A Description of Nelson Mandelas Funeral Service - 654 Words

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E-commerce Business Logic and Amanda Jane - 1813 Words

Introduction The purpose of this report is to examine e-commerce and also to provide a broad strategy that should be taken by Amanda Jane Horse Wear. Besides that, it is also to provide suggestion about suitable e-commerce that Amanda Jane should adopt. Firstly, a short summary of the case study, Amanda Jane Horse Wear will be illustrated with the main problem that will be identified. Next, a brief description of e-commerce in terms of definition, issue and benefits and the current trends will be explained as a part of e-commerce analysis. The relationship between e-commerce and information systems which are data, people and procedure will be illustrate in system specification. Recommendation about ways to implement e-commerce and other†¦show more content†¦Issues Lower system security and trustworthiness There are bundle of issues a rises regarding reports of hacking websites and databases and security holes in software. 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Nazi Germany and Albert Speer Essay Example For Students

Nazi Germany and Albert Speer Essay Option 21: Albert Speer 1905-1981 Principal focus: Through the study of Albert Speer, students gain an understanding of the role of this personality in a period of national or international history. Students learnt about: 1. Historical context * Rise of the Nazi party and the personal charisma of Adolf Hitler * Development of the Nazi state after 1933 * Nazi war effort to 1945 * Nuremberg War Crimes Trial 2. Background * Family background and education Introduction to Nazism and his reasons for joining the Nazi party 3. Rise to prominence * Early work for the Nazi party * Appointment as ‘First Architect of the Reich’ * The ‘Germania’ project and the new Reich Chancellery * Work as Armaments Minister 4. Significance and evaluation * Relationship with Hitler * Involvement with anti-Semitic activities in connection with the Germania project – the question of the ‘Jew-flats’ * Use and abuse of forced labour Knowledge of and links with the con centration camp system * Reaction to Hitler’s ‘scorched earth’ policy in 1945 * The significance of Speer’s work as Minister for Armaments and War Production to the overall German war effort * Evaluation: for example, the ‘Good Nazi’? 1. Historical Context Rise of the Nazi party * Signing of the armistice on 11 November, 1918 by German leaders. Germans believed the army had been â€Å"stabbed in the back† * June 1919, allied powers forced Germany to sign the Treaty of Versailles. Had to accept the War Guilt Clause and accept responsibility for the war and the destruction it caused * Republic was faced with defeat, stab in the back legend, economic collapse and political violence * January 1923: occupation of the Ruhr, the economy collapse and hyperinflation meant the German currency had no value * Mid 1920’s: republic had recovered, a new currency was established, US loans led to an economic boom, Germany’s international status returned. The depression caused economic and social catastrophe and Germany was being run by presidential decree * Hitler joined the German workers Party and became the leader by 1921, the party was renamed the National Socialist German Workers Party (Nazi) * November 1923 – the Beer Hall Putsch: Hitler received a 5 year prison sentence, he gained national attention and only served 9 months in prison where he wrote his autobiography â€Å"Mein Kampf†. * Once leaving prison, Hitler reorganised the Nazi party and in January 1933, a back room deal led to Hitler’s appointment as Chancellor The personal charisma of Adolf Hitler Unemployed saw him as the man to end the depression and who would restore economic prosperity * Germany’s middle class lost faith in the Republic and believed Hitler could restore Germany and stop them from falling into the ‘proletariat’ * Businessmen believed the Nazi party would control the unions and keep Communists out * Hitler ha d a personal magnetism: energetic, tension, anticipation, emotion, power and drama. Hitler understood propaganda and the need to keep it simple Development of the Nazi state after 1933 * By August 1934, Hitler’s power was absolute and gave the appearance of a totalitarian state. Germany had only one political party, led by a charismatic dictator, with control placed on all aspects of society and propaganda attempted to convince the population of the benefits of Nazi rule. The use of the Gestapo and concentration camps was to stop opposition * Gleischaltung: ‘co-ordination’. Can be seen through the Reichstag elections, the Enabling Act (23rd March), Banning of all political parties (14th July) and the Night of the Long Knives (30th June 1934) * As the war progressed, Nazi regime became increasingly radical with law and justice disappearing and the state interfering with the economy. Anti-Semitic easures became more extreme and many Jews had been dealt with Nazi wa r effort to 1945 1939 to 1942 * Limited rationing was introduced to conserve food and other supplies, the economy was functioning as it had during peacetime * Regime faced opposition when measures were introduced such as: increased working hours, cut overtime pay and holidays. These were overturned * No immediate switch to total war, no use of women in the industrial workforce and production of non essential products continued * Propaganda was promoted easily and up to 35% of German food supplies came from newly occupied territories 1942 to 1945 German propaganda became more harsh, with the Soviet war atrocities exaggerated to encourage greater German sacrifice * Goebbels called for the civilians to accept total war and the German Gestapo and SS faced no restrictions with law and justice disappearing completely * Nazi regime chaos revealed various centres of power sought to build up their individual empires. Gauleiters hoarded materials and the SS empire was developed by Himmler * S peer appointed as Minister of Armaments in February 1942, improved German war production and co-ordination Nuremberg War Crime Trials Reason for trials: seen as important to make the Germans realise the scale of destruction that had occurred, the atrocities committed by the Germans were part of official government policy, the idea that if it was shown that this behaviour would not go unpunished then such evil would not be repeated and the hope that International Justice would be a good sign for the future of the United Nations * 21 leading Nazis were put on trial Charged on four counts: conspiracy to commit crimes against peace, crimes against peace, war crimes and crimes against humanity * Run by legal representatives from the four main allied powers: the US, the Soviet Union, Britain and France * Trial opened on 20th November 1945 and verdicts were given October 1946 2. Background Family background and education * Born March 1905 in Mannheim Father was a successful architect who i nvested most of his money in land and property, Albert’s mother was independently wealthy and part of Mannheim’s social elite * Lived in a 14 room house, that had its own cook, butler, chauffeur, nanny and governess * Felt inferior to his brothers who bullied him, and felt that his parents had little time or love for him * Received his only affection from his governess, first childhood friend was the daughter of the concierge * At 6 years old he went to a private elementary school to maximise his grades and at 11 years old he moved into a selective school * As a child he was prone to dizziness and fainting spells, which later improved when he became involved in hiking, rowing, skiing and rugby * Met Margret Weber in 1922 at 17 and fell in love with her as they shared artistic pursuits and an attachment * His parents objected to his relationship with a person from the lower class * Married Margret Weber in 1928 without the knowledge of any parents, Speers parents did no t invite Speer’s wife to the family home for seven years * Left school in 1923 and wanted to study mathematics however his father convinced him to become an architect * Studied at the Institute of Technology and transferred in 1924 to the Institute in Munich * 1926 Speer transferred to the Institute of Technology in Berlin and studied under Professor Tessenow, and became his assistant in 1928 Introduction to Nazism and his reasons for joining the Nazi party * Hitler appealed to Speer’s students as he offered hope to Germany, on the 4th December 1930 Speer’s students convinced him to attend a Nazi rally where Hitler was speaking * The meeting had over 5000 people and Speer was able to listen comfortably among other professors and lecturers * Speer was impressed by Hitler’s speech and attire, with Hitler’s aggressive confidence awakening Speer * Weeks later Speer attended an event at the Sportspalast where Goebbels was speaking, Goebbels spoke in a t otal opposite way to Hitler which left Speer less than impressed * The 1st of March, 1931 Albert Speer joined the Nazi party, member number 474 481. This led to Speer becoming a member of the Nazi motoring Corps and the ‘Fighting Group of German Architects and Engineers’ * Speer believed that Germany had only two choices either the communists or the Nazi Party. Speer was appalled by the idea of a communist takeover * Hitler had a hypnotic affect on Speer; Speer claimed he had joined a Hitler party. Speer believed Hitler was becoming more moderate with Hitler’s involvement in the campaign against the Young Plan comforted Speer. * Speer believed any rough spots within the party would be corrected 3. Rise to prominence Early work for the Nazi party Joining the party did not lead to Speers immediate involvement, at first his work was driving party members around to meetings and rallies * Karl Hanke gave Speer the job of redecorating the headquarters of a district bra nch of the Nazi Party in September 1930, which he designed a bright red vestibule and yellow office walls * In 1932 Speer resigned from the assistant professor of architecture as this career could not support his family * Hanke offered Speer the job of redecorating Goebbels Headquarters in July 1932, which involved repainting some walls and some minor alterations. Hitler inspected the finished results and was impressed * March 1933: Speer redecorated Goebbels new ministry building, Goebbels did not like Speer’s work and had it redecorated * Designed the Tempelhof Field Night Rally, Speer’s design included a raised platform with speakers looking down on the crowd and behind them three gigantic banners with the swastika and an imperial flag. Of Mice and Men Analysis EssaySpeer shifted responsibility for the maltreatment of these workers onto his deputy, Fritz Sauckel. Nuremburg sentenced Sauckel to death, while giving Speer 20 years imprisonment. * Speer knew of the awful conditions the workers endured, and ignored reports of genocide/work conditions; this is perhaps his worst crime, as opposed to lying about the Holocaust. However, Speer managed to blame Sauckel for the conditions the workers endured, a crime which Sauckel was hung for. * At Nuremburg, Speer claimed that he did not know about the conditions the workers endured; this contradicts the fact that he visited the Dora Missile Factory, which housed workers in appalling conditions. 60,000 workers came to Dora, and only 30,000 survived. Speer’s visit to Dora in December 1943 meant that there was no way Speer was unaware of the conditions of those in forced labour, and that he should have been held accountable. * Speer complained about the inefficiency of undernourishment (e. g. in Dora after his visit there), rather than the actual suffering that came with it; this showed the lack of empathy that Speer possessed, and how human suffering did not affect him. * Very significant as it shows the degree of knowledge that Speer held regarding the treatment of forced labour and what Nazi meant to the captured * * Knowledge of and links with the concentration camp system * Speer faced a shortage of labour when he came to the post of Nazi Minister for Armaments. Most of the labour that Fritz Sauckel (Speer’s deputy) ‘recruited’ was from foreign countries; however, concentration inmates also provided labour. * It was alleged that Speer knew of Final Solution since Oct. 1943, when he attended a conference in Posen, in Poland. At this conference, Himmler spoke of ‘need’ to eradicate the Jews; Speer claimed at Nuremburg that he left the speech before this. While there is no concrete evidence of Speer being there at time of Himmler’s speech, is highly likely that he heard it then, or afterwards from friends who were there. * * * * Reaction to Hitler’s ‘scorched earth’ policy in 1945 * Despite advice from various significant figures in the N. P. including Speer, Hitler would not accept defeat. He ordered a ‘scorched earth policy’, which ordered the retreating German armies to destroy everything of value (e. g. factories, bridges, etc. ), which would leave nothing for the enem y. * Speer knew the German people would need these industries to survive after the war, and refused to obey Hitler’s orders. Speer travelled the country in late 1944, using his all his power to countermand Hitler’s policy. * Speer used his actions in disobeying Hitler to great effect at Nuremburg, which boosted his defence and helped to give him the image of the ‘Good Nazi’; is debated as to what Speer’s motives were in resisting Hitler’s orders; some (e. g. Van der Vat) state that Speer knew he would be apprehended after the war, and his actions were all part of carefully formulated plan to cast himself in a good light. * * The significance of Speer’s work as Minister for Armaments and War Production to the overall German war effort * Speer’s leadership in the area of Armaments was significant as it enabled the German army to continue fighting until April of 1945; he completely turned the war economy around and drastically rose production output; this also had the effect of giving those in Germany hope and the belief that they could still win the war, although this was, in hindsight, extremely remote. This had the result of frantic resistance, which only helped to prolong the war, put off the inevitable and kill thousands more people. * It has been agreed that Speer prolonged the war effort by 2 years * * Evaluation: for example, the ‘Good Nazi’? * Speer was tried on 4 counts: Conspiracy to commit crimes against peace, Crimes against peace, crimes against humanity and War crime * Speer put his approach to the trial as: â€Å"I found the position I felt I should take in the trial: to regard my own fate as insignificant, not to struggle for my own life, but to assume the responsibility in a general sense† * Speer presented himself as a non-political technocrat, with his actions being only to keep the German Armaments ministry working. Stated that the use of slave labour was none of his business and the conditions they were kept under were the fault of Sauckel, the SS, factory managers and the army. Speer acknowledged that he had limited control over factories and that Hitler was the cause of the continuation of war * Speer accept collective responsibility for the actions of the Nazi Party as Hitler was unable to and received 20 years imprisonment * Speer maintained his innocence for the rest of his life, always claiming that he had looked away, and not known about what was happening. However, the real story of Albert Speer began to emerge in the 1970s; he denied the claims brought against him that he knew of the Holocaust, but his credibility was slowly worn down. By the time Speer died in 1981, it was widely regarded that he had lied at Nuremburg, and that he knew about the Holocaust when it was happening. * Historian’s perspectives * John Galbraith: many of Speer’s claims contain elements of fantasy and Speer’s confession was part of ‘his well developed strategy of self vindication and survival’ * Dan van der Vat: at Nuremberg Speer created a legend of himself by manipulating history. His presentation of himself as the Good Nazi was a lie designed to save his life and protect his reputation. Speer’s physical weaknesses, bullying brother and absence of love from parents turned him into an emotional cripple. Speer’s claim of repentance was a sham and he only escaped the death penalty as he was a good liar Matthias Schmidt: Speer was never a narrow technocrat, his rapid climb to the top and self image created at Nuremberg show that his one goal was to become a great historical figure. Speer was a master planner who was able to change his personality in order to manipulate any situation. His autobiography contained little truth and was the â€Å"most cunning apologia by any leading figure of the Third Reich† * Henry King: Speer failed to develop a set of ethical beliefs and he slipped into decision without a choice which crossed the line between good and evil. Speer fell under the magnetic control of Hitler whom he obeyed until the scorched earth policy. Speer faced conversion when he realised the actions of Hitler and he was a patriot who realised the importance of loyalty to the German people William Shirer: Speer told the truth at the Nuremberg trials and that he had admitted that he was partly guilty for the crimes of the Nazis. * Alan Bullock: Speer was one of the few good appointments Hitler made, Speer showed courage by preventing the destruction of the German industry in 1945. Speer was the apolitical technocrat who was detached from many of the decisions and e vents of the Third Reich * Joachim Fest: Speer was an intelligent man who was indifferent to political issues and attempted to avoid the world of politics. Regarded Speer as an educated outside among Hitler’s henchmen and he was not like the rest of them. Speer was the only Nazi leader who remained true to his beliefs and maintained his personal integrity throughout the Nazi era

Toefl Essay free essay sample

An essay at this level effectively addresses the writing task is well organized and well developed uses clearly appropriate details to support a thesis or illustrate ideas displays consistent facility in the use of language demonstrates syntactic variety and appropriate word choice 5 An essay at this level may address some parts of the task more effectively than others is generally well organized and developed uses details to support a thesis or illustrate an idea displays facility in use of the language demonstrates some syntactic variety and range of vocabulary An essay at this level addresses the writing task adequately but may slight parts of the task is adequately organized and developed use some details to support a thesis or illustrate an idea demonstrate adequate but possibly inconsistent facility with syntax and usage may contain some errors that occasionally obscure meaning CHECKING Content Is there a thesis statement or introduction? Is there a topic sentenc e for each paragraph? Are there supporting details for each topic statement? Is there conclusion? Clarity Are there run-on sentences or sentence fragments? Are there misplaced modifiers or dangling modifiers? Are the structures parallel? Are there transition words? Are the sentences and paragraphs cohesive? Punctuation and spelling Are the paragraphs indented? Are there punctuation marks such as periods at the end of each sentence? Do all sentences begin with capital letters? Are all words spelled correctly? General Writing Improvements Strategies 1. We will write a custom essay sample on Toefl Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Writing is skill like playing tennis. You have to practice. There is a lot of extra work you can do on your own to help you become a better writer. Doing these activities, you’ll practice your writing, practice your penmanship, and practice forming opinions. To improve your writing, pay attention when you read. Notice how the author of your book organizes thoughts and expresses ideas. 4. Buy a notebook to record your thoughts and your writing. Don’t use this notebook for anything but writing practice. This notebook will be your private classroom. 5. Keep a journal. Record the events of a day. Tell what happened. Record what you think 6. When events happen, take notes. Later in the day reread your notes and turn them into sentences. Turn the sentences into paragraphs. 7. Write every day. Give yourself a gift of time. Spend five minutes a day writing, and do it faithfully everyday. Once a week, assign yourself a topic and write an essay in thirty minutes. 8. Go back over your writing frequently. The more you write, the better writer you will become. You may think of a better, or a different, way of expressing a thought. Use the blank page to experiment with different ways of expressing the same idea. 9. When you rewrite, imagine you are writing for a different audience. The first time you wrote for yourself. How would you change your writing if your friends were to read. Your teacher? Your mother? A stranger? Types of Essays There four essay types on the Computer-based TOEFL: |Agreeing or disagreeing |33% | |Stating a preference |34% | |Giving an explanation |22% | |Making an argument |11% | Identify the task If†¦ How†¦ In your opinion †¦ If you could change (something) what would you change? What is the best way to (do something)? What should be the main focus? Which of the following should you do? Which of the following is most important to you? What would you give to help someone? How would you do something? How would you do something/choose between two things? How will (something) affect (something else)? Describe †¦ Explain †¦ What do you consider most important: (list)? What have you learned by (doing something)? Why do you think (something happens)? What are the qualities of (something)? Choose an event and tell why you enjoyed it. How ha (something) changed? Why is (something) important? How does (something) effect (something else)? How is (something) different? Some do this; others do that. Some say this; others say that. Which opinion do you agree with? In your opinion which is better? Which would you prefer? Would you prefer to†¦? Compare the advantages and disadvantages. Which is best for you? Compare these attitudes. How is (something) different from (another thing)? Stating your opinion Set phrases In my opinion According to me To my way of thinking In my view To me From my point of view It is my opinion that I believe I think It seems to me that It appears that To my mind In my opinion, university students must attend classes. According to me, one must change with the times. To me, there is nothing more important than good health. It is my opinion that one learns by example. It seems to me that a good neighbor is one who respects your privacy. It appears that all the information one needs is available on computer. Verbs Agree Believe Guess Hope Imagine Infer Realize Suppose Think Understand All in all All things considered Altogether As a rule Basically By and large Essentially For the most part Generally In general On the whole Overall All in all, it is better to learn from a teacher than on your own. As a rule, it is better for students to wear uniform to school. For the most part, countries are more alike than different. On the whole, higher education should be available for all. Adverbials Seemingly Conceivably Possibly Perhaps Maybe Probably Presumably Certainly Almost Doubtless No doubt Definitely Daily exercise definitely should be a part of every school day. Doubtless, helping a child to learn to read is important. Seemingly, playing games can teach us about life. Almost In a way More or less Practically So to speak For all intents an purposes To some extent Up to a point Adjectives Certain Convinced Positive Sure Time Before After Since Next During At the same time Then Always While Often Sometime Meanwhile Degree Most important Less important Basically First Second Subordinate Primarily Secondary Comparison and contrast To compare Similar to Correspondingly As Common in Similarly Resemble Just as Than Like, alike Almost the same as In a like manner Also Either/or At the same time In the same way Neither/or To contrast differ from nevertheless more than although however even do unlike while yet otherwise different from in contrast to but still less than on the other hand instead Cause and effect So For this reason Since Thus As a result Due to Consequently Because, because of Although Explanation In other words As Such as To clarify Like For instance To explain That is To illustrate To paraphrase For example Namely Adding more information In addition moreover besides similarly furthermore also as well as what’s more