Essay on Hitler’s Rise to Power - 1051 Words

Hitler’s Rise to Power There is no simple answer to the question of the rise of Adolf Hitler. Because one cannot assume that his rise to power was only due to his ability or just share luck as the event at the time made the people weak and accepted who ever volunteered to rule them. Personally, I would say neither of the two facts is wrong. They both come hand in hand because where it not for his ability and weakness of the German people at the time, Hitler would have never risen to power. The rise of Adolf Hitler is a startling one as no one ever thought that he was going to dominate or acquire such†¦show more content†¦Hitler fought bravely and went temporarily blind. He was awarded a prestigious iron cross medal. This event was a stepping stone to his rise to power as he was now recognised as a patriot and no longer just a beggar on the street The major event that led to Hitler’s rise to power was the treaty of Versailles which was signed by the Germans under protest after the First World War. The main terms of the treaty were; (1) the surrender of all German colonies as League of Nations mandates; (2) the return of Alsace-Lorraine to France; (3) cession of Eupen-Malmedy to Belgium, Memel to Lithuania, the Hultschin district to Czechoslovakia, (4) Poznania, parts of East Prussia and Upper Silesia to Poland; (5) Danzig to become a free city; (6) plebiscites to be held in northern Schleswig to settle the Danish-German frontier; (7) occupation and special status for the Saar under French control; (8) demilitarization and a fifteen-year occupation of the Rhineland; (9) German reparations of  £6,600 million; (10) a ban on the union of Germany and Austria; (11) an acceptance of Germanys guilt in causing the war; (12) provision for the trial of the former Kaiser and other war leaders; (13) limitation of Germanys army toShow MoreRelatedHitlers Rise to Power715 Words   |  3 PagesHitlers Rise to Power Following their dramatic loss in the First World War, the people of Germany were suffering greatly, both emotionally and physically during the period of the 1920s and into the 1930s. The harsh stipulations of the Treaty of Paris forced the German government into a fragile and fragmented institution which was ripe for the abuse of power-hungry would-be tyrants. The people, eager for a strong figure to look up to, would have accepted almost anyone with perhaps any politicalRead MoreHitlers Rise to Power873 Words   |  4 PagesHitler’s rise to power was not inevitable. It depended heavily on a range of factors, events and circumstances that were occurring at the time. The most important of these being, the collapse of the German economy, the failed beer hall putsch and the weakness and infighting of the Weimar Republic. It was only through a combination of these unlikely circumstances that Hitler was able to come to power. One of the key events that allowed Hitler to come to power was the collapse of the German economyRead MoreHitlers Rise to Power 1015 Words   |  5 PagesFirst off I am going to talk about Hitler’s service in world war one. While Hitler served in world war one he had some of the best luck nearly every attack he was involved in Hitler would always somehow escape. In one of his first engagements 2500 of the 3000 men in Hitler’s unit where either killed or missing and somehow Hitler managed to escape with no scratches. During his service Hitler served as a dispatch runner bringing message from the command post to the front lines. During one of his messageRead MoreEssay on Hitlers Rise to Power739 Words   |  3 PagesHitlers Rise to Power In 1919 The Weimar Republic encountered harsh economic, social and political problems. After the new Democratic Republic signed the armistice it put Germany not only into an economic crisis, it also caused Ebert’s Republic to get off to an unpopular start. The new government were branded ‘The November Criminals’ even though they weren’t to be blamed, and were left little choice. Some people felt the government should be based on communism, andRead More Hitlers Rise To Power Essay1709 Words   |  7 PagesHitlers Rise To Power The Antichrist is†¦a man with white skin, in everyday clothes, dangerously contemporary, and a mighty demagogue†¦The great Russian philosopher Soloviev described him. The Antichrist ‘does not look like he is,’ and therein precisely lies the danger. He is a young man with a strong personality and seductive power of speech and writing†¦He will win fame first by book†¦then, in Berlin, he will be come ruler of the ‘United States of Europe;’ he will conquer Asia; America will submitRead MoreHitlers Rise to Power Essay1443 Words   |  6 PagesThe 1900s marked was one of the most consequential periods of time as it marked the onset of Nazi ideology, an ideology that would be advocated by radical leaders such as Adolf Hitler to maintain power of Germany. Hitler would use National Socialism, which renounced Marxist ideals, as a basis to formulate his own basic views of a philosophy which he would bolster for the rest of his life. As a strong a nti-Semite, and an ardent German nationalist, Hitler recognized the importance in the need forRead MoreEssay on Hitlers Rise to Power2889 Words   |  12 PagesHitlers Rise to Power Instead of working to achieve power by armed coup, we shall hold our noses and enter the Reichstag against the opposition deputies. If outvoting them takes longer than out shooting them, at least the results will be guaranteed by their own constitution. Sooner or later we shall have a majority, and after that- Germany. (Heiden, 142) Adolf Hitler spoke these words in 1920, soon after becoming leader of the newly named National Socialist German Workers Party, commonlyRead MoreEssay on Hitlers Rise to Power3943 Words   |  16 Pages Hitlers Rise to Power Looking back at the horrendous events that occurred during the Second World War, many of the people effected or even not so effected often ask the question ‘Who let a mad man like Hitler come into power?’ The answer is, no one let him come into power, therefore it’s probably more accurate, to say ‘What enabled Hitler to come to power’ To answer this question, one must study the episode from 1918-1935 closely in order to understand theRead MoreAdolf Hitlers Rise to Power1054 Words   |  4 Pageshad a hatred for his father. He was deeply and emotionally attached to his hard working mother. On Saturday, January 3, 1903, Alois Hitler collapsed and died from lung hemorrhage. Hitler was only 13 years old, when his father passed away. After Hitler’s father passed away, Hitler continued to do poorly in school. Hitler decided to pursue his dreams of becoming an artist. He applied to art schools, but every time he was denied entrance. His mother began experiencing chest pains. She went to EdwardRead MoreHitlers Rise to Power: Personal or Political1494 Words   |  6 PagesTo what extent was Hitler’s rise to power due to personal appeal and ability? Adolf Hitler came to power in 1933, at a time when the Weimar Republic was crumbling in on its self. The Republic was collapsing as a result of the economic conditions that were forced upon Germany by the Great Depression , beginning in 1929, and the conditions of the Treaty of Versailles, as a result of Germany’s involvement in the First World War. Combined these two factors had the result of delivering a crippling blow

Comparing The Legend Of King Arthur And Merlin - 1016 Words

The legend of King Arthur has inspired, and continues to inspire, many retellings of the well known stories and cast of characters. Ranging from film to literature to art, these retellings often include depictions of two key characters in the legend: King Arthur and and the wizard Merlin. Disney’s The Sword and the Stone (1963) and the British Broadcasting Corporation program Merlin (2008-2012) both showcase the relationship between Merlin and Arthur in the development of Arthur, but they differ in approach; in the animated version, Merlin assumes the role of a mentor while the television program depicts Merlin as a friend to Arthur. In Disney’s The Sword and the Stone, Merlin fulfills the role of the mentor as described by the hero’s†¦show more content†¦This shows the value of many teachers in the development of Arthur because Arthur is taught by Archimedes basic and necessary skills which Arthur would use in his kingship, while Merlin teaches Arthur the importance of values and moral standards. This also shows that different teachers can impart equally relevant, but different wisdom. It mirrors society’s knowing of ‘human-ess’ because it show that the society believes one person does not know everything, and that a well-rounded individual needs many teachers to know the finer points of specific topics. In contrast, in the television program Merlin, Merlin takes on the role as a friend to help Arthur develop as a king. Immediately, the viewers know Merlin is not afraid to be direct with Arthur, then the prince, when Merlin calls him a â€Å"prat† to his face. At first, this name calling is meant to be insultive, but as the series narrative progresses, Arthur and Merlin become friends so when Merlin calls Arthur a â€Å"prat† it is meant in a joking manner. This banter is most seen through the episode from the final season â€Å"The Death Song of Uther Pendragon.† This episode serves as a small scale example of Merlin’s role throughout the series as both a comical friend but still a valuable source of serious encouragement. In one scene, the comical banter between the two is readily apparent: Arthur: [as Merlin creeps closer to the village where a woman is screaming] What are you doing? Merlin: Well,Show MoreRelatedThe Characters Of Arthurian Hero In Ber nard Mallamuds The Natural1194 Words   |  5 Pagesand loses his chance in becoming a legend numerous time because of his tragic flaws as a character. The Natural is a blend of great American writing and Arthurian legends such as King Arthur and the Knights of the Round Table and The Fisher King. In many ways, The Natural mirrors the types characters, symbols, and events that occur in the Arthurian myths mentioned before. Many of the references made in The Natural relate to the story of Perceval and The Fisher King. One of the more obvious signs ofRead MoreComparing the Arthurian Legends and J.R.R. Tolkiens The Fellowship of the Ring2412 Words   |  10 Pages A Medieval Contest nbsp;nbsp;nbsp;nbsp;nbsp;In comparing and contrasting the Arthurian Legends and J.R.R. Tolkienamp;#8217;s book The Fellowship of the Ring, it is almost like a medieval contest between the two with many of the similarities coming from the customs of the Middle Ages. A look at the make up of the groups involved, the moral code, the protagonist, the antagonist, the use of supernatural elements and the knightly quest involved in each book shows how alike they are but yet differentRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesagropastoral commodities, and base minerals, what had been natural features in temperate America became some of the world’s most important â€Å"natural† resources. The abundance of a black sedimentary rock turned the United States into the world’s coal king. The most extensive—and emptiest—arable plains on the planet became its principal breadbasket. The European population and urbanization explosions created a demand for its fruits, trains and steamers provided a means of transporting them, and European

Links To Theory Through Observation. Free Essays

EYES was established under the Childcare Act 2006 and is compulsory for all early years’ providers that have o register with Posted for children age three to the end of the academic year in which they turn five. During reflection I will also be considering some theorists and their theories on learning through play and the benefits or criticisms they imply in relation to each observation. Child A pushes a lorry around table, watching as the wheels go round. We will write a custom essay sample on Links To Theory Through Observation. or any similar topic only for you Order Now He plays alongside others without interaction. Picking up the lorry he carries it to another area of nursery and kneels on the floor, again watching as he pushes lorry around the carpet. Another child approaches so he picks up the lorry taking it to a able with other vehicles on. Holding on to the lorry he picks up a small car, looking at a child opposite he says â€Å"My lorry is big†. The child agrees with child A saying ‘Yes because lorries are bigger than cars†. Child A smiles and replies â€Å"My lorry’ is bigger†. He puts lorry on table and lines up two cars and a small bus alongside it and repeats â€Å"My lorry is bigger†. From the observation it was recognized that child A achieved several milestones for his age in conformity with the Development Matters in the FEES criteria. These include Mathematics (Shape Space and Measure) he is beginning to use the language f size, Physical Development (Moving and Handling) he squats with steadiness to rest or play with object on the ground and rises to feet without using hands, Communication and Language (Speaking and understanding) he uses language as a powerful means of widening contacts, sharing thoughts and developing understanding of simple concepts e. G. Big/little (Early Education 2012). The EYE-S categories children’s development according to age which was influenced by Paginating theory. Jean Pigged is credited with the cognitive-developmental theory that views the child â€Å"as actively constructing knowledge and cognitive development as taking place in stages† (Beer, 2000, p. 21). He introduced the term schema and its use was popularized through his work based on his four development stages, Seniority (0-errs), Pre Operational (2-6 or 7), Concrete Operational (6 or 7-11 or 12) and Formal Operational (1 1 or 12). Chris They (2007) was influenced by Piglets’ schemas and developmental stages and building on Piglets’ work she applied this theory to the observation and analysis of young children’s learning. Focusing on young children’s spontaneous play and activity she suggested that there re several ways of defining schema, although not a single one on which everyone would agree. During the observation it was identified that child A was performing some schemas in accordance to Pigged and Atheist’ schema theory. Pushing the lorry around the table exhibits a rotation schema, taking the lorry to different areas exhibits a transporting schema and lining up the vehicles exhibits a positioning schema all of which Dowling (2013) suggests are mathematical schemas. Pigged viewed children as ‘lone scientists’ who had all the cognitive mechanisms to learn independently from personal experiences and environmental aspects. He believed in the importance of children learning through exploring and finding new knowledge in many different situations without any need for teachers or more mature peers input (Nutrition, 2006). However in their response to schema-related play Bruce (1999) and Mead (1999), (in London, 2001) both highlighted the role of more mature ‘others’ in influencing children’s development. This is also posited by Level Viscosity who criticized Piglets’ lone scientist beliefs, emphasizing the need for support from families, communities and other children to extend a child’s learning in his Zone of Proximal Development (ZIP) theory (Pound, 2005). Visigoths’ ZIP has been defined as â€Å"the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers† (Viscosity, 1 978, p. 6). These theories were recognized from the observation when Child A communicated his thoughts on the size of the lorry to another child who confirmed his original schema of size but extended his level of thought by explaining lorries are bigger than cars. As the other child was more knowledgeable on size and mathematical language he was blew to provoke adaptation in child As’ original schema all owing him to assimilate and accommodate this new information also showing evidence Of Piglets developmental theory (McLeod, 2009). Although further observations or adult led activities would be required to ascertain child As’ equilibration. Upon reflection, had a teacher or LISP been present during this activity an opportunity to develop child As’ mathematical knowledge further on shape, space and language could be met by comparing vehicle sizes and modeling language for size, big, bigger, biggest. Child B points to her tights saying â€Å"Look De, blue, red, blue’ to L SP who replies â€Å"Oh yes, well done you spotted a pattern† child B smiles. â€Å"Do you think you can make a pattern? Asks LISP, child B nods following L SP to table with colored cubes and pattern cards. LISP hands child B a two colored pattern card modeling how to copy it. Child B follows card repeating pattern. LISP praises child B giving her a sticker, child B smiles examining sticker. Child B picks another two colored pattern card and copies it independently saying â€Å"l can do this one†. After praisi ng child B LISP leaves table. Child B makes a two colored pattern without card calling to L SP Look I made my own pattern†, L SP praises and rewards child B with another sticker. Child B turns to a friend saying â€Å"l got two Stickers†. As in first observation, regarding the FEES, child B is achieving several milestones within the seven areas of learning and development relevant to her age range of 40-months. She is also demonstrating characteristics of effective learning also specified in EYES these being, Playing and Exploring (engagement), finding out and exploring and being willing to ‘have a go’, Active Learning (motivation), being involved and concentrating, keeping trying enjoying achieving what they set out to do and Creating and Thinking Critically (thinking), having their own ideas, making links, choosing ways to do things. However mathematically it was notable that child B aged 53 months is above her milestone development in shape space and measure aspect of FEES as she was able to recognize, create and describe patterns, which are Early Learning Goals (LEG). Legs’ are the next developmental milestones of EYES and usually occur around age 60+ months (Education, 2012). This contrasts Piglets’ theory that children learn in stages, achieving one stage before bovine onto the next. Maria Interiors also criticized this theory as she believed in focusing On the individualized nature Of learning and recognized â€Å"all children were capable of learning but they need to work at their own pace† (Groan et al, 2011, p. 41). This was highlighted in observation as child B is developing at her own pace and achieving a higher development milestone without completing all aspects of the 40-60 math shape space and measure category of FEES. Although Interiors criticized Piglets’ development stage theory she believed, like Pigged that children learn by exploring alone and felt hat children were teaching themselves by absorbing information from their environment (Daley et al, 2006). Without intervention from the LISP child B would not have extended her knowledge or language of pattern and an opportunity would have been missed, sometimes it is therefore necessary to have the support Of an adult or more knowledgeable peer. This is supported by Burner whose scaffolding theory stated the importance of the role of a practitioner to extend children’s learning (Doherty, 2009). Scaffolding refers to assistance which â€Å"enables a child or novice to solve a problem, carry out a ask or a goal which would be beyond his unassisted efforts† (Burner, 2006 p. 199). Child B had spotted the pattern but until the LISP assisted her and pointed out she had spotted a ‘pattern’ child 8 did not have the language to describe it. How to cite Links To Theory Through Observation., Essays

Website Design Document Food King

Question: Prepare a design document which will cover most of the planning, content and design considerations of the website that they will develop in Assignment? Answer: Topic Name And Description This is a design documentation for the website of a local restaurant in Melbourne, Australia. The restaurant has number of outlets in the state but now it wants to make an online presence. Thus they need an ecommerce website. Name The name of the website will be Food King. So the URL will be, Description The website will not be just a mere online presence for the restaurant. It will be their online business site also. There will be enough details of the restaurant, their background, specialty etc. There will be catalogue pages, where all menu will be listed. Visitors can check each of the menu item in details. The detailed description of each item will have the description, ingredients, price, preparation time, availability options etc. for that food. Customers can place order and choose delivery options. They can pay through the website also. The site will have all contact details etc. The overall website design should be simple and robust. The use of colors, texts, images etc. should be well balanced. On the other hand there will be enough support for ecommerce functionalities like, catalogue, shopping cart, secure payment etc. Target Audience The target audience of the website are people of all gender and age from the state who are interested in the food items being sold by the restaurant. Demographics The demographics will cover people from all age groups and gender. They should be interested in foods and restaurants. The locations should be anywhere within the state. As the restaurant has outlets in different places of the state so, they can deliver foods in those locations. The target audience should have minimum knowledge about computing and how to use websites, internet etc. They should know about online payment and ecommerce in very basic level. The employment status is expected from the customer so that they can pay for the foods. Justification The website will be an ecommerce website of a restaurant that delivers foods to the customers. The restaurant covers different menus suitable for the people in the state. Thus, their target audience will be customers from the state. Also, age and gender is no bar for them. But the customers are expected to have employment and basic knowledge about technology so that they can use the website effectively. Competitive Analysis Here is a competitive analysis of the four websites that belong to the same category of our website. Website 1 The URL of Quay restaurant is, https://www.quay.com.au . The website looks like, So, there are Menu, about and contact pages along with functions page. The Menu page looks like, The design of the website is very simple but very attractive. Navigation through the website is easier. It does not take new pages, rather only scrolling down helps to explore more pages. Highlighting and use of color themes etc. are well balanced. Website 2 The URL of Attica restaurant is, https://www.attica.com.au/ The website looks like, The Menu page looks like, The website design is clear and simple. But the use of colors and texts are not good enough. The texts are not easily readable. The theme of the homepage is not easily related to foods or restaurant. Website 3 The URL of Sydney based restaurant seiobo is, https://momofuku.com/sydney/seiobo/ The website design is good. The use of text, colors, highlights are clear. There are different links to pages, highlights of events etc. all navigations are present on the homepage. But the image on the home page is not pretty good. Some parts are not clear. The website needs a clear and good picture of the restaurant. Website 4 The URL of the Marque restaurant is, https://marquerestaurant.com.au/ The website looks like, The design of the website is simple and good enough. There are good use of texts, high quality images etc. of the homepage. The links to menu are given. The contact details are shown on the homepage also. Summary All these designs are responsive and belongs to top competitors in the market. Considering all aspects the first and fourth designs are better than other two as it covers all usability and accessibility option along with other factors of website design like right balance in use of colors, text, multimedia content etc. Content Requirements The website will have different kinds of multimedia content, applets etc. The home page will have texts for headings, subheadings, description, banner, images, slide show etc. There will be a Pop up chat application to provide assistance to the customers. Then there will be catalogue page. The main catalogue page will have texts and images in a table form describing different categories of the foods offered by the restaurant. When a user opens a category page, then there will be text and images highlighting the specialties of that category and a list of all foods under the category and offered by the restaurant. Each of those food will have individual product pages. A product page will have some text describing the food, set of images of the food and functional buttons for selecting different options for order. There will be contact page. Here, the addresses of the company and its outlets will be listed. Also there will be a contact form for the visitors to place queries. Functional Requirements There will be different forms in the website on different pages. For example, there is a contact form in the contact page. Like that, a new customer will need to fill some registration form. The website will be built using HTML and JavaScript. There will be functionalities available across the website that will require JavaScript. Like placing order, checking login etc. Conclusion This is a report on the website design. A website for a restaurant has been considered and different aspects of the design for the website of the restaurant have been discussed in the website. There are discussion on the demographics, competitive analysis, content structure, functional requirements etc. References David, M. (2013). HTML5: Designing Rich Internet Applications. Taylor Francis. Duckett, J. (2011). HTML and CSS: Design and Build Websites. John Wiley Sons. Web Site Design and Development Tutorials. (n.d.). Retrieved from Website design tutorials:developing web site navigation interfaces around usability: https://www.tsworldofdesign.com/tutorial/interface.htm

Explain the positive and negative factors of counter-urbanization free essay sample

Explain the positive and negative factors of counter-urbanization. (15 marks) Counter-urbanisation is the movement of people from urban areas into rural areas (leaving the city and moving to smaller towns and villages). It can involve either a movement of employment to rural areas, or a movement of people to rural areas who then commute, and this involves people like middle class families or young professionals. This tends to happen in areas that have good transport links such as St Ives Cambridge which lies on the A1123 just of the A14which links St Ives with Cambridge and provides access to the A1 which is a road straight into London and the regular trains make the access to the cities of Cambridge and London very easy. The effect of the people who commute can cause an increased use of commuter railway station near to settlement. High car ownership often comes with these new residents, and commuting to the city can cause an increase in congestion on country roads which weren’t built to cope with the loss of traffic. We will write a custom essay sample on Explain the positive and negative factors of counter-urbanization or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Traffic pollution affects the quality of the area. Local residents dislike the ‘weekenders’ who do not contribute to the stability of the village, disappear during the day/week. They have different social norms wine drinking, barbeques, fast cars that are different for the locals. The local shopkeeper will see potential for more customers, but will need to modify produce sold e.g. increase in videos, alcohol, and frozen food. However some traditional rural services such as the mobile library, village post office, etc. may close down. This is due to the main population of the village commuting and using the services in the cities or place of work instead, they do not use public service, which causes their decline. Newcomers will also increase the price of housing so that local people cannot afford the prices. The newcomers will see the area as a delightful place to live, quiet and clean air. There is a lack of haste in the village, with pleasant countryside walks. They will encourage friends to move as well. Property developers/local builders will see an increased market for new houses and conversions, an opportunity for them, so there can also be increased value of houses in the settlement, and in some cases there are conversions of farm buildings or old school blocks to housing(old properties are converted and modernised). Such as in St Ives Cambridge, where there are a number of new housing developments around the periphery of St Ives. There has been an increase in new exclusive apartments in and around the town and particularly  along the river Ouse. This means that some of the original locals will not be able to afford houses in their own villages, particularly the younger generations (e.g. farmer’s children). This causes resentment. Another problem that occurs is that new comers may not appreciate the traditional values of village life. However, sometimes farmers can make large amounts of money from selling land to urban authorities or developers. Speculators sometimes buy land on the edge of cities in hope that the city will move in that direction and they can make a profit with the land. There aren’t only effects on the village, but the inner city as well. The people who leave the inner city tend to be qualified and skilled and are usually home owners. This leaves behind an untrained workforce that is usually working class or semi skilled. The resulting population decline means that the city looses out on local taxation revenue e.g. council tax and this means that funds for the key facilities decrease.

Dunkirk Evacuation

Dunkirk Evacuation From May 26 to June 4, 1940, the British sent 222 Royal Navy ships and about 800 civilian boats to evacuate the British Expeditionary Force (BEF) and other Allied troops from the seaport of Dunkirk in France during World War II. After eight months of inaction during the Phoney War, British, French, and Belgian troops were quickly overwhelmed by Nazi Germany’s blitzkrieg tactics when the attack began on May 10, 1940. Rather than be completely annihilated, the BEF decided to retreat to Dunkirk and hope for evacuation. Operation Dynamo, the evacuation of over a quarter million troops from Dunkirk, seemed a near impossible task, but the British people pulled together and ultimately rescued about 198,000 British and 140,000 French and Belgian troops. Without the evacuation at Dunkirk, World War II would have been lost in 1940. Preparing to Fight After World War II started on September 3, 1939, there was a period of approximately eight months in which basically no fighting occurred; journalists called this the â€Å"Phoney War.† Although granted eight months to train and fortify for a German invasion, the British, French, and Belgian troops were quite unprepared when the attack actually began on May 10, 1940. Part of the problem was that while the German Army had been given hope of a victorious and different outcome than that of World War I, the Allied troops were uninspired, sure that trench warfare once again awaited them. The Allied leaders also relied heavily on the newly built, high-tech, defensive fortifications of the Maginot Line, which ran along the French border with Germany – dismissing the idea of an attack from the north. So, instead of training, the Allied troops spent much of their time drinking, chasing girls, and just waiting for the attack to come. For many BEF soldiers, their stay in France felt a bit like a mini vacation, with good food and little to do. This all changed when the Germans attacked in the early hours of May 10, 1940. The French and British troops went north to meet the advancing Germany Army in Belgium, not realizing that a large portion of the German Army (seven Panzer divisions) were cutting through the Ardennes, a wooded area that the Allies had considered impenetrable. Retreating to Dunkirk With the German Army in front of them in Belgium and coming up behind them from the Ardennes, the Allied troops were quickly forced to retreat. The French troops, at this point, were in great disorder. Some had become trapped within Belgium while others scattered. Lacking strong leadership and effective communication, the retreat left the French Army in serious disarray. The BEF were also backpedalling into France, fighting skirmishes as they retreated. Digging in by day and retreating at night, the British soldiers got little to no sleep. Fleeing refugees clogged the streets, slowing the travel of military personnel and equipment. German Stuka dive bombers attacked both soldiers and refugees, while German soldiers and tanks popped up seemingly everywhere. The BEF troops often became scattered, but their morale remained relatively high. Orders and strategies among the Allies were changing quickly. The French were urging a regrouping and a counterattack. On May 20, Field Marshal John Gort (commander of the BEF) ordered a counterattack at Arras. Although initially successful, the attack was not strong enough to break through the German line and the BEF was again forced to retreat. The French continued to push for a regrouping and a counteroffensive. The British, however, were starting to realize that the French and Belgian troops were too disorganized and demoralized to create a strong enough counteroffensive to halt the highly effective German advance. Much more likely, believed Gort, was that if the British joined the French and Belgian troops, they would all be annihilated. On May 25, 1940, Gort made the difficult decision to not only abandon the idea of a joint counteroffensive, but to retreat to Dunkirk in the hopes of an evacuation. The French believed this decision to be desertion; the British hoped it would allow them to fight another day. A Little Help From the Germans and the Defenders of Calais Ironically, the evacuation at Dunkirk could not have happened without the help of the Germans. Just as the British were regrouping at Dunkirk, the Germans stopped their advance just 18 miles away. For three days (May 24 to 26), German Army Group B stayed put. Many people have suggested that Nazi Fuhrer Adolf Hitler purposely let the British Army go, believing that the British would then more readily negotiate a surrender. The more likely reason for the halt was that General Gerd von Runstedt, the commander of German Army Group B, didn’t want to take his armored divisions into the swampy area around Dunkirk. Also, the German supply lines had become greatly overextended after such a quick and lengthy advance into France; the German Army needed to stop long enough for their supplies and infantry to catch up. German Army Group A also held off attacking Dunkirk until May 26. Army Group A had become entangled in a siege at Calais, where a small pocket of BEF soldiers had holed up. British Prime Minister Winston Churchill believed the epic defense of Calais had a direct correlation to the outcome of the Dunkirk evacuation. Calais was the crux. Many other causes might have prevented the deliverance of Dunkirk, but it is certain that the three days gained by the defence of Calais enabled Gravelines waterline to be held, and that without this, even in spite of Hitler’s vacillations and Rundstedt’s orders, all would have been cut off and lost.* The three days that German Army Group B halted and Army Group A fought at the Siege of Calais were essential in allowing the BEF a chance to regroup at Dunkirk. On May 27, with the Germans once again attacking, Gort ordered a 30-mile-long defensive perimeter to be established around Dunkirk. The British and French soldiers manning this perimeter were charged with holding the Germans back in order to give time for the evacuation. The Evacuation From Dunkirk While the retreat was underway, Admiral Bertram Ramsey in Dover, Great Britain began considering the possibility of an amphibious evacuation starting on May 20, 1940. Ultimately, the British had less than a week to plan Operation Dynamo, the large-scale evacuation of British and other Allied troops from Dunkirk. The plan was to send ships from England across the Channel and have them pick up troops waiting on the beaches of Dunkirk. Although there were over a quarter of a million troops waiting to be picked up, the planners expected to only be able to save 45,000. Part of the difficulty was the harbor at Dunkirk. The gentle shelving of the beach meant that much of the harbor was too shallow for ships to enter. To solve this, smaller craft had to travel from ship to beach and back again to gather passengers for loading. This took a lot of extra time and there were not enough small boats to fulfill this job quickly. The waters were also so shallow that even these smaller craft had to stop 300 feet from the waterline and soldiers had to wade out to their shoulders before they could climb aboard. With not enough supervision, many desperate soldiers ignorantly overloaded these small boats, causing them to capsize. Another problem was that when the first ships set out from England, starting on May 26, they didn’t really know where to go. Troops were spread out over 21-miles of beaches near Dunkirk and the ships were not told where along these beaches they should load. This caused confusion and delay. Fires, smoke, Stuka dive bombers, and German artillery were definitely another problem. Everything seemed to be on fire, including cars, buildings, and an oil terminal. Black smoke covered the beaches. Stuka dive bombers attacked the beaches, but focused their attention along the waterline, hoping and often succeeding in sinking some of the ships and other watercraft. The beaches were large, with sand dunes in the back. Soldiers waited in long lines, covering the beaches. Although exhausted from long marches and little sleep, soldiers would dig in while waiting their turn in line – it was too loud to sleep. Thirst was a major problem on the beaches; all the clean water in the area had been contaminated. Speeding Things Up The loading of soldiers into small landing craft, ferrying them to the larger ships, and then coming back to reload was an excruciatingly slow process. By midnight on May 27, only 7,669 men had made it back to England. To speed things up, Captain William Tennant ordered a destroyer to come directly alongside the East Mole at Dunkirk on May 27. (The East Mole was a 1600-yard-long causeway that was used as a breakwater.) Although not built for it, Tennant’s plan to have troops embark directly from the East Mole worked wonderfully and from then on it became the main location for soldiers to load. On May 28, 17,804 soldiers were taken back to England.   This was an improvement, but hundreds of thousands more still needed saving. The rearguard was, for now, holding off the German assault, but it was a matter of days, if not hours, before the Germans would break through the defensive line. More help was needed. In Britain, Ramsey worked tirelessly to get every single boat possible – both military and civilian across the Channel to pick up the stranded troops. This flotilla of ships eventually included destroyers, minesweepers, anti-submarine trawlers, motor boats, yachts, ferries, launches, barges, and any other kind of boat they could find. The first of the â€Å"little ships† made it to Dunkirk on May 28, 1940. They loaded up men from the beaches east of Dunkirk and then headed back through the dangerous waters to England. Stuka dive bombers plagued the boats and they had to be constantly on the lookout for German U-boats. It was a dangerous venture, but it helped save the British Army. On May 31, 53,823 soldiers were brought back to England, thanks in a large part to these little ships. Near midnight on June 2, the St. Helier left Dunkirk, carrying the very last of the BEF troops. However, there were still more French troops to rescue. The crews of the destroyers and other craft were exhausted, having made numerous trips to Dunkirk without rest and yet they still went back to save more soldiers. The French also helped by sending ships and civilian craft. At 3:40 a.m. on June 4, 1940, the very last ship, the Shikari, left Dunkirk. Although the British had expected to only save 45,000, they succeeded in rescuing a total of 338,000 Allied troops. Aftermath The evacuation of Dunkirk was a retreat, a loss, and yet the British troops were greeted as heroes when they got home. The whole operation, which some have termed â€Å"the Miracle of Dunkirk,† gave the British a battle cry and became a rallying point for the rest of the war.    Most importantly, the evacuation of Dunkirk saved the British Army and did allow it to fight another day.    * Sir Winston Churchill as quoted in Major General Julian Thompson, Dunkirk: Retreat to Victory (New York: Arcade Publishing, 2011) 172.

The Young Victoria (Movie, 2008) as an example of Symbolic Activity Essay

The Young Victoria (Movie, 2008) as an example of Symbolic Activity and Performance Theories - Essay Example He then realizes that the Queen exerts little influence over her daughter, something that makes him have Prince Albert of Saxe-Coburg-Saalfeld, his nephew seduce Victoria. King Leopold 1 then ordered Baron Stockmar to help Prince Albert learn Victoria’s interest such as her favorite music, opera and novels (Vallà ©e 08:58). The King’s family is then invited into the Duchess household where Albert and Victoria eventually develop an interest for one another. The rest of the movie then revolves around Queen Victoria’s reign and her marriage to Prince Albert. Therefore, this paper primarily focuses on illustrating how this film is as an example of symbolic activity and performance theories. According to Burke, life is a drama that involves conflict and division, which threatens some existing order (Wood 104). This idea applies to a number of scenes in the film. For instance, little Victoria is deeply unhappy with her lifestyle and strict rules imposed on her. She claims that the palace itself seems to be a prison (Vallà ©e 01:44). This is because of the chill that fills the rooms and coldness that largely emanate from her close adviser and the duchess. She is also isolated from other children with her company mainly comprising of servants. She is trying to amuse herself as much as she can through watching TV and playing with the dog, but this only seems to be limited entertainment. It seems that Victoria is not satisfied with the things happening in her life at that stage. This led to a series of conflict between her mother, close adviser and herself. From the film, there is a scene when Victoria tells Sir John Conroy that she is currently too smart to be controlled. However, Sir Conroy uses force to make Victoria obey her pieces of advice. In this scene, Victoria is trying to pursue perfection, which makes her guilty.