Parenting Styles Essay - 1397 Words

Parenting Styles Parenting styles are as diverse as parents themselves. Parenting is one of the most challenging and difficult responsibilities a person can face. The way a family is structured is called the parenting style. Parenting styles are collections of parental attitudes, practices, and non-verbal expressions that characterize the nature of parent-child relationships. Because individuals learn how to parent from many different examples including their own parents, role models, society and life experiences. Parenting techniques can vary greatly from household to household, however, experts believe that parenting styles can be broken down into four main categories which include permissive,authoritarian,authoritative,and†¦show more content†¦Putting aside those who are bad parents because they give little time, attention, or effort to the rearing of their children (parents who let their children fend for themselves from a very early age)would fall into the neglectful catagory. Research indicates that about one-third of all parents use authoritative style of parenting. Regardless of the preferred style, varying factors such as culture, the temperament of the child and parent, and parental status will influence the interactive process of that style. Most parents could benefit from knowledge and information of these style to improve their parenting skills.Parenting style is a pattern of behavior that influences child-rearing practices. Approaches vary based on several factors, ranging from how parents themselves were raised to the goals parents have for their children. Good Parenting VS. Bad Parenting Good Parenting As many people know being a parent is one of the biggest responsibilities they will have in their entire lifetime. It requires much time, especially during a childs adolescence. Being a good parent is loving your child for one part, and other qualities that must be taken up to be a good parent are: supporting them financially and emotionally, not putting them down, letting them have some independence, andShow MoreRelatedParenting Styles And Styles Of Parenting1391 Words   |  6 Pages Parenting Styles My term paper will discuss the 4 Styles of Parenting, including; the styles of parenting that we as single parents and couple parents may identify with. My paper will also discuss how each parenting styles impacts our children, if it works and the style of parenting that’s most effective. Authoritative Parenting Style The Authoritative Style of Parenting, children are expected to follow the rules and guidelines that a parent with this style of parenting has put into place. ThisRead MoreParenting Styles : An Effective Parenting Style988 Words   |  4 PagesParenting style can influence whether a child succeeds or merely survives. The authoritative parenting style may be an effective parenting style in theory, however like communism, it is not as effective in practice. Children need to learn through friendships and develop social skills. Being able to connect to the outside world expand the mind and imagination, giving the children skills that help them think critically. On the other hand, being a permissive parent can also damage the child’s developmentRead MoreDifferent Styles Of Parenting Styles1708 Words   |  7 PagesSilicon Valley. (Hogan and Haskell, 2). Most of today’s kids have one of the following types of parents: Indulgent, Authoritative, Neglectful, Authoritarian*. T hese are generally regarded as the four main types of parenting. These four styles of parenting are the stereotypical parenting styles most people identify one or both of their parents as. Indulgent parents tend to coddle their children and protect them from disappointment. Authoritative parents are people who have reasonable demands and rulesRead MoreConflicting Styles Of Parenting Styles1375 Words   |  6 PagesConflicting Styles of Parenting Parents will treat their children the way they see fit. In the authoritarian parenting style, there is no room for freedom. In permissive parenting, there can be more freedom than the children know what to do with. Authoritative parenting combines the gist of both of the other styles and allows both freedom and structure. Both authoritarian and permissive styles have components that authoritarian parents see as productive methods if used properly. Many people associateRead MoreParenting Style Of Parenting Styles1772 Words   |  8 PagesPin pointing a specific parenting style that I was raised by was quite difficult. I believe that most parents use different styles throughout the raising of their children. Of course, I do understand that this paper is to select the dominate style of parenting used for my upbringing, but I was raised in two different households. Each household had its own dominate parenting style, however most of my life I was raised by my mother, so I’ll focus on her parenting style. As I stated above, I believeRead MoreEffects Of Parenting Styles992 Words   |  4 PagesParenting styles can be highly impressionable on their children.  There are various styles of parenting, and each style can have different effects on the child or adolescent.  The four parenting styles that can be implemented in the household are recognized as: authoritarian, neglectful, permissive, and authoritative. All four of these styles carry their own unique characteristics, and have some distinct features. Whichever style a parent decides is best to use for their child can have multiple shortRead MoreThe Different Parenting Styles1024 Words   |  5 PagesParenting styles have been described as the collection of parents’ behaviors which create an atmosphere of parent-child interaction across situation (Mize and Petit, 1997). Darling and Steinberg (1993) defined parenting style as â€Å"a constellation of attitudes toward the child that are communicated to the child and that , taken together, create an emotional climate in which the parents’ behaviors have expressed.† Despite these challenges, researchers have uncovered convincing links between parentingRead MoreThe Authoritarian Style Of Parenting Essay1414 Words   |  6 Pageschild-parent behavior, seeking to identify parenting styles. The Baumrid study and other further studies identified four main styles of parenting (Miller, 2010): the authoritative parenting style was characterized by fair rules and consequences; The Authoritarian parenting style was characterized by strict rules and harsh punishment; the permissive parenting style was characterized by minimal rules with little or no consequences; the uninvolved parenting style was characterized by no rules, and parentRead MoreEssay on Parenting Styles1213 Words   |  5 PagesParenting Paper Diane Baumrind’s typology has two major dimensions. The first dimension is responsiveness. In the text it mentions that responsiveness â€Å"refers to the extent in which parents respond to and meet the needs of their children.† (Knox 364). This is when parents support, encourage, and foster their children’s needs. The second dimension is demandingness which is â€Å"the matter in which parents place demands on children in regard to expectations and discipline.† (Knox 364). This is aboutRead MoreEssay on Parenting Styles1718 Words   |  7 Pagestheir  children  to  discuss  household  rules  and  their  importance  to  the  family  dynamics.  These  styles  of parenting  have  their  advantages  and  disadvantages.  There  are  ethical  and  unethical  issues  when  it  comes to  discipline  with  punishment  styles  as  well. The  advantages  and  disadvantages  of  The  Harsh ­Heart  family  can  lead  to  positive  outcomes and  horrible.  The  Harsh  family  would  be  the  authoritarian  style  of  parenting.  This  style  would  be  the  old fashioned  style.  This  style  believes  in  the  usual  strict  rules  with  no  question.  Consequences  are  harsher

Teen Pregnancy Rates By Jacqueline Sedgwick s Article,...

One major problem in America’s society today is teen pregnancy rates. In fact, â€Å"teen sexual activity, pregnancy, and childbearing are associated with substantial social, economic, and health costs† (Sedgwick). However, this problem is not one without a solution. The rise of teen pregnancy rates can be prevented and reversed by providing better access to birth control for teens, eliminating the negative connotation that accompanies abstinence, and implementing more efficient sex education in public schools. One solution to preventing teen pregnancy would be to provide better access to birth control for teenagers. In Jacqueline Sedgwick’s article, â€Å"American Adolescents and Emergency Contraceptive Pill Access,† she argues that the American teenage pregnancy and abortion rates are higher than any other nation due to the irregular or improper usage of birth control. Many American teenagers are unaware of how to properly use the contraceptives and mist akenly find themselves in difficult situations, but with more knowledge about birth control, teens will be able to properly protect themselves from unwanted pregnancy and sexually transmitted diseases. According to the article, the federal court order the US Food and Drug Administration to make emergency contraceptive pills available to teens over the age of seventeen without a prescription (Sedgwick). Allowing easy access to birth control will enable teens to be prepared and inhibit them from unintended pregnancies that are likely

Hitler and Indoctrination of German Youth †MyAssignmenthelp.com

Question: Discuss about the Hitler and Indoctrination of German Youth. Answer: Introduction He alone, who owns the youth, gains the future. The above quoted lines of Adolf Hitler at a 1935 public speech clearly indicate the philosophy behind his indoctrination of the German Youth. He further says, I am beginning with the young....With them I can make a new world in another speech four years later too drive home the point loud and clear to the Nazi officials and the need for the indoctrination of the German youths (Indoctrinating Youth). It is significant to note that many historians believe that the only way Hitler could hold such a dominating power over the nation of German was by his almost complete indoctrination of the German Youth. The Hitler Youth along with the Nazi Police became the most lethal weapon of Hitler and they were responsible for reporting back any conspiracies to the Nazi police even the suspicious behavior of their parents and family members. (Hart 40-78) It is to be noted that during the zenith of the cult of Hitler the Hitler Youth had a membership of over eight million youths which made it the thi rd largest movement in the history of the Third Reich. In 1935, commenting on the nature of the youths whom he wanted in the Hitler Youth he said, A violently active, dominating, intrepid, brutal youththat is what I am after. Youth must be all those things. It must be indifferent to pain. There must be no weakness or tenderness in it. I want to see once more in its eyes the gleam of pride and independence of the beast of prey....I intend to have an athletic youththat is the first and the chief thing....I will have no intellectual training. Knowledge is ruin to my young men (Indoctrinating Youth). This statement of Hitler clearly articulated the preparation for the war for which he had been preparing ever since the fall of Germany and Austria in the First World War (1914-1919). Therefore, the Hitler Youth can be looked upon as the lethal weapon through which Hitler wanted to reclaim the lost glory of Germany. In his book Origins of the Second World War, AJP Taylor states that the germs of the Second World War (1939-1945) were contained in the Treaty of Versailles signed at Paris in 1919 which officially concluded the First World War (1914-1919) (Taylor 10-43). It is to be noted that the nations like England, France, Italy and others claimed the First World War to be the War which will end all wars (Hart 4-56). However, on the contrary, it was precisely the terms of the treaty which concluded this particular that prepared the groundwork for the next major war. It is to be noted that as a part of the treaty Germany was to surrender all her foreign colonies, surrender all her industrially rich areas like the Rhine Valley, undergo disarmament, the boundaries of the nation were re-aligned and in addition to all these the nation was also made to pay a huge amount as war indemnity (Bell 5-89). Therefore, Hitler in response to this said on 18 September 1922, It cannot be that two million Germans should have fallen in vain . . . No, we do not pardon, we demandvengeance!(The First World War). Therefore, it can be said that the rise of Hitler was an inevitable phenomenon and had he not risen to power someone or the other would have taken his place. Hitler in one of the meetings of the Nazi party said regarding the aim of the creation of the Hitler Youth, These young people will learn nothing else but how to think German and act German. . . . And they will never be free again, not in their whole lives (Richie 5-71). Therefore, with this objective in mind Hitler created the Hitler Youth in the year 1922 as the fertile ground from which recruitments could be made to the Nazi policy as well as the Nazi political party and also as the soldiers who could fight on behalf of the nation in the event of a war (Kyle Frabotta, "The Mindset Of The Hitler-Jugend"). The organization had its humble beginning in the year 1922 however soon the organization started gaining momentum and by the year 1926 was called by the name of Hitler-Jugend, Bund deutscher Arbeiterjugend ("Hitler Youth, League of German Worker Youth") (Kyle Frabotta, "The Mindset Of The Hitler-Jugend"). It is a reflection of the success achieved by this organization that between the years 1933 and 1945 this organization was the only youth organization in the Nazi land of Germany (Richie 5-61). Talking about the creation of this particular organization, Hitler himself said in 1933 'the mobilization of the mind is as necessary as, perhaps even more necessary than, the material mobilization of the nation ("Nazi Indoctrination And Anti-Semitic Beliefs In Germany."). Therefore, it would not be too far-fetched to say that the organization was created with the view to control the youths of the nation and thereby indirectly control the nation (Bbc.co.uk.). It is to be noted that the Hitler Youth also acted as the partial paramilitary organization where the male youths in the age bracket of 14-18 received not only their physical but mental training as well (Kaiser 1-67). Hitler even went to the extent of creating sub-divisions of the organization for younger children likeGerman Youngsters in the Hitler Youth for the males in the age range of 10-14 and the League of German Girls (Bund Deutsche Mdel or "BDM") ("Nazi Indoctrination And Anti-Semitic Beliefs In Germany."). The idea behind the indoctrination of these youths at an early age was to ingrain in their young brains the essential precepts of Nazism at an early age. However, the organization ceased to exist after the surrender of the nation in the year 1945.It is interesting to note that on 10 October, 1945, this organization as well as its related organs were outlawed along with the Nazi Party by the Allied Control Council (Kaiser 1-67). Moreover, the Federal Republic of Germany und er its Section 86 of the Criminal Code declared the organization to be an unconstitutional organization and the distribution or public use of its symbols, except for educational or research purposes, is not permitted (Kaiser 1-67). The organization Hitler Youth had an interesting history behind its creation and the form which it attained during the reign of Adolf Hitler. It is to be noted that back in the 1922, the Nazi party which was based at that in Munich formed its first youth organization called Jugendbund der NSDAP, which is often considered to be the prototype of the Hitler Youth (Glantz and House 5-89). The need as well as the declaration of the formation of the organization was announced on March 8, 1922 in Vlkischer Beobachter (Glantz and House 5-89). It is interesting to note that at this particular point of time there came into existence another youth organization which was called by the name of Jungsturm Adolf Hitler (Halpern 4-31). According to critics, One reason the Hitler Youth so easily came into existence stems from the fact that numerous youth movements existed across Germany prior to and especially after World War I ("Life For German Youth In The 1930S: Education, Propaganda, Conformity, A nd Obedience."). In the year 1924, Jugendbund der NSDAP was renamed Grossdeutsche Jugendbewegung (Greater German Youth Movement) (Mayers 4-45). In the year 1926, the Grossdeutsche Jugendbewegung was officially renamed Hitler Jugend Bund der deutschen Arbeiterjugend (Hitler Youth League of German Worker Youth) (Mayers 4-45). It was this particular organization which under the leadership of Kurt Gruber became the official Hitler Youth in the year 1926 (Mayers 4-45). It is to be noted that these youth organizations as well as movements had different reasons for their being however they were used by Hitler as the breeding grounds where the future Nazi politicians and members of the Gestapo could be hired. In short, they were supposed to become the main muscle power of the dictator of Germany, Adolf Hitler. The genius of Hitler lies in the fact that he converted these diversified youth factions into the organization Hitler Youth which along the Gestapo became the eyes and the ears of the Nazi Party. Adolf Hitler, the Chancellor of Germany during the inter-war years said in his semi-autobiographical work, Mein Kampf, If you tell a big enough lie and tell it frequently enough, it will be believed. It is to be noted that the big enough lie which was used by Hitler was the supremacy of the German race. He said that the Germans were the only true descendents of the Aryan race and therefore they are superior to all others because of the purity of their race (Keegan 5-23). Thus, repudiating the other races, especially the Jews, he said in the Chapter 10 of Mein Kampf, Only the Jew knew that by an able and persistent use of propaganda heaven itself can be presented to the people as if it were hell and, vice versa, the most miserable kind of life can be presented as if it were paradise. The Jew knew this and acted accordingly. But the German, or rather his Government, did not have the slightest suspicion of it. During the War the heaviest of penalties had to be paid for that ignorance. T herefore, with this particular motive the Nazi educators and scholars glorified Nordic and other Aryan races, while denigrating Jews and other so-called inferior peoples as parasitic bastard races incapable of creating culture or civilization (Keegan 5-23). Adolf Hitler in the book Mein Kampf, with the intention of upholding the supremacy of the German race said, The stronger must dominate and not mate with the weaker, which would signify the sacrifice of its own higher nature. Only the born weakling can look upon this principle as cruel, and if he does so it is merely because he is of a feebler nature and narrower mind; for if such a law did not direct the process of evolution then the higher development of organic life would not be conceivable at all. It is to be noted that the hatred against the Jews reached a feverish pitch when the government in the year 1933 purged the public school system of teachers deemed to be Jews or to be politically unreliable (McDonough 8-67). Accordin g to a source,Most educators.joined the National Socialist Teachers League. 97% of all public school teachers, some 300,000 persons, had joined the League by 1936. In fact, teachers joined the Nazi Party in greater numbers than any other profession ("Life For German Youth In The 1930S: Education, Propaganda, Conformity, And Obedience."). It was at this time the Jews were extricated from public services and all their properties were confesticated by the government. It is to be noted that it was a reflection of this hatred which was artfully aroused by Hitler in the hearts of the German citizens against the other races that when he started on his inhumane mission to terminate all the Jews from the face of the Earth, no one complained about the mission (McDonough 8-67). On the contrary, majority of the German citizens supported the decision. It is to be noted that the German youths spent the majority of their time in schools or the youth groups. However, the German government found ways to infuse this little remaining time which they spent alone or with their family with propaganda (Shirer 9-89). In this context the role played by Julius Streicher, the director of the Ministry of Propaganda becomes very important. He published thousands of books, posters, comics, composed songs, films and others to whitewash the minds of the German youths (Shirer 9-89). It is to be noted that the media was full of messages expressing the superiority of the Aryan race and the inferiority of Jews and other undesirables ("Life For German Youth In The 1930S: Education, Propaganda, Conformity, And Obedience."). The youths literally worshipped Hitler and several national holidays were declared which celebrated the glory of Hitler (Satyanath 5-97). In this context January 30 and April 20 were important which marked the beginning of his Chancell orship and the day of his birthday respectively (Satyanath 5-97). In addition to this November 9 was celebrated as the Day of the Martyrs of the Movement. Alfons Heck, one of the members of the Hitler Youth, gives a description of one of these events as Shortly before noon, 80,000 Hitler Youth were lined up in rows as long as the entire stadium. . . . When Hitler finally appeared, we greeted him with a thundering, triple Sieg Heil, (Hail to Victory). . . . Then his voice rose. . . . You, my youth, he shouted, with his eyes seeming to stare right at me, are our nations most precious guarantee for a great future. . . . You, my youth. . . . Never forget that one day you will rule the world. For minutes on end, we shouted at the top of our lungs, with tears streaming down our faces: Sieg Heil, Sieg Heil, Sieg Heil! From that moment on, I belonged to Adolf Hitler body and soul ("Life For German Youth In The 1930S: Education, Propaganda, Conformity, And Obedience."). In addition to this, the schools were used as fertile grounds where the Nazis used to brainwash the youth adults. In this context Erika Mann, one of the profound antagonists of the Nazi rule in her book School for Barbarians says, the Blockwart (neighborhood wardens), the swastika, the signs reading No Jews allowed as just part of an atmosphere that is torture, a fuming poison for a free born human being. She continues, The German child breathes this air. There is no other condition wherever Nazis are in power; and here in Germany they do rule everywhere, and their supremacy over the German child, as he learns and eats, marches, grows up, breathes, is complete ("Rebuilding Germany 'S Children: The Nazi Indoctrination And Postwar Reeducation Of The Hitler Youth."). In one of her other stories The Birthday Party, she narrates how the German youths used to betray and turn against their own parents in the name of supporting the Hitler Youth and the Nazi government ("Rebuilding Germany 'S Children: The Nazi Indoctrination And Postwar Reeducation Of The Hitler Youth."). Just like Erika Mann, there are other authors like Edelweiss Pirates and others who dared to raise their voice against the autocratic rule of the Nazi government ("Rebuilding Germany 'S Children: The Nazi Indoctrination And Postwar Reeducation Of The Hitler Youth."). The viewpoint of Alfons Heck is important to note in this context I was born into a regime which had succeeded in turning me into a fanatic, willing to die for causes I believed not merely achievable but justthe creation of a new world order under the Nazi ideology. The tenets of this faith had never been opposed by those who influenced me as a childmy elders and educators including my priests. Since membership in the Hitler Youth was compulsory, we had no choice but to follow orders. The young members of the Hitler Youth were ingrained with the idea that they were the future of the Nazi Germany. Therefore, in order to achieve this objective the officials of the Nazi government ingrained their minds with the precepts of Nazi ideology including the supremacy of the German race and racism (Appleby 9:1-10). It is to be noted that initially the organization used to provide hiking, mountain climbing, trekking and other activities to the youths. However, over time these activities were replaced by military training, paramilitary activities, weapon training and others which would be used by the Nazi government during the times of emergency. According to a historian, the aim was to instill the motivation that would enable its members to fight faithfully for Nazi Germany as soldiers (Appleby 9:1-10). It is interesting to note that in the schools controlled by the Hitler Youth emphasis was placed on military training, emotional hardness, the virtues of sacrifice for the cau se of the nation, active participation in the cause of the government and various others rather on academic education (Fox 27:31-59). Some of the schools hammered the idea into the impressionable minds of the youths that "Germany must live even if they (members of the HJ) had to die (Fox 27:31-59). The members of the Hitler Youth were sub-divided into various groups like the Catholics, Anti-Catholics and others in a bid to spy on the various diverse sections of the society in the most effective manner. In addition to this, the Hitler Youth even promoted the idea of classlessness among its members in a bid to eradicate the division among the youths. In fact, Hitlers indoctrination of the German youth was so complete that historian Richard Evans says, "The songs they sang were Nazi songs. The books they read were Nazi books (Evans 1-31). The opinion of Alfons Heck, himself a member of the Hitler Youth is very significant to note Unlike our elders, we children of the 1930s had never kn own a Germany without Nazis. From our very first year in the Volksschule or elementary school, we received daily doses of Nazism. These we swallowed as naturally as our morning milk. Never did we question what our teachers said. We simply believed what was crammed into us. And never for a moment did we doubt how fortunate we were to live in a country with such a promising future. The management of this Hitler Youth was conducted on complete military lines. They were even provided with uniforms as well as emblems and all other equipments which were provided to the soldiers of the realm as well (Lampen 2-45). The youths were often treated as young soldiers in order to foster them with the sense of respect. They were ingrained with the idea of the respect so much that they used to report the suspicious activities of their parents as well as other family members. It is interesting to note in this particular that the parents who used to prohibit their kids from becoming a member of the Hitler Youth were denied employment opportunities by the companies as well as the governmental authorities. In addition to this, the families with the maximum number of youths in the Hitler Youth were provided with the maximum amount of job, financial and all other kinds of opportunities and therefore the German families also wanted their kids to join and become a part of the Hitler Youth (Feick 5-78). The organization of the Hitler Youth was a complex one and was overseen by the leaders from the rank of the Nazi party. It is to be noted that the members of the Hitler Youth organization were divided into various smaller sections and each of these sections had their weekly meetings in the place decided by the group. The activities of these groups were overseen by the experienced leaders of the Nazi party and it was under his or her supervision that the precepts of the Nazi ideology, racism, the supremacy of the German race and other related concepts were taught to the innocent youths. These diverse groups from various parts of the nation would come together once a year at Nuremberg, where the meeting was presided over by the top members of the Nazi party including Hitler himself (Feick 5-78). It was in these diverse groups itself that military and other kinds of specialized training was given to the youths which would help them during their service in the Nazi party, Gestapo and oth er organs of the party (Pine 4-89). It is interesting to note that the youths were considered to be the personal property of the state, Your son is not your personal property, solely at your disposal. He is on loan to you but he is the property of the German Volk. To object to his name being put forward for an elite school is tantamount to insulting the Reich and the Fuhrer (Feick 5-78). The government also used media and other means to influence the mind of the youths. The Wille und Macht (Will and Power) was the official organ of the organization. This magazine was published on a monthly basis. In addition to this, there were other magazines as well like the Die Kameradschaft (Comradeship), Jungen eure Welt (Youth your World), Mdelschaft and others which were used by the Nazi government to indoctrinate the minds of the German youths. The opinion of Hitler himself in this regard is very significant to note The receptivity of the masses is very limited, their intelligence is small, but their power of forgetting is enormous. In consequence of these facts, all effective propaganda must be limited to a very few points and must harp on these in slogans until the last member of the public understands what you want him to understand by your slogan (Hitler 5-89). Therefore, with this particular intention the Nazi government published several magazines as well as periodicals to indoctrinate the minds of the youths with Nazi ideologies. As already mentioned, the organization Hitler Youth was formed in the year 1922. However, soon the organization gained momentum and within a year only the organization gained more than 12,000 members (Pine 5-67). It is interesting to note that in the year the Chancellor of Germany, Hitler which declared that the Hitler Youth was the only legal youth organization in the nation and all the other ones to be illegal. At this point of time, the membership within the organization has increased to 600,000 (Pine 5-67). Hitler himself said about the organization "all of the German youth in the Reich is organized within the Hitler Youth" (Pine 5-67). It is interesting to note that in the 1940 the membership in the organization had crossed more than eight million. These youths played a significant role in the growth as well as the overall development of the nation of Germany. It is to be noted that these members of the Hitler Youths played a significant role during the Second World War (1939-19 45). They formed not only one of the pillars of the Nazi party but also played a significant role in the Second World War and years leading up to that during which time Germany was to emerge as a major super power of the world. It is interesting to note that after the death of Hitler, the entire aura of the organization Hitler Youth faded overnight (Lee 3-31). In fact, the process had set in during the later years of Hitler and more specifically after the start of the Second World War. In this particular, it is interesting to note the opinion of Jugend Schirach, the architect of the concept of the Hitler Youth after the completion of the trial in which he was charged with treason against the nation of Germany, after the end of the Second World War, I have trained this generation to believe in Hitler and to be faithful to him. The youth movement which I built up bore his name It is my guilt that I have trained youth for a man who became a murderer a million times over (Ponzio 4-76). According to the opinion of Alfons Heck articulated in his memoir A Child of Hitler, The experience of the Hitler Youth in Nazi Germany constitutes a massive case of child abuse. Out of millions of basically innocent children, Hi tler and his regime succeeded in creating potential monsters. Could it happen again today? Of course it can. Children are like empty vessels: you can fill them with good, you can fill them with evil; you can fill them with compassion. Conclusion Therefore, from the above discussion it becomes clear that the Treaty of Versailles (1919) within itself the germs of the Second World War. The rise of Hitler in Germany after the First World War when seen in the context of the precepts of the Treaty of Versailles becomes totally justified. The rise of Hitler was a gradual process and it lasted till the end of the Second World War. Hitler used various techniques as well as mechanisms for the acquisition of power and also to exert his control over the citizens of the nation of Germany. One such machinery used by Hitler is the creation of the organization Hitler Youth in the year 1922. This Youth Hitler organization of Hitler aspired to indoctrinate the youths. It is a reflection of the indoctrination of the youths that by the year 1940 more than eight million youths were a part of this particular youth organization. However, it is to be noted that it was a general youth organization where youths gather to get to know each other or to discuss things. This Youth Hitler organization of Hitler wanted to brainwash the youths of the nation of Germany and use them for the purpose of taking vengeance on the winners of the First World War. Therefore, it would not be too far-fetched to say that Hitler Youth was able to indoctrinate the German youth in a complete manner. References "BBC - GCSE Bitesize: How Did Nazi Economic And Social Policy Affect Life In Germany?."Bbc.co.uk. N.p., 2018. Web. 18 Mar. 2018. "Indoctrinating Youth."Ushmm.org. N.p., 2018. Web. 18 Mar. 2018. "Kyle Frabotta, "The Mindset Of The Hitler-Jugend" (2004)."History.ucsb.edu. N.p., 2018. Web. 18 Mar. 2018. "Life For German Youth In The 1930S: Education, Propaganda, Conformity, And Obedience."Facing History and Ourselves. N.p., 2018. Web. 18 Mar. 2018. "Nazi Indoctrination And Anti-Semitic Beliefs In Germany." N.p., 2018. Web. 18 Mar. 2018. "Rebuilding Germany 'S Children: The Nazi Indoctrination And Postwar Reeducation Of The Hitler Youth."semanticscholar.org. N.p., 2018. Web. 18 Mar. 2018. "The First World War."Archive.nytimes.com. N.p., 2018. Web. 18 Mar. 2018. Appleby, Kelsey Danielle. "Controlling Information with Propaganda: Indoctrinating the Youth in Nazi Germany."Dalhousie Journal of Interdisciplinary Management9.1 (2013). Bell, Philip Michael Hett.The Origins of the Second World War in Europe. Routledge, 2014. Feick, Grainne. "The Hitler Youth: the Other Victims of the Nazi Regime." (2013). Fox, Elizabeth. "Rebuilding Germany's Children: The Nazi Indoctrination and Postwar Reeducation of the Hitler Youth."Furman Humanities Review27.1 (2016): 31-59. Glantz, David M., and Jonathan M. House.When Titans Clashed: How the Red Army Stopped Hitler. University Press of Kansas, 2015. Halpern, Paul.A naval history of World War I. Naval Institute Press, 2012. Hart, BH Liddell.A History of the Second World War. Pan Macmillan, 2015. Hitler, Adolf.Mein Kampf: 1923. Kontre kulture, 2016. Kaiser, David E.Economic Diplomacy and the Origins of the Second World War: Germany, Britain, France, and Eastern Europe, 1930-1939. Princeton University Press, 2015. Keegan, John.The first world war. Random House, 2014. Lampen, Claire. "Hitler's Children: Education as Indoctrination under the Third Reich." (2012). Lee, Stephen J.Hitler and Nazi Germany. Routledge, 2013. Mayers, David.FDR's Ambassadors and the Diplomacy of Crisis: From the Rise of Hitler to the End of World War II. Cambridge University Press, 2013. McDonough, Frank.Hitler and the Rise of the Nazi Party. Routledge, 2014. Pine, Lisa.Hitler's' national community': society and culture in Nazi Germany. Bloomsbury Publishing, 2017. Ponzio, Alessio.Shaping the New Man: Youth Training Regimes in Fascist Italy and Nazi Germany. University of Wisconsin Pres, 2015. Richie, Alexandra.Fausts metropolis: A history of Berlin. HarperCollins UK, 2013. Satyanath, Shanker, Nico Voigtlaender, and Hans-Joachim Voth.Bowling for fascism: social capital and the rise of the Nazi Party. No. w19201. National Bureau of Economic Research, 2013. Shirer, William L.The rise and fall of Adolf Hitler. RosettaBooks, 2013. Taylor, Alan John Percivale.Origin Of The Second World War. Simon and Schuster, 1996.

mylo xyloto by Coldplay free essay sample

Dear Coldplay, What have you done to yourself? When I first heard your new album not only was I mildly disturbed by the lack in emotions but I had a strange sensation almost like Lennon and George just turned over in their graves. I truly think the apocalypse has started, and Coldplay you are the cause. You were once a mild alternative rock band but now you sunk so low you’re in hell, also known as pop music. Chris Martin, what on earth have you done? You started so strong and made people love you naturally. Your break through single, Yellow, was natural and amazing. A Rush of Blood to Your Head is a spectacular album that made me listen to it until my CD player broke. But now, in the new music era you evolved into something so grotesque and disgraceful, you’re P.O.P. You’re now just another auto tuned annoying voice that isn’t real. We will write a custom essay sample on mylo xyloto by Coldplay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page And my dear Coldplay what the heck is Rihanna doing on this album!?! She sings -no scratch that- screams the same not repeatedly throughout Princess of China. Which is supposedly â€Å"full of deep and real emotions† according to Rolling Stones Magazine. Ya, right. That was as far as it can be from emotional, it was fake. And Rihanna has absolutely no right on a Coldplay album and is an insult to fans everywhere. Now, dear readers, send back the tee shirts and trade them in for Margot and the Nuclear So and So’s. They are not auto tuned and stay true to their alternative rock roots. Goodbye to my August Coldplay concert tickets, hello Broadripple is burning and As tall as cliffs by Margot and the Nuclear So and So’s. Mylo Xyloto by Coldplay free essay sample Coldplays latest album, â€Å"Mylo Xyloto,† a stunning 14-track CD, is much more than an assortment of singles. Unlike past albums, Chris Martin creates two characters, Mylo and Xyloto, whose incredible love story is accented with artful rebellion against those in power and spans the entire disc. For fans who worry that Coldplay has succumbed to the world of tasteless pop melodies, fear not. â€Å"Mylo Xyloto† is every bit as engaging, kinetic, and varied as its predecessors, and features the  ­return of some of the bands best-loved music: â€Å"Paradise† and â€Å"Every Teardrop Is a Waterfall.† The cover track is a 42-second melody featuring xylophone and hints of electronica, a sound thats new to the band. It hops directly into â€Å"Hurts Like Heaven,† almost as if its the same song. â€Å"Hurts Like Heaven† is a bouncy, wildly uplifting piece with a beat that makes it difficult for the listener to stay still. We will write a custom essay sample on Mylo Xyloto by Coldplay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The lyrics refer to the New York graffiti movement of the ?s, as seen in the opening line, â€Å"Written in graffiti on a bridge in the park: do you ever get the feeling that youre missing the mark?† This song is joyfully inspiring, jazzy, and has a â€Å"follow your bliss† attitude. Its arguably one of the best Coldplay has written. â€Å"Us Against the World† is an acoustic ballad featuring melancholy lyrics. This song gives more insight into the relationship of Mylo and Xyloto, though the track lacks Coldplays usual waves of sound and remains fairly contained. â€Å"U.F.O.† is also a ballad, but possesses the sweeping resonance missing in â€Å"Us Against the World.† It is mild, lilting, and circular in all the right ways. Though this track may be overlooked in its unembellished simplicity, it is a must-listen. â€Å"Princess of China† pushes boundaries with its electro-pop, R, and alternative hip-hop sound. It has a heavier, darker mood with the tasteful use of a synthesizer throughout. Rihannas vocals are fierce and shimmering, and fit the bill perfectly. This particular song is quite out there for Coldplay, a band that plays primarily alternative and acoustic rock, but it has received surprisingly positive feedback. â€Å"Dont Let It Break Your Heart† is brimming with the soaring, invigorating, anthemic sound that gave Coldplay its vast following in the early 2000s. Do the pounding piano, crashing drums, trilling guitar – sound like an unpleasant jumble? Absolutely not. The penultimate track captures the essence of the British band with crystalline clarity, proving their talent, musical dexterity and bittersweet warmth. â€Å"Dont Let It Break Your Heart† is timeless, consuming, and extremely stirring; it has a toe-tapping beat and the music is vivid, present, and alive. Its joyful atmosphere washes away the discs intermittent melancholy, leaving the sweet victory of lovers reuniting. This album is gut-wrenching, explosive, and optimistic. Coldplay has done a phenomenal job. The songs are practically splitting at the seams with meaning and imagination, and personally, I welcome the overflow. Mylo Xyloto by Coldplay free essay sample Although the name semblances no specific meaning, Coldplay’s latest album â€Å"Mylo Xyloto† just may bear the greatest meaning out of all their other albums. For Coldplay, â€Å"MX† represents their new mentality, to produce another smashing album on a clean slate. Instead of worrying about the oppressive criticism of the general public, Coldplay has reinstated their efforts to give their listeners another entertaining taste of their brilliance. Could it be a stroke of genius responsible for Coldplay’s success across the years? Harmonious serendipity? Or sheer literary luck? Many of Coldplay’s fans would argue that the foursome compromising the band simply have had the musical ingenuity and the gift of teamwork that enable them to accomplish what they have done. Certainly, Mylo Xyloto brings a fresh, contemporary feel to Coldplay’s music which can either be highly depreciated or highly praised. However, there is no denying the stimulating m elodies comprising â€Å"MX†. We will write a custom essay sample on Mylo Xyloto by Coldplay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Exhilarating hits such as â€Å"Hurts Like Heaven† and â€Å"Paradise† showcase the bouncy new tunes reveled by lead guitarist Johnny Buckland. The animated falsetto of lead-vocalist Chris Martin highlight tracks â€Å"Up in Flames† and â€Å"Us Against the World†. Even Rihanna joins in on the fun, killing the thriller duet â€Å"Princess of China† with Chris Martin. When my pre-order of â€Å"Mylo Xyloto† finally downloaded, I immediately started to listen to the album, carefully falling in love with Coldplay all over again. I am an avid Coldplay fan, but for those who have never heard Coldplay before, I highly recommend this album. â€Å"MX† features just a glimpse of Coldplay’s enchanting melodies and inspiring lyrics. Every time I listen to â€Å"Mylo Xyloto†, I find myself tapping my feet along to the music, losing myself in the mystery of Coldplay’s latest majestic musical anthology. I believe you will find yourself doing the same exact thing.

Biography of Sol LeWitt, Conceptual Artist

Biography of Sol LeWitt, Conceptual Artist Solomon Sol LeWitt (September 9, 1928–April 8, 2007) was an American artist regarded as a pioneer in both the Conceptual and Minimalist Art movements. LeWitt stated that ideas, not physical creations, are the substance of art. He developed instructions for wall drawings that are still being created to this day. Fast Facts: Sol LeWitt Occupation: ArtistArtistic Movements: Conceptual and Minimalist ArtBorn: September 9, 1928 in Hartford, ConnecticutDied: April 8, 2007 in New York City, New YorkEducation: Syracuse University, School of Visual ArtsSelected Works: Lines in Four Directions (1985), Wall Drawing #652 (1990), 9 Towers (2007)Notable Quote: The idea becomes the machine that makes the art. Early Life and Education Born in Hartford, Connecticut, Sol LeWitt grew up in a family of Russian Jewish immigrants. His father died when Sol was only six years old. With encouragement from his mother, he attended art classes at the Wadsworth Atheneum in Hartford, Connecticut. LeWitt showed a talent for creating humorous drawings. Most children in LeWitts neighborhood took industrial jobs, but he pursued art to rebel against expectations. Although he wanted to skip college, Sol compromised with his mother and attended Syracuse University. While in college, he won a $1,000 award for his work creating lithographs. The grant helped fund a trip to Europe in 1949 where LeWitt studied the work of the Old Masters. Drafted into the United States Army during the Korean War in 1951, Sol LeWitt served in the Special Services and created posters among other duties. He visited many shrines and temples in both Korea and Japan. LeWitt returned to New York in 1953, set up his first art studio, and began working as a design intern at Seventeen magazine. He also attended classes at the School of Visual Arts in Manhattan. LeWitt joined I.M. Peis architectural firm in 1955 as a graphic designer. There he began developing his idea that art is a concept or a blueprint for creation, and not necessarily the finished work- meaning that the physical work could be executed by someone other than the artist. Sol Lewitt in New York (1969). Jack Robinson / Getty Images After taking an entry-level job as a clerk at the Museum of Modern Art in New York in 1960, Sol LeWitt had firsthand exposure to the landmark 1960 exhibit Sixteen Americans. Among the featured artists were Jasper Johns, Robert Rauschenberg, and Frank Stella. Structures Showing independence from the tradition of sculpture in the arts, LeWitt called his three-dimensional works Structures. Initially, he created closed wooden objects lacquered by hand. However, in the mid-1960s, he decided it was necessary to reveal the internal structure leaving only a skeletal form. In 1969, LeWitt began creating his structures on a large scale often constructed out of fabricated aluminum or steel. X with Columns (1996). Raymond Boyd / Michael Ochs Archives / Getty Images In the 1980s, LeWitt began creating large public structures out of stacked cinder blocks. He started working with concrete in 1985 creating the cement Cube for a park in Basel, Switzerland. Beginning in 1990, he created multiple variations on a tower of concrete blocks for locations around the world. One of LeWitts final structures was the 2007 design for 9 Towers to be constructed in Sweden out of over 1,000 light-colored bricks. Wall Drawings In 1968, LeWitt began developing guidelines and diagrams for making works of art by drawing directly on the wall. At first, they used a graphite pencil, then crayon, colored pencil, and later India ink, acrylic paint, and other materials. Many of LeWitts wall drawings were executed by other people using his guidelines. LeWitt stated that the wall drawings are never the same, as everyone understands the instructions differently and draws lines uniquely. Even after his death, LeWitt wall drawings are still being produced. Many are created for exhibitions and destroyed once the exhibition is over. John Hogan creating a Sol Lewitt line drawing. Andy Kropa / Getty Images A characteristic example of LeWitts wall drawing instructions is as follows: Draw all combinations of two lines crossing, placed at random, using arcs from corners and sides, straight, not straight, and broken lines. This example comes from Wall Drawing #122, executed at the Massachusetts Institute of Technology in Cambridge, Massachusetts. After moving to Spoleto, Italy in the late 1970s, LeWitt began creating wall drawings with crayon and other brightly colored materials. He credited the change to his exposure to Italian frescoes. In 2005, LeWitt began developing a series of scribbled wall drawings. As with his other works, the instructions for creation are highly specific. The scribbles are done with six different densities that ultimately imply a three-dimensional work. Major Exhibitions New Yorks John Daniels gallery mounted Sol LeWitts first solo show in 1965. In 1966, he took part in the Primary Structures exhibition at the Jewish Museum of New York. It was a defining event for Minimalist Art. The Museum of Modern Art in New York launched a Sol LeWitt retrospective in 1978. Many art critics embraced LeWitt for the first time following the exhibition. The 1992 Sol LeWitt Drawings 1958-1992 exhibit began at Gemeentemuseum in The Hague Netherlands before traveling to museums around the world for the next three years. A major LeWitt retrospective by the San Francisco Musem of Modern Art in 2000 traveled to Chicago and New York. Sol Lewitt Line Drawing #84 (2011). Andy Kropa / Getty Images A massive exhibition titled Sol LeWitt: A Wall Drawing Retrospective- a collaborative project of Yale University, the Massachusetts Museum of Contemporary Art, and Williams College- opened in 2008, a year after the artists death. It includes almost an acre of wall space devoted to more than 105 drawings created to LeWitts specifications. Sixty-five artists and students executed the works. Housed in a 27,000-square-foot historic mill building, the exhibition will remain open for viewing for 25 years. Legacy and Influence LeWitts methods of using lines, shapes, blocks, and other simple elements made him a key figure in Minimalist Art. However, his primary legacy is his vital role in the development of Conceptual Art. He believed that concepts and ideas are the substance of art, not the final piece that is created. He also insisted that art is not about anything in particular. These ideas distinguished LeWitt from the romantic and emotional work of the abstract expressionists. LeWitts 1967 essay Paragraphs on Conceptual Art, published in ArtForum, is a defining statement for the movement; in it, he wrote, The idea becomes the machine that makes the art. Source Cross, Susan, and Denise Markonish. Sol LeWitt: 100 Views. Yale University Press, 2009.

Arthur Zimmermann - Profile

Arthur Zimmermann - Profile Arthur Zimmerman worked as the German Foreign Secretary during 1916-17 (mid World War 1), during which time he sent the Zimmermann Note / Telegram, a document whose clumsy diplomacy (trying to trigger a Mexican invasion of the US) contributed to America’s entry into the war and earned Zimmerman lasting infamy as a hapless failure. Born 5 October 1864, Died 6 June 1940. Early Career Born in 1864 Marggrabowa, East Prussia (now called Olecko and in Poland), Arthur Zimmermann followed a career in the German civil service, moving to the diplomatic branch in 1905. By 1913 he had a major role thanks partly to the Foreign Secretary, Gottlieb von Jagow, who left much of the face to face negotiations and meetings to Zimmermann. Indeed, Arthur was acting as Foreign Secretary alongside German Emperor Wilhelm II and Chancellor Bethmann Hollweg in 1914 when the decision to support Austria-Hungary against Serbia, and thus Russia, and thus enter into the First World War, was taken. Zimmermann himself drafted the telegram giving notice of Germanys commitment. Soon most of Europe was fighting each other, and hundreds of thousands were being killed. Germany, in the middle of it all, managed to stay afloat. Arguments Over Submarine Strategy Jagow remained Foreign Secretary until the middle of 1916, when he resigned in protest at the governments decision to resume unrestricted submarine warfare, which was likely to provoke a US declaration of war against Germany. This style of warfare involved using submarines to attack any and all shipping they found, whether or not it appeared to be from neutral nations (although American was using an odd sort of neutrality at the best of times), and one major target was US civilian and shipping craft. The US had warned earlier in the war that such tactics might induce it to fight Germany.Zimmermann was appointed his replacement on November 25, thanks partly to his talents, but mainly to his complete support of the military rulers – Hindenburg and Ludendorff – and the submarine policy, which was now going to going ahead. Reacting to the threat from America, Zimmermann proposed an alliance with both Mexico and Japan to create a ground war on US soil. However, the telegram of instructions he sent to his Mexican ambassador in March 1917 was intercepted by the British (not entirely honourably, but there was   a war on) and passed onto the US for maximum effect: it became known as the Zimmermann Note, severely embarrassed Germany and contributed to the American publics support for war. They were, as you might imagine, angered by Germany trying to bring bloodshed to their own country, and were now keener on exporting some of their own in return. A Lack of Denials For reasons that still baffle political spokesmen, Zimmermann publicly admitted to the telegram’s authenticity. Zimmermann remained Foreign Secretary for a few more months, until he retired from government in the August of 1917 (largely because there wasnt a job for him anymore). He lived until 1940 and died with Germany again at war, his career overshadowed by one short communication.

Database protection Essay Example | Topics and Well Written Essays - 500 words

Database protection - Essay Example Compilations of data or other material, whether in machine readable or other form, which by reason of the selection or arrangement of their contents constitute intellectual creations shall be protected as such (â€Å"Agreement on Trade-Related.†). The petition filed to the WTO is basically a court hearing, with a judge, lawyers, plaintiff, and defendant. The only difference is that not all of the players in this court case are Americans, but from various countries belonging to the WTO. Whatever the judge decides, the defendant’s country, or America in this case, is left to uphold. If it was proven that the database had been accessed illegally and copies distributed, then America would enforce the penalty, ranging from prison to restitution. Most of the time restitution is the scenario. Let it be noted that only twenty-five cases of intellectual property theft has been petitioned to the WTO (â€Å"Agreement on Trade-Related.†). Another means for the database owner would be to file suit either in American federal or state court where the defendant is from. America has copyright laws for intellectual property. Because of the WTO, every WTO member must have current laws protecting intellectual property, America is no exception. By suing through the American justice system, the database owner could have an injunction placed on the product from the database immediately. American laws would also punish the hacker, if they were found guilty, by restitution or jail time. The two options above all depend on the database owner and where they live. If from a developed country like Russia or one of the European states, it is very likely justice will be done and their database will be protected. However, if from an underdeveloped country, like Cambodia or an African state the database owner will lose their property. One because their country does not have the existing WTO treaty or their country already has sanctions. Two the database owner would not have the