Harry S. Truman Essay Example for Free

Harry S. Truman Essay Harry Truman was born in Lamar, Missouri, on May 8, 1884. He was the eldest of three children born to John Anderson Truman, a farmer, and livestock dealer, and Martha Young Truman. To avoid disagreement as to whether the boy’s middle name should b Shippe (for his maternal grandfather), his parents gave him only the initial â€Å"S. † Truman graduated from high school in Independence, Missouri, in 1901 and worked at various clerical jobs in Kansas City until he was 22. For the next 11 years, he operated the family’s 600-acre (240-hectare) farm at Grandview, Missouri. The purpose of this study is to describe the background, personality, character, and integrity of Harry S Truman and know some of the crucial decisions that Truman was forced to make during his seven and three-quarter years as president (Ryan, 1999). II. Background A. World War I and After When the United States entered World War I, Truman’s National Guard regiment was ordered into active service. He was sent to France in 1918, becoming captain of an artillery battery. He commanded the battery through the heavy fighting of the Vosges Mountains, St. Mihiel, and Meuse-Argonne offensives. When discharged in May, 1919, Truman was made a major in the service. Eight weeks later, Truman married Elizabeth Wallace, of Independence. He had known â€Å"Bess† Wallace since childhood. Meanwhile, in partnership with an army friend, Truman invested his savings in a Kansas City men’s apparel store. The business failed in 1922, a casualty of the postwar depression. Truman refused to declare bankruptcy, however, and spent more than a decade repaying all his debts (Gardner, 2002). B. Truman Enters Politics His business gone, Truman turned to politics, being helped by his friendship with the brother of Kansa City political boss Tom Pendergast. In 1922, he was elected one of the three judges of the Jackson County Court. This position was an administrative rather than a judicial one, with duties corresponding to those of a country commissioner or supervisor in other states. While in this post, Truman also studied law at night at Kansas City Law School. In 1924, Truman was defeated in his bid for reelection, but in 1926 he was elected presiding judge. He conducted his office with such honesty that his integrity could not be questioned. In 1934, Truman was elected to the U. S. Senate. Generally, he supported Roosevelt’s New Deal programs. World War II began during his second term, and Truman became a national figure as chairman of the Special Senate Committee to Investigate the National Defense Program, 1941-44. He estimated that 15 billion dollars was saved through the committee’s recommendations. II. Discussion Harry S. Truman was the 33rd President of the United States. After only 82 days as Vice President, he succeeded to the Presidency on the death of Franklin D. Roosevelt in 1945. Despite having had little preparation for the office, Truman proved to be a strong and forceful President. He led the country to victory in the Final phases of World War II and through the critical postwar reconstruction period, and he set the course for United States policy in the cold war. During his presidency made a number of crucial decisions that were both controversial and historically significant. In seeking to shorten World War II, he authorized the use of atomic bombs against Japan. After the war his administration created the Marshall Plan in a successful effort to prevent the economic collapse of Europe; his administration also was responsible for the creation of the North Atlantic Treaty Organization (Levantrosser, 2003). When North Korea invaded South Korea in 1950, Truman sent United States troops to halt the aggression. His efforts to gain congressional approval for his domestic legislative program (the Fair Deal), however, were generally not successful. Truman was a skilled and fiercely partisan politician who had worked himself up through the ranks of Democratic politics in Missouri. He was a controversial figure throughout his public career. During his years in the White House, Truman was called impulsive, obstinate, and tactless by his critics; courageous, self-confident, and forthright by his admirers (Levantrosser, 2003). IV. Conclusion In conclusion, as president of the United States, I will give him a rate of 8 out of 10. Though President Harry S. Truman had weaknesses as other presidents also have, yet he showed his sincerity as a public figure by serving the people wholeheartedly. Though there ware many criticisms against him yet it did not stop him to stand and do what was right for the welfare of the many. 1. Gardner, Michael R. (2002). Harry Truman and Civil Rights: Moral Courage and Political Risks. Southern Illinois University Press. Carbondale, IL. 2. Levantrosser, William F. (2003). Harry S. Truman: The Man from Independence. Greenwood Press. New York. 3. Ryan, Halford R. (1999). Harry S. Truman: Presidential Rhetoric. Greenwood Press. Westport, CT.

The Fashion Revolution of 1789-1799 Essay -- essays research papers f

  Ã‚  Ã‚  Ã‚  Ã‚  Between 1789 and 1799 France was going through great turmoil. Immense political and social upheavals were commonplace in the changing nation. New ideas were growing, ideas of freedom, government and of self-expression. Such new attitudes by the people gave rise to a new style of clothing. The clothing became more expressive and more ornate. People began to dress the way they wanted. French soon became the center stage for fashion. The French revolution, while failing in many aspects did one thing no one expected. The French revolution created a new image of fashion in France. There are several reasons that contributed to this occurrence. New beliefs of freedom, equality and self-expression each contributed to this new era of clothes.   Ã‚  Ã‚  Ã‚  Ã‚  One major contributor to this new image in France was the new belief in freedom. This was a time in France were the tides were changing and the power over the country was moving from the hands of the Old regime to the Bougiose. As this occurred this working class felt a new freedom, and a respect for freedom that they had never felt before under the iron fists of the nobles. Such ideas broke the people away from their normal standards and every day drab. With a new freedom new ideas started to pop up everywhere. These new ideas led to the creation of â€Å" ‘the new costume’†¦ reproduced in England’s The Home Circle† (Ewing, 123). With the new freedom people of all sorts started to speak up and voice their desires. This caused a revolution in fashion for France with the invention of the sewing machine and other cloth production machines the ideas quickly became â€Å"vast quantities of fabrics† (Ewing, 105). As restrictions g ave way to freedom many old ideas gave way to new ones. With this newfound freedom women’s wear especially went through â€Å"a slow reform for women† (Ewing, 173). While corsets had been used earlier to give women a narrow waste and flatter chest, new half corsets were used to provide a â€Å"round, high waist† (Cassin-Scott, 74) while still providing the full chested appearance. This new freedom allowed men and women alike to change their image from a more strict and prudent society, to a more open and casual fashion. As the people gained more freedom so did the style of dress. The bustle gowns were a new style where â€Å"the curve between breasts and waists and waist... ...uality allowed self-expression to set in and mold the old styles into new ones more befitting of the people who wore them, and allowed the people to express themselves, being no longer limited by the boundaries of class. Ideas of freedom, equality, and self-expression from the French Revolution caused another revolution on its own, a revolution of image and style never before seen. The affects of the revolution even outlived the revolution itself, and were some of the few changes in France that actually remained the same, while most of the changes from it retrograded. The Revolution of fashion in the decade between 1789 and 1799 would not have occurred without the French Revolution, and it changed styles in the world forever. Bibliography:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Cassin-Scott, Jack. French Costume and Fashion 1550-1920. New York. Brandford Press Ltd, 1986  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ewing, Elizabeth. Everyday Dress in France1650-1900. London. B.T. Badsford, 1984  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ribeiro, Aileen. Fashion in the French Revolution. London. B.T. Badsford, 1988  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Yarwood, Doreen. European Costume. New York. Bonanza Books, 1975

Grade 10 english Essay

Compare and Contrast the relationship between the Students and their Teacher in â€Å"Students† and â€Å"Crow Lake. † Both the poem â€Å"Students† by Tom Wayman and the short story â€Å"Crow Lake† by Mary Lawson highlight the challenges that teachers face with their students. While Wayman explores the generation gap between himself and the kids in his class, Lawson provides an anecdote of a lecture where she suddenly realizes that she is not cut out for teaching. From the two pieces we learn how important relationships can be when given the responsibility of teaching students. Firstly, the autobiographical poem begins with the teacher being shocked at the age of the students: â€Å"Wayman was sure the computer was in error† (line 3). This reaction foreshadows the generation gap that makes it difficult for him to communicate with the teenagers in his class. Furthermore, when he says, â€Å"The wisdom of the students/ hadn’t altered, though,† (lines 9-10) we see that he respects the ability of the students; he just questions their motivations for learning. Wayman uses a series of metaphors like â€Å"The Vaccination Theory of Education,† and, â€Å"The Dipstick Theory,† to show how students learn in different ways. The tone of the lyric poem if slightly satirical but, from the ideas explored by the author, we start to appreciate the challenges that he faces coping with children from this generation. Similar to Wayman, Lawson faces challenges with her University students. While Wayman remains positive and continues to battle against this gap, Lawson has an epiphany and realizes that she has been â€Å"boring† her students. While Wayman is an experienced teacher, Lawson is more of a research expert and, as she identifies, she finds, â€Å"it hard to relate to students† (p14). Lawson uses flashback to show her passion for nature and, as she realizes that the students have not had the same experience and that is why they are indifferent to her lesson, she realizes it is her fault that they are not engaged: â€Å"And now I was putting the entire class to sleep† (p16). Unlike Wayman, Lawson decides to leave the lecture hall and, we can assume, she makes a decision that will end her teaching career. By the end of the story Lawson has realized her limitations. To conclude, both texts imply that it can be very difficult for teachers to relate to students. In a world where education is so important, we learn that the teacher has a responsibility to be creative and inspire students to learn rather than just assess them with a letter grade or drag them through material in a way that is very boring.

Nazi Germany During World War I - 924 Words

After World War I, Adolf Hitler formed the Reich Ministry of Public Enlightenment and Propaganda after his rise to power in Germany. Hitler selected Dr. Joseph Goebbels as the head of the Reich Ministry to promote propaganda. â€Å"The Fà ¼hrer or Mr. Hitler explained in his book Mein Kampf why propaganda should be used to control the populace and how it had been a useful weapon for the allies during World War I. Hitler continued by criticizing the German leadership for failing to use propaganda in any meaningful way during the war, and described how the new regime could use it to its fullest power.† (Stout) Many historians believe that propaganda was Hitler’s most powerful weapon employed by Nazi Germany during World War II. What exactly was this powerful weapon? Merriam-Webster defines propaganda as â€Å"an idea or statements that are often false of exaggerated and that are spread in order to help a cause, a political leader, a government, etc.† (Merriam-Webs ter). Dr. Goebbels took charge of every means to spread a Hitler’s message. â€Å"Art was no longer just paint to canvas; it played an important role in communicating Hitler’s message. â€Å"Art became a tool for communication and expression Adolf Hitler and the Third Reich vision of a cultural cleansed race.† (Dinsmore) All content that did not support the Nazi’s vision was censored or destroyed. â€Å"Goebbels worked to inflame the anger of the Germans over their defeat in World War I and emphasized German cultural and military achievementsShow MoreRelatedThe Causes Of World War Two. On June, 28 1919, The Treaty763 Words   |  4 PagesOf World War Two On June, 28 1919, the Treaty of Versailles was signed. This treaty coupled with other factors, such as the Nazis rise to power in Germany, Europe’s policy of appeasement, and Germany’s invasion of Poland would lead to - and be direct causes of - World War II. In fact, when French military commander Marshal Foch heard of the signing of the Treaty of Versailles, her observed with extreme accuracy - â€Å"This is not Peace. It is an Armistice for 20 years.† (Churchill, 7) World War I officiallyRead MorePutzier 1. Tessa Putzier. Ms. Jeanne Bitz . Language Arts.1293 Words   |  6 PagesOf World War Two On June, 28 1919, the Treaty of Versailles was signed. This treaty coupled with other factors, such as the Nazis rise to power in Germany, Europe’s policy of appeasement, and Germany’s invasion of Poland would lead to - and be direct causes of - World War II. In fact, when French military commander Marshal Foch heard of the signing of the Treaty of Versailles, her observed with extreme accuracy - â€Å"This is not Peace. It is an Armistice for 20 years.† (Churchill, 7) World War I officiallyRead MoreWhy Was A Regime Was Or Was Not Democratic During The Time That World War I? Essay1695 Words   |  7 Pages Whether a regime was or was not democratic during the time that World War I, World War II, and the Cold War took place has no influence on being the exact cause of the war, because the determining factors of why the previously listed wars occurred lies among the many constraints; protecting alliances, attempts at deterrence, balancing power, acting on misinterpretation, rise in aggression, and difference of beliefs and ideologies in relation to those of people from other countries. It just so happensRead More A German Perspective on World War Two Essay1618 Words   |  7 PagesA German Perspective on World War Two In Germany, they first came for the communists, and I didnt speak up because I wasnt a communist. Then they came for the Jews, and I didnt speak up because I wasnt a Jew. Then they came for the trade unionists, and I didnt speak up because I wasnt a trade unionist. Then they came for the Catholics and I didnt speak up because I wasnt a Catholic. Then they came for me -- and by that time there was nobody left to speak up. -Martin Niemà ¶ller Read MoreWhy Was Germany Most Significant Influential Country During World Wars So After Losing World War II?1429 Words   |  6 PagesWhy was Germany most significant influential country during World Wars even after losing World War I and World War II? By: Kinjal Shah 12TH February 2017 University of Massachusetts Lowell Abstract: Germany’s Role in both World War had been pivotal and there are several reasons to why that happened and various facts to support the idea that it had influenced whole of the Europe. Hitler was appointed chancellor by the President of Weimar republic on 30 January 1933. The Nazi Party thenRead MoreThe Treaty Of Versailles During The First World War1440 Words   |  6 PagesThe Central Powers and Germany were defeated by the Allied Powers in the First World War. The Armistice was signed on 11 November 1918 putting an end to the war. On June 28, 1919, Germany was forced to sign the Treaty of Versailles (Thompson 548). The treaty demanded Germany to take full responsibility of all losses and damages which had occurred during the war. Also, the treaty called for the disarmament of Germany s military force, territorial concessions, and war reparation payments. AlthoughRead MoreThe Perceived Perception Of Propaganda968 Words   |  4 PagesQuotes†). During World War II, th e economy in Germany was struggling severely and the Germans wanted someone to blame. Under Hitler’s rule, he gave Germany just that, causing the persecution of millions of Jewish people. During the Holocaust, the Nazis used propaganda as a tactic to help people deceive themselves; Germans, Jews, and people from all around the world were affected by this propaganda, among them, a Jewish survivor, Martin Kapel, whose life was thrown off course and impacted by Nazi idealsRead MoreThe Nazi Regime Was Defined By Its Fascism Policies1345 Words   |  6 PagesThe Nazi regime was defined by its fascism policies in Germany that had on huge implications on the country s socio-political and economic settings. The National sozialistische Deutsche Arbeiterpartei (Nazi) evolved from the German Worker s Party. Adolf Hitler was the man behind the establishment of the Nazi party into the German political system as he rose to power in the late 1920s. He was the leader of the Nazi party. Th e party came to being from the Weimar Republic, which came about after GermanyRead MoreGermans Into Nazis by Peter Fritzsche Essay791 Words   |  4 Pages ‘German’s Into Nazis’ by Peter Fritzsche 1) Germany before the Fuhrer. Germany’s defeat at the end of World War I left the nation socially, politically, and economically shattered. The reparation agreements inflicted upon Germany without its’ consent at the end of the war meant that the nation was in complete financial ruin. In the wake of Germany’s defeat, public decent climaxed on the 9th November 1918 during the revolution that took place on Berlin’s Postdamer PlatzRead MoreThe Holocausts Effect on the German Jew Essay1745 Words   |  7 Pages Adolf Hitler came to power over Germany in January of 1933. He hated Jews and blamed them for everything bad that had ever happened to Germany. Hitler’s goal in life was to eliminate the Jewish population. With his rise to power in Germany, he would put into action his plan of elimination. This is not only why German Jews were the main target of the Holocaust, but why they were a large part of the years before, during, and after the Holocaus t. Hitler’s â€Å"final solution† almost eliminated the