Question and Objective Historical Commentary free essay sample

One of the first questions I missed was the very first question which asked about what the passage could best be described as. I originally thought it was more of a dramatic monologue. Once I checked my answers and reviewed the passage once more I realized that it was an objective historical commentary. I also got question #40 incorrect because I failed to see those terms as euphemisms. I thought they were nicknames used by the locals. The questions structure was slightly hard to follow, but it wasn’t as hard this time around. My experience with this practice multiple choice section was a more pleasant one. Although I missed a few questions, I can see that it was my own lack of comprehension that led me to incorrectness. This passage and set of questions was a lot easier to me than some of the other ones. I understood most of what was given. We will write a custom essay sample on Question and Objective Historical Commentary or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There were only a few aspects that were tossed at me that were lost upon me. 1. What elements of satire did you notice upon your first read of the article? Some elements that I picked up are the excessive way the author poked fun at special products that claim to heal you with the power of science. 2. What rhetorical strategies contribute to the satire? How are they effectively used? One rhetorical strategy used is ad populum fallacy. More specifically the use of bandwagoning, making sure that other important people let you know they like the product in order to gain the appeal or the common people. Another is the use of jargon. It uses many real and imaginary scientific terms such as biomagnetic and vibrational biofeedback. 3. What are the key differences between student response 2A and student response 2B? How do you account for the three point difference in scores? One of the key differences between the student’s responses is that student 1A used more precise details and quotes as opposed to student 1B who didn’t use as much details and that’s what caused the difference between their scored. 4. Explain the score received by the writer of 2C. Where do you think this writer might have missed an opportunity to craft a much stronger essay? Where are the opportunities for improvement? Student 2C received the score of 3 because of his complete lack of detail. He focused way too much on the fictional facts instead of the element of satire presented. When discussing the personal interviews the student could have used direct quotes and elaboration to further explain the content of the satirical article. 5. Based on your evaluation of the question, responses, and scoring commentary, what advice would you give to your classmates for approaching a question which requires an insightful analysis of satire? The advice I would give would be to make sure you pay attention to detail and to not be so broad when discussing the article. Be sure to use quotes and explanations. Also, be sure to give plenty of examples without straying from the context.

World War II - Lieutenant Colonel Otto Skorzeny

World War II - Lieutenant Colonel Otto Skorzeny Otto Skorzeny - Early Life Career: Otto Skorzeny was born June 12, 1908, in Vienna, Austria. Raised in a middle class family, Skorzeny spoke fluent German and French and was educated locally before attending university. While there, he developed skills in fencing. Taking part in numerous bouts, he received a long scar on the left side of his face. This along with his height (64), was one of Skorzenys distinguishing features. Unhappy with the rampant economic depression prevalent in Austria, he joined the Austrian Nazi Party in 1931 and a short time later became a member of the SA (Stormtroopers). Otto Skorzeny - Joining the Military: A civil engineer by trade, Skorzeny came to minor prominence when he saved Austrian President Wilhelm Miklas from being shot during the Anschluss in 1938. This action caught the eye of Austrian SS chief Ernst Kaltenbrunner. With the beginning of World War II in September 1939, Skorzeny attempted to join the Luftwaffe but instead was assigned as an officer-cadet in the Leibstandarte SS Adolf Hitler (Hitlers bodyguard regiment). Serving as a technical officer with the rank of second lieutenant, Skorzeny put his engineering training to use. During the invasion of France the following year, Skorzeny traveled with 1st Waffen SS Divisions artillery. Seeing little action, he later took part in the German campaign in the Balkans. During these operations, he compelled a large Yugoslav force to surrender and was promoted to first lieutenant. In June 1941, Skorzeny, now serving with the 2nd SS Panzer Division Das Reich, took part in Operation Barbarossa. Attacking into the Soviet Union, Skorzeny aided in the fighting as German troops neared Moscow. Assigned to a technical unit, he was tasked with seizing key buildings in the Russian capital after its fall. Otto Skorzeny - Becoming a Commando: As the Soviet defenses held, this mission was ultimately called off. Remaining on the Eastern Front, Skorzeny was wounded by shrapnel from Katyusha rockets in December 1942. Though injured, he refused treatment and continued fighting until the effects of his wounds forced his evacuation. Taken to Vienna to recover, he received the Iron Cross. Given a staff role with the Waffen-SS in Berlin, Skorzeny began extensive reading and research into commando tactics and warfare. Enthusiastic about this alternative approach to warfare he began advocating it within the SS. Based on his work, Skorzeny believed that new, unconventional units should be formed to conduct attacks deep behind enemy lines. In April 1943, his work bore fruit as he was selected by Kaltenbrunner, now the head of the RSHA (SS-Reichssicherheitshauptamt - Reich Main Security Office) to develop a training course for operatives that included paramilitary tactics, sabotage, and spying. Promoted to captain, Skorzeny quickly received command of Sonderverband z.b.V. Friedenthal. A special operations unit, it was redesignated 502nd SS Jger Battalion Mitte that June. Relentlessly training his men, Skorzenys unit conducted their first mission, Operation Francois, that summer. Dropping into Iran, a group from the 502nd was tasked with contacting dissident tribes in the region and encouraging them to attack Allied supply lines. While contact was made, little resulted from the operation. With the collapse of Benito Mussolinis regime in Italy, the dictator was arrested by the Italian government and moved through a series of safe houses. Angered by this Adolf Hitler ordered that Mussolini be rescued. Otto Skorzeny - The Most Dangerous Man in Europe: Meeting with a small group of officers in July 1943, Hitler personally selected Skorzeny to oversee the operation to free Mussolini. Familiar with Italy from a prewar honeymoon trip, he began a series of reconnaissance flights over the country. During this process he was shot down twice. Locating Mussolini at the remote Campo Imperatore Hotel atop Gran Sasso Mountain, Skorzeny, General Kurt Student, and Major Harald Mors began planning a rescue mission. Dubbed Operation Oak, the plan called for the commandoes to land twelve D230 gliders on a small patch of clear land before storming the hotel. Moving forward on September 12, the gliders landed on the mountain top and seized the hotel without firing a shot. Collecting Mussolini, Skorzeny and the deposed leader departed Gran Sasso aboard a small Fieseler Fi 156 Storch. Arriving in Rome, he escorted Mussolini to Vienna. As a reward for the mission, Skorzeny was promoted to major and awarded the Knights Cross of the Iron Cross. Skorzenys daring exploits at Gran Sasso were widely publicized by the Nazi regime and he was soon dubbed the most dangerous man in Europe. Otto Skorzeny - Later Missions: Riding the success of the Gran Sasso mission, Skorzeny was asked to oversee Operation Long Jump which called for operatives to assassinate Franklin Roosevelt, Winston Churchill, and Joseph Stalin at the November 1943 Tehran Conference. Unconvinced that the mission could succeed, Skorzeny had it cancelled due to poor intelligence and the arrest of the lead agents. Moving on, he began planning Operation Knights Leap which was intended to capture Yugoslav leader Josip Tito at his Drvar base. Though he intended to personally lead the mission, he backed out after visiting Zagreb and finding its secrecy compromised. Despite this, the mission still went forward and ended disastrously in May 1944. Two months later, Skorzeny found himself in Berlin following the July 20 Plot to kill Hitler. Racing around the capital, he aided in putting down the rebels and maintaining Nazi control of the government. In October, Hitler summoned Skorzeny and gave him orders to go to Hungary and stop Hungarys Regent, Admiral Miklà ³s Horthy, from negotiating peace with the Soviets. Dubbed Operation Panzerfaust, Skorzeny and his men captured Horthys son and sent him to Germany as a hostage before securing Castle Hill in Budapest. As a result of the operation, Horthy left office and Skorzeny was promoted to lieutenant colonel. Otto Skorzeny - Operation Griffin: Returning to Germany, Skorzeny began planning Operation Griffin. A false-flag mission, it called for his men to dress in American uniforms and penetrate US lines during the opening phases of the Battle of Bulge to cause confusion and disrupt Allied movements. Moving forward with around 25 men, Skorzenys force had only minor success and many of his men were captured. Upon being taken, they spread rumors that Skorzeny was planning a raid on Paris to capture or kill General Dwight D. Eisenhower. Though untrue, these rumors led to Eisenhower being placed under heavy security. With the end of the operation, Skorzeny was transferred east and commanded regular forces as an acting major general. Mounting a tenacious defense of Frankfurt, he received the Oak Leaves to the Knights Cross. With defeat on the horizon, Skorzeny was tasked with creating a Nazi guerrilla organization dubbed the Werewolves. Lacking sufficient manpower to build a fighting force, he instead used the group to create esc ape routes out of Germany for Nazi officials. Otto Skorzeny - Surrender Later Life: Seeing little choice and believing he could be useful, Skorzeny surrendered to US forces on May 16, 1945. Held for two years, he was tried at Dachau for war crime tied to Operation Griffin. These charges were dismissed when a British agent stated that Allied forces had conducted similar missions. Escaping from an internment camp at Darmstadt in 1948, Skorzeny spent the remainder of his life as a military advisor in Egypt and Argentina as well as continued to aid former Nazis through the ODESSA network. Skorzeny died of cancer in Madrid, Spain on July 5, 1975, and his ashes were later interred in Vienna. Selected Sources World War II: Otto SkorzenyJVL: Otto SkorzenyNNDB: Otto Skorzeny

Race, Multiculturalism, Inclusion and Education Essay

Race, Multiculturalism, Inclusion and Education - Essay Example It is the hope of this author that such a level of analysis will allow the reader to at least briefly engage with the important means by which identity is formed and how the education or, and the educational process for that matter, can seek to integrate more fully and appropriately with these identities. One of the more nebulous of the concepts which has been discussed above is necessarily that of race. Ultimately, race has been used as means of categorizing humans by cultural, genetic, geographic, anatomical, linguistic, social, religious, or historical means. As a function of this, the very definition of race is something that sociologists and anthropologists continue to argue about. Due to the many determinants of race that exist, is oftentimes been decided that since no working and firm definition of what defines one and what defines another can readily be agreed upon, ethnicity, or the means by which an individual is defined as a result of culture and geographic origin, is a fa r better identifier of people. Broadly speaking, race, and racial definitions is something that the educator must integrate with; whether or not they are of the opinion that such a definition is ultimately helpful. Due to the fact that the educator is responsible not only for integrating directly with the society but also with explicating and defining the means by which past history has taken place and continues impact upon the stakeholders within the classroom, race is not a topic that can merely be brushed aside and deemed as a prior an unsuccessful method of grouping individuals. The fact of the matter is that even as academia and society as a whole differs upon an approach and appreciation for such a concept, it remains incumbent upon the educator, and educational process by extension, to continue to place a level and degree of focus upon the importance that race necessarily engenders. Regardless of the potentially flawed an incomplete understanding and appreciation for how race impacts upon the individual and society that the students might necessarily have, it is incumbent upon the educator to seek to distance himself/herself from any of these faulty pre-conceived and ultimately unscientific interpretations (Race, 2011). However, this must be done delicately in with a degree of understanding that encourages discourse while the same time maintaining civility and promoting individual and group rights within the student body. Within such a dynamic, it is possible for the educator to seek to broach the topic with as little intrusion and divergence into unhelpful interpretations and norms as is possible. Similarly, ethnicity, and its interpretation within modern scholarship, is something of the golden standard with respect to seeking to differentiate one individual/group from another. However, it should not be understood that such an approach is invariably on flawed. Rather than relying upon racial distinction as a means of defining one group from another, an d ethnic approach necessarily places the primary emphasis upon geographic region of origin and/or cultural influences that impact upon the individual. In much the same way, the educator might just as well as a a second-generation German immigrants who resided in Mexico for most of his formative years as Mexican. Further, from the educator’s standpoint, ethnicity, and the interpretation thereof, has become one of the primal