I am captivated by the diversity and depth offered by a History degree; attracted by the way it encourages us to be analytical of the values and patterns of past societies. It was in my final year of secondary school that I was awarded the History Attainment Award, although my desire to study History dates back to an earlier age when I visited the site of the allied landings in Normandy at just eleven years old. I had always been interested in the past - fascinated by the mythology and history of Ancient Rome and Greece - however, it was when I saw the sites of the historical events I had studied that History became more than just a subject I had to study but something which intrigued me and I wanted to take on to degree level.
I feel the A-Levels I study have a number of transferable skills aiding the study of History. My Archaeology coursework – on Anglo-Saxon burhs – requires in depth research within varied resources and my Biology course has taught me to improve my analytical and evaluative skills. The A-level English Literature course has proven to be equally dynamic, and thinking as a historian, I have found the portrayal of attitudes and values presented within texts to be as important as the narrative. Furthermore, through my archaeological studies I will be gaining invaluable hands-on experience by working with Channel
…show more content…
Moreover, I have found Ian Kershaw’s work concerning Hitler and his leadership of the Third Reich to be the most influential on my ideas and am interested in the opportunity of extending my History studies by perhaps sitting the Advanced Extension Award next summer. I am eager to explore a wider view of History, as my interests are not limited to the twentieth century and in particular, am looking forward to the options of studying the Ancient, Medieval and Early Modern epochs
Gesink, Indira. "Fascism, Nazism and Road to WWII." World Civilizations II. Baldwin Wallace University. Marting Hall, Berea. 3 April 2014. Class lecture.
Feuchtwanger, E. J. & Co. (1995), From Weimar to Hitler: Germany, 1918-33, New York: St. Martin’s Press. Nicholls, Anthony James (2000), Weimar and the rise of Hitler, Basingstoke: Macmillan.
Spielvogel, Jackson. Hitler and Nazi Germany: A History. 6th ed. United Kingdom: Pearson, 2009. Print.
My purpose and goals in attending college is to make something of my life. It is a good thing. No one wants to be a nobody. But sometimes it takes time in order for one to realize this. & nbsp; Upon graduation from high school, I, like the majority of others high school graduates, had no clue what direction my life was heading or even what I wanted to become.
and I constantly found myself wanting to learn more. I enrolled in Women’s History and have found myself being constantly engaged and. It did not make my career choice immediately clear, but it did allow me to find something I want to learn more about and use it in order to help people in the
Kershaw, Ian. 1987. The ‘Hitler Myth’ Image and Reality in the Third Reich. New York: Oxford University Press.
A history of Germany. 1918 – 1990’ – Mary Fulbrook ‘Hitler. 1889 – 1936: Hubris’ – Ian Kershaw ‘Modern Germany reconsidered. 1870 – 1945’ – Gordon Martel (Routledge, 1992)
I'm delightfully honoured to have received the nomination to be Kappa Epsilon's Historian. I feel that I'm much qualified for the position, and very excited for my duties if elected. My duties shall be to document the activities and achievements of the month and capture them in writing and in photograph, and to compile a scrapbook and a PowerPoint presentation for the end of the year. Based on my artistic background and my adequate proficiency with computers, it is to my belief that I would be an exceptional choice for the position. I ensure that I will put all my abilities to work and excel in all of my duties, and to truly illustrate what Kappa Epsilon represents.
Wistrich, Robert S. “Adolf Hitler.” Jewish Virtual Library. Who's Who in Nazi Germany. 1997. Web. 27 Mar. 2014
I’m a student at Tompkins Cortland Community College this is my first semester as a college student. I plan to go to college for four years and only be at TC3 for this one semester, then transfer to a four year school. College has grown around the world more than ever and more people are attending college more than ever. I have chosen to go to college because of the rewards after graduation. Yes it is another four years of school but by getting more education and an extended degree gives me more opportunities for better jobs and more money. The career I have chosen to study is business administration. I am hoping that it takes me to a great job managing a company or possibly being an accountant.
“The Flowers” by Alice Walker is a story that focuses on a young girl named Myop who is explorative. (Gonna insert another sentence) Walker’s uses imagery, setting, and symbolism to bring across her main themes of racism and Myop’s lack of cultural insight. In the first part of the story Walker creates an bucolic atmosphere.
I am Fasiha Abdul Rehman, holding a professional degree of Doctor of Pharmacy at 23 years of age; with a deeper interest in contributing to the understanding of diabetes and cardiovascular diseases and unveiling new information for medical advancement and betterment of mankind and I envisage Masters as crucial step in this direction.
History should not be a class all college students have to take. As L.D Burnett wrote in his article, “Holding on to What Makes Us Human” he mentions people whom also agree that history should not be necessary. L.D Burnett wrote, “Policy makers and the public of view the purpose of college as purely vocational, and see humanistic inquiry—the study of literature, the arts, history, philosophy—a waste of time and money” (Holding on to What Makes Us Human). College is extremely expensive, students should use money wisely by spending money on classes related to their major. In contrast, there are college students who like to learn and have no problem with history being a mandatory class.
“Don’t do that. You’ll never get a job.” Such was the response of one of my favorite teachers to the interest that I had voiced in history as a potential field of study. A teacher whose class a friend and I had enjoyed so much we had taken time out of a weekday afternoon to come visit her. Sure, my response contrasted pretty acutely with that of my friend who wanted to pursue a career in computational linguistics, but history is my genuine interest. In an environment that constantly peddles science and technology careers, it’s hard to love history and literature.
Completing my undergraduate degree and being the first in my family to ever attend a