This simple line, spoken by Jem at the end of the novel, may be the simplest expression of the fundamental theme of the story. Jem and Scout’s adventures throughout the story have shown them many sides of many different people, and Jem’s conclusion is a powerful one: All people have flaws and struggles, strengths and weaknesses. Jem’s conclusion is not the starry-eyed faith of childhood, but a more measured and mature realization that no one group of people is better- or worse- in general than any other. Quotes about Growing Up â€Å"Until I feared I would lose it, I never loved to read. One does not love breathing.† [Chapter 2] Part of Scout’s journey in the story is the slow broadening of her awareness. Just six years old when the story begins, she has a very narrow view of the world and her role in it. But by bit her experiences over the years change her. She sees how gender and race, class and economics affect the way people treat you. She sees that her universe is not eternal and guaranteed, and thus begins to appreciate the aspects of her life that she took for granted- like reading. â€Å"Scout, I think Im beginning to understand something. I think Im beginning to understand why Boo Radleys stayed shut up in the house all this time... its because he wants to stay inside.† [Chapter 23] Jem’s quote towards the end of the story is heartbreaking. In his teen years by this point, Jem has seen the bad parts of his neighbors and is disappointed and disturbed by the realization that there is so much violence, hatred, and prejudice in the world. His expression of empathy for Boo Radley is also significant- like his sister, Jem has progressed from viewing Boo as a phantom and an object of fun to seeing him as a human being, and, even more importantly, being able to imagine Boo’s motivations for his actions and behavior. â€Å"Bad language is a stage all children go through, and it dies with time when they learn theyre not attracting attention with it.† [Chapter 9] Atticus is often perceived by his neighbors as an unqualified parent, in part because of his gender- in 1930s American society men were not seen as having the proper emotional and domestic skills to be single parents- and in part because of his bookish, mild-mannered nature. He is, however, a very smart and loving father and a man who has an almost supernatural understanding of the childish psyche. When Scout begins using profanities as a novelty, his reaction is mild and unconcerned because he understands this is just part of Scout growing up, testing boundaries, and play-acting with adult things. This also demonstrates his understanding that Scout is intelligent and verbal, and is excited by forbidden and mysterious vocabularies. Quotes about Justice â€Å"There are just some kind of men who- whore so busy worrying about the next world theyve never learned to live in this one, and you can look down the street and see the results.† [Chapter 5] Lee crafts a subtly iconoclastic and liberal tone in the novel. Here Miss Maudie is complaining specifically about the local Baptists who disapprove of her garden because it supposedly represents pridefulness that offends god, but it is also a general admonishment to anyone who seeks to impose their own sense of propriety on other people. This concept forms a part of Scout’s evolving understanding of the difference between what’s morally right and what society insists is correct. â€Å"Simply because we were licked a hundred years before we started is no reason for us not to try to win.† [Chapter 9] In the beginning of the novel, Scout’s concept of justice and right and wrong is very and simple (as is appropriate for a girl of her age). She believes it is easy to know what is right, she is always willing to fight for it, and she believes that by fighting she will be victorious. Her experiences with racism, Tom Robinson, and Boo Radley teach her that not only is right and wrong often more difficult to parse, but sometimes you fight for what you believe in even if you are bound to lose- just as Atticus fights for Tom even though he is doomed to fail. â€Å"The one place where a man ought to get a square deal is in a courtroom, be he any color of the rainbow, but people have a way of carrying their resentments right into a jury box. As you grow older, youll see white men cheat black men every day of your life, but let me tell you something and dont you forget it- whenever a white man does that to a black man, no matter who he is, how rich he is, or how fine a family he comes from, that white man is trash.† [Chapter 23] Atticus has immense faith in the fundamental systems of America, in particular the court system. Here he states two beliefs that define him: One, the supreme confidence that the legal system is impartial and fair; two, that all men are deserving of the same fair treatment and respect and those who would treat you differently because of your race or social position are unworthy. Atticus is forced to admit the former is not as true as he would like when Tom is convicted despite the robust defense Atticus provides, but his faith in the latter remains by the end of the book. Quotes about Innocence â€Å"Mockingbirds dont do one thing but make music for us to enjoy... but sing their hearts out for us. Thats why its a sin to kill a mockingbird.† [Chapter 10] The central symbol of the novel is the Mockingbird, which is held as sacred because it does no harm- it only provides music, making it a sin to kill one. Several characters are obliquely or explicitly identified with Mockingbirds throughout the novel- The Finches are linked through their evocative last name, for example, and Scout thinks that doing any harm to Boo Radley would be like shooting a Mockingbird when she finally see him for the innocent, childlike soul he is.

The Comparisons and Contrasts of the Operations Value Chains in Manage Assignment

The Comparisons and Contrasts of the Operations Value Chains in Management of Bicycles - Assignment Example Extreme damages warrant the disposal of such bikes in the low- cost student rental business. On the other hand, for the high-cost rental services, there is the wide range of bicycles to rent suiting the required preferences and that are in good conditions. Those who rent the bikes are cautious in maintaining them. Briefly, the business procedure undergone while maintaining a bicycle in both business packages is straightforward. The low- cost student rental business has maintenance initiated only when a customer objects to a certain fault whereas the bicycle would have been left for okay. The high- cost rental business ensures that bicycle maintenance is on a checklist and that this is done once every bicycle is returned before releasing it to the next customer. ` Both businesses have their process of acquiring their bicycles. Generally, there is a distinct difference. The low- cost rental business lend their bicycles at cheap prices as they also acquired them at considerably low prices as compared to the high- cost rental business who purchase new and from recognized bicycle manufacturer brands. Disposal is inescapable for both options, the low- cost student rental business rarely disposes of their bicycles unless they are totally faulty unlike their counterparts in the high- cost rental business whole sell them once the onset of tear and wear is unbearable and this way they continue to offer only the best of services. E) What roles do you see for information systems in your answers to the earlier questions? The information systems can be those you develop within your company or they can be those developed by others, such as Craig’s List. Introducing information systems for the low- cost student rental business would be relatively easier as it would only require and most probably an index card mapped to each bicycle in their inventory. However, the high- cost rental business is certain to be more sophisticated holding the entire documentation of each bicycle’s maintenance or acquisition records.  Ã‚  

Finding George Orwell in Burma Assignment Example | Topics and Well Written Essays - 750 words - 1

Finding George Orwell in Burma - Assignment Example The ‘threats’ to the government include people complaint of poor living conditions, peoples lack of faith in the government and peoples need to leave the country. The prevalence of spies has ensured that people are always enslaved to the government. Secondly, the government has instilled the element of fear to the people of Burma just like the British colonizers did. The use of fear and intimidation has made the people of Burma submissive to the government since repercussions of incitement charges or hate speech of the government are dire like extra judicial killings and sexual violence. The power of fear was what made the colonizers to rule for long periods of time everywhere they colonized because a people with fear are a people with no hope for a better tomorrow. Thirdly, the Burmese government has done away with free interaction of the Burmese people with the rest of the world. The country is cut off from the rest of the world as the citizens are not allowed to leave the country nor are people allowed into the country who are not Burmese. This cut off means that the Burmese people will not have any idea how to alleviate their situation because they need the UN and other foreign bodies to aid them. The British colonizers also cut off their colonies from the rest of the world so that the people could not free themselves from their bondage. Fourthly, the Burmese government has also enacted laws which have done away with any human rights policies in that country. Human rights are not heard of in Burma and the people have absolutely no right to anything unless the government allows it to be so. The British colonizers also denied their colonies the power of human rights thus they were able to rule with outmost power and authority. Foreign bodies have also not been able to penetrate the country as their policies on people