Alexander Hamilton Essay -- essays research papers

1. Tittle: The Reports of Alexander Hamilton 2. Author: Jacob E., Cooke 3. What kind of childhood did this person have? Alexander Hamilton had a rough and tough childhood. Born on the West Indian Island of Nevis as the illegitimate son of James Hamilton (a Scottish trader) and Rachel Faucett Lavien. Hamilton underwent a lot as a child. He had to face his mother's death at the age of twelve and his dad's bankruptcy, which forced him to go live with some folks that accepted to take him in. 4. What kind of education? Born to a poor family, Hamilton never had the opportunity to engage in any educational practice while still living with his parents. It wasn't until he moved into the counting home of David Beckman and Nicholas Cruger at saint Croix where he exhibited a precocious ability to comprehend the complexities of commerce and accounting. As time went on, he was later able to enroll at a grammar school at Elizabeth, in New Jersey (1772-1774) and then entered King's College (Today Columbus University). 5. Who raised this person? Hamilton lived with his parents up to the age of twelve. He then moved with David Beckman and Nicholas Cruger at Saint Croix. They took care of Hamilton as if they were his real folks until the age of 23 which is when he married Elizabeth Schuyler, daughter of General Philip John Schuyler, a member of an influential New York family. 6. Who inspired of influenced this person? Hamilton inspired himself. Hi...

Intemidation

Intimidation is not an appropriate teaching method. Rosemary Parker, the author of the essay that we read in class, doesn? t think being mean and embarrassing is an effective way to teach. She thinks when people are intimidated they have more trouble learning. She says ? in any other scenario, it is not tolerated.? Only in coaching, is intimidation an acceptable method of teaching to most people. I agree that intimidation is not an appropriate teaching method with children. Children are too The Intimidating Female(Bible) The Intimidating Female in Genesis In the narrative in the book of Genesis, there are two main objectives.The first is a general goal to create a complex world †¦ young to be motivated by intimidation. Intimidation would only make a child react in a negative way. Why would we want our children go threw more than we would want to go threw ourselves? Intimidation is not appropriate in the work environment. Bosses aren? t aloud to scream and imbarress there employe es. There are rules and regulations that protect workers from bosses who intimidate. She supports her claims by explaining that other coaches are worst than her daughters. ?There is a The Intimidating Female In GenesisThe Intimidating Female in Genesis In the narrative in the book of Genesis, there are two main objectives. The first is a general goal to create a complex world designed †¦ coach at a neighborhood school who takes it right down to a foot stamping, bleacher-kicking tirade. And the boys get it worse than the girls. A band instructor preparing for competition screams threats of what will happen unless more precision is achieved, using words that shock even those kids whose language is an adolescent shade of blue.? She talks about other more serious situations and how not even they use intimidation. Not even the armed forces buys the old stress shity A message from Carlos†¦ David C. Amarasinghe Block 1-B Biology January 11, 2000 Quest: Cellular C’s Hola Am igos! Me llamo Carlos Plast, but my friends †¦ routine anymore, and drill instructors have been told to cool it a bit.? She says that the ? coach is cruel and intimidating. His behavior is very abusive.? She explains that it is everywhere in coaching and we allow it. ?The coach can yell at the little kids but not at the grown up referee.? She explains a lot about how

Reaction of Natives to the Japanese Occupation of Sea

The Japanese occupation of Vietnam, Indonesia and Malaya impacted and hence triggered a response in Vietnam, Indonesia and Malaya in the form of various nationalist groups. Some groups were formed and sponsored by the Japanese, yet others were formed to oppose the harshness of Japanese rule. Economic: The economic drain on the colonies in South East Asia resulted in the opposition of the natives towards the Japanese. In Malaya, the devastation and collapse of the economy caused a nightmare for the people of Malaya. However, many nationalist groups were formed within racial groups. The Chinese formed the Malayan Peoples’ Anti-Japanese Army (MPAJA). However they were not able to unite the society because membership was limited to Chinese only and they practiced excessive revenge against collaborators, causing the Chinese community to regard them with fear and wariness and the other racial communities could not join, hence fragmenting the effort. The Japanese sponsored the formation of the Indian National Army (INA) led by Chandra Bose, however the independence struggle lacked unity and ultimately failed. They also sponsored the formation of the Union of the Peninsular Indonesia (KRIS), however there was not much support from both the ethnic Malays and Japanese and also failed in the end. In Vietnam, the rampant inflation and the scarcity of basic necessities caused the nationalism in Vietnam to flourish. When the famine in Tonkin broke out in 1944, the Viet Minh took over granaries belonging to the Japanese and rich landlords and distributed the rice to the peasants. This contributed to the rise of the Viet Minh as they were viewed as heroes. Hence, in both cases, the harsh conditions caused by the Japanese occupation led to the rise of nationalist groups in Malaya and Vietnam. Social: The Japanese Occupation changed the society of Vietnam and Indonesia. It gave the people of Vietnam an obvious nationalist cause, to expel both the Japanese and the French. This allowed to Viet Minh, who promoted the struggle for independence, to flourish. The negative effects of Japanese policies roused the nationalist feelings of the people, making them more united in their fight for independence. In Dutch East Indies, the Japanese pursued active policies which affected the development of nationalist groups. The Muslim teachers were given better treatment and respect in contrast to the Dutch who generally ignored them. The Japanese also sponsored the formation of the Consultative Council of Indonesian Muslims, also known as Masjuni, for the Muslims as a channel to voice their views directly to the top Japanese administration. They also imposed a uniform legal and education system, making Indonesian society more united and hence making it easier to cultivate nationalist feelings. The social changes caused by the Japanese to these two South-East Asian countries contributed to the rise of nationalism, which in turn served as the backbone of the natives’ struggle for independence after the Japanese occupation. Political: The political changes in Indonesia and Vietnam aided the rise of nationalism in these two countries. In Indonesia, the Japanese released several notable pre-war leaders from prison, allowing the released leaders to lead the nationalists. They also promoted the formation of the Pemuda Movement, which together with PETA helped to mobilize many youths and exposed them to nationalist ideas. Hizbullah, an organization for youth who opposed colonialism, was also formed. Furthermore, Soekarno, one of the released leaders, gave numerous nationalist speeches to active youths. These youths formed a significant base for the nationalist opposition to the re-imposition of Dutch colonial rule. In Vietnam, the rise of nationalism led by the Viet Minh and Ho Chi Minh, is seen when the harsh conditions caused by the Japanese resulted in the solidification of the struggle by the Vietnamese for independence from the French and Vietnamese. Furthermore, the Japanese also actively strengthened religious groups like the Cao Dai and Hoa Hao to counter the influence of the communists and nationalists. However, these groups would later become major nationalists groups after the Japanese Occupation. The Japanese directly caused the rise of nationalism in these two South-East Asian countries due to the effects of their policies, effectively aiding the nationalists in their struggle for independence from not only the Japanese but also their former colonial masters at the end of the war. In conclusion, the groups that mushroomed as a result of the Japanese occupation served as the main backbone of anti-colonial struggles for independence both during and after the Japanese occupation. Though the rule of the Japanese varied in different countries in the region, the end result was the same in all, nationalist groups ready to lead the struggle for independence with or without Japanese support. The reaction of the people in response to the Japanese forever changed the history of South-East Asia.